Purpose of this advice .au
Advice for schools – social distancing in Physical EducationPurpose of this adviceThis advice is to support secondary education teachers with incorporating social distancing into physical education lessons to ensure student safety and wellbeing, whilst providing opportunities for students to value movement.How does the virus spread?According to NSW Health, the virus that causes COVID-19 is mainly spread via respiratory droplets (thanks to a cough or a sneeze). Since the virus was declared a pandemic by the World Health Organisation on March 11, social distancing has been recommended to slow the transmission of the virus.What is social distancing and why is it important?The NSW Department of Education has implemented proactive measures to limit the impact of the novel coronavirus (COVID-19) in our schools. Social distancing means that we reduce the number of close physical and social contact we have with one another. (NSW Health, 2020).Social distancing doesn’t stop transmission entirely, but it can help with reducing the rate of transmission. Social distancing is extremely important because if everyone gets sick at once, the healthcare system won’t be able to manage the influx of patients. Slowing the transmission spreads out the resources and, hopefully, provides enough time for medical experts to develop antiviral medication and eventually, a vaccine.For further information see department news update education..au/news/latest-news/schools-to-implement-distancing-measuresThe NSW Department of Education continues to work closely with NSW Health to monitor and respond to developments to ensure the safety and wellbeing of students and teachers.What does social distancing look like in Physical Education (PE) lessons?StrategiesThe information below is in addition to the existing advice provided by the NSW Department of Education. Teachers should be vigilant and stay abreast of updates, and apply them accordingly. The social distancing advice may seem challenging to implement in the PE context, however, there’s lots of ways to help make this work.Providing a calm and supportive environment is important at a time when young people may be exposed to panic and uncertainty in the community. PE lessons are particularly important for student’s physical, mental, emotional and social wellbeing. They can provide physical activity, social connection and serotonin release that supports mental wellbeing. TeachersIn accordance with the NSW Department of Education and NSW Health advice, the following strategies should be applied by teachers in physical education lessons:display NSW Health posters in the changerooms and toilets to promote handwashing, and general hygienewipe down shared spaces and equipment regularly use minimal or no equipment for activities, where possibleadhere to social distancing measures and introduce a 1.5 - 2 metre spacing for all activitiestimetable classes to different changerooms, if possibleallocate classes to different areas of the school for PE lessons to reduce the number of students in one area.Students Wash hands thoroughly before and after PE lessonsUse appropriate cough etiquette - sneeze into the elbow or a tissue, disposing of the tissue straight away and then washing handsUse individual water bottles and do not share, in any instanceStay home if feeling unwell, or go to the sickbay if already at school.Lesson ideasThese sample lesson ideas incorporate syllabus content for stages 4 and 5, whilst supporting the social distancing procedures.Allow for student design and creativityDesign a modified physical activity (Stage 4) Individually or in groups, students design a modified physical activity to promote safe participation in practical situations where social distancing measures are applied.Designing physical activity options (Stage 5) Students will consider their own needs and the needs of young people and design a circuit with minimal equipment to be completed in their own home or out.Corona creative dance. Create a greeting using students’ feet. Students practise their greeting by providing and receiving feedback and refining the movement. Record the greeting using a mobile phone or iPad. PD4-4, PD4-11, PD5-4, PD5-11.Mirror movement composition. Create a sequence of eight counts. Students take turns to teach their partner and mirror the other person as they perform. Build the composition to create a routine of 32 counts. PD4-11, PD5-11Use zones, spacing and independent or small group based tasks and stationsZone ball. Setup three zones per field. Each team allocates a zone for each player. Teams can decide how many players they wish to have in each zone. Provide time for teams to discuss tactics and change their formations throughout. Use a ball that students can kick. Progression 1 - 5 passes equals a point, progression 2 - all players must kick the ball and maintain possession to score a point, progression 3 – add goals. PD4-5, PD5-5Soccer-volleyball. Use student’s feet instead of their hands to hit the ball over the net. 1-3 hits per side depending on the skill level of your students. Students respond to peer feedback to increase the number of controlled hits per side, working as a team. PD5-4Net/ wall task cards and stations – use small groupings and space (if possible) to assign students to skill and task based activities. An example has been provided for net wall activities and skills in the following pages. Partner circuit. Use a court and set up stations that require no equipment around the outside. These should be spread apart. In pairs, one student starts on a station, while the other student runs from one end of the court to the other and back. Students then swap places. Continue for two minutes, rest for one minute, before moving to the next station. One group per station if possible. Alternatively, students can spend one minute per activity, swap with their partner, then rest for one minute before moving onto the next station. PD4-8COVID-19 circuit . Students are in groups of 3. For each rotation of 5-10 minutes the students in each group are performing a different movement. Groups swap when the student on the running station has completed the task. Students may rotate between the three activities more than once in the time allocation. Follow with a drink break before starting the next rotation. Use a timer application such as “Interval Timer-HIIT. PD4-8.RotationsActivity 1Activity 2Activity 31Shuttle runs - out and back to each cone at 5m, 10m and 15m. Stop to perform five squat jumps at each cone. 10 push-ups10 dips10 squat pulses10 jump lunges2As above, swap the jumps for push-ups.10 crunches10 leg raises10 gorilla sprints10 high knees3As above, swap the push-ups for star jumps.10 sit-ups10 reverse crunches10 standing lunges10 back raises/ cobrasThe PDHPE Team would love to see how creative your lessons can be. Please share your ideas by emailing nswpdhpe.unit@ Sample activities will be shared by the team on social media and in our Microsoft Teams PDHPE Statewide wall task cardsHand tennis1 vs 1 in square area.One student strikes/underarm throws ball up to start point.Students strike ball up with palm/bat so it lands in a space inside playing square, before their opponent hits it. Rally continues until a student misses the ball or one hits it out of the square.Increase to 2 v 2 if space allows.Roll tennisPlay on a badminton size court with a line on floor dividing halves. 1-2 students per half with one ball.One player begins by serving ball (underarm roll) to their opponent/s in between the “net posts”. Other team must pick up ball before their base line and roll the ball back. Rally continues until one student/team misses the ball (rolls over base line) or ball is rolled outside the “net posts”.Circle ballStudents in circle with one in middle (4-5 students per group).Outside player passes ball in the air to inside player, who catches and then throws to another outside player. Order of outside players can vary, but cannot pass to same playerAim is to keep ball up for 1 minute/until teacher calls ‘stop’.Rotate players to be in the middle.Square bounce using a hoopPlay on a badminton size court with a square/hoop on the centre line dividing the two halves. 1-2 students per half.Students use a volleyball or low bounce ball to underarm throw ball so it bounces into the centre square/hoop and to the opposition. They can then catch the ball, take one step with it and pass it back. Rally continues until there are two bounces, a drop catch, or the ball doesn’t bounce in the square/circle or land in the court.Four squareFour students play on a square, with the playing area divided into four even spaces. One ball per group.One player serves the ball by throwing underarm into another student’s square. The ball must bounce before the student who is in that square can catch it, and then underarm throw to another student.Play continues until a student misses the ball/catch, or the ball lands in their square.Player rotation if a point is lost.Wall ballUse a wall for the playing space with a horizontal line on it (higher is easier).Students work in pairs/singles with one ball.One player serves (underarm throw at wall over line). Ball must always hit wall above or on the line to be a fair throw. The other player can catch rebound off wall without one bounce.If the ball is throw below the line or the ball bounces twice before catch, opponent gets the point. ................
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