Title Page No.

TABLE OF CONTENTS………………………………………………………….......... i.

1.0 LESSON PLAN…………………………………………………………………....... 1

2.0 GROUP REFLECTION…………………..………………………………………... 6

3.0 APPENDIX………………………………………………………………………….. 8

3.1 Appendix of Lesson Plan

3.2 Link of Microteaching

3.3 Self-Check Checklists

3.4 Rubrics

3.5 CA Slips

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 EPE20203 DEVELOPING TEACHING SKILLS IN PHYSICAL EDUCATION

Subject : Physical Education Class : 1 Amanah Week : 10 Time : 7.30 a.m. – 8.10 a.m.
Attendance: 12/12 Date : 17th February 2020 Day : Monday

Theme: Forehand overhead clear (Lobbing) Moral value: Independence

Cross-curricular elements (CCE): Sportmanship Teaching
Topic: Badminton aids/Resources:
Racquets, shuttlecocks, self-checklist, target boxes, hula hoop
Content Standard: and big dices, whiteboard and markers. I-think maps: Brace
1.6 Perform basic badminton skills with the correct techniques. Map
21st Century Learning: Evaluating
2.6 Apply conceptual movement knowledge and mechanical principles in Thinking Skill: Evaluation
basic badminton skills. Teaching and Learning evaluation: Self-Checklist D

5.2 Demonstrate confidence and self-responsibility while doing physical

activity.
Learning and Objective Standard: Success criteria :

By the end of the lesson, students will be able to: Psychomotor:

Psychomotor: Perform 5 consecutive lobbing shots with the correct technique.
1.6.3 Perform the forehand overhead clear in game situations. Cognitive:
Cognitive: State the 3 muscles involved in lobbing technique.
2.6.3 Justify the choice of lob during service receive. Affective:
Affective: Demonstrate confidence in self-evaluation throughout the lesson.
5.2.4 Make decisions for yourself and others while doing
activities in a variety of situations.
Phase Activity PdPc Process Organisation Remarks

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 EPE20203 DEVELOPING TEACHING SKILLS IN PHYSICAL EDUCATION

Set Introduction 1. Teacher starts off the lesson by explaining about badminton on a
Induction general scale and then to the specific skill needed today which is
(5 minutes) overhead clear lobbing. Refer appendix
The following is the brief content conveyed: 1
Refer appendix
Badminton origin
2 General
The term ‘badminton’ is derived from the word ‘poona’ which was played
Intro
by British army officers. In Malaysia, the Badminton Association of
Malaysia (BAM) which governs the body of badminton within the country
is related to the Badminton World Federation (BWF) and Badminton Asia
Confederation (BAC). The most recognised badminton player in Malaysia
is the legendary Datuk Lee Chong Wei who managed to win his first silver
medal in 2008. Badminton can be played in singles or doubles.

A badminton match consists of the best of 3 games of 21 points. Every Specific

time there is a serve – there is a point scored. The side winning a rally adds Intro
a point to its score. At 20 all, the side which gains a 2 point lead first, wins (Focused
that game. At 29 all, the side scoring the 30th point, wins that game. Skill)

In terms of service, there are four main service skills which are the low
serve, high serve, drive serve, and flick serve. There are several badminton
playing techniques like smashes, drop shot, forehand shot, backhand shot,
and lob shot.

Lob shot
A lob shot is a defensive stroke that is executed near the baseline of the
court. Lobbying aims to hit the shuttle far towards the back of the
opponent’s court and a good lob should be over your opponent's reach at
mid court, pushing them to the back of the baseline. The muscles involved
in lobbing are the wrist flexors, biceps, and triceps.

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 EPE20203 DEVELOPING TEACHING SKILLS IN PHYSICAL EDUCATION

Warming 1. Students perform “Run, Jump, Jack, Repeat” at the badminton court. Refer appendix
up and 2. Students are divided into 2 groups. 6 members at the left court and the 3
stretching other 6 at the right court. Refer appendix
3. In groups, all 6 students slow jogs in one place around the court. 4
General 4. The teacher starts by throwing a hula hoop and a dice to student A.
Warmup 5. Student A runs to the place of the hula hoop target and receives the dice.
(Extraordin Then, student A performs jumping jacks according to the number shown
ary) on the dice.
6. Student A throws the hula hoop further away along with the dice for
student B to pick up and perform the same activity. Student A jogs on
the spot until it is his turn to play again.
7. Then, student B will pass to student C. This continues till all students
have played their turn.
8. Teacher observes the warmup activity.

Specific 1. Students reach out to grab a shuttlecock each and pair up. Refer appendix
Warmup 2. 4 students will share a badminton court. 5
3. Students are guided by the teacher to conduct the specific warmup of Refer appendix
‘Shuttlecock Passing’ to their partner without a racquet within a minute. 6
4. This warmup will prepare students’ rhythm, balance, concentration and
hand-eye coordination techniques for the latter activities.
Refer appendix
Stretching 1. Students are called to be in a groups of 6 each. They are seated in a 7
Ushaped position. Refer appendix
2. Each group will follow the yoga stretching session by the teacher. 8
3. Students stretch themselves through the butterfly pose, holding it for 30
seconds.
4. Teacher counts together with students and follow along the stretching
session.

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 EPE20203 DEVELOPING TEACHING SKILLS IN PHYSICAL EDUCATION

Development Lobbing 1. Students are given a self-check checklist by the teacher. Refer appendix
(10 minutes) without a 2. Students are positioned in a U-shape surrounding the teacher. 9
racquet 3. Students are given debriefing by the teacher. Refer appendix
4. Students perform lobbing without a racquet for 2 minutes. 10
5. Students self-check themselves according to the list given.
6. Teacher observes students and provide feedback when necessary.
Lobbing 1. Now, students are given racquets and a shuttlecock by their teacher. Refer appendix
with a 2. Teacher assigns 2 students in one badminton court. 11
racquet 3. Student A who is at the left side of the court starts off with a badminton Refer appendix
serve. 12
4. Then, student B responds by performing lobbing with a racquet. 5. The
shuttlecock has to go over the net and land in student A’s side of the court.
6. The roles are reversed as student B will now start with a serve and
student A has to respond by performing the lobbing technique.
7. Teacher observes students and provide feedback when necessary.
Continuous 1. With the same position and partner, students will now have to Refer appendix
receiving continuously return the shuttlecock using the lobbing technique. 13
and 2. Then, partner A can start the play with any type of service. Refer appendix
returning 3. Then, partner B receives the shuttlecock, he/she needs to return the 14
lobbing shuttlecock using the lobbing technique 5 times in a row.
4. Similarly, partner A has to perform the lobbing technique 5 times in a
row.
5. Teacher observes students and provide feedback when necessary.
Hitting 1. Student A will act as the player who does the service. Refer appendix
targets 2. Student B will return the shuttlecock using the lobbing technique into 15
using the either one of the 2 targeted areas. Refer appendix
lobbing 2. Their roles (between Student A and B) will switch accordingly. 16
technique 3. Students need to evaluate themselves after performing their specific
lobbing into the target area using the checklist.
4. Teacher observes students and provide feedback when necessary.

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 EPE20203 DEVELOPING TEACHING SKILLS IN PHYSICAL EDUCATION

Evaluation Mini game 1. Students are divided into pairs. Refer appendix
(10 minutes) 2. A checklist is given for the mini game. 17
3. Students are given brief instruction on how the game works. Refer appendix
4. The students will play a short badminton match with the use of 18
forehand overhead clear.
5. The winners are chosen after reaching 7 points.
6. The teacher observes the students and gives feedback if necessary.
Closure (5 Cooling Teacher assigns one student to lead the cooling down session. Refer appendix Answer
minutes) down and 1. Students slow jogs around the area in the badminton court. 19 refer to
debriefing 2. Then, students stand in a circular position and perform some body Refer appendix introducti
stretches. 3. Students are led to perform standing quadriceps stretch by being 20 on and
checklist.
their right knees and bringing their heel towards their buttock. It has to be
held with one hand for 10 seconds and repeated on the other side. 4. Then, the
Collect
leader leads the rest to perform upper body stretch by interlacing their
fingers and pressing their palms up toward the ceiling while maintaining a equipment
straight spine.
5. Students are to take deep breaths in order to cool down themselves.
6. Teacher observes how the student leader leads and also performs the
cooling down session with the students.
Refer appendix
Reflection 1. Teacher gathers all students in lines and asks some questions. 21
a. Did any of you faced any injuries during the activity? Refer appendix
b. What are the muscles involved in lobbing? 22
c. How to perform the lobbing shot with the correct techniques?
2. Teacher asks two students to volunteer and demonstrate their lobbing
technique.
3. Selected students show their formation and is given feedback by
others. 4. Teacher observes the answers given by other students and provides
his own feedback on the performance of the technique.
5. Teacher ends the lesson.

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 EPE20203 DEVELOPING TEACHING SKILLS IN PHYSICAL EDUCATION

2.0 GROUP REFLECTION

Based on the microteaching session conducted by the team, we have learnt several
lessons. One of which is the importance of non-verbal communication. Considering the
involvement of the team (as physical education teachers) in micro teaching is more
studentcentred and not as strong as Style A- Command Style, it is important for us to show
adequate facial expression and reassurance to students so that they will have the confidence to
conduct their activities on their own. Besides that, we have learnt that preparation is important
as physical education teachers. The team has made sure the area of the badminton court is
suitable and safe for students, and the equipment is adequately supplied to students. Moreover,
students’ safety is prioritised at all times. We as instructors have to be vigilant at all times
towards our students.

There were a few challenges faced by the team during the microteaching session. One of
which is the fact that it is a self-check style meaning that the team (as teachers) has little
command over the students. How do we overcome that challenge in conveying information?
We as physical education teachers have to have high confidence in the ability of our students
when conducting the activities. We can do so by giving motivation from time to time in order
to increase their level of confidence. Besides, the team had to make sure that the checklist
provided is accurate and in detail so that students will be able to conduct it themselves.

Another challenge is the surrounding noise of the badminton court. Thus, it might affect our
speech when conveying information to students. However, we managed to overcome this
issue by increasing our voice levels and projecting a loud voice towards our students. Besides,
the challenge of not interfering too much when students’ are conducting their activities on
their own. This is because we as teachers want them to be independent and confident enough
to selfevaluate themselves according to the list given. However, just as Muska Mosston
mentioned about Style D, teachers can give feedback when necessary especially if our
students called us over for some questions.

Other than that, the challenge in the sense of filming this microteaching session whereby some
of us do not have enough ‘students’ or audience in order to film their teaching session. Hence,

it is only done on a smaller scale and may not reflect the actual arrangement of students
considering the lack of quantity. The flow and conduct of students will also vary depending on
who our targeted audience were. Hence, it is important for the students chosen to have at least
some basic knowledge in badminton and basic service skills in order to follow through the
lobbying activities. The weather, too, seems to rain daily as well and although it is an indoor
court, it might further affect the quality of the video sound. Thankfully, the team head out
earlier in order to avoid that from happening.
 EPE20203 DEVELOPING TEACHING SKILLS IN PHYSICAL EDUCATION

What went right with our lesson? The lesson is heavily-centered on students hence we made
sure to involve students a lot. For instance, student leaders are allocated to lead other students
in the final stretching session. Besides, students are always on a constant lookout at their
checklist in order to self-evaluate which is aligned with our Style D- Self-Check Style.
Students’ understanding by the end of the lesson is also good as they managed to answer the
questions given by us. This showed that the implementation of the microteaching has been
conducted successfully. Moreover, the level of enthusiasm remained active throughout the
lesson.

From the lesson that we have conducted today, we have listed down a few areas of
improvement in which we can further enhance in future lessons . Although the amount of
information was adequate and the form of verbally relaying it was effective, to further
improve upon that, we could incorporate more technology in our classroom such as relaying
information to the students via online videos or slide presentations. Besides that, by
incorporating various other types of warmups which are fun and exciting for students!

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 EPE20203 DEVELOPING TEACHING SKILLS IN PHYSICAL EDUCATION

3.0 APPENDIX
3.1 Appendix of Lesson Plan

Phase Activity
Set Induction Introduction

Appendix 2
Appendix 1
General Warming
Up (Extraordinary)

Appendix 3 Appendix 4

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 EPE20203 DEVELOPING TEACHING SKILLS IN PHYSICAL EDUCATION

Specific Warming
Up

Appendix 6

Appendix 5
Stretching

Appendix 8
Appendix 7

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 EPE20203 DEVELOPING TEACHING SKILLS IN PHYSICAL EDUCATION

Development Activity 1

Appendix 10
Appendix 9
Activity 2

Appendix 12
Appendix 11

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 EPE20203 DEVELOPING TEACHING SKILLS IN PHYSICAL EDUCATION

Activity 3

Appendix 13 Appendix 14
Activity 4

Appendix 16
Appendix 15

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 EPE20203 DEVELOPING TEACHING SKILLS IN PHYSICAL EDUCATION

Evaluation Mini Game

Appendix 17 Appendix 18
Closure Cooling Down

Appendix 19 Appendix 20

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 EPE20203 DEVELOPING TEACHING SKILLS IN PHYSICAL EDUCATION

Reflection

Appendix 21 Appendix 2 2

3.2 Link of Microteaching

The following link leads to our Microteaching: https://www.youtube.com/watch?v=93Uup6plhuQ&t=180s

Below are the separate links contained in a folder of the videos before the major project grouping (Class timing submission):-
Extraordinary Warm-Up and Stretching: https://drive.google.com/drive/folders/1cYggJJnS5hDbSrtGSOM3k7eUX6l-_sw3?usp=sharing

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Name . Style A B C D E
Class . Task Sheet # .
Date .

Development Stage - Forehand Overhead Clear (Lobbying)

To the student:
There are four stages. Each is designed for you to practice forehand overhead clear.
Stage 1: Lobbying without racquet.
Stage 2: Lobbying with racquet.
Stage 3: Continuous receiving and returning lobbying for 5 times each.
Stage 4: Hitting targets using the lobbying technique.
Perform the subsequent stage after stage 1 is completed. The lobbying technique used in all 4
stages involves the following three phases as shown below. After that, provide performance
feedback.

Task Description Phase Cue Common Error

Ready -Use your forehand grip. - Standing with
Phase -Non racquet foot placed forward. straight knees.
-Body and head facing sideways the -The finger
net. placement on
-The elbow pointing outwards. the grip is not
-Bend your knees slightly. held in
-Shuffle back and lunge on the V-shape.
racquet leg.

Execution -Extend the racquet arm above and -Not using proper
Phase in front of head with elbows bent. wrist movement.
-Rotate upper body towards net. -The flick of the
-Transfer weight from the racquet wrist is not
foot to the non-racquet foot while powerful enough.
contacting the shuttle.
-Raise your non-racquet hand and
point at the shuttle.
-Straighten your elbow and rotate
the forearm as you hit the shuttle.
-Use whip-like action of the wrist.
-The shuttle should be struck as high
in the air as possible.

-Quickly rebalance yourself and -Not shuffling

Follow shuffle back towards the middle of back towards the
through the court. middle of the
phase -Reposition into the “get ready court/remaining
position”. stationary.
-Bring your racquet down and across
the front of the body.
-Bring your racquet foot forward
and racquet arm across the chest.
 Comments/Feedback
Name . Style A B C D E
Class . Task Sheet # .
Date .

Evaluation Stage - Forehand Overhead Clear (Lobbying)

To the student:
Working in a pair, play a mini badminton match with the use of lobbying technique. The
winner of the two is the one who scores 7 points first. Toss a coin among the two of you to
determine who serves first (You may use a low serve). Record your feedback after the game.

Task Description Phase Cue Common Error

Ready -Use your forehand grip. - Standing with
Phase -Non racquet foot placed forward. straight knees.
-Body and head facing sideways the -The finger
net. placement on
-The elbow pointing outwards. the grip is not
-Bend your knees slightly. held in
-Shuffle back and lunge on the V-shape.
racquet leg.

Execution -Extend the racquet arm above and -Not using proper
Phase in front of head with elbows bent. wrist movement.
-Rotate upper body towards net. -The flick of the
-Transfer weight from the racquet wrist is not
foot to the non-racquet foot while powerful enough.
contacting the shuttle.
-Raise your non-racquet hand and
point at the shuttle.
-Straighten your elbow and rotate
the forearm as you hit the shuttle.
-Use whip-like action of the wrist.
-The shuttle should be struck as high
in the air as possible.

-Quickly rebalance yourself and -Not shuffling

Follow shuffle back towards the middle of back towards the
through the court. middle of the
phase -Reposition into the “get ready court/remaining
position”. stationary.
-Bring your racquet down and across
the front of the body.
-Bring your racquet foot forward
and racquet arm across the chest.
Comments/Feedback
 SCHOOL OF EDUCATION & SOCIAL SCIENCES
MAJOR PROJECT RUBRICS

RUBRIC FOR LESSON PLAN

CRITERIA EXCELLENT GOOD AVERAGE NEEDS IMPROVEMENT MARKS SCORE

(4) (3) (2) (1)

Instructional goals and Instructional goals and Instructional goals and Instructional goals and
objectives clearly stated. objectives are stated. objectives are stated but are objectives are not stated.
Learners have a clear Learners have an not easy to understand. Learners cannot tell what is
understanding of what is understanding of what is Learners are given some expected of them. Learners
INSTRUCTION expected of them. Learners can expected of them. Learners information regarding what cannot determine what they
GOALS AND determine what they can determine what they is expected of them. Learners should know and be able to
OBJECTIVES should know and be able to do should know and be able are not given enough do as a result of learning and _____ X 5
as a result of learning and to do as a result of learning information to instruction.
instruction. and instruction determine what they should
know and be able to do as a
result of learning and
instruction.

Instructional strategies Most instructional Some instructional strategies Instructional strategies are
appropriate for learning strategies are appropriate are appropriate for learning missing or strategies used are
outcome(s). Strategy based on for learning outcome(s). outcome(s). Some strategies inappropriate
INSTRUCTIONAL
a combination of practical Most strategies are based are based on a combination
STRATEGIES _____ X 5
experience, theory, research on a combination of of practical experience,
and documented best practice. practical experience, theory, research and
theory, research and documented best practice
documented best practice.

All materials necessary for Most materials necessary Some materials necessary for Material list is missing.
MATERIALS student and teacher to for student and teacher to student and teacher to
NEEDED complete lesson clearly listed. complete lesson are listed. complete lesson are listed,
_____ X 2
but list is incomplete.

EZZAD GHUZLAN FEB 2020

 SCHOOL OF EDUCATION & SOCIAL SCIENCES
MAJOR PROJECT RUBRICS

ORGANIZATION Complete package presented Lesson plan is organized Lesson plan is organized, but Lesson plan is unorganized
AND in well organized and and neatly presented. not professionally presented. and not presented in a neat _____ X 3
PRESENTATION professional fashion. manner.

Motivating attention getting Attention-getting, taps prior Taps prior knowledge Lesson introduction minimal
INTRODUCTION taps prior knowledge knowledge or lacking _____ X 3

Meaningful, motivating, Objective based, Objective based, meaningful. Activity limited or does not
ACTIVITIES objective base, open ended meaningful student relate to objective _____ X 2
inquiry based centered

Method for assessing student Method for assessing Method for assessing student Method for assessing student
learning and evaluating student learning and learning and evaluating learning and evaluating
instruction is clearly evaluating instruction is instruction is vaguely stated. instruction is missing.
ASSESSMENT _____ X 3
delineated and authentic. Can present. Can be readily Assessment is teacher
be readily used for expert, used for expert, peer, dependent.
peer, and/or self-evaluation. and/or self-evaluation.

Provided at least 5 viewpoints At least 4 viewpoints and At least 3 viewpoints and Viewpoints and
and interpretations are interpretations are interpretations are supported interpretations are missing,
presented and display presented. Appropriate with arguments. Examples inappropriate, and/or
SELF-REFLECTION _____ X 2
insightfulness and is well examples are provided. unsupported. Examples are
are not relevant.
supported. Clear, detailed not provided.
examples are provided.

TOTAL

EZZAD GHUZLAN FEB 2020

 SCHOOL OF EDUCATION & SOCIAL SCIENCES
MAJOR PROJECT RUBRICS

RUBRIC FOR MICRO-TEACHING

CRITERIA Exemplary Performance Expected Performance Unacceptable Performance SCORE
(5) (3) (1)

Introduction Lesson introduction engages the Lesson introduction engages the Lesson introduction engages the
learners all of the time. learners most of the time learners rarely

Classroom Lesson pacing and classroom Lesson pacing and classroom Lesson pacing and classroom
Organization structure support the lesson all the structure support the lesson most of structure support the lesson rarely.
time. the time.

Student- Centered Lesson provides for active student Lesson provides for active student Lesson provides for active student
Activity involvement all the time. involvement most of the time. involvement rarely.

Lesson demonstrates knowledge of Lesson demonstrates knowledge of

subject matter being taught all the subject matter being taught most of Lesson demonstrates knowledge of
Knowledge of Subject
time. the time.. subject matter being taught rarely.

Teaching performance Instruction reflects passion for Instruction reflects passion for Instruction reflects passion for
teaching all the time. teaching most of the time.. teaching rarely.

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 SCHOOL OF EDUCATION & SOCIAL SCIENCES
MAJOR PROJECT RUBRICS

Closure Closure is done with the use of Closure is done with a basic Closure is done but no summarizing
interesting and relevant warm up summarizing of lesson and warm up of lesson is included and no warm
session. session. up session with students.

Instructional strategies Appropriate instructional strategies Appropriate instructional strategies Instructional strategies are not used.
(Teaching style) are used. Able to apply the teaching are used but still confused. Not Teaching style is not apply.
style stated. wellunderstanding about the
teaching styles.

Feedback to Students Feedback is given for all assessment. Feedback is given for some Feedback is not given for any
assessment. assessment.

TOTAL

EZZAD GHUZLAN FEB 2020