Students will participate in and investigate the heritage of games that have cultural significance in Australia such as Traditional Indigenous Games and explore similarities with games of significance to other cultures such as Australian Rules and Gaelic Football.
https://www.sportaus.gov.au/yulunga
Content Description. Edor is a running and tagging game which originated in the Aurukun Aboriginal people in North Queensland.
Elaboration: Additionally, the game is referred to as Idor, Ida, or the running sport. To begin, divide the players into two teams and establish a space with goal markers at each end. The game’s path can alter numerous times throughout the course of the game.
Objectives: List a minimum of one and a maximum of two learning objectives for the lesson. These must relate to the curriculum you selected and what it is you are hoping the students will learn in this lesson.
1. Agility and strength. Indigenous hunters and fisherman depended on these abilities to feed their societies. And those abilities were acquired early in life through play and sustained throughout maturity through recreation.
Curriculum activity risk management guidelines- Ed Qld:
https://education.qld.gov.au/curriculum/stages-of-schooling/CARA/activity-guidelines that gives generic risk assessment documents.
Example: https://education.qld.gov.au/curriculum/stages-of-schooling/CARA/activity-guidelines/minor-games might be a good link to use for TIGs
• Students should be aware of their own space and avoid contact with other students unless required.
• Sun safety – hats and sunscreen
• Know emergency plan
• Know students with medical alerts and what to do – take epi pen, asthma puffer , diabetic kit or know where nearest one is stored
• Mobile phone for emergencies and know who to ring
• Check equipment is safe
• Check grounds/facility for hazards
Name of activity and diagram
Learning experiences including organisation and teaching points.
Teaching Style for each activity in brackets.
https://www.google.com/search?q=edor+game&hl=en&sxsrf=APq-WBtk8AmHQ0qdSJ7sTANfgFMb-pKqwQ:1648729556729&source=lnms&tbm=isch&sa=X&ved=2ahUKEwi2xLycrPD2AhVU7rsIHb4uCYsQ_AUoAXoECAEQAw&biw=1069&bih=623&dpr=1.2#imgrc=Wk0f5S1yf-MWOM
Set-up: Select a vast open area. Select a “goal” at each end (for instance, a post) (Malhamé et al, 2021)
Players: The entire class has been separated into two groups.
Safety: Ascertain that the playing area is free of tripping hazards. Assure that ample room is available around the goal, as pupils will be sprinting for it. Avoid using a wall as a target (Otero-Saborido et al, 2021).
Malhamé, R. P., & Graves, C. (2021, December). Mean field games: A paradigm for individual-mass interactions. In Proceedings of Symposia in Applied Mathematics (Vol. 78, pp. 3-32).
Otero-Saborido, F. M., Vázquez-Ramos, F. J., Cenizo-Benjumea, J. M., & González-Jurado, J. A. (2021). Analysis of the assessment in Physical Education curricula in Primary Education. Sport, Education and Society, 26(8), 903-916.
Body of Lesson (25 mins): List the learning experience/s for the main part of the lesson in this section. You can copy and paste from resources and acknowledge the reference in text. Diagrams should be used in this section.
Learning experiences including organisation and teaching points.
Teaching Style for each activity in brackets.
Resources: List all the resources needed for this section of the lesson
· Demonstrate to pupils the parameters of the play area and the fundamental safety regulations and anticipated behavior for instance tagging should not involve grabbing, punching or slapping.
· Instruct participants to form two equal-sized teams. Assign a name to each team (for instance Perenties and Emus, both of which are ffast running Australian animals). Determine which group’s aim is theirs and choose the player who will serve as the “Edor” from the outset (Sasa et al 2020),
· The Edor is allowed a five-second head start in order to sprint to their objective. They must make an attempt to achieve the objective without being tagged.
· If the Edor is properly tagged, the tagger assumes the role of the new Edor and must change course and run to their own target. Since the game’s trajectory changes with each tag, all squads must keep up with the sprinters in hopes of catching the new Edor.
· If an Edor wins (by crossing their goal without being tagged), the opponents return to the center and begin with a new Edor.
· Players are not permitted to hinder other sprinters or to impede their path to the target. A no-standing area may be established around the target.
· Teams ready. Who is starting?
· Edor ready. Go.
· Run. Tag and change.
· Change. Keep going.
· Run hard. Chase them.
Sasa, M. S. Tradition and Discontinuity. 2020 : Interrogating the Notions of Normal Science and Revolution in Thomas Kuhn. PINISI Discretion Review, 4(1), 171-178.
Concluding activity (5 mins): List the learning experience/s for the concluding part of the lesson in this section.
You can copy and paste from resources and acknowledge the reference in text.
Look for specific activities that could be used to cool down and prepare the class for transition to another lesson. Diagrams may be used in this section.
Type in the white space below
Learning experiences including organisation and teaching points.
Teaching Style for each activity in brackets.
Resources: List all the resources needed for this section of the lesson
Each whenever a player successfully completes an attempt without being caught, a score is granted.
Variations
· When caught, the Edor may carry a toy that they transfer to the new player.
· Players may begin by closing their eyes. The Edor’s head may be gently tapped to signify the beginning of their five-second head start. (Andrade et al, 2021).
The sport is conducted on the beach in parts of the Torres Strait region, using two trees that are up to 50 metres apart. One picked player begins by sprinting towards a single tree, attempting to touch it. If this player is tagged by another player, he or she shouts out loudly, ‘Ida,’ and sprints for the tree that is the furthest away.
Proceed in this manner.
• Edor can be performed as a contest, with each completed goal worth one point.
• Edor tag team: To escape getting tagged by the opponent, the Edor may transfer the tag to a colleague in the expectation that he or she will reach the target.
Andrade, L. M. D. C., Martins, M. M. F. P. D. S., Fernandes, C. S., & Fernandes, H. I. V. M. (2021). Validation of the content of a children’s game to promote the nursing profession. Revista Gaúcha de Enfermagem, 42.
Modifications for inclusion of all students – catering for diverse learning needs.
Use the T.R.E.E strategy to describe how you will modify the one learning experience in the lesson to include all students and make access to learning equitable – Chapter 7 of text – p. 145 Miller et al
The Tree framework is a useful tool that teachers and coaches can use to adapt and adjust activities to make them more inclusive of kids with a variety of capabilities. Each Sports Ability card contains a variety of recommended techniques for implementing inclusive sport interactions and for developing new ideas (Ilyas et al, 2021). TREE is an acronym for:
T- (Teaching Style).
R- (Rules)
E- (Equipment)
E- (Environment)
The teaching style is a term that refers to the manner in which the game is expressed to the pupils. The manner in which a group is delivered can have a substantial effect on its inclusiveness (Javed et al, 2020). By utilizing a variety of methods, you can help guarantee that communication is both appropriate and effective. Several instances include the following:
· Keep guidelines succinct and simple
· Make visual aids, demonstrations, and use of whistles available.
· Promote participation, collaboration, and solving problems
· Use questions to ascertain student comprehension.
Certain pupils may have troubles comprehending and adhering to a game’s regulations. Rules can be condensed or changed as necessary, and then brought back as players’ skill levels improve. You can assist students by:
· Begin activities by adhering to a few of the regulations (easy to recall)
· Slowly introduce the regulations (one at a time) once pupils grasp the activity’s sequence or flow.
· Attempt to keep the time between giving directions and initiating the activity as short as possible.
· Start teaching exercises in slow motion, for example, by using a slower-moving ball or by limiting player movement.
In most situations there are options for alternate equipment given on each of the task cards.
When arranging activities remember to assess whether or not the playing environment is acceptable for the movement capacities of all pupils. It is necessary to ensure:
The floor surface promotes smooth operation of wheelchairs or other mobility devices
Stools or chairs are positioned in specific spots and can be used by pupils who have trouble standing for prolonged times. Students that find trouble standing or walking can engage in programs from the floor – for example from a sitting, kneeling, or side-lying posture (Lockerbie et al, 2018). You design playing spaces that have more room to tackle duties and make them doable e.g. increasing the size of the goals to raise the possibilities of scoring.
References
Ilyas, H., Masih, I., & van Hullebusch, E. D. (2021). A decision tree framework to support design, operation, and performance assessment of constructed wetlands for the removal of emerging organic contaminants. Science of The Total Environment, 760, 143334.
Javed, A., Malik, K. M., Irtaza, A., & Malik, H. (2020). A decision tree framework for shot classification of field sports videos. The Journal of Supercomputing, 76(9), 7242-7267.
Lockerbie, E. M., Lynam, C. P., Shannon, L. J., & Jarre, A. (2018). Applying a decision tree framework in support of an ecosystem approach to fisheries: IndiSeas indicators in the North Sea. ICES Journal of Marine Science, 75(3), 1009-1020.
Schivinski, B. (2021). Eliciting brand-related social media engagement: A conditional inference tree framework. Journal of Business Research, 130, 594-602.
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