Table Tennis Knowledge Commented [JM1]: Pre-assessment tool used to identify

readiness levels of students

1. How do you win a point in table tennis?

2. How many points do you need to score to win a game?

3. What are some stroked played in table tennis?

4. Can you win a point when your opponent is serving?

5. How many serves does each player get before changing service?

6. What are some tactical strategies you can use to win point in table tennis?
 7. Psychological skills for table tennis
Place the following words in the box under the heading which you think is correct.

Concentration Imagery Goal assessment Performance evaluation

Relaxation Goal setting Focused Positive thinking
Simulation training Motivation profiles Emotional control Control over thoughts
Enhancing self confidence

In-practice Pre-match Match Play Post Match

 Table Tennis Unit Plan
Class Context
Year 8 class consists of 26 students. All students have varying abilities in the sport of table tennis and
racket sports in general. Aberfoyle Park High School (APHS) has a wide range of school resources.
Students are encouraged to be involved in sporting programs and community services. ABHS has a wide
range of facilities, consisting of a gymnasium, and a football oval. Furthermore, a health studio and gym
are shared with the community and is available to students. Counselling services are available to
students, so they can seek help for emotional or physical issues they may have or are dealing with.
Unit Topic: Table Tennis - Year Level: 8 Unit Length: 5 Double lessons (90 mins per double lesson)
Key Learning Methods/Design – Student centred, game centred pedagogy. Empowering the learner
through enhanced levels of thinking and decision making.

Students are immediately placed in modified, or conditioned, game situations to illustrate it can be
played at any abilities and removes the idea that it is technically difficult game to play. The singles game Commented [JM2]: Using a game sense approach is an
is the primary focus of instruction as it is tactically simpler than the doubles game and ensures maximum active and reflective approach that is developed through
emphasise on using game play as to develop tactical and
participation. Instead of games being broken down into their individual skill, the unit looks at the thinking movement skill learning (Pill, 2014). Thus, resulting in game
and problem-solving aspects of successful performance being central to the initial learning. Therefore, intelligence such as mental action plans and movement
the unit adopts a game centred pedagogy that involves the modification of rules combined with the use solutions to game situations (Pill, 2013).
of questioning to teach about the game, through the game. Students are also presented with the
opportunity to discuss their ongoing understanding of the topic through exit cards and class discussions
about the sport, movements and technique.

Integrated Curriculum Learning Opportunities

Art – use diagrams to identify equipment and court dimensions Commented [JM3]: Providing gym/classroom layout on
History – Research historical time periods of Table Tennis whiteboard so when students know what equipment needs to
be set up and where.
Math – Scoring, graphing serving attempts, chart tournament
Commented [JM4]: Integrating numeracy and other
curriculum areas into this unit of work.
Unit Aim
Upon completion of this unit, students should be able to understand the tactical problems associated
with Table Tennis and understand how these principles can be applied to other net games. Through
understanding of this topic, they should be able to execute a number of Table Tennis shots and make
significant improvements in their competence in game play and tactical knowledge. Students should be
able to play defensively and have adequate control of the ball, thus able to play offensively as well.
Achievement Standards/Performance Standards Commented [JM5]: Achievement standards/Performance
standards directly taken from the Australian Curriculum.
By the end of Year 8, students evaluate strategies and resources to manage changes
and transitions and investigate their impact on identities. Students evaluate the impact on wellbeing of
relationships and valuing diversity. They analyse factors that influence emotional responses.
They investigate strategies and practices that enhance their own, others’ and community
health, safety and wellbeing. They investigate and apply movement concepts and select strategies to
achieve movement and fitness outcomes. They examine the cultural and historical significance of
physical activities and examine how connecting to the environment can enhance health and wellbeing.

Students apply personal and social skills to establish and maintain respectful relationships and
promote safety, fair play and inclusivity. They demonstrate skills to make informed decisions, and
propose and implement actions that promote their own and others’ health, safety and wellbeing.
Students demonstrate control and accuracy when performing specialised movement sequences and
skills. They apply movement concepts and refine strategies to suit different movement situations.
They apply the elements of movement to compose and perform movement sequences.

Content Descriptions Commented [JM6]: Specific Links to the Australian

curriculum.
Moving our body
- Practise, apply and transfer movement concepts and strategies with and without equipment
- Use feedback to improve body control and coordination when performing specialised movement
skills in a variety of situations

Understanding movement
- Participate in physical activities that develop health-related and skill-related fitness components,
and create and monitor personal fitness plans
-
Learning through movement
- Evaluate and justify reasons for decisions and choices of action when solving movement
challenges
- Modify rules and scoring systems to allow for fair play, safety and inclusive participation

Unit Learning objectives Commented [JM7]: This section highlights what the
As a result of the planned learning experiences within this unit students will: intended aims of the unit are.
• Understand, apply and appreciate the techniques, skills and tactics of the sport relevant to their
ability level and within the context of the sport.
• Understand the rules of Table Tennis and able to apply them.

• Know the rules of Table Tennis singles and doubles

• Know the basic strategies/tactics of Table Tennis
• Know the different shots played in Table Tennis
• Know how to create scoring opportunities

• Be able to create scoring opportunities

• Be able to execute a number of Table Tennis shots (serving, forehand and backhand shots (top
spin, back spin)
• Be able to display sportsmanship and values of fair play
• Be able to communicate with other students
• Be able to display a positive attitude
• Be able to evaluate specific skills and give feedback to other students
• Be able to take constructive criticism in order to help them improve

Unit Essential Questions

• What skills, techniques, attitudes and tactics are necessary to provide successful participation and
enjoyment in this sport?
• How does having spatial awareness help to progress in the game of Table Tennis?
• Tactics that tactics generally rely on 3 main skills, what are they?
• How do you apply tactics to gain advantage?
• emphasising on cognitive aspects as well as technical aspects. These are seen as integral
parts of learning to enhance physical education lessons and participation.
Highlight Highlight
Addressing General Capabilities Addressing Cross Curriculum Priorities
Literacy • Aboriginal and Torres Strait Islander histories and
Numeracy cultures
ICT competence • Asia and Australia’s engagement with Asia
Critical and creative thinking • Sustainability
Ethical understandings Addressing Thinking Skills
Personal and social capability • KWHL: Prior Knowledge Thinkers Keys
Intercultural understanding • De Bono’s Hats Moral dilemmas
• Creative problem solving Graphic Organisers
• Extended Brain Storming Question matrix
• Bloom’s Taxonomy Habits of Mind
Adjustments for Learning:
Student Initials: A.B – Autism Spectrum
Provided adjustment – A.B has trouble with emotional regulation. At times he gets down on himself if
peers aren’t passing the ball or including him in the activity. Incorporating Table Tennis into the subject
removes this completely as 2 or 4 players are needed to play the game sharing the shots. A.B has small
concentration levels, therefore, activities are intended to run for short periods of time, but lengthy enough
so that students are engaged in the activity and learning intentions are met. Moreover, symptoms listed on
the NEP are yet to occur in the PE classroom, therefore, little adjustment is needed thus far.
Assessment tasks
Pre-assessment
• Table Tennis tactical knowledge test
• Table Tennis skills test
On-going
• Exit cards
• Observations (Game performance assessment)
• Self Assessment
• Peer Assessment (Table Tennis shot mechanics assessment & game performance assessment)

Types of Assessment Tasks

o pre-assessment o anecdotal comments o displays
o observations o checklists o practical
o work samples o portfolios demonstration Commented [JM8]: Much feedback is given to students
o oral presentations o exit cards o conferences/ throughout the unit. Feedback is received through teacher,
o essays/reports o posters discussions peer assessment and self-reflection. Evidence of using peer
o tests/quizzes/exams assessment strategy is shown in evidence set 5.
o

Unit eLearning Considerations/Technology

All year 8’s will have their own tablet and must have access to them 24/7. The teacher must ensure they
have access to their laptop/tablet. Furthermore, internet access must be in working order to show
YouTube clips and other internet resources.
Pre-Assessment Task Students to participate in game and have a rally to identify their strengths
and weaknesses in the game and to gauge where their readiness lies within
the sport. Provide a worksheet (Table Tennis tactical knowledge & skills test)
to students about the sport to find out what they know and to identify any
misconceptions.
Commented [JM10]: Using retrieval practice as a teaching
Development of learning strategy at the beginning of each lesson to formatively assess
Lesson 1 Retrieval practice at beginning of each lesson. what students remember from previous lesson about what was
taught/learnt.
Rally and keep ball in play
Understand rules of the Lesson focus –Introducing Table Tennis. Provide video of professional game
game play. Student play single game play. Aiming to keep a rally going as long as Commented [JM9]: Using a game sense approach by getting
students to rally straight away, therefore, highlighting to
possible using any type of shot. Start the rally in any way (does not have to students, specific skills not required to play the game.
be a legal serve). Question students what they find difficult and what
strategies they can do to overcome these obstacles.

The aim to success is to keep the ball on the table longer than your
opponent.
Rules of the game

Lesson 2 (first double) Lesson focus – Demonstration of backhand shot and students develop an
Maintain backhand push understanding to the tactics and strategies used in shot placement with the
Maintain forehand top spin backhand and forehand.
drive
Backhand push
Angle bat slightly backwards and pushes forward through back of the ball.
Hit the ball to your partner and catch it.
Challenge: 10 consecutive back hand pushes.
Most backhand pushes in 30 seconds.

Introduce forehand shot

Forehand topspin drive
Feet almost parallel to the table
Swivel at hips to form correct shoulder and arm position
Target game: score to 3, only getting points for hitting the block.

Grip Commented [JM11]: Only providing types of grips to those

students individually who may be struggling with the game
after observing class playing the game.
Lesson 3 Lesson focus –
Back hand block and drive Backhand block
Forehand push Play the ball in front of you and slightly angle the bat forward
Target game: Cooperative rally then target game. One plays forehand
topspin drive and other plays backhand block. Rotate roles.

Backhand drive
Starts from backhand push, but hold bat slightly lower, and lift up with
strong forearm movement to brush upwards over the ball, producing spin

How many consecutive hits can you get using backhand drive and backhand
blocks?

Game – If you win a point with a backhand drive, forehand top spin drive – 5
points

Forehand push
Stance facing the line of play
Length of swing short (50% before contact, 50% after)
 Timing top of the bounce
Body movement as a reduced version of the forehand drive
Bat arm movement moves from the elbow in a horizontal plane
Free arm points to ball acting as a reference point Commented [JM12]: Key points to deliver through
demonstrations given by teacher, student or by using ICT to
show shots/game play.
Lesson 4 (Second double) Lesson focus – Introduce the serve, rules and how it is an important aspect
The serve of the game (only point in a game where you have complete control over
The block the ball and are not reacting to what your opponent has just done).

Different types of serves. Mini games using the serve (game begins once a
serve is successful)

Lesson 5 Lesson focus – Emphasising spin on the ball. How to create top spin and
Chop strokes (backspin) back spin and what the advantages are to these strokes. Commented [JM13]: Providing tiering activities to those
Familiarisation with spin of students with higher readiness levels and want to be
challenged further by applying spin and returning a ball that
the ball has spin placed upon it.
Game appreciation Shot placement technique through mini games and awarding 1-3 points
dependent on where the ball lands on a winning shot. The degrees of development and motor skills of children
Unforced error = 1 point varies in length and can often negatively affect the positive
engagement in the class. The unit ensures lessons include
Forced error = 2 point levels of simplicity and challenging tasks to cater for student
Winning shot = 3 points – 1 point lost if unsuccessful diversity.
Commented [JM14]: Introducing tactical aspects of Table
Lesson 6 (third double) Lesson focus – Tennis.

Shot mechanics assessment. Students use table tennis shot mechanics

assessment tool to provide feedback to their partner’s shots that have been
learnt in previous lesson (choose 2 or 3 to work on).

Emphasise on recovery position using appropriate foot work.

Exit card written out by students before closure of lesson.

Lesson 7 Lesson focus –

Round Robin Singles Round robin singles- Play to 11 – must win by 2 points
Continuous development through game play

What is your strategies and tactics? Are you going to play aggressive or
passive? Will you try and win point with your own shots or off of your
opponents mistakes? Commented [JM15]: Questioning of game play, tactics and
strategies is another teaching strategy used throughout lessons
and plays a major role in a game sense pedagogy.

Lesson 8 (fourth double) Continue tournament

Round Robin Singles

Continuous skill
development through game
play. Round Robin.
Lesson 9 Lesson focus - Introduce doubles game play and the rules associated with a
Round Robin doubles doubles game. Commented [JM16]: Students playing doubles, thus,
Tournament (round robin). Practice retrieval of all shots learnt, strategies working together, finding solutions to problems. Helping one
another, establishing respectful relationships, inclusivity and
and tactics developed over the past 3 weeks. fair play. Another evidence-informed teaching strategy as
Lesson 10 (Fifth double) Continue tournament evidence indicates students often learn best from one another
(Pitler et al., 2012)
Round Robin doubles
Before end of lesson students fill out table tennis tactical knowledge and
skills test which was completed at the start of lesson on.

Lesson 11 Game play and tournament – singles and doubles

Lesson 12 (Sixth double) Game play tournament – singles and doubles

Tactics – 3 main skills

- The ability to keep the ball in play
- The ability to play the ball to certain areas of the table
- The ability to apply pressure on your opponent by using different types and amounts
of spin, and different speeds, in order to create openings and hit winning shots.

Play on your opponent’s weaknesses

Play consistently and don’t make unforced errors
Move your opponents around the table
Vary your stroke
Vary the speed, spin and direction of your strokes
Play to your own strengths

Warm up that can be used –

-Hitting ball to themselves to develop hand eye coordination and to become familiar with
bat and ball contact. Bouncing the ball on backhand or forehand or alternating between the
two.
-Continuous table tennis with 6-8 players per table. Players line up in the same number at
each end of the table. Players make a shot and either run around to end of the line on their
side of the table or the other side of the table depending on game chosen.
-Overtaking – students sprint round the outside playing area with ball balancing on bay. If
overtaken, or the ball is dropped, player drops out. Continue until one player is left.
 NAME: James McLaughlin TIME: DATE:

ACTIVITY: Table Tennis CLASS / YEAR Year 8

EQUIPMENT / Bats, balls, tables, whistle, whiteboard, white board Other
RESOURCES: marker considerations

Learning Intention:
Briefly describe the intended learning for the session. What will students know, understand and be
able to do?
Know:
- Students will know how to maintain a rally
- Students will know when to hit a backhand push
- Students will know when to hit a forehand topspin drive
Understand
- Student will understand how to maintain a rally
- Students will understand how a point is won
- Students will understand the aim to success is to keep the ball on the table longer than
their opponent.
Do
- Students will be able to maintain a rally
- Students will be able to maintain control of the ball when hitting
- Students will be able to score their own game
Health & Physical Education Specific student outcomes expressed as
Sub strand(s) & content descriptor for year level. ‘evidence’.
(outcomes from ACARA framework). Indicate clearly what the intended learning will look like.
Indicate these initially and from this in the column to the What things will you see the students doing? How will
right indicate specific student outcome (evidence of they demonstrate ‘evidence’ of what they can do, know
learning). and understand within this unit? Use verbs to describe
the learning.

Moving our body The students will:

- Provide and apply feedback to develop Cognitive & Physical:
and refine specialised movement skills in Students will actively participate in discussions
a range of challenging movement and games.
situations (ACPMP099) Students will transfer understandings from
- Develop, implement previous activities to build on their skills and
and evaluate movement concepts and understanding
strategies for successful outcomes with Personal Responsibility:
and without equipment (ACPMP101) Students will display fair and ethical behaviour
Understanding movement and consider how this contributes to
- Analyse the impact of effort, space, time, movement outcomes.
objects and people when composing and Social:
performing movement Engage in discussion
sequences (ACPMP103) Affective:
Look motivated and engaged in their learning and want to
Learning through movement be involved
- Transfer understanding from previous
movement experiences
to create solutions to movement
challenges (ACPMP106)
 Teacher Outcomes:
(the P’s of pedagogy can be used as a reference point to establish teacher outcomes). The
teacher will:
Management: (operating framework & interactions)
- Use of a whistle to gain attention and bring students in as a group
- Throw questions around the room to individual students or groups
Presence: (verbal & non-verbal communication)
- Use of both verbal and non-verbal communication through discussion, diagrams,
activities sheets with instructions etc.
- Individual, group, and class discussions
Other Pedagogical Considerations: (planning and prep, learning environment, presentation and
demos, establishing level of learner, learner engagement, feedback and praise) Commented [JM17]: Ongoing positive feedback used as an
assessment strategy to create an atmosphere that is open and
Evaluation (complete after the lesson) positive. Praise provided to keep motivation level high.
You can evaluate the achievement of outcomes as a start point. Provide evidence of learning,
use specific examples, suggest reasoning, establish future plan of action, etc…
 SPECIFIC LEARNING OUTCOMES ACTIVITY FOCUS CLASS
Students will… Shape & Method Teaching Cues or Questions ORGANISATION
Diagram
I
N
Ice Breaker
T - Present power point presentation to students so
R
O
they are able to get to know the teacher and find
out interests.
- Students are to fill out a form about their interests
and email teacher.

D
E
V Teacher expectations
E
L - Discussion and come to an agreement with students
O of expectations for the rest of the term. Provide
P
M Power point.
E
N
T Introduce new unit
- Provide pre assessment sheet to students to gather What types of shots did we learn last
readiness levels and understanding of the sport. lesson?
Students fill out and upload to day map. What helps maintain contact hitting the
ball with the bat?
C How do we hold the bat?
L - Provide video of professional table tennis game play How do you win a point?
O so they are aware of what a game of table tennis How many points needed to win a game?
S
U looks like.
R
E

Retrieval practice
 Angle bat slightly backwards and
push forwards through back of ball.
Strike the back bottom part of the
Warm up relay ball with a very light touch.
- Students in teams run around a cone balancing the ball Commented [JM20]: Providing team games to improve
on their bat and pass to the next partner where they run Why hit this shot? To keep the ball upon student personal and social skills.

around the cone and pass to next player. Once all safe from the opponent attacking
Focus – Demonstration students have gone through, students sit down. Teams the ball. To increase the Commented [JM18]: Using demonstrations, seen as one of
opportunity to attack. the evidence-informed teaching strategies used in this unit.
of backhand shot and that sit down first wins.
students develop an Stance facing line of play
understanding to the Table position = close
tactics and strategies - Around the world game. When would you hit the back-hand Commented [JM19]: Technical and tactical approaches are
used in shot placement push? When the approaching ball understood from unit to help emphasise on cognitive
aspects as well as technical aspects. Students may then see
with the backhand. Practice – backhand push is likely to bounce twice. the bigger concepts and that they can be applied into other
Throw ball to partner 10 times before swapping roles. areas.
Length of swing short with 50% before contact 50 % after Why hit deep? The more difficult it will be
Commented [JM25]: Use of questioning known as guided
for the opponent to smash
Time the top of the bounce discovery as the teacher provides contexts to help students
find answers to the problems experienced during game play
Nil body movement Why? To decrease the amount of to help build knowledge around big ideas that give learning
meaning and purpose.
time available to the opponent.
Stance side to facing the line of
play
Practice - backhand Length of swing, medium with 50%
- Place cones at the base corners on the table. Students
before contact and 50% after.
receive a thrown ball from their opponent and try and hit
the cone/paper using a backhand push.
- How many hits can you get out of 10. Strike the top back part of the ball
with a forceful brush in an upward
direction. The bat angle is slightly
closed
Practice – Forehand drive
Feet parallel to the table
Task is to get the ball close to base or side line with a trace Swivel at hips to form correct
of top spin. shoulder and arm position
Timing of hit at the top of the bounce.
Body movement – upper body rotates approx. 45 degrees
to the right, turning back to face the ball. The body weight
moves from the right foot to the left on production. Commented [JM21]: An example of a technical aspect of
Table Tennis, to improve body control and coordination when
performing specialised movement skills.
- Forehand topspin drive
- Throw the ball to your partner, partner hits it and you
catch it.
- Rally only hitting forehand topspin drive.
- Challenge – 10 consecutive forehand topspin drive in 30
seconds. Commented [JM22]: Mini games played out through unit
plan to make it fun and competitive. Staying away from skill
and drill teaching pedagogy.

Practice - Forehand
- Place cones at the base corners on the table.
Students receive a thrown ball from their opponent
and try and hit the cone/paper using a forehand.
- How many hits can you get out of 10.

Game
- Begin rally in anyway Commented [JM23]: Modifying rules to ensure games are
inclusive and to allow fair play which is linked with
- Maintain rally hitting forehand and backhand shots curriculum content descriptors.
- On the teachers whistle. Students move up or down
depending on if they have won or lost the game.
- 2 serves before swapping service