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Teaching Stand Up Paddleboarding - Coggle Diagram

- - - - Forces and motion (Newton’s Laws)
        
        Force and Acceleration
        
        The harder you push, the faster it moves
        
        Action and Reaction
        
        Every action has an equal and opposite reaction
        
        Inertia
        
        An object stays still or keeps moving unless a force acts on it.
      - Balance concepts
        
        Centre of gravity
        
        Base of support
      - Biomechanics of paddling
      - Environmental forces (wind, water movement)
  - - - Connection to place and environment
      - Human interaction with waterways
      - Cultural perspectives on water use
      - Aboriginal and Torres Strait Islander histories and knowledge
        
        Traditional watercraft (e.g. bark canoes)
        
        Constructed from local materials using sustainable methods
        
        Used for travel, fishing and connection to waterways
        
        Reflects deep knowledge of water, balance and environment
        
        Sustainable practices
        
        Cultural relationships with Country
      - Sustainability and environmental responsibility
      - Ethical decision-making
        
        Care for shared spaces
        
        Respect for cultural and environmental values
  - - - Learning through movement
        
        Understanding developed through physical experience.
        
        Movement increases focus, enjoyment, and motivation
        
        Concepts learned through doing, not just thinking
      - Skill acquisition (SUP paddling, balance, stance)
        
        Stance - Laying down, kneel, stand up
        
        Paddle Technique - hand position, forward/back/sweep strokes
        
        Balance - knee flexion, foot position, centre of gravity
      - Personal and social capability (cooperation, resilience)
        
        Peer support and encouragement
        
        Managing emotions and confidence on water
        
        Responsibility for self and others’ safety
      - Safety and risk management
        
        First Aid Equipment
        
        Lifejackets
        
        Sun Safety - Sunscreen
        
        Clothing - Broad brim Hat, collared shirt, sunglasses
        
        Emergency Planning
        
        Identifying Risks - Weather conditions, environmental hazards
      - On-water sense (reading conditions and self-awareness)
        
        Reading water, wind, and surroundings
        
        Adjusting effort, balance, and technique
- - - - Yuki (bark canoe) history
      - Ngarrindjeri and Kaurna cultural knowledge
      - Sustainable practices in canoe construction
      - Care for Country
      - Two-way learning (Western science + Aboriginal knowledge)
      - Dreaming stories connected to water and Country
- - - - Problem-solving on water
      - Decision-making for balance and movement
      - Applying scientific concepts in real contexts
      - Reflective questioning during movement
  - - - Resilience and confidence-building
      - Emotional regulation
      - Shared responsibility
      - Cooperation and peer support
- - - - Encouraging responsible environmental action
      - Applying the 3Rs (Reduce, Reuse, Recycle)
      - Translating learning into ethical behaviour
  - - - Respecting Aboriginal knowledge systems
      - Valuing local cultural histories
      - Learning with culture, not about culture
  - - - Guided questioning
      - Peer discussion at stop points
      - Shared reflection on learning experiences
  - - - Developing resilience
      - Encouraging persistence
      - Building curiosity through exploration
      - Learning from mistakes in a safe environment
  - - - Reflecting on environmental stewardship
      - Linking learning to sustainability and responsibility
      - Questioning human impact on waterways