passing while ‘on the run’. Landing on one foot, step onto the other foot, pass passing from either side of the body Practising the skill Set up a tabloid activity for the whole class. Each station represents a different sport that uses the catch. Students move around the various stations in pairs. Station one: Netball – catch a chest pass Station two: Cricket – receive a ball in wicket keeper’s gloves Station three: Baseball/softball – catch the ball one-handed with a glove. When the ball is trapped secure it with the other hand. Station four: Soccer – goalkeeper catch from a lobbed ball Station five: Australian rules – receive a mark from a lobbed high ball Station six: Rugby – receive a side or lateral pass whilst jogging Catch – Card Seven Skill components (Introductory components marked in bold) Eyes focused on the object throughout the catch. Feet move to place the body in line with the object. Hands move to meet the object. Hands and fingers relaxed and slightly cupped to catch the object. Catches and controls the object with hands only (well-timed closure). Elbows bend to absorb the force of the object. Equipment Three sets of different coloured braids Ball for each pair of students Hoops Markers
Students work in groups of three. They stand at a marker, leaving two markers free. The student with the ball throws to either of the other students then runs to the free marker. Increase the pace as skills improve. Variations: vary the type of movement to the free marker and distance between markers count consecutive catches add points for each catch and deduct points for a dropped ball vary the type and size of the ball give each marker a value and students keep score Catch – Card Ten Skill components (Introductory components marked in bold) Eyes focused on the object throughout the catch. Feet move to place the body in line with the object. Hands move to meet the object. Hands and fingers relaxed and slightly cupped to catch the object. Catches and controls the object with hands only (well-timed closure). Elbows bend to absorb the force of the object. Equipment Markers 20 balls One hoop per pair of students
Mark out two areas separated by a two metre by two metre ‘no go zone’. Students are divided into two teams. Students throw the ball over the ‘no go zone’ into the other team’s area. Each team can earn a point when they throw the ball into a space and the ball lands or is dropped on the opposition side. If the ball is caught by the opposition the student goes into the ‘no go zone’. If students drop the ball they go into the ‘no go zone’ To get out of the ‘no go zone’ students must touch the ball as it is passed over them. Hop – Card One Skill components (Introductory components marked in bold) Support leg bends on landing, then straightens to push off. Lands and pushes off on the ball of the foot. Non-support leg bent and swings in rhythm with the support leg. Head stable, eyes focused forward throughout the jump. Arms bent and swing forward as support leg pushes off. Equipment Markers Ten hoops Warm Up Bee stings Students spread out randomly in a marked area. They move within the space by hopping. Four students are selected as the ‘bee’. The bee chases other students by hopping and stings the other players by touching their backs. If students are stung they swap roles with the bee.
right foot take off, both feet to right foot landing or left foot take-off to both feet and land on left foot Hop – Card Four Skill components (Introductory components marked in bold) Support leg bends on landing, then straightens to push off. Lands and pushes off on the ball of the foot. Non-support leg bent and swings in rhythm with the support leg. Head stable, eyes focused forward throughout the jump. Arms bent and swing forward as support leg pushes off. Equipment Four markers Cards numbered from one to four Five skipping ropes Five hoops Six braids Warm Up Corners Mark out a playing field and number the corners one, two, three and four. Students choose a corner and run to it. They get a ten second count to get to the corner. Draw a number out of a hat and call it out. The students in the corner corresponding to that number must run around the outside of the playing area and then join back into the game.
Warm Up Frog in the pond Students form a circle. One student is nominated to be the ‘frog’ who hops in the middle of the circle of students. The frog hops while the students skip, side gallop, leap or hop in a clockwise direction around the frog. They call ‘frog in the sea can’t catch me’. At the end of the song the frog can chase the others. The first caught becomes the frog. Students are ‘safe’ once they reach a given boundary. Make sure markers are far enough apart to give the frog a chance to catch someone. Teaching the skill As a class revise the key components of the hop. Each student has a hoop which is their space to: hop low hop high alternate low and high hops hop in place on their right foot four times then hop three times on their left foot on your right foot, hop forward four times; hop backwards four times ; hop to the right four times ; hop to the left four times hop, holding the free foot in different positions: right hand holding right foot behind hop, holding the free foot ; left hand holding right foot behind hop, holding free foot in front. Practising the skill Hoop hopping Students form groups of four or five and each group collects six to eight hoops. Groups arrange the hoops in any pattern that they wish. Students try hopping through the hoops in a follow-the-leader formation. Students then visit other groups and hop through their hoop pattern.
Hop – Card Nine Skill components (Introductory components marked in bold) Support leg bends on landing, then straightens to push off. Lands and pushes off on the ball of the foot. Non-support leg bent and swings in rhythm with the support leg. Head stable, eyes focused forward throughout the jump. Arms bent and swing forward as support leg pushes off. Equipment Skipping ropes Balloons Markers Warm Up Climb the ladder Students sit in a line facing a partner with their legs stretched out and their feet touching. Make sure there is a gap between each pair of students and give each pair a number. Call out a number and the pair of students with that number stand, run to the end of the ladder and hop over the other students’ legs (rungs). When they finish they run back to their spot and the next number is called out.
Leap – Card One Skill components (Introductory components marked in bold) Eyes focused forward throughout the leap. Knee of take-off leg bends. Legs straighten during flight. Arms held in opposition to the legs. Trunk leans slightly forward. Lands on ball of the foot and bends knee to absorb landing. Equipment Two long skipping ropes Markers Warm Up Glue
Teaching the skill Revise each of the key components of the kick. Students work in pairs, with one ball for each pair. Identify what students should be looking for when observing the kick. One student demonstrates the kick using a soccer ball placed on the ground. The other student observes the kick and gives advice of what could be improved. To highlight the key components of the kick ask students questions such as: What role do your arms play when practising the kick? What would happen if you kicked the ball without bending your leg? Practising the skill Ball chase Students work in two groups. Within each group, nominate a kicking team and a running team in the formation below. The kicking team passes a ball up and down the line. Each time it returns to the start they score a point. The running team lines up single file and runs around the outside of the area together. When all the members of the running team have run around the outside of the area twice and the last person crosses the line, they yell ‘STOP’. The kicking team adds up their score and the teams swap over and start again. Kick – Card Five Skill components (Introductory components marked in bold) Eyes focused on the ball throughout the kick. Forward and sideward swing of arm opposite kicking leg. Non-kicking foot placed beside the ball. Bends knee of kicking leg at least 90 degrees during the back-swing. Contacts ball with top of the foot (a ‘shoelace’ kick) or instep. Kicking leg follows through high towards target area. Equipment Soccer ball per student Six hoops Markers
Practising the skill Dodge em! Students work in teams of five or six with a variety of equipment such as markers, hoops and skipping ropes. Each team devises a course for other students to manoeuvre around. Set criteria for teams such as the inclusion of activities that require participants to dodge, jump, leap and skip. Each team explains their course to the rest of the group. Each team then participates in another team’s course. Teams evaluate each course. Dodge – Card Four Skill components (Introductory components marked in bold) Changes direction by bending knee and pushing off the outside foot. Change of direction occurs in one step. Body lowered during change of direction or in the direction of travel. Eyes focused forward. Dodge repeated equally well on both sides. Equipment Markers Six soft foam balls Warm Up Crusts and crumbs Students line up in two lines approximately two metres apart. One line is called ‘crusts’ and the other line is called ‘crumbs’. The teacher calls out a name; if ‘crumbs’ is called that line runs away and the ‘crusts’ give chase. If ‘crusts’ is called that line runs away and the ‘crumbs’ give chase. Anyone caught before crossing a given line changes sides.