Move with Manchester United - Beginner by Aadil Mughal

ENTERPRISE

A PHYSICAL LITERACY PROGRAMME FOR RECEPTION TO YEAR 2

ACADEMY

BEGINNER LEVEL

1 Salford

AN INTRODUCTION TO MOVE WITH MANCHESTER UNITED WHAT IS PHYSICAL LITERACY? “The motivation, confidence, physical competence, knowledge and understanding to maintain physical activity throughout life”

THE NATIONAL CONTEXT Physical literacy is both a national and international concern with colleagues in many nations considering the model.

(Professor Margaret Whitehead, Key Features of a Curriculum to Promote Physical Literacy 2011)

Physical literacy can be achieved by anybody. To become competent and confident movers, or physically literate, children need to practise activities that promote: • Locomotion - movement from one point to another • Stability - balance in static and dynamic movement situations • Object control - sending, receiving and controlling an object

The Youth Sport Trust has been working with Bupa to develop Start to Move, an approach which aims to provide teachers with greater knowledge and confidence in how best to deliver PE to four to seven year olds in a fun and engaging way. Further information on this can be accessed at www.starttomovezone.com.

MOVE WITH MANCHESTER UNITED “Giving children the tools to make them ‘physically literate’ through repetition of fundamental movements, is something that I’m extremely passionate about. Players like Ryan Giggs demonstrate effortless ease of movement, a clear indication of a highly developed coordination system. In the past, movement skills like this were learned through free play and reinforced with Physical Education. Today, free play is comparatively non-existent, so a programme like ‘Move with Manchester United’ will help to reintroduce youngsters to the art of movement and, in turn, develop the elite athletes of the future.” Tony Strudwick - Head of Sport Science, Manchester United

This resource has been developed by Manchester United Foundation in partnership with NHS Salford, School Sport Partnerships in Salford and All Hallows RC Business, Enterprise and Sports College, and has been funded by Salford Healthy Schools. It has been designed to provide teachers with a range of ideas that can be used to ensure pupils develop the fundamental movements and body control they need to be more effective in PE and sport. The lesson plans are clear and simple, focusing on quality of movement. Photographic images are used to demonstrate what the movements should look like. Through familiarity with the format and principals, teachers will be able to adapt them to suit the differing learning needs of their children.

The activities in the programme are referred to as developing agility, balance and coordination. These activities are embedded within Move with Manchester United, and progress from beginners, to intermediate and advanced units. Whilst these units are progressive, they are not age specific and children should be able to complete assessment challenges competently before moving on to the next level. These assessment challenges are an opportunity to determine the personal progress children are making on their individual physical literacy journey, and act as a benchmark at the beginning and end of each level.

INFORMATION FOR TEACHERS BEGINNER UNIT OVERVIEW The intention of this scheme is to specifically develop pupils’ agility, balance, coordination and general body control, over the course of this and subsequent units. This is achieved via structured lessons that focus on key movements, which are outlined separately for each lesson. In each lesson, you will find descriptions of these movements for your on-going assessment and the clearly labelled ‘Teaching Points’ will assist you to teach the movements properly. In addition to this, we have provided a set assessment lesson for both the first and last lesson of each unit.

ASSESSMENT CHALLENGES OVERVIEW Each unit has four distinct challenges based around AGILITY, BALANCE and COORDINATION that the teacher can use as a guide to measure pupil attainment. The assessment challenges sheet sets movements for pupils to perform at the start and end of the programme. The purpose of this is to provide you with a measurable and repeatable benchmark for each child’s attainment. KEY NOTE ON GATHERING EVIDENCE: • Video or photo evidence can be used to compare performance between the two assessment lessons at either end of the unit.

FOOTBALL FACT Between the ages of 5-12, there is a window of opportunity to train the central nervous system in the fundamental movements that will set up an athlete/footballer for life.

ASSESSMENT CHALLENGES The assessment criteria in terms of agility, balance and coordination are outlined below (use this information in conjunction with Lesson 1 and Lesson 9 of the unit).

CHALLENGE 1- MOVING/CHANGING DIRECTION

Can pupils move easily amongst others and change direction with control? ASSESSMENT POINTS (WHAT TO LOOK FOR) - PUPILS SHOULD: 1. Look ahead and anticipate obstacles 2. Shift body weight from one foot to the other to change direction

3. Control speed (accelerating by leaning forward on their toes and decelerating by leaning back on their heels)

CHALLENGE 2/3 - BALANCE

Can pupils balance on one leg on a spot for 10 seconds? Can they hop across a path of spots without losing balance? ASSESSMENT POINTS - PUPILS SHOULD BE: 2 - BALANCING: 1. Standing upright with a straight back, good body tension and outstretched arms 2. Able to adjust their body weight to retain balance, e.g. by moving arms slightly

3 - HOP: 1. Use their arms for balance and momentum (e.g. swinging to hop, adjusting to stay balanced) 2. Bending the knee on their hopping leg when jumping and landing

CHALLENGE 4 - COORDINATION (THROWING) Can pupils throw a beanbag into the hoop with accuracy? ASSESSMENT POINTS - PUPILS SHOULD: 1. 2. 3.

Stand still, facing the target Throw with an underarm action Pull their throwing arm back behind their body, and forwards in an arc to release the object in front of their body

BEGINNER LESSON 1

SESSION FOCUS: GENERAL BODY CONTROL / AGILITY / BALANCE / COORDINATION

EQUIPMENT & RESOURCES IDEAL • Rubber marker spots • Four sets of coloured bibs • Small cones of various colours • Hoop • Beanbags

MINIMUM OR ALTERNATIVE • Hall or playground markings • Small amount of cones for ‘bases’ • Hoop • Beanbags or shuttlecocks

TEACHING POINTS How to teach these movements (NOTE: for this and the last lesson of this unit, set assessment challenges are used to assess the following movements – refer to the assessment challenge’s page to ensure the children are using the correct technique).

MOVING /CHANGING DIRECTION Look ahead and anticipate obstacles. Change direction by shifting your body weight from one foot to the other. Control your speed by moving on your toes to speed up and on your heels to slow down.

BALANCING

HOPPING

THROWING

Stand upright with a straight back. Make your body stiff and stretch out your arms in a scarecrow shape. Move your arms if you have to keep your balance.

Use your arms for balance and swing them to hop. Bend your hopping knee when jumping and landing. Swap your legs after several hops if you are tired.

Stand facing the target. Keep your feet still. Throw with an underarm action. Pull your throwing arm back behind your body then forwards in an arc to release the object in front of you.

WARM UP ACTIVITY

FOOTBALL FACT

RABBITS AND BURROWS MOVEMENT

BALANCING

HOPPING

• Set up the area as per DIAGRAM 1, with 20-30 marker spots set randomly around the floor

Think about what your body does when you are kicking the ball. Practicing hopping can help you with this as you will be able to balance without thinking.

• Find a spot and balance for 10 seconds on one leg. Pupils jog around the area. On the command “go home” they have to find a spot again • Repeat and include the command “change direction” • Repeat and extend to hopping between spots • Final challenge – see how many spots pupils can visit in a set time • See if they can beat their score second time round • End by asking pupils to invent their own movements around spots

EXTENSION SUGGESTIONS WARM UP: Ask pupils to perform different actions on different coloured spots e.g. two feet to one foot and vice versa, twist jump etc.

DIAGRAM 1

MAIN GAME CARROT SOUP MOVEMENT

HOPPING

THROWING

Wayne Rooney can kick a ball at 68mph, but Paul Scholes is the most powerful at over 70mph.

• Children hop forward on the path of marker spots and throw their beanbag into the hoop • Count up the score for each team at the end EXTENSION SUGGESTION: Progress to adding one or two defenders in the centre, who have to prevent pupils from scoring by intercepting/catching the beanbag.

EXTENSION SUGGESTIONS MAIN TASK: Teach pupils hopscotch moves and ask each team to try and retrieve their beanbags, one pupil at a time from the centre in the shortest time.

DIAGRAM 2 11

BEGINNER LESSON 2

SESSION FOCUS: SKIPPING / JUMPING / UNDERARM THROWING

EQUIPMENT & RESOURCES IDEAL • 30 rubber marker spots* • 4 sets of coloured bibs • Hoop • Beanbags

MINIMUM OR ALTERNATIVE • Hall or playground markings • Small amount of cones for ‘bases’ • Hoop • Beanbags or shuttlecocks • Quoits

*If spots are not available, other equipment such as hoops, cones or beanbags can be used for children to jump over.

TEACHING POINTS BALANCING Stand upright with a straight back. Make your body stiff and stretch out your arms in a scarecrow shape. Move your arms if you have to keep your balance.

SKIPPING Start slowly, hop on alternate legs for one hop at a time. Speed up and start to swing your arms to balance as if running.

JUMPING Look towards where you are jumping. Swing your arms to propel your body forward. Bend your knees to jump. Bend your knees on landing.

UNDERARM THROWING Stand facing the target. Keep your feet still. Throw with an underarm action, pull your throwing arm back behind your body and then forwards in an arc to release the object in front of you.

WARM UP ACTIVITY COLOURS GAME SKIPPING • Set up the area initially as per DIAGRAM 1 •

Split pupils into four coloured teams (with matching bibs if available) and send them to a corner

• Ask children to ‘freeze’ on your command • Progress to see if they can hold a balance on one leg for 5-10 seconds or more •

Ask pupils to run to each coloured corner when you say the colours, for example, ‘red’, ‘green’, ‘blue’ or ‘yellow’

FOOTBALL FACT

• Repeat with skipping

The Manchester United players use a skipping motion to warm up because it uses all of the muscles in your body and is especially good for loosening the legs.

DIAGRAM 1

MAIN GAME STEPPING STONES JUMPING

BALANCING

THROWING

• Spread marker spots around the area as per DIAGRAM 2 • Separate the children into teams using coloured bibs • Each player starts at their base and has to visit each of the other team’s bases by jumping from spot to spot • To create more space, the teacher calls two colours and teams have to swap bases by jumping from spot to spot OPTIONAL TEAMWORK ELEMENT • Pick up the spots from the central area • Put pupils in pairs and give them three spots (per pair)

DIAGRAM 2

• They must now move across the area by standing on a spot each and throwing the spare spot down for their partner to jump to • Their partner repeats the move until they are travelling across the hall • Pupils should visit all the bases as before 13

MAIN GAME 2 FILL THE PAN JUMPING

BALANCING

THROWING

• Set out area as per DIAGRAM 3 • Fill each corner base with eight to ten beanbags • Children jump between bases to collect a beanbag • They then go to the target area, balance on one leg and throw it into the centre before going to get another • Repeat until all beanbags have gone • Reset the area and repeat with skipping OPTIONAL DEFENDER ELEMENT • Progress to adding one or two defenders in the outer ring of the target area, who have to prevent pupils from scoring by intercepting/catching the beanbag. • Alternate defenders after each game.

EXTENSION SUGGESTIONS WARM UP: Add different movements such as ‘space jumps’ (imagine the children are astronauts jumping off one leg and landing softly) ‘rocket take-offs and landings’ (a double leg jump landing on both legs) and similar movements. MAIN GAME: Ask children to work as a team to see who scores the most points.

DIAGRAM 3

FOOTBALL FACT If you can jump the highest you will win more headers and score more goals.

BEGINNER LESSON 3

SESSION FOCUS: BALANCE / THROWING / CATCHING / GROUND BOWLING

FOOTBALL FACT Learning to throw and catch properly can help you to be a better footballer and not just if you are a goal keeper. A good throw in can help you on the way to scoring a goal.

EQUIPMENT & RESOURCES IDEAL • Four skipping ropes • Small cones of various colours • Four sets of coloured bibs • Four hoops • 30 tennis balls MINIMUM OR ALTERNATIVE • Hall or playground markings • Small amount of cones for ‘bases’ • One hoop • Any assorted balls

TEACHING POINTS BALANCING Stand upright with a straight back. Make your body stiff and stretch out your arms in a scarecrow shape. Move your arms if you have to, to keep your balance.

UNDER ARM THROWING Stand facing the target. Keep your feet still. Throw with an underarm action, pull your throwing arm back behind your body and then forwards in an arc to release the object in front of you.

CATCHING Keep your eye on the ball. Put your hands together in a cup shape. Wrap your hands around the ball and pull it into your body.

GROUND BOWLING Stand in front of the target with your knees bent. Hold the ball in your bowling arm and swing it backwards behind your body, then forwards to bowl. Bend your knees so that the ball leaves your hand straight on to the floor.

WARM UP ACTIVITY AIMING HIGH THROWING

CATCHING

• Set out area as per DIAGRAM 1 • Give each pupil a ball and ask them to move around the area, responding to commands as follows:

– ‘GO HIGH’ - freeze and throw the ball in the air

– ‘GO LOW’ – bend the knees and bowl, then chase the ball on the ground

– ‘SWAPSY’ - run to a partner and swap balls by bowling to one another on the count of ‘1, 2, 3, bowl.’ See if pupils can avoid the balls touching.

– ‘GO HOME’ – pupils run to any coloured corner and then command one of the coloured teams to do a task, for example, “Red team, throw and catch three times.”

DIAGRAM 1

FOOTBALL FACT Goalkeepers often bowl the ball along the ground to deliver the ball accurately to their teammates.

MAIN GAME EGGS IN THE PAN THROWING • Set out the area as per DIAGRAM 2 • Split pupils into teams in each base with a ball each • Demonstrate underarm ground bowling as per the teaching points • Pupils take turns to come forward to the skipping rope to bowl their ball and try to get it to stay in any of the hoops • If the ball rolls over the hoops they are allowed to retrieve it and re-join their base ready for another go • The first team to get all their balls to stay in the hoops wins the game

EXTENSION SUGGESTIONS WARM UP: Repeat the activity but include other movements and balances for different commands. Extend the catching activity by clapping before catching. MAIN TASK: Create a line of cones or spots for pupils to slalom in and out of before they bowl the ball. Repeat the activity several times to consolidate skills.

DIAGRAM 2

BEGINNER LESSON 4

SESSION FOCUS: BALANCE / THROWING / JUMPING / CATCHING

FOOTBALL FACT Repetition helps to improve skill and coordination by wiring nerve and muscle cells together, creating nervous pathways for human movement.

EQUIPMENT & RESOURCES IDEAL • 30 Cones/rubber marker spots • Four sets of coloured bibs • 30 beanbags MINIMUM OR ALTERNATIVE • Hall or playground markings • Small amount of cones for ‘bases’ • Beanbags or rubber rings

TEACHING POINTS BALANCING

UNDERARM THROWING

Stand upright with a straight back. Make your body stiff and stretch out your arms in a scarecrow shape. Move your arms if you have to keep your balance.

Stand facing the target. Keep your feet still. Throw with an underarm action, pull your throwing arm back behind your body and then forwards in an arc to release the object in front of you.

JUMPING

CATCHING

Look towards where you are jumping. Swing your arms to propel your body forward. Bend your knees to jump. Bend your knees on landing.

Keep your eye on the ball. Put your hands together in a cup shape. Wrap your hands around the ball and pull it into your body.

WARM UP ACTIVITY FREEZER GAME BALANCE • Set out the area as per DIAGRAM 1 • Split pupils into different coloured teams with bibs and send them to their matching base • Give each pupil a beanbag and ask them to travel to another team’s base by balancing it on their head • If they drop it, they BALANCE on one leg for a count of five • Replay the game with pupils shouting “help I’m frozen” when they drop it, for a friend to pick it up and replace it to unfreeze them • Extend to more challenging movements such as sitting down and standing up without dropping the beanbag 18

DIAGRAM 1

MAIN GAME

DROP AND HOP GAME JUMPING

BALANCING

THROWING

• Set out area with marker spots as per DIAGRAM 2 •

Tell pupils that this time they need to balance the beanbag on a different part of their body e.g. shoulder, back of hand, outstretched foot. They then need to try and move to another base by only moving across the spots like stepping stones, once more freezing for a count of five if they drop it

• To create more space call for two colours to swap bases • Reset game and introduce a team work element TEAM WORK ELEMENT • Split children into pairs with one beanbag between two • Ask them to stand on a spot near their area to start •

Working in pairs, ask child A to balance the beanbag and move across a spot before throwing to their partner. Child B then repeats the action, moving across a spot and passing it back. The aim is to get to another team’s base.

• NOTE: emphasise that only the child with the beanbag is allowed to jump across spots before passing it to another team-mate • If the beanbag is dropped both children freeze for a count of five • The winning team is the one that visits every other base and gets back to their base in the shortest time

EXTENSION SUGGESTIONS WARM UP: To end the warm up, ask pupils to return to their ‘base’ when they drop their beanbag, leaving it for another pupil to pick up. See who can gather the most without dropping them to win the game. MAIN TASK: Put some rubber rings or upturned cones in each base. Which team can collect the most as they visit each base whilst performing the task?

DIAGRAM 2 19

BEGINNER LESSON 5

SESSION FOCUS: BODY CONTROL ASSESSMENT / BOUNCING & MOVING WITH A BALL

EQUIPMENT & RESOURCES IDEAL • Four sets of coloured bibs • Small cones of various colours • Four hoops • 30 footballs or large balls • 30 marker spots

MINIMUM OR ALTERNATIVE • Hall or playground markings • Small amount of cones for ‘bases’ • A variety of different sized balls

WARM UP

Use this part of the lesson as a brief mid-unit assessment to re-teach existing moves and to observe the children’s body control in general.

TEACHING POINTS BOUNCING (AND MOVING WITH) A BALL Face in the direction you want to travel. Hold the ball with both hands. Drop the ball to the floor. Put both hands either side to re-catch. Take a step forward and repeat.

WARM UP ACTIVITY PIRATES

FOOTBALL FACT

VARIETY OF MOVEMENTS • Set out area as per DIAGRAM 1, with hoops at each corner base, known as ‘ships’

Fundamental movement is an essential foundation for any sport.

• Split pupils into different coloured teams with bibs and send them to the matching base • Ask pupils to explore the central area and for the pupils ‘pirates’ to invade all the ‘ships’ • Stop children and re-teach previous movements such as hopping / Jumping / changing direction if necessary • Use as an opportunity to ask children to perform good examples of existing movements or any new ones they have invented

TEAM WORK ELEMENT • Ask pupils to work in pairs. They can hold hands, share movement ideas and help each other to balance between steps.

DIAGRAM 1

MAIN GAME

TREASURE CHEST GAME BOUNCING (AND MOVING WITH) A BALL • Set out area as per DIAGRAM 2, with a circle of cones in the centre filled with large balls. Equipment note: use as many large balls as possible (play balls are ideal) but if not, use an assortment of mixed sized balls suitable for bouncing. • Separate pupils into coloured teams and ask them to form a line (in their teams) behind the corner cone on the corresponding base. They should face the centre of the area. • Tell pupils that the balls are treasure that needs to be bounced back to the base and put in the hoops, one piece at a time • Emphasise that children take turns to go to the centre • Demonstrate how to bounce the ball with two hands (see teaching points) • To finish, reverse the game by asking pupils to bounce the balls back to the centre. The first team to get rid of all their balls wins.

EXTENSION SUGGESTIONS WARM UP: Ask pupils to visit each ‘ship’ in their exploration, or get them to work in groups of three or four instead of pairs. MAIN TASK: Make ‘stepping stones’ out of marker spots to get to the balls. Ask pupils to jump/balance on them before bouncing a ball back across the spots.

DIAGRAM 2 23

BEGINNER LESSON 6

SESSION FOCUS: MARCHING / JOGGING / BALANCING

FOOTBALL FACT Jogging helps you to get in a better position to receive passes from your teammates.

EQUIPMENT & RESOURCES IDEAL • Four ladders • Four sets of coloured bibs • Small cones of various colours • Beanbags MINIMUM OR ALTERNATIVE • Hall or playground markings • Small amount of cones for ‘bases’ • Beanbags, quoits or other cones (to balance on head) • Cones, skipping ropes or beanbags can be used for children to step over as if they were ladders

TEACHING POINTS BALANCING Stand upright with a straight back. Make your body stiff and stretch out your arms in a scarecrow shape. Move your arms if you have to keep your balance.

MARCHING Stand with a straight back. Walk forwards lifting your knees to waist height. Swing your arms in time with your legs.

JOGGING Lean forward. Run forward slowly. Bend your arms. Keep your arms tight to your sides and swing them in time with your feet.

WARM UP ACTIVITY QUICK MARCH GAME MARCHING

JOGGING

• Set out an area as per DIAGRAM 1 • Split pupils into teams with coloured bibs and send them to their bases • Demonstrate how to march slowly. • Ask pupils to march around the area using the ‘Grand Old Duke of York’ music • Stop the game and ask children to return to their bases •

Demonstrate how to jog properly, emphasising slow speed and keeping the arms close into the body (if you have more space you can increase the speed so long as it is safe to do so)

• Stop the game and ask children to return to their bases • Explain that the command ‘slow march’ will be used for standard marching and ‘quick march’ will be used for jogging • Repeat the game with these commands • Repeat ‘Grand Old Duke of York’ but at a faster pace and add your own commands, including other movements if necessary

DIAGRAM 1

MAIN GAME

CLOCKWORK SOLDIERS • Set out an area as per DIAGRAM 2, with ladders used to link coloured bases • Separate the children into teams with coloured bibs that correspond to the bases • Ask pupils to march clockwise, one at a time across the ladder and to another team base (use the ‘Grand Old Duke of York’ music again) • Ask pupils to keep going around the area until they are back in their own base • Repeat the game with pupils balancing a beanbag on their head EXTRA ACTIVITY LADDER FREE PLAY •

DIAGRAM 2

Ask pupils to move around the ladders again, using the specific movements shown, this time in any direction (Safety note: emphasise that they need to always watch where they are going and to wait their turn if someone is already on a ladder)

• Stop the lesson and ask the best pupils to demonstrate their examples

EXTENSION SUGGESTIONS WARM UP: Introduce spots (as per previous lessons) for pupils to march or jog between. MAIN TASK: To avoid queuing, add further ladders or cones in the centre space. This will allow pupils to explore using their own movements, giving them room to move in either direction around the space.

BEGINNER LESSON 7

SESSION FOCUS: MID-COURSE RECAP - VARIETY OF MOVEMENTS AND TWIST/TURN

EQUIPMENT & RESOURCES IDEAL • Four ladders • Four sets of coloured bibs • Small cones of various colours • 30 marker spots

MINIMUM OR ALTERNATIVE • Hall or playground markings • Small amount of cones for bases • Cones, skipping ropes or beanbags can be used for children to step over as if they were ladders

TEACHING POINTS NOTE: This lesson involves a ‘mid-course recap’ of the movements that have been taught so far – please refer to previous lesson plans for guidance on how to teach these if you are unsure.

BALANCING

THROWING

MOVING

CHANGING DIRECTION

JUMPING

UNDERARM THROWING

GROUND BOWLING

MARCHING

HOPPING

SKIPPING

JOGGING

CATCHING

BOUNCING (AND MOVING WITH) A BALL

TWIST/TURN Start with your feet together. Swing your arms to the opposite side from the way you want to twist. Swing them back and jump at the same time so that you land facing in a new direction. Repeat the movement. Remember this is a jump so bend your knees when jumping and landing.

WARM UP ACTIVITY FARMER AND RABBITS

VARIETY OF MOVEMENTS • Set out area as per DIAGRAM 1 • Split pupils into teams with coloured bibs and send them to their bases • Mid-course recap: Discuss the different movements that have been taught so far and ask for demonstrations from some pupils • Correct mistakes where necessary • Progress on to allowing pupils to explore the central area using their own movements FARMER AND RABBITS: • Send the children back to their bases and tell them that this time they have to hop around the area and at some point you are going to shout a team colour • The team corresponding to the colour you shout out becomes the ‘farmers’ and has to tag the other players to send them back to their bases • Repeat for each team, the quickest team wins

DIAGRAM 1

MAIN GAME WALK THE PLANK TWIST/TURN • • • • • • •

Set out area as per DIAGRAM 2 Demonstrate how to twist/turn Ask children to appoint a group leader to lead them as they twist/turn around the area, either across the ladders or the spots On the command ‘change’, the leader goes to the back and the second in line starts to lead Encourage the children to interact safely by negotiating a way around other teams Progress by asking children to use their own movements, the leader chooses and the others copy Finish by showing the best movements to the class

EXTENSION SUGGESTIONS WARM UP: The ‘pathways’ concept can be extended into a gymnastics lesson; ask pupils to find different pathways across, over and under apparatus, both high and low. MAIN TASK: Ask pupils to find a partner (instead of a larger group) then find a different path than their partner back to their base.

DIAGRAM 2 27

BEGINNER LESSON 8

SESSION FOCUS: BALANCE / KICKING / GENERAL BODY CONTROL / TURNING

EQUIPMENT & RESOURCES

FOOTBALL FACT Learning to turn can help you to find space to get past defenders in tight situations, helping you to score more goals.

IDEAL • • • • •

Four sets of coloured bibs Small cones of various colours Four hoops 30 footballs 30 marker spots

MINIMUM OR ALTERNATIVE • Hall or playground markings • Small amount of cones for ‘bases’ • A variety of different sized balls

TEACHING POINTS KICKING Stand upright. Balance on one leg, using your arms to help balance. Swing your other leg back and make contact with the ball. Use either the top or the inside of the foot.

TURNING Push off from your leading leg. Turn in the opposite direction, using your arms to balance.

WARM UP ACTIVITY FOOTBALL STATUES

BALANCING/BODY CONTROL • Set out an area as per DIAGRAM 1 • Split pupils into teams with bibs and send them to their bases • Ask pupils to explore the central area using their own movements •

Stop the game and introduce a ‘freeze’ command, ask pupils to freeze on the spot in given shapes each time a different number is called e.g. 1 = balance on one foot, 2 = two feet with arms outstretched, 3 = curled in ball

•

Stop again and change these into football shapes when different words are shouted e.g. ‘goalie’ = freeze as if saving a ball with two hands, ‘striker’ = freeze as if kicking a ball, ‘header’ = freeze as if heading a ball (use football appropriate music such as ‘Match of the Day’

DIAGRAM 1

FOOTBALL FACT Being able to change direction quickly will help you to get past defenders and score more goals.

MAIN GAME 2 FULL TIME

KICKING

TURNING

BALANCE/BODY CONTROL PART ONE: CONTROLLING A BALL • Keep the area set out as per diagram 2, keep the centre clear of obstacles • Give each pupil a ball, ask them to put their foot on top and stand in a free space • Demonstrate how to alternate the feet touching the top of the ball with the toes, and ask pupils to repeat ten times without moving with the ball • Ask the pupils to move with the ball around the area • On the command ‘full time’ pupils should stand with their foot on the ball MAIN GAME PART TWO: ROBIN HOOD • Set out area as per DIAGRAM 2 •

Demonstrate how pupils should come into the centre (one person at a time from their team) and carefully take a ball by putting their foot on the top. They must then turn, carefully control the ball back to their area and put it in the hoop.

• When there are no balls left, the team with the most wins

EXTENSION SUGGESTIONS WARM UP: Make up more football related movements e.g. ‘crowd’ = jumping up / cheering, ‘champions’ = running around holding a trophy. Adapt movements to anything that is related to a game of football. MAIN GAME: Ask pupils to repeat the ‘marching’ action (used in the Full Time game) on top of the ball five times before they release the next student to get another. Reset the game by seeing which team can get all the balls back in the centre first.

DIAGRAM 2 30

BEGINNER LESSON 9

SESSION FOCUS: GENERAL BODY CONTROL / AGILITY / BALANCE / COORDINATION

EQUIPMENT & RESOURCES IDEAL • Rubber marker spots • Four sets of coloured bibs • Small cones of various colours • Hoop • Beanbags

MINIMUM OR ALTERNATIVE • Hall or playground markings • Small amount of cones for ‘bases’ • Hoop • Beanbags or shuttlecocks

FOOTBALL FACT It takes 10 years of extensive practice to excel in anything.

TEACHING POINTS Use the set Assessment Challenges to determine progress in the following movements. Note: This is the last lesson of the Beginner unit, a repeat of lesson 1.

BALANCING

HOPPING

Stand upright with a straight back. Make your body stiff. Stretch out your arms in a scarecrow shape. Move them if you have to keep your balance.

Use your arms for balance and swing them to hop. Bend your hopping knee when jumping and landing. Swap legs after several hops if you are tired.

THROWING

MOVING / CHANGING DIRECTION

Stand facing the target. Keep your feet still. Throw with an underarm action (pull your throwing arm back behind the body then forwards in an arc to release the object in front of you).

Look ahead and anticipate obstacles. Change direction by shifting body weight from one foot to the other. Control speed by moving on your toes to speed up and on your heels to slow down movements/skills covered in this session.

WARM UP ACTIVITY RABBITS AND BURROWS MOVEMENT

BALANCING

HOPPING

• Set up the area as per DIAGRAM 1, with 20-30 marker spots set randomly around the floor • Find a spot and balance for 10 seconds on one leg. Ask pupils to jog around

the area. On the command “go home” they have to find a spot again

• Repeat and include the command “change direction” • Repeat and extend to hopping between spots • FINAL CHALLENGE – see how many spots pupils can visit in a set time • See if they can beat their score second time round • End by asking pupils to invent their own movements around spots

EXTENSION SUGGESTIONS WARM UP: Ask pupils to perform different actions on different coloured spots e.g. two feet to one foot and vice versa, twist jump etc.

DIAGRAM 1

MAIN GAME CARROT SOUP MOVEMENT

HOPPING

THROWING

• Set area up as per DIAGRAM 2, assign pupils to teams in coloured corner bases around a central target area (the pot) linked by paths of spots • Give each pupil a beanbag (carrot) matched to the colour of their base • Children hop forward on the path of marker spots and throw their beanbag into the hoop • Count up the score for each team at the end EXTENSION SUGGESTION: Progress to adding one or two defenders in the centre, who have to prevent pupils from scoring by intercepting/catching the beanbag.

EXTENSION SUGGESTIONS MAIN TASK: Teach pupils hopscotch moves and ask each team to try and retrieve their beanbags, one pupil at a time from the centre in the shortest time.

DIAGRAM 2 33

ACKNOWLEDGEMENTS: All Hallows RC Business, Enterprise and Sports College Manchester United Foundation and NHS Salford for their support The pupils and staff at Holy Family Primary School All coaches who contributed to the development of the programme ‘Move with Manchester United’ ORIGINAL CONCEPT: Dean Gilmore and Andy Smith WRITTEN BY: Darren Birchall and Elaine Gilmore EDITED BY: Dean Gilmore, Elaine Gilmore, Rachael Ashmore and Andy Smith PHOTOGRAPHS BY: Stephen Redfern DESIGN BY: Aadil Mughal

The paper used in this booklet is from a sustainable source.