AHPES Physical Education - Years 5-6 by Teacher Superstore

Title:

Ready-Ed

Phys Ed For Years 5-6

© 2015 Ready-Ed Publications Printed in Australia Based on Physical Education Games For 10-18 Year Olds by Paul Larkin and Tony Abbotts - published by Ready-Ed Publications Illustrator: Melinda Brezmen

Acknowledgements i. Cover image: www.istock.com/CEFutcher ii. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission. iii. Corel Corporation collection, 1600 Carling Ave., Ottawa, Ontario, Canada K1Z 8R7.

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Publications

Australian Health And Physical Education Series

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Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address below.

o c . che e r o r st super Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.net info@readyed.com.au

ISBN: 978 186 397 960 3 2

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Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act.

Reproduction and Communication by others

Contents Teachers' Notes National Curriculum Links

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Counter-Balances 2 Counter-Balances 3 Frisbee Forcing Back Bin Ball Handball Drill 1 Handball Drilll 2 Vortex Aussie Rules Reduction Basketball Team Ball Aerial Soccer Circular Soccer

28 29 30 31 32 33 34 35 36 37 38

Movement Hoops, Hats, Bases ’N’ Bags Movement Challenge 1 Movement Challenge 2 Movement Challenge 3 Movement Challenge 4 Movement Challenge 5 Touch Two-Ball Touch Evasion Tag Base Footy Four-Team AFL

39 40 41 42 43 44 45 46 47 48 49 50

or eBo st r e p 7 ok u S 8 9 10 11 12 13 14 15 16 17 18 19 20 21

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Section 1: Get Moving 10 Tag Circle Tag Hand Tennis Gaelic Basketball Grid Volleyball Pivot Ball Fitness Circuit 1 Fitness Circuit 2 Fitness Circuit 3 Fitness Circuit 4 Fitness Circuit 5 Hand Soccer Froccer 1 Froccer 2

4 5-6

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Section 2: All About Movement Hoop Circuit Obstacle Course Stretching For Flexibility Build-Up Relay Counter-Balances1

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Teachers’ Notes Phys Ed For Years 5 - 6 is part of the Australian Health And Physical Education Series which consists of ten books altogether. Linked to the Health And Physical Education Australian curriculum, this book is divided into three sections, entitled: Get Moving, All About Movement and Let's Learn Through Movement. These three sections address the following three areas of the Health And Physical Education curriculum:

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• moving our body

• learning through movement

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• understanding movement

Due to the rapid development of technology, the temptation for children to spend more time indoors being entertained by computers, video games, the television and DVDs, has seen a noticeable decline in quality time spent outdoors in the fresh air, participating in some form of physical activity.

Studies have shown that a more sedentary lifestyle can be a significant contributor to obesity in the younger generation, as well as an increase in illness and disease, and a general decline in social skills that are formed during play and team activities.

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This book includes a variety of lesson ideas that aim to provide varying forms of physical activity to increase heart rate and muscle tone. The games are devised to have the participants outside as much as possible and are primarily team-based to provide opportunities for social interaction and collective decision making, as well as dependence on other members of the group.

. te o As much as possible the games are designed to be user-friendly. They require c . c e very little preparation and no or basic equipment and aim for the total h r e o ttrialled using both involvement of whole classes.r The activities have been s s r u e p single-sex and mixed-sex groups with an emphasis on fun and enjoyment.

National Curriculum Links

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MOVING OUR BODY Practise specialised movement skills and apply them in different movement situations (ACPMP061) • applying stability and locomotor skills to dodge and feint in different movement situations (GS, RE) • applying kicking, striking and throwing skills to propel an object and keep it in motion (GS) • combining surface propulsion and underwater skills in an aquatic environment (FMS, CA) • performing a range of complex static and dynamic balances on different body parts or rotating and/or pivoting (RE) • jumping with control for height and distance using a variety of body positions (GS, RE, FMS, CA) Design and perform a variety of movement sequences (ACPMP062) • composing movement sequences including balances to travel from point to point (RE, FMS) • performing activities that involve a transition from one skill to another, such as from dribbling to shooting or from leaping to balancing (GS, RE) • experimenting with different music genres such as Indian Bhangra music when performing creative dances (RE) • designing a sequence of passes between team-mates to maintain possession or move a piece of equipment from one point to another (GS, CA) • designing and participating in a simple fitness circuit involving activities that require different types of movement (LLPA) Propose and apply movement concepts and strategies (ACPMP063) • demonstrating defensive and offensive play in modified games (GS) • proposing and applying movement concepts and strategies to perform movement sequences at different levels using different types of equipment (GS, RE, FMS) • proposing and applying movement concepts and strategies to safely traverse a natural environment (S, CA)

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UNDERSTANDING MOVEMENT Participate in physical activities designed to enhance fitness, and discuss the impact regular participation can have on health and wellbeing (ACPMP064) • creating and participating in a fitness circuit designed to improve health-related fitness components (HBPA, LLPA) • demonstrating and describing safe stretching activities which maintain and develop flexibility (HBPA, LLPA) • examining the benefits of physical activity to social health and mental wellbeing (HBPA, LLPA, MH) • participating in a range of physical activities and exploring their health, skill and fitness benefits (GS, FMS, HBPA, LLPA, CA) • examining and describing health-related and skill-related components of fitness (HBPA, LLPA) Manipulate and modify the elements of effort, space, time, objects and people to perform movement sequences (ACPMP065) • demonstrating an understanding of how to adjust the force and speed of an object to improve accuracy and control (GS, FMS) • creating a movement sequence that demonstrates variations in flow and levels and involves individuals moving together in time (GS, RE)

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working with a partner to explore pushing and pulling movements and how these can be manipulated to perform counter-balances (RE, CA) • developing strategies that exploit the playing space to create overlaps and extra attackers (GS) Participate in physical activities from their own and other cultures and examine how involvement creates community connections and intercultural understanding (ACPMP066) • researching and participating in different cultural games or physical activities that children in other countries play (GS, RE) • exploring the place of water-based recreational activities in Australian culture and how communities come together to enjoy water-based activities (HBPA, LLPA) • participating in and investigating the heritage of games that have cultural significance in Australia, and exploring similarities with games of significance to other cultures, such as jump rope and Nang Tong (from Thailand), poison ball and Bola Beracun (from Malaysia), hockey and Lor Kon Krok (from Thailand) and Australian Rules football, lacrosse and Gaelic football (GS)

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LEARNING THROUGH MOVEMENT Participate positively in groups and teams by encouraging others and negotiating roles and responsibilities (ACPMP067) • understanding the contribution of different roles and responsibilities in physical activities that promote enjoyment, safety and positive outcomes for participants (GS, RS, LLPA, CA) • demonstrating negotiation skills when dealing with conflicts or disagreements in movement situations (GS, RS, CA) • using reflective listening when working in small groups on movement tasks or challenges (GS, RS, LLPA, CA) • exploring and performing the duties and responsibilities of different roles for a range of physical activities (GS, RS, LLPA, CA) Apply critical and creative thinking processes in order to generate and assess solutions to movement challenges (ACPMP068) • recognising that there may be a number of solutions to movement challenges and justifying which solution is most appropriate or effective (GS, RE, FMS, CA) • applying movement skills and strategies from other contexts to generate a solution to an unfamiliar movement challenge (GS, RE, FMS, CA) • assessing and refining strategies to persist and successfully perform new and challenging movement skills and sequences (GS, RE, FMS, CA) • devising strategies and formulating plans to assist in successfully performing new movement skills (GS, RE, FMS, CA) Demonstrate ethical behaviour and fair play that aligns with the rules when participating in a range of physical activities (ACPMP069) • explaining why infringements result in consequences such as a penalty or free pass (GS) • proposing changes to the rules and/or conditions to create a more inclusive game or to allow for a fairer contest (GS, RS, LLPA, CA) • correctly interpreting and applying rules in physical activities (GS, LLPA)

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or eBo st r e Get Moving p ok u S

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Section 1:

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10 Tag Equipment: 1 football, 2 sets of coloured sashes, chalk, witches hats.

Area: Large concrete area approximately 60 metres x 30 metres.

or eBo st r e ok Divide the class into 2 teamsp and mark out a rectangular playing area using witches u hats. Chalk up a centreS line. This game is similar to touch football with the exception that the attacking team has 10 tags instead of 6 and there is no ‘play-the-ball’. Once

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How To Play:

tagged, the ball carrier should pass the ball to another team member to continue the game. The referee should call out the number of tags each team has had. A tag can only be made from the front or the side – not from behind. The game begins with a ‘tap-off’ from the halfway line. At this point the defending team must be 10 metres away. This 10 metre gap must be given at the beginning of each changeover in play after a try has been scored, with a restart from halfway. The attacking team aims to promote the ball as quickly and as far as possible in its 10 tag allocation. Once a player is tagged, they can offload the ball immediately, with the referee keeping count of the tags and calling them aloud. Multiple passes may be utilised in order to isolate defenders. A changeover occurs at the end of 10 tags or when the attacking team drops the ball or scores. All passes must be in a backwards direction. A try is scored by placing the ball over the opposition’s tryline. To avoid being tagged, players must use dodges, feints and other evasive movements.

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o c . che e r o r st super 30 m

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Tryline

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Curriculum Link: Practise specialised movement skills and apply them in different movement situations (ACPMP062) Elaboration: Applying stability and locomotor skills to dodge and feint in different movement situations.

Defenders Attackers

Tag

Circle Tag Equipment: 1 football, witches hats.

Area: Flat, grassed area.

or eBo st r e p Mark out two circular goals and a rectangular playing fieldo using witches hats. Divide u k the bigger the the children into 2 equal teams. The greater the number of players, S playing area required. The aim of the game is for a team to carry the football into

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How To Play:

the opposition’s circle without being tagged. The ball can be passed forwards or backwards and the ball carrier can run with the ball. The ball, however, cannot be passed to a team member standing inside the circle. If a runner is tagged or the ball is dropped, the opposition gains possession and the game continues. At a changeover, the person restarting the game cannot be tagged until he/she moves or passes the ball.

© ReadyEdPubl i cat i ons 1 point is scored each time a ball carrier enters the opponent’s circle untouched. The game then resumes from this point with the other team starting •f orr e vi ew p ur po se so nl ywith •the

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ball. To avoid being tagged, players must use dodges and feints and other evasive movements.

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1 point

Hand Tennis Equipment: 1 gym ball, witches hats, net (if no net is available, use witches hats placed one metre apart).

Area: Flat area 15 metres x 20 metres with a net or witches hats dividing the 2 teams.

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or eBo t s r e How To Play: p ok u Mark out the rectangular playing area using witches hats. Divide the children into 2 S teams of 5 players. The aim of the game is for players to hit the gym ball over the net

using only their hands. The ball must bounce once and only once in each court before being hit. No hitting on the full is allowed. Players aim to land the ball in their opponent’s court in a position that makes it difficult for them to return. Points are scored as in tennis and players take it in turns to serve by bouncing and hitting the ball from the baseline. For this activity 2 or more games could be operating simultaneously.

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Curriculum Link: Practise specialised movement skills and apply them in different movement situations (ACPMP062) Elaboration: Applying kicking, striking and throwing skills to propel an object and keep it in motion.

15 m

Gaelic Basketball Equipment: Witches hats, chalk, large gym ball (90 centimetres is a good size), 2 sets of coloured sashes.

Area: Large, flat, grassed area approximately 40 metres x 30 metres.

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or eBo t s r e How To Play: p ok u Mark out a rectangular playing area and 2 goals at either end of this area using S witches hats. Chalk an X in the middle of the playing area. Divide the class into 2

equal teams, distinguish them using coloured sashes. Each team has 1 goalie who stands inside its goal circle. The game begins with a ‘bounce up’ in the centre of the playing area. The players cannot run with the ball but can pick it up and throw it, paddle it or dribble it up the field. They must throw, dribble or paddle the ball into the opposition’s goal circle to score a point. The game then recommences with a centre ‘bounce up’.

If the ball crosses the sideline, the non-offending team throws the ball in with an overhead throw. A goalie cannot catch the ball but can only deflect or paddle the ball out of the circle before it hits the ground.

10 m

2 x 10 metre diameter circles are set up inside the playing area.

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Goal circle

10 m Goal circle

30 m

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If, at any stage, the ball becomes stationary (i.e. 2 players have hold of the ball at the same time) then the game resumes from a ‘bounce up’ on the spot.

Throw, dribble or paddle the ball into your goal circle.

40 m

Curriculum Link: Practise specialised movement skills and apply them in different movement situations (ACPMP062) Elaborations: Applying kicking, striking and throwing skills to propel an object and keep it in motion. Jumping with control for height and distance using a variety of body positions.

Grid Volleyball Equipment: Witches hats, 1 large gym ball or beach ball.

Area: A 20 metres x 20 metres playing area if using a gym ball, and a 30 metres x 30 metres playing area if using a beach ball.

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or eBo t s r e How To Play: p ok u Divide the class into 4 teams of no more than 6 players. Mark out the playing area S using witches hats. The aim of the game is for each team to stop the ball from landing in its quadrant. If the ball touches the ground then that team loses a point.

Each team starts the game with 5 points. When one team has lost all 5 points the game is declared over and the team with the most points is deemed the winner.

There is no limit to the number of times that the ball can be struck in a quadrant before being propelled to another quadrant, but a player cannot strike the ball more than twice in succession.

© ReadyEdPubl i cat i ons All strikes of the• ball must be in an upwards motion. If the ball iso propelled out of the f o r r e v i e w p u r p o s e s n l y • playing area by a team then the team will lose a point for the offence.

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The playing area is divided into quarters using witches hats.

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Do not let the ball land in your quadrant!

Pivot Ball Equipment: Witches hats, 1 netball per pair.

Area: A large grassed area.

or eBo st r e p1 netball allocated to each pair. ok Put the players into pairs with Have the players in u each pair stand 20 metres apart with witches hats placed to mark 5 metre intervals as S shown below. B

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How To Play:

3 20 m

ÂŠ ReadyEdPubl i cat i ons â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘ Player A throws the ball to Player B using a shoulder pass, who attempts to catch it on

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the full and land one foot at a time like a netballer. Player B pivots full circle holding the ball, then returns the ball to Player A who also lands one foot at a time like a netballer and performs a full circle pivot. Player B runs to hat 2 to receive and return a throw, then to hat 3 and hat 4. At each hat, Player B must do a full pivot. With each catch, Player A must perform a full pivot. When Player B reaches hat 4, he/she moves back to hat 3, then 2, then 1, repeating the process. When Player B has returned to his/her starting position, Player A performs the drill. When both players have completed the drill, repeat it, using bounce passes and chest passes.

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Curriculum Link: Practise specialised movement skills and apply them in different movement situations (ACPMP062) Elaboration: Performing a range of complex static and dynamic balances on different body parts or rotating and/or pivoting.

Fitness Circuit 1 Equipment: Witches hats.

Area: A grassed area at least 40 metres in length.

or eBo st r e pspread seven witches hats 5 o 1. Over a distance of 30 metres, metres apart. The class u k Switches hat. Children take turns to sprint 30 metres from must line up at the first Teac he r

How To Play:

Spinning Forward



Running Backward

 Spinning Forward

Running Backward

Spinning Forward

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hat 1 to hat 7, then spin around to run forwards and then backwards at each hat.

Running Backward

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1.Sprint Forward

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2. Over a distance of 40 metres, spread 5 witches hats 10 metres apart. Ask the children to line up behind the first witches hat and complete this routine: • sprint forward 10 metres, drop onto their stomachs; • spring up and run backwards 10 metres, then drop onto their backs; • spring up and sprint forward 10 metres, drop onto their stomachs; • spring up and run backwards 10 metres; • jog back to the start and repeat. Do sets of 5.

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5.Sprint Forward

4.Drop onto back

2.Drop onto stomach

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8. Jog back

7.Run Backward

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6.Drop onto stomach

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40 m

Curriculum Link: Design and perform a variety of movement sequences (ACPMP062) Elaborations: Performing activities that involve a transition from one skill to another, such as from dribbling to shooting, or from leaping to balancing. Designing and participating in a simple fitness circuit involving activities that require different types of movement.

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Fitness Circuit 2 Equipment: Witches hats, 1 netball per team of 3.

Area: A large grassed area at least 50 metres in length.

or eBo st r e p ok 1. Divide the children u into pairs. Children should lie 5 metres apart from one another on their backs with their heads facing inwards. Mark this distance using witches S hats. Position 2 witches hats 10 metres behind each player. A child is nominated to

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be a backpeddler and the other is nominated to be a tagger. The backpeddler runs 10 metres to the witches hat before the player running forwards can tag him/her. Continue, alternating roles. 5m

10 m

Tagger a

Backpeddle

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10 m

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Continue, alternating roles.

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2. Divide the children into teams of 3 and position each team as shown below. Player As sprint to Player Bs, Player Bs sprint to Player Cs, and Player Cs sprint to Player As and so on. Introduce a netball per team and have students run and offload the ball as they meet.

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Curriculum Link: Design and perform a variety of movement sequences (ACPMP062) Elaborations: Designing a sequence of passes between team-mates to maintain possession or move a piece of equipment from one point to another. Designing and participating in a simple fitness circuit involving activities that require different types of movement.

Fitness Circuit 3 Equipment: Witches hats.

Area: A large grassed area at least 20 metres x 30 metres.

or eBo3 st r e p ok 1. Position witches hats as shown u right. Students startS at hat 1 and take it in turns to: How To Play:

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run backwards

sprint to hat 2; Side-step 4 2 • side-step to hat 4; • sprint to hat 3; • run backwards to hat 1. THEN REVERSE IT: • sprint to hat 3; 1 • side-step to hat 4; 20 m • sprint to hat 2; • run backwards to hat 1. 2. Set out witches hats as shown below. Students take it in turns to: sprint from hat 1 to hat 3, run backwards to hat 2, and sprint to hat 4 to finish. 20 m

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10 m

Sprint

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o4 c . che e r o t r 3. Set out witches hats as shown right. s s r u e p Students take turns to: 5 2

run backwards

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Sprint

side-step

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Start 16

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sprint

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zig-zag through hats 1 to 5; side-step to hat 6; run backwards to hat 7; turn and sprint to hat 8.

run backwards

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Fitness Circuit 4 Equipment: Witches hats.

Area: A large grassed area at least 100 metres in length.

or eBo st r e othekfirst witches hat and 1. Position 6 witches hatsp 20 metres apart. Children start at u take turns to: S • sprint 20 metres from hat 1 to 2, single leg hop from hat 2 to 3;

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• sprint 20 metres from hat 3 to 4, single leg hop from hat 4 to 5; • sprint 20 metres to hat 6 to finish; • walk back to the start to allow heart rate to recover.

Sprint

Hop

Sprint

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 5

Walk back

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2. Set out the witches hats as shown below. In pairs the players take it in turns to: • sprint through hats 1 to 6; • side-step to hat 7; • sprint to hat 9 and jog backwards to hat 8; • sprint to hat 10 and run backwards to hat 9, then sprint to hat 10 to finish.

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Start

finish

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sprint

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run back

sprint

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jog back

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sprint

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Curriculum Link: Design and perform a variety of movement sequences (ACPMP062) Elaborations: Composing movement sequences including balances to travel from point to point. Performing activities that involve a transition from one skill to another, such as from dribbling to shooting, or from leaping to balancing. Designing and participating in a simple fitness circuit involving activities that require different types of movement.

Fitness Circuit 5 Equipment: Witches hats.

Area: Large grassed area.

or eBo st r e p ok 1. Set out the witches hats as shown below. In pairs the players: u • sprint to hat 2; S • sprint backwards to hat 3;

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side-step to hat 4; zig-zag up and down hats 4 to 7; sprint to hat 8; run backwards to hat 9 to finish. 2

rint

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back

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2. Set out the witches hats as shown below approximately 5 metres apart. In pairs, have the players race each other zig-zagging through the hats to the finish line. finish



Start

Hand Soccer Equipment: 1 medium to large gym ball, witches hats, 2 sets of coloured sashes.

Area: Grassed area 40 metres x 30 metres.

or eBo st r e p area and 2 goals using witches ok Mark out a rectangularu playing hats. Divide the class into 2 equal teams differentiating them using sashes. S

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This game uses the same rules for soccer except for the following modifications: • no kicking;

• the ball (use a medium to large gym ball) must be rolled, hit, paddled or bounced to promote it up the field. Each team has a goalkeeper who can’t pick up or kick the ball. The goalkeeper can deflect or hit the ball away from the goal.

30 m

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No kicking!

goalie

40 m

Curriculum Link: Propose and apply movement concepts and strategies (ACPMP063) Elaboration: Demonstrating defensive and offensive play in modified games.

Froccer 1 Equipment: Soccer ball, chalk, Frisbee®, witches hats, 6 hoops, coloured sashes to identify teams.

Area: Large concrete area approximately 70 metres x 50 metres.

or eBo st r e parea using witches hats and chalk ok Mark out a rectangular playing up a halfway line u and 2 in zone areas on S either side of the playing field, approximately 5 metres wide (see diagram overleaf ). Place 3 hoops approximately 20 metres apart inside each in

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zone area. Divide the class into 2 equal teams. The aim of the game is for each team to work together to pass a Frisbee to each other without running, and ultimately trying to score a try. A try is achieved by a player catching the Frisbee while at least 1 foot is within a hoop placed on the ground in the opposition’s in zone area. 3 points are awarded for catching the Frisbee® while standing in a hoop (1 or 2 feet), or catching the Frisbee® in the air and landing in the hoop. Once a try has been scored by a player, that player can attempt a conversion. A conversion requires a defender to stand a hoop up vertically and kick a soccer ball through the hoop from 15 metres away. If the ball passes through the hoop an extra point is scored. The referee will carry the soccer ball throughout the game.

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Other rules to apply: 1. All starts and restarts are from the halfway line with a 10 metre clearance from the thrower. 2. There is no offside during the game. 3. There is no travel rule when the Frisbee® is in a player's hands but that player cannot run. Players are allowed up to 5-6 metres to slow down after catching the Frisbee® or may dive/slide to catch it. The Frisbee is only deemed out, if it lands outside the field of play. If successfully caught then play continues. 4. Frisbees® deemed out are thrown in from the point of exit by the opposition, including those that go out over the in zone areas. 5. Contests for the Frisbee® in the air or on the ground are open to contact but the referee can modify the rules accordingly. 6. Like netball, the obstruction rule applies at 2 metres and the attacker has 5 seconds to get rid of the Frisbee®. 7. A 5 second rule applies in the in zone areas to both attack and defence.

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Curriculum Link: Propose and apply movement concepts and strategies (ACPMP063) Elaboration: Demonstrating defensive and offensive play in modified games.

Froccer 2 In Zone

In Zone

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Hoop

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Hoop

Halfway

Hoop

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Hoop

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Curriculum Link: Propose and apply movement concepts and strategies (ACPMP063) Elaboration: Demonstrating defensive and offensive play in modified games.

Section 2: Su

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or eBo st r All About Movement e p o

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Hoop Circuit Equipment: 12 witches hats, 20 hoops.

Area: Large grassed area.

or eBo st r e p through the hoops and hats, ok The children completeu 5 circuits performing 3 sit-ups at each hat and the following S activities at each set of hoops per circuit: Teac he r

How To Play:

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Circuit 1 - Run through the hoops backwards, putting 1 foot in each hoop.

Circuit 2 - Stepping left-right in the first hoop, step left outside the hoop then stepping right-left into the second hoop, stepping right outside the hoop and so on. Circuit 3 - Double leg hop in every second hoop in each set. Circuit 4 - Double leg hop sideways in every hoop.

Circuit 5 - Single leg hop sideways in every hoop.

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Curriculum Link: Participate in physical activities designed to enhance fitness, and discuss the impact regular participation can have on health and wellbeing (ACPMP064) Elaboration: Creating and participating in a fitness circuit designed to improve health-related fitness components.

Obstacle Course Equipment: 17 witches hats, 5 chairs, 8 hoops, 10 sticks, 2 medicine balls, 3 mats, 1 extension ladder, 3 skipping ropes.

Area: Large grassed area.

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or eBo t s r e How To Play: p ok u Whilst this 10 station course takes a bit of setting up, it is very challenging and S effective. It requires 4 children to act as retrievers of equipment at stations 4 and 7.

Rotate these children so that they also get the opportunity to complete the course. Start children off at 5 second intervals. Activity Stations

7. Forward skip. 8. Run between hats. 9. Crawl across the ladder. 10. Sprint and long jump.

Run backwards. Zig-zag through hoops. Run over sticks. Medicine ball roll. Crawl under the chairs. Forward rolls.

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2. zig-zag through hoops

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5. chair tunnel

mat

8. run between hats

mat

2.5 m

take off

10. long jump 24

9. ladder crawl

7. Forward skip

return to start

3. run over sticks

1. run backwards

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1. 2. 3. 4. 5. 6.

Stretching For Flexibility Equipment: None.

Area: Grassed or concreted indoor or outdoor area.

or eBo st r e p okextend their Complete the following stretches to: increase students’ flexibility; u knowledge of the anatomy; S and prevent injury before and after any physical activity.

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hamstring stretch

inner thigh stretch groin stretch spinal twist

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quads stretch 1

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quads stretch 2

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neck stretch shoulder stretch trunk twisting sideways stretch on both sides

(forward, backward and side roll/stretch)

trunk rolls forward lunge on both sides

elbow to knee leg stretch

Curriculum Link: Participate in physical activities designed to enhance fitness, and discuss the impact regular participation can have on health and wellbeing (ACPMP064) Elaboration: Demonstrating and describing safe stretching activities which maintain and develop flexibility.

Build-Up Relay Equipment: 8 witches hats.

Area: Large grassed area.

or eBo st r e p ok Divide the children into 4 u equal teams. Position the witches hats as shown below. Half of the members of eachS team stand in single file behind the first witches hat and the other half of the team stand in single file behind the second witches hat. On "go", the

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child allocated as the first runner, runs to a team member standing opposite and links arms with this team member. With linked arms, the 2 team members make their way back to the third team member and repeat the process until all team members are at the same end. To extend this relay, teams can drop off members in their original positions. A challenging variation is for 2 children to link arms with 1 running backwards, so that with 6 in a team there are 3 running forwards and 3 running backwards.

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Team 3

Team 4

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Curriculum Link: Manipulate and modify the elements of effort, space, time, objects and people to perform movement sequences (ACPMP065) Elaboration: Creating a movement sequence that demonstrates variations in flow and levels and involves individuals moving together in time.

Counter-Balances 1 Equipment: Gym mats are desirable - 1 per pair.

Area: Large grassed area.

or eBo st r e pthem to create the 8 counter-balances ok below. Stress Pair off the students and ask u the need for safety and common sense. This activity makes an excellent extension to S indoor lessons on trust and teamwork.

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Partners should be evenly matched in height and weight. It is a good idea to have 1 pair demonstrate each position for the whole group first.

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Curriculum Link: Manipulate and modify the elements of effort, space, time, objects and people to perform movement sequences (ACPMP065) Elaboration: Working with a partner to explore pushing and pulling movements and how these can be manipulated to perform counter-balances.

Counter-Balances 2 Equipment: 1 medium-sized ball per pair (basketball).

Area: Large grassed area.

or eBo st r e p Pairs sit on the ground facing each other with knees bent ando toes touching. u k S One child starts with the ball, lies back on the ground with hands behind his/her head,

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touches the ball on the ground then does a sit-up. On coming up he/she passes the ball to his/her partner who does the same. Pairs should try to develop a rhythm and see how many passes they can do in a set time. For a challenge use a small medicine ball, then try with both children passing beanbags, sitting up at the same time and passing together.

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Counter-Balances 3 Equipment: None.

Area: Grassed area or hardtop suitable for a 20 metre relay activity.

or eBo st r e pThe children begin by facing their okopponent, Place the children into u pairs. approximately 60 - 70 centimetres away. Both children stand with their legs shoulderS width apart and their hands held out in front.

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The game is played by pushing the opponent’s hands and trying to force him/her off balance. The opponent can retract his/her hands but can only move them forwards or backwards. Moving the legs or feet is counted as a loss and the successful opponent scores a point. The overall winner is the first to 5 wins. Have play-offs within the class to find the “Grand Champ”.

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o c . che e r o r st super 60 cm

Frisbee® Forcing Back Equipment: 1 Frisbee®, witches hats, chalk.

Area: Large concrete area approximately 60 metres x 40 metres.

or eBo st r e p Divide the class into 2 equal teams. Mark out the rectangular o playing area using u k witches hats, then chalk up 2 x 10 Point Zones at either end of the pitch as shown S below. The aim of the game is to throw the Frisbee® into the opposition’s 10 Point

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Zone to score 10 points. Teams should alternate throws to achieve this result, therefore trying to force the other team backwards.

Additional points can be gained by catching the Frisbee® before it lands on the ground. Players earn 1 point for a 2-handed catch and 2 points for a 1-handed catch. If a player catches a Frisbee® in his/her own 10 Point Zone then the opposition only scores 5 points. Play recommences from halfway with the non-scoring team throwing the Frisbee®.

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o c . che e r o r st super 40 m

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team B

team A

10 Point Zone

60 m

1 point

Curriculum Link: Manipulate and modify the elements of effort, space, time, objects and people to perform movement sequences. (ACPMP065) Elaboration: Demonstrating an understanding of how to adjust the force and speed of an object to improve accuracy and control.

team B team A

Bin Ball Equipment: 2 bins, 1 soft ball of soccer ball size, witches hats.

Area: Grassed area 30 metres x 15 metres.

How To Play:

or eBo st r e p ok u S

Teac he r

Divide the class into 2 equal teams. Mark out the playing area and a halfway line using witches hats. Each team begins on either side of the halfway line. Place the bins at either end of the playing area.

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There are 2 aims to the game:

1. To throw the ball and try to hit the opponent’s bin, thereby scoring 1point. 2. To hit an opponent below the waist to eliminate him/her from the game until the next point is scored. Players can stop the ball with their hands or upper body but must try to avoid getting hit on the legs. If a ball rebounds off the hands of a team member and hits someone on the legs, then the person who is hit is eliminated. Players cannot move forwards with the ball but must throw from where it is retrieved. Any player crossing the halfway line is also eliminated until the next point is scored.

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15 m

30 m

Handball Drill 1 Equipment: 5 witches hats per team, 1 football per team.

Area: Large grassed area.

or eBo st r e pof 6-8 players. Set out the witches ok Divide the children into teams hats for each team u as shown in the diagram below. Number the children in each team 1-6 or 1-8. Players S 1-5 stand at a different witches hat. The remaining players line up behind Player 1 who

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has the football.

On “go”, Player 1 runs to Player 2 and handballs the ball to him/her. Player 1 stays at Player 2's hat and Player 2 runs to Player 3 and handballs him/her the ball. This continues until Player 5 has the ball. Player 5 then sprints back to join the end of the line. The ball is handballed up the line to the Player now stood at the first witches hat.

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Play is continued until all players are back in their original positions.

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Handball Drill 2 Equipment: 1 football per team, 6 witches hats per team.

Area: Large grassed area.

or eBo st r e p oteam Divide children into teams of 4. Number the children in each 1-4. Set out the u k witches hats and position S the players as shown in the diagram below.

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How To Play:

Player 1 begins with the football and runs towards Player 2 and handpasses the ball. He/she then stands in Player 2’s position. Player 2 runs toward Player 3 and handpasses the ball and stays in Player 3’s position. Player 3 runs with the ball back to Player 1. He/she handpasses the ball and stays in Player 1’s position. Player 1 runs back to Player 4 and handpasses the ball to him/her and the drill continues with Player 4 running out to handpass to Player 3.

N.B. Handpasses can be alternated with kicks.

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Vortex Aussie Rules Equipment: 1 vortex howler, 2 sets of coloured sashes, witches hats.

Area: Large grassed area, approximately 70 metres x 60 metres.

or eBo st r e pteams and use witches hats too Divide the children into 2 u equal create goals at either k end of the playing areaS and to indicate the centre of the pitch if necessary. Use the same rules as Australian Rules Football, except for the following modifications:

•

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Goals

70 m 34

60 m

• •

There can be any number of players. A vortex howler is used instead of a ball and can only be thrown. If a vortex is caught, a free throw is awarded. If a vortex lands on the ground, the first player to pick it up secures it for his/her team but must throw from that position. Players can run with the vortex but if tagged, a penalty throw is awarded to the opposition. 6 points are awarded for a goal and 1 for a behind (point). The game commences and recommences after a goal, with the non-scoring team throwing from the halfway line. Any throw resulting in the vortex leaving the playing area results in a free throw to the non-offending team.

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Reduction Basketball Equipment: 1 basketball, 2 sets of coloured sashes.

Area: Basketball court.

or eBo st r e otok Divide the children intou 2p equal teams. Use coloured sashes differentiate the teams. Uses the same rulesS for basketball except for the following modification:

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• After each goal is scored the goal scorer must leave the game. He/she must remain off court until the opposition have scored a goal. It is possible to have 2 or 3 players off the court at the same time depending on whether consecutive goals are scored before the opposition is able to score. Scoring: • 1 point is awarded per goal if all players are on the court irrespective of where the goal is scored from. • 2 points are awarded if 1 player is off the court. • 3 points are awarded if 2 players are off and so on. Players can only be substituted while off the court after scoring a goal. This encourages all players to attempt to score a goal.

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Team Ball Equipment: 2 wickets, witches hats, tennis ball.

Area: Large grassed area, approximately 60 metres x 30 metres.

or eBo st r e p ok area using Divide the children into 2 u equal teams. Mark out a rectangular playing S at either end of the playing area and surround them with witches hats. Place 2 wickets Teac he r

How To Play:

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a ring of witches hats as shown in the diagram. Each hat should be approximately 10 metres from the wicket. The game is played using a tennis ball. The aim of the game is to hit the opponent’s wicket to score a point. Players can run with the tennis ball or throw to a member of his/her team. However, if tagged with the ball or the ball is dropped, the defending team receives the ball and the game continues with a throw by the defending team. No player may enter the wicket circles unless the ball remains stationary inside the area. The defending team gets to restart the game from a throw inside the circle.

wicket

o c . che e r o r st super wicket

60 m

Curriculum Link: Manipulate and modify the elements of effort, space, time, objects and people to perform movement sequences. (ACPMP065) Elaboration: Developing strategies that exploit the playing space to create overlaps and extra attackers.

30 m

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Aerial Soccer Equipment: 1 beach ball (up to but no larger than 60 centimetres), 2 goals if possible (small portable type) or witches hats as a substitute, 2 sets of coloured sashes, witches hats to mark out the playing area.

Area:

or eBo st r e p ok How To Play: u S Mark out the rectangular playing area using witches hats and set up the goals as

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Grassed area approximately 40 metres x 30 metres.

shown in the diagram. If there is no halfway line marked, indicate using witches hats. This game is played with 6-8 players per team and any number of subs. The aim is similar to soccer except the ball is kept in the air by paddling, striking or hitting (but not holding). This games uses the same rules as soccer except for the following modifications: • If the ball drops to the ground or is hit to the ground, the non-offending team receive a free hit from where the ball lands. • Players can contest the ball while in the air but only with an open hand. • A closed fist may be used for restarts or free hits. • Pushing or deliberate charging will result in a free hit. • A goal is scored by hitting the ball into the goal area and the game then restarts from the centre of the halfway line. • Each team will have one designated goalie who is allowed to strike the ball with a closed fist at all times.

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Free Hit

40 m Curriculum Link: Manipulate and modify the elements of effort, space, time, objects and people to perform movement sequences. (ACPMP065) Elaboration: Developing strategies that exploit the playing space to create overlaps and extra attackers.

Circular Soccer Equipment: 2 portable goal posts (no net) or witches hats, 1 soccer ball , 2 sets of coloured sashes, witches hats to mark out playing area.

Area: Large grassed area (size can vary according to the number of players).

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or eBo t s r e How To Play: p ok u Mark out the circular playing area and the goals using witches hats - see approximate S distances in the diagram below. Divide the children into 2 equal teams. This game uses the same rules as soccer except for the following modifications: • The sidelines are curved and a goal can be scored by kicking the ball through the goalposts from either side. • Players can move anywhere inside the playing field and there is no offside. • Each team has 1 goalkeeper (goalie) who defends shots from either side of the goal. The goalie can kick or throw the ball in any direction after nullifying an attack by the opposition. • 1 point is scored for each goal and the game continues after a goal is scored allowing for a second goal to be scored from the other side of the goal if the goalkeeper does not react quickly enough. Therefore, there is only ever 2 starts (1 for each team), at the beginning of each half.

20 m

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20 m

40 m

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Section 3:

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Let’s Learn o eBo t s r r e p ok Through Movement u S

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Hoops, Hats, Bases ’N’ Bags Equipment: 10 witches hats, 10 hoops, 10 beanbags, 10 bases, a whistle for the teacher.

Area: Large grassed area.

or eBo st r e The equipment is set out in 4p separate areas about 30 metreso from a central point u k where the teacher stands. The children stand around the teacher at this central point S and wait for a command.

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On “hats” the children run to the hats. The first 10 children there with a foot on a hat are safe. The remaining children must do 10 sit-ups or perform a short dance (all for fun of course). The children all return to the centre on the whistle and the teacher alternates the commands.

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bases

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Curriculum Link: Participate positively in groups and teams by encouraging others and negotiating roles and responsibilities (ACPMP067) Elaboration: Using reflective listening when working in small groups on movement tasks or challenges.

bags

Movement Challenge 1 Equipment: 1 large hoop per team of 6, 2 sets of coloured sashes per team.

Area: Marked tennis or basketball court.

or eBo st r e p of 6 and give each team a large okhoop. 3 students Divide the students into teams u in each team are missionaries and wear 1 set of coloured sashes; the other 3 are S cannibals and wear the other set of sashes. Teams line up on 1 side of the court. They

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must pretend that the court is a river and they all need to get to the other side of the river (court) using the boat (hoop). The boat can only fit 2 people inside at any given time. The problem is that to prevent a tragedy, there can never be more cannibals than missionaries left together on any side of the river. Students must work together to solve this movement challenge.

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. t e 3 cannibals

3 missionaries

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Solution: 1 cannibal and 1 missionary there, missionary back. 2 cannibals there, 1 cannibal back. 2 missionaries there, 1 missionary and 1 cannibal back. 2 missionaries there, 1 cannibal back. This 1 cannibal takes the remaining cannibals to the other side. Some groups might solve this challenge in different ways. A discussion and demonstration of the methods used should be conducted towards the end of the lesson.

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only fit two people inside at any one time

large hoop (BOAT)

Curriculum Link: Apply critical and creative thinking processes in order to generate and assess solutions to movement challenges.(ACPMP068) Elaborations: Recognising that there may be a number of solutions to movement challenges and justifying which solution is most appropriate or effective. Applying movement skills and strategies from other contexts to generate a solution to an unfamiliar movement challenge. Assessing and refining strategies to persist and successfully perform new and challenging movement skills and sequences.

Movement Challenge 2 Equipment: 1 large hoop per team of 6, 3 sets of coloured sashes per team.

Area: Marked tennis or basketball court.

or eBo st r e ok Divide students into teams ofp 6 and give each team a large hoop. 3 students in each u team are humans and wear 1 set of coloured sashes; the other 2 are small monkeys S and wear the other set of sashes. The remaining person is a big monkey and must

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wear a third coloured sash. Teams line up on 1 side of the court. They must pretend that the court is a river and they all need to get to the other side of the river (court) using the boat (hoop). The boat can only fit 2 people inside at any given time. Only humans and the big monkey can row the boat. At all times, the number of humans on either side of the river must be greater than or equal to the number of monkeys on that side (or else the humans will be eaten by the monkeys). Monkeys can jump out of the boat when it's banked.

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© ReadyEdPubl i cat i ons N.B. Some groups• might solve this challenge inp different ways. Ae discussion and demonstration of f o r r e v i e w u r p o s s o n l y • the methods used should be conducted towards the end of the lesson.

o c . che e r o court (River) r st super

big monkey

only fit two people inside at any one time

large hoop (BOAT)

Curriculum Link: Apply critical and creative thinking processes in order to generate and assess solutions to movement challenges. (ACPMP068) Elaborations: Recognising that there may be a number of solutions to movement challenges and justifying which solution is most appropriate or effective. Applying movement skills and strategies from other contexts to generate a solution to an unfamiliar movement challenge. Assessing and refining strategies to persist and successfully perform new and challenging movement skills and sequences.

Movement Challenge 3 Equipment: 6 large hoops per team of 6, 2 sets of coloured sashes per team.

Area: Large grassed area.

or eBo st r e p okin the diagram below. Divide students into teams of 6, and set up the hoops as shown u Each student (frog) should stand in a hoop (stone). The 3 students (frogs) on the left S should wear 1 set of coloured sashes; the other 3 should wear another set of coloured

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sashes. The frogs must switch sides. The 3 from the left have to end up on the 3 hoops on the right and vice versa. Each frog can jump only on the adjacent stone or jump over another frog if there is an empty stone behind him/her. Hint: Let the frogs jump alternately in terms of their colours.

N.B. Students will solve this challenge in different ways. A discussion and demonstration of the methods used should be conducted towards the end of the lesson.

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three frogs on the left

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Hoop (STONE)

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o c . c Hoop Hoop Hoop Hoop Hoop e her r (STONE) (STONE) (STONE) o (STONE) (STONE) st super court (frog pond)

Curriculum Link: Apply critical and creative thinking processes in order to generate and assess solutions to movement challenges. (ACPMP068) Elaborations: Recognising that there may be a number of solutions to movement challenges and justifying which solution is most appropriate or effective. Applying movement skills and strategies from other contexts to generate a solution to an unfamiliar movement challenge. Assessing and refining strategies to persist and successfully perform new and challenging movement skills and sequences.

Movement Challenge 4 Equipment: 1 water bottle per child, chalk.

Area: Large concrete area.

or eBo st r e pof 8-10. Each team should chalkoupka circle that is Divide the children into teams u approximately 2 metresS in diametre. The children should stand on the edge of this circle facing each other holding their water bottles. The children should lay down

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with their feet touching the edge of the circle and their heads pointing away from the circle. This should make something of a star-shape of bodies. The children should then place their water bottles on the ground at the top of their heads. Leaving their water bottles behind, all the children should stand up and gather inside the circle. The objective is to work as a team to retrieve all the water bottles without touching the ground outside the circle and using nothing other than their bodies. The water bottles should be retrievable by supporting a child as s/he leans way out and grabs the item. It may take the whole team to leverage /her him back.

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water bottle

Curriculum Link: Apply critical and creative thinking processes in order to generate and assess solutions to movement challenges. (ACPMP068) Elaborations: Recognising that there may be a number of solutions to movement challenges and justifying which solution is most appropriate or effective. Applying movement skills and strategies from other contexts to generate a solution to an unfamiliar movement challenge. Assessing and refining strategies to persist and successfully perform new and challenging movement skills and sequences.

Movement Challenge 5 Equipment: 1 hoop per child, 4 witches hats.

Area: Large grassed area.

or eBo st r e p Mark out the playing area using 4 witches hats. Scatter theo hoops randomly over the u k playing area. Each child should select a hoop and place both feet inside of it. Tell the S children that there is only 1 rule:

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• When the teacher says, "switch!" they must stand inside a different hoop.

When "switch" is called a second time, the teacher removes a hoop before someone steps into it. This will leave 1 child not standing inside a hoop. Ask the children if the child not stood in a hoop is out. If the children believe the child is out, recite the rule again. See if they work out that there is no rule about more than 1 child per hoop.

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As there are fewer and fewer hoops, it will get more crowded and someone will not be able to stand inside a hoop and will be out.

o switch c . che e r o r st super

Curriculum Link: Apply critical and creative thinking processes in order to generate and assess solutions to movement challenges. (ACPMP068) Elaborations: Recognising that there may be a number of solutions to movement challenges and justifying which solution is most appropriate or effective. Applying movement skills and strategies from other contexts to generate a solution to an unfamiliar movement challenge. Assessing and refining strategies to persist and successfully perform new and challenging movement skills and sequences.

Touch Equipment: Witches hats, 1 football.

Area: Large grassed area approximately 60 metres x 40 metres.

or eBo st r e p in the diagram to create 2 xo Set up the witches hats asu shown 2 point zones and 2 x k 5 point zones. Divide the children into 2 equal teams. This game is played using the S same rules as touch football except for the following modifications: • If a team scores a try within a 2 point zone, it receives 2 points. • If a team scores a try within a 5 point zone it receives 5 points.

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• ‘Bombs’ and ‘grubber kicks’ can be used in the 5 point zones but only ‘grubber kicks’ can be used in the 2 point zones.

• A try in any zone from the dummy half (i.e. picking up the ball from the ‘play-theball’ area and scoring) is only worth 1 point.

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60 m 5 point zone

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5 point zone

Curriculum Link: Demonstrate ethical behaviour and fair play that aligns with the rules when participating in a range of physical activities (ACPMP069) Elaboration: Correctly interpreting and applying rules in physical activities.

40 m

Two-Ball Touch Equipment: 2 footballs (different colours if possible), 2 sets of coloured sashes, witches hats.

Area: A large grassed area approximately 60 metres x 40 metres.

or eBo st r e p o Mark out the rectangular playing area using witches hats. If there is no halfway line u k marked, indicate it using witches hats. Divide the children into 2 equal teams. Each S team has its own ball to attack with. At the start of the game both balls are placed

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on the halfway line and one team is chosen to begin. This team attacks using its ball while the other team defends. At the completion of 6 tags, or if the ball is dropped, the ball remains at that position and the players run back to the halfway line. At this time, the defending team becomes the attacking team and attacks to the opposite end of the field.

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For the first use of the ball, the attacking team must wait for the defending team to be in position, but for subsequent changeovers the defending team must race back to defend, as play begins as soon the attacking team reaches its ball and performs a ‘play the ball’ motion. This game, therefore, can seesaw from 1 end of the field to the other at a frantic pace. It is essential that each team has at least 2 substitutes to relieve tired players. After a team scores a try, both balls are returned to the halfway line and the non-scoring team recommences the game.

60 m

Evasion Tag Equipment: 4 witches hats, 1 football, 2 sets of coloured sashes, 1 whistle for the teacher.

Area: A 20 metre x 20 metre grassed area.

or eBo st r e p This game consists of 2 teams (of equal numbers) both withino the confines of a 20 u k metre square playing area. Mark out this area using witches hats. The game begins on S the teacher's whistle. 1 player from the selected attacking team is allocated the ball.

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This player runs with the ball and attempts to tag members of the opposing team with it. Once tagged, that player is out. The ball carrier has only 30 seconds to make a tag otherwise there must be a change of possession (the defending team is given the ball). If a player makes a tag within the 30 seconds limit, he/she must pass to another team member to continue. • The new ball carrier then begins his/her 30 second chase. • A dropped ball also results in a change of possession. • A tagged player must leave the field of play. The winning team is decided when all members of 1 team are out.

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teacher 48

Base Footy Equipment: 5 witches hats to stand as bases, 1 football.

Area: Large grassed area.

or eBo st r e p hats as shown in the diagramok Set up the bases usingu witches below. Divide the children into 2 equalS teams - batters and fielders. This game follows the same basic rules as baseball except for the following modifications:

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Teac he r

How To Play:

• The pitcher is on the same team as the batter and aims to deliver a quick accurate pass from the ground to the batter. • The batter aims to catch and quickly kick the ball into the field and run to a base where he/she is safe. • 2 players from the fielding team are permitted to run at the batter once the ball has been passed by the pitcher. These players attempt to charge the ball down or put pressure on the kicker. If a ball is successfully charged down (i.e. it comes to rest behind the batting base), then the batter is out. Fielders can only charge down a ball if they are behind the charge down line when the ball is passed. • The fielding team may kick or handball the ball back to the bases or may tag a batter with the ball while they are running. If tagged, that player is out. • If the ball is caught on the full the batter is out. • • The “3 out, all out” rule applies.

o c . che e r o r st super 2nd Base

3rd Base

Charge Down Line 5m

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1st Base

10 m

Pitcher

Home Base

Batters

Four-Team AFL Equipment: 20 witches hats, 4 sets of different coloured sashes, 1 football.

Area: Large grassed area approximately 60 metres x 60 metres.

or eBo st r e p Mark out the square playing field using witches hats, then useo the remaining witches u k hats to create 4 goals as shown in the diagram below. The game consists of 4 teams S of 5, with reserves. All 4 teams compete at the same time using 1 football.

ew i ev Pr

Teac he r

How To Play:

All goals can only be scored by ‘grubber kicks’, i.e. kicking the ball between the hats along the ground. This game follows the same rules that apply to AFL, with regards to running with the ball, marking the ball, and when the ball is out of play. Only the tackling rule is modified. A two-handed tag constitutes a ‘tackle’ and can only be awarded if the ball carrier is still holding the ball at the time. This is at the discretion of the referee/ teacher. If a tackle occurs, the tackler secures the ball for his/her team and begins with a free kick. The game consists of four quarters with the teams rotating each quarter to attack a new set of goalposts.

o c . che e r o r st super goal

goal

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goal

Bounce Up Area

goal

60 m

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Scoring: Kicking between the 2 inner hats scores 6 points. Kicking between an outer hat and an inner hat scores 1 point.

60 m

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