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About Ready-Ed Publications Ready-Ed Publications was established in 1984 with the purpose of creating practical classroom blackline master activities. At the time, the role of the teacher was becoming ever more diverse with an increasing range of duties and responsibilities within the school and school community. Since then, the role of the teacher has continued to evolve with an escalating range of tasks and obligations, ensuring a reduction in time available to prepare work for the daily instructional program.

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Throughout these past 24 years, Ready-Ed Publications has built a reputation as publishers of Australian made, high quality, innovative, timesaving materials for teachers of primary and lower secondary levels. In addition, all materials are based on state or national curriculum guidelines or specific age-related interest areas and subjects.

Ready-Ed Publications aims to assist busy professionals by making available contemporary classroom materials that contain relevant and stimulating work to support the requirements of the curriculum. Teaching Skills for Ball Games © 2009 Ready-Ed Publications Printed in Australia Author: Linda Smith

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Acknowledgements:

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Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.com.au info@readyed.com.au

ISBN: 978 1 86397 771 5 COPYRIGHT NOTICE

Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution.

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i. 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.

Contents Teacher Notes

4-6

Shooting Baskets – Lay up

Curriculum Links

Shooting Baskets (Jump Shot and

Catching

Free Shot)

Catching Throwing Overarm

Pitching for Softball(Underarm) and Baseball(Overarm)

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r o e t s Bo r e p ok u S 9

Throwing Overarm

Shooting Baskets (Jump Shot and

Free Shot)

Kicking and Dribbling for Soccer

Passing and Receiving Balls for Soccer

12 13

Passing and Receiving Balls for Soccer

Batting for Baseball or Softball

Catching and Passing for Rugby

Batting for Baseball or Softball

Catching and Passing for Rugby

Bowling and Batting for Cricket

Dodging for Rugby (With Fending)

Bowling and Batting for Cricket

Dodging for Rugby (With Fending)

Kicking for Rugby (Drop and Chip Kick)

Tackling for Rugby

Catching Large Balls (Netball and

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Pitching for Softball(Underarm) and Baseball(Overarm)

Basketball)

Catching Large Balls (Netball and Basketball)

Tackling for Rugby

Australian Rules Football (Drop Punt

Passing and Defending the Ball (Netball) 21

Kick and Torpedo Kick)

Shooting Goals for Netball

Australian Rules Football (Drop Punt

Shooting Goals for Netball

Kick and Torpedo Kick)

Australian Rules Football (Bouncing Ball and Banana Kick) 48

Australian Rules Football (Bouncing Ball and Banana Kick) 49

Dribbling a Basketball (Low and High Dribbling)

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Dribbling a Basketball (Low and High Dribbling)

o c . che e r o t r s super Handballing for AFL

Dribbling a Basketball (More Advanced Dribbling Techniques)

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Passing and Defending the Ball (Netball) 20

Shooting Baskets (Two-Handed Shot and One-Handed Shot)

Handballing for AFL

Shepherding and Tackling for AFL

More Warm-Up Games

Warm-Down Ideas

55-56

Shooting Baskets (Two-Handed Shot and One-Handed Shot)

Shooting Baskets – Lay up

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I began my Teacher Training under the All Blacks Fitness Coach Jim Blair, and his lessons have stood the test of time. His focus has always been on improving skills one at a time, and not on the game as a whole. As seen by the mighty Blacks - his technique works.

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In my experience all children with the correct teaching techniques no matter how unsure of themselves or lacking in natural ability, can master sport skills to an acceptable standard. Knowing that they can actually hit, throw and catch a ball, can help create a more positive attitude from and towards any child.

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• These lessons cover the skills necessary to play many summer and winter sports. The games included in these lessons are all specifically designed to allow the children to practise the skill being taught.

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Each lesson is clearly set out with a sequence of activities. It is a good idea to follow activities in order.

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I have personally used all these lesson plans from pre-primary to Year 7 as a PE Teacher in a primary school.

1. Choose children to be leaders and give them a number.

2. Number all children in the class the same

numbers as the leaders and instruct them to line up behind the leaders.

3. Identify those with good skills and make

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The warm-up gives the children a chance to feel the ball in their hands and satisfy their urge to throw and kick the ball before the listening part of the lesson begins. Using the warm-up ideas helps the children focus on the skills demonstration section afterwards. Make sure no child is touching a ball during the demonstration part of the lesson.

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Putting children in teams effectively:

sure that they are evenly distributed between all teams.

4. Try to avoid friends being in the same

groups and move groups around after they are all lined up if you think the mix is not a good one.

Adapting lessons to suit different age groups:

N.B. Children often deliberately go into the wrong line to be with friends or avoid low skilled players.

children. 2. Allow more time for each activity for younger children and take more time to explain drills. 3. When playing games with younger children always have a practice run, to allow children to see what is expected.

themselves out. This is a good chance for students to develop sportspersonlike behaviour and it encourages independent thinking and leadership skills from those with aptitude. Emphasise that the teams should be of even ability. If the teams are not suitable, change them yourself before playing the game.

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ÂŠ ReadyEdPubl i cat i ons 1. Makeâ€˘ distances smaller andi expect a p some get into f o r r e v e w uIntwo r p oinstances, sestell ochildren nl ytoâ€˘ lower standard of skill from younger even teams and allow them to sort

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Pairing Off:

instructions.

1. Give children only a minute or two to find a pair, and pair any remaining children off yourself.

2. Pair children off without regard for personalities or gender. This allows the children to experience a real life team situation where they are obliged to play with people in a team whether they like them or not.

children are practising the skill being taught.

6. Avoid activities that have children waiting a long time in line, or standing about.

7. Use children to demonstrate correct techniques wherever possible. Often you will be teaching sports that you are not an expert in, but children in your class will be. Use their expertise wherever possible.

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3. If the class has an odd number, put one

group in threes, or be the child’s partner yourself. There should only ever be one group of three.

Teaching Techniques that Work in Physical Education Lessons: 1. Ensure equipment is ready before the lesson.

8. Make lessons effective by helping children to improve at every opportunity. Do this by showing them the correct technique individually if necessary and making sure that they are using it during their practice time.

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5. Keep the lesson moving and ensure all

9. Ensure all children have ample

2. Teach children to stop and look at you on the whistle.

3. Balls or other equipment should be held

opportunity to practise the skill, especially during games. N.B. Children who are not particularly good at a sport will usually try to avoid participating. These are the ones who should be chosen first to be a pitcher, batter, etc. to enable them to develop their abilities.

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Warm-Up/Down-Games

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10. PRAISE FREQUENTLY.

Warm-up games are provided throughout this book. More suggestions for warm-up games and suggestions for warm-down games are listed at the end of this book.

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These games are full participation activities that require the children to be very active. They require no skill, little equipment and have easy to follow rules. The games are used to loosen limbs and warm-up bodies at the beginning of the game and relax children and provide a fun end to the lesson if difficult skills are being taught.

Curriculum Links NSW (PDHPE) Active Lifestyle – Participates in physical activity, recognising that it can be both enjoyable and important for health. (ALS1.6)

Games – Learners focus on developing the motor skills to participate proficiently, fairly and safely in games and sports. (PA KGP1.2, 2.2, 3.2, 4.2, 5.2)

VIC (Health and Physical Education) Physical, Personal and Social Learning – Movement and physical activity; students maintain good health and live a healthy lifestyle, engage in physical activity. (levels 1,2,3&4)

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Games and Sports – Participates and uses equipment in a variety of games and modifies sports. (GSS2.8) (GSES1.8, GSS1.8, GSS3.8)

Develop the personal skills to participate in physical activity and sport with confidence and enjoyment. (4.1, 4.3)

Fitness – Learners focus on developing ways to improve and maintain aspects of fitness such as cardio-respiratory, flexibility and strength. (PA KGP 1.3, 2.3, 5.3) Participation – Learners focus on developing strategies to increase participation in physical activity. (PA KGP1.4, 2.4) QLD (Health and Physical Education)

WA (Health and Physical Education)

(2) Attitudes and Values – Students exhibit attitudes and values that promote personal, family and community health, and participation in physical activity.

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Enhance the participation and performance of themselves and others in physical activity and sport. (3.1, 3.2)

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on developing movement sequences. (PA KGP1.1, 2.1, 3.1, 4.1, 5.1)

(3) Skills for Physical Activity – Students demonstrate the movement skills and strategies for confident participation in physical activity.

Concepts and Skills for Movement and Physical Activity – (PC3) Students acquire and use movement and fitness skills and concepts to enhance performance. (stage 1,2&3)

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– (PC4) Students understand factors that influence participation in physical activity. (stage 1,2&3)

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ACT (Health and Physical Education)

Developing concepts and skills for physical activity. (2.1, 2.2, 3.1, 3.2, 4.1, 4.2) Acquisition of motor skills. (2.1, 3.4, 4.1) Application of tactics and strategies. (2.2, 3.2, 4.2) SA (Health and Physical Education)

(4) Self Management Skills – Students demonstrate self-management skills which enable them to make informed decisions for healthy, active lifestyles.

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TAS (Health and Wellbeing)

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Student is physically skilled and active. (13LC.1, 13LC.2, 13LC.3, 13LC.4, 13LC.5, 13LC.6, 13LC.7, 13LC.8) NT (Health and Physical Education) Participating in Physical Activity and Movement.

Confidently performs and repeats movement sequences with control, balance and coordination that in turn enhance their ability to plan for and participate in a wide range of physical activity. (2.1)

Demonstrates a range of specialised individual and team movement skills that enhance their sense of personal and group identity. (3.1)

Movement – Learners focus

Section 1:

Catching

Basic Skills

Lesson 1.1 Equipment: • Tennis ball for each child. • Bucket. • Bases or cones.

r o e t s Bo r e p ok u S 1. Collect balls. Get children into group and seat.

2. Get one child who has shown good catching skills to stand up. Throw a ball to this child.

Warm-up:

3. Ask children what techniques are used when catching a ball.

• Each child takes a tennis ball.

• Bounce ball and catch.

Teaching Points

• Bounce ball as high as possible. • Tap ball on open hand, count how many times they can tap it without dropping it.

Catching

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Skill Demonstration

• Throw ball a few centimetres in air and catch it.

• Always look at the ball.

• Get ready to catch ball, ie: don’t have hands by sides.

• Throw ball as high as they can.

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• Throw ball from hand to hand.

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Section 1:

Catching

Basic Skills

Lesson 1.1

1. Instruct children to get into pairs. One child in each pair is to get a ball.

r o e t s Bo r e p ok u S Preparation

Place three balls in a bucket. Position a cone or base about three metres away from the bucket. Divide class into two teams.

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2. Children stand a metre apart and throw the ball to each other. After five successful catches each, one child takes one step back. Continue until teacher blows whistle.

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GAME

One team will throw, the other team will field. Throwing team lines up outside marked playing area.

1. During Activity A, set up cones opposite each other. Make gap further or shorter according to the age of children.

Fielders arrange themselves as backstop and catchers.

Tip: Prepare field so two games can be played at once. Divide the class into four teams.

2. Children stand opposite their partner, using cones as guide.

4. At the end of the lesson ask, Who caught the most balls? Who got fifteen? More than fifteen? etc …

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up to the bucket and throwing three balls and getting as many runs between cone and bucket as possible before fielders get all three balls back in bucket. Each person has a turn at throwing, then teams swap.

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3. Children to throw ball to each other. Count how many successful catches they have in a row. Observe children’s catching ability and assist if necessary. Praise frequently.

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1. Get children to line up in one long line. Teacher stands in front. 2. Teacher throws to each child in turn. This is a chance to evaluate progress and give individual instruction where necessary.

2. Fielders are not allowed to run with the ball but must throw the ball among themselves. This requires moving around the field and calling for the ball. 3. Game ends when all children have had a turn at throwing. The winning team is the one with the most runs.

Remember to Warm-Down

See pages 55-56 for ideas.

Section 1:

Throwing Overarm

Basic Skills

Lesson 1.1 Equipment: • Tennis ball for each child. • Cones.

Skill Demonstration

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1. Gather children together and collect all balls.

• Bases.

• Each child takes a ball and throws it into the air as high as possible.

Teaching Points Throwing Overarm • Use non-throwing arm to aim – this arm should be straight out from shoulder.

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Warm-up:

2. Ask for a volunteer to demonstrate an overarm throw. Choose about three children to demonstrate and then discuss correct technique.

• Lift throwing arm and bend at elbow. • Ball should be held loosely between thumb and first two fingers.

• Keep eye on target.

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• Pull arm back and use shoulder to push arm forward.

• Let ball go as soon as arm is straight - don’t wait until arm is heading downward (a common fault).

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Section 1:

Throwing Overarm

Basic Skills

Lesson 1.1

1. Ask all children to stand up and practise the overarm throw without a ball.

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2. Pair children and line them up opposite each other. Use cones to help position children if necessary.

3. Children throw overarm to each other. Make sure all children use the correct overarm technique and do not throw underarm. Emphasise that this is practice at throwing overarm and not merely to get the ball to the other person.

Preparation

Mark out four bases in a diamond. Place one ball at home base. Mark out two cones ten metres apart from home base. Divide the class into two teams of runners and throwers. Throwers position themselves on the bases and around the field. Runners line up behind home base.

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GAME

Tip: Prepare field so two games can be played at once. Divide the class into four teams.

ÂŠ ReadyEd Publ i cat i ons Playing the game first thrower throws thel ball as â€˘f orr evi ew p1. uThe r p o s e s o n y â€˘ far as possible and runs between the

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2. Children line up in even groups behind the first set of cones, facing the second row of cones.

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1. Prepare four cones in a row, about one and a half metres apart. Set another four in front of each cone three metres away.

cones. Back and forth is one run. 2. The throwing team must pass the ball to base one and then around the bases to home base before the runner stops. Count the number of runs made. 3. For each new runner, fielders on the throwing team must swap positions so each member has a turn on the bases. 4. When all team members have had a throw, swap teams. The winning team is the team with the most runs.

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3. Children use the overarm technique to aim at the second set of cones. Each child has one throw, collects their ball and goes to the back of the line. Continue until all children have had at least three throws.

Remember to Warm-Down

See pages 55-56 for ideas.

Observe carefully and assist with technique where necessary.

Section 2: Small Ball Skills

Lesson 2.1

Pitching for Softball(Underarm) and Baseball(Overarm)

Equipment: • Softball or tennis ball for each child, or one between two. Do not use baseballs unless children have mouthguards. •

Catching mitts.

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Warm-up:

1. Leave children where they are after the warm-up and tell them to pass underarm only (or overarm if baseball). 2. Children take one step back after four passes each.

3. Call children together and use a proficient pair to demonstrate correct technique.

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• Softball bat.

Skill Demonstration

4. Explain techniques of pitching as below.

• Children work in pairs and pass balls between each other.

Teaching Points

© ReadyEd Publ i cat i ons Techniques of Pitching Overarm •f orr evi ew p ur posesonl y• • Non-pitching arm should be straight out from shoulder, pointing directly at the point where the ball needs to go.

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• Pitching arm pulls back, elbow bent, hand comes to shoulder then flicks ball out, well before the arm straightens. Make sure children are not using throwing technique. Pitching overarm for baseball mainly uses the wrist, while the throw uses the shoulder.

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• Hold ball loosely in fingers

• Both arms stretch out in front of body. • In a smooth movement, pitching arm circles up and backward in a three quarter circle, hand twists around and lets ball go when hand is by leg. • Ball must be let go sharply. • Opposite leg steps forward as arm circles around.

Pitching for Softball(Underarm) and Baseball(Overarm)

Section 2: Small Ball Skills

Lesson 2.1

1. Line children up in pairs facing each other, with about three metres between each pair. Use cones as markers.

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2. One pair holds catcher mitt in strike position (at waist height). 3. Other child attempts to pitch underarm (or overarm) directly into mitt. Catcher then throws ball back using overarm throw. 4. Each child has three turns at pitching, then they swap. Continue swapping until teacher blows whistle.

Preparation

Divide class into four teams – two games progress at once. Fielders assemble as pitcher and fielders.

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GAME

Number off pitching team to determine order of pitching. Each child gets two pitches until batting team have all had one turn.

Playing the game

Batter comes to plate, pitcher © ReadyEdP1. ub l i cat i ons pitches ball and batter hits it as far as possible. Batter Use children to demonstrate •f orr evi ew pur pthen os ethe sbatodown. nl y• lays good techniques. Observe each pair and correct technique when possible.

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2. The fielder who retrieves the ball must roll it to try and hit the bat. If they miss, batter gets another turn. After three unsuccessful rolls, batter must change regardless. Record the total number of pitches.

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1. Children line up in single file. 2. Teacher stands in front. 3. Children pitch to teacher in turn. Correct if necessary.

3. When each batter has had a bat, teams change sides.

The winning team is the one who has pitched the least amount of times. As this is a lesson in pitching, do not focus on batting techniques unless it does not affect the progress of the game.

Remember to Warm-Down

See pages 55-56 for ideas.

This provides an opportunity for evaluation.

Batting for Baseball or Softball

Section 2: Small Ball Skills

Lesson 2.2 Equipment: • Baseball bats.

Skill Demonstration

r o e t s Bo r e p ok u S 1. Seat children around you.

• T-ball sticks.

• Softballs or tennis balls.

• Bases or cones.

Warm-up:

• Children throw a ball to each other in pairs or groups of four.

3. Ask what game it is used for (baseball, softball, T-ball). Get a volunteer to demonstrate how the bat is held and swung.

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• Catching mitts.

2. Hold up baseball bat and ask what they can tell you about it. Answers should cover shape, size, materials.

4. Move child’s stance and grip to show correct technique, if necessary. 5. All children stand and demonstrate stance without a bat.

2. Position groups safely apart.

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have enough bats. Each group should have a pitcher, a catcher and a batter. 3. Pitcher stands about three metres from the batter and the backstop should stand well away from the swing of the bat. Each child has two turns at batting, pitching and catching, then the group rotates. Assist with technique during this activity.

o c . che e r o t r s super 1. Place T-ball sticks in a row. Divide children evenly behind sticks.

2. Children take turns at hitting ball from the stick. After their turn they collect the ball and go to the back of the line.

Batting for Baseball or Softball

Section 2: Small Ball Skills

Lesson 2.2

Teaching Points

GAME

r o e t s Bo r e p ok u S Preparation

Mark out a diamond.

Place T-stick on home base.

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Number children off into two teams.

Playing the Game

Batting for Baseball

• The body should be side on to the pitcher, elbow straight ahead, and shoulder in direction of pitcher.

1. Fielders take up position as first, second, third base, backstop and outfielders. Backstop should have a mask. Rotate these positions during the game after two children have batted.

• Keep eye on the ball.

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• Don’t swing if the ball is not in strike position (i.e. between the shoulders and knees).

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3. Once the ball has been hit the batter must run completely around the diamond. At the same time the ball must pass between each base.

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• Do not rest bat on shoulder – the ball travels fast – the batter should be swinging as the ball leaves the pitcher’s hands.

4. The batter scores one point if he/she gets to home base before the ball.

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1. Children line up in single file behind a cone. Another cone is placed about two metres in front of the first cone.

Remember to Warm-Down

See pages 55-56 for ideas.

2. In turn, children step up to the front cone and teacher pitches from second cone. Child attempts to hit the ball, using correct stance, etc. After each turn child passes bat to next child in the line.

Bowling and Batting for Cricket

Section 2: Small Ball Skills

Lesson 2.3 Equipment: • Tennis ball for each child. • Cricket balls for older children.

r o e t s Bo r e p ok u S 1. Seat children around you.

2. Show them the cricket bat and discuss the differences between cricket bats and baseball bats.

3. Ask for a volunteer to demonstrate the best way to hold a cricket bat.

Warm-up:

Teaching Points

• Each child takes a ball and throws it from hand to hand. • Children join with a partner and try to throw and catch both balls at the same time.

Batting for Cricket

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• Cricket wickets or cones (two tall cones or witches hats put together can replace wickets). • Cricket bats.

Skill Demonstration

• Body should be side on in front of the wicket (or cone). Legs should be apart as wide as shoulders, feet straight.

• Pairs join with a third person and try to do the same thing.

• Bat is held vertically in front of the body in line with the toe, resting on ground.

• The bat has two uses – keeping the ball from the wicket and hitting it far enough to get runs. Children must judge whether they should hit or block when the ball is bowled.

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• To block, step forward, place bat on ground in a downwards angle. Point out that if they do not do this the ball can roll up their arm and hit them in the face, or bounce off into the catcher’s hands. • To hit, replicate baseball hit, but keep bat below shoulder.

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1. Divide the children into as many groups as bats allow, by numbering them. 2. Each group has a batter, catcher and pitcher.

3. Pitcher rolls ball along ground and batter attempts to block ball only – no hitting. 4. Each child gets two rolls then they swap. All children should have three turns in total at batting (six attempts).

Bowling and Batting for Cricket

Section 2: Small Ball Skills

Lesson 2.3

GAME

Skill Demonstration

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Preparation

Divide children into four teams (two games progress at once). Put out two sets of double cones or wickets about four metres away from one another for children to run between. One team fields, one team bats. Fielding team consists of bowler, backstop and fielders. Fielding team swaps bowler and backstop every three bowls.

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Bring children together and demonstrate bowling for cricket. Use children where possible. 1. Get children to practise circling arm backwards without ball. 2. Non-throwing arm should be straight out. Many children find this difficult. 3. Set out pairs of cones in a row. Wickets can be used with older children. 4. Children line up in even groups about seven metres from cones. Another marking cone should be about three metres from cones. 5. Children run forward to first cone and bowl, aiming at cones. Then go to back of line. 6. Each child should have at least three practise bowls.

Playing the Game © ReadyEdP ubl i ca t i on s 1. Batter takes position – make sure stance is o correct. •f orr evi ew pur p o s e s nl y• 2. Bowler bowls – batter must

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Bowling for Cricket Cricket bowling is similar to softball pitching except arm swings downward and up instead of upwards and down.

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Teaching Points

run on every bowl whether he/ she hits the ball or not, and can run at any other time. 3. When batter is either bowled out (ball hits wickets or cones), or caught out by ball being caught, he/ she must change places with next batter. The bowling team do not have to wait for the change to take place – hence the name non-stop cricket. This means the batting team need to be quick to change batters. 4. When the entire batting team is out, change teams.

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• Start with both hands straight out. • Hold ball between first two fingers and thumb.

• Throwing hand circles backwards. • Let ball go when hand begins to descend.

N.B. If a particular batter is very difficult to get out, give him or her five bonus points and change batters. Remember to Warm-Down

See pages 55-56 for ideas.

Catching Large Balls

Section 3: Netball and

(Netball and Basketball)

Basketball Skills

Lesson 3.1 Introductory Note:

Skill Demonstration

Sports that involve large balls are very varied. The rules are different for each game. Even the shape of the balls vary according to the sport being played.

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Teaching Points Catching Large Balls

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Some skills, such as catching, are necessary for all ball games but the technique will vary depending on the shape of the ball. It is important to incorporate the rules of the games in the skills demonstration lesson to get children used to handling the ball in the correct way, e.g. in rugby the ball in never passed forward, in basketball the ball must be dribbled to move with it, in AFL the ball can only be passed by hand by handballing (punching), in netball you cannot step with the ball or bounce it.

1. Call children together. Tell them to place balls on the ground. 2. Get children into pairs. Ask one child from each pair to return his/ her ball to the basket. 3. Children to sit together in pairs. 4. Ask one pair to stand up and demonstrate passing and catching.

• Always keep eye on passer’s hands and the ball.

Equipment:

• Catcher’s feet should be moving before ball is thrown.

• Stretch arms out to catch in front of body.

• Pull ball into body once hands make contact.

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1. Children to throw and catch in pairs.

• One netball for each child if possible.

2. Start with straight passes from shoulder height.

• Cones.

3. After three successful catches each, try different types of passing, such as chest pass and bounce pass.

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• Take lesson on asphalt.

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N.B. Make sure each pair has enough space.

Warm-up:

• Each child takes a ball and pats it from hand to hand. • Child bounces and catches ball. • Child throws ball into air and catches it.

1. Children to get into two circles. 2. One child in middle. 3. Child in middle passes ball to each child around circle. Using different types of passes.

Catching Large Balls

Section 3: Netball and

(Netball and Basketball)

Basketball Skills

Lesson 3.1

1. Children remain in circle.

r o e t s Bo r e p ok u S Preparation

Put children in four teams by numbering. Teams line up in parallel lines, one ball for each.

Use cones to mark place for each player.

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2. Child in middle (A) passes ball to any child in circle (B). B passes back to A then A passes to next child in circle (C). A and B then swap places and C passes ball to B who is now in middle. Continue around circle, keeping ball moving.

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Game

Each team has a ball and starts at the same end.

3. Correct children’s technique where necessary.

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1. Children remain in circle with person size gap between them. 2. Child in middle passes ball to any child in circle.

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3. That child passes ball back then runs to any gap. Child in the middle of circle throws to gap. A child must move into gap created and catch ball.

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1. Teams pass the ball up and down the line without dropping the ball until the whistle blows.

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4. Ball must be kept moving at all times.

2. For each dropped ball, the team gets one point. 3. Winning team has the least points.

N.B. Make sure teams are of even ability and count honestly. Remember to Warm-Down

See pages 55-56 for ideas.

Section 3: Netball and

Basketball Skills

Lesson 3.2

Passing and Defending the Ball (Netball) Skill Demonstration

Equipment: • At least one netball between two. • Two buckets.

1. Gather children together and seat them.

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Warm-up:

• In pairs or groups of four practise throwing and catching large ball.

3. Children to get into pairs and practise.

Skill Demonstration

1. Repeat above for shoulder pass and bounce pass.

Teaching Points Chest Pass

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• Take lesson on netball/ basketball court.

2. Ask one child to stand up and demonstrate a chest pass. Emphasize correct technique.

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• Ball is held at chest height in both hands. • Hold ball lightly with fingertips, fingers facing toward chest. • Elbows should be pointing outwards at shoulder height. • Push ball forward and straighten elbows to pass. USE for short sharp passes, if player you wish to pass to is directly in front of you.

• Ball rests on palm of passing hand. • Hand rests almost on shoulder, elbow pointing out at shoulder height. • Opposite arm stretches out, aiming in desired direction. • To pass, arm extends, pushing ball forward. USE to achieve distance and/or height, for passing down the court or over oppositions’ heads. N.B. Ball cannot travel more than three quarters of the court in one pass.

o c . che e r o t r s super Bounce Pass

• Hold ball in chest pass position. • Push ball to ground so it bounces toward desired player. Bounce should be in a long, obtuse angle. USE to pass to closer team-mates who are blocked by opposition, especially in or around the goal mouth.

Section 3: Netball and

Basketball Skills

Lesson 3.2

Passing and Defending the Ball (Netball) Game

r o e t s Bo r e p ok u S

N.B. Children must not step with the ball or bounce the ball.

Teaching Points

Defending and Attacking

• Players should always be aware of the position of their opposite player. • If a player’s team-mate has the ball he/ she should attempt to move away from the opposition to a position where he/she can receive the ball without interference. • If the opposition has the ball, a player should stick close to his/her opposite player, keeping in front of them with arms ready to intercept the ball. Keep player in peripheral vision. • When the opposite player has the ball, a player should stay at least one metre from her/him and lean a hand as far over the ball as possible. One foot may come off the ground, as long as the other foot remains in position. • No contact is allowed. • Players should watch the ball constantly and be ready to intercept or catch by keeping knees slightly bent and feet moving.

Preparation

Divide class into four teams and play on two courts. Place a bucket underneath each team’s goal.

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1. Gather children together and discuss the terms “defence” and “attack”. 2. Pair children off and join two pairs together into groups of four. 3. Place one bucket for each group at one end of the court. 4. Pairs attempt to gain possession of the ball and throw it into their bucket.

You will need a responsible person with a whistle to umpire the second game, otherwise it is probably best to play two short games in turns to allow maximum participation.

© ReadyEdPubl i cat i ons Playing the game •f orr evi ew pur p1. o se so nl y• One person starts by 2. The object of the game is to get the ball into the opposition’s bucket, by practising attacking and defending techniques.

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passing to a team-mate.

3. Children must not step with the ball or bounce it, except as a bounce pass.

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4. One point is given for each ball in the bucket. 5. Winning team has most points at the end of time.

1. Call children together and ask how many points each team scored. 2. Reinforce passing styles and ask who used all styles. 3. Reiterate when it is suitable to use each pass.

Remember to Warm-Down

See pages 55-56 for ideas.

Shooting Goals for Netball

Section 3: Netball and

Basketball Skills

Lesson 3.3

Skill Demonstration

Equipment: • Goal posts at regulation height. • Netballs.

1. Gather children together and seat them.

r o e t s Bo r e p ok u S 2. Choose several children to attempt to shoot a goal.

3. Discuss and demonstrate the various goal shooting techniques.

• Allow children to shoot at goal until whistle blows.

1. Number children into as many groups as goal posts.

Teaching Points

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Warm-up:

2. Each child has his/her own ball if possible.

Shooting Techniques Technique 1:

3. Children line up at circle rim.

• Ball should be held overhead, resting on fingertips.

4. Children take turns to step inside the circle and shoot at goal using technique 1, 2 or 3 (see teaching points). Teacher to call out which technique to practise.

• Aim holding arms straight. • To shoot, bend elbows at ninety degree angle, then extend arms flicking the ball off the fingertips.

2. When child shoots for goal, the child behind steps in to catch the ball and take his/her turn.

Technique 2:

• Hold the ball with the fingertips at chest height, fingers facing upwards.

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• Aim by extending the arms and covering sight of goal with ball. • Pull ball back to chest pass position and shoot.

Technique 3:

• Hold the ball in the shoulder pass position and shoot from this position. N.B. This technique is better for more confident shooters. It is suitable for a quick goal and used to avoid defence from the opposition.

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N.B. Players should always be ready to catch the ball in case the goal is missed.

1. Repeat as above but assign one ball per group.

Shooting Goals for Netball

Section 3: Netball and

Basketball Skills

Lesson 3.3

Skill Demonstration

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1. Get children to gather around one goal post and be seated.

3. Discuss the rules of defending.

2. First child has ball and attempts to shoot while the second child defends. 3. First child then goes to the back of the line, second child shoots at goal and third defends, etc.

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2. Ask two children of high ability to shoot for goal and demonstrate defending.

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1. Children return to groups and form a line in front of their goal.

4. Continue until all children have had three shots at goal.

Teaching Points

Defending Goal Shoot

• Defender must be one metre from the player with ball.

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• Defend by stretching a hand over the ball as far as possible. One foot can come off the ground.

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take turns at shooting.

2. Observe children as they shoot at goal. 3. Offer instruction if necessary.

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• No contact is allowed.

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Dribbling a Basketball

Section 3: Netball and

(Low and High Dribbling)

Basketball Skills

Lesson 3.4

Skill Demonstration

Introductory Note: Dribbling in basketball

Teaching Points

Rules of dribbling

• Ball may be bounced with one or two hands. If with two hands it may only be bounced once, then must be passed.

High Dribble

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A player must dribble the ball to move as it cannot be carried. However, it is important that dribbling is not used when passing would be more effective. Once the ball has been bounced, and the player stops, it must be passed, so train players to catch the ball and assess options before bouncing the ball.

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1. Gather children together. Balls to be returned to basket. 2. Get one child to demonstrate dribbling skills. 3. Note that spread fingers are used, not the palm. 4. Demonstrate high dribble. 5. Discuss use of dribbling in basketball. Ask children when and how dribbling should be used in the game.

• Used for speed, if there is space between player and basket. • Bounce ball a little above waist. • To stop dribbling, crouch slightly, put one foot in front of the other, foot flat on floor. Back foot is raised slightly. • When dribbling do not watch the ball – keep eye on the court and the other players.

• Once a player stops bouncing the ball, it must be passed. This is so players do not bounce the ball unnecessarily and do not hold the ball until they decide on their next option.

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Equipment:

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• Basketball for each child where possible. • Cones.

Warm-up:

1. Line children length ways at end of court. Make more than one row if space is a problem. 2. In their row, children high dribble ball to end of court and back. 3. Stop children and outline rules of dribbling before next exercise.

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• Each child takes a ball and bounces it high and low and from side to side. • Child joins with a partner and they bounce ball to each other.

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• If with one hand it can be bounced an unlimited amount of times.

1. Make rows of cones down court about one metre apart. 2. Line children in even groups behind rows of cones. 3. In turn children dribble ball around cones and back to end of line.

N.B. Remind children that they cannot run with the ball unless it is bouncing; stop with the ball, or palm it (cup it while bouncing). 24

Dribbling a Basketball

Section 3: Netball and

(Low and High Dribbling)

Basketball Skills

Lesson 3.3

Skill Demonstration

Game

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Teaching Points

Low Dribble

• Bend knees slightly and bounce ball low. • Bounce at various speeds to confuse opposition. USED for control and keeping possession when ball is closely guarded.

Preparation

Divide court into as many squares as there are teams of four. For a large class put children in teams of six. Each team has a ball.

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1. Stop the children and seat them. 2. Demonstrate the low dribble using a proficient child if possible. 3. Children to find a space and practise low dribbling. 4. Children walk slowly around the court low dribbling and looking ahead, avoiding collisions. 5. Repeat this activity with fast walking.

Place two differently marked cones in the middle of each side of each square. Divide the teams evenly into two opposing sides.

Playing the © ReadyEdPub l i cat i o nsgame 1. Using passing and dribbling each team •f orr evi ew pur pos eso nl y• attempts to hit the cone

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E.g. High dribble one direction, low dribble the other way or change type of dribble between each cone.

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N.B. Remind children not to look at the ball.

with the ball, whilst defending against the opposition.

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1. Repeat Activity C with high and low dribbling.

2. Players can move in any direction.

3. The team with the most hits wins.

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1. Divide children into teams of four, with one ball per group. 2. Two children from each group stand at opposite ends of the court. 3. Place five cones in a line between the two pairs, ending about three metres before the end of the court. 4. In turn, children high dribble until the fourth cone, low dribble between fourth and fifth, then throw to the next player in line.

Remember to Warm-Down

See pages 55-56 for ideas.

Dribbling a Basketball

Section 3: Netball and

Basketball Skills

Lesson 3.5

(More Advanced Dribbling Techniques)

Equipment: • Basketball for each child where possible. • Buckets. • Basketball court.

1. Gather children together. Demonstrate change of pace dribble and change of direction dribble(see below).

r o e t s Bo r e p ok u S

Warm-up:

• Children take a ball each and practise high and low dribbling around the court, avoiding collisions with each other. • Swap hands and repeat above.

2. Instruct children to practise these three at a time, to allow you to observe and assist.

N.B. Do not spend too long with any one child. All children will be able to practise this in the next exercise.

Teaching Points Change of Pace Dribble

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Skill Demonstration

Teaching Points

• Shift weight to left foot.

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Change of Direction Dribble If bouncing the ball with the right hand: • Bounce the ball across the body, pushing off on right foot.

o c . che e r o t r s super • Swing the ball over left and bounce with the left hand.

• Keep the body between ball and opponent. • Keep the dribble low.

Try starting from both directions.

Dribbling a Basketball

Section 3: Netball and

Basketball Skills

Lesson 3.5

(More Advanced Dribbling Techniques)

1. Children to get into pairs.

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2. One child has the ball and begins dribbling.

3. The other child tries to take the ball, while the ball dribbler attempts to change direction. 4. Each child has two attempts then swap positions regardless of success.

Preparation

Place two large buckets underneath basket. Divide the class into four teams. No more than seven on court at once. Play two games if possible, otherwise play two short games.

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Game

Playing the Game

1. Children position themselves in attacking and defending positions, though they can move freely around the court. 2. Ball starts with one player in the centre of the court. 3. On the command, children play basketball following rules of dribbling and passing. 4. Children aim to get the ball into their bucket. One point is given for each score. 5. Winning team has the most points.

of the court with the other pair opposite them on the other side of the court.

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3. One pair has a ball. 4. Pair one tries to dribble the ball past the opposition, using passing if necessary. When they have crossed the back line, the ball is given to the other pair.

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ÂŠ ReadyEdPubl i cat i ons or r ev i ew pur posesonl yâ€˘ 2. Oneâ€˘ pairf stand on one side 1. Group children into fours (two pairs).

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5. Give ball to opposition after several minutes regardless of success, to allow plenty of practise opportunities.

6. Part of this exercise is to avoid collisions with other groups. Remember to Warm-Down

See pages 55-56 for ideas.

Shooting Baskets

Section 3: Netball and

Basketball Skills

Lesson 3.6

Two-Handed Shot and One-Handed Shot Skill Demonstration

Introductory Note:

1. Children are seated in front of one basket. Basketball has a large range of shooting styles. These lessons cover five basic types.

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• Basketballs as required.

Warm-up:

3. Discuss the fact that basketball has a range of ways to shoot goals and children are going to learn a few of them. 4. Discuss the points to remember when shooting.

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Equipment:

2. Ask one or two children to shoot at basket.

5. Demonstrate the two-handed set shot, then get two children to demonstrate.

6. Ask other children if the demonstrators used correct technique, and if not why not.

Teaching Points

• Practise dribbling and shooting, avoiding collisions.

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• In pairs dribble and pass from one end of the court to the other.

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• When shooting try to keep attention on the ring, not the ball.

• Hold the ball with the fingertips, resting ball on heel of hand and with palms held clear. • Always follow through and be ready to defend after releasing the ball.

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• Children to practise dribbling the ball around court.

• Body action should be smooth, not jerky.

Two-Handed Set Shot

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• Weight is on balls of feet, heels resting lightly on floor, knees slightly bent. • Upper body is bent slightly, and the back is straight.

• Ball is held in fingertips about a foot from body just below chin level.

• Jump upwards from heels, straightening arms and legs and locking knees and elbows. Flick wrists and fingers in the direction of the sighted target. • Release ball just before highest point of jump. • To follow through continue inward and downward rotation of thumbs.

Shooting Baskets

Section 3: Netball and

Basketball Skills

Lesson 3.6

Two-Handed Shot and One-Handed Shot Teaching Points

1. Each child takes a ball and holds it for two-handed set shot.

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2. Practise shooting at an imaginary basket using this hold.

1. Number children into as many teams as baskets. 2. Teams line up in front of baskets, outside key.

• Position foot underneath shooting hand. • Shooting hand is positioned underneath the ball, non-shooting hand should be cupped slightly under the ball. • Lift ball with both hands, then release hands just before hands reach the line of the backboard.

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3. Repeat with crouch and extension of arms and legs. Arms should extend and let ball go just before reaching the highest point.

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One-Handed Set Shot

• Release ball from shooting hand by raising the arm and slightly flicking the wrist and fingers.

• Follow through with the palm upward and arm bent slightly at the elbow.

Game

3. In turn, children step up to basket and attempt a two- handed shot at goal.

on opposite sides of court.

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Skill Demonstration 1. Gather children back to one basket and demonstrate the one-handed set shot.

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In each team there should be shooters and defenders.

Playing the game 1. Each team tries to shoot as many goals as possible.

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2. Children practise the technique individually without balls. 3. Children get into pairs and line up at each end of the court. 4. In turn, pairs dribble ball back and forth to goal and shoot.

5. On second turn swap positions so non-shooter becomes shooter. 6. Repeat with one person defending.

2. Each shooter is only allowed four attempts at goal altogether. 3. At half-time swap defenders and shooters. 4. Winner is the team who has scored the most baskets. 5. Children use dribbling and passing rules to attack and defend.

Remember to Warm-Down

See pages 55-56 for ideas.

Section 3: Netball and

Basketball Skills

Lesson 3.7

Shooting Baskets – Lay up Skill Demonstration

Equipment: • Basketballs as required.

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Warm-up:

• Children to get into pairs and try to shoot baskets, defending against each other.

2. Ask for volunteers to demonstrate the shooting styles learnt in previous lesson. 3. Tell children that you are going to teach them a different shooting technique – ask children to demonstrate what they think this technique will be. 4. Demonstrate correct technique of lay up shot.

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Teac he r

1. Gather children together.

5. Discuss the best times to use this shot.

Teaching Points Lay Up Shot

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• • (Approaching basket from right hand side.) From a dribble, grab the ball in both hands as right foot hits the floor, keeping the body between ball and defender.

• Come down hard on left foot. Carry the ball in both hands as high as possible with right hand behind the ball, left hand in front.

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• Take a short step and jump straight up, both arms above head, and eyes fixed on a spot above and to the right of the basket. • Extend arm, wrist and fingers and release the ball just before the highest point of the jump is reached.

o c . che e r o t r s s r u e p Use Lay up when …

• The ball should be bounced off backboard for lay ups approached from the side. • To follow through land with knees bent, ready to rebound or defend.

• player receives a pass close to basket; • player dribbles past defenders and under basket.

Section 3: Netball and

Basketball Skills

Lesson 3.7

Shooting Baskets – Lay up

1. Each child to take a ball and line up at the side of the court.

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2. Teacher stands near basket.

4. Children attempt the lay up shot. 5. Teacher to instruct and praise.

Preparation

Divide class into four teams, two teams per basket (one teacher can control both games). Teams line up on the long side of the court, facing each other.

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3. In turn children run towards the basket and receive a pass from the teacher about two metres before reaching it.

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Game

Number each team member. Each team member should have an opposite number on the other team.

Place one ball in the middle of the key.

1. Divide children into as many teams as baskets.

Playing the game © ReadyEdPu b l i c a t i o n s 1. Teacher calls out a number. 2. o The twos children with •f orr evi ew pur p se on l y•

2. Repeat Activity B, with children dribbling the ball to the basket and attempting a lay up shot.

that number run into the middle, attempt to grab the ball and shoot a basket.

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3. When a basket is shot, children return to places and another number is called.

o c . che e r o t r Variation: s supe r

Optional: Call out two numbers instead

of one, and team members play together against the other team.

Introduce two balls at once.

1. Repeat Activity B with defenders. 2. Second child in line defends, then becomes shooter, third child becomes defender, first child goes to end of line.

Remember to Warm-Down

See pages 55-56 for ideas.

Shooting Baskets

Section 3: Netball and

(Jump Shot and Free Shot)

Basketball Skills

Lesson 3.8

Skill Demonstration

Equipment: 1. 2. 3. 4. 5.

• Basketballs as required. • Baskets.

• Children each have a ball. • Free practice of dribbling and shooting; avoiding collisions. • Children in fours practise passing the ball down the court without dribbling.

Teaching Points

Jump Shot

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Warm-up:

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Gather children together. All balls to be returned to basket. Ask one child to demonstrate each shot learnt. Introduce and demonstrate the jump shot. Ask children why they think that this is the most commonly used shot. (It is almost impossible to defend).

Demonstrate this shot twice – from a stationary position and moving. Take off from stationary position facing any direction. Take off from a position on the move after dribbling, pivoting or receiving a pass.

From Stationary position

• From a crouching position carry ball in both hands to shoulder of shooting side. • Crouch with both legs, weight evenly distributed on balls of both feet.

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• Shooting hand should be behind the ball, other hand in front.

• Release ball just before reaching the highest point of the jump by turning wrist so palm faces up and forward.

From moving

o c . che e r o t r s super • If moving, take off on foot opposite to the shooting hand.

• Crouch on count two of a two count stop and begin with foot opposite the shooting hand. • Shooting hand should be behind the ball, other hand in front.

• Release ball just before reaching the apex of the jump by turning wrist so palm faces up and forward. • Follow through is completed with the shooting arm fully extended and hand and fingers declining, as if taking a biscuit from a jar.

Shooting Baskets

Section 3: Netball and

(Jump Shot and Free Shot)

Basketball Skills

Lesson 3.8

Teaching Points 1. Divide children into as many teams as baskets.

Free Throw Shot

2. Teams line up behind baskets, each child with own ball.

• Place feet parallel to each other.

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3. In turn practise the jump shot from stationary position.

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1. In the same teams children line up on opposite wall to basket, each with own ball 2. Dribble ball down court and attempt jump shot.

• Release ball and follow through with hands flexing down.

Game Preparation

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4. While waiting for their turn children can bounce ball in position.

• Rise to toes with thrust of legs and simultaneously stretch out shooting arm.

Divide class into two teams.

Line up two teams opposite each other on long sides of court.

© ReadyEdP ub l i c at i o nmarked s Place ball in middle of key on court (or near goal if you do not have basketball markings). •f orr evi ew pur po ses onl y• 1. Divide children into two 3. Practise four times each.

Number each team member.

2. Two teams take position in a u-shape formed around the basket.

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3. In turn one child from each team (two will be shooting at one time) dribbles ball toward basket and shoots using a lay up or jump shot.

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1. Teacher calls out three numbers. 2. Children with those numbers (three children from each team) run into the court area and play three on three, using dribbling, passing and shooting skills.

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4. As soon as children have attempted the shot, they must move back to position and the next two children have their turn.

Skill Demonstration

Playing the Game

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teams per basket.

1. Gather children in front of basket and demonstrate free throw shot. 2. Line up children in as many teams as baskets to practise free throw shot. 3. In turn children move into position, stop and attempt shot.

3. If any rules are broken a free shot is given to the opposing team. 4. When one shot is scored, children go back to line and three more numbers are called.

Remember to Warm-Down

See pages 55-56 for ideas.

KickingCatching and Dribbling for Soccer

Section 4: Football/Soccer

Lesson 4.1

Skill Demonstration

Equipment:

1. Gather children and balls together and seat. Make sure all balls are collected.

• Soccer ball for each player if possible. • Goals and cones.

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2. Get one child to demonstrate kicking. 3. Demonstrate correct technique.

Teaching Points

Kicking Technique for Soccer

• Each child to take a ball and tap it in air with foot. • Repeat with knee.

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Warm-up:

• Work out correct foot by running towards and kicking a ball.

• Place ball on ground about one metre in front. • Sight ball and step forward so that correct foot is used to kick.

• Before foot connects with ball, body should be leaning forward, kicking leg bent behind, and the opposite arm bent at elbow in front of body. The other arm is held behind the body.

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• When this is developed repeat with run up.

1. Place four cones in a horizontal row, about two metres apart and about three metres from goal mouth.

o c . che e r o t r s super 2. Divide children into as many teams as cones. 3. Teams line up about two metres away from cones.

4. First child puts his/her ball beside cone then stands back at front of line. 5. In turn children run and kick their ball, retrieve it and line up for next turn. 6. When each child has kicked, rotate teams so they practise from each cone in turn.

Kicking and Dribbling for Soccer

Section 4: Football/Soccer

Lesson 4.1

Game

Skill Demonstration

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1. Stop activity and get children to sit down behind cones, in their groups.

Teac he r

3. Get two or three children to demonstrate dribbling, ensuring correct technique is shown. 4. In turn, children dribble balls around the cones and carry them back.

• Take away all but one ball from groups. N.B. Ensure groups are of even ability at this point.

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2. Add four cones to the other four making a line of eight cones to dribble ball around.

Preparation

Playing the Game 1. At whistle, each team member takes turns to dribble the ball through cones and then kick it back to next person in line. Children receiving ball can stop the ball with hands or feet.

Teaching Points © R eadyEdPubl i cat i ons Dribbling for Soccer all children have •f orr evi ew pur p2. oWhen s e s o n l y• had their turn, team sits

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• The foot moves from one side of the ball to the other controlling the movement of the ball. • Small frequent movements of the foot are the key to good control.

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down. First team seated is the winning team.

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• The ball is controlled by the arch of the foot and the top of the foot, just above the toe.

Remember to Warm-Down

See pages 55-56 for ideas.

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PassingCatching and Receiving Soccer Balls

Section 4:

Football/Soccer

Lesson 4.2 Equipment: • Soccer balls.

Skill Demonstration 1. Gather children together – children to get into pairs and have one ball between two.

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• Soccer goal posts or cones as posts. • Cones.

2. Keeping a small distance between them children practise passing ball to and fro.

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Warm-up:

• Children to dribble ball around field and kick at goal, avoiding collisions.

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3. Gather children again and demonstrate correct technique of passing and retrieving, using both feet.

Teaching Points Passing Ball in Soccer

• Slow or stop ball using the ball of the foot, and ensure ball is in correct position for pass.

UseP the inside arch of the foot to © ReadyE• d u b l i c a t i o n s pass to the right (right footed use opposite for left footers) and •f orr evi ew p u r po so nl y• the upper toes toe pass to the left.

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Receiving Pass

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• Knee should be bent at a forty five degree angle and leg held stiffly as foot flicks ball in desired direction.

• Ensure body is in correct position to receive pass.

o c . che e r o t r s super • Use sole of foot to slow ball. • Use pass as appropriate – dribble or stop and kick. • Stop ball with ball of foot, heel on ground, foot at an angle to wedge ball between foot and ground. • Movement should be sharp and firm, leg held stiffly, with knee bent.

Passing and Receiving Soccer Balls

Section 4:

Football/Soccer

Lesson 4.2

1. Mark half-way point of field with a cone.

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2. Line children up in pairs at one end of field opposite the cone. 3. Each pair has a ball.

2. Divide field into number of pairs of teams.

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4. Children to walk down the field passing ball back and forth using correct technique, until they reach the cones. One child picks up ball and both children run back to end of line.

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1. Put children into teams of five and pair up teams so each team is playing against another. Alter number to make even teams if necessary.

3. Set up cones as goals.

4. Teams play against each other trying to get goals, using kicking, dribbling and passing. N.B. During this activity observe children’s skills and assess.

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Remember to Warm-Down

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1. Repeat above with children running down field and passing back and forth. 2. Add a third child to the row, then a fourth.

3. Children to run completely down field, passing ball along line. 4. At end of field whoever has the ball kicks into goal.

Catching and Passing for Rugby

Section 5: Rugby Skills

Lesson 5.1 Introductory Note:

1. Gather the children and seat them. Hold up a rugby ball and ask the differences between it and other balls (ball is oval). Ask how this alters the catching technique.

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2. Pass the ball to several children in turn and ask them to pass it back to you. 3. Discuss and demonstrate the correct way to hold, throw and pass a rugby ball.

Equipment:

• Rugby balls – one between two. (N.B. Oval balls come in different sizes according to the code of sport, so ensure that you have the correct size and shape for rugby union, and for the age group.)

4. Practise passing the ball in circles of about ten.

Teaching Points Holding and Passing a Rugby Ball

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Scoring for rugby involves placing the ball behind the back line of the field (try line). This is called a try. Scoring can also come from kicking the ball over the posts as a penalty kick or a drop kick.

Skill Demonstration

• Sashes

Take lesson on grass. • Children pass ball in pairs.

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• Still in pairs children pass ball while running.

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• Hold the ball with two hands on each side; ball directly in front of you. • Pull ball to the side opposite to that which you are passing. • Bring ball across body. • Ball should now be pointing in direction it is being passed. • Release when both arms are nearly straight. • Always pass behind you in rugby. Forward passes are not allowed. • Spin passes (when the back hand twists the ball as it leaves) helps with efficiency and accuracy of passing.

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• Cones.

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Skill Demonstration

1. Gather children together and demonstrate how to run with the ball. 2. Put children in pairs. 3. Line pairs up at one end of the field. 4. In turn pairs run slowly, with children passing the ball back and forth to each other. 5. Make sure the receiver of the ball allows the passer to get in front. 6. Passes must not be forward.

Catching and Passing for Rugby

Section 5: Rugby Skills

Lesson 5.1 Teaching Points

Game

Running With the Ball

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1. Put pairs together to make groups of four and line up in fours at one end of field.

Preparation

Split class into two teams of even ability. Divide each team into forwards and backs. Give teams sashes to identify. Discuss rules. Mark out a clear boundary.

Playing the game

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• Hold the ball under curled arm at side, leaving other hand free for fending. (Fending is not used in touch rugby, but is a useful skill in union/league.)

1. A person from one team starts with the ball at the centre of the field. The other team should be at least five metres away and must be in front to start. 2. At the whistle, the person with the ball passes the ball to a player behind him/ her and the ball is passed amongst teammates until the try line is reached. 3. The ball must be pressed down over the try line to score a point. 4. Running with the ball is permitted. 5. The opposition must try to intercept the ball or tag the person holding the ball. 6. If a player holding the ball is tagged they must pass it. 7. After three tags the ball must go to the opposition. 8. If the ball goes out of the playing area, it is thrown in by the opposite team using a normal rugby pass. 9. If any team member is using rough play, a point will be awarded to the other team.

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3. When the ball reaches the end of the row the last player passes ball back, changing direction of pass but continuing to run forward.

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2. Children run up field in fours, passing along the line, ensuring passes are not forward.

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N.B. Ensure players drop back to allow the ball to be passed backward. 4. When each group of four has had a turn repeat with faster running.

5. Observe and correct where necessary.

N.B. Ensure children who play rugby for clubs do not use rough play, i.e. tackles, shoulder nudges, fends, etc. Remember to Warm-Down

See pages 55-56 for ideas.

Dodging for Rugby

Section 5: Rugby Skills

(With Fending)

Lesson 5.2

Skill Demonstration

Introductory Note: Though fending is not used in touch rugby and should not be taught with a mixed class it can be introduced for lunch time or club rugby.

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Equipment:

• Rugby balls.

• Take lesson on grass. • Cones.

Warm-up:

2. As he/she does, dodge out of the way. 3. Discuss and demonstrate use of dodging or sidestepping.

Teaching Points

Sidestepping

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1. Ask one child to try and tag you.

• Use a sidestep when there is only one player approaching. Sidestepping will gain ground forward.

• Never dodge backward or in circles – always pass the ball to another team-mate unless your actions will take the ball forward. • Sidestepping can be used in conjunction with fending.

• Children to stand in three circles and pass ball around circle.

2. Children to line up in even teams behind rows.

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1. Place cones in three rows of six cones.

3. Children run around cones in slalom style, carrying the ball under one arm.

o c . che e r o t r s super Repeat above but time children with a stopwatch, then get them to improve their speed.

N.B. Continue lesson if fending is being incorporated, otherwise jump to the game on page 41. These lessons can be taken over more than one session.

Dodging for Rugby

Section 5: Rugby Skills

(With Fending)

Lesson 5.2

Skill Demonstration 1. Gather children together and seat.

Game

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2. Hold ball and ask one child to try and tag you.

Preparation

Put children into teams of three.

4. Discuss fending technique and when to use it.

Join two teams against each other.

Teaching Points

Fending

Fending is when the person holding the ball uses his/her hand to ward off potential tacklers. • Start the fend with hand almost flat against shoulder, elbow pointing straight down so it is in line with the hip.

Mark out areas of play for each game.

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3. Fend him/her off as he/she does.

Playing the game 1. One team begins with the ball.

2. Teams to pass and dodge to get the ball to end of field and score a try, while opposition attempts to tag and intercept ball.

• Use a short, firm action to allow maximum force.

• To use the fend, players must be aware of surrounding players, and who is about to tackle them.

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• Decision must be made whether it is better to pass or fend.

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1. Put children in pairs.

3. If player is tagged, ball goes to opposite team. 4. Children score by pressing the ball on the ground over the try line to score a ‘try’.

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• When player is near enough, push him/ her away with the heel of the hand.

5. Team with the most ‘tries’ is the winner.

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2. One child in each pair has the ball.

3. Pairs stand opposite each other about three metres apart (use cones to mark).

4. Players run toward each other – one tries to tackle or tag, the other tries to fend off the tackler and reach the opposite cone. 5. When one player is successful roles are swapped. N.B. Ensure players run straight and do not dodge backwards. Do not spend too much time on one play. Once the attempted tackle is done, players should swap roles.

Remember to Warm-Down

See pages 55-56 for ideas.

Kicking for Rugby

Section 5: Rugby Skills

(Drop and Chip Kick)

Lesson 5.3

Skill Demonstration

Introductory Notes:

1. Gather children and seat.

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Kicking is used frequently in rugby, though not at all in touch rugby.

2. Demonstrate the drop kick using child or self.

Goal kicking can be taught to eleven year olds and up if desired.

3. Pair children up and line them opposite each other using cones about three metres apart.

• Rugby balls.

4. Children to drop kick to each other, taking one step back for each successful catch.

• Cones.

Warm-up:

Teaching Points Drop Kick for Rugby

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Equipment:

• Children kick and catch balls individually. • In pairs pass the ball using small kicks.

• The ball is held lightly on either side with fingertips and heel of hand facing in desired direction of kick.

• The kicking leg bends backward, as the ball is raised upward; arms are straight. • Simultaneously drop the ball and bring the leg forward.

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• The ball should connect with the upper toe just before the leg straightens.

• Follow through with pointed toe and straight leg. USE for clearing a large pack of opposition or kicking over goal posts.

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Kicking for Rugby

Section 5: Rugby Skills

(Drop and Chip Kick)

Lesson 5.3

Skill Demonstration

Game

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1. Gather children together and demonstrate chip kick. 2. Number into groups of six.

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4. The ball holder runs toward the row and attempts to chip kick through the line. 5. After first attempt the ballholder moves to right end of line; player at left end becomes ball holder.

Mark middle of field with cones. Put children in four or five even teams.

Teams divide in two and line up at opposite ends of the field as in a relay.

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3. In groups, five children form a horizontal line, while the sixth child, with the ball, stands facing them.

Preparation

Each team has one ball – ball begins on same side for all teams.

Playing the game 1. At whistle first player runs to the cone with the ball, then kicks to a team-mate waiting on the opposite side of field.

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Teaching Points

Chip Kick for Rugby

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• Used while running to get ball over opponent’s head.

ball and runs towards the cone, kicking it in turn.

3. If the ball is not caught, the catcher must run from the beginning of the line. If it is caught, the catcher may start from the point he/she catches it.

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6. Repeat until all children have practised the chip kick.

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• Object is to run after the ball and catch it, gaining ground. • While running pass ball into one hand. • Drop ball and kick with inside of foot.

• Ball should move over opponent’s head.

4. The second child then repeats the run and kick until every team member has had a turn. 5. Whole team sits down. 6. First team to sit is the winning team.

Remember to Warm-Down

See pages 55-56 for ideas.

Section 5:

Tackling for Rugby

Rugby Skills

Lesson 5.4

Skill Demonstration

Introductory Notes: Tackling is not usually taught in a classroom situation due to safety issues. However you may wish to use the following lessons for lunch time or club rugby.

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Equipment:

• Tackling bags (big foam squares with handles). • Cones.

• Rugby Balls.

Teaching Points

Tackling

• Tackling needs to be low to ensure player is knocked off balance. • When tackling, bend knees and dive low against the player with the ball, wrapping arms tight around lower legs. • If stationary, bend knees and use shoulder to charge into player. • Once player is down, get up instantly and continue play. • If ball runner is still upright continue to hold on and attempt to get him/her down, or turn him/her to face you and snatch ball. • Other players should join in the tackle or attempt to snatch the ball from the player once he/she is turned. (See rucking.)

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1. Discuss and demonstrate effective tackling techniques.

Warm-up:

• Children run and pass ball while moving.

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is illegal and dangerous. Only players with the ball can be tackled.

1. Tackle bags to be held by helpers or participants if no helpers available.

o c . che e r o t r s super 2. Put children in as many teams as tackle bags.

3. Teams line up about three metres from tackle bags.

4. In turn children run and tackle on teacher’s signal. 5. Correct children’s techniques where necessary.

N.B. The tackle bag holder should remain upright. This exercise is to perfect the correct technique, not to knock the holder over.

Section 5:

Tackling for Rugby

Rugby Skills

Lesson 5.4

1. Put cones about five metres apart in rows.

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2. Put children in pairs and stand each child opposite each other next to cones. One person in each pair has a ball. 3. The person with the ball runs towards partner, holding ball under arm.

4. Partner attempts to tackle the ball holder before they reach the other cone. 5. Discourage fending and dodging as this will not allow the tackler to practise.

Preparation

Line up children at one end of field (non-bulldogs). In middle of field place two children (bulldogs).

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Game

Playing the game 1. The bulldogs call out the name(s) of a non-bulldog who must attempt to get to other side of field fending and dodging the bulldogs’ tackles.

6. Swap until each player has had several practises.

2. Children who dodge backwards are automatically out.

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1. Put two pairs together and repeat exercise with two against two.

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2. Players with the ball may pass to avoid the tackle.

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4. If they reach the other side they are “safe” and remain a non-bulldog.

Remember to Warm-Down

See pages 55-56 for ideas.

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Section 6: Australian Rules

Lesson 6.1

Australian Rules Football

(Drop Punt Kick and Torpedo Kick) Skill Demonstration

Equipment:

1. Gather children together and seat. All balls to be returned to basket.

• AFL balls.

r o e t s Bo r e p ok u S 2. Discuss AFL, and the differences between other football codes.

• Take lesson on field. • Cones.

Warm-up:

• Children take a ball each and throw and catch low and high.

• Kicking and handballing are the only ways a player can pass the ball. • Marks and goals are only awarded from kicks.

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Teaching Points

•

• Children tap ball with feet and attempt to catch it. .

Skill Demonstration

1. Demonstrate the drop punt kick © ReadyE dPubl i cat i ons 2. Children to practise at their own pace, while teacher circulates and assists. •f orr evi ew pur posesonl y•

Teaching Points

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Drop Punt Kick • Spread fingers evenly on each side of the ball. • Holding the ball vertically, guide onto boot. • Kick pointed end of ball with instep just before it hits the ground.

o c . che e r o t r s super • Follow through with kicking leg.

USE to kick a goal, Use high kick to clear a pack, or low kick to pass to a team-mate.

Skill Demonstration 1. Gather children together and demonstrate torpedo punt kick. 2. Children practice at own pace. Teacher circulates and assists.

Section 6: Australian Rules

Lesson 6.1

Australian Rules Football

(Drop Punt Kick and Torpedo Kick)

Teaching Points Torpedo Punt Kick

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• Hold the ball at an angle across the body.

• (For right-footer) hold the ball near the back with the right hand, and near the front on opposite side with the left. (Opposite for left-footer.)

Preparation

Put children into four even teams.

• Kick the bottom of the ball with the instep and follow through.

First child from two of the teams has a ball.

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Line up two teams on one side of the field and the other two opposite them, on the other side of the field.

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• Guide the ball down to the boot and make contact at about the height of the knee.

Teams opposite compete against each other.

1. Put children in groups of six.

© ReadyEdPu bl i cat i ons Playing the game When the whistle blows f o rther e v i ew pur p1. o s e s o n l y• 3. First• child kicks ball (using the first two children from either kick) to the second child and so on to the end of the line.

4. Kicking is reversed back down the line, using the other type of kick.

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5. Aim for accuracy of kicks – the ball should land as close as possible in child’s arms.

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each team kick the ball to each other up the field. 2. When they get to the end, the ball is taken by the next two children and kicked back and forth up the field.

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2. Children line up at opposite ends of the playing area.

3. When each pair has run, teams sit down.

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1. Place a line of cones horizontally along the middle of the field. 2. Children to form as many groups as cones and line up.

4. First team to sit wins.

Remember to Warm-Down

See pages 55-56 for ideas.

3. In turn children kick, aiming at cones. If the cone is hit, child replaces it in its correct position. N.B. All groups will be kicking at the same time.

Section 6: Australian Rules

Lesson 6.2

Australian Rules Football

(Bouncing Ball and Banana Kick) Skill Demonstration

Equipment:

1. Gather children in front of goal posts or cones.

• AFL balls.

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• AFL goal posts or cones. •

Cones

2. Demonstrate banana kick through goals or cones.

3. Practise running and kicking goals using all types of kicks in turn.

• In pairs, children kick and throw ball to each other.

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Warm-up:

Teaching Points Banana Kick

• Hold the ball across the body in reverse grip to that of torpedo.

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• Ball should curl back in reverse direction to that of the kicking leg.

1. Put children in groups of four.

2. Groups to line up horizontally at one end of the field, facing goal posts.

o c . che e r o t r s super 3. Number each child from one to four. 4. Number one in each group starts as the nominated kicker.

5. Using kicking to pass the ball to each other, group must move toward goal post, ensuring the nominated player gets the ball in time to kick. 6. Once the kick has been attempted the group move to the back of line and go again with a different nominated player. (Number two)

Australian Rules Football

Section 6: Australian Rules

(Bouncing Ball and Banana Kick)

Lesson 6.2

Skill Demonstration

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1. Gather children together. 2. Demonstrate bouncing AFL ball.

- standing still

Preparation

Separate the field in two by using cones. Divide children into four even groups (two games to play at once).

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3. Children to practise bouncing ball individually

Game

Use one ball per game.

- walking

- running

Playing the game

Teaching Points

1. Teams start on opposite sides of the field lining up at right angles to the goal post.

2. One team starts with the ball. © ReadyEdPu bl i cat i ons 3. Both teams attempt to score goals, using kicking •f orr evi ew pur po se sballobetween nl y• to pass the

Bouncing AFL Ball

• Hold ball in one hand.

• Press down firmly as you release the ball.

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• Ensure seam is facing you.

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themselves. The team without the ball defends and attempts to get it off the other team. The ball can be passed by kicking only.

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• Index finger should point forward putting pressure on ball, while thumb and outer fingers hold ball on outside.

4. Players can only move with the ball if bouncing it every fifteen metres.

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1. Number children off into four even groups.

2. Groups to line up horizontally at one end of the field.

5. The team who scores the most goals wins.

Remember to Warm-Down

See pages 55-56 for ideas.

3. In turn, children bounce the ball up field, and kick it back.

Section 6:

Handballing for AFL

Australian Rules

Lesson 6.3

Skill Demonstration

Introductory Note: Apart from kicking, handballing is the only way a ball can be passed between players in Australian Rules football.

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2. Discuss how balls are usually passed in general ball games (thrown or kicked). 3. Emphasise that in AFL the ball may only be passed using kicking or handballing. 4. Get two children to demonstrate handballing.

Equipment:

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1. Gather children together and seat.

5. Children pair off and handball to each other using correct technique.

• AFL Footballs.

Teaching Points Handball Technique

Warm-up:

• The ball is cradled in open palm of hand, gripped by fingers and thumb.

• Children punch ball in the air and catch.

• Eyes should be on the player receiving ball.

• In pairs, punch ball to and fro.

• Passer makes hitting hand into a fist with the thumb on outside.

• Passer firmly punches ball off the hand with the knuckle of the index finger.

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• Hitting the ball with different parts of the hand will give different effects.

Skill Demonstration

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1. Gather children together and ask them to demonstrate the handballing techniques that they have discovered. 2. Instruct children to try hitting the ball at different angles and places, to create different results.

3. Demonstrate three more techniques: Rocket Handball, Overspin Handball and Floater Handball. 4. Children practise in pairs.

Section 6:

Handballing for AFL

Australian Rules

Lesson 6.3

Teaching Points Rocket Handball

1. Number children into pairs.

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• Hold ball at upwards angle and punch just above point where four seams meet. • Ball should spin.

3. Handball to each other. 4. After each successful handball and catch, go back one step.

Overspin Handball

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USE for accuracy over long distances.

2. Pairs line up opposite each other about three metres apart.

• Hold ball at a downwards angle and punch just below the point where the four seams meet.

Game

USE for making the ball bounce endover-end when it hits the ground.

Number children into four even teams.

Preparation

Divide field in half. Play one game in each half.

Twou teams to play against each other. © ReadyEdP bl i c a t i on s Playing the game •speed f or r evi ew pu r posesonl y• USE for of delivery. 1. Teams start by lining up at right

Floater Handball

• Punch where the four seams meet – no spin.

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angles to goals. Each team begins with a ball, held by the child at the end of the row. 2. On whistle, teams use handballing to pass ball down the line. Child on the end of the row attempts to score a goal by kicking.

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3. After the first kick, kicker takes the ball to the opposite end, each child moves down the line and play begins again. 4. Teams get one point for each successful goal and one extra point for finishing first. 5. If the ball is dropped, begin from the last kicker. 6. Continue until all children have started with the ball.

Shepherding and Tackling for AFL

Section 6: Australian Rules

Lesson 6.4 Introductory Notes:

Skill Demonstration 1. Gather children together and choose three children to demonstrate shepherding.

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Equipment:

• AFL Footballs. • Sashes/bibs.

2. Give one child the ball and instruct him/ her to attempt to pass to a second player by handballing or kicking. 3. Third player prevents pass by shepherding. 4. Discuss the rules of shepherding. 5. Put children into threes to practise the above exercise.

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Tackling should not be taught in a mixed class for safety reasons, but can be introduced in club or lunch time games, providing children are of even size.

6. After each pass, children swap places.

Warm-up:

Teaching Points

• Children handball or kick ball in pairs.

• Shepherding is allowed if players are within five metres of the ball.

• Player spreads arms wide and holds back anyone attempting to tackle team-mate.

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• Player uses shoulders and legs to hold opposition back.

o c . che e r o t r s super Tackling

• Players are allowed to tackle any player with the ball.

• To tackle, wrap arms around a player’s shoulders and try to push him/her over. • If tackled, try to kick or handball the ball to a team member.

• If the player is unable to do this, the umpire can stop the game and restart by bouncing or offering a free kick.

Shepherding and Tackling for AFL

Section 6: Australian Rules

Lesson 6.4

Game

2. Each group has a ball.

Divide children into two teams.

3. Groups line up behind each other at one end of the field.

Use sashes to divide into forwards and backs.

4. On the whistle, number one runs down field with the ball (bouncing every fifteen metres) while two and three attempt to tackle (use tagging with two hands). Numbers. four and five try to prevent the tackle by shepherding players two and three.

Position accordingly.

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5. The group then returns to the back of the line and swaps positions, until every player has had a turn at each position.

Preparation

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1. Put children into groups of five, then number each child one to five.

Playing the game

1. Middle player begins with ball. Players use kicks, handballs, shepherding and touch tackles to attack and defend. Players should aim to score a goal by kicking through the posts.

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3. Team with the most goals wins.

Remember to Warm-Down

See pages 55-56 for ideas.

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More Warm-Up Games Octopus

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One person is an “Octopus” and stands in the middle of a marked area.

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Dead Ants

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When whistle blows all children run from one side to the other. The Octopus tags as many as he/she can. Anyone who gets tagged, becomes a tentacle. A tentacle cannot move from the spot where he/she has been tagged, but can tag anyone who runs past. Children run on signal.

Game begins with one person as “it”. “It” tags as many people as possible. When someone is tagged he/she must lie on the ground. He/she can be released by four people holding a limb each. If a limb is being held, the person holding it is “safe”.

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One person is “it”. Children who gets tagged stand with legs apart. They can be released by another person crawling between their legs. Anyone half-way through someone’s legs cannot be tagged.

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Quads stretch

Groin stretch

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Warm-Down Ideas

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Inner thigh stretch

Butt kick Run

Quad stretch

Splits

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Warm-Down Ideas r o e t s Bo r e p ok u S

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Shoulder stretch, do both sides

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Neck stretch: forward, backward and side stretch

. Trunk sides te rolls Forward lunge on both o c . che e r o t r s super

Elbow to knee

Leg stretch on both sides