Playing for Life Activity Cards

NET & COURT

F-2 3-4 5-6 SKILL DEVELOPMENT 2 square bounce

PHYSICAL A court is divided into 2 with a player in each half. The server serves the ball into the LITERACY receiver’s half – the receiver tries to catch the ball after one bounce. Play 1 v 1. Scoring ELEMENTS One point is scored for winning the rally. Points scored if: OBJECT MANIPULATION ball is not returned after one bounce > AGILITY > ball is thrown out of court > receiver drops the ball.

Change it ENGAGEMENT AND ENJOYMENT > Play 3 v 3 – alternate serves between teams. Ensure each player has an opportunity to serve. MOTIVATION > Restrict the time in possession depending on the ability of the players (e.g. 3 seconds or more). > Provide a ‘no-go’ or bounce-free zone. > Restrict the type of passes that players can use

(e.g. chest pass, one handed pass, overhead STRATEGY AND PLANNING

pass, underarm pass). COLLABORATION What you need > Allow students to select different > One volleyball or similar per pair rules to suit their ability and > A court surface that allows make the competition the ball to bounce Playing more even (e.g. > 6 markers per court > The ball must cross the line above waist height. one student is allowed two bounces Play continues until one player cannot return > and their opponent What to do the ball after one bounce, or the ball is thrown AC:HPE only one). CONTENT Setting up out of court, or the receiver drops the ball. DESCRIPTIONS > Form pairs – see Form a Group > The serve alternates between players. > Players in position as shown – player with the > Play to a specified number of points, (e.g. 5) LEARNING INTENTION ACPMP025 ball serves. or a set time limit (e.g. 3 minutes). 2 square bounce aims to develop the concepts of finding ACPMP043 space, anticipation, teamwork and deception. ACPMP061

© 2019 Sport Australia Sporting Schools the enjoy Which part of the game did you most? Why? to bounce the ball? is the best place Where opponent out of get your you can How win the point? can position so you they opponent so your deceive you can How the ball will bounce? where know don’t to ready so you’re stand should you Where the ball after it bounces? catch modify could you How all the rules to allow successful? to be players opponent will your anticipate where Can you will this help? bounce the ball? How as work you can 2 v 2 or 3 v 3 games – How scoring the court to make a team to cover opponent? your difficult for Start with passes that are not too vigorous. not that are passes Start with of obstructions. is free area the playing Ensure the same court, on player than one With more communication. encourage courts. sufficient space between Ensure

Ask the players Ask the players > Server > > > Receiver > > > > Safety > > > > 2 square bounce square 2 Use a net or a net substitute to establish a Use a net or a net substitute to establish area. ‘no‑bounce’ Make shorter and wider – this will encourage shorter and wider – this will encourage Make space. use of ‘side-to-side’ – use hand as a bat, or use Bat – use hand as a bat, a paddle bat. the ball is to ensure a bounce zone Create of the player. within easy reach directed court bigger or smaller – a long skinny Make a challenge. provides Smaller ball

> > > area Playing > > Equipment >

– allow 2–3 bounces, balls. or use slower 2–3 – allow Easier catching/hitting – bonus points for Harder small bat use a the ball on the full. Players or their hand. to choose or players – allow the pass Vary specify the type of pass. pairs ability) carefully, (similar Choose player 3 v 2, where combinations (e.g. use uneven necessary). of court above centre Ball must cross height. waist throws. underarm Allow Demonstrate the activity using players using players the activity Demonstrate the group. from intervention any a little before Let the game run – ‘let the kids play!’ players models to help role Use player understand of the game – finding the concepts and deception. teamwork anticipation, space, 2 v 1). combinations (e.g. different Try balance play. to area Use a smaller court

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Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME MOVEMENT EXPLORATION

F-2 3-4 5-6 SKILL DEVELOPMENT 3 hands, 2 feet

PHYSICAL Pairs hold hands and run randomly around the room then, on your call, perform a LITERACY specified balance. ELEMENTS STABILITY/BALANCE FLEXIBILITY

> Match participants appropriately. > Make sure players are controlling their exits from the balance.

Ask the players

What you need COLLABORATION CONFIDENCE > 1 scatter mat per pair or a soft > Is it easier to balance closer to the grassed area ground or further away? > How many body parts do you need to What to do have in contact with the floor to feel > On ‘GO!’, pairs move freely balanced? Change It around the room holding hands until they hear > Can players of different sizes counter- STRATEGY AND PLANNING your signal. > Balance with a partner who is a different size. balance? > Call out combinations including any of the > Introduce equipment (such as hoops, balls > What is flexibility? Which balances following: feet, bottom, shoulders, knees, and bean bags) that must also be used in require greater flexibility? hands, backs, elbows. the balance. > What made you feel more confident to > Players find a mat and assume the position tackle a specific balance? called (e.g. if you call out ‘THREE HANDS, TWO Safety FEET!’, pairs form a balance with only these > Make sure players are performing their balance number of body parts touching the ground). on their mat or soft grass. AC:HPE CONTENT > Players hold their position for a set time > Do not allow players to use their head as a LEARNING INTENTION DESCRIPTIONS (e.g. 10 seconds). balance option. 3 hands, 2 feet extends players’ ability to hold a basic shape and introduces making and holding shapes in groups, which > Players must always be in contact with one > Ensure players securely ‘brace’ one another with another to maintain balance. is needed for many balancing activities. It can by followed ACPMP043 appropriate hand grips (e.g. the monkey grip or by an activity such as Mini pyramids which further develop ACPMP061 Roman grip). These must be firm and strong. this skill.

F-2 3-4 5-6 SKILL GAME DEVELOPMENT CONCEPTS 4 square

PHYSICAL 8 players are divided into 2 teams. A playing area is divided into 4 and a player LITERACY from each team goes into a square. The team in possession of the ball passes it to Scoring ELEMENTS > Winners are those who score the highest

team‑mates in any of the 4 squares, trying to avoid interception. Players remain in OBJECT MANIPULATION their square. number of consecutive passes. AGILITY What you need What to do > Indoor or outdoor playing area Playing > Variety of balls of different size, > One team takes possession of the ball weight and density (receivers) and tries to make as many passes > 10 marker cones as possible between themselves. The other > Coloured bibs team (interceptors) tries to intercept the ball. > Players can pass in any direction – no running ETHICS with the ball. > All players must remain in their own square. > If the interceptors catch the ball or knock it out of play, they take possession. PERCEPTUAL AWARENESS TACTICS

AC:HPE CONTENT DESCRIPTIONS LEARNING INTENTION 4 square develops defending skills and can be easily ACPMP025 modified to develop the object control skills of catching, throwing, kicking and striking. ACPMP043 ACPMP045

© 2019 Sport Australia Sporting Schools 4 square 4 How can we ensure everyone ensure we is included? can How being demonstrated play see fair When did you inclusion, good sportsmanship, (e.g. language)? appropriate more to receive room make you can How passes? balls without making get more you can How contact with the receivers? If you’re using a hockey stick,a hockey using If you’re an appropriate of used. The head should be soft ball/puck above raised stick should not be the hockey height. waist contact. No physical

Ask the players > > Receivers > Interceptors > Safety > > Easier for interceptors area – reduced for Easier sports-specific – netball, basketball, hockey, hockey, netball, basketball, sports-specific – ball. rugby receivers – bigger area for Easier smaller/larger ball smaller/larger

> > area Playing > Equipment challenges. different balls to create Use different For example: >

Vary the time each player has in possession has in possession player the time each Vary the ball on. passing before intimidated by who are – some players Easier in a square on their own play close marking can or a specific team for play They as shown. team is in possession. whichever An option is for rolling. the ball – allow Roll shades. in eye to wear A ball rolled all players noise more with tape makes plastic secured as it rolls. bounce only, high pass (e.g. the pass Vary pass only). the squares. around in one direction Pass Try to match abilities in each square. match abilities in to Try included – ask the are all players sure Make so the game play we can question: ‘How everyone is included?’

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Coaching Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME INVASION GAMES

F-2 3-4 5-6 SKILL GAME DEVELOPMENT CONCEPTS 5-point player

PHYSICAL Attackers score points by passing to each other for 30 seconds. For bonus points the Defenders LITERACY ball is passed to a team-mate in one of the 2 end-zones. Defenders try to intercept > Must stand 1m from attackers; no body ELEMENTS the ball. The game is readily adapted to a wide range of ability levels. contact.

> No restriction on the number of defenders in SELF-REGULATION (EMOTIONS)

the end zone. AGILITY > If the defenders intercept the ball it is placed on the ground for an attacker to resume play. Play continues for attackers until 30 seconds elapses, then the ball changes over. COLLABORATION ETHICS Scoring > One point for each successful pass in the large playing area. > An additional 5 points for successful passes to the end-zone. STRATEGY AND PLANNING > If the ball is intercepted or deflected, 3 points are deducted. > Maintain a running total for each side.

What you need What to do > Volleyball/netball court or similar area with Attackers end-zones marked Have 30 seconds to score as many points > AC:HPE > One ball per group (volleyball size) as possible. CONTENT DESCRIPTIONS > Markers to mark playing area/end-zones > End-zone – one attacking player only, all team LEARNING INTENTION > Option – bib or cap as ID for roving 5-point members have a turn. 5-point player is a fast inclusive passing game. This game ACPMP043 player > Option – the player passing the final ball has a develops key defending concepts such as anticipation and ACPMP045 spatial awareness. > Stopwatch turn in the end-zone. ACPMP061 ACPMP063

© 2019 Sport Australia Sporting Schools point player point 5- If you intercepted the ball or lost the ball for or lost the ball for the ball intercepted If you feel? did you team, how your include all team members you in can How the game? the most points? score you can How it harder to make a group as work you can How defend? opponents to your for scoring together to make work you can How difficult? zones one-on-one or to cover Is it better to play spaces on the court? or various Ensure a smooth playing area surface surface area playing a smooth Ensure players space between with adequate and other games. the ‘no contact’ rule. Enforce another from be taken The ball cannot possession. player’s

Ask the players > > (runners the ball) with Attackers > > ball) without the (players Defenders > > Safety > > > zone with fewer defenders permitted in it defenders permitted with fewer zone Change the dimensions of the playing area area Change the dimensions of the playing ability. to players’ according – vary size, shape, colour shape, balls – vary size, Use different depending on the ability and hardness contrast of the players. bigger A of the end-zone. Change the size end‑ 5-point scores. more allows

> Equipment > area Playing >

‘Freeze-frame’ games (i.e. stop the play at key at key stop the play games (i.e. ‘Freeze-frame’ and examples to highlight good moments) on attack and defence. question students a roving but still have end-zone, the Remove bib or cap). some ID (e.g. Provide 5-point player. 2 and have the end-zones 5 v 5 – remove Points are players’. ‘scoring who are players when one of these 5 points) only gained (e.g. ball. the receives players in the end-zone Limit the number of defenders time). given only one at any (e.g. only, – bounce pass method the passing Vary the ball, kick the ball. roll according to score have the time attackers Vary to their ability level. used be effectively can The end-zone mobility (attackers with limited a player for or defenders).

> > > > > > > Game rules

Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME STRIKING & FIELDING

F-2 3-4 5-6 SKILL GAME DEVELOPMENT CONCEPTS 6 or safe

PHYSICAL 2 teams – 4 batters and 4 fielders. The batting team, hitting off a tee, has 6 hits. Fielders LITERACY Batters have the choice of running to a safe zone for 2 points or completing the > Return the ball to a fielder in the safety zone. ELEMENTS If the batter makes the return run, the ball is

round trip for 6 points. OBJECT MANIPULATION thrown to a fielder who runs along C–A. COORDINATION > Rotate fielding positions. CONFIDENCE

Scoring RULES > Batters score 2 points if they reach the safety zone before the ball does or > 6 points for running to the safety zone and back before the ball is placed in the hoop. STRATEGY AND PLANNING What you need What to do AND RISK SAFETY > 2 tennis balls or similar per group Batters > Markers to set out the safe zone > The batting team has 6 hits. > Kanga cricket bat or other lightweight > The batter hits off a tee and has 2 choices: hitting implement - Run to safety zone – if the safety zone is reached before the ball is caught in the hands of a fielder in the safety zone, 2 points AC:HPE CONTENT are scored. The batter walks back for the DESCRIPTIONS next ball. LEARNING INTENTION - Run to safety zone and back – before the Batting tee or alternative 6 or safe is an introductory striking and fielding ACPMP043 > ball is placed in the hoop. Score 6 points. activity. The activity develops batting, fielding and ACPMP061 decision-making skills.

© 2019 Sport Australia Sporting Schools 6 or safe or 6 What strategies can you use to keep to keep use you can What strategies get out or misfield if you motivated you self-talk)? positive (e.g. is the best place to stand? Where is the best place to hit the ball? Where 2 or 6? hit for Will you Batters it drop the bat and not must run with on the ground. of of the position Batters should be aware around. fielders and the ball being passed with the batter. Fielders must not interfere when fielding ‘mine!’ Fielders should call the ball. Fielders to run not allowed are the path of the batter. across

Ask the players > Fielders > Batters > > Safety > > > > > – the type size and weight of the balls and weight and size – the type – allow player choice. player – allow Use a batting tee Allow player choice. player Allow the distance or decrease – increase zone Safe zone. to the safe Vary to ability. according bats used

> > area Playing > Equipment >

– allow any pass or pass Fielders vary any – allow the pass fielders. between vary the pass With beginning is suitable. pass an underarm players could hit players experienced – more Bowling The team-mate. a ball from fed an underarm should be on the opposite side to the bowler Or use a batting if necessary. over hoop – swap tee if required. of Kicking – kicking a bigger ball into the field has limited If a player is another option. play roles and share use a buddy system mobility, if necessary). kicking and running share (e.g. to – use rolling Rolling fielders. between pass with players This will assist throwing developed less skills. and catching Use player role models to emphasise effective effective to emphasise models role Use player fielding plays. batting and an opportunity to The activity provides is it best to run – talk about ‘risk-taking’ ‘riskier 6’? 2’ or the the ‘safe for

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Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME ENERGISER

F-2 3-4 5-6 WARM-UP All-in tag

PHYSICAL Everyone tries to tag everyone else! Players who are tagged continue to tag others Safety LITERACY ELEMENTS from a standing position. Play with 8–30. > When you are playing indoors, boundaries should be away from walls or free-standing What to do objects. MOVEMENT SKILLS

> Establish a playing area. > Taggers should tag players with their hands, AGILITY > Players tag whoever is nearest. between shoulder and hip height. > Tagged players crouch and can continue to tag > When tagging, tap lightly, DON’T PUSH. others, but can’t change position.

Ask the players ENGAGEMENT AND ENJOYMENT

> What part of the game did you enjoy the most? > What strategies did you use to make sure you were aware of everyone around you? PERCEPTUAL AWARENESS SAFETY AND RISK SAFETY

Change it > Statues – the coach signals ‘statue’ and all the running players have to freeze in a one-legged > A player with limited mobility may have to be statue. Play resumes after 5 seconds on the AC:HPE tagged twice. Alternatively, use a ‘buddy’ pairing CONTENT signal ‘go’. DESCRIPTIONS for all players – both players in a pair have to be LEARNING INTENTION > Repeat the statue freeze when about half the tagged within 5 seconds. Vary the locomotion All-in tag builds on introductory spacial awareness activities ACPMP008 players have been tagged. On the signal ‘go’, all according to the ability of the players. (see the walking and shuffling variations). Space and player ACPMP025 the crouchers become runners and the runners awareness is important for all indoor and outdoor games > Walk, shuffle, skip, jump… ACPMP043 become crouchers. and sports. ACPMP061

F-2 3-4 5-6 WARM-UP Back to back pass

PHYSICAL In pairs, players are back to back and pass a ball to one another. Play with 4 or more. LITERACY Ask the players ELEMENTS

> Which technique allowed you to make the STABILITY/BALANCE

most successful passes? FLEXIBILITY > How did you cooperate with your partner to pass the ball without dropping it? > How could being flexible help you perform the challenges?

> Which challenges where difficult? Why? ENGAGEMENT AND ENJOYMENT MOTIVATION Teaching tips

> Ask students to demonstrate to the rest What to do Change it of the class. > With one ball per pair, players pass the ball > Swap partners. > Encourage students to try passing over, back and forth. > Easier – passer or receiver can move feet around. under and around their body.

> Ball must change hands completely. > Harder – move apart. > Remind students about balancing COLLABORATION > Explore different passes – make up new ones. > Move apart and introduce new passes or positions technique (e.g. wide base of support, low A pool provides extra scope for inventiveness. (e.g. rolling along ground, bounce pass). centre of gravity) when attempting the counter-balance examples. > After exploration – set a time period (e.g. > Match players for size in back-to-back number of passes in 20 seconds). activities. > Reinforce mastery of the task and achieving own goals over competing or > Highlight successful passes. Ask children to > Ask students to develop new challenges comparing with others. show their successful passes. for their peers to try. AC:HPE > Highlight groups which were able to meet Ask students to change the direction CONTENT > DESCRIPTIONS their goal (or beat it). of the pass.

LEARNING INTENTION ACPMP008 This activity supports students to practise upper body ACPMP025 stretching, balance and ball handling skills.

F-2 3-4 5-6 SKILL DEVELOPMENT Balancing act

PHYSICAL Players try balancing different objects to see which shapes are easiest to balance. Safety LITERACY ELEMENTS > Check there is enough space between players/groups and that players are away from walls or obstacles. STABILITY/BALANCE Scoring COORDINATION > How long can you hold a > When balancing objects on the head, the balance for? chin or the forehead are the safest places. Objects balanced on the nose can slip and fall into the eye. > Players should not run around while

balancing objects. SELF-REGULATION (EMOTIONS)

Ask the players MOTIVATION

> What objects balance the best, or the worst? > How could you ’act’ to make your What you need Change it balancing act look dangerous and exciting (e.g. pretending that an object > Various balancing objects, such as balancing > Emphasise the need to look out for others poles (made from rolled up newspaper (i.e. leave lots of space for balancing activities). is very heavy or very precious and cannot REASONING be dropped or broken)? and sticky tape), feathers (easier), shoes, > Players try walking or lying down and plastic chairs, baseball caps and broom getting back up again while trying to balance > What strategies did you use when handles (harder) their object. you found it challenging (e.g. positive self‑talk)? > Players ‘jump’ the balancing object from one What to do body part to another (e.g. one hand to another). > What can affect your focus in this activity? AC:HPE > Players balance various objects to see which > Players work in pairs to pass balanced objects CONTENT shapes are easiest to balance. to each other using the ’jump’ method. DESCRIPTIONS > Players use different body parts to balance the > Allow students to explore balance position and LEARNING INTENTION objects, such as the palm or back of their hand, equipment used. Balancing act is an introduction to balancing objects, which ACPMP043 or their knee, foot, elbow or chin. encourages spatial awareness. It combines well with plate- ACPMP061 spinning activities.

F-2 3-4 5-6 SKILL DEVELOPMENT Base run

PHYSICAL Two players with one ball try to stop a third player from reaching a base at either end of a playing Safety LITERACY ELEMENTS area. Warm-up by playing without the bases. > Choose an area away from wall and

other obstructions. OBJECT MANIPULATION > If the base runner reaches one of the bases What to do Don’t throw the ball at the attacker. without getting tagged, one of the defenders > Setting up becomes the new base runner. > Tagging must be confined to the area between SPEED the opponents shoulders and knees. > Playing area with cones at either end (about > Rotate so each player has a chance to be the 10m apart) to indicate the basefor attackers. base runner. > One medium sized ball per group of three. Playing Scoring Teaching tips > Start with one ball between the two defenders on opposite bases. The base runner (without the > One point for each time a base runner COLLABORATION Encourage defenders to pass the ball and MOTIVATION ball), starts on the base next to the defender reaches the base without being tagged. > quickly move to a new position ready to without the ball. > Give base runner a time frame (e.g. 1 receive next pass. > Defenders can change position but cannot run minute). The base runner gets one point Encourage attackers to move into space without the ball. Defenders pass the ball to one for each time they reach the base without > away from the defender receiving the pass. another, aiming to tag the attacker with the ball being tagged and defenders get one point (they cannot throw the ball at the attacker). for each time they tag the base runner. > Encourage defender without the ball to move towards the base runner to receive STRATEGY AND PLANNING > The base runner attempts to run between the > Another option is not to score, and just the ball. bases without being tagged. rotate when tag/base run is made.

AC:HPE CONTENT DESCRIPTIONS LEARNING INTENTION Base run develops skills of moving into space and relies on passing and catching skills. Defenders have to ‘close down’ ACPMP043 space and attackers have to find space and choose between ACPMP061 options (bases).

© 2019 Sport Australia Sporting Schools Base run Base How stop as a team to successfully work did you the line? crossing from the attacker the ball move helped you Which sort of passes the court quickly? around where played you What other games have used similar techniques to tryyou to stop a the court/field? down moving from defender in the attacker best for What tactics worked the defenders? to avoid order

Ask the players > > > >

– type of ball, size of playing area, type type area, of playing ball, size – type of the Vary is held time ball shape of base, and size of pass, other combinations seconds maximum) 3 (e.g. 4 v 2 or 3 – 3 v 1; 2 v 2; 4 v 1, with limited mobility or throwing For players to A passes Player game (e.g. ability use a 3 v 1 Player C. in close to Player B who moves Player returns C who in turn the ball to Player B passes into the path of A who has moved it to Player able to attempt be will now the base runner and a tag). to make tagging before Specify passes a number of mobility. with limited with a player when playing and to this play to set rules for Ask the group changed the rules and have they why explain rules will the new expect what outcome they in to be involved C have Does player achieve. every play? with the player use of a helper to assist Allow around the ball or move mobility to catch low appropriate. where area the playing

> > > > > change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME STRIKING & FIELDING

F-2 3-4 5-6 SKILL DEVELOPMENT Bat tapping

PHYSICAL Each player has a suitable batting implement and ball. The aim is to keep tapping the LITERACY ball into the air with the bat for as long as possible. Many variations are possible. Ask the players ELEMENTS

> How do you persist with a task when at first OBJECT MANIPULATION

What you need you aren’t successful? COORDINATION 1 ball and batting implement per player (suitable > > How many taps can you get in a row? Ask to player ability) players to set a goal and try to reach it. > Which part of the bat do you need to hit the ball with so that it will go straight up in the air? > What technique did you find was the best for making the most consecutive hits? CONFIDENCE MOTIVATION > How high did you need to hit the ball in the air to make sure you had time to get ready What to do for the next hit? > Players tap their ball up and down on their bat, and > Which bats/balls make this easier/harder? count the number of consecutive taps they get. > If a player drops their ball, they start counting from the beginning. Teaching tips AND RISK SAFETY Change it > Keep your eyes on the ball. > Vary the bat and ball. Safety > Keep the face of the bat parallel to the ground Play cooperatively in pairs or groups of > so that you can hit it straight up in the air. 3 and vary the distance between players > Check there is enough space between players according to ability. and away from walls or other obstacles. > Hold the bat at the bottom of the handle to > Bats must not be swung around or raised more have greater control and accuracy. > See how many times players can tap the ball AC:HPE than chest high. CONTENT on different parts of the bat. DESCRIPTIONS > Players try to hop/jump as many times as they can while the ball is in the air. Scoring LEARNING INTENTION ACPMP043 > Allow players one bounce on the ground in Bat tapping supports students to develop hand-eye > Award 1 point per successful hit. ACPMP061 between taps. coordination and striking skills.

F-2 3-4 5-6 SKILL GAME DEVELOPMENT CONCEPTS Beat the ball

PHYSICAL A batting team, a fielding team and 4 bases. A bowled ball is hit into the field. > The batter is not out if the ball is caught LITERACY The batter runs around the bases while the fielders pass the ball around the bases in on the full. ELEMENTS Fielders the opposite direction. Many variations are possible. Play 5 v 5. OBJECT MANIPULATION

> Initially, fielders must stand at least 1m away COORDINATION from a base in the outfield. > A fielder retrieves the ball. This is the signal for the other fielders to run to a base. The ball is passed in the direction fielder–3–2–1–4. > The last fielder to receive a pass calls ‘STOP!’. > A penalty applies if ‘STOP!’ is called too

early – the batters receive a point irrespective SELF-PERCETION COLLABORATION of position. > The bat is passed to the next batter.

Scoring STRATEGY & PLANNING > One point is scored for the batting team if the batter reaches home before the fielders pass the ball around the bases. What you need What to do > An extra point is scored if the ball passes through the ‘bonus gate’. > 4 softball bases/markers Batters > Boundary markers and a marker to show > The batter hits a bowled ball (underarm throw, AC:HPE CONTENT bowling distance one bounce). DESCRIPTIONS > One bat and ball (choose to suit ability level > All batters attempt to run around the bases as a LEARNING INTENTION of the group) group to the finish position (1–2–3–4). Beat the ball is a striking and fielding game that gets ACPMP043 > Option: batting tee > The ball must be hit within the boundary area, everyone involved. The game encourages teamwork ACPMP061 otherwise the hit is re-taken. and thoughtful placing of the ball by the batter.

© 2019 Sport Australia Sporting Schools Beat the ball the Beat What are your individual strengths in batting strengths individual your What are strength could your and fielding? How contribute to the team? to stand? is the best place Where if a to back-up be ready you can How a ball? team‑mate misses is the best place to hit the ball? Where “best your do if the fieldersWhat do you have covered? place” Batters the bat. throw and not must drop Batters head height. should hit below with running batters.Fielders must not interfere when fielding ‘mine!’ Fielders should call the ball. the ball is where know The batter should at all times.

Ask the players > Fielders > > Batters > > Safety > > > > > Batter is out if ball is caught on the full. on the is caught Batter is out if ball If the ball beats the batter home, the fielders batter home, If the ball beats the get one point. Batter can run around bases morethan once. bases morethan around run Batter can One point for each base before ‘STOP!’ before each base One point for is called.

Use a batting tee – if required. (e.g. size 3–4 size ball soccer balls (e.g. Use different kicking option). for or decrease. – increase Outer field size – allow player choice. player bats – allow Use different the separation. or decrease 4 bases – increase - - - - Scoring variations – add a bonus gate. The batter bonus gate. – add a Hitting direction along the if the ball goes a bonus point receives the gate. and through ground

> > > Equipment > area Playing > > >

or kick into the field Batting action – throw of play. feeder, cooperative – self feed, action Bowling bowl. an overarm a batting tee, hit from or pass Fielders vary any – allow the pass fielders. between vary the pass Include under a leg). (e.g. passes novelty to pass or kicking – use rolling Rolling fielders.between fieldersDistance between – vary the distance and position – try 3-4 a size the soccer ball for kicking option. Use player role models to emphasise effective effective to emphasise models role Use player fielding plays. batting and of adaptation to a wide range allow Variations ability levels. player

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Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME STRIKING & FIELDING

F-2 3-4 5-6 SKILL GAME DEVELOPMENT CONCEPTS Beat the bucket

PHYSICAL A base runner and up to 6 fielders. A base runner throws 3 balls into the field and then Fielders LITERACY attempts to run around 4 markers before fielders place all 3 balls in a bucket and call > Gather balls and throw them to one of the ELEMENTS ‘STOP!’ 6–8 per group. fielders on the bases. Base-fielders run the ball to bucket in the > REACTION TIME centre of the diamond. SPEED > When all 3 balls have been returned to the bucket, a fielder calls ‘STOP!’

Scoring > Each base = 1 point before a fielder calls COLLABORATION ‘STOP!’ > Runners keep track of their own score. > Player who finishes with the most points wins.

What you need STRATEGY AND PLANNING Indoor or outdoor playing area > Change it > 3 small to medium-sized balls depending on the skills of the group > Place 2 fielders near the bucket and the other fielders in any suitable fielding position. > 4 markers to define a playing diamond A plastic bucket in the middle of the diamond > Base runner (or use a hoop) > Throws 3 balls to either the out-field or in-field. > Harder variation: use a bat to hit the ball off a tee AC:HPE > Runs to first base as soon as the third ball is CONTENT thrown and continues to the next base until a LEARNING INTENTION DESCRIPTIONS What to do fielder calls ‘STOP!’ Beat the bucket is a fielding game that develops teamwork. Runners are challenged to place balls tactically and fielders ACPMP043 Setting up > Changes places with someone in the field to position themselves effectively and to return the balls ACPMP045 > Players to their positions as shown; no fielders when ‘STOP!’ is called. The new runner starts in the shortest possible time. The game links to softball ACPMP061 in the in-field at home base. and baseball. ACPMP063

© 2019 Sport Australia Sporting Schools Where is the best place to throw? is the best place Where position yourself? will you Where the as a team to return work you can How ball to the base-fielders who will run the balls to the bucket? All fielders should keep an eye out for for out an eye All fielders should keep fielders. as other running as well the balls a when retrieving should communicate Players a ball. ball or throwing bucket, at the is located If only one fielder fielders of consider the alternative the rolling procedure. signalling ball or using an agreed done space/player should have Players playing. activities before awareness different sufficient space between Ensure games.

Ask the players Runner > Fielders > > Safety > > > > > Beat the bucket the Beat – increase the number of balls the number runner – increase for Easier into the field. thrown fielders the distance – decrease for Harder bases.between – use a bat to hit the ball off runner – use a bat to hit for Harder a tee. the distance runner – increase for Harder bases.between – provide bonus points to a runner if bonus points to a runner – provide calls False too soon. ‘STOP!’ is called – return the ball by rolling it. rolling by the ball – return return Roll Field anywhere fielders – allow their to choose positions.own

> > Equipment balls: Use different > area Playing > > > >

– allow a player to be positioned in to be positioned Fielders a player – allow at least one ball to be the in-field and require at least one require to the in-field area; thrown with restricted a player by ball to be touched all fielders or require to or mobility, coordination touch at least one ball. the ball must be in tandem (e.g. work 2 players least 2 players). using at to the bucket relayed and 3rd 2nd, points for bonus Scoring – provide 2nd base = 2 points,base = 3rd home base (e.g. 3 points, home base = 4 points). Players with less developed throwing/catching/ developed with less Players the side. be coached on can fielding skills everyone ensure can they how Ask the players is included.

> > > > > Game rules

Coaching Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME COOPERATIVE PLAY

F-2 3-4 5-6 WARM-UP Birthday groups

PHYSICAL Birth dates are used in a variety of ways > Date only line-up – in this variation, players > Use the table below to form 3 or 4 groups. LITERACY to form groups. line up in order of the date of their birthday ELEMENTS irrespective of the month.

What to do ENGAGEMENT AND ENJOYMENT Playing > Day–month line-up – players line up in order of increasing birth date (day and month).

> Financial year line up – use for dividing a larger group into 2. > Alphabetical order – use given names or family names and then ‘peel off’ into groups. COLLABORATION > Form groups by going down the line and ‘peeling off’ groups of the size required.

> By month, no talking – players line up by month from January to December. The catch is they can’t > Choose an area away from walls and other talk to one another. obstructions. Use with older players AC:HPE CONTENT who know the months DESCRIPTIONS and work out where each other fits within LEARNING INTENTION ACPMP012 the sequence of This activity is a group management tool that can be ACPMP030 linked to learning in Mathematics (ACMMG007, ACMNA289, ACPMP048 months. ACMMG040, ACMMG041) and History (ACHHK003, ACHHK029) ACPMP067

F-2 3-4 5-6 SKILL DEVELOPMENT Blanket ball

PHYSICAL A court game where a ball is passed over a net using a blanket. The receiving team LITERACY tries to keep the ball off the floor. Play with 6 or more. Scoring ELEMENTS

> One point if opponents fail to catch the MUSCULAR ENDURANCE OBJECT MANIPULATION What you need What to do ball, or if they pass the ball out of court. > Lightweight ball or beach ball Cooperative warm-up > Suitable indoor or outdoor playing space > Work either in pairs (smaller blanket) or 4s. > Net or ‘no-go’ barrier > Teams begin with a ball each. > Blankets, sheets or large plastic bags > Each team practises tossing and catching their ball in their blanket. SELF-REGULATION (EMOTIONS) > Progress to working with another team – the

ball is passed between teams. A barrier is not COLLABORATION required for this stage. Over-the-net play > The ball is passed over the net between teams. TACTICS

AC:HPE CONTENT DESCRIPTIONS

LEARNING INTENTION ACPMP043 Blanket ball requires players to work cooperatively to ACPMP048 pass the ball from ‘blanket to blanket’ without the ball ACPMP061 hitting the ground. ACPMP067

© 2019 Sport Australia Sporting Schools Blanket ball Blanket How do your actions influence the emotions do your How of others team? in your after body get tired Which parts of your long rallies? the ball? Combine to toss What is the best way demonstration. the question with a role-model be gained without can much separation How up variation. the ball? See fifth warm dropping A smooth surface and playing area free from from free area and playing surface A smooth obstructions. the for size be an appropriate The court should with adequate of players number and ability groups. between separation with the move players In activities where class adopt an appropriate blanket, collisions/falls. avoid to management strategy

Ask the players Ask the players > > > > Safety > > > Variations where teams try where maximise their to Variations with competitively be played can separation teams. parallel Net height or size of ‘no-go’ barrier. of ‘no-go’ or size Net height Court size and shape. Court size

> > Game variations Game variations >

Use a slower-moving beach ball. Use a slower-moving height. for Toss the ball, then everyone in a moves Toss the ball is caught. before clockwise direction Use 2 balls. a step back after a each take Teams and catch. toss successful with another team rally a cooperative Play can hits you successful many to see how get in a row. and teams line up in a row it on – several Pass and back. the line down the ball is passed and the group off-centre The ball is tossed sufficient the ball. Ensure to recover moves or players space without other free obstructions. This activity requires a high level of cooperation of cooperation level a high requires This activity tossing and in with the blanket both in moving allow to warm-up cooperative the ball. Use the this aspect fully. to explore players

> > > > > > > > up variations -up variations Warm >

Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME TARGET GAMES

F-2 3-4 5-6 SKILL GAME DEVELOPMENT CONCEPTS Boccia

PHYSICAL Pronounced ‘botch-ya’. A target game requiring players to lob as many of their balls Playing LITERACY as close to a target ball as possible. > The red team throws thetarget ball (called a ELEMENTS ‘jack’) anywhere onto the ‘valid area’. OBJECT MANIPULATION

Boccia is a modified version of the game Bocce, which was founded in the Roman Empire during ancient AND CULTURESOCIETY times. Many cultures have since taken the game and evolved it into their own versions. Boccia was > The side throwing the jack also plays the first developed for wheelchair users and is a competitive Paralympic sport. coloured ball. > The opposite side then plays their first coloured ball into court, then the teams take turns for a nominated number of bowls or until everyone has had a bowl.

> If the jack is thrown or knocked out of court, it ENGAGEMENT AND ENJOYMENT

is placed on the cross and play continues. CONNECTION TO PLACE > A tie-breaker is used if scores are level at the end. The jack ball is placed on the cross and sides toss a coin to determine the order of play.

Scoring STRATEGY AND PLANNING > The side with the most balls closest to the jack scores one point for each scoring ball RULES (i.e. each ball closer than the opposing team’s closest ball). If two or more balls are What you need What to do equally close, they score one point each. > Any suitable indoor or outdoor playing area. Setting up > The winning team – highest total number Choose suitable balls if an indoor surface is > Play 2 v 2, 3 v 3 or individually. Allocate a team of points. used. Choose dimension to suit your situation colour, red or blue. Red throws first. AC:HPE CONTENT > Playing area marked as shown DESCRIPTIONS > For team Boccia – 13 balls: 1 jack, 6 red and LEARNING INTENTION 6 blue Boccia requires students to roll/throw their ball towards a ACPMP025 > Boccia balls or alternative – bean bags, paper target with accuracy whilst also taking into account the ACPMP043 and tape balls, Koosh balls placement of their opponent’s balls.

© 2019 Sport Australia Sporting Schools Boccia Where in your home or community could you home or community could you in your Where this game? play home? at you in this game with Who could play your it difficult for make you can How opponents to get closer to the jack than you? long or short? Which of these throw Will you the best opportunity to be options provides closest to the jack at the end of the game? Adjust the playing area and distances to make to make and distances area the playing Adjust easier or harder. the game No one enters during play. area the target area. is confined to the designated Throwing

Ask the players Ask the players > > Throwers > > Playing area Playing Safety > > > Use an implement to propel the ball to propel Use an implement with tape). secured ‑up newspaper (e.g. rolled Use different types of balls. Use different

> Equipment >

Players choose a team captain. Rotate the role. the role. Rotate captain. choose a team Players order. the playing decides on The captain or use an assistance the ball with a foot Propel if as a ball- sending ramp, such device necessary. from – the side furthest of play the order Vary their balls until they playing the jack continues out of balls), then the other (or run get nearer team plays. indoors,Play outdoors and on different which environments – discuss surfaces in. playing students enjoy and an ‘end’ is called 6 ends – a round Play the jack. has a chance to throw each player – vary. Number of rounds

> > > > > > Game rules

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F-2 3-4 5-6 SKILL DEVELOPMENT Bombard

PHYSICAL 2 or more teams working in parallel throw tennis balls at a large target ball and try to Playing LITERACY move the target ball over a goal line. 4 or more players. > Players may roll, throw or kick the tennis balls ELEMENTS at the target. OBJECT MANIPULATION > If necessary, call ‘STOP!’, allowing players to retrieve balls that are in their playing area – this may include some opposition balls. Restart play once all players have moved back out of the playing area. > Allow time-outs to discuss tactics. ENGAGEMENT AND ENJOYMENT CONTENT KNOWLEDGE TACTICS

Scoring > First target ball to cross the goal line What you need What to do scores a point. > Playing area about the size of a volleyball court Setting up AC:HPE CONTENT divided into separate areas > Target balls are placed 2–3 meters from DESCRIPTIONS > 2 tennis balls per player the start line. > 1 target ball – a slightly deflated beach ball > Teams move in parallel and in the same LEARNING INTENTION ACPMP043 is best for hard surfaces. An inflated ball is direction. Bombard is a target activity that combines accuracy, tactics suitable for grassed areas. and fun. ACPMP063

Bombard What is the best way to make the target ball the target to make What is the best way with a moving the target keep (e.g. move of balls)? constant barrage best? works What type of throw to hit the target is the best position Where ball from? than rolling? effective more Is throwing better than an oblique one? throw Is a horizontal when playing most enjoy What did you this game? change this game to increase could you How enjoyment? you adjust the amount of force you can How this help can How when throwing? produce team? your Ensure sufficient space between groups. space between sufficient Ensure during play. area the throwing No one goes into at or in the be thrown no time should balls At soft balls unless of other players direction are used. about retrieving the instruction Re-read lost balls.

Ask the players > > > > > > > > Safety > > > > Vary the starting distance (player to target ball). to target distance (player the starting Vary the goal line (closer/further). the position of Vary

Playing area Playing > >

– test different target target ball – test different the target Vary will move they to ensure session balls before when hit. ball – choice will depend on the throwing Vary tennis balls and (e.g. a mixture Try availability. as a Swiss such target softballs). For a larger balls such as throwing ball, use larger/heavier or soccer balls.volleyballs Allow players some time to experiment experiment some time to players Allow findings with models to share role and use as a whole. the class throwing, – overarm variations Throwing a tenpin bowling (like one-handed underarm both hands. using action), side-on stance, 3 minutes). a set period (e.g. for Play the activity to make team sizes Vary equal. more a ball, to throw/roll is not able If a player kicking. allow

> > Equipment > > > > > Game rules

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F-2 3-4 5-6 WARM-UP Boundary pass

PHYSICAL In pairs, players try to make as many passes to each other as they can in 60 seconds. LITERACY ELEMENTS To add a challenge, the pass has to be across a different boundary line every pass. Scoring

> Highest number of passes in the set time MOVING WITH EQUIPMENT What you need What to do (60 seconds). OBJECT MANIPULATION > Any suitable ball (e.g. volleyball or similar) > Start within the marked area near the centre. > Play for several rounds. > A playing area suitable for the activity and > All move in the same direction (e.g. clockwise). free of obstructions > Passes can only be made across a boundary line. > Sufficient space between games > Each pass has to be over a different boundary line. Teaching tips > Markers > Change partners on each round. > Provide individual skill instruction if required off-court (e.g. catching technique COLLABORATION for catching whilst on the move OR passing COORDINATION the ball ahead of partner so they can meet the pass whilst running). CONTENT KNOWLEDGE

AC:HPE CONTENT DESCRIPTIONS

LEARNING INTENTION

Boundary pass supports students to develop their ACPMP043 passing and catching skills whilst in motion and under ACPMP061 time pressure.

© 2019 Sport Australia Sporting Schools Boundary pass What passing technique did you find to be technique did you What passing the most accurate? find to be technique did you What passing the fastest? combine speed and accuracy did you How in the to get the highest number of passes set time? while making quick passes make you can How bump into other players? don’t you sure Vary the type, size, colour and sound colour and sound size, the type, Vary abilities. to players’ according of the ball the number of adequate space for Ensure groups. spacing between and safe players of others to be aware players Encourage vision while them – use peripheral around on the ball. an eye keeping above must not be raised sticks Hockey height. waist another balls from out-of-area Only retrieve has stopped. if play area

Ask the players > > > > Equipment Safety > > > > > Use up to 4 areas to increase active active to increase Use up to 4 areas participation. If using a paddle bat and ball, start with a If using a paddle smaller area. Change the dimensions of the playing area. area. the playing dimensions of Change the (to allow measure important safety This is an as a as well players) between sufficient space method to vary the challenge.

> > Playing area Playing >

Allow more than one pass across a boundary. across than one pass more Allow is an option. – throwing the pass Vary Alternate which side of the boundary the player to move on the inside, pass receive (e.g. takes outside). on the pass next receive playing of 3 – ensure in groups Play enough. is large area Include all – Use a smaller playing more Allow and smaller group. area a boundary. across than one pass sticks options – hockey Passing soft hockey and (one per player) ball, paddle bats (one per player) and tennis ball, soccer ball Provide individual skill instruction, if required, individual skill Provide with need assistance players if (e.g. off court hitting to each other with a an option such as paddle bat and ball). effective models to highlight role Use player passing.

> > > > > > > Game rules >

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F-2 3-4 5-6 SKILL GAME DEVELOPMENT CONCEPTS Bowler goaler

PHYSICAL Attackers pass the ball among team-mates, aiming to pass it to their bowler goaler. Change it LITERACY ELEMENTS The bowler goaler scores points by bowling the ball and hitting the stumps. Play in 2 > Use either an overarm or underarm bowling

teams of 4–6. action or roll the ball when bowling. OBJECT MANIPULATION

> Specify the type of pass the attackers must use COORDINATION What you need (e.g. overarm, underarm, bounce). > Move the stumps closer to the bowler to 1 ball, 10 marker cones and 2 sets of > BOWLER encourage success. stumps per game GOALER > Vary the type of ball and target depending BOWLER GOALER on the activity (e.g. basketball and bin, football and goals). COLLABORATION Safety > Try to avoid any contact between players. What to do > The ball cannot be taken out of the hands Setting up of a player. > Divide players into teams of 4–6. Designate the bowler goaler area with

> STRATEGY AND PLANNING 3 markers at each end. Ask the players Playing > How can you increase your chance of RULES > One player from each team should be in intercepting the ball? the bowler goaler area. > When passing, how can you make it less Once the ball has been bowled, it may not be > Attackers may take a maximum of > likely that your ball will be intercepted? 5 steps before passing to a team-mate. intercepted until after it passes the stumps. > How do you communicate with your If the stumps are hit, a goal is scored and the > If the ball hits the ground, or is > team‑mates? intercepted, the opposing team takes ball is returned to the centre for the opposing AC:HPE CONTENT possession, and become the attackers. team to restart the game. DESCRIPTIONS > Attackers pass the ball to the bowler > If the bowler goaler misses the stumps, the goaler in the designated area (where opposing team begins with the ball from the LEARNING INTENTION ACPMP061 no other players can enter) who then backline. Bowler goaler is a game that keeps players moving. The ACPMP063 bowls the ball at the stumps. > Rotate the bowler goaler after each point. game develops fielding, bowling and teamwork skills.

F-2 3-4 5-6 SKILL GAME DEVELOPMENT CONCEPTS Bucket and hoop

PHYSICAL From a drop shot, a ball is hit with a bat into a hoop or a bucket to score points. What to do LITERACY ELEMENTS Play in groups of 3 players – a feeder, a hitter and a collector. Hitters

> 6 hits, then rotate roles. OBJECT MANIPULATION COORDINATION What you need Collectors > Collect balls and return using a nominated path > Hoops, bins or buckets and type of return (e.g. roll down the side). > Markers Feeders > Paddle bat or racket ball or tennis racket > Feed with drop shots as shown. > 4 tennis balls or similar per group SELF-PERCEPTION CONTENT KNOWLEDGE REASONING

AC:HPE CONTENT Scoring DESCRIPTIONS Bucket – 3 points > LEARNING INTENTION > Hoop – one point Bucket and hoop supports students to further develop their ACPMP043 fielding, throwing, striking skills in an activity that requires > Total score after every 6 hits ACPMP061 accuracy and control.

© 2019 Sport Australia Sporting Schools Keep your eye on the ball and hit the ball when on the ball and hit the eye your Keep of height and is slightly in front it gets to waist body. your in through bat follows arm so that the Swing your the ball to go. want you the direction of the hitter slightly in front passes Aim your height. Bounce the ball half way and at waist and the hitter. you between arm swing of the hitter’s the direction Watch where and the position of their body to predict the ball will go. What technique was most accurate in most accurate What technique was scoring points? were when you the ball positioned was Where at hip/waist (e.g. striking it most accurately of me)? in front height and slightly the to bounce out where work did you How it to be in the right position for ball in order the hitter? for out which use to work What cues could you position going to go [i.e. the hit was direction of their direction feet/shoulders, of hitter’s arm swing or position of the bat]?

Teaching tips Teaching Ask the players Ask the Hitters > > Feeders > Collectors > Hitters > > Feeders > Collectors > Bucket and hoop and Bucket Players must ensure play has stopped before has stopped before play must ensure Players area. running into another group’s Allow player choice. player Allow number of the for adequate space Ensure groups.players. enough space between Allow Vary the type, size and weight of the balls and and weight size the type, Vary to ability used according bats/rackets Change the position of the hoops and buckets. hoops and buckets. position of the Change the scoring zones. Have

> > Safety > Equipment > Playing area Playing >

– allow 2 bounces if necessary. -bounce rule – allow Use player role models to highlight particular to highlight models role Use player skills. to one coaching up with individual Follow side if necessary. serveEasier the ball places – the feeder it, depending a hit; or tosses for on the racket on ability. 2 one is to allow – an easier option Hit a bucket the bucket. hitting point for points in many Time challenge – how 3 minutes? total points many challenge – how Team (best of 2 rounds)? the time/team challenge according Vary to ability.

> > > > > > > Game rules

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F-2 3-4 5-6 SKILL DEVELOPMENT Bullseye

PHYSICAL Players in small groups roll or throw a ball to a target aiming to score maximum points. LITERACY ELEMENTS

What you need What to do OBJECT MANIPULATION > Indoor or outdoor playing area Setting up > Chalk, hoops, markers or ropes to form > Form small groups (e.g. 4 per group). 3 concentric circles on the ground Playing > Throw-line 3 meters from target > Each player rolls or throws the ball to the > 3 bean bags (or similar non-rolling object) target area. per player. > One throw per player before balls are retrieved. > Repeat for a given number of rounds

(e.g. 5 throws for each player). CONFIDENCE Scoring > Points are scored depending on where the ball stops in the target area. > Players note whether their score improves

from round to round. STRATEGY AND PLANNING CONTENT KNOWLEDGE > You may wish to set a target score, such as 20 or more, for the 5 rounds. Teaching tips

> Swing your arm in the direction of the target so your end up pointing at the target after you release the bean bag. > Adjust the direction and force of your throw

based on your previous attempt/s. AC:HPE CONTENT DESCRIPTIONS

LEARNING INTENTION ACPMP008 Bullseye supports students to explore different ways that ACPMP025 they can throw the ball for accuracy and control. ACPMP043

© 2019 Sport Australia Sporting Schools Bullseye How can you change your technique if the ball change your you can How arm swing, force, (e.g. is not hitting the target step-throw)? is making the throw do if your you What can of the target distance but not hitting the centre line, change starting point, aim/target (e.g. point)? release the technique gives or throwing Which rolling most accuracy? a technique change for throwing Will your target? wall if the ball goes make you What changes can short? too far/too Making the target size bigger, or the distance to or the distance bigger, size target Making the the activity easier. makes smaller, the target be made can is used, the activity target If a wall to stand side-on to players requiring by harder the target. Players do not retrieve balls until the round until the round balls do not retrieve Players is finished. should players on a wall, is placed If a target of the rebound. be aware groups. between sufficient space Ensure

Ask the players > > > > > Playing area Playing > > Safety > > > Vary the method of sending the ball (e.g. throw, throw, the method of sending the ball (e.g. Vary kick,roll, strike). If buckets are used as targets, the activity can used as targets, are the activity can If buckets the ball to land in requiring by be made harder the bucket. as a bean bag, may object, such A non-rolling target. be used with a wall Increase or decrease the distance from the the distance from or decrease Increase helps This adjustment throw-line to the target. abilities. This player different to accommodate offered be option may start. the from ball. ball/smaller ball; larger ball/faster Slower rolling/throwing? Which is best for Include everyone kicking. allowing by send of the game is to the object Remember A kicking option opens the a ball to a target. to throw not be able who may game to players the ball.

> > > > Equipment > Game rules Game >

Try pairing players and provide some ‘what some and provide players pairing to Try look for’ tips. or rolling The ‘observer’ throwing the ‘thrower’provides with feedback. arm is in the throwing/rolling The leg opposite this is to select a of coaching good way A front. questions. and ask the players model role

> >

Coaching Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME INVASION GAMES

F-2 3-4 5-6 SKILL GAME DEVELOPMENT CONCEPTS Buroinjin

PHYSICAL Players pass the ball to one another in an attempt to run across a goal line and Players without the buroinjin (defenders) LITERACY score a point. The opposition can intercept to gain possession or lightly touch a > Players call out ‘touch’ when they touch a ELEMENTS

player with the buroinjin. MOVING WITH EQUIPMENT

player with the ball. OBJECT MANIPULATION > During a change of possession, defenders must What you need stand back 3 metres until the pass is made. > A marked playing area > A size 3 soccer ball or equivalent or touch ball as the buroinjin

What to do AND CULTURESOCIETY Players with the buroinjin

(attackers) AGILITY > Start the game at the half-way mark. > Run and pass the ball – bounce passes are allowed. > Play to 6 touches before possession changes. The RULES referee/coach will call ‘one’, Scoring ‘two’, …’six – change over’ as the > A player scores 1 point if they run over the touches are made. score line with the buroinjin, without being > If a player is touched by a defender touched by an opponent. while running with the buroinjin > Most touches or most points in 2 minutes. they must pass the ball within 3 AC:HPE CONTENT steps from being touched. DESCRIPTIONS > If a player drops the buroinjin, they can pick it up again provided they LEARNING INTENTION have not been touched. Buroinjin is a fast moving invasion game. It requires a high ACPMP061 level of cooperation between team members and calls on ACPMP063 good timing, effective space finding and tactical risk taking.

© 2019 Sport Australia Sporting Schools Buroinjin How can you score in the shortest time? score you can How Players must bend over to pick up a dropped to pick up a dropped must bend over Players it. on dive and not buroinjin players buroinjin, loose for When competing contact. must avoid is not permitted. Holding an opponent

Ask the players > Safety Strait Torres Aboriginal and Islanders histories and cultures by played is a ball game that was Buroinjin Queensland. people in southern Kabi the Kabi of with a ball made played The game was The rules are buroinjin. skin called kangaroo limited and easily understood which simple, cohesion to be formed a unique social for allowed play. organised through formed For those not taking part, spectating onlookers another important element, with ‘Ei,ei’. calling, marking their applause by > > > This rule change is useful in making the game This rule change whose mobility is with a player (e.g. inclusive behind the to stay might be allowed restricted restrictions). goal line without any - allow players to be over the to be over players Scoring options - allow wish to may – you a pass to receive line score the over such as the player impose a restriction the down running up and has to keep line score behind the or is limited to a set-time line score 10 seconds). line (e.g. Play for a set period of time (e.g. 2 minutes 2 minutes (e.g. period of time a set for Play is, – that don’t changing possession before of touches). count the number Vary the number of touches, the number with particularly Vary touches. fewer allowing smaller teams

> > > >

No offside rule and players may run with the run with may players No offside rule and direction; in any and pass buroinjin is touched while If an attacking player 3 the ball within to pass have they stationary, seconds. – is dropped the buroinjin stop if doesn’t Play that is on on a buroinjin not dive must players the ground. Holding an opponent is not permitted. in to a team-mate. If a ball goes out, it is thrown with an open hand. hitting by passing Allow in Lead in to the full game playing smaller groups.

> > > > > > > Game rules Ensure enough time has been spent on time has been spent enough Ensure running and passing confidence with developing using easier activities. Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME STRIKING & FIELDING

F-2 3-4 5-6 SKILL DEVELOPMENT Catching challenge

PHYSICAL Players try progressively harder catching challenges and tricks on their own, in pairs LITERACY and in groups of 3. Ask the players ELEMENTS

> How high can you throw the ball in the air OBJECT MANIPULATION What you need and then catch it? > 1 ball per player > Where is the best place to aim to throw the ball to your partner so they can catch it? > How do you need to position your hands ready to catch the ball?

> What is the best technique to use to throw ENGAGEMENT AND ENJOYMENT the ball as high as possible? MOTIVATION

Teaching tips

> Keep your eyes on the ball when it is in What to do Change it the air. > Throw the ball using an underarm throw > Players spread around the playing area with > Vary the size and weight of the ball according to get it as high as possible above your COLLABORATION

their ball. to players’ ability. REASONING head. > On your call, issue different catching > Act as a judge and give scores out of 10 for > When throwing to a partner aim for the ball challenges such as: each trick. to reach them at chest height to make it - how many times can you clap your hands > Provide discrete coaching on the side. easier to catch. while the ball is in the air? > Introduce different skills like hopping, - throw the ball between your legs and catch it. jumping or clapping while players are - bowl the ball overarm into the ground and throwing their balls. AC:HPE CONTENT catch it after it bounces. DESCRIPTIONS > Ask players to come up with their own Safety challenges. > Check there is enough space between players LEARNING INTENTION ACPMP008 > Form pairs or groups of 3 and create new and away from walls or other obstacles. Catching challenge is a fun cooperative activity that ACPMP025 challenges. develops the fundamental movement skill of catching. ACPMP043

F-2 3-4 5-6 SKILL DEVELOPMENT Catch me!

PHYSICAL The whole group walks around the movement space. A nominated player stops, LITERACY puts their hands in the air and yells out ‘CATCH ME’. Once the group has arranged Teaching tips ELEMENTS themselves behind the player, the player then goes into a stiff body position and the group holds them, supports them down to the ground, and helps them up again. > Before starting the activity demonstrate to STABLILITY/BALANCE

the class how to hold a stiff body position. STRENGTH Play in groups of 8-10. Have students practice holding their body in a stiff position. What you need > Ask 8-10 students to come to the front of > Floor mats, crash mats or scatter mats. the group so they can help demonstrate the correct way to get in position behind What to do the student being “caught”, emphasise the

The whole group walks around the room. correct body position (one foot forward and COLLABORATION > CONFIDENCE hands up ready to catch the person’s back). > Tap one player on the shoulder who then, stops, puts their hands in the air and yells ’CATCH ME!’. > Emphasise to students the correct technique when “falling” to be caught The player then goes into a stiff body position > (e.g. move backwards until you feel the and the group holds them, supports them down groups hands on your back, slowly lean to ground, and then helps them back up. backwards while still maintaining a stiff > The group tells a player if their body position Ask the players body position, let the group take the

is too floppy. weight of your body to slowly lower you to AND RISK SAFETY > How can you make sure the balance the ground). Change it is safe? > Vary the movement skills players use when > What is the best body position to have when moving around the area (e.g. skipping, being caught and balanced by others? hopping, jumping). > How can you include everyone? > When you are supporting a student to the AC:HPE Safety ground, what is the best position to have CONTENT The teacher will need to be physically involved in your hands and body in so that it is safe? DESCRIPTIONS > LEARNING INTENTION all catches at the beginning to ensure the safety > What parts of your body do you need Catch me! is a cooperative warm up activity that also makes of the children being lowered to the ground. to tighten in order to hold a stiff body players aware of core stability and how to hold a basic ACPMP043 position? shape. This helps to develop the muscle control required for > Use a surface such as crash mats or scatter ACPMP061 mats to ensure a soft landing space. static and dynamic balances.

PHYSICAL PHYSICAL LITERACY Format > Winding down Format > Low-intensity trust or cooperative activity LITERACY ELEMENTS ELEMENTS Body parts – players shift their awareness with Try these: relaxed breathing to body parts: Starting on the right side – hand, lower arm, upper arm, shoulder, STABILITY/BALANCE chest, back, hip, buttock, upper leg, knee, lower 1 FLEXIBILITY leg, foot. Then repeat on the left side. AWARENESS PERCEPTUAL PERCEPTUAL > How does focusing on your various body parts make you feel? > Go outdoors. Instead of focusing on body parts, ask students to focus on parts of the environment they could see/feel/touch/smell. Ask them in TO PLACE TO

CONNECTION CONNECTION what ways they feel different, compared to when doing the activity indoors. Which do they prefer and why? CONFIDENCE > Ask students when and where else could you use this relaxation activity? MOTIVATION (EMOTIONS)

SELF-REGULATION SELF-REGULATION Circle and push or retreat 2 COLLABORATION Format > Short focused challenge An activity of anticipation – players can do any of the

MOTIVATION following in attempt to get their partner off balance: > gently circle, hands touching > push rapidly without warning 3 > pull arms away rapidly without moving.

ENGAGEMENT ENGAGEMENT > It’s a good idea to have a minimum number of slow AND ENJOYMENT and relaxed circles before pushing or receding, (e.g. 10 circles). > Change standing position (e.g. staggered, narrow or BALANCE

STABILITY/ wide stance, stand on one leg).

F-2 3-4 5-6 SKILL DEVELOPMENT Moving fun

PHYSICAL Players explore different movements with different body parts in different directions. Safety LITERACY ELEMENTS > Check there is enough space for all players to What you need Change it perform the selected skills/activities. STABILITY/BALANCE > 4 x individual posters with the following written > Make sure players have time MOVEMENT SKILLS on them: left leg, right leg, left arm, right arm to determine the correct > Wall space or other space to display the posters direction of movement and Ask the players > Cards with the following words written on them: avoid going too quickly. - large circles clockwise standing up > Encourage players to > Ask students to move limbs in different alternate from right-side ways (e.g. figure 8, draw their name/ - large circles anti-clockwise standing up movements to left-side movements so that alphabet, 1-10). - small circles clockwise standing up the body is used evenly rather than on the > Ask players to perform the nominated - small circles anti-clockwise standing up dominant side only. action for 30 seconds and compare how FLEXIBILITY STRENGTH - large circles clockwise sitting down > Vary the type of music to keep the activity their body feels and moves differently. - large circles anti-clockwise sitting down, engaging for players. > What can you do when you start to feel - small circles clockwise sitting down > Vary the movement (e.g. hop, skip, animal too tired? - small circles anti-clockwise sitting down walks, free choice). > Music and music player

What to do Teaching tips SELF-REGULATION (PHYSICAL) > When the music starts, players move freely around the room. Remind students how to maintain body > When the music stops, players move to a control when balancing (e.g. spread their poster of their choice. feet shoulder width apart or spread their > Randomly select a card from your deck arms out wide if they are standing on and call out the action. one leg). AC:HPE > Players perform the nominated action for CONTENT 10 seconds using the body part on the poster. DESCRIPTIONS > After 10 seconds, the music starts and players continue to move freely around the room. LEARNING INTENTION > Players must choose a different poster to go to Moving fun is an activity that practices specific movement ACPMP043 each time the music stops. directions and raises awareness of body parts.

F-2 3-4 5-6 SKILL DEVELOPMENT Collect 3

PHYSICAL 3 players – a feeder, a collector and a fielder work cooperatively. The feeder rolls 3 balls Safety LITERACY ELEMENTS in quick succession into the target area. The collector has to gather the balls with the > Ensure there is sufficient space MOVING WITH EQUIPMENT

assistance of the fielder, running against the clock, and return them to a hoop. between groups. OBJECT MANIPULATION > If a ball enters another group’s area, play must What you need stop before the ball is retrieved. > The fielder does not enter the > Cones to mark a starting line and target area playing area. > 3 tennis balls per group > One hoop or container

for returned balls Scoring SELF-REGULATION (EMOTIONS) Number of balls returned in > Stopwatch > the set time.

What to do SPEED > Allow the collector a set Ask the players period to collect balls (e.g. 60 seconds). > What strategies did you use to collect each > Rotate roles. of the balls as quickly as possible? STRATEGY AND PLANNING > Balls out of the target area are not collected for > How did you work together as fielder and scoring – the fielder returns them to the hoop. collector to return the balls as quickly as > If all balls roll out, the feeder has a second possible to the hoop? attempt. > Balls – use different rolling balls (slow v fast rolling). > When you were the feeder, where did you roll the ball to try and make it slower for the Target area – vary the size and shape. Mark a > fielders to retrieve the ball? Change it zone within the target area for bonus points if > Talk to players about the cooperative aspect of the feeder rolls balls into the zone. > When being the feeder, what can you do to accurate feeding (target rolling) and efficient stay focused and calm? > If a player has limited mobility they could be AC:HPE fielding and how they interrelate for a good result. CONTENT located in the target area facing the feeder. DESCRIPTIONS > Cooperative team challenge – add each Collected balls are then passed to a buddy to player’s score together to give a team total. return to the hoop. LEARNING INTENTION > Number of balls – use 2 balls (easier), ACPMP043 Collect 3 develops accuracy in rolling objects towards a ACPMP061 4 balls (harder). target as well as fielding and retrieving objects.

F-2 3-4 5-6 SKILL GAME DEVELOPMENT CONCEPTS Continuous cricket

PHYSICAL A ball is bowled underarm to a batter who hits the ball and runs between 2 wickets. What to do LITERACY ELEMENTS The bowler can bowl at any time. A rolling and kicking alternative may be played. Bowler Play with groups of 6 or more. > The ball is bowled underarm from the marker. MOVING WITH EQUIPMENT

> The bowler can bowl whenever the ball is COORDINATION available. Batters > The batter must attempt to hit the ball after one bounce and, if successful, must run to the other bin/wicket and back.

> Batters are out if they are caught or OBJECT MANIPULATION bowled out. > Once the batter is out, players rotate positions until everyone has had a go at bowling, batting and fielding. Fielders > Return the ball to the bowler ready for the

next delivery. STRATEGY AND PLANNING RULES Scoring > One point is scored for each run to the bin/ wicket and back. What you need

> Boundary markers and a marker to show AC:HPE CONTENT bowling distance DESCRIPTIONS > One bat and ball (choose to suit ability level LEARNING INTENTION of the group) ACPMP043 Continuous cricket is an age-old game that keeps players ACPMP045 > 2 bins for wickets (or alternatives) moving. The game develops fielding skills and encourages ACPMP061 > Options – batting tee, size 3–4 soccer ball. thoughtful placing of the ball by the batter. ACPMP063

© 2019 Sport Australia Sporting Schools Where is the best place to stand? is the best place Where if a to back-up be ready you can How a ball? team‑mate misses is the best place to hit the ball? Where your do if the fieldersWhat do you have covered? “best place” Batters it drop the bat and not must run with on the ground. Battershead height. should hit the ball below the left when running to Batters keep if required. – use markers with running batters.Fielders must not interfere when fielding the ball. Fielders ‘mine!’ call

Ask the players Fielders > > Batters > > Safety > > > > > Continuous cricket Continuous Use a batting tee – if required. – allow player choice. player balls – allow Use different if scored – bonus points are Zones a zone. the ball reaches – allow player choice. player bats – allow Use different the separation or decrease – increase Wickets them. between Buddy batter – use 2 battersBuddy batter change who places. the ‘batting ball must be hit from The batters – who run half (easier for wicket’ the distance). Rolling – use rolling to pass between fielders, between pass to – use rolling Rolling used). kick are a soccer ball and if (e.g.

> > > Equipment > area Playing > > >

Bowling action – allow an overarm bowl. an overarm action – allow Bowling pass, Fielders any – allow vary the pass fielders. between or vary the pass Use a player role model to emphasise effective effective to emphasise model role Use a player fielding plays. batting and into the field of Batting action – kick ball. a rolled from play

> > > > Game rules

Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME NET & COURT

F-2 3-4 5-6 SKILL DEVELOPMENT Continuous tennis

PHYSICAL Players in small groups hit a ball over an obstacle and run to the back of the line LITERACY making way for the next player to receive a ball and hit it. Loads of fun in the water! Scoring ELEMENTS

Team challenge – more skilled players OBJECT MANIPULATION

> Total points scored after 2 rounds. COORDINATION Individual challenge – less skilled players > The first person to 4 points calls ‘FOUR!’ Only count successful returns. COLLABORATION PERCEPTUAL AWARENESS

What you need What to do Playing area with net or alternative, such as a > This activity assumes some proficiency in AC:HPE marked ‘no-go’ area or a bench hitting a ball with a bat. CONTENT DESCRIPTIONS > One paddle bat per player > Start with underarm hits. > Tennis ball or similar for each group > After the first ball is hit, the player moves LEARNING INTENTION ACPMP043 to the right and then to the back of the line. Continuous tennis is a rallying activity that requires students ACPMP045 > Markers or tape to practice hitting accurate shots to the team on the other ACPMP061 > For the pool option, water should be waist-deep side of the court. ACPMP063

© 2019 Sport Australia Sporting Schools Provide sufficient space between groups. between sufficient space Provide player/space to control A clear strategy peel players is important. Hitting movements team-mates stand behind a off to the right and tape on the ground). (e.g. marker until the hitter has moved waits player The next stepping up. to the right before court another group’s from retrieved Balls are has stopped. there only after play

Safety > > > > Continuous tennis Continuous – vary the racket size, use a slower use a slower size, – varyInclude all the racket of the the size use a net, decrease ball, don’t area. playing – for less experienced experienced less – for allowed 2 bounces players.

> >

to join the back of the opposite team. How long the opposite team. How to join the back of be maintained? the rally can – provide an or kicking – provide rolling Throwing, or as a skilled players less for alternative ball). ‑up (use a larger warm runs to the right – each player play Cooperative The racket/bat option assumes some option assumes The racket/bat racket/bat. a ball with a with hitting proficiency students on the side if Spend time instructing proficiency. develop need to they

> > > > Game rules

Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME MOVEMENT EXPLORATION

F-2 3-4 5-6 WARM-UP Cork screw tag

PHYSICAL One or two taggers try to tag other players who must perform a corkscrew up and LITERACY down to become free again. Play with 8 or more. Ask the players ELEMENTS

> What cues can you use to prompt a change STABILITY/BALANCE What to do Safety MOVEMENT SKILLS in running strategies (e.g. being puffed)? > When you say ’GO!’, one or two taggers try to tag > Have markers on the wall for players to use as a other players. spotting aid when spinning. > What strategies can you use so you don’t get too tired? > Once tagged, a player must stop moving. > Avoid too much spinning. > What body position made it easiest to > To become free, they must bend their knees > Make sure the floor covering does not inhibit spin downwards? and slowly turn in one direction towards the players’ movement for floor spins (e.g. carpet

floor (like a corkscrew), finishing in a crouched can restrict movement). > How could you use your arms to help you SELF-REGULATION (PHYSICAL) floor position, and then reverse this action balance? > Choose an area away from walls and other SELF-PERCEPTION to a standing position. obstructions. > Was it easier to go in one direction than the other when spinning downwards? > The game stops after a set period of time or when all the runners are tagged. Why do you think it might be easier to go in one direction? > Change runners and taggers frequently.

Change it PERCEPTUAL AWARENESS > Players choose other up/down body turns to free Teaching tips themselves. > Enlarge playing area to help students develop > Keep your upper body above your knees pacing strategies. when rotating downwards and upwards. > Hold your arms out wide to help maintain your balance. > Rise up on to the balls of your feet to make rotating downwards easier. AC:HPE CONTENT DESCRIPTIONS

LEARNING INTENTION ACPMP008 Cork screw tag develops static and dynamic balance skills ACPMP025 and movement skills.

F-2 3-4 5-6 SKILL DEVELOPMENT Corner bowls

PHYSICAL 2 players work together to out-score opponents by accurately placing balls What to do LITERACY ELEMENTS close to the target and displacing opponents’ balls to deny access to the target. Playing

Play in groups of 4. > Each player in turn rolls one ball at a time OBJECT MANIPULATION towards the target until all players have had 2 turns. > Complete 4 games, with each player taking a turn to play first. SELF-REGULATION (EMOTIONS)

Scoring > Points are awarded to each team based on the 4 balls that finish closest to the target. > 4–3–2–1 points depending on position. STRATEGY AND PLANNING RULES

AC:HPE CONTENT DESCRIPTIONS What you need > Mark a square 4 metres X 4 metres > A smooth playing surface (e.g. grassed area > 2 balls per player (e.g. tennis balls) LEARNING INTENTION ACPMP008 or bitumen) > Balls marked with a shape, colour or number Corner bowls is an introduction to Bocce. It requires students to roll/throw their ball towards a target with ACPMP025 4 marker cones 1 cricket ball as the target > > accuracy. ACPMP043

© 2019 Sport Australia Sporting Schools Corner bowls Corner What do you do if your opponent’s ball is closer opponent’s do if your What do you than yours?to the target partner to restrict your with work you can How opportunities? scoring opponent’s your partner get the most and your you can How to the target? balls next or a ball short of the target Is it better to roll past the target? Vary the area of the square. the area Vary the target the line from the distance of Vary the same position). from roll (when players vary the starting measure, As an inclusive position of the target. the ball rolls Only one player at a time. and not Balls must be rolled the ball must (e.g. thrown close to contact the ground the player). space adequate Have games.between

Ask the players Ask the players > > > > Playing area Playing Safety > > > > > > – all players roll at the same time roll All together – all players ‘GO’. on the word – allow players to roll from anywhere on anywhere from to roll players – allow Easier the square. or use an assistance the ball with a foot Propel ramp. such as a rolling device – balls have different different – balls have target around Circle finish. they where depending on values vision, use a goalball with limited For players and a caller a noise when it rolls) (makes to assist. Only the ball closest to the target scores, target ball closest to the Only the or all 8–7–6–5–4–3–2–1. 8 balls score:

> > > > Equipment > Scoring >

– all players roll their balls roll – all players Starting position point. the same starting from Look–swing–release. Keep it smooth! Keep Look–swing–release. examples good class Highlight to the whole of rolling. during and emotions before, Highlight player after the game. that could be used to strategies Discuss manage emotions.

> Game rules > > > >

Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME TARGET GAMES

F-2 3-4 5-6 SKILL GAME DEVELOPMENT CONCEPTS D1 and D2

PHYSICAL Two teams with a skittle-defender and a skittle in a goal circle at each end. The team Change it LITERACY ELEMENTS with the ball passes it to team-mates until one is close enough to a skittle to knock it > Easier – a good warm-up is to start without

down with a throw. nominated defenders in the goal circles – that OBJECT MANIPULATION is, all players are dispersed over the court.

What to do > Vary the size of ball, easier for attackers – AGILITY defenders atleast 1m away from player with ball, Setting up reduce time allowed to hold ball, vary the pass, > Teams of up to 4 players, one team with bibs. roll the ball, vary the target – size and type, vary > Establish a playing area with two goal circles, the size of the playing area, or goal circle. each with a skittle as shown. > Restrict passing – i.e. below shoulder height. > Use a medium sized ball. > Roll ball to score. COLLABORATION Playing > The goal circle provides a good opportunity > One team (attackers) starts with possession to involve all players. In some cases two at the centre. defenders may be placed in a goal circle. > Attackers move the ball around by > A less coordinated or mobility restricted passing without running and must attacker might work in close attack from outside the circle. proximity to a goal. If necessary, PERCEPTUAL AWARENESS > Attackers – can only hold the ball for reduce the number of defenders STRATEGY AND PLANNING up to 5 seconds. to make unequal team sizes. > Defenders, D1 and D2 – each team has one defender inside a circle, who guards their Safety marker. Defenders are not allowed to touch > Choose a flat, smooth obstacle the markers. Ask the players free surface. > The other defenders try to intercept the ball. > Use Change it to accommodate different > Attackers – Where can you move to score a player abilities. AC:HPE point quickly? CONTENT DESCRIPTIONS Scoring > Defenders – Where can you go to make > One point for each strike interceptions? LEARNING INTENTION ACPMP043 D1 and D2 – What position do you need to be > D1 and D2 require accurate throwing to hit a target and ACPMP045 in to stop a goal? invasion games skills of finding or creating space. ACPMP061 ACPMP063

F-2 3-4 5-6 GAME CONCEPTS Defenders on the line

PHYSICAL 2 teams of 4 – the playing area has a score line at each end. The team with the ball LITERACY aims to pass or dribble the ball (basketball style) over their opponents’ scoreline. Scoring ELEMENTS

Teams are allowed 3 minutes possession. > Players in possession catch and run MOVING WITH EQUIPMENT or dribble the ball across their own scoreline – score 2 points. What you need Ball out-of-court AGILITY Score as many points as possible in > Possession is maintained but the ball is taken > > Indoor or outdoor playing area (netball or 3 minutes. basketball size – this can vary with the size and from the sideline. Defenders (team without the ball) can skill of the players) > tag attackers and receive one point – but > Medium-sized ball attackers keep the ball for their 3 minutes. > 4 bibs or alternative to distinguish players

> Harder variation – hockey or softcrosse COLLABORATION sticks; soccer balls or footballs Variations Note: No contact between players (except for tagging). > Divide the court into 2 – allow a maximum Ball cannot be taken out of the hands of a player. of 3 players per team in each half. > 3 hoops for the scoring zone – the ball What to do must be bounced or placed in one of the hoops.

> Form 2 teams of 4 (see Form a group for STRATEGY AND PLANNING forming teams). > Players must take turns to score. Team with the ball > Maintain possession for 3 minutes and cross their scoreline as many times as possible. After 3 minutes, possession changes. Vary the time to suit the group. > After scoring, the ball is thrown from the goal-line to a team- AC:HPE CONTENT mate. Defenders must stay back DESCRIPTIONS 3 metres until the ball is in play. LEARNING INTENTION Team without the ball Defenders on the line links to activities requiring defending, marking and teamwork. It can lead on to invasion games ACPMP045 > Try to intercept the ball or tag a such as basketball, football codes, handball, hockey, ACPMP063 player with the ball. netball, softcrosse/lacrosse, touch.

© 2019 Sport Australia Sporting Schools Is it better to dribble or pass the ball to Is it better to dribble or pass quickly? score risking the long pass? When is it worth position yourself you in relation can Where so team-mates and your to the ball carrier assist? can that you or protect the intercept Is it better to go for the scoring zone? together to stop a pass work you can How getting through? from or the thrower the Is it better to pressure Why? receiver? Ensure adequate space for the number the number space for adequate Ensure of players. If a kicking version is played, be enough space between should there areas. designated playing stick is used, it If a hockey above should not be raised height. waist For the kicking version, start ball. with a soft/slow for contact except No physical and knees tagging – between shoulders only. done space/player have should Players See All in playing. activities before awareness others! tag and Look out for

Ask the players Attackers (team with ball) Attackers > > > (team without the ball) Defenders > > > Safety > > > > > Defenders on the line the on Defenders Divide the court into a – allow 2 halves maximum of 3 players per team in each half. – the ball may be kicked instead be kicked Kicking – the ball may of thrown. areas. playing Experiment with different-sized Use equipment to send the ball – Use equipment to and an sticks softcrosse or sticks try hockey appropriate ball. zones’ ‘exclusion creating inclusion by Promote allowed. are players only designated where – vary size, shape and balls – vary size, Use different hardness.

> > > > area Playing > Equipment >

– players take it in turn to Everyone take – players scores work you can – How the players Ask score. in to score as a team to enable each player a set order? – try Change the team size different be (This can combinations: 3 v 4, 4 v 5 etc. inclusion.) to promote a good way – using this as an indoor Dribble with feet option helps to contain the ball. Ask the players for ideas to promote inclusion. ideas to promote for Ask the players times rest use become fatigued, If players options. to discuss games between . zone 3 hoops scoring maintain quick you can – How players the Ask targets? scoring with the smaller

> > > > > > Game rules

Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME TARGET GAMES

F-2 3-4 5-6 SKILL GAME DEVELOPMENT CONCEPTS Defend the zone

PHYSICAL Runners start in the middle, move to one end and try to hit a target. After 4 steps they What to do LITERACY ELEMENTS must either bounce the ball or pass it. Interceptors must prevent the ball from hitting The game starts in the middle of the court – 4 v 4. MOVING WITH EQUIPMENT the target. Teams of 3 or more. Runners (attack) OBJECT MANIPULATION > Players are not permitted to enter the What you need ‘no-go’ zone. > Target – large cone or cricket wicket > Players must pass if tagged. or alternative Interceptors (defence) > One ball per pair (volleyball size) > Must prevent the ball from hitting the target.

> Markers or tape to mark ‘no go’ zones > If the interceptors gain possession of the SELF-REGULATION (PHYSICAL) > Suitable indoor or outdoor playing ball, they become runners and pass towards area (basketball court size) their cone. AGILITY

Scoring > Runners – one point for reaching and STRATEGY AND PLANNING hitting their target. COLLABORATION > Interceptors – one point if they intercept a ball.

AC:HPE CONTENT DESCRIPTIONS LEARNING INTENTION Defend the zone combines passing, catching, running and ACPMP043 bouncing with the need to evade defenders ‘interceptors’ ACPMP045 and hit a target. Interceptors have to ‘read the play’ and ACPMP061 anticipate the runners’ throws. ACPMP063

© 2019 Sport Australia Sporting Schools help you can the ball, how have don’t If you partner? your team-mate when you to your Is it better to pass or further away? close to the defender are the cone? to defend move will you Where on the person with put pressure you can How the ball? Ensure a smooth playing area with adequate with adequate area playing a smooth Ensure groups.space between players. No contact between another from be taken The ball cannot possession. player’s

Ask the players What strategies can you use individually and as a use you can What strategies running? keep team, to help you Runners with the ball (attackers) > > without the ball) Interceptors (players > > Safety > > > Defend the zone the Defend Change the dimensions of the playing area to area of the playing Change the dimensions it easier or harder. make Separate cones – use 2 cones, cones – use 2 apart. 2 metres Separate

> Playing area Playing >

vary size, shape and shape and balls: vary size, Use different depending on the ability of the hardness players. Vary the number of steps allowed by the runner. by steps allowed the number of Vary with the ball of travelling Change the method hop or jump). (e.g. 4 v 3 or 4 v 2). teams (e.g. uneven Try runners 1m – interceptors for Easier must stay runners. from or more ‘Freeze-frame’ games (i.e. stop the play at stop the play games (i.e. ‘Freeze-frame’ of good examples to highlight moments) key But use the ‘freeze-frame’ attack and defence. the kids play! sparingly and let

> > > > Equipment > > Rules and roles

Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME INVASION GAMES

F-2 3-4 5-6 SKILL DEVELOPMENT Dribblers and robbers

PHYSICAL Players (dribblers) with a ball move around the court dribbling. One or 2 players are Coaching LITERACY ELEMENTS robbers and they attempt to intercept dribblers’ balls without making body contact. > The kicking and hockey dribbling options can

Play with one robber per 4 dribblers, for example. be used with groups who have some familiarity OBJECT MANIPULATION with these methods. COORDINATION > Ask players to set personal targets. MOTIVATION Teaching Tips AGILITY

> When dribbling the ball always keep the ball close to you to protect it from the robbers.

> Use short kicks, low bounces when PERCEPTUAL AWARENESS dribbling to avoid the ball getting too far out of reach. TACTICS > Practising changing directions while What you need What to do dribbling so that you can avoid running > 4 balls per 5 students (basketballs, Dribblers towards robbers who might steal your volleyballs, soccer balls or soft hockey balls) > Try to maintain possession. ball. > A playing area suitable for dribbling and free of > Dribblers must dribble the ball as they move obstructions for 5-6 groupsof 5 students. around the court. AC:HPE > Sufficient space between games CONTENT Robbers DESCRIPTIONS Markers LEARNING INTENTION > Robbers try to win possession of a ball. > Dribblers and robbers is an invasion game where Dribblers who lose possession become robbers ball-control skills and accurate dribbling are developed. ACPMP061 and try to gain possession of another dribbler’s Robbers practise defensive techniques required to regain ACPMP063 ball – but not the ball they have just lost. possession of the ball.

© 2019 Sport Australia Sporting Schools Which part of the foot did you use to dribble the did you Which part of the foot control? to maintain soccer ball in order the ball when dribbling bounce did you Where to maintain control? in order the basketball the use to prevent What technique did you robbers ball? stealing your from try did you how a robber were to ‘get When you could steal the ball? so that you in close’ to run in the space in where know did you How the robbers? to avoid order Ensure adequate space for the number of the number space for adequate Ensure players. of others to be aware players Encourage on the ball an eye keep them – i.e. around while looking around. permitted. Body contact is not must not be sticks Hockey height. waist above raised

Ask the players > > > > > Safety > > > > Dribblers robbers and Change the dimensions of the playing area area of the playing Change the dimensions to the ability of the group. according Vary the type of ball/sticks according to according of ball/sticks the type Vary abilities. players’

Playing area Playing > Equipment >

– relax the ‘dribble when the ‘dribble rule – relax Dribbling of a combination Allow rule. travelling’ every dribble third (e.g. running and dribbling some liberal for Be prepared step. or fourth of the rule!) interpretations to ability. this rule according Vary is the ball or volleyball, If using a basketball bouncing. dribbled by pair of balls – use one ball per Fewer dribblers. the ball dribblers Allow pass to as dribble. as well End to end – all dribblers start at one end get to the other end while to and have robbers. avoiding – vary the number. Robbers if their ability a player for zone a ‘no-go’ Provide not are Robbers this necessary. makes level zone. permitted into the ‘no-go’

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Game rules Game change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME INVASION GAMES

F-2 3-4 5-6 SKILL GAME DEVELOPMENT CONCEPTS End ball

PHYSICAL One player starts in the centre zone of the court with the ball, and passes the ball to Playing LITERACY team mates in each zone. The object is to get the ball to the end player. > Players can pass in any direction – no running ELEMENTS with the ball. OBJECT MANIPULATION > Begin by using ‘netball’ rules – pass and move, COORDINATION no travelling with the ball. > No end-to-end passing – ball must pass through each zone.

Scoring > A point is scored if the end player catches CONTENT KNOWLEDGE COLLABORATION the ball on the full. > Alternative – to promote inclusion, make the catch optional. PERCEPTUAL AWARENESS STRATEGY AND PLANNING

What you need What to do > Indoor or outdoor playing area Setting up > Variety of balls > Form 2 teams and a playing area with 3 zones. AC:HPE CONTENT > Marker cones Players are paired off in each zone as shown. DESCRIPTIONS Coloured bibs > Each team sends a player to patrol the opposite > LEARNING INTENTION end line (behind the line). Rotate this position. ACPMP043 End ball is a highly modifiable game that develops key ACPMP045 > The game starts with one player in the centre invasion game concepts such as teamwork, moving into ACPMP061 zone in possession. space and anticipation. ACPMP063

© 2019 Sport Australia Sporting Schools End ball ball End What sports is this game similar to? zone? in your is it helpful to stay Why change area the playing does decreasing How the play? if possession do to keep the passers What can the space is restricted? the ball? aim to pass will you Where before interceptor get to the close will you How the ball? passing the ball? to receive move will you Where Ensure the players understand the need to play understand the players Ensure need to play the contact. physical so as to avoid sensibly abilities. to player roles Match player

Ask the players > > > > has the ball When a passer > > has the ball team-mate (passer) When your > Safety > > Instead of having end- Instead of having line players, use targets skittles such as hoops or behind the line. to be configured area the playing can How maximise participation? Sports-specific equipment – basketball, soccer ball. or rugby stand on the court’ – end players ‘cross Play the is ‘across’ long line of the court and play scoring? to influence is this likely court. How – what happens to the balls – what happens Use different is used? a smaller ball game when

> > > area Playing > Equipment > – e.g. basketball, basketball, -specific rules – e.g.

A set number of passes A set number of passes the must be made before to the be passed ball can end player. in ability Match players their to increase zones participation. Use sport rugby. according – vary the pass passer for Harder ability. to player Pair players with opponents of similar ability to opponents of with Pair players participation. increase Monitor ball movements the zones. through

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Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME INVASION GAMES

F-2 3-4 5-6 SKILL GAME DEVELOPMENT CONCEPTS End to end

PHYSICAL Players from 2 opposing teams are paired off and spread the length of the court. On a Playing LITERACY signal, the player with the ball at one end passes the ball to a team-mate in the next > The goal defender of the attacking team starts ELEMENTS with the ball.

zone. This continues until a goal is scored at the other end. OBJECT MANIPULATION > The ball must be passed to a team member in COORDINATION each zone. > Defenders try to intercept the ball. > The goal scorer (attacking player) is the only player who can shoot for a goal. Rotate this position after each goal is scored. > No running with the ball; alternatively, a player can run with the ball until tagged, then must CONTENT KNOWLEDGE pass within 5 seconds.

Scoring > A goal is scored when a cone is hit (or ball reaches alternative target). > First team to score 3 goals wins. STRATEGY AND PLANNING > Option – an intercept scores a point too.

What you need What to do > Indoor or outdoor playing area as Setting up shown 12 zone markers > Form 2 even teams, one with bibs. AC:HPE CONTENT > 2 goals such as witch’s hats, plastic bins, > Players pair up with a member of the DESCRIPTIONS LEARNING INTENTION netball goal rings opposing team. > 1 medium-sized ball End to end builds on introductory invasion activities ACPMP043 > Players distribute themselves in pairs – one pair requiring passing. The game requires close marking, ACPMP045 in each goal area and the other pairs evenly creating space and anticipation. A useful lead-in to games distributed across the zones. like basketball, netball and football codes. ACPMP061 ACPMP063

End to end to End What can you do to ensure your team keeps team keeps your do to ensure you What can possession? the interceptors? deceive you can How ball? the receive you do to ensure you What can Ensure adequate space for the number number the space for adequate Ensure of players. done space/player should have Players All in (e.g. playing activities before awareness others! ). This is important out for tag and Look made smaller. are if the zones No body contact. of the hands of a player. out be taken Ball cannot

Ask the players Ask the players Which sports does this game have similarities to? Which sports does this game have Throwers > > Catchers > Safety > > > > Use different balls – vary size, shape, density shape, balls – vary size, Use different and hardness. Limit the time for passing the ball to 3 seconds. the passing Limit the time for The ball can only be thrown in the direction in the direction be thrown only The ball can backwards be passed it cannot of the goal – i.e. in a zone. Play with uneven teams: fewer defenders. teams: fewer with uneven Play Allow up to 3 steps with the ball up to Allow Defenders (without ball), must stay at least 1m at least ball), must stay (without Defenders the ball. with the player from

Equipment > area Playing to suit the zones and number of the size Adjust of the group. size > Harder > > > Easier Easier >

Experiment with a variety of passes – tell of passes Experiment with a variety players or allow to use, pass which players to choose. the ball Scoring is changed so that, provided at the scoring end (catch a player reaches optional), the goal is counted. Include everyone – use an interceptor-free Include everyone use an interceptor-free – this, in if required. to assist zone Highlight to the whole group good examples examples good to the whole group Highlight finding/interception. and space of passing all players ideas to ensure for Ask the players included. are

> > > > > Game rules

Coaching Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME STRIKING & FIELDING

F-2 3-4 5-6 SKILL GAME DEVELOPMENT CONCEPTS Engage all

PHYSICAL A batting team and a fielding team. A ball is hit into the field. The batter runs around What to do LITERACY ELEMENTS team-mates and all fielders run to the ball to touch it at the same time. The batter Batters keeps on running until someone from the fielders calls ‘STOP!’. Play with no more > Choose batting options suitable for the ability than 5 per team. of the children. MOVEMENT SKILLS

> The batting team feeds the ball to the batter or SPEED the batter uses a tee, depending on ability. Fielders > Allowing teams to pitch/bowl to themselves can save time. SELF-PERCEPTION COLLABORATION Scoring > Once around the batter’s team = one run. STRATEGY AND PLANNING

What you need AC:HPE CONTENT > One bat DESCRIPTIONS > A suitable soft ball LEARNING INTENTION > Markers to show boundaries on a playing area ACPMP043 Engage all is a striking and fielding game that gets everyone ACPMP045 free of obstructions involved. The game encourages teamwork and thoughtful ACPMP061 > A batting tee (if required) placing of the ball by the batter. ACPMP063

© 2019 Sport Australia Sporting Schools Engage all Engage – must not interfere with running with running – must not interfere Where is the best place to hit or kick the ball?’ is the best place Where run as quickly complete your you can How as possible? is the best place to stand? Where the ball to a team-mate pass you can How as quickly as possible? – allow player choice. player bats – allow Use different – try balls 3–4Use different with a size soccer option. kicking ball for Bigger or smaller. clear of the must be well The batting team is hit. batter until the ball Batters it. throw the bat, not – must drop Fielders batters. down when reaching care Fielders – take collisions. a ball to avoid for

Ask the players Batters > > Fielders > > Equipment area Playing Safety > > > > > > > to the tunnel – the ball returns Through via a tunnel. the bowler – share roles (e.g. hitting and hitting (e.g. roles Include all – share used). running, vary the pass – use rolling or kicking to pass to pass or kicking – use rolling Rolling fielders.between – allow any pass, or vary pass, Fielders vary any – allow the pass fielders. between the pass Include novelty a leg or hand to hand). under (e.g. passes – the ball is passed from from is passed the ball – the ball Fielders pass until everyone it. has ‘touched’ to player player the everyone ensure touches, call players To ‘1–2–3…STOP’. catches,

> > > > >

– teamwork is required is required and runs – teamwork Batter weaves compact while allowing the group to keep weaving. enough space for Match the pitching/bowling method and type method and pitching/bowling Match the ability levels. to suit the player of batting or ball hitting/placement Highlight effective models. role using player fielding effective times to enable at various the game Freeze to achieve strategies about team discussion success.

> > > Game rules >

Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME MOVEMENT EXPLORATION

F-2 3-4 5-6 WARM-UP Everybody

PHYSICAL Using the rules of ’Simon says’, call out commands for players to perform various LITERACY fundamental movement skills and movement patterns. Ask the players ELEMENTS > What can you do to manage your MOVEMENT SKILLS What to do emotions in this game (e.g. focus FLEXIBILITY > Ask players to demonstrate various internally/point on the wall, not look fundamental movement skills or movement at other players etc.)? patterns (e.g. hop on one foot, skip, or tap their How can we make this activity head and rub their tummy). > more active? > Players should only follow your instructions > How can we alter the activity to make when you say ’Everybody’. SELF-REGULATION (EMOTIONS) sure everyone is involved? > Mix up the calls and the speed of the calls. What challenges could you set if you > COORDINATION > Do not eliminate players. were Simon/coach? Change it > Vary the movement requirements according to player ability or mobility. Teaching Tips > Add equipment, such as balls, hoops or skipping ropes. > Ensure that players are using correct techniques for each of the movement > Introduce music and dance patterns.

skills that are nominated. RULES > Incorporate movements for dynamic flexibility, such as leg swings, lunge walks. > Try using equipment with some of the movements.

Safety AC:HPE CONTENT > Make sure the playing area is free of DESCRIPTIONS obstructions. LEARNING INTENTION > Make sure there is enough space between ACPMP014 This activity develops movement skills, stability and balance players to safely perform the activity. and can also be used to practise coordination activities. It is a ACPMP032 good warm-up activity or energiser. ACPMP050

F-2 3-4 5-6 SKILL DEVELOPMENT Find the goal line

PHYSICAL 2 teams of 6. The team with the ball passes it among team-mates aiming What to do LITERACY ELEMENTS to get it over their goal line. All team-mates must touch the ball at least > Players are distributed as shown. One player

once before the team scores. Running with the ball is not permitted. from each team should be within stepping OBJECT MANIPULATION distance of their goal line. What you need Team with the ball > Bibbed team starts with the ball. > 4 cones to mark goals > Pass the ball from player to player > Bibs or alternative to distinguish between without running. players > 1 medium-sized ball Team without the ball (interceptors) > Interceptors may run. > Try to intercept the ball without making COLLABORATION body contact.

Scoring > 1 point when the ball is placed over the

team’s goal line STRATEGY AND PLANNING > Use intercepts to change possession.

Alternatively, intercepts can be used to RULES change possession and score a point.

AC:HPE CONTENT DESCRIPTIONS LEARNING INTENTION Find the goal line supports students to develop throwing, ACPMP043 catching and defending skills. It is an introductory invasion ACPMP045 game without any body contact. A useful lead-in to games like basketball, netball and football codes. ACPMP061 ACPMP063

© 2019 Sport Australia Sporting Schools How can you increase your chance of your increase you can How the ball? intercepting area a smaller playing prefer you Would one? or a larger that your likely it less make you can How ball will be intercepted? with your communicate do you How team-mates? the advantages/disadvantages What are – everyone Remember of the long throw? scoring. has to touch once before Ensure adequate space for number of players. space for adequate Ensure players. No contact between out of the hands taken be Ball cannot of a player. should complete space/player Players activities (such as (All in tag and awareness this game. playing others!) before out for Look

Ask the players Ask the players Interceptors > > Passers > > > Safety > > > > Find the goal line goal the Find Different goals: e.g. plastic bucket, plastic bucket, goals: e.g. Different netball goal ring near the goal the player Goal line – allow width of the goal line. line to run the full area the and restrict Establish a goal zone to the goal scorer. goal widths for Different – restrict type of pass or allow a or allow pass type of – restrict Passing of passes. variety Bigger or smaller – ‘hot potato’ or contact – ‘hot potato’ Time limit on ball the ball. throwing 3 seconds before shape and balls: vary size, Use different hardness. – 2 v 2 or 3 v 3. Try uneven uneven 3 v 3. Try game – 2 v 2 or Smaller combinations, up play 3, to even such as 2 v impact on the does this How or to experiment. amount of ball contact?

> > > > > > Equipment > area Playing Game rules Game >

Because players don’t run with the ball, run with the don’t players Because a wide range accommodates the activity of ability levels; zone. Use an ‘interceptor-free’ option, ask the players With the intercept inclusion. ideas to promote for and of throwing Highlight good examples the think they why group Ask the catching. model. as a role pair has been chosen

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Coaching Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME GROUP MANAGEMENT

F-2 3-4 5-6 WARM-UP Fish in the net

PHYSICAL 3 players form the net by holding hands. They catch others by surrounding them. Safety LITERACY ELEMENTS Caught players join the net and the game continues. Play with 6 or more. > If indoors, boundaries should be away from walls or freestanding objects. What to do Change it > Players should be familiar with space and player MOVEMENT SKILLS

> Establish boundaries. > Vary the size of the playing area. awareness activities such as All-in tag and Look AGILITY > Nominate 3 players to be the net. Other players > Vary the methods of movement. out for others!. disperse. Start the game on a signal. > Larger groups – start with two or more 3-person nets. > Free players – pair off and have to evade the net by running in pairs. COLLABORATION PERCEPTUAL AWARENESS SAFETY AND RISK SAFETY

AC:HPE CONTENT DESCRIPTIONS LEARNING INTENTION Fish in the net develops spatial awareness and movement skills. Students practise dodging and running whilst building ACPMP025 awareness of the space they are moving in and the people ACPMP043 that are moving around them.

F-2 3-4 5-6 WARM-UP Flip it

PHYSICAL 2 groups. Each player has a marker. Half the players place their markers with the Safety LITERACY ELEMENTS round side up and the other half with the round side down (dish up). On a signal, > Players should adopt actions to avoid bumping players run around trying to flip over the other group’s markers to match their own. heads – look short and look long. > Use a ‘braking’ activity – as a player approaches MOVEMENT SKILLS

a marker, they do something to slow down AGILITY (e.g. jump and clap). What you need > In a confined area, restrict players to walking. > A marked playing area > One dome shaped marker per player or alternative (e.g. skittles or cones) SAFETY AND RISK SAFETY What to do Ask the players REASONING > Divide the players into 2 groups, see Form a group and Birthday groups > How did you know which dome you for group formation ideas. should head for to turn over/up? > Play for a set time (e.g. 45 seconds). > How did you avoid running into

other players? PERCEPTUAL AWARENESS > If a skittle is used, it only needs to be knocked over (not placed upside down!). It is much > Demonstrate different ways that you easier to knock over skittles, than to flip over can warn other players that you are markers, so start with fewer skittles than going to change direction or stop. there are players. Don’t forget to count the Scoring Why is it important to use different starting number! > Whichever group has the most domes or ways to communicate changes? dishes standing at the end wins. > Why is it important to know when someone Change it is going to change direction or stop? – bigger or smaller. – use the first round as a AC:HPE > Playing area > Uneven numbers CONTENT > Separation – vary the separation basis for changing numbers. DESCRIPTIONS between markers. > Flip and run – flip the marker and run to a corner. LEARNING INTENTION – partition the playing area > Teams > Vary the movement. The focus of this activity is on spatial awareness and ACPMP025 and have smaller teams (e.g. 4 v 4). peripheral vision [e.g. knowing where other players are in the ACPMP043 relation to the direction they are moving].

F-2 3-4 5-6 WARM-UP Follow the line

PHYSICAL A designated player tries to tag players who are moving around a court area following Change it LITERACY ELEMENTS the lines. Once tagged, players form ‘force fields’ for the remaining players. > When students become ‘force fields’, have other Play with 8–30. students run up to them to ‘high 10’ so they can return to the game. MOVEMENT SKILLS

> Use cones or bins to be ‘force fields’ at the start AGILITY of the game. > Introduce a player who can free ‘force fields’. > Introduce more than one tagger. > Vary the way players move (e.g. hopping, jumping, lunging, side stepping or grapevine).

Safety SPEED > When players are ‘force fields’, make sure their hands are off the ground. > The tagger must tag gently between the shoulders and the waist. STRATEGY AND PLANNING What you need

Ask the players REASONING > An indoor/outdoor playing area marked by lines that intersect with one another, > When tagging, what’s the best way to or tape/chalk for line markings corner and tag a player? > When running away from a tagger, where What to do is the best place to run to? > Designate one player as the tagger. All other > Once a player is tagged, they must sit down players are scattered around the court on a line. in the spot they were tagged and become a AC:HPE CONTENT > On your signal, players begin to move around ‘force field’. This means they stop any players DESCRIPTIONS the court, following the lines. from getting past, except for the tagger. Learning intention: > ‘Force fields’ cannot move. > The tagger tries to tag players by following Follow the line is an energiser or warm up that requires ACPMP009 the lines. > The game continues until all players have students to avoid being tagged by nominated player whilst ACPMP029 been tagged. running along the lines of the court. ACPMP044

F-2 3-4 5-6 SKILL DEVELOPMENT Footy golf

PHYSICAL Players aim to score by hitting a ball through goal posts. LITERACY Play in teams of 2–4. ELEMENTS OBJECT MANIPULATION CONNECTION TO PLACE MOTIVATION

Scoring > The ball must go through the goals on the full.

> Score 6 points for a goal (passes between STRATEGY AND PLANNING

the centre sticks). AND RISK SAFETY > Score 1 point for a behind (passes between What to do the goalpost and the behind post). > Set up the goals (use 4 sticks, as for What you need Aussie Rules goals). > Posts (flags, cricket stumps, stakes etc) > Form teams of 2–4. > 1 club, 5 balls, 1 goal per team of 2–4 > Each player has five hits for goal using > Optional: a wall, chalk, frisbees a full golf swing. AC:HPE CONTENT > Players retrieve their own balls only, DESCRIPTIONS upon instruction. LEARNING INTENTION > As an alternative, make chalk markings Footy golf introduces the skills of striking and accuracy. It easily leads into other target activities, such as Hit the on the wall for posts. target, as well as striking and fielding activities, such as ACPMP061 Hit 4 and go, or Over the pit.

© 2019 Sport Australia Sporting Schools Footy golf Footy If played outside, ask players to discuss to discuss ask players outside, If played it makes and how the outdoor environment them feel? change technique to improve you can How force)? backswing, shot distance (e.g. the control can you other ways there Are distance the ball goes? team or your will get you What strategy the most points? Check the playing surface for hazards. hazards. for surface playing Check the swing unless a practice must not take Players instructed to do so. a ‘StopEnforce swing’ rule. – look – CLEAR!’ the ‘ALL before the ball No-one retrieves signal is given. the hitting at least a 3m gap between Ensure being hit. to avoid areas tees and wait should carry place equipment or Players throw. never on the floor,

Ask the players Ask the players > > > > Safety > > > > > > Vary the distance to the target and/or the the and/or the distance to the target Vary to ability. posts according distance between Discuss with players how to change their to change their how players with Discuss of shot (e.g. distance technique to improve etc.) force backswing, Vary the type of hitting implement used (e.g. used (e.g. of hitting implement the type Vary stick). bat, hockey racquet, Vary the method of sending the ball according the ball according of sending the method Vary kicking). or throwing rolling, (e.g. to ability

area Playing > > > >

Vary the goals used (both size and design the goals used (both size Vary to goals) according or rugby (e.g. soccer ability and interests). Vary the ball used (e.g. a tennis ball or frisbee) the ball used (e.g. Vary to ability. according Use role models to highlight good technique. technique. to highlight good models Use role the side to be coached on may Players their skills.develop behind the goals area an out-of-bounds Add to learn players encourage and penalties to distance control. if the ball rolls to be scored points Allow goals.through

> > Equipment > > > > Game rules

Coaching Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME GROUP MANAGEMENT

F-2 3-4 5-6 WARM-UP Form a group

PHYSICAL Players run around in random directions avoiding body contact with other players. Safety LITERACY ELEMENTS The coach calls a number and players form groups of that size. > Choose an area away from walls and other obstructions. What to do > Players should be familiar with space and MOVEMENT SKILLS Setting up other player awareness activities. Start with slow running. > Mark an area free of > obstructions – disperse the players. Playing > Start with slow jogging. > Try several group sizes before you RELATIONSHIPS get to the number you would like for a subsequent activity (e.g. start by calling 2s, then 6s, and finally the group size you want, such as 4s – you may wish to add a ‘new people in the group’ rule for the SAFETY AND RISK SAFETY second and third calls). Change it

> Vary the movement – short bursts of running, RULES > As an option, use some bright music as hopping and fast walking before calling a a backdrop. Stop the music and call the group size. number for the group size. > Players have to run to the nearest boundary and touch it with their feet before forming the group. AC:HPE > Walk rather than run. CONTENT Ask the players > Use at least 2 large zones – this will channel DESCRIPTIONS players into a zone. Call ‘freeze’ – players > How do you best work with others to form a freeze on the spot. Now call the group size – LEARNING INTENTION ACPMP008 group with the required number of players? players closest to a player whose mobility Form a group involves movement skills and requires players ACPMP025 may be restricted form a group. to ‘find space’ within an area and to be aware of others. ACPMP043

F-2 3-4 5-6 GAME CONCEPTS Four bowler cricket

PHYSICAL Batters attempt to score points by running around a marker. Bowlers attempt to get Safety LITERACY ELEMENTS batters out by bowling or catching them out. Play in 2 teams of 6. > If using a hard cricket ball, protective padding

must be worn by the batter (i.e. helmet, leg OBJECT MANIPULATION pads and gloves). What you need COORDINATION > Ensure waiting batters are a safe distance 1 ball, 4 marker cones, 3 bats and > away from the playing area. 3 sets of stumps per game > Do not use hard balls in this activity. What to do Setting up Ask the players > Divide players into 2 teams of 6. COLLABORATION > Position the 3 sets of stumps to > When batting where can you hit the ball face the 4 directions of bowling. to score the most points? > The fielding team has 4 > Where should you bowl to try and get the bowlers (1 placed on each batter out? marker) and 2 fielders. > Where is the best place to stand when Playing fielding? PERCEPTUAL AWARENESS STRATEGY AND PLANNING > The batting team bats one at a time. Scoring > How can you work together to get batters 1 run is scored each time a batter > A bowler bowls the ball to the batter. > out/stop batters scoring? successfully runs around a marker and > When the batter hits the ball, they must run back to the stumps. around the marker from where the ball was bowled and return to the batting position. > The ball is returned by a fielder to any of the Change it bowlers, where they can bowl immediately — > Freeze game at certain points to allow teams

even if the batter has not returned. to modify their strategy. AC:HPE CONTENT > The batter may be out by being bowled or > Vary the type of ball and bat according to DESCRIPTIONS caught only. players’ ability. LEARNING INTENTION > Rotate the bowlers and fielders regularly. > Allow players to bat from a tee. ACPMP043 Four bowler cricket is an energetic game that keeps players ACPMP045 > Teams change over when all batters have > Use either an underarm or overarm bowling moving. The game develops fielding, bowling, batting and been dismissed. action or roll the ball when bowling. teamwork skills. ACPMP061 ACPMP063

PHYSICAL PHYSICAL LITERACY Format > Short focused challenge Format > Coach feedback · skill review LITERACY ELEMENTS ELEMENTS Players choose a corner to stand in and, as the game continues based on Players mime specific sporting scenarios (e.g. running, passing, catching, the call, must move to the middle. kicking) in slow motion.

What you need > While the player is counting, What to do > Draw on an activity that has been CONFIDENCE all other players walk to a corner. played in this lesson. > 4 markers placed on the corners > Make a TV square with your of a square > When the counter gets to zero, hands, as if asking for the video > Ask players to choose a ENJOYMENT they name one of the corners movement problem experienced

ENGAGEMENT AND ENGAGEMENT referee to review the play, and What to do (e.g. Raiders). describe the scene (e.g. a player during the session. > All players in that corner come dodges a defender then breaks > Ask a player to explain what > Give names to each corner into the middle and count. free and scores a try; a ball is hit they are doing whilst performing CONTENT KNOWLEDGE (e.g. Dragons, Raiders, to short stop who fields the ball the movement. Bulldogs, Titans). > Continue until all players are in the middle. and throws to first base). > One player stands in the middle > Players then mime the scene of the square with their eyes > Vary how players move to STRENGTH in slow motion. shut, counting down from 10. corners/middle. REASONING COORDINATION COORDINATION MOVEMENT SKILLS MOVEMENT

PHYSICAL PHYSICAL LITERACY Format > Information sharing Format > Coach feedback · skill review LITERACY ELEMENTS ELEMENTS Provide a brief explanation about the Players freeze (become statues) in certain positions. lessons to come and the Playing for Life approach where: STABILITY/BALANCE

What to do FLEXIBILITY > players learn skills by playing fun games.

CONTENT > You ask players to mime a particular KNOWLEDGE > players develop the game through sporting action (e.g. passing, kicking setting the rules and changing it or throwing). to get everyone involved and make > Players perform the action until you it challenging. call ‘FREEZE!’.

MOTIVATION > the learning intentions are clear. > You then look at the statues and

provide feedback on their technique. SELF-PERCEPTION MOTIVATION Ask the players Puppeteer > When was it hard to hold positions? > Can you show a movement where body parts were stretched the most? Format > Relaxation · gentle stretching · winding down > How could being more flexible help CONTENT KNOWLEDGE Players act as puppets, moving their body you perform skills?

STRENGTH to your calls (you are the puppeteer).

What to do > Players lie down. > You pretend to be the puppeteer.

FLEXIBILITY > Players are the puppets and they respond to your calls. > You say, ‘I am pulling the string to your right arm now’ (so players raise their right arm), ‘Now I am lowering your arm and pulling the string to your right leg’ etc. STABILITY/BALANCE > Gradually slow down the activity (e.g. 10 circles).

F-2 3-4 5-6 SKILL GAME DEVELOPMENT CONCEPTS French cricket

PHYSICAL The batter stands with feet together and holds the bat in front of the legs. Fielders Change it LITERACY ELEMENTS throw the ball underarm and the batter hits in any direction. The batter is out if the Batter

ball is caught on the full or they are hit on the legs. > Use a larger bat such as a paddle bat. OBJECT MANIPULATION > Require the bowler to bounce the ball once. REACTION TIME What to do > Increase the size of the fielder-free zone. Setting up > Allow the bowler to move in or out and bowl > One bat and a soft ball per group from any suitable distance to ensure a > An area free of obstructions hittable ball. Playing Fielder/bowler > Establish a fielder-free zone > Take it in turns to bowl (e.g. a set number in front of the batter. of balls per over). > All fielders must touch the ball before it is RULES Variation bowled again, so everyone has a ‘touch’ of the ball. > Use 2 balls

Safety Ask the players STRATEGY AND PLANNING > Adjust the size of the fielder-free zone to suit the standard of the players. > What cues do you use to react to > Start with slow underarm bowling and hits faster? only build up speed as the players demonstrate mastery. > Encourage players to call ‘mine’.

AC:HPE CONTENT Scoring DESCRIPTIONS > How many hits before being caught or hit on the legs? LEARNING INTENTION ACPMP061 > Not scoring is an option. French cricket combines hand–eye coordination, accurate ACPMP062 underarm throwing and hitting to ‘find space’. ACPMP063

F-2 3-4 5-6 SKILL DEVELOPMENT Frogs and lily pads

PHYSICAL Players continuously jump from lily pad to lily pad using a two-foot takeoff and Change it LITERACY ELEMENTS landing technique. Play in groups of 4–8. > Have more or less lily pads than players.

> Players can jog in between jumping on lily MUSCULAR ENDURANCE What you need pads or in pond. MOVEMENT SKILLS A 10m x 10m square marked out > > Players can take off from one foot but should by 4 cones (the pond) always land on two feet. Hoops to be used as lily pads > > Introduce a tagger. Players must jump around the pond and avoid the tagger. Players are What to do safe if they are standing on a lily pad, but as

> Randomly distribute the hoops inside the soon as another player jumps on that lily pad PERCEPTUAL AWARENESS pond, making sure they are not too far the original player must find a new one. If a away from each other (i.e. jumping distance). player is tagged, they become the new tagger. > Players jump from lily pad to lily pad and see how many they can land on in a given amount of time (e.g. 60 seconds). Teaching tips > If there is more than one frog on the lily pad, it will sink. If a player jumps onto a lily pad with another > Swing arms behind and then forward player already on it, the original player must to propel yourself up and forward immediately find another lily pad to jump onto. when jumping Bend your knees as you land to cushion > Players may jump into the pond as well as onto > RULES the lily pads. yourself Scoring > Land on both feet at the same timeto > See how many lily pads players can land on maintain your balance Safety in 60 seconds. > Encourage players to look before they jump, so they don’t collide with other players. AC:HPE > When using low boxes, a player cannot jump onto CONTENT LEARNING INTENTION DESCRIPTIONS it when there is another player already there. Ask the players Frogs and lily pads is a fun warm up activity that introduces > Players must be careful to land in the centre of (and allows players to practise) the correct jumping > How do you feel when you jump without ACPMP008 the box so they don’t tip it over. technique, which is a fundamental skill for many other a break? activities. It can be followed by activities that further extend ACPMP025 > Play for short periods to avoid overuse injuries. spring and landing or rotation skills. ACPMP043

F-2 3-4 5-6 WARM-UP Frost and Thaw

PHYSICAL One player is Frost and is the chaser. Another is Thaw. Frost tries to tag as LITERACY many of the other players as possible. Once tagged, they must freeze on the spot. Ask the players ELEMENTS Thaw can melt these players by touching them. They can then rejoin the game. > As ‘frost’, what strategies do you use to MOVEMENT SKILLS Play with 6 or more. catch players ? > As ‘thaw’, what strategies do you use to AGILITY avoid being tagged? PERCEPTUAL AWARENESS

What to do > Establish boundaries. > Start with running.

> Encourage frozen players to STRATEGY AND PLANNING call out for Thaw.

Change it > Vary the travelling skills – all players have to Safety use the chosen movement skills. > If indoors, boundaries should be away from > Two Frosts work together but must hold hands walls or freestanding objects. throughout – encourage players to choose their > Players should be familiar with space and own partner. AC:HPE player awareness activities such as All-in tag CONTENT > Harder for Thaw – one Thaw but two Frosts and Look out for others! DESCRIPTIONS moving independently. LEARNING INTENTION Harder for Frost – one Frost with two Thaws ACPMP008 > Frost and Thaw can be used as a warm up activity or moving independently. energisers to develop body and/or spatial awareness and to ACPMP025 encourage physical activity breaks. ACPMP043

F-2 3-4 5-6 WARM-UP Fun on the spot

PHYSICAL A quick energiser. 3 or 4 running on the spot variations are called. The emphasis is on Safety LITERACY ELEMENTS short bursts of fun. > Choose an area away from walls and other obstructions. STABILITY/BALANCE > If Fun on the spot is combined with random MOVEMENT SKILLS running, ensure players have completed space/player awareness activities e.g. All-in tag and Look out for others!

What to do FLEXIBILITY Setting up > You need an unobstructed playing area. Playing > Players are dispersed.

> Call the variations – short burst ENGAGEMENT & ENJOYMENT (e.g. 15 seconds each). > Random fun – players can start with easy ‘all over the place’ jogging and on the call of a ‘fun on the spot’ variation do the nominated on‑the‑spot activity. > When players get to know the variations, have them call the variation.

AC:HPE CONTENT Change it DESCRIPTIONS > Fun on the spot can be adapted to an LEARNING INTENTION arms-only activity, if necessary. Fun on the spot can be used as a warm up activity or ACPMP008 > Add dynamic flexibility activities, such energisers to develop body and/or spatial awareness and to ACPMP025 as swings and lunge walks. encourage physical activity breaks. ACPMP043

F-2 3-4 5-6 WARM-UP Frozen tag

PHYSICAL One or two taggers try to tag other players, who must hold a static balance for Safety LITERACY ELEMENTS five seconds. > Players need to maintain core stability in the static position. What to do STABILITY/BALANCE > When you say ‘GO!’, one or two taggers try to tag FLEXIBILITY other players. > Once tagged, a player must hold the particular static pose that you call out. > To become free, they must hold this position for

5 seconds. SELF-REGULATION (PHYSICAL) > Static holds could include front support,

rear support, stork stand, crab support, STRENGTH straddle stand.

Change it > Change static hold to increase physical exertion Ask the players or give players a rest. ARABESQUE

> Vary the way in which players can be freed > Which balances are easier to hold? CONTENT KNOWLEDGE (e.g. other players could touch them, crawl > What can you do when your balance underneath them, or step over the top of them). becomes difficult to hold?

AC:HPE CONTENT DESCRIPTIONS

LEARNING INTENTION ACPMP008 ANGRY CAT FRONT SUPPORT Frozen tag is a fun energiser that develops core strength. It ACPMP025 also requires players to be aware of others. ACPMP043

F-2 3-4 5-6 WARM-UP Get the bean bag

PHYSICAL Players on opposite sides of a playing area each have 3 bean bags. Players run to the Safety LITERACY ELEMENTS other side and steal one bean bag at a time. The winner is the first player to increase > If indoors, boundaries should be away from their total to 5. Can be an individual or team activity. Play with 6 or more. walls or freestanding objects. > Players should be familiar with space and MOVEMENT SKILLS What you need player awareness activities such as All-in tag and Look out for others! > Sufficient bean bags for each team, markers to Emphasise safety when players cross over designate lanes and boundaries > each other’s paths. > Establish boundaries. > After depositing a bean bag, players should SELF-REGULATION (PHYSICAL) Playing check for other players before running back. SELF REGULATION (EMOTIONS) > Players can steal bean bags one at a time from any player opposite. > Bean bags cannot be stolen if the owner is standing there. An alternative is to have a ‘no guarding’ rule. Ask the players STRATEGY AND PLANNING

> What was your best strategy to get the

most bean bags? ETHICS > What strategies can you use to keep running during the game? Change it Scoring > Did you feel frustrated in this game? How could you overcome this feeling? What > Set a time limit (e.g. 30 seconds). > Individual game: the first player to accumulate 5 bean bags is the winner. could you do differently next time? > Give a bonus point to the team that scores AC:HPE all the players on one side CONTENT the first individual 5 points. > Team game: DESCRIPTIONS of the square are a team. When any one > Vary the size of the playing area. player scores 5, the game stops. All the > Freeze frame the activity to provide players bean bags on that side are tallied and the LEARNING INTENTION ACPMP008 the opportunity to discuss strategies for side with the most bean bags is the winner. Get the Bean bag builds on introductory space and player ACPMP025 stealing bean bags. awareness activities and develops movement skills. ACPMP043

F-2 3-4 5-6 SKILL DEVELOPMENT Gorri

PHYSICAL Gorri is a target game that requires players to throw a ball to hit a moving target. > An important safety measure is to have a LITERACY A large ball is rolled past a line of players who try to hit it as it goes past with their signal to let players know when it is OK to ELEMENTS retrieve balls.

tennis ball. OBJECT MANIPULATION > Another player at the other end acts as a COORDINATION What you need What to do fielder and stops the ball, then returns it to the first ‘roller’ after dispersed balls are gathered. > 6–10 markers to define a rectangular > A player designated as the roller calls out playing area ‘gool-gool’ (going-going) and rolls the ball in > When a player makes a hit they are greeted with applause and cheering. Successful > 1 or 2 tennis balls per player (to throw at the front of the other players, who attempt to hit it with their tennis balls. players are expected to be modest about moving target) their achievement. > A variety of balls (targets) of different size SOCIETY AND CULTURESOCIETY STRATEGY AND PLANNING

Scoring > Not counting hits is an option. Another option is to set players a personal challenge with players aiming to score a personal best. AC:HPE CONTENT DESCRIPTIONS

LEARNING INTENTION ACPMP043 Gorri is a target activity where the target moves. This ACPMP061 requires a combination of throwing skills and anticipation.

© 2019 Sport Australia Sporting Schools Gorri Aboriginal and Torres Strait Strait and Torres Aboriginal Islanders cultures histories and by or disc game played Gorri is a bowling-ball men in all parts of Australia. and Aboriginal boys one by rolled bark (disc) was A piece of rounded as a target to use the other boys for of the players their short spears.for in the A version of this activity is still played (and and Northern Territory area Kimberley using flattened tin lids as perhaps elsewhere) and stones or other missiles. targets A signal is given to let the players know it is know to let the players A signal is given to balls and return the thrown to gather safe another (This could provide the starting line. with the task being to take challenge activity should starting line! Players 2 balls back to the be mindful of others.) If using eye-shades, they should be removed If using eye-shades, should be removed they balls. retrieving before Balls are not retrieved until all the balls have balls have until all the not retrieved Balls are signal given. ‘OK’ and an been thrown

> > Safety >

Vary the size of the target ball. of the target the size Vary with players ball (e.g. the type of target Vary using a by be included limited vision can such a noise as it rolls ball that makes target plastic in ball wrapped as a goalball or a tape). by secured with this eye-shades could use Other players option to equalise play. ball. than one target more Roll A thrown. of the balls that are the size Vary with a player bean bag is a good option for or hand function. limited grip strength the speed the ball is rolled. Vary ball. the line of the rolled the distance from Vary is also an option. – rolling the type of throw Vary an ball provides Bouncing the target challenge. interesting

> > > > > > > > > Change it

This activity can be modified to suit players with players be modified to suit can This activity varying abilities. suitably sized By choosing a the target from and distance speed rolling target, be accommodated. can all players change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME FINISH UP Great work! What did you learn?

PHYSICAL PHYSICAL LITERACY Fromat > Pat on the back feedback and encouragement Format > Q & A LITERACY ELEMENTS ELEMENTS > When you played... I saw some great examples of... (feedback could relate > Reinforce key skills or tactical points.

to kids fielding well, moving into space, anticipating the opposition etc.) > Say something like, ‘Remember when CONFIDENCE > Today I saw lots of examples of players keeping an eye on the ball AND I asked Lily, Kate and Liam to show their team-mates. Well done! us... What did you learn?’ > Individual feedback – use when appropriate. > Use cue words [e.g. ‘When you...

Emphasise improvement rather than best keep it smooth’] KNOWLEDGE CONTENT SELF-PERCEPTION all-round performance.. > Link back to previous sessions. > Ask students to give themselves some positive feedback. REASONING CONFIDENCE Let’s see it! Put it away!

Format > Short focused demonstration Format > Use physical activity to put away equipment such Highlight a skill or tactical play. Similar to ‘What did you learn?’ but practical. as markers and mats > Whisper to individuals or groups to be ready at the end of the session Write this into your session plan. The usual safety rules apply such CONTENT

KNOWLEDGE for a demonstration. as safe ‘traffic-flow’, acting sensibly and being aware of others. > Gather everyone together and say, Use it for:

‘This group will demonstrate...’ > gathering markers, balls and other COLLABORATION > Emphasise one key point and keep it short. small equipment > putting away mats, benches etc. MOTIVATION Use teams. For this to work well, you need to be organised. > How could you do this quickly as a class? > What will be the most effective way CONFIDENCE to communicate as a group?

PHYSICAL PHYSICAL LITERACY Format > Cooperative activity Format > Ask players LITERACY ELEMENTS ELEMENTS Using a long rope which is joined as a circle, players lean back while This is your chance to do some ‘customer surveying’. Ask for feedback holding onto it using it as counter-balance. Play in groups of 6–12. during sessions or at the end. > What were your favourite activities? They will probably need reminding What you need Safety about what they did! MOTIVATION > 1 long rope that is joined in > Make sure players communicate > What didn’t you like? a circle, with ends tied very with one another. > What would you like to do again?

SAFETY AND RISK securely > Everyone’s legs, arms and torsos > How could you play this activity at home or in a park? must be straight and locked out Remember to ask the students ‘why’ they gave their response. for the circle to be strong. What to do Make a note of the feedback on your session planner. > Players stand evenly spread on > Only play if the group is SELF-PERCEPTION the outside of the rope. concentrating. > Players pick up the rope and hold it at waist height. Coaching tips

COLLABORATION > Shuffle backwards until the rope > Embrace challenges to identify is taut and in a perfect circle. strategies to maintain feelings > Slowly lean back using the weight of competency and worth. of everyone in the group and the

rope as a counter-balance. REASONING

Change it

CONFIDENCE > While leaning out, ask the group STABILITY/BALANCE to sit down and stand back up while holding the rope taut. > After leaning out, ask players to take one hand off the rope.

F-2 3-4 5-6 SKILL DEVELOPMENT Hearts-clubs-diamonds-spades

PHYSICAL By selecting cards from a deck, players try to score as many points as possible by LITERACY Scoring ELEMENTS moving around the room performing various skills and activities. Play with 6–30. > Play for a set amount of time, or until all

cards in the deck have been taken. STABILITY/BALANCE What you need MOVEMENT SKILLS Players score 1 point per card collected. > A deck of playing cards > > 4 posters with playing card suit symbols Safety > 4 posters with pictures > Ensure students have appropriate upper body/ or descriptions of various core strength and prior practice if including skills/activities handstands and cartwheels into the activities. > Wall space or another area > Provide strength based progressions for students if they are unable to perform activities to display the posters STRENGTH yet (e.g. plank hold or bunny hops before wall > Music and a music player handstand). What to do > When the music begins, players run to the middle of the room and pick up one card each from the deck. AND RISK SAFETY They then run to the wall that matches the suit of the card. > Each wall has a selection of skills/activities e.g. at the ‘hearts’ wall, the card might read ‘cartwheels, jumping jacks, wall handstands’. Change it > Play the activity in pairs. > Players choose one of the skills and perform > Only have one skill to perform at each station. AC:HPE it the number of times indicated by the LEARNING INTENTION CONTENT playing card. > Increase the difficulty of the skills at each Hearts-clubs-diamonds-spades can be used to introduce DESCRIPTIONS station. students to basic balance and movement skills or can be > Once the skill is completed, the player keeps modified to incorporate more complex skills. This game can hold of the card and runs to the middle to select When players return to a wall they have already > be applied to any sport, particularly those with a focus on ACPMP044 another one and repeats the process. visited, they must perform a different activity. movement exploration such as gymnastics, dance, circus ACPMP062 and martial arts.

F-2 3-4 5-6 SKILL DEVELOPMENT Here, there, nowhere

PHYSICAL On a call from the teacher, players run towards the teacher (here), away from the Calls LITERACY ELEMENTS teacher (there) or do an activity on the spot (nowhere). Play with 6 or more. > ‘Here’ – players run toward the teacher. > ‘There’ – players run away from the teacher. STABILITY/BALANCE MOVEMENT SKILLS > ‘Nowhere’ – players bounce on the spot.

Safety > If indoors, boundaries should be away from walls or freestanding objects. > Players should be familiar with space and player awareness activities such as All-in-tag

and Look out for others! RELATIONSHIPS

What to do Change it > Establish a playing area – larger for children > Add extra calls (e.g. ‘high-5s’) – children learning space-player awareness skills. ‘high-5’ three other children; feet must be

> Explain the calls. off the ground when hands touch. Call a RULES ‘balance’ – on one leg, one leg and one > Start slowly (e.g. shuffling, crazy walks, hand, two hands and one leg… tip‑toes). > Use different travelling skills – hop, skip, long steps, jumps, high steps.

AC:HPE CONTENT DESCRIPTIONS LEARNING INTENTION Here, there, nowhere builds on introductory awareness activities. Depending on the “calls” that you make, ACPMP008 students can practise movement skills and static and ACPMP025 dynamic balances. ACPMP043

F-2 3-4 5-6 SKILL GAME DEVELOPMENT CONCEPTS Hit 4 and go

PHYSICAL A batter hits 4 consecutive balls into the field and then runs between marker cones What to do LITERACY ELEMENTS as many times as possible. When the fielders have returned all 4 balls they call out Setting up

‘STOP!’ 4–5 per group. > 2 teams – batters and fielders OBJECT MANIPULATION

Batter COORDINATION > Hits 4 balls, one after the other, into the playing space. > The balls can be hit from the ground, or off tees, you can toss the ball and hit it yourself, or have a team mate toss the ball to you. > When the last ball is hit, the batter runs between the marker cones as many times COLLABORATION as possible. Fielders > Fielders return the balls to the home base – balls must be inside the hoop to count. > Fielders call ‘STOP!’ when the last ball reaches PERCEPTUAL AWARENESS home base. STRATEGY AND PLANNING

What you need AC:HPE Scoring CONTENT > A suitable indoor or outdoor playing area as shown DESCRIPTIONS > From cone to cone = one point. > Range of bats/rackets and balls (sponge balls, LEARNING INTENTION softballs or tennis balls) > Points are totalled for the team. ACPMP043 Hit 4 and go is a fielding game that develops teamwork. ACPMP045 > Marker cones (for running and playing area) Students develop throwing, catching fielding and striking ACPMP061 > Option – batting tee(s) skills with focus on shot placement and positioning. ACPMP063

© 2019 Sport Australia Sporting Schools Hit 4 and go and 4 Hit How can you get the ball back to home you can How base quickly? hit? balls you place the will you Where them or hit them in one scatter Will you direction? them or make hit them high or low Will you bounce? Bowlers sending a cooperative feed should be should feed Bowlers sending a cooperative to one side. located distance minimum Fieldersat a safe should be batter. the from balls as out for an eye All fielders should keep running fielders. as other well when retrieving should communicate Players a ball. a ball or throwing is away running area the batter’s Ensure fielders.from done space/player have should Players playing. activities before awareness

Ask the players Fielders > Batters > > > Safety > > > > > > batter must hit the ball forward of the of ball forward batter must hit the batting position. fielders must take the ball to the home base fielders must take and not throw. fielders cannot move until the last ball is until the last ball move fielders cannot struck

– provide – provide calls False bonus points to a is runner if ‘STOP!’ too soon. called – batters who have limited – battersRunning alternative who have hitting into these gates, by score mobility can using a ‘runner’. or by to – use rolling Rolling among fielders.pass – batters gain extra runs if the Scoring gates – batters gain extra the gates. through ball passes - Harder for batters for Harder of the fielders the size – increase for Harder area. playing - heights of tee or alternative. Use different the distance runner – increase for Harder cones.between - bats and balls – allow Use different choice. player Harder for fielders for Harder

> > > > > > > area Playing > Equipment > Game rules Game >

Batters – 2 players in tandem work hits one player (e.g. and the other runs). Players with less developed throwing/catching/ developed with less Players on be assisted fielding/batting skills can the side. To manage large groups, have 2 or more groups groups 2 or more groups, large manage have To system. a ‘fan’ same time using at the playing forward. Balls must be hit

> > Include all >

Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME TARGET GAMES

F-2 3-4 5-6 SKILL DEVELOPMENT Hit the target

PHYSICAL Targets are set up away from a throwing line. Players score points by throwing, LITERACY kicking or rolling a ball at the targets. Play in small groups, 3–4 per group. Scoring ELEMENTS

> Consider a bonus point if a ball lands inside OBJECT MANIPULATION a target. > Set a target (e.g. 15). The team with the smallest number of throws or the most points in a set time (e.g. 45 seconds) wins. > Have students set an individual goal and try to beat their score in 3 to 5 attempts. SELF-PERCEPTION MOTIVATION STRATEGY AND PLANNING

What you need What to do AC:HPE CONTENT > A variety of targets – such as 2-litre (or larger) > Players throw, roll or kick a ball to hit or land DESCRIPTIONS plastic bottles with a little sand in the bottom, in targets. LEARNING INTENTION cricket wickets or buckets > Each player has a set number of throws (e.g. 2). > Objects to throw – softballs, beanbags, tennis Hit the target supports students to develop their shot ACPMP025 > Play is stopped to re-position targets that have placement, accuracy and strategy in relation to scoring ACPMP043 balls, soccer balls – 2 per player been knocked over. zones in target games.

© 2019 Sport Australia Sporting Schools Hit the target the Hit Did you choose low-scoringDid you or high-scoring targets change your Will you targets? time? next performances your learn from you What can strategy? next to determine your With multiple groups have players throw away away throw players have groups With multiple but not gathered are Balls one another. from back.thrown and line-up configuration use a Alternatively, in the same direction. throw all players have line until all the throwing leave do not Players finished. have players

Ask the players > > Safety > > > Vary the distance of the targets from the from the distance of the targets Vary line. throwing If the ball goes beyond boundary. Set a ‘no-go’ be too Don’t scored. no points are the boundary, on! some roll for stingy – allow Vary the type or size of target. the type or size Vary to suit the of targets the arrangement Vary kicking, are if players sending method (e.g. initially stagger the targets). Vary size and shape of balls according to according and shape of balls size Vary ability. player

> > > area Playing > Equipment >

– cater for varying for – cater Sending variations varying by the method of deliveryability levels size used and target or kick), implement (roll and distance. pairs – one sender and one fielder. Cooperative turns. alternate as Players The aim is to score in 60 seconds. points as possible many work you can – ‘How Ask the players score?’ to maximise your cooperatively Use players as role models to highlight effective effective to highlight models role as Use players points.skills and coaching sending ‘bend’, ‘lift’, include: ‘look’, Useful cue words it smooth’. ‘keep ‘release’, ‘swing’,

> > > Game rules > >

Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME MOVEMENT EXPLORATION

F-2 3-4 5-6 WARM-UP Hoop races

PHYSICAL Players in groups race each other by passing a hoop up and down their line while Change it LITERACY ELEMENTS making up and down noises. Play in groups of 4–6. > The hoop must travel down the line without SELF-REGULATION (EMOTIONS)

players breaking the link with their hands. OBJECT MANIPULATION What you need Practise a few times to get the best technique > 1 hula hoop per group and the fastest speed. > Challenge the teams to see how many times their hoop can travel up and down their line in 1 minute.

Safety > Check there is enough space between COLLABORATION players/groups and that players are away from walls or obstacles.

Ask the players

> How can you work together to get the best result? REASONING > What are some different ‘up and down’ noises you can make? What to do > How were you feeling during the activity? > In groups, players form a line, one behind the > Each group agrees on an ‘up noise’ and a How did your emotions change your other approximately 1 metre apart. ‘down noise’ and makes these noises as the actions during the game? > The first player in the line steps into the hoop, hoop travels up and down. AC:HPE takes it over their head and then passes it to > This pattern continues until the hoop reaches CONTENT the next person at head height. the end of the line. DESCRIPTIONS > The next player takes it over their head, > The end player runs to the beginning of the LEARNING INTENTION lowers the hoop, steps through it and passes line and starts again. ACPMP008 Hoop races is a fun energiser allowing students to practise it to the next player. > Play until the original leader is back at the fundamental movement skills and movement sequences ACPMP025 front of the line. while encouraging teamwork and coordination. ACPMP043

F-2 3-4 5-6 WARM-UP Hoop stretch

PHYSICAL Players explore balancing with different body positions while stretching from Safety LITERACY ELEMENTS inside a hoop. > Check there is enough space between players. > Start with a short duration for balances and increase the holding time as the STABILITY/BALANCE activity proceeds. FLEXIBILITY > Do not bounce in any stretch position.

Ask the players

> How many different balances can you MUSCULAR ENDURANCE make from inside the hoop? > Which body parts are you stretching with each balance? > Does one limb feel more flexible than the other? > Which movements made it harder/easier to maintain balance? How did your muscles feel when you held What you need Change it > REASONING the balances for longer times? > 1 piece of chalk, skipping rope or hoop > Have 2 hands on the floor and 1 foot off per player the floor. > Put 1 hand on the floor and 2 feet on the floor. What to do > Have 1 hand off the floor and 1 foot off the floor. > Players stand in a hoop or a marked circle. > Move a raised foot or hand. AC:HPE > Players make a body position with both > Vary the length of time the position needs to be CONTENT feet inside the hoop and both arms outside held for (e.g. 5-30 seconds). DESCRIPTIONS of the hoop. > They hold the position for a set time, then stand LEARNING INTENTION ACPMP008 up and repeat using a different position where Hoop stretch can be used as a warm up activity to develop ACPMP025 balancing skills. feet are inside and hands outside the hoop. ACPMP043

F-2 3-4 5-6 WARM-UP Hospital tag

PHYSICAL A nominated player tags any other player. The tagged player becomes the new tagger Safety LITERACY ELEMENTS but has to hold the part of the body that was tagged. Play with 6 or more. > If indoors, boundaries should be away from walls or freestanding objects. What to do Change it > Players should be familiar with space and player MOVEMENT SKILLS

> Establish boundaries. > Every player has to mirror the tagger who is awareness activities such as All-in tag and Look AGILITY > Nominate a player to be the tagger – disperse holding a body part (i.e. hold the same body part out for others! the other players over the playing area. as the tagger). Players will have to be extra alert > Encourage players holding a body part to be on because everyone else looks like a tagger! > Start the activity with jogging. the lookout for other players. SPEED RULES

AC:HPE CONTENT DESCRIPTIONS LEARNING INTENTION Hospital tag develops spatial awareness and movement skills. Students practise dodging and running whilst building ACPMP025 awareness of the space they are moving in and the people ACPMP043 that are moving around them.

F-2 3-4 5-6 WARM-UP How high?

PHYSICAL Players work in pairs, one player is the ‘clown’ and the other is the lion tamer, Safety LITERACY ELEMENTS positioned at the starting line (centre of diagram). Clowns throw their juggling object > Check there is enough space between

and try to run to the line behind them before the lion tamer catches it. each pair. OBJECT MANIPULATION

> Make sure players run in a straight line REACTION TIME What you need when running to the line. > 1 juggling object per pair e.g. scarves, plastic Scoring shopping bags (easier), bean bags, juggling > A point is scored each time a player makes balls or juggling rings (harder) it to the line before their partner catches the juggling object. Ask the players

What to do PERCEPTUAL AWARENESS > What is the cue you use to move to catch Setting up the thrown object (e.g. verbal, visual)? > Arrange the players into 2 even lines > How can you change your throw so the approximately 2 metres apart, facing object travels higher? each other, making sure each player is facing their partner. > What’s the best way to throw the juggling object high? > One player in the pair is the clown and the other is the lion tamer. The clown > Are some objects easier to throw high holds the juggling implement. than others? Why do you think this is the case? Playing: > REASONING > On the call ‘THROW’, the clown throws the juggling object as high as possible and sprints to the line behind them. The lion tamer tries AC:HPE to catch the juggling CONTENT DESCRIPTIONS object before the clown reaches the line. LEARNING INTENTION > After 3-5 attempts, How high? is a simple energetic and fun activity that ACPMP008 partners switch roles. teaches proper throwing and catching technique and helps ACPMP025 develop hand-eye coordination. ACPMP043

F-2 3-4 5-6 WARM-UP How many bean bags?

PHYSICAL One player from each pair runs to a central point, collects a ball and runs it back to Playing the game LITERACY ELEMENTS their base, where they tag a team-mate who does the same. The aim is to collect the > Teams collect as many balls as possible

most balls. in the allotted time (e.g. 60 seconds). CARDIOVASCULAR ENDURANCE MOVING WITH EQUIPMENT > When all the balls have been removed from the centre, the coach calls ‘STOP!’

Variation > Replay the game, allowing all players to simultaneously collect and deposit balls without passing balls to a team-mate. ETHICS RULES

What you need What to do

> 15–20 balls of different size > Form 4 groups of 2 for each game area AC:HPE CONTENT > 4 cone markers for each playing area > Use an activity such as Form a group to group DESCRIPTIONS > Chalk or removable tape the players. > Use other combinations as required (e.g. LEARNING INTENTION 6 groups of 4 or 5, but adjust the playing space ACPMP025 How many bean bags can be used as a warm up for ACPMP043 so it is not too crowded). catching, throwing and fielding skills.

© 2019 Sport Australia Sporting Schools How do you avoid collisions? avoid do you How partner do to gather the and your you What can bases)? agreed raid players most balls (e.g. it to make change/add you Which rules would all teams? for fairer Players should be familiar with space and other with space and should be familiar Players such as with activities games awareness player . nowhere there, Here, other players. Pause should look out for Players if necessary. players the game to remind as they players to slow activity Use a braking the circle. approach enough in the middle should be large The circle head collisions as shown. to avoid

Ask the players > > > Safety > > > > How many bean bags? bean many How – achieves increased increased space – achieves Larger activity levels. – a mix of balls,Harder might include which ball or a exercise ball, a large a light medicine ball. rugby ‘crowded’. it more Smaller space – makes – use soft balls, – use soft Easier bags or a suitable bean a teddy bear). (e.g. light object

> > area Playing > Equipment >

First to collect 5 balls. group – try the movement 2 feet. springing from Vary collecting the time for need to reduce may You 30 seconds). (e.g. the ball – use the method of transporting Vary legs to hold the ball, carry under the the ball the head. armpit, hold the ball above to returning a fun activity before Require of 8 with the ball figure home base (e.g. the legs). between a train form but they retrieve, Both players and maintain contact all the time. Encourage players to communicate with their to communicate players Encourage team-mates. changing chasing, retrieving, Fielding requires activities like Warm-up and returning. direction agility. help develop nowhere there, Here, to home base back the ‘throwing Replace base and hand with ‘run back to home rule’ the ball over’. in pairs ball back to home base, the – roll Work if a player direction the calls player receiving has limited vision. be stationed at a can players Mobility-restricted balls. thrown base and receive

> > > > > Game rules > > > > >

Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME INVASION GAMES

F-2 3-4 5-6 SKILL DEVELOPMENT Interceptor

PHYSICAL 2 players pass a ball to one another. An opponent between the 2 players attempts to LITERACY intercept the ball. Players change roles frequently. Scoring ELEMENTS > Not scoring is an option. OBJECT MANIPULATION > How many passes can be made in a What you need What to do COORDINATION specific time? > Any kind of light ball > Divide the players into groups of 3 (see Form How long before the interceptor gets > Indoor or outdoor playing space (or pool) a group). > the ball? > 8 markers > Each group chooses an interceptor – the other 2 are passers. The interceptor must stay on > How long can passers keep possession? the line. > The 2 passers try to keep possession of the ball. The interceptor tries to touch or catch the ball.

Variations COLLABORATION > Rotate roles – after an agreed number of > Restrict the kind of pass (e.g. bounce games, one of the passers becomes the pass only). interceptor. Alternatively, every time the interceptor touches or catches the ball, a point is scored. STRATEGY AND PLANNING

AC:HPE CONTENT DESCRIPTIONS

LEARNING INTENTION Interceptor links to activities requiring defending and ACPMP025 marking, and can lead on to netball, basketball, soccer or ACPMP043 hockey. Try soccer or hockey versions – allow dribbling. ACPMP061

© 2019 Sport Australia Sporting Schools Interceptor Interceptor What can you do to keep possession if space possession do to keep you What can is restricted? the ball? aim to pass will you Where interceptor get to the close will you How the ball? passing before the ball? to receive move will you Where

Ask the players Passers > has the ball When a passer > > has the ball team-mate (passer) When your > Ensure players are aware of the movement of the movement aware are players Ensure of everyone in the group. capabilities is used, use zones and restrict and restrict If a soccer ball is used, use zones to 2 steps. of kickers the movement is used, choose a slow soft stick is used, choose a slow If a hockey safety. to ensure the passers for ball. Use zones stick. the height of swing of the hockey Restrict Players should signal to others Players are if they ‘lost’ balls.retrieving Ensure that players are aware of other groups. aware are that players Ensure Ensure there is sufficient distance there Ensure groups.between – bigger – bigger each group for a bigger space Allow passers, help the the gives smaller may chance of success. more interceptor in. to play each group the space for Restrict

> > > > > Safety > Playing area Playing > >

specific focus – change the ball/ -specific focus

– must catch – must catch the interceptor for Harder the ball. each for – use zones the interceptor for Easier without being This enables them to pass passer. the interceptor. challenged too closely by the kind of pass – restrict the passer for Harder bounce pass). (e.g. Ask each group to come up with its own up with its own to come group Ask each communicating. system of Include everyone the principle to guide – be the game can how is: modifications be included? can modified so everyone implement (basketball or soccer or hockey or soccer or hockey implement (basketball versions). dribbling. Allow Use different balls – what happens to the game Use different when a smaller ball is used? Sport

Equipment > > and passers combinations of different Try 2 interceptorspasser and one interceptors (e.g. at each end). > > Game rules > Coaching

> > change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME STRIKING & FIELDING

F-2 3-4 5-6 SKILL GAME DEVELOPMENT CONCEPTS In the zone

PHYSICAL A ball is bowled underarm to a batter who attempts to hit the ball into a zone that will LITERACY maximise points. Scoring ELEMENTS > The batter hits the ball, aiming for a zone OBJECT MANIPULATION What you need that will maximise points as shown in MOVEMENT SKILLS the illustration (left). > One paddle bat and sponge ball for each group of 6 > No points if the ball is caught on the full. > Sufficient cones to mark out a playing area as shown

What to do > Players take positions – one batter, one bowler and 4 fielders. RULES > The bowler bounces the ball or throws underarm to the batter. > Fielders return the ball to the bowler each time.

> 5 hits are allowed before the STRATEGY AND PLANNING players rotate. Change it > After each hit, allow the batter to score bonus points by running to a marker as shown. > Arrange players into 2 teams (e.g. 4 v 4) – add runs to obtain a team score. > Allow cooperative bowling from a team-mate. AC:HPE CONTENT DESCRIPTIONS

ACPMP043 LEARNING INTENTION ACPMP045 In the zone supports students to develop fielding and shot ACPMP061 placement skills. ACPMP063

© 2019 Sport Australia Sporting Schools In the zone the In What type of shot will help you score high high score What type of shot will help you hit a hard in the air, points – along the ground, timed?’ well to place the ball to is the best space Where most points?’ score of fielding in the the consequences What are zone? 2-point what options do If the batter is scoring freely, the score? reducing for have you fielders help each other to get the ball can How to the fielder at the cone? Position the bowler a safe distance from the distance from a safe the bowler Position good option. is a out of hitting direction batter – need to be fielding a ball players 2 or more ’. ‘mine and to call of each other aware to is a way a fielding zone to players Restricting on the field. movement restrict groups. sufficient space between Ensure

Ask the players Batters > > Fielders > > > Safety > > > > Use different striking implements – bat, striking Use different teeball bat or tee. . zones target Use different – use a faster ball. fielders – use a faster for Harder Run to a set point to earn a bonus point – one the cone if the batter reaches point is awarded to a fielder at the cone. the ball is thrown before A selection of bats of different sizes helps to helps sizes of bats of different A selection needs. game to individual tailor the

> > > area Playing > Equipment >

Identify points where areas specific target count double. or scored, are hits and the in pairs – one player Work other runs. guide use a runner, For a visually impaired runner or caller. Batting skills may vary – within the group may Batting skills skills ‘clinics’ one-on-one batting conduct required. off to the side as – use of play good examples ‘Freeze-frame’ an activity or models to repeat as role players thinking. were they what tell the group players all ensure can they how Ask the group included. are

> > > Game rules a bounce. with batter – ball is bowled for Easier > > >

Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME COOPERATIVE PLAY

F-2 3-4 5-6 SKILL DEVELOPMENT Kai

PHYSICAL Players stand in a circle and hit a ball up in the air with the palm of the hand. > Rules – the team starts from the letter ‘A’ again LITERACY The aim is to try to make the most number of successive hits without the ball hitting if players: ELEMENTS - miss the ball and it hits the ground

the ground. OBJECT MANIPULATION - hit the ball twice in succession What you need - hit the ball back to the player who previously hit it to them > Inside or outside playing area free of obstructions - do not keep their hands open and flat when > A small beach ball or soft sponge ball for contacting the ball. each team > More on rules – if the rules are not working, change them! For example, with beginners What to do allow players to start again at the last letter of AND CULTURESOCIETY Setting up the alphabet they reached rather than returning COLLABORATION > Distribute groups a safe distance apart to ‘A’. If 2 hits per player is appropriate (one to over the available area. check the ball and the next to pass it), then use 2 hits. Use the rules to change the game to suit > Players stand about 1m apart. the players. That makes game sense! Playing The activities below are described using a volleyball-like hitting action. An alternative for beginners is to allow passing and catching, with players attempting to return the ball as RULES quickly as possible.

Cooperative variation > Letters of the alphabet – each team attempts > Hitting the ball – players hit the ball with to make as many hits as they can without the palm of either hand or both hands in an AC:HPE dropping the ball, calling out a consecutive CONTENT underarm action. Alternatively, with beginners, DESCRIPTIONS letter of the alphabet or number on each hit. allow players to pass and catch, reducing the An alternative is for players to call out their time the ball is held (‘hot potato’ action). LEARNING INTENTION name on each hit – a good ice-breaker where Kai is a game that requires players to work together to hit ACPMP025 players are unfamiliar with each other. the ball into the air in the centre of the group and to keep it ACPMP043 from hitting the ground. ACPMP061

© 2019 Sport Australia Sporting Schools Kai Choose an area away from walls and other and other walls from away area Choose an obstructions. completed other space have players Ensure and Look All in tag activities (e.g. awareness others!) out for signal Players a ‘lost ball’ strategy. Enforce area. another playing their intent to enter different Use Change it to accommodate abilities. player

In this game from the Torres Strait, a number of Strait, the Torres In this game from wed’ and sang the ‘kai in a circle stood players hit the ball up in the air with (ball song) as they the palm of their hands. played The game was using the thick, tree, fruit of the kai deep red oval, which is quite light when dry. Safety Strait Torres Aboriginal and Islanders cultures historiesand > > > > A buddy system with two players working in working players two A buddy system with everyonetandem will ensure is included. Vary the size and type of ball. the size Vary Vary the distance between players. between the distance Vary

> > Change it Change >

Play for 2–3 for Play minutes. team is The winning through furthest has worked the one that the alphabet. time and teams start at the same Alternatively, set period of time noting the highest a for work the ball. without dropping reached letter they

> >

Competitive variation Competitive change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME INVASION GAMES

F-2 3-4 5-6 WARM-UP Keentan

PHYSICAL Two teams play. The team in possession throws the ball between team-mates. In > Players in possession of the ball are allowed LITERACY Keentan both the passer and receiver must be off the ground when the ball is passed up to 4 steps after receiving the ball before ELEMENTS they pass the ball.

or received. An easier version requires only the passers or the receivers to be off the OBJECT MANIPULATION > Players may not hold the ball for more than

ground. Teams of 4 or more. COORDINATION 3 seconds while they are standing still. Team seeking possession > A team gains possession if the opposing team with the ball drops it or by intercepting the ball. > Possession changes if a player steps out of the area with the ball. > No physical contact and guarding must be from 1m away. AGILITY > All players are free to move around without obstruction. Neither team is allowed to kick the ball. SOCIETY AND CULTURESOCIETY

Scoring RULES > One point is scored if possession is retained for a set number of passes (e.g. 5). > The first team to a set number of points is What you need What to do the winner (e.g. 5).

> A marked playing area about the size Team in possession AC:HPE of a netball court CONTENT > Start play from the centre of the court. DESCRIPTIONS > A ball such as a volleyball or size 3–4 > Players jump and attempt to pass the ball LEARNING INTENTION soccer ball to a team-mate while they are in the air. Keentan adds a jumping dimension to a basic invasion game ACPMP043 > Passes must be a minimum of 2m involving passing. This adds an extra dimension of timing ACPMP061 (from player to player). and agility.

© 2019 Sport Australia Sporting Schools Keentan Aboriginal and Torres Strait Strait and Torres Aboriginal Islanders cultures histories and west the north game from is a catching Keentan of Queensland. The jumping districts central the ball resembled to catch action of the players in the resulting of a kangaroo the movements describing the game as the people Kalkadoon made of a piece of ball was The ‘kangaroo-play’. with hide tied up or kangaroo wallaby possum, ‘play’ from in name is taken The (keentan) twine. of north Queensland. language the Wik-Mungkan Ensure familiarity with space and player with space and player familiarity Ensure look (e.g. activity prerequisites awareness others) out for No diving on loose balls.No diving on loose Ensure separations between players as players between separations Ensure observed.described are Larger or smaller playing area. playing or smaller Larger Different balls – size and shape. balls – size Different Teams score in their goal area. The point is won is won The point area. in their goal score Teams designated player to a ball is passed when the the from recommences Play in the goal area. opposite team. base-line with the Allow players to run freely. players Allow

> > Safety > > > > >

Jump with pass or jump with catch or both; or jump with catch Jump with pass 3 v 4). (e.g. the team sizes Vary jump passes alternate While in possession; passes. with regular

> > > Change it Simplify gradually players the activity! Introduce A player in the air. or catch the pass to executing with the ball, land and then might simply jump the ball catch might player a receiving it. Or pass passing it on. first and then jump and land, before Combining jumping and throwing or jumping jumping and throwing Combining Be lenient if some practice. takes and catching not perfectly are and pass the timing of a jump of the game the essence Remember coordinated. to team-mates without interception. is passing Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME INVASION GAMES

SKILL F-2 3-4 5-6 WARM-UP DEVELOPMENT Keep the ball

PHYSICAL 2 teams of 3 are distributed over the court. The team with the ball aims to make What to do LITERACY ELEMENTS 5 passes between team-mates without the ball being intercepted. > 2 teams of 3 (see Form a group for team

formation ideas) OBJECT MANIPULATION

The team with the ball COORDINATION > Try to make 5 passes between team-mates – ss then change possession. pa h 5t > Travelling with the ball is limited to 2 steps. The team without the ball 4th pass > If the defenders prevent 5 passes being made, they score one point and become

the attacking team. COLLABORATION Note – No contact between players. Ball cannot be taken out of the hands of a player.

Scoring

> 5 passes = 2 points STRATEGY AND PLANNING > 3 passes = 1 point > Vary the number of passes

AC:HPE What you need CONTENT DESCRIPTIONS > Indoor or outdoor playing area > One ball for each 6 players LEARNING INTENTION > 3 bibs/sashes or alternative to distinguish players ACPMP025 Keep the ball emphasises hand eye coordination and is a ACPMP043 > Harder variation – hockey or softcrosse sticks good introduction to volleyball skills.

Keep the ball the Keep Where will you pass the ball? pass will you Where defender? your from get away you can How opponent to your for it hard make you can How a pass? make opponent to your for it hard make you can How a pass? receive from to stop a pass together work you can How getting through? or the thrower the Is it better to pressure Why? receiver? two one-on-one or to have Is it better to play with the ball? one player defenders guarding Ensure adequate space for number of players. space for adequate Ensure should there versionIf a kicking is played, designated between be sufficient space areas. playing not be stick is used, it should If a hockey height. waist above raised For the kicking version, start with a ball. soft/slow tagging, for contact except No physical and shoulders knees between only. done space/player should have Players (see All playing activities before awareness others!). out for in tag and Look

Ask the players Attackers (team with ball) Attackers > > (team without the ball) Defenders > > > > > Safety > > > > > areas. playing sized Experiment with different to send the ball (e.g. hockey hockey (e.g. Use equipment to send the ball and an appropriate sticks or softcrosse sticks soft). ball that is sufficiently zones’ ‘safe designating inclusion by Promote if required. – vary size, shape balls – vary size, Use different and hardness.

> > area Playing > Equipment >

– vary the time each player – vary each player the time Time in possession a on. Add it passing before has in possession up to or only allow rule [no holding] ‘hot potato’ 5 seconds. running or with the ball – allow Moving a causes a defender bouncing but a tag by run and will you (When change in possession. try when will you to pass?) in a set time? – passes possession many How the set time limit for with the same team stays the ball 45 seconds). The team without (e.g. or tag a player can times they many counts how the ball. intercept – try Change the team size different a good 3 v 4 or 2 v 3]. This is combinations [e.g. inclusion. to promote way Kicking – the ball be kicked may instead of thrown. Ask the players how they can ensure can they how Ask the players included. are all players children run, spot any play letting After on the side with need assistance who may skills. and catching throwing

> > > > > > Game rules >

Coaching Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME NET & COURT

F-2 3-4 5-6 SKILL GAME DEVELOPMENT CONCEPTS Keep the ball up

PHYSICAL A group of players try to keep a ball off the ground by passing it to each other. Safety LITERACY ELEMENTS Groups of 3 or more. > Choose a flat, obstacle-free playing surface

> Ensure players know what to do if a OBJECT MANIPULATION What to do ball strays into another group. Setting up > Encourage players to call ‘mine’. > Choose a medium sized ball. A beach ball or similar is suitable for beginners. Playing > Start with a free-play version – rules can be decided later. SELF-REGULATION

> Introduce rules as required with Change it. (EMOTIONS) > Encourage a variety of passes – ‘hot potato’, where the ball is immediately hit away is a useful variation.

Change it Ask the players > Play 2 v 2 – decide whether you want the no- > How do you feel before, during and go space between pairs to be out of bounds. Modify the game by allowing any suitable pass COLLABORATION > after the activity? REASONING Decide whether both players must touch the to and from a player with less developed skills What strategies can you use to keep ball before it is returned. Is a 3rd or 4th touch > or restricted movement (e.g. Player 1 passes positive when you are finding the allowed before return? to Player 2 who catches the ball, makes an game difficult? > Other combinations – 2 v 3, 2 v 4. appropriate pass to Player 3 who immediately > Did you change the way you kept the returns the ball to Player 2 and the game > Vary the – type and size of ball including ball off the ground? Why? balloons, type of pass, allowable number of continues). consecutive hits per person. A smaller playing AC:HPE CONTENT area assists players with coordination or Scoring DESCRIPTIONS mobility restrictions. > Not scoring is an option, alternatively, LEARNING INTENTION ACPMP025 how many consecutive passes without This activity emphasises a variety of strategies for keeping a ACPMP029 the ball touching the ground? ball off the ground, particularly overhead passing. ACPMP043 ACPMP045

F-2 3-4 5-6 SKILL GAME DEVELOPMENT CONCEPTS King/Queen of the court

PHYSICAL A modified version of volleyball, played on a smaller court. The team that wins the What to do LITERACY ELEMENTS rally stays on the court and becomes King/Queen. The losing team leaves the court to > Have 2 teams of 4 on the court, with 1 team SELF-REGULATION (EMOTIONS)

be replaced by the next challenger. When a team beats the King/Queen, they move to on each side. OBJECT MANIPULATION the other side of the net to replace the King/Queen. Play with 3 teams of 4. > One end of the court is designated the King/Queen end. What you need IF KQ WIN IF KQ LOSE > A player on the King/Queen team serves > A suitable indoor or outdoor area the ball to start the rally. > A mini volleyball court (14m x 7m) with a net at > A rally is won when: a height of 2 metres (a rope or no-go zone are - the ball is not returned over the net suitable alternatives) within 3 hits

> One mini-volleyball (or similar) per court - the receiving team lets the ball hit COLLABORATION

the ground ETHICS - a player makes contact with the net, or - the returned ball lands outside the court boundaries. > Winning the rally gives that team the right PERCEPTUAL AWARENESS to serve. STRATEGY AND PLANNING > The winner of the rally stays on the court (if they are not King/Queen, they move to the King/Queen end), and the losing team is replaced by the next team. > Play for a set period of time.

AC:HPE CONTENT LEARNING INTENTION DESCRIPTIONS King/Queen of the court requires players to work as a team to cover the court when defending and to pass the ball reliably to gain the advantage when attacking. It works well ACPMP061 following any activity that includes some or all of these ACPMP063 skills, as it encourages players to further develop the skills.

© 2019 Sport Australia Sporting Schools What strategies can you use to manage your to manage your use you can What strategies game finding the are emotions when you self-talk)? positive difficult (e.g. to win well find worked What tactics did you the point/become King/Queen? team get on court and be ready your can How away? straight as King/Queen of staying What is the advantage of the court? Instead of playing to a particular score particular score to a playing Instead of period of time. a set for play (e.g. 5 points), is the one with the most The winning team time runs out. when points scored to distance at a safe off-court must wait Teams with play. interference avoid As a team, identify of the court which areas colliding. players help avoid to will cover players

Ask the players > > > > Time Safety > > > > King/Queen of the court the of King/Queen Allow teams to serve the ball for the next rally rally to serve teams next the Allow for the ball on teams to get forcing as soon as possible, court quickly. The challengers serve to start the rally. The challengers serve to start the rally. of balls or balloons, types Use different ability of the players depending on the When one team wins 5 points,When one become they court. on and stay King/Queen

> > Equipment > Game rules Game >

zone or use a no-go the net height Lower serving the skills of develop until players and spiking.

Playing area Playing change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME TARGET GAMES

F-2 3-4 5-6 SKILL DEVELOPMENT Kolap

PHYSICAL Players work in teams of two to throw objects towards a designated target, such as What to do LITERACY ELEMENTS a mat. For each successful throw teams are awarded a point. The first team to a set > Players attempt to throw their kolaps onto

number points wins. the mat in front of them. OBJECT MANIPULATION > One player starts the game and throws What you need 4 kolaps. A player from the second team > Targets for each pair: softball throws next. bases, rubber mats or towels > Objects to represent kolaps – bean bags, coins or large buttons > Set up the playing area and pairs in teams as shown. Notice how the AND CULTURESOCIETY pairs are split > Each player has 4 kolaps. STRATEGY AND PLANNING REASONING Scoring > Play until a nominated combined score is reached by one of the teams (e.g. 20). > A kolap must land completely on the target to count. AC:HPE CONTENT DESCRIPTIONS

LEARNING INTENTION ACPMP008 A target game that provides interest and variety to other ACPMP025 games like bocce.

© 2019 Sport Australia Sporting Schools Kolap Ensure adequate space for the number the number space for adequate Ensure of players. others round to finish their for wait Players area. onto the playing moving before

Safety Strait Torres Aboriginal and Islanders histories and cultures observed game was This object throwing being late in Strait on Mer Island in the Torres played named after the The game is the 19th century. used as the which were tree, beans of the kolap objects.throwing > > Encourage students to consider pre-shot to consider pre-shot students Encourage hit the target decisions to successfully (starting point, direction throw altering by point) and distance line and release target and arm swing). force (length of backswing, How can you change your throw to make to make throw change your you can How back (e.g. to the target it go further/closer step)? through, swing, follow

Teaching tips Teaching Ask the players Ask the > >

Change the distance and size of the target. of the target. size distance and Change the on, on, side – front of throw the type Vary 1 or 2 hands. of 4 round each Set a time limit for thrown. kolaps substitute to the ability of Match the kolap bean bags and bigger targets (e.g. the group beginners). for distances, with at different targets Provide values. different has their – each player No standing around each player). (the same distance for target own avoid simultaneously and throw can Players around. waiting

> > > > > > change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME TARGET GAMES

F-2 3-4 5-6 SKILL DEVELOPMENT Koolchee

PHYSICAL A ball rolling game that requires players to try to hit a target at the end of the court or Change it LITERACY ELEMENTS other balls that are being rolled towards them. > Vary – the size of the skittles, the distance to

the skittles, the type and size of balls used, OBJECT MANIPULATION What you need the size of the activity area. COORDINATION Indoor option > An area about the size of a basketball court Aboriginal and Torres Strait > Tennis balls, Kanga cricket balls or Islanders histories and cultures larger balls for the koolchee (ball) – Koolchee was played by people in the Lake Eyre one per player district of South Australia. The balls were 8-10cm > A wall (for the ‘challenge’ variation) and made of gypsum, sandstone or mud. SOCIETY AND CULTURESOCIETY > 3 skittles per player Players in two teams line up on each side of a Outdoor option dry claypan. Each team rolled the balls along the ground to the other side, the aim being to break > A smooth surface that will allow the up an opponent’s ball by hitting it while it was koolchees to roll without deviation moving. Balls were left where they came to rest until the stock of balls was used up. The balls What to do were called ‘koolchees’. PERCEPTUAL AWARENESS STRATEGY AND PLANNING Warm-up – hit a koolchee (cooperative play) > Teams at each end of an area roll the koolchees (tennis balls) toward each other – no scoring. Scoring > The aim is to hit another koolchee. Depending > Best of 3 games on the ability level of the players, children start > Sets of 5 games for older players by rolling balls to each other. Competition koolchee AC:HPE > A team game (4–6 per team) where players roll > Teams avoid hitting their own skittles. CONTENT LEARNING INTENTION DESCRIPTIONS a ball attempting to knock down an opponent’s > Players may ‘defend’ their own skittles by skittle at the other end. Skittles are placed The koolchee variations require accurate rolling, team rolling koolchees to hit other koolchees that communication and an understanding of how to rebound 2–3 metres in front of each team. The winning might knock over their own skittles. a ball (koolchee challenge). A useful lead-in to games like ACPMP043 team is the one that knocks down all the bowls, ten-pin bowling and any sport where a fielder can > Koolchees can’t be recovered from the ACPMP061 opponent’s skittles. playing area. return a ball by rolling.

© 2019 Sport Australia Sporting Schools Koolchee Use a larger Use a larger (soccer koolchee ball size). the wall from 5 metres placed Skittles are the wall. from stand 10 metres and players the group. to suit Adjust distances is knocked If the skittle 3 attempts allowed. back one metre. is moved the skittle over on all 3 attempts, it is If the skittle is missed to the wall. closer moved with roll – the angle of the rebound, Vary hits, of the time/number hand, non‑preferred of skittles or balls, distance to walls size or skittles. number the for adequate space Ensure of players. roll that children – ensure variation Rebound bounce it and don’t the ball along the ground at the wall. should keep players variations, In face-to-face oncoming koolchees. out for an eye

Safety Koolchee challenge Koolchee is rolled A koolchee it where to a wall rebounds. The aim a is to knock over skittle. Playing > > > > Change it > > > > Repeat for 2 or 3 rounds. for Repeat – attempt to knock the skittles over Time taken to set a record. skittles, between use Change the separation use a bean bag or koolchees, sized different teams. adjust the distance between similar, Players are not allowed to retrieve koolchees koolchees to retrieve allowed not are Players line and the throwing between the area from be retrieved can the skittles. Other koolchees area. without running onto the playing Players communicate and work together to and work communicate Players the end result. achieve Around 10 skittles placed between 2 facing 2 facing between 10 skittles placed Around apart teams 10 metres One koolchee per player One koolchee

> Scoring > Change it > > Playing > > Setting up > Cooperative koolchee Cooperative together to work each other facing teams Two skittles over. knock the

– allow each player 5 attempts. each player – allow variation Team 10 metres [e.g. repeat the distance and Increase a total of skittles keep Teams then, 15 metres]. down. knocked who – the player Individual variation of skittles the highest number down knocks is the winner. koolchees to retrieve not allowed are Players line and the throwing between the area from the skittles. Individual game – 3 skittles and 3 koolchees koolchees Individual game – 3 skittles and 3 per player game (3–4 skittles per team) – 5 or more Team per team per team and at least 4 koolchees players from Skittles 5 metres

> > > > > > Playing Setting up Players roll koolchees attempting to knock to knock attempting koolchees roll Players or in teams. individually skittles.down Play Practice koolchee Practice change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME FINISH UP Circle sit Left, right and more

PHYSICAL PHYSICAL LITERACY Format > cooperative activity Format > relaxation - gentle stretching - winding down LITERACY ELEMENTS ELEMENTS Start with a circle – players stand in a For young kids learning their left and right sides circle facing the back of the person in front of them. Players are close to each > Children lie on their backs – FLEXIBILITY other with toes of each player touching move L or R arm or L or R leg. STRENGTH the heels of the player in front. After a > Move R arm and L leg together. CONFIDENCE

RELATIONSHIPS count of 3, all players sit down slowly on > Various movements – hand, the knees of the student behind. Players arm, foot or leg circles slowly stand up on a count of 3. (independently or together). > Touch opposites (e.g. R hand

to L knee). SELF-REGULATION (PHYSICAL)

ENJOYMENT > Repeat from different positions

ENGAGEMENT AND ENGAGEMENT (e.g. on stomach or on L or R side).

S-T-R-E-T-C-H Variation – players perform limb movements lying on their stomachs, backs or sides. The activity combines L-R awareness and the moving of limbs.

Format > cooperative activity > Lying on back – raise one leg COLLABORATION

SELF-PERCEPTION SELF-PERCEPTION and one arm off the ground or Change it – choose activities where stretching is one leg and both arms. undertaken in an engaging activity or in different environments. > Lying on side – one foot to one hand in front or behind. > Ask students to perform skills with a ball and partner. > Have students repeat activities > Perform dynamic stretching. Can students ENGAGEMENT ENGAGEMENT in slow motion to develop core AND ENJOYMENT identify the muscle groups being stretched? strength and stability. > Stretch to music! > Play the game using ‘Simon Ask the players Says’ rules. > Which movements are you good at? Which do > Ask students to synchronise you like the most? their movements with one FLEXIBILITY > Which movements do you need to work on? student leading.

F-2 3-4 5-6 SKILL DEVELOPMENT L-o-n-g throw

PHYSICAL A cooperative game in which a ball is thrown between two players. If the ball reaches Change it LITERACY ELEMENTS the catcher on the full, both the catcher and the thrower step back. If it is dropped, > Cooperative circle

both take a step forward. The winning pair is the one that has retreated the furthest. challenge – 4 catchers OBJECT MANIPULATION One or more pairs. on a circle with a thrower in the centre. Catchers step back if they catch the ball. If the ball is dropped the catcher stays on the circle or makes one step towards the circle if they are further out. After each round, the centre person changes place

with the next person in the rotation and goes COLLABORATION to that person’s position, either on the circle or ETHICS further out. > Other – vary the type of throw, left or right hand, vary the ball, vary the size of the circle. REASONING Scoring > The winner is the pair who are the greatest Ask the players What to do distance from the gate markers when the stop signal is given. > Why are there differences in each group? > Play on dry land or in a suitable pool. > What did you do to throw further? Set up AC:HPE Distribute one ball per pair. CONTENT > Safety DESCRIPTIONS > Use 2 markers to establish a ‘gate’ that the > Type of ball and throw should be appropriate ball has to pass through. to the group. LEARNING INTENTION > Players are equidistant from a marker. L-o-n-g throw develops throwing and catching skills, with ACPMP025 a reward for successful catches. It provides a good ACPMP043 introduction to the skills of net and court games.

F-2 3-4 5-6 WARM-UP Look out for others!

PHYSICAL Players run in random directions in a defined area. Players are made aware of the fact Safety LITERACY ELEMENTS that the activity is focused on learning to play safely in the presence of others. > Choose an area away from walls and other CARDIOVASCULAR ENDURANCE

obstructions. MUSCULAR ENDURANCE What to do > Start simply – add new challenges over time. Setting up > Start with a slow movement skill such as walking or jogging on the spot. > Define the playing area – a key step in any player/space awareness activities. > Only add variations when players demonstrate > Disperse the players. effective space and other Playing player awareness. For first- PERCEPTUAL AWARENESS > Players move around, mindful of other players, time players, this may take the boundaries and the surface (e.g. if playing several sessions. outdoors, are there any holes in the ground?) > If indoors, an option is to use a backdrop of music. > Change the movement skill (e.g. run, walk, hop, skip, gallop).

Change it Ask the players SAFETY AND RISK SAFETY > How many ways can you…? – every movement > Run and groups – the coach calls a number (e.g. skill has its variations. For running, vary the ‘5!’) and players quickly form groups of 5. A fun > How does your body feel when you have speed, length of stride, noise made by feet, body variation is to call a number and body part (e.g. been running for a long time? How does low or high, funny variations, on the spot, height ‘5 hands!’. Players come together with 5 hands it feel when you use each different of knees, height of feet at the back, direction, touching). Use the final number called for the next movement skill? arm position, clap in various positions. activity – this assists in a quick transition. > Run and balance – players run randomly AC:HPE as above. The coach calls ‘freeze!’ and CONTENT the players have to balance – either one of their LEARNING INTENTION DESCRIPTIONS own choice or a nominated balance (e.g. balance Look out for others! is an important prerequisite to ensure that students are able to move around a playing area on 1 to 4 body parts). Alter how long students without running in to other students or objects. Effective ACPMP008 hold the balances for (e.g. 5-20 seconds). player and space awareness is a key preventive skill and ACPMP025 should be continually reinforced. ACPMP043

F-2 3-4 5-6 WARM-UP Loose carriage

PHYSICAL Players in groups of 3 form a train (engine and 2 carriages). A few ‘loose carriages’ Change it LITERACY ELEMENTS (taggers) are dispersed and try to join the end of a train. If successful in joining, the > Have more carriages in a train. CARDIOVASCULAR ENDURANCE

loose carriage calls ‘GO’ and the engine uncouples and becomes a loose carriage. > Use more or fewer loose carriages. MUSCULAR ENDURANCE > Change the size of the playing area. > If space is restricted, slow down the loose carriages by having them hop, fast shuffle or spring from both feet. > Provide ‘safe zones’ for trains – allow a 5-second rest. Loose carriages have to keep running. COLLABORATION PERCEPTUAL AWARENESS STRATEGY AND PLANNING

Safety What to do > Choose an area away from walls and Setting up other obstructions. > Form into groups, see Form a group. > Disperse trains (groups) and ensure sufficient AC:HPE CONTENT distance between trains and loose carriages. DESCRIPTIONS Playing LEARNING INTENTION > Call ‘go!’ and each of the trains move safely Loose carriage is an activity that develops cooperative ACPMP008 around the playing area trying to avoid the loose behaviours as students work together to move around the ACPMP025 carriage from joining the end of their train. playing area without ‘uncoupling’. ACPMP043

F-2 3-4 5-6 WARM-UP Low 5s – High 5s

PHYSICAL A quick energiser. Players perform the nominated ‘low 5s’ or ‘high 5s’ with 4 other Change it LITERACY ELEMENTS players. Play with 8 or more. > Choose an appropriate option from those shown – feet/hands combinations are useful. STABILITY/BALANCE > Try eyes closed (or use eye shades), players use MOVEMENT SKILLS What to do voice, clapping or tapping to find one another Setting up and locate hands/feet. > An area free of obstacles > Call a name – players call to someone on the > Players dispersed over the playing area opposite side of the playing area. Be prepared for some noise! Playing > Birthday 5s – find someone born in February, > If it is the first time the activity is performed, call March or April, etc. on different pairs to demonstrate the choices. COLLABORATION > Have players make up a sequence of high 5s/ MOTIVATION > Call the action – remember players do it with low 5s like a secret handshake! 4 other players. If different ‘low 5s’ variations are executed, that’s fine. > Include movement skills between each action call so students get increased activity time and > Challenge – how quickly can you do it? change partners regularly. Safety > Choose an area away from walls and other

obstructions. TACTICS > Encourage soft contact when hands or feet come together. > If the activity starts with random running, players should have completed space awareness activities. AC:HPE CONTENT DESCRIPTIONS LEARNING INTENTION Low5s – High 5s is a warm up activity that develops cooperative behaviours and can be used to develop ACPMP008 movement and balancing skills depending on the ACPMP025 combinations used. ACPMP043

F-2 3-4 5-6 SKILL DEVELOPMENT Mexican wave

PHYSICAL Players stand in a circle, and one player (the leader) demonstrates a particular skill. Change it LITERACY ELEMENTS Each player in turn around the circle repeats this skill. Slowly introduce more skills. > The next player in the circle repeats the movement and adds a movement of their own. STABILITY/BALANCE > The next player adds another movement, and so on. > Each player needs to remember the previous pattern.

Safety ENGAGEMENT AND ENJOYMENT > Make sure there is enough space between players to avoid contact. RELATIONSHIPS

Ask the players

> What part of the activity did you enjoy? > What was your favourite skill to What to do demonstrate? Why? > Nominate a player to lead. > When it reaches the leader once more, AC:HPE CONTENT > The leader demonstrates one skill (e.g. kicking, they introduce another skill. DESCRIPTIONS blocking, passing, shooting, throwing). > Next time around, the leader introduces a new skill when the person opposite them in the ACPMP008 > Starting on the leader’s right, each player in LEARNING INTENTION ACPMP011 turn demonstrates the skill around the circle. circle demonstrates the original skill. ACPMP025 Mexican wave develops understanding of the movement ACPMP029 > Each time, introduce a new skill earlier. elements of time and moving in relation to other people. ACPMP043 ACPMP047

F-2 3-4 5-6 GAME CONCEPTS Mini golf

PHYSICAL Players play a course set out like a real course. Scoring is in Ambrose format. Ambrose LITERACY ELEMENTS Play in teams of 3 or 4. > All players hit their first shot.

> Players then pick the best shot and all hit their OBJECT MANIPULATION What you need What to do second shot from that spot. > Marker cones for the teeing area > Set up a course outside, with around 5–9 holes, > This continues until the ball is on the green. > Hoops, ropes or similar to act as greens, and depending on the time available. stakes/flags > Each hole should be the length of around 2–3 Ambrose scoring shots to reach the green, based on the ability > A boundary line at the edge of the playing area > The number of ’selected’ (best) shots count of the players and the hitting implement used. to mark out-of-bounds (individual shots do not). Vary this between holes. SELF-REGULATION (EMOTIONS) Roped areas or mats to act as hazards > > A ball is considered ’holed out’ when it lands CONNECTION TO PLACE > For each hole, set up a tee (marker cones), > Obstructions (e.g. milk crates, bins, chairs) on the green. hazards (ropes or mats), obstructions (chairs or > 1 hitting implement per team bins) and a green (hoops or a roped area). > One penalty stroke is scored if the ’selected’ shot is in a hazard area. > 1 ball per player > Each team starts at a different tee. > Optional: 1 frisbee per player STRATEGY AND PLANNING

AC:HPE CONTENT DESCRIPTIONS

LEARNING INTENTION

Mini golf builds on introductory target and striking and ACPMP061 fielding activities. The game develops hitting accuracy and ACPMP063 shot selection. It is a great introduction to golf.

© 2019 Sport Australia Sporting Schools Mini golf Mini What strategy will give you the best score best score the you will give What strategy as a team? the to achieve together work you can How best score? about like did you outside] What [If played being outside? the outdoor What other obstacles from could be incorporated? environment course own your at home? make could you How calm use to remain you can What strategies and focused? Make sure the ’holes’ are not too close to not are the ’holes’ sure Make each other. to hit must be at least 3 metres waiting Players hitter. the from it must be onto another hole, If a ball strays back in play. dropped

Ask the players > > > > > > Safety > > > Incorporate parts of the natural or built of the natural parts Incorporate outdoors as obstacles at environment each hole. If space is restricted, set up shorter holes that If space is restricted, chipping or short game shots.only require Include more or fewer obstacles or hazards. obstacles or hazards. fewer or Include more Vary the length and design of holes according of holes according and design the length Vary to ability.

> > > Playing area area Playing >

or kick a ball. To make it easier, use a lightweight racquet racquet a lightweight use it easier, make To lighter ball. or bat with a larger, throw to roll, players Use a frisbee or allow Use role models to highlight good technique. to highlight good models Use role the side to be coached on can Players their skills.develop players (e.g. the scoring format Vary individually). score

> > Equipment > > > Game rules

Coaching Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME MOVEMENT EXPLORATION

F-2 3-4 5-6 SKILL DEVELOPMENT Mini pyramids

PHYSICAL In groups of 4, players build a mini pyramid. One player is on top of two others, and > Perform shoulder push ups (shoulder LITERACY one player is a spotter. Once they are in position, players in the pyramid put their protraction and retraction) when on all fours ELEMENTS to warm up shoulder joint.

heads up to the audience and yell ’HO!’. MUSCULAR ENDURANCE > Encourage students to ‘push the floor away’ STABILITY/BALANCE to keep a strong upper body position if they are a base. > Use a surface such as acromats or scatter mats. > Check there is enough space between players/ groups and that players are away from walls and obstacles. > Reinforce straight line rules (i.e. hands under shoulders, flat backs, knees under hips, flat COLLABORATION feet, no toes tucked under). STRENGTH What you need > Always have smaller players on top and a > Floor mats for each group larger player on the bottom, or have players of a similar size working together. What to do > Players on top should not put weight onto the base player’s spine. > Players form groups of 4 and nominate 2 players as a base, 1 player as the flyer > Make sure the group stays focused. AND RISK SAFETY > The flyer carefully places their hands on and 1 player as the spotter. > Spotters must never take their eyes off the inside shoulder of each of the bases, the flyer. > Two base players form the bottom of the then places their knees gently and carefully pyramid and are side-by-side on their hands on the base’s lower hip and bottom area > Take care in guiding the flyer down — one foot and knees, with their wrists directly under their (not on the spine). down first, then climb off carefully. shoulders, their knees directly under their hips, When in position, all 3 players put their heads > If anyone feels uncomfortable or unsure about with their feet and back flat. > up to the audience and yell ’HO!’. performing the pyramid, don’t make them. > With the assistance of the spotter, the third AC:HPE > Change roles and repeat. CONTENT player (the flyer) forms the same position but DESCRIPTIONS on top of the base. Safety > The flyer stands at the back of the bases, LEARNING INTENTION Activity relies on students having good upper ACPMP043 with a foot between each of the inside legs > Mini pyramids is an activity that develops teamwork and ACPMP061 (calves) of the bases. body strength and core stability. encourages safe entry and exit for balancing activities.

F-2 3-4 5-6 SKILL GAME DEVELOPMENT CONCEPTS Mini tee-ball

PHYSICAL Play with a batting team, a fielding team and 4 bases. Each batter hits the ball into LITERACY the field from a batting tee, then tries to run around the bases while the fielders field Game rules ELEMENTS A batter is out when:

the ball. Play in teams of 4. OBJECT MANIPULATION > a fielder catches a batted ball on the full

> a batted ball is fielded and thrown to the SPEED first base player, who touches the base What you need before the batter arrives > a fielder with the ball touches a base > An area approximately before a runner reaches the base, or 50m x 50m per group of 8 > a fielder tags a runner with the ball (whether > 4 bases the ball is held in the tag play or dropped). COLLABORATION

> Boundary markers CONFIDENCE > 1 bat and ball > 1 batting tee Scoring 1 glove per player > > Batting teams score 1 point for each > Batting helmets base touched. > Optional: a fun base (a base with > Fielding teams score 1 point for each a horn inside, used at first base) person they get out.

What to do TACTICS Batters Fielders > The goal is to run around all 3 bases to the home-plate to score a run. > The teacher fields at the home plate and batters cannot get ‘out’ at home. > Using a tee, hit the ball into the Players in the field rotate positions after each batter. playing area. > AC:HPE CONTENT > Batters have 3 attempts at hitting the > Play stops after the ball is fielded and thrown DESCRIPTIONS ball off the tee. to a base (the player does not have to catch the LEARNING INTENTION ball properly). Mini tee-ball is a modified softball game that builds on ACPMP043 > The ball must be hit into the fair area > The ‘3 out, all out’ rule does not apply. striking and fielding skills and encourages teamwork and ACPMP045 (i.e. inside the extended boundaries thoughtful ball placement. It provides a good introduction to ACPMP061 of first and third base). > Each team will bat for 5 minutes, then swap over. softball and baseball. ACPMP063

© 2019 Sport Australia Sporting Schools ball - tee Mini Where do you need to hit the ball to give the ball to give need to hit do you Where yourselfof making first the best chance base? do not get out you sure make you can How bases? running between limit the number of runs the you can How batters all stand? should you get? Where Vary the bat and ball used according to player to player and ball used according the bat Vary balls, Sponge balls and softcore ability/mobility. easier at the beginning. bats are foam at first. of a marker Use a fun base instead

Ask the players Batters > Fielders > Equipment Equipment > > The coach could pitch to the batters, rather than hitting off a tee. Allow batters to have a runner if needed or battersAllow to have ability. to according vary the method of travel Encourage players to use positive to use positive players Encourage comments/feedback for and strategies the confidence of inclusion to boost and the team. individual players to player according the innings length Vary ability and time constraints. according or surface size area the playing Vary area A smaller playing ability/mobility. to player is surface and a hard the activity easier, makes wheelchair users.easier for Use role models to demonstrate good to demonstrate models Use role with individual coaching up Follow technique. to one side if necessary.

> > > Game rules > area Playing > Coaching >

Batters it. the bat, not throw must drop Batters helmets. must wear of the pitching stand in front No fielder can at the start of each play. plate/marker distance (at least is a safe there sure Make the batter and other between 10 metres) batters and fielders. Batters should aim to hit the ball so it travels head height. below name if they Fielders ’MINE!’ or their own call fielding the ball. are contact with fieldersBatters avoid should while running the bases. Make sure there is a safe distance a safe is there sure Make groups.between

> > > > > > > >

Safety change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME NET & COURT

F-2 3-4 5-6 SKILL GAME DEVELOPMENT CONCEPTS Mini volleyball

PHYSICAL A modified version of volleyball played on a smaller court with no designated > If the receiving team LITERACY positions. Play in teams of 4. wins the rally, they ELEMENTS win the right to serve. OBJECT MANIPULATION Rallies continue where both teams try to return > Players rotate What you need > COLLABORATION the ball to the other side. clockwise after winning > A suitable indoor or outdoor area > A rally is won when: the right to serve. > A mini volleyball court (14m x 7m) with a net at > A player is allowed a height of 2 metres (a rope or no-go zone are - the ball is not returned over the net a maximum of suitable alternatives) within 3 hits 3 serves in a row. > One mini-volleyball (or similar) - the receiving team lets the ball hit the ground

> Cones or markers to define the court area - a player makes contact with the net, or STRATEGY AND PLANNING (if needed) - the returned ball lands outside the court Rotation to include a fifth player

boundaries. TACTICS What to do > Have 2 teams of 4 on the court, with one Scoring team on each side. > A point is scored by the team that wins > Players serve the ball over the net from the rally.

behind the baseline. > The first team to score 25 points wins PERCEPTUAL AWARENESS > The opposing team may take up to the set. 3 hits to return the ball. > A team must win with a minimum margin of 2 points (e.g. 25–21, 28–26).

AC:HPE CONTENT LEARNING INTENTION DESCRIPTIONS Mini volleyball requires players to work as a team to cover the court in defence and to pass the ball reliably to gain an advantage in attack. It works well following any activity that ACPMP061 includes some or all of these skills, as it encourages players ACPMP063 to further develop the skills.

© 2019 Sport Australia Sporting Schools Mini volleyball Mini When defending, where should you stand on should you where When defending, area? your the court to defend use to When attacking, what tactics could you the chances of winning the point? improve Players are not permitted to make contact to make not permitted are Players net. with the part of the body, the ball with any Playing in volleyball is permitted including the feet, for is discouraged but kicking the ball reasons. safety off-court or teams waiting players sure Make interference to avoid distance away a safe are with play. a ball, encourage going for are When players collisions with ‘MINE!’ to avoid them to call team-mates.

Ask the players > > Safety > > > > Change the maximum number of hits allowed number of hits allowed Change the maximum the net. the ball over returning before Service can be either underarm or overarm. Service be either underarm can Allow the ball to bounce once before to bounce once before the ball Allow first contact. The winning team is the one with when the most points scored time runs out. Allow the ball to be caught on first contact. to be caught the ball Allow types of balls or balloons, Use different depending on the ability of the players. until a set is Instead of playing a defined for completed, play period of time. Allow the serverAllow to serve inside the from their improve to the net) to court (closer chances of success.

> > > > > Equipment > Time > Game rules Game >

use a no-go zone the net height or Lower the skills of serving develop until players and spiking. Score a bonus point each time a team uses its bonus point each time a team uses a Score the ball. returning before maximum 3 hits and to relax players to encourage want If you score. try skills, new do not keep Start playing the game and introduce new game new and introduce the game Start playing easily can Players situations arise. rules as in the course rules learn new of play. highlight models to as role Use players competent skills. to points/sets students time between Provide strategies. new to form together work

> Playing area Playing > > > > to score How >

Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME MOVEMENT EXPLORATION

F-2 3-4 5-6 WARM-UP Musical statues

PHYSICAL Players dance freely around the room. When the music stops, players must freeze and Safety LITERACY ELEMENTS form a statue. > Check there is enough space between players.

What you need STABILITY/BALANCE FLEXIBILITY > Music player and music

Ask the players

What are the different ways you can

> SELF-REGULATION

dance around the room? (PHYSICAL) STRENGTH > How can you make interesting statues? What to do > How can you use different body parts to make different shapes and statues? > The music starts and players dance freely around the room. > How can you make sure that you are able to hold your position of the statue once > When the music stops, players must freeze

the music stops? CONTENT KNOWLEDGE and form a statue (e.g. tree, stork, airplane). > Players discuss different statues and choose a favourite one. All students perform the statue that was chosen as the favourite. > Players form groups of three and form a > Players repeat and copy a statue from statue together. another player in the room the next time Incorporate statues which require increased the music stops. > flexibility, balance or strength. Ask students to AC:HPE hold these for 10-20 seconds. CONTENT Change it DESCRIPTIONS > ‘Blast off!’ – have students start in a freeze > Encourage players to hold the body position hold. Teacher counts down 10-9-8... etc. for different lengths of time. On zero, teacher calls BLAST OFF! and LEARNING INTENTION ACPMP008 > Slow down the pace of the music to allow students run in different directions until the Musical statues is an energiser that develops balance skills ACPMP025 greater body control when forming statues. stop signal is given. whilst students respond to a musical stimulus. ACPMP043

F-2 3-4 5-6 SKILL DEVELOPMENT Names

PHYSICAL Players in a circle throw a ball to other players in the circle. An interceptor inside the Variations LITERACY ELEMENTS circle tries to intercept the ball. Only the interceptor can move. Groups of 4–6 players. > Players decide on names – cars, pop groups,

movies, sports people. OBJECT MANIPULATION

> More than one interceptor REACTION TIME > New circle positions – after 2 successful consecutive passes, play is stopped and players move around the circle in the same direction 2 times to a new position. Play recommences. Vary the type of movements around the circle. SELF-PERCEPTION STRATEGY AND PLANNING

Scoring > The group with the highest number of What you need What to do consecutive passes in a set time wins. > A playing area big enough for the > Players on the circles can’t move. AC:HPE CONTENT circles of players > The player throwing the ball calls out a name DESCRIPTIONS > One medium-sized ball per group (the receiver) and passes the ball to that player. LEARNING INTENTION If the ball is intercepted, the thrower changes ACPMP008 > Names develops throwing, catching and intercepting places with the interceptor, or change after skills. It is an introductory activity for invasion and ACPMP025 4 throws. striking/fielding games. ACPMP043

© 2019 Sport Australia Sporting Schools Names Think about your performance – what isn’t – what isn’t performance Think about your so you do differently What could you working? successful? more are chances of your increase you can How the ball? intercepting possession? keep you can How with your communicate do you How team‑mates? use the long throw When will you air time)? means more (Remember, longer Ensure adequate space for number of players. space for adequate Ensure circles. adequate space between Ensure stops play i.e. on a ‘lost ball’ strategy, Agree until the ball is retrieved. completed space/ should have Players playing. before activities awareness player

Ask the players > Interceptors > Passers > > > Safety > > > > Bigger or smaller circles. – vary size, shape balls – vary size, Use different and hardness.

Playing area Playing > Equipment >

– vary the pass (e.g. include rolling). include (e.g. – vary the pass of pass Type group with the – discuss passing Restrict passes to disallow like would whether they to the person only Allow either side of them. certain passes. to the person on either side Bonus – if passing this could intercepted, and the ball is is allowed call of one false a credit the interceptor give role. when in the throwing ‘hot example, Time limit on ball contact – for the ball. throwing or 3 seconds before potato’ position – the interceptor interceptor Restrict the thrower. from must stand at least one metre out the numbers.The teacher calls interceptors.Use more Highlight good examples of throwing and and of throwing good examples Highlight think the they why Ask the group catching. models. as role pair has been chosen or intercepting. passing Highlight good tactical

> > > > > > > > > Game rules

Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME NET & COURT

F-2 3-4 5-6 SKILL GAME DEVELOPMENT CONCEPTS Newcombe ball

PHYSICAL 2 teams on a court with or without a net. A net is preferable. The serving team sends Change it LITERACY ELEMENTS the ball over the net from the back of the court. The opposing team has to catch the > Use equipment – paddle bat and sponge ball,

ball and keep it off the floor. The receivers become the servers and return the ball. softball and glove or racquet and shuttle. OBJECT MANIPULATION Play with 8 per court, 4 v 4. Use with 1 v 1 or 2 v 2.

What you need What to do > Tennis, badminton or volleyball court with a Playing net. Each half is divided into four – use masking > The game starts with one player tossing the tape as shown. ball from the back half of their court across the > Net at medium height. net for an opponent to catch.

> If you don’t have a net, mark out a ‘no-go’ zone > Each player must stay within their own COLLABORATION and require balls to be served above head height playing area. of team-mates in the front row. > A maximum of 3 passes can be made > One soft volleyball or similar. between players before the ball is returned > Markers as required. across the net. Scoring > Alternate serves and rotate server each time > Servers – a point is scored if the ball a point is won. touches the ground in the receivers’ area. PERCEPTUAL AWARENESS > Receivers – a point is scored if the servers

hit the ball outside the receivers’ court. TACTICS > Score to a set number of points (e.g. 10) or set time limit (e.g. 4 minutes). > Cooperative emphasis – make the length of the rally the objective.

AC:HPE CONTENT DESCRIPTIONS LEARNING INTENTION Newcombe ball requires players to work as a team to cover ACPMP043 court space on receiving a ball. Servers work on ‘finding ACPMP045 space’ and deception. The receivers combine catching, ACPMP061 passing and attacking play. ACPMP063

© 2019 Sport Australia Sporting Schools How can you avoid too many players players too many avoid you can How in one area? area, out of your to move allowed are If you to cover be used can formations what different together and work you can the court? And how about ball ownership? confusion avoid it the ball to make throw/hit might you Where opponents? your for hard opponents your do to avoid What will you blocking the ball? Vary the size and shape of the court – bigger/ of the court and shape the size Vary skinnier/wider. smaller; if playing area ‘no-go’ the width of the Vary without a net. of free area playing and A smooth surface obstructions. to call players Encourage to players ‘mine’ and remind on the ball and an eye keep their team-mates. Only use a bat with 1 v 1 or 2 v 2 combinations.

Newcombe ball Newcombe

Ask the players Ask the players Receivers > > Servers > > Playing area Playing Safety > > > > > Allow ‘hot potato’ passes (instant pass (instant pass passes ‘hot potato’ Allow without holding). Allow blocking – but not reaching over the net. over not reaching blocking – but Allow Allow servingAllow the net. over a hit by

> > >

– this involves the -mate – this involves Supporting a team can support. Players 1 receiving in square player out of moving 1 by in square the player assist in tandem with this player. to work their square if out of their square only move can A player 1. in square to the player the ball goes directly either send the 1 can in square The player it to a team-mate. or return the net ball over it. returning 4 touches of the ball before Allow to all court space. access players Allow a ball to be the 3-ball rule and allow Relax to a team-mate. or passed directly returned Use player role models to help players to help players models role Use player understand the game – working the concepts of court space (in defence), as a team to cover (servers),finding space in attack and combining leading to attacking play. and passing catching the beginning, from play cooperative Encourage a long periods without aiming for with players ball. dropped

> > > > > > Game rules > >

Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME INVASION GAMES

F-2 3-4 5-6 SKILL GAME DEVELOPMENT CONCEPTS Newspaper hockey

PHYSICAL Using rolled-up newspapers to hit a soft ball, 2 small teams try to score goals. Safety LITERACY ELEMENTS > Choose an area away from walls and other CARDIOVASCULAR ENDURANCE

What to do Change it obstructions. OBJECT MANIPULATION Setting up > Vary team sizes. For example, 4 v 2, to cater > The ball must be hit below waist height. > Select teams of up to 4 players. for varying ability and fitness levels. > Encourage players to call ‘mine’. > Make bats out of rolled-up newspaper > Introduce zones for mobility restricted players, > Use Change it to accommodate different (rolled diagonally for longer bats), which are out of bounds for opposition players, player abilities. stuck together with tape. to help students learn to pace themselves and include all members of the team. > Use a soft ball and narrow goals. > Ask the players for ideas to ensure the game Scoring SELF-REGULATION (PHYSICAL) Playing MUSCULAR ENDURANCE is fair for all. > How many consecutive passes can > Pass, trap, hit and score – that’s it! players make without the ball touching > Introduce rules as required with Change it. Game rules the ground? > Other combinations – 1 v 1, 2 v 3, 2 v 4. > Number of goals scored. > Interceptor – play as an interception game > Not scoring is an option. [see Interceptor activity card]. > Other – rule disallowing forward passing, use PERCEPTUAL AWARENESS plastic hockey sticks, scoring zones – attacking Ask the players players must strike for goal outside of the zone, COLLABORATION have a goal-keeper. > How does your body feel after 5 minutes of play? > What strategies could you use so you can participate more actively in the game and not take rest breaks?

AC:HPE CONTENT DESCRIPTIONS

LEARNING INTENTION ACPMP043 Newspaper hockey is a fun modified hockey game which ACPMP045 develops key invasion game concepts such as teamwork, ACPMP061 moving into space and anticipation. ACPMP063

F-2 3-4 5-6 SKILL GAME DEVELOPMENT CONCEPTS No-go

PHYSICAL Players are divided into 2 teams separated by a ‘no-go’ barrier. The ball is thrown LITERACY across the barrier. The opposing team must catch the ball and send it back. ELEMENTS OBJECT MANIPULATION What you need > Indoor or outdoor court > Variety of balls of different size, weight and hardness > 14 marker cones COLLABORATION

Scoring Teams score points when: PERCEPTUAL AWARENESS > the ball touches the ground twice on the STRATEGY AND PLANNING opponent’s side > the opponents send the ball out of court What to do > the ball lands in the ‘no-go’ area from an > Set up the playing area as opponent’s last touch. shown. The ‘barrier’ between Score to an agreed number of points (e.g. 10) the 2 teams is the no-go area. or set a time limit (e.g. 5 minutes). > Divide the players into 2 teams. > The ball is thrown across the barrier above AC:HPE CONTENT waist height. DESCRIPTIONS > The opposing team must catch the ball on the full or after one bounce and send it back. ACPMP025 LEARNING INTENTION ACPMP029 > Players must catch and throw in one Use No-go is an inclusive activity which develops throwing ACPMP043 movement. and catching skills, spatial awareness and ball placement. ACPMP045

© 2019 Sport Australia Sporting Schools -go No What can we do to ensure the whole court do to ensure we What can is covered? a long rally the ball to ensure throw do you How play)? (cooperative team-mates to your use passing you can How score? to help you Make sure players are aware of the capabilities of the capabilities aware are players sure Make of others in the group. ‘mine!’ when taking to call players Encourage a catch. courts. sufficient space between Ensure

Ask the players Ask the players Catchers > Throwers > > Safety > > > – a larger – a larger area of the ‘no-go’ Change the size a smaller ‘no-go’ it harder, makes area ‘no-go’ accuracy. greater requires area Vary the size of the court according to the court according of the size the Vary court – a small and ability of players number more it easier to get to a ball but needs makes communication. player

> Environment >

– use slower balls, e.g beach balls or beach balls balls, – use slower e.g Easier balloons. large even balls. – use smaller/faster Harder Remove the ‘one bounce allowed’ rule – as bounce allowed’ the ‘one Remove improve. reactions players’ Identify points are where areas specific target or count double. scored, and over’ a ‘3 pass Introduce each rule where the ball pass they team has 3 touches before the barrier. across Ask the players to agree to rules that ensure that ensure to rules to agree Ask the players everyone game. in the and has a role is included the ball as early should visually track Players as possible. their to cover try formations Players different side of the court.

> > Equipment > > > > > Game rules >

Coaching Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME MOVEMENT EXPLORATION

F-2 3-4 5-6 WARM-UP Nose and toes tag

PHYSICAL Three taggers try to tag other players, who must hold their nose and toes if tagged. Safety LITERACY ELEMENTS > Players need to get their balance before trying to touch their nose. STABILITY/BALANCE > Make sure the playing area is free MOVEMENT SKILLS of obstructions.

Ask the players

> What is your strategy to tag a player?

> What’s the easiest way to touch COORDINATION your nose? > Which leg do you have the best balance on? PERCEPTUAL AWARENESS STRATEGY AND PLANNING

What you need Change it > 3 bibs for the taggers > Players only hold the toes of their left foot for 3 seconds and are then free. What to do > Increase the number of taggers. AC:HPE > When you say ’GO!’, three taggers try to tag > Players have to balance on their CONTENT DESCRIPTIONS other players. Once tagged, a player must hold non-preferred leg. the toes of their left foot with their right hand. LEARNING INTENTION To become free, they must touch their nose Nose and toes tag requires players to be aware of others and ACPMP008 with their free hand and hold for 5 seconds. emphasises ‘space finding’. It also develops players‘ balance ACPMP025 and coordination skills. ACPMP043

F-2 3-4 5-6 WARM-UP Number change

PHYSICAL While standing in a circle, players try to change positions before the middle player Safety LITERACY ELEMENTS takes their spot. Play with 6–10. > Make sure there is no physical contact (e.g. pushing) when players

are changing places. MOVEMENT SKILLS AGILITY ENGAGEMENT AND ENJOYMENT SPEED PERCEPTUAL AWARENESS TACTICS

What to do Change it > Players are given a number and form a circle > Two people are ‘it’ and in the centre in random order. of the circle. AC:HPE > One of the players is ‘it’ and stands in the > Vary the locomotion players use when CONTENT centre of the circle and calls out any two changing positions (e.g. skipping, DESCRIPTIONS numbers. These two players try to swap places hopping, jumping). before the player who is ‘it’ takes their place. LEARNING INTENTION ACPMP008 > The player who fails to find a vacant position Number change is a fun warm up activity that encourages ACPMP025 in the circle becomes ‘it’. quick thinking and requires teamwork and cooperative play.

F-2 3-4 5-6 SKILL GAME DEVELOPMENT CONCEPTS Numbers

PHYSICAL Two even teams play. Each team stands in the goal third on the opposite sideline of What to do LITERACY ELEMENTS the court and each player receives a number. Call out 2 numbers. The players with > Divide players into groups of 6 or 8.

those numbers then run into the playing area and contest the ball you have thrown > Each group stands on opposite sides of the OBJECT MANIPULATION

or rolled onto the court. The player who gains possession, and their partner, become playing area. REACTION TIME the attackers, while the others become defenders. The attackers try to score a goal. > Give each player a number (with a Play in 2 teams of 6 or 8 players. corresponding number on the other team). > Randomly call 2 numbers (e.g. 1 and 5). Those two players from each team run into the playing area while all other players stay on the sideline.

> The first number called is the only player allowed COLLABORATION to contest the ball. > Roll or throw the ball into the playing area. The nominated players contest the ball to gain possession. > The team with the ball become the attackers and the other team the defenders. The attacking team tries to score a goal. > If defenders intercept the ball, they pass it back to you. Defenders then become attackers. TACTICS

What you need > An indoor/outdoor area AC:HPE > Markers to define the playing area Scoring CONTENT DESCRIPTIONS > 1 goal (e.g. a netball ring, basketball hoop, > The attacking team scores 1 point for 5 consecutive passes without the ball bin or wall target) LEARNING INTENTION ACPMP043 being intercepted, or for shooting a goal. > 1 netball/basketball (or similar ball) Numbers links to activities requiring defending, marking and ACPMP045 shooting and can be modified for netball, basketball, soccer Bibs for each team > The first team to score 10 points wins. ACPMP061 > or hockey. ACPMP063

© 2019 Sport Australia Sporting Schools Numbers When attacking, what tactics could you use to you When attacking, what tactics could the chances of getting the ball into the improve goal circle? a do to have what should you When defending, the ball? better chance of intercepting Players waiting on the sideline should be a safe a safe should be on the sideline waiting Players with play. interference to avoid away distance calling to clear the court before players Allow numbers.new players. between No contact is allowed another from be taken The ball cannot possession. player’s

Ask the players > > Safety > > > > Have a sport-specific focus — change — change focus a sport-specific Have the sport to suit the ball/implement hockey). soccer, basketball, (e.g.

Equipment >

The attacking team must make one pass to one pass The attacking team must make who then pass team members on the sideline, the ball back. start of at the When a team gains possession join in using a full court. all players the game, circle. in the goal allowed are Only 2 attackers choosesThe team that gains possession which goal to shoot for. Use the whole court when all players when all players Use the whole court involved. are Introduce new game rules as situations rules as situations game new Introduce new easily learn any can as players arise, rules in the course of play. highlight models to as role Use players competent skills.

> > > Game rules > area Playing >

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F-2 3-4 5-6 SKILL DEVELOPMENT On-court off-court rapid pass

PHYSICAL 4 passers on-court pass the ball around, each player trying to receive as many What to do LITERACY ELEMENTS passes as possible. 2 other on-court players are taggers who try to tag a passer with Play for a set period, such as 30 seconds. CARDIOVASCULAR ENDURANCE the ball. Off-court, 2 players pass the ball to each other trying to reach a record total. Passing

The game is readily adapted to a wide range of ability levels. 8 or more players. COLLABORATION > If a passer is tagged in possession of the ball they lose 2 points. > Tag by lightly touching a passer – no touching on the head. > End-zone – depending on player ability, designate a ‘no-go’ end-zone, which is out of ENJOYMENT AND ENGAGEMENT bounds to other players. SELF-REGULATION (PHYSICAL) Taggers > Change roles frequently – after short periods of play (e.g. 30 seconds), taggers become passers and 2 on-court passers become off‑court passers. PERCEPTUAL AWARENESS STRATEGY AND PLANNING

AC:HPE Scoring CONTENT What you need DESCRIPTIONS > On-court passers – attempt to catch as > Suitable playing area without obstructions with many balls as possible before being tagged. space between other groups LEARNING INTENTION > Off-court players – attempt to receive as On-court off-court rapid pass is a fast, inclusive passing ACPMP061 > 2 balls per group (volleyball size) or alternative many passes as possible in the set time. game. Passers learn to simultaneously bring into view team- ACPMP065 > Markers mates and taggers. ACPMP067

© 2019 Sport Australia Sporting Schools What strategies can you use to keep running to keep use you can What strategies participate as you yourselfor give breaks or court positioning)? strategies (e.g. pacing team-mates? help your you can How long’ the ball, is it best to ‘pass have If you short’? or ‘pass with another tagger to work you can How effective? be more Ensure a smooth playing area with adequate with adequate area playing a smooth Ensure other games. and players space between as to equalise play zones tag-free Create required. should be soft. throws Overarm another from be taken The ball cannot possession. player’s

Ask the players > (on-court) Passers > > Taggers > Safety > > > > court rapid pass rapid -court off -court On – between off-court Change the distance – between passers. Create one or 2 in-court ‘islands’ where passers passers where ‘islands’ one or 2 in-court Create (5 seconds maximum) without to move can being tagged. Change the dimensions of the playing area. of the playing Change the dimensions – vary size, shape and balls – vary size, Use different experience depending on the hardness of the players.

> > Playing area Playing > Equipment >

– vary only walk can Taggers/passers to ability levels. according – taggers have and ‘unfreeze’ Call ‘freeze’ called is to stand on the spot until ‘unfreeze’ passers). (easier for Taggers – vary the number of taggers Taggers or fewer). (more . method the passing Vary team-mates positioning themselves to receive themselves team-mates positioning taggers evading passers bumping about without moving players or opposition into team-mates communicating deceiving the opposition.

> > > > Game rules > > > > > The game will provide many ‘coachable moments’ moments’ ‘coachable many will provide The game fundamentals invasion-game to highlight you for models: role player using by Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME STRIKING & FIELDING

F-2 3-4 5-6 SKILL GAME DEVELOPMENT CONCEPTS Over the pit

PHYSICAL Batters hit a pitched ball from a team-mate and try to direct the ball over a marked LITERACY area called the ‘pit’. Fielders try to catch the ball. Play 4 v 4. Scoring ELEMENTS > Batters score a point if the ball goes over OBJECT MANIPULATION > If 3 outs are not reached after each batter has the pit and into the playing area without What you need REACTION TIME 2 hits, the innings automatically stops. being caught. > Ball suitable for striking with the hand or a paddle bat Fielders > Extra point – the ball crosses the pit and the ball continues to run through or past > Attempt to catch the ball. > 8 markers to define a playing area and a ‘pit’ fielders. > A fielded ball is passed back to the pitcher via Tally points for the innings. What to do other fielders. The ball is rolled to the pitcher. > Setting up SELF-PERCEPTION > Batters and fielders move to positions as shown. > Fielders stand behind the front line of the pit. A batter and pitcher from the batting team stand in place. Batters STRATEGY AND PLANNING

> One of the batting team lobs a ball CONTENT KNOWLEDGE to the batter – change pitchers for each new batter. Alternatively, the batter bounces a ball and hits it. > The batter hits the ball with a hand or paddle bat – this will depend on the ability of the group.

It’s easier with a bat. AC:HPE CONTENT > The ball must pass over the pit. DESCRIPTIONS Batter is out if the ball does not go over > LEARNING INTENTION the pit, or is caught on the full. ACPMP043 Over the pit is a fielding and striking game that emphasises ACPMP045 > Batting team bats until there are 3 outs accurate ball placement. A variation provides a rolling ACPMP061 (vary if required, e.g. 5 outs). challenge for fielders. ACPMP063

© 2019 Sport Australia Sporting Schools Over the pit the Over How can you cover the most area/stop the the most area/stop cover you can How batters scoring points? the most points? score you can How Select appropriate balls and bat (if used) balls and bat Select appropriate to match the ability of the players. sends the ball that the fielder who Ensure ball. the rolls back to the hitting area reminders. fieldersGive space awareness out ‘mine!’ when fielding Fielders should call a ball. groups. between sufficient space Ensure – a second special pit close to the special pit close – a second Strikers be set out. batter may different of pits with Establish a variety scoring values. bigger/smaller. area the playing Make

Ask the players Ask the players Fielders > Batters > Safety Playing area Playing > > > > > > > Use a tee and softball bat/ball. – in the rapid fire variation, a fielder variation, fire Fielders – in the rapid close to the gate. might be placed use a paddle bat fielders – strikers for Harder and tennis ball to hit a lobbed ball Fielders – all fieldersball before must touch the batters.it goes back to the fielders ball – slower for Easier Change the number of fielders (e.g. more more of fieldersChange the number (e.g. fielders than strikers). Allow students the opportunity to provide peer peer to provide students the opportunity Allow skill performance. to improve feedback

> > > > Equipment of balls: Use a variety > Game rules > >

After some initial play use role models to use role some initial play After swing of actions (e.g. striking highlight effective to hit the ball). arm and what part of hand is used side on the batting practice Conduct remedial if required. of the innings, the end ask students to think At they and how performance about their own to better contribute to the team could improve performance. peer students the opportunity to provide Allow skill performance. to improve feedback of the innings, the end ask students to think At they and how performance about their own to better contribute to the team could improve performance. – the batters have 5 balls the pit – the batters over fire have Rapid be as can balls as quickly is fed and the batter hit. Fielders them down rolling balls by return the a gate to a collector from one side through batting team. the batters get gate, the If the ball misses point. Fielders to not allowed are an extra hold on to balls.

> > > > > Coaching > >

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F-2 3-4 5-6 SKILL DEVELOPMENT Pairs passing

PHYSICAL Players form pairs. On the signal players pass to each other for 30 seconds. At the Change it LITERACY ELEMENTS end of 30 seconds the player without the ball moves to form a new pair. Passing > Move from cones to cones – the aim is to pass

starts again. through every pair of cones. Walk or run to OBJECT MANIPULATION cones depending on player abilities. Extra pairs COORDINATION of cones will avoid congestion. > Catch and do something – for example, catch, bounce and throw to partner or catch, throw high, catch and return. > Add to variation 1 – players attempt to

intercept other pairs’ balls – interceptors SELF-REGULATION (EMOTIONS) must be moving for the intercept to count. No body contact. COLLABORATION Note: Ball cannot be taken out of the hands of a player.

Scoring > Not scoring is an option. PERCEPTUAL AWARENESS > Score as many passes as possible in 30 seconds but don’t ask pairs to call out their scores. What you need What to do > Try beat your partner’s best score. > 2 cones per pair or alternative such as skipping > Pairs distribute themselves and wait for ropes or tape the signal ‘go’. > Indoor or outdoor playing area with pairs > Pairs pass to each other at their own rate of cones 60 centimetres apart, distributed for 30 seconds. AC:HPE CONTENT as shown DESCRIPTIONS > 1 medium-sized ball per pair Change over LEARNING INTENTION Pairs passing links to activities requiring throwing and > At the end of 30 seconds the player without the catching, and builds to running while throwing, catching ACPMP043 ball moves to find another player with a ball. and evading other players. A useful lead-in to games like ACPMP061 The activity is repeated. basketball, netball and football codes.

Pairs passing more passes? more partner? do to help your you What can How is your skill performance and score and score skill performance is your How emotions? your impacted by team’s emotions impact your your can How performance? feelings? your do to control you What can get you do to ensure you What can Bigger or smaller Bigger or pairs between Change the distance of cones. number of players. adequate space for Ensure completed space/player should have Players playing. activities before awareness

Ask the players Ask the players Catchers > > > > Throwers > Playing area Playing Safety > > > > Use different balls – vary size, shape, density density shape, balls – vary size, Use different and hardness.

Equipment >

Vary the type of pass. Ask class for suggestions for class Ask the type of pass. Vary options.after providing 3s – adjust cones so players Do the activity in other. bump into each don’t Ask the players how they can ensure everyone ensure can they how Ask the players is included. and of throwing Highlight good examples the think they why group Ask the catching. model. as a role pair has been chosen

> > > Game rules >

Coaching Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME ENERGIZER

F-2 3-4 5-6 WARM-UP Partner tag

PHYSICAL Players are paired off. On a signal, one player, the tagger, tries to tag the other player. Safety LITERACY ELEMENTS At the same time, all the other pairs are doing the same thing – taggers are trying to > Choose an area away from walls and tag their partners. other obstructions. > Other player awareness is very important; MOVEMENT SKILLS What to do see All-in tag and Look out for others!, AGILITY which might be played first. Setting up > If performed in a pool, the activity should not > Form pairs, see Form a group. come within one metre of a wall – call ‘STOP’ > Allow the players to decide if necessary. CARDIOVASCULAR ENDURANCE which partner is the tagger. SELF-REGULATION (PHYSICAL) Playing > The tagger counts to 5 to give the other player time to get away. > If space is restricted, or on the first occasion, restrict movement to a fast shuffle (2 feet on the ground or pretty close to it). > When a person is tagged, roles PERCEPTUAL AWARENESS swap – don’t forget the count to 5. Ask the players Change it > How do you feel after playing for > Vary the movement skill. 5 minutes? > Change partners. > What strategies can you use so you > Add a challenge – the player being chased don’t feel as puffed/can keep running? AC:HPE could try to run to each boundary line before CONTENT being tagged (boundaries should be away DESCRIPTIONS from walls). ACPMP008 > Equalise players – try long walking steps LEARNING INTENTION ACPMP025 followed by knee to chest could be used to Partner tag can be used as a warm up game to develop ACPMP043 restrict the mobility of players. spatial awareness and movement skills. ACPMP061

F-2 3-4 5-6 SKILL DEVELOPMENT Pass and run

PHYSICAL Runners run in parallel down opposite sides of the court passing the ball to each What to do LITERACY ELEMENTS other. Interceptors try to intercept the ball but are restricted in their movements. > Start - arrange players as shown. Runners start...

Interceptors can only run up and down their designated line as shown. 8 or more > Play for a set period (e.g. 2 minutes) or a set OBJECT MANIPULATION players per group. number of points (e.g. 8) before rotating roles. Runners (attackers) > Runners pass, catch and run with the ball as they try to get to the other end of the court. > Runners then jog around the outside of the court back to the start. Start the second pair of runners as the first pair approaches the

end of the court. COLLABORATION CONFIDENCE Interceptors (defenders) > Try to intercept the ball – no contact or tagging. > Can only move sideways along their line as shown. PERCEPTUAL AWARENESS > Return ball to the nearest STRATEGY AND PLANNING runner after intercepting.

What you need > Indoor or outdoor playing area (e.g. basketball court divided as shown) AC:HPE > One ball per pair (volleyball size) Scoring CONTENT Runners – one point if they reach the end DESCRIPTIONS > 8 markers to designate interceptors’ > LEARNING INTENTION without an interception. narrow zones Pass and run combines passing, catching and running ACPMP043 with a need to evade defenders and find a small space. – optional: hockey > Interceptors – one point if they intercept ACPMP045 > Harder variation Defenders are required to ‘read the play’ and anticipate the a ball. ACPMP061 or softcrosse sticks (2–4); soccer or rugby balls runners’ throws. ACPMP063

Pass and run and Pass What can you say to yourself to keep positive positive yourself to to keep say you What can goals? achieve struggling to are if you help you can the ball, how have don’t If you partner? your team-mate when you to your Is it better to pass away? or further close to the defender are team-mate, a high ball to your pass can’t If you use? could you what other passes is the best place to stand to intercept Where the ball? Experiment with the distance between between with the distance Experiment lines. interceptors’ the ball, stick is used to send If a hockey height. waist above it should not be raised For the kicking version, start with a ball. soft/slow

Ask the players > Runners (attackers) > > > Interceptors (defenders) > Playing area Playing Safety > > > – backwards only. – backwards passing Restrict – as well as intercepting the ball, as intercepting – as well tagging Allow tag a runner to earn a point. can the interceptor and kicked be dribbled Kicking – the ball may instead of thrown. – try ‘hot the time in possession Restrict or 3 seconds. (immediate release) potato’ or hockey Use equipment to send the ball (e.g. ball). and an appropriate sticks, softcrosse Interceptors both intercepting – allow and tagging. shape and balls – vary size, Use different ability. to player according hardness More defenders along each line – start along each defenders More only. intercepting allow with 2 defenders; tagging later. Add

> > > > > > Equipment > Game rules Game >

Ask the players for ideas to promote inclusion inclusion ideas to promote for Ask the players a provide or 2 runners use on one side, (e.g. as shown). a runner for zone’ ‘safe that succeed as a pair or Highlight groups why. and discuss interceptor to help strategies trial new and Discuss their goal. achieve players

> > >

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F-2 3-4 5-6 SKILL DEVELOPMENT Pepper

PHYSICAL One batter and dispersed players. Whoever fields the ball pitches, throws or bowls the Change it LITERACY ELEMENTS ball immediately to the batter. The game can be set up quickly. Groups of 5 or more. > Modify the game by having the fielder pass

the ball to a nominated bowler. OBJECT MANIPULATION

What to do > The nominated bowler stands in a position REACTION TIME Setting up that will allow a delivery appropriate to the ability of the batter. > Suitable striking instrument – modified bat, paddle bat, racket > Receive, bounce and return – what else can you do with the ball before returning it? > Suitable ball – sponge ball (slow), tennis ball (faster) > Other – type of ball, type of throw, speed of throw or size of fielder-free area. Playing

> Challenge students to hit to anyone or in gaps COLLABORATION Establish a fielder-free area in front > between players for classic catches! of the batter. > Play cooperatively (the batter tries to hit to fielders). > Start with a one-bounce delivery and advance to a no-bounce delivery. Ask the players

> After a pre-determined number of PERCEPTUAL AWARENESS hits, the batter changes place with > How do you need to position your hands one of the fielders. ready to catch the ball? > Where is the best place to aim to throw the ball to your partner so they can Ask the players catch it? ‘Freeze-frame’ the activity to discuss fielding Should you hit the ball soft or hard to options to minimise long hits, and batting > make it easy for the fielders to catch it? options to find space. Use role models and explore with questions. AC:HPE CONTENT DESCRIPTIONS Safety LEARNING INTENTION > Choose a ball to suit the ability of the players. Pepper combines different ball delivery methods, ACPMP043 striking and fielding. ACPMP061

F-2 3-4 5-6 WARM-UP Pick some spots, join the dots

PHYSICAL Players identify a set number of spots (spatial placements) around the room, then Change it LITERACY ELEMENTS devise ways of linking or sequencing the various spots with different types of travel. > Increase the number of spots. CARDIOVASCULAR ENDURANCE > Identify harder ways of moving from one spot What you need to another (e.g turning). MOVEMENT SKILLS > Optional: Music player and music > Change the sequence e.g. even numbers 2, 4, 6, 8, followed by odd numbers 1, 3, 5, 7. > Halve the amount of space and adjust the direction and distance of established spots. > Allow players to repeat the same spatial STRATEGY AND PLANNING

pattern until they can remember it. MUSCULAR ENDURANCE > Introduce music. > Ask students to repeat the sequence or make What to do the sequence longer to develop muscular/ > Players walk around cardiovascular endurance. the room and identify and name 4 spots (e.g. 1, 2, 3, 4). PERCEPTUAL AWARENESS > Call out a sequence (e.g. 1, 2, 4, 3). Ask the players REASOINING > Players then link the spots called. > How many different combinations can > Vary the way players move you make with 4 spatial placements? between spots e.g. running, > What kinds of things do you do to skipping, jumping, animal walks. remember exactly where the spots

(spatial placements) are in the room? AC:HPE CONTENT Safety > Which movements made your legs DESCRIPTIONS > Players must be aware of others when the most tired? LEARNING INTENTION moving between spots. > Which movements made you puff ACPMP008 Pick some spots, join the dots is an activity that aids ACPMP025 > Start with slow walking before experimenting the most? decision-making, spatial recall, spatial length and distance. ACPMP043 with variations in travel speed or style. It is a good introduction to many dance activities. ACPMP061

F-2 3-4 5-6 WARM-UP Pirate’s gold

PHYSICAL The pirate’s crew try to steal the gold from the pirate and Change it LITERACY ELEMENTS make it home without being tagged. Play with 4–30. > Vary the type of movement skill of the pirate’s crew (e.g. skipping, hopping or jumping). STABILITY/BALANCE

What you need > Ask players to freeze in different positions REACTION TIME > An item that can be used as the gold or balances. (e.g. a bean bag, ball or skittle) Safety > Make sure players don’t dive onto the treasure in their attempt to steal it. ENGAGEMENT AND ENJOYMENT SELF-REGULATION (EMOTIONS) > When the pirate is tagging a crew member, they must tag gently between the shoulders and the waist.

Ask the players

> What’s the best way to hold a position What to do and not move? > Can you explain your feelings at different One player, the pirate, stands with their back to TACTICS > stages of the game? the group (the pirate’s crew). The gold is placed on the ground 1 metre behind the pirate. > How might the feelings you identified make it easier or harder to freeze? > The pirate’s crew line up across the starting line, 15 metres behind the pirate. > What can you do to control your feelings? > When the pirate’s back is turned, the pirate’s crew approach the gold. > When the pirate turns back around, the AC:HPE game continues. CONTENT > When the pirate turns around, the pirate’s DESCRIPTIONS > The first crew member to reach the gold picks crew must freeze. If the pirate sees any of LEARNING INTENTION the crew moving, they call out their names. it up and tries to run back to the starting line before being tagged by the pirate. Pirate’s gold is an introductory activity that acts as a warm ACPMP009 These crew members return to the starting up for players as well as allowing them to practise holding a ACPMP029 line, and begin again. > Swap pirates after each game. basic shape.

F-2 3-4 5-6 SKILL DEVELOPMENT Rally around

PHYSICAL Cooperative play – working in pairs, players complete a hit-and-rally circuit with What to do LITERACY ELEMENTS 60 seconds at each station. The aim is to rally for as many shots as possible. > Warm-up with individual activity against a wall

Pairs move from station to station on a signal. or pairs cooperative play. OBJECT MANIPULATION > An underarm throw may be used to start play. MOVEMENT SKILLS > Players move in an orderly manner to the next station on a signal. COORDINATION PERCEPTUAL AWARENESS COLLABORATION

Scoring Cooperative play What you need > Help your partner achieve their best score. > Parallel playing areas and > 5-point bonus for any pair that keeps the sufficient space between courts rally going for the 60 seconds AC:HPE > 4 paddle bats CONTENT DESCRIPTIONS > 3 tennis balls > One larger ball (e.g. volleyball) LEARNING INTENTION Markers or tape ACPMP025 > Rally around combines fundamental movement skills with ACPMP043 > Stopwatch challenges to pairs working against the clock.

© 2019 Sport Australia Sporting Schools Rally around Rally Vary the width of the ‘no-go’ areas. of the ‘no-go’ the width Vary in pairs work Players or individually. Use a wall. groups. sufficient space between Provide courts another group’s from retrieved Balls are has stopped. there only after play

Playing area Playing Safety > > > > use a slower ball with less skilled ball with less ball – use a slower of Type colour, size, include, players. variations Other and speed. with background contrast

Equipment >

Use player role models to highlight skilful play. to highlight models role Use player players. skilled less – for bounces allowed Two use a bounce pass. the delivery – e.g. Vary stations.skills between the movement Vary a player around, than rotate Include all – rather in one place might stay with limited mobility partner on each rotation. a new and take

> > > > > Game rules Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME NET & COURT

F-2 3-4 5-6 SKILL DEVELOPMENT Rebound ball

PHYSICAL A player throws a ball at a wall and stands back for a second player to catch the Change it LITERACY ELEMENTS ball – the activity continues this way. Play with 2 or 3. > Practise individually – allow individual practice

to build skill and confidence. OBJECT MANIPULATION > A player with less advanced coordination and MOVEMENT SKILLS motor skills can be included by another player standing close and sending a short throw or simply passing the ball. > Players may use a softball glove or Velcro® mitt and suitable ball as an inclusive strategy. What to do > Towel catch Setting up – allow each COORDINATION > Any type of ball depending on the person several experience and ability level of throws. the players. One per 3 players. > Optional – towels as shown. > Open space near a wall, players at least 2 metres away. Playing COLLABORATION > The first player throws the ball at the wall and Ask the players REASONING moves quickly to the end of the team, allowing the second player to move up and catch the > How are you throwing the ball at the wall ball. Continue down the line. to help your team mate catch the ball? > Allow a period for players to experiment Safety > Where is the best place to aim your throw with the best method of throwing. Stop the > Choose a ball, type of throw and distance to let your team mate catch? Why? practice and share ideas with the whole to suit the ability level of the players. AC:HPE group, recommence play. CONTENT > Start with softer balls and slow underarm DESCRIPTIONS Challenge throws. LEARNING INTENTION > Play against the clock (e.g. which team has > If a ball goes out of the playing area, retrieving given its players the highest number of turns Rebound ball allows students to practise and refine the ACPMP025 players should signal they are entering another fundamental movement skills of throwing and catching and ACPMP043 in 40 seconds?) group’s area and play should stop. develop teamwork skills.

SKILL F-2 3-4 5-6 WARM-UP DEVELOPMENT Run the circle

PHYSICAL Cooperative passing. Players form a circle with 2 balls. The balls are thrown from > Throw or roll from a sitting position. LITERACY player to player. The aim is for one ball to catch up to the other. An easy version starts > Catch and do a half turn. ELEMENTS

with hand to hand passing. Play with 6 or more. OBJECT MANIPULATION COORDINATION What to do Setting up > Play on dry land or in a suitable pool. > Use 2 balls for each circle of 6–8 players – Playing area separate the balls by several players. > Bigger or smaller circle

Playing SELF-PERCEPTION COLLABORATION > Pass the balls around the circle, trying Safety to overtake the ball in front. > Choose a ball and distance to suit the level > Call ‘change’ to change the direction. of the players. > Players should be spaced to suit the pass being used.

Change it Ask the players PERCEPTUAL AWARENESS > A player with less advanced coordination and > What could you do to improve your motor skills can be included by having another performance? Think of 1 or 2 pieces of player standing close and sending a short throw feedback you could use. STOP-THINK-DO. or simply passing the ball.

Game rules

> Vary the pass – an easy version starts with > Use three balls AC:HPE CONTENT the players close to one another and passing > Beat the ball – the coach calls a player ahead of DESCRIPTIONS the ball, hand to hand. Use different levels receiving the ball. The nominated player passes (e.g. knees, shoulder or above the head). the ball and runs the circle trying to beat the LEARNING INTENTION ACPMP008 > Catch, do something and throw (e.g. bounce, ball. The size of the circle may need adjusting. Run the circle is an introductory passing and catching ACPMP025 activity. Different ability groups can be accommodated by around the body, through the legs). ACPMP043 the variations. ACPMP061

© 2019 Sport Australia Sporting Schools Run the circle the Run – what else can can – what else and return bounce Receive, it? returning ball before do with the you ball, type of throw Other – change type of maximum of circle, size pass), (e.g. bounce circle the speed around time, number in a given skill. and type of movement or less 2, with limited mobility Player skills, stands throwing/catching developed – distance and type of pass just off the circle depend on ability. 1 player 2 (i.e. player closest to The receiver the or hands over passes in the illustration) 2. ball to player 3, who in the ball to player 2 returns Player turn sends it back to the feeder. The activity continues. Choose a ball to suit the ability of the players.

Change it Change > > > > > > Safety > Vary the feeder frequently. the feeder Vary Receivers return the ball as they run. as they the ball return Receivers of run. Call ‘change’ to change the direction The players on the circle have to run in a have on the circle The players throws whilst the feeder clockwise direction turn. the ball to each in Start slowly and build up speed. and Start slowly Select a player to stand in the middle. to stand in the player Select a

> > > > > Playing >

Form groups with a safe separation separation a safe with Form groups circles.between the type of ball Vary circle. each One ball for ability of the group. depending on the

> > Setting up What to do

. Cooperative . Cooperative circle of Run the variation This is a a circle around or run walk Players passing. of at the centre a feeder from a ball receiving An easy option starts with walking the circle. the ball. and rolling change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME MOVEMENT EXPLORATION

F-2 3-4 5-6 WARM-UP Shapes in space

PHYSICAL In a group, players make a basic shape in the middle of the room then skip clockwise. Change it LITERACY ELEMENTS When the music stops, players run away from the basic shape. When the music starts > Vary the method of travel around the shape again, players run back together and form another basic shape. and away from the shape, according to ability (e.g. walking or sliding the feet instead of MOVEMENT SKILLS What you need skipping, or hopping instead of running). > Music player and music > Divide players into groups of 5 or 6 to make more shapes. What to do > Have one shape move inside the other shape, moving in the opposite direction. > Call a shape (e.g. a circle,

square or rectangle). > Vary the time between movement in the shape PERCEPTUAL AWARENESS and free movement into open space. > In a group, players make the nominated shape in the middle of the room, and the Safety music begins. > Start off slowly then gradually increase > Players start skipping clockwise the pace. while the music is playing. > When the music stops, all players run away from the shape. > Call another shape (e.g. a square). Ask the players > The music starts again and players run to the middle to > What do you need to do to maintain form the new shape. the shape?

> Players begin skipping AC:HPE CONTENT anti‑clockwise. DESCRIPTIONS > Repeat this pattern. LEARNING INTENTION

Shapes in space is an activity that teaches the use of ACPMP029 formal and random spatial patterns, the cooperative use of ACPMP044 common space, decision-making and kinetic recall.

SKILL F-2 3-4 5-6 WARM-UP DEVELOPMENT Shuttle ball

PHYSICAL A cooperative game. A ball is thrown to a catcher. The thrower runs to take the Change it LITERACY ELEMENTS place of the catcher and the catcher in turn runs to join players at the thrower’s line. > A player with limited mobility or passing ability

Teams of 3 or more. (player 2) could start at line B with a team-mate OBJECT MANIPULATION (player 3). The first throw is sent to player 2,

who passes it to player 3. AGILITY > The game continues with player 3 running back to line A with the ball and player 4 passing to player 2 and running to line B to repeat the pattern. > Throw at any time between lines A and B – underarm and slow is better. COLLABORATION > Vary the locomotion between lines (e.g. Hopping, skipping and jumping). > Other – vary the distance between the lines, vary type of pass, roll the ball, use preferred or non-preferred hand. > Vary the type of ball. PERCEPTUAL AWARENESS What to do Safety Setting up > Use the Change it activity card to adjust > One ball per team of players activity to the ability of the group. > Markers or tape to identify 2 lines > Ensure players are not close to walls or other about 3 metres apart obstructions. Playing > Players should know what to do if a ball escapes their group. > Player 1 throws the ball to Player 2 AC:HPE CONTENT and then runs to Line B. DESCRIPTIONS > Player 2 throws the ball to Player 3 and then runs to Line A. LEARNING INTENTION ACPMP008 > Repeat this pattern until the ‘stop’ Shuttle ball combines introductory throwing and catching ACPMP025 signal is given. with agility. See also Run the circle.

F-2 3-4 5-6 WARM-UP Skip to my lou

PHYSICAL Players challenge themselves to skip within a time limit. Change it LITERACY ELEMENTS > Jump on 1 leg instead of 2, jump rope while

running, jump in time to music, criss cross the MOVING WITH EQUIPMENT

feet while jumping or criss cross the rope in MOVEMENT SKILLS front of the body before jumping over it. > Partner up – have participants pair up, with 1 player turning the rope while they both jump it. CARDIOVASCULAR ENDURANCE MUSCULAR ENDURANCE

What you need PERCEPTUAL AWARENESS > 1 skipping rope per player

What to do Safety > On your signal, players skip for 1 minute, > Make sure players are a safe distance apart doing a single two-footed jump. (allow 3 metres minimum). > Each time, players should be aiming to > Make sure players hold the ends of the rope beat their last score. and that they have their elbows bent and AC:HPE CONTENT close to their body. DESCRIPTIONS > Have players jump on the balls of the feet, LEARNING INTENTION with their feet together and knees slightly bent. Skip to my lou is an introductory skipping game that also helps players learn the correct jumping and landing ACPMP008 technique. It can be followed by a more difficult skipping ACPMP025 activity or other springing and landing exercises.

F-2 3-4 5-6 SKILL DEVELOPMENT Snakes alive

PHYSICAL The first ball rolled becomes the head of the snake. Players deliver one ball at a time, LITERACY aiming to place each ball behind the previous one. The aim is to form the longest Scoring ELEMENTS > The longest snake is the winner.

snake. 4 or more per team. OBJECT MANIPULATION > Measure in a straight line from head to tail. What you need > Cones to separate groups > One softball or medium-sized ball per team (snake head)

> One ball per player RELATIONSHIPS (e.g. tennis ball (body of snake) > Tape or cones to mark Safety the minimum throw line > The game stops if players are required to retrieve ‘lost’ balls. STRATEGY AND PLANNING What to do CONTENT KNOWLEDGE > Each team plays the first ball on a signal. > If the first ball strays to another team’s area, Change it Ask the players the ball is played again. > Snake head – require a minimum distance > The second ball is played on a signal, from the start-line for the position of the > What strategies are you using to get the and so on for the remainder of the balls. ‘snake’s head’. ball to land in the targeted area? (e.g. how do you alter direction and distance). > To ensure the last ball is a meaningful throw, > Balls – use different rolling balls. a line is placed in front of each team and the > Goalball – use a goalball (makes a noise when it AC:HPE CONTENT ball must go beyond the line for the ball to rolls) and a caller to assist a player with limited DESCRIPTIONS count – otherwise every team will finish vision. Make your own goalball by wrapping a with a python! volleyball in plastic and securing with tape. LEARNING INTENTION ACPMP008 > Alternatively, set a maximum length for half the players to Snakes alive requires students to roll their ball with > Provide eye-shades accuracy and take into account the placement of their team ACPMP025 for the snake (e.g. 4 metres). promote communication. mates balls in order to create a ‘snake’. ACPMP043

F-2 3-4 5-6 SKILL DEVELOPMENT Spaghetti bodies

PHYSICAL In pairs, players try to ‘break’ their partner’s basic shape and test for ’loose body’. Safety LITERACY ELEMENTS > Players are learning how to maintain ‘core’ stability. It is important that the player who is ‘breaking’ or pushing the player making STABILITY/BALANCE

the shape does this with care, using gentle STRENGTH actions only. > Make sure there is enough space between players. > Ensure players do not arch their lower backs. > Have players practice engaging their core

as a warm up (i.e. lie on back with feet on SELF-REGULATION

floor/knees bent. Tense core or perform (PHYSICAL) pelvic tilts to practice.) What you need > Any suitable flat surface, including mats, the floor or a soft grassed area Ask the players > Optional: bean bags, small balls > What muscles do you have to hold tight to make sure your partner AND RISK SAFETY What to do Change it doesn’t ‘break’ you? > Players work in pairs. > Add equipment such as bean bags or balls > How do you keep your body tight and > One partner lies on the ground and assumes between players’ knees. in the same position? the basic shape of either a tuck position or a banana. The other partner tests for a ’loose body’, trying to ‘break ‘ their partner’s shape. Scoring > In the ‘tuck position’, players tuck their legs up LEARNING INTENTION AC:HPE > Players score by getting their partners to CONTENT to their stomach and their partner tries to push break their shape as many times as they Spaghetti bodies is a short, simple activity that makes players DESCRIPTIONS their legs to the ground. can in 1 minute. aware of their core stability and how to hold a basic shape. This helps to develop physical abilities associated with > In the ‘banana position’, players make the > Players score by keeping their shape the muscle control, focusing on the lower back and abdomen. ACPMP025 shape of a banana and their partner tries to It also helps to reduce the chance of injury and forms the longest (max 30 seconds). ACPMP043 push their legs and shoulders to the ground. basis of many other activities.

F-2 3-4 5-6 SKILL DEVELOPMENT Speed gate

PHYSICAL Combines accurate rolling with speed. Players in teams roll a ball through a gate to a What to do LITERACY ELEMENTS wall beyond. The first ball that passes through the gate and reaches the wall wins the Setting up

point for that round. > Teams are set up as shown. Keep teams small OBJECT MANIPULATION (2 or 3 players) to ensure lots of activity. Playing > On the start signal, the players in the front of each team roll their ball along the ground towards the wall – it must pass through the gate to be eligible for scoring. > The ball must roll along the ground – add a line

3 metres from the throwing line. The ball must RELATIONSHIPS be rolling before the 3-metre line. MOTIVATION > Each person has an agreed number of throws (e.g. 3). > The next player in line runs from behind the position marker to retrieve the ball. TACTICS RULES

What you need Scoring > Medium-sized balls, one per team – a variation > Change scoring so the ball closest to the AC:HPE uses goalballs (which make a noise when they wall, but not touching it, wins. Focus more CONTENT roll), eyeshades and callers on accuracy than power. DESCRIPTIONS > Positional markers 10 metres from the wall > The team with the most points wins. LEARNING INTENTION ACPMP008 > A wall free of obstructions – a line may be > Place a judge near the wall/line to decide Speed gate is an introductory activity for other target games used instead whose ball has won. that require rolling a ball accurately and quickly towards an ACPMP025 object or goal such as Bombard and Gorri. ACPMP043

© 2019 Sport Australia Sporting Schools Speed gate Speed What can you do to get your ball to the wall ball to the wall do to get your you What can starting position of arm/body, first? (e.g. and is not thrown). ensuring the ball rolls Allow students to develop their own challenges their own students to develop Allow teams to use. other for distance to wall/line. Vary of gates. position and width Vary use orientation lines For the goalball option, use string line (e.g. to mark the throwing with feel can players with tape that covered their fingers and feet). during play. area No one goes into the throwing

Ask the players Ask the players > Playing area Playing Safety > > > > >

A volleyball wrapped in plastic and secured with in plastic and secured wrapped A volleyball goalball. to a regular tape is an alternative Use different types of balls – vary size and shape. types of balls – vary size Use different – underarm one-handed one-handed – underarm variations Rolling both action); underarm bowling a ten-pin (like or face forward (face hands with legs astride stance, action, side-on bowling backward); using both hands.

> Equipment > Game rules Game >

– use a goalball, Goalball speed throw and callers.eyeshades Look – swing – release. Keep it smooth! Keep – release. Look – swing teams – in this variation no worries No wall, the on either side of a line and throw split are the line first The cross ball to ball to each other. throw. each for scores. A start signal is provided

> > >

Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME GROUP MANAGEMENT

F-2 3-4 5-6 WARM-UP Splitting pairs

PHYSICAL If a class is already divided into pairs, this activity allows the coach to form 2 new LITERACY groups. If the 2 new groups are too big, they can be split using this fun activity. ELEMENTS Play with 8 or more. COORDINATION

Change it > Choose an activity that is appropriate for all members of the group. > You can substitute less demanding activities. STABILITY/BALANCE RELATIONSHIPS

What to do

Setting up > The first person to perform the call from each AC:HPE pair form group 1 and the other half form group 2. CONTENT > Players are already in pairs from a DESCRIPTIONS previous activity. > Four groups – repeat the previous step. LEARNING INTENTION Playing > If there is a dispute about who was first, ask Splitting pairs is a fun group management tool that allows for a repeat and add an extra level of difficulty the teacher to move from one formation to another while ACPMP048 > Call an action such as ‘reach under your knee students work on their stability, balance and coordination ACPMP067 and join hands while standing on one leg’. (e.g. do it with eyes closed). and build relationships.

F-2 3-4 5-6 SKILL DEVELOPMENT Spot turns

PHYSICAL In pairs, players explore different ways of doing turns – ¼ turn (90 degrees), ½ turn Change it LITERACY ELEMENTS (180 degrees), full turn (360 degrees, with spotting) and other turns on the spot in > Player B holds up coloured cards rather a clockwise and anti-clockwise direction. than fingers. MOVEMENT SKILLS

> Have markers on the wall for players to use COORDINATION What you need as a spotting aid. > A smooth surface to allow spinning > Jump ¼, ½ and full turns.

What to do Safety > Players form pairs, standing about 2 metres > Make sure the floor covering does not inhibit apart, facing one another. players’ movement for floor spins (e.g. carpet STABILITY/BALANCE > Player A turns a full circle by performing can restrict movement). 4 ¼ turns, while Player B holds up a number of fingers. Ask the players > On each quarter turn, Player A calls out the number of fingers Player B is holding up. > How many different ways can you rotate > Player A performs 4 ¼ turns while maintaining other than spinning (e.g. jump, hop, eye contact (spotting) with Player B. march, etc)? - ¼ turn (90 degrees) to the right, looking over > How does spotting help? What should CONTENT KNOWLEDGE left shoulder you do as spotter? - ¼ turn to the right, looking over left shoulder > What are the different ways you can do a ¼ turn? - ¼ turn to the right, change to looking over How can you combine them? right shoulder Scoring > - ¼ turn to the right, now looking straight at > Can you add other movements, such as > Players receive one point each time they arms, or travel? Player B. call out the correct number of fingers their AC:HPE > Repeat in the opposite direction (anti- partner is holding up. CONTENT clockwise). DESCRIPTIONS > Swap roles. LEARNING INTENTION Spot turns is an activity that focuses on dynamic balance ACPMP008 and movement skills to perform simple movement ACPMP025 sequences such us jumping, hopping and twisting. ACPMP043

F-2 3-4 5-6 WARM-UP Stone, bridge and tree

PHYSICAL A relay race using various static and movements skills. Play in teams of 6–8. Change it LITERACY ELEMENTS > Players stand upright with their legs wide apart What you need to form the bridge. STABILITY/BALANCE > An indoor/outdoor playing area 20 metres > Players jump over the stone’s legs instead of MOVEMENT SKILLS in length their lower back. > A starting cone for each team and three > Players skip to the stone, leap to the bridge cones spaced 5 metres apart and run to the tree. > Ask players to come up with new shapes and What to do movement skills. Allow each group to make up > Teams of 6–8 players line up one new relay for the class to try. behind their starting cones.

> When you say ’GO!’, the first Safety STRENGTH player runs out to their first cone and > Make sure the ‘stone’ participant has their forms a stone. head securely positioned before others jump > The second player jumps over the ‘stone’, over them. and then runs to the second cone to form a bridge. The third player jumps over the ‘stone’, crawls > Ask the players

under the ‘bridge’, and then runs to the third MOTIVATION cone to form a tree. > How do you stop yourself getting giddy The fourth player jumps over the ‘stone’, crawls > when you move quickly between low and under the ‘bridge’, runs around the ‘tree’ and high positions? back to take the place of the ‘stone’. The ‘stone’ takes the place of the ‘bridge’. The‘bridge’ then takes the place of the ‘tree’, who then runs to AC:HPE the end of the line. CONTENT LEARNING INTENTION DESCRIPTIONS > The game finishes when all players have had a turn at each of the positions. Stone, bridge and tree is a fun warm up activity that combines movement with the chance to practise holding static body positions. This helps to develop physical abilities associated ACPMP008 with muscle control, especially in the lower back and ACPMP025 abdomen, and forms the basis of many other activities. ACPMP043

SKILL F-2 3-4 5-6 WARM-UP DEVELOPMENT Stork tag

PHYSICAL Taggers chase runners. If runners are tagged, they have to stand on the spot Change it LITERACY ELEMENTS in a stork stand. A tagged runner can be freed by a fellow runner by exchanging > All runners with balls – to free a stork, both stork a ball with an underarm throw. Either a stork or a free runner can throw the ball. and runner have to successfully throw and catch Play with 8 or more. their balls, otherwise both become storks. STABILITY/BALANCE

> Tag-free islands, bounce pass or non preferred AGILITY hand pass, size of playing area, replace the stork with another position (e.g. sit with legs tucked and off the ground). > Use tag-free islands and, depending on the mobility of the player, allow PERCEPTUAL AWARENESS different amounts of time on the island (e.g. as needed or for the duration of the game). What to do Setting up Safety Choose an area away from walls and other > 2 or more taggers wear bibs. > obstructions. > Half the runners have balls, which can be different shapes and sizes. > Enforce the underarm throw and build up speed from a slow speed. AND RISK SAFETY > Establish a playing area with markers. Ensure there are no obstructions. > Ensure players have completed other space awareness activities such as, All-in tag and Playing Look out for others! > The game stops after a set period of time or > Use Change it to accommodate different when all the runners are tagged. player abilities. > Change runners and taggers frequently. AC:HPE > Runners – if the ball is dropped in the underarm CONTENT pass, both players become storks. Scoring DESCRIPTIONS > The ‘no drop’ catching rule requires players to > How many consecutive passes without the LEARNING INTENTION work cooperatively, as both thrower and catcher ball touching the ground? Stork tag combines running with cooperative throwing and catching. It also requires players to be aware ACPMP043 have a stake in the outcome. For players still > No scoring is an option. learning to throw and catch, allow one bounce. of others and emphasises ‘space finding’. ACPMP061

F-2 3-4 5-6 SKILL DEVELOPMENT Take a seat!

PHYSICAL Players lean against a wall in a ‘seated’ position and do a variety of Safety LITERACY ELEMENTS ball-handling activities. > Ensure no attachments on the wall space used.

> Start with gentle passes and throws. MUSCULAR ENDURANCE STRENGTH

Scoring CONFIDENCE What to do Change it > How many consecutive throws/catches Setting up > This activity can accommodate different ability in a set time? > Free wall space without obstructions levels – use a chair if required. > Not scoring is an option. > Individual activity – one medium-sized > Vary the type of ball, distance between players ball each and type of pass (e.g. in ‘down the line’ the distance between some of the players can be > Pairs activity – one ball per pair SELF-REGULATION

adjusted for throwing variations). (PHYSICAL) > Group activity – one ball per group Ask the players > Down the line – try all mixed up, players try to Playing make every pass different. > What parts of your body are working > Try the activities shown. > Pairs activity – after one throw and catch, hard in each activity? How can you tell? > These activities can be demanding on the partners quickly change places. > What can you do to help you sit for ‘skiing muscles’ (quadriceps) – start with > A second ball between the knees works the longer? 15–20 second bursts. ‘horse-riding muscles’ (adductors). AC:HPE CONTENT > Mix up individual, pair and group (‘down the DESCRIPTIONS line’) activities to provide rest breaks. > Players can be grouped in small teams of LeARNING INTENTION 3–4 and compete against each other or pairs Take a seat allows students to develop muscular endurance ACPMP043 whilst practicing catching and throwing skills in different can compete against other pairs. ACPMP061 movement situations.

F-2 3-4 5-6 SKILL DEVELOPMENT Target and intercept

PHYSICAL One player with a bean bag attempts to throw it past an interceptor to hit or land on What to do LITERACY ELEMENTS a target. Play in pairs or other combinations. > Play for a set period (e.g. 90 seconds).

> Discourage delays in throwing. OBJECT MANIPULATION > Allocate more points for more distant targets. > Restrict the distance between a player’s and an AGILITY opponent’s target (e.g. 1m in front).

Scoring > Number of targets scored in the period. PERCEPTUAL AWARENESS TACTICS

What you need > Indoor or outdoor playing area – AC:HPE CONTENT marked as shown DESCRIPTIONS > Targets as shown > One throwing object for each pair – choice LEARNING INTENTION ACPMP008 will depend on targets chosen. An option Target and intercept combines the attacking and defending ACPMP025 requires additional throwing objects skills of an invasion game with accurate target-throwing. ACPMP043

© 2019 Sport Australia Sporting Schools What will you do to hit the most targets? What will you targets? your do to defend What will you Vary the distance between targets. between the distance Vary smaller). (bigger, the target Vary targets.Use more pairs. distance between sufficient Allow areas, needs to go into other players’ If a player the game to stop. for should wait the player

Ask the players Throwers > Interceptors > Playing area Playing Safety > > > > >

Traffic flow Target and intercept and Target – provide a throwing object for each each for object a throwing 2 balls – provide attack and who will simultaneously player stops when the first The round target defend. a having with each player is hit. Resume object. throwing Allow the thrower to move to any position. to any to move the thrower Allow Play 2 v 1. Play

> > Game rules Game > Traffic flow between stations between flow Traffic

thrower the – restricting the thrower Zone a player it easier for will make to a zone with limited mobility. Set up the playing area to facilitate smooth to facilitate area playing Set up the flow’ ‘traffic player to the next. one activity from to a or transition a warm-up Use this activity as games. invasion or of target variety

> > > Include all

Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME TARGET GAMES

SKILL F-2 3-4 5-6 WARM-UP DEVELOPMENT Target relay

PHYSICAL Gates are set up over a course. Players in relay teams hit, push/roll or dribble a ball What to do LITERACY ELEMENTS around the course passing between each gate. > Start by pushing/rolling the ball around

the course from a start gate. OBJECT MANIPULATION

What you need > Allow children to choose their own COORDINATION > Field markers or cones set out as shown starting gate. > One hockey stick or similar per person > The game finishes when time is up > One ball (sponge ball, softball, soccer (e.g. 30 seconds). ball or volleyball) per person > Stopwatch SELF-PERCEPTION RELATIONSHIPS PERCEPTUAL AWARENESS

Scoring TACTICS > Winning team is the team that has passed through the most gates.

AC:HPE CONTENT DESCRIPTIONS

LEARNING INTENTION ACPMP008 Target relay combines basic ball sending/passing with the ACPMP025 competitive element of a relay. ACPMP043

© 2019 Sport Australia Sporting Schools Target relay Target Was there a skill you didn’t perform so well? so well? perform didn’t a skill you there Was it? do to improve you What can the ball to avoid control did you How opponent kicking or hitting it? your opponent’s decide to knock your When did you it better to and when was ball away own?’ on your concentrate to get around way What is the quickest the course? – players should – players option Rolling/pushing so as to of their opponent be aware collisions. avoid should the gate’ option – players ‘Around in the same direction. around move close the ground. must be kept sticks Hockey players. contact between No physical moving when other players out for Watch to gate. gate from

Ask the players > > > > Safety > > > > > Vary the size of the markers. the size Vary – hockey stick,hitting implement – hockey Different paddle bat or similar. Gates – vary one gate to the distance from vary the vary the width of the gate, the next, configurations number of gates, use different of cones. – vary size, colour contrast shape contrast colour balls – vary size, Different and weight.

> > area Playing > Equipment >

– whether players push/roll, push/roll, – whether players Sending variations will depend on ability. hit or kick the ball passed have ball – when players Hit opponent’s knock their may they the firstthrough gate, ball away. opponents’ Time limit – try 60 seconds. the gate – instead of passing Around send their ball players the gate, through it in a circle. around Buddy system – Using a goalball (makes players ball will assist a noise) or larger with limited vision, or a sighted partner direction. call can Use players as role models to highlight effective effective to highlight models role as Use players and hard who hit long players skills (e.g. the ball softly). who hit with players compared skills dribbling models to reinforce Use role stick or soccer ball. with a hockey

> > > > > > Game rules >

Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME STRIKING & FIELDING

SKILL F-2 3-4 5-6 WARM-UP DEVELOPMENT Target throw & run

PHYSICAL A ‘thrower’ throws a ball at a target and then runs to a base and back before fielders Change it LITERACY ELEMENTS place the ball on the ‘thrower’s’ area. Play with 5 or more. > Roll the ball.

> Provide targets at different distances. Each has OBJECT MANIPULATION What to do a ‘strike value’ (e.g. 5, 3 and 2 points).

Setting up > Vary the: distance to target and base; type SPEED > Marked area (‘launch pad’) of throw; target (type and size); and fielding for the thrower. position. Also try an on the spot activity (e.g. tuck jumps) instead of running. > Fielders spread out but not on the line between the thrower > Ask students to select one rule change to and the target. implement. After playing, discuss the impact it has on the activity. > Set up a base about 3 metres away COLLABORATION to run around (e.g. cone marker). > If a player has limited use of arms/hands use a MOTIVATION ramp to aim ball at the target. Alternatively the > Target – choose an ‘achievable’ ball my be kicked. target. Experiment according to the group. > Any balls suitable for throwing or rolling. STRATEGY AND PLANNING Playing > Ball is thrown at target and the thrower runs around the base. A Alternatives to bonus point is received for a hit. running to base > The fielders collect and throw the ball to team-mates and attempt to place it on the ‘launch pad’ before

the thrower returns. AC:HPE CONTENT > If fielders beat the thrower, the DESCRIPTIONS thrower becomes a fielder and the Safety LEARNING INTENTION fielder the new thrower – ensure all > Other player awareness during fielding. fielders have a turn. Target throw & run refines accurate throwing/rolling > The thrower should look out for fielders on and develops fielding skills including communication ACPMP043 return to the ‘launch pad’. with other fielders.

SKILL F-2 3-4 5-6 WARM-UP DEVELOPMENT Team alphabet

PHYSICAL Players move randomly around the floor until a letter of the alphabet is called they Safety LITERACY ELEMENTS then must form groups in the shape of the letter. Play with 8–30. > If players are elevated when forming letters,

make sure the group lowers them down MUSCULAR ENDURANCE safely to avoid injury and that the activity is STABILITY/BALANCE What to do performed on a mat. > Players move randomly around the room > Match players appropriately, especially if any using a locomotion skill that you call out (e.g. weight-bearing action is likely. skipping, hopping, jumping). > Call out a number and a letter and players must form a group of this number and then, using various balancing techniques, form the shape of that letter. > Call out ’TEAM ALPHABET!’, players resume FLEXIBILITY moving around until you call the next number and letter. > Letters that are easier to form are: A, C, D, E, F, H, I, K, L, N, T, U, V, Y, Z Change it Ask the players > Suggest players form letters while lying on the floor. > What letters are easiest to form? COLLABORATION > Call out numbers or shapes instead of letters. > How can your group best work together > Vary the length of time positions are held for. to form the letter? > What is the safest way to exit a letter when players in your group are up high?

> Letters that are harder to form are: AC:HPE CONTENT B, G, J, M, O, P, Q, R, S, W, X LEARNING INTENTION DESCRIPTIONS Team alphabet extends players’ ability to hold a basic shape and introduces making and holding shapes in groups, which is needed for many balancing activities. It can by followed ACPMP043 by an activity such as Mini pyramids which further develop ACPMP061 this skill.

F-2 3-4 5-6 SKILL DEVELOPMENT Throlf

PHYSICAL As in golf, a course with ‘holes’ is established. Players move around the course Variation LITERACY ELEMENTS attempting to reach the target in the least number of throws. > Work in 2s or 3s and count the lowest score

for each target. OBJECT MANIPULATION

> Allocate different scores to the targets. RELATIONSHIPS

Change it > Roll instead of throw. > With a small group, players are blind-folded. Use sound or verbal cues and bigger targets. CONFIDENCE MOTIVATION Scoring > Score = total number of throws to reach all targets > The lower the score the better STRATEGY AND PLANNING RULES What you need What to do > A range of 5–6 targets, set up at different Setting up heights over a course (indoor or outdoor) > Establish the course and spread the players > Small bean bags or hacky sacks, one per player, out on it.

or any other suitable object that ‘stops where it AC:HPE Playing CONTENT drops’ (scrunched-up paper and tape makes a DESCRIPTIONS useful ‘ball’) > Players throw from a start line (‘tee’) next to each target. > Objects to create obstacles and barriers, such LEARNING INTENTION ACPMP025 as towels, gym mats or benches > The next shot is taken from where their bean Throlf puts measured throwing and rolling skills into a bag (or similar) lands. fun context. A useful lead-in to games like bocce, bowls, ACPMP043 A numbered flag or card for each ‘hole’ > tenpin and golf. ACPMP061

© 2019 Sport Australia Sporting Schools Throlf How can you approach the target from an from the target approach you can How the shot take (e.g. a bunker obstacle like sitting down)? sending throwing/ball What different used? you techniques have in the performance your assess you can How game or at one hole? accurate? change to be more What could you Adjust the course the ball rolling players so that Adjust equally. participate can and hazards of water the equivalent Create hazard a water for a blue blanket (e.g. bunkers a sand bunker). for or an old gym mat line (‘tee’) the throwing the distance from Vary to the target. around still are if players start play Don’t the target.

Ask the players > > > > Playing area Playing Safety > > > > Vary the targets. Vary Use skittles or empty plastic milk bottles Use skittles or empty instead of targets. Vary the throwing object. the throwing Vary

> > Equipment >

Longer distances Smaller targets obstacles or barriersMore Shorter distances Bigger targets No obstacles or barriers The player furthest from the target after the target furthest from The player first – this mirrors plays the opening throw golf and bocce. per target of throws Set a maximum number ‘par’ the whole course in golf). (like and/or in this decision after the the players Involve first round. Ask the players how they can ensure everyone ensure can they how Ask the players is included. of good examples group Highlight to the whole or rolling. throwing

> > > > > Harder > > Easier > > > Game rules

Coaching Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME ENERGIZER

F-2 3-4 5-6 WARM-UP Throw, throw, throw!

PHYSICAL Throw, throw, throw! 2 groups of equal size face each other. Each player has a Change it LITERACY ELEMENTS scrunched-up paper ‘ball’. On a signal, players throw their paper ball over a line in the > Each player writes their name – when the MUSCULAR ENDURANCE

direction of the opposite team. After a set period, balls are counted to see who has throwing is over, players find the person whose OBJECT MANIPULATION the fewest balls. name is on the ball. A good ice-breaker with new groups whose players don’t know each other. > Sitting – players remain seated for the activity. > Backwards – players throw backwards over their heads. > Between the legs – players throw between the legs (face forward or backward). ENGAGEMENT AND ENJOYMENT > Increase the distance from the mid-line – use a ‘no-go’ zone.

Ask the players > Did you like this activity? What was the best part? How would you change this game to make

> PERCEPTUAL AWARENESS What you need it an appropriate challenge for you? > Markers to separate groups

Recycled sheets of A4 paper TACTICS > Scoring > Optional – a marking pen > The winning team is the one with the fewest paper balls. What to do > Divide the group into 2 teams,

see Form a group. Safety AC:HPE CONTENT > Play for a set period (e.g. 30 seconds). > Paper balls should be sufficiently loose so as DESCRIPTIONS That can be a lot of throwing! not to cause hurt. A ‘no-go’ zone ensures players are separated. > Encourage different strategies (e.g. gatherers > LEARNING INTENTION ACPMP008 and throwers work together). > Players should not cross the ‘no-go’ zone until Throw, throw, throw! is a short sharp energiser that involves ACPMP025 throwing, quick movements and spatial awareness. > Players should ‘throw fast and throw smart’! the game stops. ACPMP043

F-2 3-4 5-6 WARM-UP Treasure

PHYSICAL The Ninja compete against the Samurai guards in a one on one tag game where they Safety LITERACY ELEMENTS try to make their way past their opponents. Play in teams of 4–6. > Players must only touch each other lightly. > Players may only tag with an open hand. What you need AGILITY > 4 markers to define a square playing area SPEED > A hoop with several tennis balls inside (the Ask the players treasure) > What did you do well/not so well in the game? What to do > What could you do differently to be > Form 2 equal teams of 4–6. more successful next time? SELF-PERCEPTION

One team is a band of Ninja assassins CONFIDENCE > > What do you need to do/remember to who plan to attack the Imperial have the best chance of success? Palace and steal the sacred jewels of the Emperor (the treasure). > What are key points for successful one on one tagging (when attacking and > The other team is a group of noble defending)? Samurai warriors whose job it is to guard the Imperial Palace. > How can you work together to get the best results? > The Samurais line up around the treasure and RELATIONSHIPS each one faces a different Ninja opponent. > Both players engage in a one on one tag Change it game, where they try to lightly tap the back > Let the game run a little before any of their opponent’s arm between the elbow intervention — let the kids play. and the shoulder. > Manipulate the make-up of teams so that all > If the Ninja wins, they can steal a ball and return players have the opportunity to experience

it to their stores. If the Samurai wins, they may success and/or develop new AC:HPE friendships. CONTENT reclaim a ball from the Ninja’s stores. DESCRIPTIONS > Players swap partners and then try again. LEARNING INTENTION > Set a time limit for teams to steal or reclaim Treasure is a fast paced game aimed at developing as much treasure as possible. students’ ability to apply movement concepts and ACPMP061 strategies while promoting teamwork, relationships ACPMP063 > Swap roles regularly. and defending/attacking skills.

F-2 3-4 5-6 SKILL DEVELOPMENT Triangle roll

PHYSICAL Players in 3s stand on the points of a triangle and roll a ball to one another. Play with Change it LITERACY ELEMENTS 3 or more. > Roll and perform an activity – how many

side-to-side run/lunge combinations can you OBJECT MANIPULATION perform? Cones are used to mark the agility-run area – start with a small area. > Through the gate – 2 cones are used to make a ‘gate’. The gate may be placed closer to one player depending on ability. > Vary the – size of triangle, speed of ball, size of ball, scoring method, type of activity performed after release, size and placing of the of gate. COLLABORATION

> Use eye shades and a ‘goal ball’, which makes MOTIVATION a noise when it rolls, add an interesting dimension to the activity and will include children with limited vision. Encourage communication between team-mates. > A player with limited balance can use a chair. A

player with poor hand function can use a rolling PERCEPTUAL AWARENESS ramp. What to do TACTICS Setting up > Players spaced 3–5 metres apart. > Any ball and surface suitable for rolling. Playing > The ball is rolled along the sides of the triangle. AC:HPE > Experiment with ways of trapping the ball – CONTENT DESCRIPTIONS foot, hands. Scoring > Not scoring is an option, alternatively LEARNING INTENTION Safety how many times ‘around the world’ in 30 This is a beginner rolling and trapping activity that leads to ACPMP008 fielding skills. By adding an activity to be performed after ACPMP025 Do not throw balls. seconds? > release the intensity of the activity can be increased. ACPMP043

F-2 3-4 5-6 SKILL DEVELOPMENT Tunnel and laps

PHYSICAL A member of the striking team hits a lobbed ball then runs around team-mates, who LITERACY are standing shoulder-to-shoulder, to score points. At the same time, the fielders ELEMENTS come together to make a tunnel. The ball is rolled through the tunnel; the last person

runs to the front with the ball and calls ‘STOP!’ Play with 8 or more. COLLABORATION SPEED What you need > One volleyball or similar > 4 markers to define a playing area SELF-REGULATION (EMOTIONS) ENGAGEMENT AND ENJOYMENT PERCEPTUAL AWARENESS STRATEGY AND PLANNING Scoring What to do > Strikers = 1 point for each lap around Setting up Fielders team‑mates before ‘STOP!’ is called. > Strikers and fielders go to positions as shown. > All the fielders line up behind the player who > A cumulative score is maintained for > One fielder is positioned to pitch a ball that fields the ball. the innings. must bounce once before being hit, and > They form a tunnel – legs apart – and the one striker stands in position to receive original fielder rolls the ball through the tunnel. and hit the ball. AC:HPE > The last person making the tunnel gathers the CONTENT Strikers ball, runs to the front and calls ‘STOP!’ DESCRIPTIONS > The striker hits the ball and runs around the > The game continues this way until everyone LEARNING INTENTION team as many times as possible until a fielder has had a turn as striker and then there’s a Tunnel and laps combines fielding with hitting a pitched ball. ACPMP043 calls ‘STOP!’ changeover. A new pitcher is chosen for each Finding space is a key challenge for the striker. Activity levels ACPMP061 new striker. are increased in a fun way for both strikers and fielders.

© 2019 Sport Australia Sporting Schools How do your emotions affect how you play play you how emotions affect do your How the game? to both you that allows a formation Is there field all balls and come together quickly to tunnel? form hit the ball – will a short ball will you Where laps? score help you runs? more score you can hit a lob, If you – strikers use a paddle use a paddle fielders – strikers for Harder a lobbed ball. ball to hit bat and tennis fielders ball. – use a slower for Easier tunnels – legs raised For the push up and all fieldersensure side firstline up side by together; and then go down a rule that the it If a bat is used, make or high the ground ball must be hit along head height). (above

Ask the players Ask the players > Fielders > Strikers > > Tunnel and laps and Tunnel Equipment Safety > > > > Make different tunnels. different Make – increase the distance the distance – increase strikers for Harder in the batting line-up. players between – tunnel variations or – tunnel variations strikers for Easier fielders.fewer Harder for fielders starting – set a minimum for Harder closest fielder and the the distance between in once move (use cones). Fielders can striker hit. the ball has been Change the number of fielders (e.g. twice as of fieldersChange the number (e.g. fielders strikers). as many – one person strikes the ball and a – one person strikes Strikers second person runs the laps. – a player who may be restricted in be restricted who may Fielders – a player head of the tunnel becomes the movement of who fields the ball. irrespective

> > > > > > Game rules Game >

Encourage students to look out for team look out for students to Encourage with the activity. trouble having are mates who do to What could you feel? might they How help them? models use role play, some initial After actions striking to highlight effective and what part of hand swing of arm (e.g. ball). is used to hit the everyone ideas to ensure for Ask the players is included.

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Coaching Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME COOPERATIVE PLAY

SKILL F-2 3-4 5-6 WARM-UP DEVELOPMENT Underarm return relay

PHYSICAL Players run to a point, return and on the way back pick up a ball and throw it Game rules LITERACY ELEMENTS underarm to the team-mate next in line. This pattern continues. Play with 4 or more. > Do a turning point activity – e.g. the runner

has to move between 2 markers with a novelty OBJECT MANIPULATION

activity (e.g. seal drag). MOVEMENT SKILLS CARDIOVASCULAR ENDURANCE

What to do > Vary the pass (e.g. chest pass, roll the ball). AGILITY Setting up > Player 2 runs to the midway line, deposits the Playing area > Mark a starting line and a midway line, and place ball and continues to the turning point, then > Vary distance to midway line and turning point. a distant marker to run around (turning point). runs back, picks up the ball and throws it underarm to player 3. > How do you feel physically when the distance > Form teams of 4–6 players. > Continue until player 1 is again at the head of between players changes? > Place the ball on the midway line. the line.

Playing Safety COLLABORATION > Play cooperatively Change it > Choose a ball and distance to suit the ability of > Player 1 runs around the turning point and back > Instead of placing the ball on the midway line, the players. towards the team, picking up the ball on the a player with limited mobility or ball- throwing > The pass should be chosen to match the ability midway line. ability is situated at the midway line and an of the players (e.g. a chest pass is likely to have > The ball is thrown underarm to player 2, player 1 appropriate pass or handover is made. more force than an underarm pass). joins the end of the team. AC:HPE CONTENT DESCRIPTIONS

LEARNING INTENTION

Underarm return relay is a passing and catching ACPMP043 activity that requires agility and the ability to pass ACPMP061 accurately while running.

F-2 3-4 5-6 SKILL DEVELOPMENT Untie the knot

PHYSICAL Each player holds the hands of 2 different players. The aim is to untangle the knot Safety LITERACY ELEMENTS without letting go! Encourages communication and cooperation. > Disentangle slowly, one at a time if necessary, and communicate. STABILITY/BALANCE

Ask the players

> How do you communicate with players when you have a strategy to untie the knot? COLLABORATION STRATEGY AND PLANNING

What to do Change it

> Ask students in groups of 8-10 to stand > Add rope – provide short (60–80 centimetres) AC:HPE CONTENT in a circle and place their hands into the pieces of rope for each player. This will spread DESCRIPTIONS centre of the circle and join hands with two players out. different people. LEARNING INTENTION ACPMP008 > Once the knot is formed students have to Untie the knot is a cooperative activity that develops ACPMP025 work together to untangle the knot. critical and creative thinking as groups try to solve the movement challenge. ACPMP043

F-2 3-4 5-6 SKILL DEVELOPMENT Wall tennis

PHYSICAL 2 players face a wall. Each player is restricted to half the playing area. The server Change it LITERACY ELEMENTS throws the ball to the wall above a line to start play – the receiver tries to catch the > Use full court – allow players to play freely

ball after one bounce or on the full. Play 1 v 1. anywhere on the court as in squash. OBJECT MANIPULATION > Pairs play – use 2 adjoining walls and play in

pairs. The ball can be served off either wall and AGILITY can rebound a second time off the other wall. Allow one bounce before catching.

What you need SELF-REGULATION (EMOTIONS) > One volleyball or similar per pair. Progress to a tennis ball with increasing competence > A wall area and court surface that allows the ball to bounce > Wall marked with a PERCEPTUAL AWARENESS horizontal line about 1m from the Scoring STRATEGY AND PLANNING floor (e.g. with masking tape) > A point is scored by the player who wins the rally. > Markers, rope, tape, chalk as required > The receiver scores a point for a What to do misplaced serve. > Cooperative emphasis – for a great Playing warm-up option, make the length of > The ball is served to the opponent’s court. the rally the objective. > Players stay in their own half of the court. AC:HPE CONTENT > A rally of alternating throw/catch continues > If the serve does not land in the receiver’s court DESCRIPTIONS until one player cannot return the ball onto the receiver scores one point and the server LEARNING INTENTION ACPMP043 the wall above the line before the ball bounces tries again (up to a maximum of 3 unsuccessful a second time. Wall tennis refines serving and catching skills. It requires ACPMP045 serves). Play to a specified number of points, heightened anticipation and an ability to place a ball out of ACPMP061 > Players serve alternately. (e.g. 5) or for a set time (e.g. 3 minutes). reach of the opponent. ACPMP063

© 2019 Sport Australia Sporting Schools Wall tennis Wall Highlight back of court play – What are the the – What are Highlight back of court play advantages/disadvantages? difficult for position yourselfCan you so it’s ball/hit the wall? opponent to see the your bounce should you game – Which wall 2-wall opponent? your from the ball off to get it away your use to manage could you What strategies the activity struggling in are emotions if you self-talk)? positive (e.g. angle the serve? you can How your for difficult so it’s move should you Where opponent to win a point? it shot to make disguise your you can How opponent to return? your difficult for Remove the dividing line on the court to line on the court the dividing Remove the play. ‘open’ the ball throwing from players Discourage too hard. is used in a game variation, If a bat or racket particularly if the measures; safety discuss court is not divided. courts. sufficient space between Ensure

Ask the players Ask the players > > > > Server > > > Playing area Playing Safety > > > > – foam balls, balls or other tennis Balls – foam suitable ball – award bonus points if the ball bonus points – award Bonus zones if the court, even of area lands in a specified continues. play racquets paddle bat Bats – hand serve, – make the activity easier by activity easier by the bounces – make 2–3 bounces. 2–3 allowing

> > Equipment > Game rules Game >

Use players as role models to help players to help players models role as Use players understand the game – serving the concepts of catching, positioning for in-court, anticipation, and finding space. the start from play cooperative Encourage serves, Use slow long rallies. encouraging by patterns and servingrepetitive an from distance. appropriate everyone ideas to ensure for Ask the players is included. useful is a into 2 halves Dividing the court this strategy further develop may You strategy. the ball has to go where marking out an area by to experiment. need may when served. You

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Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME STRIKING & FIELDING

F-2 3-4 5-6 SKILL DEVELOPMENT Wana

PHYSICAL Wana is a striking and fielding game where the batter defends an object placed > The player who is able to hit or knock over the LITERACY in the centre of the circle by hitting away balls thrown towards the object by nhoba becomes the new batter. ELEMENTS the fielding team. Batter with wana OBJECT MANIPULATION > The batter with the wana attempts to hit or

tap the ball away. The player’s body cannot AGILITY be used to block the ball. > The batter is out if they are caught on the full, or if they hit or knock the nhoba over. > The game may be played with a set batting order and players are not out until they hit at

least one ball. AND CULTURESOCIETY

What you need What to do PERCEPTUAL AWARENESS > Tennis balls to throw – alternatively, coloured > Players are placed as shown. softball sized airflow balls work very well and Fielders Scoring are useful when several games are played On the signal to start, a player with the ball side by side. > > Play as an individual challenge with attempts to hit the nhoba with an underarm or players rotating. > Rounders bat, racquet ball racket or small sidearm action – below shoulder height. cricket bat as a wana. > Play as a competitive game with two > Players may throw the ball to another player to teams. Each player scores point for hits > A set of wickets, a skittle or large plastic have a throw. and these are added to the team total. bottle with some sand in the bottom as the > Throwers are allowed to baulk but cannot delay AC:HPE nhoba (baby). CONTENT a throw. DESCRIPTIONS > Large hoop (or altenative) around the > Balls can be retrieved from within the batters LEARNING INTENTION nhoba – the batter may not step in this area. circle but can’t be thrown from there – they Wana supports students to further develop, catching, ACPMP043 > Rope or markers to define a 3 metre circle must return to the larger playing area. underarm throw, and striking skills in an activity that ACPMP061 which defines the batter’s area. requires accuracy and control.

© 2019 Sport Australia Sporting Schools Wana Aboriginal and Torres Strait Strait and Torres Aboriginal Islanders and cultures histories girls in south- noongar (or nyungar) The young they games had many Australia of Western west after a just among themselves, because played with play not permitted to were certain age they In one of their games a of the camp. the boys to placed on the ground was short piece of stick (baby). a ‘nhoba’ represent the from her ‘nhoba’ girl had to defend Each girls. of the other ‘wanas’ The girl (digging sticks) between ‘wana’ held her ‘nhoba’ the defending it to hit away and used her thumb and forefinger from incoming ‘wanas’ her ‘nhoba’ to prevent any sometimes adult fights women being hit. In real off the warded stood beside their husbands and (spears) of their enemies. ‘kidjas’ If 2 balls are used, play must stop if a fielder must stop if a fielder used, play are If 2 balls The circle. the batter’s a ball from to field wants the ball an intention to field fielder must signal is back in and the game stops until the fielder area. the playing

Safety >

Increase the challenge by introducing a second a second introducing by the challenge Increase as the ball as soon throw should ball. Players balls until two and must not wait field it they in hand. are if a wicket the ground a bounce on Require is used. hit the ball above the batter to Require height. waist – size levels to ability these according Vary objects, of throwing distance of the nhoba, size of fielders nhoba, type of bat. from

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Change it Change change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME INVASION GAMES

F-2 3-4 5-6 SKILL GAME DEVELOPMENT CONCEPTS Warriors and dragons

PHYSICAL One team, called the Warriors, pass a ball to each other and try to tag members of Change it LITERACY ELEMENTS the opposing team, called the Dragons. If Dragons are tagged they become Warriors. > Team size – uneven team sizes. More Warriors CARDIOVASCULAR ENDURANCE When all the Dragons are caught the teams swap over. speeds up the game and makes it harder for Dragons.

> Vary type and size of ball, type of pass, size of AGILITY playing area, safe zones, immediately pass the ball – ‘hot potato’, vary the movement. > If a Warrior or Dragon has limited mobility all players must hop or jump. > If necessary establish two adjacent safe zones. What to do A Dragon can’t be tagged in a safe zone but COLLABORATION Setting up must not stay in a safe zone for more than a > Establish a playing area. specified time (e.g. 10 seconds). A moat surrounds the playing area. A moat is not required in the pool version of the game > Two teams: Warriors PERCEPTUAL AWARENESS and Dragons STRATEGY AND PLANNING > One medium sized ball > Bibs for the dragons. In a pool use caps. Playing > Dragons can run but not into the moat because dragons can’t swim. > In the pool game, Dragons can avoid being Safety AC:HPE CONTENT tagged by ducking under the water. > Players should tag between the shoulders DESCRIPTIONS > Warriors are not allowed to step with the ball or and hips. LEARNING INTENTION throw it at a dragon. > Encourage players to call ‘mine’. Successful play requires anticipation and evasion skills ACPMP043 > Warriors are not allowed to hold the ball for any > Pool version – no holding or tagging in defence or teamwork in attack. For related cards see ACPMP045 longer than 3 seconds. under water. Base run.

F-2 3-4 5-6 SKILL DEVELOPMENT Weme

PHYSICAL Weme is a target game where one player rolls or throws a ball into an area and the What to do LITERACY ELEMENTS second player tries to hit the first player’s ball. Players then alternate turns, each Hit the ball variation

aiming to hit the other player’s ball. A point is scored for each hit. > The first player (toss of a coin) rolls a ball OBJECT MANIPULATION underarm along the ground towards the distant line. > If the ball passes beyond the line, the other player scores a point. > After a ‘fair roll’ which stops before the line, the second player rolls their ball to try to hit the first ball. A point is scored for a hit. SOCIETY AND CULTURESOCIETY > Both players then collect their balls and the game starts from the other end. CONFIDENCE > Players alternate turns. The second player has the first turn. > 2 v 2 variation – one player from each pair stays at each end. The game that is played from each end is the same as the 1 v 1 variation except partners share and add their points STRATEGY AND PLANNING together. Teams alternate turns. TACTICS

What you need Scoring > A marked playing area > One point is scored for each hit. > The throwing line and a distant line up to 10 > The first player or team to reach 11 points AC:HPE metres away. The lines are about 5 metres long is the winner. CONTENT DESCRIPTIONS > Bocce balls or softballs > Play a set number of rounds (called ‘ends’), e.g. 20. LEARNING INTENTION

> An alternative is not to score and just play Weme is a target game requiring accuracy of rolling. The ACPMP008 game is easily adapted to suit players with a wide range of for the fun of the activity. ACPMP025 abilities.

© 2019 Sport Australia Sporting Schools Weme What do you need to do to score the most points? to score need to do What do you the ball, the rolls The further the first player to hit it, but if the second player it is for harder the line a point is lost. Ask players it goes over will use. they what strategy In any variation where players face one another, one another, face players where variation In any and a should be established order a playing balls.Explain to retrieve clear signal given starts. play before these procedures height. waist below Balls must be thrown not permitted. are throws vigorous Overly stops and the play only when retrieved Balls are signal is given. balls’ ‘return

Ask the players > > Safety Strait Torres Aboriginal and Islanders and cultures histories the by game played a stone bowling was Weme One player Australia. central people of Walbiri by used as a target was which a stone, threw alternated aiming at Players a second player. The game is named Weme stone. each other’s language Arrernte the Eastern from after a word ‘throwing to which refers Australia, of central hitting it’. something at something else and > > > > Alternatively play a set number of ends (e.g. 20). number of ends (e.g. a set play Alternatively After a set number of attempts (e.g. 10), the (e.g. a set number of attempts After the highest total number of balls with player is the winner. out of the circle knocked If one or more balls are knocked out the circle, out the circle, knocked balls are If one or more turn. player’s the next before replaced are they The first player rolls a ball underarm attempting a ball underarm rolls The first player Play the circle. balls out of to knock one or more players. alternates between A playing area is set up as shown. The circle The circle is set up as shown. area A playing is about 1–2 and contains in diameter metres 3 balls. Allow either a rolled ball or an underarm throw. throw. ball or an underarm a rolled either Allow at either end, the with players If this is played field the balls. players non-rolling/throwing A bigger target ball is easier to hit but may is easier to hit but may ball A bigger target it to roll attempting player the for be harder the line. towards Shorter distances make the activity easier. make Shorter distances

> > > > Roll to the circle variation circle to the Roll > > > Change it Change >

look bend swing release it smooth keep

> > > > > In these activities players can easily ‘learn easily ‘learn can activities players In these in the course of play. of the game’ the skills modelling using competent role Occasional smooth and be used to emphasise can players techniques. bowling Useful cue words accurate include: Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME MOVEMENT EXPLORATION

SKILL F-2 3-4 5-6 WARM-UP DEVELOPMENT What happens?

PHYSICAL Players experiment with movements by pretending they have lost movement Safety LITERACY ELEMENTS of a particular body part. > Make sure movements suit players’ movement capacity. MOVEMENT SKILLS Coaching > Encourage students to provide feedback from themselves and others, on how the loss of limb movement changes the way they use their body. STABILITY/BALANCE Ask the players

> What happens if you try to move without the use of a particular body part (e.g. knees or neck)? > What did it feel like when you were asked to sit down without using your knees? SELF-PERCEPTION What you need Change it > Music and music player > Eliminate the flexibility of hips, ankles, wrists or spine. What to do > Ask players to perform a range of scenarios > Players move freely around the room in time without the use of particular body parts with the music. (e.g. eating an ice cream without bending their elbows, or crossing a road without > When the music stops, call out a particular AC:HPE turning their head). CONTENT body part [e.g. knees]. DESCRIPTIONS > Ask players to perform a range of tasks without > When the music re-starts, players move around LEARNING INTENTION using particular body parts (e.g. ask players to the room pretending they cannot move this try to sit down without using their knees). What happens? is an activity that teaches the ACPMP009 body part (e.g. players walk without bending importance of particular body parts in body stability ACPMP029 and movement mobility. their knees). ACPMP044

F-2 3-4 5-6 SKILL GAME DEVELOPMENT CONCEPTS Wulijini

PHYSICAL Two teams on either side of a court hit (volley) the ball back and forth with the palms Pairs cooperative play LITERACY of their hands as many times as possible. The aim is to set a record for the whole > Two players face each other and hit (volley) ELEMENTS the ball back and forth with the palms of their

group. Wulijini can also be played with the aim being to get the ball to hit the ground OBJECT MANIPULATION in the opposition’s half. hands as many times as possible. > There is no need for a marked court, but What you need ensure sufficient space between pairs of players. If a ball is ‘lost’ players should signal > A small inflated ball or a covered sponge ball they are entering another pair’s playing area. > Markers to set out playing areas > Allow each player up to 2 contacts (control and hit). Change this rule as the players

become more confident. AND CULTURESOCIETY

> Allow each side up to 3 different player COLLABORATION contacts (i.e. potentially up to 6 hits). Competitive game – in pairs > A ‘no-go’ area separates players as shown. > The ball is hit in an underarm action with one What to do or two hands in ‘hot-potato’ style, that is PERCEPTUAL AWARENESS The activities below are perfomed without holding the ball. STRATEGY AND PLANNING using a volleyball-like hitting action. > Allow up to 2 hits on each side including the An alternative for beginners is to allow return of the ball – that is, one player allowed passing and catching, with players attempting to 2 hits or each player allowed one hit. return the ball as quickly as possible – the quick catch and return action becomes a ‘hot potato’ action with minimal holding of the ball. Scoring Team cooperative play > First pair to a nominated number of points > Two teams. Increase the ‘no-go’ area to AC:HPE (e.g. 11). CONTENT separate the teams by 3–5 metres. DESCRIPTIONS > A team scores if the opposition cannot > Two teams face each other and hit (volley) the return the ball. LEARNING INTENTION ball back and forth with the palms of their hands ACPMP025 If a ball is served out of court, the receiving as many times as possible. The aim is to set a > Wulijini provides cooperative play or competition options. ACPMP029 The competition option relies on teamwork to cover a court in team scores the point and then serves. ACPMP043 record for the whole group. defence or to ‘find space’ and ground the ball in attack. ACPMP045

© 2019 Sport Australia Sporting Schools Wulijini Aboriginal and Torres Strait Strait and Torres Aboriginal Islanders cultures histories and played or handball game was This hand-hitting the people of seed by media) (Cycas with a zamia In the Meda Bathurst Island in northern Australia. flat hit players Australia, district of northwest pieces of wood. Ensure the playing area is free of is free area the playing Ensure is sufficient that there obstructions and groups.distance between Players should be familiar with space with space should be familiar Players awareness. and other player Encourage players to call ‘mine’ to help ‘mine’ to call players Encourage collisions. prevent

> > Safety >

Lighter ball – including a balloon. – try combinations. Use sizes different Team even teams more numbersuneven to make age or ability). due to are if differences (e.g. Serve the ball into throwing include – variations (not a ‘carry’) hit kind of ‘hot-potato’ any play, hands or a side-on volleyball with one or two type serve. or badminton net. Use a net – either volleyball A long area. – adjust the playing area Playing to one player forces example court for skinny the front. The cooperative activities can be used as can activities The cooperative of activities range which lead to a warm-ups the the object of the game is to keep where it’ in attack. and ‘ground ball up in defence to highlight play effective Use instances of teaching points. do the the players Let ‘teaching’!

> > > > > > Change it >

Coaching change it... change COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME