TEACHERS CURRICULUM RESOURCE GUIDE SIX ACTIVITY PLANS UPPER PRIMARY & SECONDARY

WWW.AFL.COM.AU/SCHOOLS WWW.AFL9S.COM.AU 1 AFL 9s: ACTIVITY PLANS WELCOME

FOREWORD A critical component of the AFL’s strategy is to enhance the A variety of activities and learning experiences have been presence of Australia’s indigenous game in primary and provided for students to acquire, practise, refine and perform secondary schools by providing opportunities for all students fundamental movement skills in a range of movement to participate and engage with the game. A key element of situations that vary from simple to complex and challenging. achieving this is by providing teachers with engaging and This allows opportunities for students to practise, apply and user-friendly resources. This curriculum resource guide, transfer movement concepts and strategies. which has been developed by teachers, will provide you p with the knowledge and confidence to teach and facilitate p Each Activity Plan provides a variety of activities that you the AFL’s newest game. can pick and choose for your program. p AFL 9s is the perfect game to play at school. The modified p Video links to how to teach the skills and rules of the game. rules enable teachers to set up safe, fun competitions pp Extension Activities: Come Try Day, Gala Day for both boys and girls. The modified rules and scoring and match fixtures. systems facilitate and allow for fair play, safety and inclusive participation. It focuses on developing thinking players pp Introduction to Stretching: Muscle of the Day. through problem-solving using physical activity. Importantly, the resource has been shaped and is reflective The game format is versatile in that it can be modified to suit of the Health and Physical Education propositions of the the skill level and confidence of your students and available Australian Curriculum that are informed by a strong and facilities. Importantly, AFL 9s is ideal for students to further diverse research base for a futures-oriented curriculum. develop their motor and coordination skills while participating The resource: in a team sport. pp Values movement. The resource provides a vast range of activities to develop the acquisition of movement skills, concepts and strategies. pp Focuses on educative purposes. The skills and teaching games for understanding approach pp Takes a strengths-based approach. enables students to confidently, competently and creatively participate in a range of physical activities. pp Develops health literacy. AFL 9s can be easily integrated into lunchtime programs, pp Includes a critical inquiry approach. PE/sport lessons and house sport at your school. Information about other Australian Football Programs Some of the features of this resource include six and resources can be found on the AFL Schools website user-friendly Activity Plans based on the major skills afl.com.au/schools. needed to play AFL 9s. If you require any assistance in relation to AFL 9s or any other Australian Football program or resource, please contact AFL Development staff in your respective area. MARK RIDDIFORD AFL SCHOOLS & COMMUNITY ENGAGEMENT MANAGER

WWW.AFL.COM.AU/SCHOOLS WWW.AFL9S.COM.AU 2 OVERVIEW OF ACTIVITY PLANS

SESSION 6: SESSION 1: SESSION 2: SESSION 3: SESSION 4: SESSION 5: PLAYING HANDBALLING KICKING MARKING DEFENCE OFFENCE THE GAME pp Cross the River pp Combined WARM-UP/ with Skill pp Leader Ball pp Bouncing pp End Zone pp Octopus INTRODUCTORY pp Introduction to Development ACTIVITY Handballing (see below) pp Spare Cone pp pp Kick Tennis Team Tag p Activity pp Kicking p Four Corners pp Partner Kicking pp 2 v 1 pp Learning SKILL pp Pairs Passing Whistle Drill pp 4 v 2 Tag & Marking Keepings Off the Rules DEVELOPMENT p pp 3 v 1 p Goalkicking pp Jail Break pp Stand the Mark pp Jail Break Keepings Off pp Defend the Cone pp Positional Play p p p p PLAY A GAME pp 5 Pass Game pp Kicking & p Play a Game p AFL 9s p AFL 9s p AFL 9s & Shoot Handballing pp Reflection pp Reflection pp Reflection pp Reflection pp Reflection pp Reflection WARM-DOWN pp Muscle of pp Muscle of pp Muscle of pp Muscle of pp Muscle of pp Muscle of the Day the Day the Day the Day the Day the Day

EXTENSION AFL 9s GALA DAY DRAW FOR MATCH FIXTURES ACTIVITIES

CLICK HERE: FOR AFL STATE SCHOOL MANAGERS’ CONTACT DETAILS

WWW.AFL.COM.AU/SCHOOLS WWW.AFL9S.COM.AU 3 AFL 9s: ACTIVITY PLANS RULES & INFORMATION

FIELD OF PLAY WHAT IS AFL 9s An AFL 9s field is rectangular in size and divided into three zones – Forward, Midfield AFL 9s is a fast, free-flowing game and Defensive zones. At the start and restart of play, the nine players on each team that involves nine players on each must be divided so that three players of each team are in each zone. After each team playing on a smaller field. start/restart of play, there are no restrictions on player movement around the field. Best of all, it’s ‘touch football’ with The playing field can be any size. The largest dimensions allowed in AFL 9s are no tackling or bumping, making 1OOm x 5Om. it suitable for people of any age or skill level. Importantly, AFL 9s Fields (indoor and outdoor) can be modified to suit player ability. Any playing surface is easy to play, not too physically can be used. These include: demanding and provides an pp Synthetic grass. environment where fun, enjoyment p and safety are a priority. p Grass. AFL 9s UMPIRES’ COURSE pp Indoor soft and hard courts. Online course that students AFL 9s has many applications in p the community, particularly in p Hockey fields. can watch or particpate in. school and social environments. Fundamentally, AFL 9s enables TEAM SET-UP people of all ages and ability pp Divide class into two teams. Nominate three backs, three centres and three levels to participate in male, forwards per team. female or mixed competitions. pp Forwards should wear an arm / wrist band to identify them. The game is played between two pp Interchange players remain behind the boundary line and can replace players on teams of nine with interchange the field on the coach’s signal. players. The field has a maximum length of 1OOm (which can be modified depending on the age START & RESTART OF PLAY and ability level of participants) pp The game starts with a ball-up. and is divided into three zones: a pp After a goal, play is restarted in the centre of the field via a ball-up. mid-zone and two scoring zones. pp If a behind (one point) is scored, the ball is required to be kicked back into play Teams score by kicking the football from between the goals by a defender. into their attacking scoring zone to pp For beginners, the ball should be balled up in the centre after every point. designated forwards who are the only players permitted to score. A mark is awarded irrespective of OUT OF BOUNDS the distance the ball has travelled and if the ball hits the ground When the ball goes out of bounds (ball completely over the line) by hand or foot, the it is an automatic turnover. nearest opponent shall kick the ball back into play. AFL 9s is a semi-contact version If there is any doubt as to which team last touched the ball before it went out of of the game which requires bounds, the umpire shall call a ball-up five metres in from the boundary line. players to implement a touch in place of a tackle. POSSESSION A player may stay in possession of the ball for a maximum distance of 2Om involving AFL 9s EXPLAINED one bounce unless:

LEARN THE RULES pp The player is touched with one or two hands (touch). OF THE GAME pp Directed to dispose of the football by the umpire. Note: At primary school level, it is recommended that the maximum distance is shortened. GAINING POSSESSION OF THE BALL There are two clear options for changeover of possession. The playing ability of your players should be the primary consideration when deciding which rule you choose. Advanced level – a turnover occurs when the ball touches the ground as a result of a kick, handball or marking attempt and when the ball goes out of bounds.

WWW.AFL.COM.AU/SCHOOLS WWW.AFL9S.COM.AU 4 AFL 9s: ACTIVITY PLANS RULES & INFORMATION

Beginner level – play continues when the ball hits the ground. Players cannot make contact when going for the ball. BUMPING/TACKLING/BARGING There is to be no contact or spoiling. Players cannot: pp At the beginner level, players cannot win possession of the ball unless they are standing up. pp Hold an opponent with their hands. pp Knock the ball out of an opponent’s hands. pp If the ball goes out of bounds, the opposing team gains possession of the ball from where the ball went out. pp Push the player in the side. pp Steal the ball from another player. pp Players may attempt to intercept the ball in flight, however, must not make contact with an opposing player. pp Deliberately bump another player. pp Smother an opponent’s kick by trying to block the kicking pp A player is not permitted to touch an opponent unless motion at the point of impact. the player is in possession of the ball. pp Barge, fend off or shepherd opponents. pp Players are not permitted to dive on the ball; a free kick pp Touch the ball while another player has possession. will be awarded against any player doing so. BALL TOUCHING THE GROUND DISPOSSESSING THE (ADVANCED LEVEL) PLAYER IN POSSESSION When a player in possession of the ball is touched by an A turnover occurs anytime the ball touches the ground, with opponent but deemed to have ‘no prior opportunity’, the possession being given to the opposing team of whoever umpire will call “touch” and the player must kick or handpass touched the ball last. within two steps or two seconds. (This can be extended to The exceptions to this rule are: three steps/three metres etc, depending on the ability of your players). pp From a ball-up, this rule does not apply until one team has taken clean possession of the ball, ie, a tap from a ball-up Failure to do so will result in a free kick being awarded can touch the ground. to the opposing team. pp If shooting for goal, you can intentionally kick/dribble the When a player in possession of the ball is deemed to have ball along the ground. However, should the ball be touched had ‘prior opportunity’ to dispose of it when touched by an before scoring, the usual turnover of possession will apply. opposing player, the umpire will award a free kick to the opposing team. BALL TOUCHING THE GROUND (BEGINNER LEVEL) BOUNCING THE BALL Where a player is moving while in possession of the ball, A turnover does not occur when the ball touches the ground. he/she must bounce the ball or touch it on the ground after Possession goes to the player who picks the ball up first. 10 metres, irrespective of whether such a player is running Players must: in a straight line or otherwise. A player in possession may bounce the ball only once. pp Keep their feet. Players are not permitted to dive on the ball; a free kick will be awarded against any player doing so. He/she must dispose of it by hand or foot and may not touch it pp Not permitted to touch an opponent unless the player is in again until it has been touched by another player. possession of the ball. pp No contact with opponents before touching the ball. APPLICATION OF RULES pp Create opportunities for students to apply basic rules and scoring systems.

pp Allow students to contribute to fair decision-making in physical activities by applying the rules appropriately.

pp Ensure that students demonstrate fair play when participating.

pp Recognise unfairness and exclusion in game situations, and propose strategies to overcome these issues.

WWW.AFL.COM.AU/SCHOOLS WWW.AFL9S.COM.AU 5 AFL 9s: ACTIVITY PLANS RULES & INFORMATION

DISPOSAL OF THE BALL SCORING The ball must be disposed of by a handball or kick (as per the Only forward players can shoot for goal within the forward Laws of Australian Football). Players are not permitted to scoring zone. throw or hand the ball to another player or a free kick will be awarded to the opposing team. A player is not permitted to This can be: deliberately kick the ball off the ground. pp During general play by receiving a kick or handball.

pp Upon marking the ball and taking a set shot for goal.

MARK pp A designated forward may kick for goal from a free A mark is taken if, in the opinion of the umpire, a player kick (initiating contact, holding the ball etc), but not from catches or takes control of the football after it has been kicked a turnover from either the ball hitting the ground or going by another player irrespective of the distance travelled. out of bounds. To be eligible to shoot from a set shot, the player kicking for goal must be inside the scoring zone. pp No player (except for the player on the mark) may be closer than two metres away in any direction. In mixed competitions, a goal scored by the female forward is worth nine points. pp It is not a mark if the ball touches the ground or has been touched by another player during the period when the ball The field umpire will be the sole judge of whether the kick was kicked until it was caught or controlled by the player. for goal was successful. pp When a player is awarded a mark or free kick, an opposing player may stand at the position on the playing surface where the mark or free kick was awarded, known as ‘the mark’. pp There is to be absolutely no contact in a marking contest. The player in the front position has every opportunity to mark the ball. THE GAME IS SHORTER & 5OM pp The player taking the mark will have a reasonable THE GROUND IS SMALLER opportunity to dispose of the ball or play on. If he/she delays, the umpire will place a five-second count for play to resume. pp The player awarded the mark or free kick must only play on from behind the point of ‘the mark’ except when the umpire pays the advantage in a free-kick situation. 30M 40M 30M PLAYING ON The umpire shall call “play on” in the following: pp When a player after taking a mark runs around or over the spot (‘the mark’) where he/she caught the ball. pp When a player after a turnover has occurred runs around or over the spot (‘the mark’) where the ball made contact with the ground due to the turnover. pp The ball after being kicked has been touched in transit.

INTEGRATED LEARNING ACTIVITY GENERAL CAPABILITY Literacy and composing texts through speaking, Choose one of the AFL writing and creating. Laws of the Game videos. DELIVER PRESENTATIONS Watch the video and Plan, rehearse and deliver presentations on then recount it to learning-area topics, incorporating some learned your teammates. content and appropriate visual and multimodal elements.

WWW.AFL.COM.AU/SCHOOLS WWW.AFL9S.COM.AU 6 ACTIVITY PLAN: SESSION ONE HANDBALLING TIME: 60-70 MINUTES

WARM-UP: Taggers Pair with the ball LEARNING INTENTION CROSS THE RIVER Students will learn the correct grip Time: 5-1O mins 15M and technique needed to handball a football to a partner. Cones x 24 SUCCESS CRITERIA Footballs x 4 Teaching points for handballing: Whistle The ball must be gripped firmly 3OM 1.  pp Pairs aim to take the ball from one with the platform hand and hit riverbank to the other by throwing it with a clenched fist. to each other without being tagged in possession of the football. 2. The punching fist is formed by pp placing the thumb outside, not Four taggers (to be negotiated). inside, the fingers. pp Taggers can only move in a line across the grid. 3. The stance is nearly side on to allow the punching arm to swing through freely. Knees slightly INTRODUCTION TO HANDBALLING bent to maintain balance. Time: 5-1O mins

Discuss/explain the key teaching points and demonstrate the correct CLICK HERE way to handball. LEARN HOW TO HANDBALL Students get into pairs and handball to each other from three metres out, then five metres, then 1O metres as they get more confident.

SKILL DEVELOPMENT Time: 25 mins PAIRS PASSING SPARE CONE ACTIVITY 3 v 1 KEEPINGS OFF

Cones x 24 Footballs x 12 Whistle Cones x 24 Footballs x 6 Whistle Cones x 24 Footballs x 6 Whistle 15M 10M 10M

15M 10M 10M

In pairs, students set up gates within Handballing under pressure. Extension Activity for students the playing area. On the teacher’s Handball the lengths, not the diagonals. who demonstrate good technique signal, pairs handball three times to with handballing. Opposition in the middle. each other, then run with the ball to Start with one defender and three a free gate and repeat the activity. One spare cone with no player. attackers. The aim is to get attacking Continue for 30 seconds until the Handball to your best option. players to move into space to avoid the teacher calls “stop”. Ask how many Use the spare cone. defender. Regularly change who the gates can your pair handball between defender is. in 30 seconds? Repeat the activity with pairs trying to beat their own score. Extension – Coach can nominate one or two more players to intercept other pairs footballs. Decision-making – How do you decide which teammate to pass the ball to? When should you pass quickly? When should you wait?

WWW.AFL.COM.AU/SCHOOLS WWW.AFL9S.COM.AU 7 ACTIVITY PLAN: SESSION ONE HANDBALLING TIME: 60-70 MINUTES

GAME SENSE: DEFEND THE CONE Team 1 Team 2 Time: 5-1O mins

Cones x 24 Footballs x 3 Whistle

Starts in the middle of the court/field with attacking team progressing towards their cone. Students need to take up to four steps then handball to another team member. Aim is to handball and hit the cone. No player in the zone around the cone. When defenders gain possession, they become attackers. 25M VARIATION Use a defensive strategy from any other sport that you know, eg, basketball (zone defence), soccer (double teaming the player with the ball) or hockey (decreasing passing angle). Practise and apply this strategy using footballs.

FOCUS QUESTIONS pp Is it better to run and carry the ball or deliver the ball immediately? pp Where can you position yourself to be a benefit to the team? pp Where can you run to assist your team in scoring by hitting the cone? 15M

PLAY A GAME: FIVE PASS GAME & SHOOT Time: 15 mins Team 1 Team 2

Cones x 16 Footballs x 3 Whistle

Section out a ‘grid area’ in front of the goalsquare, at least 1Om away from the goals. Teams are made of five players. Players must complete a set number of passes inside the zone before handballing through the goals. If the ball is intercepted, the team must start back at zero. START Variations

Play the five pass game and then play as a 3 v 2 game 10M to give one side an advantage. Substitute goals for large garbage bins or hoops on stands if necessary.

25M

REFLECTION: WARM-DOWN ‘MUSCLE OF THE DAY’ – SHOULDERS Time: 5 mins Two-three stretches focusing on this area (two students can Ask students what they learned today and get two students to lead this). demonstrate the skill. Critique the students on what they did Pre-game and training stretches involve completing three sets well or need to improve on or if they met the success criteria. of each stretch and holding each for 1O seconds.

WWW.AFL.COM.AU/SCHOOLS WWW.AFL9S.COM.AU 8 ACTIVITY PLAN: SESSION TWO KICKING TIME: 60-70 MINUTES

INTRO ACTIVITY: ACTIVITY 1 LEARNING INTENTION (2 X ACTIVITIES) To be able to kick a drop punt. Time: 25 mins SUCCESS CRITERIA Teaching points for kicking: Cones x 12 Footballs x 6 Whistle 1. Line up the ball with your target. ACTIVITY 1: 2. Have your head bent slightly KICKING WHISTLE DRILL over the ball. In pairs, players kick the ball to each 3. Hold the ball over the thigh other until the teacher blows the 10-15M of the kicking leg. whistle. Players stop immediately and look at the teacher. How can you 4. Guide the ball down with assist your partner to achieve success? ACTIVITY 2 one hand. What characteristics of cooperative 5. Point your toes at your target behaviour do you display? – watch the ball hit the foot. ACTIVITY 2: GOALKICKING 6. Follow through straight towards In pairs, players face their partner on the target. the opposite side of the goals. Using their partner as a target, each player CLICK HERE takes a set shot for goal. Players have an equal number of shots and move LEARN HOW TO KICK around to the cones set out at various angles and distances. If goals are not available, just use marker cones. FOCUS QUESTIONS TEACHING POINTS pp What are the important aspects of kicking for goal? pp Choose a target behind the goals (partner). pp Why have we put your partner behind the goals? pp Run straight towards the target pp It is important for you to have a routine when kicking for goal. (square shoulders towards the target). p pp What is your routine? p Follow through with your kicking leg towards the target.

GAME SENSE: POSITIONAL PLAY Time: 15 mins Team 1 Team 2

Cones x 12 Footballs x 2 Whistle Bins x 2 or equivalent

Form two teams of nine. The aim is to transfer the ball through all sections of the AFL 9s pitch to the other end. If a team transfers the ball to the other end without dropping the ball, they may kick the ball in the direction of the bin, endeavouring to land the ball in the bin. There are three players from each team in each section of the pitch making a total of six players in each section. 15M At first, the players are to remain within their section, and when the group feels confident, they may move around. FOCUS QUESTIONS

Time: When is the best time to pass? BACKS CENTRES FORWARDS Space: How can I create space or how can you deny space? 45M Risk: Which passing choice is safest and which is most risky? POSSIBLE SCORING OPTIONS Each chest mark = 2pts; each overhead mark = 5pts; hit the bin with the ball = 5pts; kicking the ball in the bin = 1Opts.

WWW.AFL.COM.AU/SCHOOLS WWW.AFL9S.COM.AU 9 ACTIVITY PLAN: SESSION TWO KICKING TIME: 60-70 MINUTES

PLAY A GAME: Team 1 Team 2 KICKERS AND HANDBALLERS (ROUNDERS) Time: 15 mins Students form a kicking and a fielding CHANGE IT team. The first kicker kicks the ball 1. Fielding team can run and carry into the field (if ball goes wide, the kick the ball a maximum of five steps is taken again) and the entire team before releasing their handball. runs around the field as a group to the finishing line. The fielders gather 2. Kicking team considers strategies the ball and handball it to each other. that exploit the playing space 20M When all the fielders have touched to create gaps and increase the the ball, they call out “stop”. Each pressure on fielding team. member of the kicking team who reaches the finishing line before “stop” is called, scores one point. Each member of the kicking team has a turn at kicking before the teams swap. 20M

REFLECTION: WARM-DOWN ‘MUSCLE OF THE DAY’ – Pre-game and training stretches Time: 5 mins HAMSTRINGS involve completing three sets of each stretch and holding each for Two-three stretches focusing on this 1O seconds. Revisit the success criteria area (two students can lead this). (teaching points of kicking).

WWW.AFL.COM.AU/SCHOOLS WWW.AFL9S.COM.AU 10 ACTIVITY PLAN: SESSION THREE MARKING TIME: 60-70 MINUTES

INTRODUCTORY ACTIVITY: LEADER BALL LEARNING INTENTION Time: 5 mins To be able to take a chest mark and an overhead mark. SUCCESS CRITERIA Teaching points of a chest mark: 1. The fingers should be outstretched, pointing towards the ball. 2. The arms must be extended – ‘long arms’ and palms up, elbows tucked in. 3. The ball is taken on hands and arms and guided to the chest. Teaching points of an overhead mark: 1. Jump off one foot and swing 5-10M the other knee up to gain maximum height. 2. Fingers are outstretched and thumbs are together making a ‘W’ with your hands. Cones x 12 Footballs x 6 Whistle Coach x 1 Players x 12 3. The thumbs are positioned behind the ball. A leader is chosen with a group set up The player takes the ball and handballs about 1Om behind a marker. Players it back to the leader before returning to 4. The ball is met slightly in front run towards the leader and: the back of the line. of the head with arms extended – ‘long arms'. It should be firmly 1. Grabs the ball out of the leader’s Note: This activity may be practised with gripped in fingers. hands, who is holding the ball up the player lying on their back, dropping above shoulder level. the ball above their head, then to the left and right-hand side of their head. CLICK HERE 2. Marks the ball from the leader LEARN HOW TO MARK who throws the ball up above the player’s head.

SKILL DEVELOPMENT: KICK TENNIS Time: 15 mins Team 1 Team 2

Cones x 8 Footballs x 1 Whistle

ACTIVITY 1: Set up two teams in squares opposite each other, with a space (the net) of about 10m between each square. Students kick the ball across/over the net into the opposite square. A point is awarded if the ball hits the ground in the opposing team’s square. The ball cannot

land in the net area or the outside the square, if so a 10m point is awarded to the opposing team. Students who have kicked already must handball to another student in their team. Set a number to determine who is the winner, eg, first team to nine points is the winner. After a period of time, teams challenge another group.

10m 10m

WWW.AFL.COM.AU/SCHOOLS WWW.AFL9S.COM.AU 11 ACTIVITY PLAN: SESSION THREE MARKING TIME: 60-70 MINUTES

SKILL DEVELOPMENT (CONTINUED)

TEACHING POINTS pp Where do you aim to take Cones x 12 Footballs x 12 pp Marking: Refer to lesson (mark) the ball? ACTIVITY 2: teaching points. pp How do you change your kicking movement/action when PARTNER KICKING & MARKING pp Kicking: Be balanced when kicking kicking to long targets compared Time: 2O mins (Players x 12) (take at least three to five steps). to closer ones? In pairs, players kick the ball to each pp Run in the direction other, gradually increasing the intensity the ball is to be kicked. and distance of the kick. Players should pp Aim to kick in front “track” the ball by watching the ball of the leading player. from the kicker’s foot into their hands. Extension activity: Once players FOCUS QUESTIONS pp are 10-15m apart, the kicker should How can you adjust your kick to 10-15M attempt to put the ball in the air for make sure the ball goes in the air? their partner to mark overhead. How pp How do you adjust your marking many kicks can be done in pairs in one to mark the ball over your head? or two minutes?

ACTIVITY 3: STAND THE MARK TEACHING POINTS: (PUSHING BACK OFF THE MARK) Time: 1O mins (Players x 24) pp Push back quickly. Player A kicks to a marking contest between players B & C. pp Keep facing the play. Players B & C aim to mark the ball overhead at its highest p point. When the ball is marked, the opposing player stands p Push back far enough to kick over the mark or to safely the mark, while the player who has taken the mark pushes play on. back off the mark before kicking back to player A. If the ball is not marked, the player who gains possession when the ball hits the ground pushes back off the mark. Players swap roles after each contest. FOCUS QUESTIONS • Why is it important to push back off the mark? A B C

PLAY A GAME FOCUS QUESTIONS Time: 15 mins pp Did we stick to our game-plan? p p Students discuss and decide on how to choose teams, pp What do we need to change for the second half/next game? ground size and key rules etc. pp What is our team doing well? pp Explain ways to reach fair and respectful decisions. pp What do we need to improve on? pp Reasoning in decision-making and actions. pp How can you predict where the ball is going? pp Explain reasons for acting in certain ways, including the conflict between self-respect REFLECTION: WARM-DOWN and self-interest in reaching decisions. Time: 5 mins GENERAL RULES Revisit the success criteria (teaching points of kicking) and decide whether the learning intention was accomplished. pp Players should stay in position. pp All players to experience playing in different positions ‘MUSCLE OF THE DAY’ – QUADRICEPS through regular rotations. Two-three stretches focusing on this area pp A player in possession of the ball must bounce it at least (two students can lead this). once every 10m (maximum of one bounce). Pre-game and training stretches involve completing three pp Tackling: touch only. sets of each stretch and holding each for 1O seconds. pp Bumping is not allowed pp Before you start the game, give players a few minutes to decide how their team will play the game (eg, go straight down the middle, use the space, kick long to the best option, use handball to run the ball etc).

WWW.AFL.COM.AU/SCHOOLS WWW.AFL9S.COM.AU 12 ACTIVITY PLAN: SESSION FOUR DEFENCE ACTIVITIES TIME: 60-70 MINUTES

WARM-UP: BOUNCING LEARNING INTENTION Time: 10 mins We are learning to apply defending skills in games and bouncing the ball. Cones x 6 Footballs x 6

SUCCESS CRITERIA What to do: Set-up cones up in a circle, 10M 1. Gaining possession. ask the players to demonstrate bouncing and see how they go. 2. Knowing when to cover space (zone defence). 3. Knowing when to ‘man-up.’ 15M 4. Knowing when to intercept the target. 10M ACTIVITY 2 (have at least two different coloured cones) Teaching points of bouncing: 10M pp Scatter cones over the grid and 1. The ball is held slightly on players have to run to each cone top by the bouncing hand. ACTIVITY 1 Teacher goes over and perform a bounce. teaching point on how to bounce. pp Players run around and when 2. The ball is pushed down teacher says “cones” all players have with one hand. Players will go through the technique while being in the following positions. to find a cone. The coach calls out a colour of a cone and anyone standing 3. The ball strikes the ground at pp Kneel with pp Stand up an angle of about 45 degrees. bottom on heels. crouched. on that colour has to do a 3 x bounces pp Have one fewer cone than players, 4. The ball is bounced far enough pp Kneel up pp Stand up. everyone runs around, coach says in front of the body so that it on knees. p p Stand with one “cones” the person who does not have will bounce into the player’s pp Kneel on leg forward. hands as the player runs. a cone does three bounces. Take away one knee. pp Start to walk, another cone each time and eventually jog, run. everyone will be bouncing. CLICK HERE

LEARN HOW TO BOUNCE 5 v 5 games in approximately 15x15m Cones x 4 Footballs x 1 per group per group area. One team begins with the ball for 2 mins and attempts to tag opposition Bibs as many times as possible. They can GAME SENSE: handpass from one team member to another. A point for every tag. However, (3 X ACTIVITIES) the team without the ball may choose to Time: 35 mins intercept the ball once the ball is in the ACTIVITY 1: TEAM TAG air. If intercepted, that team scores a point. Swap roles after two minutes. OBSERVATION AND FOCUS QUESTIONS MONITORING OPPORTUNITIES p 15M p Is the team with the ball trying to Students complete task analysis grid: create space or deny space? (Deny pp Analyse offensive and defensive space – so this team is acting like strategies used by each team. the defensive team). pp Design a strategy as a result of pp When should you attempt to learning what was effective and intercept? (When you think 15M not effective during the game. you can get the ball).

ACTIVITY 2: 2 v 1 KEEPINGS OFF (GROUPS OF THREE) FOCUS QUESTIONS pp Cones x 4 per group Footballs x 1 per group What is the best way for the defender to create a turnover? (Press up on the ball carrier). Using a football, the two attackers try to keep the ball pp Where is the defender looking away from the defender in a small square – 5x5m. – at the ball carrier or the other player? Swap roles every minute. pp How should the defender position themselves? pp How can you predict where the ball is going?

WWW.AFL.COM.AU/SCHOOLS WWW.AFL9S.COM.AU 13 ACTIVITY PLAN: SESSION FOUR DEFENCE ACTIVITIES TIME: 60-70 MINUTES

ACTIVITY 2: 2 v 1 KEEPINGS OFF (GROUPS OF THREE) (CONTINUED) 5M 5M

5M 5M 5M

ACTIVITY 3: JAIL BREAK – DEFENCE FOCUS

Cones x 8 per group Footballs x 1 per group Attacking Defence

Teams of 6 v 6. Mark out a square FOCUS QUESTIONS (1Ox1Om) with another three metres p outside of it. One team are the p Why is it important for the defenders defenders, the other the attackers. to identify space? Swap after two mins. Defenders can pp Defenders – how do you work move anywhere in the outer square, but together in order to prevent not in the inner square. Attacking team space for the attacking team must pass the football around or run (communication). 10M with the football until they can run the pp What type of defence is this called ball through the outer square, without (Zone) Why? (Guarding an area or being tagged by a defender and place space, rather than a direct opponent). on the ground. After a score, or if a tag pp How can/do you anticipate 10M is made, return to inner square and responses from opponents? begin again.

PLAY A GAME: AFL 9s Time: 15 mins Note: For Rules & Information please refer to page 4 of this guide.

Cones x 8 Footballs x 1 Whistle Stopwatch Bibs for each team

Divide class into three teams – mini round robin. Five mins per game. Team that has a bye could take on administrative roles; ie: two goal umpires, two field umpires, two boundary umpires, two scorers, timekeeper.

REFLECTION: WARM DOWN Time: 5 mins Revisit the success criteria (teaching points of defence) and then decide whether the learning intention was accomplished. ‘MUSCLE OF THE DAY’ – BACK ROTATION STRETCH Teaching Points Stand upright with your arms folded across your chest. Rotate your shoulders around to one side. Hold for between 1O and 3O seconds.

WWW.AFL.COM.AU/SCHOOLS WWW.AFL9S.COM.AU 14 ACTIVITY PLAN: SESSION FIVE OFFENCE ACTIVITIES TIME: 60-70 MINUTES

INTRODUCTORY ACTIVITY: END ZONE LEARNING INTENTION Time: 5 mins We are learning to apply attacking skills in games. END ZONE END ZONE SUCCESS CRITERIA 1. Keeping possession. 2. Knowing when to pass.

3. Knowing where to pass. 25M 4. Knowing where to run. 5. Identifying and using space.

END ZONE END ZONE

15M 15M

Cones x 4 Footballs x 1 per group Bibs FOCUS QUESTIONS pp How many turnovers? pp Why is change of speed Activity starts with one player in the centre with the ball. p and direction such an Score by handpassing the football to any teammate in the end p Why so many turnovers? important part of offence? zone. Anyone is allowed to enter the end zone. Students can pp Any problems with tactics? run with the ball, but if touched, must stop and pass. Record pp How/when do you change pp How could you improve? the number of turnovers. speed and direction?

GAME SENSE: (3 X ACTIVITIES) Time: 35 mins ACTIVITY 1: FOUR CORNERS ACTIVITY 2: 4 v 2 TAG 10M 5-10M

5-10M 10M

Cones x 4 per group Footballs x 1 per group Cones x 4 per group Footballs x 1 per group Bibs x 2 per group (Defenders) Groups of four. Three attackers start on a cone each – one corner is vacant. One defender in the middle. The In groups of six, have four attackers and two defenders in a aim is for the three attackers to keep the ball off the defender, 1O x 1Om square. The attacking team has one minute and may who attempts to cut off the pass. The ball cannot be passed run or handpass the ball. The aim of the defenders is to tag diagonally. After each pass, an attacker should run to the the ball carrier to score a point. Rotate roles after one minute. vacant corner, giving the passer two options. The ball is passed to the cone, not in between. This can be done by FOCUS QUESTIONS either handballing or kicking. pp When should you pass the ball? (Draw the defender). p FOCUS QUESTIONS p Do you need to run with the ball? pp What is the best way for attackers without the ball pp When should you pass? How should you pass? to find space? pp Where should you move if not in possession of the ball? pp Why is peripheral vision so important?

WWW.AFL.COM.AU/SCHOOLS WWW.AFL9S.COM.AU 15 ACTIVITY PLAN: SESSION FIVE OFFENCE ACTIVITIES TIME: 60-70 MINUTES

ACTIVITY 3: JAIL BREAK – OFFENCE FOCUS

Attacking Defence Cones x 8 per group Footballs x 1 per group Bibs 6 per group (Defenders) THIS SIDE OUT OF PLAY Teams of 6 v 6. Mark out a square (1Ox1Om) with another three metres outside of it. One team are the defenders, the other the attackers. Swap after two mins. Defenders can move anywhere in the outer square, but not in the inner square. Attacking team must pass the football around or run with the football until they can run the ball through the outer square,

without being tagged by a defender and place on the ground. 10M After a score, or if a tag is made, return to inner square and begin again. FOCUS QUESTIONS pp How did you decide whether to run with the ball or pass it? 10M pp Was it better to move the ball quickly or slowly? Why? pp How did you create the gap in the defenders' square? COMMUNICATE EFFECTIVELY pp What verbal and non-verbal cues can/do you use to gain possession of the ball? DECISION-MAKING pp How do you make decisions about who and when to pass? pp How do you work as a team?

PLAY A GAME: AFL 9s Time: 15 mins Note: For Rules & Information please refer to page 4 of this guide.

Cones x 8 Footballs x 1 Whistle Stopwatch Bibs for each team

Divide class into three teams – mini round robin. Five mins per game. Team that has a bye could take on administrative roles; ie: two goal umpires, two field umpires, two boundary umpires, two scorers, timekeeper. OBSERVATION AND MONITORING OPPORTUNITIES pp Team that is on duty gathers feedback on positional play, pp Duty team designs a drill to concentrate on one aspect creating space, defending space, on-ball versus off ball of play/skill refinement to improve team performance. defence and execution of skill. pp Students create a rules board. p p Present feedback to team. pp Display the rules prior to the game ensuring that they are visual as well as text-based.

pp Give an example of when this rule would be applied.

WWW.AFL.COM.AU/SCHOOLS WWW.AFL9S.COM.AU 16 ACTIVITY PLAN: SESSION FIVE OFFENCE ACTIVITIES TIME: 60-70 MINUTES

REFLECTION: WARM DOWN OBSERVATION AND MONITORING OPPORTUNITIES Time: 5 mins pp Choose a student to show where the muscle is. Revisit the success criteria (teaching points of defence) and pp Put the name of the muscle into a sentence that describes then decide whether the learning intention was accomplished. where it is, what it does and how to stretch it. ‘MUSCLE OF THE DAY’ – LOWER BACK STRETCH pp In pairs, students design an activity that aims to stretch and work the identified muscle. Teaching Points pp Students research the opposite muscle group p p Lay on the floor on your back. (agonist/antagonist). pp Bring your knees up to your chest and use your arms pp Why is it important to train and use both muscle groups? to pull them in further. pp Why is core strength important? pp Hold for between 10 and 30 seconds. pp What can you do to develop this? Variations pp Design a drill/activity that focuses on core p p Perform one leg at a time. strength development. pp Add internal rotation to further stretch gluteus muscles.

WWW.AFL.COM.AU/SCHOOLS WWW.AFL9S.COM.AU 17 ACTIVITY PLAN: SESSION SIX PLAYING THE GAME TIME: 60-70 MINUTES

WARM UP: OCTOPUS LEARNING INTENTION Time: 1O mins For students to play the game of AFL 9s. SUCCESS CRITERIA 1. Students understand the designated zones. 2. Students understand the key concepts of AFL 9s.

3. Students utilise effective 10M teamwork and team skills during the game. KEY CONCEPTS / UNDERSTANDING pp Players in two teams attempt 20M to score by kicking a football through the centre goalposts from within their scoring zone. pp Between the centre post is worth Cones x 4 Players x 18+ Bibs x 1 per player six, between the outer posts is pp Students line up at one end with tags. worth one. pp One person is in the middle who is the tagger. pp Defenders attempt to tag the player with the ball. No contact pp When called students must run to other end without being touched. is allowed. pp Students must stay inside the designated area. If they run outside, they pp Play with two teams of nine become a tagger. players, plus unlimited pp If the tagger gets the student's tag, they become a tagger. interchange players. pp Once all players have made it to the other side all new taggers go to the middle. pp Only forwards can score. This continues until one person is left. pp No contact. Any player who is tackled remains in. pp No contact can be made on the tagger either. Any runner who uses contact to avoid their tag being removed is out and becomes a tagger. Note: Can be played without tags. (Simply use touch). FOCUS QUESTIONS pp How do we tag the opposition? pp What are some strategies we use to help us tag? pp How do we avoid the tag? (Find space)

PLAYING THE GAME (LEARNING THE RULES) Time: 5 mins Refer to the AFL 9s rules in the Introduction section – explain the rules to the students. pp Divide class into two teams. Nominate three backs, three centres and three forwards per team per zone. pp Show students where designated zones are and rules for each zone. pp Walk through game situations. Start by giving examples of what can and can’t be done. pp Play for a short period (3-5 mins). pp Stop and identify key rules as they happen. Note: Once players can identify all the rules you are ready to start.

WWW.AFL.COM.AU/SCHOOLS WWW.AFL9S.COM.AU 18 ACTIVITY PLAN: SESSION SIX PLAYING THE GAME TIME: 60-70 MINUTES

PLAYING THE GAME (LEARNING THE RULES) (CONTINUED) Time: 1O mins

Cones x 8 Footballs x 1

Players x 18 Bibs 9 x per team

FOCUS QUESTIONS 40-50M pp How many in each zone? pp Who can score a goal? pp How do we get the ball off the opposition? 80-100M pp What are the main rules? TEACHING POINTS pp Where do we stand at the start of the game or when the ball is pp Forwards wear something to identify pp Students assign, explore turned over? them. Explain that they are the only and perform the duties and player that can score. responsibilities of different roles pp How can you deny possession? pp Players must be in their designated for a range of positions and play pp How can you deny space? zones (three players per zone) at the patterns. pp How can you flood or concentrate start of the match and when a goal pp Design a rubric to assess the the defence? has been scored. following aspects of sports education pp Players can only touch – no tackle. co-operation, participation, team work and leadership. pp Explain how a turnover occurs. p p How can you analyse and monitor communication skills, leadership skills, teamwork skills and decision-making skills?

GAME TIME Time: 4 x six-minute quarters. Six-minute half-time break

Cones x 8 Footballs x 1 Players x 24 Bibs x 12 per team

Divide class into two teams. Nominate pp If tagged in possession of the ball, FOCUS QUESTIONS three backs, three centres and three the player must hand the ball over Get students to identify tactics forwards per team per zone. Have to the opposition player who made they could use for the following: three interchange players who can the tag. pp Moving the ball. come on after any score. Important for pp If, in the umpire’s opinion, a player p all players to play in each zone. Playing has not had an opportunity to p Defending. 4 x six-minute quarters offers the dispose of the ball before being pp Kicking for goal. opportunity to rotate every player in tagged, the umpire can call ‘play pp Finding the forward. each position. on’ and the player may have two pp Playing as a team. Begin play in the centre zone with a steps or two seconds to dispose ball-up between two centres who: of the ball to a teammate. Ask students to identify what aspects of team play they could better utilise: pp Attempt to tap the ball to a teammate pp If the ball touches the ground, (no run-up allowed). Beginner: the umpire can call pp Communication. pp The team in possession of the ‘play on’; Advanced: it is a turnover. pp Encouragement. pp ball attempts to progress the ball A player is not permitted to pp Passing. towards the forwards’ zone by either deliberately kick the ball off p a handball or a kick, or by running the ground. p Protecting their teammate using non-contact tactics. and bouncing the ball once only. pp After a goal, play is restarted in the pp The ball cannot be kicked from centre of the field via a ball-up. the back zone directly into the Note: For Rules & Information please refer forward zone. to page 4 of this guide.

WWW.AFL.COM.AU/SCHOOLS WWW.AFL9S.COM.AU 19 ACTIVITY PLAN: SESSION SIX PLAYING THE GAME TIME: 60-70 MINUTES

EXTENSION ACTIVITY SEPEP: Prior to this session place students in teams. Assign one of the following roles/duties to each team member: pp Design and take a team warm-up. pp Assign positions and rotations. pp Design two strategies/tactics to be used using game play. pp Umpiring roster (all players to have a turn at umpiring during the round robin). pp Design playing roster and format – ie round robin, tabloid, leagues etc. pp Decide on what type of game/sportsmanship/participation/tactical awareness analysis to use – eg rubric, video, stats etc. Students complete a self-reflection and peer reflection on how duties/roles were undertaken.

WWW.AFL.COM.AU/SCHOOLS WWW.AFL9S.COM.AU 20 ACTIVITY PLAN: SESSION SIX PLAYING THE GAME TIME: 60-70 MINUTES

REFLECTION: WARM DOWN Time: 1O mins pp Revisit the rules of AFL 9s. pp Ask students to give you three tactics they could use next time they play the game. pp What did we do well? How can we improve next time?

‘MUSCLE OF THE DAY’ – CALF 2-3 stretches focusing on this area (two students can lead this). Pre-game and training stretches involve completing three sets of each stretch and holding each for 1O seconds.

AFL 9s COMPETITION Now that your students understand the rules of AFL 9s develop a team competition. Using the fixtures attached, create a league of between 4-8 teams that play over a five-week period. Week 1-4 round robins Week 5 finals

EXTENSION ACTIVITY In small groups make a video that promotes the game of AFL. The video should be a persuasive argument that describes the game and all the reasons why people want to play. The video can be a showcase of the skills involved in AFL, or highlight aspects of the game or be an advertisement for the passion of the game.

WWW.AFL.COM.AU/SCHOOLS WWW.AFL9S.COM.AU 21 EXTENSION ACTIVITY: SESSION ONE GAL A DAY TIME: 70-80 MINUTES

EXTENSION ACTIVITY: GALA DAY LEARNING INTENTION The AFL 9s Gala Day is a fun day that encourages students to test their skills against pp Pre five-week program: teams within their school or against teams from other schools. The Gala Day can To introduce the game of take two forms: an Interschool AFL 9s round robin or a fun activity day as presented AFL 9s to students through here. It is up to you. a come-and-try day. pp Post five-week program: NO ORGANISED WARM-UP. Students to practise all the USE YOUR WARM-UP TIME TO ORGANISE STUDENTS various skills they have learnt Time: 5-1O mins during the AFL 9s program. SUCCESS CRITERIA Cones x 4 Students are exposed to various skills of Australian Football: ORGANISATION 1. Kicking. pp Split students into even numbers. 2. Handballing. pp Students line up behind each cone. 3. Marking. pp Number each cone. Each number will correspond to an activity. The group behind 4. Bouncing. that cone will start at that activity. 5. Evasive skills (baulk, blind turn). The session is designed for 6O students (1O per group). Goalkicking. 6. pp For smaller numbers remove rotations. Note: Make all activities fun and fast pp These will work for up to 16 per group. Optimum number is between eight and 14. paced. Encourage lots of touches of the ball and variety. These activities do not require an oval. Please utilise a space that suits your school such as basketball courts, soccer or hockey fields or multi-purpose synthetic playing field. USEFUL WEBLINKS AFL Auskick AFL Community ACTIVITY ROTATION AFL Schools Time: 60 mins (Each rotation should run for 8-9 mins with 1-2 mins for changeover) AFL9s A teacher or advanced student should manage every station. pp Student leader discusses with each group ways people communicate across cultures. pp Recognise there are similarities and differences in the ways people communicate, COME-AND-TRY DAY: both within and across cultural groups. GROUND SET UP pp Brainstorm some of the ways that are similar and different. p STATION 1: Different Kicks. p What can we do to make things more cohesive and inclusive? STATION 2: Relay Races. VARIATION: These activities are designed for ages 1O-16. To increase the challenge for advanced students, select groups where they are against other advanced kids. STATION 3: Football Volleyball. REMEDIAL: Simplify activities and utilise activities from any of the other weekly STATION 4: Find the Queen. sessions that promote those skills. Note: This is just an example. Any activities will be suitable as long as they are Rioli Magic. STATION 5: fun and fast-paced and promote the following skills. Variety of skills is important. STATION 6: Goalkicking Frenzy.

Note: Please modify to suit your space. 2

3

1 6

4

5

WWW.AFL.COM.AU/SCHOOLS WWW.AFL9S.COM.AU 22 EXTENSION ACTIVITY: SESSION TWO GAL A DAY TIME: 70-80 MINUTES

STATION 1: DIFFERENT KICKS AIM OF THE STATION To practice all the different kicking skills in our game SNAPS DEVELOPMENT FOCUS pp Bananas. pp Drop punts / Torpedos. GUIDELINES DROP PUNTS / TORPEDOS pp Players have shots for goal using three different kicking techniques. pp Start by teaching each kick. BANANAS pp They can move from station to station and practise their different types. pp Get the players to tally their total goals.

STATION 2: RELAY RACES Race 1: Pick the ball up, run around the cones, DEVELOPMENT FOCUS place the ball back on the ground. pp Picking the ball up. pp Bouncing. pp Teamwork. pp Agility. Race 2: Pick the ball up, bounce, run around cones, RULES bounce again, place ball back on ground. Students line up behind first cone. Run in and out of cones. Once out they complete a different skill (as shown), then run straight past the cones and tag the next person. Once a player has completed their leg, get them to sit behind the cone. The first team to have all players finished the course and seated Race 3: Pick the ball up, tap along ground around and back, behind the cones is the winner. place ball back on ground.

STATION 3: FOOTBALL VOLLEYBALL pp The opposition team must mark the ball to keep it alive. DEVELOPMENT FOCUS pp If no player successfully marks the ball or it lands pp Marking. untouched in the safe zone then serving team wins a point. pp Kicking. pp If marked the receiving team must handball at least two pp Teamwork. times and no more than four before the ball is kicked. pp Handballing. pp If when handballing the ball is dropped or the player misses the target leading to the ball hitting the ground, RULES the opposition team wins a point. p p Each team has even numbers. pp Once two handballs are completed the team in possession pp Players can stand anywhere they like inside must kick the ball back to their opposition team. The ball the boundary on their side. must go past the dead zone and land in the safe zone. Any kick that fails to land in the opposition area results in a point pp No players can stand in the dead zone. to the opposition. pp A player kicks from the service area. The ball must p go past the dead zone and land in the safe zone. p The opposition team must mark the ball to keep it alive. This continues until the ball goes out of bounds or lands in p p Any kick that fails to land in the opposition area results the safe zone. in a point to the opposition. p p The team that wins the point serves next.

WWW.AFL.COM.AU/SCHOOLS WWW.AFL9S.COM.AU 23 EXTENSION ACTIVITY: SESSION TWO GAL A DAY TIME: 70-80 MINUTES

STATION 3: FOOTBALL VOLLEYBALL (CONTINUED)

SERVICE AREA SAFE ZONE SAFE ZONE SAFE DEAD ZONE

SERVICE AREA

STATION 4: FIND THE QUEEN

AIM OF THE STATION pp A turnover results from an opposition player marking To get the ball to your player on the cone. the ball or the ball hitting the ground. pp No tackling or bumping. This is non-contact. DEVELOPMENT FOCUS pp Players can take 3-7 steps then must get rid of the ball pp Handball. (vary depending on skill level of players). p p Voice communication. pp Players have 3-5 seconds to dispose of the ball pp Teamwork. (vary depending on skill level of players). pp Running without the ball. pp At no point can the ball or a player with the ball leave the square. Turnover results if they do. RULES pp No player can go within the circle around the player pp Players move the ball via handball. on the cone. If an opponent does, this results in an pp A point is scored when the player in the designated uncontested penalty. area marks the ball. The player inside that area can pp If a team scores the other team starts with the ball move anywhere in their designated space but cannot in the middle. Each team must start in their half. leave that area.

WWW.AFL.COM.AU/SCHOOLS WWW.AFL9S.COM.AU 24 EXTENSION ACTIVITY: SESSION TWO GAL A DAY TIME: 70-80 MINUTES

STATION 5: RIOLI MAGIC AIM OF THE STATION

To practise all the unique skills that makes our game great. BLIND TURN DEVELOPMENT FOCUS pp High marking. pp Baulking. pp Blind turn. pp Handball. HANDBALL pp Tackling. BAULK AT TARGET GUIDELINES pp Players line up behind the cone. pp They will run to each station and complete each skill on the way around. pp Cone 1: High mark. They can jump into the tackle ruck. SPECKY The ball can be thrown to them or held, depending on player’s skill level. Once they have the ball in their DRIBBLE possession move on to the next cone. pp Cone 2: Baulk the stationary pole-person. pp Cone 3: Blind turn around stationary pole-person. pp Cone 4: Handball at handball target. START pp Cone 5: Ground dribble around markers. pp Once the player has tackled the bag, they collect the ball from their shot at the handball target and return the ball (around the outside) to cone one and rejoin the line.

STATION 6: GOALKICKING FRENZY AIM OF THE STATION To kick a goal before your opponent. DEVELOPMENT FOCUS pp Goalkicking. pp Picking up ball. pp Acceleration. RULES KICKING STATION pp Teams line up between the cones. Each player receives a number. Players must stay between cones and in designated position until called. pp Coach’s discretion on how players start. Suggestions include: lying on stomach, lying on back, on hands and 1 1 knees, push-ups or sit-ups. pp Two balls are placed between the two lines of players. Balls 2 2 can be placed anywhere as long as it is even for both teams. 3 3 pp Coach will call a number. That number from each team runs and picks up ball and must kick the goal before opposition. 4 4 pp If a player misses they must retrieve the ball and return to the kicking station and shoot from there. This continues 5 5 until a player scores. Player who wins scores a point for their team.

WWW.AFL.COM.AU/SCHOOLS WWW.AFL9S.COM.AU 25 DRAW FOR MATCH FIX TURES

DRAW FOR 3 OR 4 TEAMS VENUE 1 VENUE 2 Round 1 1 v 2 4 v 3 Round 2 3 v 1 4 v 2 Round 3 1 v 4 3 v 2 DRAW FOR 5 OR 6 TEAMS VENUE 1 VENUE 2 VENUE 3 Round 1 1 v 6 2 v 5 3 v 4 Round 2 3 v 1 4 v 2 5 v 6 Round 3 1 v 5 6 v 4 2 v 3 Round 4 2 v 1 3 v 6 4 v 5 Round 5 1 v 4 5 v 3 6 v 2 DRAW FOR 7 OR 8 TEAMS VENUE 1 VENUE 2 VENUE 3 VENUE 4 Round 1 8 v 1 2 v 7 3 v 6 4 v 5 Round 2 1 v 4 5 v 3 6 v 2 7 v 8 Round 3 7 v 1 8 v 6 2 v 5 3 v 4 Round 4 1 v 3 4 v 2 5 v 8 6 v 7 Round 5 6 v 1 7 v 5 8 v 4 2 v 3 Round 6 1 v 2 3 v 8 4 v 7 5 v 6 Round 7 5 v 1 6 v 4 7 v 3 8 v 2 DRAW FOR 9 OR 10 TEAMS VENUE 1 VENUE 2 VENUE 3 VENUE 4 VENUE 4 Round 1 1 v 10 2 v 9 3 v 8 4 v 7 5 v 6 Round 2 5 v 1 6 v 4 7 v 3 8 v 2 9 v 10 Round 3 1 v 9 10 v 8 2 v 7 3 v 6 4 v 5 Round 4 4 v 1 5 v 3 6 v 2 7 v 10 8 v 9 Round 5 1 v 8 9 v 7 10 v 6 2 v 5 3 v 4 Round 6 3 v 1 4 v 2 5 v 10 6 v 9 7 v 8 Round 7 1 v 7 8 v 6 9 v 5 10 v 4 2 v 3 Round 8 2 v 1 3 v 10 4 v 9 5 v 8 6 v 7 Round 9 1 v 6 7 v 5 8 v 4 9 v 3 10 v 2 DRAW FOR 11 OR 12 TEAMS VENUE 1 VENUE 2 VENUE 3 VENUE 4 VENUE 4 VENUE 5 Round 1 12 v 1 2 v 11 3 v 10 4 v 9 5 v 8 6 v 7 Round 2 1 v 6 7 v 5 8 v 4 9 v 3 10 v 2 11 v 12 Round 3 11 v 1 12 v 10 2 v 9 3 v 8 4 v 7 5 v 6 Round 4 1 v 5 6 v 4 7 v 3 8 v 2 9 v 12 10 v 11 Round 5 10 v 1 11 v 9 12 v 8 2 v 7 3 v 6 4 v 5 Round 6 1 v 4 5 v 3 6 v 2 7 v 12 8 v 11 9 v 10 Round 7 9 v 1 10 v 8 11 v 7 12 v 6 2 v 5 3 v 4 Round 8 1 v 3 4 v 2 5 v 12 6 v 11 7 v 10 8 v 9 Round 9 8 v 1 9 v 7 10 v 6 11 v 5 12 v 4 2 v 3 Round 10 1 v 2 3 v 12 4 v 11 5 v 10 6 v 9 7 v 8 Round 11 7 v 1 8 v 6 9 v 5 10 v 4 11 v 3 12 v 2

WWW.AFL.COM.AU/SCHOOLS WWW.AFL9S.COM.AU 26 ACKNOWLEDGMENTS RESOURCE WORKING TEAM Rebecca Taylor, Michael Smethurst, Jason Kenny, Aaron Bailey, Mark Riddiford, Dale Wain, Lawrie Woodman, Dave Reynolds DESIGN Nick Vine, Alison Kenna – AFL Media REFERENCE LIST Developing Game Sense in AFL Footballers – Shane Pill, Developing Game Sense Through Tactical Learning – Ray Breed and Michael Spittle, AFL 9s website: afl9s.com.au, AFL Junior Coaching Manual, AFL Community website: aflcommunity.com.au, NAB AFL Auskick Lesson Plans website: aflauskick.com.au.

WWW.AFL.COM.AU/SCHOOLS WWW.AFL9S.COM.AU 27 APPENDIX LESSON PLANS – CURRICULUM FOCUS OVERVIEW

The AFL 9s approach is a very effective use of active learning OVERARCHING AIM in that the students are learning though playing the games. The resource provides explicit learning opportunities The use of questioning is a powerful method of encouraging to develop communication skills, social skills and players to analyse their actions and decisions, both behaviours required to work effectively with others individually, and as a team. in different environments and contexts. The AFL 9s resource allows students to experience a range of AUSTRALIAN CURRICULUM FOCUS movement activities and to further develop movement The AFL 9s resource provides opportunities for competence and confidence. It also supports and students to further develop and refine their fundamental encourages lifelong physical activity participation. movement skills, learn about the common features The lesson focus is on the student in a game situation of games, and expand their understanding of where cognitive skills such as tactics, decision-making and movement concepts and strategies to engage more problem solving are critical factors while utilising confidently in a broad range of physical activities. and applying isolated technique development.

ACTIVITY PLAN: SESSION ONE

HANDBALLING

WARM-UP / INTRODUCTORY ACTIVITY GENERAL CAPABILITIES – FOCUS PLAY A GAME ppCross the River QUESTIONS AND ACTIVITIES ppDefend the Cone DESIGNED TO DEVELOP CAPABILITY ppIntroduction to handballing pp5 Pass Game & Shoot ppUse a defensive strategy from any other SKILL DEVELOPMENT sport that you know – eg basketball (zone WARM DOWN ppSpare Cone Activity defence) or soccer (double-teaming the ppReflection player with the ball) or hockey (decreasing p p pFigure 8s passing angle). Practise and apply this pMuscle of the Day – SHOULDERS pp3 v 1 Keepings Off strategy using footballs (critical and AUSTRALIAN CURRICULUM HPE creative thinking question: transfer GAMES SENSE FOCUS QUESTIONS knowledge into new contexts). YEARS 5-6 (MOVEMENT AND PHYSICAL ACTIVITY) ppIs it better to run and carry the ball ppEach team design one or two defensive or deliver the ball immediately? and offensive strategies that the team will ppPractise specialised movement skills and apply them via a variety of movement ppWhere can you position yourself to be adopt during play. a benefit to the team? sequence situations. Assessment/monitoring opportunity ppPropose and apply movement concepts ppWhere can you run to assist your team ppAt the end of the game or at time-outs: in scoring by hitting the cone? and strategies with and without equipment. evaluate procedures and outcomes explain and justify ideas and outcomes. AUSTRALIAN CURRICULUM HPE ppGeneral capability critical and creative YEARS 7-8 (MOVEMENT AND thinking: analysing, synthesising and PHYSICAL ACTIVITY) evaluating reasoning and procedures. ppUse feedback to improve body control and coordination when performing specialised movement skills in a variety of situations.

ppPractise, apply and transfer

movement concepts and strategies with and without equipment.

WWW.AFL.COM.AU/SCHOOLS WWW.AFL9S.COM.AU 28 APPENDIX LESSON PLANS – CURRICULUM FOCUS OVERVIEW

ACTIVITY PLAN: SESSION TWO

KICKING

WARM-UP / INTRODUCTORY ACTIVITY Personal and social capability ppRisk. ‘Which passing choice is safest ppSocial management and which is most risk ppCombined with Skill Development: See below. Work collaboratively WARM DOWN ppDescribe characteristics of cooperative SKILL DEVELOPMENT ppReflection behaviour and identify evidence of p ppKicking Whistle Drill these in group activities. pMuscle of the Day – HAMSTRINGS ppGoalkicking PLAY A GAME AUSTRALIAN CURRICULUM HPE YEARS 5-6 (MOVEMENT AND GAMES SENSE FOCUS QUESTIONS ppPositional play p PHYSICAL ACTIVITY) pWhat are the important aspects of kicking ppKickers & Handballers for goal? ppPractise specialised movement skills and apply them in a variety of movement ppIs it best to defend space in front of goals ANALYSIS/REFLECTION QUESTIONS sequences and situations. or defend individual players? ppWhy have we put your partner ppPropose and apply movement concepts and ppHow can you work together as a team to behind the goals? strategies with and without equipment. get a player in position to attempt to score? ppIt is important for you to have a routine when kicking for goal. AUSTRALIAN CURRICULUM HPE GENERAL CAPABILITIES – FOCUS ppWhat is your routine? YEARS 7-8 (MOVEMENT AND QUESTIONS AND ACTIVITIES PHYSICAL ACTIVITY) DESIGNED TO DEVELOP CAPABILITY The following focus questions are ppUse feedback to improve body control and ppHow can you assist your partner around time, space and risk coordination when performing specialised to achieve success? ppTime: “When is the best time to pass?” movement skills in a variety of situations. ppWhat characteristics of cooperative ppSpace: “How can I create space or how ppPractise, apply and transfer behaviour do you display? can you deny space?” movement concepts and strategies with and without equipment.

ACTIVITY PLAN: SESSION THREE

MARKING

WARM-UP / INTRODUCTORY ACTIVITY GENERAL CAPABILITIES – FOCUS WARM DOWN ppLeader Ball QUESTIONS AND ACTIVITIES ppReflection DESIGNED TO DEVELOP CAPABILITY ppMuscle of the Day – QUADRICEPS SKILL DEVELOPMENT Try three different ways to adjust your ppKick Tennis kick to get it into the air: AUSTRALIAN CURRICULUM HPE ppPartner Kicking & Marking YEARS 5-6 (MOVEMENT AND Critical and creative thinking p PHYSICAL ACTIVITY) pStand the Mark ppGenerating ideas, possibilities and actions. ppPractise specialised movement skills GAMES SENSE FOCUS QUESTIONS Consider alternatives and apply them in a variety of movement ppHow can you adjust your kick to make ppExplore situations using creative sequences and situations. sure the ball goes in the air? thinking strategies to propose ppPropose and apply movement concepts and a range of alternatives. ppHow do you adjust your marking to mark strategies with and without equipment. the ball over your head? PLAY A GAME AUSTRALIAN CURRICULUM HPE ppWhere do you aim to take (mark) the ball? ppPlay the game. YEARS 7-8 (MOVEMENT AND ppWhy is it important to push back off PHYSICAL ACTIVITY) the mark? ANALYSIS/REFLECTION QUESTIONS ppUse feedback to improve body control and p pHow do you change your kicking movement/ ppDid we stick to our game plan? coordination when performing specialised action when kicking to long targets ppWhat do we need to change for the movement skills in a variety of situations. compared to closer ones? second half/next game? ppPractise, apply and transfer ppHow can you predict where the ball is going? ppWhat is our team doing well? movement concepts and strategies with and without equipment. ppWhat do we need to improve on?

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ACTIVITY PLAN: SESSION FOUR

DEFENCE

WARM-UP / INTRODUCTORY ACTIVITY GENERAL CAPABILITIES – FOCUS ppBACK ROTATION STRETCH – include back muscles and critical enquiry questions. ppBouncing QUESTIONS AND ACTIVITIES DESIGNED TO DEVELOP CAPABILITY AUSTRALIAN CURRICULUM HPE SKILL DEVELOPMENT p pWhat is the difference between on YEARS 5-6 (MOVEMENT AND ppTeam Tag – ball defence and off-ball defence? PHYSICAL ACTIVITY) pp2 v 1 Keepings Off ppHow would you defend someone when ppPractise specialised movement skills they have the ball? ppJail Break – defence focus and apply them in a variety of movement ppHow would you defend someone when sequences and situations. GAMES SENSE FOCUS QUESTIONS they don’t have the ball? ppPropose and apply movement concepts and ppWhen should you pass? Critical and creative thinking strategies with and without equipment. p pHow should you pass? ppInquiring – identifying, exploring and ppManipulate and modify elements of effort, ppWhere should you move if not in possession organising information and ideas. space, time, objects and people to perform of the ball? ppIdentify and clarify information and ideas. movement sequences. p p pIs the team with the ball trying to create ppidentify main ideas and select and clarify pApply critical and creative thinking space or deny space? information from a range of sources. processes in order to generate and assess ppWhen should you attempt to intercept? solutions to movement challenges. p ppWhat is the best way for the defender to PLAY A GAME pDemonstrate ethical behaviour and fair play create a turnover? ppAFL 9s that aligns with rules when participating in a range of physical activities. ppWhere is the defender looking ANALYSIS/REFLECTION QUESTIONS – at the ball carrier or the other player? AUSTRALIAN CURRICULUM HPE ppDefenders – how do you work together in ppHow should the defender position YEARS 7-8 (MOVEMENT AND themselves? order to prevent space for the attacking team (communication). PHYSICAL ACTIVITY) p pWhy is it important for the defenders to p p pUse feedback to improve body control and identify space? pWhat type of defence is this called (zone)? Why? (guarding an area or space, rather coordination when performing specialised p pHow can you predict where the ball is going? than a direct opponent). movement skills in a variety of situations. ppHow can/do you anticipate responses ppPractise, apply and transfer from opponents? WARM DOWN movement concepts and strategies ppReflection with and without equipment. ppDemonstrate and explain how the elements of effort, space, time, objects and people can enhance movement sequences.

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ACTIVITY PLAN: SESSION FIVE

OFFENCE

WARM UP / INTRODUCTORY ACTIVITY GENERAL CAPABILITIES – FOCUS WARM DOWN ppEnd zone QUESTIONS AND ACTIVITIES ppLOWER BACK STRETCH DESIGNED TO DEVELOP CAPABILITY SKILL DEVELOPMENT ppWhy is peripheral vision so important? AUSTRALIAN CURRICULUM HPE p YEARS 5-6 (MOVEMENT AND pFour Corners ppDesign a drill that focuses on spatial PHYSICAL ACTIVITY) pp4 v 2 Tag awareness. ppPractise specialised movement skills ppJail Break – offence focus Critical and creative thinking and apply them in a variety of movement sequences and situations. GAMES SENSE FOCUS QUESTIONS Analysing, synthesising and evaluating pp ppWhen should you pass the ball? reasoning and procedures Propose and apply movement concepts and strategies with and without equipment. ppDo you need to run with the ball? Apply logic and reasoning ppManipulate and modify elements of effort, p ppIdentify and apply appropriate pWhat is the best way for attackers without space, time, objects and people to perform reasoning and thinking strategies the ball to find space? movement sequences. for particular outcomes. ppHow should you pass? ppParticipate positively in groups and teams ppWhere should you move if not in possession Generating ideas, possibilities and actions by encouraging others and negotiating roles of the ball? and responsibilities. Seek solutions and put ideas into action ppHow did you decide whether to run with pp ppExperiment with a range of options Apply critical and creative thinking the ball or pass it? when seeking solutions and putting processes in order to generate and assess ppWas it better to move the ball quickly or ideas into action. solutions to movement challenges. slowly? Why? ppDemonstrate ethical behaviour and fair play ppHow did you create the gap in the Focus questions that accentuate skills that aligns with rules when participating in defender’s square? from Personal and Social Capability a range of physical activities. Develop a list of questions for each of Communicate effectively AUSTRALIAN CURRICULUM HPE the following elements that would ppWhat verbal and non-verbal cues can/do develop understanding in the sport of you use to gain possession of the ball? YEARS 7-8 (MOVEMENT AND Australian Football: PHYSICAL ACTIVITY) Decision-making p A. Technical pUse feedback to improve body control and ppHow do you make decisions about who coordination when performing specialised Tactical/strategic B. and when to pass? movement skills in a variety of situations. C. Cognitive ppWorking collaboratively. ppPractise, apply and transfer D. Rules ppHow do you work as a team? movement concepts and strategies ppWhy is change of speed and direction such with and without equipment. an important part of offence? PLAY A GAME ppDemonstrate and explain how the elements ppHow/when do you change speed ppAFL 9s of effort, space, time, objects and people can and direction? enhance movement sequences. ANALYSIS/REFLECTION QUESTIONS ppEvaluate and justify reasons for decisions ppHow many turnovers? and choices of action when solving movement challenges. ppWhy so many turnovers? ppModify rules and scoring systems ppAny problems with tactics? to allow for fair play, safety and p pHow could you improve? inclusive participation. ppDemonstrate acceleration and deceleration of movement in physical activities as a way of creating space

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ACTIVITY PLAN: SESSION SIX

PLAYING THE GAME

WARM-UP / INTRODUCTORY ACTIVITY Critical and creative thinking WARM DOWN ppOctopus Generating ideas, possibilities and actions ppMuscle of the Day – CALF SKILL DEVELOPMENT Consider alternatives AUSTRALIAN CURRICULUM HPE ppExplore situations using creative ppLearning the rules YEARS 5-6 (MOVEMENT AND thinking strategies to propose PHYSICAL ACTIVITY) a range of alternatives. GAMES SENSE FOCUS QUESTIONS ppPractise specialised movement skills ppHow do we tag the opposition? Decision-making and apply them in a variety of movement ppWhat are some strategies we use ppHow do you make decisions about who sequences and situations. to help us tag? and when to pass? ppPropose and apply movement concepts and ppHow do we avoid the tag? ppWorking collaboratively strategies with and without equipment. pp ppHow can you deny possession? ppHow do you work as a team? Manipulate and modify elements of effort, space, time, objects and people to perform ppHow can you deny space? PLAY A GAME movement sequences. ppHow can you flood or concentrate ppAFL 9s ppParticipate positively in groups and teams the defence? by encouraging others and negotiating roles ANALYSIS/REFLECTION QUESTIONS and responsibilities. GENERAL CAPABILITIES – FOCUS QUESTIONS AND ACTIVITIES ppHow many in each zone? ppApply critical and creative thinking processes in order to generate and assess DESIGNED TO DEVELOP CAPABILITY ppWho can score a goal? solutions to movement challenges. Students design and then practise an ppHow do we get the ball off the opposition? ppDemonstrate ethical behaviour and fair play activity that aims to develop and highlight p pWhat are the main rules? that aligns with rules when participating in each of the following aspects: ppWhere do we stand at the start of the game a range of physical activities. pptechnical or when the ball is turned over? pptactical/strategic Get students to identify tactics they could use AUSTRALIAN CURRICULUM HPE ppcognitive(knowledge of the game or a skill) for the following: YEARS 7-8 (MOVEMENT AND PHYSICAL ACTIVITY) pprules ppMoving the ball. ppUse feedback to improve body control and ppDefending. coordination when performing specialised p pKicking for goal. movement skills in a variety of situations. ppFinding the forward. ppPractise, apply and transfer ppPlaying as a team. movement concepts and strategies Asks students to identify what aspects with and without equipment. of team play they could better utilise ppDemonstrate and explain how the elements ppCommunication. of effort, space, time, objects and people can enhance movement sequences. ppEncouragement. ppEvaluate and justify reasons for decisions ppPassing. and choices of action when solving ppProtecting their teammate using movement challenges. non-contact tactics. ppModify rules and scoring systems to allow for fair play, safety and inclusive participation.

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GENERAL CAPABILITIES

LITERACY RULES AND INTEGRATED LEARNING ACTIVITY INFORMATION Composing texts through speaking, writing and creating. Choose one of the laws of the game videos. Deliver presentations. Watch the video and then recount Plan, rehearse and deliver presentations on learning area it to your teammates. topics, incorporating some learned content and appropriate visual and multimodal elements.

NUMERACY SESSION 6 ppCollect data, organise into categories and create displays using lists, tables, picture graphs and simple column Interpreting statistical information. graphs, with and without the use of digital technologies. Interpret data displays. collect record and display data as tables, diagrams, picture graphs and column graphs.

PERSONAL AND SOCIAL CAPABILITY SESSION 1 DECISION-MAKING Social management. ppHow do you decide which teammate to pass the ball to? Make decisions. ppWhen should you pass quickly, when should you wait? Contribute to and predict the consequences of group decisions in a range of situations.

PERSONAL AND SOCIAL CAPABILITY SESSION 5 ppWhat verbal and non-verbal cues can/do you use to gain SOCIAL MANAGEMENT possession of the ball? COMMUNICATE EFFECTIVELY DECISION-MAKING Identify communication skills that enhance relationships p for particular groups and purposes. pHow do you make decisions about who and when to pass? ppWorking collaboratively. WORK COLLABORATIVELY ppHow do you work as a team? Describe characteristics of cooperative behaviour ppWhat happens if the team doesn’t work together and if and identify evidence of these in group activities. people just play for themselves. MAKE DECISIONS Contribute to and predict the consequences of group decisions in a range of situations

PERSONAL AND SOCIAL CAPABILITY SESSION 6 ppStudents assign, explore and perform the duties and In the Australian Curriculum, students develop personal responsibilities of different roles for a range of positions and social capability as they learn to understand and play patterns. themselves and others, and manage their relationships, ppDesign a rubric to assess the following lives, work and learning more effectively. The capability aspects of sports education co-operation, involves students in a range of practices including participation, teamwork and leadership. recognising and regulating emotions, developing empathy ppHow can you analyse and monitor communication for others and understanding relationships, establishing skills, leadership skills, teamwork skills and building positive relationships, making responsible and decision-making skills? decisions, working effectively in teams, handling challenging situations constructively and developing leadership skills.

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PERSONAL AND SOCIAL CAPABILITY SESSION 6 SEPEP: Before this session place students in teams. Assign Self-awareness. one of the following roles/duties the to each team member (discuss how you are going to assign task): UNDERSTAND THEMSELVES AS LEARNERS ppDesign and take a team warm-up. Identify and describe factors and strategies that assist ppAssign positions and rotations. their learning. ppDesign two strategies/tactics to be used using game play. DEVELOP REFLECTIVE PRACTICE ppUmpiring roster(all players to have a turn at umpiring Reflect on personal strengths and achievements, based during the round robin). on self-assessment strategies and teacher feedback. ppDesign playing roster and format – ie round robin, tabloid, leagues etc. ppDecide on what type of game/sportsmanship/ participation/tactical awareness analysis to use – eg rubric, video, stats etc ppPrepare and appraise using analysis tool. Students complete a self reflection and peer reflection on how duties/roles were undertaken.

CRITICAL AND CREATIVE THINKING SESSION 1 Add this instruction p Reflecting on thinking and processes. pUse a defensive strategy from any other sport that you know – eg basketball (zone defence) or soccer Transfer knowledge into new contexts. (double-teaming the player with the ball) or hockey (decreasing passing angle). Practise and apply this strategy using footballs.

CRITICAL AND CREATIVE THINKING SESSION 1 Each team design one or two defensive and offensive strategies that the team will adopt during play. Analysing, synthesising and evaluating reasoning and procedures. ASSESSMENT/MONITORING OPPORTUNITY Evaluate procedures and outcomes. At the end of the game or at time-outs: Explain and justify ideas and outcomes. ppEvaluate procedures and outcomes explain and justify ideas and outcomes.

CRITICAL AND CREATIVE THINKING SESSION 3 ppTry three different ways to adjust your kick to get Generating ideas, possibilities and actions. it into the air.

CONSIDER ALTERNATIVES Explore situations using creative thinking strategies to propose a range of alternatives.

CRITICAL AND CREATIVE THINKING SESSION 4 ppHow can you predict where the ball is going? Generating ideas, possibilities and actions. Seek solutions and put ideas into action. Experiment with a range of options when seeking solutions and putting ideas into action.

INFORMATION AND COMMUNICATION TECHNOLOGY SESSION 2 ppStudents use ICT to give feedback to partner or group. (ICT) CAPABILITY ppFeedback can be via watching and analysing video or Creating with ICT. annotating images taken of goal kicking action in terms of preparation, execution and follow through. Generate solutions to challenges and learning area tasks. Create and modify simple digital solutions, creative outputs or data representation/ transformation for particular purposes.

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INFORMATION AND COMMUNICATION TECHNOLOGY SESSION 6 In small groups make a video that promotes the game (ICT) CAPABILITY of Australian Football. The video show be a persuasive argument that describes the game and all the reasons Creating with ICT. why people want to play. The video can be a showcase Generate solutions to challenges and learning area tasks. of the skills involved in Australian Football, or highlight Create and modify simple digital solutions, creative aspects of the game or be an advertisement for the outputs or data representation/transformation for passion of the game. particular purposes.

ETHICAL UNDERSTANDING SESSION 3 ppStudents discuss and decide on how to choose teams. Reasoning in decision-making and actions ppExplain ways to reach fair and respectful decisions. Ethical understanding.

Reason and make ethical decisions Explain reasons for acting in certain ways, including the conflict between self-respect and self-interest in reaching decisions.

INTERCULTURAL UNDERSTANDING EXTENSION ppStudent leader discusses with each group ways Interacting and empathising with others. ACTIVITY people communicate across cultures. ppRecognise there are similarities and differences COMMUNICATE ACROSS CULTURES in the ways people communicate, both within and Recognise there are similarities and differences in across cultural groups. the ways people communicate, both within and across ppBrainstorm some of the ways that are similar cultural groups. and different. ppWhat can we do to make things more cohesive and inclusive?

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KICKING A HANDBALL Kicking is one of the most important skills in Australian A handball involves holding the football in one hand and Football. The easiest and most common kick is the drop disposing of it by hitting it with the clenched fist of the other punt. Other types of kicks include the banana kick and the hand. In today’s modern game, the handball is a major torpedo kick. attacking weapon as players run the ball from defence into attack. THE DROP PUNT A correct kick spins backward and provides distance MAIN TEACHING POINTS and accuracy. 1. The ball must rest on the platform hand and be hit with a clenched fist. THE GRIP 2. Players should have their eyes on the ball. The fingers are spread evenly along each side of the ball, with thumbs extending to the lacing. The grip is the same for 3. The punching fist is formed by placing the thumb outside, both left and right-foot kickers. not inside the fingers. 4. The stance is nearly side on to allow the punching arm THE RELEASE to swing through freely.The knees and the punching arm The ball is guided down and kicked on the bottom point, should be slightly bent. For a right-handed handball, the along the lower laces of the shoe. It should spin in a left foot is forward and vice-versa for left-handed handball. backward end-over-end fashion. 5. After contact is made with the ball, the fist remains on the platform hand.‘Catch the fist’ is a good cue for coaches to use when teaching handball.

LEARN HOW TO KICK LEARN HOW TO HANDBALL

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MARKING BOUNCING THE BALL A mark is taken when a player catches or takes control A player in possession of the ball must bounce it or touch of the football after it has been kicked by another player. it on the ground after 15 metres. Main teaching points: Main teaching points: 1. The ball is held slightly on top by the bouncing hand. 1. Eyes must be focused on the ball all the way from the player’s shoe to their hands. 2. The ball is pushed down with one hand. The ball strikes the ground at an angle of about 45 degrees. 2. The player’s body should be positioned in line with 3.  the flight of the ball. The player should move forward 4. The ball is bounced far enough in front of the body so that to meet the ball, never wait for it to come to them. it will bounce into the player’s hands as the player runs.

LEARN HOW TO MARK LEARN HOW TO BOUNCE

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STANDARD RULES OF AFL 9s BENEFIT

Three zones (forwards, mids and backs) with players able to run Opens up the game anywhere but must start in zone

Only forwards can kick goals Brings more player into the game

No required distance for a mark Suits all skill levels

No kicking off the ground Safety, encourages a cleaner, more skilful game and encourages a focus on learning the skill of picking up the ball off the ground

The ball cannot be kicked over a zone Brings more players into the game

No bouncing Brings more players into the game

A player can only run 10 metres Brings more players into the game

No smothering To assist skill development

Ball out of bounds – free kick to opposition team Allows teacher/umpire to bring more players into the game

No tackling, bumping and no contact To assist skill development by minimising the pressure on the ball carrier and provide a safe environment

ALTERATIONS BENEFIT

Tag belts Safe alternative to tackling

A goal can only be scored from a mark or free kick Promotes passing the football around zone and encourages a controlled kick

Females get nine points for a goal Encourages girls to get involved and encourages players to pass the ball to the females

Girls can only defend girls Allow girls more time to dispose of the ball

Turnover if ball hits the ground Encourages a controlled kick, quickens the game and brings more players into the game

Touch (tackle alternative) No tag belts required

Add a double points player – if they are involved in a goal assist their Encourages the more talented player to pass the ball/encourages team gets double points the team to pass the ball to the less talented

Use a round ball Easier introduction to execute the skills

1 v 1 contests for the ball on the ground, third player in gives away Encourages spread from the ball and safety the free kick

Players stay within their zone More open within each zone

Modified team participant numbers (eg 6 v 6, 5 v 5) Less players – the more opportunities each player gets to touch the football

Tackling (if working with secondary school football team) To suit ability and age group

No zones, but players still play their positions Slight transition away from a modified set up (eg three forwards, three mids, three backs)

No playing on from a mark More athletic and experienced players have less chance of dominating play

Goals scored from a mark is a nine-point ‘Super Goal’ Promotes passing the football around zone and encourages a controlled kick

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