KEY STAGE 2 YEAR 5: Multiskills

Transcription

1 KEY STAGE 2 YEAR 5: Multiskills Lesson Objectives Warm-up Fundamental Pink Different types of Static Balance movement and use of seated space and stretching and mobilising (Card 2) Use of space Keeping the ball Working with others Knowledge of warming up and cooling down Analysing performance Use of space Moving with a ball Knowledge of attacking and defending skills When to pass and when to dribble. Using tactics to keep the ball Use of space Using a variety of tactics to keep the ball, knowing when to pass and when to dribble. Knowledge of attacking and defending skills Knowledge of attacking and defending, using skills for each appropriately Using tactics to keep the ball and progressing ball towards goal Choosing positions and knowledge of their role in attacking How to mark an opponent and defend goals Using attacking and defending skills appropriately in games. Explaining why a performance is good and recognising parts of performance that could be improved Consistency within the games, choosing skills appropriately. Defensive techniques (delay, denial of space, pressure and regaining possession) and marking to defend goals. Choosing when to pass and when to dribble to proceed towards a goal. Understanding how playing games can contribute to a healthy lifestyle. Moving at different speeds, touching cones and stretching and mobilising Gentle movement, stuck in the mud, with pairs to save and stretching and mobilising Roller ball and stretching and mobilising High fives, low fives. Finding partners, staying with partner and stretching and mobilising Follow the leader, changing the leader, ankle touching, tails, chain tag and appropriate stretching and mobilising. Static Balance one leg (Card 1) Co-ordination ball skills (Card 9) Static Balance floor work (Card 3) ) Co-ordination floor movement patterns (Card 10) Counter Balance with a partner (Card 7) Basic Content Getting into groups of set numbers and working with others Movement with a ball and use of a ball. Passing and receiving. Moving through gateways leaving ball and finding another (as different sports) Passing through gates to a partner Movers and blockers 4 v 0 3 v 1 Movement from cone to cone, making up colour sequences. Working with partner moving in response to partner, bring in a pass and also dribble and pass. Addition of defenders 2v1 4v2 End zone Moving with ball, getting a touch on other peoples balls Controlling the ball Movement in on goal, adding in a defender (creating 2v1) 3v1 in on goal 3v2 in on goal 5v3 in on goal Defensive skills marking along a line and in a grid 3 v 1 trying to gain possession of a ball 5 v 3 Shadow, channel and cover in a 1v1, developing to 2 defenders (2v1) 5v5 with tackle box (with varying conditions) TOP SPORT Top Sport Invasion Games Gateway Top Sport Invasion Games Top Sport Invasion Zone passing Top Sport Invasion Games Find a Goal Top Sport Invasion Games Treasure Chest Top Sport Invasion Games Fives Top Sport Invasion Games 4v1 Top Sport Invasion Games 3 hoop ball Top Sport Invasion Games 4v1 Top Sport Invasion Games 4v1 Top Sport Invasion Games The Wing game adapted to allow one person from each team in the wing zones.

2 Using different formations in games. Analysing performance why is something good, recognising and describing individual and team performances, how performances could be improved. Recognising exercises and activities that help strength, speed and stamina. Directing a ball towards an opponents court or target area Knowledge of warming up. Working well with others, adapting their play accordingly Ability to warm up safely. Positioning on a tennis court. Hitting the tennis ball correctly and directing the ball appropriately. Analysing performance Knowledge of the exercises that would be beneficial Fielding and use of long and short barriers. Throwing over arm. Backing up Development of different types of bowling Fielding development Throwing development Varying types of gentle movement, ladder work and stretching and mobilising Knock down castles and stretching and mobilising. Moving with ball and tennis racket, moving to different cones on command and stretching and mobilising. Rolling ball and moving with partner, stuck in the mud with rolling to save and stretching and mobilising Rolling, throwing and catching and moving, throwing and moving and stretching and mobilising. Dynamic balance to agility (Card 6) Static balance smaller base along a line (Card 4) Agility reaction/respons e to ball drop (Card 12) Agility chasing a ball (Card 11) Co-ordination with equipment (Card 8) Various 5v5, 4v3 and 5v4 conditioned games Appropriate QCA core tasks Ball and racket each, moving. Transferring balls from racket to racket. Racket sandwiches. Aiming at cone flowers. Holding hands, playing ball over arms (arm acting as net). Pairs, sharing a racket keeping ball in the air. Hit and catch. Feed, hit and catch. Hitting into space. Hand feed into space for hit into space. Tennis rallies Devising a tennis based game Appropriate QCA core tasks Rolling through gates to partner. Ball rolled out from stumps, fielders to complete throwing and catching and then field the ball in to stumps. Beat the ball Under arm target bowling Over arm target bowling Cricket based conditioned game Rounders based conditioned game Top Sport Invasion Games Fives Top Sport Invasion Games Find that space Top Sport Invasion Games 3 Hoop ball. Top Sport Invasion Games The wing game Top Sport Net and Wall Games Getting a grip. Top Sport Net and Wall Games Reliable rallies Top Sport Net and Wall Games Go for ten Top Sport Striking and Fielding Games Target throw Top Sport Net and Wall Games Are you ready? Top Sport Net and Wall Games Flights and Arrivals Top Sport Net and Wall Games Getting a grip Top Sport Net and Wall Games Roving returns Top Sport Net and Wall Games In or out Top Sport Net and Wall Games Reliable rallies Top Sport Net and Wall Games Far and near and side to side Top Sport Net and Wall Games Go for ten Top Sport Striking and Fielding Games Catch them out Top Sport Striking and Fielding Games Target throw Top Sport Striking and Fielding Games Quick runs and safe catching Top Sport Striking and Fielding Games Get them out. Top Sport Striking and fielding Games There and back Top Sport Striking and Fielding Games Chain gang Top Sport Striking and Fielding Games Run and Return Top Sport Striking and Fielding Games Target throw Top Sport Striking and Fielding Games Get them out. Top Sport Striking and Fielding Games Target Bowling. Top Sport Striking Fielding Games There and back Top Sport Striking and Fielding Games Chain gang. Top Sport Striking and Fielding Games Run and return 12 Batting effectively using different shots and placement of the shot Outwitting the opposition when batting, bowling and fielding Constructing and carrying out own warm up Groups to do own warm ups as discussed last time. Dynamic Balance Along a line (Card 5) Directing a shot when batting 6v6 Rounders 6v2 Cricket Appropriate QCA core task Any of the Top Sport Striking and Fielding Games cards would be appropriate here.

3 Year Group: 5 Activity: Multi Skills Basic Movements and Spatial Awareness Lesson No. 1 Learning Outcomes: Vocabulary: Recognise, find and use space well Passing Understanding the need to warm up and cool down, suggesting ideas for warm up and explaining their choice Keeping possession Confidently and Co-operatively working with others Warming up, cooling down Find and use space to help own team Use a variety of tactics to keep the ball, eg changing speed and direction Recognising parts of performance that could be improved Warm up: Moving through cone gates - jogging, skipping, galloping, hopping, sidestepping, jumping (forwards, backwards, sideways), hopscotch, backwards, moving between gates, sharp changes of direction, why warm up? How else could we warm up and why? Appropriate stretching and mobilising. Question - Why stretch? Fundamental: Static Balance Seated (Card 2 Pink) 2a) Searching for and retrieving cones in front, to side and behind 2b) As above eyes closed 2c) Receiving small force with eyes open 2d) As above eyes closed Skills Activity (moving through cone gates) Moving around, on command getting into groups of set numbers at set colour gates, bring in ball work moving with balls in different ways. 1 s ball each moving around with ball juggling from hand to hand on making eye contact with someone exchange balls rolling, Progress onto throwing to exchange Extension - one to bounce pass/one to do straight throws 4 s follow the leader on command leader goes to back of queue. Leader only with a ball, when go to back put ball down for new leader to pick up. As before but throw ball into air for next person to catch and continue. Extension - Leader to join back of another queue Game/Group/Competitive Activity: In 4 s, all numbered 1,2,3,4, moving ball in number order from etc. Can roll, can bounce pass, and can throw, according to either what the group has decided or how the receiver is asking for it. How many passes in a set amount of time? Question- how can you improve? Repeat did they improve? Discuss how and why. Using gates have to pass through a gate every 3 rd pass (keeping number order). Keeping number order 1 minute how many goals can you score? Chat how to improve? Repeat. Cool Down: Moving through cone gates, when a part of the body is called, that part of the body has to touch the ground (in a gate) before person moves on. Appropriate stretching and mobilising. Teaching Points/Class Management/Differentiation (STEP) Set up lots of different coloured cone gates, randomly in area Movement into space Awareness, constantly of all around you Changes in direction Constant scanning of all around, change /increase in pace to move into groups Arms straight out in front, moving ball from hand to hand, eyes up Extension -hands further apart is harder. Throwing exchange need to communicate to coordinate the throws to avoid balls hitting in mid air Communicate so you know who is bouncing and who is throwing Leader to maintain a pace which allows all to keep up keep your team together Sympathetic release of ball when leader Moving into space. Must pass then move Eyes up look before passing Roll opposite leg forward Bounce opposite leg forward, bounce ball nearer partner 2/3 s way between them Throw over or under arm dependant on distance - Underarm opposite leg forward - Over arm sideways on Think about player positioning to allow the 3 rd pass to go through a gate Question Why do we cool down? Evaluation/Post Lesson Notes : Equipment/Resources Balls (choice of tennis, basketball, netball), cones STEP Space, Task, Equipment, People

4 Year Group: 5 Activity: Multi Skill Keeping Possession Lesson No. 2 Learning Outcomes: Vocabulary: Move competently with a ball Passing Perform skills with accuracy, confidence and control Dribbling Know the difference between attacking skills and defending skills Finding and using space, changing speed Know when to pass and when to dribble Moving feet Find and use space to help their team Follow through Use a variety of tactics to keep the ball e.g. Changing speed and direction Warm up: Moving through cone gates using lots of different paces walk, jog, ½ pace, ¾ pace, stop (sprinting only to be brought in once children are warm). As go through gates (constant pace) touching cones with hands as requested right hand on right cone, left hand on right cone, both hands both cones etc Extension left hand to right cone, right hand to left cone. Appropriate stretching and mobilising. Question Why do we exercise? Fundamentals Static Balance on one leg (Card 1 pink) Aim for: 1a) Standing still on uneven surface 30 secs(use wobble board) 1b) Squat to ankle extension x 10 1c) Squat - Eyes Closed (EC) x 5 Skills Activity Moving through gates -hockey sticks and ball - basketball } dribbling - football On command leave ball in a gateway and find another - make sure ball is stationary before finding another (can take balls out to increase the urgency to find a ball). (can be done with one type of sport or a mixture with perhaps a rotation of the equipment you pick up next e.g. from hockey to football to basketball which could then lead to discussion on the similarities and differences between moving with the ball within the different sports. Using gates 2 s, with a ball between 2, pass through gates to partner who goes to find another gate, person without a ball to position accordingly to receive ball etc. Can be done allowing no movement with the ball which will affect the movement of the support player. Can allow the choice can either pass straight away or dribble first. Can call the colour of the next gate to be passed through to encourage vision. (distance over which ball is passed can be used as a differentiation tool (within reason- passing not so far as to be ineffective) as can size of gateway through which ball is being passed) Game/Group/Competitive Activity: Movers and blockers -2/3rds of group in pairs and passing, they are the movers and are trying to pass through as many gates as they can, other 1/3 rd without balls, they are the blockers (can vary the ratio to make it harder and easier), if a blocker stands in a gateway cannot pass through that gate, eyes up very important. Movers need to make the decision, when do I pass, when should I move with the ball? (Can introduce conditions if the ball is passed into a blocked gate e.g. if blocker gets ball they become a mover person that gave ball away becomes blocker) Question who are the attackers in this situation and who are the defenders and why? Teaching Points/Class Management/Differentiation (STEP) Set up lots of different coloured cone gates Keep changing direction Move into space Show a distinct change of pace Eyes up when touching cones Use changes of pace and direction Hockey left hand at top, bend knees, ball out if front to right of body, constant contact on ball, use only flat side of stick (if using hockey sticks) (extension if using hockey sticks, reverse stick where the left hand turns the stick so it becomes toe end down, right hand loosens to allow the stick to turn then grips on contact with the ball) Basketball use either hand (have a go with left and right hand), bounce ball at waist height Football use of either foot (use left and right foot), inside and outside of foot Stop hockey ball by moving stick over top of ball, toe end down. Stop football by touching sole of foot on top Place basketball down carefully Eyes up to find another ball quickly Hockey push pass stand sideways on, look before passing, cushion ball onto stick on receipt Basketball chest, shoulder or bounce pass (chest step into pass, shoulder opposite leg forward, bounce balls bounce 2/3 between the 2 nearer the receiver) receiver hands up to give target for pass Football ball inline with supporting leg, use inside of foot to play ball, follow through in direction of pass, cushion on receipt Communication with partner is vital Look before passing - pass and move Move ball quickly Move ball away from opposition If gate is blocked dribble to another and if it is clear then pass. Eyes up Communicate with partner Cool Down: In 4 s gently moving one behind other, a command person at back, gently increases stride length to the front. Appropriate stretching and mobilising. Question - In the last practise you will have performed 2 different roles what were they? (Attack and defence). What did you do differently in each? Evaluation/Post Lesson Notes : Gentle pace Equipment/Resources Football, Hockey sticks, and balls, basketballs, cones. STEP Space, Task, Equipment, People

5 Year Group: 5 Activity: Multi Skill Keeping Possession 2 Lesson No. 3 Learning Outcomes: When to pass and when to dribble with the ball, so that they keep possession and make progress towards the goal Combining and performing skills with control, adapting them to meet the needs of the situation Recognise, find and use space well in the games Know the difference between attacking and defending skills Use a variety of tactics to keep the ball Know and find ways to get the ball towards their opponents goal Warm up: Moving around gently at first, different types of movement. Stuck in the mud in pairs, if tagged stand with legs together and arms out to the side, freed by a pair running under an arm each at the same time, children to work with the same partner Extension anyone can pair up to save someone Appropriate stretching and mobilising Vocabulary: Attacker, defender, finding space, using space Teaching Points/Class Management/Differentiation (STEP) Changes in pace and direction Constant awareness of partner and taggers Fundamental Co-ordination Ball skills (Card - Pink) 9a) Front-back catch with bounce (20) 9b) Front-back no bounce (30) 9c) Then with head up (30) 9d) Overhead and back (11) Skills Activity Lots of different coloured cones randomly spaced, movement from cone to cone can be varied so certain groups only go to a certain colour cone Make up own sequence of colours, move into different colour combinations e.g. red, yellow, red, yellow. Repeat in pairs moving in response to each other have to go to the same colour as the leader within the pair, both have a go at leading e.g. if the leader goes to a red cone partner has to go to a red cone but not the same one as the leader Question where should you reposition so that you are a sensible playing distance from your leader and why? Repeat with 1 ball between 2 (football, hockey stick and ball, basketball). Pass to partner on a cone and move to another cone they pass and move (this can be done simply by rolling a tennis ball if preferred) can you create different patterns of movement? Do with all different types of sports -what are the similarities and differences? As before when receive ball dribble to another cone then pass to partner who must have repositioned accordingly (i.e. moved to another cone to receive) All as basketball, as before but players in amongst cones to try to intercept pass (can vary number of defenders). As before initially allowing no movement with the ball, then allowing movement with the ball as well. As before movement and passing of all except the interceptors must be from cone to cone. Questions -Are the people in possession of the ball attackers or defenders? So what are the people who are trying to intercept? Into 4 s in grids 2v1 2 attackers to take on defender. When they have beaten the defender can then pass to 3 rd attacker Drive off at different angles Eyes up, look before running, run into space Extension looking for the cone after the one you are moving towards Constant awareness and movement in response to partner Football dribble, eyes up using both feet, inside and outside, use inside of foot to send, cushion on receipt Hockey dribble eyes up, left hand at top, bend knees, cushion on receipt Basketball use left and right hands, bounce at waist height Show hands as a target for receipt, chest, shoulder or bounce pass step into pass Change of pace between cones, movement preferably on an angle Only pass to partner if there is not a defender in the way, if a defender is in the way dribble on an angle to another cone or partner must get out from behind defender and go to a different cone or a combination of the two A A D A Experiment with different starting positions of attackers, firstly attackers to start with the ball, then defender start with the ball and pass to attackers to simulate a turnover to start the game, all have a go at defending. Should always be moving with the ball Attackers use movement on angles and change of pace Get the defenders out of the centre of the grid using your movement Draw defenders out of central area to isolate and pass around them Constant awareness of your team mates around you Eyes up all the time 4v2 in grids, how many passes can attackers make before an interception how can you make this harder, easier?

6 Game/Group/Competitive Activity 3v3 -End zone - Each team to have a player in an end zone, if a team has possession of the ball their player can come out of the end zone and help the team to attack the other end (the person from the other team in the end zone becomes a team member of the team in possession, staying in the end zone to receive the ball), therefore creating a 4v2, score by passing ball to person in end zone you are approaching. Can be done as any sport or rolling a tennis ball, then can chat about similarities and differences within each game. All to have a go in end zone. When score the other team have to attack from that end therefore one player has to track back very quickly to offer a scoring opportunity. Pass to this player to score } End Zone Player in end zone needs to move to create a scoring opportunity Movement on angles When should you move with the ball? to create space When should you pass? when someone has moved into a space Constant movement both with and without the ball Constant scanning } End Zone (Wet Weather/Small space) Also incorporate Ball handling drill: Passing / ball handling drill Different ball handling skills as above then pass to partner. Can not run with ball. Must pass ball before change. a. Inside player changes (Yellows swap) b. Outside player changes (Blues swap) c. Change pass Bounce / overhead d. Dribble Cool Down: Set out lots of cones all the wrong way up, ball each how quickly can you turn all the cones over by bouncing ball on them. Bounce the ball on the edge of the cone Appropriate stretching and mobilising Question - why is it important to be physically active? Evaluation/Post Lesson Notes : Equipment/Resources Balls, Bibs, Cones, (hockey sticks if required) STEP Space, Task, Equipment, People

7 Year Group: 5 Activity: Multi Skill Attacking and Defending Skillls Lesson No. 4 Learning Outcomes: Choose positions in their teams and know how to helps when attacking Use a variety of tactics to keep the ball Know and find ways to get ball towards their opponents goal Change speed in attack and know what to do to score points in the games Know the difference between attacking and defending skills Use attacking and defending skills appropriately in games Warm up: Rollerball Team of attackers trying knock balls off of cones around the outside rolling ball to each other work in teams of 4 each team has ball. Team of defenders stopping balls being knocked off if a defending team get s a ball knocked off they lose that ball play initially with more balls than defenders. Question - What could you do to make the game harder or easier? Appropriate stretching and mobilising use fundamentals section for this also. Fundamentals Static Balance floor- (Card 3 Pink) 3a) Front support cone/ttennis ball transfer 3b) Back support (legs straight) with cone 3c) Back support with Tennis Ball Front support challenge- in front support facing each other try and get opponent off balance by pulling arm away.(no moving from position) Skills Activity Ball each in grid (some with basketballs bouncing, some footballs dribbling, some hockey sticks and balls dribbling), Trying to get a touch on someone else s ball (with hand for basketball, foot for football, stick with hockey) can only get a touch on a ball of the same type as yours count the number of touches you get. Question - What can you do to ensure people do not get a touch on your ball? Would you consider these to be attacking or defending skills? Swap so that you have a go with all types of equipment Question How do the sports differ in terms of protecting your ball and why? In set area. All with hockey sticks and balls (set numbers without balls these are taggers) moving around with ball if you get tagged (by a tagger touching your ball with their stick); trap your ball against the outside of your foot with your stick to be freed by someone gently passing their ball through your legs which are astride. Repeat in pairs ball between two (can vary number of taggers), free person by passing the ball through tagged persons legs from one of pair to the other. If your partner is tagged you must keep moving around with the ball. Question - How do you move when you have/do not have the ball? Add a defender in the box (the channel should be sectioned off so that it is made up of lots of rectangles). Defenders may not come out of the rectangle they are in. Vocabulary: Shooting, support, shielding, width, depth Teaching Points/Class Management/Differentiation (STEP) Opposite leg forward to roll Look before rolling Pass and move Change of pace Movement on angles, into space Extension use of disguise Only pass if you have a clear passing channel Eyes up, move into space, constant movement Changes of pace, movement on angles Keep ball close to you, but in a position that allows you to have good vision Hockey left hand at top, bend knees Football use left and right foot, both sides Basketball both hands (not at same time, use left and right), bounce at waist height Keep the ball on the stick Eyes up Keep moving As a tagger make sure you contact the ball only As a tagger try to make interceptions as the ball is being passed Could the taggers work in pairs to win a ball/touch from another pair one to pressurise the ball one to intercept the pass

8 Game / Group / Competitive Activity Groups of 4, rk in 3 s vs. 1 defender use of support, work in a triangle to create some depth in attack, also this creates a second wave in on goal, set up as before. Rotate the defender Question - Should always have a spare attacker so how can you make best use of them? Question how can the defenders work together to be effective even when out numbered by attackers? Finish with 5v3 working down through the channel, o Vary where the attackers start Questions - Can you sort people into specific playing positions? This is the general setup for movement down the channel, who is allowed where can be adapted and conditioned Attackers move on angles Try to move the defender out of the centre of the rectangle to create space to move the ball into Attackers need to consider when to pass and when to dribble Attackers commit the defender before passing How can you shield the ball to stop the defender getting a touch on the ball Attackers ensure you put yourself in a position to receive the ball so that the defenders cannot get a touch on it X X (D) (D) D X Defenders For 5 v 3 defenders can move between Defenders boxes Communication is vital between defenders The deepest defender is the one to do the calling as they can see everything that is going on Attackers ensure you make use of the space spreading the defenders out will make it more difficult for them Attackers should always have several passing options Attackers try to isolate defenders Defenders try to close down the space that the attackers have available to them to restrict their passing options X X Cool Down: Gently moving around in set area, when called stop. Change direction and move off again. Appropriate stretching and mobilising Evaluation/Post Lesson Notes : Equipment/Resources Hockey sticks, balls football, basketballs, comes, bibs STEP Space, Task, Equipment, People

9 Year Group: 5 Activity: Multi Skill Marking an Opponent Lesson No. 5 Learning Outcomes: How to mark an opponent Know how to mark and defend their goals Defend effectively, slowing games down and making it hard to find space Use attacking and defending skills appropriately in games Explain why a performance is good and recognise parts of a performance that could be improved Warm up: Gently moving around passing people right side to right side, do a high five on passing, do on left side. Do as a low five on left and right sides. Extension alternating high and low fives, alternating left and right side Gently moving around in set area, when coach shouts 2 s, find a partner as quickly as possible, move away from each other on own on command must find a same partner every time. In 2 s, 1 leader, 1 follower, moving around, follower must stay within touching distance of leader. Must stop when stop called each person to have a go at being the leader. Have a go with different partners. Appropriate stretching and mobilising Vocabulary: Tactics Marking Teaching Points/Class Management/Differentiation (STEP) Eyes up and scanning all the time Eyes up during low fives Must be vigilant looking for people on the same five as you Must be moving around away from partner, but need to be aware of where they are all the time How can you try to loose your opponent (follower)? Change of speed, change of direction Defenders stay close, pay attention, on balls of feet ready to change direction Skills Activity Question - How can you mark an opponent? In front, to stop them getting the ball, behind, to stop them progressing with the ball. At side so can step in front to intercept or to limit the players movement options 2 s working either side of a line, working up and down the line, laterally, one attacker, one defender. Using the different methods of marking (in front, behind) one player to try and get free whilst the other player marks them. Each to have a go at attacking and defending. Question how can you tell if the attacker or defender has been successful? (E.g. what distance would the attacker need to be from the defender to be successful?) 2 s as before but this time working in a grid, attacker can start anywhere and move anywhere. Each has a go at attacking and defending. Question How can the defender be deemed to have been successful? Question which is harder as a defender marking along a line or marking in a grid and why? Question Is there a most effective method of marking and why? Would you mark differently in different areas of the pitch? Defending - awareness of ball and opponent, on balls of feet ready to move quickly, total readiness Vision is vital of players, space (and later on ball) Attackers quick movements and changes of direction Defenders stay close to attackers, must be aware of person and space, on balls of feet, knees flexed Good footwork is vital to get you into the correct positions Attackers quick movements, changes of pace and direction Fundamental Co-ordination floor movement patterns with a partner in front of your (one going forwards, the other backwards) 10a) 3 step Swerves 10a) 3S Zigzag to knee raise across body 10c) 3S Zigzag to foot behind 10d,e&f) All above with increased speed to maximum and mirroring a partner. Defenders position yourself to give you the best possible chance of getting the ball first Can you, as a defender, limit the attacker s options? Attackers quick movements and changes in pace and direction

10 GAME/GROUP/COMPETITIVE ACTIVITY Join up with another 3 paris, making groups of 8. This can be played as any sport, the method of scoring adapted appropriately probably stopping the ball on the goal line between the goal posts is most appropriate. Play 5 vs. 3 (it is important to explain to the children that this is a defensive practise so is biased towards the defence, making it very hard for the attack to gain much success) 5 defenders, 3 attackers. Play in a rectangular area with 3 goals at each end, positioned one next to each side line and one in the middle. The 3 players always start with the ball in the centre. The attackers get 5 points for their central goal and 2 points for each of the wide goals. The defenders get 2 points for their central goal and 5 points for the wide goals. Everyone to have goes at playing on the team of 5 and the team of 3. Wet weather/small space play with split teams make it competitive by taking in turns becoming attackers and defenders and play against each other Question Why do the teams get more points for different goals? (Answer for the attackers staying in the middle will increase their passing options, against a team with more players, making it harder for them to be closed down so they get more points for the central goal. Defenders get more points for wider goals as they are trying to stretch the attackers to score goals and if the attackers get the ball they are trying to close them down) When playing sport you try and attack in big spaces and defend in little spaces. Defenders should be aiming to close the attackers down, marking tightly and appropriately and limiting their passing options Once the defenders have gained the ball they need to turn defence into attack and spread the play out to make it harder for the attackers The team in possession of the ball should recognise when they need to switch the point of attack i.e., if they have managed to get all the opposition into a small area they should then exploit the space they have created. Try to gain a numerical advantage over the opposition (without getting in your team mates way!) e.g. 2v1 goal D goal A D goal A D goal A D goal Cool Down: Question - Why do we cool down? D goal Moving around gently in set areas, respond to instructions such as put your hand on someone else s shoulder, put you elbow on someone else s knee etc. Appropriate stretching and mobilising Warning -next week children to do their own cool downs in groups which need to be planned. Evaluation/Post Lesson Notes : Equipment/Resources Cones, bibs, big balls and a variety of sports equipment STEP Space, Task, Equipment, People

11 Year Group: 5 Activity: Multi Skills Defending/Knowing when to Pass Lesson No. 6 Learning Outcomes: Perform skills with accuracy, confidence and control Respond consistently in the games they play, choosing and using skills which meet the needs of the situation Working with defensive techniques delay, denial of space, pressure and try to regain possession Know how to mark and defend their goal(s) Perform skills with greater speed. Choose when to pass or dribble, so that they keep possession and make progress towards the goal Understand how playing games can contribute to a healthy lifestyle Warm up: 2 s gently moving around following the leader on command change the leader (group can decide how to change the leader) bring in jogging, hopping, skipping, jumping, galloping. 2 s, how many times can your partner s ankles in 30 seconds (repeat). Tails everyone to have a bib tucked in the back of their shorts/tracksuits, try to keep own tail, whilst taking other peoples. If you take a bib, you gain a point. But give the bib back to the person to tuck in again. Chain tag one person starts as tagger, if they tag you, you hold hands with them as soon as the chain has 4 people it splits into two 2 s etc. Free players may not run through the middle of chain must go around the outside Appropriate stretching and mobilising use fundamental Fundamentals Counter balance in pairs (Card 7 Pink) 7a) One-hand one-leg 7b) Holding only partners opposite leg Skills Activity (here shown for hockey, can be done for any sport) Vocabulary: Channelling Shadowing Double Teaming Tackle Teaching Points/Class Management/Differentiation (STEP) Stay low, eyes up Knees flexed, on balls of feet Ready to move forwards and backwards. Bib must be visible Cannot hold onto bib with hands when it is being taken On balls of feet, position of readiness Awareness of all around you Good footwork to keep moving to move tail away from people When tagging the chain need to work as a unit Tagging teams need to close the free people down, channelling them into areas where they can then be caught. If trying to avoid being caught use changes of pace, movement on angles, changes of direction Shadow, channel and cover In groups of 5 s A (attacker) goes with stick and ball dribbles around top of channel and tries to get through gate. D (defender) starts at the same time as A and tries to stop A going through the gate. A gets a point if they go through the gate. D gets a point if A does not. Have a go as both A and D and against different people. This can be done as any sport. Attackers eyes up, movement on angles, changes of pace Defenders -When to tackle? When do you try to gain possession? Use your body to channel attacker away from the gateway they are aiming to dribble through Position your body in a way that allows you to be agile and only allows the attacker to go where you want them to go Should have a go with gate on the other side also, still starting on the outside of the channel opposite the gate D D D A A Progression using 2 D s 2v1 (2 defenders = double teaming, the back defender is the dominant one who does all the talking) First defender moves as before. Second just steps in, D s to work together one D can channel A onto other D who tackles. If D's get the ball they work together to get the ball to the opposite end away from the gateway and stop the ball where the attacker rounded the top of the channel. Question - Why is the back defender the dominant one? Answer - Because they can see all the defenders in front of him and the attackers. If front defender gets beaten, they must slot in behind back defender who becomes front defender Defenders need to work as a team When do you channel? When do you tackle? Do a block tackle -left hand at top, right hand a comfortable distance below, step forward with left foot, keep stick still and trap the ball. It will be appropriate to teach the technical points for tackling/dispossessing in the other sports Attackers change of pace, movement on angles

12 Game / Group / Competitive Activity Game 5v5 Set up a grid with a goal at one end with a tackle box in it Attackers are trying to score in goal can choose how to score and which sport you are playing Attackers have to go through tackle box end to end before they can score (may pass the ball outside the box but attacker stays in and must pass with the ball through both ends of the box). At any one time there can only be 1 attacker and 2 defenders in the box, if attacker gets through their team can try and score, if defence get the ball they have to pass the ball to one of their team mates outside the box and they have to pass it to one other team member to get the point. The game then restarts. Constant changing of players in the boxes. Each team to have a go at attacking and defending. Tackle box Outside the box create 2v1 to isolate the opposition Defenders channel onto another defender if that is appropriate Shadow the players on the ball, picking the appropriate time to tackle Channel attackers away from goal Children must be taught how to tackle safety and effectively for whichever sport they are using If defenders manage to gain possession of the ball in the box must have the support of another of their team outside the box to pass the ball out quickly and effectively Remember the aim of the defence is to gain possession of the ball, this may mean being patient and shadowing waiting for the right time to tackle or channelling the player with the ball onto a team mate who can make the tackle. Attackers pass through clear channels so if a defender is between you and a team mate, you all have to move accordingly to create that clear passing channel. Movement on angles, try to move the defence away from the area that you want to pass into, e.g. dribble away from an area, the defender will come with you, then pass to one of your players who times their run into that space, getting their as you are ready to pass. Also even if you as a member of the attacking team do not have the ball, you should be able to dictate the movement of the defenders by your movement e.g. if you move the defender marking you should also move Cool Down: In groups children to do their own cool downs as arranged last time. Question How can playing games contribute to a healthy lifestyle? Appropriate stretching and mobilising Evaluation/Post Lesson Notes : Equipment/Resources Sticks, balls, cones, bibs, other sporting equipment STEP Space, Task, Equipment, People

13 Year Group: 5 Activity: Multi Skill Circuits/Teamwork Lesson No. 7 Learning Outcomes: Respond consistently in the games they play, choosing and using skills which meet the needs of the situation Choose and use different formations to suit the needs of the game Explain why a performance is good Recognise and describe the best points in an individuals and a teams performance Recognise parts of a performance that could be improved, and identify practises that will help Recognise exercises and activities that help strength, speed and stamina Warm up: Gentle movement in set area, bringing in skipping, side stepping, galloping, hopping, jumping. Footwork drills through the ladders (if available can be done by setting out little rows of cones) Alternative ladder set ups Go through ladder and swap to back of other queue Fundamental station Vocabulary: Official, analyse, evaluate Teaching Points/Class Management/Differentiation (STEP) fast feet, on balls of feet use your arms eyes up Sprint Sideways (do other ways also) Appropriate stretching and mobilising Fundamental Dynamic Balance to Agility (Card 6 Pink)- incorporate into circuit have as a separate station On line also try 180 turn on line 2 feet and 1 feet 6a) 2-2 6b) 1-1 forward and back with freeze 6c) 1 to 1 lateral with knee raise and freeze

14 Game/Group/Competitive Activity Game 1 set up a grid with goals at each end, 5v5, Can be played as any sport Divided into 4 sections Can be player with either small goals with no keepers or larger goals with keepers (keepers to swap frequently) Players must not pass the ball over more than 2 lines (imaginary, goes across the pitch from cone to cone) Players may not dribble the ball across a line between sections Players can go anywhere section Game 2 set up a grid with a no ball zone in the centre 3 goals at each end, 5v5, can be played as any sport The ball is not allowed to go in the no ball zone, but players may pass through it The middle goal is worth 5 points and the other goals 1 point each No Ball Zone section When do you pass, when do you dribble (remember the ball travels faster than you) Changes of pace Movement on angles Support the person on the ball Passes can be made in any direction width and depth in attack Defending - good footwork, ready to move in any direction When to channel and shadow, when to tackle/dispossess? Work together in defence where and when appropriate Always eyes up and scanning Use all the space you have available Try to create 2 v 1 s Try to create space to pass the ball into The teams will need the opportunity to stop discuss how things are going make any changes and go again. Question - What tactics are you going to use within your teams? Discuss this in your teams (e.g. need attackers and defenders) Question - How could you make this game easier/harder? Question -Having played a bit what tactics do they think the other team are using? How can you counteract this? Question - What is your team doing well? What could they do to improve? Question Are there any individuals doing particularly well? What is it that they do that makes them successful? Question - What are your opposition doing well? What could they do to improve? Players to have a go at officiating Cool Down: Moving around gently, when a sport is called you must freeze in a pose from that sport. Question What exercises and activities could you do to develop your strength, speed and stamina? (All of which you need to play these games) Appropriate stretching and mobilising Evaluation/Post Lesson Notes : Equipment/Resources Bibs, cones, equipment as per the sports chosen STEP Space, Task, Equipment, People

15 Year Group: 5 Activity: Multi Skills Net and Wall Lesson No. 8 Learning Outcomes: Give good explanations of how warm up activities affect the body Know why warming up helps them to play better. Direct ball reasonably well towards their opponents court or target area Work well with others, adapting their play to suit their own and others strengths. Vocabulary: Rally Forehand Warm up: In set area in pairs set up castles i.e. 5 balls per pair, using 4 of the balls set up a triangle base with 3 and put the 4 th on top (5 th to be kept by pair), moving around amongst the Castles, avoiding them passing the ball between pair (pass as you wish). Any knocked castles must be rebuilt immediately (by anyone) Teaching Points/Class Management/Differentiation (STEP) Work as a pair with your partner Competition using your ball you and your partner must roll your ball at the castle to knock them down must be stood at a castle in order to roll at another castle must keep an eye on your castle as you cannot roll at others castle if yours is not complete. Question What happens to your body when you warm up? Question How does this help you to play better? Appropriate stretching and mobilising Fundamentals Static Balance along a line/bench do as extension (Card 4 Pink) 4a) Working with alternate 2 balls, proximal then distal. 4b) Strike ball back with racket to feeder catch 4c) As above contra-lateral strike Rolling opposite leg forward Eyes up Constant scanning of castles you are aiming at and ensuring yours is complete Make sure both have a go at rolling, both players should be moving continually Can choose whether you want to stand at a castle close to another one to aim or make it harder by standing at a more distant castle. Skills Activity Lots of cones set out randomly on the ground. Ball and racket each moving amongst cones either balancing ball on racket or bouncing ball in air or bouncing ball on the ground or combination of them all. ½ with balls, ½ without, moving around players without balls, need to find someone with one and they need to transfer ball from one racket to the other without touching the ball with hands. Extension - can roll along the ground to another person (by gently letting the ball roll off the racket onto the floor and in the direction of the receiver) who picks it up either by bouncing racket on top of ball on ground to make it bounce up or by trapping ball between racket and either inside or outside of foot. 2 s, a racket and a ball between two. Keeping the ball in the air by sharing racket i.e. one player hits ball into air, gives racket to other player who has to do the same after the ball has bounced on the floor (can vary number of bounces). How many shots can you do in a row with your partner? Have a chat about how you could improve this total and have another go. Racket each, ball between 2 and 6 cones each set out your 6 cones in front of you in the shape of a flower drop ball and hit it to land on one of your partners cones (can start by throwing), if you hit a cone you get that cone and add it to your cones can vary distance apart and how you decide how the cones are hit (e.g. does it have to be direct or hit after bouncing?). Take it in turns. Shake hands with the racket Ball in air or balanced palm up grip Ball being bounced at the ground palm down grip Eyes up aware of others Moving into space Need to cushion ball onto racket to ensure it stays on the strings To pick ball up by trapping it against side of foot, using racket push ball onto side of foot so that side of foot is one side of ball and racket is the other then keeping this contact bend knee and pick foot off of ground, let ball drop then bounce it with racket Need to work together On balls of feet, ready to move in any direction Person on the bottom to dictate direction Palm up grip need to keep eye on the ball and on the racket How high do you need to hit it? Bounce ball before hitting it Stand sideways on to direction of hit, use a forehand shot. Need to judge how hard to hit the ball so that it hits the cones

16 Game / Group / Competitive Activity In pairs,. Right handed people need to work together and left handed people need to work together. Hold partners hand or use a racket one holds head one holds handle to create the net. Play the ball over the net let the ball bounce before returning it over the net. This can be done using hands as rackets or by simply throwing and catching. How many shots can you do in your rally? Need to work and move together Having played the ball you need to be ready to move to get your partner into a good position to return the ball Ensure you hit the ball so that your partner can return it Cool Down: With a partner, racket each, no ball. Stand opposite each other, hold racket vertically, racket head edge on the ground, just fingertips supporting the end of the handle, need to swap rackets and grab them before they topple over. Get further apart. Safety must ensure players are running on opposite sides of the rackets to avoid collision One player needs to say go, take it in turns Appropriate stretching and mobilising Evaluation/Post Lesson Notes : Equipment/Resources Rackets, balls, cones STEP Space, Task, Equipment, People

17 Year Group: 5 Activity: Multi Skills Net and Wall 2 Lesson No. 9 Learning Outcomes: Carry out warm up activities carefully and thoroughly Show good backswing, follow through and feet positioning Position themselves well on court Direct ball reasonably well towards their opponents court or target area Spot the spaces in their opponents court and try to hit the ball towards them Play shots on both sides of the body and above heads in practise and when the opportunity arises in a game Hit the ball with purpose, varying the speed, height and direction. Work well with others, adapting their play to suit their own and others strengths. Try things out and ask for help to perform better Know what they are successful at and what they need to practise more Explain what they are trying to do and why it is a good idea Know the types of exercise they should concentrate on Warm up: Lots of cones set out randomly on the ground. Ball and racket each moving amongst cones either balancing ball on racket or bouncing ball in air or bouncing ball on the ground or combination of them all, or bouncing the ball on the racket using alternate sides of the racket. Moving amongst cones when a colour is called have to move to a cone of that colour as quickly as possible (could stipulate numbers allowed at those cones e.g. less than 5; more than 2, less than 7 etc bringing in some maths!) Appropriate stretching and mobilising Fundamentals Agility - reaction/response to a ball drop (Card 12 Pink) 12a) Facing away respond to shout 1m 12b) As above 2m 12c) As above 3m 12d) As 12a) hearing bounce 1m 12e) As above 2m 12f) As above 3m Vocabulary: Rally Forehand Backhand Teaching Points/Class Management/Differentiation (STEP) Shake hands with the racket Ball in air or balanced palm up grip Ball being bounced at the ground palm down grip Eyes up aware of others Moving into space When moving to the cones, when a colour is called just carry the ball on the racket strings, be aware of all around you Skills Activity 2 s, a racket and a ball between two. Keeping the ball in the air by sharing racket i.e. one player hits ball into air, gives racket to other player who has to do the same after the ball has bounced on the floor (can vary number of bounces). How many shots can you do in a row with your partner? Have a chat about how you could improve this total and have another go. Working either side of a net or either side of a line of cones, mark out a little court area each, playing without rackets simply throwing and catching a ball. Progression a hand feed by the player without the racket i.e. player with ball throws the ball over the cones/net so that the player with the racket can play it back to them (after a pre determined number of bounces, 1 would be more difficult, more bounces is easier), to be caught after one bounce (or what ever number of bounces has been allowed). Extension- the ball to be played with a backhand shot, then alternating forehand and backhand. Have a set number of goes each Player doing the feeding to be encouraged to coach the player hitting the ball, looking at what they are doing well and looking at things they need to develop and improve. Player hitting the ball to be encouraged to analyse their own performance both to chat Progression hit the ball so that the person on the other side of the net cannot catch it after the second bounce, i.e. keep the ball in court but hit it into space. Have a set number of goes each, keep score. Progression the hand feed can be placed to make the person with the racket move to hit it. Extension - forehands and backhands. Set number of goes each, keep score Progression each player with a racket trying to play the ball to each other. How many shots can you play in a rally? Players ecide number of bounces allowed Progression each player trying to hit into space to make their opponent move. Palm up grip need to keep eye on the ball and on the racket How high do you need to hit it? Stand sideways on to direction of hit, non racket leg leading, use a forehand shot, contact ball when it is about waist height. Try to keep the ball reasonably low when you have hit it. If trying to catch the ball, watch as it has been hit and get behind the line it is travelling on as it moves towards you. When feeding the ball, throw it underarm (opposite leg forward), and so that it bounces in front of the player with the racket, and on their forehand side. Take racket back before ball is fed as swing from high to low to high Backhand sideways on this time with the racket leg leading, turn the shoulders and swing high, low, high. Contact the ball when it is about waist height. Will need to move feet so that you are side on to the direction of the shot with hips in line with the direction of the shot (i.e. if a line were drawn through both hips that line would point in the direction that the ball is going to go.) Look for the space and aim at it! As the ball is coming towards you move feet early to get into position to play the ball When you have played your shot get back into a central position at the back of the court so you can quickly get to where ever the ball is played next. Standing at the back as it is easier to move forwards to hit a ball than to move backwards. Ball can be fed high to encourage player to play an over head shot. Try and vary the speed, height and direction of the ball to outwit your opponent