Move With Intermediate Brochure
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Transcript of Move With Intermediate Brochure
‘MOVE WITH’ THE SALFORD PHYSICAL LITERACY PROGRAMME
Hosted By:
All Hallows RC Business, Enterprise and Sports College
INTERMEDIATE LEVEL
APPROVED PROVIDER STATUS
Supported by: Salford
‘MOVE WITH’
W H A T I S P H Y S I C A L L I T E R A C Y ?
T H E N A T I O N A L C O N T E X T
‘ M O V E W I T H ’T H E S A L F O R D P H Y S I C A L L I T E R A C Y P R O G R A M M E
“The motivation, confidence, physical competence, knowledge and understanding tomaintain physical activity throughout life” (Professor Margaret Whitehead, Key features of acurriculum to promote physical literacy 2011)
It is something that everyone has the potential to be, by undertaking an individual journey of guidedlearning through a range of activities.
To become competent and confident movers, or physically literate, children need activities which promote:• Locomotion - movement from one point to another• Stability - body balance in static and dynamic movement situations• Object control - sending, receiving and controlling an object
Physical Literacy is both a national and international concern
with colleagues in many nations considering the model.
Whilst we are in a transition with regard to National
Curriculum content, it is certain that the concepts contained
within physical literacy will be adaptable to any
developments, as children need it to be confident in any
challenging physical situation.
The Youth Sport Trust has been working with Bupa to develop
Start to Move, an approach which aims to provide teachers
with greater knowledge and confidence in how best to deliver
PE to four to seven year olds in a fun and engaging way.
Further information on this can be accessed
at www.starttomovezone.com.
This resource has been developed locally by School Sport
Partnerships in Salford over the last 18 months in partnership
with All Hallows RC Business, Enterprise and Sports College
and Manchester United Foundation and has been funded and
supported by Salford Healthy Schools. It has been designed to
provide teachers with a range of ideas and approaches which
they can use to ensure that pupils develop the fundamental
skills and control that they need to take part effectively in PE
and school sport. Physical Education in Foundation and KS1
provides children with movement vocabulary necessary for
lifelong participation in physical activity, enabling them to be
physically literate. This supports the development of competent
movers.
Lesson plans are designed to be clear and simple, focusing on
the quality of movement. Photographic images are used to
demonstrate what this quality looks like. Through familiarity with
the format and principles, teachers will be able to adapt them to
suit the differing learning needs of their children.
The activities in the programme are referred to as developing:
Agility, Balance and Co-ordination.
The terms Locomotion, Stability and Object Control are likely to
be used more frequently in the future when referencing Physical
Literacy development.
These activities are embedded within the Salford Physical
Literacy Programme, and progress from early movers or
Beginners, to Intermediate and Advanced. Whilst these are
progressive, they are not age specific and children should be
able to complete challenges competently before moving on to
the next level. These challenges are an opportunity to assess
the personal progress children are making on their individual
physical literacy journey, and act as a benchmark at the
beginning and end of each level.
AN INTRODUCTION TO THE SALFORD PHYSICAL LITERACY PROGRAMME
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UNIT OVERV IEW
The intention of this scheme is to specifically develop pupils’s agility, balance, coordination and general body control over the
course of this and subsequent units. This is achieved via structured lessons that focus on key movements outlined separately
for each lesson, for example “balancing/dribbling” in lesson 3.
In each lesson you will find descriptions of these movements for your ongoing assessment and also clearly labelled “teaching
points” which will assist you in teaching the movements properly. In addition to this, we have provided a set assessment
lesson for both the first and last lesson of each unit, the purpose of which is to provide you with a measurable and repeatable
benchmark for each child’s attainment.
ASSESSMENT OVERV IEW
Each unit has three distinct challenges based around AGILITY, BALANCE and COORDINATION which the teacher can use as a
guide to measure pupil attainment. Variations are taught in the first and last lesson of each unit.
Key note on gathering evidence:
l Video or photo evidence should be used to compare performance between
the two assessment lessons at either end of the unit.
The assessment criteria for the first and last lesson of this unit are as follows:
INTERMEDIATE UNIT:INFORMATION FOR TEACHERS
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CHALLENGES
CHALLENGE 1 (agility): Can pupils move easily among others, evade defenders and change direction with control? ASSESSMENT POINTS: WHAT TO LOOK FOR PUPILS SHOULD BE:-
1. Looking ahead and anticipating movements of defenders
2. Shifting body weight from one foot to the other tochange direction
3. Controlling speed: accelerating by leaning forward ontheir toes and decelerating by leaning back on theirheels
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CHALLENGE 2 (balance): Can pupils balance on one leg while throwing and catching? ASSESSMENT POINTS: WHAT TO LOOK FOR PUPILS SHOULD BE:-
BALANCING1. Stood upright with a straight back, using arms to balance
2. Adjusting their body weight andarm placement to retain balance,e.g. by moving arms slightly
THROWING
1. Be looking towards the target (i.e. catcher)
2. Be throwing underarm, aimingtowards the target
CATCHING
1. Watching / tracking the path of the object to be caught
2. Adjusting position (e.g. byhopping) when necessary to match object path, retainingbalance throughout
CHALLENGE 3 (coordination focus): Can pupils throw a beanbag into the hoop with accuracy, evading a defender?ASSESSMENT POINTS: WHAT TO LOOK FOR PUPILS SHOULD BE:-
1. Looking towards / focusing on target
2. Throwing with an underarm action with control
3. Watching defender’s movement
4. Evading defender’s movements with countermovements (e.g. looking around opponent, movingside to side to find space to throw)
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UNIT AND LESSON NUMBER: INTERMEDIATE LESSON 1
THROWING Stand facing thetarget - keep your feet still - throwwith an underarm action, pullingyour throwing arm back behind yourbody, and forwards in an arc torelease the object in front of you
Movements/skills covered in this session
ASSESSMENT SESS ION:GENERAL BODY CONTROL, AGILITY, BALANCE AND COORDINATIONVIA THROWING / CATCHING / DEFENDING / EVADING DEFENDERS
EQUIPME NT A N D R E S O U R C E SIDEALlCones l4 hoops (same size) lbeanbags (enough for one per pair) l4 sets of coloured bibsMINIMUM OR ALTERNATIVE lAssorted beanbag or small balls (enough for 1 per pair) lHall or playground markings l small amount of cones to make ‘goals’ for main game
TEACHING POINTS F O R T H I S L E S S O N:How to teach these movements
CATCHING Keep an eye onthe ball – put hands together in a cupshape – wrap hands around it and pullit into body
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EVADING DEFENDERS Track movements of other team members – look for space tomove into – communicate with team members to make the bestuse of space
DEFENDING (THROWINGCONTEXT E.G. NETBALL /BASKETBALL) Place yourself inthe path of the ball (i.e. betweenthe two opponents who arepassing it) – extend your armsabove your head – make your bodyas large as possible – move yourarms and body to intercept the ball
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WARM UP ACTIVITY: FOOT IE M IMES : GENERAL AGIL ITY/BALANCEAND COORDINATION
l Set out a plain coned area as per main game
but without hoops and cones
l Pupils walk around, gradually increasing movement
to explore the space
l Introduce series of mimes relating to football, as
follows: rolling/bowling action = “goalie”,
jumping/heading action = “header”, kicking
imaginary ball in net = “striker – pupils then respond
to commands as they are shouted
PROGRESSION IF TIME:
l Walk around with a ball and ask pupils to catch it and
return it
l Use a variety of throws and bounces at different
heights
l Extend to providing 3 or 4 pupils with balls
in the same role and repeat
MAIN GAME: OGRES AND SWAMPS: THROWING/DEFENDING/EVADING DEFENDERS(NOTE: Use For Initial Assessment - See Assessment Notes)
OGRE AND SWAMP
l Set out area as per Diagram 1
l The aim of the game is for children to take turns to
approach the defender (ogre) individually and try to
throw a beanbag into the hoop (swamp)
l The attacker then takes the place of the defender and
the defender goes to the back of the line
l Extend to splitting children into groups of 3-4
attackers at one time and 1 defender to play the game
on their own
TEACHING POINT:
Take time to demonstrate how the ogre should defend,
using Q and A where possible
EXTENSION SUGGESTION:
WARM UP: Add more mimes or choose
a different topic area e.g. animals, alphabet.
MAIN TASK: Use more defenders
D IAGRAM 1 OGRE GAME
Defender
Attackers
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UNIT AND LESSON NUMBER: INTERMEDIATE LESSON 2Movements/skills covered in this session
ASSESSMENT SESS ION: SKIPPING / JUMPING / THROWING (UNDERARM)
EQUIPME NT A N D R E S O U R C E SIDEALl20-30 Rubber marker spots l small cones of various colours l1 large ball between two lClass set of coloured bibsMINIMUM OR ALTERNATIVE lHall or playground markings lChalked ‘spots’ on yard playground l1 large ball between 3
TEACHING POINTS F O R T H I S L E S S O N:How to teach these movements
THROWING Stand facing thetarget with large ball in both hands -keep your feet still – lift the ball awayfrom your body with an underarmaction towards partner in an arc
l As per lesson one
CATCHING Extend both handsforward beneath the ball – cradle theball and pull into the body
l As per lesson one
DEFENDING/EVADINGDEFENDERS Place yourselfin the path of the ball (i.e. betweenthe two opponents who are pass-ing it) – extend your arms aboveyour head – make your body aslarge as possible – move your armsand body to intercept the ball
BOUNCING l Individually: Stand upright with ball in both hands – drop ball – catch with both hands
l To a partner: Face opposite your partner with ball held in both hands up to chest – choose a spot on floor – push ballfrom chest to bounce on spot – receive the catch back from partner with both hands and pull the ball into chest
WARM UP ACTIVITY: PLANET SWAP: THROWING/ CATCHING/ BOUNCING
l Set out space as per DIAGRAM 1 with
two equal colour of marker spots
distributed in area e.g blue/red
l With one ball between two, children to
move between spots while throwing
the ball to their partner. On command
‘swap’, children to place their ball
down and run to another ball to begin
process over
PROGRESSION:
l Move between spots
bouncing/passing the ball 3 times on
each spot to their partner before
moving to a different spot
l How many spots can they hit in a set
time?
D IAGRAM 1
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MAIN GAME: H IT THE SPOT SMALL-S IDED TEAM GAME : THROWING/CATCHING/ BOUNCING
l Keep area set out with spots
as per diagram 1
l Split children into teams of 3 or 4 with
coloured bibs (more if children
are more able)
l Put two teams in the area and assign each
team a colour of spot as their ‘targets’
l The aim of the game is for them to score for
their team by passing the ball around their
players and for any player to bounce the ball
on their own coloured spot
l The other team has to tig them or intercept
the ball to gain possession
TEACHER NOTES:
l Cones could be used instead of spots,
with children touching the cones to score
points
EXTENSION SUGGESTIONS:
WARM UP : Introduce the command
‘change partner’, allowing children to
throw the ball to different classmates
MAIN TASK: Progress to the removal of
opponent’s spots when hit, eventually
leading to one team being eliminated due
to losing their spots
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UNIT AND LESSON NUMBER: INTERMEDIATE LESSON 3
BALANCING Stand upright with a straight back – make your body stiff– stretch out your arms in a scarecrow shape – movethem if you have to keep your balance
DRIBBLING Start slowly, walking with ball at feet – keep eye on ball -use the toes to control the ball forwards - use the sole ofthe foot to stop (trap) the ball if you are losing it
Movements/skills covered in this session
ASSESSMENT DR IBBL ING /BALANCE
EQUIPME NT A N D R E S O U R C E SIDEALlCones l rubber spotsMINIMUM OR ALTERNATIVE lHall or playground markings l15-20 cones l1 ball between two
TEACHING POINTS F O R T H I S L E S S O N:How to teach these movements
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D IAGRAM 1
MAIN GAME: WALK THE DOG: DRIBBLING
TEACHER NOTES:
l If not enough footballs for one each, this game can be
played with one between two, with the children dribbling
then passing the ball to their team mate to repeat
l Encourage the children to start dribbling slowly until they
gain better control
KEEP AREA AS DIAGRAM 1
l Give children a football each and demonstrate how to
WALK THE DOG by dribbling the ball, guiding it with the
toes around the spots
l Children to try to do the same, in and out of spots.
l Add the command SIT, meaning that they should stop and
trap the ball with the sole of their foot
l Add more commands as follows:
KENNEL = take ball back to a spot
NAUGHTY DOG = tap the ball forward, run after it and trap it
SWAPSY = like Kennel, but leaving the ball on the spot and
getting another different ball
PAT THE DOG = keep ball still and alternately tap each foot
on top of the ball
HUG THE DOG = pick up the ball and hold it to the chest
l Progress to a ‘musical spots’ version as per warm up
game
WARM UP ACTIVITY: F IND A SPOT: BALANCE
l Set out area as per DIAGRAM 1
l Ask children to jog around the area
l On a signal (e.g. whistle or a clap of
hands) they have to balance on a
spot on one leg
l Insert a variety of different
movements such as bunny-hopping,
hopping, star jumps, while keeping
the balance element the same
l Extend to playing a game of ‘musical
spots’ by removing 3 or 4 spots
l Play again, with children without
spots each time doing a task e.g. 5
star jumps/twist and turns
PROGRESSION IF TIME:
Dribbling obstacle course (diagram 2)
Split children into four teams and set up the same slalom
obstacle course for each team using just 4 cones with a hoop
at the end with one ball for each team member – each team
member, one at a time, has to slalom between the cones and
retrieve a ball, which they must dribble back. The first team to
collect all their balls wins the game.
EXTENSION SUGGESTIONS:
WARM-UP : Teacher to make up own commands to
add to those given
MAIN TASK: If time, add more equipment to the
obstacle course
D IAGRAM 2
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UNIT AND LESSON NUMBER: INTERMEDIATE LESSON 4
ONE IN , ONE OUT One foot in each space
TWO IN , TWO OUT: Two feet in each space
SIDESTEP: Moving acrossthe ladder sideways and back againwith both feet in each space
DEAD LEG RUN Moving down one side of theladder, lifting the inner foot high asif keeping a ball up, but keeping theouter foot close to the floor in asmall hop
Movements/skills covered in this session
ASSESSMENT SESS ION: FAST FEET / LADDER FAMILIARISATION
EQUIPME NT A N D R E S O U R C E SIDEALl3 agility ladders l5-10 cones l3 sets of coloured bibsMINIMUM OR ALTERNATIVE lA line of cones to replace ladders lchalked ‘ladders’ on yard l small amount of cones
TEACHING POINTS F O R T H I S L E S S O N:How to teach these movements
LADDER WORK Keep body upright – use light movements - stay on toes – move arms backwards and forwards as if running. These are some of the ladder movements they could try:
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D IAGRAM 3
D IAGRAM 2
MAIN GAME: TR IANGULAR DR I LL : GENERAL AGIL ITY/LADDER WORK
l Set out area as per DIAGRAM 3
l Put children into 3 teams with different bibs
l Aim of the game is for each team to move along the ladder to the centre then
move CLOCKWISE around the circuit, joining the back of each line
PROGRESSIONS:
l Use different movements
l Use 4 ladders and 4 teams, with 2 going one way and two another, crossing
over as per diagram 2
EXTENSION SUGGESTIONS:
Use different footsteps for going through each ladder – see lesson notes.
D IAGRAM 1
Children in facing groups behind cones
WARM UP ACTIVITY: AEROBIC WARM-UP: TOP OF THE TEN
l Children to jog around area
l On command (e.g. clap or a whistle) they stop
l On count of ten they run on spot, getting faster and faster
l On count back down they slow down to a stop
l Repeat
LADDER FAMILIARISATION
l Set out area as per DIAGRAM 1 (NOTE: cones or chalk markings
can be used instead of ladders)
l Show how to move up ladder on toes, with one foot in each space
as if jogging lightly
l Pupils to take turns travelling across from alternate sides and
joining the back of the opposing line
l Repeat so that each pupil has at least three attempts
l Progress to DIAGRAM 2, with pupils running with one foot in the
ladder and crossing over
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UNIT AND LESSON NUMBER: INTERMEDIATE LESSON 5Movements/skills covered in thissession
ASSESSMENT SESS ION:AGILITY
EQUIPME NT A N D R E S O U R C E S
IDEALl4 ladders l4 footballs l variety of PE equipment for main game l30 footballs or large balls l30 marker spots
MINIMUM OR ALTERNATIVE lHall or playground markings l4 footballs lcones or chalk markings to serve as ladders
lwhatever other PE equipment is available for main game
TEACHING POINTS F O R T H I S L E S S O N:How to teach these movementsDRIBBLING (as per lesson 3)DRIBBLING Start slowly, walking with ball at feet – keepeye on ball - use the toes to control the ballforwards - use the sole of the foot to stop(trap) the ball if you are losing it
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D IAGRAM 1
D IAGRAM 2
Dribble ball then turn and pass back to partner following behind
D IAGRAM 3
Team A
Team B
MAIN GAME: CROSSOVER OBSTACLE COURSE : AGIL ITY
l Set out area as per DIAGRAM 3 (NOTE: any PE obstacles
can be used so long as it provides a crossover course)
l Split children into two teams and position them at
opposite corners of the course
l Choose one child to complete the course, giving
instructions on the way for other children to observe
SAFETY RULES
l Pupils must always use the correct movements as per the
starting example
l Give way to a pupil coming from the opposite direction if
they are there first
l Only one person per piece of equipment (e.g. ladder) at
same time
EXTENSION: Add a similar dribbling task to the warm up
game e.g. teams have to take a ball from a centre ‘nest’ (i.e.
a hoop) and dribble it through the second half of the course.
l Set out area as per DIAGRAM 1 with 3 cones alongside a ladder
l Split children into 4/5 teams with each team at end of ladders as per diagram
l Ask each team to move across the ladders with one foot in each ladder
space and by swerving in and out of cones
l Ask children then to invent own ways of moving down the course
PROGRESSION: Dribbling ladder drill
l Add footballs as per DIAGRAM 2 and repeat the first game, this time with
children dribbling the ball forward to the next cone before turning and
carrying it back to the following partner
WARM UP ACTIVITY: LADDER DR I LLS : AGIL ITY/DRIBBLING
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UNIT AND LESSON NUMBER: INTERMEDIATE LESSON 6Movements/skills covered in this session
ASSESSMENT SESS ION: SIDE STEP / SEND AND RECEIVE
EQUIPME NT A N D R E S O U R C E SIDEALl 4 ladders l beanbags l coloured bibsMINIMUM OR ALTERNATIVE l Hall or playground markings l cones or chalk to replace ladders l 4 beanbags
TEACHING POINTS F O R T H I S L E S S O N:How to teach these movements
SIDE STEP Keep body up-right - stay light on toes – movearms forwards and backwards asif running
SENDING A BEANBAGLook towards catcher – say their name- throw the beanbag underarm whenthey respond
RECEIVING (CATCHING) A BEANBAG Extend both hands forward beneaththe ball – cradle the ball and pull intothe body
l As per lesson one
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D IAGRAM 1
D IAGRAM 2
Feeder
Feeder
Feeder
Feeder
MAIN GAME: LADDERS GAME : SIDESTEP & SEND AND RECEIVE
CONTINUING LADDER FAMILIARISATION
l Set out ladders and allow children to move down the ladder at
least twice each as per previous lessons
MOVING ON TO:
l Set out area as per DIAGRAM 2 with teams lining up behind the
ladders
l The aim of the game is for each person to side step through the
ladder while catching a beanbag from the ‘feeder’
l Ensure that the children know that the feeder moves with the
catcher
l The child on the ladder then becomes the feeder for the next child
EXTENSION SUGGESTIONS:
WARM-UP: Teacher to make up own commands to add to
those given
MAIN TASK: Put a hoop with beanbags in at the end of
each ladder – the aim of the game is to side step and collect
all the beanbags before the other teams.
WARM UP ACTIVITY: TROPHY ROOM: GENERAL AGIL ITY
l Set out area as per DIAGRAM 1 with cones spread in area
(enough for one per child)
l Jog around lightly on toes, picking and holding up ‘trophy’
(cone) on command ‘trophy’
l Add these different commands:
‘Heavy’ – children pretend it is hard to lift
‘Light’ – children pretend that the trophy is easy to lift
PROGRESSION:
l Balance on one foot while holding ‘trophy’
l First person to bring the teacher a specific coloured cone wins a point
EXTENSION: Add a similar dribbling task to the warm up game e.g.
teams have to take a ball from a centre ‘nest’ (i.e. a hoop) and dribble
it through the second half of the course.
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UNIT AND LESSON NUMBER: INTERMEDIATE LESSON 7
TWIST/TURN Feet together – swing arms to the opposite side you want to twist – swing them back and jump at the same time, facing inthe new direction and then repeat – remember this is a jump so also bend knees on jumping and landing
Movements covered in this session
ASSESSMENT SESS ION: PIVOT/TURN/TWIST + SEND/RECEIVE
EQUIPME NT A N D R E S O U R C E SIDEALl30 cones/beanbags l ladders x 4MINIMUM OR ALTERNATIVE lHall or playground markings l small amount of cones l beanbags, small balls or other items to throw/catch
TEACHING POINTS F O R T H I S L E S S O N:How to teach these movements
SEND/RECEIVE (AS PER LESSON 6)
WARM UP ACTIVITY: TROPHY ROOM: GENERAL AGIL ITY
QUICK AEROBIC WARM UP
l Set out area as per DIAGRAM 1 with cones spread around area
l Play ‘trophy room’ game from lesson 6, using the later
progressions if not covered last time
LADDER WARM UP
l Split children into 4 teams with 4 ladders
l Children to move up and down with increasing speed and
control using a wide range of movements e.g. bouncing,
jumping, hopping 1 foot to the other foot etc. Progress to
crossover work, with children returning past a partner down the
same ladder as in lesson 4
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D IAGRAM 1
D IAGRAM 4
Feeder
Feeder
MAIN GAME: TW ISTER :PIVOT/TURN/TWIST + SEND/RECEIVE
l Set out 4 ladders with cones alternately either side as per DIAGRAM 2
l Demonstrate how pupils need to move in a pivoting motion as per DIAGRAM
3, reaching down to touch cones
NOTE: this is a complex move and may require re-teaching as the activity
progresses
l Increase pace as pupils’ skills improve
PROGRESSION:
l Lead on to providing a feeder each side of the ladder as per DIAGRAM 4 to
throw and catch a beanbag to them alternately all the way down the line.
Children swap with a feeder when they reach the end. (TEACHING POINT:
ensure children know who has to swap so that all children get an equal turn).
END GAME:
l Which team can get all the players to the other end in the fastest time, without
dropping the beanbag?
EXTENSION SUGGESTIONS: MAIN TASK: Repeat with another beanbag balanced on the head of the childgoing down the ladder. Can they make it down without dropping it?
D IAGRAM 2
D IAGRAM 3
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UNIT AND LESSON NUMBER: INTERMEDIATE LESSON 8Movements covered in this session
P IVOT /TURN /TW IST + SEND /RECE IVE (CONSOL IDAT ION OF LESSON 7 )
EQUIPME NT A N D R E S O U R C E SIDEALl30 cones l footballs l large balls l ladders x 4MINIMUM OR ALTERNATIVE lHall or playground markings l small amount of cones l different sized balls or other items to throw/catch
TEACHING POINTS F O R T H I S L E S S O N:How to teach these movements
PIVOT/TURN/TWIST: AS PER PREVIOUS LESSONS
SEND/RECEIVE: AS PER PREVIOUS LESSONS
WARM UP ACTIVITY: ‘ BUNDLES ’ GAME : GENERAL AGIL ITY
l Children jog around in space
l On command they have to get in a ‘bundle’ of a given number, points
awarded to the quickest
TEACHING/PLANNING NOTE: This is a consolidation lesson to allow the
children to practice the complex pivot movement from the last lesson,
INTER 7. As such the instructions are the same (apart from the final
progression which uses a large ball instead of a beanbag) as follows:
l Set out 4 ladders with cones alternately either side as per DIAGRAM 1
l Demonstrate how pupils need to move in a pivoting motion as per
DIAGRAM 2, reaching down to touch cones
l Increase pace as pupils’ skills improve
PROGRESSION:
l Lead on to providing a feeder each side of the ladder as per DIAGRAM 3
throw and catch a beanbag back alternately all the way down the line.
Children swap with a feeder when they read the end. (TEACHING POINT:
ensure children know who has to swap so that all children get an equal
turn).
END GAME:
l Which team can get all the players to the other end in the fastest time,
without dropping the ball?
EXTENSION SUGGESTIONS:
WARM UP: Children could use different movements to move around the
hall e.g. bunny hop/hop/leap/star jump.
MAIN GAME: Provide different methods of feeding the ball e.g. throwing
to head, bouncing to foot – also can children balance a beanbag on their
head while they move down the ladder?
D IAGRAM 3
Feeder
Feeder
D IAGRAM 1
D IAGRAM 2
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UNIT AND LESSON NUMBER: INTERMEDIATE LESSON 9Movements/skills covered in this session
ASSESSMENT SESS ION: PIVOT/TURN/TWIST + HEADING OR CATCHING THE BALL
EQUIPME NT A N D R E S O U R C E S
IDEALlCones lballs l ladders x 4MINIMUM OR ALTERNATIVE lHall or playground markings l small amount of cones l 4 footballs
TEACHING POINTS F O R T H I S L E S S O N:How to teach these movements
PIVOT/TURN/TWIST: AS IN PREVIOUS LESSONS
HEADING Stand straight in front ofthe ball – keep watchingthe ball – move the headforward to make contactwith the forehead
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CATCHING IN FRONTOF THE HEAD Stand straight in front of the ball –keep watching the ball – move handsto catch the ball before it reaches theforehead
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WARM UP ACTIVITY: ( SAME AS LESSON 1 ) FOOT IE M IMES : GENERAL AGIL ITY/BALANCE AND COORDINATION
FOOTIE MIMES
l Pupils walk around, gradually increasing movement to explore the space
l Introduce series of mimes relating to football, as follows: rolling/bowling action =
“goalie”, jumping/heading action = “header”, kicking imaginary ball in net =
“striker” – pupils then respond to commands as they are shouted
PROGRESSION IF TIME:
l Walk around with a ball and ask pupils to catch it and return it
l Use a variety of throws and bounces at different heights
l Extend to providing 3 or 4 pupils with balls in the same role and repeat
MAIN GAME: CRAB SHUFFLE PIVOTING DEVELOPMENT + HEADING
PART ONE: PIVOT DEVELOPMENT
l Remind children of the pivoting movement from previous sessions and practice once as in diagram 1
l Extend to the diagram 2 movement, with children pivoting to cross the ladder as shown
l Allow children several attempts to complete this more complex movement
PROGRESSION:
Can pupils put together their own sequence of twists and turns to progress down the ladder?
PART TWO: HEAD OR CATCH
l Demonstrate how to catch a large ball as per enclosed ‘teaching notes’
l Provide a feeder each side of the ladder as per DIAGRAM 3 from previous lessons
l Using the basic pivot from DIAGRAM 1, pupils have to catch the ball and throw back to the feeder
(Children to swap with a feeder when they reach the end).
l Demonstrate how to head a large ball as per enclosed ‘teaching notes’
l Repeat task asking pupils to choose whether to head or catch and throw the ball back to the feeder
EXTENSION SUGGESTIONS:
WARM UP: Children can add more mimes or choose a different topic area e.g. animals, alphabet.
D IAGRAM 3
Feeder
Feeder
D IAGRAM 1
D IAGRAM 2
‘MOVE WITH’
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UNIT AND LESSON NUMBER: INTERMEDIATE LESSON 10Movements/skills covered in this session
ASSESSMENT SESS ION: PIVOTING / JUMPING / THROWING / CATCHING / BALANCING /DRIBBLING / BOUNCING AND CATCHING
EQUIPME NT A N D R E S O U R C E S
IDEALl 5 x rubber marker spots l2 x ladders l small cones of various colours l10 x hoops l 12 x beanbags l 6 x footballs l 4 x hurdlesMINIMUM OR ALTERNATIVE l Hall or playground markings l cones l selection of hoops l selection of different sized balls
NOTES ON THIS A S S E S S M E N T L E S S O N:This lesson comprises a series of ‘stations’ which provide you with the opportunity to assess the development ofchildren’s skills over the course of the programme. After demonstrating each station, provide the children with theopportunity to experience all the stations and observe their movement, taking more than one lesson if required.
‘MOVE WITH’
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WARM UP ACTIVITY: USE ANY WARM UPFROM THE EARL IER LESSONS STATION DETAILS AND KEY MOVEMENTSFOR ASSESSMENT PURPOSES
STATION ONE: LADDER TWIST
KEY MOVEMENT(S) ASSESSED: PIVOT
HOW TO USE:
l Set up ladder as per DIAGRAM 1, with one start hoop filled
with beanbags and one other empty hoop at end.
Also with alternate cones either side
l Pupils pick up a beanbag and carry it to the other hoop
in a twisting motion as per DIAGRAM 2,
while also reaching down to touch the cones on each side
STATION TWO: JUMP AND CATCH
KEY MOVEMENT(S) ASSESSED:
JUMPING / THROWING / CATCHING
HOW TO USE:
l Set up ladder as per DIAGRAM 3, with one start hoop filled with
beanbags and one other empty hoop at end
l Pupils pick up a beanbag and throw and catch it upwards while
jumping two footed through the ladders
STATION THREE: HURDLE BALANCE
KEY MOVEMENT(S) ASSESSED: BALANCE / JUMPING
HOW TO USE:
l Set up area as per DIAGRAM 4, with one start hoop filled with
beanbags and one other empty hoop at end
l Pupils pick up a beanbag and balance it on their head while
stepping over the hurdles
(NOTE: CONES COULD BE USED IF HURDLES ARE NOT AVAILABLE)
l They take a final throw into the hoop and return back to the line
STATION FOUR: BALL COLLECTING
KEY MOVEMENT(S) ASSESSED: DRIBBLING
HOW TO USE:
l Set up area as per DIAGRAM 5, with one empty start hoop
and one other hoop at end filled with footballs
l Pupils run to collect a ball with their feet and then dribble
it back to the empty hoop
STATION FIVE: BOUNCE AND CATCH
KEY MOVEMENT(S) ASSESSED: BOUNCE / CATCH
HOW TO USE:
l Set up area as per DIAGRAM 6, with one start hoop filled with
either large balls or tennis balls, and one empty hoop at end,
joined by a line of spots
l The aim is for pupils to take a ball and bounce and catch
it on each spot and put it in the end hoop
D IAGRAM 1
D IAGRAM 2
D IAGRAM 3
D IAGRAM 4
D IAGRAM 5
D IAGRAM 6
ACKNOWLEDGEMENTS:All Hallows RC Business, Enterprise and Sports College, Manchester United Foundation and NHS Salford for their support
The pupils and staff at Claypool Primary School and St Luke’s CE Primary School
All coaches who contributed to the development of the programme
‘Move With’
ORIGINAL CONCEPT: Dean Gilmore and Andy Smith
WRITTEN BY: Darren Birchall and Elaine Gilmore
EDITED BY: Dean Gilmore, Elaine Gilmore and Andy Smith
PHOTOGRAPHS BY: Bill McLaughlin
DESIGN BY: TEN94 DESiGN
This booklet is intended to be used by schools to help develop Physical Literacy in a simple and fun way. It is not to be used for commercial gain by any organisation and the session plans remain theproperty of School Sport Partnerships in Salford. No part of this publication may be copied or reproduced,stored in a retrieval system, or transmitted in any form or by any means electronic, mechanical, photocopyingor otherwise without prior permission of the publisher.
Whilst every care has been taken in the compilation of this booklet, School Sport Partnerships in Salford cannot accept responsibility for any inaccuracies or changes since compilation.
This booklet is distributed free of charge to members of School Sport Partnerships in Salford on the conditionthat School Sport Partnerships in Salford, or the authors, are not held responsible in any way for any incidentor accident that may occur as a result of undue care and concern shown in the delivery of ‘Move With’.