TOP Play Cards 2 Final
Transcript of TOP Play Cards 2 Final
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Sending skills Aiming
Safety: Send balls in the same direction or from the centre into
the corners. Ensure there is enough space between groups.Equipment:Targets on walls and floor as well as targets made by
the children. Various balls, some with string attached
for easy retrieval.
To the right -greatthrow!
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Sending skills Aiming
Encourage the children to:
invent a scoring system that is similar to a game
(e.g. 1, 4 and 6 for cricket)
explain how to defend a target
explain how to hit the target when it is defended
describe different ways of sending the ball to hit a target.
Use a short distance to
the target.
Make the target larger.
Use a smaller ball.
Attach a string to the ball to
aid retrieval.
Clap or call from near the
target to assist people who
have a visual impairment.
Increase the distance to
the target.
Make the target smaller or
further away. If the target is
hit, move further away.
Use a variety of balls to aim
at the same target.
Someone could defend
the target.
Encourage the children to:
describe their successes and what they need to improve
play with a partner defending the target and explain why
their partner is successful
make easy and difficult targets for each other.
Acquiring and developing skills Evaluating and improving performance
Encourage the children to:
describe when a cool-down should happen and how it should
make them feel.
This question represents just one example of an appropriate focusfor learning. Refer to the Knowledge and understanding of fitness
and health card for alternative questions and practical ideas to
support delivery.
Knowledge and understanding of fitness and he althAdaptations and variations
Selecting and applying, skills and tactics
Easier . . . Harder . . .
Encourage the children to:
look at the target
face the target and step towards it
follow through towards the target after the ball is released.
YST-P-TP-01
Youth Sport Trust 2002
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Receiving skills Catching
Safety:Throw into a space. Be aware of others especially when
moving backwards to catch. Avoid buildings and windows.Equipment:Soft balls that are easy to catch.
A variety of balls.
Make atargetfor thepasser
Use asmall ballto throw and
cat
ch
Use rightand lef
thands
Show passer whereyou want t
he ball
Hands readyf
or the pass
High t
hr
ow
Mediumthro
w
Lowt
hrow
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Receiving skills Catching
Encourage the children to:
choose the right catch for the throw
show a target at the correct time
make a scoring game for the number of catches as anindividual, in pairs or a team.
Increase distance betweenthrower and catcher.
Catch at different heights,
to each side and onehanded. Increase the speedof the pass.
Use small and larger balls.
Make a catching game withanother person.
Encourage the children to:
specify the type of throw they prefer to catch
choose an appropriate distance for throwing and catching
and increase the distance as they improve
say why they should catch in a certain way balls:
close to the floor
in mid-air
up in the air.
Acquiring and developing skills Evaluating and improving performance
Encourage the children to:
explain where and when they can take part in these activities
apart from PE lessons.
This question represents just one example of an appropriate focus
for learning. Refer to the Knowledge and understanding of fitness
and health card for alternative questions and practical ideas to
support delivery.
Knowledge and understanding of fitness and he alth
Adaptations and variations
Selecting and applying, skills and tactics
Easier . . . Harder . . .
Encourage the children to:
make a target with their hands to help the person who isthrowing the ball
cup their hands to receive the ball
watch the flight of the ball
cushion the ball into their hands.
Decrease the distancebetween catcher andthrower.
Roll the ball to a wall andretrieve. Bounce the balland catch.
A larger, softer ball, or a softcushion, may be easier tocatch initially.
With another person, throwand receive on the ground.
YST-P-TP-01
Youth Sport Trust 2002
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Receiving skills Controlling
Progression ...
Throw the ball yourself,
then get someone to
throw it to you.
Safety: Watch the ball at all times and keep it under control.
Work in a large space and be aware of others.Equipment: Various balls.
Prog
ression*
*
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Receiving skills Controlling
Encourage the children to:
explain how to make it difficult for someone else to control the ball
after receiving the ball, position it ready for the next movement
explain how to work best with a partner.
Use a short distance.
Receive a slow moving ball.
Use a larger lighter ball. Roll
the ball up a gently sloping
surface and control it as it
rolls back.
Send and receive as a game
with one other.
Increase the distance.
Increase the speed of the
ball (e.g. rolling a ball down
a ramp). Increase the
distance from the body.
Use appropriate equipment
for the game.
Receive the ball from more
than one person.
Acquiring and developing skills Evaluating and improving performance
Encourage the children to:
describe when a warm-up should happen and how it should
make them feel.
This question represents just one example of an appropriate focus
for learning. Refer to the Knowledge and understanding of fitness
and health card for alternative questions and practical ideas to
support delivery.
Knowledge and understanding of fitness and he althAdaptations and variations
Selecting and applying, skills and tactics
Easier . . . Harder . . .
Encourage the children to:
get their body in line with the ball
get the bat, racket or stick in line with the ball
watch the ball all the time while controlling it with hand,
foot or implement
cushion the ball as it arrives.
Encourage the children to:
pick out someone who is performing well and explain what
they are doing
pick out one thing they would like to improve
invent a different way of controlling the ball and say why it
is effective and in what game it could be used.
YST-P-TP-01
Youth Sport Trust 2002
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Sending and receiving On the move
Safety: Watch the ball at all times and keep it under control.
Work in grids or a defined space and be aware of others.Equipment: Various balls.
Score Catch
Bounce
Pass
Score
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Sending and receiving On the move
Encourage the children to:
choose the right time to pass
explain how to avoid opponents when passing
think about how to intercept a pass.
Use a short distance.
Wait until the ball stops
moving then retrieve it. Roll
and receive initially, then
bounce the ball to each
other.
Use a soft, light ball.
Use someone who can feed
the ball accurately.
Increase the distance.
Send the ball with
some speed.
Use different types of balls
and implements.
Invent a sending and
receiving game.
Encourage the children to:
talk to each other about where they prefer to receive the ball
discuss what makes a good pass (correct pace and easy to
receive while moving)
tell each other when a good pass has been made
experiment with how far in front the ball can be sent and stillcontrolled.
Acquiring and developing skills Evaluating and improving performance
Encourage the children to:
describe which body parts are being helped to grow, develop
and work well during this activity.
This question represents just one example of an appropriate focus
for learning. Refer to the Knowledge and understanding of fitness
and health card for alternative questions and practical ideas to
support delivery.
Knowledge and understanding of fitness and he alth
Adaptations and variations
Selecting and applying, skills and tactics
Easier . . . Harder . . .
Encourage the children to:
communicate with each other to find the right time to send the ball
move the ball into space for the player to move onto
control the ball and move it into a space
receive the ball and keep on moving.
YST-P-TP-01
Youth Sport Trust 2002
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Aiming games
Safety:Teams strike or kick the ball in one direction or away from
each other. Return balls by rolling them.Equipment: Various balls and safety markers as targets.
Put a wheel on the car
How manygoals in
five rolls?
Hit ball
below headheight
Drop feed
How manyin ten hits?
Think INC.
A visually impaired pupil can
use a tactile guide to assist
with aiming. For example, put
a string or cord along the floor
from the throwing point to
the target to help young
people estimate direction.
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Aiming games
Encourage the children to:
aim close to the posts when aiming at goal
roll the ball at different speeds
try to make the goalkeeper go the wrong way
vary the direction of the shot
use feet or hands appropriately when playing in goal.
Move further away.
Allow the goalkeeper tomove out.
Make the goal smaller. Use a
larger ball. Remove sidesfrom table or benches asthe aim improves.
Hit the target before apartner can intercept.
Encourage the children to:
talk together to identify the most successful ways of
shooting or goalkeeping
watch another pair and tell them what they are doing well
try to use others ideas
discuss why it is harder to shoot if the goalkeeper comes out identify one thing they do well and explain why.
Acquiring and developing skills Evaluating and improving performance
Encourage the children to:
describe their feelings when performing this activity.
This question represents just one example of an appropriate focus
for learning. Refer to the Knowledge and understanding of fitness
and health card for alternative questions and practical ideas to
support delivery.
Knowledge and understanding of fitness and he alth
Adaptations and variations
Selecting and applying, skills and tactics
Easier . . . Harder . . .
Encourage the children to:
look at the target
line themselves up with the target
follow through in the direction they want the ball to go.
Move closer to goal.
Aim at targets with sides,placed on top of something.Use benches turned on theirsides to channel the ball
towards a target. Make thegoalkeeper stay on the line.
Use a smaller ball.Make the goal bigger.
A partner can point, clap orcall near the target.
YST-P-TP-01
Youth Sport Trust 2002
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Movement games Rabbits
How t o p lay
Players are given a bib, band to
tuck in behind them or tag
rugby belt.
Practise by players running
round.
Teacher signals to stop.
Children try to reach a bib or
band of another.
Play again with players trying
to collect each others tails for
30 seconds.
Think INC.
Provide safe zones into which
children can escape. Or use
two zones close together.
Children can count how many
times they can switch from
one to the other without
being caught.
Safety: Look out for space and move into it.
Do not bump into players, move away from them.Equipment:Bibs, bands or tag rugby belts.
Cones to mark the space.
Must stop totuck in any newtails beforerunningagain
Stop and
reach
Practicesession
Practicesession
30 seconds
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Movement games Rabbits
Encourage the children to:
explain where is the best place to move
describe how to get away from another person
invent a scoring system for this game
when playing as a team, discuss how to work as a team.
Use a smaller space.
Have a safe space to use
where others are notallowed.
Use 2-3 tails each. Shortentails for some players tohelp them escape.
Have more people in aspace.
Use a larger space.
Work as two teams. Use
non-dominant hand tocatch tails.
Use rugby tags.
Two or three taggers canwork together to make itharder for the others toget away.
Encourage the children to:
describe why some people get more tails than others
explain how to work well as a team
explain how to avoid a good tagger
describe one simple thing they could do to improve.
Acquiring and developing skills Evaluating and improving performance
Encourage the children to:
describe what has happened to the depth of their breathing.
This question represents just one example of an appropriate focus
for learning. Refer to the Knowledge and understanding of fitnessand health card for alternative questions and practical ideas to
support delivery.
Knowledge and understanding of fitness and he althAdaptations and variations
Selecting and applying, skills and tactics
Easier . . . Harder . . .
Encourage the children to:
move on the balls of their feet
move easily from side to side and backwards
stop and change direction by placing the weight on the front footand pushing off it
keep their tail away from others by turning away from opponents.
YST-P-TP-01
Youth Sport Trust 2002
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Movement with a ball Relay games
Safety: Warm up before the relay. Turn with care.
Take care to warn others if the ball rolls away.Equipment: Safety markers and various balls and bats.
Think INC.
Build up the distances for
some young people until their
exercise tolerance is
established.
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Movement with a ball Relay games
Encourage the children to:
decide when to keep the ball under close control
discuss how to turn to keep the ball under control.
Encourage the children to:
decide how they will do something different next time
discuss the design of different courses to help them improve
discuss how to make the team faster.
Acquiring and developing skills Evaluating and improving performance
Encourage the children to:
describe what has happened to their temperature.
This question represents just one example of an appropriate focus
for learning. Refer to the Knowledge and understanding of fitness
and health card for alternative questions and practical ideas to
support delivery.
Knowledge and understanding of fitness and he althAdaptations and variations
Selecting and applying, skills and tactics
Easier . . . Harder . . .
Encourage the children to:
keep the ball in front of them
lift their heads as often as possible
keep the ball under control.
Increase the distances.
Use tight turns. Different
children can challenge their
ability by running the relay
in a different way. Playerscould perform a different
task at each cone.
Use a hockey stick or bat.
Children can design their
own relay to challenge
their team.
Decrease the distance.
Keep the course straight or
with gentle curves.
Carry the ball.
Use a ball which is easy tocarry or dribble.
Some children may need a
shortened course or could
perform a static skill for
their leg of the relay.
YST-P-TP-01
Youth Sport Trust 2002
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Aiming games Golf
How t o p lay
Make a course with cone tees
and targets.
Play like golf but use a bean bag
and throw
Practise at each hole with apartner seeing who can get into
the hole in the least number of
throws.
After practising work with a
partner, taking it in turns to
complete the whole course in
the least number of throws. Repeat, working individually.
Lowest score wins.
Safety: Wait until the target is clear before starting.
Be careful of obstacles.Equipment:Bean bags and soft balls.
Safety markers for the targets.
Think INC.
Vary the height at which the
targets are placed. For
example, put a target on a
bench, a table or platform, or
at the top or bottom of a
slope. This can change the
angle of the throw and make
it easier or more challenging
for different ability levels.
Target
4
Target
1
Target
2
Target
3
Practicesession
Shall Imove itfurtheraway
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Aiming games Golf
Encourage the children to:
choose appropriately between an overarm throw for distance
and an underarm throw for accuracy
devise a new scoring system
make a simple and a difficult target.
Decrease the distance to
the target.
Make simple one-throw
targets. A player can call
or clap for a visuallyimpaired child.
Make the targets larger.
Player who lands nearest
decides where to put the
next target.
Increase the distance to
the target.
Move targets behind
obstacles. Remember the
number of throws taken.Make the targets smaller.
Children can make targets
and challenge their
partners.
Encourage the children to:
practise before playing by making their own targets and
talking about what they find difficult
make an individual practice and say how they improve
discuss each hole together
evaluate how each other plays.
Acquiring and developing skills Evaluating and improving performance
Encourage the children to:
explain when and where they can take part in these activities
apart from PE lessons.
This question represents just one example of an appropriate focus
for learning. Refer to the Knowledge and understanding of fitness
and health card for alternative questions and practical ideas to
support delivery.
Knowledge and understanding of fitness and he alth
Adaptations and variations
Selecting and applying, skills and tactics
Easier . . . Harder . . .
Encourage the children to:
watch the target carefully
if using two throws, decide where the first should land
throw the bean bag at about 45 degrees to the floor.
YST-P-TP-01
Youth Sport Trust 2002