KEY STAGE 2 YEAR 5: Multiskills - Somerset Activity & … · · 2015-04-22arms (arm acting as net). Top Sport Net and Wall Games ... 4’s follow the leader on command leader goes

KEY STAGE 2 YEAR 5: Multiskills Lesson Objectives Warm-up Fundamental

Pink Basic Content TOP SPORT

1

• Use of space • Keeping the ball • Working with others • Knowledge of warming up and

cooling down • Analysing performance

Different types of movement and use of space and stretching and mobilising

Static Balance seated

(Card 2)

• Getting into groups of set numbers and working with others

• Movement with a ball and use of a ball.

• Passing and receiving.

Top Sport Invasion Games – Gateway Top Sport Invasion Games – 1-2-3-4 Top Sport Invasion – Zone passing

2

• 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

Moving at different speeds, touching cones and stretching and mobilising

Static Balance – one leg (Card 1)

• 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

Top Sport Invasion Games – Find a Goal Top Sport Invasion Games – Treasure Chest Top Sport Invasion Games – Fives Top Sport Invasion Games – 4v1

3

• 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

Gentle movement, stuck in the mud, with pairs to save and stretching and mobilising

Co-ordination – ball skills (Card 9)

• 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

Top Sport Invasion Games – 3 hoop ball

4

• 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

Roller ball and stretching and mobilising

Static Balance floor work (Card 3) )

• 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

Top Sport Invasion Games – 4v1

5

• 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

High fives, low fives. Finding partners, staying with partner and stretching and mobilising

Co-ordination – floor movement

patterns (Card 10)

• Defensive skills – marking along a line and in a grid

• 3 v 1 – trying to gain possession of a ball

• 5 v 3

Top Sport Invasion Games – 4v1

6

• 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.

Follow the leader, changing the leader, ankle touching, tails, chain tag and appropriate stretching and mobilising.

Counter Balance with a partner

(Card 7)

• Shadow, channel and cover in a 1v1, developing to 2 defenders (2v1)

• 5v5 with tackle box (with varying conditions)

Top Sport Invasion Games – The Wing game adapted to allow one person from each team in the wing zones.

7

• 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.

Varying types of gentle movement, ladder work and stretching and mobilising

Dynamic balance to agility (Card 6)

• Various 5v5, 4v3 and 5v4 conditioned games

• Appropriate QCA core tasks

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

8

• Directing a ball towards an opponents court or target area

• Knowledge of warming up. • Working well with others, adapting

their play accordingly

Knock down castles and stretching and mobilising.

Static balance – smaller base along a line

(Card 4)

• 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).

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

9

• 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

Moving with ball and tennis racket, moving to different cones on command and stretching and mobilising.

Agility – reaction/respons

e to ball drop (Card 12)

• 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

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

10

• Fielding and use of long and short barriers.

• Throwing over arm. • Backing up

Rolling ball and moving with partner, stuck in the mud with rolling to save and stretching and mobilising

Agility – chasing a ball

(Card 11)

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

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

11

Development of different types of bowling

Fielding development Throwing development

Rolling, throwing and catching and moving, throwing and moving and stretching and mobilising.

Co-ordination with equipment

(Card 8)

Under arm target bowling Over arm target bowling Cricket based conditioned game Rounders based conditioned game

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.

Year Group: 5 Activity: Multi Skills Basic Movements and Spatial Awareness Lesson No. 1

Learning Outcomes: Recognise, find and use space well Understanding the need to warm up and cool down, suggesting ideas for warm up and explaining their choice Confidently and Co-operatively working with others 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

Vocabulary: Passing Keeping possession Warming up, cooling down

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

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

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

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.

Game/Group/Competitive Activity:

In 4’s, all numbered 1,2,3,4, moving ball in number order from 1-2- 3-4 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 3rd pass (keeping number order). Keeping number order 1 minute – how many goals can you score? Chat – how to improve? Repeat.

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 3rd pass to go through a gate

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. Question – Why do we cool down?

Evaluation/Post Lesson Notes :

Equipment/Resources Balls (choice of tennis, basketball, netball), cones

STEP Space, Task, Equipment, People

Year Group: 5 Activity: Multi Skill Keeping Possession Lesson No. 2 Learning Outcomes:

Move competently with a ball Perform skills with accuracy, confidence and control Know the difference between attacking skills and defending skills Know when to pass and when to dribble Find and use space to help their team Use a variety of tactics to keep the ball e.g. Changing speed and direction

Vocabulary: Passing Dribbling Finding and using space, changing speed Moving feet Follow through

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

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

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)

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

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 1/3rd 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?

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?

Gentle pace


Equipment/Resources Football, Hockey sticks, and balls, basketballs, cones.


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

Vocabulary: Attacker, defender, finding space, using space

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 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)

Teaching Points/Class Management/Differentiation (STEP) Changes in pace and direction Constant awareness of partner and taggers

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 3rd attacker

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.

• 4v2 in grids, how many passes can attackers make before an interception – how can you make this harder, easier?

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

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

A A AD

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. (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

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

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.

• Appropriate stretching and mobilising

Question - why is it important to be physically active?

Bounce the ball on the edge of the cone


Equipment/Resources Balls, Bibs, Cones, (hockey sticks if required)


Pass to this player to score

}

} End Zone

End Zone

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

Vocabulary: Shooting, support, shielding, width, depth

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)

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

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.

• 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

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?

• 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

• 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

Cool Down: • Gently moving around in set area, when called stop. Change direction and move off again.



Equipment/Resources Hockey sticks, balls – football, basketballs, comes, bibs


This is the general setup for movement down the channel, who is allowed where can be adapted and conditioned

Defenders

Defenders

For 5 v 3

defenders can

move between

boxes

X X

(D)

(D) D

X X

X

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

Vocabulary: Tactics Marking

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.


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?

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.

• 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

• 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

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

Cool Down: Question - Why do we cool down? 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.


Equipment/Resources Cones, bibs, big balls and a variety of sports equipment


goal

goal

goal

goal

goal

goal

D

D

D

D

D

A

A

A

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

Vocabulary: Channelling Shadowing Double Teaming Tackle

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

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 Skills Activity (here shown for hockey, can be done for any sport)

• 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.

• 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.

• 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

• 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

D D D

A A

Should have a go with gate on the other side also, still starting on the outside of the channel opposite the gate

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.

• 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?



Equipment/Resources Sticks, balls, cones, bibs, other sporting equipment


Tackle box

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

Vocabulary: Official, analyse, evaluate

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)


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

Teaching Points/Class Management/Differentiation (STEP)

• fast feet, on balls of feet • use your arms • eyes up

Alternative ladder set ups

Sprint

Go through ladder and swap to back of other queue

Sideways (do other ways also)

Fundamental station

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

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

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)



Equipment/Resources Bibs, cones, equipment as per the sports chosen


section

section

No Ball

Zone

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

4th on top (5th 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)

• 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

Teaching Points/Class Management/Differentiation (STEP) Work as a pair with your partner

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

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. Appropriate stretching and mobilising

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


Equipment/Resources Rackets, balls, cones


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

Vocabulary: Rally Forehand Backhand

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

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

Game/Group/Competitive Activity

Children in pairs to devise their own net and wall based activity to Players to devise their own rules and scoring system and to play a game. Then everyone to swap partners and explain and play each others games.

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. Question – in order to play tennis you need, amongst other things, speed, flexibility, endurance. What types of exercise could you do to improve these? (try and bring in fundamental activities)

Need to work together On balls of feet, ready to move in any direction Person on the bottom to dictate direction

Team work is vital! Be prepared to move so that your partner can get into position to play the ball

back. 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


Equipment/Resources Rackets, balls, cones, (nets if available)


Year Group: 5 Activity: Multi Skill Fielding Lesson No. 10

Learning Outcomes: • Field with increased accuracy – use of long and short barriers • Throw overarm with accuracy and for good distance • Backing up

Vocabulary: Back up Underarm Overarm

Warm up: • 2’s roll to partner and move, roll and move, roll and move etc. • 2’s stuck in the mud, throwing and catching ball moving around if tagged by a tagger must stand legs apart to be freed by a pair

standing either side of you and rolling ball through legs from 1 to the other. In meantime partner has to move around throwing and catching to self. Can vary number of taggers.

• Appropriate stretching and Mobilising.

Fundamentals – Agility ball chasing (Card 11 – Pink) 11a) Facing Feeder overhead feed, turn to chase finish behind after 1 bounce 11b) As above starting facing away from feeder.

Teaching Points/Class Management/Differentiation (STEP) • Constant awareness of partner and tagger • Changes of speed, changes in direction • Roll opposite leg to forward • Throw over or underarm depending on distance • Show target with hands

Skills Activity

• 2’s, stand opposite each other, each person to set out 3 gates (of cones) in front of them. Distance between players is up to them. Players to roll ball through the gate that their partner is stood behind and partner to stop the ball with a long barrier, then do the same back. Keep receiving through different gates.

• Progression – roll the ball through the gate next to the one your partner is stood behind to encourage them to move to field the

ball. • Progression – can now only use the gates on either side of the middle one, roll through the gate that is furthest away from your

partner so they have a longer distance to move, encouraging them to do a short barrier.

Question – how could you make the fielding more effective? (encourage answers about backing up) Question – how can you make it harder? E.g. fielding further away from stumps so that it is a longer throw in

• As ball is rolled get behind the ball, do a long barrier – body side on to the direction the ball is travelling if right handed, left knee on floor, (knee against right heel), hands in front of legs (opposite for left handed).

• As ball is rolled track the line of the ball to get behind, if don’t have as much time use a short barrier, get inside of foot (right foot if right handed) in line with ball – bend down and get hand in front of foot to collect ball.

• Throwing - underarm if close, opposite leg forward. • Over arm if far – sideways on to direction of throw, arm like a spring, starts bent and

straightens to release ball. • Catching, show target with hands, hands together

• Backing up – get behind person who is fielding the ball, in case they miss it – both in the field and someone should chase in to back up the wicket keeper (need to consider when – they do not necessarily need to be included in the number of catches in the field).

Game / Group/ Competitive Acitivity

• Beat the ball in 4’s, 4v4. When team B say ‘go’ they all run around the outside of the cones in the meantime team A have to do as many throws and follows as they can (like a relay) when all of team B have gone passed 4th cone they shout ‘stop’. A will have a set number of throws, swap over, B’s to try to beat the number of throws as A run around the cones.

• When throwing/rolling, sending ball out – put it into space where the fielders are not. • Backing up when fielding, both as the ball is being sent out and as it is being fielded

back • Think about placing of fielders in the deep field – where to stand so that the maximum

area is covered • Think about how far you are throwing and so how you throw

Don’t forget to use barriers

Cool Down: Moving around gently all on own when call ‘team’; have to get back into their 4. Then when told all go off in different directions, moving around waiting for ‘team’ to be called again Appropriate stretching and mobilising.


Equipment/Resources Balls, cones/bases, stumps


3 4

1

B

A

xx xx

x x

x x

B

43

2

1

Year Group: 5 Activity: Multi Skills Fielding 2 Lesson No. 11

Learning Outcomes: • Use different ways of bowling • Bowl underarm accurately • Vary how they bowl • Field with increased accuracy • Throw over arm with accuracy and for a good distance

Vocabulary: Over Innings

Warm up: • Tell children and sort groups – each group to do their own warm ups next time – make them pulse raising and skill orientating –

the warm up must raise body temp, mobilise joints and stretch muscles.

• Moving around in 4’s a ball per 4, throwing, catching and rolling amongst the 4 (can introduce a number order if required).

• Stand in a circle in 8’s. One person to start with the ball throw to someone else in the circle and follow the throw, as you are moving towards the person you have thrown it to they should be throwing to someone else and moving.

• Extension can add more balls. Can do different things with different balls e.g. throw the tennis ball, bounce the basketball, kick

the football etc.

• Appropriate stretching and mobilising Fundamentals – Co-ordination with equipment with a partner (Card 12 – Pink) 8a) Two tennis ball catch 8b) Two ball x-over 8c) Two-ball circuits

Teaching Points/Class Management/Differentiation (STEP) • Constant awareness of where your team are

• Be aware of the balls and people, avoid the person moving towards you as you throw

the ball • Show a target with the hands to catch • On the balls of feet, knees flexed – ready to move

• When throwing the tennis ball, throw underarm, opposite leg forward, vary the height

and speed of the throw

Skills Activity

• Target bowl (under arm as for rounders). In 4’s. Bowler bowls underarm, batter stands sideways on allow a ball to pass in front of them. Backstop to catch and throw to first base, as ball passes batter, coming from the bowler, batter must run to first base to try and beat the ball there – three goes and all swap

• Target Bowl (over arm as for cricket). In 4’s. The two bowlers to take it in turns to bowl overarm at stumps, wicket keeper and back up to swap after every bowl. Bowler to bowl 6 balls each then swaps with wicket keeper and back up. Wicket keeper rolls ball back to bowler to be collected with long or short barrier. Can vary the conditions for this practise e.g. can give different distances for the ball to pitch, perhaps marked out by cones to the side of the practise (are not trying to pitch the balls on the cones); may allow a certain number of bounces before the ball reaches the stumps Teachers choice as to whether to have a ‘rounders’ or ‘cricket’ based lesson or for everyone to have a go at both. Or to do cricket one week and rounders the next. Swap to play each game.

• Bowling – opposite leg forward – try to vary- height, speed and angle whilst still getting ball at correct height for rounders - Ball must cross front of batting box, between batters knee and top of head, and must be in front of batter a playable distance from the body

• Extension – walking into the bowl – take a few strides • Backstop hands up to show a target, watch the ball. Experiment with under and over

arm throws to first, keep the throw flat and throw along an inside line aiming for first base

• First base, stand inside the cone/base, looking at backstop with hands up as a target for the backstop to throw to, touch base with ball

• Bowling – grip on ball, thumb under the ball, middle and index fingers supporting the

ball on top • Stand sideways on, hand with ball in furthest away from target, this arm straight. Other

arm (left for right handed bowlers and right for left handed bowlers), bent at the elbow. Look over this shoulder (therefore elbow pointing slightly to one side of target).

• Rock like a windmill, back arm starts down and as it comes up front elbow comes down. The straight arm with ball in hand comes over straight and close to ear.

• Release the ball and continue on and take a step in the direction the ball has been bowled

first base

Bowler Batter Backstop

22 Yards Bowler

Bowler

Wicket Keeper

Back Up

Game / Group / Competitive Activity

• Match play – set up 2 groups, 1 cricket based, 1 rounders based – can have any number of teams with that sport to allow for small teams and lots of participation.

• Cricket Based – set up as for cricket. Start with a 3 pair game. One pair bats, one pair fields, and the third pair bowls and

keeps wicket. The bowling pair takes it in turns from either end (3, 6 0r 12 balls each). Set a length for an innings e.g. 12 balls, 24 balls. At the end of an innings the pairs swap roles. Each pair starts with 10 runs, which they add to when batting by running or scoring boundaries. They lose five runs when they are run out, caught or bowled. (Can amend/alter number of fielders, can give zones that batters can hit into). Can condition game e.g. if doing overarm bowling – allowing a set number of bounces.

• Rounders Based – set up as for rounders. 3 teams of 4

1 team bat, first batter to face ball, hit it (can choose with what), whole team to run around the bases before fielding teams can get ball from 1st to 2nd to 3rd to 4th (beat the ball). Bowler also covers 4th base. One fielding team covers bowler and bases 1-3 (bowler covers 4th base). One fielding team covers backstop and 3 deep fielders. Batting team, 1 point if they get around both fielding teams get a point if they don’t. Both fielding teams to get a point if they catch the batting side out. Each member of the bowling team to have 3 bowls when they have done that everyone swap i.e. batters go to post fielding, post fielders to deep field and deep field to batting

• Set up as for cricket • A set proportion of each bowling set should be over arm (others can be underarm if

wish) • Backing up and covering when fielding • Communicating when batting and fielding • Remembering all fielding and bowling teaching points

• Batting team wait well behind in safety zone, can only run when batter has hit the ball or if it has passed them

• Fielders back up – cover (i.e. get behind person who is lined up to receive ball). If someone moves off their base/post someone else must cover.

• Bowler – try to bowl to make is difficult for batter to play the ball • Think about where to place the deep fielders to stop the batting team getting all the

way around • Post players can come off their posts to fetch the ball but one of the deep fielders will

need to cover them and go to the post • Stand inside the posts.

Cool Down: • In 4’s follow the leader when ‘change’ called person at back of group goes to the front, to be done at gentle pace bringing in

different forms of movement.


Evaluation/Post Lesson Notes:

Equipment/Resources Tennis balls, post, cones, cricket bats, rounders bats (or could use a racket) may want to use sponge balls in the games to reduce distance ball balls travel in the cricket?


Batting Team

Batter Bowler

fielder

fielder

1

4 3

2

Year Group: 5 Activity: Multi Skill Striking Lesson No. 12

Learning Outcomes: • Bat effectively using different types of shot • Direct the ball away from fielders, using different angles and speeds • Plan to outwit the opposition individually, as a pair or as a team when they are batting, bowling and fielding • Make up their own warm up and explain how it is organised

Vocabulary: Stance Rounders Crease Non striker Over Innings

Warm up: Chat about what the children are going to do in their warm ups and why

• Groups to do their own warm ups as arranged last time

• Ensure appropriate stretching and mobilising Fundamentals – Dynamic balance – along a low beam or line ~(Card 5 Pink) 5a) Side steps along line/bench 5b) Continuous 180 front pivots then reverse 5c) Lateral step-over 5d) Grape vine 5e,f,g,f&h) All above and blue with eyes closed

Teaching Points/Class Management/Differentiation (STEP) • Monitor safety and suitability of warm up

Skills Activity

• Feeder to feed ball to batter who has to hit ball to 1, then next ball to 2 etc. Have one hit to each fielder then everyone to swap jobs.

• 1,2,3,4 to catch/ field the ball and then throw to the other fielders 1-2, 2-3, 3-4 if hit to 1; 2-3, 3-4, 4-1 if hit to 2 etc. • When batter has hit the ball, they run to 1 and back. • All to have a go at everything.

• Can do same practice as for cricket – using a cricket bat, but having hit the ball the batter runs to the other stumps and back

• Have a go at both (or could be done half cricket and half rounders swapping the next lesson or rounders one lesson and cricket another)

• Ready position sideways on hand/ racket/ bat back • Batting sideways on stance, can use hand (with sponge ball) racket or rounders bat. • Angle feet- line them up to allow for direction of hit

• Move feet to get into correct position • Swing hand/racket/bat from behind body (ready position racket back) to contact the

ball

• Must be a sympathetic feed (for the cricket ball to bounce before it reaches the batter) • Cricket grip – put bat flat side down on ground, pick up using both hands together at

the top of handle • Hip pointing towards feeder, hence sideways on • Bat back as ball is fed • Move feet to get into position to hit ball • Gentle hit that can be either caught or fielded along ground from cricket hit.

Batter Feeder

6’s 4 3

2

1

Game / Group / Competitive Activity Rounders 6v6 – both teams to start on 10 rounders

• Batters to have 2 bats each taking it in turns. If out, batter stays in but fielding side gain a rounder. Other team to field and swap.

• Normal rules of rounders apply.

Cricket 6v2- Working in pairs, each pair starts with 10 runs

• Batting pair change ends every ball irrespective of whether they have scored from ball or not. • Bowler - 6 balls then swap with wicket keeper who does 6 bowls, then that pair change with another,(i.e. pairs are 2 batters,

bowler and wicket keeper, 2 pairs of 2 fielders) all to do all positions. • Players may change and amend rules on whole group agreement e.g. rules regarding bowling etc.

Now may be a good opportunity to do the appropriate core tasks in the appropriate QCA schemes

Batting

• Hitting into space – make it difficult for fielders Bowling

• Vary bowl to make it difficult for batter – vary height, angle and speed. • Step into the bowl

Fielding • Fielders backing up, covering • Long and short barriers • decide whether to use all players on bases or put more players into the deep field

Batting

• try to place the ball away from the fielders Bowling

• Check grip – thumb underneath, index and middle finger on top. • Sideways on, look over shoulder, arm with ball in to stay straight as it comes over by

the ear. Fielding

• Fielders must decide where they are most effective – where do you stand? Where is the batters favourite spot to hit?

Cool Down: • Gently walking around reacting to commands e.g. put your elbow on someone else’s knee; put your hand on someone else’s

foot etc. • Appropriate stretching and mobilising


Equipment/Resources Balls, cones, posts and bases, stumps, rackets, rounders bats, cricket bats


4th 3rd

1st

2nd

B

B W

F

F F

F

BOWLER

fielders can be placed anywhere

Documents

KEY STAGE 2 YEAR 5: Multiskills - Somerset Activity & … · · 2015-04-22arms (arm acting as net). Top Sport Net and Wall Games ... 4’s follow the leader on command leader goes