Fun Games Unit of Work

Fundamental Games Skills

By the end of this unit children will be able to:

Throw a variety of projectiles/balls with some accuracy

Catch soft projectiles such as tennis or foam balls.

Move a football with their feet under control, being able to stop and change direction

Use a bat to hit a ball under control towards a target or a teammate.

Have experience directing, guiding and teaching other children within the group

Apply fundamental sports skills from in team game activities.

Work as a team to improve performance

Communicate and work together in pairs or as a team

Develop life skills through sport such as teamwork, leadership, reflecting on previous experiences/performances etc.

Learning Intention

Set up and Warm Up Main activity Cool down Assess

Learning outcomes

Children will:

Throw a mixture of projectiles/balls to teammates or at a target

The teacher will change the rules of a game to make it better or more challenging.

Understand the importance of rules when playing with a ball.

Children should be guided continuously to:

Asked probing questions about each different type of projectile to find different ways to throw an object which is bigger, smaller, heavier etc.

Make sure they understand how to throw an object to make it easier for their teammates to be able to catch the projectiles.

Understand and play to the rules of the game.

Learning outcomes

Children will:

Use a variety of different movements to avoid projectiles.

Students will describe

Resources needed:

Full list of resources needed for each session will be located in lesson plan for each week, along with full plan for warm ups and games and activities to be played. Examples of games which can be used will be found in the activity and warm up sections of this unit of work.

Warm Up Example:

Each child given a soft foam ball or tennis ball.

30 seconds to do as many of a given challenge as possible. These challenges could include:

Throwing ball up with one hand, catching with the other. Throwing, clapping whilst ball is in the air, then catching. Throwing against a wall and catching. Finding a partner, how many passes in 30 seconds. Throw, touch your head then catch etc.

Activities repeated twice each for children to try and improve their own scores. Allows for an early opportunity to assess pupils abilities and if any will require further support or need greater challenging.

Move lesson and activities on as quickly as possible, short but easy to understand instructions from teachers with good examples.

Children put equipment in area its needed for the next drill as quickly as possible.

Resources needed:

Full list of resources needed for each session will be in the lesson plan for each week, along with full plan for warm ups and games and activities to be played. Examples of games which can be used will be found in the activity and warm up sections of this unit of work.

Warm up example –

Lesson 1 – Introduction to Throwing & Catching

Introductory Activity and Experimentation Example Variety of projectiles, balls etc scattered around in two halves of the hall, one team on each side. Team must sprint out and throw the objects into the football goal/coned area in a minute, point for each item which stays in the goal/area.

Children must be expected to start launching projectiles as hard as possible with many missing or coming straight back out of the area. After this first go teacher will ask questions to guide children to thinking about throwing accurately and with less power so the objects stay on the target area. Game is repeated to assess progress. Further progression could be that the team has a nominated “scorer”, who throws any objects which roll back out of the goal/ cone area back in.

Progression One;

Now that each child has experience throwing the projectiles towards a target, they will now move on to throwing to teammates.

Same teams as before, children now must get all the objects from one side of the hall to another with each member of their team touching each ball within a minute. Children set up in a line across hall and pass to the next person along, they then turn and pass to the next person etc.

Allow for mistakes in first run where multiple balls are being thrown at once, often with too much power etc. Teacher then questions group, asking questions to probe responses from children such as throwing gently, underarm, waiting for the ball to be further down the line before starting to move the next one etc.

Game Activity Example “Ouch”

Spread projectiles back out across the hall, position teachers in corners of the hall, when ready, children sprint out and try to throw soft projectiles to hit the teacher/set up object.

Following first go which will include children attempting to throw as hard as possible, ask how they might throw the projectile this time to ensure they hit teacher. Less power etc.

Lesson 2 – Movement, dodging and balance

Introductory Activity and Experimentation ExampleGroup move in a circle around the edge of the space, teachers stand in the middle with a box of small balls, group must continuously move around the hall using a variety of movements whilst avoiding balls (E.g. Hopping, crab walking, jumping, sliding etc)

Progress to having group start at one end of the hall with a second group of students on either side of the hall, one group must run from one side to the other whilst the others must pass the balls under arm to each other.

Question how they can avoid the balls, looking for changing speeds, waiting or the ball to be in

Concluding Activity Example

Children in pairs must pass the ball between each other 20 times, once they reach 20 they race to put away as many pieces of equipment as they can before finishing.

CONCLUDING ACTIVITY EXAMPLE

Carefully put the equipment away.

Each group from final game comes up with an animal movement, entire group does that movement across the hall

Can children explain different ways in which a projectile can be thrown (underarm, overarm, chest pass etc)

Can they throw consistently in the direction of a teammate or target.

Did they show improvement over the course of the lesson (E.g. beating high scores)

Can children say several ways in which to avoid projectiles? (E.g. slow down, change direction, duck etc)

Can they show balance when moving in a unique movement pattern?

Fun Games Unit of Work