Level 5 Individual Sport Unit Plan · Web viewRegular participation in periods of moderate to vigorous physical activity and identification of some links between physical activity

Level 2 Two hand side arm strike

Introduction to UnitThe two hand side arm strike unit plan is based on level 2 progression point 1.75. At completion of the unit students will able to demonstrate their ability to use a wide variety of basic motor skills and more complex motor skills, students can strike a stationary and moving ball using two hands and a variety of bats and balls. Students will able to complete motor skills and movement patterns while involved in small group activities, students participate in modified games of tee ball, rounder’s, hockey, cricket, bat tennis and golf. Students will able to perform simple rhythmical movement sequences, using all components of the two hand side arm strike in one fluid motion. Students can identify the links between physical activity and health, maintaining regular participation in moderate to vigorous physical activity, students understand that when they ‘huff and puff’ after running they are helping to improve their health. Students participate in games and activities which require rules and procedures, students understand why these rules and procedures are needed and follow them, including safe batting procedures.

LEARNING FOCUS: LEVEL 2 PROGRESSION POINT 1.75

STRAND DOMAIN DIMENSION STANDARD OR PROGRESSION POINT

PHYSICAL EDUCATION CONTENT

Physical, Personal and Social Learning

Health and Physical Education

Movement and Physical Activity

Use of a wide variety of basic motor skills, and a range of more complex skills

Increase ability to perform two hand strikes when batting from a tee from a stationary position using a variety of balls and bats.




Use of a wide variety of basic motor skills, and a range of more complex skills

Students begin to bat moving ball while standing in a stationary position using a variety of bats and balls.




Use of a combination of motor skills and movement patterns in small group activities

Students can perform a relay with a partner in a modified game of bat tennis.




Use of a combination of motor skills and movement patterns in small group activities

Students can take turns practicing the two hand side arm strike using basic batting procedures.




Performance of simple rhythmical movement sequences

Students can perform the different components of the two hand side arm strike technique in a sequence.

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Regular participation in periods of moderate to vigorous physical activity and identification of some links between physical activity and health

Students participate in activities that require extended periods of running and moving around. Students understand that when they ‘huff and puff’ they are helping their health and physical fitness.




Understanding of why rules and procedures are used in games and activities, including an understanding of safe use of equipment and space

Students understand that they cannot stand directly behind a team mate when they are batting.




Understanding of why rules and procedures are used in games and activities, including an understanding of safe use of equipment and space

Students understand when using hockey sticks they are not to raise them above their knee height.

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SKILL/CONCEPT: Students increase their ability to work as a team while participation in games and activities that require specific rules and procedures.Diagrams, Equipment, Organisation, Reference Teaching Points,

Student Errors, Safety Concerns

Activity Description, Regressions, Progressions

Equipment 5x tees 1 rounder’s bat 3 cones 5 foam soft balls

Organisation Students are split into two teamsActivity Duration30 minutesReferenceGarth Hardwick (personal communication, 2006)Diagram:

Teaching Points Hit all 5 balls before

running Stop running when balls

are back on tees Hit the ball into the

marked areaStudent Errors Students hit the ball

backwards or outside of the marked area

Students stand too close to batter

Students don’t hit all 5 balls

Students throw the batSafety Concerns (if any) Batting team must keep

clear of team mate when batting

Students throw the bat instead of dropping it before they run

Activity Name- FIVE BALL HIT Students are split into two teams One team starts as the batting team and the other as the fielding team The batting team take turns of hitting 5 balls off five tees into the playing

area After hitting all 5 balls, the player must run between marked cones as many

times as possible The runner must stop when the fielding team has returned all of the balls on

to the tees. Each player gets a turn of batting and then teams switch roles The team with the most runs- winsRegressions hit ball from bean bag on ground use a bigger ball smaller areaProgressions use a soft ball bat use soft balls increase the distance between conesQuestions to ask? How many balls must you hit before you run? When do you stop running? How many players bat at a time?

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Equipment 4 helmets 1 rounder’s bat 4 bases 1 cone 1 medium sized foam ball

Organisation Students are split into two teamsActivity Duration30 minutesReferenceNicole Angus (personal communication, 2011)Diagram:

Teaching Points Run around all of the

bases before you get a ‘home run’

Keep your eyes on the ball when your batting

Drop the bat before you run

Student Errors Students hit the ball


Students throw the ball at the batter

Students don’t run around all of the bases




Activity Name- MODIFIED ROUNDER’S Students are split into two teams One team starts as the batting team and the other as the fielding team The batting team take turns of hitting the ball and then running around the

marked bases If a batter makes it all the way back to ‘home base’ they get one run If the ball is caught on the full the fielding team gets one run and the batter

is still in A batter is out if the ball reaches the base before they do, batters may not run

backwards if they are half way to the next base. The runner must stop when the fielding team has returned all of the balls on

to the tees. Each player gets a turn of batting and then teams switch roles The team with the most runs- winsRegressions Hit ball from a tee Use a larger bat Larger ballProgressions use a soft ball bat use soft balls increase the distance between basesQuestions to ask? What happens if the ball is caught on the full? How can you get a ‘run’? How can you get a batter out?

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Equipment 1 red tennis ball 2 plastic cricket bats 2 sets of wickets 1 cone

Organisation Students are split into two teamsActivity Duration30 minutesReferenceSam Garbut (personal communication, 2006)Diagram:

Teaching Points Bowl underarm Batters run everytime

the ball is hit 3 bowls per playerStudent Errors Students hit the ball



Both batters don’t run when the ball is hit



Students should run with the bat not throw it

Activity Name- MODIFIED CRICKET Students are split into two teams One team starts as the batting team and the other as the fielding team Two batters are batting at a time, after each hit both batters must run, trying

to get as many runs between the wickets as they can. Batters can be caught out, bowled out, or ran out (if the ball reaches the

wickets while still running) All batters must have at least one bat before they are out Fielding team must take turns bowling (3 bowls per player) After all players have had a bat, teams switch roles The team at the end of the game with the most runs winsRegressions Ball is rolled along the ground Use a larger ball Ball is stationary when hitProgressions Use a wooden cricket bat use a green tennis ball increase the distance between wicketsQuestions to ask? How many bowls per player? Can a batter go out before they have had a chance to bat? How can the fielding team get the batting team out?

Equipment 1 red tennis ball 2 plastic cricket bats

Teaching Points Bowl underarm Keep your eyes on

Activity Name- STAR CRICKET Students are split into two teams One team starts as the batting team and the other as the fielding team

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2 sets of wickets 1 cone

Organisation Students are split into two teamsActivity Duration30 minutesReferenceHailey Saunders (personal communication, 2008)Diagram:

which bowler has the ball

1 bowl per bowler and then switch




Batter doesn’t run after hitting ball




One batter bats at a time After hitting the ball players must run to the opposite sets of wickets as

many times as possible The fielding team fields the hit ball and throws it to one of the 4 bowlers

(standing at the wickets Once a bowler get the ball they can bowl the ball immediately regardless of

whether the batter is there ready The batter must try to hit the ball before it hits the wickets Continuing the same process as before Batters can be caught out or bowled out The only way to score is to make runs between the wickets All batters must have at least one bat before they are out Fielding team must take turns bowling (1 bowl per player) After all players have had a bat, teams switch roles The team at the end of the game with the most runs winsRegressions Ball is rolled along the ground Use a larger ball Fewer sets of wicketsProgressions Use a wooden cricket bat use a green tennis ball increase the distance between wicketsQuestions to ask? How many bowls per player? How many bowlers are there? How do you score points for your team?

Equipment 1 foam soft ball 1 foam tee ball bat 5 helmets 1 tee 4 bases

Teaching Points Watch the ball while

you are hitting Drop your bat before

you run All batters must wear a

Activity Name- TEE BALL Students are split into two teams One team starts as the batting team and the other as the fielding team One batter bats at a time After hitting the ball off the tee players must run around the bases When a player runs all the way back to ‘home base’ they have made one run

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helmetStudent Errors Students hit the ball



Not wearing a helmet Students throw the batSafety Concerns (if any) Batting team must keep



for their team Batters can go out if the ball is caught on the full or if the ball reaches the

base before they have After all players have had a bat, teams switch roles Each team has 2 turns of batting The team at the end of the game with the most runs winsRegressions Decrease the distance between bases Use a larger ball Use a larger batProgressions Use a soft ball bat use a green tennis ball increase the distance between basesQuestions to ask? How many turns of batting does each player get? How can batters go out? How do you score points for your team? When you run do you ‘huff and puff’? Does this help your health?

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Equipment 4 helmets 1 foam soft ball bat 4 bases 1 cone 1 red tennis ball


Teaching Points Batter must wear a

helmet Keep your eyes on the

ball when you are batting

Drop the bat before you run



Students throw the ball at the batter when running

Students don’t wear a helmet when batting




Activity Name- STRAIGHT RUN Students are split into two teams One team starts as the batting team and the other as the fielding team The batting team take turns of hitting the ball and then running to the

marked bases Players must try to reach the furthest base possible There are four bases, each base is worth a different number of points (first=

1, second= 2 etc.) Player must stop running when the ball is returned to the tee by the fielding

team If a batter is tagged while they are running to the base they get no score A batter may only run forward after they have hit the ball (on their turn) On the next batters turn the player must try to run back to ‘home base’

without going out. If the batter does not reach ‘home base’ on the next persons bat they get no

score for their team Each player gets a turn of batting and then teams switch roles Each team gets two turns of batting The team with the most runs- winsRegressions Only have to run to the cone to score points (not back as well) Players can take as long as they want to run home, not just on the next hit Larger ballProgressions use a soft ball bat use soft balls increase the distance between basesQuestions to ask? How do you score runs for your team? How many runs is the last base worth? Can you run forward when it’s the next batters turn? What happens when you ‘huff and puff’?

Equipment 18 plastic hockey sticks 1 foam soft ball 2 indoor hockey goals 1 set of coloured tags

Teaching Points Keep hockey stick on

the ground Don’t go inside the

marked cones

Activity Name- MODIFIED INDOOR HOCKEY Students are split into two teams One team wears coloured tags All players have a hockey stick Students must keep their hockey stick on the ground- if they raise their stick

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Personal mouth guards Organisation Students are split into two teamsActivity Duration20 minutesReferenceSam Garbut (personal communication, 2006)Diagram:

Pass the ball to your team mates

Student Errors Students hit other

students not the ball Moving stick off ground

to hit Students throw the batSafety Concerns (if any) Students must keep their

sticks on the ground Students should be

wearing a mouth guard (from home)

to hit the ball the other team will get possession Students pass the ball around between their team mates to try to score goals Players are not allowed within the coned area in front of the goals, unless

they are hitting the ball back into play (defensive end) The team with the most goals at the end winsRegressions Decrease the distance between bases Use a larger ball Use rolled up newspapers as sticksProgressions Pass the ball to every player in your team before scoring a goal use a plastic puck create zones where only certain players can goQuestions to ask? Can you score a goal when you are inside the marked cones? What happens if you swing your stick off the ground when you hit the ball? When are you allowed inside the cones? At which end? Does this game help your health and fitness?

SKILL/CONCEPT: Students work in small groups to continue practice of their striking skills while introducing game play and basic rules and procedures.

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Equipment 6 foam soft balls 6 helmets 6 tees 6 foam soft ball bats

Organisation Students are split into groups of fourActivity Duration15 minutesReferenceTracey (personal communication, 2012)Diagram:

Teaching Points 5 bats then rotate

positions Keep your eyes on the

ball when batting and fielding

Batter must wear a helmet

Student Errors Students hit other

students not the ball Moving stick off ground

to hit Students throw the batSafety Concerns (if any) Back stop must stand at

least 1 meter from the batter

Batter must wear a helmet

Fielders should stand at least 5 meters away from batter

Activity Name- HIT, FIELD, SWITCH Students are split into groups of four Each group has one ball, one bat, one helmet and one tee Students take turns of batting from tees and being back stop All other group members stand approximately 8 meters in front of the tee

and act as fielders Students have 5 bats each and then switch All students should have 2 turns eachRegressions Students use a tennis racquet to hit ball Use a larger ball Students hit ball from bean bag on the groundProgressions A student bowls the ball to the batter Use a soft ball bat Use a soft ballQuestions to ask? How many bats does each student get before switching over? Overall how many hits should each student get? How many students should be fielding?

Equipment 10 cones 5 rounder’s bats

Organisation Students are split into groups of fiveActivity Duration

Teaching Points Shake hands with the

bat Hold other hand at the

bottom of the bat Look up when running

Activity Name- GRIP RELAY Students are split into groups of five Each group gets a rounder’s bat Students line up as shown Students take turns of running holding the rounder’s bat using the correct

grip

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10 minutesReferenceLee Anton Hem (personal communication, 2008)Diagram:

Student Errors Students use incorrect

grip (one hand) Students don’t look up

when running Students throw their bat

to the next studentSafety Concerns (if any)

Students then pass the bat to the next student in their group Students go through a few times each Next students race against other groups Sit down when finished First group sitting down winsRegressions Smaller bat Decrease the distance Walking paceProgressions Students bounce ball on racquet Use a larger bat Increase distance between conesQuestions to ask? How many hands should grip the bat? Which hand is at the top? Dominant? Non dominant? How many students run at a time?

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Equipment 6 cones 6 foam soft balls 6 foam soft ball bats 2 helmets 6 tees

Organisation Students are in pairs for a whole class activityActivity Duration20 minutesReferenceGarth Hardwick (personal communication, 2006)Diagram:

Teaching Points Hit 3 balls each Wait for teachers signal

before collecting balls Keep eyes on the ball

when batting Drop bat before runningStudent Errors Students run before

teachers signal Students don’t hit all 3

balls Students don’t run

around the conesSafety Concerns (if any) Students throw the bat Students stand too close

to batting student

Activity Name- HIT & COLLECT Students are in pairs Each pair gets one turn to bat Each student in the pair hits 3 balls from 3 tees at the same time After all balls have been hit, batters runs around set cones as many times as

possible All other class members run from behind marked line on teachers instruction When all balls are returned to the tees and batters must stop running Teacher keeps each pairs score and at the end of the lesson tells the class

which team scored the highestRegressions Only one tee each Decrease the distance between cones Smaller groupsProgressions Add more tees Use a larger bat Increase distance between conesQuestions to ask? How many balls should each student hit? When do you stop running? When can fielders collect the balls?

Equipment 5 cones 5 helmets 5 tees 5 rounder’s bats

Teaching Points Hit the ball 5 times

before switching Keep your eyes on the

ball

Activity Name- FIVE HITS, FIVE COLLECTS Students are in groups of five Each group has one, ball, one helmet, one bat and one tee Students take turns of hitting the ball from the tee Each student hits five balls

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5 red tennis ballsOrganisation Students are split into groups of fiveActivity Duration15 minutesReferenceGarth Hardwick (personal communication, 2006)Diagram:

Run fast to collect ballStudent Errors Students run before the

ball has been hit Students have more than

5 turns each Students don’t collect

the ballsSafety Concerns (if any) Students throw the bat Students stand too close

to batting student

After each hit one student must run as fast as possible and bring the ball back to the tee (then join the end of the line)

On the fifth hit the batter must collect their own ball and return it to the tee for the next student to have their turn.

Regressions Hit from a bean bag on the ground Larger ball Foam batProgressions Add more tees Use a larger bat Use a soft ballQuestions to ask? How many balls should each student hit? Who collects the last ball? Where do you put the ball when you collect it?

Equipment 10 cones 5 mini tennis racquets 50 bean bags 5 hoops

Organisation Students are split into groups of fiveActivity Duration15 minutesReference

Teaching Points Keep your eyes on the

bean bag Do small throws before

you hit Aim for the hoopStudent Errors Students throw the bean

bag too high Students have more than

Activity Name- FROG IN THE POND Students are in groups of five Each group has one hoop one bat and 10 beanbags Groups line up as shown Students take turns of running to the marked cone, picking up the racquet

and hitting the bean bag into the hoop Each student has 2 turns each Students should leave the racquet at the marked cone (not run or throw the

racquet) groups practice three times

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Hailey Saunders (personal communication, 2008)Diagram:

2 turns Students don’t leave the

racquet at the coneSafety Concerns (if any) Students throw the bat

Next it becomes a competition between groups All students get two turns and then return to their cone and sit with their

hands on their heads The group with the most bean bags in the hoop winsRegressions Hit bean bag from the ground Use larger hoop Use larger bean bagProgressions Move cone further from hoop Use smaller hoop Use smaller batQuestions to ask? How many bean bags does each student get to hit? How do you win? What do you do with the racquet after your turn?

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Equipment 35 cones 5 mini tennis racquets 25 bean bags

Organisation Students are split into groups of fiveActivity Duration15 minutesReferenceHailey Saunders (personal communication, 2008)Diagram:


bean bag Do small throws before

you hit Aim for the hoopStudent Errors Students throw the bean

bag too high Students have more than

2 turns Students don’t leave the

racquet at the coneSafety Concerns (if any) Students throw the bat

Activity Name- LINE POINTS Students are in groups of five Each group has one racquet, 7 cones and 5 bean bags Students take turns of hitting their bean bag Students aim to get the highest score Each cone is worth a certain number of points (first= 1, second=2 etc.) Students keep their own score and compete against their group Next students compete against other groups Each student gets one turn each and then scores are added up. The team with the highest score winsRegressions Hit bean bag from the ground Make the cones closer Use larger bean bagProgressions Move the cones further away Use a ball Use a soft ball batQuestions to ask? Which cone is worth the most points? How do you win? How many turns does each player get per round?

Equipment 10 cones 5 mini tennis racquets


ball

Activity Name- CAPTAIN BALL Students are in groups of five Each group has one racquet, one foam soft ball and 2 cones

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5 foam soft ballsOrganisation Students are split into groups of fiveActivity Duration15 minutesReferenceKate Jenkinsen (personal communication, 2010)Diagram:

Run all the way around the line

Bob down after your turn

Student Errors Students hit the ball too

hard so team mates cannot catch the ball

Students don’t run around

Students don’t all get a turn to be ‘captain’

Safety Concerns (if any) Students throw the bat

Students take turns of being the ‘captain’ The captain starts with the ball and the racquet on a cone facing the other

group members Captain hits the ball to the first in line who catches the ball then runs around

the entire group and back to their original position, passes the ball back to the captain and sits down

This process continues until all students have had a turn Then switch captains Next same process except racing other groups When finished sit down with hands on heads First team sitting down winsRegressions Hit bean bag instead Hit from ground instead of air Use larger ballProgressions Bounce then hit ball Use a soft ball Use a soft ball batQuestions to ask? Who gets the racquet? What do you do after you catch the ball? How many turns does each player get?

Equipment 10 cones 5 large foam balls 5 plastic cricket bats

Organisation Students are split into groups of fiveActivity Duration

Teaching Points Hit ball from the cone Aim for between team

mates legs Watch the ball when

you are at the end of the line

Activity Name- MODIFIED TUNNEL BALL Students are in groups of five Each group gets a ball and a bat The student at the start of the line begins on a cone, they feed the ball

between their teams legs by hitting it accurately with a bat When the ball reaches the end of the line the last student grabs the ball and

runs to the front to become the feeder

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15 minutesReferenceHailey Saunders (personal communication, 2008)Diagram:

Student Errors Students hit the ball too

hard and without accuracy

Students don’t watch the ball when at the end of line

Students don’t shuffle down

Safety Concerns (if any) Students throw the bat

All other students shuffle down All students get 2 turns of feeding the ball Next it becomes a race between groups The first group finished with all students sitting down with hands on heads

winsRegressions Use beach ball Use tennis racquet Fewer students per groupProgressions Use a smaller ball Use a foam soft ball bat Students spread out with their team matesQuestions to ask? Who gets the bat? What do you do when you are at the back of the line? How many turns does each player get?

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Equipment 20 cones 5 red tennis balls 5 rounder’s bats

Organisation Students are split into groups of fiveActivity Duration10 minutesReferenceHailey Saunders (personal communication, 2008)Diagram:

Teaching Points Hit the ball accurately

to the next person Run with the bat and

then pass to the next person

Watch the ball Stand back when other

students are hitting the ball

Student Errors Students don’t stand

back when others are hitting

Students don’t watch the ball

Students throw the batSafety Concerns (if any) Students throw the bat

Activity Name- HIT, CATCH & FOLLOW Students are in groups of five Students stand on marked cones as shown Each group has one ball and one bat The bat and ball start on the corner with 2 students Students take turns of hitting the ball with the racquet to the next student in

an anti-clockwise direction, then running to pass the racquet to them to do the same.

Regressions Use beach ball Hit ball from the ground Bring students closer together Progressions Use a smaller ball Use a foam soft ball bat Move cones further apartQuestions to ask? How do you give the bat to the next person? Who do you hit the ball to? Which direction do you hit the ball around the square?

Equipment 2 large foam balls 4 plastic cricket bats 4 cones

Teaching Points Ball must roll on ground Ball can only hit under

knee height

Activity Name- POISON BALL Four students are chosen to be on the outside of the area (batters) All other students begin in the middle of the marked cones Students on the outside bat the ball and attempt to hit students in the middle

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Organisation All students are involved, 4 students are batters at a time.Activity Duration15 minutesReferenceGarth Hardwick (personal communication, 2006)Diagram:

Watch the ballStudent Errors Students hit ball up in

air Students don’t watch

the ball Students hit the ball

inside of the conesSafety Concerns (if any) Students hit the ball in

the air

under knee height Students in the middle dodge ball When students get caught they switch positions on the outside with who

ever hit themRegressions Use beach ball Less batters Smaller groupsProgressions Add another ball Use a larger area Use a rounder’s batQuestions to ask? How high can the ball go? What do you do when you get hit? In which area can the batters hit the ball?

Equipment 25 plastic hockey sticks 5 foam soft balls 20 cones

Organisation Students are in groups of fiveActivity Duration10 minutes

Teaching Points Pass the ball clockwise Keep your eyes on the

ball Stop the ball before you

hit itStudent Errors Students hit the ball too

Activity Name- FOUR CORNERS Students are in groups of five Students set up as shown, all students have a stick, one ball per group The ball start where there are two students on one cone Students take turns of passing the ball around the square clockwise using

their stick After each pass students must stand behind the cone they passed the ball toRegressions

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ReferenceAmanda Bensen (personal communication, 2009)Diagram:

hard and inaccurately Students don’t watch

the ball Students pass the ball in

the wrong directionSafety Concerns (if any) Stand back from other

students when they are passing

Use bigger ball Move cones closer together Smaller groupsProgressions Add another ball Use a hockey puck Move cones further apartQuestions to ask? Which way do you pass the ball? Where do you go after you pass the ball? How many balls per group?

Equipment 25 plastic hockey sticks 5 foam soft balls 4 cones

Organisation Students are in groups of fiveActivity Duration10 minutesReferenceAmanda Bensen (personal communication, 2009)

Teaching Points Pass ball to next group

member Keep your eyes on the

ball Stop the ball before you

hit it Keep moving forward

and joining the zig-zagStudent Errors

Activity Name- CROSS BALL Students are in groups of five Students set up as shown Each student has a stick and one ball per group Students pass the ball in a zig-zag formation starting from one end of the

activity area After passing students must join the zig-zag at the other end of the line Moving forward to the opposite end of the area Next it becomes a race between groups Whichever group gets to the opposite end fastest and is sitting down with

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Diagram: Students hit the ball too hard and inaccurately

Students don’t watch the ball

Students pass the ball in the wrong direction

Safety Concerns (if any)

hands on heads winsRegressions Use bigger ball Move a smaller distance Walking paceProgressions Add another ball Use a hockey puck Move back again after getting to the other sideQuestions to ask? Which way do you pass the ball? Where do you go after you pass the ball? How many balls per group?

Equipment 5 hoops 30 foam soft balls 4 plastic hockey sticks

Organisation Students are split into four groupsActivity Duration15 minutesReferenceAmanda Bensen (personal communication, 2009)Diagram:

Teaching Points Collect one ball at a

time One student from each

team per time Look up when dribblingStudent Errors Throwing stick to next

player Stealing balls while

other team is dribbling Not looking where you

are goingSafety Concerns (if any)

Activity Name- ROB THE NEST Students are split into four groups Each group starts in a different corner Each group has one hockey stick and a hoop All of the ball start in the middle hoop On the teachers signal students take turns running to the middle and

dribbling one ball back to their teams hoop using the hockey stick Students must wait their turn and pass not throw the hockey stick to the next

student Once all the balls have gone from the middle students may steal from other

teams hoops Teacher blows whistle= stop Teams count their balls, team with the most winsRegressions Use bigger balls smaller distance between hoops

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smaller groupsProgressions move hoops further away Use hockey pucks Dribble through cones on the way back to teamQuestions to ask? How many balls can you take per turn? How many people from each team can go at one time? How do you win?

Equipment 27 cones 9 foam soft balls 25 plastic hockey sticks

Organisation Students are in groups of threeActivity Duration10 minutesReferenceAmanda Bensen (personal communication, 2009)Diagram:

Teaching Points Move to the free cone if

you don’t have the ball Watch the ball Look where you are

passing the ball (aim at target)

Student Errors Not moving to the free

space Not watching the ball Not aiming for targetSafety Concerns (if any)

Activity Name- OPTIONS Students are in groups of three Each student has a hockey stick, four cones and one ball Students stand on a cone as shown One student begins with the ball Each time the ball is passed students must move to the two cones either side

of the passer Each time the student with the ball should have two options of where to pass

the ballRegressions Use a bigger ball smaller distance between cones walking paceProgressions move cones further apart Use a hockey puck Dribble then passQuestions to ask?

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How many options do you have to pass to? Where should you move when you don’t have the ball? How many free cones are there at one time?


Organisation Students are in groups of fiveActivity Duration10 minutesReferenceAmanda Bensen (personal communication, 2009)Diagram:

Teaching Points Keep your eyes up

when you are dribbling Watch the ball at all

times Carefully pass the

hockey stick Student Errors Looking down while

dribbling Not watching the ball Throwing the hockey

stickSafety Concerns (if any) Throwing the hockey

stick

Activity Name- DRIBBLE RELAY Students are in groups of five Each group has one hockey stick, one ball and three cones Students take turns of dribbling the ball with the hockey stick to half way

(first cone) and then passing the ball to the next student Students continue this until all students have had two turns each Next it becomes a race between groups Each student goes through twice and then sits down behind their cone with

their hands on their heads The first group winsRegressions Use a bigger ball smaller distance between cones walking paceProgressions move cones further apart Use a hockey puck Add in a cone weave before the passQuestions to ask? How many turns does each student have? Which cone do you pass the ball from? How many students go at one time?

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Organisation Students are in groups of fiveActivity Duration15 minutesReferenceAmanda Bensen (personal communication, 2009)Diagram:

Teaching Points Keep your eyes up

when you are dribbling Go around all of the

cones Carefully pass the

hockey stick to the next student

Student Errors Looking down while

dribbling Not going around all the

cones Throwing the hockey

stickSafety Concerns (if any) Throwing the hockey

stick

Activity Name- CONE WEAVE Students are in groups of five Each group has one hockey stick, one ball and seven cones Students take turns of dribbling the ball with the hockey stick around all of

the cones and pass the hockey stick to the next studnet Students continue this until all students have had two turns each Next it becomes a race between groups Each student goes through twice and then sits down behind their cone with

their hands on their heads The first group winsRegressions Use a bigger ball greater distance between cones walking paceProgressions move cones closer together Use a hockey puck Add in more conesQuestions to ask? How many turns does each student have? How many cones do you need to dribble around? How many students go at one time?

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Equipment 16 cones 2 foam soft balls 25 plastic hockey sticks 2 hockey goals

Organisation All students are involved Activity Duration15 minutesReferenceAmanda Bensen (personal communication, 2009)Diagram:

Teaching Points Pass the ball to your left Move to the cone after

you pass the ball Watch the ball the

whole timeStudent Errors Passing the ball to your

right Not moving to the cone

after passing the ball Not watching the ballSafety Concerns (if any)

Activity Name- PASS & GOAL All students are involved in the activity and have a hockey stick Students set up as shown Each cone must have at least one student on it Students pass the ball around between the cones After passing the ball students must move to the cone they passed the ball to When the ball reaches the cone in front of goal the student takes a shot at the

goals The student standing at the side of the goal (ball collector), then collects the

ball and passes it to the start of the line (as shown) joining the end of the line The shooter then becomes the ball collector All students have two turns of shooting a goalRegressions Use a bigger ball Cones are closer together walking paceProgressions move cones further apart Use a hockey puck Add in more conesQuestions to ask? How many turns does each student have to score a goal? Where do you move after you pass the ball? What do you do when you are standing at the side of the goal?

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2 m

Equipment 5 foam soft balls 5 foam soft balls 30 cones

Organisation Students are in groups of fiveActivity Duration15 minutesReferenceNicole Angus (personal communication, 2011)Diagram:

Teaching Points Two hands on the bat Aim for the cones One student goes at a

timeStudent Errors Holding bat with only

one hand Not aiming for cones More than one student

runs at a timeSafety Concerns (if any)

Activity Name- STRIKE RELAY Students are in groups of five Each group has one bat, one tee and one ball Students take turns of running with the ball to place it on the tee, picking up

the bat and aiming for marked cones Each student has 2 turns each Next it becomes a race between groups Once all cones have been knocked down Students don’t need to aim for cones but they must run to the tee and back When all students have been 2x, entire group should sit down with hands on

heads First group wins Regressions Use bigger ball Move cones closer to tee Use a bean bag instead of a teeProgressions Use a softball bat Use a soft ball Move cones further from teeQuestions to ask? How many turns does each student get? How many hands should be on the bat when you hit the ball? What do you need to aim to hit?

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8 m

3 m

Equipment 5 foam soft balls 5 plastic cricket bats 25 cones

Organisation Students are in groups of fiveActivity Duration10 minutesReferenceNicole Angus (personal communication, 2011)Diagram:

Teaching Points Two hands on the bat Aim for the cones Pass the ball to every

cone before switchingStudent Errors Holding bat with only

one hand Not aiming for cones Not passing to every

coneSafety Concerns (if any)

Activity Name- TARGET Students are in groups of five Each group has one bat, one ball and 5 cones Each student stands on a cone One student starts with the bat and the ball The batter hits the ball to each of the other cones, they each roll the ball back

to the batter Each student does this two timesRegressions Use bigger ball Move cones closer to batter Cones are all directly in front of batterProgressions Use a softball bat Ball is bowled to batter Move cones further away from batterQuestions to ask? How many turns does each student get? How many hands should be on the bat when you hit the ball? What do you need to aim to hit?

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4 m

SKILL/CONCEPT: Students work with a partner to provide feedback and support when practicing in a variety of different striking activities using a variety of equipment.

Equipment 13 cones 25 plastic hockey pucks 13 plastic hockey sticks 13 cue cards (numbers from 1-13) 13 chairs

Organisation Students are in pairsActivity Duration15 minutesReferenceHailey Saunders (personal communication, 2008)Diagram:

Teaching Points Aim for through the

legs of the chair Only one turn each per

station Pass from behind the

coneStudent Errors Not aiming for under

chair Taking more than one

turn per station Moving in front of the

cone to have shotSafety Concerns (if any)

Activity Name- HOCKEY MINI GOLF Students are in pairs Each student has a hockey puck with one hockey stick between two All pairs start at a different number (as shown) Students take turns with their partner to try and push their hockey puck

through the legs of the chair Students must have their shot from behind the cone Students keep their own score (1 point= puck goes through chair legs) Students only have one turn on each station (1-13) Students then add up their own score Students go through one more time and try to beat their first scoreRegressions Use a bigger chair Move cones closer to the chair Allow students to have more than one turnProgressions move cones further from chair use a ball (must stop under chair) time limitQuestions to ask? How many turns does each student have per station? How do you get a point? Who got a better score on their second round?

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1-5 m

1

2

3

4

5

678

9

10

11

12

13

Equipment 50 cones 13 plastic hockey balls 25 plastic hockey sticks

Organisation Students are in pairsActivity Duration10 minutesReferenceAmanda Bensen (personal communication, 2009)Diagram:

Teaching Points Stop the ball before you

pass back to your partner

Keep your eyes on the ball

Hold your stick on the ground ready to receive pass

Student Errors Not stopping the ball

before attempting to pass

Not watching the ball Holding stick in the airSafety Concerns (if any)

Activity Name- PARTNER PASSING Students are in pairs with a hockey stick each and one ball Each student stands on a cone opposite their partner (as shown) Students pass the ball back and forth with their partner Students attempt to perform 10 passes without losing control of the ball Next two cones are added between each pair of students Students must try to pass the ball through the cones in the middle to their

partnerRegressions Use a bigger ball smaller distance between cones don’t add middle conesProgressions move cones further apart Use a hockey puck Add in a more cones in the middleQuestions to ask? Where do you stand? How many passes can you do in a row without losing control? What do you do with the cones in the middle?

Equipment 13 red tennis balls 25 bat tennis bats

Organisation Students are in pairsActivity Duration


ball Hold the bat with two

hands Stay close to your

Activity Name- HIT UP Students are in pairs Each student has a bat with one ball between two Students find a free space with their partner Students try to keep the ball up in the air by hitting it back and forth with

their partner

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T2.

4 m

1.

1 m

10 minutesReferenceEmma Doyle (personal communication, 2011)Diagram:

partnerStudent Errors Holding bat with one

hand Not watching the ball Moving too far away

from your partnerSafety Concerns (if any)

Regressions Use a bean bag Students keep the ball low (don’t hit too high) students move close togetherProgressions use a tennis racquet use a green tennis ball Students move closer togetherQuestions to ask? Is it easier if you are further away from your partner? Is it easier if you hit it higher? How many hits can you get in a row with your partner?

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Organisation Students are in pairsActivity Duration10 minutesReferenceEmma Doyle (personal communication, 2011)Diagram:

Teaching Points Hold the bat with two

hands Don’t hit the ball too

hard Wait for the ball to

bounce onceStudent Errors Holding bat with one

hand Hitting the ball too hard Not letting the ball

bounce or ball bounces more than once


Activity Name- OFF THE WALL- PAIRS Students are in pairs Each student has a bat with one ball between two Students find a free space with their partner next to a wall Students bounce the ball on the ground and then hit it against the wall Students should take turns with their partner, letting the ball bounce once

before hitting the ballRegressions The ball can bounce more than once Students move really close to the wall and do small hits Students roll the ball against the wallProgressions use a tennis racquet use a green tennis ball don’t let the ball bounceQuestions to ask? How many times does each student hit the ball in a row? What happens if you hit the ball too hard? How many hits can you get in a row with your partner?

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Teaching Points Wait for the ball to

bounce Try to hit the ball back

to your partner Use two hands on the

batStudent Errors Not waiting for the ball

to bounce Hitting the ball away

from partner Holding bat with only

one handSafety Concerns (if any)

Activity Name- BOUNCE HIT CATCH Students are in pairs Each pair has one ball and one bat Students take turns of batting and throwing The thrower bounces the ball to their partner to hit They hit it back to the thrower to catch this continues 10 times and then students switch rolesRegressions The ball can bounce more than once Students move closer to their partner Students roll the ball for their partner to hitProgressions use a tennis racquet use a green tennis ball don’t let the ball bounceQuestions to ask? How many times does each student hit the ball? Where should you try to hit the ball? How many hands should you have on the bat?

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T3 m



Teaching Points Hit the ball on the full Throw underarm Use two hands on the

batStudent Errors Letting the ball bounce Throwing overarm Holding bat with only


Activity Name- THROW HIT Students are in pairs Each pair has one ball and one bat Students take turns of batting and throwing The thrower, throws the ball underarm to their partner who hits the ball back

for the thrower to catch Students have 10 turns each and then switch rolesRegressions Allow the ball to bounce Students move closer to their partner Students roll the ball for their partner to hitProgressions use a soft ball use a soft ball bat aim to hit targetQuestions to ask? How many times does each student hit the ball? Where should you try to hit the ball? How many hands should you have on the bat?

Equipment 13 red tennis balls 25 bat tennis bats Mini tennis nets

Organisation Students are in pairsActivity Duration15 minutesReferenceEmma Doyle (personal communication, 2011)

Teaching Points Let the ball bounce once

before hitting Keep your eyes on the

ball Use two hands on the

batStudent Errors Hitting ball on the full Not watching the ball

Activity Name- MODIFIED BAT TENNIS Students are in pairs Each student has a bat, with one ball between two Students stand on the opposite side of the net to their partner Students practice hitting the ball over the net back and forth to their partner Next students change partners and continue hittingRegressions Use a line instead of a net Allow the ball to bounce more than once Students catch the ball each time before hitting it back to their partner

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T3 m

Diagram: Holding bat with only one hand


Progressions use a green tennis ball use a full size tennis net use a tennis racquetQuestions to ask? Do you hit over or under the net? How many times should the ball bounce before hitting it? How many hits can you and your partner do in a row without losing control?

Equipment 13 foam soft balls 25 foam soft ball bats 25 bean bags

Organisation Students are in pairsActivity Duration10 minutesReferenceNicole Angus (personal communication, 2011)Diagram:

Teaching Points Try to hit to your

partner Keep your eyes on the


batStudent Errors Hitting ball away from

partner Not watching the ball Holding bat with only


Activity Name- BEAN BAG BATTING Students are in pairs Each student has a bat and a bean bag with one ball between two Students stand opposite their partner Students bat the ball off of their bean bag and to their partner, who does the

same Students should try to catch the ball after their partner hits itRegressions Use bigger ball Students move closer together Students use tennis racquetProgressions use a soft ball use a tee use targets to aim forQuestions to ask? Can you catch the ball your partner hits? Can you hit the ball without touching the bean bag? Can you hit the ball to your partner?

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Equipment 13 foam soft balls 13 plastic cricket bats 25 cones


Teaching Points Try to hit to your

partner Keep your eyes on the


batStudent Errors Hitting ball away from

partner Not watching the ball Holding bat with only


Activity Name- ROLL & HIT Students are in pairs Each pair has one ball and one bat Students take turns with the bat Student without the bat, rolls the ball along the ground for their partner to hit Students have 10 turns each and then switch rolesRegressions Use bigger ball Students move closer together Students use tennis racquetProgressions Use a wooden cricket bat Use a cricket ball use targets to aim forQuestions to ask? How many turns does each student have to hit the ball? How many hands should be on the bat when you hit the ball? How do you get the ball to your partner?

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T3 m

Equipment 13 plastic cricket bats 25 foam soft ball bats 13 skittles


Teaching Points Try to hit to your target Keep your eyes on the

ball Roll the ball to your

partnerStudent Errors Not aiming for target Not watching the ball Bouncing ball to partnerSafety Concerns (if any)

Activity Name- ROLL & STRIKE Students are in pairs With one bat and one ball between each pair Students take turns of bowling and batting One student rolls the ball to their partner who then aims to hit skittle over Students have 10 turns each and then switch rolesRegressions Use bigger ball Students move closer to the target Students use tennis racquetProgressions use a soft ball bowl the ball targets are further awayQuestions to ask? How many turns do you get in a row? How do you feed the ball to your partner? What is your target?

Equipment 13 foam soft balls - 2 chairs -2 sets of wickets 13 plastic cricket bats - 1 wall - 2 hoops 14 cones - 4 skittles

Organisation Students are in pairsActivity Duration15 minutesReferenceNicole Angus (personal communication, 2011)

Teaching Points Aim for the target Use two hands on the

bat Collect your own ballStudent Errors Not aiming at target Holding bat with only

one hand Not collecting ball

Activity Name- STRIKE STATIONS Students are in pairs Each pair has one ball and one bat Students take turns batting the ball to try to hit each of the targets at the

different stations Students have 3 turns each at each station Students keep their own score (1 point=hit target) Students rotate clockwise around stations with their partnerRegressions Use bigger ball

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T4 m

Diagram: Safety Concerns (if any) Students move closer to the target Students use tennis racquetProgressions Use a wooden cricket bat Use a cricket ball Students only get one turn to hit the targetQuestions to ask? How many turns does each student have to hit the ball? How many hands should be on the bat when you hit the ball? Which target is the hardest to hit?

SKILL/CONCEPT: Students work by themselves to attempt striking skills under closed conditions with the option to progress at their own pace.

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T

3 m

5 m

Equipment nil

Organisation Students are working by themselves Activity Duration5 minutesReferenceEmma Doyle (personal communication, 2011)Diagram:

Teaching Points Listen to instructions Only copy if coach

says- ‘coach says…’ Bob down when you are

outStudent Errors Not listening to

instructions Copying when coach

doesn’t say ‘coach says...’

Not bobbing down when out


Activity Name- COACH SAYS Students spread out in the activity area Students listen for coaches instructions Students must only do the instruction if it starts with ‘coach says…’ If not students must do nothing If students copy accidently they are out of the game and bob down where

they are Examples- Strike grip Strike stance Start Tuck One foot Other foot etc.Regressions Go through instructions slowly Give students one chance before they go out Allow students to copy positionsProgressions Go through instructions faster Don’t show students what position looks like Students have to run to the base line after each instructionQuestions to ask? When should do what the coach says? What do you do when you are out? What does strike grip/stance look like?

Equipment 25 red tennis balls 25 bat tennis bats walls

Organisation Students are working by themselves

Teaching Points Hit ball against the wall Watch ball Allow ball to bounce

before hitting againStudent Errors

Activity Name- WALL BOUNCE Each student has a bat and a ball Students find their own space near a wall Students practice hitting their ball against the wall Letting the ball bounce in between hitsRegressions

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Activity Duration5 minutesReferenceEmma Doyle (personal communication, 2011)Diagram:

Not hitting against wall Not watching ball Hitting ball on bounceSafety Concerns (if any)

Use a foam ball Roll ball against the wall Move close to the wallProgressions Move further from the wall Don’t let the ball bounce Add target on wallQuestions to ask? Where should you hit the ball? Should the ball bounce? How many times can you hit the ball without losing control?

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Teaching Points Watch out for other

students Watch ball Hit ball in middle of batStudent Errors Not watching out for

other students Not watching ball Not hitting in middle of

batSafety Concerns (if any)

Activity Name- BOUNCING BALL Each student has a bat and a ball Students spread out and find their own space Students practice bouncing ball on the ground Then while walking around in a circle Next bouncing ball on top of bat Then while walkingRegressions Students get close to ground Use larger ball Students remain stationaryProgressions Use a green tennis ball Run around area Use a tennis racquetQuestions to ask? Where should you hit the ball? Should the ball bounce? How many times can you hit the ball without losing control?

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T

Equipment 25 red tennis balls 25 bat tennis bats walls


Teaching Points Throw the ball straight

up in the air Watch ball Hit ball in middle of batStudent Errors Not watching out for

other students Not watching ball Not hitting in middle of


Activity Name- THROW & HIT Each student has a bat and a ball Students spread out next to a wall Students practice throwing ball up to themselves and then hitting it against

the wallRegressions Move close to wall Use larger ball Roll ball against wallProgressions Use a green tennis ball Move further from wall Use a tennis racquetQuestions to ask? Where should you hit the ball? Should the ball bounce? How many times can you hit the ball without losing control?

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T

Equipment Nil

Organisation Students are working by themselves Activity Duration5 minutesReferenceAmanda Bensen (personal communication, 2008)Diagram:

Teaching Points Copy teachers

directions Find a free space Pretend your holding a

batStudent Errors Not copying movement Not finding own space Not pretending to hold a


Activity Name- IMAGINARY BAT Students spread out in front of teacher and practice the motions of batting Stance Grip Posture Swing Students go through in solo motions Then speed up to normal paceRegressions Teacher talks students through Teacher physically moves students Students talk through itProgressions Use bat Face different directions relayQuestions to ask? How do you stand? How do you swing? How do you grip?

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Unit Resources

Strike Worksheet 11. In a game of rounder’s, how many hands do you need to hold on the bat when batting? Circle the correct number of hands

2. When playing activities using a hockey stick, how high can you swing the hockey stick?

____________________________________________________________________________________________________________________________________________________________________________________

3. When you are playing games and activities, how do you know when you are improving your health?

____________________________________________________________________________________________________________________________________________________________________________________

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4. When one of your classmates is batting where should you stand?Circle the correct answer

a) Really close behind the batter

b) At the marked cone set by the teacher

c) Directly in front of the batter

5. What should you look at when you are batting? Circle the correct answer

a) The next batter in the line

b) Your shoes

c) The ball

6. When you are batting in tee ball, which direction should your feet be facing? Circle the correct answer

a) Towards the tee

b) Towards the teacher

c) Towards a fielder who is your friend

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ANSWERS

1. In a game of rounder’s, how many hands do you need to hold on the bat when batting? Circle the correct number of hands

2. When playing activities using a hockey stick, how high can you swing the hockey stick?

No higher than your knee

3. When you are playing games and activities, how do you know when you are improving your health?

When you ‘huff and puff’

4. When one of your classmates is batting where should you stand?Circle the correct answer

d) Really close behind the batter

e) At the marked cone set by the teacher

f) Directly in front of the batter

5. What should you look at when you are batting?

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Circle the correct answer

d) The next batter in the line

e) Your shoes

f) The ball

6. When you are batting in tee ball, which direction should your feet be facing? Circle the correct answer

d) Towards the tee

e) Towards the teacher

f) Towards a fielder who is your friend

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Strike Worksheet 2

Use as many lines as you need

1. How do you feel when you are working with a partner? What do you like? Is there anything you dislike?

____________________________________________________________________________________________________________________________________________________________________________________-______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. How do you feel when you are working in a group? What do you like? Is there anything you dislike?

____________________________________________________________________________________________________________________________________________________________________________________-_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. How do you feel when you are playing team games? What do you like? Is there anything you dislike?

____________________________________________________________________________________________________________________________________________________________________________________-______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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4. What is your favorite batting game or activity? Why?

____________________________________________________________________________________________________________________________________________________________________________________-______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Performance Rubrics

VELS INDICATOR: “Use of a wide variety of basic motor skills, and a range of more complex skills”

Rarely (1 mark) Sometimes (2 marks) Consistently execute (3 marks)

Develop ability to perform two hand side arm strike from a tee in a stationary position.

Develop ability to strike moving ball while in a stationary position using a variety of balls

VELS INDICATOR: “Use of a combination of motor skills and movement patterns in small group activities”


Students begin to bat moving ball while standing in a stationary position using a variety of bats and balls.

Students can take turns practicing the two hand side arm strike using basic batting procedures.

VELS INDICATOR: “Performance of simple rhythmical movement sequences”


Students can perform the different components of the two hand side arm strike technique in a sequence.

VELS INDICATOR: “Regular participation in periods of moderate to vigorous physical activity and identification of some links between physical activity and health”

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Students participate in activities that require extended periods of running and moving around. Students understand that when they ‘huff and puff’ they are helping their health and physical fitness.

VELS INDICATOR: “Understanding of why rules and procedures are used in games and activities, including an understanding of safe use of equipment and space”


Students understand that they cannot stand directly behind a team mate when they are batting.

Students understand when using hockey sticks they are not to raise them above their knee height.

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Rubrics Performance Table Assessment

Low Medium High“Use of a wide variety of basic motor skills, and a range of more complex skills”

0-3 4-6 7-9

“Use of a combination of motor skills and movement patterns in small group activities”

0-4 5-8 9-12

“Performance of simple rhythmical movement sequences”

0-4 5-8 9-12

“Regular participation in periods of moderate to vigorous physical activity and identification of some links between physical activity and health”

0-4 5-8 9-12

“Understanding of why rules and procedures are used in games and activities, including an understanding of safe use of equipment and space”

0-4 5-8 9-12

Total: Total: Total:

Total Marks

Low: /23 marks

Medium: /46 marks

High: /75 marks

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Documents

Level 5 Individual Sport Unit Plan · Web viewRegular participation in periods of moderate to vigorous physical activity and identification of some links between physical activity