TASK 1: Games Resource File
Angelique Karefylakis
CONTENTS
Striking and Fielding Games
· Game 1……………………………………………3 – 5
· Game 2……………………………………………6 – 7
Net and Court Games
· Game 1…………………………………………….8 – 9
· Game 2……………………………………………….10
Target Games
· Game 1…………………………………..……11 – 12
· Game 2…………………………………….….13 – 14
Invasion/Modified Games
· Game 1-……………………..…………………15 - 16
· Game 2…………………………………………17 - 18
Focus Questions………………………………………..19
References………………………………………………..20
Striking and Fielding Games
Game 1: Smash-ball
Equipment
· Soccer ball – Preferably a soft, light-weighted ball to allow
greater flight of the ball and make it easier for the students
· Any type of equipment to act as a base. Could choose from the
following:- Paper – held down by a weight to avoid movement of the
paper- Hoop- Cone- Rope – curled up into a circle or a square-
Mat
· Large playing area
Instructions
1. Teacher must split group of students into two teams. Giving
the students a number 1 or a number 2 can help form two teams
easily without making students feel neglected. Choose one team to
be a fielding team and the other, a striking team, making sure
students are aware that there will be a swap of the two roles
throughout the game.
2. There are to be four bases in the shape of a diamond. The
distance between these bases are to be approximately 5 – 10 meters.
A pitchers base is to be also set up 5 meters away from the
starting base.
Starting base
5 -10 meters
5 meters away
First base
Pitcher’s base
3. The fielding team has to choose a pitcher. They have 6
pitches per person and swap to another person on the fielding team.
The pitcher can only underarm roll the ball to the striker.
4. The striking team is to form a line. The striker can only
have a total of three strikes to kick the ball. If they kick and
miss the ball – it is classified as one strike. After the team has
had 6 strikes in total, they are to swap sides. However, the
teacher must assess the students capability level and determine the
amount of strikes allowed before swapping in order to keep the game
flowing and up to speed with their skill level.
5. When students kick the ball, they are to run to first base
before the player with the ball tags them or before it gets the
base they are running to. As the strikers continue to kick, the
students need to keep striving to get to each base. If the player
with the ball tags them before they reach the base or the ball has
reached the base before the striker has gotten there, they then act
as a fielder.
WHEN CLASSIFIED AS “OUT” = TURN INTO A FIELDER
Modifications
1. If the light weighted ball is too easy for the students you
are working with, you could change the ball to a normal soccer
ball.
2. You could place hoops on certain points of the fielding
ground and have the hoops worth certain points. If the striker
kicks the ball and it bounces or reaches inside the hoop it can be
classified as 5 or 10 points.
3. If the game seems to be going slow or is boring for the
students you could add in another pitcher and another striker. The
setup will need to look like the diagram below. You are to make
sure that the newly added striker must run to the opposite
direction when running to their base. Must make it clear that
students are to not ‘stay’ on their bases.
4. The distance between bases can be changed depending on the
size of the playing area or the skill level of the students.
5 meters
Striker 2
Striker 1
Striker 2 runs
Striker 1 runs to their rightto their left
Pitcher’s bases
Hoop is worth 5 points
The two ‘second bases’ cater for the two runners that are now
running to the bases.
- 2nd base for Striker 1
- 2nd base for Striker 2
Hoop is worth 10 points
Skills
The students have to be able to run fast enough to the base
after they have kicked. If students find that they are struggling
to make it to their base in time after they have kicked, they may
need to strategize in which direction to kick the ball so that it
will take the fielders longer to gather the ball and make it reach
the base they’re running to.
Rules
· Fielders that are striving to get a striker out by tagging
them with the ball must not throw it at them. They must keep hold
of the ball whilst tapping them on the arm.
· Striking kickers must run to every base without having the
option to ‘stay’ at a base after every kick.
· The pitcher is only allowed to complete an underarm roll to
the striker.
· For every striker that makes it through all the bases and
makes a home run back to the starting base is classified as 1
point. If the hoops are incorporated then the 5 and 10 point rule
applies if the ball bounces in the hoop or lands in the hoop.
Safety
· The softer balls are much more safe than the normal soccer
balls.
· The bases must be stabilized to the ground. If there is paper
acting as the base, the teacher needs to make sure that it is
stabilized with a heavy object to ensure the student does not
slip.
· There should be at least a 5-meter distance from the kicker
and the fielders to ensure the ball isn’t going to hit a student
near.
· Students need to make sure they are holding the ball whilst
tagging the students to enable a soft tag on the arm. It is
important to emphasise that the students cannot throw the ball at
the strikers.
Game 2: Hoop-ball
Equipment
· Four hoops
· One type of equipment to act as a pitcher’s base. Could choose
from the following:- Paper – held down by a weight to avoid
movement of the paper- Cone- Rope – curled up into a circle or a
square- Mat
· 6 tennis balls
· A cricket bat OR tennis racket
Instructions
1. The students are to be split up into 2 groups, a striking
team and a fielding team.
2. There are to be three hoops set up in the shape of a
triangle. Each hoop is to be 5-10 meters apart. A pitcher is
situated in the middle of the triangle with a distance of approx. 5
meters away from the starting base. Approximately 5 meters from the
starting hoop, there has another hoop to the right called the
running hoop. This hoop is designed for the strikers/batters. (See
below for diagram of the layout)
Starting hoop
Running hoop
Strikers running back and forth around these two hoops that are
approx. 5 meters away
Pitcher 5 meters away
5 – 10 meters apart
Fielding hoops that the balls need to be collected into.
3. The pitcher is to start with 6 tennis balls. The pitcher
underarm throws all 6 tennis balls one at a time to the striker.
Once the striker starts hitting the balls, the fielders must not
start moving to get the balls. The fielders can only start moving
to get the balls once the striker has hit the 6th ball. Each
striker has a total amount of three strikes each to hit the ball.
The teams swap when the striking team has a total amount of 7
strikes. Strikes can change depending on the skill level of the
students.
4. The aim of the fielders it to get 3 balls into each of the
two hoops on the field. Once they have achieved this they are to
scream out ‘Stop’ to notify the batter that they have collected all
the balls.
5. The aim of the striker is to get as many runs from the
starting hoop to the running hoop, running to each of these hoops
to score more points. The striker/batter must stop when all balls
are situated in the fielding hoops.
Skills
The batter has to use their strategic skills to plan where is
best to hit the balls so they can achieve more runs. In doing this,
it will take the fielders longer to get the balls to the allocated
hoops and they are able to score more points.
The fielders need to plan their positions to wear the balls will
most likely hit so they can be collected and brought into the hoops
quicker and efficiently.
Modifications
· The teacher can move the hoops distance if they feel it will
help the process of the game.
· If the children find this overwhelming when using 6 balls, the
teacher could start with 2 balls and slowly add in more balls.
· To fasten up the game, you could add in a rule that the
fielders are allowed to start moving for the balls on the batter’s
4th hit.
· If the school has a cricket bat and a tennis racket, you could
start with one bat and then change to the other to see if it
hinders their play in any way.
Rules
· The batters MUST stop running to and fro the running hoops
once the fielders have called out that all balls are in their
allocated hoops.
· Every run that is made from the starting hoop and to the
running hoop is classified as one point.
· The strikers are only allowed three strikes before
hitting.
Safety
· It is safer for the batter to drop the bat on the spot before
running to the ‘Running hoop’ and back to the ‘Starting hoop’ so
that the bat does not leave the runners hand and injure a bystander
or a teammate.
· It is important that the fielders are more that 5-10 meters
away from the batter to avoid getting hit by the balls.
Net and court games
Game 1: Kick-up
Equipment
· Volleyball net set up
· Soft hollow kicking ball – size of a normal soccer ball
· If the court doesn’t have markings, you may need one of the
following pieces of equipment to act as a marker:- Mat- Rope-
Cone
Instructions
1. The layout of the game consists of the students splitting
into two teams. There should be markings on the court to symbolize
‘out’ and ‘in’ sections.
2. The aim of the game is to kick the ball over the net to the
opposing team.
3. If students cannot reach out for a kick, it is acceptable for
the students to header the ball over the net.
4. Students are allowed one bounce in their specific half before
kicking the ball over the net.
5. It is important to notify the students know that they should
be kicking the ball with the top of their foot (on the laces) to
get the height of the ball, which is the most important aspect in
this game.
Skills
Students should strategically stand in a formation that allows
the whole half of their side to be covered, avoiding a loss of the
ball.
Modifications
· The ball needs to be kicked within your team 3 times before
you can kick it over the net.
· If having a bounce in between the kicks over the net seems to
easy for the students, you could eliminate the rule. These aspects
need to depend on the skill level
· You could add in another ball so students need to be
concentrating at all times on the two different balls and their
flights.
Rules
· A bounce is allowed to hit the half of the court before
kicking it over the other side of the net
· No hands are to be used.
· A point is scored when the other team drops the ball, hits it
out or touches it with their hands.
· There has no positions used, however to create more
organisation within the team and for the students to understand the
concept of ‘covering space’ you could make three spread apart
lines.
Safety
· Kicking a soft hollow ball is important to the safety of the
students, creating less of an impact on the student if they get
hit.
· If there has a greater amount of students, it is important
that the teacher sets out a larger playing area/boundary or set up
another net to avoid crashing together and the ball being kicked
too close to other teammates.
Below is a diagram with the layout of the game
The net
TEAM 2
TEAM 1
The students
The blue symbolizes the ‘in’ barriers and anything outside, (the
white) is classified as ‘out’
Game 2: Fly ball
Equipment
· Volley net
· Volley ball, a rugby ball, a tennis ball
· Court with markings for in and out districts
Instructions
1. Students are to form two teams. Both teams are to be on
either side of the court.
2. Students are to throw the ball over the net and instead if
hitting the ball back and forth, students are to catch and throw
the ball.
3. The students are to start throwing a rugby ball. As the game
continues a tennis ball is to then be added into the game so that
there has two different types of balls being thrown over the
different sides at once.
Skills
Students are to utilize their awareness skills due to the
quantity of balls being thrown over the nets. Students should also
strategize where to throw the ball in order to try and score more
points.
Modifications
· As the game continues you could add in more balls.
· Changing the different types of balls, such as tennis balls,
volleyballs, rugby balls or even a relatively light weighted
medicine ball to make the game more complex.
· Teachers can associate certain areas with being worth more
points. This means that if the ball is dropped in this particular
area, it is worth 3 or 5 points.
Rules
· Students are to make sure they catch and then follow to throw
the ball over the net and not hit the ball.
· If team 1 throws the ball onto the side of team 2 and the ball
bounces, team 1 gets a point.
· A point is scored when the opposing team drops the ball, the
ball bounces on the opposing team or if the opposing team throws
the ball in an ‘out’ district.
Safety
· Follow through with the ball when catching
· Make sure there has an adequate amount of space between the
students and they are not to close together to avoid
collisions.
For diagram purposes and set up, refer to previous’ page
diagram.
Target Games
Game 1: Master ball
Equipment
· A designated area as big as a basketball court with
lines/markings
· 6 soft, hollow, throwing balls (just incase you need two extra
balls); the size of a soccer ball.
· If the court doesn’t have markings, you may need one of the
following pieces of equipment to act as a marker:- Mat- Rope-
Cone
Instructions
1. Students are to split up into two groups. The two groups are
to be on different halves of the court. There is to be a player on
each of the teams called a ‘Master’.
2. The ‘Master’ of each team is to be situated at the back of
the opponent’s team behind the players and on the tagging line.
3. The two teams start with one ball and the two ‘Master’s’ have
a ball each
4. The aim of the two teams, are for them to underarm throw at
the other teams lower legs. The ‘Master’ on each team stands behind
the opposite team and targets the players with a ball from
behind.
5. Once a student has been tagged with the ball the students
must stand on the tagging back line behind their master and strive
to keep getting the opposing team out from behind until there has a
winning player.
WHEN TAGGED = ACT LIKE A MASTER ON THE TAG LINE
Below is a diagram with how the game starts
TEAM 2
TEAM 1
Team players
Tagging back line
The ‘Master’ of team 1 targeting team 2
The ‘Master’ of team 2 targeting team 1
= A ball
Skills
Some skills that the students need to reinforce, is the ability
to be aware of the incoming balls at all times coming from the
different directions. This should also make students aware of the
type of positioning they should be standing in whilst playing this
game. Students need to also refine their target skills by targeting
the ball at the opponent’s feet.
Modifications
· You could add in a ball on each team to complicate the game
and increase more awareness
Rules
· Must make sure that the ‘Master’ and the player’s that are out
stay on the tagging line.
· Students must only tag each other with the ball from the knee
downwards
· Scoring does not necessarily apply to this game, as you have a
winning student.
Safety
· It is important that a soft hollow ball is used, as it is
coming to contact with the students and won’t cause pain due to the
lightweight and hollow ball.
· Students must make sure to tag the students with the ball from
under the knee and with an underarm throw.
Game 2: Into the hoop
Equipment
· 3 normal size hoops and 1 small hoop
· 2 skipping ropes
· 5 cones
· Any type of batting object such as a cricket bat, a golf club,
a softball bat or a hockey stick. A golf club is most preferable,
however if these is limited access to these, any bat can be used to
continue with the game. Four bats are needed of any type; 1 for the
composition of the third station and 3 for each station for the
students to use.
· 3 golf balls for the five different stations. If golf balls
are not available, tennis balls can be used.
· 3 bases used for the starting bases.
Instructions
1. Teacher must set up stations prior to session. These stations
must be approx. 5 meters away from each other on a flat
surface.
2. Students are to split up into 3 different groups.
3. Each has a turn at hitting the ball through the obstacles and
into the final hoop at the end of each station.
4. The students must record how many hits it takes them to get
the ball into the final hoop.
5. Once all students have successfully gotten the ball into the
final hoop and have recorded all their hits, they move on to the
next station. All students should be moving onto the next station
at approximately the same time due to the similar complexity set up
by the teacher.
Below is a layout of the 3 different stations. The red line is
the ball path.
STATION 3
STATION 2
STATION 1
Starting base
Circles are 2 cones the ball has to travel around
Circles act as cones
2 skipping ropes set out in an ‘S’ shape
Lying down bat that the ball has to cross over the top
The arch made up of a student holding a small hoop upwards
creating a tunnel-like passage
Final hoop
Skills
Students are to use their accuracy skills in order to determine
where the ball will land in regards to the force used.
Concentration is important in this game, allowing the student to
imagine the path the ball will take.
Modifications
· If you have both golf balls and tennis balls, you can start
with the tennis balls and further make the game complex by changing
the balls to golf balls.
· If the teacher has access to different size hoops, the teacher
could make the final hoop a smaller hoop to make it more difficult
for the ball to reach and stay stable in the hoop.
Rules
· Students must patiently wait for their turn whilst their other
teammates strike the ball.
· Students must also be quiet while this activity proceeds to
ensure that full concentration is achieved whilst hitting the
ball.
· The student finishes his/her turn when the ball is not moving
and stable inside the final hoop. If the ball rolls out of the
final hoop they need to keep hitting it until the ball is stopped
inside the final hoop.
· The score is counted by every hit that is hit before the ball
stabilizes itself into the final hoop. Once every group has
calculated their scores, the group with the least amount of hits
wins. Notifying the students of ‘the least amount of points wins’
system may result in them cheating, so this is best to be spoken
about at the end of the game after they have collected their
points.
Safety
· Students are to not vigorously hit the ball, as the stations
are not too far apart from each other and could hit another
student.
· Students are also to stay two meters away from the person with
the bat to ensure the swing injures none of the students.
Invasion/ Modified Games
Game 1: Quick throw
Equipment
· 3 netballs
· Large playing area such as a basketball court or a field area
with markings
Instructions
1. Split the team into 4 groups. It’s normally easiest to give
them a number from 1 – 4, making 1,2,3 and 4 the name of their
group and also making it a quick and easy to split the students up.
All four teams should have a leader.
2. One team is to be called the ‘tippers’. They are to stand in
the middle of the court, spread apart whilst the 3 other teams are
lined up on the end line. The leaders of the three teams on the
line should hold a ball.
3. The teacher is to call out two of the numbers that are on the
line (this should be a choice out of three numbers, since the one
other team is acting as defenders). Once the two team numbers have
been called out, they are to throw the ball to their teammates of
the same number, as if playing a netball game. This means that the
leaders feet are not to step until they have thrown the ball to one
of their teammates who have run in front waiting for the ball. This
continues, so the attacking team should keep running down the line
to the other end of the court whilst throwing the ball down to
fellow teammates, keeping their feet still when throwing the ball
to each other.
4. The defending team is to strive to tip the two attacking
teams whilst they are throwing the ball down the line. If you are
tipped, the student cannot move until a person on their team does 2
star jumps in front of them to release them.
Below is a diagram of the starting position. Assume there are 4
teams of 5.
Team number 4 acting as defenders – called the ‘Tippers’
Students are to throw the ball within teammates and strive to
get to this end line
the leader of each team holding the ball
These are the 3 teams acting as attackers. It best for the
students teams to be spread out throughout the line and not clumped
so the defenders don’t know where they are going to come from.
(Assume
5. If a team finishes on the end line and their number is called
again, they need to throw the ball down in the same fashion,
however going the other way.
6. Once the tippers have tipped a total of 25 tips each, they
can swap and a new set of tippers can be in.
Skills
Students are to use their awareness skills in order to be aware
of the defending players and the ball. They need to make fast
enough runs for their players to see them and get the ball down the
line. They also need to think tactical about finding a spot that
the tippers are not in, coming up with a strategy or positions they
can use to make the ball travel down quick.
Modifications
· You can either have two teams in the middle acting as
‘tippers’ or only have one on one play with one attacking team and
one defending team.
· If the game isn’t flowing because the tippers are getting too
many people out, you could add 2 of the tippers to be part of one
of the three teams and only have two tippers still in so that the 2
tippers left have more people to tip.
· You can change the amount of tips that needs to be done if the
game is progressing too slow or too fast.
Rules
· Students are to make sure that whilst throwing their feet are
still and not moving. If they run whilst holding the ball, this is
classified as stepping, and they need to pass the ball onto one of
their teammates and act as though they have been tipped.
· For students to free their teammates from being tipped, they
are to complete two star jumps in front of them, and then they are
able to run again.
· In terms of scoring, students are to count how many passes are
made whilst throwing down the line. The team with the least amount
of points wins, although it is probably best not to inform them of
this at the start of the game, as it could cause cheating – just
notify students to keep track of how many passes are conducted.
Safety
· Students should be aware at all times of the ball that is
travelling down the line.
· Tippers should also not push any other players and should
gently tip them on the arm.
· For more safety reasons, when attackers are throwing the ball
to one another down the line, the teacher should emphasise calling
out the person’s name so that the person is aware that the ball is
coming to them.
Game 2: Tag ball
Equipment
· Tags- enough for each student
· A football
· A large playing area- preferably grass, for students to run 20
or more meter distances.
· Cones
Instructions
1. There are to be cones used as markings for ‘out’
districts.
2. Students are to be split up into two teams. The team that
starts with the ball can have some students on the starting line
and some behind. The defending team has to be in line with the
referee approx. 10 meters back from the starting line. Once the
whistle blows, the defending players can run forwards.
Diagram of the positioning at the start of a game
TEAM 2- defending
TEAM 1- attacking
Referee
Try line
Ball
Starting line
Cones used for ‘out’ districts
3. The aim of the attacking team is for them to run with the
ball, dodging the defenders to try and score a ‘try’ on the try
line. They are to run with the ball, and if a tag has been taken
off them, the student is to return to where he has been tagged, get
his/her tag back and throw the ball to another player. Being tagged
counts as 1 strike.
4. The aim of the defending team is to chase the attackers who
might have the ball or are going to get the ball whilst defending
their ‘try line’. If one of the attackers has been tagged and the
defender has caught their tag, the defender is to hold the tag up
and call the referee.
5. 4 strikes are allowed before touching the ‘try line’. If the
4 strikes are up or the team has scored a try, the defenders and
attackers swap roles.
Skills
Students are to use their awareness skills to have an indication
of where the ball is and where their defenders are. They also need
to use their speed in order to travel down the field and create
openings for their other teammates.
Rules
· No kicking is allowed in this game
· The defending players must stand in line or behind the referee
when starting the game
· Once tagged, the defender must hold up the tag and call to the
referee to stop so that the attacker can return back to the
position they got tagged in and the strike can be recorded.
Modifications
· Strikes depend on space available, the number of students and
skill level; so the number of strikes can be altered.
· You can add in a rule that the defenders have to try and catch
the attackers and if the attackers are tagged they are ‘stuck in
the mud’ and need a person from their team to free them by crawling
under their legs.
Safety
· The tags act as a safety precaution so that the students don’t
get pushed or hit.
· Students are to also be aware of the ball at all time, so they
are not hit if they are not concentrating.
Focus Questions
Striking and Fielding Games
1. Did you think it was important for the strikers to plan their
kick before striking in the game ‘Smash Ball’? Why?
2. What is the purpose of fielders spreading out on the
field?
3. What was the main goal of the students that were fielding in
the game ‘Hoop Ball’?
4. If you were to set positions and roles of each player do you
think that will alter the performance of the team in a striking and
fielding game? In what way/how?
Net and Court Games
1. Which section of the court seemed easiest to follow through
with kicking the ball back over the net in the game ‘Kick Up’?
Why?
2. How did you know it was the appropriate time for you to have
a turn in hitting the ball?
3. Did the usage of the different types of balls to throw over
the net in ‘Fly Ball’, hinder or facilitate overall performance of
the game? Why?
4. How did you serve the ball in ‘Fly Ball’ to ensure that the
other team would have lost possession of the ball?
Target Games
1. Why were targeting skills in the game ‘Master ball’ harder in
comparison to a normal golf game?
2. Which type of swing enabled you to get the best results out
of each hit in the game ‘Into the Hoop’?
3. Did you think that the body position that you were arranged
in helped with hitting the ball in the direction you wanted in the
game? Why did this help or hinder performance?
4. Overall, what was the best strategy for trying to target the
ball in the direction you wanted?
Invasion/ Modified Games
1. What tactic worked best for the attackers to keep hold of the
ball and further continue to score a goal?
2. What type of passes facilitated in the ball reaching the
players efficiently?
3. What should the other fielders do when one fielder has
already marked a player with the ball?
4. What strategy could you have thought of in order to keep
fielders spread out and marking every section of the court?
References
Griffin, L., Mitchell, S., & Oslin, J. (1997). Teaching
Sport Concepts and Skill: A tactical games approach. Human
Kinetics.
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