Week 1

Target games - Vertical jump

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Equipment

Marker cones
Balls and objects to throw
Variety of targets
Hoops

Download the Week 1 Target Games - Static balance to support teaching before and during the sport session.

FMS focus: Vertical jump

Learning intention

Students are developing proficiency in the vertical jump.

Success criteria.

Student has:

Eyes focused forward or upward throughout the jump.
Crouches with knees bent and arms behind the body.

When proficient in above, student has:

Forceful forward and upward swing of the arms.
Legs straighten in the air.
Lands on balls of the feet and bends knees to absorb landing.
Displays a controlled landing with no more than one step in any direction.

Explicit teaching of the vertical jump

Model the skill

Model the vertical jump to students while explaining the components needed to effectively jump.

Say to the students:

Look up.
Focus your eyes on where you want to go.
Get ready to explode up high, get ready to take off.
Swing your arms back and up.
Straighten your legs when in the air.
Bend your knees on landing.
Control your body and balance yourself when landing.
Land with feet the width of your shoulders apart.

Guided practice with immediate teacher feedback:

Hoop jump

Place ten hoops randomly in a designated area. Students hop inside the area between the hoops until the teacher calls a number. The students then hop to a hoop. When they are in the hoop students form a group of the size called by the teacher.

Guided practice

Ask students to talk about what is needed for good balance. Discussion should centre around the components of the balance.

Students stand with one foot in front of the other, the heel of one foot touching the toe of the other.

Ask students to:

hold arms out to the side
place hands on hips
balance a bean bag on their head
repeat these activities on the other leg.

Ask students to identify which leg provides the best base for a balance: which is the preferred leg?

Students stand on the preferred leg and position the non support leg:

behind preferred leg
near preferred leg
high above preferred leg.

Ask students which position they feel most comfortable with.

Skill development games

Playing for life - Frogs and lily pads

FMS focus activity - Vertical jump

FMS: Vertical jump

Equipment: A 10m x 10m square marked out by 4 cones (the pond), hoops to be used as lily pads

How to play: Players continuously jump from lily pad to lily pad using a two‑foot takeoff and landing technique.

Randomly distribute the hoops inside the pond, making sure they are not too far away from each other (i.e. jumping distance).
Players jump from lily pad to lily pad and see how many they can land on in a given amount of time (e.g. 60 seconds).
If there is more than one frog on the lily pad, it will sink. If a player jumps onto a lily pad with another player already on it, the original player must immediately find another lily pad to jump onto.
Players may jump into the pond as well as onto the lily pads.

FMS consolidation activity - Hit the target

Skill focus: Overarm or underarm throw

Equipment: A variety of targets (such as 2-litre (or larger) plastic bottles with a little sand in the bottom, cricket wickets or buckets) and objects to throw (softballs, beanbags, tennis balls, soccer balls – 2 per player)

How to play: Targets are set up away from a throwing line. Players score points by throwing, kicking or rolling a ball at the targets.

Players throw, roll or kick a ball to hit or land in targets.
Each player has a set number of throws (e.g. 2).
Play is stopped to re-position targets that have been knocked over.

Hit the target - Playing for Life Activity Card

Modified small-sided games

Choosing teams

In a sport education approach, affiliation is promoted by students being a member of the same team over a period of time. It is intended that students remain in these teams for the duration of each sport program for the skill development and the modified small-sided games, so that they can develop and learn together.

Place students in equal teams, 4 teams is optimal, at the beginning of the skill development session. Strategies for forming groups can be found in the Game-based learning in sport and physical activity e-learning course.
To further promote affiliation students can decide on a team name.

Throlf

Equipment:

A range of 5–6 targets, set up at different heights over a course (indoor or outdoor)
Small bean bags or hacky sacks, one per player, or any other suitable object that ‘stops where it drops’ (scrunched-up paper and tape makes a useful ‘ball’)
Objects to create obstacles and barriers, such as towels, gym mats or benches
A numbered flag or card for each ‘hole’

How to play: As in golf, a course with ‘holes’ is established. Players move around the course attempting to reach the target in the least number of throws.

Establish the course and spread the players out on it.
Players throw from a start line (‘tee’) next to each target.
The next shot is taken from where their bean bag (or similar) lands.
Encourgae students to move from target to target on the 'throlf' course using the hop.