Embedded Files
Equipment
marker cones
bean bag, ball or skittle
music
Download the Week 2 Movement exploration games - Static balance task card to support teaching before and during the sport session.
FMS focus: Verical 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
Demonstrate the bend and crouch starting position, using verbal cues such as “swing your arms back and up.”
Ask students to jump:
as high as they can with their head and eyes turned upwards
looking straight ahead
with their head and eyes looking down at the ground.
Activity - Marker jump
Students work in pairs with six markers. The students take turns to arrange a jumping path for their partner. Students set up their markers so that their partner jumps in different directions and over different distances. Swap roles.
Skill development games
FMS focus activity - Pick some spots, join the dots
Equipment: 4 marker cones, music (optional).
How to play: Players identify a set number of spots (spatial placements) around the room, then skip to link the various spots.
Players walk around the room to identify and name the 4 marked spots (e.g. 1, 2, 3, 4).
Teacher calls out a sequence (e.g. 1, 2, 4, 3).
Players then link the spots called by jumping.
Vary the way players move between spots e.g. running, hopping and side galloping.
FMS consolidation activity - Pirate's gold
FMS: Sprint run
Equipment: An item that can be used as the gold (e.g. a bean bag, ball or skittle)
How to play: The pirate’s crew try to steal the gold from the pirate and make it home without being tagged.
One player, the pirate, stands with their back to the group (the pirate’s crew). The gold is placed on the ground 1 metre behind the pirate.
The pirate’s crew line up across the starting line, 15 metres behind the pirate.
When the pirate’s back is turned, the pirate’s crew approach the gold.
When the pirate turns around, the pirate’s crew must freeze. If the pirate sees any of the crew moving, they call out their names. These crew members return to the starting line, and begin again.
When the pirate turns back around, the game continues.
The first crew member to reach the gold picks it up and tries to run back to the starting line before being tagged by the pirate.
Swap pirates after each game.
Modified small-sided games
It's game time!
Teams play each other in the game outlined below.
What happens?
Skill focus: Balance
Equipment: Music, designated playing area
How to play: Players experiment with movements by pretending they have lost movement of a particular body part.
Players move freely around the room in time with the music.
When the music stops, students freeze by performing a static balance.
While students are 'frozen', call out a particular body part [e.g. knees].
When the music re-starts, players move around the room pretending they cannot move this body part (e.g. players walk without bending their knees).
Reflection
2 stars and a wish
Ask students - what are 2 things you feel you did well today?
What are you going to try and improve on next week?
Students can answer reflection questions as a whole class, small group or in pairs.
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