Home > Stage 1 Year 1 > Hop
Equipment
Marker cones
Balls and objects to throw
Variety of targets
Download the Week 3 target games - Hop task card to support teaching before and during the sport session.
FMS focus: Hop
Learning intention
Students are developing proficiency in the hop
Success criteria.
Student has:
Non-support leg bent and swings in rhythm with the support leg.
Head stable, eyes focused forward throughout the jump.
When proficient in above, student has:
Support leg bends on landing, then straightens to push off.
Lands and pushes off on the ball of the foot.
Arms bent and swing forward as support leg pushes off.
Explicit teaching of the hop
Model the skill
Model the hop to students while explaining the movements needed to effectively hop.
Bend your leg to push off.
Land on the ball of your feet.
Find your rhythm.
Look ahead, with head and eyes level.
Use your arms for balance.
Guided practice with immediate teacher feedback - Follow the line
A designated player tries to tag players who are hopping around a court area following the lines. Once tagged, players form ‘force fields’ for the remaining players.
Designate one player as the tagger. All other players are scattered around the court on a line.
On your signal, players begin to move around the court, following the lines.
The tagger tries to tag players by following the lines.
Once a player is tagged, they must sit down in the spot they were tagged and become a ‘force field’. This means they stop any players from getting past, except for the tagger.
‘Force fields’ cannot move.
The game continues until all players have been tagged.
Skill development games
FMS focus activity - Pick some spots, join the dots
Equipment: 4 marker cones, music (optional).
Skill focus: Hop
How to play: Players identify a set number of spots (spatial placements) around the room, then link or sequence the various spots using the hop.
Players walk around the room and identify and name 4 spots (e.g. 1, 2, 3, 4).
Teacher calls out a sequence (e.g. 1, 2, 4, 3).
Players then link the spots called using a hop.
Vary the leg students hop on.
FMS consolidation activity - Snakes alive
Skill focus: Rolling the ball for accuracy
Equipment:
Cones to separate groups
One softball or medium-sized ball per team (snake head)
One ball per player (e.g. tennis ball (body of snake)
Tape or cones to mark the minimum throw line
How to play: The first ball rolled becomes the head of the snake. Players deliver one ball at a time, aiming to place each ball behind the previous one. The aim is to form the longest snake. opponents’ balls to deny access to the target. Play in groups of 4.
Each team plays the first ball on a signal.
If the first ball strays to another team’s area, the ball is played again.
The second ball is played on a signal, and so on for the remainder of the balls.
To ensure the last ball is a meaningful throw, a line is placed in front of each team and the ball must go beyond the line for the ball to count – otherwise every team will finish with a python!
Alternatively, set a maximum length for the snake (e.g. 4 metres).
Modified small-sided games
It's game time!
Teams play each other in the game outlined below.
Boccia
Equipment:
Any suitable indoor or outdoor playing area.
Choose suitable balls if an indoor surface is used.
Choose dimension to suit your situation
Playing area marked as shown
13 balls: 1 jack, 6 red and 6 blue (Boccia balls or alternative – bean bags, paper and tape balls, Koosh balls)
How to play: Pronounced ‘botch‑ya’. A target game requiring players to lob as many of their balls as close to a target ball as possible. Boccia is a modified version of the game Bocce, which was founded in the Roman Empire during ancient times. Many cultures have since taken the game and evolved it into their own versions. Boccia was developed for wheelchair users and is a competitive Paralympic sport.
The red team throws thetarget ball (called a ‘jack’) anywhere onto the ‘valid area’.
The side throwing the jack also plays the first coloured ball.
The opposite side then plays their first coloured ball into court, then the teams take turns for a nominated number of bowls or until everyone has had a bowl.
If the jack is thrown or knocked out of court, it is placed on the cross and play continues.
A tie-breaker is used if scores are level at the end. The jack ball is placed on the cross and sides toss a coin to determine the order of play.
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.