Week 1

Movement exploration games - Leap

Equipment

Long ropes
Hoops
Marker cones

Download the Week 1 Movement exploration games - Leap task card to support teaching before and during the sport session.

FMS focus: Leap

Learning intention

Students are developing proficiency in the leap.

Success criteria.

Student has:

Eyes focused forward throughout the leap.
Knee of take-off leg bends.
Trunk leans slightly forward.

When proficient in above, student has:

Legs straighten during flight.
Arms held in opposition to the legs.
Lands on ball of the foot and bends knee to absorb landing.

Explicit teaching of the leap

Model the skill:

Model the leap to students while explaining the movements needed to effectively leap:

- Look straight ahead.
- Bend knee to take off.
- Scissor legs.
- Stretch your arms out.
- Lean into the leap.
- Land softly.

Guided practice with immediate teacher feedback:

Place two long ropes along the ground at an angle to each other one metre apart at the narrow end and three metres apart at the wide end.
Students begin at the narrow end of the two ropes and perform a crocodile leap.
They attempt to leap across the river to avoid the ‘crocodiles’, progressively moving towards the wider parts of the river.
Students leap over the creek using the following techniques:
- leap and land on left leg;
- leap and land on right leg;
- leap with hands by your side;
- leap using your arms.
Ask questions such as:
- What parts of the body help you to leap? What role do your arms play? How does your arm position change your leap? (arms should be stretched out, opposite arm to leg).
- What are the hard parts about this skill? What are the easy parts of this skill? When would you use the leap?

Skill development 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.

FMS focus activity - Snakes and turtles

Skill Ffocus: Leap

Equipment: A 10m x 10m square marked with cones, hoops, ropes

How to play: Students move around the area practising their jumping and leaping skills.

Mark out a grass area scattered with hoops (turtles) and ropes (snakes).
On a start signal students move around the area, jumping over the snakes and leaping over the turtles.
On a stop signal they return to their home base.
On the start signal, students move around the area, now hopping over the snakes and jumping over the turtles.

Frozen Tag - Playing for Life Activity Card

FMS consolidation activity - Frozen tag

Skill Focus: Static Balance

Equipment: A 25m x 25m square marked out by cones

How to play: One or two taggers try to tag other players, who must hold a static balance for five seconds.

When you say ‘GO!’, one or two taggers try to tag other players.
Once tagged, a player must hold the particular static pose that you call out.
To become free, they must hold this position for 5 seconds.
Static holds could include front support, rear support, stork stand, crab support, straddle stand.

Modified small-sided games

It's game time!

Teams play each other in the game outlined below.

Stone, bridge and tree relay race

Skill focus: Run, static balance, leap and teamwork

Equipment: An indoor/outdoor playing area 20 metres in length, a starting cone for each team and three cones spaced 5 metres apart.

How to play: Players race each other in a relay using various static and movements skills.

Teams of 6–8 players line up behind their starting cones.
When teacher says ’GO!’, the first player from each team runs out to their first cone and forms a stone.
The second player from each team jumps over their ‘stone’, and then runs to the second cone to form a bridge.
The third player from each team jumps over their ‘stone’, crawls under the ‘bridge’, and then runs to the third cone to form a tree.
The fourth player jumps over the ‘stone’, crawls under the ‘bridge’, runs around the ‘tree’ and back to take the place of the ‘stone’. The ‘stone’ takes the place of the ‘bridge’. The ‘bridge’ then takes the place of the ‘tree’, who then runs to the end of the line.
The game finishes when all players have had a turn at each of the positions.