Movement exploration - Week 3
Early Stage 1
Equipment
marker cones
15 hoops
Download the Week 3 Movement exploration games task card 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:
Eyes focused forward or upward throughout the jump.
Crouches with knees bent and arms behind the body.
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
About the skill
The vertical jump is a locomotor skill that involves being able to jump as high as possible. It is the basis for jumps used in gymnastics, some forms of dance and a range of sports, such as basketball, volleyball and Australian Rules Football. It is similar to the standing broad jump in terms of its phases, components and preparation and landing.
View 'The Get Skilled Get Active - 'Vertical jump video' to support the 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.
Link back to the components of the vertical jump and discuss with students which jump seemed the most effective.
Instruct students to:
land with feet the width of their shoulders apart as a wide base of support. This enhances stability on landing and maximises the height students will be able to jump
land in different ways when they jump. Use questions to focus students’ attention on the components, such as:
Why did you bend your knees?
Did you land on the same spot as your take-off? Why or why not?
Did you get more or less height when you landed in front of your take-off position? Why or why not?
Skill development games
FMS focus activity - Frogs and lily pads
FMS focus: 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 focus activity - Frozen tag
FMS focus: Static balance
Equipment: Marker cones for playing area, bibs for taggers
How to play: One or two taggers try to tag other players, who must hold a static balance for five seconds.
On teacher's signal, 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
Skill focus: Balance, vertical jump and sprint run
Equipment: Music, designated playing area
How to play: A relay race using various static and movements skills.
Teams of 6–8 players line up behind their starting cones.
When you say ’GO!’, the first player runs out to their first cone and forms a stone.
The second player jumps over the ‘stone’, and then runs to the second cone to form a bridge.
The third player jumps over the ‘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.
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.