key stage 2 year 6: multiskills - sasp · 2015-04-22 · key stage 2 year 6: multiskills lesson...

KEY STAGE 2 YEAR 6: Multiskills LESSON TITLE WARM UP Fundamental

Black BASIC CONTENT COOL DOWN TOP SPORT

1

• Use of space • Keeping the ball – when to pass and when to

dribble • Working with others • Knowledge of warming up and cooling down • Analysing performance • Understanding healthy lifestyles

Moving through cone gates, touching cones, making sequences of gates to travel through and stretching and mobilising

Static Balance – one leg (Card 1)

• Getting into groups of set numbers and working with others

• Movement with a ball and exchanging balls

• Follow the leader, changing leader on command using the ball.

• Passing the ball in number order. • Passing in number order and

scoring through gates. • Passing in number order allowing

players to try to win other teams balls.

Body parts and stretching and mobilising

Top Sport Invasion Games – Gateway Top Sport Invasion Games – 1-2-3-4 Top Sport Invasion Games – Zone passing Top Sport Invasion Games – Find a goal Top Sport Invasion Games – Zone passing Top Sport Invasion Games – Find that space

2

• Using skills to suit the situation • Knowledge of attacking and defending skills • When to pass and when to dribble to progress

towards a goal • Use of space • Using tactics to keep the ball

Moving though gates different types of movement and as different sports, leaving ball and finding another and stretching and mobilising

Static Balance seated

(Card 2)

• Passing through gates to a partner • Movers and blockers • 2v1’s • 4v4 conditioned practise to

encourage 2v1’s

Gentle movement in groups, following the leader, changing leader, stretching and mobilising

Top Sport Invasion Games – Find a Goal Top Sport Invasion Games – 4v1

3

• Use of space • Using a variety of tactics to keep the ball,

knowing when to pass and when to dribble. • Knowledge of attacking and defending skills • Adapting skills to meet the demands of the

situation. • Changing speed in attack and scoring points • Effective defending

Gentle movement, stuck in the mud, with pairs to save and stretching and mobilising

Static Balance floor work (Card 3)

• Using cones passing and moving • Working down channels towards

goals in 2’s and 3’s, adding a defenders

• 4v2 in grids • 3v3 end zone

Gentle movement stopping when asked to stretch specific muscle groups

Top Sport Invasion Games – Find a goal. Top Sport Invasion Games – 1-2-3-4 Top Sport Invasion Games – 3 hoop ball Top Sport Invasion Games – Fives

4

• Knowledge of attacking and defending, using skills for each appropriately

• Using tactics to keep the ball and progressing ball towards goal

• Choosing roles within a team and using skills and tactics well in a game

Keeping your ball whilst touching others, hockey stuck in the mud, roller ball and stretching and mobilising

Static balance – smaller base

(Card 4)

• 2v1’s in on goal through channel • 3v1’s in on goal through channel • 3v2’s in on goal through channel • 5v3 in on goal through channel • 5v3 match play

Gentle movement stopping and changing direction in response to command and stretching and mobilising

Top Sport Invasion Games – 4v1

5

• Effective defending • Using attacking and defending skills

appropriately in games • Using different formations to suit the needs of

the game • Planning and organising effectively as a team • Explaining why a performance is good and

recognising parts of performance that could be improved

Moving right side to right side, left side to left side, following leader staying within touching distance and stretching and mobilising

Dynamic Balance

Along a line (Card 5)

• 3 v 1 – trying to gain possession of a ball

• 4v4 conditioned grid game • 6v6 create a game

Gentle movement, responding to instructions regarding placing part of one persons body on part of someone else’s and mobilising and stretching

Top Sport Invasion Games – 4v1 Top Sport Invasion Games – 3 hoop ball Top Sport Invasion Games – The wing game

6

• Consistency within the games, choosing skills appropriately.

• Defensive techniques (delay, denial of space, pressure and regaining possession) and marking to defend goals.

• Choosing when to pass and when to dribble to proceed towards a goal.

• Choosing and using different formations. • Understanding how playing games can

contribute to a • Healthy lifestyle.

Follow the leader, changing the leader, ankle touching, tails, chain tag and appropriate stretching and mobilising.

Counter Balance with a

partner (Card 7)

• Shadow, channel and cover in a 1v1, developing to 2 defenders (2v1)

• 5v5 with tackle box (with varying conditions)

Children to do own cool downs in groups (were for warned the week before) and appropriate stretching and mobilising.

Top Sport Invasion Games – The Wing game adapted to allow one person from each team in the wing zones.

7

• Using different formations in games. • Analysing performance – why is something

good, recognising and describing individual and team performances, how performances could be improved.

• Knowledge of different types of fitness for games, the importance of being fit, recognising the importance of speed, strength and flexibility in games.

• Knowledge of preparation for games

Varying types of gentle movement, ladder work and stretching and mobilising

Co-ordination – floor movement

patterns (Card 10)

• Various 5v5, 4v3 and 5v4 conditioned games

• Appropriate QCA core tasks

Gentle movement freezing in sporting poses when that sport is called

Top Sport Invasion Games – Fives Top Sport Invasion Games – Find that space Top Sport Invasion Games – 3 Hoop ball. Top Sport Invasion Games – The wing game

8

• Knowledge of warming up. • Directing a ball towards an opponents court or

target area • Tennis ground strokes development • Working well with others, adapting their play

accordingly • Analysing performance

Children to do own pre arranged warm ups then – movement with racket and ball amongst cones, transferring balls to others

Co-ordination with equipment

(Card 8)

• Keeping ball in air sharing racket. • Hit and catch • Feed and hit • Feed and hit into space • Feed into space and hit into space • Rallying cooperatively • Rallying competitively • Devising own game

Racket sandwiches, using arms as nets and playing ball, racket swaps, whole class racket swap and stretching and mobilising

Top Sport Net and Wall Games – Getting a grip. Top Sport Net and Wall Games – Reliable rallies Top Sport Net and Wall Games – Go for ten Top Sport Striking and Fielding Games – Target throw Top Sport Net and Wall Games – Far and near and side to side

9

• Further development of ground strokes • Hitting the tennis ball correctly and directing

the ball appropriately. • Hitting into space • Knowledge of the exercises that would be

beneficial.

Movement with throwing and catching and then using rackets and rallying with partner, triangle tag and stretching and mobilising.

Agility – reaction/response to ball drop

(Card 12)

• Rally stations • Tennis volleyball • Keep the kettle boiling • 3v3 alternating • Appropriate QCA core tasks

Two ball control and stretching and mobilising.

Top Sport Net and Wall Games – Are you ready? Top Sport Net and Wall Games – Flights and Arrivals Top Sport Net and Wall Games – Getting a grip Top Sport Net and Wall Games – Roving returns Top Sport Net and Wall Games – In or out Top Sport Net and Wall Games – Reliable rallies Top Sport Net and Wall Games – Far and near and side to side Top Sport Net and Wall Games – Go for ten

10

• Fielding and use of long and short barriers. • Throwing over arm. • Backing up

Stuck in the mud with rolling to save, party ball and stretching and mobilising

Agility – chasing a ball

(Card 11)

• Rolling through gates to partner. • Ball rolled out from stumps, fielders

to complete throwing and catching and then field the ball in to stumps.

• Beat the ball

Friendly French cricket and stretching and mobilising

Top Sport Striking and Fielding Games – Catch them out Top Sport Striking and Fielding Games – Target throw Top Sport Striking and Fielding Games – Quick runs and safe catching Top Sport Striking and Fielding Games – Get them out. Top Sport Striking and fielding Games – There and back Top Sport Striking and Fielding Games – Chain gang Top Sport Striking and Fielding Games – Run and Return

11

Development of different types of bowling • Fielding development • Throwing development • Tactics – bowlers and fielders working together • Analysing performance

Rolling, throwing and catching and moving, throwing and moving and stretching and mobilising.

Co-ordination – ball skills (Card 9)

• Under arm target bowling • Over arm target bowling • Cricket based conditioned game • Rounders based conditioned game

In 4’s follow the leader, changing leader on command and stretching and mobilising.

Top Sport Striking and Fielding Games – Target throw Top Sport Striking and Fielding Games – Get them out. Top Sport Striking and Fielding Games – Target Bowling. Top Sport Striking Fielding Games – There and back Top Sport Striking and Fielding Games – Chain gang. Top Sport Striking and Fielding Games – Run and return

12

• Constructing and carrying out own warm up • Batting effectively using different shots and

placement of the shot • Outwitting the opposition when batting, bowling

and fielding • Bowlers and fielders working together • Analysing performance. • Playing tactically • Knowledge of the importance of different types

of fitness to the game

Groups to do own warm ups as discussed last time.

Dynamic balance to agility (Card 6)

• Directing a shot when batting • 6v6 Rounders • 6v2 Cricket • Appropriate QCA core task

Gentle movement following commands of placing a body part on a different body part on someone else and stretching and mobilising

Any of the Top Sport Striking and Fielding Games cards would be appropriate here.

Year Group: Year 6 Activity: Multi skills Spatial Awareness and Ball Control Lesson No. 1

Learning Outcomes: Understanding the need to warm up and cool down Confidently and Co-operatively working with others Recognise, find and use space well Perform skills with greater speed Choosing when to pass and when to dribble Understand how playing games can contribute to a healthy lifestyle. Recognise and describe the best points in an individual’s and a team’s performance. Identify aspects of their own and others’ performances that need improvement, and suggest how to improve them

Vocabulary: Passing Keeping possession Warming up, cooling down

Warm up: Moving through cone gates - jogging, skipping, galloping, hopping, sidestepping, jumping (forwards, backwards, sideways), hopscotch,

backwards, 1,2,3 step (move from one foot to the other then back to the first foot) moving between gates, sharp changes of direction (only once warmed up), Can dictate the colour gate that must be travelled through next.

Touching gates as go through left hand left cone, right hand right cone, both hands both cones, right hand to left cone left hand to right cone. Can ask children to make a sequence of coloured gates that they travel through, sequence as hard or as easy as they like (5 different colour

gates will lead to individuals being able to make complex sequences)

Question - Why warm up? Appropriate stretching and mobilising.

Question - Why stretch? Fundamental – Static Balance – on one leg (Card 1 – Black) 1a) Picking up cones (same hand) at 12,3,6&9 O’clock 1b) As above with EC 1c) As above on uneven surface

Teaching Points/Class Management/Differentiation (STEP) Set up lots of different coloured cone gates

Movement into space Awareness, constantly of all around you

Eyes up when touching cones

When doing the sequences encourage the children to be looking for the colour after colour they are currently travelling to (an introduction to scanning used in all sports) so they are always looking a gate ahead

Skills Activity Moving around, on command getting into groups of set numbers at set colour gates (rather than giving a set number can do a ‘more than’ and

‘less than’ format e.g. get into groups of more than 4 but less than 7, can be held up on cards to familiarise the children with the correct symbols, <,> etc and other mathematical formats) bring in ball work – moving balls in different ways, ball must leave contact with body but must still be under control.

Question -How can you move with the ball quickly whilst still keeping the ball under control? 1’s ball each moving around with ball juggling from hand to hand on making eye contact with someone exchange balls – rolling, throwing, one

to bounce pass/one to do straight throw. How many exchanges can you do in 1 minute? Question - What factors affect the number of exchanges you can do? Question – How do you know how the person wants to receive the ball?

Can mix up how the ball is passed therefore must pass according to how the receiver asks for it. 4’s follow the leader on command leader goes to back, leader only with ball, when go to back, put ball down or throw ball up for next person

to catch or pick up. Leader to join back of another queue. Extension first two to split off and join the back of another queue, changing the one who was in front as they do so. Further extension front two split off but must join two different queue

Constant scanning of all around, change /increase in pace to move into groups Ball must be within ‘playing distance’ but if it is out in front of child, child can get eyes up for good

vision. Arms straight out in front, moving ball from hand to hand, eyes up, hands further apart is harder Leader to maintain a pace which allows all to keep up – keep your team together Sympathetic release of ball when leader

Game/Group/Competitive Activity: In 4’s moving ball in number order from 1-2-3-4 (people numbered). Can, roll, can bounce pass, and can throw. How many passes in a set

amount of time? Questions – how improve? Repeat – did they improve? Do you allow movement with the ball? What happens when you do, what happens when you don’t?

Using gates have to pass through a gate every 3rd pass (keeping number order). Keeping number order 1 minute – how many goals can you score?

Question – how could you improve? Repeat. In grids, each team to have a grid, passing ball in number order, on command players can take it in turns to go into another designated grid

and try and win the ball off of that team, if they do within the set time they get a point (and let the team have their ball back) and can return to their grid to help their team, if they don’t they just have to return to the grid when time is out. It is harder if the teams have to keep the passing order when a member of the other team has entered the grid so this can be adjusted e.g., any order of passing when only 3 in the grid.

Allow time for a team talk so players can discuss tactics, play again and allow time for discussion on how it went

Must pass then move Eyes up – look before passing Roll – opposite leg forward Bounce – opposite leg forward, bounce ball nearer partner – 2/3’s way between them Throw – over or under arm dependant on distance

- Underarm – opposite leg forward - Over arm – sideways on

Support the person on the ball, get into a good position to receive the ball, i.e. a position whereby there is no defender between the ball sender and the ball receiver.

Look for your next pass before you have received the ball, so you can move the ball on quickly and accurately

If you have a defender in your grid when do you dribble when do you pass? If moving with the ball, move away from the space you intend to pass the ball into. (team

mates will need to read this and move into the space to receive the ball)

Cool Down: Moving around, when a part of the body is called, that part of the body has to touch the ground before person moves on, touching various combinations of body parts to the floor e.g. left elbow and right knee. Appropriate stretching and mobilising. Questions -Why do we cool down?

Slowly!

Evaluation/Post Lesson Notes :

Equipment/Resources Balls (choice of tennis, basketball, netball), cones

STEP Space, Task, Equipment, People

Year Group: 6 Activity: Multi Skill Spatial Awareness and Ball Control 2 Lesson No. 2

Learning Outcomes: Demonstrate and use an increasing range of skills in their practices and the games Combine and perform skills with control, adapting them to meet the needs of the situation Know the difference between attacking skills and defending skills Know when to pass and when to dribble, so that they keep possession and make progress towards the goal Find and use space to help their team Use a variety of tactics to keep the ball e.g. Changing speed and direction

Vocabulary: Passing Dribbling Finding and using space, changing speed Moving feet Follow through

Warm up: Moving through cone gates using lots of different paces – walk, jog, ½ pace, ¾ pace, stop (sprinting only to be brought in once children are warm).

Moving through gates -hockey sticks and ball

- basketball } dribbling - football On command leave ball in a gateway and find another - make sure ball is stationary before finding another (can take balls out to increase the

urgency to find a ball). (can be done with one type of sport or a mixture with perhaps a rotation of the equipment you pick up next e.g. from hockey to football to basketball which could then lead to discussion on the similarities and differences between moving with the ball within the different sports)

Appropriate stretching and mobilising.

Question – Why do we exercise? Question - Why is it important that we are fit? Question - What types of fitness are most important for games? Fundamental – Static Balance – seated - V-sit position (Card 2 – Black) 2a) Searching for and retrieving cones in front, to side and behind 2b) As above eyes closed 2c) Receiving small force with eyes open 2d) As above eyes closed

Teaching Points/Class Management/Differentiation (STEP) Set up lots of different coloured cone gates

Keep changing direction Move into space Use changes of pace Hockey – left hand at top, bend knees, ball out if front to right of body, constant contact on ball, use

only flat side of stick (if using hockey sticks) (extension if using hockey sticks, reverse stick where the left hand turns the stick so it becomes toe end down, right hand loosens to allow the stick to turn then grips on contact with the ball)

Basketball – use either (encourage use of left and right hand though not at the same time) hands, bounce ball at waist height

Football – use of either (both – not at same time) feet, inside and outside of foot Stop hockey ball by moving stick over top of ball, toe end down. Stop football by touching sole of foot on top Place basketball down carefully Eyes up to find another ball quickly

Skills Activity

Using gates 2’s move with a ball between 2, pass through gates to partner who goes to find another gate, person without a ball to position accordingly, can be done allowing no movement with the ball and allowing movement with the ball which will affect the movement of the support player. Can allow the choice can either pass straight away or dribble first.

Can call the colour of the next gate to be passed through to encourage vision.

(distance over which ball is passed can be used as a differentiation tool (within reason- passing not so far as to be ineffective) as can size of gateway through which ball is being passed)

Movers and blockers -2/3rds of group in pairs and passing, they are the movers (trying to pass through as many gateways as possible), other 1/3rd

without balls, they are the blockers (can vary the ratio to make it harder and easier), if a blocker stands in a gateway – cannot pass through that gate. Movers need to make the decision, when do I pass, when should I dribble? (Can introduce conditions if the ball is passed into a blocked gate e.g. if blocker gets ball they become a mover person that gave ball away becomes blocker.

Hockey push pass – stand sideways on, look before passing, cushion ball onto stick when receiving Basketball – chest, shoulder or bounce pass (chest – step into pass, shoulder – opposite leg forward,

bounce – balls bounce 2/3 between the 2 – nearer the receiver) receiver put hands up to give target to aim at.

Football – ball inline with supporting leg, use inside of foot to play ball, follow through in direction of pass, cushion on receipt

Communication with partner is vital Look before passing - pass and move Move ball quickly Move ball away from opposition If gate is blocked dribble to another and if it is clear then pass. Communicate with partner Eyes up very important

Attacker with the ball to move on an angle with the ball to move the defender out of the centre of the grid.

Pass the ball to team mate in the space that has been created. Pass before the defender has the opportunity to get a touch on the ball

person moving without ball path of ball person moving with ball

Question – who are the attackers in this situation and who are the defenders and why

Into 4’s, 2 v 1 in grids (a square made up of 4 cones, bigger the grid the easier it is). 2 attackers start at one end of the grid, 2 defenders start at the other (1 defender initially rests). Defender starts with the ball and passes to the attackers, this starts the game. The attackers aim is to stop the ball on the defenders starting line by working the ball between them across the grid, if the defender gets the ball one of the attackers must drop out (the one nearest to the ball is best) and the resting defender steps in to make the new attacking pair as they are working the ball towards the other end (and so on in a continuous 2v1) the remaining attacker becomes the new defender.

(may want to begin with passive defending allowing the defender a limited amount of movement , restarting after every successful attack, everyone having a go at attacking and defending, before moving onto the continuous 2 v 1) Encourage the children to experiment with different passing and moving combinations and encourage discussion about these.

Game/Group/Competitive Activity:

Into 4’s, 2 v 1 in grids (a square made up of 4 cones, bigger the grid the easier it is). 2 attackers start at one end of the grid, 2 defenders start at the other (1 defender initially rests). Defender starts with the ball and passes to the attackers, this starts the game. The attackers aim is to stop the ball on the defenders starting line by working the ball between them across the grid, if the defender gets the ball one of the attackers must drop out (the one nearest to the ball is best) and the resting defender steps in to make the new attacking pair as they are working the ball towards the other end (and so on in a continuous 2v1) the remaining attacker becomes the new defender.

(may want to begin with passive defending allowing the defender a limited amount of movement , restarting after every successful attack, everyone having a go at attacking and defending. Encourage the children to experiment with different passing and moving combinations and encourage discussion about these.

Before you receive the ball look for the person you may want to pass to next so you know where they are

Moving all the time, with and without the ball Eyes up all the time, especially when you have the ball Create space by moving with the ball away from the space you want to pass the ball into (by moving

you will move the defender). Use the passing and moving combinations you have experimented with before. Look before passing. Only pass if you have a clear passing channel (e.g. no defender in the way) Communicate with rest of team Your team does not always have to be moving forwards – may want to pass backwards Remember the ball travels faster than you do

Cool Down: • In 4’s gently moving one behind other, on command person at front, gently increases stride length to the back of a different queue.

• Appropriate stretching and mobilising.

Gentle pace


Equipment/Resources Football, Hockey sticks and balls, basketballs, cones, bibs


Year Group: 6 Activity: Multi Skill Keeping Possession and Attacking skills Lesson No. 3

Learning Outcomes: When to pass and when to dribble with the ball, so that they keep possession and make progress towards the goal Combining and performing skills with control, adapting them to meet the needs of the situation Recognise, find and use space well in the games Know the difference between attacking and defending skills Use a variety of tactics to keep the ball Know and find ways to get the ball towards their opponents goal Change speed in attack and know what to do to score points in the games Defend effectively, slowing games down and making it hard to find space

Vocabulary: Attacker, defender, finding space, using space, channelling

Warm up: Moving around gently at first, different types of movement. Stuck in the mud in, everyone to have a ball, if tagged (gently by a tagger who touches

you with their ball in their hand) stand with legs apart and arms to their side, freed by pair standing in front and behind and rolling balls to exchange them through the caught persons legs – anyone can pair up to save someone. Can vary number of taggers.

Question – how can you make it harder to free someone (e.g. stand further away from person you are doing a rolling exchange with)? Question -What are the benefits of standing further away from the person you are freeing (e.g. a tagger would not be able tag two people at the same time if you were more spread out?) Question -How does this relate to game situations? (e.g. we try to attack in large areas as it makes it more difficult for the other team to defend against us)

Appropriate stretching and mobilising Fundamental – Static Balance floor work – front and back support - Use as stretching part of warm-up (Card 3 – Black) 3a) FS Tennis ball transfer 3b) Back support (legs straight) with cone 3c) Back support with Tennis Ball

Teaching Points/Class Management/Differentiation (STEP)

Changes in pace and direction Constant awareness of taggers and other people Eyes up when rolling, opposite leg forward to the hand that is rolling the ball

Skills Activity

• With 1 ball between 2 (football, hockey stick and ball, basketball). Pass to partner on a cone and move to another cone they pass and move (this can be done simply by rolling a tennis ball if preferred) – can you create different patterns of movement?

Question – where should you reposition so that you are a sensible ‘playing’ distance from your leader and why?

• Small groups -working down a channel towards a goal, go down in pairs and later in threes, again experiment with different passing and receiving ideas, this time just working down the channel within the confines of the channel.

Drive off at different angles Eyes up, look before running, run into space Constant awareness and movement in response to partner

Look before passing Pass and move Think about moving on angles when you have the ball.

X

X

Path of the player without the ball Path of ball

X

X

Do with all different types of sports -what are the similarities and differences?

• Put a defender in the channel

• Extension add a second defender, defenders to stay in set areas of channel

Experiment with different starting positions of attackers, firstly attackers to start with the ball, then defender start with the ball and pass to attackers to simulate a turnover to start the game, all have a go at defending.

GAME/GROUP/COMPETITIVE ACTIVITY

4v2 in grids, (4 attackers) how many passes can attackers make before an interception by the defender – alter the number of attackers and defenders.

Question - How does the game change when you alter the numbers of attackers and defenders? Extension – after a set number of passes attackers can go for goal.

3v3 -End zone - Each team to have a player in an ‘end zone’, if a team has possession of the ball their player can come out of the end zone and help the team to attack the other end (the person from the other team in the end zone becomes a team member of the team in possession, staying in the end zone to receive the ball), therefore creating a 4v2, score by passing ball to person in end zone you are approaching. Can be done as any sport or rolling a tennis ball, then can chat about similarities and differences within each game. All to have a go in end zone. When score the other team have to attack from that end therefore one player has to track back very quickly to offer a scoring opportunity.

Question – How can we adapt this game so that the defence have an advantage? Play it, What principles do the attackers use to be successful? (e.g. spreading play out etc) What principles do the defence use? (e.g. closing the attackers space down etc) Wet Weather activity/small space: Use bigger teams/rotate teams in and out when points are scored, use several balls and teams on at a time with scoring zones dotted around outside of room (hoops) and defenders to defend any of the teams.

• Defender try to channel the attacker into a position that you can either intercept a pass or tackle from (though this is an attacking practise and is geared towards the attackers gaining more success than the defenders)

• If adding a second defender how can you work together to be most effective could one of the defenders channel the attacker onto the other defender who makes the tackle.

• The deepest defender (one at the back) is the dominant one who does the talking/controlling as this defender can see the other defender and the attacker

Should always be moving with the ball Attackers use movement on angles and change of pace

Get the defenders out of the centre of the grid using your movement Always be aware of the positioning of your team mates and the opposition Try to pass the ball early and accurately, if a pass is not on move on an angle to create a space and

then hopefully you will be able to pass to one of your team mates who has recognised this and moved into that space to receive

Defenders try to close attackers down and limit their passing options

Movement of angles

Changes of pace Draw defenders out of central area to isolate and pass around them Constant awareness of your team mates around you Eyes up all the time Player in end zone needs to move to create a scoring opportunity Movement on angles When should you move with the ball? – to create space When should you pass? – when someone has moved into a space Constant movement both with and without the ball Constant scanning

Cool Down:

In small area moving around gently, stopping sporadically to stretch different muscle groups, start to name muscles and what they do. Question - why is it important to be physically active?


Equipment/Resources Sporting equipment of choice or a variety, bibs, cones


End zone End zone

Year Group: 6 Activity: Multi Skill Keeping Possession and Defending Skills Lesson No. 4 Learning Outcomes:

• Use a variety of tactics to keep the ball • Know and find ways to get ball towards their opponents goal • Change the speed in attack and know what to do to score points in the game • Defend effectively, slowing games down and making it hard to find space • Plan as a team and organise themselves into different roles, choosing and using skills and

tactics that affect the game positively.

Vocabulary: Shooting, support, shielding, width, depth

Warm up: • Ball each in grid (some with basketballs – bouncing, some footballs – dribbling, some hockey

sticks and balls – dribbling), Trying to get a touch on someone else’s ball (with hand for basketball, foot for football, stick for hockey) – can only get a touch on a ball of the same type as yours–count the number of touches you get. Start gently before moving too quickly.

Question - What can you do to ensure people do not get a touch on your ball? Would you consider these to be attacking or defending skills?

• Swap so that you have a go with all types of equipment Question – How do the sports differ in terms of ‘protecting’ your ball and why?

• All with hockey sticks and balls (set numbers without balls– these are taggers) – moving around with ball if you get tagged (by a tagger touching your ball with their stick), trap your ball against the outside of your foot with your stick – to be freed by someone gently passing their ball through your legs which are astride.

• Repeat in pairs – ball between two (can vary number of taggers), freed by a player passing the ball through the caught persons legs to another player, initially keep the same pairs for rolling to save people, then allow anyone to pair up to save.

Fundamental – Static Balance Smaller Base – Use footballs, hockey sticks etc (Card 4 – Black) 4a) Contra-lateral catches one tennis ball 4b) As above with alternate 2 balls 4c) Volley ball back (foot) to catch from feeder

Teaching Points/Class Management/Differentiation (STEP) • Opposite leg forward to roll • Look before rolling • Pass and move • Change of pace • Movement on angles, into space • Extension – use of disguise • Eyes up, move into space, constant movement • Keep ball close to you • Hockey – left hand at top, bend knees • Football – both feet (not at same time!), both sides • Basketball – both hands (not at same time), bounce at waist height • Keep the ball on the stick • As a tagger – make sure you contact the ball only • As a tagger – try to make interceptions as the ball is being passed • Could the taggers work in pairs to win a ball/touch from another pair – one to pressurise the ball one to intercept the

pass?

Skills Activity • Movement in on goal – 2 v 1 working in channels (can be done as any sport) (the channel

should be sectioned off so that it is made up of lots of rectangles). Defenders may not come out of the rectangle they are in.

- Small groups set up as appropriate go down in pairs - Try out different starting positions in relation to ball carrier

• Add more defenders in alternate rectangles, creating several 2 v 1 situations

• Work in 3’s vs. a defender – use of support, work in a triangle to create some depth in attack,

also this creates a second wave in on goal - Attackers should always have several passing options

• Build up to 3v2 (2 defenders in each box) Question - Should always have a spare attacker so how can you make best use of them?

Question – how can the defenders work together to be effective even when out numbered by attackers?

• 5v3 working down through the channel o Vary where the attackers start

Question – can you sort people into certain playing positions? • defenders need to make sure they position themselves so that they are

most effective even though they are out numbered • attackers need to think about putting players in forward and midfield

positions and covering the whole width of the pitch

• Attackers move on angles • Try to move the defender out of the centre of the rectangle to create space to move the ball into • Attackers need to consider when to pass and when to dribble • Attackers commit the defender before passing • How can you shield the ball to stop the defender getting a touch on the ball • Attackers ensure you put yourself in a position to receive the ball so that the defenders cannot get a touch on it

• Communication is vital between defenders • The deepest defender is the one to do the calling as they can see everything that is going on • Attackers ensure you make use of the space – spreading the defenders out will make it more difficult for them

• Attackers try to isolate defenders • Defenders try to close down the space that the attackers have available to them to restrict their passing options

• Try to create 2 v 1 situations • Make the ball do the work • Always moving • Attackers try to attack in big spaces to stretch the defenders • Defenders try to defend in small spaces – i.e. close the attackers down • Counter attack quickly if you win possession of the ball • Defend effectively slowing the games down and making it hard to find space

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Game/Group/Competitive Activity

• 5 v 3 match play. Set up playing area two small goals at one end at each side of that end, one large goal in the centre of the other end. 5 players attack the large goal, 3 attack the two smaller goals. No goal keepers. After each goal and when the ball goes out of play larger team starts with a free pass from the line between the goals it is defending.

Swap so that the 3 is attacking the one goal and the 5 the 2 goals (hence the 3 get the restarts. Question – which is more difficult and why? Question – What has your team been doing well? What could you improve on and how could you do that? Have a group discussion on the above question and play the game again

Cool Down:

• Gently moving around in set area, when called stop. Change direction and move off again.

• Appropriate stretching and mobilising


Equipment/Resources Hockey sticks, balls – football, basketballs, cones, bibs


Year Group: 6 Activity: Multi Skill Attacking and Defending Skills Lesson No. 5

Learning Outcomes: • Use attacking and defending skills appropriately in games • Defend effectively, slowing games down and making it hard to find space. • Choose and use different formations to suit the needs of the game • Plan as a team and organise themselves into different roles, choosing and using skills and tactics that affect the game

positively • Explain why a performance is good and recognise parts of a performance that could be improved

Vocabulary: Tactics Marking

Warm up: • Gently moving around passing people alternating right side to right side, left side to left side

Recap Question - How can you mark an opponent? – In front, to stop them getting the ball, behind, to stop them progressing with the ball. At side so can step in front to intercept or to limit the players movement options

• In 2’s in grid 1 leader, 1 follower, moving around, follower must stay within touching distance of leader. Must stop when ‘stop’ called (and must be able to touch partner) – each person to have a go at being the leader. Have a go with different partners.

Recap Question – how can you tell if the attacker or defender has been successful? (EG what distance would the attacker need to be from the defender to be successful?)

Question – Is there a most effective method of marking and why? • Appropriate stretching and mobilising

Fundamental – Dynamic Balance – along a line (Card 5 – Black) 5a) Side steps along line/bench 5b) Continuous 180 front pivots then reverse 5c) Lateral step-over 5d) Grape vine 5e,f,g,f&h) All above and blue with eyes closed


• Eyes up and scanning all the time

• How can you try to loose your opponent (follower)? – Change of speed, change of direction

• Defenders stay close, pay attention, on balls of feet ready to change direction

Skills Activity • 4’s – can be done as any sport – in grid, one player to start with the ball on one edge of the grid have an attacker and defender

in the grid and another player on the opposite side of the grid. If the attacker gets the ball they have to pass the ball to the player on the opposite side of the grid, if the defender gets the ball they have to pass it back to the player who started with the ball (the player starting with the ball is trying to get it to the attacker in the grid). Players on the outside of the grid can move up and down their side of the grid Have 3 goes in each position and swap so have had a go at each.

Group discussion – in your 4’s discuss what is going well and what you could do to improve the performances defensively. Repeat the practise with any modifications you see fit

• Playing the game as before but this time the two players on the outside of the grid can move anywhere on the outside of the grid (with and without the ball) but the ball still has to go from the person starting with the ball to the other person on the outside of the grid via the attacker in the middle, still if the defender gets it they play it back to the person who started with it. The ball may be played back to the player who started with the ball by the attacker if they wish, but ultimately it must go across the grid. Everyone to have a go at each role, the best of 5.

• Defending - awareness of ball and opponent, on balls of feet ready to move quickly, total readiness

• Vision is vital – of players, space and ball • Attackers quick movements, changes of direction and changes of pace • Defenders stay close to attackers, must be aware of person, space and ball • Good footwork is vital to get you into the correct positions • Attackers try to coax defenders away from the space that you want to receive the ball

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• Defenders position yourself to give you the best possible chance of getting the ball first • Defenders slow attackers down and limit their options

Question - As a defender what are you trying to do? Close space down, gain possession, slow play down.

• Defenders do you mark man to man or do you both try and close down the person on

the ball to stop them passing? • Defenders try to intercept passes between the attackers, especially if a pass is

allowed straight across the middle. • Players on the outside of the grid should be moving all the time up and down their

lines. • Attackers think about timing your run to receive the ball so that the defender does not

have time to mark you or to intercept

• When playing sport you try and attack in big spaces and defend in little spaces. • The team in possession of the ball should recognise when they need to switch the

point of attack i.e., if they have managed to get all the opposition into a small area they should then exploit the space they have created.

• Try to gain a numerical advantage over the opposition (without getting in your team mates way!) e.g. 2v1

• Remember everyone has an attacking and a defending role


• Link up with another 4 to make a group of 8. Make a grid using cones. 4 v 4. Each team to have 2 players on opposite edges of the grid with 2 players in the middle each. The teams score a point by playing the ball via both of their players in the middle from one side of the grid to the other. The other team is trying to gain possession of the ball to do the same across the other way. Hence there is a 2v2 in the grid with each pair having two additional players on opposite and different sides of the grid. Everyone to have goes inside and outside the grid.

Can put different conditions on the game e.g. the ball can/cannot be played back out the way it came in before being played across the grid; the teams have to alternate the players they play it to in the middle; could allow the ball to be played straight across the middle without being played by a player in the middle to encourage the defenders to think about what happens if the defenders mark man to man and are pulled out of position by the attackers etc.

• Extension - can encourage the defenders, when appropriate to pass on the attacker they are marking to the other defender and to have a go at zonal marking

• Join up to make 12’s (i.e. a 4 to link up with an 8). Play 6v6. Decide as a group what game you are going to play and what rules

you are going to play. Each team needs forwards (attackers) midfielders (attack and defender) and defenders. Teams can choose their formation. Must leave time for the players to play, stop, reflect and discuss and restart the game

Question – would you mark differently depending on which area of the pitch you are in? How?

Cool Down: Question - Why do we cool down?

• Moving around gently in set areas, respond to instructions such as put your hand on someone else’s shoulder, put you elbow on someone else’s knee etc.


Question- why is it important to be fit? Which types of fitness are most important for games like those you have played today? Which parts of your body do you think need most preparation? Warning -next week – children to do their own cool downs in groups which need to be planned.


Equipment/Resources Cones, bibs and a variety of sports equipment


Year Group: 6 Activity: Multi Skills Passing and Dribbling – Keeping Possession Lesson No. 6

Learning Outcomes: • Combine and perform skills with control, adapting them to meet the needs of the situation • Working with defensive techniques – delay, denial of space, pressure and try to regain possession • Use attacking and defending skills appropriately in games • Perform skills with greater speed. • Choose when to pass or dribble, so that they keep possession and make progress towards the goal • Choose and use different formations to suit the needs of the game. • Understand how playing games can contribute to a healthy lifestyle

Vocabulary: Channelling Shadowing Double Teaming Tackle

Warm up: • 2’s gently moving around following the leader on command change the leader – bring in jogging, hopping, skipping, jumping, galloping.

• 2’s, how many times can you touch your partner’s ankles in 30 seconds? (repeat).

• Tails – everyone to have a bib tucked in the back of their shorts/tracksuits, try to keep own tail, whilst taking other peoples. If you take a bib, you

gain a point. But give the bib back to the person to tuck in again.

• Chain tag – one person starts as tagger, if they tag you, you hold hands with them as soon as the chain has 4 people it splits into two 2’s etc. Free players may not run through the middle of chain – must go around the outside, only people on the ends of chain can tag


Fundamental – Counter Balance with a partner (Card 7 – Black) 7a) As blue 7a) with eyes closed 7b) As blue 7b) with eyes closed 7c) Stepping onto bench into 2 hands hold balance 7d) Swapping places along bench

Teaching Points/Class Management/Differentiation (STEP) • Stay low, eyes up • Knees flexed, on balls of feet • Ready to move forwards and backwards. • Bib must be visible • Cannot hold onto bib with hands when it is being taken • On balls of feet, position of readiness • Awareness of all around you • Good footwork to keep moving to move tail away from people • When tagging the chain need to work as a unit • Tagging teams need to close the ‘free’ people down, channelling them into areas where they can

then be caught. • If trying to avoid being caught use changes of pace, movement on angles, changes of direction

Skills Activity (here shown for hockey, can be done for any sport)

• Shadow, channel and cover – In groups of 5’s A goes with stick and ball dribbles around top of channel and tries to get through gate. D starts at the same time as A and tries to stop A going through the gate. A gets a point if they go through the gate. D gets a point if A does not. Have a go as both A and D and against different people. This can be done as any sport.

• Progression – using 2 D’s 2v1 (2 defenders = double teaming, the back defender is the dominant one who does all the talking). First defender moves as before. Second just steps in, D’s to work together – one D can channel A onto other D who tackles. If D's get the ball they work together to get the ball to the opposite end away from the gateway and stop the ball where the attackers started from at the top.

Recap Question - Why is the back defender the dominant one? Answer -Because they can see all the defenders in front of him and the attackers. Question – How and where should the attackers move to make it most difficult for the defenders? Question – How should the defenders work together to be most effective, do they both put pressure on the person with the ball or do they mark man to man? GAME/GROUP/COMPETITIVE ACTIVITY Game – 5v5

• Set up a grid with a goal at one end with a tackle box in it • Attackers are trying to score in goal – can choose how to score and which sport you are playing • Attackers have to go through tackle box; end to end before they can score (may pass the ball outside the box but attacker stays in and must pass

with the ball through both ends of the box). At any one time there can only be 1 attacker and 2 defenders in the box, if attacker gets through they can

• Attackers – eyes up, movement on angles, changes of pace • Defenders -When to tackle? When do you try to gain possession? • Use your body to channel attacker away from the gateway they are aiming to dribble through • Position your body in a way that allows you to be agile and only allows the attacker to go where you

want them to go

• If front defender gets beaten, they must slot in behind back defender who becomes front defender • Defenders need to work as a team • When do you channel? When do you tackle? • do a block tackle -left hand at top, right hand a comfortable distance below, step forward with left

foot, keep stick still and trap the ball. • It will be appropriate to teach the technical points for tackling/dispossessing in the other sports • Attackers – change of pace, movement on angles

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Have a go with gate on other side, still starting behind row of cones on opposite side to that which the gate is on.

try and score, if defence get the ball they have to pass the ball to one of their team mates outside the box and they have to pass it to one other team member to get the point. The game then restarts. Constant changing of players in the boxes, players do not have to stay in the box. Each team to have a go at attacking and defending.

Progression – if attackers manage to get directly through the box they get 5 points (as well as having a go at scoring), if they go out the side they can still have a go at scoring but don’t gain the extra points, if defenders force the player out the side of the box the defenders get a point, if defenders gain possession and the ball is played outside the box to another team member who completes a pass to one other team member they get 5 points.

• Progression - as before but this time a goal either end, so if you are attacking you can have only 1 player in the box (attacking = in possession of the

ball) if the defenders get the ball they have to pass the ball out to one of their team, then have to go through the box before they can score at the other end, but this time the other team area allowed 2 players in the box

Question – are you going to use any particular formations as you are playing i.e. what combinations of forwards, midfields and defenders? How are you going to position yourselves? (make sure you allow the flexibility for players to switch positions both during the game and if people want to have a go at different positions)

Q. Do you think the tackle box is positioned in the correct place? Q. How could you make this harder/easier?

• Outside the box create 2v1 to isolate the opposition • Defenders – channel onto another defender if that is appropriate • Shadow the players on the ball, picking the appropriate time to tackle • Channel attackers away from goal • Children must be taught how to tackle safety and effectively for whichever sport they are using • If defenders manage to gain possession of the ball in the box must have the support of another of

their team outside the box to pass the ball out quickly and effectively • Remember the aim of the defence is to gain possession of the ball, this may mean being patient and

shadowing waiting for the right time to tackle or channelling the player with the ball onto a team mate who can make the tackle or making an interception

Cool Down: • In groups children to do their own cool downs as arranged last time.

Question – How can playing games contribute to a healthy lifestyle?



Equipment/Resources Sticks, balls, cones, bibs, other sporting equipment


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Year Group: 6 Activity: Multi Skill Circuits and Tactics Lesson No. 7 Learning Outcomes: Respond consistently in the games they play, choosing and using skills which meet the needs of the situation Choose and use different formations to suit the needs of the game Recognise and describe the best points in an individuals and a teams performance Identify how they and others are more or less effective in different parts of games, and use this information to decide what they need to practise Identify the types of fitness and preparation that are most important to the games Know the importance of being fit, and what types of fitness are most important for games Recognise that speed, strength, and flexibility are important in these games Recognise which parts of the body need most preparation

Vocabulary: Official, analyse, evaluate

Warm up: • Gentle movement in set area, bringing in skipping, side stepping, galloping, hopping, jumping. • Footwork drills through the ladders (if available)

Question – why is it important to be fit? Question- what types of fitness are most important for games? Question - Which parts of the body need the most preparation?

• Appropriate stretching and mobilising Fundamental – Co-ordination floor movements (card 10) – Build into circuit type warm-up (Card 10 – Black) 10a) 3S Zigzag with foot behind backwards 10b) Alternate between knee and foot backwards 10c&d) All above Increase to max speed


• fast feet and fast arms • eyes up as much as possible • On the balls of your feet

Can bring in throwing and catching tennis balls to self or with others as go through ladders

Game/Group/Competitive Activity Game 1 – set up a grid with goals at each end, 5v5, Can be played as any sport Divided into 4 sections Can be player with either small goals with no keepers or larger goals with keepers Players must not pass the ball over more than 2 lines (imaginary, goes across the pitch from cone to cone) Players may not dribble the ball across a line between sections Players can go anywhere

Game 2 – set up a grid with a no tackle zone in the centre – 3 goals at each end, 5v5, can be played as any sport In netball, basketball, no marking or intercepting in the No Tackle zone The middle goal is worth 5 points and the other goals 1 point each

Game 5 Children to have the opportunity to devise their own game. Ensuring the rules and regulations are clear and agreed by all and that they have thought about all safety considerations (This is an opportunity to play any of the appropriate core tasks on the appropriate QCA schemes)

When do you pass, when do you dribble (remember the ball travels faster than

you) Changes of pace Movement on angles Support the person on the ball Passes can be made in any direction – width and depth in attack Defending - good footwork, ready to move in any direction When to channel and shadow, when to tackle/dispossess? Work together in defence where and when appropriate Always eyes up and scanning Use all the space you have available Try to create 2 v 1’s

The teams will need the opportunity to stop discuss how things are going make any changes and go again. There is also the option to give individuals particular focuses for analysis, if they are taking it in turns to watch particular teams and/or performers. To be discussed in teams: Question – what formation are you going to use? Question - What tactics are you going to use within your teams? – Discuss this in your teams (e.g. need attackers and defenders) Question - How could you make this game easier/harder? Question -Having played a bit what tactics do they think the other team are using? How can you counteract this? Question - What is your team doing well? What could they do to improve? Question – is anyone in your team performing particularly well? What is it that they do that makes them so successful? Question - What are your opposition doing well? What could they do to improve? Teams to have the opportunity to discuss what they need to improve and to design and carry out a practise which should develop this aspect of their game before returning to the game. Players to have a go at officiating

Cool Down: • Moving around gently, when a sport is called you must freeze in a pose from that sport.

Question - Where do you need speed/ strength/ flexibility in these games that we have played?

• Appropriate stretching and mobilising Next lesson groups to do their own warm ups – a general warm up


Equipment/Resources Bibs, cones, equipment as per the sports chosen


No tackle zone

Year Group: 6 Activity: Multi Skills Net and Wall skills Lesson No. 8

Learning Outcomes: Give good explanations of how warm up activities affect the body Know why warming up helps them to play better. Show good backswing, follow through and feet positioning Position themselves well on court Direct ball reasonably well towards their opponents court or target area Spot the spaces in their opponents court and try to hit the ball towards them Work well with others, adapting their play to suit their own and others’ strengths. Try things out and ask for help to perform better Know what they are successful at and what they need to practise more

Vocabulary: Rally Forehand Backhand

Warm up: Initially children to do their own prearranged general warm ups in small groups. Include discussion on what they are doing and why.

• Lots of cones set out randomly on the ground. Ball and racket each moving amongst cones either balancing ball on racket or bouncing ball in air or bouncing ball on the ground or combination of them all.

• ½ with balls, ½ without, moving around players without balls, need to find someone with one and they need to transfer ball from one racket to the other without touching the ball with hands.

• Extension - can roll along the ground to another person (by gently letting the ball roll off the racket onto the floor and in the direction of the receiver) who picks it up either by bouncing racket on top of ball on ground to make it bounce up or by trapping ball between racket and either inside or outside of foot, or by scooping it up with racket

Extension – all with a ball moving around doing a rolling exchange with the balls off of the rackets.

Question – What happens to your body when you warm up? Question – How does this help you to play better?

• Appropriate stretching and mobilising Fundamental – Co-ordination with equipment with a partner (Card 8 – Black) 8a) Big ball with feet, one tennis ball catch. (10x pass with continuous throw) with partner 8b) 3 ball circuits with partner 30 secs

Teaching Points/Class Management/Differentiation (STEP) Shake hands with the racket Ball in air or balanced – palm up grip Ball being bounced at the ground palm down grip Eyes up aware of others Moving into space Need to cushion ball onto racket to ensure it stays on the strings To pick ball up by trapping it against side of foot, using racket push ball onto side of

foot so that side of foot is one side of ball and racket is the other then keeping this contact bend knee and pick foot off of ground, let ball drop then bounce it with racket Moving all the time playing the ball – either bouncing it into the air or onto the ground,

can have a go at bouncing the ball in the air playing the ball with alternate sides of the racket. Communication with others so that you can exchange balls effectively

Skills Activity • 2’s, a racket and a ball between two. Keeping the ball in the air by sharing racket i.e. one player hits ball into air, gives

racket to other player who has to do the same after the ball has bounced on the floor (can vary number of bounces). How many shots can you do in a row with your partner? Have a chat about how you could improve this total and have another go.

• Working either side of a net or either side of a line of cones, mark out a little ‘court’ area each, having side and back lines. One player has the racket and ball the other stands the other side of the net/cones. The player with racket and ball, drops the ball and plays it to the other player who tries to catch it after one bounce (or whatever number of bounces has been decided). Have a set number of goes each.

• Progression – a hand feed by the player without the racket i.e. player with ball throws the ball over the cones/net so that the player with the racket can play it back to them (after a pre determined number of bounces, 1 would be more difficult, more bounces is easier), to be caught after one bounce (or what ever number of bounces has been allowed).

• Extension- the ball to be played with a backhand shot, then alternating forehand and backhand. Have a set number of goes each

Player doing the feeding to be encouraged to coach the player hitting the ball, looking at what they are doing well and looking at things they need to develop and improve

• Progression – hit the ball so that the person on the other side of the net cannot catch it after the second bounce, i.e. keep the ball in court but hit it into space. Have a set number of goes each, keep score.

• Progression – the hand feed can be placed to make the person with the racket move to hit it. • Extension - forehands and backhands. Set number of goes each, keep score • Progression – each player with a racket trying to play the ball to each other. How many shots can you play in a rally?

Players to decide number of bounces allowed • Progression – each player trying to hit into space to make their opponent move.

GAME/GROUP/COMPETITIVE ACTIVITY Players to devise their own rules and scoring system and game and to play a game. Then everyone to swap partners and explain and play each others games.

Palm up grip need to keep eye on the ball and on the racket How high do you need to hit it?

Stand sideways on to direction of hit, non racket leg leading, use a forehand shot,

contact ball when it is about waist height. Try to keep the ball reasonably low when you have hit it. If trying to catch the ball, watch as it has been hit and get behind the line it is travelling

on as it moves towards you. When feeding the ball, throw it underarm (opposite leg forward), and so that it bounces

in front of the player with the racket, and on their forehand side. Take racket back before ball is fed as swing from high to low to high Backhand – sideways on this time with the racket leg leading, turn the shoulders and

swing high, low, high. Contact the ball when it is about waist height. Will need to move feet so that you are side on to the direction of the shot with hips in

line with the direction of the shot (i.e. if a line were drawn through both hips that line would point in the direction that the ball is going to go.) Look for the space and aim at it! As the ball is coming towards you move feet early to get into position to play the ball Having played a shot move back to the centre area of the back of your court – it is

easiest to cover the whole court from here – it is much easier to move forwards to hit a ball than backwards

Cool Down: In 2’s ball between 2, move around amongst cones, trapping a ball between the two rackets, held horizontally – have a go on top and on

bottom - add more people with rackets and ball between each racket – making racket sandwiches In pairs, racket each and a ball between two. Right handed people need to work together and left handed people need to work together.

Hold partners hand (non dominant hand to non dominant hand), this forms the net. Play the ball over the ‘net’ let the ball bounce before

returning it over the ‘net’. This can be done using hands as rackets or by simply throwing and catching. How many shots can you do in your rally? With a partner, racket each, no ball. Stand opposite each other, hold racket vertically, racket head edge on the ground, just fingertips

supporting the end of the handle, need to swap rackets and grab them before they topple over. Get further apart. Whole class in a circle, with rackets in front of them rackets as in the practise before, on command everyone to step one racket in the pre

determined direction around the circle, without the rackets falling. Can the class get back to their starting position? Appropriate stretching and mobilising

Need to work together On balls of feet, ready to move in any direction Person on the bottom to dictate direction Team work is vital! Be prepared to move so that your partner can get into position to play the ball back. Safety – must ensure players are running on opposite sides of the rackets to avoid

collision

One player needs to say “go”, take it in turns


Equipment/Resources Rackets, balls, cones, (nets if available)


Year Group: 6 Activity: Multi Skills Net and Wall skills 2 Lesson No. 9

Learning Outcomes: Direct the ball reasonably well towards their opponent’s court or target area. Show good backswing, follow through and feet positioning. Hit the ball with purpose, varying the speed, height and direction Play shots on both sides of the body and above their heads in practises and when the opportunity arises in a game Spot the spaces in their opponent’s court and try to hit the ball towards them Work well with others, adapting their play to suit their own and others’ strengths Know the types of exercise they should concentrate on.

Vocabulary: Ready position Backswing Follow through

Warm up: • Moving around in pairs throwing and catching ball between them, varying catching with or without a bounce firstly. Advance to same with rackets,

keeping the ball moving at all times. • Triangle tag; 4’s in a small area. Players hold to make a triangle the 4th player is outside the triangle and has to try and touch a nominated player in

the middle of their back. The triangle move around to stop them doing so. • Appropriate stretching and mobilising.

Fundamental – Agility – ball drop reaction/response – catch on one leg and balance (Card 12 – Black) 12a) Facing away respond to shout 1m 12b) As above 2m 12c) As above 3m 12d) As 12a) hearing bounce 1m

Teaching Points/Class Management/Differentiation (STEP) • Constant movement When using rackets, only rackets can touch the ball Need to move feet to get into good position to play the ball Awareness of where partner is If passing ball with a racket, great care must be taken to ensure you don’t hit anyone, try to play the ball

over short distances. On balls of feet, knees flexed Ready to change direction quickly

Skills Activity Rally stations - Starting close do 5 consecutive shots, rallying with a partner (preferably but not necessarily over a net – could just put

a line of cones down), when you have done that each take a step back and go again etc, so you are getting further apart. Can do this with one player with a racket and the other catching (without racket, after a set number of bounces if you want). This can be made more competitive afterwards by aiming at spaces rather than players and trying to beat your opponent, play the

first to 3 points at each station before moving back a station (either both with rackets or one with, one without taking it in turns). GAME/GROUP/COMPETITIVE ACTIVITY Tennis Volleyball – children in team of 6. 6v6 each team has 3 at the net and 3 at the baseline. Serve is fed in underarm

alternatively from each team and must bounce before it is hit. The team can pass the ball to other players on their side of the net but I it must go back over the net by third hit (or specified number). The can be done throwing and catching after one bounce instead of using rackets. SAFETY – beware the racket is hard and you have people around you. Keep the kettle boiling - 1v5 - 1 person rallying with 5 others alternating on the other side of the net. The team have to get 7 returns

In a row over the net, when this is done a different player goes down the single end. The team that get the original player at the single end first is the winner. Each ‘court’ playing against the other courts 3 on each side of the court, alternating who takes the shot on each side, if ball bounces twice the person who let it bounce twice

loses a point. (everyone starts on 25 points) After a set amount of time the person with the least points lost is the winner (i.e. the highest score). This can be done competitively as a knock out competition. SAFETY – only one person is allowed on each side of the court at once therefore it is important that once you have played the ball you clear off the side of the court to allow space for the next player coming in from the back of the court. This may be a good opportunity to complete the appropriate core tasks from the appropriate QCA schemes

On the balls of your feet Racket up, in ready position facing partner waiting for ball Use quick footwork to get into the correct position Turn sideways on to hit the ball Hitting the ball at around waist height (knee to waist height) Try hitting balls on both side of your body, using forehands and extension work – backhands Forehands – racket back sideways on, non racket hip leading. swing high, low, high Backhands – racket back sideways on, racket hip leading, turn shoulders, swing high, low, high Try to throw and hit ball into space in the court to make partner move Vary the speed, height and direction of the shot If you can get to the ball early, play the ball from above your head, stand sideways on, contact the ball above

your head and in front of your body, hit the ball down in your opponents court into a space. After hitting a shot return to the area of the court that allows you to cover all other areas most effectively – this

is generally centre at the back as it is easier to move forwards to hit a ball than to move backwards

Cool Down: Two ball control – each player has two balls. Try to bounce one up on the racket whilst bouncing one down with the hand at the same time whilst moving

around. Question – what types of exercise are useful for playing racket sports? Question - What would you include in the warm up and why? Appropriate stretching and mobilising

Start slowly and gradually build up the speed


Equipment/Resources Tennis rackets, choice of type of ball used


Year Group: 6 Activity: Multi Skill Fielding Lesson No. 10

Learning Outcomes: • Field with increased accuracy – use of long and short barriers • Throw overarm with accuracy and for good distance • Backing up

Vocabulary: Back up Underarm Overarm

Warm up:

• 2’s stuck in the mud, ball between two throwing and catching ball moving around if tagged by a tagger must stand legs apart to be freed by a pair standing either side of you and rolling ball through legs from 1 to the other. In meantime partner has to move around throwing and catching to self. Can vary number of taggers

• Party ball – 4 v 4, one ball, in set area, one team is trying to keep possession of the ball by throwing and catching (or can choose other methods of sending the ball) whilst the other team try to gain possession to do the same. Teams to decide how to score points e.g. 5 catches in a row is a point, this must be agreed by both teams before starting.

• Appropriate stretching and mobilising. Fundamental – Agility ball chasing – 10m – extend to making the pick up or catch contra lateral (had across the body) (Card 11 – Black) 11a) Catch ball with knees or between feet off 1 bounce feeder behind 11b) As above ball caught/lowered with instep

Teaching Points/Class Management/Differentiation (STEP) • Constant awareness of partner and tagger • Changes of speed, changes in direction • Roll opposite leg to forward • Throw over or underarm depending on distance • Show target with hands

Skills Activity • 2’s stand opposite each other, each person to set out 3 gates (of cones) in front of them. Distance between players is up to them.

Players to roll ball through the gate that their partner is stood behind and partner to stop the ball with a long barrier, then do the same back.

• Progression – roll the ball through the gate next to the one your partner is stood behind to encourage them to move to field the ball.

• Progression – can now only use the gates on either side of the middle one, roll through the gate that is furthest away from your partner so they have a longer distance to move, encouraging them to do a short barrier.

• 4’s, 1 person stands by stumps, rolls the ball out, other 3 people in the field (don’t have to roll to players, it can be rolled into a space for them to do either a long or short barrier), the person rolling ball out calls a number (under 10) – that is the number of throws and catches the fielders have to complete before throwing the ball back to the person at the stumps (wicket keeper). – All swap around to have a go at wicket keeping. Can choose distance over which this game is played.

Question – how could you make the fielding more effective? (encourage answers about backing up) Question – how can you make it harder? E.g. fielding further away from stumps so that it is a longer throw in

• Progression – as before but this time one player sends the ball out from in front of the stumps (throwing or rolling into space), two of the players are out in the field, one other player starts behind the player sending the ball out, as the ball is sent out this player needs to decide whether to chase after the ball if it has not been sent out too hard and field it into the person who sent it out or whether they need to stay behind the player to back them up as the ball is being sent in.

Question – this is a tough call. Who should back up if the person who should be doing the backing up moves out of position to collect the ball? (this is not a wholly realistic situation as in games requiring these skills there would be more players who could back up should a play move to collect the ball)

• As ball is rolled get behind the ball if you have time, do a long barrier – body side on to the direction the ball is travelling if right handed, left knee on floor, (knee against right heel), hands in front of legs (opposite for left handed).

• As ball is rolled out- track the line of the ball to get behind, if don’t have as much time

use a short barrier, get inside of foot (right foot if right handed) in line with ball – bend down and get hand in front of foot to collect ball.

• Throwing - underarm if close, opposite leg forward. • Over arm if far – sideways on to direction of throw, arm like a spring, starts bent and

straightens to release ball. • Catching, show target with hands, hands together

• Backing up – get behind person who is fielding the ball in, in case they miss it – both in

the field and someone should chase in to back up the wicket keeper (need to consider when – they do not necessarily need to be included in the number of catches in the field).

• When throwing/rolling, sending ball out – put it into space where the fielders are not. • Backing up when fielding, both as the ball is being sent out and as it is being fielded

back • Think about placing of fielders in the deep field – where to stand so that the maximum

area is covered • Think about how far you are throwing and so how you throw • Don’t forget to use barriers. • Ball must be sent forward when sending it out.


• Beat the Ball 3 teams of 4, – one team to bat, one team to field on cones, one team to field in deep. 1 of batting team to send ball out – whole of that team to run around the cones, in the meantime players in field need to get ball to base 1, and this base player throws to base 2 etc – trying to beat the running team around the cones. All to have a go at sending ball out, all to have a go as deep fielders and base fielders. Scoring – point to batting team if they beat the ball around point to both fielding sides if they beat batters around.

Question – How could you alter the game? What rules could you introduce? Wet Weather/small space – caterpillar rounder – all batters have to beat ball around the bases instead of just one batter. Team batting scores by getting to certain base. Then start with different batter next go until all batter have had 1go each.

Cool Down:

• Friendly French cricket – in 4’s using a tennis racket, players to take it in turns to feed ball to player with racket who hits up catches. Players can choose where they stand and catches should be hit to them. Hit 2 or 3 catches to each player then swap the player with the racket

• Appropriate stretching and mobilising.

• The object is to hit up catches that can be caught! • Can vary high catches and straighter catches • Be friendly – don’t hit the ball hard directly at people


Equipment/Resources Balls, cones/bases, stumps, tennis rackets


Back Stop

Batter

Bowler

1st

2nd

3rd 4th deep

deep Batter

Batter

Batter

Year Group: 6 Activity: Multi Skills Fielding 2 Lesson No. 11

Learning Outcomes: • Use different ways of bowling • Bowl underarm accurately • Vary how they bowl • Field with increased accuracy • Throw over arm with accuracy and for good distance • Use tactics that involve bowlers and fielders working together • Recognise their own and others strengths • Identify what they need to improve in their performance and suggest how they could do this

Vocabulary: Over Innings

Warm up: • Tell children and sort groups – each group to do their own warm ups next time – make them pulse raising and skill orientating –

the warm up must raise body temp, mobilise joints and stretch muscles. • Moving around in 4’s a ball per 4, throwing, catching and rolling amongst the 4 (can introduce a number order if required). • Appropriate stretching and mobilising • Stand in a circle in 8’s. One person to start with the ball throw to someone else in the circle and follow the throw, as you are

moving towards the person you have thrown it to they should be throwing to someone else and moving. • Extension can add more balls. Can do different things with different balls e.g. throw the tennis ball, bounce the basketball, kick

the football etc. Fundamental – Co-ordination Ball skills (20 secs) (Card 9 – Black) 9a) Front-back catch with bounce (20) 9b) Front-back no bounce (30) 9c) Then with head up (30) 9d) Overhead and back (11)

Teaching Points/Class Management/Differentiation (STEP) • Constant awareness of where your team are • Be aware of the balls • Show a target with the hands to catch • On the balls of feet, knees flexed – ready to move

• When throwing the tennis ball, throw underarm, opposite leg forward, vary the height

and speed of the throw

Skills Activity

• Target bowl (under arm as for rounders). In 4’s. Bowler bowls underarm, batter stands sideways on allow a ball to pass in front of them. Backstop to catch and throw to first base, as ball passes batter, coming from the bowler, batter must run to first base to try and beat the ball there – three goes and all swap

• Target Bowl (over arm as for cricket). In 4’s. The two bowlers to take it in turns to bowl overarm at stumps, wicket keeper and back up to swap after every bowl. Bowler to bowl 6 balls each then swaps with wicket keeper and back up. Wicket keeper rolls ball back to bowler to be collected with long or short barrier. Can vary the conditions for this practise e.g. can give different distances for the ball to pitch, perhaps marked out by cones to the side of the practise (are not trying to pitch the balls on the cones); may allow a certain number of bounces before the ball reaches the stumps

• Bowling – opposite leg forward – try to vary- height, speed and angle whilst still getting ball at correct height for rounders - Ball must cross front of batting box, between batters knee and top of head, and must be in front of batter a playable distance from the body

• Extension – walking into the bowl – take a few strides • Can you put spin on the ball by turning the ball with your fingers as it leaves your

hand? • Backstop hands up to show a target, watch the ball. Experiment with under and over

arm throws to first, keep the throw flat and throw along an inside line aiming for first base

• First base, stand inside the cone/base, looking at backstop with hands up as a target for the backstop to throw to, touch base with ball

• Bowling – grip on ball, thumb under the ball, middle and index fingers supporting the

ball on top • Stand sideways on, hand with ball in furthest away from target, this arm straight. Other

arm (left for right handed bowlers and right for left handed bowlers), bent at the elbow. Look over this shoulder (therefore elbow pointing slightly to one side of target).

• Rock like a windmill, back arm starts down and as it comes up front elbow comes down. The straight arm with ball in hand comes over straight and close to ear.

• Extension – allowing movement before bowling • Release the ball and continue on and take a step in the direction the ball has been

bowled

Back stop Batter Bowler

1st

Bowler

Bowler Wicket keeper

Back Up

GAME/GROUP/COMPETITIVE ACTIVITY Teachers choice as to whether to have a ‘rounders’ or ‘cricket’ based lesson or for everyone to have a go at both. Or to do cricket one week and rounders the next.

• Cricket Based – set up as for cricket. Start with a 3 pair game. One pair bats, one pair fields, and the third pair bowl and keeps wicket. The bowling pair takes it in turns from either end (3, 6 0r 12 balls each). Set a length for an innings e.g. 12 balls, 24 balls. At the end of an innings the pairs swap roles. Each pair starts with 10 runs, which they add to when batting by running or scoring boundaries. They lose five runs when they are run out, caught or bowled. (Can amend/alter number of fielders, can give zones that batters can hit into). Can condition game e.g. if doing overarm bowling – allowing a set number of bounces.

• Rounders Based – set up as for rounders. 3 teams of 4

1 team bat, first batter to face ball, hit it (can choose with what), whole team to run around the bases before fielding teams can get ball from 1st to 2nd to 3rd to 4th (beat the ball). Bowler also covers 4th base. One fielding team covers bowler and bases 1-3 (bowler covers 4th base). One fielding team covers backstop and 3 deep fielders. Batting team, 1 point if they get around both fielding teams get a point if they don’t. Both fielding teams to get a point if they catch the batting side out. Each member of the bowling team to have 3 bowls when they have done that everyone swap i.e. batters go to post fielding, post fielders to deep field and deep field to batting Questions to consider – do you need to put players on all the bases? Who is backing up whom? Extension – play rounders having two teams, 9 per team. One team bats, one team fields. Both teams start with 10 rounders. If, when batting, you are out, just take a rounder off your total and stay in the game. All other normal rounders rules apply (scoring – get a rounder if you get all the way around, get half if you hit the ball and get to second base, get half if you don’t hit the ball but get all the way around). Time out – stop the game allow the children time to discuss what they are doing well and what they could improve on. They should discuss changes they are going to make and then play the game again. This to be done when teams are batting and fielding.

• Set up as for cricket • A set proportion of each bowling set should be over arm (others can be underarm if

wish) • Backing up and covering when fielding • Communicating when batting and fielding • Remembering all fielding and bowling teaching points • Bowler to put the fielders where he/she feels they would be most useful

• Batting team wait well behind in safety zone, can only run when batter has hit the ball or if it has passed them

• Fielders back up – cover (i.e. get behind person who is lined up to receive ball). If someone moves off their base/post someone else must cover.

• Bowler – try to bowl to make is difficult for batter to play the ball • Think about where to place the deep fielders to stop the batting team getting all the

way around • Post players can come off their posts to fetch the ball but one of the deep fielders will

need to cover them and go to the post • Stand inside the posts. • Bowler is in charge of putting the fielders where they feel they would be most useful –

where do the batsmen normally hit the ball? – make sure there is a fielder there. • Run quickly between bases

Cool Down:

• In 4’s follow the leader when ‘change’ called person at back of group goes to the front, to be done at gentle pace bringing in different forms of movement.



Equipment/Resources Tennis balls, posts, cones, cricket bats, rounders bats (or could use a racket) may want to use sponge balls in the games to reduce distance ball balls travel in the cricket?


2nd deep

1st deep

2nd

1st

3rd 3rd deep

Bowler Batter

Batters x 3

Back Stop

Year Group: 6 Activity: Multi Skill Striking Lesson No. 12

Learning Outcomes: • Bat effectively using different types of shot • Hit the ball from both sides of the body • Direct the ball away from fielders, using different angles and speeds • Plan to outwit the opposition individually, as a pair or as a team when they are batting, bowling and fielding • Use tactics which involve bowlers and fielders working together • Make up their own warm up and explain how it is organised • Recognise their own and others’ strengths • Identify what they need to improve in their performance and suggest how they could do this • Gauge when to run after hitting the ball • Recognise their own and others’ strengths • Identify what they need to improve in their performance and suggest how they could do this • Know the importance of particular types of fitness to the game

Vocabulary: Stance Rounders Crease Non striker Over Innings

Warm up: Chat about what the children are going to do in their warm ups and why

• Groups to do their own warm ups as arranged last time • Ensure appropriate stretching and mobilising

During the games to follow children to be given the time to recognise their own and others strengths and to identify what they need to improve in their performance and suggest how they could do this Fundamental – dynamic balance to agility – jump to balance – on line/low beam/bench (Card 6 – Black) 6a) 2-2 180 6b) 2-2 180 with tuck 6c) From vertical stance to lunge position

Teaching Points/Class Management/Differentiation (STEP) • Monitor safety and suitability of warm up

Skills Activity

• Feeder to feed ball to batter who has to hit ball to 1, then next ball to 2 etc. Have one hit to each fielder then everyone to swap jobs.

• 1,2,3,4 to catch/ field the ball and then throw to the other fielders 1-2, 2-3, 3-4 if hit to 1; 2-3, 3-4, 4-1 if hit to 2 etc. • When batter has hit the ball, they run to 1 and back. • All to have a go at everything. • When feeding the ball help the batter out by saying what they do well and what they could do to improve.

• Can do same practice as for cricket – using a cricket bat, but having hit the ball the batter runs to the other stumps and back

• Have a go at both (or could be done half cricket and half rounders swapping the next lesson or rounders one lesson and cricket another)

• Ready position sideways on hand/ racket/ bat back • Batting sideways on stance, can use hand (with sponge ball) racket or rounders bat. • Angle feet- line them up to allow for direction of hit • Extension – ask for ball to be fed quite wide to forehand side and as ball comes swing

the bat across the front of the body like a pendulum to hit the ball backhand • Move feet to get into correct position • Swing hand/racket/bat from behind body (ready position racket back) to contact the

ball

• Must be a sympathetic feed (for the cricket ball to bounce before it reaches the batter) • Cricket grip – put bat flat side down on ground, pick up using both hands together at

the top of handle • Hip pointing towards feeder, hence sideways on • Bat back as ball is fed • Move feet to get into position to hit ball • Gentle hit that can be either caught or fielded along ground from cricket hit.

Batting

• Hitting into space – make it difficult for fielders Bowling

• Vary bowl to make it difficult for batter – vary height, angle and speed. • Step into the bowl

Fielding • Fielders backing up, covering • Long and short barriers • decide whether to use all players on bases or put more players into the deep field

Batting

• try to place the ball away from the fielders Bowling

• Check grip – thumb underneath, index and middle finger on top. • Sideways on, look over shoulder, arm with ball in to stay straight as it comes over by

the ear. Fielding

• Fielders must decide where they are most effective – where do you stand? Where is the batters favourite spot to hit?

1st 1

2

3 4

Batter Can change placements of 1, 2, 3, 4

3 4

2 Can change placements of 1, 2, 3, 4.

GAME/GROUP/COMPETITIVE ACTIVITY Rounders 6v6 – both teams to start on 10 rounders

• Batters to have 2 bats each taking it in turns. If out, batter stays in but fielding side gain a rounder. Other team to field and swap.

• Normal rules of rounders apply. • Teams to have 2 innings each and to have the opportunity between the two to have a team talk on what is going well and what

they need to change.

Cricket 6v2- Working in pairs, each pair starts with 10 runs

• Batting pair change ends every ball irrespective of whether they have scored from ball or not. • Bowler - 6 balls then swap with wicket keeper who does 6 bowls, then that pair change with another,(i.e. pairs are 2 batters,

bowler and wicket keeper, 2 pairs of 2 fielders) all to do all positions. • Players may change and amend rules on whole group agreement e.g. rules regarding bowling etc. • Bowler to position the fielders as he/she sees fit – may wish to try to position the bowl to encourage batter to hit ball in a

particular place Now may be a good opportunity to do the appropriate core tasks in the appropriate QCA schemes

Cool Down:

• Gently walking around reacting to commands e.g. put your elbow on someone else’s knee; put your hand on someone else’s foot etc.

• Appropriate stretching and mobilising Question – what types of fitness do you require for cricket and rounders? Why are these important?


Equipment/Resources Balls, cones, posts and bases, stumps, rackets, rounders bats, cricket bats


key stage 2 year 6: multiskills - sasp · 2015-04-22 · key stage 2 year 6: multiskills lesson...

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