Strand Unit: Creating and playing games Learn to follow more detailed instructions.

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STRAND: Games CLASS LEVEL: Third & Fourth Class LESSON: 1 PAGE: 1 Curriculum Objectives Strand Unit: Sending, receiving and travelling Develop and practise a range of ball-handling skills: ball

1 STRAND: Games CLASS LEVEL: Third & Fourth Class LESSON: 1 PAGE: 1 Curriculum Objectives Strand Unit: Sending, receiving and travelling Develop and practise a range of ball-handling skills: ball awareness activities; chest pass, bounce pass, overhead pass; dribbling, throwing to a target. balls, beanbags/domes. Strand Unit: Creating and playing games Learn to follow more detailed instructions. Strand Unit: Understanding and appreciation of games Develop an increased understanding of use of space: moving to receive a ball, discuss and improve control of movement skills relevant to games, group activities. Venue Equipment Hall/yard. Mini-basketballs or plastic footballs, mini-rugby. Reference Primary School Curriculum (1999) Physical Education, page 43. Buntús Cards: Receiving Two ; Receiving Liner; Throwing and Catching Teacher Guidelines, pages 86, 87. Primary Schools Sports Initiative Tionscnamh Spóirt i mbunscoileanna

2 STRAND: Games CLASS LEVEL: Third & Fourth Class LESSON: 1 PAGE: 2 Warm up and stretching: Visit your warm up bank. The children line up in pairs as shown one mini-basketball each or one per pair. 1 Ball Awareness (a) (b) the ball: around the waist; around the knees; to make a figure of 8 between the legs. Bounce the ball between the legs from back to front and from front to back. To be successful at (b) what way should you bounce the ball? Do you think you can carry out this activity using the oval ball? One player in each pair leaves a ball to the side. Some children use a round ball, others an oval ball. Switch around after two or three minutes. 2 the ball (a) (b) Using chest, bounce and overhead passes Give limited time, e.g. 15 seconds. How many passes can you make? Can you beat your own record/class record? Now ask the children to pass the ball slightly to the side or slightly short of their partner. Discuss what action the receiver must take to be in place to catch the ball. When using a mini-basketball: fingers spread in a W grip; elbows in and extend the arms; flick the wrist and fingers; step into the pass; bounce the ball more than half way when using the bounce pass When using an oval ball swing the arms across the body and follow through. In all cases, the catcher s hands must be ready to receive the ball. Which pass might not be successful with the oval ball? You are looking for an understanding that the receiver must step to the side or forward to receive the ball.

3 STRAND: Games CLASS LEVEL: Third & Fourth Class LESSON: 1 PAGE: 3 The children remain in pairs facing each other 3 Dribbling (for use with a round ball only) Call the number Partner 1 dribbles while Partner 2 holds up a certain number of fingers. Partner 1 must call out that number. Eyes off the ball. Head up. Control the ball with the wrist and the fingers using the pads of the hands. Push the ball down. Knees bent low bounce. Dribble slightly to one side. Use both the left hand and the right hand. Why do you think that this is such an important skill? 4 Developing the technique of shooting into a hoop (as in mini-basketball/netball) In turn the children shoot the ball high to one another. Partner one shoots Partner two, the target, stands with hands outstretched above the head Aim to make a high arc so that the ball drops down into the partner s hands. This has been described as a rainbow shot. When shooting: place the shooting hand behind and under the ball the fingers pointing back to the body; place the other hand at the side to support the ball; face forward; the arm makes a U shape; legs slightly apart and the knees bent with one foot in advance of the other (on the same side as the shooting hand); follow through, i.e. extend the shooting arm into the air and flick the wrists and fingers.

4 STRAND: Games CLASS LEVEL: Third & Fourth Class LESSON: 1 PAGE: 4 Place three pairs together to make groups of six. Most of the activities are suitable for round or oval balls. The children line up in two lines A and B A C B Group activities: Choose one or two of the following in any one lesson. 5 Shuttle relay/pass and follow The first child in Line A passes to Line B and runs to join the end of Line B. The first child in Line B does likewise. Discuss with the children the purpose of this activity. 6 Three-headed monster Repeat the movement pass and follow as in Lesson 3 for 1st/2nd Class. Development for 3rd/4th Class A passes right to B and moves left behind Line C. B passes right to C and moves left behind Line A. C passes right to A and moves left behind Line B. Discuss which activity is best suited to the oval ball. Let the children make a decision or decide to experiment. Look for crisp passes, no lobs. The catchers must be watching, showing a target with hands ready to catch. Why should you make sure you move outside the passing lanes? The children line up, two at each point of the triangle. Place two children at four points, north, south, east and west. A D C B 7 Wheels A1 bounce-passes to B1 and runs to the end of Line C. B1 bounce-passes to A2 and runs to the end of Line D. At the same time: C1 chest-passes to D1 and runs to the end of line B D1 chest-passes to C2 and runs to the end of line A. It is important to identify and discuss WITH THE CHILDREN the skills they are learning in Activities 5, 6 and 7, e.g. movement off the ball, alertness, signalling. Make sure the children move outside the passing lanes. As familiarity increases encourage the children to speed up the passing and moving. R If the ball goes out of play what will the group do? Stop and restart

5 STRAND: Games CLASS LEVEL: Third & Fourth Class LESSON: 1 PAGE: 5 Activity D: Place two groups of six together. One group forms a circle and the other lines up in a straight line one ball for each group. 8 The clock On a signal, the players in the circle pass the ball to each other and count the passes. Simultaneously, the players in the line take it in turn to dribble around the circle. When all players in the group have dribbled, the passing stops. Record the passes made by Group 1. The groups change places and repeat the activity. The winners are the group who made the most passes. Make sure the circle is large enough for passing. Encourage speed of passing. When dribbling, right-handed children should dribble to the right and vice versa for left-handed children. Push the ball ahead. Keep control. R If the ball goes out of play what will the group do? Retrieve it as quickly as possible and continue. 9 Cool down Visit your cool down bank

6 STRAND: Games CLASS LEVEL: Third & Fourth Class LESSON: 1 PAGE: 6 DEVELOPMENT The children line up in pairs at one end of the hall/yard one ball (oval or round) per pair. In turn, they move along the area passing and catching. 1 Moving pairs The pairs pass the ball between each other as they move forward. Ask the children to experiment and discover the best way to move forward when (a) passing a round ball (b) passing an oval ball. Remind the children to keep the distance between them as they move. Throw the ball slightly ahead of your partner. The children should discover that, when passing a round ball, the best way to move forward is to side skip. The children should discover that, when passing an oval ball, the best way to move forward is to run. 2 Stop and receive A1 runs forward indicates with an arm for pass and receives a pass from the coach, jump stops, pivots 360º, passes the ball back to the coach and returns to the end of the line. Choose children with good passing ability to act as the coach. Begin with bounce passes. Look for crisp chest passes, no lobs. The receiver must pivot correctly making four definite turns, i.e. to each point of the compass.

Venue. Equipment. Reference Primary School Curriculum (1999) Physical Education, page 56. Teacher Guidelines, pages 88, 89. Yard/hall.

Venue. Equipment. Reference Primary School Curriculum (1999) Physical Education, page 56. Teacher Guidelines, pages 88, 89. Yard/hall. STND: Games CLSS LEVEL: Fifth & Sixth Class LESSON: 1 PGE: 1 Curriculum Objectives Strand Unit: Sending, eceiving and Travelling Equipment and Facilities Develop and practise a range of ball handling skills: