1 Sprint run Card One Skill components 1. Lands on ball of the foot. 2. Non-support knee bends at least 90 degrees during recovery phase. 3. High knee lift (thigh almost parallel to the ground). 4. Head and trunk stable, eyes focused forward. 5. Elbows bent at 90 degrees. 6. Arms drive forward and back in opposition to the legs. (Introductory components marked in bold) Equipment Markers Braids
2 Warm Up Run and touch Using a large open space, students run to various nominated objects, for example, a bench, tree, line marking, building and play equipment. Teaching the skill Set up a line of markers approximately two metres apart. Students march over the line of markers with their hands on their hips and then marching tall and straight with their arms extended over their heads. Students should keep their head still, bodies straight and knees lifted high.. Introduce students to using their arms correctly when running by using the cue, bend your elbows and swing your arms. Students demonstrate this movement standing on the spot and then while walking. Discuss the importance of having a stable head and trunk for the sprint run with students. Students sit in a tall position and use their arms slow and then fast. They then stand in a tall position and repeat arm movements. Remind students to keep their head still and look to the front, keep their bodies straight, their shoulders still and bend their arms. Practising the skill Run rabbit Allocate a playing area and use markers to show a safety line at each end of the area. The area behind the line is the rabbits burrow and the area in front is the woods. Students form two groups of equal numbers: the foxes who run through the woods and the rabbits who stand side by side on their safety line, facing the woods. Each rabbit has a braid tucked into their uniform. On a signal the rabbits go out into the woods. Choose a leader of the foxes. The leader of the foxes, at any time can call Run rabbit! When this is called the rabbits run for their burrow while the foxes try to pull their braid out to capture them. Any rabbit whose braid has been pulled out becomes a foxes. The rabbits again move into the woods. The leader of the foxes waits patiently, and then gives the chase signal. Continue the game this way until all the rabbits are caught. The rabbits and foxes change roles and play the game again.
3 Sprint run Card Two Skill components 1. Lands on ball of the foot. 2. Non-support knee bends at least 90 degrees during recovery phase. 3. High knee lift (thigh almost parallel to the ground). 4. Head and trunk stable, eyes focused forward. 5. Elbows bent at 90 degrees. 6. Arms drive forward and back in opposition to the legs. (Introductory components marked in bold) Equipment Markers Skipping ropes
4 Warm Up 1,2,3 Allocate a playing area and use markers to show a safety zone at each end of the area. Select three taggers ) to stand in the middle of the playing area. All of the other players stand at one end of the playing area. When the taggers call, 1, 2, 3 the other students try to run to the safety zone at the opposite end before they are tagged. Any tagged players join the taggers in the middle of the playing area. Students may only change ends when 1, 2, 3 is called. Continue in this way until only one three players are left. They become the taggers for the next game. Teaching the skill Introduce all of the components of the sprint run. Students perform the sprint run on the spot as the components are introduced. After the components are introduced ask students to: drive their arms forward and back in rhythm with their leg movements run while looking up in the air run while looking down to the ground watch a partner who is running beside them look straight ahead when running Discuss with students which running style is the most effective. Practising the skill Dinosaur catcher Using markers allocate a playing area and make a circle with two skipping ropes at each end of the playing area, to mark out two nests. Select four students to be the dinosaur catchers and remaining students work in herds of four or five dinosaurs. Herds identify a dinosaur name for their herd. The herds begin in one of the nests. When the dinosaur catchers call the name of two herds at a time, those herds run across the playing area from their nest to the other nest without getting tagged by the dinosaur catchers. Any dinosaur who is tagged becomes a dinosaur catcher. Continue the game until all the dinosaurs have been caught. The students who are not running across practise the sprint run on the spot.
5 Sprint run Card Three Skill components 1. Lands on ball of the foot. 2. Non-support knee bends at least 90 degrees during recovery phase. 3. High knee lift (thigh almost parallel to the ground). 4. Head and trunk stable, eyes focused forward. 5. Elbows bent at 90 degrees. 6. Arms drive forward and back in opposition to the legs. (Introductory components marked in bold) Equipment Markers
6 Warm Up Hospital tag Mark out a grass area and select five students who are taggers. The other students spread out in the area and on a whistle they run around in the space. Students can be tagged three times before they join the other students who are taggers. On the first tag students run around with their hand on their shoulder, the second tag they move their hand to their knee, the third tag they hop and the fourth tag they become a tagger with the other students. Teaching the skill Revise all of the components of the sprint run. Students perform the sprint run on the spot as the components are revised. Then ask students to: increase the length of their stride when running by placing markers on the ground to mark each time their foot touches the ground visualise hammering nails into the wall with the back of their elbows to perform the arm action explore different hand positions to find which hand position is most comfortable, for example pretending to carry a rolled-up newspaper or relay baton with fingers together and straight Discuss with students which hand position is the most comfortable for them. Practising the skill Star jumps in the mud Mark out a grass area and select three students who are It. On Go students run around in the space. If students are tagged they become stuck in the mud and they do star jumps until another student runs around them twice to unstick them. Change students who are It so that all students get a turn at each role. The game ends when all students are stuck or time is up.
7 Sprint run Card Four Skill components 1. Lands on ball of the foot. 2. Non-support knee bends at least 90 degrees during recovery phase. 3. High knee lift (thigh almost parallel to the ground). 4. Head and trunk stable, eyes focused forward. 5. Elbows bent at 90 degrees. 6. Arms drive forward and back in opposition to the legs. (Introductory components marked in bold) Equipment Markers Four hoops 40 Beanbags
8 Warm Up The Blob Mark out a grass area and select one student who is The Blob. On the whistle The Blob chases the other students trying to tag them. Students who are tagged hold onto The Blob and try to tag others. If The Blob breaks apart, no tagging can happen until it is joined together again. As The Blob grows only players on the end with free hands can tag. Free players cannot break through The Blob by running through the arms. When The Blob has more than eight students it splits into smaller Blobs. Teaching the skill Revise all of the components of the sprint run. Play Simon says with the students. Ask students to run while focusing on specific components of the sprint run. Some examples include Simon says run : with a high knee lift swinging your arms back and forth with your head still and eyes focused forward. Practising the skill Beanbag scramble Scatter four hoops evenly around a grass area and put ten beanbags in each hoop. A maximum of seven students stand near each hoop. On the whistle students collect beanbags from other hoops and place them in their own hoop. Students can only collect one beanbag at a time and should place the beanbag in the hoop. After a given time reposition the beanbags and repeat. Add distance between the hoops to vary the activity.
9 Sprint run Card Five Skill components 1. Lands on ball of the foot. 2. Non-support knee bends at least 90 degrees during recovery phase. 3. High knee lift (thigh almost parallel to the ground). 4. Head and trunk stable, eyes focused forward. 5. Elbows bent at 90 degrees. 6. Arms drive forward and back in opposition to the legs. (Introductory components marked in bold) Equipment Markers Braids
10 Warm Up Corners Allocate a square area with a different coloured marker on each corner. All students start by jogging on the spot in the middle of the area. When the colour of a marker is called all students sprint to that corner. The length of the game is determined by the teacher. Teaching the skill Revise all of the components of the sprint run. Students explore moving at different speeds. Students start with a walk, a jog and then a sprint run. Discuss the different parts of the foot that students land on when running at different speeds. Remind students to land on the ball of their foot when sprinting and to land on their heel and then roll onto the ball of their foot for take-off when they are running slowly or jogging. Practising the skill Kangaroos and Emus Divide students into two even teams and give each student a braid to tuck into the waistband or pocket of their uniform. The aim of the game is to steal the braid from the opposition player. The students line up in two lines, facing the caller who is standing at the front of the line. The team on the left are the Kangaroos and the team on the right are the Emus. If Kangaroos is called these students must run to their end zone before the Emus can steal their braid. Repeat the game calling out different teams each time. Kangaroos Emus
11 Sprint run Card Six Skill components 1. Lands on ball of the foot. 2. Non-support knee bends at least 90 degrees during recovery phase. 3. High knee lift (thigh almost parallel to the ground). 4. Head and trunk stable, eyes focused forward. 5. Elbows bent at 90 degrees. 6. Arms drive forward and back in opposition to the legs. (Introductory components marked in bold) Equipment Markers Hoops Skipping ropes Batons
12 Warm Up Run on the spot Students spread out and stand in a designated area. The emphasis of the game is on short bursts of vigorous activity. Choose a student to be the caller. All students jog on the spot until the caller changes the activity. These activities should only last about 15 seconds. The variations could include fast jogging, high knee lift, heel flick, swinging arms, jumping, star jumps, skipping on the spot, clapping hands and crazy dancing. Teaching the skill Set up a circuit of activities to practise the components of the sprint run. Activities that emphasise the components could include: stepping in hoops stepping between ropes stepping over markers running fast between markers Allocate enough space between each activity so there is no interference between groups. Practising the skill Baton relay Students form groups of four to six. Put two markers out for each group about fifteen metres apart. Half of the group lines up behind one marker and the other half behind the marker fifteen metres away. Each team has a relay baton. On Go, the first student in each team runs with the baton to the other end. When they reach the other end, they pass the baton to their team-mate who runs back to the other end, passes the baton and so on until each student is back to their starting position. Students who are waiting for a turn jog on the spot with high knees.
13 Sprint run Card Seven Skill components 1. Lands on ball of the foot. 2. Non-support knee bends at least 90 degrees during recovery phase. 3. High knee lift (thigh almost parallel to the ground). 4. Head and trunk stable, eyes focused forward. 5. Elbows bent at 90 degrees. 6. Arms drive forward and back in opposition to the legs. (Introductory components marked in bold) Equipment Markers
14 Warm Up On your mark Allocate a square area approximately twenty metres by twenty metres. Students spread out in the area. They move according to the different commands including: start line students run to the side of the playing area designated as the start line finish line students run to the side of the playing area designated as the finish line warm up students jog on the spot Teaching the skill Mark out a start line and a finish line. Students line up behind the start line and practise sprinting from one line to another. Provide students with a focus each time they run, for example, landing on the balls of their feet. Once students have had three sprint runs they line up in groups of four behind the start line. Students practise the instructions for a standing start. On your marks Students place their forward foot behind the line pointed directly down the track, they have the other foot back with their heel lifted and pointed directly down the track. Set Students bend at the hips and knees and put their opposite arm and leg forward, look at the ground about one metre in front of their feet. Go Students look straight ahead and sprint in a straight line to the next line about ten metres away. Practising the skill Sprint stations Students form five equal groups. Setup five different sprint stations for the groups to rotate around. The stations could include: running back and forward to different markers running in and out of a zigzag of markers running diagonally around markers completing a number eight shape jumping three spaces forward and then sprinting to a marker running to different markers and changing direction each time.
15 Sprint run Card Eight Skill components 1. Lands on ball of the foot. 2. Non-support knee bends at least 90 degrees during recovery phase. 3. High knee lift (thigh almost parallel to the ground). 4. Head and trunk stable, eyes focused forward. 5. Elbows bent at 90 degrees. 6. Arms drive forward and back in opposition to the legs. (Introductory components marked in bold) Equipment Markers Netball Get skilled; Get active resource
16 Warm Up Race the ball Divide students into two even teams: a running team and a throwing team. The throwing team pass the ball to one another in the pattern shown below while the running team runs in a line around the outside of the area. The aim of the game is for the throwing team to pass the ball as many times as they can in the time it takes the running team to run around the area three times. When the running team has finished, the game stops and the teams swap roles. Teaching the skill Students watch the Get skilled: Get active video of the sprint run in slow motion. They focus on how the student in the video runs in a straight line with a high knee lift, correct arm action and their leg lifted behind their body. Students should also focus on the student running with their head up and looking forward. After watching the video students jog on the spot with their knees touching their hands which are at waist height. Students should keep relaxed with their head held up and looking forward. As students master this skill they should start running slowly and then increase their speed, making sure that the action is completed along a line or rope on the ground. As their speed increases, so should the emphasis on starting to lean forward, and landing on the ball of the foot. Practising the skill Garages Make a large circle with six markers. Students form teams of four or five and each team stands behind a marker (garage). On a whistle the first student from each team runs around the markers in a clockwise direction. When they get back to their garage they link arms with the second student and they complete a lap of the markers. This continues until all players have linked arms and are running around the markers. The aim of the game is for each team to complete as many laps as possible in the time allocated.
17 Sprint run Card Nine Skill components 1. Lands on ball of the foot. 2. Non-support knee bends at least 90 degrees during recovery phase. 3. High knee lift (thigh almost parallel to the ground). 4. Head and trunk stable, eyes focused forward. 5. Elbows bent at 90 degrees. 6. Arms drive forward and back in opposition to the legs. (Introductory components marked in bold) Equipment Markers Skipping ropes Braids Hoops Beanbags
18 Warm Up Alarm Mark out a playing area with two end lines. Choose three students to be taggers. They move to the middle of the area and the other students stand behind one of the end lines. The taggers call out Alarm to signal for all of the other students to run to the opposite end of the playing field. The taggers try to tag as many students as they can. A tagged student joins the taggers. The last three students tagged become the taggers for the next game. Teaching the skill Revise the key components of the sprint run and ask several students to demonstrate the skill. Students then complete the activities below. Students line up in even numbers behind five markers that are spaced out along a line. In front of each marker place a ten metre line of skipping ropes on the ground. Students run along the ropes, keeping them in the middle of their stance with feet parallel to the ropes. Students should be reminded to stay relaxed with their toes pointed forward. They should have their eyes focused forward and not on their feet. Slowly increase the speed of the movement. Students jog on the spot with their knees touching their hands which are held in front at waist height. Students repeat jogging along the ropes focussing on a high knee lift, slowly increasing the speed. Students get a braid for each hand. They sprint along the ropes focusing on their hand or arm movements as they run along in a straight line. Practising the skill Attack Allocate a large rectangular playing area with markers and place a hoop on each side of the rectangle. Divide students into two groups, one group are the attackers and the other group are the defenders. Distribute beanbags evenly around the inside of the playing area. The defenders spread out in the middle of the playing area and attempt to guard the beanbags by tagging the attackers. The attackers start on the outside of the playing area and attempt to steal the beanbags without being tagged and return them to a hoop on the outside of the playing area. If the attackers are tagged they run around the outside of the area twice and then re-join the game. After a specified time count the beanbags and swap roles.
19 Sprint run Card Ten Skill components 1. Lands on ball of the foot. 2. Non-support knee bends at least 90 degrees during recovery phase. 3. High knee lift (thigh almost parallel to the ground). 4. Head and trunk stable, eyes focused forward. 5. Elbows bent at 90 degrees. 6. Arms drive forward and back in opposition to the legs. (Introductory components marked in bold) Equipment Markers Braids Court or field with lines
20 Warm Up Running signals Mark out a playing area. Students run around the area and on a given signal perform different movements. The movements could include: jog jog on the spot knees up jog on the spot with a high knee lift eyes jog on the spot with eyes focused forward and head and trunk stable heels run around with heels flicked up arms jog on the spot and focus on driving the arms forward and back drop jog on the spot, drop to the ground, stand up and continue to run Teaching the skill Revise the key components of the sprint run. The focus of this activity is to increase the stride length without taking the focus off the performance of the key components. Students form groups of five and place ten markers at even intervals in a straight line in front of their group. The students aim is to gradually increase the distance between the markers, to increase their stride length. The increase in distance should not alter the action. Students take it in turns to jog and then sprint run with a focus on keeping their stride in line with the markers. Practising the skill Line tag Students spread out in an area that has lines marked, for example netball, basketball or tennis court or a football or soccer field. Students must stay on the lines during the game. Choose three students to be taggers : these students wear a braid so they are easily identified. On a whistle the taggers chase the other students around the area and try to tag them. The other students try to avoid being tagged while staying on a line. If students are tagged they are given the braid and swap roles with the tagger.
21 Sprint run Card Eleven Skill components 1. Lands on ball of the foot. 2. Non-support knee bends at least 90 degrees during recovery phase. 3. High knee lift (thigh almost parallel to the ground). 4. Head and trunk stable, eyes focused forward. 5. Elbows bent at 90 degrees. 6. Arms drive forward and back in opposition to the legs. (Introductory components marked in bold) Equipment Markers Skipping ropes
22 Warm Up Heads and hips tag Mark out a playing area. Half the students are heads and the other half of the students are hips. The heads must run with one hand on their head and the hips must run with one hand on their hips throughout the game. Both the heads and the hips must attempt to tag each other. When a hip is tagged by a head, it becomes a head, and when a head is tagged by a hip, it becomes a hip. The game is finished when everyone is either a head or a hip, or when the time is up. Teaching the skill Revise the key components of the sprint run. Students form pairs and spread out in the area. Each student performs the sprint run for their partner. Students should focus on giving positive feedback to their partner. They should comment on the components their partner is performing well and then provide suggestions on components that they could improve. After listening to the feedback students should perform the sprint run again and try to improve their technique. The students then reverse roles so that each student has a chance to receive and give feedback. Practising the skill Obstacle course run Using different equipment create an obstacle course that students have to run through as quickly and safely as they can. The obstacle course could include the students: running around markers in a given shape or layout, for example, weaving through markers jumping over markers to practise springing from one foot to another swinging their arms to help running over skipping ropes with a foot either side to practise running in a straight line jogging up and down on the spot to focus on high knees and having a stable head and body.
23 Sprint run Card Twelve Skill components 1. Lands on ball of the foot. 2. Non-support knee bends at least 90 degrees during recovery phase. 3. High knee lift (thigh almost parallel to the ground). 4. Head and trunk stable, eyes focused forward. 5. Elbows bent at 90 degrees. 6. Arms drive forward and back in opposition to the legs. (Introductory components marked in bold) Equipment Markers Beanbags Braids
24 Warm Up Catch tag Students spread out in a marked playing area with a beanbag each. Three students are the taggers who wear a braid and the other students run around within the area. Using an overarm throw, taggers attempt to hit other players on the legs. A player hit in the legs throws and catches their own beanbag five times before they are free to run again. All students should rotate roles so that they each have a turn at being a tagger. Teaching the skill Revise the key components of the sprint run. Students explore the following variations of running: running as fast as they can and then as slowly as they can once around a given area. Students should consider what their arms do. Do they move fast or slow? running with their arms crossing their chest and then without crossing. Students should consider which style is more effective running uphill and running downhill. Students should consider how their stride changes. Practising the skill Rucks and Rovers Mark out a rectangular playing area with a line at each end. Students run between the boundaries and complete the actions according to the commands. Ruck! all run to boundary designated Rucks Rovers! all run to boundary designated Rovers Raise the flag! players stand still and pull an imaginary rope to raise the team flag Match starts! continuous jogging on the spot while shaking hands with a partner Mark! continuous jogging on the spot while shaking hands with a partner Huddle! students form groups of designated numbers, for example, Huddle five, five students huddle together Freeze! all players stand still. No movement permitted.
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Dribbling with Hand Dribbling with hand occurs when the ball is pushed in a forward-and-downward movement. It requires good dynamic balance and space awareness as your child needs to travel with a ball
251 Striking Description with the Feet Kicking, foot dribbling, trapping and punting are examples of striking skills using the feet. These striking skills involve applying a force to an object with the
FAST Kids Basketball Beginning activity Nursery Rhymes ( Prep, 1 and 2) Dribble to an old fashioned nursery rhyme. Hickory, Dickory Dock, Baa Baa Black Sheep and Incy Wincy Spider are a few examples. Copy
presented by: GAME : Mirrored Lines EQUIPMENT AND SPACE NEEDED: SUGGESTED TIME - 30 x 30 yard grid ALLOCATION: 10-15 minutes PRINCIPLES OF PLAY: Apply Pressure Score Points Contest Possession Go Forward
Activity Name Description Diagram Purpose/Coaching Points 1 I can do something can you? The coach begins the activity by saying I can do something can you? and demonstrating a physical activity such as
1. Basic Motor Skills 2. Ball Mastery 3. Dribbling 4. 1 v 1 5. Small Sided Games WARM UP: BASIC MOTOR SKILLS Two players located on the middle have to touch the others (in pairs) throwing the ball with
Shot Technical Model Progression related to Multi-Events Development (aged 8/9-12 years) can be referenced to Athletics 365. Further technical information can be found HERE Linear Shot - Whole Sequence
LESSON PLAN (Serving) Instructor Name Rankin Class Vball School OSU Date 2-1-08 Unit Vball Lesson # of Terminal Motor Objective/s: Cognitive Objective/s: Affective Objective/s: Physical Activity Objective/s:
Lesson Plan #1 Team Handball Gr.8 Title: Moving with the ball Subject: Physical Education and Health Team Handball Time Duration: 75 minutes Objective: Students will learn to dribble, move with our without
Soccer Drills 3 vs 1 Finishing Drill Helps develop finishing techniques and instinct when in position to score a goal. Teaches the player to take a shot as quickly as possible. In the penalty box, line-up
Skills & Drills Manual Complete 2007 Introduction The ustralian Rugby Union (RU) believes that younger participants should be introduced to the game gradually as part of its Long Term Player Development
Mario DeSisti: Passing Types of passes 1 Because of today's aggressive defenses the types of passes one can throw have changed. The basic passes of today are: Side pass - released away from the body higher
Physical Education Workbook Tercer trimestre 2ºESO 1.INTRODUCTION (Tomado de Miguel Ángel Berrocal). Basketball is a team sport. Two teams of five players each try to score by shooting a ball through a
Practice Guide for U6-U8 Coaches www.dprys.org (920) 785-0203 CONGATULATIONS! You are a soccer coach. Now what??? oles of a youth soccer coach: Provide a safe, fun, and educational environment Communicate
Discus Technical Model Progression related to Multi-Events Development (aged 8/9-12 years) can be referenced to Athletics 365 stages Red, Yellow & Green Whole Sequence Preparation Momentum Building Delivery
NetSetGO COACHING RESOURCE Jump JUMP (INCLUDING HOP AND LEAP) Progressions Progressions for the fundamental skills of jump/hop/leap are as follows: Jump. Jump and land on one foot. Leap. Hop. Add a ball
The Hurdle Events Jeff Martin Indianapolis, Indiana 5 Myth s about Hurdling - Speed is not a necessity to hurdle fast - Good form not pure speed makes a good hurdler - An athlete that can t jump, throw,
To work on cradling skills Cradling Games CRADLING GAME (1) Play 1 v 1 in a 15-by-15-yard square. Several squares can be set up within the penalty box to enable four groups to work at the same time. Start
ORANGE BALL CAMP 3 The All Court Player 2017 Draft ALL COURT PLAYER Practice Plan- Session 1 Theme of this camp: Resilience Warm-up Technical/Game Development (Players in Groups of 4 with Assigned Coach