Invasion games. Treasure chest Gateway Find a goal Fives 4v1 Find that space Zone passing 3 hoop ball The wing game

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1 Invasion games TOP Sport Invasion Games has been designed to give children an introduction to the skills needed for the games of basketball, football, hockey, netball and rugby. The activities offer a range of invasion game skills in an enjoyable format. The cards cover the following areas: Treasure chest, Gateway Moving with a ball Find a goal, Passing and receiving Fives, 4v1, Find that space, Zone passing Passing and receiving with defenders 3 hoop ball, The wing game Team games with different scoring and playing zones Including young disabled people Ideas for including all children in the activities Knowledge and understanding of fitness and health Ideas for embedding knowledge and understanding of fitness and health in every lesson. Treasure chest Gateway Find a goal Fives 4v1 Find that space Zone passing 3 hoop ball The wing game Number of players: eight split In teams of four: striker, feeder into four teams of two. All and two fielders. teams play against each other. Mark the position for the striker One at a time, run to the and fielder with cones. middle, collect a ball and take it back Place to a hoop the home or square area. made with four safety markers a short Only collect one ball at a time. distance from the striker. When the area in the middle is The ball is fed to the striker who empty, work together to put the hits the ball and then runs balls back and play again. around the cone behind the feeder. When children are used to the game allow them to take balls Striker must stop running when from other home areas when the the ball is in the hoop. middle is empty. Each striker has five attempts Children must then run and players swap. clockwise to get back to the home area. Players who have mobility or co-ordination impairments can start by using two areas set close together. They can transfer balls from one to the other. Other players may reach Including young disabled people Knowledge and understanding of fitness and health

2 Invasion games The front of each TOP Sport card contains the following: a brief description of the activity safety points suggestions for equipment advice. The brief description should help teachers understand the activity and give information about numbers in teams and pitch sizes. The safety points offer simple things to check to help provide a safe environment for children. The list of equipment helps teachers see at a glance the essential equipment necessary for each game. stands for think inclusive. These panels offer specific advice for young disabled people or children who may be challenged by learning games. TOP Sport now uses the four aspects of National Curriculum 2000 on the back of the cards. These include: Acquiring and developing skills Selecting and applying, skills and tactics Evaluating and improving performance Knowledge and understanding of fitness and health Acquiring and developing skills list key teaching points to help children improve. Adaptations and variations are also offered in this section using the STEP format. Teachers can use the suggestions under these headings to vary games and to make them easier and harder and to include young disabled people. Selecting and applying, skills and tactics and evaluating and improving performance offer simple ideas for questions that teachers could use to help children develop in these areas. Knowledge and understanding of fitness and health is covered in two ways. There is a panel on each card offering one outcome that could be achieved with the activity. There is also a separate card which gives ideas that could be incorporated into any of the activities in the TOP Sport Invasion Games. National governing bodies of sport contacts England Basketball Association Tel: The Football Association Tel: Hockey England Limited Tel: All England Netball Association Tel: The Rugby Football League Tel: Rugby Football Union Tel: Building a brighter future for young people through sport Youth Sport Trust Telephone: The Youth Sport Trust gratefully acknowledges all contributors who assisted with the development of these cards. Contributors are listed in full in the TOP Play and TOP Sport Handbook. Youth Sport Trust 2002 Design: B-Creative Illustrations: William Rudling YST-P-TS-01

3 One ball at a time! Invasion games Treasure chest 60 seconds Number of of players: eight split In into teams four of teams four: of striker, two. All feeder teams and teams play two against play fielders. against each other. each other. One Mark at the a time, position run for to the striker and middle, fielder collect with a cones. ball and take it back to the home area. Place a hoop or square made with Only four collect safety one markers ball at a time. short distance When the from area the in the striker. middle is empty, The ball work is fed together the striker to put who the hits balls the back ball and and play then again. runs around When children the cone are behind used to the the feeder. game allow them to take balls Striker from other must home stop running areas when when the the middle ball is is empty. in the hoop. Each Children striker must has then five run attempts and clockwise players to swap. get back to the home area. Safety: Ensure the middle area is large enough so players do not bump heads. Ensure children have a signal to stop. Ensure balls in the home areas are not defended. Equipment: balls of different sizes. Safety markers. Players who have mobility or co-ordination impairments can start by using two areas set close together. They can transfer balls from one to the other. Other players may reach their area more easily if it is raised (e.g. on top of some soft play equipment or on a pile of mats).

4 Treasure chest Acquiring and developing skills look ahead as often as possible change their pace run back with the ball under control, being able to stop at any time. Adaptations and variations Easier... Reduce the distance from the centre to the corner. Walk and then jog. Wheelchair users can carry the ball on their laps and work with a partner who collects/places the balls. Use the same size balls or equipment that is easy to carry (e.g. quoit or sponge ball). A partner can verbally guide a visually impaired player, or use tactile guide lines linking the hoops. Harder... Increase the distance from the centre to the corner. Place markers to dribble round on the way back. Pass the ball back to someone who places the ball in the hoop. Vary the type of pass back. Use different sized balls. Have a defender who can tag or tackle defenders as they return to their hoop. Also consult the Including card for including young disabled young disabled people card. people. Selecting and applying, skills and tactics use very close control when near the hoops and keep the ball a little further away when running freely vary the pass according to the distance if passing back use an appropriate technique for getting the ball out of the hoop. Evaluating and improving performance describe why some children can run quickly with the ball describe why some children can turn quickly invent a practice to help with this game. Knowledge and understanding of fitness and health monitor their appearance during exercise explain why the skin becomes moist and sticky and why some individuals appear flushed during exercise. These questions represent just one example of an appropriate focus for learning. Refer to the Knowledge and understanding of fitness and health card for alternative questions and practical ideas to support delivery. Adapting the games for all invasion games Rugby Hockey Netball Basketball Children should put the ball down on the ground with one hand keeping contact with the ball at all times. Use airflow or light hockey balls. Children should roll, throw or bounce pass the ball back to someone who is waiting to put the ball into the hoop. Dribble the ball as normal. Youth Sport Trust 2002 YST-P-TS-01

5 Gateway Eight players in each area. In On teams the signal of four: to striker, start, each feeder and player two dribbles/runs fielders. with the ball Mark through the position as many for the different striker and gates fielder as possible. with cones. Count Place a the hoop number or square of gates made with gone four through. safety markers a short distance Play again from to improve the striker. the score. The ball is fed to the striker who Enable some players to concentrate on their dribbling skills by allowing them to play from a seated or static position with small gates within reach, or with a partner returning the ball. All the fielders have to receive a pass before the ball is put down in the hoop. This gives the batter more time to Safety: Ensure children are aware of others and lift their heads as often as possible. Ensure there is enough space. Equipment: Balls. Safety markers for the gates. Hockey sticks if playing hockey.

6 Gateway Acquiring and developing skills look ahead as much as possible keep the ball under close control when running through the gates move with the ball in a good position so they can see the ball and look ahead stop safely at any time. Adaptations and variations Easier... Make the gates wider. Practise in a small area with one or two gates at first. Players who have co-ordination and control difficulties can begin by playing the ball through the gate and following it. Use a light ball that is easy to dribble. Play the ball through the gate to a partner who controls the ball while the player travels through the gate. Harder... Also consult the Including young disabled people card. Selecting and applying, skills and tactics Make the gates narrower and increase the overall space. Ask children to make a dodging movement before they go through a gate. Use different coloured gates. Specify the colour of gate to be run through. One person could run round blocking certain gates. keep the ball further away from them when running to the next gate choose the shortest course choose the easiest way to approach a gate without having to turn or make awkward movements. Evaluating and improving performance plan their way round before they start decide on the best way round work in pairs with one performing and one watching. The observer then copies the performer and both give feedback on each other s performance. Knowledge and understanding of fitness and health monitor their temperature during this game explain why temperature increases during exercise. These questions represent just one example of an appropriate focus for learning. Refer to the Knowledge and understanding of fitness and health card for alternative questions and practical ideas to support delivery. Adapting the games for all invasion games Rugby Netball Hockey Basketball Children should try carrying the ball out in front with two hands as well as under each arm. Place one child in each gate, the others move around, stop at a gate and make three passes. The player without the ball then moves to another gate. Make bigger gates and leave more space between them. Dribble and pass or play the netball version as a variation. Youth Sport Trust 2002 YST-P-TS-01

7 Find another goal Find another goal Invasion games Find a goal Let s find a hoop Safety: Set out an extra pair of markers to avoid some pairs going for the same goal. Move round the course in one direction at first. Ensure children have a signal to stop. Equipment: One ball per pair. Safety markers for the goals and area. 10 players in pairs. Each pair sets out two markers of the same colour, one metre apart, anywhere in the area. Practise passing the ball between the two markers to each other. Continue by scoring a goal through one pair of markers and then moving to another pair to score through them. The course is completed when a goal has been scored through each pair of markers. When this has been tried, pick two players who block goals and shout find a goal to players approaching, who then have to find another goal. For netball and basketball use a hoop All the or fielders basket. have to receive a pass before the ball is put After going through two to three down in the hoop. This gives goals, players move to the hoop the batter more time to and score. complete their run. For hearing impaired players, a colour can be shown to indicate their target goal.

8 Find a goal Acquiring and developing skills look up when moving with the ball give a clear signal when ready to receive the ball receive the ball and then keep moving. Adaptations and variations Easier... Make the area bigger. Walk and then jog. Begin by throwing and catching the ball. Move round the course in one direction at first. Make the goals bigger. A seated player can play through two or more goals whilst an ambulant partner moves behind them to return the ball. Harder... Also consult the Including young disabled people card. Selecting and applying, skills and tactics Make the area smaller. Players score from further away. Try first time passing. Make one pass and move on straight away. Pass the ball ahead of the player moving off. Make the goals smaller. Introduce defenders who stand in the goal blocking the way or try to intercept the ball. use an appropriate speed of pass through the goals (fast enough to score, but not too fast to receive) decide which goal they should move to next and to stand the correct side of it experiment with which person chooses the next goal, the ball carrier or the receiver. Evaluating and improving performance plan the best way round before starting practise going through gates they found difficult suggest ways to improve the game if other children were in their way invent or select a practice to help with this game. Knowledge and understanding of fitness and health perform as a cool-down three versions of this game, each of which is less energetic than the previous version (each version should be performed for at least one minute) monitor their heart rate during a cool-down and explain the purpose of pulse-lowering activities explain how they should feel after a cool-down describe the other components of a cool-down. These questions represent just one example of an appropriate focus for learning. Refer to the Knowledge and understanding of fitness and health card for alternative questions and practical ideas to support delivery. Adapting the games for all invasion games Netball Rugby Hockey Basketball Children pass the ball to each other to make progress from goal to goal. Children can run with the ball or pass it when moving between the goals. Children could score a try at each goal. Ensure interceptors stay away from the ball. Dribble and pass the ball. Score a goal by passing to a player who jumps to catch the ball between the two safety markers. Youth Sport Trust 2002 YST-P-TS-01

9 In groups of four or five In numbered teams of four: one to striker, four or feeder five. and The two ball fielders. is passed in order from Mark one the position to two to for three the striker to and four fielder to one with to two cones. etc in a marked area. Place a hoop or square made with Practise four initially safety with markers players a short distance standing from still. the striker. When The ball players is fed have to the practised, striker who hits they the must ball move and then into a runs different around space once the cone they have behind passed the feeder. the ball. Striker Remove must the markers stop running and when the allow ball two is in or the three hoop. groups into the same area and continue Each striker has five attempts the practice. and players swap. Wheelchair users can transfer the ball on their laps (travel a short distance) and the next person collects. Alternatively, roll the ball using a ball-sending ramp. Safety: Use grids initially. Take care when picking up loose balls. Ensure there is enough space for each group. Equipment: Balls. Safety markers. Hockey sticks if playing hockey.

10 Acquiring and developing skills make a target with their hands to show they are ready to catch throw the ball at the target being made move after they have made a pass keep their eyes on the ball to get ready for their turn. Adaptations and variations Easier... Move closer together. Roll the ball. Begin by passing without moving. Use a softer, lighter ball. Some players may need to be given the ball. Some players can play from a seated position with others moving. Harder... Also consult the Including young disabled people card. Selecting and applying, skills and tactics Move further apart. Use bounce and overhead passes. Try to make ten passes, with the player who makes the tenth becoming the interceptor. Vary the order to encourage decision making. Use a smaller ball. Play with two balls. Some players may be able to catch one-handed. Bring two or three groups together in the same space. decide when to pass and when to hold onto the ball only show a target with their hands when there is a clear space for the pass. Evaluating and improving performance decide how they want the ball passed to them work out their best position to receive the ball and try others make up a practice for this game. Knowledge and understanding of fitness and health perform as a warm-up three versions of this game, each of which is more energetic than the previous version (each version should be performed for at least one minute) monitor their breathing during a warm-up and explain why rate and depth of breathing gradually increases explain how they should feel after a warm-up describe the other components of a warm-up. These questions represent just one example of an appropriate focus for learning. Refer to the Knowledge and understanding of fitness and health card for alternative questions and practical ideas to support delivery. Adapting the games for all invasion games Rugby Hockey Netball and basketball After practising passing, use tag belts with a tagger trying to tag the player with the ball. Ensure players have enough time to practise before using an interceptor. Some players could play without sticks, rolling the ball when it is their turn. Use chest, bounce and shoulder passes. Youth Sport Trust 2002 YST-P-TS-01

11 Fives Five passes - another defender Two teams of four or five players. In Attacking teams of team four: spreads striker, out feeder and over two the fielders. area (one third of a netball Mark the court). position for the striker One and fielder player with from cones. the opposing team Place starts a hoop to or defend. square made After with four five successful safety markers passes a short the attackers distance from score the a point striker. and another The ball defender is fed to the joins striker in. who Continue hits the ball until and all then defenders runs are around on court. the cone behind the feeder. If the ball is intercepted before five Striker passes must an stop extra running defender when comes the ball on is in and the play hoop. continues. Play Each until striker all has the five defenders attempts are on and court players and swap. then swap roles. Safety: Ensure players are all aware of each other s movement capabilities. Leave enough space between groups. Adjoining groups should have a different direction of play. Equipment: Balls. Safety markers. Some players can be positioned in the shooting circle other players may not enter this area, giving those in the circle more time to collect and either pass or shoot. Alternative targets can be provided for some players (e.g. plastic hoop taped to the wall or on the floor).

12 Fives Acquiring and developing skills move quickly to get away from defenders and be ready for a pass use a variety of passes to beat the defence pass to their team away from the defenders work together and not move for the same ball when defending. Adaptations and variations Easier... Make the area smaller (easier for defenders). Defender can tip or touch the ball instead of intercepting the pass. Use a lighter ball. Use a brightly coloured ball to assist visually or perceptually impaired players. Start with two or more defenders. Some players who have mobility impairments may not be marked initially. Harder... Also consult the Including young disabled people card. Selecting and applying, skills and tactics Make the area bigger (harder for defenders). When the ball is intercepted all defenders come on court and become attackers, one attacker remains to be a defender. Use a tennis ball. Start with more attackers. use all the space when attacking and move into a space to receive a pass use bounce passes to get the ball past a defender with arms high in the air use a harder pass when trying to send the ball a long way. Evaluating and improving performance watch while they are waiting to defend and talk to each other about how to be successful discuss their performance after each game and try something different, e.g. (using short passes, keeping some people wide) play to improve their passing and receiving. Knowledge and understanding of fitness and health monitor the game in terms of exercise intensity (how energetic it feels) identify and explain any differences in terms of how the exercise feels when playing in different roles. These questions represent just one example of an appropriate focus for learning. Refer to the Knowledge and understanding of fitness and health card for alternative questions and practical ideas to support delivery. Adapting the games for all invasion games Rugby Players can move with the ball (then restrict to 2-3 steps). Using tags, defenders can tag attackers to gain possession. Tries can be scored anywhere along the back line. Basketball Use a hoop or basket on the ground to score or throw to and netball someone who catches the ball within a certain area. Hockey Defenders can close down but not tackle attackers. Use a goal or goals made with safety markers. Youth Sport Trust 2002 YST-P-TS-01

13 4v1 Use two defenders to make it harder for the attackers Start with five players. In Use teams an area of four: approx striker, 9m x feeder 9m. and two fielders. Four attackers stay outside the area. Mark Defenders the position must for the stay striker inside and the area. fielder with cones. Attackers Place a hoop score or a square point when made with they make four safety a successful markers passa short distance across the from area. the striker. Change The ball the is fed defender to the striker every who hits minute. the ball and then runs around the cone behind the Use four corner zones, inside the playing area, as a start point for some players. Defenders are not allowed inside these zones. Or combine a mixture of zones and players on the sides All the fielders have to receive a pass before the ball is put Safety: Ensure the defender does not get too close to the attackers. Leave enough space between each group. Equipment: Balls. Safety markers. Hockey sticks if playing hockey.

14 4v1 Acquiring and developing skills move close to the player who is passing the ball use different types of passes disguise their passes. Adaptations and variations Easier... Harder... Increase the area. Play around a square. Use a bell ball to help players who have visual or perceptual impairments to track the ball. Put one extra player on one side to give an extra person or to help someone. Have two or more attackers on each side of the square (easier for the passers). Also consult the Including young disabled people card. Decrease the area or make it a triangle. Selecting and applying, skills and tactics Play 3v1 with attackers allowed to move to different parts of the square. Use a foam ball which is slower moving. Have attackers wear two different coloured bibs. A point is only scored each time a player wearing the nominated colour receives a pass. Keep changing the scoring colour. Play 4v2 with two defenders. Ball must go between defenders to score. Play 3v2. pass the ball hard enough to beat the defender but soft enough to receive. deceive the defender by moving towards the passer and then moving away to receive the ball pass the ball first time. Evaluating and improving performance discuss the best types of passes to use decide why some groups always make accurate passes decide why some defenders make it very difficult for the attackers invent or select a practice to improve their skills in this game. Knowledge and understanding of fitness and health describe which body parts are being used in this game explain the health benefits of playing games on bones, muscles and joints suggest other sports and activities which produce the same benefits. These questions represent just one example of an appropriate focus for learning. Refer to the Knowledge and understanding of fitness and health card for alternative questions and practical ideas to support delivery. Adapting the games for all invasion games Rugby Hockey... Basketball... Reduce the size of the square as players cannot move with the ball. Encourage chest, bounce and shoulder passes. Ensure pass goes ahead of the player who indicates where they want the ball. Encourage the use of sideways passes. Use a big area as sticks make it easier to intercept the ball. Encourage a range of passes. Youth Sport Trust 2002 YST-P-TS-01

15 1 point Invasion games Find that space Six players in two teams, In attackers teams of and four: defenders. striker, feeder and Defenders two fielders. must defend only their Mark own the position zone. for the striker and Defenders fielder can with mark cones. and intercept Place a hoop but or not square tackle. made with Attackers four start safety with markers a pass a short from distance their end-line from trying the striker. to dribble and The ball pass is to fed each to other striker to beat who hits each the defender ball and in then their runs zone. around Attackers the score cone one behind point the each feeder. time they get through a zone. Striker Defenders must score stop two running points when each the time ball they is regain the hoop. the ball. Each Allow striker attackers has to five have attempts two or and three players turns to swap. practise and then change roles after discussing how the game was played. Position one attacker in each zone and pass the ball to the other end this version may help mobility impaired players in particular. Safety: Ensure players can move backwards comfortably. Enforce the rule of no tackling. Leave enough space between groups. Equipment: Safety markers. Hockey sticks if playing hockey.

16 Find that space Acquiring and developing skills indicate when they are ready to receive the ball look for a space to run into to receive a pass pass the ball across to gain space and then forward to gain ground defend by standing on the balls of their feet and moving from side to side. Adaptations and variations Easier... Harder... Make the area wider. Make the area narrower. Defenders must walk. Give attackers a time limit. Use a ball that is easy to catch. Use a soft ball that travels more Play 4v1 in an even bigger space. slowly. Try different versions of the game using different balls, or sticks. Also consult the Including Defenders can go into the zone young disabled people card. adjacent to theirs, but only two defenders in one zone at a time. As attackers pass into the next zone, the defender also moves so there are three defenders in the zone at the end. Selecting and applying, skills and tactics choose a pass which beats the defender use all the width of the area by standing out wide run into the next area to stand in a place away from the defender. Evaluating and improving performance plan their positions and try to stick to them discuss how best to keep the ball describe why some teams are successful help the attackers once they have been defenders and vice versa invent or select a practice to help with this game. Knowledge and understanding of fitness and health recognise and perform pulse-raising activities (which gradually make them warmer) explain the purpose of pulse-raising activities explain how they should feel after a warm-up. These questions represent just one example of an appropriate focus for learning. Refer to the Knowledge and understanding of fitness and health card for alternative questions and practical ideas to support delivery. Adapting the games for all invasion games Rugby Netball Basketball Hockey, football Use tags with defenders trying to tag attackers. See how many tags can be made. When players are competent begin to use the four second rule from High Five. Start with no dribbling, then allow players the option of dribbling. Use a bigger space and allow defenders to intercept only. Youth Sport Trust 2002 YST-P-TS-01

17 Zone passing Two teams of four, attackers and In defenders. teams of four: striker, feeder and On two the fielders. signal to start the attackers Mark the try position to pass for the the ball striker to and each fielder other with across cones. the zones without the defenders Place a hoop or square made intercepting. with four safety markers a short distance Attackers from can dribble the striker. the ball to make space for a pass. The ball is fed to the striker who hits Attackers the ball and and defenders then runs must around stay in their cone zones. behind the feeder. Defenders must not make Striker contact must when stop defending. running when the Both ball sides is in take the turns hoop. to be Each attackers striker for has one five minute. attempts and players swap. Some players could occupy two triangles on their own to start with. This means they are always free for a pass, and they can concentrate on receiving and passing without interference. Safety: Have enough space for each individual to move freely. Warn players about bumping into each other and making contact. Equipment: Balls. Safety markers. Hockey sticks if playing hockey.

18 Zone passing Acquiring and developing skills make a clear signal when they are free to receive the ball hold the ball away from their marker while they are looking for a pass use dodging movements to get away from their defender. Adaptations and variations Easier... Make the zones larger. Sub-divide the zones. Markers must stay 1m away when marking someone with the ball. Use a netball or soft rugby ball initially. Help some players by playing 2v1 in some zones. Harder... Also consult the Including young disabled people card. Make the zones smaller. Markers try to mark tightly. Specify the type of pass. Use two balls. Play 1v1 in each box without the divisions. Selecting and applying, skills and tactics try to get in front of their marker or dodge to get away from the defender use deception in their passing (looking one way and passing another or making a dummy pass) take a time-out and talk about the strengths and weaknesses of each other. Evaluating and improving performance explain why some people are good at marking explain what makes a good pass invent or select a practice that will help with this game. Knowledge and understanding of fitness and health explain why they like or dislike playing this and other invasion games suggest alternative ways of being active for those who dislike invasion games explain where and when they can access these games outside lessons. These questions represent just one example of an appropriate focus for learning. Refer to the Knowledge and understanding of fitness and health card for alternative questions and practical ideas to support delivery. Adapting the games for all invasion games Hockey Rugby Basketball, football Netball Use sub divided zones until the children can reliably pass the ball. The passing team have tag belts and the other team try to tag them while in possession to gain possession themselves. Make zones slightly larger and allow players to move with the ball. Use the four second rule of High Five when players gain competence. Youth Sport Trust 2002 YST-P-TS-01

19 3 hoop ball Two teams of four. In Start teams with of a four: pass-in striker, from feeder the and end two line. fielders. Bounce Mark the the position ball in for any the of striker the and three fielder hoops with in the cones. opponent s half Place of a the hoop area or to square score. made with Players four must safety defend markers without a short distance making any from contact the striker. with the attackers. The ball is fed to the striker who hits Play the two ball ten-minute and then halves. runs around the cone behind the feeder. Use half time to talk about the first half and make plans for the Striker second must half. stop running when the ball is in the hoop. If a rectangular court is being used, switch and place the hoops on the long sides so that there are more chances to score, and defenders find it harder. Use alternative targets, e.g. skittles that can be knocked over. Safety: Ensure there is enough space for the game and between groups. Reinforce the no tackling rule. If hoops slip use safety markers. Equipment: Hoops or safety markers. Balls. Hockey sticks if playing hockey.

20 3 hoop ball Acquiring and developing skills pass to one of their team who can score in a different goal change the direction of play with a pass move into space to receive a pass pass the ball back to create space, and then wide to change direction work together and communicate when defending. Adaptations and variations Easier... Harder... Increase the area so players have more room to move. Score in any of the goals. Player in a tackle-free zone (positioned near a goal) can receive a pass and score for either team. Include everyone by giving both teams a ball, every player must touch the ball before last player scores. Team without the ball cannot defend the hoops. Place goals in the middle of each side. Play 3v3, 4v3 or 5v3. Selecting and applying, skills and tactics Decrease the area. Mark a square in each corner. Players must receive the ball in the square to score. A different player must score each time. Dribble through the gates to score. Make the goals narrower. Play 5v5. Also consult the Including young disabled people card. play near one hoop and then suddenly switch play to another keep one player behind the others for players to use to move the ball from one side to the other discuss how to defend the hoops but also be ready to attack as well. Evaluating and improving performance discuss if one hoop is easier to score in than another describe why some teams defend the hoops better than others describe why some teams score more goals than others invent a practice to help with this game. Knowledge and understanding of fitness and health monitor this game in terms of exercise intensity (how energetic it feels) suggest other games which are of a similar exercise intensity explain where and when they can access these games outside lessons. These questions represent just one example of an appropriate focus for learning. Refer to the Knowledge and understanding of fitness and health card for alternative questions and practical ideas to support delivery. Adapting the games for all invasion games Rugby Use a bigger target area for scoring with players scoring a try in the area. Football and Use three small goals and then two goals at each side hockey (split ends). Netball and The ball could be bounced in the hoop or a player could basketball move into the hoop and catch the ball to score. Youth Sport Trust 2002 YST-P-TS-01

21 The wing game Safety: Ensure the wing channel is large enough. Do not allow tackles at first. Equipment: Markers to make the goals and channels. Balls. Five players per team, including In a teams goalkeeper. of four: striker, feeder and Pitch two marked fielders. out with 1.5 metre channels Mark the down position each for side. the striker and When fielder a player with moves cones. into the wing Place zone a hoop or or is passed square the made ball with while four in the safety wing markers zone all a other short distance players must from move the striker. out of the zone, leaving the player alone to The ball is fed to the striker who run with the ball. hits the ball and then runs around Encourage the players cone behind to pass the or feeder. take the ball into the wing zone. Striker Players must cannot stop be running tackled in when the the wing ball zone. is in the hoop. Each Players striker cannot has score five attempts from the and wing players but must swap. pass the ball back into the field of play for someone else to score. Severely impaired players can be included by knocking down skittles to double a score following a score by any team (like a conversion). Players could be chosen from each team and given a task appropriate to their ability.

22 The wing game Acquiring and developing skills use the wing channel to create width run fluently in the channel, looking up for a pass when appropriate run alongside players in the channel when defending. Adaptations and variations Easier... Harder... Widen the channel. Players with mobility impairments or co-ordination difficulties use middle zone, ambulant players stay in wing channels. Players can score from any zone. Allow players as much time as needed in the channel. Teams use a channel each, and dribble the balls down in relay fashion. Cross to a team-mate who scores. Make goal larger. Use a bell ball or brightly coloured ball to assist visually or perceptually impaired players. Keep specified players in the channel. Selecting and applying, skills and tactics Divide the channel so players can only use part of it before having to pass. Use only one channel. Restrict the amount of time or distance in the channel. Players can only shoot at goal after a certain number of passes. Every player must have touched the ball before a shot at goal is allowed. Allow one defender into the channel. Also consult the Including young disabled people card. use the wing channel to attack their opponents try to pass the the ball out of the channel to one of their players have a player in front and a player behind the person in the channel get the ball away towards one of the channels when defending. Evaluating and improving performance decide on the best team formation to make best use of the channels discuss the types of passes that could be made out of the channel describe why particular players are effective in the channel devise or select a practice to help with this game. Knowledge and understanding of fitness and health monitor their heart rate during this game identify in which role their heart is working the hardest and explain their findings. These questions represent just one example of an appropriate focus for learning. Refer to the Knowledge and understanding of fitness and health card for alternative questions and practical ideas to support delivery. Adapting the games for all invasion games Rugby Football Netball Hockey Basketball The try line should not include the wing channels. Players could pick the ball up in the corners and throw a ball in for a headed goal. Use one player in the channel who must touch the ball at least once before the side can score. Widen the channels and encourage passing backwards to a player in support. Move the end of the channel in towards the basket to enable players to get closer to a scoring position. Youth Sport Trust 2002 YST-P-TS-01

23 Including young disabled people Travelling with a ball Carry ball in both arms Individual skills Toss ball from hand to hand, then higher... Then moving toss. Move after... then catch Zones Use zones to ensure all players have a chance to handle the ball In Carry on lap, hold between chest and thigh Carry on lap tray Make a target for the passer First in a static position... Convert scores by knocking over skittles or a similar skill Use ability-matched zones As a link player between zones Vary the direction and distance of the pass Move with ball controlled by rollator Simple dribble progression Static dribble One step Bounce and catch One step Progress to moving dribble Safety: Agree on suitable start and finish signals when hearing-impaired players are playing. Create safe or tackle free zones for vulnerable players. Separate zones can be used when ambulant and those who have mobility impairments play together. Make players aware of the movement ability of each other. Equipment: Use a softer, child-friendly ball initially. Use larger, slower moving balls to give more reaction time.

24 Including young disabled people Acquiring and developing skills perform skills at an appropriate speed until they are competent pass or shoot from a stationary or seated position initially investigate ways of controlling a ball, e.g. using hands, crutches, wheelchair, etc use safe zones initially to give more time for practising skills. Make a target for the passer Selecting and applying, skills and tactics move quickly and change direction without the ball to practise the movements aim and shoot from different distances assess their own movement so they know how they can move in games choose the correct type of pass for the person receiving the ball. Adaptations and variations Evaluating and improving performance Play in an agreed space without lines and move on to using simplified court markings. Use larger goals or targets that provide a range of challenges, e.g. different heights, widths, orientation. Control or trap a ball initially. Pass to a target or partners. Players can have a specific role Play with two or more goalkeepers. Pass, move to a new position and then receive the return. Goalball is an invasion game in which all players wear eyeshades and play with a bell ball. Use a marker disc as a tee to aid control. Hockey: use a shorter stick, a larger head improves control, attach a pusher directly to a wheelchair. Use a colour contrast ball, bell ball or rattle ball to assist visually-impaired players. Work with one or two partners in a small space. Play without defenders or less defenders. Work with a partner who can collect the ball and return it. In team play, use a safe zone where players are not marked describe why some children can run quickly with the ball describe why some children can turn quickly invent a practice to help with this game. Knowledge and understanding of fitness and health warm-up and stretch, particularly their most used limbs pace their effort through a game, trying active and passive phases until exercise tolerance increases take enough fluid during the session as some young people are prone to excess sweating and loss of saliva try a mental get ready if a more vigorous warm-up is not appropriate. These questions represent just one example of an appropriate focus for learning. Refer to the Knowledge and understanding of fitness and health card for alternative questions and practical ideas to support delivery. Youth Sport Trust 2002 YST-P-TS-01

25 Knowledge and understanding of fitness and health Invasion games... Ideas to support delivery 1 Warm-up Can children..? Perform, recognise and explain the purpose of a range of warm-up exercises? Activities Mobility exercises which move joints with control, e.g. shoulder circles, upper body twists, side-bends. Activities which raise the temperature and heart rate, similar to changing up gradually through car or bike gears, e.g Stretches (held still for 6-10 seconds) progressing from whole body stretches to stretches for muscles in specific locations, e.g. back of lower leg, front of upper leg. Questions (select from following): Q How do you feel after warming up? A Warm (not out of breath) and ready for action (not tired). Q What is the purpose of moving joints in a warm-up? A To help them move smoothly. Q Which activities mobilise joints in your spine? A e.g. side-bends, upper body twists, passing ball under and over. Q Which activities mobilise knees, shoulder and ankle joints? A e.g. knee lifts, arm circles, jogging. Q What is the purpose of raising your heart and breathing rate in a warm up? A To increase the supply of oxygen to the muscles in preparation for energetic activity. Q When should warm-up stretches be performed? A Towards the end of a warm-up when muscles are warm. Q Where can you feel the muscles stretching? A Children identify the location of muscles being stretched. Effects of exercise on the heart Can children..? Monitor and explain changes to their heart rate? Explain the benefits of exercise for the heart? Activities Pupils play energetic games, e.g. 3 hoop ball, Find a goal, Treasure chest. Pupils monitor heart rate before and during the games by: feeling their heart with one hand on centre of chest and describing changes using a heart rate chart OR counting their pulse for ten seconds at the wrist or neck. Questions (select from following): Q What happens to your heart when you play games? A It beats faster. Q How can you monitor your heart rate before playing and during games? A Pupils demonstrate how this can be done. Q What do we need to make energy? A Food and oxygen. Q How do food and oxygen reach the muscles? A In the blood. Q What pumps the blood around the body? A The heart. Q What happens to your heart when you play energetic games? A The heart pumps faster to transport sufficient food and oxygen to the muscles to make energy. Q What happens to muscles if we are active every day? A They become strong and can do more work without tiring. Q The heart is a muscle what will happen to the heart if we play games frequently? A It will become stronger and will be able to pump more oxygen around the body with every beat. Effects of exercise on breathing Can children..? Explain why rate and depth of breathing increase during exercise? Activities Pupils play energetic games, e.g. 3 hoop ball, Find a goal, Treasure chest. Pupils monitor their breathing before and during the games by: placing one hand on tummy and one on chest and feeling the chest rise and fall. Pupils describe the rate and depth of their breathing using the breathing chart OR using the same technique, counting the number of breaths over 20 seconds (rise and fall of chest = one breath). Questions (select from following): Q What happens to your breathing when you play games? A It becomes faster and deeper. Q How can you monitor your breathing? A Pupils demonstrate how this can be done. Q What do your muscles use while you are playing games? A Energy. Q What do we need to make energy? A Food and oxygen. Q How do we take oxygen into our bodies? A By breathing. Q What will happen to your breathing rate when you are playing energetic games? A It will become faster and deeper in order to supply the working muscles with sufficient oxygen to make the energy needed. Effects of exercise on temperature and appearance Can children..? Explain changes in temperature and appearance during exercise? Activities Pupils play energetic games, e.g. 3 hoop ball, Find a goal, Treasure chest. Pupils monitor their temperature and appearance before and during the game by: placing their hand on their forehead OR placing thermometer strip on forehead OR asking partner to observe their face. Questions (select from following): Q What happens to your temperature and appearance when you play games? A Temperature increases, skin becomes moist and sticky and some people appear flushed. Q How can you monitor your temperature and appearance? A Pupils demonstrate how this can be done. Q When we play games the muscles produce energy as heat. How is heat released from the body? A Through the skin. Q Why does the skin get moist? A It is the body s way of avoiding overheating damp skin cools quickly. Q Why do some people appear flushed? A The blood vessels become wider and closer to the surface of the skin to release heat. See the TOP Play and TOP Sport Handbook for information on warming-up and cooling-down, monitoring the intensity of activities, and the effect of exercise on the heart, breathing, temperature and appearance.

26 Knowledge and understanding of fitness and health Invasion games... Ideas to support delivery 2 Monitoring intensity of activities Being active outside school Cool-down Can children..? Monitor the intensity of different games or roles within a game and explain the health benefits of playing games? Activities Pupils participate in different games or roles within a game, some of which are more energetic than others. Pupils use how does the exercise feel scale to describe the intensity of different games/roles. Pupils monitor their involvement in physical activity over a period of a few weeks, i.e. which activities, for how long they are performed and how each activity feels. Questions (select from following): Q Why does your heart beat faster in some games/roles? A Some games/roles are more energetic than others. Q Which games/roles feel more energetic? A Why do you think this is? Children will find games/roles which involve running, jumping and dodging over a sustained period of time to be more energetic. How energetic a game feels can vary between individuals and can depend on the pupil s skill level. Health recommendations are that young people should perform one hour of at least moderate (i.e. energetic) physical activity per day. Q How can playing games help you to reach this target? A Games are energetic, exciting and interesting to play. Playing games can involve energetic activity being sustained over long periods of time. Health benefits of playing games Can children..? Explain the health benefits of playing games? Activities Pupils participate in a range of different games: team games, e.g. Fives, Find that space individual games, e.g. Gateway. Pupils monitor how playing games makes people feel through their: discussion of the questions below observation of facial expressions of others. Questions (select from following): Q Why do people play games? A To be with friends, to compete, to challenge themselves, to have fun. Q What moods/feelings did you observe in the facial expressions of others? A Excitement, concentration, determination, joy, fulfilment, happiness. Q How do these moods/feelings help people to be healthy? A Being healthy is more than just having a healthy body. Being healthy involves people finding ways to relax, have fun and feel good about themselves. Some people find these health benefits through playing games. Can children..? Access opportunities to play games in and outside school? Activities Pupils participate in a range of games. Teacher discusses with pupils about when and where they can play games at school and in the community. Pupils design a let s get active notice board to share information about sports and exercise activities which can be accessed in and out of school. Questions (select from following): Q Which games can be played at playtime, lunchtime or at home? Q Who is a member of a games club in or outside school? Q How and why did you join? Q What is the purpose of the club? Q How do you get there? Q How much does it cost? Q What do you like about the club? Q How can others join? Can children..? Perform, recognise and explain the purpose of a range of cool-down exercises? Activities Pulse lowering activities which gradually help the heart and lungs to recover, e.g Stretches progressing from one or two whole body stretches to two or three stretches for muscles in specific locations, e.g. back of lower leg, front of upper leg. Questions (select from following): Q How do you feel after cooling-down? A OK, back to normal (not out of breath or very hot). Q What happens to your heart and breathing rate during a cool-down? A They recover gradually. Q Which games activities are suitable for a cool-down? A eg. dribbling a ball slowly, gently jogging, brisk walking, stretches. Q What is the purpose of cool-down stretches? A To prevent the muscles becoming tight and sore. Q When should stretches be performed? A Stretches should only be performed when muscles are warm. Q Where in the body can you feel the muscles stretching? A Children identify the location of muscles being stretched. See the TOP Play and TOP Sport Handbook for information on warming-up and cooling-down, monitoring the intensity of activities, and the effect of exercise on the heart, breathing, temperature and appearance. The information on this card has been developed by YMCA Fitness Industry for the Youth Sport Trust. Youth Sport Trust 2002 YST-P-TS-01