The KING S Medium Term Plan Physical Education Ultimate Frisbee Program 2016-17 Module Overarching subject challenge question Lines of Enquiry Week 1: Can you be successful in Ultimate if you can t throw? What makes a good Ultimate player? Week 2: How do I get away from the defence if I want to disc? Week 3: How can I get the disc past a defending opposition? Week 4: Is it better to throw long or short? Week 5: How important is communication on and off the pitch? Week 6: Can we apply our new skills to a game situation? Week 1 (1 hours class learning) Week 7: Match play/gap teaching. Hypothesis: I don t need to think about much to pass to my team mate - Understand how what is meant by a force. - Throw a backhand pass. - Throw a forehand pass. Badge: Know the difference between a backhand and a forehand. Bronze: Accurately complete a backhand pass to a team mate. Sliver: Accurately complete a forehand pass to a team mate. Gold: Understand when to throw a backhand or forehand depending on the force. Platinum: Make a tactical decision on which force to apply in a game situation.
Literacy focus/key words: Forehand, Backhand, Force Warm Up - Students will complete a lap of the pitch and take part in a stretching exercise lead by a student. Passing Practice Practice both forehand and backhand throws to a team mate. 3-man Force Drill Piggy in the middle style game where the piggy puts a force onto the thrower. Leading Pass Drill Students line up in four corners of a square, then make cuts to adjacent corners to catch a leading pass. Week 2 Hypothesis: Standing still is the easiest way to catch a disc. - Understand what is meant by a cut. - Make cuts into space to receive a disc. - Use fakes to lose a defender whilst making a cut. Badge: Understand why we have to cut into space. Bronze: Cut into space and catch the disc on the move. Sliver: Cut into space and catch a disc under pressure from a defender. Gold: Make fakes in order to lose a defender and catch a disc. Platinum: Position defence to give an advantage over offensive players trying to get the disc. Literacy focus/key words: Cut, Offence, Defence, Space, Stack Passing Practice Practice both forehand and backhand throws to a team mate. Leading Pass Drill Focus on fast cuts and sharp changes in direction.
Stack Drill Students will stack-up to create space for players to run into and practice cuts to both the open and break side. Students will use fakes to lose their defender. Week 3 Hypothesis: Only team mates that are cutting can make fakes. - Understand the rules when in position of the disc. - Understand how to pivot when holding the disc. - Use a pivot to throw past a defending player. Badge: Know which foot to keep planted when pivoting. Bronze: Demonstrate pivoting around a point when holding the disc. Sliver: Use the pivot to throw past a defender. Gold: Use fakes when pivoting to throw to the break side of a defender. Platinum: Communicate with a team in order to receive the disc from a pivoting handler. Literacy focus/key words: Pivot, Force, Fake Passing Practice Practice both forehand and backhand throws to a team mate. 3-man Force Drill As week 1 but with a greater focus on pivoting to break the defending force. Pivot Circle Students form a circle around a handler with a disc, handler must pivot and pass the disc to a member of the circle then receive from the same player and pivot and pass to someone else. Increase difficulty by adding more discs, player must receive the disc from someone other than who they just passed to. Start to apply skills to a game situation. Week 4 Hypothesis: Long throws are always the better option.
- Understand when to throw long and when to throw short. - Successfully throw and receive longer passes. - Complete a variety of long and short passes. Badge: Understand why we throw long and short passes. Bronze: Receive long passes by making long cuts to the end zone. Sliver: Throw long passes to a team mate in the end zone. Gold: Distribute long and short passes to team mates making cuts. Platinum: Make a decision on whether to run long or short based on the position of defenders. Literacy focus/key words: Huck, End Zone, Cut Passing Practice Practice both forehand and backhand throws to a team mate, starting to increase the distance between each player. Short Cuts Leading Pass Drill Students form two stacks facing each other. First player makes a diagonal cut onto a leading pass from second stack, this player then throws a very short leading pop pass to player from stack two who receives and throws straight to stack one to start the process again. Hucking Drill Students create a stack and complete a number of short and long passes resulting in a long huck downfield to a player. Week 5 Hypothesis: Teams need a good range of players in order to be successful. - Understand the difference between a handler and a cutter on the offensive team - Understand the difference between a zone-defence and man-defence. - Analyse the different positions in a zone-defence. Badge: Understand the difference between a hander and a cutter. Bronze: Understand the different strengths needed for different roles on the pitch.
Sliver: Analyse the strengths and weaknesses of man-defence. Gold: Analyse the different positions in a zone-defence. Platinum: Successfully set up in a zone-defence. Literacy focus/key words: Zone-defence, Man-defence, Handler, Cutter Passing Practice Practice both forehand and backhand throws to a team mate, starting to increase the distance between each player. Long Leading Pass Drill Students line up in pairs of equal ability/height/speed. Instructor throws long and pairs compete to catch the disc. Switch to student throwing long if capable of successful throws. Focus on players not involved shouting instructions to the players running. Game Set up a game situation playing man-defence for a few points. Introduce zone-defence and discuss the positions and responsibilities of each role. Week 6 Week 7 Hypothesis: We need to know all the rules to play a good game. Students will practice all skills and apply them to game situations in a tournament-like game set up. Students introduced to the idea of spirit of the game and will be encouraged to call their own fouls and discuss calls with opposition players. More rules will be introduced when appropriate (pick, stall, travel, and strip). Teacher to make assessments of students and plan for gap work. This week will be for gap reinforcement. Cover areas of weakness identified in tournament last week. The lesson will also include more game play so that students can apply their skills and progress their understanding in matches. Extended Learning Students are encouraged to attend extra-curricular clubs in order to improve health and fitness. Students can improve fitness through regular exercise and activities. Students can increase knowledge and understanding of components of fitness and knowledge of Ultimate by joining the school team or a local club.
AQA Specification - Ultimate Frisbee is graded against the netball success criteria. Part 1 Skills (10 marks) Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills. This must not be in a full netball match (7 versus 7). Students can choose to shoot or rebound or mark a pass/intercept to suit their preferred position. Level Mark Description 5 9 10 4 7 8 The quality of technique is maintained for all skills and throughout all practices. When faced with opposition, decision making is consistently effective in both predetermined and spontaneous situations. There are very few errors and the student is adaptive when faced with progressively challenging situations. They almost always produce the intended results/accuracy. The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices. When faced with opposition, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging situations. They regularly produce the intended results/accuracy. Level Mark Description 3 5 6 2 3 4 The quality of technique is maintained for most skills but may deteriorate in the most challenging practices. When faced with opposition, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy. The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices. When faced with opposition, decision making is only occasionally effective in both predetermined and spontaneous situations. There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging situations. They occasionally produce the intended results/accuracy. 1 1 2 The quality of technique is maintained for few skills and often deteriorates in the most challenging practices. When faced with opposition, decision-making may be ineffective for both predetermined and spontaneous situations. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging situations. They may not produce the intended results/accuracy. 0 0 Nothing worthy of credit.
Part 2 Full context (15 marks) Students should perform in a fully competitive netball match (7 versus 7), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer. Level Mark Description 5 13 15 The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the position being played. The student s contribution is highly effective, significant and sustained for almost all of the game. The student maintains a high level of technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is fully appropriate to their position. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in outwitting opponents, while hardly ever being outwitted themselves. 4 10 12 The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the position being played, with only minor lapses. The student s contribution is usually effective and significant and is sustained for the majority of the game. The student maintains technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is usually appropriate to their position, though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often outwitting opponents but only occasionally being outwitted themselves. The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the position being played. The student s contribution is sometimes effective and significant but it is not entirely sustained throughout the game, 3 7 9 with the student being uninvolved during some periods. The student maintains technique and accuracy in the performance of most skills in set plays and in open play but it is not always consistent. The application of skill is not consistently appropriate to their position. The student demonstrates some ability to select and apply appropriate skills, sometimes outwitting opponents, though there may be some obvious areas of weakness and they will sometimes be outwitted themselves. The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the position being played. The student s contribution is evident but infrequent throughout the game and only occasionally effective or significant. The student shows some 2 4 6 technique and accuracy in the performance of some skills in set plays and in open play but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to their position. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally outwits opponents and is often outwitted themselves. 1 1 3 The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the position being played. The student's contribution is limited to rare occasions and is seldom effective or significant. The student shows only limited technique and accuracy in the performance of a few skills in set plays and in open play. The application of skill is rarely appropriate to their position. The student demonstrates only very limited ability to select and apply appropriate skills, rarely outwitting opponents and usually being outwitted themselves.