Yr 3 and 4

Term 3, 2018

  • Gym Fun – rolls, handstands, cartwheels etc
  • Athletics – sprints, middle distance events, cross country, long jump, turbo-jav, shot put (yr 4)
  • Focus on cooperation when working in small groups
  • Students identify their own strengths and challenges
  • Students develop skills in timing and measuring athletics events.
  • Carnival preparation – event trials, novelty events, team relays
  • Wet weather activites – badminton, ‘boxercise’, yoga, gymnastic challenges
  • Goal setting and monitoring

 

Why athletics? Students:

  • Discover their own strengths and challenges.
  • Develop a warm up habit.
  • Understand how technology is used for coaching and reflection
  • Develop sound technique.
  • Develop an understanding of what PBs are and how they are used.
  • Learn rules and safety procedures for athletics events
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Practicing throwing the vortex. Looking for a side-on body position, correct stepping foot, strong twist using multiple body parts and aiming up for 45 degrees.
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We use the ‘Coaches Eye’ app for timing sprints.
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The notebook keeps the shot put close to the cheek throughout the push.
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Side position, opposite foot forward.
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Using a strong twist from the trunk to add force.
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Aiming for 45 degrees and using a follow through.

Term 1, 2018.

Net Games Unit:

What is being taught? (Inquiry)

  • ● What skills are required for net games?
  • ● What are the ‘big’ strategies in net games?
  • ● What are the similarities and differences between net games?
  • ● What rules can be relaxed or changed so that games are fair and fun?

Why is this being taught (Rationale)?

  • ● To know what we individually need to practice to play competently?
  • ● To know how to maximise our effectiveness in net games.
  • ● To know that skills transfer between similar games.
  • ● To know how to play fun and fair games independent of adult help.

Specific Skills:

  • ● Commence a rally with a serve in either volleyball, tennis or badminton
  • ● catch a ball in volleyball drills
  • ● perform a forehand in either tennis or badminton
  • ● observe court movement in drills or games
  • ● Reflection – inclusion and cooperation
  • ● reflection – modifying existing rules and scoring for inclusion and fair play.

Court Invasion Games Unit:

What is being taught? (Inquiry)

  • ● What skills, concepts and strategies are common to all court invasion games?
  • ● What is the importance of exercise in our lives?
  • ● What options do we have when sending and receiving an object?
  • ● How can game situations be modified so that everyone can be included?
  • ● How can a game be played fairly when there is no official umpire to help?

Why is this being taught (Rationale)?

  • ● To realize that skills are transferrable between games.
  • ● Find simple and fun ways of getting exercise everyday.
  • ● To make the best choices when sending and receiving objects in games.
  • ● To include everyone so that all can benefit.
  • ● To learn independence, collaboration and communication to play fairly

Specific Skills

  • ● Observe ball handling – pass, catch.
  • ● Test ball handling – shoot, dribble.
  • ● Observe court movement in drills and gameplay
  • ● Observe cooperation in pairs, group and whole class activities
  • ● Observe adherence to rules, instructions and procedures
  • ● Reflection – discuss and retell benefits of physical activity

Our year 3 and 4 students have been playing netball matches. We have been learning about keeping ‘stats’ while watching our classmates. This involves following the play and taking note of what is happening. The improvement in our skills and game sense in just a few weeks has been amazing!

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Throw/catch volleyball
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Developing spatial awareness.
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Controlling force in table tennis.
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Hand-eye coordination in badminton.
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Trying serves, digs and sets in volleyball.

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2017

Term 4:

Striking and Fielding (via cricket and t-ball)

Skills and concepts include batting, bowling, fielding, base-running, base catching, wicket keeping, scoring and understanding game rules and processes.

*To make informed decisions about what they do and don’t like about tee ball and cricket.

*To be able to create own mini games for ‘casual’ play.

*To be able to make self assessments regarding their strengths and weaknesses

*To practice teaching points and make improvements in skill.

*To show understanding of  game concepts and strategies

*To participate competently by understanding game procedures and rules.

 

Invasion style games (via soccer and ‘grip ball’)

Skills and concepts include kicking, trapping, striking, passing, goalkeeping, throw-ins , using and defending space and understanding game rules and processes.

IMG_1355
The huddle.
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Wall Ball

Term 3:

  • Gym Fun – rolls, handstands, cartwheels etc
  • Athletics – sprints, middle distance events, cross country, long jump, turbo-jav, shot put (yr 4)
  • Focus on cooperation when working in small groups
  • Students identify their own strengths and challenges
  • Students develop skills in timing and measuring athletics events.
  • Carnival preparation – event trials, novelty events, team relays
  • Wet weather activites – badminton, ‘boxercise’, yoga, gymnastic challenges
  • Goal setting and monitoring

Why athletics? Students:

  • Discover their own strengths and challenges.
  • Develop a warm up habit.
  • Understand how technology is used for coaching and reflection
  • Develop sound technique.
  • Develop an understanding of what PBs are and how they are used.
  • Learn rules and safety procedures for athletics events
FullSizeRender 2
measuring throws in turbo-jav

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IMG_0116IMG_0115IMG_0112IMG_0111

Term 2

A) Field Invasion Games

 

  • Skills and concepts transfer to other sports.
  • To increase the skills and knowledge for confident participation.
  • Development of spatial awareness.
  • Safety awareness.
  • Illustrate why skills and rules need to be modified in certain situations.

 

Lesson Activities:

Small Sided Grid Games – 3v3, 4v4, keepy-off games with simplified rules, Introduce goals/scoring, Introduce rules

Skill drills:  – 3 v 3 handpass/push over the line, Pick-ups, stationary kick, kick on the run, snap kicks, marks, handball

  • Pass- trap, drag-trap, – at target.

Dog and Bone Aussie Rules and Minkey, Whole class – use for ‘Game Freeze’ teachable moments.

  • Start with ball for each team (like a training drill), Then down to one ball (therefore: attackers and defenders)
  • Match abilities, Discuss scoring, winning, losing, sportsmanship and shaking hands.

 

B) Target Games

  • To understand how to play target games (eg bocce, bowls, darts etc).
  • Explore alternative activities to suit interests, abilities, and fitness.
  • To practice creating new games.

Lesson Activities:

Set up stations of target games

 

  • Play a TG tournament.

 

‘Mystery Target Games –

bundles of equipment for students to work out how to make a TG out of it.

Design a new target game and demonstrate it.

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A variety of target games.

  IMG_9780IMG_9778

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Dog and bone hockey

 IMG_9362

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Soccer skill drills – kicking, trapping and passing.

Term 1:

Court Invasion Games

Why Court Invasion Games?

  • Game appreciation – what skills are involved, why people choose these activities
  • Skill development for competent participation
  • Development of game-sense that can be transferred to other sports.
  • Exploring ways to modify rules for increased participation

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Passing, catching, movement, pivots, jump-stops.

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IMG_7705.jpg
Dribbling, shooting, shooting games and shoot-arounds.

Net Games:

Why net games?

  • Students develop skills and knowledge for competent play.
  • Students identify the skills, rules and tactics that transfer between net games.
  • Students discover ways of modifying rules and playing conditions to suit abilities and include others.
  • Students identify their strengths, weaknesses and interests with regard to net games.

IMG_7452.JPG

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Modified volleyball.

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2017 Term One Overview:

Net Games Unit:

What is being taught? (Inquiry)

  • What skills are required for net games?
  • What are the ‘big’ strategies in net games?
  • What are the similarities and differences between net games?
  • What rules can be relaxed or changed so that games are fair and fun?

Why is this being taught (Rationale)?

  • To know what we individually need to practice to play competently?
  • To know how to maximise our effectiveness in net games.
  • To know that skills transfer between similar games.
  • To know how to play fun and fair games independent of adult help.

Specific Skills:

  • Commence a rally with a serve in either volleyball, tennis or badminton
  • catch a ball in volleyball drills
  • perform a forehand in either tennis or badminton
  • observe court movement in drills or games
  • Reflection – inclusion and cooperation
  • reflection – modifying existing rules and scoring for inclusion and fair play.

Court Invasion Games Unit:

What is being taught? (Inquiry)

  • What skills, concepts and strategies are common to all court invasion games?
  • What is the importance of exercise in our lives?
  • What options do we have when sending and receiving an object?
  • How can game situations be modified so that everyone can be included?
  • How can a game be played fairly when there is no official umpire to help?

Why is this being taught (Rationale)?

  • To realize that skills are transferrable between games.
  • Find simple and fun ways of getting exercise everyday.
  • To make the best choices when sending and receiving objects in games.
  • To include everyone so that all can benefit.
  • To learn independence, collaboration and communication to play fairly

Specific Skills

  • Observe ball handling – pass, catch.
  • Test ball handling – shoot, dribble.
  • Observe court movement in drills and gameplay
  • Observe cooperation in pairs, group and whole class activities
  • Observe adherence to rules, instructions and procedures
  • Reflection – discuss and retell benefits of physical activity

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