by Neetu | Jun 8, 2020 | Sports
Movement skills/concepts
Kicking a ball into the air, judging speed and direction.
Set-up
- A variety of balls for kicking, hoops, cones, rope for kicking line.
- Children in groups of five–six stand behind the kicking line, with a ball each and hoops spread out in a target area in front of them.
Activity
The object of the game is to kick the ball so that it goes over the line and lands in one of the hoops in the target area. Each group gets a point for each time the ball lands in a hoop on the full. Balls must be kicked in the air. Children retrieve their ball when everyone has kicked the ball.
Keep practicing until the group gets 10 points.
Can you see …?
- striking the ball underneath its center
- the run-up, planting the non-kicking foot beside the ball
- following through with the kicking foot, leg moving upwards
You could ask …
Did anyone kick the ball away from the target area? What do you think happened?
Who got two to three kicks into the target? Why do you think your kicks were successful?
How will you retrieve the balls safely?
Variations
Vary scoring: Set a class or group total to aim for.
Have a time trial: How many points can you and/or your group score in 1 minute?
by Neetu | Jun 8, 2020 | Sports
Movement skills/concepts
Kicking a stationary ball, kicking at different levels, speed, and flow, kicking at a target, and relationships (with objects).
Set-up
- Cones, ropes, tape/chalk to create shapes (targets) on wall/net, and a variety of balls (foam, plastic, rubber) for kicking.
- Children spread around a level grass or court area (gym, hall, or outside court), facing a wall or net to kick towards.
- A number of shapes are created as targets at different levels (ground, middle, and high).
Activity: Can you …?
- stand behind your ball and, using the inside part of your foot, kick it to the wall or net so that it comes back to you
- practice kicking with one foot and then the other foot
- practice kicking along the ground and then in the air
- practice kicking with a run-up of three to five steps
- practice kicking the ball at the different types of targets
- once you hit a target twice in a row, take a big step back and try a further distance away
Can you see …?
- planting the non-kicking foot next to the ball
- contacting behind the ball
- use of the inside of the foot for ground level, kicking the shoelace (top of shoe) for medium or low-level kicks
- leaning back slightly on contact
- following through in the intended direction of the kick
You could ask …
Which was your favorite target? Why?
What happened to the ball when you had a run-up to kick it?
Did the ball always go in the direction you meant it to? Why or why not?
by Neetu | Jun 8, 2020 | Sports
Movement skills/concepts
Exploring kicking, space, and body awareness.
Set-up
- Large round balls, markers, or cones.
- Children, each with a ball, are spread out in a defined grass or hard area.
Activity: Can you kick a ball …?
- forwards/backwards/sideways/diagonally
- as hard/softly as you can
- with a big leg swing/with no leg swing
- so that it goes very quickly/slowly
- without using your arms or while swinging arms backward/forward
- as far/near as you can
- as high as you can/so it stays on the ground
- with a forceful leg swing but a light hit
- with a lazy leg swing for a forceful hit
- to hit a target, (e.g. wall, large target, small target)
- over/under the goal
- with your feet wide apart/with your other foot
Can you see …?
- everyone participating
- fun and enjoyment
- awareness of others when having a go
You could ask …
Which ways of kicking did you enjoy the most? Why was this?
Which were funny ways of kicking? What made that kick funny or difficult to do? Which ways felt right? What was it about this way of kicking that felt right?
Variations
Work in pairs: Kick to a partner while walking (passing), at different levels/speeds and different degrees of force.
by Neetu | Jun 8, 2020 | Sports
Movement skills/concepts
Trapping a ball with the body, body awareness (control), and relationships (with objects and others).
Set-up
- Large balls.
- Children spread out with a large ball each in the grass or hard area.
Activity: Let’s see …
- who can throw the ball up before catching it
- how many parts of your body you can use (other than your hand) to control the ball
- who can touch the ball with two body parts (not hands) before catching it
With a partner, let’s see …
- how many ways you can use to stop a ball bounced or lobbed on the full
- if you can stop the ball with your shins, thighs, abdomen, chest (hands crossed over), forehead
- if you can make the ball drop straight to the ground
- if you can stop a ball that has been lobbed over a net or other obstacle
Can you see …?
- eyes on the ball
- moving to the path of the ball
- presenting the body part for the trap
- relaxing
- ‘giving’ with the ball on contact
You could ask …
What can you do to get the ball to drop and stop immediately after it contacts your body?
Is it better to trap the ball with a small body part or a large body part? Why is this?
by Neetu | Jun 8, 2020 | Sports
Movement skills/concepts
Dribbling and controlling a ball with the foot (feet), trapping a ball with the body and feet, space awareness.
Set-up
- Large balls and markers/cones.
- Children are spread out in a defined area, each with a large ball.
Activity: Can you …?
- move the ball slowly, keeping it close to you, and stop it on the signal
- using the inside/outside of your foot, tap the ball along the ground, stop on a signal and dribble in a different direction
- roll the ball, run around in front and stop it
- dribble along lines and stop the ball on each corner
- dribble freely and stop the ball on every line you come to
- dribble around cones spread out in the area in various patterns, (e.g. full circle, reverse direction, zigzag in and out of the circle)
- when you meet someone, both stop your ball and give each other a ‘high five’, then dribble the other person’s ball away
In pairs with a large ball:
- stop a ball passed by your partner and pass it back
- stop a ball passed by your partner to your left/right and pass it back
- stop a ball passed by your partner, pass it back and move to a different place for the next pass
- see how many passes and stops you can do in 30 seconds
- with a ball each, pass and stop without the balls colliding
- one partner rolls the ball to try to score a goal (set up with two markers) and the other defends by trapping/stopping the ball; keep the competition fair by adjusting the width of the goal and the distance rolled
Can you see …?
- keeping the ball close
- touching the sides of the ball
- using the inside, outside and sole of the foot
- using both left and right feet
- balance and control
- control before speed
You could ask …
Which part of the foot do you use to control the ball?
How can you cause the ball to stop immediately after it hits your feet?
Variations
Vary equipment: Use a hockey stick and a small ball.
by Santosh | May 29, 2020 | Sports
Learning outcomes
Catches a thrown ball above the head, at chest/waist level, and below the waist using a mature pattern in a non-dynamic environment
Student Targets
Skill: I will demonstrate the cues for catching a lacrosse ball.
Cognitive: I will discuss the challenges of catching with a lacrosse stick.
Fitness: I will stay actively engaged in all activities.
Personal & Social Responsibility: I will use positive self-talk while learning lacrosse skills.
Teaching Cues
- Top Hand Just Below Head
- Bottom Hand in the Center
- Stick to the Ball
- Cushion and Cradle the Catch
Activity Set-up and Procedure
Equipment:
- 1 lacrosse stick per student
- 1 soft lacrosse or tennis ball per 2 students
- 4 cones
Set-Up:
- Create 2 parallel lines with cones at each end.
- Pair students, each student with a stick and each pair with a ball.
- Partners standing across from each other, 1 on each line facing their partners.
- Begin with all lacrosse balls in the same line.
Activity Procedures:
- Today we’re going to work on 3 levels of tossing and catching.
- Level 1: The partner with the ball will put her/his stick on the ground and hold the ball in hand. We’ll start with 1-handed catches. The catcher will hold the stick with 1 hand right next to the head of the stick. Tosser will toss the ball just above the catcher’s shoulder; 5 tosses right, then 5 left, then switch roles.
- Level 2: Students use a 2-handed catch and cradle. Continue with a tosser and catcher. Now, the catcher will hold the stick with 2 hands (1 at the head, and 1 in the middle of the stick’s shaft). After each catch, cradle the ball for 5 seconds, then roll the ball back to the tosser (5 left, 5 right, switch roles).
- Level 3: Students will pass using their sticks. This level is for advanced players. Stay at levels 1 and 2
until students are ready to move on.
COOL DOWN/ CLOSURE
Review Skill/Activity, stretching, and questions.
