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Pupils walk/jog/sidestep/skip around in circle. On command/whistle pupil at the back runs and to front to become the leader. Repeat until everyone has.

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Presentation on theme: "Pupils walk/jog/sidestep/skip around in circle. On command/whistle pupil at the back runs and to front to become the leader. Repeat until everyone has."— Presentation transcript:

1 Pupils walk/jog/sidestep/skip around in circle. On command/whistle pupil at the back runs and to front to become the leader. Repeat until everyone has become leader Development: pupil decides on type of travel. Class copies. Introduce change of direction.

2 Contents: 6 week overview 6 Lesson Plans Supporting Resources

3 Pupils walk/jog/sidestep/skip around in circle. On command/whistle pupil at the back runs and to front to become the leader. Repeat until everyone has become leader Development: pupil decides on type of travel. Class copies. Introduce change of direction.

4 Central Zone Task 1 In groups: Each group give colour circuit to complete. Each group must keep together and time how long it takes. Record time on sheet. Repeat for other colour circuits. Record time. Task 2 Add up times of all circuits. Repeat all circuits together with target time NB pupils must run around not through central zone

5 Circuit Chaos! Time card Circuit Chaos! Group:Time card Group: Circuit 1 Time = Circuit 2 Time = Circuit 3 Time = Target time: Circuit 1 Time = Circuit 2 Time = Circuit 3 Time = Target time:

6 Task: How many shuttles can you do in 2 minutes? 50m Task Pupil estimates number of shuttles that can be achieved (1 shuttle = out to cone and back to starting cone). Record on sheet Shuttle completed. Target reached? Beat your target Progression/Adaptations Teacher centrally times Pupils given stopwatches per pair and time themselves. In pairs one completes circuit and other rests and records. Swop over. Introduce peer evaluation card for pupil recording to improve performance of runner

7 “ 2 Minute Shuttle Challenge” Scorecard & Peer Evaluation Name: Date: Target: Shuttles completed: Thing to look for : (  for yes  for no) Head up? Arms moving up and down like a train? Running on heels not toes? Looks relaxed? Target Box What does the runner need to do to improve?

8 In 2’s – 1 called crusts other crumbs. Group line up down middle of hall. Teacher calls out Crusts or Crumbs. If ‘Crusts’ called out they must run to safe zone before their ‘Crumbs’ partner tags them. If partner tags them they get point if crusts get to zone safely they get the point. Re-set in the middle and repeat again. Add more fun by extending Cruuuuuuuuu before adding ….sts or… umbs to it to keep pupils guessing. Also add dummy instructions such as ‘Crumpets’!. Whilst waiting for the instructions pupils should be encouraged to be on their toes and in ready position (see pictures). This game can be used for other games activities such as netball, basketball, tennis, badminton, volleyball. Safe zone xxxxXxxxxxXx Crusts Crumbs

9 A BC DE F Cones Pick up zone Drop off zone This game can be organised with 5, 6 or 7 runners. The number of quoits in the pick up zone should match the number of runners. Runner A takes a quoit from the pick up zone, runs to the next cone and passes quoit to runner B. This is repeated around the circuit to runner E. This runner places the quoit in the drop off zone which signals runner F to move to pick up zone, collect another quoit and runs to cone B. The whole process is then repeated (each runner should have moved on 1 place in the circuit). Winning team is first team to have all quoits in drop off zone and none in pick up zone. Developments: Change direction of run, introduce baton and correct change over – link to relay focused lesson). NB Distance between cones – 10, 15 or 20 paces.

10 Standing starts Up to the line not on or over it One foot and opposite arm forward and the other back (pupils can experiment with the same arm and leg) Stand up to line ready – on ‘go’ run over 10m to cone/finish line Fall starts Position both feet up to the line, arms by the sides. Fall like a tree! Fall as far as you dare! Take momentum with you to begin running with fast arms and fast legs Run over to cone/finish line (approx 10-15m) Reaction starts React to auditory cue e.g. clap, shout, whistle and run from start line to finish line as quickly as possible Try starting from the following positions: Stand facing opposite way, heels up to line Seated position, legs together straight in front, heels up to start line & arms folded One knee position, toe up to the line, hands by the side One knee position, toe up to the line, hands on floor up to start line but not on it* Lying on stomach – head up to the starting line, arms by sides with palms up. Which position feels most comfortable? Which one allows you to get into your running quickly? (looking for * position) Repeat * - the crouch/sprint start. Points to stress: fast arms and legs, push/drive away, push away low – don’t stand up straight until get into running. (Peer tutoring opportunity)

11 How fast can you move 5 beanbags from 1 hoop to the other? Pupils to estimate and record. Target reached? – repeat. How many cones/beanbags can you touch in *** seconds? Pupils to estimate and record. Target reached? – repeat. In 2’s – how far can you run in 3 seconds? Place cone. Pupils to estimate and record. Target reached? – repeat Sprint course set up (e.g. square shape). In groups of 4 set target for each runner to run course. Add times together – this is team target. Each runner takes it in turns to complete course. Achieved target? This task can be centrally timed by teacher calling out seconds as last runner completes course or each group can be given their own stop watch to time their team.

12 x x x This game can be for 2’s 3’s or 4’s Each group will need a pencil and clipboard with recording sheet Team takes it in turns to run to cone and back, bring with them the number under the cone/beanbag. This is recorded on the sheet. Once all numbers have been collected, the code breaker sheet is given to the team and they have to use the numbers collected to break the message code. Development: The task can be repeated with another code breaker message

13 Code Breaker Recording Card Team: Numbers: tofarimue Code breaker Message! 

14 Code Breaker Recording Card Team: Numbers: igfubesnt Code breaker Message! 

15 Code Breaker Recording Card Team: Numbers: talistevbc Code breaker Message! 

16 On the whistle pupils throw as much rubbish (balls, beanbags quoits etc) over the net/bench/line into the opponents half as possible.

17 A line is made (via cones or benches) at each end of the playing area. A third line is made in the middle. The group is split into 2 (team A and B) and stand either side of the centre line. Team A sends a team member to behind the opponent’s back line (end zone). Team B does the same. Team A must throw the implement over the head’s of Team B to their ‘scout’. If the implement is not touched by a member of Team B or is not dropped the thrower joins the scout behind the line (end zone). When 5 scouts are in the opponent’s end zone, that team is declared the winner and the game re-starts with 1 new scout at each end. If the game breaks down the other team receives the ball. NB use implements and throwing actions that reinforce the focus of the lesson End Zone End Zone X x x X X x x x X x x X X x x x x x

18 Vertical Jump Equipment: Wall, chalk, ruler, chair, recording sheet Groups: 4-6 Task: Jumper stands sideways to wall with arms up stretched. Team mate marks on wall where tips of fingers reach. Jumper chalks tips of fingers and jumps vertically, touching wall at height of jump. Distance between standing stretch and jump calculated. Points: 1 pt – up to 5 cms difference 2 pts – between 5 – 10 cms difference 3 pts – between cms difference 4 pts – over 15cms difference Higher and Higher Equipment: Skipping rope, recording card Groups: 4-6 Task: Jumper jumps over skipping rope. Rope begins on the ground and is lifted slightly after every jumper has had an attempt. After 3 successive failures jumper sits out. Use non-participants to hold ends of rope or jumpers take it in turns. Points: 1 pt – 1-3 successful jumps 2 pts – between 4 and 6 successful jumps 3 pts – between 7 – 9 successful jumps 4 pts – over 10 successful jumps Speed Bounce Equipment: obstacle/bench to jump over (use variety of heights),, stop watch Group 4-6 Task: Jumper jumps over obstacle as many times as possible in 20 seconds Points: 1 pt – up to 10 2 pts – between pts – between pts – over 25 jumps 5 Strides Equipment: Skipping rope to form starting line, 8 cones Group 4-6 Task:from a short run jumper takes 5 strides from starting line and travels as far as possible. Points: 1 pt – finish in zone 1; 2pts – finish in zone 2, 3 pts – finish in zone 3, 4pts – beyond zone

19 Challenge: In your team, make up your own activity station, which your class mates will be able to try out. Things to think about: Make it safe! You may need to use mats What equipment? What rules (what do your class mates need to know to?) How many goes/attempts? How to score/record at this activity station? Draw your activity station in the box Equipment Shopping List: Rules: Attempts: Scoring:

20 Challenge: In your team, make up your own activity station, which your class mates will be able to try out. Things to think about: Make it safe! What equipment? What rules (what do your class mates need to know to?) How many goes/attempts? How to score/record at this activity station? Draw your activity station in the box Equipment Shopping List: Rules: Attempts: Scoring:

21 Challenge: In your team, make up your own activity station, which your class mates will be able to try out. Things to think about: Make it safe! What equipment? What rules (what do your class mates need to know to?) How many goes/attempts? How to score/record at this activity station? Draw your activity station in the box Equipment Shopping List: Rules: Attempts: Scoring:

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