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2800357533640? ACHPER Victorian Branch, 2020Materials purchased from ACHPER Victorian Branch are for the educational non-commercial purposes of the purchasing school or educational institution only. Copying this Resource Pack is strictly prohibited other than copying solely for the purpose of teaching students in the purchasing school or educational institution. Copying or reproducing this document for any other purpose is a breach of ACHPER Victorian Branch’s terms and conditions and may amount to copyright infringement.020000? ACHPER Victorian Branch, 2020Materials purchased from ACHPER Victorian Branch are for the educational non-commercial purposes of the purchasing school or educational institution only. Copying this Resource Pack is strictly prohibited other than copying solely for the purpose of teaching students in the purchasing school or educational institution. Copying or reproducing this document for any other purpose is a breach of ACHPER Victorian Branch’s terms and conditions and may amount to copyright infringement.5486403408680PRIMARY HPETEACHING RESOURCE PACK 2020000PRIMARY HPETEACHING RESOURCE PACK 21118235175704500PRIMARY HPE-277495-8514715TEACHING RESOURCE PACK 2How to use this resource:Within this Primary HPE Teaching Resource Pack, you will find:Different activity cards linked to the following:AthleticsFMS Object ControlLocomotorStrikingSkippingWithin each skill, concept or sport, you will be provided with:An activity card cover page which includes curriculum level, learning intentions, equipment/space needed, key questions, discussion prompts and follow up tasksb. Four different activities students could run at home to achieve the overall learning outcomes related to the skill, concept or sport, categorised into F – 2 and 3 – 6 students We have provided the cards in Word format to enable you to easily use, modified as needed, within your own teaching and learning templates. There are multiple ways you can use these in your planning. Consider the following:Teach each of the 5 areas across term 2 spending 2 weeks on each.“Mix and match” the activities in a combination that best suits the needs of your students across the term.Embed selected activities into your current plans where they relate to what you have already planned.Use different activities from across the resource as “extra-curricular” activities reinforcing what you have taught or to provide your students with greater variation to choose from.Before using these activities with your students, it is important for you to check the wording, directions and diagrams to make sure they will be understood by your students and parents, where they might be able to assist. For example, depending on what you have taught this year and how you teach you may or may not have used terms such as locomotion, target games, muscular endurance. In your planning and use of these resources you may need to add your terminology, change the diagrams or explain these terms when you communicate with your students.We understand some students may not have internet access. In this instance you may need to substitute other activities or review the online content yourself and develop resources that cover what was available online. Similar to any resource you access as their teacher it is your responsibility to ensure it is appropriate for your students and the environment in which they live.-445135-8362950F-6 ATHLETICSNumber of participants: 1+Curriculum level: F-6Learning Intentions: I can attempt different ways to solve a movement challenge (F)I can reflect on my performance and demonstrate ways to perform a skill more successfully (1/2). I can demonstrate fundamental movement skills in the correct sequence to complete a movement task or challenge (3/4).I can jump with control for height and distance using a variety of body positions (5/6).Success Criteria:I land safely by bending knees and showing the ‘motorbike landing’ (F-2)I can move from slow to fast and from hop to step to jump (F-2)I use my arms to increase the height and distance of my jump (F-2)I can take off with one foot and land on two feet (F-2)I can reflect on my performance and identify ways to perform the skill more successfully (1/2)I can combine different jumping techniques e.g. hop, step and jump in the correct sequence (3/4)I can push or sling an object towards a target (3/4)I can accelerate and decelerate at the right time for maximum performance (3/4)I can assess and refine a movement sequence to improve further (5/6)I can adjust the force and speed of an object to improve accuracy and control (5/6) I can jump for height and distance using a variety of body positions (5/6)Victorian Curriculum Content Descriptions Addressed:Foundation: VCHPEM067, VCHPEM064, VCHPEM069Levels 1 & 2: VCHPEM086, VCHPEM080, VCHPEM083Levels 3 & 4: VCHPEM098, VCHPEM097, VCHPEM101Levels 5 & 6: VCHPEM115, VCHPEM119, VCHPEM121Equipment/Space required: An open space of approx. 2 m x 2 m – check with parents firstHousehold objects e.g. Plastic cups, balloons, rice, toilet rolls, stopwatch, wooden spoon, small round object, paper and pillowcases.F-2 Activities Jumping Obstacle Course Sack Race Paper Plane Throw Egg & Spoon Race3-6 ActivitiesPlastic Cup Long JumpToilet Roll Tower High JumpShot PutMiddle Distance Challenge Key questions, discussion prompts and follow up tasks: What other events in track and field include jumping/throwing?Why is pacing important in middle- and long-distance running?What fitness components are required in track and field events?How do you feel when you participate in athletics activities? What does your body do?What did you enjoy about participating in these activities?Why is it important to be conscious of personal and general space during throwing activities?ACHPER Victorian Curriculum Chart references: Foundation: Participate in play-based learning activities to develop components of the run, jump, hop etc, involving changing direction, Trial different ways to solve a challenge, different techniques when trying new movement activitiesTowards Level 2: Development of locomotor and object control skills, participate in games demonstrating object control skillsThrough guided questioning, assist students to trial and test alternatives to solve movement challenges in gamesTrial different ways to run, jump, leap and skip – which are more successful?Towards Level 4:Run and leap with control when participating in games, throw and strike objects focusing on transfer of weight from back to front footIdentify and discuss FMS when performing complex movements, discuss how a skill can be applied in different activities and sportsCombine running, take off and flight movements to perform athletic activities, Towards Level 6:Apply running skills in a variety of contexts such as sports, sprinting, circular relaysPropel balls with appropriate technique, speed and force, Explain how FMS are combined and modified to perform new movements, Trial different solutions to a movement challenge and explain why their solution is effective (eg: how force is applied differently)-435610-9001125F – 2 ATHLETICS ACTIVITIES Activity 1 – Jumping Obstacle CourseSteps:Build your own jumping obstacle course outdoors or house (Click here for a video example).Find objects around your house that you could use to jump over e.g. pillows, toys, tape, skipping rope, broom, pots etc or use chalk to draw obstacles such as circles, lines, wiggly lines, hopscotch in your yard. Make a start and a finish point and then see if you can include up to five obstacle elements. 402653513906500Questions:Can you take off your jump with one foot and land on two feet?Can you jump from two feet to two feet?Can you take off from different movement speeds e.g. walking, skipping, running?Can you jump forwards, backwards and side to side?Could you land safely in a motorbike position?How does swinging your arms up by your ears as you jump change how high you can jump?Activity 2 – Sack race Steps:Find a suitable old pillowcase (ask an adult first).Mark a start and finish position using objects around the home eg a skipping rope, jumper, tape or bottle. Place your two feet next to each other in the pillowcase (see image). Time how long it takes you to jump using two feet and landing on two feet to the finish. See if you can beat your score.You can add in a challenge by seeing if you can find obstacles around your house to jump over e.g. pillow, book or bottle.Questions:What did you have to do with your body to keep balance?What happened when you tried to go faster?Can you think of any sports which involve jumping?How can you jump higher?Activity 3 – Paper Plane ThrowSteps:Using a piece of A4 paper. Make a paper plane in the way you know how. 4762500212725Mark a start using an object around the home e.g a skipping rope, jumper, tape or bottle. Standing side on in a star shape with your arm back (holding the plane) and the other arm pointing in the direction you are throwing, see how far you can throw the paper plane. Questions: Does a run up make the paper plane go further?If you step forward as you throw, does the paper plane go further?Activity 4 – Egg & Spoon Race4340038123825Steps:You will need a wooden kitchen spoon and an object that resembles an ‘egg’ e.g. a tennis ball, a carnie ball, an onion or a ping pong ball. You will also need someone to time one minute for you.How many star jumps can you do whilst balancing the ‘egg’ on the spoon? If you drop the ‘egg’ you must start back at zero. Watch here for a video example. Questions:What do you have to do with your eyes to control the ‘egg’ on the spoon?Can you make an obstacle course in the space you have and try and not drop the ‘egg’?-445135-87344253 – 6 ATHLETICS ACTIVITIESActivity 5 – Plastic Cup Long Jump4068721114300Steps:You will need some plastic cups (20 plus) or something similar e.g. tins of food or bottles. Ensure you have enough space to line up cups side by side in a line, as you increase through your competition.Start with one cup. Using the technique of the long jump: run up, take off your strongest leg, clear the cup and land on two feet in the motorbike landing position. When you clear one, more onto two cups, then three etc. How many cups can you jump over?Questions:What did you have to do with your arms as you increased the distance that you had to jump? What is the safest way to land in the long jump?What components of fitness does the long jump require?What happened to the distance you jumped when you changed to your non-dominant take off leg?Activity 6 – Toilet Roll Tower High Jump 3880174114300Steps: You will need some plastic cups or something similar that you can use to build into a tower e.g. tins of food, toilet rolls or plastic tubs.Ensure you have enough space to build your tower and the space around to complete a vertical jump over.Start with one toilet roll, stand side and jump sideways taking off with your strongest leg.Add the next toilet roll, so you now have two, repeat the clearance and continue to build and jump until the tower is knocked down. As the height increases you may use the run up and scissor kick take off technique (run up with a semi-circle approach and clear sideways - see image).Questions:What did you have to change with your run up as the height of the tower increased?What did you change to assist in clearing a higher tower?Activity 7 – Shot Put4705350114300Steps:You have two choices here: 1. Make your own shot put using a balloon and fill with dry rice or floor using a kitchen funnel or 2. Use a tennis ball or small ball that is similar to the size of a shot put. Mark a starting spot where you will commence your throw from. Following the correct technique as shown here from (Run, Jump Throw - Young Athletes and Schools). Technique: Split stance - leg forward matches the throwing arm e.g. right foot forward, throwing right arm, dirty fingers and neck, clean palm, right angle elbow, shot put in the neck, chin, knee and foot in line, transfer weight from front to back, rotate the hips, high five the sky on release of the shot). Measure how far you throw (m) and record your best throw in three attempts. Questions:Using the following task card can you reflect and analyse your performance. Using the check boxes can you tick off all the boxes? What could you do with your body to throw further?What would be the best angle to release the shot for maximum distance?Activity 8 – Middle Distance Running Challenge Steps:You will need to find a suitable space e.g. park, oval, footpath that meets the distance you are required to run for your age group. You will need to measure out your relevant distance using a smart watch, google earth or a bike computer. To find out more information about the set up for this activity click here for the SSV Virtual Cross Country Challenge. Record your score on the event website above and try and beat your time. Questions:What is meant by the term ‘pacing’?Why is pacing important in middle distance and longer distance running events?What are the middle and long-distance events in Track and Field Athletics? -445135-8362950F-6 OBJECT CONTROLNumber of participants: 1+Curriculum level: F-6Learning Intentions: We are going to review some of the FMS which involve using an object (kick, bounce, throw, catch)Success Criteria: Kick – I know which part of the foot to use, I can use my foot to make the ball go where I want it to go, I can add power to my kick, I can watch the ballBounce – I can keep my ball to myself when I bounce, I can use my fingertips to bounce the ball, I can keep my eyes looking in front of me when I bounceOverarm Throw – I can stand side on when I throw, I can point to my target, I can follow through with my arm so my hand hits my front pocket, I can twist my body as I throwCatch – I can get my hands into a ready position (pinkies or thumbs together, hands in front), I can bring the ball closer to my body when I catch, I can move towards the ball to catch itVictorian Curriculum Content Descriptions Addressed:Foundation – VCHPEM064, VCHPEM069Levels 1 & 2 – VCHPEM080, VCHPEM086Levels 3 & 4 – VCHPEM097, VCHPEM103Levels 5 & 6 – VCHPEM115, VCHPEM121Equipment/Space required: An open space at least 3 x 3 m. Remove any obstacles.Ball – if you don’t have a ball, you can use a pair of socks, scrunched up newspaper or a soft toy. Bounce activities need a ball that can bounceObjects for skittles, markers and targets – these could be plastic bottles, soft toys, plastic cups etc…)Paper and pens/pencils or chalk to draw some targetsF-2 ActivitiesSkittle Kick Bouncing Obstacle CourseSpace Wars ThrowingClassic Catches3-6 ActivitiesFoot GolfNumber SoccerBouncing and Ball Handling ChallengesTrick Shot ChallengeKey questions, discussion prompts and follow up tasks: Can you explain/show how to perform a competent overarm throw/catch/bounce/kick?How can you change your technique to hit your target?If you are not able to hit your target, what can you do to be successful?ACHPER Victorian Curriculum Chart references: Foundation: Participate in play-based learning activities to develop components of the catch, kick and overhand throw (eg: bucket catching, nearest the pin, rebounder)Trial different ways to solve a movement challenge (eg: use different balls, use a different technique)Demonstrate a positive approach to new movement challengesTowards Level 2: Development of object control skills including catch, overarm throw, catch and kick.Participate in games and activities demonstrating object control skillsStudents perform different skills with different equipment and discuss the outcomeTowards Level 4:Dribble with hands through space at different speeds showing control of body and ballMove into position and absorb force when catching a ballAsk students to identify and discuss different FMS used and how the technique might change for different purposes/activitiesStudents work out the most effective way to hit a targetTowards Level 6:Strike or throw an object at a target focusing on accuracy/distanceTrial different solutions to a movement challenge and explain why their solution is effectiveFind different ways to plan and practice a skill-435610-9001125F – 2 OBJECT CONTROL ACTIVITIES Activity 1 – Skittle KickSteps:Watch this video to refresh your memory of how to kick a ball and practice your kickingSet up some skittles (eg: plastic bottles) in a triangle shape. Take 5 big steps back (or more if you want a challenge!), place the ball on the ground and kick to see how many you can knock over.Take 10 turns and write down on a piece of paper how many skittles you knock down each time. Add them up as your total score.Challenges – change your ball or skittles, move further away from your skittles, can you play against a family member?Questions:How do you kick at a target?How can you make your kick more powerful?When you changed your ball or skittles – did you have to kick differently?Activity 2 – Bouncing Obstacle CourseSteps:Find a ball you can bounce to practice. Watch this video to refresh your memory of how to bounce a ball and practice your bouncingBouncing obstacle course – find 5 things you can use as obstacles and put them on the ground/floor. Start at one end of your obstacle course and walk through it bouncing the ball at the same time. Challenges – can you walk backwards/sideways through your course and bounce, try bouncing with two and one hand/ try bouncing with alternating hands, can you move as fast as you can, can you bounce the ball lowQuestions:What part of your hand touches the ball when you are bouncing?Where should you look when you are bouncing?Activity 3 – Space Wars ThrowingSteps:Draw some space objects (e.g. moon, stars, sun, planets) on 5 pieces of paper and stick them onto a wall with tape or blu tak (away from windows and one which is safe to throw at!).Start 5 big steps away from the wall. Use a soft ball and overarm throw at the space objects. If you hit the object you can take it off the wall. Keep going until you have hit all the space objects.Challenges – take a step back each time you hit a space object, put the space objects at different heights, change options, make some smaller space objects to use as targetsQuestions: What parts (or components) are needed to demonstrate a competent throw? How did you change your throw when you missed the target?Activity 4 – Classic CatchesSteps:Find a ball to use and stand in the middle of an open space.Practice some of these classic catches challenges! Try and come up with some new ones to share with your classmates:Throw the ball up and then perform one of these tricks before you catch - touch your knees or toes, clap, do a star jump (or 5!), squat, jump and turnUnderarm throw a ball at a wall and catch it off the bounce – throw harder and on angles to make the catches more difficult!Throw the ball at the ground so it bounces up high, then try the Do you have a family member who can underarm throw the ball to you to the side, up high or down low?Questions:How do you catch a low/high ball? How do your hands change?What can you do to move quickly to the ball?What can you do to make sure the ball doesn’t bounce away from your hands when you are catching?-445135-87344253 – 6 OBJECT CONTROL ACTIVITIESActivity 5 – Foot golf*Steps:Use 5 skittles or objects and place them around your house or outdoor area. These will be your ‘holes’ in your foot golf course.To play, place your ball at a starting line 10 (or more) steps away from your ‘hole’. Kick towards the ‘hole’. If you hit the target on the first kick, you get a ‘hole in one’! IF you didn’t hit the target, wait until the object stops moving. Then take your second kick from where the ball stops. Continue until you hit the target.Write down the number of kicks it takes you to hit the target. Move onto the next ‘hole’ and repeat. Add up your score for all the holes.Challenges – play another round and see if you can get a smaller score, play against someone in your family, add some obstacles between your starting line and your ‘hole’ so you have to kick over or around them.Questions:How did your kick change at each hole/when you had obstacles in front of you?What part of your foot did you use?How powerful was your kick for this game? Why?*this activity could be used for underarm/overhand throw golf (shuttle or scrunched up paper) or a frisbee.Activity 6 – Number SoccerSteps: Use chalk to write numbers on a wall outside, or write numbers on pieces of paper and stick them to a wall (make sure it is one away from windows!)Roll a dice and then kick the ball at the number on the dice. If you don’t have a dice, use this oneKeep trying until you hit the number. Then roll the dice again and aim for the new number. Add up the numbers you hit and see if you can make it to 50Challenge – can you move further back? Can you kick with your other foot?Questions:How did your body change each time you aimed for a new number?What part of your foot did you use?How did your technique change when kicking to a new number/when you missed a shot?Activity 7 – Bouncing and Ball Handling ChallengesSteps:Find a ball you can use which will bounceWatch the videos below to learn some bouncing challenges – how many can you do? HYPERLINK "" Dribbling and cross over variations HYPERLINK "" Ball handling challengesBouncing challenges 2Advanced dribbling skillsCreate your own bouncing challenge to share with your classmates.Take a video of you performing your best skill to share with your teacherQuestions:For all the tricks, what part of your hands were you using to control the ball?For all the tricks, where were your eyes focussed?How can you make the skills look controlled?Activity 8 – Trick Shot ChallengeSteps:In the last few months, lots of athletes and sports fans have been sharing some crazy trick shots by throwing or kicking a ball into a challenging target. Take a look on the internet for some AFL, basketball or soccer trick shots for inspirationFind a ball and target to use (like a bucket or box, or two objects to make goal posts) and set up your trick shot – keep practicing until you throw/kick the ball into your target. Once you achieve your goal, make the trick shot more challenging by increasing the distance between you and the target, changing the angle of your shot, or making your target smaller.Try to take a video of you hitting your target and share it with your classmates – can you try any of your classmates’ trick shots?Questions:What are the top tips you would tell your classmates to throw/kick further? Over an object/person? Hitting a target?What advice would you give to someone if they are finding it hard to hit their target?-445135-8362950F-2 LOCMOTIONNumber of participants: 1+Curriculum level: F-6Learning Intentions: We will explore different ways in which we can move our body from one place to another.Success Criteria: I can move my body in different ways using my feet, or hands and feetI can move my body forwards, backwards and sidewaysI can move my body under, over, through and around objectsVictorian Curriculum Content Descriptions Addressed:Foundation –VCHPEM064; VCHPEM065Levels 1 & 2 –VCHPEM080; VCHPEM081Levels 3 & 4 –VCHPEM097; VCHPEM098Levels 5 & 6 –VCHPEM115; VCHPEM116Equipment/Space required: Open floor space (indoors or outdoors) approx. 3 m x3 m or largerVarious household items or toys which students can use as obstaclesMusic to play off device/tv/radioF-2 ActivitiesHow does an animal move?Which way?ObstaclesPathways3-6 ActivitiesHow do we move in triple jump?Locomotion similarities and differencesMoving and using a ballAgility trainingKey questions, discussion prompts and follow up tasks: Which types of locomotion did you find most challenging/easiest?Can you think of other types of locomotion we did not use in these activities? Which types of locomotion did you use today around your house?ACHPER Victorian Curriculum Chart references: Foundation: Participate in play-based locomotion activities to with a focus on developing components of the jump (two foot take off, eyes facing forward)Towards Level 2: Vertical Jump: eyes forward, arms generate force, knees bend in preparation to jump, balanced landingParticipate in games and activities including locomotor circuitsMaintain balance while transferring weight when performing movement skills (eg: maintain balance when landing after jumping and leapingPractice different movements changing speed, direction and level of movement with and without music. Towards Level 3-6: Refining movements and understanding where they are applied in different bining movements in sequences with improved speed, power and accuracy.-435610-9001125F – 2 LOCOMOTION ACTIVITIES Activity 1 – How does an animal move?Steps:Have you seen how animals move from one place to another? Students are to attempt moving like different animals around your open space. Play music to move to. Some ideas of animals students can practice (may want to provide some pictures to students to assist): Kangaroo, rabbit, crocodile, lizard, bear, crab, penguin, snake, seal, frog, lionQuestions: Which movements used just your feet? Which movements needed hands and feet?Which movements were the hardest? Which movement did you find easiest?Which animals move slow/fast? Can you try each of the animal moves at different speeds?Activity 2 – Which way?Steps:Click here to open up the Direction spinner (if you can’t use this, have a parent or sibling choose random directions, or label a dice with different directions)Start in the middle of the room/outdoor space and take 10 spins to see where you end up. For each spin, take one move in that direction (eg: step, jump, hop, leap, crab walk etc)Play with a sibling starting in the same spot and person who ends up closest to a target/piece of furniture wins a point. Questions: Did you remember your left and right? Did you have any tricks to help you?Can you use a different type of locomotion to use to move on each spin?Activity 3 – ObstaclesSteps: Find things around your home you can use for an obstacle course (make sure you can find things which are large and small so you can move under, over, through and around them).Make an obstacle course with something to move under, something to move over, something to move through, and something to move around. Use different types of locomotion (eg: step, jump, hop, leap, crab walk etc) as you work through the obstacle course and try to avoid touching the obstacles (imagine they are hot!)Make some other obstacle courses and look for some challenging objects to make them harder to move over, under or through.Questions: Which obstacles were the most challenging?What did you do to move under/over/through things which where tricky? Were some movements easier than others to move around?Can you draw or take a photo of your favourite obstacle course and share with your teacher and/or classmates?Activity 4 – PathwaysSteps: Look for a space at home which has some lines or markings on the ground to follow – move along the lines using different types of locomotion and at different speeds. Use some chalk, ribbons, skipping ropes or pieces of paper to make your own paths to follow. Make them go in different patterns (eg: zig zags, swirls and loops, making letters or numbers (or your name!)Make a path and include some obstacles in it to move over/under/through/around.Questions: Which path did you like the best?Could you move like an animal on your pathways?What pathways do you follow when you go outside/at school?Can you draw or take a photo of your favourite pathway and share with your teacher and/or classmates? Why is this your favourite one?-445135-87344253 – 6 LOCOMOTION ACTIVITIESActivity 5 – How do we move in triple jump?Steps:Practice the hop, leap and jump individually (remember to practice the hop and leap on both feet!).Watch this video to learn more about the triple jump and how to perform it – focus on the key coaching points and test out the activities in it.Practice the triple jump (hop, leap then jump) together, from a standing startFind a place and measure how far you travel when doing a triple jump from a standing (stationary) start?If you have space use a 3, 5 and 7 step walking or running start and compare the length of your triple jump?Questions: What is the most challenging part of combining the movements? Can you practice just this part?How did increasing the distance and speed of your movement before “take-off” impact your ability to combine the movements? Did it feel easier or harder?How did increasing the distance and speed of your movement before “take-off” impact the length of your triple jump?Activity 6 – Locomotion similarities and differencesSteps: Think of some of the types of locomotion used in different games and physical activities. Can you identify similarities and differences between types of movements? (EG: Think of activities such as tag games, gymnastics, netball, AFL and swimming - List some of the types of locomotion you use in each activity)Encourage students to try using the different locomotion movements in the different activities.Share the similarities and differences with your class/teacher on a poster or video.Questions:Are there some types of locomotion used in more than one activity? Some that are only used in one type of activity?Can you identify similarities and differences to how the types of locomotion are used E.g. the leap is used as a part of the triple jump and also used when a player runs and leaps to catch a ballActivity 7 – Moving and using a ballSteps: Try some of the following activities to see if you can move and do something with a ball at the same timeRun/jog and dribble or bounce a ball, dribble a soccer ball with your feetWalk/jog and balance something on your hands/headCatch a ball whilst moving (might need someone to help throw to you, or throw a ball at a wall and catch the reboundHave a sibling throw a ball to the side of you and see if you can move quick enough for some classic catches!Questions:What are some tips for using a ball and moving at the same time? (Eg watch the ball, don’t go too fast)Which activities did you find harder or easier? Can you explain why?Select one activity you found hard and practice it for 10 minutes for 5 days in a row. Discuss if you have improved this activity and explain what has improved about your movement.Activity 8 – Agility trainingSteps: Moving quickly through different obstacles is important in games. Can you try the following to improve your agility to avoid obstacles as quickly as possible?Set up an obstacle course with some objects over a few metres and try to get from one end of the course to the other as quickly as possible. Practice and see if you can reduce your timeDraw a ladder on the ground with chalk and perform some agility ladder drills (click here or here for some ideas)Questions: Which games and activities need you to move as quickly as possible around obstacles?How could you practice this for when you are able to play team games again?Can you list the locomotion movements you used in the different obstacle courses and ladder drills.Which ones did you find easier or harder? Why?-445135-8362950F-6 STRIKINGNumber of participants: 1+Curriculum level: F-6Learning Intentions: We are learning and improving our striking skillsSuccess Criteria – I can stand side-on with the bat behind my shoulderI can step towards the target as I hit the ballI can hit the ball through the gates/towards the targetVictorian Curriculum Content Descriptions Addressed:Foundation – VCHPEM064, VCHPEM065, VCHPEM069Levels 1 & 2 – VCHPEM080, VCHPEM082Levels 3 & 4 – VCHPEM097, VCHPEM101Levels 5 & 6 – VCHPEM115, VCHPEM119Equipment/Space required: Open space. Make sure obstacles are removed. Make sure you are hitting away from things like TVs and computers if you are inside.Bat – if you don’t have some kind of bat, you can begin with an open hand, use a cardboard tube, roll up some newspaper, use a foam roller or pool noodleBall – any type of ball is ok for most of the games. Activity 8 needs a ball which can bounce – the smaller it is, the harder it is to hit. If you don’t have a ball, you could use a soft toy, pair of socks or rolled up piece of paperTee – look for something you can sit a ball on top of and doesn’t matter if it gets hit (eg: foam roller, cardboard box, stack of cushions, plastic milk bottle)Objects to use as cones or markers (eg: plastic cups or drink bottles)A tape measure (you might need to ask your parent/guardian), or count the number of steps for distanceIf students need to revise the 2 hand side arm strike – watch this video If students need to revise the forehand strike – watch this videoF-2 ActivitiesBounce and strikeOff the teeAngry birds strikingJunkyard strikingActivitiesGatesDistance HitsSpace Wars StrikingDown BallKey questions, discussion prompts and follow up tasks: What are the key parts of a good strike?What are the two types of strike you can use?Which games have you played in which use a strike a ball or object?ACHPER Victorian Curriculum Chart references: Foundation: Participate in play-based learning activities to develop components of the strike.Towards Level 2: Development of object control skills including forehand strike (watch ball, side on position)Participate in minor games using FMS including use of equipment and 3 rules.Towards Level 4:Exploring techniques – investigate outcomes of using different bats when strikingTowards Level 6:Maintain a cooperative rally using hand, bat or racquet in a net wall gameStrike a ball with a bat using correct technique, focusing on weight transfer and trunk rotation-435610-9001125F – 2 STRIKING ACTIVITIES Activity 1 –Exploring the strike (Forehand strike)Steps:Find a soft ball or pair of socks/newspaper ball/balloon and an open space to practice in.Put one arm out straight and hold the ball out in front of you with one hand. Have your other hand out to your side with your hand flat like a bat. Let it go and try to hit it with your other hand (use your palm) – practice watching the ball when you let go and hit it, and following through so your hand goes over your sholder after you have hit the ball.Challenges – can you strike the ball:With a hard/soft swing?Along the ground/up in the air?At a target?With your opposite hand? With a bat instead of your hand?Questions:Where does your hitting arm start and finish when you hit the ball?How do you stand when you hit a ball?What should you look at when you hit a ball?Activity 2 – Off the tee (2 hand strike)Steps:Find something to make a tee/stand which is about waist height – you will put a ball on top of this. Get a ball and something to use as a bat.Stand side on to your tee, hold your bat with straight arms using two hands. Practice watching the ball, and swinging through the ball.Striking challenges – can you hit the ball:With a hard/soft swing?Along the ground/up in the air?At a target?Can you stand on the other side of your tee and hit so your other shoulder is in front?Questions:Where does your bat/hitting arm start and finish when you hit the ball?Which hit do you find easier? With one hand on the bat or two hands on the bat?What should you look at when you hit a ball?Was it easier hitting the ball when you were facing in one direction? If yes, why?425513500Activity 3 – Angry birds strikingSteps:Find 5 things you can use to make a tower of ‘angry birds’ – use toys, pillows, plastic cups, plastic bottles – anything you are allowed to knock over.Move about 5 steps away from your tower – drop the ball from your non-striking hand, and with your striking hand hit it towards your tower. See how many hits you need to knock all the items over.Challenges – bring in more objects to make your tower bigger/taller, take an extra step back each time you hit the tower, try using your tee and bat to hit offQuestions: Take a photo of your best tower to show your classmates – can you make some of your friend’s towers?Can you make this a competition with someone in your family?Which way should you face when you are trying to hit your tower with the ball?How did you change your strike when you were having trouble knocking your tower over?Activity 4 – Junk yard strikingSteps:Set up your batting tee with ball on top (you could also have the ball on the floor). Find 5 other items you can use as ‘junk in the yard’. Spread out your junk out around you.Your aim is to hit the ball (use two hands on the bat) at all the junk in the yard using the ball. Each time you hit a piece of junk, you score a point.Challenge – each time you hit a piece of junk, pick it up and throw it a bit further away. Change your strike so you drop, bounce and hit the ball with your hand or bat (one hand on the bat)Questions:Can you tell/show me what a good strike looks like (with one/two hands on the bat)?What are three things you should do to make your strike as good as it can be? Can you make this a competition with someone in your family? -445135-87344253 – 6 STRIKING ACTIVITIES431228519050Activity 5– Gates (2 hand strike)Steps:Set up your bat, ball and tee in an open space.About 5 big steps away from your tee, make a gate with two markers (start by making it wide!)Sit the ball on top of your tee and set up for your strike – hold both hands on the end of the bat, stand side on with bat behind you, and swing! Aim to hit the ball between your gates. If you hit the ball through the gate 5 times in a row, move the markers a little bit closer to each other so your gate is smaller. Keep going until the markers are touching each other. Questions:Where did your follow through finish? Did this change depending on where you hit the ball?Which gates were easier/harder to hit through? Why? What did you do if your strike didn’t go through the gates?Activity 6 – Distance Hits (2 hand strike)Steps: Set up your bat, ball and tee in an open space.Sit the ball on top of your tee and set up for your strike – hold both hands on the end of the bat, stand side on with bat behind you, and swing! Use your steps to measure how far you hit the ball.Go back to the tee and try again, aiming to beat the distance of your last shot. Write down your distances on a piece of paper for 20 hits.Try using a different object for your ball or bat and see if it makes a difference to your shot.If you have someone at home to play with, make this a competition!Questions:Which shot was furthest? Why did it go the furthest?Can you explain what your best swing looked like? Where were you standing? How did your arms move?Activity 7 – Space Wars Striking (Forehand strike)Steps: Use an outside wall or door (something you can stick paper onto!)Draw 5 space objects on paper or cardboard as your targets and stick them onto a wall about 1 m high with tape or blu tak.Use a ball and bat (or your hand) and stand side on, with bat in one hand about 5 big steps away from the targets. Throw your ball into the air or drop so it bounces up and then strike the ball, aiming to hit at the targets. If you hit one of the space objects, take it off the wall. Continue until you have hit all the targets.Once you have hit all the targets, put them back up and try again, but attempt some of the following challenges: use another ball or object as a bat, step back further from the wall to hit the ball, play with a family member to see who can hit more of the space targets, hold the bat in your other hand!Questions: How did you change your strike to hit a target?How did you change your shot if it was not hitting the target?Activity 8 – Down BallSteps:Students often make lots of variations of down ball or four-square to play in the yard. When playing down ball, you need to strike the ball with the palm of your hand. If you need some ideas of what down ball could look like, watch the following videos or students create a version of down ball you could play at home by yourself or against someone in your family? You will need a ball which can bounce to play this game.Playing area – find an open space to play in. Do you need lines on the floor for a boundary? Will you allow the ball to be played off walls (hitting the ball against a wall is a good start if you are playing by yourself – this means it can rebound back to you)? Can you make the “court” larger or smaller?How will you start play? How will you score points?How many bounces can the ball have before you hit it next?Once you have come up with your version of down ball at home, share it with your class and try someone else’s version of down ballQuestions:How is striking the ball with your hand the same as striking with a bat? How is it different?How should your hand make contact with the ball to hit a strong shot?Once you have hit the ball, where on your court will you move to?How did different types (using wall), sizes of courts affect your striking?-445135-8362950SKIPPINGNumber of participants: 1Curriculum level: F-6Learning Intentions: To skip using the basic skip technique for an extended periodTo practice various skipping techniques and tricksTo connect skipping tricks into a movement sequenceSuccess Criteria: I can skip for a minute (or longer) without stoppingI can perform different skipping tricks I can perform a skipping routine to music using different skipping tricksVictorian Curriculum Content Descriptions Addressed:Foundation – VCHPEM064Levels 1 & 2 – VCHPEM081, VCHPEM080 Levels 3 & 4 –VCHPEM098, VCHPEM097 Levels 5 & 6 – VCHPEM116, VCHPEM115Equipment/Space required: 3 m x 3 m open space or larger without obstaclesInternet to access videos in activities eg: Jump Rope for Heart Skipping Tricks PDFs or Videos (or other guides)Skipping ropeMusicF-2 ActivitiesGetting started with skippingJumping legsLearning some new skipping tricksPutting skipping tricks together3-6 ActivitiesSkipping enduranceSkipping tricks bank8 beatsCreate a routineKey questions, discussion prompts and follow up tasks: Which FMS do you use when you are skipping?How does your body feel when you are skipping?If you practice your skipping each week, how does your skipping performance change?How did you decide to group skipping skills together?How could improving your skipping performance help you in other sports and activities?ACHPER Victorian Curriculum Chart references: Foundation: Participate in play-based learning activities to develop components of jump (2 foot take off), hop (one foot take-off)Towards Level 2: Move freely to music responding to changes in music tempoIn groups of 4 or 5, develop a movement sequenceTowards Level 4:Perform skipping skills and create a jump rope routine with a short and long ropeTowards Level 6:Create and perform a movement sequence with a specified number of locomotor movements, balances, rolls, shapes or turns. Perform activities that involve transition from one skill to another to perform a more complex skill.-435610-9001125F – 2 SKIPPING ACTIVITIES Activity 1 – Getting started with skippingSteps:Find an open space to skip in, away from any objectsWalking skip - use a skipping rope to practice the skipping movement without jumping (swing rope over head to front, then step over it, and start again). Practice keeping elbows in and hands moving in small circles to turn the rope. If you need, practice without a skipping rope and pretend to hold oneBasic skip – now try to jump over the rope when it moves in front of you. (Use this video to see what it should look like)Can you skip on the spot? Can you skip and move forwards?How many skips can you do without stopping?Questions:Where do your elbows stay when skipping?What part of your feet touch the ground when jumping over the rope?How does your body feel when you skip?Activity 2 – Jumping legsSteps:Find an open space away from any objects and try the following activities:Which animals jump on two feet? Practice jumping like them around your space.Practice fast and tiny jumpsDraw a chalk line outside (make sure it goes in different directions!) to follow – jump or hop along the line. Try out some animal jumps too!Play your favourite song and jump to the music – can you jump fast/slow? High? Side to side? Jump and turn around?Questions:How does your body feel when you jump in all these activities?How do you jump higher?How do you land safely when jumping?Activity 3 – Learning some new skipping tricksSteps:Use the videos below to learn some new skipping tricks:Running manThe skierFront to back skierCan you make any new skipping tricks to try?Look here for some other beginner skipping tricksQuestions:Which skipping trick was the easiest? Which was the hardest?Which trick could you do for longer?Which trick was the “most fun” to practice?Activity 4 – Putting skipping tricks togetherSteps:Try to perform the skipping tricks above in a row (eg: 4 running man steps, then 4 skiers, then 4 front to back skiers – without stopping!).Trial each of these jumps 10 times in a row without a skipping rope, then with the skipping rope – two foot jumps, single leg hops on the right, single leg hops on the left, alternate single leg jump (high knee run), hopscotch jumps (single left leg to double leg to single right leg to double and repeat).Turn on some music and practice different skipping tricks when the music changes (eg: verse to chorus, speed/beat change etc).Questions:How many tricks could you do in one song?Did you jump in time to the music?Were you able to do all of them in a row?How long could you go for without having to stop?-445135-87344253 – 6 SKIPPING ACTIVITIESActivity 5 – Skipping enduranceSteps:Building some muscular and cardiovascular endurance will help us to perform our skipping routine. Try to practice 5 minutes of skipping every day to get greater improvements in your fitness.Practice skipping to reach 10, 25, 50 or 100 (or more!) skips without stopping.Practice single bounce, double bounce or double under’s to make the practice more challenging and to get your heart rate up.Play a metronome video to get beats at different sounds and skip to the beat (Eg. Video 60BPM, 80BPM, 100BPM). See if you can jump for 1 min without stopping to the slow, medium and then fast tempo and count the number of jumps reached.Pyramid skipping – aim is to make it to the end of the pyramid without making an error. (eg: 10 – 20 – 30 – 40 – 50 – 40 – 30 – 20 – 10 – after you complete the first 10 skips, then have 20 seconds break, then complete 20 skis etc). When you get to the end of your pyramid without stopping, add 5 skips to each level until you get to BOSS level (50 – 100 – 150 – 200 – 150 – 100 – 50) Questions: Which muscles do you feel working when you skip as long as you can?What are some stretches for the muscles you worked whilst skipping?How does your body feel when you skip after practicing for a week compared with your first skipping practice?Activity 6 – Skipping tricks bankSteps: Practice some beginner intermediate or more challenging skipping tricksCan you create any tricks of your own? Work on improving your top 5 tricks to share with your classmates – could you teach your class or family member your tricks.Questions:Can you explain the top tips for performing your top tricks?Can you describe the skills you are using in your tricks?How can skipping help you develop your fitness for other activities and sports?Activity 7 – 8 beatsSteps:Use the metronome beats from Activity 5 to learn about beat. (Eg. Video 60BPM, 80BPM, 100BPM). Then link the song here to the metronome activity above - Practice playing some songs and counting groups of eight beats whilst clapping/tapping, then repeating as the music continues. This will help when developing routines. Test out some different songs to see if the 8 counts happens in the same speed.Practice counting the beats aloud (eg: 1-2-3-4-5-6-7-8-1-2 etc…) or clapping and saying 8 out aloudTry grouping some of your skipping tricks to make a mini routine of eight beats. Develop a mini routine of 16-32 counts (i.e. 2-4 sets of 8 counts) by doing multiple tricks in only 8 counts. E.g. regular skip x 4 beats, side-to-side skip x 4 beats, forward-to-back skip x 4 beats, right hop x 4 beats, left hop x 4 beats.Share your eight (16-count) count routines with your class to try out (done in writing or taking a video to share)Questions:How did you feel during and after skipping in time with the different metronome tempos? Why?Why were some songs easier to skip to than other songs?Can you skip faster and slower to the beat in a song? How?Activity 8 – Create a routineSteps Using the 8 count routine from the previous lesson Choose some music to make a skipping routine to. Your routine should be 24 counts long (8 x 3) (suggest longer for Year 5 & 6) and contain at least 4-8 skipping tricks. Also look to move around your space, so you shouldn’t stay skipping in the same spot. Add a starting and finishing pose/balance (e.g. start in a squat-tuck position and finish in an arabesque) to show transition of movement.Think about how you will transition from one skip to the next in time with the music? Can you make time to pause quickly and start again? Or will you move from one into the other straight away?Questions:What skipping tricks did you use to move around your space, rather than staying in the one spot?How are your muscles used differently when comparing a balance to a skip?How did you correct your errors when practising your routine? E.g. focused on jumping lightly and not on my heels, rather than jumping flat-footed. ................
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