Touch Rugby Lesson Plan 1 PDF

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Download Touch Rugby Lesson Plan 1 PDF

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SCHOOL OF HEALTH SCIENCES

LESSON PLAN HLTH 2203 LESSON ORGANISATION (based on Australian Curriculum: Health & Physical Education) Year Level: Year 5-6

Time: 2:00-3:00pm

Date: 29/4/2021 (Week 2) Learning Area: Health & Physical Education Strand: Movement and Physical Activity Sub-strand: Ss 2.1 MPA061 / Ss 2.1 MPA063 / Year 5 and 6 / Movement and Physical Activity / Moving our body / ACPMP061 / ACPMP063 Ss 2.2 MPA065 / Year 5 and 6 / Movement and Physical Activity / Understanding movement / ACPMP065

Students’ Prior Knowledge: Students demonstrate fair play and skills to work collaboratively. They Manipulate and modify elements of effort, space, time, objects and people to perform movement sequences. They apply the elements of movement when composing and performing movement sequences. They apply the basic strategies and tactics to successfully achieve an offensive or defensive outcome or goal

Focus Area: Active Play and Minor Games (AP), Fundamental Movement Skills (FMS), Games and Sports (GS)

Ss 2.3 MPA069 / Year 5 and 6 / Movement and Physical Activity / Learning through movement / ACPMP069

Content Descriptor: Practise specialised movement skills and apply them in a variety of movement sequences and situations Ss 2.1 MPA061 Propose and apply movement concepts and strategies with and without equipment Ss 2.1 MPA063

Teacher’s Prior Preparation/Organisation: - Ensure all equipment is available and ready to use - Ensure that equipment and playing area is safe to use - Make sure all necessary safety measures have been implemented within the lesson i.e. sunscreen, hats, first aid

Manipulate and modify elements of effort, space, time, objects and people to perform movement sequences Ss 2.2 MPA065 Demonstrate ethical behaviour and fair play that aligns with rules when participating in a range of physical activities Ss 2.2 MPA069

Equipment List 16 Rugby Balls 32 Cones

General Capabilities (that may potentially be covered in the lesson) Literacy

Numeracy

ICT Competence

Critical and creative thinking Cross-curriculum priorities (may be addressed in the lesson) Aboriginal and Torres Strait Islander histories and cultures

Ethical behaviour

Asia and Australia’s engagement with Asia

Personal and Social competence

Intercultural understanding

Sustainability

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Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb) As a result of this lesson, students will be able to: 

Demonstrate the correct passing technique on both sides during square passing activity and modified game



Apply the skills used throughout the lesson to a passing relay game



By the end of the lesson identify and explain the key teaching points for a roll and flick pass

LESSON PROGRESSION

Time 2:00pm

Motivation and Introduction: 

Ask students to be seated to take attendance and identify any injuries.



Explain a brief sequence of how the lesson will run and explain the lesson objectives that students should achieve by the end of the lesson



Ensure all participating students have their PPE such as hats and sunscreen when outside.

2 mins

2:02pm 5 mins

Student Organisation

Lesson Content

(Individual task structure, differentiation)

(Content & KTP)

Warm up: React and Catch In pairs, testing each other’s reaction time, your partner attempts to drop the ball and have it hit the ground before it’s caught by the other student. The student catching the ball must have their hands behind their back.

- Ensure the warmup is getting the students engaged and involved as well as getting their heart rates up - Try must be scored legally by placing the ball controlled on the ground, no throwing or bouncing - Introduction of drop ball rule, if the ball is dropped, results in a point for your partner

Class Organisation Resources/Equipment (Position of teacher/students, setup/working area/grids for class, transitions)

LEST: Learners: 32 students, paired up and stand opposite to their partner. Equipment: Total of 16 balls Space: Students find their own space Time: This activity runs for 5 minutes

Key Teaching Points:

Progressions

2:07pm 3 mins

2:10pm 10 mins



Apply fakes to catch your partner off guard



Drop the ball from a lower point



Have your partner face the other direction, call out turn while dropping the ball



Keep your eye on the ball



Wrap fingers around the ball to secure the catch

RINK Stage 1: This activity is stage 1 as it only focuses on catching and the purpose is to warm up students rather than improve their skills

Bridging organization 

Teacher asks students to set out cones for the following activity



Explanation of the activity and KTP’s



Ask one group to provide a demonstration for the class

Square Passing In groups of 4, students pass the ball around the square using correct technique. Once students are comfortable with this pass, introduce roll technique as a progression.

General Observation:

LEST:

- Using the KTP’s, every pass should be moving sideways or backwards and therefore creating a legal pass

Learners: 32 students divided into 8 groups of 4

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All sets of passes must be repeated on the opposite side as students must be able to pass both ways. As a progression, on the teacher's whistle, direction is changed.

- Every pass should be moving fast and the action to pass the ball should be quick to simulate game speed Key Teaching Points:

Equipment: Total of 30 cones, students directed by teacher on where to put them, 1 ball per group Space: Each group finds a square in the already set up grid (5mx5m)

Passing



STEP - step forward on the foot opposite to the direction pass



SHIFT - transfer your weight onto the front foot and rotate your hips towards the target



FLICK - flick wrists up to create backspin on the ball



ROLL - hand closest to the point of the ball rolls over the top so the ball rolls as it travels through the air

Progressions

2:20pm 3 mins

2:23pm 10 mins



Change direction



Pass any direction



Add in a defender

Time: This activity can be conducted for 10 minutes allowing for progressions

RINK Stage 2: This activity is mainly stage 1, as it only involves one individual skill however, it becomes a stage 2 activity when the teacher blows the whistle meaning students have to react to and pass accordingly.

Bridging organization 

Teacher asks students to bring in all the cones



Teacher directs students where to put cones



Ask students in their group of 4 to pair up with another group to make a group of 8



Explanation of the activity and KTP’s

 Ask one group to provide a demonstration for the class Continuous Passing General Observation: Running up towards the cone, passing on the diagonal and repeating the same sequence in the opposite direction on the way back. Students the run back to the same marker they started from.

- Following the sequence of the activity, all passes backwards and should be continuous if no mistakes are made - This activity runs continuously so students must stay aware and get back to their cone in time Key Teaching Points:

LEST: Learners: 32 students, put into groups of 8 and stand in a line opposite to their partner. Equipment: Total of 8 cones - teacher directs students where to put cones, 1 ball for each pair (16 balls in total) Space: Each group finds an area with the cones set up 15mx20m Time: This activity can be conducted for 10 minutes.

Passing

Progressions 

Change positions



Add in a defender



STEP - step forward on the foot opposite to the direction pass



SHIFT - transfer your weight onto the front foot and rotate your hips towards the target



FLICK - flick wrists up to create backspin on the ball

RINK Stage 2: This activity covers stage 2 of rink as it incorporates a complex skill of passing while on the move.

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

2:33pm 3 mins

ROLL - hand closest to the point of the ball rolls over the top so the ball rolls as it travels through the air

Bridging organization 

Teacher asks students to bring in all the cones



Teacher directs students where to put cones



Ask students to make back to their groups of 4



Explanation of the activity and KTP’s



Ask one group to provide a demonstration for the class

2:36pm

Flying V

General Observation:

LEST:

15 mins

Passing the ball down the line of cones, once it has reach the end cone that person must run around the middle cone and back to the top to start the sequence again. Racing against the other groups, the circuit must be completed by everyone 3 times to win the race. If the ball is dropped it must go back to the first cone.

- Using the KTP’s, every pass should be backwards

Learners: Learners find another group of 4 to make a team of 8

- Every pass should be moving fast and the action to pass the ball should be quick to simulate game speed

Equipment: Total of 20 cones, 2 balls, 4 sets of bibs

Key Teaching Points: Passing



Progressions

2:51pm



Change direction



Only aloud to roll pass



Tap Pass

STEP - step forward on the foot opposite to the direction pass



SHIFT - transfer your weight onto the front foot and rotate your hips towards the target



FLICK - flick wrists up to create backspin on the ball



ROLL - hand closest to the point of the ball rolls over the top so the ball rolls as it travels through the air

Space: Using the grid setup from the previous activity, taking out extra cones to make two playing fields

Time: This activity can run for up to 15 minutes

RINK Stage 2: This activity covers stage 2 of rink as it incorporates a complex skill of passing at a fast pace. It also covers the progression of the tap pass where the student doesn’t properly take possession of the ball.

Lesson Closure: (Review lesson objectives with students)

3 mins 

All students collect the equipment and place in a pile behind the teacher



Students sit in front of the teacher to listen for the lesson closure



Teacher asks students the what the KTP’s are for a flick pass and roll pass

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2:54pm 2 mins

Transition: (What needs to happen prior to the next lesson?) 

Students provide a demonstration to show their understanding of the skill



Ask students how they could apply the KTP’s in a game of touch

Assessment: (Were the lesson objectives met? How will these be judged?) 

Asking students, the KTP’s of passing and as well as providing a demonstration will test their understanding of the skill



Progressions and regression for all activities to help challenge students or support them when struggling



Modified game at the end so students can apply the skills of passing that have been taught during the lesson in the form of a race to simulate potential game pace

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