Developing motor skills (big balls)

1. Achievement Objectives
Strand A: Personal Health and Physical Development — Regular physical activity. L2. Students will maintain regular, enjoyable physical activity with an increasing
understanding of its role in self-care and well-being. Strand B: Movement Concepts and Motor Skills — Positive attitudes and challenge. 12. Students will develop
movement skills and demonstrate confidence in challenging situations. Social and Cultural Factors. L2. — Students will participate in competitive activities and de-
scribe how competition can affect people's behaviour.
Essential Skills Physical skills, problem-solving.
Weekly Learning Outcomes Describe in their own language the benefits of a regular exercise programme. Demonstrate continuous control of a large ball in a
variety of contexts (Dribbling (bouncing and kicking), overhead handling-setting). Critically discuss the reasons for rules in games.
Fitness Teaching Point/s Lesson Sequence Resources Evaluation
Keenie Seenie Tag
Children on a line 'It' is 10m
in front of children. Calls a
name that child runs to the
other side — if not tagged
then all children run — once
tagged then join it as tag-
gers. If tagged becomes 'It'
Chest passes —face forward,
one foot in front of the other,
ball at chest, hold ball fingers
spread and thumb behind,
transfer weight while pushing
ball forward.
Adjust for high passes and
bounce passes.
Catching a large ball.
Teacher / Student modelling.
Students practice passes in pairs
and discuss ways of improving
passes. Timed passing.
Two teams doing circle passing (as
in netball drills).
Spilt into two teams and play rub-
bish tin netball (same as netball
but bucket is goal)
Netballs (15)
Four large
buckets.
Keenie Seenie

2. Fitness Teaching Points Lesson Sequence Resources Evaluation
Police and Robbers Tag
Group of police and rest are
robbers — one police person
guards a 2m circle prison
while the rest tag robbers
who go to prison. Robbers
try to save prisoners by tag-
ging them inside the circle.
Dribbling the basketball —
children observe model in
class and comment on the
necessary skills. Eyes for-
ward, ball bouncing at side
etc.
Explain peer assessment
procedure.
Children exploration of dribbling fol-
lowing the outside court line.
Dribble tag — one ball each, front drib-
ble ball while back partner tries to get
the ball without touching person.
Peer assessment.
Class set of bas-
ketballs.
Peer assessment
forms.
Police and Robbers
Rats, Rabbits, Rhubarb.
Two teams on two parallel
lines Rabbits and Rats.
When rats is called the rab-
bits chase rats and vice ver-
sa. When rhubarb is called
all players freeze — those
that don't join the other
team.
Passing, catching and drib-
bling.
Why have rules?
Safety
Fairness
Enjoyment.
Brainstorm necessary skills and rea-
sons for rules..
Relay games with bouncing, passing
and catching.
Person ball. Like netball (played wide
on a half court) but the aim is to
throw the ball to your goalie who is
standing in a hoop one metre behind
the out line. Balls can be passed or
thrown.
Four netballs.
Evaluation of Series