activities to grade 7 - afl community club€¦ · performance and increase enjoyment in physical...

Activities to grade 7

Activity 1: ContInuous FootBALLLinks to Essential Learnings and KLAs

Health and physical education

¤ Refining teamwork, tactics and strategies in a variety of contexts improves movement capacities, performance and participation in physical activity.

¤ Modifying techniques and selectively applying movement concepts can enhance performance and increase enjoyment in physical activities.

¤ Regular participation in physical activity can enhance cardio-respiratory endurance, muscular strength endurance, flexibility, health and well-being.

gRAde: 1 to 7ACtIvIty: Continuous Football wHAt you wILL need: 1 football, 4 markers

ACtIvIty desCRIptIon:1.Split the class into two teams.

2.The first two students from the kicking team kick the footballs simultaneously into the field.

3.While the fielding team retrieves the balls, the two kickers run in a figure eight around the markers on their side.

4.Points are scored for every completed figure eight.

5.The runners are ‘out’ when the balls are returned to the teacher.

AFL Queensland – FUNdamental Movers

Activity 1: Continuous Football

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CLAssRoom ACtIvIty - kLA sCIenCeOn a large sheet of butchers’ paper, have students trace an outline of their bodies and label it “The Player”. Draw football boots and shorts on the player, and add all the major organs and/or systems of the human body. Label each and describe what happens to them during a game of Australian Football.

AFL Queensland – FUNdamental Movers 41

ACtIvItIes to gRAde 7

Activity 2: wHIte BoARd ReLAyLinks to Essential Learnings and KLAs


¤ Regular participation in physical activity develops movement capacity and promotes health and well-being.

¤ Select and demonstrate appropriate personal development skills and strategies in team and group situations.

english

¤ Non-literary texts – evaluate, inform, present arguments and persuade.

gRAde: 1 to 7ACtIvIty: White Board RelaywHAt you wILL need: 5 whiteboard markers or pieces of chalk, whiteboard, blackboard or butcher’s paper

ACtIvIty desCRIptIon:1.Split the class into groups of 4-6.

2.Each team has a section of the whiteboard, blackboard or a piece of paper placed on a board 20 metres away.

3.On a signal, the teacher calls out a ‘playing word’.

4.The first student in each team runs to the board and begins drawing that item.

5.Allow five seconds and then call “Stop”. The student returns to the group and passes the marker to the next person, who runs to the board and continues drawing from where the first child finished.


Activity 2: White Board Relay

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CLAssRoom ACtIvIty - kLA engLIsHHave students spell a selection of the playing words and place five words into separate sentences.

pLAyIng woRds

Ball umpire Football player

Bounce draw goal Boot

point kick Behind jumper

shepherd number tackle Result

smother time Boundary Free

decision game match Half

Quarter Centre Back Forward

position win

AFL Queensland – FUNdamental Movers 43


Activity 3: CentIpede Links to Essential Learnings and KLAs





gRAde: 1 to 7ACtIvIty: Centipede wHAt you wILL need: 1 football, 4 markers

ACtIvIty desCRIptIon:1.Game structure and scoring system is the same as ‘continuous football’, except

that after the kick the fielding team must line up (like a centipede) behind the first person to retrieve the ball.

2.They pass the ball over their heads or through their legs to the person behind them and once all fielding players have handled the ball the scoring stops until the next kicker takes their turn.


Activity 3: Centipede

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CLAssRoom ACtIvIty - kLA sCIenCeHave students explore why and how the heart pumps more blood through the circulatory system, and how it affects performance during a game of AFL.



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Activity 4: FootBALL tAg Links to Essential Learnings and KLAs


¤ Create and sequence simple movement patterns in response to stimuli.

¤ Apply fundamental movement skills when participating in physical activities.

¤ Regular participation in physical activity develops movement capacity and promotes health and well-being.

gRAde: 1 to 7 ACtIvIty: Football Tag wHAt you wILL need: 4 football, 4 markers

ACtIvIty desCRIptIon: 1.Use markers to set up a playing field that is suitable for the age of the students.

2.Spread the students out in a scattered formation.

3.Select four ‘taggers’, each with a football.

4.Once tagged with the ball, students must stand like a scarecrow until a friend crawls between their legs and sets them free.

5.Change taggers regularly.


Activity 4: Football Tag

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CLAssRoom ACtIvIty - kLA sose During the AFL season, the Fremantle Dockers travelled from Perth to each of the following cities: Brisbane, Adelaide, Launceston, Melbourne and Sydney.

Students can use a map of Australia to chart these trips and answer the following questions:

p What was the one-way distance travelled on each of these trips?

p What was the total distance travelled?



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Activity 5: AstRIde BALL Links to Essential Learnings and KLAs


¤ Create and perform movement sequences through modifying and combining movement skills and applying movement concepts.


¤ Regular participation in physical activity can enhance cardio-respiratory endurance, muscular strength and endurance, flexibility, health and well-being.

gRAde: 1 to 7ACtIvIty: Astride Ball wHAt you wILL need: 1 football between 2 students

ACtIvIty desCRIptIon: 1.Two teams line up two metres apart and face each other.

2.Each player has feet astride touching the player’s feet next to them.

3.The object of the game is to force the ball through an opponent’s legs to score a point.

4.The ball must be handballed or thrown underarm with two hands.

5.Players cannot move their feet.

6.The ball can be held for only five seconds and be blocked only by a player’s hands.


Activity 5: Astride Ball

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CLAssRoom ACtIvIty – kLA teCHnoLogy Student can research low-fat/low-GI recipes on the Internet and use them to put together a dietary regime for their team. With this information, students can also produce a nutrition leaflet about the importance of food in maintaining everyday fitness and good health.



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Activity 6: kICk tennIs Links to Essential Learnings and KLAs





gRAde: 4 to 7ACtIvIty: Kick Tennis wHAt you wILL need: 5 footballs, 10 markers

ACtIvIty desCRIptIon: 1.Split class into teams of three.

2.Two teams stand in squares opposite each other, with a space (the net) of approximately 10 metres between each square.

3.Students kick the ball over the net and into the opposite square.

4.A point is awarded if the ball hits the ground in the opposing team’s square.

5.The kick cannot land in the net area or outside the square – if it does, a point is awarded to the opposing team.

6.Students who have had a kick, must handball to other students in their own team.

7.The first team to nine points is the winner.


Activity 6: Kick Tennis

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CLAssRoom ACtIvIty - kLA HeALtH The games of Australian Football and tennis require a lot of energy, but sitting down reading a book does not. The AFL, in conjunction with Medibank Private, has developed the 1Seven program. Its website – www.1Seven.com.au – has an energy balancer where students can enter the food they have eaten and the activity they have done to see if it balances out.

net area



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Activity 7: FoRCe BACk Links to Essential Learnings and KLAs





gRAde: 4 to 7ACtIvIty: Force Back wHAt you wILL need: 2 footballs, 8 markers

ACtIvIty desCRIptIon: 1.Divide the class into two teams – Team A and Team B.

2.In the centre of the designated space, the team’s face each other approximately 30 metres apart, depending on skill level.

3.Team A kicks the ball as far as possible into Team B’s area.

4.If the ball is marked by a member of Team B, the student can take five steps forward and kick the ball back into Team A’s area.

5.If the ball isn’t marked, it must be kicked from where it hit the ground.

6.The team that forces the ball over the end line is the winner.


Activity 7: Force Back

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CLAssRoom ACtIvIty - kLA sose Students can make a timeline of the key events in Australian Football history, including such key events as when each team entered the competition and when they won their first premiership.

goal

line

goal line



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Activity 8: FootBALL CHALLenge Links to Essential Learnings and KLAs





gRAde: 4 to 7ACtIvIty: Football Challenge wHAt you wILL need: 4 footballs

ACtIvIty desCRIptIon: 1.Divide the class into four teams standing shoulder-to-shoulder on the halfway

line of a basketball court.

2.Number the students off and place a football on the ground in front of each team.

3.Call out a number, and the four students with that number pick up the football and handball it to each member of their team, and then kick it to hit the basketball backboard.

4.The first student to complete this wins a point for their team.


Activity 8: Football Challenge

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CLAssRoom ACtIvIty - kLA soseTeamwork is an important part of this game and life in general. The AFL has developed an in-class values education resource called ‘You Can Kick Goals’ that incorporates five themes – teamwork, fair play, respect, harmony and leadership. Complete lessons can be viewed and downloaded at www.afl.com.au/schools



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Activity 9: RoLLeR BALL Links to Essential Learnings and KLAs





gRAde: 4 to 7ACtIvIty: Roller Ball wHAt you wILL need: 5 footballs, 4 markers

ACtIvIty desCRIptIon: 1.Lay out four markers to create a rectangular playing area.

2.Divide students into two teams.

3.Split Team A in half and line them up at opposite ends of the rectangle facing each other.

4.Team B stands at one end of the rectangle.

5.Team A rolls five balls while Team B tries to get to the other end without being hit below the waist by the balls. Children who are hit must sit out.

6.Repeat until all members of Team B are out, then reverse roles.


Activity 9: Roller Ball

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CLAssRoom ACtIvIty - kLA sose Provide an opportunity for students to discover the achievements of iconic Indigenous footballers (eg. Michael Long and Chris Johnson). Students can examine how each player has contributed to Australian Football and to the wider community, and then present their findings in an oral and visual form.



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Activity 10: LAddeR Links to Essential Learnings and KLAs




gRAde: 4 to 7ACtIvIty: Ladder wHAt you wILL need: 4 markers, AFL Season ladder

ACtIvIty desCRIptIon: 1.Designate an area with markers as the playing area.

2.Students move around in the playing area in a specified manner – eg. walking, jogging, skipping, hopping, etc.

3.On a signal, the teacher calls out an AFL team name and the students must form groups that are equal to where that team is on the ladder that week. For example, if the Magpies were fourth, the students would need to form groups of four.

4.NB: For this game to be effective, it is important to have an updated AFL ladder placed somewhere in the classroom so students can check it before playing.


Activity 10: Ladder

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CLAssRoom ACtIvIty – kLA mAtHemAtICs Work out the following results to answer the questions: Remember 1 goal (G) = 6 points and 1 behind (B) equals 1 point.

Collingwood 12g. 11B. ( ) def. Essendon 9g. 13 B. ( )

Geelong Cats 12g. 12B. ( ) def. St Kilda 9g. 11B ( )

Western Bulldogs 13g. 8B. ( ) lost to Brisbane Lions. 26g. 14B. ( )

Melbourne 9g. 6B. ( ) lost to Sydney Swans 14g. 10B. ( )

West Coast Eagles 11g. 16B. ( ) lost to Fremantle 14g. 12B. ( )

Port Adelaide 14g. 10B. ( ) def Adelaide 12g. 6B. ( )

Carlton 9g. 9B. ( ) lost to North Melbourne 28g. 19B. ( )

Richmond 11g. 8B. ( ) lost to Hawthorn 11g. 12B. ( )

Gold Coast Suns 12g. 7B. ( ) def Greater Wester Sydney 9g. 17B. ( )

Questions:

p How many points were scored by each team?

p Which team scored the most and least points?

p Which team lost by the biggest margin?

p How many points did Brisbane Lions win by?

p What was the average winning margin for all games?



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Activity 11: Hoop BALLLinks to Essential Learnings and KLAs


¤ Refining teamwork, tactics and strategies in a variety of contexts improves movement capacities, and physical performance, and enhances participation in physical activity.



gRAde: 4 to 7ACtIvIty: Hoop BallwHAt you wILL need: 3 footballs, 3 markers, 2 hoops

ACtIvIty desCRIptIon: 1.Divide the class into six even teams.

2.Two teams play in each third of a netball court, or a rectangular area divided into three equal areas.

3.One player from each team stands in a hoop placed at each end, and is the catcher.

4.Each team attempts to get the ball to their catcher by throwing/handballing it to teammates.

5.If the catcher catches it on the full, that team receives one point and the other team takes possession from beside the hoop.

stARt wItH BAsIC RuLes. p Must make 3 passes before passing to player in the goal area.

p Only three steps with the ball.

p Defending players must be no closer than a metre away from the ball carrier.


Activity 11: Hoop Ball

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CLAssRoom ACtIvIty - kLA sose Students can investigate why the AFL recognises ANZAC Day, and learn about Australian footballers who have been honoured as war heroes.



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Activity 12: CIRCLe BomBARdment Links to Essential Learnings and KLAs





gRAde: 4 to 7 ACtIvIty: Circle Bombardment wHAt you wILL need: 10 footballs, 10 markers

ACtIvIty desCRIptIon: 1.Split the class into two teams – Team A and Team B.

2.A 5-10 metre circle is formed with an object placed in the centre as the target.

3.From outside the circle, Team A attempts to hit the target by handballing or kicking, while Team B tries to defend it.

4.Team A scores points if it hits the target, and loses points if Team B catches the ball.

5.Team B can stop the ball by any means but must roll it back outside the circle.

6.After swapping, the team with the most points wins.


Activity 12: Circle Bombardment

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CLAssRoom ACtIvIty - sose Students can choose an AFL team and answer the following questions:

p In which state and city is the team located?

p Can you show the city’s location on a map?

p What is its climate?

p What is its population?

p Can you find some information on the history of this city – eg. when was it founded?

p How long has this AFL club existed?

p Is the team’s nickname significant to its history or location?



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Activity 13: Boot BALL Links to Essential Learnings and KLAs





gRAde: 4 to 7ACtIvIty: Boot Ball wHAt you wILL need: 1 football, 4 markers

ACtIvIty desCRIptIon: 1.Set up bases as for a baseball diamond.

2.Divide the class into two teams: Team A is the kicking team and Team B is the fielding team.

3.As in baseball, the first kicker stands at ‘home base’ and kicks the football into the field of play and then runs the ‘bases’.

4.The fielding team tries to get the ball to the base the kicker is running to.

5.If the kicker makes it around all the bases, their team receives a point.

6.If a runner stops on a base, they are safe until the next kicker has their kick, when they must run again.

7.The Kicker is out if the ball is caught on the full, or the ball gets to the base before them.


Activity 13: Boot Ball

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CLAssRoom ACtIvIty - kLA teCHnoLogy The class can discuss ways in which technology is currently used in Australian Football. This activity could act as the starting point for an essay and/or graphic design project.

3rd base

home base

1st base

2nd base



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Activity 14: BoundARy BALL Links to Essential Learnings and KLAs



¤ Apply fundamental movement skills when participating in physical activities.


gRAde: 4 to 7ACtIvIty: Boundary Ball wHAt you wILL need: 5 footballs, 4 markers

ACtIvIty desCRIptIon: 1.Students make two lines 5-10 metres apart (depending on age and ability).

2.Each student in the kicking team takes a kick from behind the kick-off line. A point is scored if the ball lands behind the other team’s line. The defenders attempt to mark the ball and, if a mark is taken, no points are scored.

3.Teams swap roles after all players have kicked or all of the footballs have been kicked.

4.The team with the most points wins.


Activity 14: Boundary Ball

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CLAssRoom ACtIvIty - kLA teCHnoLogy p Students can research how technology impacts on the coverage of the game – on television

p Have students write a review of the AFL website www.afl.com.au.

p How could it be improved?

p What features are successful?



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Activity 15: CARRy on Links to Essential Learnings and KLAs



¤ Regular participation in physical activity develops movement capacity and promotes personal development and health and wellbeing.


gRAde: 4 to 7 ACtIvIty: Carry On wHAt you wILL need: 1 football, 2 witches’ hats, 4 markers

ACtIvIty desCRIptIon: 1.The object of the game is to hit the witches’ hats of the opposing team.

2.Split the class into two teams and scatter them over the playing area.

3.The game begins with a ball-up in the middle of the playing area and the players attempt to move the ball down the court by handballing to each other.

4.Opposition players may tag the ball carrier. Once tagged, the ball carrier must stand still and pass the ball to a teammate. If the opposing team intercepts the ball, they retain possession and try to hit the other team’s target.

5.A point is scored whenever a team hits the other team’s witches’ hat.


Activity 15: Carry On

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CLAssRoom ACtIvIty - kLA sose Students can develop an argument either for or against the case that scoring should not occur in junior AFL matches.



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Activity 16: RoB tHe nest Links to Essential Learnings and KLAs



¤ Refining teamwork, tactics and strategies in a variety of contexts improves movement’s capacities, performance and participation in physical activity.


gRAde: 1 to 7 ACtIvIty: Rob The Nest wHAt you wILL need: 15 footballs, 5 hoops

ACtIvIty desCRIptIon: 1.Divide the class into four groups, each with a hoop on the corner

of a square playing area.

2.All the footballs are placed in a hoop in the centre.

3.In relay fashion, players move to the centre and collect the ball and bounce it on the way back to their nest (hoop).

4.The teacher occasionally calls ‘Rob the Nest’, and students – in turn, and one at a time – can rob other nests and return footballs to their own.

5.Players cannot protect the balls in their nest from other teams.


Activity 16: Rob The Nest

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CLAssRoom ACtIvIty - kLA teCHnoLogy Students are to undertake a research project that uses the Internet to find out as much information as possible about Australian Football teams around the world. As an extension to this task, students are required to present their finding via Power Point.



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Activity 17: HAndBALLIng veRsus RunnIng Links to Essential Learnings and KLAs



¤ Refining teamwork, tactics and strategies in a variety of contexts improves movement’s capacities, performance and participation in physical activity.


gRAde: 6 to 7 ACtIvIty: Handballing Versus Running wHAt you wILL need: 1 football, 4 markers

ACtIvIty desCRIptIon: 1.Set up the markers as for a baseball diamond.

2.Divide the class into two teams: Team A running and Team B handballing.

3.The running team acts as the timer for the handballing team. On the call of “go”, the running team ‘runs the bases’ one at a time in relay fashion. The next runner cannot start until the first runner returns to home base.

4.The handballing team move the ball from player to player (boys must handball to girls and vice versa) counting the number of successful catches until the last runner has finished and yells “stop”.

5.Teams swap roles and the handballing team tries to make more successful passes than the previous team.


Activity 17: Handballing Versus Running

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CLAssRoom ACtIvIty - kLA engLIsHStudents can prepare arguments for a debate on some controversial issues in modern Australian Football. Students could suggest some topics, or you could choose from the following:

p Players should be able to use steroids to help the recover from injury.

p Four field umpires are better than three.

p Girls should not be able to play contact sport.



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KEY SKILLS OF THE GAME

KickingKicking is the most important skill in Australian Football. Try to study the kicking style of some of the AFL’s best kicks, such as Jarryd Roughead (shooting for goal), Shannon Hurn (length), Luke Hodge (accuracy) and Lindsay Gilbee (technique).

key poInts1 Line up your body with your target.

Have your head slightly bent over the ball. Hold the ball over the thigh of the kicking leg.

2Guide the ball down with one hand.

3 Point your toes at your target – see the ball hit the foot.

4 Follow through straight towards the target.

These four fundamentals apply to every kick. More information about each type of kick is given in the following pages.

Andrew Raines— Brisbane Lions



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Drop punttHe gRIpThe fingers are spread evenly along each side of the ball, with thumbs extending to the lacing. The grip is the same for both left and right-foot kicks.

tHe ReLeAseThe ball is guided down and kicked on the bottom point, along the lower laces of the boot. It should spin in a backwards end-over-end fashion.

Spin provides distance and accuracy.

Michael Rischitelli –

Gold Coast Suns


Drop punt

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HandballIn today’s modern game, handball is a major attacking weapon as players run the ball from defence into attack. It is a skill that needs to be practised regularly and by watching great handball exponents such as Sam Mitchell and Simon Black, you can improve your game.

key poInts 1 The ball must rest on the platform hand

and be hit with a clenched fist. Players should have their eyes on the ball.

2 The punching fist is formed by placing the thumb outside, not inside the fingers.

3The stance is nearly side on to allow the punching arm to swing through freely. Keep knees slightly bent to maintain balance.

4For a right-handed handball, the left foot is forward, and vice versa for a left-handed handball.

5Punching arm is also slightly bent.

6 After contact is made with the ball, the fist remains on the platform hand – “catch the fist”.

Luke Shuey— West Coast Eagles



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MarkingOne of the most spectacular features of Australian Football is marking, particularly the high mark. However, it is just as important to be able to pull in a safe chest mark on a consistent basis without fumbling the ball.

p As with all skills, marking needs to be practised.

p No matter what your size, there will always be a situation in a game where you are in a position to mark the ball.

key poInts 1 Eyes must be focused on the ball all the way from the player’s boot to your hands.

2Position your body in line with the flight of the ball.

3 Move forward to meet the ball; never wait for it to come to you.

4 Skilful players should take the ball in both hands with fingers spread and thumbs close together.

Arm or chest markkey poInts 1Keep your eyes on the ball and line up the body

with the flight of the ball.

2 The fingers and hands are extended – palms up. Tuck the elbows in to the side.

3 The ball is taken on the hands and arms and guided to the chest.

4The ball is hugged tightly to the chest.

5This is an important marking style if the ball is wet or muddy.

Kurt Tippett —Adelaide

Crows

Nick Riewoldt —St Kilda


Marking

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Hand markSkilled players should practise taking the ball in the hands at all times, in preference to letting it hit the chest. This will help quick disposal and prevent opponents from punching the ball from behind.

key poInts 1 Eyes must be on the flight of the ball.

2 The fingers should be outstretched, pointing towards the ball. The thumbs are positioned behind the ball.

3The arms must be extended – ‘long arms’.

4 The ball is firmly gripped in the fingers.

5Ensure your body is behind the flight of the ball.

Adam Goodes —Sydney Swans



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Pick-up: moving ballThere are situations during a game when the ball must be picked up off the ground. Young players need to become competent at meeting and handling a moving ball.

key poInts 1 The body is in line behind the path of the ball in a

semi-crouched position.

2 The arms and hands are extended with the fingers almost touching the ground, palms towards the ball.

3 The ball is picked up cleanly in two hands. The elbows are kept close together.

4 The ball is then brought into the hands for disposal. Keep eyes on the ball at all times.

Pick-up: stationary ballkey poInts one-handed pick-up

1The ball is approached to one side.

2 The player runs slightly past the ball then swings one arm down to scoop under the ball by getting the hand under it.

3 The free arm can be used to steady the ball, once it is picked up.

two-handed pick-up

4The ball is approached from the side.

5 As the player draws level with the ball, he/she bends down and picks up the ball cleanly with two hands.

Simon Black—Brisbane Lions

Karmichael Hunt —Gold Coast Suns


Pick-up: moving ball

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warm-up gamesFor all levels: Listed in sequential order, simple to complex.

sImon sAysBegin with “Simon Says” and lead into on-the-spot exercises and activities.

empty tHe BAgTeacher has a collection of balls which are thrown out in all directions. Children return the balls in the fashion commanded, eg: “hop back”, “big steps back” or “jump back”, etc., and various combinations of these.

ostRICH tAgOne child is chosen as “IT”. That child chases other players around trying to tag as many as possible. Tagged players help catch the remaining players, who may stand in a “SAFE” position such as putting their arm under one leg and taking hold of their nose with the other hand.

variation: “SAFE” position may change to bobbing down and holding their ankles.

sCAReCRowOne person is “IT” and when they catch others they become “scarecrows”. The scarecrow is released by a child crawling between his legs. Finish when all competitors are scarecrows. Must be played in small area.

CAt And mousePlayers form a circle and hold hands. Two are selected to be the cat and the mouse. Cat stands outside the circle and the mouse inside. Cat tries to catch the mouse. Other children protect the mouse letting him pass under their arms, but not the cat. Try two cats chasing the mouse.

HungRy BIRdsPlayers jog around in a circle. A number of footballs are scattered in the centre. Players must keep away from the footballs. On a signal they run in, pick up a ball and run to the boundary.


wARm-up gAmes

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Warm-up GamesFoLLow tHe LeAdeRPlayers stand on a line with a lead player walking up and down in front. Lead player calls what action players must use to move to opposite boundary (skip, run, hop, jump, crawl, etc). No matter what action is suggested by the leader, both he and the other players must carry it out. The players try to cross the opposite line without being tagged by the leader.

HAndBALL tAgOne or more players with footballs attempt to tag others by handballing. The last remaining player is the winner.

variation: Dribbling the ball with their feet.

dodge And steALMake an area the size of a basketball court. A number of balls are placed behind each base line. Players are in two teams, one in each half of the court. They try to cross their opponent’s base line, take a ball and return to their own half without being tagged.

IsLAnd tAgA number of markers are placed on the ground. Each marker represents an island. A player standing next to a marker cannot be tagged. Several players run between the islands trying to tag players as they run, skip, hop and jump, etc, from island to island. Set a maximum of two-to-three players on an island at any one time.


Warm-up Games

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skill gamesThe recomended level for each game is designated by the following codes placed next to the name of each game:

(EP): Early Primary Motor coordination stage Ages 5 to 8 years

(MP): Middle Primary Basic Skill Stage Ages 9 to 10 years

(AP): Late Primary Advanced, extension and game skill stages Age 11 onwards

Note that many of these games can be modified to make them suitable for levels other than those for which they have been recommended.

For example:

• Substituting tossing for handball

• Modifying the degree of opposition

• Using round balls instead of oval balls


skILL gAmes

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CARRy on (mp/Lp)skills: Tossing, Handball, Catching

Description: The object is to hit the blocks of the opposing team. Players scattered over player area. Game starts when centre player with ball runs towards opponent’s target and, by handpassing the ball, attempts to hit the blocks. Opposition players may tag the ball carrier. Once tagged, ball carrier must stand still and pass the ball to a teammate. Game then continues. If opposing team intercepts the ball, they retain possession and try to hit other team’s target. One point is scored when opponent’s blocks are hit. Team scoring the greater number of points wins. A ball out of bounds is given to the opponent of the player who last touched it. Contact other than a hand tag is penalised by a free throw at the blocks. After a goal is scored, the ball is brought back into play by the opposing team from behind the end line.


Warm-up Games

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sCout (mp/Lp)skills: Handball, Kicking, Marking, Passing

Description: Players position in opposite halves of the area. One player from each team acts as a scout in the opponent’s area. The object is to get the ball into the hands of the scout in the opponent’s court. An additional scout, until there are three, is sent into the opponent’s court for each successful attempt. Scoring begins when there are three scouts in the opponent’s court. Points are scored for passes received by these scouts. Scouts may pass to each other but these do not score. Team that scores most points in a given period or reaches a certain score first wins. No running with the ball.


skILL gAmes

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Long BALL one (mp/Lp)skills: Kicking, Marking

Description: Basketball court size area. Two teams, one kicking, other fielding. Playing area has a home plate and long base. Fielding team has a catcher, long base man, and fielders. Kicker kicks ball, runs to long base and attempts to return to home base. The kicker may remain at long base if it is unsafe to return. Any number of players may be on long base at the same time. A player on long base may only run when the ball has been kicked. One point per return run is scored.

CoRneR BALL (mp/Lp)Skills: Hitting Out, Handball, Passing

Description: Basketball size court. Eight-15 players each team. Two players from each team in corner boxes. The object is pass the ball to the corner men who attempt to catch it. All players rotate through corner boxes in turn. Game is started with a toss up at the centre between two opposing players. On gaining possession, a team passes the ball so that their corner men catch it. When the ball goes out of bounds the nearest player passes it back into play.


Warm-up Games

86

wICked wItCH (ep)skills: All Skills

Description: A 10-15m square. All players have a ball. Coach as wicked witch holds a stick up as a wand. On his command the players carry out nominated skill such as bouncing the ball while running. Commands are carried out until the wand drops, usually after two or three commands, and players are chased by the witch towards a safe area (boundaries). Anyone caught becomes a helper.

BALL sCRAmBLe (ep)skills: Picking Up

Description: One third basketball court size area. Four teams, one in each corner. Five hoops, one per corner and one in centre. Six footballs placed in centre hoop. One player from each team runs to collect and place footballs in their team’s hoop. Only one football can be carried at a time and may be taken from centre or other team’s hoops. Winning team has the most balls in their hoop at the finish.

variation: Players bounce footballs back to hoop.

6


skILL gAmes

87

BoundARy BALL (mp/Lp)skills: Kicking, Marking

Description: Each player in kicking team takes one kick from behind the kick off line. A point is scored if the ball lands past the boundary line approximately 15-20m away. Defenders attempt to mark ball. Teams swap over when all players on the kicking team have taken their kick. Winner is the team with the highest score.

pAss tHe guARds (ep/mp)skills: Picking up

Description: Team of equal numbers of four or five. Play a third of a netball court. One team lines up shoulder to shoulder across the middle. The other team mans both ends and attempts to roll the ball past the guards in the centre. Vary the game by using handball to hit the ground instead of bowling. One point for each that passes the guards.


Warm-up Games

88

activities to grade 7 - afl community club€¦ · performance and increase enjoyment in physical...

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