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Paqui Sierra 1 IES Bigues i Riells
Lesson 1: INTRODUCTION ............................. ................................................. 2
ACTIVITY 1................................................................................................................. 2 Warm up.................................................................................................................. 2
ACTIVITY 2................................................................................................................. 2 Lesson 2: BASIC FLOORBALL VOCABULARY ............... .............................. 5
ACTIVITY 1................................................................................................................. 5 Vocabulary review ................................................................................................. 5
ACTIVITY 2................................................................................................................. 5 Lesson 3: RULES .................................... ......................................................... 7
ACTIVITY 1................................................................................................................. 7 Cards game ............................................................................................................ 7
ACTIVITY 2 ............................................................................................................ 11
Quiz rules assessment. ..................................................................................... 11 Lesson 4: GENERAL P.E. VOCABULARY .................. .................................. 15
ACTIVITY 1............................................................................................................... 15 Pair work. What’s the picture? ........................................................................... 15
ACTIVITY 2............................................................................................................... 20 Three in a row. ..................................................................................................... 20
Lesson 5: FITNESS INVOLVED IN SPORTS............... .................................. 25 ACTIVITY 1............................................................................................................... 25
Leading questions................................................................................................ 25 ACTIVITY 2............................................................................................................... 25
Titling ..................................................................................................................... 25 ACTIVITY 3............................................................................................................... 25
Complete the chart. ............................................................................................. 25 Lesson 6: MOTOR SKILLS............................. ................................................ 29
ACTIVITY 1............................................................................................................... 29 Transfer information. ........................................................................................... 29
ACTIVITY 2............................................................................................................... 29 Fill the gaps. Individual and pair work. ............................................................. 29
Lesson 7: TECHNIQUES ............................... ................................................. 35 ACTIVITY 1............................................................................................................... 35
Listening exercise. ............................................................................................... 35 ACTIVITY 2............................................................................................................... 37
1. Mutual dictation................................................................................................ 37 2. Loop game: Word cards. Work in pairs. ...................................................... 37 3. Matching activity. ............................................................................................. 37
ACTIVITY 3............................................................................................................... 47 1. Predicting activity. ........................................................................................... 47
ACTIVITY 4............................................................................................................... 47 Lesson 8: TECHNIQUES AND TACTICS. .................. .................................... 53
ACTIVITY 1............................................................................................................... 53 True/false journey ................................................................................................ 53
ACTIVITY 2............................................................................................................... 57 Describing activity................................................................................................ 57
ACTIVITY 3............................................................................................................... 63 Speaking and describing activity. ...................................................................... 63
Unit 1: FLOORBALL Lesson 1 Teachers’s notes
Paqui Sierra 2 IES Bigues i Riells
Lesson 1: INTRODUCTION
ACTIVITY 1
Warm up.
Watch a floorball video to introduce the topic.
http://video.google.com/videosearch?q=iff+floorball+highlights&sitesearch
Click on the first one “IFF floorball highlights”.
ACTIVITY 2
1. Ask some questions to activate prior knowledge:
a) You know different words related to sport. Tell me some of them (If the
students don’t say anything, teacher can give an example, ball, goal.....)
b) Can you guess what floor ball means?
c) Do you know what kind of sport floorball is?
2. Hand out three different coloured pieces of paper, containing a whole or a
part of a sentence. There is four of each colour (three different colours).
The students have to stick their piece of paper in one of the three columns
teacher has written on the blackboard: Definition / General Characteristics /
Origins
The students can work in twos because there are only 12 pieces of paper.
3. Organise your column information in order to get a coherent text.
Students have to put in order the different pieces of paper to get the
information.
(The teacher can help if there is any paper in a wrong column).
4. Read aloud your text. One sentence each.
5. Hand out the three texts on one sheet of paper.
Unit 1: FLOORBALL Lesson 1 Teachers’s notes
Paqui Sierra 3 IES Bigues i Riells
Floorball is an indoor team sport…
……played using sticks with a plastic vended blade.
The aim is to put a light plastic ball…..
…. into the opponent’s goal which is placed at the opposite end of the rink.
Floorball is played in a court by five field players and a goalkeeper in each side.
The players control the hollow ball using a hollow stick with a curved blade at the end.
Players are allowed to play the ball once by foot, but not score or pass to team mates.
The goalkeepers’ job is to stop the ball from entering the net, but they are not allowed to use a stick.
Floorball is considered to be a new sport. It was first played in 1970 in Sweden.
At that time goals were much smaller, but there was not goalkeeper.
In the early 1980s, the sport spread across Europe and grew fast.
Nowadays four countries dominate the international game:
Sweden, Finland, Switzerland and the Czech Republic.
Unit 1: FLOORBALL Lesson 1 Teachers’s notes
Paqui Sierra 4 IES Bigues i Riells
1. Definition
Floorball is an indoor team sport played using sticks with plastic vended blades. The aim is to put a light plastic ball into the opponent’s goal which is placed at the opposite end of the court. 2. General characteristics Floorball is played on a court by five field players and one goalkeeper in each side. The players may control the hollow ball using a hollow stick with a curved blade at the end. Players are allowed to play the ball once by foot, but not score or pass to team mates. The goalkeeper’s job is to stop the ball from going into the net without using a stick. 3. Origins Floorball is considered to be a new sport. It was first played in Sweden in 1970. Soon, it became popular in schools and in leisure clubs. At that time the goals were much smaller, but there was not goalkeeper. In the early 1980s the sport spread across Europe and grew fast. Nowadays four countries dominate the international game: Sweden, Finland, Switzerland and the Czech Republic.
WORD BANK
vended blades: thin flat part, curves, with holes
aim: something to achieve, to get
goalkeeper: player who defends the goal
be allowed: be permitted
score: gain point in a game
team mates: members of the same team
spread: increase in range
grew: past of grow. Become taller or larger
Unit 1: FLOORBALL Lesson 2 Teachers’s notes
Paqui Sierra 5 IES Bigues i Riells
Lesson 2: BASIC FLOORBALL VOCABULARY
ACTIVITY 1
Vocabulary review
1. Ask the students to write on the board words they remember from the last
lesson.
Add to this list: helmet, padded trousers, hollow, socks and indoor sport
shoes.
Challenge the students to get the meaning.
2. Labelling.
Hand out the “floorball court /basic tools” document and ask the students to
fill the four labels with the words given.
ACTIVITY 2
1. Explain: court size, periods in a game and referees.
(Students have to add this information in their floorball court document)
2. Check together the information and the new vocabulary
Teachers’ information
Equipment General Rules
Field players:
- shorts
- t-shirts
- socks
- indoor sport shoes
Goalkeeper:
- long and padded trousers
- helmet to protect their face
Court size/ number of players:
- big one 20x40 m/ 5+1
- small one 20x14 m/ 3+1
Goalkeeper area:
- 2,5x1 m where only the
goalkeeper can be
- 4x5 m where players can go in
Periods: 3 of 20 minutes with a 10
minutes break in between
Referees: 2 oversee the game.
Both have the same authority
Unit 1: FLOORBALL Lesson 2 Teachers’s notes
Paqui Sierra IES Bigues i Riells 6
BASIC TOOLS
FLOORBALL COURT
Unit 1: FLOORBALL Lesson 3 Teachers’ notes
Paqui Sierra IES Bigues i Riells 7
Lesson 3: RULES ACTIVITY 1
Cards game
1. Work in pairs. Hand out one card describing an action to every pair, and ask
them to represent it in front of their partners. Leave 2 or 3 minutes for them to
think about how they are going to do it.
2. Give the students a green card and a yellow one. Every time a pair of
students represents their action, the rest have to show a green card, if they
think the action is allowed or a yellow one if they think it is forbidden.
Write the actions on the board and the number of yellow or green cards shown
for each one.
3. Check the answers with the table given: “Which card would you show me if
I….”
4. Summarise fouls and penalties.
FOULS are penalised with FREE SHOT
- 2/5 minutes penalty:
• stick higher than knees level
• hit the opponent’s stick
• play the ball with hands or head
• push, kick, hit, block the opponent
• throw the stick
- 10 minutes penalty: unsportsmanlike behaviour
- match penalty: extreme situation (red card)
Unit 1: FLOORBALL Lesson 3 Teachers’ notes
Paqui Sierra IES Bigues i Riells 8
WHICH CARD WOULD YOU SHOW ME IF I……………………….
ACTION CARD
• Hit the opponent’s stick
• Touch the ball with a hand
• Stay in the 4x5m area
• Shoot the ball with the stick
• Push the opponent
• Shoot the ball with a foot
• Touch the ball with the head
• Play with one knee on the floor
• Raise the stick above knee level
• Hit the opponent
• Stay in the 2,5x1m area
• Throw the stick to get the ball
• Block an opponent moving forward without using hands
• Play with both knees on the floor
• Pass the ball with the foot
• Hit the ball in the court after sending it out
• Any other situation teacher considers
Unit 1: FLOORBALL Lesson 3 Teachers’ notes
Paqui Sierra IES Bigues i Riells 9
HIT THE OPPONENT’S STICK TOUCH THE BALL WITH A
HAND
STAY IN THE 4X5 M AREA SHOOT THE BALL WITH
YOUR FOOT
TOUCH THE BALL WITH THE HEAD
PLAY WITH ONE KNEE ON THE FLOOR
RAISE THE STICK ABOVE KNEE LEVEL
HIT THE OPPONENT
����
Unit 1: FLOORBALL Lesson 3 Teachers’ notes
Paqui Sierra IES Bigues i Riells 10
STAY IN THE 2,5X1 M AREA THROW THE STICK TO GET
THE BALL
BLOCK AN OPPONENT MOVING FORWARD
WITHOUT USING HANDS
PLAY WITH BOTH KNEES ON THE FLOOR
PASS THE BALL WITH YOUR FOOT
HIT THE BALL IN THE COURT AFTER SENDING IT
OUT
PUSH THE OPPONENT
����
Unit 1: FLOORBALL Lesson 3 Teachers’ notes
Paqui Sierra IES Bigues i Riells 11
ACTIVITY 2 Quiz rules assessment. Complete all the sections in the questionnaire 1. How many field players are there in a floorball team? � 3 � 4 � 5 � about 6 � there is no limit, the teams should be about equal 2. If the ball leaves the rink, what is the consequence? � play carries on outside the rink � hit-in for the team who last touched the ball � hit-in for the team who did not last touch the ball � hit-in for the defending team � 2 minute penalty 3. Where does a free-hit take place? � where the offence took place � wherever the referees decide � where the ball was last touched � on the nearest face-off dot � not further away from the board than 1.5 metres 4. If a player hits the stick of an opponent, what is the consequence? � no offence � a free-hit is awarded � the player is sent off for 2 minutes � a free-hit is awarded, but the advantage rule applies � a free-hit is awarded if the other player loses the ball 5. If a player kicks the ball to another player of the team, what is the consequence? � no offence � a free-hit is awarded where the ball was kicked � a free-hit is awarded where the ball was received � the player is sent off for 2 minutes � a free-hit is awarded if a defender kicks the ball to the attacker
Unit 1: FLOORBALL Lesson 3 Teachers’ notes
Paqui Sierra IES Bigues i Riells 12
6. If a player plays the ball with his or her stick above waist-level, what is the consequence? � no offence � a free-hit is awarded � a free-hit is awarded if a goal is prevented � the player is sent off for 2 minutes � the player is sent off with a match penalty (red card) 7. If a player uses his or her hand to play a ball, what is the consequence? � no offence � no offence, as long as he/she is a defender � a free-hit is awarded � a free-hit is awarded if the player also jumps � the player is sent off for 2 minutes 8. If a player with the ball runs backwards into an opponent, what is the consequence? � no offence � a free-hit is awarded � a free-hit is awarded if the other player falls over � a face-off takes place � if the player falls over the board/against the wall the player is sent off (2 minutes) 9. If a player throws his or her stick to hit the ball, what is the consequence? � no offence � a free-hit is awarded � the player is sent off for 2 minutes � the player is sent off for 5 minutes � the player is sent off with a match penalty (red card) 10. A player falls over and plays the ball when lying on the floor. What is the consequence? � no offence � a free-hit is awarded � a free-hit is awarded if the player lies in front of the goal � the player is sent off for 2 minutes � a face-off is carried out
Unit 1: FLOORBALL Lesson 3 Teachers’ notes
Paqui Sierra IES Bigues i Riells 13
Quiz rules assessment key. Complete all the sections in the questionnaire. 1. How many field players are there in a floorball team? � 3 � 4 � 5 � about 6 � there is no limit, the teams should be about equal 2. If the ball leaves the rink, what is the consequence? � play carries on outside the rink � hit-in for the team who last touched the ball � hit-in for the team who did not last touch the ball � hit-in for the defending team � 2 minute penalty 3. Where does a free-hit take place? � where the offence took place � wherever the referees decide � where the ball was last touched � on the nearest face-off dot � not further away from the board than 1.5 metres 4. If a player hits the stick of an opponent, what is the consequence? � no offence � a free-hit is awarded � the player is sent off for 2 minutes � a free-hit is awarded, but the advantage rule applies � a free-hit is awarded if the other player loses the ball
5. If a player kicks the ball to another player of the team, what is the consequence? � no offence � a free-hit is awarded where the ball was kicked � a free-hit is awarded where the ball was received � the player is sent off for 2 minutes � a free-hit is awarded if a defender kicks the ball to the attacker 6. If a player plays the ball with his or her stick above waist-level, what is the consequence? � no offence � a free-hit is awarded � a free-hit is awarded if a goal is prevented � the player is sent off for 2 minutes � the player is sent off with a match penalty (red card)
Unit 1: FLOORBALL Lesson 3 Teachers’ notes
Paqui Sierra IES Bigues i Riells 14
7. If a player uses his or her hand to play a ball, what is the consequence? � no offence � no offence, as long as he/she is a defender � a free-hit is awarded � a free-hit is awarded if the player also jumps � the player is sent off for 2 minutes 8. If a player with the ball runs backwards into an opponent, what is the consequence? � no offence � a free-hit is awarded � a free-hit is awarded if the other player falls over � a face-off takes place � if the player falls over the board/against the wall the player is sent off (2 minutes) 9. If a player throws his or her stick to hit the ball, what is the consequence? � no offence � a free-hit is awarded � the player is sent off for 2 minutes � the player is sent off for 5 minutes � the player is sent off with a match penalty (red card)
10. A player falls over and plays the ball when lying on the floor. What is the consequence? � no offence � a free-hit is awarded � a free-hit is awarded if the player lies in front of the goal � the player is sent off for 2 minutes � a face-off is carried out
Unit 1: FLOORBALL Lesson 4 Teachers’ notes
Paqui Sierra IES Bigues i Riells 15
Lesson 4: GENERAL P.E. VOCABULARY
ACTIVITY 1
Pair work. What’s the picture?
1. Put the students in pairs, A and B. Hand out the grids of pictures and the grids
of matching words.
2. A asks B: “What’s in C-4?”. B looks at the picture grid and names the word in
the box C-4. A looks at the word grid (B) to check if the answer is correct.
3. B asks A: “What’s in D-3?”. A looks at the picture grid and names the word in
the box D-3. B looks at the word grid (A) to check if the answer is correct.
4. The game continues for 5 minutes; then the game stops and teacher asks pairs
to count the number of pictures they recognised. The pair with the most is the
winner.
Unit 1: FLOORBALL Lesson 4 Teachers’ notes
Paqui Sierra IES Bigues i Riells 16
STUDENT A
A B C D E
Unit 1: FLOORBALL Lesson 4 Teachers’ notes
Paqui Sierra IES Bigues i Riells 17
STUDENT B
A B C D
E
Unit 1: FLOORBALL Lesson 4 Teachers’ notes
Paqui Sierra IES Bigues i Riells 18
STUDENT A
A B C D E
WHISTLE T-SHIRT
GOALKEEPER
(goalie)
INDOOR
SPORT SHOE
HOLLOW
BLADE
HOLLOW BALL ROPES HELMET STRETCHING GOAL
GLOVES BIBS CONES STICKS NET
REFEREE SHORTS MAT COURT BARS
CARDS MAKE A ROW MAKE A
CERCLE TEAM SPORTS
WORK IN
PAIRS
STOPWATCH CHANGING
ROOM TEAM FLEX
WOODEN
BENCH
Unit 1: FLOORBALL Lesson 4 Teachers’ notes
Paqui Sierra IES Bigues i Riells 19
STUDENT B
A B C D E
MAT HOLLOW
BLADE STOPWATCH FLEX
CHANGING
ROOM
GOALKEEPER CONES STICKS MAKE A
CERCLE COURT
TEAM SPORTS BARS CARDS GOAL GLOVES
MAKE A ROW WHISTLE WORK IN PAIRS ROPES T-SHIRT
STRETCHING WOODEN
BENCH SHORTS REFEREE
INDOOR
SPORT SHOE
HELMET NET TEAM BIBS HOLLOW
BALL
Unit 1: FLOORBALL Lesson 4 Teachers’ notes
Paqui Sierra IES Bigues i Riells 20
ACTIVITY 2
Three in a row.
1. Put the students in groups of three, A, B and C. C is the teacher. Hand out the
picture grid for A and B, the words grid to C.
2. Tell the students the aim of the game is to say 3 words in a row, correctly. The
row can be horizontal vertical or diagonal.
3. A reads a word and C checks if it is correct. A puts a cross over the word. B
does the same. In turns they continue until one of the players has 3 in a row.
Unit 1: FLOORBALL Lesson 4 Teachers’ notes
Paqui Sierra IES Bigues i Riells 21
PICTURE GRID
Unit 1: FLOORBALL Lesson 4 Teachers’ notes
Paqui Sierra IES Bigues i Riells 22
WORD GRID
WHISTLE T-SHIRT
GOALKEEPER
(goalie)
INDOOR
SPORT SHOE
HOLLOW
BLADE
HOLLOW BALL ROPES HELMET STRETCHING GOAL
GLOVES BIBS CONES STICKS NET
REFEREE SHORTS MAT COURT BARS
CARDS MAKE A ROW MAKE A
CERCLE TEAM SPORTS
WORK IN
PAIRS
STOPWATCH CHANGING
ROOM TEAM FLEX
WOODEN
BENCH
Unit 1: FLOORBALL Lesson 4 Teachers’ notes
Paqui Sierra IES Bigues i Riells 23
6
5
4
3
2
1
A B C D E
Unit 1: FLOORBALL Lesson 4 Teachers’ notes
Paqui Sierra IES Bigues i Riells 24
6
5
4
3
2
1
A B C D E
Unit 1: FLOORBALL Lesson 5 Teachers’ notes
Paqui Sierra IES Bigues i Riells 25
Lesson 5: FITNESS INVOLVED IN SPORTS
ACTIVITY 1
Leading questions
1. Watch a short part of a video.
http://video.google.com/videosearch?q=iff+floorball+highlights&sitesearch
2. Ask the students what are the most important abilities and skills needed.
3. Explanation about basic concept of Physical fitness. See “Teacher’s information
table”.
ACTIVITY 2
Titling
1. Handout” factors definition document”. Students have to give a title from the box to
each definition.
ACTIVITY 3
Complete the chart.
Handout the chart with Catalan words in, and ask the student to complete the chart.
Unit 1: FLOORBALL Lesson 5 Teachers’ notes
Paqui Sierra IES Bigues i Riells 26
Fitness teacher’s information
Definition Classification Factors
• Is a state of health and well-being. • Is the result of a balance between physical, emotional and mental fitness. • Physical fitness is the body’s ability to function efficiently and effectively in work and leisure activities. It depends on the capacity of the heart, blood vessels, lungs and muscles to function properly.
• General fitness. Is the result of regular exercise, proper diet and nutrition and proper rest. • Specific fitness. Is the person’s ability to perform in a specific sport with reasonable efficiency.
• Composition body. Describes the percentages of fat, bone and muscle in human bodies. Muscular tissue takes up less space than fat tissue and that makes two people who are the same height and weight, look completely different from each other. • Endurance/Stamina. The ability of the heart to provide oxygen to muscles during physical activity for a prolonged period of time. Endurance is the most important aspect of fitness because means how strong your heart is. • Flexibility/Suppleness. The ability of enlarge the distance between the flexed position and the extended position of a particular join or muscle group (range of movement). • Speed. The ability to run or do a sport action as fast as possible. • Strength. It is the ability to exert force on physical objects using muscles. Strength is determined by the genetic inheritance of muscle fibre types (TYPE I, slow twitch and TYPE II, fast twitch).
Unit 1: FLOORBALL Lesson 5 Teachers’ notes
Paqui Sierra IES Bigues i Riells 27
ACTIVITY 2
Choose the most suitable word for each definition from the box below.
The ability to run or do a sport action as fast as possible.
Describe the percentages of fat, bone and muscle in human bodies.
It is the ability of the heart to provide oxygen to muscles during physical activity for a prolonged period of time. It means how strong your heart is.
Determine the range of movement of a join or muscle group.
It is the ability to exert force on physical objects using muscles. It depends on the genetic fibre types. Composition body Endurance/Stamina Flexibility/Suppleness
Speed Strength
Unit 1: FLOORBALL Lesson 5 Teachers’ notes
Paqui Sierra IES Bigues i Riells 28
ACTIVITY 3
Complete the chart with the missing information.
English word Definition Catalan word
FORÇA
X CORPORAL
VELOCITAT
FLEXIBILITAT
RESISTÈNCIA
Unit 1: FLOORBALL Lesson 6 Teachers’ notes
Paqui Sierra IES Bigues i Riells 29
Lesson 6: MOTOR SKILLS
ACTIVITY 1
Transfer information.
1. Give the students the text “motor skills” about basic information.
2. Ask them to read it carefully and check, in groups, the most important vocabulary.
3. Hand out the concept map and ask them to fill it in.
ACTIVITY 2
Fill the gaps. Individual and pair work.
1. Hand out the document “Floorball players: Abilities and skills”.
2. Ask the students to fill the gaps with the most proper word. Remind them they can
use the information from activity 1.
(For slow students, give them the missing words in a box below)
3. Put the students in pairs and make them compare their works.
4. Hand out the complete text (key) and make the students, in pairs, check their partner
text.
5. Tell them to explain the partner’s mistakes.
Unit 1: FLOORBALL Lesson 6 Teachers’ notes
Paqui Sierra IES Bigues i Riells 30
ACTIVITY 1
Read the following text and complete the chart.
MOTOR SKILLS Definition A skill that allows skeletal muscles to be used effectively in a goal directed manner. Motor skills depend on the proper functioning of the brain, skeleton, joints and nervous system.. Types Gross motor skills: the abilities acquired during infancy such as standing up, walking and running. These movements come from large muscle groups and whole body movement. Fine motor skills: abilities to manipulate small objects; transfer objects from hand to hand and various hand-eye coordination tasks. These movements come from smaller muscle groups. Main motor skills involved in sports Precision
Agility: in sports, the ability to respond to an opposing player. This requires a combination of balance, coordination, speed, reflexes and strength. Balance: prevents the player from falling over when running, dribbling, changing direction or changing speed while playing. Coordination: can be gross motor coordination and refers to walking, running jumping...; or fine motor coordination, refers to manipulate small objects, usually involving vision. - Sensory-motor coordination: visual motor coordination: provides feed-back on the position of the body in space. - Left-right coordination, activities with left and right arms and legs - Flexor-extensor alternation: the coordination and balance between flexor and extensor muscles while moving.
Unit 1: FLOORBALL Lesson 6 Teachers’ notes
Paqui Sierra IES Bigues i Riells 31
Gross coordinat.
MOTOR SKILLS
BALANCE
Unit 1: FLOORBALL Lesson 6 Teachers’ notes
Paqui Sierra IES Bigues i Riells 32
ACTIVITY 2
Fill the gaps with the suitable word.
Floorball players: Abilities and Skills.
Physical _____________ is the capacity of the heart, blood
vessels, lungs and muscles to function at optimum efficiency.
General fitness is the result of regular
__________________, proper diet and rest. Specific fitness
is the person’s _______________ to perform in a specific
sport efficiently.
Fitness is determined by different factors:
- Body composition. Describes the percentage of
fat,_______________ and _______________ in human
bodies.
- _________________. Ability of the heart to provide
__________________ to muscles during _______________
____________________ for a prolonged period of time.
- Flexibility. _____________________ to enlarge the
distance between the flexed position and extended position of
a particular _______________ or muscle group.
- Speed. The ability to run or do a sport action as fast as
possible.
Unit 1: FLOORBALL Lesson 6 Teachers’ notes
Paqui Sierra IES Bigues i Riells 33
- ___________________. Ability to exert force on physical
objects using _______________. Is determined by muscle
______________ types.
Motor skills depend on the proper functioning of the
________________, skeleton, ________________ and
nervous system.
Gross motor skills come from _______________ muscle
groups. Fine motor skills are abilities to manipulate small
objects from ___________ to _____________, and various
hand-eye ______________________ tasks.
The main motor skills involved in sports are:
- Precision
- ____________________, stops the player from falling over
while playing
- Agility, or ability to respond to an opposing player. It
requires a combination of _________________,
_________________, _________________, reflexes and
strength.
- _________________________, can be gross or fine
depending on the size of the muscles involved. Three main
types of coordination: sensory-motor,_________________
coordination and flexor-extensor alternation.
Unit 1: FLOORBALL Lesson 6 Teachers’ notes
Paqui Sierra IES Bigues i Riells 34
ACTIVITY 2
Floorball players: Abilities and Skills Key. Physical fitness is the capacity of the heart, blood vessels, lungs and muscles to function at optimum efficiency. General fitness is the result of regular exercise, proper diet and rest. Specific fitness is the person’s ability to perform in a specific sport efficiently. Fitness is determined by different factors: - Body composition. Describes the percentage of fat, bone and muscle in human bodies. - Stamina. Ability of the heart to provide oxygen to muscles during physical activity for a prolonged period of time. - Flexibility. Ability to enlarge the distance between the flexed position and extended position of a particular joint or muscle group. - Speed. The ability to run or do a sport action as fast as possible. - Strength. Ability to exert force on physical objects using muscles. Is determined by muscle fibre types. Motor skills depend on the proper functioning of the brain, skeleton, joints and nervous system. Gross motor skills come from large muscle groups. Fine motor skills are abilities to manipulate small objects from hand to hand, and various hand-eye coordination tasks. The main motor skills involved in sports are: - Precision - Balance, stops the player from falling over while playing - Agility, or ability to respond to an opposing player. It requires a combination of balance, coordination, speed, reflexes and strength - Coordination, can be gross or fine depending on the size of the muscles involved. Three main types of coordination: sensory-motor, left-right coordination and flexor-extensor alternation.
Unit 1: FLOORBALL Lesson 7 Teachers’ notes
Paqui Sierra IES Bigues i Riells 35
Lesson 7: TECHNIQUES
ACTIVITY 1
Listening exercise.
“Understanding the game”
http://www.southernvipers.com/dvdmenu.htm
1. Ask the students to listen to the video about floorball techniques carefully
and to write the words they can understand. You can play it twice.
2. Hand out the text with some missing words and ask the students to fill the
gaps.
3. Play the video again and ask them to complete the gaps with the words
given.
Key text
To play successfully in different game situations one has to optimize one’s
individual capabilities.
Elite players stand out due to the excellent understanding of the game. This
means, in different game situations, they quickly select the best option.
The player with the ball generally has three options:
He is in a scoring position:
- Can he shoot at the goal? He takes a shot
His opponent covers the line of shot:
- Is there a team mate better positioned to whom the ball can be passed? He
passes the ball
The line to goal is covered and the team mate is no t ready to receive the
ball:
- Can he succeed one on one? He retains the ball and beats his opponent.”
game ball one on one passes beats team
mate scoring opponent receive shot
capabilities
Unit 1: FLOORBALL Lesson 7 Teachers’ notes
Paqui Sierra IES Bigues i Riells 36
Listening exercise. “Understanding the game”
Fill the gaps with the words below. Listen to the video and
check.
To play successfully in different game situations one has to
optimize one’s individual ________________________.
Elite players stand out due to the excellent understanding of
the ______________. This means, in different game
situations, they quickly select the best option.
The ______________with the ball generally has three
options:
He is in a ______________ position:
- Can he shoot at the goal? He takes a _____________.
His __________________ covers the line of shot:
- Is there a __________ ____________ better
positioned to whom the _____________ can be passed? He
________________ the ball
The line to goal is covered and the team mate is not ready
to ______________ the ball:
- Can he succeed ________ _____ ___________? He
retains the ball and ___________ his opponent.
game ball one on one passes beats team mate
scoring opponent receive shot capabilities
player
Unit 1: FLOORBALL Lesson 7 Teachers’ notes
Paqui Sierra IES Bigues i Riells 37
ACTIVITY 2
1. Mutual dictation.
Work in pairs. Each student has a list of key words which they dictate to their
partner.
• For advanced students: they read the whole word.
• For slow students: they read it letter by letter.
2. Loop game: Word cards. Work in pairs.
Student A has the English cards. Student B has the Catalan cards.
Student A starts putting one word on the table. Student B has to look for the
Catalan word meaning the same. If student B doesn’t know the Catalan word,
student A can put another English word. The winning player is the one who
finishes with the smaller number of cards.
3. Matching activity.
Match sentence beginnings and endings to make the key word definitions.
This activity will be done by the fast finishers of loop game.
When they finish, the students dictate the definitions to their partners.
Unit 1: FLOORBALL Lesson 7 Teachers’ notes
Paqui Sierra IES Bigues i Riells 38
Mutual dictation
STUDENT A STUDENT B
1. ACCURACY 1. TEAM MATE
2. SHOOT 2. RECEIVE
3. GRIP 3. BEAT
4. PASS 4. BACKHAND
5. FEINT 5. BLADE
6. SCORE 6. DRAG SHOT
7. OPPONENT 7. STICK HANDLING
8. FOREHAND 8. CUSHION
9. SLAP SHOT 9. GAME
����
Unit 1: FLOORBALL Lesson 7 Teachers’ notes
Paqui Sierra IES Bigues i Riells 39
STUDENT A STUDENT B
1. __ __ __ __ __ __ __
__ 1. __ __ __ __ __ __ __ __
2. __ __ __ __ __ __ __ 2. __ __ __ __ __
3. __ __ __ __ 3. __ __ __ __
4. __ __ __ __ __ __ __
__ 4. __ __ __ __
5. __ __ __ __ __ 5. __ __ __ __ __
6. __ __ __ __ __ __ __
__ 6. __ __ __ __ __
7. __ __ __ __ __
__ __ __ __ __ __ __ __ 7. __ __ __ __ __ __ __ __
8. __ __ __ __ __ __ __ 8. __ __ __ __ __ __ __ __
9. __ __ __ __ 9. __ __ __ __ __ __ __ __
����
Unit 1: FLOORBALL Lesson 7 Teachers’ notes
Paqui Sierra IES Bigues i Riells 40
Loop game
receive rebre
game partit
grip presa
cushion esmorteir
forehand drive
pass passada
drag shot xut arrossegat
accuracy precisió
blade peu de l’estic
����
Unit 1: FLOORBALL Lesson 7 Teachers’ notes
Paqui Sierra IES Bigues i Riells 41
shoot xutar a porta
opponent adversari
stick handling pressa de l’estic
score marcar
beat batre
team mate company
backhand revés
slap shot xut sec
feint finta
����
Unit 1: FLOORBALL Lesson 7 Teachers’ notes
Paqui Sierra IES Bigues i Riells 42
BEGINNINGS
Definitions matching activity
RECEIVE is to get the ball . . . . .
GAME is a sport event, with rules. . . . .
GRIP is . . . . .
CUSHION is the action of reducing effects. . . . .
FOREHAND is hitting the ball with . . . . .
PASS is kicking, hitting or throwing the ball to . . . . .
DRAG SHOT is hitting the ball with a long swing and a long
time contact . . . . .
ACCURACY is the ability . . . . .
BLADE is the flat part . . . . .
����
Unit 1: FLOORBALL Lesson 7 Teachers’ notes
Paqui Sierra IES Bigues i Riells 43
SHOOT is throwing or kicking a ball . . . . .
OPPONENT is the player . . . . .
STICK HANDLING is the way . . . . .
SCORE is to get a point . . . . .
BEAT is to defeat someone . . . . .
TEAM MATE is someone who is . . . . .
BACKHAND is to hit a ball using . . . . .
SLAP SHOT is to hit the ball quickly . . . . .
FEINT is a movement that you pretend to make . . . . .
����
Unit 1: FLOORBALL Lesson 7 Teachers’ notes
Paqui Sierra IES Bigues i Riells 44
ENDINGS
. . . . . when your team sends it to you.
. . . . . in which people take part in a competition.
. . . . .the action of holding something.
. . . . . of a passing or a shot.
. . . . . the face of the blade forwards.
. . . . . another player in a sports team.
. . . . . between the blade and the ball.
. . . . . to do something with precision.
. . . . . at the end of the stick.
����
Unit 1: FLOORBALL Lesson 7 Teachers’ notes
Paqui Sierra IES Bigues i Riells 45
. . . . . in an attempt to score goals or points.
. . . . . you are playing against.
. . . . . you use the stick.
. . . . . in a game or sport.
. . . . . in a game or in a sport competition.
. . . . . in the same team as you.
. . . . . the backhand side of the blade.
. . . . . with a short swing.
. . . . . to trick an opponent in a sport.
����
Unit 1: FLOORBALL Lesson 7 Teachers’ notes
Paqui Sierra IES Bigues i Riells 46
Definition’s key.
Receive is to get the ball … when your team mate sends it to you.
Game is a sport event, with rules, … in which people take part in competition.
Grip ... is the act of holding something.
Cushion is the action of reducing the effects ... of a passing or shot.
Forehand is to hit the ball with ... the face of the blade forwards.
Pass is to kick, hit or throw the ball to ... another player in a sports team.
Drag shot is a shot with a long swing and a long time contact ... between the
blade and the ball.
Accuracy is the ability ... to do something with precision
Blade is the flat part ... at the end of the stick
Shoot is the action of throwing or kicking a ball … in an attempt to score goals
or points.
Opponent is the player ... you are playing against.
Stick handling is the way ... you use the stick.
Score is to get a point ... in a game or a sport.
Beat is to defeat someone ... in a game or in a sport competition.
Team mate is someone who is ... in the same team as you.
Backhand is to hit a ball using ... the backhand side of the blade.
Slap shot is to hit the ball quickly ... with a short swing.
Feint is a movement that you pretend to make ... to trick an opponent in a
sport.
Unit 1: FLOORBALL Lesson 7 Teachers’ notes
Paqui Sierra IES Bigues i Riells 47
ACTIVITY 3
1. Predicting activity.
Watch the different video clips about: passing, receiving, dribbling,
shooting, feints and protecting the ball, in mute.
http://www.southernvipers.com/dvdmenu.htm Ask the students to predict what skills the video shows.
2. Play the clips again with sound and ask the students the same question.
ACTIVITY 4
Work in groups of 4 or 5.
1. Tell the students they are going to work in one technical action. Assign
passing and others to advanced students, and receiving, dribbling and
shooting to slow ones.
2. Hand out a sheet of paper with 21 numbered pieces of information and one
box with missing information related to the action assigned to each group.
3. Ask each group to select those they need to fill their technical action
information box.
4. Give the students the key handout to check the work.
Unit 1: FLOORBALL Lesson 7 Teachers’ notes
Paqui Sierra IES Bigues i Riells 48
PASSING
Aim
Characteristics
Position
Types
����--------------------------------------------------------------------------------------------------
RECEIVING
Aim
Characteristics
Position
Unit 1: FLOORBALL Lesson 7 Teachers’ notes
Paqui Sierra IES Bigues i Riells 49
DRIBBLING
Aim
Characteristics
Position
����--------------------------------------------------------------------------------------------------
SHOOTING
Aim
Characteristics
Types
Unit 1: FLOORBALL Lesson 7 Teachers’ notes
Paqui Sierra IES Bigues i Riells 50
OTHERS
Protecting
ball.
How?
Feint.
Types
Stick handling.
What is it?
����--------------------------------------------------------------------------------------------------
Unit 1: FLOORBALL Lesson 7 Teachers’ notes
Paqui Sierra IES Bigues i Riells 51
Mixed techniques information
1. gain possession of the ball
2. accuracy (precision)
3. body head up/ blade on the floor
4. grip: one hand/ two hands
5. direction: forehand/ backhand
6. ball movement place: air/ floor
7. keep possession of the ball and create scoring chances
8. cushion with stick and body (together or separately)
9. ball should be received in front of the body, near to the front foot
10. hold the possession ball
11. eye-ball-stick-coordination needed
12. ball stay closed to the blade: one hand grip to gain distance/ two hands grip if an opponent is close
13. score a goal
14. grip, hardness, body position, etc. according to the game situation
15. direction: forehand shot/ backhand shot
16. stick-ball contact time: drag shot/ slap shot
17. using your body (keep your body between ball and opponent)/ using the stick
18. body/ stick feint
19. passing/ shot feint
20. basic skill needed to control, pass and shoot the ball with the floorball stick
Unit 1: FLOORBALL Lesson 7 Teachers’ notes
Paqui Sierra IES Bigues i Riells 52
Technique’s information key. 1. PASSING Aim: gain possession of the ball Characteristic: accuracy (precision) Position: body head up/ blade on the floor Types: - Grip: one hand/ two hands - Direction: forehand/backhand - Ball movement place: air/floor 2. RECEIVING Aim: keep possession of the ball and create scoring chances. Characteristic: cushion with stick and body (together or separately) Position: ball should be received in front of the body, near the front foot. 3. DRIBBLING Aim: hold the position ball Characteristic: eye-ball-stick-coordination needed Position: ball stay closed to the blade/ one hand grip to gain distance/ two hands grip if an opponent is close. 4. SHOOTING Aim: score a goal Characteristic: grip, hardness, body position…. according to the game situation. Types: - Direction: forehand shot/backhand shot - Stick-ball contact time: drag shot/slap shot (wrist shot) 5. OTHERS Protecting ball: using your body (keep your body between ball and opponent)/ using the stick. Feint: false value about a movement. - Body/Stick feint - Passing/Shot feint. Stick handling: the basic skill needed to control, pass, and shoot the ball with the floorball stick.
Unit 1: FLOORBALL Lesson 8 Teachers’ notes
Paqui Sierra IES Bigues i Riells 53
Lesson 8: TECHNIQUES AND TACTICS.
ACTIVITY 1
True/false journey
1. Give the students the handout with one game diagram and four sentences describing
it.
Hand out the path game sheet too.
2. Ask the students to read the first sentence. If they think it is true considering the
diagram, they have to move right. If they think it is false, they have to move left.
The students have to repeat this for all sentences.
Ask them where they have arrived and check the answers. (Madrid).
Unit 1: FLOORBALL Lesson 8 Teachers’ notes
Paqui Sierra IES Bigues i Riells 54
DIAGRAM LEGEND
Player moving without ball Passing Player moving with ball
Shooting Offensive player
Opponent
Unit 1: FLOORBALL Lesson 8 Teachers’ notes
Paqui Sierra IES Bigues i Riells 55
• The orange player, with ball, passes
it to the purple mate and runs
forwards.
• The purple player, after receiving,
goes forward dribbling the opponent
and, finally, loses the ball.
• Player who started the action
receives the ball dribbles to avoid
the opponent and shoots.
• One opponent try to bloc the game
Unit 1: FLOORBALL Lesson 8 Teachers’ notes
Paqui Sierra IES Bigues i Riells 56
Unit 1: FLOORBALL Lesson 8 Teachers’ notes
Paqui Sierra IES Bigues i Riells 57
ACTIVITY 2
Describing activity.
Writing and speaking. Work in groups of 3 or 4.
1. Tell the students they are going to describe the actions shown in the diagram. They
can only use 8 steps maximum. Remind them they should use vocabulary and diagram
legend learnt before.
2. Hand out the four different diagrams considering that fast students should describe C
and D and slow students A and B. (Each diagram will be described by two groups).
3. Ask the groups with the same diagram to describe, join and check.
4. The two groups explain their diagram to the rest of the class.
Unit 1: FLOORBALL Lesson 8 Teachers’ notes
Paqui Sierra IES Bigues i Riells 58
Diagrams key
Diagram A Diagram B
• Purple player starts passing
the ball to orange player and
moves forward.
• Orange receives dribbles the
opponent and….
• Pass the purple one who….
• Continues dribbling and
shoots.
• Purple starts back to the goal
• Purple passes to orange and
turns to goal moving forward
• Dribbles forward and…..
• Orange dribbles the opponent
and shoots or….
• Pass the purple player who
dribbles and shoots.
Diagram C Diagram D
• Goalkeeper starts passing on
the left purple player
• Orange player continues the
game on the right
• Purple receives and dribbles
forward till he/she finds the
opponent and….
• Pass the orange player or…
• Dribbles the opponent and
shoots.
• Purple player starts dribbling
forward avoiding the opponent
• The blue one continues the
game on the left and the
orange moves forward on the
right.
• Purple passes the ball to the
blue player who has two
options...
• Passes the ball to the orange
who is free or….
• Continues dribbling and
shoots.
Unit 1: FLOORBALL Lesson 8 Teachers’ notes
Paqui Sierra IES Bigues i Riells 59
• _____________________________________________
________________________________________________
• _____________________________________________
________________________________________________
• _____________________________________________
________________________________________________
• _____________________________________________
________________________________________________
• _____________________________________________
________________________________________________
• _____________________________________________
________________________________________________
• _____________________________________________
________________________________________________
• _____________________________________________
A Describe in 8 steps maximum, what happens in the diagram
Unit 1: FLOORBALL Lesson 8 Teachers’ notes
Paqui Sierra IES Bigues i Riells 60
• _____________________________________________
________________________________________________
• _____________________________________________
________________________________________________
• _____________________________________________
________________________________________________
• _____________________________________________
________________________________________________
• _____________________________________________
________________________________________________
• _____________________________________________
________________________________________________
• _____________________________________________
________________________________________________
• _____________________________________________
B Describe in 8 steps maximum, what happens in the diagram
Unit 1: FLOORBALL Lesson 8 Teachers’ notes
Paqui Sierra IES Bigues i Riells 61
• _____________________________________________
________________________________________________
• _____________________________________________
________________________________________________
• _____________________________________________
________________________________________________
• _____________________________________________
________________________________________________
• _____________________________________________
________________________________________________
• _____________________________________________
________________________________________________
• _____________________________________________
________________________________________________
• _____________________________________________
C Describe in 8 steps maximum, what happens in the diagram
Unit 1: FLOORBALL Lesson 8 Teachers’ notes
Paqui Sierra IES Bigues i Riells 62
D Describe in 8 steps maximum, what happens in the diagram
• _____________________________________________
________________________________________________
• _____________________________________________
________________________________________________
• _____________________________________________
________________________________________________
• _____________________________________________
________________________________________________
• _____________________________________________
________________________________________________
• _____________________________________________
________________________________________________
• _____________________________________________
________________________________________________
• _____________________________________________
Unit 1: FLOORBALL Lesson 8 Teachers’ notes
Paqui Sierra IES Bigues i Riells 63
ACTIVITY 3
Speaking and describing activity.
Work in groups of 4.
http://www.xfloor.tv Swedish Cup final
http://www.southernvipers.com/framesetvideos.htm Junior floorball: 7 and 10 years old.
Using the General information text, explain to the students the basic concept of
technique and tactic.
1. Tell the students they are going to watch a video showing short pieces of game.
Group them in similar levels.
2. Give the advanced groups website reference:” xfloor.tv” and ask them to click on
“Swedish Cup Final”.
Give the slow students website reference: “southernvipers.com” and ask them to click
on “video 7 years old” (or “video 10 years old”).
3. Ask the students to comment the images as if they were sport commentators.
4. Give them the “Useful vocabulary handout”
Unit 1: FLOORBALL Lesson 8 Teachers’ notes
Paqui Sierra 64 IES Bigues i Riells
USEFUL INFORMATION
A players profile is made up by technical and physical abilities together with game
sense. Tactics consist of understanding the game, reading the game and decision
making. Reading the present game situation and predicting the next action helps the
player to make the best decision depending on the position they are in. Individual tactics
are best learned with the help of game situation roles.
Game situation roles
The ball carrier has three options. First aim is to score, therefore or shoot. The second
option is passing to a player who has better chance to shoot. The third option a ball
carrier has is to dribble the ball into a better position to shoot or pass. This demands
reaction speed and the ability to read the game. Even though the ball carrier has the
responsibility to make the decision, the non-ball carriers also have the responsibility to
assist him/her by screening, creating space and passing lines. Inside the game, all the
roles and duties interact. They all demand the player’s ability to estimate space, speed,
direction and time.
Unit 1: FLOORBALL Lesson 8 Teachers’ notes
Paqui Sierra 65 IES Bigues i Riells
USEFUL VOCABULARY
Offensive player with the ball Offensive player without the
ball Individual tactics
• Receiving a pass/ gaining the possession of the ball
• Protecting the ball • Shoot • Pass • By dribbling move to a better
position to shoot or pass
Individual tactics
• Create passing lanes by moving • Keep close distance to the ball
carrier • Create space for the ball
carrier • Get open for a pass or a shot • Screen the goalkeeper • Readiness to defend
Technical skills
• Movement • Stick handling • Feints/fakes • Passing • Shooting • Protection of the ball • 1 vs. 1
Technical skills
• Movement • Screening • Feints/fakes • Receiving a pass • 1 vs. 1
Defending a player with the
ball
Defending a player without
the ball Individual tactics
• Angling the ball carrier to less favourable areas
• Denying space • Stealing the ball • Blocking passing lanes • Blocking shoots • Readiness to attack • Active man cover and slowing
down the opponent
Individual tactics
• Man cover • Blocking passing lanes • Readiness to attack • Keep eye contact on both, the
ball and the opponent • Stay between the opponent
and own goal
Technical skills
• Changing the direction of movement
• Blocking passing lanes and shots
• Stick obstruction • Interceptions • 1 vs. 1
Technical skills
• Changing the direction of movement
• Blocking passing lanes • Covering man • Stick obstruction • 1 vs. 1
Recommended