Move With Intermediate Brochure

‘MOVE WITH’ THE SALFORD PHYSICAL LITERACY PROGRAMME

Hosted By:

All Hallows RC Business, Enterprise and Sports College

INTERMEDIATE LEVEL

APPROVED PROVIDER STATUS

Supported by: Salford

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W H A T I S P H Y S I C A L L I T E R A C Y ?

T H E N A T I O N A L C O N T E X T

‘ M O V E W I T H ’T H E S A L F O R D P H Y S I C A L L I T E R A C Y P R O G R A M M E

“The motivation, confidence, physical competence, knowledge and understanding tomaintain physical activity throughout life” (Professor Margaret Whitehead, Key features of acurriculum to promote physical literacy 2011)

It is something that everyone has the potential to be, by undertaking an individual journey of guidedlearning through a range of activities.

To become competent and confident movers, or physically literate, children need activities which promote:• Locomotion - movement from one point to another• Stability - body balance in static and dynamic movement situations• Object control - sending, receiving and controlling an object

Physical Literacy is both a national and international concern

with colleagues in many nations considering the model.

Whilst we are in a transition with regard to National

Curriculum content, it is certain that the concepts contained

within physical literacy will be adaptable to any

developments, as children need it to be confident in any

challenging physical situation.

The Youth Sport Trust has been working with Bupa to develop

Start to Move, an approach which aims to provide teachers

with greater knowledge and confidence in how best to deliver

PE to four to seven year olds in a fun and engaging way.

Further information on this can be accessed

at www.starttomovezone.com.

This resource has been developed locally by School Sport

Partnerships in Salford over the last 18 months in partnership

with All Hallows RC Business, Enterprise and Sports College

and Manchester United Foundation and has been funded and

supported by Salford Healthy Schools. It has been designed to

provide teachers with a range of ideas and approaches which

they can use to ensure that pupils develop the fundamental

skills and control that they need to take part effectively in PE

and school sport. Physical Education in Foundation and KS1

provides children with movement vocabulary necessary for

lifelong participation in physical activity, enabling them to be

physically literate. This supports the development of competent

movers.

Lesson plans are designed to be clear and simple, focusing on

the quality of movement. Photographic images are used to

demonstrate what this quality looks like. Through familiarity with

the format and principles, teachers will be able to adapt them to

suit the differing learning needs of their children.

The activities in the programme are referred to as developing:

Agility, Balance and Co-ordination.

The terms Locomotion, Stability and Object Control are likely to

be used more frequently in the future when referencing Physical

Literacy development.

These activities are embedded within the Salford Physical

Literacy Programme, and progress from early movers or

Beginners, to Intermediate and Advanced. Whilst these are

progressive, they are not age specific and children should be

able to complete challenges competently before moving on to

the next level. These challenges are an opportunity to assess

the personal progress children are making on their individual

physical literacy journey, and act as a benchmark at the

beginning and end of each level.

AN INTRODUCTION TO THE SALFORD PHYSICAL LITERACY PROGRAMME

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UNIT OVERV IEW

The intention of this scheme is to specifically develop pupils’s agility, balance, coordination and general body control over the

course of this and subsequent units. This is achieved via structured lessons that focus on key movements outlined separately

for each lesson, for example “balancing/dribbling” in lesson 3.

In each lesson you will find descriptions of these movements for your ongoing assessment and also clearly labelled “teaching

points” which will assist you in teaching the movements properly. In addition to this, we have provided a set assessment

lesson for both the first and last lesson of each unit, the purpose of which is to provide you with a measurable and repeatable

benchmark for each child’s attainment.

ASSESSMENT OVERV IEW

Each unit has three distinct challenges based around AGILITY, BALANCE and COORDINATION which the teacher can use as a

guide to measure pupil attainment. Variations are taught in the first and last lesson of each unit.

Key note on gathering evidence:

l Video or photo evidence should be used to compare performance between

the two assessment lessons at either end of the unit.

The assessment criteria for the first and last lesson of this unit are as follows:

INTERMEDIATE UNIT:INFORMATION FOR TEACHERS

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CHALLENGES

CHALLENGE 1 (agility): Can pupils move easily among others, evade defenders and change direction with control? ASSESSMENT POINTS: WHAT TO LOOK FOR PUPILS SHOULD BE:-

1. Looking ahead and anticipating movements of defenders

2. Shifting body weight from one foot to the other tochange direction

3. Controlling speed: accelerating by leaning forward ontheir toes and decelerating by leaning back on theirheels

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CHALLENGE 2 (balance): Can pupils balance on one leg while throwing and catching? ASSESSMENT POINTS: WHAT TO LOOK FOR PUPILS SHOULD BE:-

BALANCING1. Stood upright with a straight back, using arms to balance

2. Adjusting their body weight andarm placement to retain balance,e.g. by moving arms slightly

THROWING

1. Be looking towards the target (i.e. catcher)

2. Be throwing underarm, aimingtowards the target

CATCHING

1. Watching / tracking the path of the object to be caught

2. Adjusting position (e.g. byhopping) when necessary to match object path, retainingbalance throughout

CHALLENGE 3 (coordination focus): Can pupils throw a beanbag into the hoop with accuracy, evading a defender?ASSESSMENT POINTS: WHAT TO LOOK FOR PUPILS SHOULD BE:-

1. Looking towards / focusing on target

2. Throwing with an underarm action with control

3. Watching defender’s movement

4. Evading defender’s movements with countermovements (e.g. looking around opponent, movingside to side to find space to throw)

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UNIT AND LESSON NUMBER: INTERMEDIATE LESSON 1

THROWING Stand facing thetarget - keep your feet still - throwwith an underarm action, pullingyour throwing arm back behind yourbody, and forwards in an arc torelease the object in front of you

Movements/skills covered in this session

ASSESSMENT SESS ION:GENERAL BODY CONTROL, AGILITY, BALANCE AND COORDINATIONVIA THROWING / CATCHING / DEFENDING / EVADING DEFENDERS

EQUIPME NT A N D R E S O U R C E SIDEALlCones l4 hoops (same size) lbeanbags (enough for one per pair) l4 sets of coloured bibsMINIMUM OR ALTERNATIVE lAssorted beanbag or small balls (enough for 1 per pair) lHall or playground markings l small amount of cones to make ‘goals’ for main game

TEACHING POINTS F O R T H I S L E S S O N:How to teach these movements

CATCHING Keep an eye onthe ball – put hands together in a cupshape – wrap hands around it and pullit into body

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EVADING DEFENDERS Track movements of other team members – look for space tomove into – communicate with team members to make the bestuse of space

DEFENDING (THROWINGCONTEXT E.G. NETBALL /BASKETBALL) Place yourself inthe path of the ball (i.e. betweenthe two opponents who arepassing it) – extend your armsabove your head – make your bodyas large as possible – move yourarms and body to intercept the ball

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WARM UP ACTIVITY: FOOT IE M IMES : GENERAL AGIL ITY/BALANCEAND COORDINATION

l Set out a plain coned area as per main game

but without hoops and cones

l Pupils walk around, gradually increasing movement

to explore the space

l Introduce series of mimes relating to football, as

follows: rolling/bowling action = “goalie”,

jumping/heading action = “header”, kicking

imaginary ball in net = “striker – pupils then respond

to commands as they are shouted

PROGRESSION IF TIME:

l Walk around with a ball and ask pupils to catch it and

return it

l Use a variety of throws and bounces at different

heights

l Extend to providing 3 or 4 pupils with balls

in the same role and repeat

MAIN GAME: OGRES AND SWAMPS: THROWING/DEFENDING/EVADING DEFENDERS(NOTE: Use For Initial Assessment - See Assessment Notes)

OGRE AND SWAMP

l Set out area as per Diagram 1

l The aim of the game is for children to take turns to

approach the defender (ogre) individually and try to

throw a beanbag into the hoop (swamp)

l The attacker then takes the place of the defender and

the defender goes to the back of the line

l Extend to splitting children into groups of 3-4

attackers at one time and 1 defender to play the game

on their own

TEACHING POINT:

Take time to demonstrate how the ogre should defend,

using Q and A where possible

EXTENSION SUGGESTION:

WARM UP: Add more mimes or choose

a different topic area e.g. animals, alphabet.

MAIN TASK: Use more defenders

D IAGRAM 1 OGRE GAME

Defender

Attackers

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UNIT AND LESSON NUMBER: INTERMEDIATE LESSON 2Movements/skills covered in this session

ASSESSMENT SESS ION: SKIPPING / JUMPING / THROWING (UNDERARM)

EQUIPME NT A N D R E S O U R C E SIDEALl20-30 Rubber marker spots l small cones of various colours l1 large ball between two lClass set of coloured bibsMINIMUM OR ALTERNATIVE lHall or playground markings lChalked ‘spots’ on yard playground l1 large ball between 3


THROWING Stand facing thetarget with large ball in both hands -keep your feet still – lift the ball awayfrom your body with an underarmaction towards partner in an arc

l As per lesson one

CATCHING Extend both handsforward beneath the ball – cradle theball and pull into the body

l As per lesson one

DEFENDING/EVADINGDEFENDERS Place yourselfin the path of the ball (i.e. betweenthe two opponents who are pass-ing it) – extend your arms aboveyour head – make your body aslarge as possible – move your armsand body to intercept the ball

BOUNCING l Individually: Stand upright with ball in both hands – drop ball – catch with both hands

l To a partner: Face opposite your partner with ball held in both hands up to chest – choose a spot on floor – push ballfrom chest to bounce on spot – receive the catch back from partner with both hands and pull the ball into chest

WARM UP ACTIVITY: PLANET SWAP: THROWING/ CATCHING/ BOUNCING

l Set out space as per DIAGRAM 1 with

two equal colour of marker spots

distributed in area e.g blue/red

l With one ball between two, children to

move between spots while throwing

the ball to their partner. On command

‘swap’, children to place their ball

down and run to another ball to begin

process over

PROGRESSION:

l Move between spots

bouncing/passing the ball 3 times on

each spot to their partner before

moving to a different spot

l How many spots can they hit in a set

time?

D IAGRAM 1

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MAIN GAME: H IT THE SPOT SMALL-S IDED TEAM GAME : THROWING/CATCHING/ BOUNCING

l Keep area set out with spots

as per diagram 1

l Split children into teams of 3 or 4 with

coloured bibs (more if children

are more able)

l Put two teams in the area and assign each

team a colour of spot as their ‘targets’

l The aim of the game is for them to score for

their team by passing the ball around their

players and for any player to bounce the ball

on their own coloured spot

l The other team has to tig them or intercept

the ball to gain possession

TEACHER NOTES:

l Cones could be used instead of spots,

with children touching the cones to score

points

EXTENSION SUGGESTIONS:

WARM UP : Introduce the command

‘change partner’, allowing children to

throw the ball to different classmates

MAIN TASK: Progress to the removal of

opponent’s spots when hit, eventually

leading to one team being eliminated due

to losing their spots

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BALANCING Stand upright with a straight back – make your body stiff– stretch out your arms in a scarecrow shape – movethem if you have to keep your balance

DRIBBLING Start slowly, walking with ball at feet – keep eye on ball -use the toes to control the ball forwards - use the sole ofthe foot to stop (trap) the ball if you are losing it


ASSESSMENT DR IBBL ING /BALANCE

EQUIPME NT A N D R E S O U R C E SIDEALlCones l rubber spotsMINIMUM OR ALTERNATIVE lHall or playground markings l15-20 cones l1 ball between two


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D IAGRAM 1

MAIN GAME: WALK THE DOG: DRIBBLING

TEACHER NOTES:

l If not enough footballs for one each, this game can be

played with one between two, with the children dribbling

then passing the ball to their team mate to repeat

l Encourage the children to start dribbling slowly until they

gain better control

KEEP AREA AS DIAGRAM 1

l Give children a football each and demonstrate how to

WALK THE DOG by dribbling the ball, guiding it with the

toes around the spots

l Children to try to do the same, in and out of spots.

l Add the command SIT, meaning that they should stop and

trap the ball with the sole of their foot

l Add more commands as follows:

KENNEL = take ball back to a spot

NAUGHTY DOG = tap the ball forward, run after it and trap it

SWAPSY = like Kennel, but leaving the ball on the spot and

getting another different ball

PAT THE DOG = keep ball still and alternately tap each foot

on top of the ball

HUG THE DOG = pick up the ball and hold it to the chest

l Progress to a ‘musical spots’ version as per warm up

game

WARM UP ACTIVITY: F IND A SPOT: BALANCE

l Set out area as per DIAGRAM 1

l Ask children to jog around the area

l On a signal (e.g. whistle or a clap of

hands) they have to balance on a

spot on one leg

l Insert a variety of different

movements such as bunny-hopping,

hopping, star jumps, while keeping

the balance element the same

l Extend to playing a game of ‘musical

spots’ by removing 3 or 4 spots

l Play again, with children without

spots each time doing a task e.g. 5

star jumps/twist and turns


Dribbling obstacle course (diagram 2)

Split children into four teams and set up the same slalom

obstacle course for each team using just 4 cones with a hoop

at the end with one ball for each team member – each team

member, one at a time, has to slalom between the cones and

retrieve a ball, which they must dribble back. The first team to

collect all their balls wins the game.


WARM-UP : Teacher to make up own commands to

add to those given

MAIN TASK: If time, add more equipment to the

obstacle course

D IAGRAM 2

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ONE IN , ONE OUT One foot in each space

TWO IN , TWO OUT: Two feet in each space

SIDESTEP: Moving acrossthe ladder sideways and back againwith both feet in each space

DEAD LEG RUN Moving down one side of theladder, lifting the inner foot high asif keeping a ball up, but keeping theouter foot close to the floor in asmall hop


ASSESSMENT SESS ION: FAST FEET / LADDER FAMILIARISATION

EQUIPME NT A N D R E S O U R C E SIDEALl3 agility ladders l5-10 cones l3 sets of coloured bibsMINIMUM OR ALTERNATIVE lA line of cones to replace ladders lchalked ‘ladders’ on yard l small amount of cones


LADDER WORK Keep body upright – use light movements - stay on toes – move arms backwards and forwards as if running. These are some of the ladder movements they could try:

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D IAGRAM 3

D IAGRAM 2

MAIN GAME: TR IANGULAR DR I LL : GENERAL AGIL ITY/LADDER WORK

l Set out area as per DIAGRAM 3

l Put children into 3 teams with different bibs

l Aim of the game is for each team to move along the ladder to the centre then

move CLOCKWISE around the circuit, joining the back of each line

PROGRESSIONS:

l Use different movements

l Use 4 ladders and 4 teams, with 2 going one way and two another, crossing

over as per diagram 2


Use different footsteps for going through each ladder – see lesson notes.

D IAGRAM 1

Children in facing groups behind cones

WARM UP ACTIVITY: AEROBIC WARM-UP: TOP OF THE TEN

l Children to jog around area

l On command (e.g. clap or a whistle) they stop

l On count of ten they run on spot, getting faster and faster

l On count back down they slow down to a stop

l Repeat

LADDER FAMILIARISATION

l Set out area as per DIAGRAM 1 (NOTE: cones or chalk markings

can be used instead of ladders)

l Show how to move up ladder on toes, with one foot in each space

as if jogging lightly

l Pupils to take turns travelling across from alternate sides and

joining the back of the opposing line

l Repeat so that each pupil has at least three attempts

l Progress to DIAGRAM 2, with pupils running with one foot in the

ladder and crossing over

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UNIT AND LESSON NUMBER: INTERMEDIATE LESSON 5Movements/skills covered in thissession

ASSESSMENT SESS ION:AGILITY

EQUIPME NT A N D R E S O U R C E S

IDEALl4 ladders l4 footballs l variety of PE equipment for main game l30 footballs or large balls l30 marker spots

MINIMUM OR ALTERNATIVE lHall or playground markings l4 footballs lcones or chalk markings to serve as ladders

lwhatever other PE equipment is available for main game

TEACHING POINTS F O R T H I S L E S S O N:How to teach these movementsDRIBBLING (as per lesson 3)DRIBBLING Start slowly, walking with ball at feet – keepeye on ball - use the toes to control the ballforwards - use the sole of the foot to stop(trap) the ball if you are losing it

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D IAGRAM 1

D IAGRAM 2

Dribble ball then turn and pass back to partner following behind

D IAGRAM 3

Team A

Team B

MAIN GAME: CROSSOVER OBSTACLE COURSE : AGIL ITY

l Set out area as per DIAGRAM 3 (NOTE: any PE obstacles

can be used so long as it provides a crossover course)

l Split children into two teams and position them at

opposite corners of the course

l Choose one child to complete the course, giving

instructions on the way for other children to observe

SAFETY RULES

l Pupils must always use the correct movements as per the

starting example

l Give way to a pupil coming from the opposite direction if

they are there first

l Only one person per piece of equipment (e.g. ladder) at

same time

EXTENSION: Add a similar dribbling task to the warm up

game e.g. teams have to take a ball from a centre ‘nest’ (i.e.

a hoop) and dribble it through the second half of the course.

l Set out area as per DIAGRAM 1 with 3 cones alongside a ladder

l Split children into 4/5 teams with each team at end of ladders as per diagram

l Ask each team to move across the ladders with one foot in each ladder

space and by swerving in and out of cones

l Ask children then to invent own ways of moving down the course

PROGRESSION: Dribbling ladder drill

l Add footballs as per DIAGRAM 2 and repeat the first game, this time with

children dribbling the ball forward to the next cone before turning and

carrying it back to the following partner

WARM UP ACTIVITY: LADDER DR I LLS : AGIL ITY/DRIBBLING

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ASSESSMENT SESS ION: SIDE STEP / SEND AND RECEIVE

EQUIPME NT A N D R E S O U R C E SIDEALl 4 ladders l beanbags l coloured bibsMINIMUM OR ALTERNATIVE l Hall or playground markings l cones or chalk to replace ladders l 4 beanbags


SIDE STEP Keep body up-right - stay light on toes – movearms forwards and backwards asif running

SENDING A BEANBAGLook towards catcher – say their name- throw the beanbag underarm whenthey respond

RECEIVING (CATCHING) A BEANBAG Extend both hands forward beneaththe ball – cradle the ball and pull intothe body

l As per lesson one

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D IAGRAM 1

D IAGRAM 2

Feeder

Feeder

Feeder

Feeder

MAIN GAME: LADDERS GAME : SIDESTEP & SEND AND RECEIVE

CONTINUING LADDER FAMILIARISATION

l Set out ladders and allow children to move down the ladder at

least twice each as per previous lessons

MOVING ON TO:

l Set out area as per DIAGRAM 2 with teams lining up behind the

ladders

l The aim of the game is for each person to side step through the

ladder while catching a beanbag from the ‘feeder’

l Ensure that the children know that the feeder moves with the

catcher

l The child on the ladder then becomes the feeder for the next child


WARM-UP: Teacher to make up own commands to add to

those given

MAIN TASK: Put a hoop with beanbags in at the end of

each ladder – the aim of the game is to side step and collect

all the beanbags before the other teams.

WARM UP ACTIVITY: TROPHY ROOM: GENERAL AGIL ITY

l Set out area as per DIAGRAM 1 with cones spread in area

(enough for one per child)

l Jog around lightly on toes, picking and holding up ‘trophy’

(cone) on command ‘trophy’

l Add these different commands:

‘Heavy’ – children pretend it is hard to lift

‘Light’ – children pretend that the trophy is easy to lift

PROGRESSION:

l Balance on one foot while holding ‘trophy’

l First person to bring the teacher a specific coloured cone wins a point

EXTENSION: Add a similar dribbling task to the warm up game e.g.

teams have to take a ball from a centre ‘nest’ (i.e. a hoop) and dribble

it through the second half of the course.

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TWIST/TURN Feet together – swing arms to the opposite side you want to twist – swing them back and jump at the same time, facing inthe new direction and then repeat – remember this is a jump so also bend knees on jumping and landing

Movements covered in this session

ASSESSMENT SESS ION: PIVOT/TURN/TWIST + SEND/RECEIVE

EQUIPME NT A N D R E S O U R C E SIDEALl30 cones/beanbags l ladders x 4MINIMUM OR ALTERNATIVE lHall or playground markings l small amount of cones l beanbags, small balls or other items to throw/catch


SEND/RECEIVE (AS PER LESSON 6)

WARM UP ACTIVITY: TROPHY ROOM: GENERAL AGIL ITY

QUICK AEROBIC WARM UP

l Set out area as per DIAGRAM 1 with cones spread around area

l Play ‘trophy room’ game from lesson 6, using the later

progressions if not covered last time

LADDER WARM UP

l Split children into 4 teams with 4 ladders

l Children to move up and down with increasing speed and

control using a wide range of movements e.g. bouncing,

jumping, hopping 1 foot to the other foot etc. Progress to

crossover work, with children returning past a partner down the

same ladder as in lesson 4

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D IAGRAM 1

D IAGRAM 4

Feeder

Feeder

MAIN GAME: TW ISTER :PIVOT/TURN/TWIST + SEND/RECEIVE

l Set out 4 ladders with cones alternately either side as per DIAGRAM 2

l Demonstrate how pupils need to move in a pivoting motion as per DIAGRAM

3, reaching down to touch cones

NOTE: this is a complex move and may require re-teaching as the activity

progresses

l Increase pace as pupils’ skills improve

PROGRESSION:

l Lead on to providing a feeder each side of the ladder as per DIAGRAM 4 to

throw and catch a beanbag to them alternately all the way down the line.

Children swap with a feeder when they reach the end. (TEACHING POINT:

ensure children know who has to swap so that all children get an equal turn).

END GAME:

l Which team can get all the players to the other end in the fastest time, without

dropping the beanbag?

EXTENSION SUGGESTIONS: MAIN TASK: Repeat with another beanbag balanced on the head of the childgoing down the ladder. Can they make it down without dropping it?

D IAGRAM 2

D IAGRAM 3

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UNIT AND LESSON NUMBER: INTERMEDIATE LESSON 8Movements covered in this session

P IVOT /TURN /TW IST + SEND /RECE IVE (CONSOL IDAT ION OF LESSON 7 )

EQUIPME NT A N D R E S O U R C E SIDEALl30 cones l footballs l large balls l ladders x 4MINIMUM OR ALTERNATIVE lHall or playground markings l small amount of cones l different sized balls or other items to throw/catch


PIVOT/TURN/TWIST: AS PER PREVIOUS LESSONS

SEND/RECEIVE: AS PER PREVIOUS LESSONS

WARM UP ACTIVITY: ‘ BUNDLES ’ GAME : GENERAL AGIL ITY

l Children jog around in space

l On command they have to get in a ‘bundle’ of a given number, points

awarded to the quickest

TEACHING/PLANNING NOTE: This is a consolidation lesson to allow the

children to practice the complex pivot movement from the last lesson,

INTER 7. As such the instructions are the same (apart from the final

progression which uses a large ball instead of a beanbag) as follows:

l Set out 4 ladders with cones alternately either side as per DIAGRAM 1

l Demonstrate how pupils need to move in a pivoting motion as per

DIAGRAM 2, reaching down to touch cones

l Increase pace as pupils’ skills improve

PROGRESSION:

l Lead on to providing a feeder each side of the ladder as per DIAGRAM 3

throw and catch a beanbag back alternately all the way down the line.

Children swap with a feeder when they read the end. (TEACHING POINT:

ensure children know who has to swap so that all children get an equal

turn).

END GAME:

l Which team can get all the players to the other end in the fastest time,

without dropping the ball?


WARM UP: Children could use different movements to move around the

hall e.g. bunny hop/hop/leap/star jump.

MAIN GAME: Provide different methods of feeding the ball e.g. throwing

to head, bouncing to foot – also can children balance a beanbag on their

head while they move down the ladder?

D IAGRAM 3

Feeder

Feeder

D IAGRAM 1

D IAGRAM 2

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ASSESSMENT SESS ION: PIVOT/TURN/TWIST + HEADING OR CATCHING THE BALL


IDEALlCones lballs l ladders x 4MINIMUM OR ALTERNATIVE lHall or playground markings l small amount of cones l 4 footballs


PIVOT/TURN/TWIST: AS IN PREVIOUS LESSONS

HEADING Stand straight in front ofthe ball – keep watchingthe ball – move the headforward to make contactwith the forehead

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CATCHING IN FRONTOF THE HEAD Stand straight in front of the ball –keep watching the ball – move handsto catch the ball before it reaches theforehead

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WARM UP ACTIVITY: ( SAME AS LESSON 1 ) FOOT IE M IMES : GENERAL AGIL ITY/BALANCE AND COORDINATION

FOOTIE MIMES

l Pupils walk around, gradually increasing movement to explore the space

l Introduce series of mimes relating to football, as follows: rolling/bowling action =

“goalie”, jumping/heading action = “header”, kicking imaginary ball in net =

“striker” – pupils then respond to commands as they are shouted


l Walk around with a ball and ask pupils to catch it and return it

l Use a variety of throws and bounces at different heights

l Extend to providing 3 or 4 pupils with balls in the same role and repeat

MAIN GAME: CRAB SHUFFLE PIVOTING DEVELOPMENT + HEADING

PART ONE: PIVOT DEVELOPMENT

l Remind children of the pivoting movement from previous sessions and practice once as in diagram 1

l Extend to the diagram 2 movement, with children pivoting to cross the ladder as shown

l Allow children several attempts to complete this more complex movement

PROGRESSION:

Can pupils put together their own sequence of twists and turns to progress down the ladder?

PART TWO: HEAD OR CATCH

l Demonstrate how to catch a large ball as per enclosed ‘teaching notes’

l Provide a feeder each side of the ladder as per DIAGRAM 3 from previous lessons

l Using the basic pivot from DIAGRAM 1, pupils have to catch the ball and throw back to the feeder

(Children to swap with a feeder when they reach the end).

l Demonstrate how to head a large ball as per enclosed ‘teaching notes’

l Repeat task asking pupils to choose whether to head or catch and throw the ball back to the feeder


WARM UP: Children can add more mimes or choose a different topic area e.g. animals, alphabet.

D IAGRAM 3

Feeder

Feeder

D IAGRAM 1

D IAGRAM 2

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ASSESSMENT SESS ION: PIVOTING / JUMPING / THROWING / CATCHING / BALANCING /DRIBBLING / BOUNCING AND CATCHING


IDEALl 5 x rubber marker spots l2 x ladders l small cones of various colours l10 x hoops l 12 x beanbags l 6 x footballs l 4 x hurdlesMINIMUM OR ALTERNATIVE l Hall or playground markings l cones l selection of hoops l selection of different sized balls

NOTES ON THIS A S S E S S M E N T L E S S O N:This lesson comprises a series of ‘stations’ which provide you with the opportunity to assess the development ofchildren’s skills over the course of the programme. After demonstrating each station, provide the children with theopportunity to experience all the stations and observe their movement, taking more than one lesson if required.

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WARM UP ACTIVITY: USE ANY WARM UPFROM THE EARL IER LESSONS STATION DETAILS AND KEY MOVEMENTSFOR ASSESSMENT PURPOSES

STATION ONE: LADDER TWIST

KEY MOVEMENT(S) ASSESSED: PIVOT

HOW TO USE:

l Set up ladder as per DIAGRAM 1, with one start hoop filled

with beanbags and one other empty hoop at end.

Also with alternate cones either side

l Pupils pick up a beanbag and carry it to the other hoop

in a twisting motion as per DIAGRAM 2,

while also reaching down to touch the cones on each side

STATION TWO: JUMP AND CATCH

KEY MOVEMENT(S) ASSESSED:

JUMPING / THROWING / CATCHING

HOW TO USE:

l Set up ladder as per DIAGRAM 3, with one start hoop filled with

beanbags and one other empty hoop at end

l Pupils pick up a beanbag and throw and catch it upwards while

jumping two footed through the ladders

STATION THREE: HURDLE BALANCE

KEY MOVEMENT(S) ASSESSED: BALANCE / JUMPING

HOW TO USE:

l Set up area as per DIAGRAM 4, with one start hoop filled with

beanbags and one other empty hoop at end

l Pupils pick up a beanbag and balance it on their head while

stepping over the hurdles

(NOTE: CONES COULD BE USED IF HURDLES ARE NOT AVAILABLE)

l They take a final throw into the hoop and return back to the line

STATION FOUR: BALL COLLECTING

KEY MOVEMENT(S) ASSESSED: DRIBBLING

HOW TO USE:

l Set up area as per DIAGRAM 5, with one empty start hoop

and one other hoop at end filled with footballs

l Pupils run to collect a ball with their feet and then dribble

it back to the empty hoop

STATION FIVE: BOUNCE AND CATCH

KEY MOVEMENT(S) ASSESSED: BOUNCE / CATCH

HOW TO USE:

l Set up area as per DIAGRAM 6, with one start hoop filled with

either large balls or tennis balls, and one empty hoop at end,

joined by a line of spots

l The aim is for pupils to take a ball and bounce and catch

it on each spot and put it in the end hoop

D IAGRAM 1

D IAGRAM 2

D IAGRAM 3

D IAGRAM 4

D IAGRAM 5

D IAGRAM 6

ACKNOWLEDGEMENTS:All Hallows RC Business, Enterprise and Sports College, Manchester United Foundation and NHS Salford for their support

The pupils and staff at Claypool Primary School and St Luke’s CE Primary School

All coaches who contributed to the development of the programme

‘Move With’

ORIGINAL CONCEPT: Dean Gilmore and Andy Smith

WRITTEN BY: Darren Birchall and Elaine Gilmore

EDITED BY: Dean Gilmore, Elaine Gilmore and Andy Smith

PHOTOGRAPHS BY: Bill McLaughlin

DESIGN BY: TEN94 DESiGN

This booklet is intended to be used by schools to help develop Physical Literacy in a simple and fun way. It is not to be used for commercial gain by any organisation and the session plans remain theproperty of School Sport Partnerships in Salford. No part of this publication may be copied or reproduced,stored in a retrieval system, or transmitted in any form or by any means electronic, mechanical, photocopyingor otherwise without prior permission of the publisher.

Whilst every care has been taken in the compilation of this booklet, School Sport Partnerships in Salford cannot accept responsibility for any inaccuracies or changes since compilation.

This booklet is distributed free of charge to members of School Sport Partnerships in Salford on the conditionthat School Sport Partnerships in Salford, or the authors, are not held responsible in any way for any incidentor accident that may occur as a result of undue care and concern shown in the delivery of ‘Move With’.

Documents

Move With Intermediate Brochure