TOP Play Cards 2 Final

7/27/2019 TOP Play Cards 2 Final

1/16

Sending skills Aiming

Safety: Send balls in the same direction or from the centre into

the corners. Ensure there is enough space between groups.Equipment:Targets on walls and floor as well as targets made by

the children. Various balls, some with string attached

for easy retrieval.

To the right -greatthrow!


2/16

Sending skills Aiming

Encourage the children to:

invent a scoring system that is similar to a game

(e.g. 1, 4 and 6 for cricket)

explain how to defend a target

explain how to hit the target when it is defended

describe different ways of sending the ball to hit a target.

Use a short distance to

the target.

Make the target larger.

Use a smaller ball.

Attach a string to the ball to

aid retrieval.

Clap or call from near the

target to assist people who

have a visual impairment.

Increase the distance to

the target.

Make the target smaller or

further away. If the target is

hit, move further away.

Use a variety of balls to aim

at the same target.

Someone could defend

the target.


describe their successes and what they need to improve

play with a partner defending the target and explain why

their partner is successful

make easy and difficult targets for each other.

Acquiring and developing skills Evaluating and improving performance


describe when a cool-down should happen and how it should

make them feel.

This question represents just one example of an appropriate focusfor learning. Refer to the Knowledge and understanding of fitness

and health card for alternative questions and practical ideas to

support delivery.

Knowledge and understanding of fitness and he althAdaptations and variations

Selecting and applying, skills and tactics

Easier . . . Harder . . .


look at the target

face the target and step towards it

follow through towards the target after the ball is released.

YST-P-TP-01

Youth Sport Trust 2002


3/16

Receiving skills Catching

Safety:Throw into a space. Be aware of others especially when

moving backwards to catch. Avoid buildings and windows.Equipment:Soft balls that are easy to catch.

A variety of balls.

Make atargetfor thepasser

Use asmall ballto throw and

cat

ch

Use rightand lef

thands

Show passer whereyou want t

he ball

Hands readyf

or the pass

High t

hr

ow

Mediumthro

w

Lowt

hrow


4/16

Receiving skills Catching


choose the right catch for the throw

show a target at the correct time

make a scoring game for the number of catches as anindividual, in pairs or a team.

Increase distance betweenthrower and catcher.

Catch at different heights,

to each side and onehanded. Increase the speedof the pass.

Use small and larger balls.

Make a catching game withanother person.


specify the type of throw they prefer to catch

choose an appropriate distance for throwing and catching

and increase the distance as they improve

say why they should catch in a certain way balls:

close to the floor

in mid-air

up in the air.



explain where and when they can take part in these activities

apart from PE lessons.

This question represents just one example of an appropriate focus

for learning. Refer to the Knowledge and understanding of fitness


support delivery.

Knowledge and understanding of fitness and he alth

Adaptations and variations




make a target with their hands to help the person who isthrowing the ball

cup their hands to receive the ball

watch the flight of the ball

cushion the ball into their hands.

Decrease the distancebetween catcher andthrower.

Roll the ball to a wall andretrieve. Bounce the balland catch.

A larger, softer ball, or a softcushion, may be easier tocatch initially.

With another person, throwand receive on the ground.

YST-P-TP-01



5/16

Receiving skills Controlling

Progression ...

Throw the ball yourself,

then get someone to

throw it to you.

Safety: Watch the ball at all times and keep it under control.

Work in a large space and be aware of others.Equipment: Various balls.

Prog

ression*

*


6/16

Receiving skills Controlling


explain how to make it difficult for someone else to control the ball

after receiving the ball, position it ready for the next movement

explain how to work best with a partner.

Use a short distance.

Receive a slow moving ball.

Use a larger lighter ball. Roll

the ball up a gently sloping

surface and control it as it

rolls back.

Send and receive as a game

with one other.

Increase the distance.

Increase the speed of the

ball (e.g. rolling a ball down

a ramp). Increase the

distance from the body.

Use appropriate equipment

for the game.

Receive the ball from more

than one person.



describe when a warm-up should happen and how it should

make them feel.




support delivery.





get their body in line with the ball

get the bat, racket or stick in line with the ball

watch the ball all the time while controlling it with hand,

foot or implement

cushion the ball as it arrives.


pick out someone who is performing well and explain what

they are doing

pick out one thing they would like to improve

invent a different way of controlling the ball and say why it

is effective and in what game it could be used.

YST-P-TP-01



7/16

Sending and receiving On the move

Safety: Watch the ball at all times and keep it under control.

Work in grids or a defined space and be aware of others.Equipment: Various balls.

Score Catch

Bounce

Pass

Score


8/16

Sending and receiving On the move


choose the right time to pass

explain how to avoid opponents when passing

think about how to intercept a pass.

Use a short distance.

Wait until the ball stops

moving then retrieve it. Roll

and receive initially, then

bounce the ball to each

other.

Use a soft, light ball.

Use someone who can feed

the ball accurately.

Increase the distance.

Send the ball with

some speed.

Use different types of balls

and implements.

Invent a sending and

receiving game.


talk to each other about where they prefer to receive the ball

discuss what makes a good pass (correct pace and easy to

receive while moving)

tell each other when a good pass has been made

experiment with how far in front the ball can be sent and stillcontrolled.



describe which body parts are being helped to grow, develop

and work well during this activity.




support delivery.






communicate with each other to find the right time to send the ball

move the ball into space for the player to move onto

control the ball and move it into a space

receive the ball and keep on moving.

YST-P-TP-01



9/16

Aiming games

Safety:Teams strike or kick the ball in one direction or away from

each other. Return balls by rolling them.Equipment: Various balls and safety markers as targets.

Put a wheel on the car

How manygoals in

five rolls?

Hit ball

below headheight

Drop feed

How manyin ten hits?

Think INC.

A visually impaired pupil can

use a tactile guide to assist

with aiming. For example, put

a string or cord along the floor

from the throwing point to

the target to help young

people estimate direction.


10/16

Aiming games


aim close to the posts when aiming at goal

roll the ball at different speeds

try to make the goalkeeper go the wrong way

vary the direction of the shot

use feet or hands appropriately when playing in goal.

Move further away.

Allow the goalkeeper tomove out.

Make the goal smaller. Use a

larger ball. Remove sidesfrom table or benches asthe aim improves.

Hit the target before apartner can intercept.


talk together to identify the most successful ways of

shooting or goalkeeping

watch another pair and tell them what they are doing well

try to use others ideas

discuss why it is harder to shoot if the goalkeeper comes out identify one thing they do well and explain why.



describe their feelings when performing this activity.




support delivery.






look at the target

line themselves up with the target

follow through in the direction they want the ball to go.

Move closer to goal.

Aim at targets with sides,placed on top of something.Use benches turned on theirsides to channel the ball

towards a target. Make thegoalkeeper stay on the line.

Use a smaller ball.Make the goal bigger.

A partner can point, clap orcall near the target.

YST-P-TP-01



11/16

Movement games Rabbits

How t o p lay

Players are given a bib, band to

tuck in behind them or tag

rugby belt.

Practise by players running

round.

Teacher signals to stop.

Children try to reach a bib or

band of another.

Play again with players trying

to collect each others tails for

30 seconds.

Think INC.

Provide safe zones into which

children can escape. Or use

two zones close together.

Children can count how many

times they can switch from

one to the other without

being caught.

Safety: Look out for space and move into it.

Do not bump into players, move away from them.Equipment:Bibs, bands or tag rugby belts.

Cones to mark the space.

Must stop totuck in any newtails beforerunningagain

Stop and

reach

Practicesession

Practicesession

30 seconds


12/16

Movement games Rabbits


explain where is the best place to move

describe how to get away from another person

invent a scoring system for this game

when playing as a team, discuss how to work as a team.

Use a smaller space.

Have a safe space to use

where others are notallowed.

Use 2-3 tails each. Shortentails for some players tohelp them escape.

Have more people in aspace.

Use a larger space.

Work as two teams. Use

non-dominant hand tocatch tails.

Use rugby tags.

Two or three taggers canwork together to make itharder for the others toget away.


describe why some people get more tails than others

explain how to work well as a team

explain how to avoid a good tagger

describe one simple thing they could do to improve.



describe what has happened to the depth of their breathing.


for learning. Refer to the Knowledge and understanding of fitnessand health card for alternative questions and practical ideas to

support delivery.





move on the balls of their feet

move easily from side to side and backwards

stop and change direction by placing the weight on the front footand pushing off it

keep their tail away from others by turning away from opponents.

YST-P-TP-01



13/16

Movement with a ball Relay games

Safety: Warm up before the relay. Turn with care.

Take care to warn others if the ball rolls away.Equipment: Safety markers and various balls and bats.

Think INC.

Build up the distances for

some young people until their

exercise tolerance is

established.


14/16

Movement with a ball Relay games


decide when to keep the ball under close control

discuss how to turn to keep the ball under control.


decide how they will do something different next time

discuss the design of different courses to help them improve

discuss how to make the team faster.



describe what has happened to their temperature.




support delivery.





keep the ball in front of them

lift their heads as often as possible

keep the ball under control.

Increase the distances.

Use tight turns. Different

children can challenge their

ability by running the relay

in a different way. Playerscould perform a different

task at each cone.

Use a hockey stick or bat.

Children can design their

own relay to challenge

their team.

Decrease the distance.

Keep the course straight or

with gentle curves.

Carry the ball.

Use a ball which is easy tocarry or dribble.

Some children may need a

shortened course or could

perform a static skill for

their leg of the relay.

YST-P-TP-01



15/16

Aiming games Golf

How t o p lay

Make a course with cone tees

and targets.

Play like golf but use a bean bag

and throw

Practise at each hole with apartner seeing who can get into

the hole in the least number of

throws.

After practising work with a

partner, taking it in turns to

complete the whole course in

the least number of throws. Repeat, working individually.

Lowest score wins.

Safety: Wait until the target is clear before starting.

Be careful of obstacles.Equipment:Bean bags and soft balls.

Safety markers for the targets.

Think INC.

Vary the height at which the

targets are placed. For

example, put a target on a

bench, a table or platform, or

at the top or bottom of a

slope. This can change the

angle of the throw and make

it easier or more challenging

for different ability levels.

Target

4

Target

1

Target

2

Target

3

Practicesession

Shall Imove itfurtheraway


16/16

Aiming games Golf


choose appropriately between an overarm throw for distance

and an underarm throw for accuracy

devise a new scoring system

make a simple and a difficult target.

Decrease the distance to

the target.

Make simple one-throw

targets. A player can call

or clap for a visuallyimpaired child.

Make the targets larger.

Player who lands nearest

decides where to put the

next target.

Increase the distance to

the target.

Move targets behind

obstacles. Remember the

number of throws taken.Make the targets smaller.

Children can make targets

and challenge their

partners.


practise before playing by making their own targets and

talking about what they find difficult

make an individual practice and say how they improve

discuss each hole together

evaluate how each other plays.



explain when and where they can take part in these activities

apart from PE lessons.




support delivery.






watch the target carefully

if using two throws, decide where the first should land

throw the bean bag at about 45 degrees to the floor.

YST-P-TP-01


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TOP Play Cards 2 Final