Water Polo
Written by David Morley, Leeds Metropolitan University
Short term plan: 45 Minute Teaching Plan
Session: Year 7 Water Polo
Aims:
1) To explore, develop
& transfer skills
demonstrating control,
fluency and quality into a
new activity
2) To demonstrate a range of
skills in different tactical
situations
3) To improve the physical
attributes necessary for
success in Water Polo e.g.
strength, stamina, agility,
co-ordination
Time
0-5
mins
Focus: Introduction to Water
Polo using previous invasion
game experiences
Intended Learning Outcomes
(ILOs):
1) To be able to pass effectively
in the context of Water Polo
Core Tasks:
(Brief structure of session)
Facilities required:
Swimming pool

Equipment required:
Water Polo balls / gaols /
hats

2) To be able to defend
effectively in the context of
Water Polo
3) To be able to successfully
combine technical skills with the
physical fitness aspects of the
game




4) To be able to analyse Water
Polo using previous invasion
game experience
Aims ILOs Differentiation
Activity
(Brief description at each
stage of session)
Brief discussion on the
skills required to play
Water Polo e.g.
ball-handling
(1,2,3)
(1,2,3)
4
(Are all skill
levels/ abilities
catered for?)
Discussion on the skills required
for Water Polo and their
similarities with other invasion
game techniques
Warm-up to establish the
swimming ability of the pupils
Activity to learn how to treat
water
Passing drill
Defensive drill
Game
Teaching Points
(Key points of the
activity)
Get pupils to draw on
their previous
experiences of
invasion games and
Lifeguard
Abilities Transferable
(C,P,Ph,
skills
Cr,S)
(what skills can be
applied elsewhere)
C, Cr, S
Knowledge transfer
FMS
(L,NL
M)
5-10
mins
Warm-up with the dual
aim of establishing safe
practice and assessing
the swimming ability of
each pupil
3
10-15
mins
Activity to teach pupils
how to tread water
3
15-25
mins
Passing drill. In pairs,
pupils think of four key
coaching points and
then coach each other
during the drill. Teacher
reinforces key teaching
points
throughout including:
 Fluid motion
1,2
Those with
strong
swimming ability
could be paired
with weaker
swimmers to
assist the
teacher in
developing their
competence
Stronger, more
experienced
swimmers can
be used for
pupil
demonstrations
1,3
Drill geared
towards the
individual
physical ability
of the pupils
explain how their
skills can be
transferred to Water
Polo
In pairs, number 1’s
swim two widths front
crawl, then number
2’s and then the
same with
backstroke. Repeat if
necessary
In the deep end,
tread water with R
arm out, L arm out,
both arms out
Ph, S
Swimming
proficiency for
other aquatic
activities
L
Ph, C, S
The development
of upper/lower
body strength will
aid all types of
physical activity
L
Any activity
involving
one-handed
throwing/sending
e.g. cricket,
softball, volleyball
L,
NL,
M
Ask the pupils how
the intensity of the
arm and leg action
can be altered. Get
them to try and
demonstrate it to their
peers
Start with standing
Ph, S,
and one handed
C, P
dominant arm
passing in the
shallow end.
Progress to deeper
water and pass whilst
treading water
If pupils are capable,


try to encourage one
hand receive and
control as this is a
rule in the actual
game
Aim a few inches
above the
receiver’s head
Throw to the
receiver’s dominant
hand
25-30
mins
Defensive drill – Play a
2v2 activity and work
on blocking without the
ball and arm
positioning to defend
shots
1, 2
2, 3
Vary the
number of
defenders
involved to
make a
successful
outcome more/
less likely
30-45
mins
End game –
incorporating the
passing and defensive
techniques leant
1, 2,
3
1, 2,
3, 4
Condition the
game e.g.
certain number
of passes have
to be made
before a shot
can be taken
Focus purely on the
‘dry’ pass i.e. one
that reaches its target
without touching the
water
Ask pupils what their Ph, C, S
understanding of
‘man-to-man’ defence
is? Can they give
examples from other
invasion games re
positioning (i.e. put
yourself between the
goal and the player)
and tactics?
Pause and ask pupils Ph, S
how the game could
be made
easier/harder
(space/target, putting
feet down) What
would help the game
to be played more
effectively?
Recap the vital
fitness demands of
the game e.g.
strength, agility,
stamina
Other activities
involving the same
defensive
principles e.g.
netball, basketball
L,
NL,
M
Similarities with
other invasion
games e.g.
improved spatial
awareness
L,
NL,
M
Session Planning: How will the 5 abilities be experienced, developed, or assessed?
Session: Water Polo
Abilities
Creative
Cognitive
Personal
Physical
Social
Experienced
Using the passing drill as an
example, pupils will be asked to
identify their own coaching points
that will lead to successful
performance
Before playing the game, pupils will
be asked to draw on their previous
invasion game experiences and
suggest how they may be adapted
and applied to Water Polo
Pupils can break down the session
into its specific components and
focus on improving certain aspects
of their individual performance
The game is dependant on high
levels of physical fitness e.g.
strength, stamina, agility, and a
level of aquatic ability e.g.
endurance – treading water
Pupils will interact and take on
leadership roles at times within the
session e.g. stronger swimmers
acting as coaches during the warm
up
Developed
Pupils will have the opportunity to
express themselves and demonstrate
innovative play/tactics during the end
game
Assessed
Teacher observation and
feedback during the drills, and
success during the game i.e.
number of goals scored
Pupils will aim to successfully transfer
their previously learnt practical skills
in certain technical areas of the game
e.g. when defending
Teacher and peer feedback
regarding whether skills have
been transferred successfully
As an example, pupils may focus on
mastering the technique for the
one-handed receive when passing
Teacher observation/feedback
and individual kinaesthetic feel,
did the movement feel
right/natural?
Physical characteristics such as
agility and coordination can be
assessed by the teacher during
the drills. Strength/stamina can be
observed in the game situation
Teacher observation regarding
how well pupils are able to
communicate, and if any natural
leaders emerge during the end
game
Physical ability is developed
throughout the session in all
drills/activities. The intensity of
activity is increased during the end
game
During the drills and in the game
situation, pupils will appreciate the
need for effective teamwork and
communication as necessities for
successful performance
Abilities
Key
Ability
Explanation
C
Cognitive
Cr
Creative
P
Personal
Ph
Physical
S
Social
The ability to transfer skills, concepts and applications between activities. This may be a superior
awareness of the influence of space in terms of positioning and dominance. Cognitive ability may also
be shown in planning and tactics.
It has been suggested that creativity is a style of intelligence. The application of this intelligence within
Physical Education and sport could involve pupils completing conventional tasks in a novel way,
responding creatively to set stimuli, using broad vocabulary when analysing skills and presenting
innovative ideas and tactics.
High Personal ability is to be well-motivated and have a constructive approach to achieving goals. High
levels of personal ability will help to regulate pupils own learning; help them to practice effectively in
their own context and set personal goals. A well motivated pupil of average ability may be more
successful than a de-motivated pupil of higher ability.
Often understood as skill or fitness related ability, physical ability is associated with high levels of
physical performance. Pupils with high levels of physical ability may display excellent Stamina, Speed,
Reaction, Flexibility, Coordination, Balance, Agility, Strength.
Due to the nature of Physical Education and sport, an area of fundamental importance is social ability,
or the ability to interact with others. The pupil with good social ability may display excellent
communication skills and demonstrate strong leadership qualities within a team environment.
Underdeveloped social skills are likely to restrict progress and may not enable an individual to achieve
their full potential.
Fundamental Movement Skills (FMS)
Key
Category
L
Locomotor
NL
M
Explanation
Locomotor skills involve moving the body from point A to point B. These skills include walking, running,
jumping, leaping, hopping, skipping and galloping
Non-Locomotor Non-Locomotor skills involve body stability and balance. These skills include twisting, turning, pivoting
and performing balances
Manipulative
Manipulative skills involve the control of objects using various body parts. These skills include
throwing, passing, striking, catching, kicking and receiving objects
Specialised Movement Skills (SMS)
SMS are sports / activity specific skills that require a combination of refined FMS to perform successfully (Gallahue and Ozmun,
1995). For example, quickly fielding and throwing a moving ball would require a combination of several FMS (running, receiving,
twisting, throwing, balancing etc).