KEY STAGE 2
1
2
YEAR 4: Multiskills
LESSON TITLE
WARM UP
Fundamental
Blue
BASIC CONTENT
COOL DOWN
TOP SPORT
SPATIAL
AWARENESS &
FOOTWORK
CONTROLLING A
BALL
CD Players
Co-ordination – floor
movement patterns
(Card 10)
Travelling and moving in different
ways, changing speed and
direction, dodging, pivoting
Simon Says
Triangle Tag, Tag for all
Ball Change
Co-ordination – ball
skills
(Card 9
Co-ordination with
equipment
(Card 8)
Bouncing the ball, travelling with
a ball, controlling and guarding
Creep up
Dribble knock out/Robbers
Travelling with and controlling a
ball, changing direction and
speed, estimating, passing,
receiving, timing
Passing/throwing skills, timing,
awareness of others
Stationary relay
stretches
Pass and shuttle, beat the ball
Closest to the Jack
End ball
Controlling a ball, guarding,
keeping possession, small sided
games
Pass the parcel
Small sided games, tactics,
controlling a ball, keeping
possession, travelling with a ball
Detective inspector
Invasion games- 4 v 1,
Invasion games -1,2,3,4,
Invasion games -3 hoop ball
Invasion games- find that space
Zone ball
Controlling a racket, striking a
ball, predicting & estimating,
Zig Zag
Net & wall games- reliable
rallies
Aiming, directional hitting,
controlling a racket
Godfrey
Net & wall games- Far and near
and side to side, two v two
Aiming, directional hitting,
controlling a racket, adapting
rules
Glued
Net & wall games- flights and
arrivals
Underarm throwing, catching
skills
Bandage Tag
Overarm throw, aiming, throwing
for accuracy
Tunnel ball
Striking a ball with a bat, fielding
skills
Touch the floor
with…
Striking & fielding gamesCatch, quick runs and safe
catching
Striking & fielding games- target
throw
Tunnel ball
Striking & fielding games- Run
and return
3
SENDING &
RECEIVING
Number
commands
4
PASSING A BALL
Inside, outside
change
5
KEEPING
POSSESSION 1
Dribble and
shadow
6
KEEPING
POSSESSION 2
7
JUDGING DISTANCE
& TIMING
Children devise
their own warm
up games
1,2,3,4
8
FOOTWORK &
PLACEMENT 1
Gladiators
9
FOOTWORK &
PLACEMENT 2
Stuck in the mud
10
THROWING
Treasure chest
11
THROWING &
CATCHING
Dishes & domes
12
STRIKING SKILLS
Rabbits/tails
Static Balance – one
leg
(Card 1)
Dynamic balance to
agility
(Card 6)
Static balance –
smaller base
(Card 4)
) Static Balance floor
work
(Card 3)
Agility –
reaction/response to
ball drop
(Card 12)
Counter Balance
with a partner
(Card 7)
Static Balance
seated
(Card 2)
Agility – chasing a
ball
(Card 11)
Dynamic Balance
Along a line
(Card 5)
Year Group:
4
Activity: Multi-skills – Spatial awareness and footwork
Learning Outcomes:
•
Travel changing direction and speed easily
•
Show an awareness of space and know how to use it in games
•
Describe what happens to their breathing and heart rate during different activity
Warm up:
Share and discuss lesson objectives and content.
Cone player Children travel around space in different ways (walking to start, then progress to skipping,
hopping, etc) and respond to different commands. This can either be verbally, visually or both. GREEN Movement around space, YELLOW Fast Forward- perform movement with grater speed, BLUE Skip backMovement backwards, WHITE Pause- Balance still for four seconds, RED Stop- stop, BAL BOUNCED
Eject- jump up. Discuss the effects of their breathing and heart rate.
Fundamental: Co-ordination floor movement patterns (Card 10 – Blue)
10a) Hop Scotch to alternative feet
10b) 3-step zigzag patterns Forwards
10c) 3-step zigzag pattern backwards
10d,e&f) All above with Increased speed then max speed – also try mirroring one backwards one forwards
Lesson No. 1
Vocabulary:
Spatial awareness, ready position, dodge, footwork, pivot, forwards,
backwards, balance, change direction, speed, pace, weave.
Teaching Points/Class Management/Differentiation (STEP)
Change directions and speed easily, whilst avoiding collisions- looking up,
looking ahead, moving into space.
Discuss wide shape when stopping- broad base and hands outsports/ready position.
Look for those children in good spaces and praise.
Lumps- moving around, form groups of the number called- begin with calling
numbers 2’s, 3’s, 4’s etc (not necessarily in order) before finishing on number
desired.
Outwitted
Skills Activity
Weaving and pivoting- form groups of five by playing lumps (see opposite). Make a single line
following the leader, leader to move and take group into spaces. On command ‘change’ the group
stands still, with enough space between each, and the back person weaves, side-stepping through
to the front forming the new leader. Repeat. Demonstrate how to pivot. Continue the weaving
activity but pivot to change direction through every person.
Discuss ways that you can get free from a catcher/defender. Focus on a change of direction- faking or
dodging. Discuss and demonstrate skill.
Outwitted: In pairs, two cones each. Facing each other about 2/3 metres apart, place cones either side (as if
standing in a goal) the same distance apart. See diagram. One player is the mover, the other the shadower.
The aim of the mover is to outwit their shadower by dodging and touching either cone before their shadower
or to try and send them in the wrong direction. Start in the middle of the cones each time. Have 3/4 attempts
then swap roles.
Game/Group/Competitive Activity:
Triangle tag- organise children into teams of 4’s. Three of the children form a triangle by linking arms. The
fourth child’s role is to tag a named player on the shoulder or back. The triangle works together to defend
the named person from being tagged.
All for tag- Every child starts with 10 points. If you tag a player you gain 2 points, if you get tagged you lose
one point. Allow a time limit, e.g. one to two minutes, what is your final score?
Cool Down:
Simon Says Game. Use appropriate stretches or include muscle names. E.g. Simon says touch your
biceps, Simon says make a long shape etc.
Evaluation/Post Lesson Notes :
STEP Space, Task, Equipment, People
x
x
STEP: Harder- move cones further
apart, introduce ball- either using
hands or feet.
Encourage children to dodge and use footwork to outwit the triangle. Fake a
movement and move in the other direction.
STEP- Give a certain time limit, keep within a certain area, make it harder
for the tagger by increasing the number in the triangle.
Equipment/Resources
Cones, Symbol cards for warm up.
Year Group: 4
Activity: Multi-skills – controlling a ball
Lesson No. 2
Vocabulary:
Learning Outcomes:
Reaction, control, ready position, space, bounce, guard, defend
•
To develop reaction, control and consistency in their skills
•
Change direction and speed when moving/dribbling with a ball
•
Find and use space well
•
Recognise that speed, strength and stamina are important
•
Explain their ideas and describe the help they need to improve their play
arm up:
Teaching Points/Class Management/Differentiation (STEP)
Ball change- One ball per child. On the move carrying or dribbling the ball into spaces. On call ‘ball change’ place ball still
Eyes up, looking where you are going, controlling the ball if you are dribbling.
on the ground and move to pick up another ball. Repeat. Bring in other commands such as hand on ball, foot on ball, ball
Place the ball down, making sure the ball is still and not rolling. Look up when moving
on head, ball on back.
off.
Extension: Divide the area into half, where half the class/group move/dribble in each area. On ‘ball change’ place the ball
down still and move to the other half to collect a ball. Repeat. Divide the area into quarters and continue.
Appropriate stretches.
Fundamentals – Co-ordination ball skills - (Card 9 – Blue)
a. Figure of 8
b. Round back + Figure of 8
c. Round back and alternate legs
d. Criss-Cross catch
Skills Activity
Keep ready/sports position. Keep eyes on the ball. Be quick to react. Shape hands
Drops and Bounces- One ball per child. Placing the ball at chest height, drop the ball (without throwing up) and catch it
and place under ball. When bouncing contact the ball before it reaches the top of the
before it falls to the floor. Try from waist and knee height. Extend to drop, clap and catch. Bounce the ball alternating
hands at waist height. Take the bounces to knee height and back up. Extend to bounce whilst sitting or lying on back.
bounce- try not to chase it as it falls down to the ground. Contact made with fingertips
Extension: Bounce the ball between legs in ready position alternating hands. Try taking hands from front to back,
alternating whilst continuing to keep the ball bouncing.
(rather than hitting action with the palm of the hand). Bounce the ball continuously,
Dribble and Guard- Form into pairs (see opposite) Collect five/six cones/beanbags/markers per pair. Place the markers in
a circle (approx. 4/5 metres in diameter). One child is the defender. The aim is to dribble and guard the ball whilst moving
trying to keep an even rhythm going.
around one cone to another with in your circle. The defender attempts to steal the ball. Count how many markers you can
dribble around? The game stops by either the defender stealing the ball or you have dribbled around all the cones.
Discuss and demonstrate how you can guard the ball. Discuss their ideas about how best to play. What techniques/skills
or tactics are they going to use? What will help them to improve their play? Choose children to demonstrate good play
Pairs: This can be achieved by playing lumps; dribble the ball around and on
and discuss what makes it effective.
command ‘pairs’, find a partner. Repeat several times where the children choose a
different partner each time.
Keeping possession: Guard the ball with your body or your hand, move away from the
defender into spaces, dodge/fake move the defender, perform tricks to outwit them.
Game/Group/Competitive Activity:
Robbers- Every child with a ball. Choose five/six children to be the robbers. Children with a ball bounce and dribble
looking for spaces and try to keep away from the robbers. The robbers’ target is to steal a ball from a player. Once a
robber steals a ball they become a 'player' (keeping the ball they have stolen), and the child whose ball was stolen, is
now a robber. Allow a certain time limit e.g. three/four minutes per game.
Discuss the game and different qualities that a player needs e.g. speed, strength and stamina. Consider why these are
important to games play.
Cool Down:
Creep up! Children (the creepers) stand at one end of an area, whilst the person being crept up on is at the other end
with their back to the children /creepers. Children bounce or roll their ball whilst creeping up and try to touch a spot/s or
cone/s that is placed near to or around the person being crept up on. The person being crept up on turns around to try
and catch the children/creepers out- e.g. those who are moving or who are not in control of their ball.
Evaluation/Post Lesson Notes :
STEP Space, Task, Equipment, People
This can be played as a whole class activity or by dividing the class into half/groups
and areas for groups to play.
This game is similar to ‘What’s the time Mr. Wolf’. It helps develop quick reaction and
control of the ball whilst looking up and ahead.
STEP- Easier- roll a large ball with their fingers along the ground whilst looking up
and ahead. Harder; bounce the ball with their less dominant hand.
Equipment/Resources
Balls that bounce (one per child), cones, beanbags/markers grouped into fives or
sixes.
Year Group: 4
Activity: Multi-skills – Sending and receiving
Learning Outcomes:
•
Know how to position their bodies, hands, feet and equipment to pass and receive a ball
•
Show control and consistency when playing games
•
Describe what happens to their bodies when they are warming up
•
Understand that some skills/tactics are similar in different invasion games
•
Evaluate how successful they have been and describe the help they need to improve their play
Warm up:
Set up area with gateways/goals- see Top Sport- invasion games.
Take a minute to describe how their bodies feel.
Number Commands- Travelling (walking to start with) around cones, in and out changing direction, looking where they
are going and scanning for good spaces. Call a number 1,2,or 3, children have to respond to command. Repeat changing
travelling movement e.g. skipping, side-stepping, hopping, hopscotch. Appropriate stretches. Describe the differences to
their bodies now they have warmed up. Q Why do we need to stretch?
Fundamentals: Co-ordination with equipment (Card 8 – blue)
8a) Two tennis ball catch
8b) Two ball x-over
8c) Two-ball circuits
Incorporate different size balls, kicking, striking a balloon.
Skills Activity
Lesson No.
3
Vocabulary:
Receive, pass, control, timing, signal, cushion.
Teaching Points/Class Management/Differentiation (STEP)
Examples include 1= Hand on ground then move on, 2= Jump in the air then
move on, 3= two hands on the ground then move on, 4= stopping giving a
signal e.g. hands out to indicate ready to receive a ball.
Encourage looking up and scanning for space whilst dribbling/moving. Keep the ball
Find a Goal (with a twist) - see Top sport- invasion games. Use a variety of equipment (e.g. football, rugby, hockey) and
carousel between each group. Form into three groups of even numbers and then pairs. 1) Using the goals set out from
the warm up, practise passing the ball between each other through the goal/gateway. Q What position should your body,
hands and feet be in to receive the ball? Is it the same for all three sports? Show and demonstrate receiving skills. 2)
Make three passes and dribble/move to another goal. Repeat. 3) Number/ name pairs e.g. one and two. One’s stay in the
goal area, whilst two’s dribble/carry the ball to another goal, meet a new no. one, make two passes and repeat. Swap
roles so the no. one’s move. Extend- make three passes so that one’s and two’s alternate the move to another goal.
Discuss the similarities and differences between the equipment used.
Game/Group/Competitive Activity:
under control. When receiving the ball make a signal to indicate you are ready.
Maintain eye contact. Watch the ball into your hands/onto your stick and cushion the
ball.
Collect in goals/cones for next game.
Pass and Shuttle
Pass and shuttle- Form groups of fours collecting two markers per group. Three players (x) stand in a triangle, whilst one
stands to the side (y) with two cones about 3/4 metres away (see opposite). X’s make consecutive passes whilst y makes
shuttle runs. How many passes can x’s make? Swap roles.
Extension: After x makes a pass they run around a cone and back. Encourage different passes.
Beat the Ball. Form groups of fours and number one to four. The ball is passed in order from one to two to three to four to
one to two etc. 1) Practise with players standing still. 2) One passes to two, but then leaves their space to run around the
outside of the group. Can they make it back to receive the next pass and continue? Have about three/four goes and swap
over number running.
Cool Down:
X
Y
X
X
Discuss as a group how many shuttles to make? Discuss fair play and length of
timing.
Relays- In groups of 4 make a line one behind each other. Each group needs one ball between them. Using a caterpillar
style relay over a set distance play a variety of relay games. Tunnel ball- The ball is passed under the legs like a tunnel,
the back person receives the ball pick up an moves to the front, without shifting back, play over a set distance to get to.
Twist- The ball is passed back by twisting alternate sides. Again the back person moves to the front, and repeats until a
set distance is reached. Pass forward- This game is played where the back person has the ball, they pass it forwards and
run to the front of the line. Repeat and move over a set distance.
Evaluation/Post Lesson Notes :
STEP Space, Task, Equipment, People
Equipment/Resources
Cones/markers, variety of equipment (footballs, hockey sticks and balls,
netballs, basketballs, rugby balls etc).
Year Group: 4
Activity: Multi-skills – Passing a ball
Learning Outcomes:
•
Use a range of techniques when passing e.g. high, low, bounced. Fast, slow
•
Know how to position their bodies, hands, feet and equipment to pass and receive a ball
•
Know when to pass and when to dribble the ball
•
Show control and consistency when playing games
•
Understand that some skills/tactics are similar in different invasion games
•
Evaluate how successful they have been and describe the help they need to improve their play
Warm up:
Inside, outside, change- Form into groups of four, play ‘mingle mingle’. Stand in a line one behind the other, about 2/3 metres apart. The
children on the ends of the line are ‘outside’ and the children in the middle are ‘inside’. Children pass the ball between themselves. On
command ‘inside change’ the two inside players must swap positions. On ‘outside change’, the two outside players change positions. On
‘inside outside change’ inside moves to outside and vice versa. The game can be played rolling or throwing.
Fundamentals: – Static Balance – one leg standing (Card 1 – blue)
1a) Standing still on uneven surface 30 secs
1b) Squat to ankle extension x 10
1c) Squat - Eyes Closed (EC) x 5
Skills Activity
Variety of passes- In pairs. Challenge the children to find different ways to pass the ball. Can they suggest when they would use the pass
and why? Discuss long and short passing and/or high and low. Demonstrate good passing skills.
Passing and timing- Form into pairs and collect two cones/markers. Place cones/markers about five metres apart. One player is the feeder
(a) and the other (b) is the runner and receiver. Both players start in the middle of the markers (see opposite) about three metres apart. b
runs up and back from the marker to receive the ball from a. Repeat changing the direction of run. Swap roles. Discuss how this would
help games play.
Game/Group/Competitive Activity:
End Ball- see QCA Year 4 core task 1- The aim of the game is to pass the ball to a nominated player in the end zone of a pitch. Play the
game four against two to encourage attacking play by the four. Play on a pitch that is about 10m x 20m- the end zones should be about 1m
wide, running the width of the pitch. Use netball, basketball, football or hockey equipment and techniques.
To score points, the ball has to be passed to, and stopped by, a player who has been nominated to receive the ball in the end zone. This
player can move anywhere on the pitch, but must be in the end zone to receive the ball, and then shoot to score a 'goal'. The goals can be
hoops, nets, posts, etc. After every goal, the team that did not score takes a free pass from its back line. If the ball goes out, the opposition
throws in from where the ball went out. Swap around and play different teams after an allocated time.
Lesson No. 4
Vocabulary:
Pass, receive, timing, bounce pass, chest pass, overhead pass, two handed, one handed,
shoulder pass.
Teaching Points/Class Management/Differentiation (STEP)
Encourage quick reactions, looking up and being ready.
Extension: a player must not move whilst in possession of the ball, they must either pass or place
ball down.
a
b
a needs to consider the timing of the pass so b receives the ball in front. This is a simulation of
games play to encourage a faster pace and flow.
STEP- Use a variety of passes, use three people (two feeders).
Adaptations and variations on the task :
•
start by using throwing and catching techniques with no travelling. Later introduce
travelling by bouncing the ball
•
play on a court that is wider or longer
•
try playing on a pitch that is longer than it is wide
•
play in smaller teams, e.g. three against one, three against two
•
play in slightly larger teams (if they are more able children)
Wet weather, small indoor space – with whole class define area and have 6-10 balls depending on group size, pass and move around
the hall, encourage children to move and not stay within a group passing, communication, short passes, variety of passes etc. penalties if
ball is dropped bad throw. Progress on to different sports equipment – footballs, hockey sticks, basketballs etc.
Fundamentals - Ball handling drill – card 9 (small space wet weather)
After a time limit stop play and discuss the game so far. What do you need to do to be more successful? How could you achieve this? Ask
the children to think about when to pass and when to dribble? Talk about using a variety of passes.
Why dribble? To create space to pass to a person in a good shooting position or to score/shoot yourself.
When to dribble? In situations when the defender denies your space to score.
Why pass? To a team mate who is in a better position to shoot or has more space to progress on the goal.
When to pass? When a player is out-numbered by defenders or passing to an unmarked player in a better shooting/scoring position.
Cool Down:
With a partner – mirroring moves. Slow and controlled – focus on stretching different muscle groups.
Evaluation/Post Lesson Notes :
STEP Space, Task, Equipment, People
Equipment/Resources
Tennis balls/small balls one per child, variety of equipment/medium sized balls (e.g. football,
rugby, netball, basketball, hockey), cones, beanbags/markers, hoops, flat markers, chalk.
Year Group: 4
Activity: Multi-skills – Keeping possession 1
Lesson No. 5
Learning Outcomes:
•
To develop a range and consistency of their skills
•
Use a range of tactics to keep possession of the ball
•
Understand that some skills/tactics are similar in different invasion games
•
Use the knowledge they are learning to devise suitable warm up activities
•
Describe the help they need to improve their play
Vocabulary:
Dribble, pass, timing, keep possession, attacker, defender, guard, awareness.
Warm up:
Dribble and shadow- In pairs, with a ball, number or name e.g. one and two. One dribbles the ball (either using a football, hockey or
basketball dribble) and two shadows. After three touches on the ball two collects and leads, while one shadows (stop with toe touch for
football, light pass forward for hockey or bounce for basketball).
Extension- add in commands e.g. number one head on ball, number two ten toe taps, number one knee on ball etc.
Fundamentals: Dynamic balance to agility (Card 6 – blue)
On line
6a) 2-2
6b) 1 -1 forward and back with freeze
6c) 1 to 1 lateral with knee raise and freeze
Skills Activity
4 v 1: see Top Sport cards- invasion games. This can be played using any invasion game (football, netball, basketball, hockey etc.) Try
playing using different sports. Q. What are the similarities and differences? In groups of five set up an area/grid approx 6m x 6m. Four
attackers stay outside the area. Defenders must stay inside the area/grid. Attackers score a point when they make a successful pass
across the area. Change the defender every few minutes. Discuss tactical play as attackers. What is successful? What do you find difficult
about keeping possession?
4 v 2 The attackers keep possession inside the grid. They are only allowed to move within their grid. Swap the defender after five
consecutive passes or a certain time limit. Find ways to keep possession. Discuss guarding the ball with their body, movement
skills and when to pass and when to dribble (see lesson 4).
Teaching Points/Class Management/Differentiation (STEP)
Look up when dribbling the ball, look for spaces, be ready to receive the next pass, act quickly
and be aware.
Game/Group/Competitive Activity:
Yr. 4 core Task 2- invasion games.
Three Hoop Ball- also see Top Sport card -invasion game- The aim of the game is to pass the ball to a nominated player standing in one of
the targets at the end of the playing space.
Play three against two and then three against three. Play on a pitch that is about 10m x 20m and position three goals at either end of the
pitch. To score points, the ball has to be passed to, and stopped by, a player who has been nominated to receive the ball in a goal area.
This player can move anywhere on the pitch, but must be in the goal area to receive the ball, and then shoot to score a 'goal'. The goals
can be hoops, nets, posts, etc. After every goal, the team that did not score takes a free pass from its back line. If the ball goes out, the
opposition throws in from where the ball went out.
Each team has three goals to score in - the middle goal is worth three points; the outer goals are worth one. Start by using throwing and
catching skills, and then introduce equipment and rules using kicking or striking skills.
Wet Weather/small indoor space – rotate teams after points are scored, by having teams lined up either side of pitch – also time limit
games.
Alternatively teams of three work towards goals around the space Vs teams of firstly 2 then 3 who don’t have the ball – all groups working
in same space work to any goal – teams with no balls defend any goals and try and steal from any team.
Make sure teams keep attacking different goals after each score.
Cool Down:
Pass the parcel- Make a circle/s (either whole class or groups). Children pass around beanbags/koosh balls in a given direction within their
circle. Use from two to eight beanbags/koosh balls at a time and spread out evenly around the circle. Avoid being caught with two
beanbags/koosh balls at the same time.
Warm up games- in the next lesson (6) the children will be leading the warm up. In groups of two to four discuss some ideas for warm up
games to play. Help the children to include strength and stamina into their warm ups. Give the children certain criteria (two or three) to
keep the focused.
Evaluation/Post Lesson Notes :
STEP Space, Task, Equipment, People
4 v 1:
A
A
D
A
STEP: Easier- play 1-2-3-4 around the grid line,
Harder- decrease the area, play 4 v 2 having two
defenders.
A
STEP- play on a court that is wider or
longer, try playing on a pitch that is
longer than it is wide, practise shooting,
e.g. into a hoop, when they get the ball
in the end zone, play in smaller teams,
e.g. three against one, three against
two, play in slightly larger teams (if they
are more able children).
Literacy Link/Homework- ask the children to have their warm up idea ready for lesson six (next
lesson).
Criteria might include- raising the heart and breathing rate, fun, a focus on skills learnt e.g.
keeping possession, stretching etc.
Equipment/Resources
Variety of balls (e.g. football, rugby, basketball, netball, hockey sticks and balls), cones/markers,
hoops, nets, chalk, beanbags, koosh balls.
Year Group: 4
Activity: Multi-skills – Keeping possession 2
Lesson No. 6
Learning Outcomes:
Vocabulary:
Dribble, pass, timing, keep possession, attacker, defender, guard,
•
To develop a range and consistency of their skills
awareness, zone.
•
Use a range of tactics to keep possession of the ball
•
Understand that some skills/tactics are similar in different games
•
Use the knowledge they are learning to devise suitable warm up activities
•
Describe the help they need to improve their play
Teaching Points/Class Management/Differentiation (STEP)
Warm up:
If possible discuss their warm up ideas before the lesson, decide on the
Warm up games- the children will be leading the warm up (see lesson five cool down). Discuss whether the
games you will be playing and who will lead them.
warm up was good and the reasons why. Has it matched the criteria set?
Fundamental- Static Balance – smaller base(along a line or bench (Card 4 – blue)
4a) Receiving small force various angles
4b) Alternative feet pick up x 5
4c) Alternate knee raise x 5
4d) Catching a large ball at chest and throwing back
Skills Activity
A
Zone Ball- form into sixes. Play 4 (attackers) v 2 (defenders). Attackers complete three passes whilst
moving in their zone and pass the ball across the defenders zone. Repeat the opposite side. How many
passes over the defender’s zone can the attackers make without an interception? Discuss the timing of the
pass and movement to outwit the defenders.
D
A
D
A
A
STEP- Make the area wider, use a
soft ball, make the area narrower,
give the attackers a time limit,
change an attacker to a defender,
making three defenders in the
middle zone
Game/Group/Competitive Activity:
Find that Space (see Top sport invasion games) – Form six players and spilt into two teams of three,
attackers and defenders (use bibs or braids/bands to distinguish). Defenders must defend only in their zone
and can mark, intercept but not tackle. Attackers start with a pass from their end line trying to dribble and
pass to each other to beat each defender in their zone. Attackers can move anywhere within the three
zones. Attackers score one point each time they get through a zone. Defenders score two points each time
they regain the ball. Allow attackers to have two or three turns to practise and then change roles after
discussing how the game was played.
A
A
A
D
D
D
STEP- Make the area wider, use a soft
ball, make the area narrower, give the
attackers a time limit.
Extension- as the attackers pass into the
next zone, the defender also moves so
there are three defenders in the zone at
the end
Cool Down:
Detective Inspector: Standing in a circle one child is the leader. The leader’s role is to change the
movements. Everybody else has to copy the leader. One child is the detective. The detective has three
guesses to decide who the leader is. Swap the leader and detective after each go.
Evaluation/Post Lesson Notes :
STEP Space, Task, Equipment, People
Choose the detective first, send them to a point and back whilst the leader is
chosen. Ask the leader to choose cool down movements/stretches.
Equipment/Resources
Variety of balls (e.g. football, rugby, basketball, netball, hockey sticks and
balls), cones, flat line markers, chalk, braids/bibs.
Year Group: 4
Activity: Multi-skills – Judging distance and timing
Lesson No. 7
Learning Outcomes:
Vocabulary:
Signal, long barrier, short barrier, forehand, backhand, volley, drop feed,
•
To consolidate and develop a range of skills in net games
racket, rally, eye-hand co-ordination, timing, skilful.
•
Develop basic skills needed with control and accuracy
•
Vary and use a range of different hitting skills
•
Keep a rally going using a range of shots
•
Recognise what skilful play looks like
Teaching Points/Class Management/Differentiation (STEP)
Warm up:
Signal for the ball, use short or long barrier when receiving the ball, maintain
Mark out a large circle using cones/markers.
concentration, roll appropriately; opposite leg forward, underarm swing, bend
1, 2, 3, 4- form into groups of four numbering each player one to four. Collect a small ball per group. 1) The
knees and step into the roll.
ball is rolled from one to two to three to four to one to two etc. 2) Continuing as 1, but each passer must run
STEP: Extension- Move for each new pass, try throwing and catching,
around a cone and back to place after passing the ball. Appropriate stretches.
introduce a racket (space dependant) either rolling or drop feeding.
Fundamental- Static Balance floor work – back and front support (Card 3- Blue)
3a) Full Front Support
3b) Raise one arm point to ceiling
3c) Cone on and off back
Skills Activity
Top Score- Set out sections using ten marker cones (see opposite). Form into pairs and collect a racket and
three balls. Can you hit the ball and score in each section? Can you hit the ball and call the number of the
area it will land in? Q. What is the difference between hitting in each section? What do you need to change?
Focus on the racket grip and the position of the body and racket to hit the ball. Discuss both forehand and
backhand and attempt both shots. Use hoops to make shots more accurate or if in small space. Larger
groups indoors. Work as team to score as many points as you can.
Forehand- Stand in ready position, shoulders turn and racket is taken back, opposite foot forward, move
body position so the ball approaches towards the side of the body, swing the racket, low to high, at the
correct time to strike the ball at the side and slightly in front of the body.
Backhand- Shoulders turn and racket taken back across the body, position body so the ball is hit in front of
the body, shoulders turn and racket swings low to high to make a strike.
Game/Group/Competitive Activity:
Reliable rallies- see Top Sport Net and Wall Games- In pairs children play the longest rally they can,
keeping count of their highest score. Use a flat line marker/cones or lines to imitate a net or a space of a
metre gap as a net where ball cannot bounce inside. Add a target mat at each side to encourage where to
hit the ball to. Set a time limit. The children then play with another partner and add that score to their first
score. The winner is the child with the highest score after two or three partners. After the first partner
describe and discuss how the game is going what are they finding difficult? How can they make it easier or
harder for each other? Use children to demonstrate and confer why their game is so successful.
Cool Down:
Zig Zag- Form into teams of four and collect one racket and a ball. In line (one behind the other about two
meters apart) one child moves in and out of the group bouncing the ball on the ground with their racket.
When they get back to their place, the other child takes over. Repeat until everyone has a go.
Evaluation/Post Lesson Notes :
STEP Space, Task, Equipment, People
X
1
(X= Striker)
2
3
4
STEP: easier- use bean bags to
judge distance, drop feed the
ball, harder- volley the ball,
partner feeds the ball, add in
cones or spots to aim at.
Safety- control the swing of the racket. Make sure the children are in
sufficient space when playing the games.
Fundamental- Static Balance – smaller base(along a line or bench)
- From a line on the playground or spot marker with hand then racket
(EASIER)
- On bench – ball fed, volleyed into zone with hand, then racket ~(HARD)
Try to keep the ball in play, recover into the ready position after each shot,
anticipate where the ball will go, vary the distance of the shots.
STEP- easier- play hand tennis, allow the ball to bounce more than once,
allow a number of touches on one side of the court, harder- limit the number
of bounces and touches made, play 2v1.
Play without rackets to make the game easier initially, catching the ball
and throw return.
Equipment/Resources
Tennis /squash /badminton rackets, tennis balls, beanbags, sponge balls,
Cones/markers, chalk, nets (if possible).
Year Group: 4
Activity: Multi-skills – footwork and placement 1
Lesson No. 8
Learning Outcomes:
Vocabulary:
Strike, forehand, backhand, volley, direction, position, rally, net, soft hit, hard
•
Develop basic skills needed with control and accuracy
hit, wide and narrow.
•
Vary the direction and use a range of different hitting skills
•
Keep a rally going using a range of shots
•
Choose good places to stand when receiving and give reasons for their choice
•
Try to make things difficult for their opponent by directing the ball to space, at different speeds and
heights.
Teaching Points/Class Management/Differentiation (STEP)
Warm up:
Safety- avoid standing on the edge of the hoops. Make sure the balls remain
Gladiators- Place a number of hoops with tennis/small balls in around the playing area. Around the
outside place empty boxes (or circles of cones). The children are in small teams (no more than four). in the hoops.
Choose about four to six players to be Gladiators. The gladiators try to stop the children taking the
balls from the hoops to their boxes. If a Gladiator catches the player with a ball it must be returned
to the hoop and the player must return to their box for another team member to try. The teams are
trying to get as many balls as possible into their boxes in a set time. Extension- Introduce a racket
to each group. The ball needs to be bounced on the ground with the racket from the hoops to their
box.
Fundamental - Agility – Response/reaction to a ball drop (Card 12 – Blue)
12a) Feeder stands with 2 tennis balls arms stretched drop 1 Catch with one hand after bounce from 1m
12b) As above 2m
12c) As above 3m
Move on to catching and balancing on 1 foot
Skills Activity
Step- make the targets
Far and near and side to side- see Top Sport Net and Wall Games Or QCA Core Task 2 Yr. 3/4 Net/Wall
games- Work in pairs. Set out courts/grids with wide targets or targets near the net and the back of the court
bigger, one player could
(see diagram).
Play without rackets to make the game easier initially, catching the ball and throw return.
play without the racket,
Allow children to practise hitting the targets in pairs, one feeder and one hitter. Swap roles after a time limit
and change the targets. Q. How do you hit each target? What do you need to change? Allow children to
catch the ball and throw it
explore and then discuss and demonstrate. Extension- Play a rally trying to hit as many targets as possible,
scoring one point each time a target is hit. Play four to five rallies and try to beat your score at least once.
Use cones or markers as nets and chalk to mark out areas or targets if needed.
Game/Group/Competitive Activity:
Tennis volley Ball- see Top Sport Net and Wall Games (Team two v two). Play 2v2 or 3v3. Each team
Try and place the ball away from the players. Try a variety of shots to outwit
has a minimum of three (max five) passes on their side of the net, they must then try and place the ball over the other team. Keep control and work as a team.
Start by throwing and catching and progress to all with rackets.
the net so that the other team cannot reach to pass and return over. One point is awarded if the other team
fail to return the ball over the net. Play to five points per game.
Cool Down:
Godfrey- Place cones the in the area- dish way up (upside-down). Using a tennis ball each, children flip the
Aim the ball at the edge of the cone to flip over. Hit at a soft pace as not to
cones over by hitting the cones from waist height. Time the class to work together. Discuss tactics after first
double-flick!
attempt. Repeat can they beat their score.
Evaluation/Post Lesson Notes :
Equipment/Resources
Hoops, boxes/containers, cones, flat markers, chalk, tennis balls/sponge
balls, bibs/braids, tennis rackets.
STEP Space, Task, Equipment, People
Year Group: 4
Activity: Multi-skills – footwork and placement 2
Learning Outcomes:
• Develop basic skills needed with control and accuracy
• Vary the direction and use a range of different hitting skills
• Keep a rally going using a range of shots
• Suggest ideas and practises to improve their play
• To keep, adapt and make up rules for games
Warm up:
Stuck in the Mud- In pairs with a ball. Bouncing the ball to each other. Choose four to six children to
be the catchers/taggers. If a child is tagged, both the player and their partner are stuck. They both
stand with arms out and can only be released by another pair of players bouncing the ball under each
arm. If their partner is released they are also free. Extension- use rackets to bounce the ball to each
other. Players can dribble the ball with their racket.
Lesson No. 9
Vocabulary:
Strike, forehand, backhand, volley, direction, position, rally, net, soft
hit, hard hit, wide and narrow.
Teaching Points/Class Management/Differentiation (STEP)
Look up, searching for spaces, move into spaces away from
taggers/catchers.
Safety- if using rackets remind the children about swinging their
rackets in crowded areas.
Fundamental – Counter Balance in pairs (Good way of creating pairs for skills activity next)
7a) Two hands with feet together base. Toes next to partners
7b) As above One hand
7c&d ) All above eyes closed
Skills Activity
Flights and arrivals- see Top Sport net/wall games- Form into pairs. Four targets- Mark four targets at
the corners of a square. Two players, each standing between the targets. Each player tries to throw a
ball into one of their opponent’s targets. Progress to using rackets. Crossfire- two pairs with each
person standing on the side of a square. The pair facing each other throws a ball between them. Try
to hit the other ball in the middle of the throw when the balls are at their highest point.
Popcorn- In fours with rackets and a ball each. Players stand in a circle. They bounce the ball by
letting it roll off their racket and the next person collects it. Repeat around the circle. Add another ball
so two balls are moving around the circle. When confidant add another ball etc. Discuss the best
place to stand to help their team. What is the most consecutive passes you can do in a row?
Game/Group/Competitive Activity:
Make up Games- QCA Core Task 3 Yr. 3/4 Net/Wall games- Ask the children to adapt rules,
equipment or skills of games they have played in the past so that it suits them better. Then ask them
to make up a new net game, with a good scoring system. They should be able to play their game well
and teach it to others in the class.
Cool Down:
Glued- children move around in an area. Set different movements. On Command ‘Glued…
knees/shoulder/ fingers/ back/toes/ elbows etc the children find their nearest person to touch the
body parts together.
Evaluation/Post Lesson Notes :
STEP Space, Task, Equipment, People
STEP- Use larger/smaller targets, use a larger ball or beanbag, move
the targets further away/closer together.
Adaptations and variations on the task• play the game on a different-sized court, or with a higher or
lower net (to make the games easier or harder)
• use different equipment to send or hit the ball on either side
of the net, e.g. one could throw, while the other hits with a
racket
Safety- do not use heads.
Equipment/Resources
Rackets, tennis balls, cones/markers, hoops, medium sized balls,
nets.
Year Group: 4
Activity: Multi-skills – Throwing
Learning Outcomes:
•
Use a range of skills with increasing control
•
Throw a ball accurately when bowling and fielding
•
Work well as a team to make it harder for the batting team
•
Use rules and keep a game going without disputes
•
Identify parts of their performance that need improvement and suggest how to achieve this
Warm up:
Treasure chest – SeeTops cards invasion games. Game: Eight-twelve players split into four teams
(preferably no more than 3/4 in each team). Teams position themselves in the corners of a marked out
square- their home. In the middle is the treasure chest (usually equipment e.g. balls in a hoop). One person
from each team runs to the chest to collect treasure and rolls it back, and returns to their home area. The
next person can then go. They are only allowed to collect one treasure at a time.
Fundamental – Static Balance – seated (Card 2 – blue)
2a) Reaching for cone, arm distance away pass over swap hands
2b) As above with same/one hand
2c) Dish shape 10 secs
Skills Activity
Quick catch and throw- Form into pairs with two balls. One child throws the ball for their partner to catch and
then throws the next ball. The partner must return the first ball quickly and catch the next ball. Extension:
Try at different heights and from side to side.
Catch: see Top Sport card striking & fielding.
2v2. Divide an area into three. Play a throw and catch game. The ball can only bounce once before the
Lesson No. 10
Vocabulary:
Fielding, batting team, bowling, wicket, score, cupped hands.
Teaching Points/Class Management/Differentiation (STEP)
Set up two games to keep numbers low in each team.
Rolling: Get low to the ground, look at the target, have the opposite foot to the
arm forward, hold the ball in the palm of the hand, follow through towards the
target when the ball is released.
Quick catch- this game is played to develop quick reactions. STEP- use a
beanbag or koosh ball/s, then two beanbags, try different speeds.
Catch
B
B
A
A
other team catches it. Throw underarm only below head height. The ball must bounce above knee height
and should not land in the middle area. One point for each time the ball bounces twice in the opponents’
Watch the ball at all times, get their body in
line with the ball, cushion and stop the ball
with cupped hands, decide the best way to
cover the area/space, throw the ball into
space to gain points from the other team.
area. (Good progression from net and wall lessons – also use in net and wall lessons)
Game/Group/Competitive Activity:
Quick runs and safe catching- see Top Sport striking and fielding games. Form into teams of four. Play 4 v
th
4. The fielding team throw the ball to each other to complete twenty catches. On the 20 catch the player
shouts ‘stop’. The batting team run one at a time, there and back, to score two runs. They stop their runs
when the fielding team have shouted ‘stop’. Each team has a go at fielding and batting.
STEP- easier- shorten the distances, decrease the number of catches or roll
the ball., use a larger or softer ball, harder- increase the number of catches,
catch one handed or with less dominant hand, increase running distance or
play with one runner each end.
Cool Down:
Bandage tag- Walking round children tag each other by light contact on different body parts, e.g. arm, leg
ankle, elbow, back, knee. Where you are tagged is your injury/bandage. If you are tagged you continue
walking around but hold the place where you were last tagged with a hand. Everybody is both a runner and
a catcher.
Evaluation/Post Lesson Notes :
This needs to be a cool down, ask the children to lower their breathing and
pulse/heart rate. Use slower travelling movements.
STEP Space, Task, Equipment, People
Equipment/Resources
Hoops/containers, tennis balls, small balls, cones/markers, chalk,
wickets/posts.
Year Group: 4
Activity: Multi-skills – Throwing and catching 2
Lesson No. 11
Learning Outcomes:
Vocabulary:
Fielding, batting team, bowling, wicket, score, cupped hands, overarm
•
Use a range of skills with increased control
throw, target, transfer weight, flick, lunge.
•
Throw accurately using an overarm action
•
Intercept and stop the ball, sometimes catching the ball
•
Choose where to stand to stand as a fielder to make it harder for the batting team
•
Look for space when hitting to help score more points
•
Know the demands that specific activities make on their bodies
•
Describe what is successful in their own and others’ play
Teaching Points/Class Management/Differentiation (STEP)
Warm up:
Look up when moving around. Turn and move, and repeat.
Dishes and Domes- Take and even number of cones, half of the cones placed down the right way-Domes,
and the other half placed upside-down- Dishes. Split class into two teams. Those that are dishes find all of
the domes and turn them over into dishes. Those that are domes find all the dishes and turn to domes. Give
a time limit of 1-2 minutes. How many can they get?
Appropriate stretches. Discuss the demands that specific activities make on their bodies.
Fundamental – Agility – chasing a ball – (Card 11 – blue)
11a) Other side of ball letting through legs then chasing again Roll
11b) As above with bobble feed
11c&d) all above with tennis ball
Skills Activity
Target throw- see Top sport striking and fielding games – Form into pairs. Teach and demonstrate the
overarm throw. Discuss what to look for in a good throw. Children throw towards a target e.g. target on a
wall, hoops on the ground and practise the technique. One person throwing the other watching and
evaluating.
Chase and return- in pairs numbered one and two. One stands with legs astride. Two rolls the ball
under/through one’s legs, watches and get ready for the return throw from one. Once the ball has been
rolled under/through one’s legs, one turns and chases the ball, makes a quick pick up and returns the ball to
two with an overarm throw. Swap rolls. Use children to demonstrate and discuss what makes a throw
successful.
Game/Group/Competitive Activity:
Tunnel Ball- Organise children into teams of four. One child is the thrower (batting team) and three are
fielders. The thrower throws the ball overarm into a space and proceeds to jump in and out of a small
grid/hoop. The thrower counts their number of jumps until the fielders shout ‘tunnel’. The fielding team must
collect the ball, line up behind each other and pass the ball though their legs. The last child raises the ball in
the air and shouts ‘tunnel’. Allow the thrower three throws, total their points, and swap roles.
Cool Down:
Tunnel Ball- In groups of 4-6, children stand one behind each other in a line. The front child has the
ball and rolls it back to the last player, who collects the ball and runs to the front. They repeat in
relay until the first player is back at the start.
Evaluation/Post Lesson Notes :
STEP Space, Task, Equipment, People
Overarm throw- aim carefully at the target, ball placed in fingers, nonthrowing arm points at the target, throwing hand taken back and weight
transferred to rear foot (opposite foot forward), player steps forward into the
throw as throwing arm comes forward, ball released through fingers, arm
follows through in direction of the target.
Safety- Make sure children are throwing away from each other.
Chase and return- Run fast after the ball, take a long stride (with opposite
foot to throwing hand forward) as the ball is reached, get low to the ground,
bend knees and watch the ball, pick up ball on fingers, pivot/turn hips and
shoulders to face the target (partner), make an overarm throw (see above).
Step- Roll the ball, throw two balls for the fielding team to collect, introduce
a maximum number of jumps e.g. 20 to put pressure on the fielders, the
thrower shouts rounder or wicket when the 20 have been completed.
Safety- use hoops carefully.
Last player watch the ball, have hands ready in cupped position and create
a barrier.
Equipment/Resources
Tennis balls, hoops, cones/markers, targets.
Year Group: 4
Activity: Multi-skills – Striking Skills
Lesson No. 12
Learning Outcomes:
• Strike a ball
• Choose batting skills to make it harder for their opponents
• Judge how far they can run to score points
• Use rules set and keep a game going without disputes
• Choose where to stand as a fielder to make it harder for the batting team.
Warm up:
Rabbits/tails-see Top Play- Players are given band or tag rugby belt to tuck behind them. How many
belts/bands can they take in 30 seconds? Once you have taken a tail you must hand it back and then
resume play.
Extension: They can collect and keep the tails. Those without tails try to take others. Those with more
tails must always have one behind them. How many tails can you collect in 30 seconds?
Fundamental – Dynamic Balance along a line (Card 5 – blue)
5a) Heels up, knees up, with heel to toe land.
5b) AS above backwards
5c) Lunge walking
5d) Lunge walking with opposite elbow at 90
5efgh) All ‘Red’ with eyes closed
Vocabulary:
Fielding, batting, bowling, wicket, score, cupped hands, overarm
throw, target, transfer weight, follow through, stance.
Skills Activity
Strike- form into groups of three. Demonstrate striking a ball off a tee. Using a sponge ball practise hitting
with the hand. Introduce a bat and a tennis ball. Discuss how to hold the bat. Set out targets to aim for
(could be hoops or cones) at various distances and in different areas. What are the differences when
aiming for the different targets? Find different ways of hitting the ball. Extension- drop feed the ball before
hitting, introduce a bowler to feed an underarm throw to the batter.
Striking-Position themselves sideways to the target area when
batting (opposite foot to batting hand forward to begin), watch the
ball at all times, swing the bat back before hitting the ball, follow
through arm and foot, stepping into the shot.
Game/Group/Competitive Activity:
Run and Return- see Top Sport striking and fielding games- Two teams of three or four, batters and
fielders. The batters hit the ball off a tee and run to the safety zones and back, or run to the safety zone
and stay there until running back on the next hit. Six runs are scored if the batter gets to the safety zone
and back. If the ball is placed in the home area (hoop) before the batter reaches the safety zone, no runs
are scored. Two runs are scored if the batter gets to the safety zone before the ball is placed in the home
area. If the ball is caught no runs are score. Each batter has three hits and change over. Discuss the
roles of each team. What tactics will they attempt? Where should the batters aim to hit the ball? Where
should the fielders stand?
Cool Down:
Touch the floor with…. Children move around a given area, changing the movement when called. On
command ‘touch the floor with ..’ children touch the floor with the body part called. E.g. right hand, left
elbow, left knee etc. Appropriate stretches.
Evaluation/Post Lesson Notes :
STEP- Move zones closer or further away, use a bowler or drop feed
to hit the ball, increase the number of fielders.
STEP Space, Task, Equipment, People
Safe Zone
Hoop
B
Teaching Points/Class Management/Differentiation (STEP)
Begin with slower travelling movements and gradually build up. E.g.
start with walking only, then sidestepping, galloping, hopscotch etc.
Safety: careful of hard surfaces, remind children to move to touch
the floor carefully.
Equipment/Resources
Bands/braids/tag rugby belts, sponge balls, tennis balls, tees/large
cones, variety of bats, hoops, cones/markers.