MOVEMENT EXPLORATION
Follow the line
A designated player tries to tag players who are moving around a court area following the lines.
Once tagged, players form ‘force fields’ for the remaining players. (Play with 8–30.)
Change It
SKILL
FOCUS
> Introduce more than one tagger.
> Vary the locomotion movement in
which players travel (e.g. hopping,
jumping, lunges, side step, grapevine).
> When players are ‘force fields’, make
sure their hands are off the ground.
> The tagger must tag gently between
the shoulders and the waist.
What you need
© 2015 AUSTRALIAN SPORTS COMMISSION
> Once a player is tagged, they must sit
down in the spot they were tagged and
become a ‘force field’. This means they
stop any players from getting past,
except for the tagger.
> ‘Force fields’ cannot move.
> The game continues until
all players have been tagged.
LEARNING INTENTION:
Follow the line is an energiser or warm up that requires
students to avoid being tagged by a nominated player
whilst running along the lines of the court.
SPORTING SCHOOLS
ACPMP044
> Designate one player as the tagger.
All other players are scattered
around the court on a line.
> On your signal, players begin to move
around the court, following the lines.
> The tagger tries to tag players
by following the lines.
> When tagging, what’s the best
way to corner and tag a player?
> When running away from a tagger,
where is the best place to run to?
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What to do
Ask the players CONTENT
DESCRIPTIONS
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> An indoor/outdoor playing area
marked by lines that intersect
with one another, or tape/chalk
for line markings
TAGGING
Safety
LOCOMOTOR MOVEMENT
> Use cones or bins to be ‘force
fields’ at the start of the game.
> Introduce a player who
can free ‘force fields’.
NET & COURT
Keep the ball up
A group of players try to keep a ball off the ground by passing it to each other.
(Groups of 3 or more).
Scoring
THROWING
What to do
SETTING UP
Safety
> Choose a medium sized ball. A beach
ball or similar is suitable for beginners.
PLAYING
> Play 2 v 2 – decide whether you want the
no-go space between pairs to be out of
bounds. Decide whether both players must
touch the ball before it is returned. Is a 3rd
or 4th touch allowed before return?
> Other combinations – 2 v 3, 2 v 4.
> Vary the – type and size of ball
including balloons, type of
pass, allowable number of
consecutive hits per person.
A smaller playing area assists
players with coordination or
mobility restrictions.
CONTENT
DESCRIPTIONS
LEARNING INTENTION
This activity emphasises a variety of strategies for
keeping a ball off the ground, particularly overhead
passing.
SPORTING SCHOOLS
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ACPMP045
© 2015 AUSTRALIAN SPORTS COMMISSION
Change it
> Choose a flat, obstacle-free playing surface
> Ensure players know what to do if a
ball strays into another group.
> Encourage players to call ‘mine’.
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> Start with a free-play version – rules can be
decided later.
> Introduce rules as required with Change it.
> Encourage a variety of passes – ‘hot
potato’, where the ball is immediately hit
away is a useful variation.
SKILL
FOCUS
CATCHING
> Not scoring is an option,
alternatively, how many
consecutive passes without
the ball touching the ground?
> Modify the game by allowing any suitable
pass to and from a player with less
developed skills or restricted movement …
> E.g. Player 1 passes to Player 2 who
catches the ball, makes an appropriate
pass to Player 3 who immediately
returns the ball to Player 2 and the
game continues.
MOVEMENT EXPLORATION
Mexican wave
Players stand in a circle, and one player (the leader) demonstrates a particular skill.
Each player in turn around the circle repeats this skill. Slowly introduce more skills.
BALANCING
SKILL
FOCUS
Change it
> The next player in the circle
repeats the movement and
adds a movement of their own.
> The next player adds another
movement, and so on.
> Each player needs to remember
the previous pattern.
Safety
> Make sure there is enough space
between players to avoid contact.
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CONTENT
DESCRIPTIONS
What to do
> Nominate a player to lead.
> The leader demonstrates one
skill (e.g. kicking, blocking,
passing, shooting, throwing).
© 2015 AUSTRALIAN SPORTS COMMISSION
> Starting on the leader’s right,
each player in turn demonstrates
the skill around the circle.
> When it reaches the leader once
more, they introduce another skill.
> Next time around, the leader introduces a
new skill when the person opposite them
in the circle demonstrates the original skill.
> Each time, introduce a new skill earlier.
LEARNING INTENTION:
Mexican wave develops understanding of the movement
elements of time and moving in relation to other people.
SPORTING SCHOOLS
NET & COURT
No-go
Players are divided into 2 teams separated by a ‘no-go’ barrier. The ball is thrown
across the barrier. The opposing team must catch the ball and send it back.
SKILL
FOCUS
Scoring
THROWING
Score to an agreed number of points
(e.g. 10) or set a time limit (e.g. 5 minutes).
CATCHING
Teams score points when:
> the ball touches the ground twice
on the opponent’s side
> the opponents send the ball out of court
> the ball lands in the ‘no-go’ area
from an opponent’s last touch.
Change it
Introduce passing – maximum of 3 touches –
ball must cross the barrier on the third touch.
CONTENT
DESCRIPTIONS
What to do
© 2015 AUSTRALIAN SPORTS COMMISSION
ACPMP029
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> Indoor or outdoor court
> Variety of balls of different size,
weight and hardness
> 14 marker cones
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What you need
> Set up the playing area as shown.
The ‘barrier’ between the 2 teams
is the no-go area.
> Divide the players into 2 teams.
> The ball is thrown across the
barrier above waist height.
> The opposing team must catch
the ball on the full or after one
bounce and send it back.
> Players must catch and throw
in one movement.
LEARNING INTENTION
Use No-go as an inclusive activity to develop throwing
and catching skills, ‘court sense’ and ball placement.
SPORTING SCHOOLS
No-go
change it…
COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME
Coaching
> Players should visually track
the ball as early as possible.
> Players try different formations
to cover their side of the court.
Game rules
Environment
Safety
> Vary the size of the court according
to the number and ability of players –
a small court makes it easier to get to a
ball but needs more player communication.
> Make sure players are aware of the
capabilities of others in the group.
> Encourage players to call ‘mine!’
when taking a catch.
> Change the size of the ‘no-go’ area
– a larger ‘no-go’ area makes it harder,
a smaller ‘no-go’ area requires
greater accuracy.
> Remove the ‘one bounce allowed’ rule
– as players’ reactions improve.
> Identify specific target areas where
points are scored, or count double.
Equipment
Easier – use slower balls, e.g beach
balls or even large balloons.
Harder – use smaller/faster balls.
> Ensure sufficient space between courts.
ASK THE PLAYERS
ASK THE PLAYERS
Ask the players to agree to rules that
tensure everyone is included and has
a role in the game.
Catchers
>‘What can we do to ensure the whole
court is covered?’
Throwers
> ‘How do you throw the ball
to ensure a long rally?’ (cooperative play)
> ‘How can you use passing
to your team-mates to help you score?’
MOVEMENT EXPLORATION
Nose and toes tag
Three taggers try to tag other players, who
must hold their nose and toes if tagged.
Frozen tag
One or two taggers try to tag other players, who
must hold a static balance for five seconds.
SKILL
FOCUS
> 3 bibs for the taggers
What to do
What to do
> Players need to get their
balance before trying
to touch their nose.
> Make sure the playing area
is free of obstructions.
> When you say ‘GO!’, one or two
taggers try to tag other players.
> Once tagged, a player must
hold the particular static
pose that you call out.
> To become free, they must hold
this position for 5 seconds.
> Static holds could include
front support, rear support,
stork stand, crab support,
straddle stand.
Ask the players
> What’s the easiest way
to touch your nose?
> Which leg do you have
the best balance on?
Safety
> Players need to maintain core
stability in the static position.
Ask the players
> Which balances
are easier to hold?
Change it
> Vary the way in which players
can be freed e.g. other players
could touch them, crawl
underneath them, or step
over the top of them.
CONTENT
DESCRIPTIONS
LEARNING INTENTION:
Frozen tag is a fun energiser that
develops core strength. It also requires
players to be aware of others.
SPORTING SCHOOLS
ACPMP043
Nose and toes tag requires players to
be aware of others and emphasises
‘space finding’. It also develops players‘
balance and coordination skills.
ARABESQUE
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Safety
LEARNING INTENTION:
© 2015 AUSTRALIAN SPORTS COMMISSION
FRONT SUPPORT
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> When you say ’GO!’, three
taggers try to tag other players.
Once tagged, a player must
hold the toes of their left foot
with their right hand. To become
free, they must pass their
left arm under their left
knee and touch their nose.
ANGRY CAT
LOCOMOTOR MOVEMENT
What you need
> Players only hold the toes
of their left foot for 3 seconds
and are then free.
> Increase the number of taggers.
> Players have to balance
on their non-preferred leg.
BALANCING
Change it
MOVEMENT EXPLORATION
Pirate’s gold
The pirate’s crew try to steal the gold from the pirate and make it home without being tagged.
(Play with 4–30.)
LOCOMOTOR MOVEMENT
SKILL
FOCUS
BALANCING
> Make sure players don’t dive onto the
treasure in their attempt to steal it.
> When the pirate is tagging a crew
member, they must tag gently between
the shoulders and the waist.
What you need
> An item that can be used as the gold
e.g. a bean bag, ball or skittle
ACPMP029
> Vary the type of locomotion movement
of the pirate’s crew e.g. skipping,
hopping or jumping.
> Ask players to freeze in different
positions or balances.
Safety
CONTENT
DESCRIPTIONS
ACPMP009
Change It
What to do
> One player, the pirate, stands with their
back to the group (the pirate’s crew).
The gold is placed on the ground
1 metre behind the pirate.
> The pirate’s crew line up across the
starting line, 15 metres behind the pirate.
> When the pirate’s back is turned, the
pirate’s crew approach the gold.
© 2015 AUSTRALIAN SPORTS COMMISSION
> When the pirate turns around, the pirate’s
crew must freeze. If the pirate sees any of
the crew moving, they call out their names.
These crew members return
to the starting line, and
begin again.
> When the pirate turns
back around, the
game continues.
> The first crew
member to reach
the gold picks it up
and tries to run back
to the starting line
before being tagged by
the pirate.
> Swap pirates after each game.
Ask the players
> What’s the best way to hold
a position and not move?
LEARNING INTENTION:
Pirate’s gold is an introductory activity that acts
as a warm up for players as well as allowing
them to practise holding a basic shape.
SPORTING SCHOOLS
MOVEMENT EXPLORATION
Shapes in space
In a group, players make a basic shape in the middle of the room then skip clockwise.
When the music stops, players run away from the basic shape. When the music starts
again, players run back together and form another basic shape.
> Music player and music
What to do
> Vary the method of travel around the
shape and away from the shape,
according to ability (e.g. walking or
sliding the feet instead of skipping,
or hopping instead of running).
> Divide players into groups of
5 or 6 to make more shapes.
> Have one shape move inside the other
shape, moving in the opposite direction.
> Vary the time between movement in the
shape and free movement into open space.
Safety
> Start off slowly then gradually
increase the pace.
CONTENT
DESCRIPTIONS
Ask the players
> What do you need to do
to maintain the shape?
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> Call a shape e.g. a circle,
square or rectangle.
> In a group, players make the
nominated shape in the middle
of the room, and the music begins.
> Players start skipping clockwise
while the music is playing.
> When the music stops, all players
run away from the shape.
> Call another shape e.g. a square.
> The music starts again and
players run to the middle
to form the new shape.
> Players begin skipping
anti-clockwise.
> Repeat this pattern.
SKILL
FOCUS
LEARNING INTENTION:
Shapes in space is an activity that teaches the use of
formal and random spatial patterns, the cooperative use
of common space, decision-making and kinetic recall.
© 2015 AUSTRALIAN SPORTS COMMISSION
LOCOMOTOR MOVEMENT
SPATIAL AWARENESS
What you need
Change it
SPORTING SCHOOLS
MOVEMENT EXPLORATION
What happens?
Players experiment with movements by pretending
they have lost movement of a particular body part.
> Music and music player
> Eliminate the flexibility of hips,
ankles, wrists or spine.
> Ask players to perform a range of scenarios
without the use of particular body parts
e.g. eating an ice cream without bending
their elbows, or crossing a road without
turning their head.
> Ask players to perform a range of tasks
without using particular body parts
e.g. ask players to try to sit down
without using their knees.
What to do
> Players move freely around the
room in time with the music.
> When the music stops, call out
a particular body part e.g. knees.
> When the music re-starts, players move
around the room pretending they cannot
move this body part e.g. players walk
without bending their knees.
> Make sure movements suit
players’ movement capacity.
Ask the players
> What happens if you try to move
without the use of a particular
body part e.g. knees or neck?
> What did it feel like when
you were asked to sit down
without using your knees?
LOCOMOTOR MOVEMENT
Change it
SKILL
FOCUS
BALANCING
What you need
Safety
CONTENT
DESCRIPTIONS
ACPMP009
ACPMP029
ACPMP044
LEARNING INTENTION:
What happens? is an activity that teaches the
importance of particular body parts in body
stability and movement mobility.
© 2015 AUSTRALIAN SPORTS COMMISSION
SPORTING SCHOOLS
NET & COURT
Wulijini
Two teams on either side of a court hit (volley) the ball back and forth with the palms of their
hands as many times as possible. The aim is to set a record for the whole group. Wulijini can also
be played with the aim being to get the ball to hit the ground in the opposition’s half.
> A small inflated ball
or a covered sponge ball
> Markers to set out playing areas
> Allow each side up to 3 different player
contacts (i.e. potentially up to 6 hits).
What to do
The activities below are
perfomed using a volleyball-like
hitting action. An alternative for
beginners is to allow passing
and catching, with players
attempting to return the ball
as quickly as possible – the
quick catch and return action
becomes a ‘hot potato’ action
with minimal holding of the ball.
© 2015 AUSTRALIAN SPORTS COMMISSION
LEARNING INTENTION
Wulijini provides cooperative play or competition options.
The competition option relies on teamwork to cover a court
in defence or to ‘find space’ and ground the ball in attack.
SPORTING SCHOOLS
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> First pair to a nominated
number of points, e.g. 11.
> A team scores if the opposition
cannot return the ball.
> If a ball is served out of court,
the receiving team scores the
point and then serves.
CONTENT
DESCRIPTIONS
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Scoring
Team cooperative play
> Two teams. Increase the ‘no-go’ area
to separate the teams by 3–5 metres.
> Two teams face each other and hit
(volley) the ball back and forth with the palms of their
hands as many times as possible. The aim is to set a
record for the whole group.
Pairs cooperative play
> Two players face each other and hit (volley) the ball
back and forth with the palms of their hands as many
times as possible.
Competitive game – in pairs
> A ‘no-go’ area separates players as shown.
> The ball is hit in an underarm action with
one or two hands in ‘hot-potato’ style, that
is without holding the ball.
> Allow up to 2 hits on each side including
the return of the ball – that is,
one player allowed 2 hits
or each player allowed
one hit.
SKILL
FOCUS
CATCHING
DEFENDING
TEAMWORK
THROWING
What you need
> There is no need for a marked court, but
ensure sufficient space between pairs of
players. If a ball is ‘lost’ players should
signal they are entering another pair’s
playing area.
> Allow each player up to 2 contacts (control
and hit). Change this rule as the players
become more confident.
Wulijini
change it…
COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME
Coaching
> The cooperative activities can be used
as warm-ups which lead to a range of
activities where the object of the game
is to keep the ball up in defence and
‘ground it’ in attack.
> Use instances of effective play to
highlight teaching points. Let the
players do the ‘teaching’!
> Use a net – either volleyball
or badminton net.
> Playing area – adjust the playing
area. A long skinny court for example
forces one player to the front.
Change it
> Lighter ball – including a balloon.
> Team sizes – try different combinations.
Use uneven numbers to make teams
more even, e.g. if differences are
due to age or ability.
> Serve – variations include
throwing the ball into
play, any kind of ‘hotpotato’ (not a ‘carry’)
hit with one or two
hands or a side-on
volleyball type serve.
Safety
> Encourage players to call ‘mine’
to help prevent collisions;
> Players should be familiar with
space and other player awareness;
> Ensure the playing area is free
of obstructions and that there is
sufficient distance between groups.