HLTH2203 Jan 2019

SCHOOL OF HEALTH SCIENCES

LESSON PLAN HLTH 2203

    Tutorial 2 Sadie Yoxall Week 3 Effecting a Touch and
Offensive Strategies
LESSON ORGANISATION (based on Australian Curriculum: Health & Physical Education)
Year Level: 5/6 Time: 2:00pm-3:00pm Date: 18/04/19 Students’ Prior Knowledge:
 Have an adequate understanding of the previous lesson that
include:
Learning Area: Health & Physical Education o Lesson 1 - Passing and catching
o Lesson 2 - Rollball
 Students have a basic understanding of the following rules
o How to pass Rule 8.1
o Forward Pass Rule 8.2
o How to start a game Rule 6.2
o Defenders 5m Back when Starting Rule 6.4
o When required Rule 7.1
o Attacking team Rule 7.3
o Defending team Rule 7.4
 How to safely use equipment around other students and
how to treat equipment with respect
o For example: No kicking the touch ball and no
sitting on the balls
Strand: Movement and Physical Activity (MPA) Focus Area:
 Safety (S)
Sub-strand:  Active Play and Minor Games (AP)
 Moving our Body MPASs2.1 (MB)  Fundamental Movement Skills (FMS)
 Learning through Movement MPASs2.3 (LM)  Games and Sports (GS)
Content Descriptor: Teacher’s Prior Preparation/Organisation:
 Use feedback to improve body control and coordination  Check the weather
when performing specialised movement skills in a variety  Check safety of location (bees/ants/accessibility)
of situations (ACPMP080)  Bring out equipment and first aid
 Practice, apply and transfer movement concepts and  Make sure ball sizes for all different types of abilities are
strategies with and without equipment (ACPMP082) available
 Participate in physical activities that develop health-related  Have assessment materials prepared
and skill-related fitness components, and create and
monitor personal fitness plans (ACPMP083) Equipment List
 20 Balls
 Practice and apply personal and social skills when  40 Cones
undertaking a range of roles in physical activities  6 Batting Tees
(ACPMP086)
 4 Hula Hoops
 Modify rules and scoring systems to allow for fair play,
safety and inclusive participation (ACPMP088)
General Capabilities
Literacy Numeracy ICT Competence Critical and Ethical Personal and Social Intercultural
creative thinking behaviour competence understanding
Cross-curriculum priorities
Aboriginal and Torres Strait Islander Aboriginal and Torres Strait Islander Aboriginal and Torres Strait Islander
histories and cultures histories and cultures histories and cultures
Lesson Objectives
As a result of this lesson, students will be able to:
 Apply the knowledge of the rule that after a specific amount of touches, there is a turnover, that if the ball touches the
ground there is a turn over and if there is an obstruction there is also a turnover in the modified game
 Demonstrate 2 successful offensive strategies, such as forcing the defender offside or initiating a touch, throughout the
lesson
 Use positive attitudes and reinforcements to teammates, this displays ethical behaviour - tested by observation in all
activities
 State the 3 key teaching points effecting a touch in touch football at the end of the lesson, or at the beginning of the next
lesson

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LESSON EVALUATION
Assessment of Lesson Objectives and Suggestions for Improvement:
At the end of the lesson, the teacher should consider:
 Were ALL students able to demonstrate 2 offensive strategies?
 Did students show ethical behaviour? Not only during the modified game of touch football but also during the activities
 Could all students state and understand the rules that result in a turnover that were taught in this lesson? Did students display
this knowledge during the modified game at the end of the lesson?
 Were ALL students able to state at least 3 key teaching points of effecting the touch from the lesson? Did knowing these key
teaching points improve their performance?
Teacher self-reflection and self-evaluation:
At the end of the lesson, the teacher should reflect on:
 Did the students seem engaged in the lesson?
 What activities were all the students really interested in? Why do you think that?
 What activities did students seem bored or misbehave? Why do you think that?
 Did all students get something out of the lesson (EALD, GT and SAER)?
 How could I have actively engaged the students in the lesson more?
 Were my instructions clear?
 Was my layout easy to work with when changing activities?
 Did my bridging organizations facilitate my lesson?
 How could I improve this lesson for next time?
LESSON PROGRESSION
Motivation and Introduction:
Time Begin the lesson by greeting the whole class. Then introduce the skill.
2:00pm
3min “Today we will be continuing with touch football. We will be moving on from our previous skills, passing and catching and
the rollball, and today will learn how to effect a touch and some more offensive strategies. Our main focus today will be
learning how to do an effective touch as well as some offensive strategies. At the end of the lesson I will be testing you
all to see if you can remember the key teaching points of effecting a touch as well as 2 offensive strategies.”

Once this has been introduced, begin explaining the warm up and begin activity.
2:03pm WARM UP – 3v1 Keepy Off What you should see Equipment per Game
7min  Maximised movement/inclusion  4 cones but some groups can
 All students double up – 15 in total
participating/engaged  1 ball
 Students abilities and skill levels
 Safe play
Space
 Team work (ethical behaviour)
 Per game – 5mx5m
 All together – Large grassed area
Key Teaching Points big enough to fit 8 games
Flick Pass (Review)
 Step What it should look like
 Teacher walks around the outside
 Shift of the games enforcing safe play
Description  Flick and saying KTP’s
 Students work in pairs to move Spiral Pass (Review)
ball around inside grid  Always face the students
 Step  Correct students, reminding them
 Keep ball away from the defender
 Shift of KTP’s
 Change positions if pass not
completed  Roll  Take the roll whilst the students
Effecting a Touch (Progression) are playing the arm up game
 Correct passing technique only
 Pick a side
 Look at waist
 Slow
 Tap
 “Touch”
Progression
 Defender can touch the players
and then the person they touched
becomes defender

Regression
 Stand on the spot and do the
HLTH2203 Jan 2019
 activity and work up to being able
to run around
 If defender can’t get the ball just
switch it up after an allotted
amount of time

Bridging organization
2:10pm
 End game with a whistle
3min  Leave equipment where it is
 Explain the KTPs of the day (effecting a touch) and explain safety of the next activity
 Explain the next activity
 Run through at slow motion and run through once more at ¾ pace
2:13pm ACTIVTY 1 – Red Rover What you should see Equipment per Game
10min Evasion  Maximised movement/inclusion  28 balls (as there is not enough
 All students touch balls, use AFL balls)
participating/engaged  4 cones per group but groups can
 Students abilities and skill levels double up – 10 cones in total
 Safe play
Space
 Team work (ethical behaviour)
 Per game – 20mx10m
Key Teaching Points  All together – large grassed area
Effecting a Touch big enough to fit 4 games
 Pick a side
What it should look like
 Look at waist  Teacher walks around the outside
 Slow of the games enforcing safe play
 Tap and saying KTP’s
 “Touch”  Always face the students
 Correct students, reminding them
Progression of KTP’s
Description  Once tagged, become a defender
 Use one ball and players have to
 All of the players line one on one
pass the ball down the line and
side of the line besides the
the defender tries to tag the
defender
player with the ball
 Players go from one end to the  Change types of touches (use
other end and return as many one hand or two hands)
times as possible without being
touched (by the defender that is Regression
in the middle)  No extra defenders (this does not
 The player that was touched last maximize participation though)
becomes the defender in the next
round
Bridging organization
2:23pm
 End activity with a whistle
3min  Tell everyone to bring in their balls and rovers pick up the cones
 Set up one grid and get 9 students to copy cone
 Review the KTPs of the day (effecting the touch and initiating the touch) and explain safety of the next activity
 Explain the next activity
 INTRODUCE RULE ABOUT OFFENSIVE AND DEFENSIVE TURNOVERS
 Explain offensive strategies of this drill (pop and pass and initiating the touch)
 Run through at slow motion and run through once more at ¾ pace
2:26pm ACTIVITY 2 – Initiating the What you should see Equipment per Game
10min touch  Maximised  10 cones (share cones) – 50 in
total
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 movement/inclusion o Because there is not
 All students enough cones use the 6
participating/engaged of the batting tees and 4
 Students abilities and skill hoola hoops to finish off
levels the grid
 Safe play  1 ball per group
 Team work (ethical Space
behaviour)  Per game – 5mx10m grid
Key Teaching Points  All together – Large grassed area
Pop and Pass (offensive strategy) big enough to fit 8 games
 Get behind the attacker fast What it should look like
Description
 Students work in 3’s to move
 Run at speed  Teacher walks around the outside
ball upfield  Call for the ball of the games enforcing safe play
Effecting a Touch and saying KTP’s
 Students 1 runs to 5m line
and performs a roll ball after  Pick a side  Always face the students
 Look at waist  Correct students, reminding them
the defender initiates the
touch, Student 2 acts as a  Slow of KTP’s
dummy half, scoops ball  Tap
(INTRODUCE THE RULE  “Touch”
THAT THEY HAVE A Initiating the Touch (offensive
CERTAIN AMOUNT OF strategy)
TOUCHES TO SCORE)
 Run to the player
 Student 3 runs onto pass
aiming at the 10m line  Hand on their hip
 Student 3 performs roll ball
 Push them (nicely) to clear some
space
when touched, Student 2
runs into dummy half and Progression
passes back to student 1
and tries to score a try  Tap to start the drill
 Add in two defenders
 Don’t say where the tap will be
and they just have to try score a
try and defender tries to stop
them

Regression
 ¾ pace
 Forget about scoring a try
and initiate a touch at every
5m mark
Bridging organization
2:36pm
 End activity with a whistle
3min  Tell defenders bring in cones and attackers to bring in the ball
 Set up one grid and get 4 students mimic
 Review the KTPs of the day (effecting a touch) and explain safety of the next activity
 Explain the next activity
 Run through at slow motion and run through once more at ¾ pace
2:39pm MODIFIED GAME – Guard What you should see Equipment per Game
15min the Castle  Maximised movement/inclusion  8 cones (but the games can
 All students double up) – 15 in total
participating/engaged  10 balls
 Students abilities and skill levels
Space
 Safe play  Per game – 20mx15m grid
 Team work (ethical behaviour)  All together – large grassed area
big enough to fit two games
Key Teaching Points
Effecting a Touch What it should look like
 Pick a side  Teacher walks around the outside
 Look at waist of the games enforcing safe play
 Slow and saying KTP’s
 Tap
 “Touch”
Description Progression
 One team of invaders one team
HLTH2203 Jan 2019
 of guards  Only use one ball and then make  Always face the students
 Guards stand 3m apart and can it a mini game of touch football  Correct students, reminding them
only move sideways on their line (have to score at the castle of KTP’s
 Invaders have an allotted amount doors)
of time to get past the guards and
try get to the castle without being
Regression
touched  Make the area smaller (because
focusing on defending)
 The once the invader gets into
 Have an extra defender
the castle, they place their touch
ball in the castle and then return
to their starting position to get a
new ball and try again
 The guards must try to effect and
touch and if a touch is effected
the invader is sent to the
dungeon
 To get out of the dungeon the
invader must throw their call in
the air and clap and catch it five
times and then they can return to
the start
 Swap teams after an allotted
amount of time
 Team with the most ball sin the
castle wins
2:54pm Lesson Closure:
3min  Students bring in equipment to equipment boxes behind teacher
o Attackers bring in balls
o Defenders bring in cones
 Get two students to demonstrate initiating the touch in front of the class – pick students that you
know will demonstrate the skill well
 Ask students to name other offensive strategies they used in class today
Transition:
2:57pm
 Get the students to go home think about what we did and at the next class 3 people will be
2min asked to recap on what we did this lesson
 Tell the students what we will be doing next lesson (evasion)
3:00pm
Dismiss students

Assessment:
A checklist (displayed below) will be used to ensure that all students met with the lesson objectives of this lesson. This
checklist will include:
 KEY TEACHING POINTS
o Students could successfully state at least 3 key teaching points
 TURN OVER RULES
o Students showed a sound understanding that after specific amount of touches there will be a turn over, if
the ball touches the ground there will be a turn over and if there is an obstruction from the attacking or
offending team there will be a turn over
 OFFENSIVE STRATEGIES
o Students demonstrated 2 offensive strategies throughout the lesson
 SPORTSMANSHIP/ETHICAL BEHAVIOUR
o Students showed ethical behaviour, for example, not booing the other team or fighting with the umpire,
when playing the modified game. Instead they encouraged all players and showed teamwork

KEY TEACHING TURN OVER RULES OFFENSIVE SPORTSMANSHIP/ET

POINTS STRATEGIES HICAL BEHAVIOUR

Billy ✓✓✓ ✓•• ✓✓• ✓✓✓

Bob ✓•• ✓•• ✓✓• ✓✓✓

Sarah ✓✓• ✓✓✓ ✓•• ✓••

HLTH2203 Jan 2019

References

Clayden, M. (2019). HLTH2203. Touch Tutorial Notes Week 1, Week 8 [Word Document].

Retrieved from

https://learnit.nd.edu.au/webapps/blackboard/content/listContent.jsp?

course_id=_15855691_1&content_id=_428535_1

Clayden, M. (2019). HLTH2203. Touch Tutorial Notes Week 2, Week 9 [Word Document].

Retrieved from

https://learnit.nd.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_15855691

_1&content_id=_428539_1

Level 0 Grids and Drills for Touch and Players. [Ebook]. Retrieved from

http://websites.sportstg.com/get_file.cgi?id=615985

Playing for Life - Touch Football. (2015). [Ebook]. Retrieved from

https://touchfootball.com.au/wp-content/uploads/2017/05/Touch-Football-Play-for-Life.pdf

HLTH2203 Jan 2019