AFL ACTIVE TEACHERS HANDBOOK

Transcription

1 AFL ACTIVE TEACHERS HANDBOOK YEARS 9 & 0

2 TEACHERS HANDBOOK YEARS 9 & 0 LESSON TEACHERS HANDBOOK CHECKLIST LESSON Introduction... st Quarter... 6 nd Quarter... 7 rd Quarter... 8 th Quarter... 9 LESSON Introduction... 0 st Quarter... nd Quarter... rd Quarter... th Quarter... LESSON Introduction... st Quarter... 6 nd Quarter...7 rd Quarter... 8 th Quarter... 9 Assessment Notes Assessment Notes Assessment Notes LESSON Introduction... 0 st Quarter... nd Quarter... rd Quarter... th Quarter... Assessment Notes LESSON Introduction...6 st Quarter...7 nd Quarter...8 rd Quarter... 9 th Quarter... 0 Assessment Notes KEY? Footballs (one per student) Six hurdles/mini hurdles 6 cones (for zig zag) Three mats Agility ladder Coloured sashes/bibs Whistle Station cards Pen and feedback template per student Dependent on student plans Deck of cards

3 TEACHERS HANDBOOK YEARS 9 & 0 INTRODUCTION A critical component of the AFL s strategy is to enhance the presence of Australia s Indigenous game in schools by providing opportunities for all students to participate and engage with the game. A key element of achieving this is by providing teachers with engaging and user-friendly resources. This curriculum resource guide which has been developed by teachers will provide you with the knowledge and confidence to facilitate AFL Active within your secondary school curriculum. AFL Active has been modelled to suit your fitness and health unit needs to deliver: A group fitness session that promotes a friendly, social and fun way to improve student health and wellbeing; A constantly changing, high-intensity total body workout based on AFL principles and techniques; A versatile program that can be delivered anywhere; A program that is accommodating to all fitness levels; Each lesson plan runs 0 mins and can be adapted to suit individual class needs. The resource provides a complete unit plan for years 9/0. Importantly the resource has been shaped and is reflective of the Health and Physical Education propositions of the Australian Curriculum that are informed by a strong and diverse research base for a futures-oriented curriculum. The resource: Values movement; Focuses on educative purposes; Takes a strengths-based approach; Develops health literacy; Includes a critical inquiry approach. Information about other Australian Football programs and resources can be found on the AFL Schools website, afl.com.au/schools. If you require any assistance in relation to AFL Active or any other Australian Football program or resource, please contact AFL Development staff in your respective area. PAGE

4 . TEACHERS HANDBOOK YEARS 9 & 0 LINKS TO AUSTRALIAN CURRICULUM SUB-STRAND MOVING OUR BODY. Provide and apply feedback to develop and refine specialised movement skills in a range of challenging movement situations (ACPMP099). Develop, implement and evaluate movement concepts and strategies for successful outcomes with and without equipment (ACPMP0) STRAND MOVEMENT AND PHYSICAL ACTIVITY SUB-STRAND UNDERSTANDING MOVEMENT. Design, implement and evaluate personalised plans for improving or maintaining their own and others physical activity and fitness levels (ACPMP0). Analyse the impact of effort, space, time, objects and people when composing and performing movement sequences (ACPMP0) SUB-STRAND LEARNING THROUGH MOVEMENT. Devise, implement and refine strategies demonstrating leadership and collaboration skills when working in groups or teams (ACPMP0). Transfer understanding from previous movement experiences to create solutions to movement challenges (ACPMP06) Source: Australian Curriculum; Health and Physical Education Mapping Grids Years 7-0 (Year 9&0 Focus Areas) PAGE

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6 TEACHERS HANDBOOK YEARS 9 & 0 st QUARTER Footballs (one between two) No equipment ACTIVITY MINS ACTIVITY MINS ACTIVITY MINS Students are in pairs, one student has the ball and remains stationary (recovery). When the teacher says go, student with the ball will throw it in random directions. Partner is to move in direction of the ball, pick up and return to stationary thrower. Continue to repeat until the teacher blows the whistle and says swap (partners swap roles). In pairs, students face each other in open space (centre square). The aim is to try and touch each other behind their knees (inside or outside of knees). Two partners combine to form a group of. Three students form a circle and hold hands and select a designated student to be tagged. Remaining student must move around the outside of the group, changing directions to try and tag the person picked by the group. Students swap roles once tagger gets the target or the teacher instructs the groups to swap roles. + SAFETY CONSIDERATIONS Ensure space is free of any hazards, and that students have a mutual respect for each other and adhere to the rules set for the activities. MODIFICATIONS Students take turns under time to touch behind partner s knees under teacher instruction to swap roles. Partners hold opposite hands above head, keeping one free hand to try and touch behind their partner s knees. MODIFICATIONS Students take turns under time to touch behind partner s knees under teacher instruction to swap roles. Partners hold opposite hands above head, keeping one free hand to try and touch behind their partner s knees. 6

7 TEACHERS HANDBOOK YEARS 9 & 0 nd QUARTER Cones (four per pair) Footballs (one between two) ACTIVITY 0 MINS EXERCISES Students stand opposite each other in pairs, forming two lines approx. five metres apart (students each stand next to a cone (have a stack of two cones next to each student). Students will work continuously for each exercise in pairs. One student is always working. While one completes the activity, the other one rests. The student with the football is the one who is working. The ball must be rolled back and forth to signal the active participant in activities. Students will complete a series of exercises from -0 reps taking turns in their pair to complete reps. Eg. first student will complete one rep, roll the ball to second student who will then complete one rep. The second student will roll the ball back to the first student, who then completes two reps. This will continue until they reach 0 reps. Jump squats: bring ball up above head when jumping with both feet off the ground. Soft feet landing. Burpees: From standing, into push-up position, then explode back up with the ball in hand, then above head when jumping up. Sit up: Lying down on ground, legs straight, arms straight over head holding the ball, bend knees and bring to chest with arms meeting knees while continuing to hold the ball. Jump lunges: Holding the ball, right leg in front at 90 degrees, back leg at 90 degrees, knee close to ground, hold ball out in front over right knee and rotate to the right (each jump = one rep). Oblique crunches: Sitting on ground, knees slightly bent, holding ball in front, rotate the ball from side to side touching the ground with the ball, keeping eye on the ball. m 7

8 TEACHERS HANDBOOK rd QUARTER TEACHERS HANDBOOK Cones (four per pair) Footballs (one between two) ACTIVITY 0 MINS FIGURE 8s Same formation as previous activity. Students take top cone off and take five steps back behind cone, still facing their partner and place cone down (there should be four long lines of cones now). Students complete some partner lane work drills with the ball, continuously moving. Students stand facing each other at their original cones, one student has the ball. Students start by rolling the ball to each other. Student must pick up ball at front cone, roll back to partner then run backwards, still facing partner, around cone and back to front cone to retrieve ball from partner again. Combine two pairs to form a group of four with one ball in each group. Two students stand at front cones facing each other with one person holding the ball. They throw or handball the ball back and forth. Meanwhile the other two students run in a figure 8 around the two students (using the back cones as a guide) and, if they are in a position to, intercept the ball and pass back to stationary thrower. Teacher to stop activity for students to swap roles. Steps MODIFICATIONS Students complete one burpee or jump squat at back cone before jumping up and returning to front cone to retrieve ball. Teacher calls right or left and all students in the line move one cone in that direction. Change activity to handball/ throwing the ball if students feel comfortable while still moving from cone to cone. Vary height of ball thrown for partner to mark. MODIFICATION Swap skill back to rolling the ball and figure 8 students pick up and intercept and pass back to stationary thrower. 8

9 TEACHERS HANDBOOK YEARS 9 & 0 th QUARTER Footballs (one between two) ACTIVITY 6 MINS STRETCHING IN GROUP MINS Students to jog/walk around the oval (boundary line) in pairs handballing the football between each other. Students are to brainstorm the benefits of physical activity for different stages of the lifespan (each pair is given a different stage). Stages of the lifespan: Childhood Adolescence Early adulthood Middle age Late adulthood When students return to the start, they swap pairs with someone of a different stage of the lifespan and share what they believe are the benefits and continue to brainstorm. Students form a circle in the middle of the oval (centre square). One ball is given to a student who has to choose a stretch to perform. Hold stretch for 0 seconds (stretch both sides of the body). Student then rolls the ball to another student across the circle who then demonstrates another stretch for the rest of the group. Continues for approx. four minutes and enables a discussion and review of the session and how physical activity can benefit different stages of the lifespan. 9

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11 TEACHERS HANDBOOK YEARS 9 & 0 st QUARTER Footballs (one per person, in centre of the oval) ACTIVITY: HERE, THERE AND EVERYWHERE 0 MINS Using the lines of the oval, complete a warm-up that involves dynamic stretching while learning the areas of the ground. All students start on the lines of the centre square. Under instruction of the teacher, students will complete the following: Moving in a clockwise direction, students will listen to the commands of the teacher to complete activities: High knees Heel flicks Side steps Cross overs Students then reverse roles. At random, using the whistle to signal to move to another area of the field. When this occurs, students run to the middle, grab a ball and roll the ball out in front, picking it up every three seconds (approx.). Line calls: 0m line Boundary line (wing) Boundary line (middle of the ground) Goalsquare Centre square You can also include a dynamic exercise they must complete when they arrive to their destination. Mountain climbers Arm swings Star jumps Leg swings (with partner) Handballs (between partners) NOTE For each quarter, the teacher will ask students to track heart rate, either through the use of monitors or through timing pulse to look at heart rate through different activities and identifying different training zones.

12 TEACHERS HANDBOOK YEARS 9 & 0 nd QUARTER Cones (one per student to mark position) Footballs (one per person) ACTIVITY MINUTE TO MINUTE 0 MINS Students will repeat activity 0 times x 0 minutes Have students line up in two lines, facing each other approx. two metres apart. Every minute on the minute, students will complete the following activities: 0 star jumps (aiming for hands to touch overhead); 0 jump squats with football (throw ball up and mark at highest point); Five sit-ups (lying vertically, arms and legs straight, holding football and bringing knees to chest with ball on top of knees). The faster the three activities are finished, the longer break they have until the next minute starts. m

13 TEACHERS HANDBOOK YEARS 9 & 0 rd QUARTER Footballs (one each) ACTIVITY CIRCLE WORK 6 MINS ACTIVITY PASS THE PARCEL MINS Have student create one big circle to begin with. Students will complete the following exercises for 0 seconds each, with 0 seconds rest to conclude, totalling two minutes each round. Students complete three rounds. Sit up holding ball overhead when knees to chest. Crunch position figure 8s with the ball out in front (legs suspended in the air for extra challenge.) Side plank rotations start in a plank position, then rotate on to left arm into side plank, back to front plank, then rotate on to right arm into side plank, each time moving ball between arms when returning to front plank position. Every third student has a ball the rest are rolled into the middle of the circle. Students need to ensure they are close enough to receive the ball passed from side to side. Students will complete oblique crunches/russian twists passing the ball each time to their right. (To make this more challenging for some students, have them suspend their feet in the air). Call switch for students to change direction with the ball. When you blow the whistle, students holding the ball must perform an exercise of your choice. Leg raises Glute bridges Bicycle crunches Mountain climbers

14 TEACHERS HANDBOOK YEARS 9 & 0 th QUARTER Footballs (one each from previous activity) Bag to store balls/hoops ACTIVITY BAG EM UP MINS ACTIVITY STATIC STRETCHING MINS All footballs should be in the centre of the circle. Ask students to pair up. One person from each pair stands in the centre of the circle. When instructed, students in the centre must kick the balls as far as they can in any direction, for the outer circle to retrieve back to the middle. Students in the middle must wait for the retrieving students to place all balls in the football bag/hoops. While waiting, students can perform some dynamic stretching such as: Arm circles Arm swings (into chest and out) Leg swings (hold on to a partner) Side lunges Students then reverse roles. In a circle, students perform static stretches as demonstrated by the teacher. Discuss the following with students: Target heart rate zones (review). Which quarter was heart rate highest? When should you expect heart rate to start to slowly decrease? What is the benefit of training in different heart rate zones? 0 metre square

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16 TEACHERS HANDBOOK YEARS 9 & 0 st QUARTER Cones Footballs (one between six) ACTIVITY SUPER STAR 0 MINS Students are in groups of six. Set up a five-point star for each group, each cone approx. two metres apart. In groups of six, students each stand at a cone, with the remaining student choosing to stand at any cone with the football. The student with the ball handballs to the left, skipping one cone. The student then moves to the cone they handballed to. The student who marked the ball then continues to handball and move to the left, skipping one cone. When the teacher blows the whistle, the student holding the ball in each group must move to a new group, before the drill continues. 6 If students feel comfortable, move the cones out further and have students try the same formation kicking instead of handballing. MODIFICATIONS Add in an exercise for the student to complete once they have handballed and moved to their next cone. Eg. star jump/ burpee/ jump squat. 6

17 TEACHERS HANDBOOK YEARS 9 & 0 nd QUARTER cones Footballs (one per person) ACTIVITY TEN TO ONE 0 MINS Set up one cone in one corner of the centre square (this becomes home base). In the corner diagonally opposite, place first cone and continue placing approx. two metres apart on a diagonal line towards the base cone (cones getting closer and closer to base). All students start at the base cone. When the teacher instructs students to start, students will run to furthest cone (opposite corner) and complete 0 reps of set exercise. x x x x x x6 x7 x8 x9 6 After completing this, they run back to home base, touch with hand before moving to second furthest cone where they complete nine reps of same exercise. Students run back to home base and then continue to work their way through the cones, counting down the reps (0 at first cone all the way to one at the last cone), each time running back to home base in between. 6 EXAMPLE EXERCISES: Sumo squats legs wide, toes pointed outwards, ball held between legs as drop into squat. Burpee holding ball in upwards phase and place on ground in push up phase. Push-up rolling the ball from one hand to the other each rep. x0 m 7

18 TEACHERS HANDBOOK YEARS 9 & 0 rd QUARTER ACTIVITY NAME WORKOUT Ladders Footballs MINS In pairs, students select one of their names. They must complete the exercises corresponding with the letters of their name, in order. Student complete exercises together as some are partner-based. Once completed, students then complete the other student s name. A Side stepping handballs from one end of centre square and back E I 0 jump squat marks 0 over and unders each (one person creates a bridge, partner crawls under, then jumps over) B 0 kick and retrieves each (both start together, one person kicks ball, other student retrieves and returns to partner) F Forward pocket run with partner (run 0m line, around boundary of forward pocket with partner) J Centre square run C 0 sit-ups (pass the ball between two each rep) G Football holds (hold football in each hand, arms outstretched for 0 seconds) K 0 partner push-up high fives (high five between each push-up) D Five goalpost weaves (weave around goalposts, complete five times) H 0 retrieve and passes each (partner rolls the ball, pick up and handball back). Complete 0 before changing roles L 0 mountain climbers M pull-ups on boundary fence N Five goalsquare kicks each (one person on goal line, other at top of square. Once you kick the ball, swap sides) O 0 jump lunges P Side stepping handballs from one end of centre square and back Q 0 over and unders each (one person creates a bridge, partner crawls under, then jumps over) R Five ladder runs with ball, handball to partner to changeover S 0 oblique crunches with ball (side to side) T Five goalpost weaves (weave around goalposts, complete five times) U 0 partner push-up high fives (high five between each push-up) V 0 retrieve and passes each (partner rolls the ball, pick up and handball back) complete 0 before changing roles W Centre square run X 0 jump squat marks Y 0 jump lunges Z 0 sumo squats with ball 8

19 TEACHERS HANDBOOK YEARS 9 & 0 th QUARTER NA ACTIVITY STATIC STRETCHING MINS In a circle, students perform static stretches. Students take turns to demonstrate to each other. Discuss the following with students: Most enjoyable activity in today s session/why? What was the most challenging activity? What training zones (heart rate) were you training in for each quarter? 9

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21 TEACHERS HANDBOOK YEARS 9 & 0 st QUARTER Two agility ladders 0 hurdles ACTIVITY LADDER AND HURDLES CONTINUOUS WARM-UPS MINS MINS Students are to divide into four groups. Set up agility ladders parallel followed by five hurdles in centre square in a line towards the goalposts. Each group starts at either a set of hurdles or agility ladder. Students are to move continuously through the ladders and hurdles, each time trying to complete a different pattern in the ladder (see video link for diagrams youtube.com/watch?v=67xp-aekuoa) and in the hurdles (double jumps, leaps, hopping). Once end of hurdles are met, student sprints to goal post then walks back to top of agility ladder before starting again.

22 TEACHERS HANDBOOK YEARS 9 & 0 nd QUARTER Footballs (one per student) Six hurdles/mini hurdles 6 cones (for zig zag) Three mats Two cones (at boundary fence) Agility ladder ACTIVITY CONTINUOUS CIRCUIT MINS 6 Use the 0m line as your boundary to set up circuit (divide the space between 0m line and goals in half to create two circuits you will need access to the goals for each group). Set hurdles on 0m line approximately five metres apart. Set cones up in zig zag formation from end of hurdles down towards goalsquare. Set mats up in a line next to each other on the outside of the behind post. Place two cones at boundary fence between mats and agility ladder. Set up agility ladder on boundary line between mats and start of 0m line. CIRCUIT Split class into two groups and have students choose a starting point in the circuit (where students are staggered at different activities). Students move in same direction to complete activities in order of set-up instructions (left side of field will be anti-clockwise/right side of field will be clockwise). Students complete activities in a series without stopping, with the aim of completing three full circuits before a break. CIRCUIT ACTIVITIES Starting from the agility ladder as an example. Students handball a footy to person waiting at end of ladder before using a footwork pattern from the warm-up to run through the ladder. From here, students mark a ball from someone at the start of the ladder before running to hurdles and complete either leap/jump/side jump over each hurdle while holding ball. Students then move to cones, while facing the goalposts, side step from cone to cone, touching the ball to each cone before progressing. Students then move to top of goalsquare, place ball down and complete 0 star jumps. 6 Students then pick up ball and kick a goal before retrieving it and moving to mats at side of goals. 7 Students complete 0 oblique twists with the ball, touching the ball to ground each rep (follow ball with their eyes). 8 Students then move to boundary fence near cones, place ball down and complete 0 pull-ups on fence. 9 Students then pick up ball and move to start of ladder where they will handball to person waiting at the end of the ladder before starting circuit again.

23 TEACHERS HANDBOOK YEARS 9 & 0 nd QUARTER ACTIVITY CONTINUOUS CIRCUIT Hurdles/mini hurdles Agility ladder Mats CIRCUIT cones CIRCUIT

24 TEACHERS HANDBOOK YEARS 9 & 0 rd QUARTER NA ACTIVITY PLAN MINI CIRCUIT MINS In pairs, using the equipment in previous circuit and additional equipment students may want to use students must create three exercise stations for a circuit (six stations in total/three stations each). Students must create three stations that target: Different parts of the body, eg. upper body station, lower body station, core station. Modifications to make activity easier/more challenging. Each student must set up their activities and then try to complete the activity for one minute. Changes can be made based on completion of the station and evaluating the effectiveness of the activity.

25 TEACHERS HANDBOOK YEARS 9 & 0 th QUARTER Download print out below ACTIVITY COOL DOWN MINS Provide students with handout demonstrating key static stretches. Download Link: afl.com.au/staticfile/afl%0tenant/ Fremantle/Files/HBF8%0HBF%0Warm%0 Up%0e-Guide.pdf In a semi-circle formation, work through each stretch with the group, holding each stretch for approx. 0 seconds. DISCUSSION POINTS Why is static stretching only completed at the end of a session and not the start? What is the benefit of static stretching? What component of fitness is this developing? What are the benefits of having good flexibility? What happens when we don t have good flexibility?

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27 TEACHERS HANDBOOK YEARS 9 & 0 st QUARTER PRE-LESSON PREPARATION/WORK Students design three stations link to components of fitness Footballs (x ) Coloured sashes/bibs ACTIVITY 0 MINS Students are divided into two groups, all given a number in each team (sequential), eg. each team has number,, etc. Students can move within the forward 0 at one end of the field. One group starts with the ball (student number in the group). The aim is for students to pass the ball in sequential order to return the ball back to number in the group. The other group s aim is to intercept the ball to then start passing in sequence. The ball can be handballed or kicked. If a student from the defending group intercepts and is number, the sequence starts from there, with the aim to get the ball to all group members in order before it returns to number. Encourage students to move into space for this activity. 7

28 TEACHERS HANDBOOK YEARS 9 & 0 nd QUARTER Student station cards (prepared in own time after previous lesson)? Dependent on student plans. ACTIVITY PREPARATION OF CIRCUIT MINS 0 MINS Students are placed into pairs. Students set up stations and complete with partner to evaluate the following: Creativity and engagement; Rep range; If activity is too hard/too easy make modifications. Students then make adjustments necessary before executing assessment in groups of four. Each student is required to give feedback to their partner on their stations to assist in making changes. 8

29 TEACHERS HANDBOOK YEARS 9 & 0 rd QUARTER Student station cards (prepared in own time after previous lesson)? Dependent on student plans. ACTIVITY CIRCUIT ASSESSMENT MINS Students are placed into groups of four. Each student sets up their three stations to form a -station circuit collectively. Each station will be timed at seconds work, followed by -second transition. Students are to complete all stations. Students pack up their planned stations at the end of the activity, putting their cards together in a pile in order to evaluate. 9

30 TEACHERS HANDBOOK YEARS 9 & 0 th QUARTER Pen and feedback template per student ACTIVITY BREAK IT DOWN MINS Students in their group of four from their circuit assessment are to jog around the oval and each discuss their favourite station, stating why it was their favourite. When students return to the centre square, they complete static stretches under instruction of teacher. Before the end of the lesson, students are given feedback template, and must complete for each person in their group, providing a score, what they enjoyed and something they could improve. These are then submitted to the teacher. 0

31 TEACHERS HANDBOOK YEARS 9 & 0 PEER ASSESSMENT INSTRUCTOR S NAME: ENJOYMENT & VARIETY Was the session enjoyable and did it provide variety in the workout? Was there something new that you tried in the session? / Reason for score: SOMETHING TO IMPROVE ON: INTENSITY Was the session challenging for you to complete and at a high intensity so that you felt the session worked towards improving fitness levels? / Reason for score: SOMETHING TO IMPROVE ON: QUALITY OF INSTRUCTION Was the instructor engaging, encouraging and motivating? Were they organised and did the session run smoothly? / Reason for score: SOMETHING TO IMPROVE ON: INSTRUCTOR S NAME: ENJOYMENT & VARIETY Was the session enjoyable and did it provide variety in the workout? Was there something new that you tried in the session? / Reason for score: SOMETHING TO IMPROVE ON: INTENSITY Was the session challenging for you to complete and at a high intensity so that you felt the session worked towards improving fitness levels? / Reason for score: SOMETHING TO IMPROVE ON: QUALITY OF INSTRUCTION Was the instructor engaging, encouraging and motivating? Were they organised and did the session run smoothly? / Reason for score: SOMETHING TO IMPROVE ON:

32 TEACHERS HANDBOOK YEARS 7 & 8