teachers’s notes lesson 1: introduction2 2...unit 1: floorball lesson 2 teachers’s notes paqui...

Teachers’s notes

Paqui Sierra 1 IES Bigues i Riells

Lesson 1: INTRODUCTION ............................. ................................................. 2

ACTIVITY 1................................................................................................................. 2 Warm up.................................................................................................................. 2

ACTIVITY 2................................................................................................................. 2 Lesson 2: BASIC FLOORBALL VOCABULARY ............... .............................. 5

ACTIVITY 1................................................................................................................. 5 Vocabulary review ................................................................................................. 5

ACTIVITY 2................................................................................................................. 5 Lesson 3: RULES .................................... ......................................................... 7

ACTIVITY 1................................................................................................................. 7 Cards game ............................................................................................................ 7

ACTIVITY 2 ............................................................................................................ 11

Quiz rules assessment. ..................................................................................... 11 Lesson 4: GENERAL P.E. VOCABULARY .................. .................................. 15

ACTIVITY 1............................................................................................................... 15 Pair work. What’s the picture? ........................................................................... 15

ACTIVITY 2............................................................................................................... 20 Three in a row. ..................................................................................................... 20

Lesson 5: FITNESS INVOLVED IN SPORTS............... .................................. 25 ACTIVITY 1............................................................................................................... 25

Leading questions................................................................................................ 25 ACTIVITY 2............................................................................................................... 25

Titling ..................................................................................................................... 25 ACTIVITY 3............................................................................................................... 25

Complete the chart. ............................................................................................. 25 Lesson 6: MOTOR SKILLS............................. ................................................ 29

ACTIVITY 1............................................................................................................... 29 Transfer information. ........................................................................................... 29

ACTIVITY 2............................................................................................................... 29 Fill the gaps. Individual and pair work. ............................................................. 29

Lesson 7: TECHNIQUES ............................... ................................................. 35 ACTIVITY 1............................................................................................................... 35

Listening exercise. ............................................................................................... 35 ACTIVITY 2............................................................................................................... 37

1. Mutual dictation................................................................................................ 37 2. Loop game: Word cards. Work in pairs. ...................................................... 37 3. Matching activity. ............................................................................................. 37

ACTIVITY 3............................................................................................................... 47 1. Predicting activity. ........................................................................................... 47

ACTIVITY 4............................................................................................................... 47 Lesson 8: TECHNIQUES AND TACTICS. .................. .................................... 53

ACTIVITY 1............................................................................................................... 53 True/false journey ................................................................................................ 53

ACTIVITY 2............................................................................................................... 57 Describing activity................................................................................................ 57

ACTIVITY 3............................................................................................................... 63 Speaking and describing activity. ...................................................................... 63

Unit 1: FLOORBALL Lesson 1 Teachers’s notes


Lesson 1: INTRODUCTION

ACTIVITY 1

Warm up.

Watch a floorball video to introduce the topic.

http://video.google.com/videosearch?q=iff+floorball+highlights&sitesearch

Click on the first one “IFF floorball highlights”.

ACTIVITY 2

1. Ask some questions to activate prior knowledge:

a) You know different words related to sport. Tell me some of them (If the

students don’t say anything, teacher can give an example, ball, goal.....)

b) Can you guess what floor ball means?

c) Do you know what kind of sport floorball is?

2. Hand out three different coloured pieces of paper, containing a whole or a

part of a sentence. There is four of each colour (three different colours).

The students have to stick their piece of paper in one of the three columns

teacher has written on the blackboard: Definition / General Characteristics /

Origins

The students can work in twos because there are only 12 pieces of paper.

3. Organise your column information in order to get a coherent text.

Students have to put in order the different pieces of paper to get the

information.

(The teacher can help if there is any paper in a wrong column).

4. Read aloud your text. One sentence each.

5. Hand out the three texts on one sheet of paper.



Floorball is an indoor team sport…

……played using sticks with a plastic vended blade.

The aim is to put a light plastic ball…..

…. into the opponent’s goal which is placed at the opposite end of the rink.

Floorball is played in a court by five field players and a goalkeeper in each side.

The players control the hollow ball using a hollow stick with a curved blade at the end.

Players are allowed to play the ball once by foot, but not score or pass to team mates.

The goalkeepers’ job is to stop the ball from entering the net, but they are not allowed to use a stick.

Floorball is considered to be a new sport. It was first played in 1970 in Sweden.

At that time goals were much smaller, but there was not goalkeeper.

In the early 1980s, the sport spread across Europe and grew fast.

Nowadays four countries dominate the international game:

Sweden, Finland, Switzerland and the Czech Republic.



1. Definition

Floorball is an indoor team sport played using sticks with plastic vended blades. The aim is to put a light plastic ball into the opponent’s goal which is placed at the opposite end of the court. 2. General characteristics Floorball is played on a court by five field players and one goalkeeper in each side. The players may control the hollow ball using a hollow stick with a curved blade at the end. Players are allowed to play the ball once by foot, but not score or pass to team mates. The goalkeeper’s job is to stop the ball from going into the net without using a stick. 3. Origins Floorball is considered to be a new sport. It was first played in Sweden in 1970. Soon, it became popular in schools and in leisure clubs. At that time the goals were much smaller, but there was not goalkeeper. In the early 1980s the sport spread across Europe and grew fast. Nowadays four countries dominate the international game: Sweden, Finland, Switzerland and the Czech Republic.

WORD BANK

vended blades: thin flat part, curves, with holes

aim: something to achieve, to get

goalkeeper: player who defends the goal

be allowed: be permitted

score: gain point in a game

team mates: members of the same team

spread: increase in range

grew: past of grow. Become taller or larger



Lesson 2: BASIC FLOORBALL VOCABULARY

ACTIVITY 1

Vocabulary review

1. Ask the students to write on the board words they remember from the last

lesson.

Add to this list: helmet, padded trousers, hollow, socks and indoor sport

shoes.

Challenge the students to get the meaning.

2. Labelling.

Hand out the “floorball court /basic tools” document and ask the students to

fill the four labels with the words given.

ACTIVITY 2

1. Explain: court size, periods in a game and referees.

(Students have to add this information in their floorball court document)

2. Check together the information and the new vocabulary

Teachers’ information

Equipment General Rules

Field players:

- shorts

- t-shirts

- socks

- indoor sport shoes

Goalkeeper:

- long and padded trousers

- helmet to protect their face

Court size/ number of players:

- big one 20x40 m/ 5+1

- small one 20x14 m/ 3+1

Goalkeeper area:

- 2,5x1 m where only the

goalkeeper can be

- 4x5 m where players can go in

Periods: 3 of 20 minutes with a 10

minutes break in between

Referees: 2 oversee the game.

Both have the same authority


Paqui Sierra IES Bigues i Riells 6

BASIC TOOLS

FLOORBALL COURT

Unit 1: FLOORBALL Lesson 3 Teachers’ notes


Lesson 3: RULES ACTIVITY 1

Cards game

1. Work in pairs. Hand out one card describing an action to every pair, and ask

them to represent it in front of their partners. Leave 2 or 3 minutes for them to

think about how they are going to do it.

2. Give the students a green card and a yellow one. Every time a pair of

students represents their action, the rest have to show a green card, if they

think the action is allowed or a yellow one if they think it is forbidden.

Write the actions on the board and the number of yellow or green cards shown

for each one.

3. Check the answers with the table given: “Which card would you show me if

I….”

4. Summarise fouls and penalties.

FOULS are penalised with FREE SHOT

- 2/5 minutes penalty:

• stick higher than knees level

• hit the opponent’s stick

• play the ball with hands or head

• push, kick, hit, block the opponent

• throw the stick

- 10 minutes penalty: unsportsmanlike behaviour

- match penalty: extreme situation (red card)



WHICH CARD WOULD YOU SHOW ME IF I……………………….

ACTION CARD

• Hit the opponent’s stick

• Touch the ball with a hand

• Stay in the 4x5m area

• Shoot the ball with the stick

• Push the opponent

• Shoot the ball with a foot

• Touch the ball with the head

• Play with one knee on the floor

• Raise the stick above knee level

• Hit the opponent

• Stay in the 2,5x1m area

• Throw the stick to get the ball

• Block an opponent moving forward without using hands

• Play with both knees on the floor

• Pass the ball with the foot

• Hit the ball in the court after sending it out

• Any other situation teacher considers



HIT THE OPPONENT’S STICK TOUCH THE BALL WITH A

HAND

STAY IN THE 4X5 M AREA SHOOT THE BALL WITH

YOUR FOOT

TOUCH THE BALL WITH THE HEAD

PLAY WITH ONE KNEE ON THE FLOOR

RAISE THE STICK ABOVE KNEE LEVEL

HIT THE OPPONENT

��



STAY IN THE 2,5X1 M AREA THROW THE STICK TO GET

THE BALL

BLOCK AN OPPONENT MOVING FORWARD

WITHOUT USING HANDS

PLAY WITH BOTH KNEES ON THE FLOOR

PASS THE BALL WITH YOUR FOOT

HIT THE BALL IN THE COURT AFTER SENDING IT

OUT

PUSH THE OPPONENT

��



ACTIVITY 2 Quiz rules assessment. Complete all the sections in the questionnaire 1. How many field players are there in a floorball team? � 3 � 4 � 5 � about 6 � there is no limit, the teams should be about equal 2. If the ball leaves the rink, what is the consequence? � play carries on outside the rink � hit-in for the team who last touched the ball � hit-in for the team who did not last touch the ball � hit-in for the defending team � 2 minute penalty 3. Where does a free-hit take place? � where the offence took place � wherever the referees decide � where the ball was last touched � on the nearest face-off dot � not further away from the board than 1.5 metres 4. If a player hits the stick of an opponent, what is the consequence? � no offence � a free-hit is awarded � the player is sent off for 2 minutes � a free-hit is awarded, but the advantage rule applies � a free-hit is awarded if the other player loses the ball 5. If a player kicks the ball to another player of the team, what is the consequence? � no offence � a free-hit is awarded where the ball was kicked � a free-hit is awarded where the ball was received � the player is sent off for 2 minutes � a free-hit is awarded if a defender kicks the ball to the attacker



6. If a player plays the ball with his or her stick above waist-level, what is the consequence? � no offence � a free-hit is awarded � a free-hit is awarded if a goal is prevented � the player is sent off for 2 minutes � the player is sent off with a match penalty (red card) 7. If a player uses his or her hand to play a ball, what is the consequence? � no offence � no offence, as long as he/she is a defender � a free-hit is awarded � a free-hit is awarded if the player also jumps � the player is sent off for 2 minutes 8. If a player with the ball runs backwards into an opponent, what is the consequence? � no offence � a free-hit is awarded � a free-hit is awarded if the other player falls over � a face-off takes place � if the player falls over the board/against the wall the player is sent off (2 minutes) 9. If a player throws his or her stick to hit the ball, what is the consequence? � no offence � a free-hit is awarded � the player is sent off for 2 minutes � the player is sent off for 5 minutes � the player is sent off with a match penalty (red card) 10. A player falls over and plays the ball when lying on the floor. What is the consequence? � no offence � a free-hit is awarded � a free-hit is awarded if the player lies in front of the goal � the player is sent off for 2 minutes � a face-off is carried out



Quiz rules assessment key. Complete all the sections in the questionnaire. 1. How many field players are there in a floorball team? � 3 � 4 � 5 � about 6 � there is no limit, the teams should be about equal 2. If the ball leaves the rink, what is the consequence? � play carries on outside the rink � hit-in for the team who last touched the ball � hit-in for the team who did not last touch the ball � hit-in for the defending team � 2 minute penalty 3. Where does a free-hit take place? � where the offence took place � wherever the referees decide � where the ball was last touched � on the nearest face-off dot � not further away from the board than 1.5 metres 4. If a player hits the stick of an opponent, what is the consequence? � no offence � a free-hit is awarded � the player is sent off for 2 minutes � a free-hit is awarded, but the advantage rule applies � a free-hit is awarded if the other player loses the ball

5. If a player kicks the ball to another player of the team, what is the consequence? � no offence � a free-hit is awarded where the ball was kicked � a free-hit is awarded where the ball was received � the player is sent off for 2 minutes � a free-hit is awarded if a defender kicks the ball to the attacker 6. If a player plays the ball with his or her stick above waist-level, what is the consequence? � no offence � a free-hit is awarded � a free-hit is awarded if a goal is prevented � the player is sent off for 2 minutes � the player is sent off with a match penalty (red card)



7. If a player uses his or her hand to play a ball, what is the consequence? � no offence � no offence, as long as he/she is a defender � a free-hit is awarded � a free-hit is awarded if the player also jumps � the player is sent off for 2 minutes 8. If a player with the ball runs backwards into an opponent, what is the consequence? � no offence � a free-hit is awarded � a free-hit is awarded if the other player falls over � a face-off takes place � if the player falls over the board/against the wall the player is sent off (2 minutes) 9. If a player throws his or her stick to hit the ball, what is the consequence? � no offence � a free-hit is awarded � the player is sent off for 2 minutes � the player is sent off for 5 minutes � the player is sent off with a match penalty (red card)

10. A player falls over and plays the ball when lying on the floor. What is the consequence? � no offence � a free-hit is awarded � a free-hit is awarded if the player lies in front of the goal � the player is sent off for 2 minutes � a face-off is carried out



Lesson 4: GENERAL P.E. VOCABULARY

ACTIVITY 1

Pair work. What’s the picture?

1. Put the students in pairs, A and B. Hand out the grids of pictures and the grids

of matching words.

2. A asks B: “What’s in C-4?”. B looks at the picture grid and names the word in

the box C-4. A looks at the word grid (B) to check if the answer is correct.

3. B asks A: “What’s in D-3?”. A looks at the picture grid and names the word in

the box D-3. B looks at the word grid (A) to check if the answer is correct.

4. The game continues for 5 minutes; then the game stops and teacher asks pairs

to count the number of pictures they recognised. The pair with the most is the

winner.



STUDENT A

A B C D E



STUDENT B

A B C D

E



STUDENT A

A B C D E

WHISTLE T-SHIRT

GOALKEEPER

(goalie)

INDOOR

SPORT SHOE

HOLLOW

BLADE

HOLLOW BALL ROPES HELMET STRETCHING GOAL

GLOVES BIBS CONES STICKS NET

REFEREE SHORTS MAT COURT BARS

CARDS MAKE A ROW MAKE A

CERCLE TEAM SPORTS

WORK IN

PAIRS

STOPWATCH CHANGING

ROOM TEAM FLEX

WOODEN

BENCH



STUDENT B

A B C D E

MAT HOLLOW

BLADE STOPWATCH FLEX

CHANGING

ROOM

GOALKEEPER CONES STICKS MAKE A

CERCLE COURT

TEAM SPORTS BARS CARDS GOAL GLOVES

MAKE A ROW WHISTLE WORK IN PAIRS ROPES T-SHIRT

STRETCHING WOODEN

BENCH SHORTS REFEREE

INDOOR

SPORT SHOE

HELMET NET TEAM BIBS HOLLOW

BALL



ACTIVITY 2

Three in a row.

1. Put the students in groups of three, A, B and C. C is the teacher. Hand out the

picture grid for A and B, the words grid to C.

2. Tell the students the aim of the game is to say 3 words in a row, correctly. The

row can be horizontal vertical or diagonal.

3. A reads a word and C checks if it is correct. A puts a cross over the word. B

does the same. In turns they continue until one of the players has 3 in a row.



PICTURE GRID



WORD GRID

WHISTLE T-SHIRT

GOALKEEPER

(goalie)

INDOOR

SPORT SHOE

HOLLOW

BLADE

HOLLOW BALL ROPES HELMET STRETCHING GOAL

GLOVES BIBS CONES STICKS NET

REFEREE SHORTS MAT COURT BARS

CARDS MAKE A ROW MAKE A

CERCLE TEAM SPORTS

WORK IN

PAIRS

STOPWATCH CHANGING

ROOM TEAM FLEX

WOODEN

BENCH



6

5

4

3

2

1

A B C D E



Lesson 5: FITNESS INVOLVED IN SPORTS

ACTIVITY 1

Leading questions

1. Watch a short part of a video.

http://video.google.com/videosearch?q=iff+floorball+highlights&sitesearch

2. Ask the students what are the most important abilities and skills needed.

3. Explanation about basic concept of Physical fitness. See “Teacher’s information

table”.

ACTIVITY 2

Titling

1. Handout” factors definition document”. Students have to give a title from the box to

each definition.

ACTIVITY 3

Complete the chart.

Handout the chart with Catalan words in, and ask the student to complete the chart.



Fitness teacher’s information

Definition Classification Factors

• Is a state of health and well-being. • Is the result of a balance between physical, emotional and mental fitness. • Physical fitness is the body’s ability to function efficiently and effectively in work and leisure activities. It depends on the capacity of the heart, blood vessels, lungs and muscles to function properly.

• General fitness. Is the result of regular exercise, proper diet and nutrition and proper rest. • Specific fitness. Is the person’s ability to perform in a specific sport with reasonable efficiency.

• Composition body. Describes the percentages of fat, bone and muscle in human bodies. Muscular tissue takes up less space than fat tissue and that makes two people who are the same height and weight, look completely different from each other. • Endurance/Stamina. The ability of the heart to provide oxygen to muscles during physical activity for a prolonged period of time. Endurance is the most important aspect of fitness because means how strong your heart is. • Flexibility/Suppleness. The ability of enlarge the distance between the flexed position and the extended position of a particular join or muscle group (range of movement). • Speed. The ability to run or do a sport action as fast as possible. • Strength. It is the ability to exert force on physical objects using muscles. Strength is determined by the genetic inheritance of muscle fibre types (TYPE I, slow twitch and TYPE II, fast twitch).



ACTIVITY 2

Choose the most suitable word for each definition from the box below.

The ability to run or do a sport action as fast as possible.

Describe the percentages of fat, bone and muscle in human bodies.

It is the ability of the heart to provide oxygen to muscles during physical activity for a prolonged period of time. It means how strong your heart is.

Determine the range of movement of a join or muscle group.

It is the ability to exert force on physical objects using muscles. It depends on the genetic fibre types. Composition body Endurance/Stamina Flexibility/Suppleness

Speed Strength



ACTIVITY 3

Complete the chart with the missing information.

English word Definition Catalan word

FORÇA

X CORPORAL

VELOCITAT

FLEXIBILITAT

RESISTÈNCIA



Lesson 6: MOTOR SKILLS

ACTIVITY 1

Transfer information.

1. Give the students the text “motor skills” about basic information.

2. Ask them to read it carefully and check, in groups, the most important vocabulary.

3. Hand out the concept map and ask them to fill it in.

ACTIVITY 2

Fill the gaps. Individual and pair work.

1. Hand out the document “Floorball players: Abilities and skills”.

2. Ask the students to fill the gaps with the most proper word. Remind them they can

use the information from activity 1.

(For slow students, give them the missing words in a box below)

3. Put the students in pairs and make them compare their works.

4. Hand out the complete text (key) and make the students, in pairs, check their partner

text.

5. Tell them to explain the partner’s mistakes.



ACTIVITY 1

Read the following text and complete the chart.

MOTOR SKILLS Definition A skill that allows skeletal muscles to be used effectively in a goal directed manner. Motor skills depend on the proper functioning of the brain, skeleton, joints and nervous system.. Types Gross motor skills: the abilities acquired during infancy such as standing up, walking and running. These movements come from large muscle groups and whole body movement. Fine motor skills: abilities to manipulate small objects; transfer objects from hand to hand and various hand-eye coordination tasks. These movements come from smaller muscle groups. Main motor skills involved in sports Precision

Agility: in sports, the ability to respond to an opposing player. This requires a combination of balance, coordination, speed, reflexes and strength. Balance: prevents the player from falling over when running, dribbling, changing direction or changing speed while playing. Coordination: can be gross motor coordination and refers to walking, running jumping...; or fine motor coordination, refers to manipulate small objects, usually involving vision. - Sensory-motor coordination: visual motor coordination: provides feed-back on the position of the body in space. - Left-right coordination, activities with left and right arms and legs - Flexor-extensor alternation: the coordination and balance between flexor and extensor muscles while moving.



Gross coordinat.

MOTOR SKILLS

BALANCE



ACTIVITY 2

Fill the gaps with the suitable word.

Floorball players: Abilities and Skills.

Physical _____________ is the capacity of the heart, blood

vessels, lungs and muscles to function at optimum efficiency.

General fitness is the result of regular

__________________, proper diet and rest. Specific fitness

is the person’s _______________ to perform in a specific

sport efficiently.

Fitness is determined by different factors:

- Body composition. Describes the percentage of

fat,_______________ and _______________ in human

bodies.

- _________________. Ability of the heart to provide

__________________ to muscles during _______________

____________________ for a prolonged period of time.

- Flexibility. _____________________ to enlarge the

distance between the flexed position and extended position of

a particular _______________ or muscle group.

- Speed. The ability to run or do a sport action as fast as

possible.



- ___________________. Ability to exert force on physical

objects using _______________. Is determined by muscle

______________ types.

Motor skills depend on the proper functioning of the

________________, skeleton, ________________ and

nervous system.

Gross motor skills come from _______________ muscle

groups. Fine motor skills are abilities to manipulate small

objects from ___________ to _____________, and various

hand-eye ______________________ tasks.

The main motor skills involved in sports are:

- Precision

- ____________________, stops the player from falling over

while playing

- Agility, or ability to respond to an opposing player. It

requires a combination of _________________,

_________________, _________________, reflexes and

strength.

- _________________________, can be gross or fine

depending on the size of the muscles involved. Three main

types of coordination: sensory-motor,_________________

coordination and flexor-extensor alternation.



ACTIVITY 2

Floorball players: Abilities and Skills Key. Physical fitness is the capacity of the heart, blood vessels, lungs and muscles to function at optimum efficiency. General fitness is the result of regular exercise, proper diet and rest. Specific fitness is the person’s ability to perform in a specific sport efficiently. Fitness is determined by different factors: - Body composition. Describes the percentage of fat, bone and muscle in human bodies. - Stamina. Ability of the heart to provide oxygen to muscles during physical activity for a prolonged period of time. - Flexibility. Ability to enlarge the distance between the flexed position and extended position of a particular joint or muscle group. - Speed. The ability to run or do a sport action as fast as possible. - Strength. Ability to exert force on physical objects using muscles. Is determined by muscle fibre types. Motor skills depend on the proper functioning of the brain, skeleton, joints and nervous system. Gross motor skills come from large muscle groups. Fine motor skills are abilities to manipulate small objects from hand to hand, and various hand-eye coordination tasks. The main motor skills involved in sports are: - Precision - Balance, stops the player from falling over while playing - Agility, or ability to respond to an opposing player. It requires a combination of balance, coordination, speed, reflexes and strength - Coordination, can be gross or fine depending on the size of the muscles involved. Three main types of coordination: sensory-motor, left-right coordination and flexor-extensor alternation.



Lesson 7: TECHNIQUES

ACTIVITY 1

Listening exercise.

“Understanding the game”

http://www.southernvipers.com/dvdmenu.htm

1. Ask the students to listen to the video about floorball techniques carefully

and to write the words they can understand. You can play it twice.

2. Hand out the text with some missing words and ask the students to fill the

gaps.

3. Play the video again and ask them to complete the gaps with the words

given.

Key text

To play successfully in different game situations one has to optimize one’s

individual capabilities.

Elite players stand out due to the excellent understanding of the game. This

means, in different game situations, they quickly select the best option.

The player with the ball generally has three options:

He is in a scoring position:

- Can he shoot at the goal? He takes a shot

His opponent covers the line of shot:

- Is there a team mate better positioned to whom the ball can be passed? He

passes the ball

The line to goal is covered and the team mate is no t ready to receive the

ball:

- Can he succeed one on one? He retains the ball and beats his opponent.”

game ball one on one passes beats team

mate scoring opponent receive shot

capabilities



Listening exercise. “Understanding the game”

Fill the gaps with the words below. Listen to the video and

check.

To play successfully in different game situations one has to

optimize one’s individual ________________________.

Elite players stand out due to the excellent understanding of

the ______________. This means, in different game

situations, they quickly select the best option.

The ______________with the ball generally has three

options:

He is in a ______________ position:

- Can he shoot at the goal? He takes a _____________.

His __________________ covers the line of shot:

- Is there a __________ ____________ better

positioned to whom the _____________ can be passed? He

________________ the ball

The line to goal is covered and the team mate is not ready

to ______________ the ball:

- Can he succeed ________ _____ ___________? He

retains the ball and ___________ his opponent.

game ball one on one passes beats team mate

scoring opponent receive shot capabilities

player



ACTIVITY 2

1. Mutual dictation.

Work in pairs. Each student has a list of key words which they dictate to their

partner.

• For advanced students: they read the whole word.

• For slow students: they read it letter by letter.

2. Loop game: Word cards. Work in pairs.

Student A has the English cards. Student B has the Catalan cards.

Student A starts putting one word on the table. Student B has to look for the

Catalan word meaning the same. If student B doesn’t know the Catalan word,

student A can put another English word. The winning player is the one who

finishes with the smaller number of cards.

3. Matching activity.

Match sentence beginnings and endings to make the key word definitions.

This activity will be done by the fast finishers of loop game.

When they finish, the students dictate the definitions to their partners.



Mutual dictation

STUDENT A STUDENT B

1. ACCURACY 1. TEAM MATE

2. SHOOT 2. RECEIVE

3. GRIP 3. BEAT

4. PASS 4. BACKHAND

5. FEINT 5. BLADE

6. SCORE 6. DRAG SHOT

7. OPPONENT 7. STICK HANDLING

8. FOREHAND 8. CUSHION

9. SLAP SHOT 9. GAME

��



STUDENT A STUDENT B

1. __ __ __ __ __ __ __

__ 1. __ __ __ __ __ __ __ __

2. __ __ __ __ __ __ __ 2. __ __ __ __ __

3. __ __ __ __ 3. __ __ __ __

4. __ __ __ __ __ __ __

__ 4. __ __ __ __

5. __ __ __ __ __ 5. __ __ __ __ __

6. __ __ __ __ __ __ __

__ 6. __ __ __ __ __

7. __ __ __ __ __

__ __ __ __ __ __ __ __ 7. __ __ __ __ __ __ __ __

8. __ __ __ __ __ __ __ 8. __ __ __ __ __ __ __ __

9. __ __ __ __ 9. __ __ __ __ __ __ __ __

��



Loop game

receive rebre

game partit

grip presa

cushion esmorteir

forehand drive

pass passada

drag shot xut arrossegat

accuracy precisió

blade peu de l’estic

��



shoot xutar a porta

opponent adversari

stick handling pressa de l’estic

score marcar

beat batre

team mate company

backhand revés

slap shot xut sec

feint finta

��



BEGINNINGS

Definitions matching activity

RECEIVE is to get the ball . . . . .

GAME is a sport event, with rules. . . . .

GRIP is . . . . .

CUSHION is the action of reducing effects. . . . .

FOREHAND is hitting the ball with . . . . .

PASS is kicking, hitting or throwing the ball to . . . . .

DRAG SHOT is hitting the ball with a long swing and a long

time contact . . . . .

ACCURACY is the ability . . . . .

BLADE is the flat part . . . . .

��



SHOOT is throwing or kicking a ball . . . . .

OPPONENT is the player . . . . .

STICK HANDLING is the way . . . . .

SCORE is to get a point . . . . .

BEAT is to defeat someone . . . . .

TEAM MATE is someone who is . . . . .

BACKHAND is to hit a ball using . . . . .

SLAP SHOT is to hit the ball quickly . . . . .

FEINT is a movement that you pretend to make . . . . .

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ENDINGS

. . . . . when your team sends it to you.

. . . . . in which people take part in a competition.

. . . . .the action of holding something.

. . . . . of a passing or a shot.

. . . . . the face of the blade forwards.

. . . . . another player in a sports team.

. . . . . between the blade and the ball.

. . . . . to do something with precision.

. . . . . at the end of the stick.

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. . . . . in an attempt to score goals or points.

. . . . . you are playing against.

. . . . . you use the stick.

. . . . . in a game or sport.

. . . . . in a game or in a sport competition.

. . . . . in the same team as you.

. . . . . the backhand side of the blade.

. . . . . with a short swing.

. . . . . to trick an opponent in a sport.

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Definition’s key.

Receive is to get the ball … when your team mate sends it to you.

Game is a sport event, with rules, … in which people take part in competition.

Grip ... is the act of holding something.

Cushion is the action of reducing the effects ... of a passing or shot.

Forehand is to hit the ball with ... the face of the blade forwards.

Pass is to kick, hit or throw the ball to ... another player in a sports team.

Drag shot is a shot with a long swing and a long time contact ... between the

blade and the ball.

Accuracy is the ability ... to do something with precision

Blade is the flat part ... at the end of the stick

Shoot is the action of throwing or kicking a ball … in an attempt to score goals

or points.

Opponent is the player ... you are playing against.

Stick handling is the way ... you use the stick.

Score is to get a point ... in a game or a sport.

Beat is to defeat someone ... in a game or in a sport competition.

Team mate is someone who is ... in the same team as you.

Backhand is to hit a ball using ... the backhand side of the blade.

Slap shot is to hit the ball quickly ... with a short swing.

Feint is a movement that you pretend to make ... to trick an opponent in a

sport.



ACTIVITY 3

1. Predicting activity.

Watch the different video clips about: passing, receiving, dribbling,

shooting, feints and protecting the ball, in mute.

http://www.southernvipers.com/dvdmenu.htm Ask the students to predict what skills the video shows.

2. Play the clips again with sound and ask the students the same question.

ACTIVITY 4

Work in groups of 4 or 5.

1. Tell the students they are going to work in one technical action. Assign

passing and others to advanced students, and receiving, dribbling and

shooting to slow ones.

2. Hand out a sheet of paper with 21 numbered pieces of information and one

box with missing information related to the action assigned to each group.

3. Ask each group to select those they need to fill their technical action

information box.

4. Give the students the key handout to check the work.



PASSING

Aim

Characteristics

Position

Types

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RECEIVING

Aim

Characteristics

Position



DRIBBLING

Aim

Characteristics

Position

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SHOOTING

Aim

Characteristics

Types



OTHERS

Protecting

ball.

How?

Feint.

Types

Stick handling.

What is it?

��--------------------------------------------------------------------------------------------------



Mixed techniques information

1. gain possession of the ball

2. accuracy (precision)

3. body head up/ blade on the floor

4. grip: one hand/ two hands

5. direction: forehand/ backhand

6. ball movement place: air/ floor

7. keep possession of the ball and create scoring chances

8. cushion with stick and body (together or separately)

9. ball should be received in front of the body, near to the front foot

10. hold the possession ball

11. eye-ball-stick-coordination needed

12. ball stay closed to the blade: one hand grip to gain distance/ two hands grip if an opponent is close

13. score a goal

14. grip, hardness, body position, etc. according to the game situation

15. direction: forehand shot/ backhand shot

16. stick-ball contact time: drag shot/ slap shot

17. using your body (keep your body between ball and opponent)/ using the stick

18. body/ stick feint

19. passing/ shot feint

20. basic skill needed to control, pass and shoot the ball with the floorball stick



Technique’s information key. 1. PASSING Aim: gain possession of the ball Characteristic: accuracy (precision) Position: body head up/ blade on the floor Types: - Grip: one hand/ two hands - Direction: forehand/backhand - Ball movement place: air/floor 2. RECEIVING Aim: keep possession of the ball and create scoring chances. Characteristic: cushion with stick and body (together or separately) Position: ball should be received in front of the body, near the front foot. 3. DRIBBLING Aim: hold the position ball Characteristic: eye-ball-stick-coordination needed Position: ball stay closed to the blade/ one hand grip to gain distance/ two hands grip if an opponent is close. 4. SHOOTING Aim: score a goal Characteristic: grip, hardness, body position…. according to the game situation. Types: - Direction: forehand shot/backhand shot - Stick-ball contact time: drag shot/slap shot (wrist shot) 5. OTHERS Protecting ball: using your body (keep your body between ball and opponent)/ using the stick. Feint: false value about a movement. - Body/Stick feint - Passing/Shot feint. Stick handling: the basic skill needed to control, pass, and shoot the ball with the floorball stick.



Lesson 8: TECHNIQUES AND TACTICS.

ACTIVITY 1

True/false journey

1. Give the students the handout with one game diagram and four sentences describing

it.

Hand out the path game sheet too.

2. Ask the students to read the first sentence. If they think it is true considering the

diagram, they have to move right. If they think it is false, they have to move left.

The students have to repeat this for all sentences.

Ask them where they have arrived and check the answers. (Madrid).



DIAGRAM LEGEND

Player moving without ball Passing Player moving with ball

Shooting Offensive player

Opponent



• The orange player, with ball, passes

it to the purple mate and runs

forwards.

• The purple player, after receiving,

goes forward dribbling the opponent

and, finally, loses the ball.

• Player who started the action

receives the ball dribbles to avoid

the opponent and shoots.

• One opponent try to bloc the game



ACTIVITY 2

Describing activity.

Writing and speaking. Work in groups of 3 or 4.

1. Tell the students they are going to describe the actions shown in the diagram. They

can only use 8 steps maximum. Remind them they should use vocabulary and diagram

legend learnt before.

2. Hand out the four different diagrams considering that fast students should describe C

and D and slow students A and B. (Each diagram will be described by two groups).

3. Ask the groups with the same diagram to describe, join and check.

4. The two groups explain their diagram to the rest of the class.



Diagrams key

Diagram A Diagram B

• Purple player starts passing

the ball to orange player and

moves forward.

• Orange receives dribbles the

opponent and….

• Pass the purple one who….

• Continues dribbling and

shoots.

• Purple starts back to the goal

• Purple passes to orange and

turns to goal moving forward

• Dribbles forward and…..

• Orange dribbles the opponent

and shoots or….

• Pass the purple player who

dribbles and shoots.

Diagram C Diagram D

• Goalkeeper starts passing on

the left purple player

• Orange player continues the

game on the right

• Purple receives and dribbles

forward till he/she finds the

opponent and….

• Pass the orange player or…

• Dribbles the opponent and

shoots.

• Purple player starts dribbling

forward avoiding the opponent

• The blue one continues the

game on the left and the

orange moves forward on the

right.

• Purple passes the ball to the

blue player who has two

options...

• Passes the ball to the orange

who is free or….

• Continues dribbling and

shoots.



• _____________________________________________

________________________________________________

• _____________________________________________

________________________________________________

• _____________________________________________

________________________________________________

• _____________________________________________

________________________________________________

• _____________________________________________

________________________________________________

• _____________________________________________

________________________________________________

• _____________________________________________

________________________________________________

• _____________________________________________

A Describe in 8 steps maximum, what happens in the diagram



• _____________________________________________

________________________________________________

• _____________________________________________

________________________________________________

• _____________________________________________

________________________________________________

• _____________________________________________

________________________________________________

• _____________________________________________

________________________________________________

• _____________________________________________

________________________________________________

• _____________________________________________

________________________________________________

• _____________________________________________

B Describe in 8 steps maximum, what happens in the diagram



• _____________________________________________

________________________________________________

• _____________________________________________

________________________________________________

• _____________________________________________

________________________________________________

• _____________________________________________

________________________________________________

• _____________________________________________

________________________________________________

• _____________________________________________

________________________________________________

• _____________________________________________

________________________________________________

• _____________________________________________

C Describe in 8 steps maximum, what happens in the diagram



D Describe in 8 steps maximum, what happens in the diagram

• _____________________________________________

________________________________________________

• _____________________________________________

________________________________________________

• _____________________________________________

________________________________________________

• _____________________________________________

________________________________________________

• _____________________________________________

________________________________________________

• _____________________________________________

________________________________________________

• _____________________________________________

________________________________________________

• _____________________________________________



ACTIVITY 3

Speaking and describing activity.

Work in groups of 4.

http://www.xfloor.tv Swedish Cup final

http://www.southernvipers.com/framesetvideos.htm Junior floorball: 7 and 10 years old.

Using the General information text, explain to the students the basic concept of

technique and tactic.

1. Tell the students they are going to watch a video showing short pieces of game.

Group them in similar levels.

2. Give the advanced groups website reference:” xfloor.tv” and ask them to click on

“Swedish Cup Final”.

Give the slow students website reference: “southernvipers.com” and ask them to click

on “video 7 years old” (or “video 10 years old”).

3. Ask the students to comment the images as if they were sport commentators.

4. Give them the “Useful vocabulary handout”



USEFUL INFORMATION

A players profile is made up by technical and physical abilities together with game

sense. Tactics consist of understanding the game, reading the game and decision

making. Reading the present game situation and predicting the next action helps the

player to make the best decision depending on the position they are in. Individual tactics

are best learned with the help of game situation roles.

Game situation roles

The ball carrier has three options. First aim is to score, therefore or shoot. The second

option is passing to a player who has better chance to shoot. The third option a ball

carrier has is to dribble the ball into a better position to shoot or pass. This demands

reaction speed and the ability to read the game. Even though the ball carrier has the

responsibility to make the decision, the non-ball carriers also have the responsibility to

assist him/her by screening, creating space and passing lines. Inside the game, all the

roles and duties interact. They all demand the player’s ability to estimate space, speed,

direction and time.



USEFUL VOCABULARY

Offensive player with the ball Offensive player without the

ball Individual tactics

• Receiving a pass/ gaining the possession of the ball

• Protecting the ball • Shoot • Pass • By dribbling move to a better

position to shoot or pass

Individual tactics

• Create passing lanes by moving • Keep close distance to the ball

carrier • Create space for the ball

carrier • Get open for a pass or a shot • Screen the goalkeeper • Readiness to defend

Technical skills

• Movement • Stick handling • Feints/fakes • Passing • Shooting • Protection of the ball • 1 vs. 1

Technical skills

• Movement • Screening • Feints/fakes • Receiving a pass • 1 vs. 1

Defending a player with the

ball

Defending a player without

the ball Individual tactics

• Angling the ball carrier to less favourable areas

• Denying space • Stealing the ball • Blocking passing lanes • Blocking shoots • Readiness to attack • Active man cover and slowing

down the opponent

Individual tactics

• Man cover • Blocking passing lanes • Readiness to attack • Keep eye contact on both, the

ball and the opponent • Stay between the opponent

and own goal

Technical skills

• Changing the direction of movement

• Blocking passing lanes and shots

• Stick obstruction • Interceptions • 1 vs. 1

Technical skills

• Changing the direction of movement

• Blocking passing lanes • Covering man • Stick obstruction • 1 vs. 1

teachers’s notes lesson 1: introduction2 2...unit 1: floorball lesson 2 teachers’s notes paqui...

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