· web viewvels unit: football codes program level: level 4 the aim of the football codes unit...

VELS Unit: Football Codes

Program Level: Level 4

The aim of the football codes unit is to give students an adequate understanding of the games of AFL and Rugby, including; rules, skills, tactics and game sense activities. Throughout this unit, students will be given the opportunity to refine and add to their motor-skill base by improving their AFL and Rugby skill levels. Students will work on the following AFL skills including the handball, drop punt, mark as well as the Rugby skills of pass and kick.Students will increase their proficiency in these skills by applying them to activities of varying difficulty in both competitive and non-competitive settings. Students will also learn multiple tactics that can be applied to competitive games of AFL and Rugby to improve individual and team performance. The tactics that students will learn will be moving into space, switching play and drawing an opponent.Students will get the opportunity to assume different roles in a recreational football environment, including; coaches, umpires and captains.Students will have an opportunity to design and implement an activity using training methods specific to AFL or Rugby.

Concept or Skill Activities Resources

Introductory/

Warm Up

Activities

Activity 1: Handball Tag

1. Make two students taggers and two students savers; taggers wear colour bands, savers get footballs.

2. Other students run around the playing trying to avoid the taggers.

3. If a student is tagged they have to do star jumps until they are saved.

4. Student’s area saved by receiving three handballs off the savers.

Modifications- Students pick up three rolled handballs from the savers- Students receive three over head marks from the

savers

Teaching points- Move constantly- Eyes focused forward

Safety- Students be aware of others moving in the same area- Shoe laces tied up

Equipment- 2 colour bands- 2 footballs- 4 cones

Time of activity: 10 mins

Activity 2: Rucks and Rovers

1. Split students into two group; rucks and rovers2. Each student is given a color band in which they tuck in

the back of their shorts3. The two groups stand in two lines standing 2 metres

apart opposite a partner4. If teacher yells rucks, the rucks have to make it to their

end zone before their partner steals their colour band5. If teacher yells rovers, the rovers have to make it to

their end zone before their partner steals their colour

Leigh Brown (RMIT

Lecturer) (modified)

Lee Anton-Hemm (RMIT lecturer) (modified)

band6. First to five wins

Modifications- Increase distance to end zones- Students start lying down on ground

Teaching points- Eyes focused forward

Safety - Be aware of others moving around you

Equipment- Colour bands


Activity 3: Goal square, Centre circle, Interchange bench

1. Students find a free space in the area.2. Students begin moving around in the area eg. Running,

skipping, hopping, side step etc. 3. When the teacher calls out goal square, students must

run to the ‘goal square’ and complete five star jumps.4. When the teacher calls out centre circle, students must

run to the ‘centre circle’ and complete five high knee jumps.

5. When the teacher calls out interchange bench, students must run to the interchange bench and find five different students to high five.

6. Continue for duration of activity.

Own Activity

Modifications- Increase difficulty of activities eg. Goal kick, handball- -Increase/decrease commands

Teaching points- Eyes focused forward

Safety- Be aware of others moving around you- Shoe laces tied up

Equipment- Cones


Activity 4: Shuttle Runs

1. Students stand in line with one set of cones2. On the teacher’s go students have to run up to another line

of cones 20m away3. Activity it repeated using different forms of locomotion

1. Running forwards2. Running backwards3. Skipping4. Double-foot jumping5. High knees6. Butt kicks7. Shuffling sideways

Modifications- Increase / decrease distance ran

Teaching points- Encourage speed and agility

Safety- Watch out for collisions by keeping their heads up

Equipment- 2 cones


Keith Burns (AFL

Victoria)

Activity 5: Rules Handout

- Students are given a handout to complete regarding the rules and skills of recreational football. This will show any prior knowledge the students have. - Students are encouraged to ask questions.- Teacher will also explain the contrasts / similarities of recreational football and AFL.

(Appendix 1)


Activity 6: Football Codes Training Design

- Students are to design their own warm up activity specific to either AFL or Rugby and teach it to the class.- Students will be assessed on the appropriateness of training methods for improvement of the football code.


Overall activity time: 95 minutes

AFL Development

Website

Keith Burns (AFL

Victoria)

AFL Skills:Kick / Handball / Mark

Activity 1: Partner Handball

1. Students find a partner and stand 2 metres apart.2. Students handball to their partner and their partner

handballs the ball back.3. After 10 successful handballs, students take a step

backwards.4. This continues for the duration of the activity.

Modifications-Increase/decrease distance of handball- Handball with opposite hand- Substitute handball for kick

Teaching points- Follow through- Contact ball above point- Ball rests in palm of hand- ‘Catch fist’

Safety

Keith Burns (AFL

Victoria)

- Be aware of others moving around you- Thumb not tucked into fist

Equipment- 1 football per pair


Activity 2: Quick hands

1. Students are divided into four even groups.2. Groups line up on each cone.3. One football starts at cone 1 and cone 24. Group 1 handball to group 3 as group 2 handball to

group 4.5. After the student receives the handball, they then

handball off to the next student in the opposite line.6. The student follows their pass and joins the end of the

line of the opposite group.7. Continue activity increasing/decreasing distance

between groups.

Modifications- Handball with opposite hand- Handball ball into ground- Add an extra ball (one goes over / one goes under)- Handball up high (add in overhead mark)

Teaching points- Rest ball on open palm- Contact ball with closed fist- “catch your fist”- Make ball spin backwards

Safety- Thumb outside fist- Appropriate spacing

Equipment- 2 footballs- 4 cones


AFCA coaches handbook

Activity 3: Kick to kick

1. Split students into pairs; each pair has a football and two cones.

2. Students place cones 5 meters apart and drop punt the ball back and forth working on accuracy.

3. If students kick and mark the ball 6 times in a row with minimal movement they can take an extra step back.

Modifications- Handball instead of kick- Students move cones closer together if partners don’t

successfully mark the ball

Teaching points- Watch ball onto boot- Correct hand position over the ball- Kick ball with bridge of foot not toes- Guide ball down to foot- Lean slightly forward

Safety- Adequate spacing between pairs

Equipment- 1 football per pair- 2 cones per pair


Activity 4: Lane work

1. Students split into groups of 62. Students split into half, one group behind one cone and

the other behind another cone 20 metres away3. Student who starts with the ball takes a few steps and

kicks the ball to a leading player from the other line and then runs to the back of the opposite line

4. Drill is repeated with multiple variations

Keith Burns (AFL

Victoria)


Modifications- Opposite foot- Roll ball along the ground- Handball up high- Handball down low- Add in a passive defender between the leader and the

rest of the team

Teaching points- Watch ball onto boot- Correct hand position over the ball- Foot should hit just under the point of the ball

Safety- Make sure playing area is clear of obstructions

Equipment- 1 ball per group- 2 cones per pair


Activity 5: Partner Throw and Mark

1. Students find a partner and line up 5 metres apart.2. One student throws the ball up into the air for their

partner.3. The partner attempts to mark the ball.4. After five successful marks, students swap positions.

Modifications- Increase/decrease distance between students- Increase/decrease height of throw- Kick instead of throw

Scott Armour (Scotch

College Physical

Education Teacher)

Teaching Points- Hand positioning- Keep eyes on target

Safety- Students are aware of positioning of other students



Activity 6: Gather and Handball

1. Students find a partner and line up 5 metres apart.2. One student rolls the ball in the direction of their

partner.3. The partner runs in, gathers the ball, handballs and runs

backward to starting position.4. This continues and after ten attempts, students swap

roles.

Modifications- Increase/decrease distance between students- Roll ball in different direction to increase difficulty- Kick instead of handball

Teaching points- Down low and behind the ball- Hands ready- Eyes on ball

Safety- Students aware of other groups in the area- Shoe laces are tied up- Students careful when running backwards




Scott Armour (Scotch College Physical Education Teacher)

Rugby Skills:Pass / Kick

Activity 1: Partner Pass Dylan Hides (NRL

Development)

1. Split students into pairs; each pair has a rugby ball and two cones.

2. Students place cones 5 meters apart and pass the ball back and forth, concentrating on technique and accuracy.

3. If students pass and catch the ball 10 times in a row with minimal movement they can take an extra step back.

Modifications- Students move cones closer together if partners don’t

successfully catch the ball

Teaching points- Hamburger grip- Pass from hit- Step, swing, push- Pass backwards


Equipment- 1 rugby ball per pair- 2 cones per pair


Activity 2: Partner Run and Pass 1. Students find a partner with each partner lining up

behind each cone.2. Students run and pass the ball back and fourth from the

first sets or cones to the second set of cones.3. Students complete the same activity on the way back on

the second course set up.


College Physical

Education Teacher)

Modifications- Add defenders



Equipment- 1 rugby ball per pair- 8 cones


Activity 3: Rugby Numbers

1. Students are divided into two even teams.2. Students of each team line up on each cone along

opposite sides of the area.3. Students are given a number between 1-104. When the teacher calls out a number, the corresponding

students from each team run to the middle to collect a rugby ball and run to the end of the line of their team.

5. The ball is passed along the line and back.6. The student runs the ball back out to the middle and

returns to their place in the line.7. A point is rewarded to the team that finishes first.

Modifications- Add additional ball- Two numbers called at a time- students pass ball

between each other


Safety

Dylan Hides (NRL

Development)

- Shoe laces tied up- Look forward whilst moving

Equipment - Cones- 2 rugby balls



Strategy / Tactics AFL

Activity 1: Square Passing (moving into space)

1. Split students into groups of four2. Three students stand on cones whilst the fourth student

is a passive defender3. Students on the outside of the square pass the ball

around the edges of the square and try to keep the ball off the defender

4. Students without the ball need to make sure the player with the ball always has two free options available

5. Students are able to kick or handball6. Question students on the importance of moving into

space

Modifications- Opposite foot / hand- Aggressive defender- Increase / decrease size of playing area

Teaching points- Make sure student with ball always has two free

options available

Safety - Students need to avoid collisions- No tackling

Equipment- 1 ball per group- 4 cones per group


Activity 2: Keepings off game (moving into space and

Keith Burns (AFL

Victoria)

Keith Burns (AFL

drawing the defender)

1. Students are split into groups of ten2. Each group has two teams of four and two neutral

players who are always on the team in possession3. Team has to make five successful handballs in a row to

score a point

Modifications- Increase / decrease number of neutral players- Increase / decrease size of playing area- Add in an extra ball- Add three teams of ten students and two balls, when

the whistle is blown whoever is in possession of a ball gets a point for their team

Teaching points- Create space for the player with the ball- Draw defender before passing- Move into space when you don’t have the ball- Pass the ball to the free player

Safety- Students need to avoid collisions- No tackling

Equipment- 2 balls per group- 4 cones per group- 1 set of color bands


Activity 3: Handball End zone

1. Students are divided into two teams.2. Each team must handball the ball in an attempt to reach

a player standing in the end zone.3. A point is received for each successful possession in the

end zone.

Victoria)


Modifications- Decrease/increase size of area- Decrease/increase size of end zone- Add ball



Equipment- 1 football- 2 sets of colour bands- 8 cones


Activity 4: Square leading into space

1. Students are divided into four even groups.2. Groups stand behind four cones in a square formation.3. In a clockwise direction, students lead out to receive a

handball.4. This student then handballs to the student from the next

cone.5. Students then join the next line.6. This continues around the square for the duration of the

activity

Modifications- Kick instead of handball- Increase/decrease distance between cones


- Add ball

Teaching points- Move into space to receive the ball- Pass out in front of moving player- Receive ball on the move.


Equipment- 4 cones- 1 football


Activity 5: Diamond Kick and Handball Drill

1. Students line up evenly behind the four cones.2. The footballs start at the far points of the diamond.3. Student 1 kicks to student 2 on the ‘wing’. Student 1

then runs forward to receive a handball from student 2.4. Student 1 then kicks to student 3 and joins the end of

the line.5. The same process occurs on the opposite side.6. This continues until the end of the activity.

Modifications- Increase/decrease distance between cones- Add ball

Teaching points- Move into space to receive the ball- Pass out in front of moving player- Receive ball on the move.


Equipment- 4 cones- 2 football


Rugby

Own Activity

Activity 1: 3 on 2 Passing Drill

1. Students find a partner with each partner lining up behind each cone.

2. Students run and pass the ball back and fourth from the first sets or cones to the second set of cones.

3. Two defenders act as a passive defender.4. Students complete the same activity on the way back on

the second course set up.

Modifications- Add additional defenders



Equipment- 1 rugby ball per pair- 8 cones


Activity 2: Rugby Keepings off

1. Students are split into groups of ten2. Each group has two teams of four and two neutral

players who are always on the team in possession3. Team has to make five successful passes in a row to

score a point.


College Physical

Education Teacher)

Dylan Hides (NRL

Development)

Modifications- Increase / decrease number of neutral players- Increase / decrease size of playing area- Add in an extra ball- Add three teams of ten students and two balls, when

the whistle is blown whoever is in possession of a ball gets a point for their team


Safety- Students need to avoid collisions- No tackling

Equipment- 2 balls per group- 4 cones per group- 1 set of color bands


Activity 3: Rugby Endzone

1. Students are divided into two teams.2. Each team must pass the ball in an attempt to reach a

player standing in the end zone.3. A point is received for each successful possession in the

end zone.

Modifications


College Physical

Education Teacher)

- Decrease/increase size of area- Decrease/increase size of end zone- Add ball



Equipment- 1 rugby ball- 2 sets of colour bands- 8 cones



Different roles in the sporting environment

Activity 1: SEPEP Organisation

1. Explain the concept of SEPEP to the students.2. Teacher organizes the students into three

teams of even ability.3. Once teams are organised, the specific roles can

be implemented by the students within the team. These roles include coach, umpire, scorer, captain, trainer, team manager etc.

4. Teams names.5. Team managers work together to write up

roster of round robin games.


Activity 2: SEPEP Recreational Football Round Robin

1. In accordance to the roster, students play games of recreational football within the defined rules of recreational football.

2. The team who is not playing at the current time will assume the roles of umpires, scorers, etc.

3. After all preliminary games are played a grand final is played between the best two teams to determine the grand champions.

Modifications- Increase number of teams

Lee Anton-Hemm (RMIT

Lecturer)


Lecturer)

Teaching points- Create space for the player with the ball- Draw defender before passing- Move into space when you don’t have the ball- Pass the ball to the free player- “Switch play” - Everyone must be included and have their own job

Safety- Playing surface is suitable and safe for game activities

Equipment- Recreational Football tag belts- Whistles for umpires- 1 football


Activity 3: Presentations:

- Presentation will be made to winning team- Presentation will be made to best player and most improved player from each team- Participation certificates will be given to all the students


Activity 4: Written report:

- Students write a written report for homework on the different roles in a game of football and more specifically on their role in the team, including; their responsibilities, what they believed the challenges were, how they believed they went and if they had to do it again what improvements would they make.- Students are to hand in report as part of their assessment

Time of activity: 30 minutes


Unit Plan: 500 minutes


Lecturer)

Own Activity

Assessment for the football codes unit:

Practical SessionsFor the football codes unit students will be assessed on their skill level of each skill / strategy in AFL using the rubrics found below. The teacher will assess each student throughout the uni. The minimum standard is for students to be able to complete confidently at least 3 of the teaching points for each skill. Rugby skill is not assessed but commented in the overall report.

Drop punt:Component Rarely performs the

component correctlySometimes performs the component correctly

Mastery:Always performs component correctly

Watches ball onto boot

Holds the ball correctlyLean slightly forwardKick ball with bridge of foot not toesGuide ball to foot

Handball:Component Rarely performs the



Rest ball on open palmStep forward with opposite foot“catches” fistContact ball with closed fistBall spins backwards

Mark:Component Rarely performs the



Eyes on ballMark ball in front of bodyMoves to the ballHands in correct position

Team Tactics:Component Rarely performs the



Moves into space without possessionDraws the defender before passingCreates space for the player with the ballPass ball to free player

Football Codes Training DesignStudents will be given a mark out of 25 for their written report and practical presentation, designing and implementing a warm up activity specific to either AFL or Rugby. The assessment will be determined in regards to the Rubrics shown below.

Marking criteria 0Not Shown

1Poor

2Fair

3Good

4Very Good

5Excellent

Specificity of activity to sportAppropriateness of training

methods to improvementQuality of written report (grammar, punctuation, sequence)Quality of practical presentation(clear voice, demonstration, enjoyable)TOTAL /20

SEPEP Recreational Football ReportStudents are required to submit a written report in relation to their role in the team, including; their responsibilities, what they believed the challenges were, how they believed they went and if they had to do it again what improvements would they make.

Students are to hand in report as part of their assessment. Students are given an S or N mark for this assessment.

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