Health and Physical Education

Learn, Grow and Succeed through

doing

Unit Title: CHALLENGE YOURSELF

Demonstrate willingness to accept challenges, learn new skills and strategies, and extend their abilities in movement-related activities.
Why Teach this unit, what relevance will it have for students?
Students need to develop responsible and positive attitude towards learning new activities and participating in challenging
physical activities. Students will learn about being responsible for their own learning but also how their personal participation in
physical activity can affect others learning.
Curriculum Level 4
Strand: Movement concepts and Motor skills

Achievement Objective: Demonstrate willingness to accept challenges

Learn new skills and strategies
Extend their abilities in movement related activities
Values: Highlighted in this unit: Excellence, Innovation, Diversity, Respect, Equity, Community and participation, Ecological
Sustainability, Integrity.
Values which are most appropriate for this unit?

How will this unit support and encourage students to develop these values.

Respect

Students will respect each other and develop responsible attitudes towards
participating in PA.

Community and participation

Students will have to learn to work positively and effectively within their
team.

Key Competencies: Which key competencies are explicitly taught in

CHALLENGE YOURSELF

Key Competencies

Which ones are most applicable to this unit. Which ones will be explicitly taught
and which will be developed?

Managing Self- Self-motivation, personal goals, appropriate

behaviour, resourcefulness, sense of self and importance of
heritage.

Setting personal goals to improve skills/ strategies in specific physical activities.

Relating to Others- Listen actively, recognise different points of

view, negotiate, share ideas.

Students will participate in a range of physical activities and work in groups/

teams.

Participating and Contributing- Balancing rights, roles and

responsibilities, and responding appropriately as a group member.

Students will be able to identify the roles and responsibilities they have in each
game and how these contribute to the success of the team- these can be
through improving skills and strategies in the game.

Thinking using creative critical, metacognitive and reflective

processes, drawing on personal knowledge and intuitions.

Students will need to be reflective and be able to identify their strengths,

weaknesses, opportunities and threats.

Underlying Concepts: Which Underlying concepts are taught in this unit?

hauora- The need for students to come to understand wellbeing
and how its interconnected.

There will be a specific link between the physical and mental areas of Hauora.
Students will participate, reflect and then make changes to their performance

Socio-ecological perspective- students need to understand the

role and place of influences that may affect their motivation,
confidence, and competence

Students will identify that others can play a big impact on the performance of
the team through the roles and responsibilities that they play within a game.

Health Promotion- The need for students to understand

processes that develop and maintain a supportive physical and
emotional environment.

Students will work together to improve their strengths and weaknesses related
to the unit. This will work more effectively with the support and encouragement
of team mates.

Attitudes and Values- The need for students to understand the

role and place of the attitude and values (from HPE learning area).

Positive attitude will be needed by participants as students may find this

challenging and at times hard. They will need to persevere in order to achieve in
this unit.

What do we want to teach?

Students to learn to challenge themselves

Students to try new activities- modified games that are not just normal sports
Students to be responsible for their own participation- self management.
Students to develop specific skills/ strategies involved in the TGFU activity.

Why?

So that students become more responsible for their own learning in all HPE lessons
So that students develop skills/ strategies that they can transfer to different activities/ sports throughout the year.

Assessment

SWOT analysis- Written Assessment

Strengths- Skills/ Strategies I have in the chosen game
Weaknesses- Skills/ strategies I still need to improve
Opportunities- What will you do to try to improve the skills/ strategies you highlighted in the weaknesses box.
Threats- Did it work? If so how do you know? If not what stopped you.

Learn, Grow and Succeed through doing

What students need to know about CHALLENGING YOURSELF?

Demonstrate willingness to accept challenges, learn new skills and strategies, and extend their abilities in movementrelated activities.

What?
1. Challenges
2. Skills
3. Strategies
4. Ways to improve/ skill learning

Learning Outcomes
Students will be able to
Identify the different challenges

Breakdown
1. What are the different challenges
in each of the activities/ TGFU
games etc
2. What are the specific skills that are
necessary in the game/ activity
3. What are the key strategies within
the TGFU unit
4. What are some of the ways that
individuals/ the class can improve
their performance in the game/
activity.
Success Criteria
I can.
Write down a challenge that I have

How to implement
SWOT analysis
Strengths- Skills/ Strategies I have in
the chosen game
Weaknesses- Skills/ strategies I still
need to improve
Opportunities- What will you do to try
to improve the skills/ strategies you
highlighted in the weaknesses box.
Threats- Did it work? If so how do you
know? If not what stopped you.
Evaluation
(End of the unit review)
Are there any areas that you think could

that they are faced with when

participating in PA
Identify the skills that they need to
be able to demonstrate in order to
play the game
Identify the strategies that they
need to be able to demonstrate in
order to play the game
Identify the different ways to
improve their skills and strategies
Apply skill learning to improve
their skills/ strategies in the game

found when participating in a

specific game
Say or write down the skills/
strategies that are important in
the specific game
Choose one strategy to improve
my skills/ strategies to play the
game/ perform better
Apply the strategy to improve
skills/ strategies in the game

have been put into the unit?

Are there any areas that you think could

be removed from the unit?

Overall comments, suggestions.

Lesson #1 Introduction: Soccer TGFU Approach

Equipment

Soccer Balls, Bands, Cones

Student Learning Outcomes (LO):

To introduced the concept of finding space.

By the end of this lesson, students will have:

All students will understand the concept of space.

All students will be able to into space.
Some students will be able to find space and receive the ball.

Lesson:

Warm Up (15mins)
Use this warm up game to assess students. This will provide you with the knowledge you will need to differentiate.
Place students into to small sided games - Students get into groups of 5s/6s, one player is the attacker and the
other two are defenders. The defenders try to keep the ball away from the defender.
Players can go anywhere, allow students to play for a few minutes then walk around to the different groups to
question.
Switch the roles around, play three times.
Stop the game and ask some questions.
When should you pass the ball?
When the person on your team is in space.
If you dont have an option to pass what should you do?
Protect the ball, encourage your team mates to move into space away from defenders.
If you havent got the ball, where should you run?
Into space away from the defender
Important Stop individual groups and question. Use observation to asses class level.

Main Teaching Content Wall ball (25 mins)

Place class into two team (Best played in the gym)
Students form two lines facing one another. A teacher calls out a number. If the teacher calls out one, then one student
from each team come and stand in the middle.
The teacher throws the ball into the middle and the students must try and score a goal by kicking the ball through the
opposing teams line.
There are no boundaries so allow the play to flow. While students they are waiting for their turn, they must act as goal
keepers.
Stop the game after a while and ask some questions.
Questioning What types of passes work best?
Short quick passes to evade the defender Show students what it looks like.
How can the ball be moved more successfully? With just one person on your team or more than two.

Where is the best place to stand when someone on your team has the ball? -SPACE
What does space look like and how can you find it?
When the defender is out of position and the other attacker is in a position to receive the pass.

Figure 1:

x
x
x

x
x

x
x

Conclusion
AFL Assessment for learning:
How did you successful find space? DISCUSS.
Name one thing that you couldnt do at the start of the lesson?
Think about one think you would like to improve upon for next lesson.
Use your questioning to develop
Lesson #2 Soccer TGFU Approach

Equipment

Soccer Balls, Bands, Cones

Student Learning Outcomes (AO):

By the end of this lesson, students will have:

Continued to develop strategies that are necessary to defend and attack in soccer.

By the end of this lesson, students will have:

All students will be able to move with the ball.

All students will be able to identify how they used space in the games.
Some students will be to pass accurately while still find space to receive the ball.

Lesson:

Warm Up (10 mins)

Mark out 5x5 metre area. Each student receives a ball. Students asked to move around the area with their ball.
Each student receive a football.
- Play kickout Students must run move around the area trying to kick of students ball out the area. Once they are out
students come stand at the side.

Main Teaching Content FOOSBALL (30 mins)

A form of soccer where the students are linked to their team mates and limited to a specific zone so that the
game looks just like a table soccer (foosball) game.

The Plan:
Divide the class into two even teams
Each team begins in a 2-3-4 formation with 2 defenders, 3 mid-fielders and 4 attackers and 1 goalie
Important, divide the pitch into four different zones. Players cannot leave the zones.
Using bands or rope, each player must be connected to their team mates in the same position as them
The ball must be passed to each position before a shot on goal can take place (i.e. the defenders cannot pass directly to
the attackers)
The ball must remain below waist height at all times (to avoid one team lifting it over the opponents to their team mates)
Teams must strategies their movements to provide passing and shooting options
Players in the field must always be connected to at least one other team mate.
Stop the game halfway through and discuss what went well and what didnt go so well. How could they make
improvements?
How could you control the ball better?

Progression:
Allow teams to create their own formations which may include two pairs rather than one group of four in an area. No each
person must be attached to at least one person.

Figure 1:

AFL: Assessment for learning

Relate back to previous learning and finding space. Discuss how this game made it harder to move the ball around.

Did it prevent people from finding space?

Was it better to just kick the ball? Or was it better to pass across your team until you could see someone in another area who was in
space?
What things changed when you had less people attached to you? Did you see anyone trying to find space?

AFL (Plenary)

Questions students on the following goals that you introduced at the start of the lesson. Ask them to raise their hand.
Select different students for further questioning related to what they raised their hands to.

All students will be able to move with the ball.

All students will be able to identify how they used space in the games.
Some students will be to pass accurately while still find space to receive the ball.

Lesson #3 Soccer TGFU Approach

Duration

60 mins

Equipment

Soccer Balls, Bands, Cones

Student Learning Outcomes (LO):

By the end of this lesson, students will have:

 Continued to develop strategies that are necessary to defend and attack in soccer.
By the end of this lesson, students will have:

All students will be able to find space and be able to explain an example to the class.
Some student will be able to identify some tactics their team used to improve their performance.
Some students will be able to say why, these tactics be improved their teams performance.

Lesson:

Warm Up - Monkey in the Middle (10 mins)

Set up a grid, 4 x 4 meters, Have two student defending each side of the grid, and one player in the middle trying to
intercept passes.
If the middle player gets a touch on the ball then they switch with the person who made the mistake.
Stop the game after a while and ask some questions.

What types of passes are best to use to evade the defender?

Quick one or two touch passes before the defender closes you down.
How can the defender intercept passes?
They need to be quick and anticipate where the next pass is going

Main Teaching content

Place students in a 6x6 grid with a 6 (3v3) students per grid. Using the same grid and groups students must pick the ball up.
This need to be fast transitions from the last game, so move students into the main content group by group not as a whole class.
For each progression you may need to change the size of the grid to make it bigger or smaller to promote students to move and
pass the ball.
Ensure you start with a small ball and progress with a larger soccer ball to aid passing and control.

Progression 1

Like netball student throw the ball too one another trying to prevent the other team from gaining possession.
If the students make 5 passes they gain 1 point.

Progression 2
Place Two hoops at the end of the grids.
Students score one point if they throw the ball to someone from their team into a hoop
Go around each group and discuss how they are finding space.
Progression 3
Ask the student to place the ball on the ground.
If the students receive the ball in a hoop they can pick the ball up. If the ball is dropped after that the game turns into soccer again.
If the ball goes out the games start from the side as soccer.
The team that makes 3 passes gets a point. Progress to more passes if needed.
Progression 4

Using the same 3v3 game as in previous progressions.

Add goals at each end.
Firstly to score students must stop the ball on the line.
Allow them to add goal keepers and shooting when you feel they are ready.

(AFL) Plenary:

Discuss things that went well

Discuss things that they felt they could develop on.

Link back to student aims and discuss - By the end of this lesson, students will have:

All students will be able to find space and be able to explain an example to the class.
Some student will be able to identify some tactics their team used to improve their performance.
Some students will be able to say why, these tactics be improved their teams performance.

Lesson #4 Game Play

Equipment

Soccer Balls, Bands, Cones

Student Learning Outcomes (LO):

By the end of this lesson, students will have:

Used the strategies they have developed in a proper soccer game.

Lesson:

Main Teaching Content Full Game of Soccer (40 mins)

Get the students into a game, these games must be small sided to ensure all students are active.

Conclusion
Collect the gear in.
Ask student if they feel they have made some improves in soccer.

Lesson #5 Introduction: Bandminton TGFU Approach

Equipment

Badminton Racquets, Shuttles, Cones, Nets, Poles, Screws

Student Learning Outcomes (AO):

By the end of this lesson, students will have:

Introduced to the different skills in volleyball

Understood the basic rules in volleyball

Understood basic strategies of volleyball

Lesson:

Beginning (5 10mins)
For the next 2 weeks we will be focussing on Badminton
We will look at the basic rules, strategies and techniques associated with volleyball
Ask for those who have played the game before and remind them they may need to help out some of the other members
of the class.

Warm Up (5 mins)
Play a game of shuttles up and shuttles down.
Divide the class into 2 teams
1 team is trying to turn shuttles up and the other team is turning them down.
Let it run for 2 mins and count the shuttles up and down and swap over.

Main Teaching Content (35mins)

Long and Short With Volleyballs
Divide each court in half longitudinally with two players playing against each other on each half.
The object of this game is to learn the short and long nature of badminton.
Standing behind the service line one player (using a underarm throw) throws a volleyball over the net to their
opponent.
Players get a point by getting the ball to land on the floor on the opponents side of the court.
They are not allowed to move when they catch the ball and rotate the third or fourth person in every time someone
scores.
Stop the game ask some questions
Where should you aim to throw the ball?
Away from opponent
Where should you try to force your opponent?
Deep to the back of the court
If a player is towards the front of the court, where should you throw or hit the ball?
Lob it deep over their head.
Why might a short shot be very risky?
If the opponent easily gets to the ball they are in good attacking position
Start the game back up, but have the students use badminton equipment instead.
At first have the students work cooperatively making a rule that they must get to 10 or 20 hits. Once one player
miss hits the shuttle cock then another player rotates in.

At this point you may want to introduce how to proper serve the shuttlecock over the net, using the underarm and
reverse back hand serve.
After a while, go back go how the game was played with the ball, and the two players try to hit the shuttle cock into
space.
Once you see the students trying to figure out how to hit the shuttle into space you may want to show them how to
hit the overhand drop shot.

Conclusion (5mins) Take the nets down.

Lesson #6 Continued Badminton Strategies

Equipment

Badminton Racquets, Shuttles, Cones, Nets, Poles, Screws

Student Learning Outcomes (LO):

By the end of this lesson, students will have:

Continued to look at different skills in Badminton

Continued to develop strategies and court awareness to hit the shuttle into space.

Lesson:

Beginning (5 10mins)
Get students to set up the nets, if they take too long or if too many people are taking too long then make them do it again.

Warm up (5mins)
Rob the Nest - with shuttles.
Set up 8 cones, one in each half of the badminton courts in the gym.
Normal rules of Rob the Nest apply
Can only take 1 at a time
Cannot take from the team directly beside you or in front of you.
Team with the most shuttles wins
Add in rules for next games i.e. only one member of the team at a time can leave the base etc.

Main Teaching Content (30mins)

Rotation Catch With Volleyballs
Using two strips of paper and clothes pegs, attach the paper to the net to make a small zone (1.5 meter) which the
students must player their shot through.
Have at least 3 players on each side of the court, one starts on the court and the other two wait behind the
baseline.
One player starts the game off with an underarm serve, the ball must go over the service line and through the
smaller zone, made by the pegs.
Once the player with the ball throws it over the net, the next player waiting behind the baseline comes on the court
and anticipates receiving the ball. The game continues on in this fashion. With player rotating in and out of the
court.
No fake throws & the ball must always go over the service line.
Stop the game and ask some questions
What must players do in ensure they rotate smoothly in and out of the playing area
They must exit quickly and the oncoming player must anticipate where the ball is going to go.
What is a possible pass that will give a team time to recover and get into position?
A high and long lob, because it slows the game down.
Since there is only a small zone which the ball must go throw what must the receiver do?
They must move and cover the angle at which the ball must be throw at.
Start the game again, but use badminton equipment instead.
Around the World
This game is similar to rotation catch but get rid of the pieces of paper.
Again have one player on the court on each side and the other players waiting behind the baseline.
One player serves the shuttlecock over and runs to the end of line on the opposite side of the court.

 The game continues until one player wins a rally and then it just restarts.
If a player wins a rally they get one point.
Variations
Allow for 2 hits each, if they are having good rallies.
Play two court Around the World, where instead of running under the net they go to the next court and continue the
rally.
This again can be expanded into four court around the world.
Stop the game and ask some questions.
Where should you aim to hit the shuttlecock?
Away from the opponent
Is best to hit the shuttlecock high or flat?
Flat because if gives the opponent less time to react.
How did you know how to position yourself when you moved on to the court?
Depends on the depth, angle and power of the last shot.
What is the best way to move onto the court?
Move quickly to a position where the shuttlecock is most likely to go, Watch the opponents body position to
anticipate where they are going hit it.

Conclusion (5mins)
Take down the nets

Lesson #7 Smash, Block, Drive and Clear

Equipment

Badminton Racquets, Shuttles, Cones, Nets, Poles, Screws

Student Learning Outcomes (LO):

By the end of this lesson, students will have:

Continued to look at different skills in Badminton

Learnt different attacking and defensive strokes used in Badminton

Used new skills in adapted game play

Lesson:

Beginning (5 10mins)
Get students to set up the nets, if they take too long or if too many people are taking too long then make them do it again.

Warm Up (10 mins)

Fitness Drill
Use the badminton courts and set up a running circuit
Nominate a drill to be completed on each half of the badminton court for 1 minute.
Activities can included
Push ups
Sit ups
Star Jumps
Burpees
Stretches
Rest
Main Teaching Content (35mins)
Corner Ball Doubles
Group students into pair, play 2v2 on the courts extra players umpire.
Play markers in the courts in the four corners of the court.
Play regular badminton, where one point is scored every time the shuttlecock hits the floor. In this game though, if
the shuttlecock drops into one of the four corners, it is worth 3 points instead.
Rotate a new team on every three minutes.
Stop the Game and ask some questions.
When should you try to score by trying to hit to shuttlecock in the front squares or back squares?
When the opponents are out of position
How can you defend shots going for all four corners?
Each partner defend the squares on their side on the court
Why might going for the front square be risky?
Because you may just hit it into the net or your opponent can hit it back quickly.

Knees, Bums, Back

Have the students get into teams of four. When they muck up once, they need to get down on their knees, if they muck up
again then on to their bum and if they muck up third time then they are on their back. Every time they get a shot
successfully over the net, then they move up a level.

Conclusion (5mins)
Debrief the skills used today and have the students put the nets away.

Lesson #8 Mini Tournament

Equipment

Badminton Racquets, Shuttles, Cones, Nets, Poles, Screws

Student Learning Outcomes (LO):

By the end of this lesson, students will have:

Learnt how keep score during a Badminton game

Used new skills in adapted game play

Lesson:

Beginning (5 10mins)
Get students to set up the nets, if they take too long or if too many people are taking too long then make them do it again.

Main Teaching Content (45 mins)

Have the students get into twos or threes for the tournament. Have some quick games up to ten and then have the teams
rotate around.

Conclusion (5mins)
Find out who won the most games.
Have the students put the nets away.

Lesson #9 Introduction: Field Hockey TGFU Approach

Equipment

Hockey Sticks, Hockey Balls, Bands, Cones

Student Learning Outcomes (LO):

By the end of this lesson, students will have:

Been introduced to strategies of how to maintain possession of the ball in field hockey and create space.

Lesson:

Warm Up All In Group Dribble (10 mins)

Use a tennis court as the boundaries and give each player a ball.
On the whistle, all players dribble ball around. Every time you touch another ball while still in possession of your own you
score a point.
Stop the game and ask some questions
What can you do to keep possession?
Protect your ball with your body, keep low and look up
Was it best to keep possession of your own ball or try to touch others balls?
Keep possession of your own ball

Main Teaching Content Sonic (15mins)

Place the class into four teams. (Could be played in smaller groups).
Each team has one hoop each
Place tennis balls inside a circle placed in the centre of the four teams.
Aim of the game is for each team to collect the most tennis balls into their own team hoop.
Teams cannot steal.
Teams can only send two people at a time to collect tennis balls.
Teams can only dribble the tennis balls into their hoops no passing allowed.
Players are safe in the middle circle and cannot be tackled by other teams one they have safely placed their ball into their
circle.
Progression (1) Allow three students from each team. Inform students that they must pass the 3 times before they can
run the hockey ball into their circle.
Progression (2) Allow one students to stand inside the circle, now inform students they can either pass the into the circle
or run it into the circle.
What is the best way to win this game?
Close down the space of the ball carrier
What made this game hard? What was the best way to dribble the ball?
Using your body to protect the ball. Keeping nice and low.
Question students on if passing the ball rather than dribbling it allowed them to collect balls faster? Why is
passing the ball more efficient?

Team
A

Team
B

Team
C

Team
D

4 vs 2 Keeping Off (15mins) If time

Get the groups of 3s to merge with another group.
Nominate four as attackers and two as defenders. Attackers try to keep the ball from the defenders.
Make the boundaries about 20 x 20 meters, after every intercept two of the attackers become the new defenders.
Stop the game and ask some questions
What can the attackers do to create space?
Spread out, use the whole grid and keep moving.
How can the defenders predict where the ball is going to be passed
Read cues made by the ball carrier and open attackers calling for the ball.
Pass, Shoot, Dribble to Score (20mins)
Set up two games on either netball court, but make the boundaries bigger. Students have three options to score points for
their team. 3 points to score a goal, 1 point to pass through either set of cone locate on the sides of mid court or by
dribbling the ball over the end line.
At the end of the lesson stop a little early and ask some questions
When attacking was it always best to go and shoot for the goal?
No, it was sometimes easier to pass through the cones or dribble over the end line, if no one was defending.
When defending how could you cover all the ways to score?
Spread out and mark a person.

Conclusion
Collect the gear in.
Lesson #10 Passing

Equipment

Hockey Sticks, Hockey Balls, Bands, Cones

Student Learning Outcomes (LO):

By the end of this lesson, students will have:

Developed strategies of when to pass or dribble the ball in field hockey.

Lesson:

Warm Up - Pass to Score (15 mins)

Set up some small grids 3 x 3 meters, with a small goal in the middle. Students are in groups of 3s , with two attackers
and one defender. The attackers try to score a point by successfully passing the ball through the small goal.
If the ball is knocked out or the defender gets the ball then, the players switch roles.
Stop the game after a while and ask some questions.
What types of passes work best?

Short quick passes to evade the defender

When is the best time to try to pass through the goal?
When the defender is out of position and the other attacker is in a position to receive the pass.

Main Teaching Content (40 mins)

The focus for today is pass, demonstrate both the push pass and how to trap the ball.
The push pass
For this pass you keep the ball on the stick and push the ball to you partner
Try to drag the ball with the stick and push it to your partner
Trapping
Try to keep the stick parallel to the ground
Move the hockey stick backwards as the ball makes contact
Have the students partner up and practice pushing the ball to each other.
As they get better have them move further and further apart.
Bring them back in and have a competition.
One of them starts with the ball and tries to push pass the ball to their partner, the partner will have their stick on
the ground. If the ball hits the stick then that person gets a point. Play up to the first to 10.
At the end of the game stop and ask some questions.
How did you make sure that your passes where accurate?
By looking up at the target and making sure that you did not rush the pass.
Why is this important in game situations?
Because you to make sure your passes are on target otherwise youll turn the ball over to the other team.
4 Goal Field Hockey (20 minutes)
Divide the class into 3 teams. Two teams join up and become the defenders and the other team is the attack team.
The defenders start out with the ball and try to maintain possession of the ball. The attackers try to create a turnover and
then score on one of the four goals.
Play for 5 minutes each and then rotate the teams and keep score to see which team score the most goals.
Any time that the ball knocked out or scored then introduce a new ball and give it to the defending team.

Stop the game and ask some questions.

Where should the defending player most to assist the ball carrier?
Spread out into space
Why does this make it more difficult for the attacking team?
They have more space to cover
How to the attackers create a turnover?
By closing down the passing options of the person with the ball and by anticipating where the next pass is going to
go.

conclusion

- collect gear

Lesson #11 Passing, Dribbling and Shooting

Equipment

Hockey Sticks, Hockey Balls, Bands, Cones

Student Learning Outcomes (LO):

By the end of this lesson, students will have:

Continued to develop strategies of when its best to pass, dribble or shoot in field hockey.

Lesson:

Warm Up Protect the Ball (15 minutes)

Every player has a ball and then pairs up with a player of similar ability.
On the whistle, everyone starts dribbling and the aim is to try to touch your partners ball while still in possession on your
own.
Switch up pairs after playing 2, one minute rounds.

Stop the game and ask some questions

What techniques were best for keeping possession of the ball?
Bend knees, use body to protect the ball.

Main Teaching Content - In the Zone (20 mins)

2 attackers begin with a ball and place 1 defender in each third of a Netball court.
2 attackers try to move the ball through each zone without it being intercepted by the defender. The defender cant leave
the zone and if they intercept the ball then the attackers must start over.
Stop the game after a while and ask some questions
What can the defenders do to be more successful in an outnumber situation?
Cover the most dangerous space/players. I.e. The ball carrier
Is it better for the attacking team to move the ball quickly or slowly?
Quickly, because it gives the defenders less time to react and close down space.

Invade and Shoot 2 v 1 (20 mins)

Set up two games on either goal.
Have three attacks start with the ball 15 meters out from the goal versus 2 defenders 10 meters out from the goal and
one goalie with pads on.
The three attackers try to move the ball into a good position to shoot without turning the ball over.
Stop the game and ask some questions
When should you shoot the ball?
When you have a high chance of scoring, youre in range and dont have much pressure on you.
When should you pass the ball?
When youre covered and someone is in a better position than you.

Conclusion
Collect the gear in.

Lesson #12 Game Play

Equipment

Hockey Sticks, Hockey Balls, Bands, Cones

Student Learning Outcomes (LO):

By the end of this lesson, students will have:

Used the skills they have developed in a proper field hockey game.

Lesson:

Warm Up Four Corners (10 mins)

Students get into groups of four and create a grid with cones 3 x 3 meters.
Three players are attackers and stand at a cone, and a defender is trying to get the ball off them.
The attackers are not allowed to pass diagonally thru the square and can run to the empty the empty cone to support the
attacker with the ball.
Play 20 second games, the defender counts how many times the successfully touch the ball. Then switch the roles around.
Stop the game and ask some questions
When should the attackers move to the vacant corner
When the ball arrives there
What was the best way to defend?

 Try to predict where the ball is going

How is this important in a game of soccer?
When you dont have the ball, you need to get into a position to support the ball carrier.

Main Teaching Content Keep Away (20 mins)

Set up 2 games using either Netball court. Each game will have three teams.
Two teams start playing against each other using the tennis court as the boundaries. The aim of the game is to get 5
consecutive passes in a row to score a point.
Either team can use the third team that is located a long the Netball court boundary as a passing outlet. This team is only
allowed to pass back to the team that passed them the ball in the first place. The team without the ball cant leave the
tennis court and pressure a person from the third team if they have the ball.
Rotate teams after 5 minutes
Stop the game and ask some questions
Why should the team with the ball look to use members of the third team locate along the boundaries?
Because they are unmarked and can usually make a safe pass back into the zone.
What is the best way to defend in this game
Each defender marking an attacker and staying between them and the ball carrier.

Field Hockey Game (20 minutes)

Get the students into a game, play either one full game on the one side of the turf or two smaller games.
Go over the basic rules
Must use the flat side of the stick to hit the ball (penalty)
The ball cannot hit your feet (penalty)
Cannot raise the ball (penalty)
Incorporate passing to girls and having so many passes before scoring if some people arent getting involved
enough.
At the end of the game stop a bit early and ask some questions.
What strategies do you need to use when attacking in field hockey?
Maintain possession of the ball, look for space and make high percentage passes.
Make sure that if you dont have the ball you are running into space to give the ball carrier a passing option.
What strategies do you need to use when defending in field hockey?
Each defender needs to mark an attacker
Make sure that the middle of the field is covered and push the attackers out to the sides.
Close down the attackers, to make their passing options difficult.
Conclusion
Collect the gear in.