LESSON PLAN

Middle-Secondary School Lesson Plan

Learning Area: HPE Year level/Class: 8 Date: 18/10/2018

Unit Topic : Touch Football - OFF THE BALL SUPPORT IN OFFENSE AND DEFENCE
PHASES
Lesson number for this unit : 3

Achievement standard /Performance Standard

By the end of this unit students will be able to apply and evaluate strategies to maintain respectful
relationships and teamwork promoting safety and inclusivity. They will demonstrate skills to make
critical decisions and propose actions that demonstrate control, accuracy and problem solving. They
will work towards appling movement concepts and refine techniques and strategies to suit different
environments. The students will demonstrate movement to compose and perform movement
patterns.

Lesson Objectives:
Understand: As a result of this lesson students will understand the rules and concepts required to
participate in touch football. They will understand what key ideas are required to support their team
during off the ball movement, referring to offence and defence. They will have a developed
understanding of Indigenous sporting culture
Know: As a result students will know what is required during game play in touch football. They will
know what movements create space and assist their team is scoring or creating a stoppage.
Be able to: Student will be able to demonstrate movement patterns required to support their team.
As well as to communicate critically. Students will be able to develop their numeracy and game
participation skills referring keeping track of touches and scoring.

Cross Curriculum Priorities:

Aboriginal and Torres Strait Islander: Students will be playing a game developed by the Australian
Government in support of traditional Indigenous games. By exposing the students to this type of
game, they will develop a greater understanding and appreciation of Aboriginal and Torres Strait
Islander culture. Understanding how sport has played an important role in developing socially
cohesive environments, and how it was no different thousands of years ago.
Sustainability: The students will be participating in the lesson on the oval. Cones, balls, tags and
other equipment will be used to support their learning. At the commencement of the lesson, students
will be asked to collect and clean the area used as to not disturb the environment.

General Capabilities
Literacy: During this lesson students will be exposed to different literacy terms surrounding the touch
football culture. They will develop skills that empower them to be critical consumers and evaluate the
game and their performance. They will learn to effectively communicate and express their ideas,
opinions, and understanding.
Numeracy: Student will work on their numeracy skills when playing the modified games. They are
encouraged to demonstrate types of plays at certain times of the game depending on the number of
touches preformed. Students are required to use their numeracy skills to keep track of touches,
scoring, and time. As well as identify patterns in their opponents play.
Ethical Understanding: Students will be encouraged and given opportunity to exhibit fair play.
Following the rules and participating with respect for diversity and inclusion. Students will begin to
understand the consequences of their actions and choices during the game, developing empathy
and equitable participation.
Critical and Creative Thinking: Students are given the time to think logically and critically during game
play. The students are given high order questions that allow them to problem solve creating solutions
and positive outcomes. Students begin to learn the process associated with creating movement
patterns, reflecting on their environment and resources.
Personal and Social Capability: Students will work in groups, both small and large to participate in
the lesson. They are required to work collaboratively. An emphasis will be on movement and
supporting your teammates when you do not have the ball. This will allow students to refine, learn,
and practice their social and personal skills.
Intercultural Understanding: Students will explore the differences among their teams and explore how
these can be celebrated and used during their play. Discussing how strategies can positively affect
their relationships and teamwork, thus creating community and connections.

LESSON OUTLINE

Task overview

Time Introduction
allocated Last Lesson: Focused on creating space to make sharpe movements at the defensive
5 minutes line. We worked on making quick passes and using the person with the ball to move
the defense to generate holes.
Lesson Outcomes: This lesson students will focus on creating movement off the ball
to support and assist their teammates. This means focusing on drawing and distracting
the defence to create options and working together to achieve an outcome.
Safety: If it is sunny, students should wear hats and sunscreen to protect them.
Students should be wearing appropriate footwear and clothing attire, to ensure minimal
injuries. Students will be made aware that one whistle blow requires them to freeze
where they are. This will assist in safety regulations are reminders can be made and
accidents can be avoided. This also allows the teacher to insert thought-provoking
comments, feedback, and questions during play. Two loud whistles means students
are to gather around the teacher. To help with safety, the teachers will reiterate safety
precautions and continue to make students aware during the drills.

Main Tasks
5-10 Warm up: Knee Tag
minutes Aim: Tag your partners knees as many times as possible within the time frame
1. Split the class up into partners
2. Get each partner to stand approximately 1 metre apart facing each other
3. Both students are to try and touch the others knees, while avoiding their own
knees being touched
4. Get each student to count how many touches they get in the time limit set by
the teacher
5. Rotate students through to have a go with another person

Safety Considerations
 Do not slap partner too hard
 Be aware of other groups in the area

Modifications (if needed)

 Use sashes tucked into pants if you foresee slapping being an issue

Warm up: Ball Tag

Aim: To tag the all the opposite team with the ball
1. Split the class into 2 teams
2. One team will be attacking and the other team will be evading
3. The attacking team must try and tag the evaders by tagging them with the
ball
4. The attackers can move around, expect when they have possession of the
ball which means they can not move until they pass the ball
5. Once an evader gets tagged they stand on the outside of the playing field
until the next round
6. Switch teams roles so the attacking team now become the evaders and vis
versa

Safety Considerations
 Be aware of other players
 Only tag the person with the ball softly
 Modifications (if needed)
 Change the size of the playing field
 Add another ball
 Add or remove players

10 minutes MODIFIED GAME: Identify the key aspects in which should be focussed on based
on the outcome of the class

Drill: Buroinjin
10 minutes Aim: To gain points as a team by making it to the score line
1. Split the class up into 2 teams and identify the playing area
2. The ball is thrown into the air to begin the game
3. The ball may only be passed (not kicked or punched), and can be passed in
any direction
4. If the ball touches the ground, the first person to get to the ball from either
team may pick it up and continue to try and score
5. If the player with the ball is touched, they have 2 seconds to throw the ball up
and away (approx. 2/3 metres)
6. Either team may then catch or get the ball from the throw and continue with
the trying to score

Safety Considerations
 No diving on the ball when the ball is on the ground
 Do not slap other players, must only be a touch

Modifications (if needed)

 Change the field size
 Change the size of the scoring area
 Introduce a turnover rule

10 minutes
Drill: 3v2 Fusball
Aim: The attacking players to get the ball from one end of the ground to the other
without touched or the ball touching the ground or the ball being intercepted
1. Split class into groups of 5 with 3 defenders and 2 attackers
2. One defender starts on the 15 metre line, another one on the 20 metre line,
and another one on the 25 metre line
3. The 2 attackers start at the end of the field
4. The attackers have to make their way across the field to the other side
5. The attackers may only pass the ball backwards
6. The defenders are only allowed to move sideways across their allocated line
7. If the defender tags the attacker, that defender may move back to the next
line to help the other defender
8. If the defender misses the attackers, that defender must stay on his line
9. If the attacker gets tagged, they must place the ball on the floor and step
over it for the other attacker to get it and continue on down the field

Safety Considerations
 Be aware of where everyone is
 Do not slap the attackers, just touch them

Modifications (if needed)

 Place more defenders on the lines
 Add more attackers
  Remove the ball touching the ground rule or the ball being intercepted rule

If time permits:
Drill: Diagonal Passing
0 minutes
Aim: To efficiently and successfully pass the ball between the players
1. Get the class to line up in 3 lines behind the cones
2. The ball begins at one end, and as a group they must move the from one
end (player) to the other end (player)
3. They must complete this sequence before reaching the cones at the other
end
4. Once the cones have been reached, all players run around their designated
cone and head back towards the start
5. On the run back, players will work the ball from where it currently is back to
the starting player before reaching the starting cones

Safety Considerations
 Be aware of where everyone is
 Cautious of slipping on cones
 Look at where you are running

Modifications (if needed)

 Turn the drill into a competitive relay
 Add more players in the line to give more time
 Change the distance that has to be run

10 minutes MODIFIED GAME: Focus on what has been learnt throughout the lesson
Extra points for:
 More than usual communication from off the ball players (drawing a
defender, removing them from the play)
 If the ball is turned over in anyway

5 minutes Overview of the lesson

Summary of the lesson: Question the students on what they learnt throughout the
lesson and why it is important to have off the ball support in the game of touch football.
Remind them that of the ball support is only becomes completely useful when used in
conjunction with the other skills and aspects of touch football.

Contingencies and Consideration for students with special needs or abilities

Injuries: If students present injuries modifications will be made to include them in the lesson. This
may include the student becoming the time keeper, assisting in umpiring, or scoring. Drills could be
altered to assist students such as using a different body part to tap or adding time intervals to allow
students to recover.
Disinterest: Some students may not want to participate, these students could also be given different
roles that spark their interest. Students could also be paired or grouped with someone they are friends
with and feel comfortable with to encourage them to participate.
Special Needs/Abilities: The student in our class has Attention Hyper Deficit Disorder (ADHD). Most
people with ADHD are easily distracted, have trouble keeping their attention on a task, and often
struggle reading and expressing social cues and skills. There are a few ways in which the teacher
can assist the student and continue to involve them in the learning. This involves keeping the activities
short and always being prepared to move onto the next planned drill. This requires the teacher having
a repertoire of drills to keep the schedule flexible, but also taking the time to set up the drills before
the lesson starts. There is a spare activity described above which will not be taught unless time
permits it. Another way to accommodate the student refers to the way in which instructions are given.
Using explicit instruction and presenting them one at a time will help the student process and act
 effectively. Both these strategies will help the student with ADHD be an active and engaged learner
without disadvantaging or taking time from the other students.

Wet Weather Plan

Gym: In case of wet weather the lesson plan can be modified to suit the available area. Majority of
drills can be performed inside a gym with little to no changes to playing area and team size. Students
would need to be aware of safety considerations now that the field has walls and a roof to account
for when moving during the drills. An addition to the plan is to include more group discussions in
between each activity to keep the students constantly engaged, as there is not much room within the
gym and the teacher will have to set up each activity as they go. This idea can also be applied in
extreme hot weather when required.

Classroom:
- Watch a short section of a professional game of touch, choose approx. 3-5 mins.
https://www.youtube.com/watch?v=4T5hEYpOKrg
- Have a discussion with the students about the game, and identify as many aspects as possible
about the game.
- Get students to create a crossword or word search (word search must be questions, not just the
words to find) relating to touch football. Make sure the students create an answer sheet as well. This
can be done in pairs.
- If time permits, once students have finished the activity, they could pass the sheets around for
another group to do the crossword or word search.
- The teacher is to collect the sheets at the end of the lesson.

References
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018). Home | The Australian
Curriculum. Retrieved from https://www.australiancurriculum.edu.au/

Australian Sports Commision. (c2008). Yungula Traditional Indigenous Games. Retrieved from
https://www.sportingschools.gov.au/resources-and-pd/schools/yulunga

Pill, S. (2016). Play with purpose : Developing thinking players - a game sense resource for rugby
union, league and touch.