AFL UNIT PLAN 4 weeks Year 8 Football Health and Physical Education Movement and Physical Activity: Students

nts proficiently perform complex movement and manipulative skills. Students measure their own fitness and physical activity levels and identify factors that influence motivation to be physically active. Students engage in activities, which develop strategic thinking and tactical knowledge to improve individual and team performance in competitive sports or games. They collaborate with team members planning strategies and practicing set plays for responding to games-based tactical challenges. Students observe peer performance, developing and using criteria to provide precise feedback about the performance of motor skills and tactics used in a specific sport or game. They also monitor and analyse their own performance. At the end of this unit, students should; Be able to demonstrate various skills related to football (handball, drop punt, mark, bounce and torpedo) Be able to gain knowledge of the various roles of player positions and how these relate to game tactics Be able to understand the different tactics used within football by the participating in various game play Be able to acknowledge the importance of working as a team. Be able to provide feedback to fellow students through observations of particular skills performed. This will be given further opportunities through the use of video analysis.

POLT 1. The learning environment is supportive and productive 1.4 Each student experiences success through the structured support, the valuing of effort, and recognition of their work (Modified games and praise effort and participation) 2. The learning environment promotes independence, interdependence and self motivation 2.1 The teacher encourages and supports students to take responsibility for their learning (Umpiring, Coaching, Scoring etc) 2.2 The teacher uses strategies that build skills required for productive collaboration (Assigning different roles within groups i.e. different field positions)

STUDENT ENTRY, CLASS, AND EXIT BEHAVIOURAL OUTCOMES By the end and during the course of this unit students are expected to; Enter classroom on time and in appropriate sports attire. Behave in a respectful manner to all fellow classmates and teachers. This includes acknowledging fellow students work contributions to the class.

3. Students needs, backgrounds, perspectives and interests are reflected in the learning program 3.2 The teacher utilises a range of teaching strategies that support different ways of thinking (Giving extra time to students who are struggling with different concepts 3.3 The teacher builds on students prior experiences, knowledge and skills (Building on students prior knowledge outside school i.e. Game of football for lesson one to understand where students knowledge lies) 3.4 The teacher capitalises on students experiences of a technology rich world (Video analysis of students performing a set skill) 4. Students are challenged and supported to develop deep levels of thinking and application (Positions and strategies on field during game play) 4.5 The teacher uses strategies to develop investigating and problem solving skills (The use of open ended questions that challenge and encourage learning) 5. Assessment practices are an integral part of teaching and learning 5.1 Assessment practices reflect the full range of learning program outcomes 5.2 The teacher ensures that the students receive frequent constructive feedback that supports further learning

Pack up ALL equipment used and place back into designated storeroom areas once class is concluded

BLOCK PLAN/PROGRESSION OF INDIVIDUAL LESSONS

Subject: SESSION 1 (100minutes) Outcomes: Be able to demonstrate various skills related to football (handball, kicking, chest mark and overhead mark) Be able to provide feedback to fellow students through observations of particular skills performed. This will be given further opportunities through the use of video analysis SESSION 2 (100mins)

Football SESSION 3 (100mins)

Room:

Gymnasium SESSION 4 (100mins)

Be able to gain knowledge of the various roles of player positions and how these relate to game tactics

Be able to acknowledge the importance of working as a team.

Be able to understand the different tactics used within football by participating in various game play

Vocabulary:

Drop puntBounceHandballCLASS ACTIVITY Modified game of AFL

Marking

AFL 9s

Umpire, scorer, goal umpire

CLASS ACTIVITY Skill progressions Bounce

CLASS ACTIVITY Theory class Video analysis- Comparisons

CLASS ACTIVITY

Skill progressions Kicking Handball Marking

Kicking Practical class Videoing skills Bounce and Kicking Game of AFL 9s

AFL 9s game 4 x 15minute quarters

Students refereeing, coaching, scoring

RESOURCES: Game sense

RESOURCES: Ubersense

RESOURCES: Videos on Marking and Kicking Watch AFL video (noting player positions).

RESOURCES:

EVALUATION: Participation and skill development through drills and games

EVALUATION: Formative assessment of learning how to use video equipment and Ubersense

EVALUATION: Video comparisons and students strengths and weaknesses towards coaching cues

EVALUATION: Performance and skill progressions improvement from first lesson Self evaluation sheet

Facilities

Equipment Requirements

Gymnasium Football field Soccer pitch Classroom with computers and projector

Footballs Cones Sashes Bibs Video recorder/ iPhone Coaching App (Ubersense) 2 x Auskick goal posts First Aide kit

Safety Requirements Padding on goal posts 1st Aide Kit available When in gymnasium boundaries are marked around basketball court with cones.

Assessment To complete this Unit, students must competently show improvement in learnt skills over the period of the 4 lessons. At the end of the unit, the teacher will fill out the assessment for each student grading their skill competencies on the following skills; kicking, handballing, bouncing and a combination of all skills. Students require a participation rate of 80% or higher to achieve a pass through this unit.