LESSON IDEAS ON HOW TO CELEBRATE

AUSTRALIAN FOOTBALL IN THE CLASSROOM

KEY LEARNING AREA: HEALTH AND PHYSICAL EDUCATION

TARGETED
NO. TITLE FOCUS SYNOPSIS
YEAR LEVELS

1 What I can Being healthy, Have students research and watch a video of the most recent Years F-2
do for my safe and active winner of the Brownlow Medal. Brainstorm with the class the Years 3-4
team? player’s strengths from a skills perspective and the values such as
Years 5-6
respect and fair play that he displays at his club, in the community
and in the game. Ask students to describe their own strengths and
achievements and those of others, and identify how these contribute
to personal identities and the success of the team.
2 The anatomy Being healthy, Have students watch a video and (or) provide them with a series of Years F-1
of AFL footy safe and active action images of an AFL game. Brainstorm with students the parts of
the body that are used to play Australian Football. Ask them to draw
or create, using digital technologies, an action shot of them playing
football, labelling the parts of the body they use to play the game.
3 AFL emotions Communicating Provide students with video or images of players’ reactions at the Years F-2
and interacting final siren and the medal presentation of an AFL Grand Final. Have Years 3-4
for health and them identify and describe the emotional responses players are
wellbeing experiencing – who are happy, sad, excited, tired, angry, shocked,
grateful etc. Ask students to reflect on times they felt the same way.
4 Our AFL Contributing to Have students research AFL club banners that communicate Years F-2
community healthy and active a heath, wellbeing or safety message. Ask why AFL clubs Years 3-4
message communities communicate these messages to the community. Brainstorm with
the class health, wellbeing or safety messages that are important
to their community. Have the class decide on the most important
message. Students are to create their own AFL banner or poster
promoting this message.
5 Eating like Being healthy, Divide the class into equal groups. Have groups record what each Years F-2
an AFL star safe and active member ate in the previous 24 hours. Have them compare their Years 3-4
food intake with that recommended by The Australian Guide to
Years 5-6
Healthy Eating (Source: Australian government). What are the
differences and similarities? Using the food guide, brainstorm Years 7-8
with the class the food intake of an AFL footballer. How are their
conclusions similar or different to their food choices?
6 AFL role Communicating Brainstorm with the class the question: ‘What is a role model?’ Years 5-6
models and interacting Have them agree on the qualities and behaviours of a good role
for health and model. Ask them to conduct an investigation on which player is a
wellbeing good role model in AFL football. Have them consider a person who
is a bad role model. How does a bad role model’s behaviours and
motivations differ from the AFL player they have chosen?
7 What makes Communicating Have students research the most recent AFL Grand Final winner. Years 3-4
a winning and interacting Brainstorm with them what made the team such so successful. Years 5-6
team? for health and Guide them to a discussion about inclusive behaviours – how
Years 7-8
wellbeing each person felt they belonged to the team, how each individual’s
differences were appreciated and the language used by the team
to encourage others and show their appreciation. Have students
role-play some of the inclusive language and discuss how it can be
used in the playground and classroom.
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NO. TITLE FOCUS SYNOPSIS
YEAR LEVELS

8 Sharing Moving our body Have students watch a video of AFL football. Ask them to focus on Years 3-4
the ball the range of ways the ball is moved forward and shared between Years 5-6
teammates. Brainstorm with students what they noticed. Have them
Years 7-8
practise different ball movement techniques and devise other ways
in which the ball can be propelled towards a target.
9 Our AFL Moving our body Have students watch a video of AFL football. Brainstorm with them Years 5-6
set-plays the range of skills on show. Divide the class into equal groups Years 7-8
and have them design Australian Football activities that involve a
transition from one skill to another, such as from a mark to a kick,
mark to a handball, ruck tap-out to a handball, to a kick etc.
10 How to kick Moving our body Watch with the class a video on how to kick an Australian Football Years 3-4
a football (insert link???). In groups, have students recall the step-by-step Years 5-6
our way instructions on how to execute a kick. Once they have finalised their
instructions, ask them to demonstrate the fundamental movement
skills in correct sequence to complete a successful kick. Have each
group justify their sequence and why theirs is the best model on
how the ball should be kicked.
11 Our secret Moving our body Organise a space where student teams can play a game of AFL Years 3-4
plan handball. The objective of the game is to hit a target after moving Years 5-6
the ball between teammates using only handball. Settle on rules
Years 7-8
and have teams play one round of games. Before the second
round of matches, have teams spend time problem-solving and
working out a strategy on how to best move the ball towards the
target. At the end of the activity, have teams reveal and justify their
strategy to the class.
12 This is how Learning through Have students watch a video of AFL football. Ask them specifically Years F-2
you do it movement to take notice of the type of kicks, marks and ways players can
gain possession. Divide the class into groups and assign one of the
following skills to each group:
• Kicking at goal
• Passing the ball (short)
• Passing the ball (long)
• Marking (overhead)
• Marking (chest)
• Picking up the ball off ground while running
Allow them to practise their skill. When comfortable, ask them to
perform their movement task for others in the class.
13 Why have Learning through Brainstorm with the class the purpose of having rules in Australian Years F-2
rules? movement Football. Provide them with a list of rules of the game. Select five Years 3-4
rules and ask them to discuss why the rules are needed and how
they contribute to fair play.
14 Our AFL, Learning through Provide students with an unconventional space at your school to Years 3-4
our rules movement play Australian Football. Their task is to agree on a set of rules Years 5-6
that allow the game to be played safely and fairly. As part of this
Years 7-8
task they should also decide on how the rules will be applied and
the justifiable consequence for any rule that is breached. They
should be able to explain how their rules are similar to and differ
from AFL rules.
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YEAR LEVELS

15 Australian Learning through Divide the class into two teams and organise a game of Australian Years 3-4
Football – movement Football. After 10-15 minutes, stop the game and have a class Years 5-6
a game for discussion on how the game can be made more inclusive for those
Years 7-8
everyone who are not familiar with the game, not skilled at it or are not as
athletic as others. Students should consider modifying the rules of
the game, the duration of quarters, applying restrictions on tackling
and allowing unlimited interchanges. What other modifications can
be made?
16 Coaching AFL Contributing to Have your class run a football clinic for a junior class. During the Years 5-6
healthy and active clinic, your students should model the skills of the game, such as Years 7-8
communities kicking, handballing, marking etc, and give the younger students an
opportunity to practise them as part of a drill. Your students should
also explain the rules of the game to the junior class and how the
rules contribute to a fairer game for everyone.
17 What is Understanding Brainstorm with the class the differences and similarities between Years F-2
unique to movement AFL football and another sport that is familiar to them. What is Years 3-4
AFL? unique to Australian Football? Divide the class into teams and
Years 5-6
ask each to model an aspect of both sports that is common and
uncommon. Years 7-8

18 Who wins the Contributing to Have the class design a poster or a digital graphic that explains the Years 5-6
Brownlow healthy and active voting process and criteria that is used in awarding the Brownlow Years 7-8
Medal? communities and Medal in AFL football.
learning through
movement
19 What if there Contributing to Divide the class into groups and have each devise a game of Years F-2
were no healthy and active Australian Football with no rules. Ask them to research the first Years 3-4
rules? communities and game of Australian Football played in July 1858 between Melbourne
Years 5-6
learning through Grammar School and Scotch College. How is their game different
movement from that played over 150 years ago? What are the implications of Years 7-8
having no rules? How can rules maintain a safe competition and
promote health and wellbeing of participants and the community.
20 Come play Contributing to The popularity of AFL football is booming and it’s the job of your Years F-2
AFL healthy and active class to develop a poster, digital graphic or video that promotes the Years 3-4
communities and game to all those who want to play it. As part of their pitch, students
Years 5-6
moving your body should use key words that promote the unique skills of the game
and the health and community benefits of getting involved. Years 7-8

21 Fair play in Contributing to Have students research examples of fair play in AFL/VFL football Years F-2
the AFL healthy and active over the years. Ask students to consider what benefits the player Years 3-4
communities and or team gained from acting or playing fairly. Have them decide
Years 5-6
learning through how this fair play behaviour can be incorporated in how their class
movement interacts with each other on a daily basis. Years 7-8

22 The evolution Contributing to Have students investigate how the game of Australian Football Years 5-6
of AFL healthy and active has changed over the years. Brainstorm with them why they think Years 7-8
football communities the changes were necessary. Students should be encouraged to
consider issues around safety, health and wellbeing, inclusion and
greater involvement, aesthetics of the game etc.
23 AFL 9s Contributing to Have the class research the game of AFL 9s. Ask them to discuss Years F-2
healthy and active the similarities and differences between it and the full version of AFL Years 3-4
communities football. What are the benefits of modifying the game? Who does
Years 5-6
it benefit? Have the class play both versions and then run a debate
that has students argue which version is better. Years 7-8
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24 Roles that Contributing to Have students research the different playing and non-playing roles Years 5-6
make up healthy and active that make up an AFL club. Ask them to present to the class how the Years 7-8
a team communities and contribution of different roles and responsibilities at a club promotes
learning through enjoyment, safety and positive outcomes for participants.
movement
25 AFL and the Contributing to Brainstorm with the class how AFL football can create community Years 5-6
community healthy and active connections and intercultural understanding. Have them investigate Years 7-8
communities and the heritage of the game and explore similarities with games of
understanding significance to other cultures such as Gaelic Football in Ireland.
movement
26 How did Learning through Have the class work in teams to judge their peers executing Years 1-2
I go? movement Australian Football skills. The student executing the skills should be Years 3-4
encouraged to ask for and respond to feedback from peers. They
Years 5-6
should reflect on their performance and the feedback offered and
consider ways they can perform a skill more successfully. Years 7-8

27 Did you feel Contributing to Have students organise a football-playing activity for a younger Years 5-6
included? healthy and active class. Before the activity, brainstorm with students words, phrases Years 7-8
communities and and body language they should use to ensure all junior students
learning through feel included and valued. Run a survey with junior participants after
movement the activity that provides feedback to your students on the level of
inclusiveness of their activity.
28 AFL Understanding Divide students into equal groups. Provide each group with a range Years F-2
movement movement of images of AFL players in action. Have each group identify and Years 3-4
describe the body movement and position of the players in relation
Years 5-6
to effort, space, time, objects and people. Ask each group to
contribute to each other group’s bank of words and phrases. Years 7-8

29 How do Understanding Have the class play a game or a number of games of AFL football. Years F-2
I feel? movement At the end of the activity, have them describe their feelings and how Years 3-4
their body responded to participating in the activity. Have students
Years 5-6
share the things they enjoyed about participating. Ask them to
consider how regular physical activity can help keep them healthy. Years 7-8

30 Kicking over Moving your Show the class a video of modern-day AFL football. Explain to Years 3-4
the years body and them that the kicking aspect of the game as they see it today has Years 5-6
understanding changed over the years. Have students research the range of
Years 7-8
movement kicking styles throughout the history of the game and ask them to
model them to a junior class. As part of their presentation, students
should also explain why some of the skills are no longer used by
players.