TGfU Draft Program KS3

THGS
2011

Target Games
Shared Objective:
To propel an object to towards a target so that it might land /settle as near to (or in) the target as
possible or knock target over.
Unopposed: As above relies heavily on individual technique, skill, kinaesthetic awareness and
muscle memory
Opposed: Introduces elements of tactical decision making. Offensive play in the form of, get as near
to target as possible. Defensive play in the form of, knocking an opponent away or blocking an
opponents line to the target.
Game Examples:
Golf, Bowls, darts, coits, archery, bocce, shuffleboard, throwing at object (stationary, moving) e.g.
cricket stumps, clay pigeon shooting. Throw / catch (softball mitts e.g. throwing to a base - links to
striking fielding)
Unit of Work:
3 / 4 lessons should be enough to introduce a good understanding of target game concepts. This unit
can also incorporate Fundamentals of Movement such as underarm throwing, overarm throwing
and catching if pupils are weak in this area.
Concepts to teach:
Accuracy
trajectory, speed (weighting of throw), distance
Gross / fine motor skills
Subroutines of underarm throwing and overarm throwing, body positioning, muscle memory /
kinaesthetic awareness. (Benevolent curiosity How can I get better? why is it not going where I
want? What mistakes am I making?)
Game Intelligence
which style of throw gives me the best outcome? When should I go for the harder shot or easier
shot? How can I stop my opponent from scoring? How can I ensure my opponent doesnt stop me
from scoring? Can I dictate my opponents strategy?
Primary and Secondary Rules:
Primary rules define the game and objective of the game. Any change in primary rules would most
likely constitute a new game. Secondary rules are those which allow for modification within the
game so certain skills, tactics or scenarios can be explored. They can also increase or decrease the
challenge of the game.

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TGfU Draft Program KS3

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2011

Lesson Ideas
Super Shootout
(N.B. This lesson is the most basic of target game lessons. The most basic tactical problems are
addressed; however the activities included are heavily reliant on individual ability which will dictate
how the lesson progresses. It should also be noted that this lesson starts with a moving target game
then moves to static and back to moving. This has been done (a) to increase engagement at start of
lesson (b) so questioning and reflection can occur between the two movement target portions of the
lesson ).
Objective: To hit a target as many times as possible.
Progression: Targets should start stationary where distances and heights can be modified. When
appropriate moving targets can be introduced.
Modifications: Change distances, sizes and heights of targets (stationary or moving) to suit pupils
needs. Change projectile equipment e.g. balls (different sizes), vortex, Frisbee, bean bags, coits,
turbo javs etc.
Game Intelligence concepts: Static targets what type of throw gives me the greatest success?
When should I change my throwing style (take risks)? How do obstacles change my strategy?
Moving targets Can I predict the movement of the target? How do I adjust my throw to give me
more success?

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TGfU Draft Program KS3

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Lesson Plan Skeet shoot 1 Lesson (50 mins) Equipment needs will dependant on your pupils
ability and your schools available equipment. Activities here will be generic so for any equipment use
Activity

Explanation

Poison Ball
(5-10 mins)

Mark out a few small squares of 10 by 10.

Questioning / progressions
Qs
- What do you have to consider to
be accurate?

Space players on outside of square with

a ball. players inside square.
Progressions
- Start with static players in box
Players on outside roll / throw ball to hit
move to moving targets
players on inside below legs. Once hit
- change size of ball
swap with the thrower.
- Decrease or increase number of
players in square
- change equipment (e.g. size of
ball)

Static Target
Shoot
(10 - 25 mins
depending on
number of
stations and pupil
interest)

Qs
Using any static target set up (see below) -what type of throw is most
players project object to hit target.
successful?
Maybe best to have different stations and - How do you change you throw
work around them.
according to where the target is?
(e.g. high / low, near / far) type of
Sample Ideas:
target? (Big / small)
coconut shy place soccer balls on cones
knock them off.
Progressions
Balloon Burst tie balloons to agility
- Introduce a scoring system
poles and throw object to hit / pop them - Have players compete

Equipment
Cones (at least
4 per square)
Multiple balls

Dependent on
set up

Stump throwing throw ball at stumps

Shoe throw throw shoes to land in hoop

Moving target
shoot
(10 -20 mins
Depending on
number of
stations and
interest)

Using a moving target set up (see below) players

attempt to hit target (as in clay pigeon shooting).
Sample ideas.
-Throw Frisbee hit with ball
-Roll ball hit with other object
-Throw balloon hit with other object
-Roll / throw hoop hit / get through
**Space invaders hit moving human targets
(safety issues) Piggy in the middle (piggy in tackle
suit move laterally only to start with. Progression
piggy with baseball mit strategy =catch or
avoid? Points awarded for dodging and more for
catching. Thrower strategy where to aim / type
of throw.

Qs
- How have you had to adjust your
technique? How? Why?

Dependent on
set up

Progressions
- Introduce scoring system
- Have players compete
- students design own game
If playing space invaders progress
to steal the flag type game. Have
flag near thrower (s) and players
have to make way up from start
line (in distance) - have obstacles
for advancing players to hide
behind e.g. wheely bins, cricket
stumps, gym equipment etc

If playing
space invaders
softer balls are
advised.

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TGfU Draft Program KS3

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2011

Hoop Ball
Objective: throw ball to bounce in hoop. Have hoops different distances away for different points.
(Primary Rule)
Progression: partner to catch off bounce (different points for number of bounces e.g. 1 bounce ten
points, 2 bounce 5 points etc).
Modifications: Change secondary rules e.g. must throw overarm, must throw left handed, must
catch one handed / specific hand, time limit for throw, blind fold allow students to come up with
new secondary rules (maybe primary) this will help them challenge themselves.
Change equipment size of ball, number of balls thrown, type of ball?? Equipment to catch with e.g.
softball mitt, lacrosse stick, cap, shirt etc
Further Progression: Team Play have pairs play against another pair. Teams take it in turns to
throw (alternating thrower / catcher each time). Could play to certain number of points or have
certain number of throws.
Game Intelligence concepts choosing when to throw for hard option when to throw for easy based
on your own and opponents strengths and weaknesses. What trajectory of throw allows my partner
a better chance of cactching? Where should I stand to best allow me to catch the ball?
Communication between partners knowing which hoop they are aiming for and positioning
accordingly. Have students change secondary rules to adjust the challenge of the game (for
differentiation one team could have to throw and catch with their non-throwing hand)

10

15

20

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TGfU Draft Program KS3

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2011

Lesson Plan Hoop Ball 1 Lesson (50 mins)

Activity

Explanation

Individual
challenge
(5-10 mins)

Space 4/5 hoops in a line. First hoop

roughly 3m from throwing line. Nearest
hoop worth 1 point and increase points
of hoops that are further away.
X
0
(Thrower)

0
0
(hoops)

(10 - 15 mins)

Partner stands at end of or amongst

hoops. Once ball is thrown by player A,
player be needs to catch ball after
bounce.
A
0
(Thrower)

0
0
(hoops)

Equipment

Progressions
- throw with no writing hand
- only throw overarm
- change hoop distances / points
value
- type of ball (larger / smaller)

Hoops

Medium size
and small size
balls
depending on
group ability

Students try to score as many points as

possible in (x) throws. (Can be played
competitively against other students for
more enjoyment)

Partner Challenge

Questioning / progressions
Qs
- What type of throw gives you the
most accuracy?
- Which hoops are better to aim for
to gain best overall points after 10
throws? Why?

0 B

Qs
- How can you give your partner
the best chance of catching the ball
off one bounce?
- Where should you stand in
relation to the hoops when
catching?
- What communication needs to
happen between you and your
partner?
Progressions
- time limit on throw
- 1 handed catch only
- catcher has to wait behind final
hoop until ball is thrown before
they can move to catch
- must land throw in hoop to
progress to next one

Team Play
(2o 25 mins)
Play multiple
teams e.g. 4 min
game
Introduce ladder
system

Game played as above however pairs play

against other pairs to score most points.
Game ideas (prescribed by teacher or
student choice)
(a) Players from same team take turns in
throwing and catching every ball
(specified number of balls played or
points scored or time reached).
(b) Players are either designated thrower
or catcher until next game

Qs
- What factors will determine your
game strategy? (e.g. own strengths
and weaknesses, opponents
strengths and weaknesses)
- When is it necessary to take risks?
Or stay safe?
Progressions
- Dominant team plays with no
writing hand
- Students choose secondary rules
to set challenge level.

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TGfU Draft Program KS3

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2011

Shuffleboard with hockey stick and coits / sliding bean bags by hand
Objective: Slide coit down court with stick to land in scoring area / Slide bean bag along floor to land
in scoring area (individually or in teams)
Basic Game play: 1 Player stands behind a designated line and slides object to other end of court
where there is a scoring zone (basic example in fig 1. Could be set out by cones on sideline). Players
take it in turns to play until all pucks are used. Games can be finished after a certain number of
goes (i.e. ends as in lawn bowls) or when a certain score is reached.
Fig 1

Rules for Scoring: ( progression examples i.e. secondary rules)

(1) add up total number of your shots
(2) Only count nearest objects to end of playing area (i.e. only one colour of object can score if 2
reds are nearer the end line than any blues then they score).
(3) If playing with lines (e.g. badminton court) pucks touching any lines do not count
(4) Nominate a particular zone only puck landing in that zone count

Other modifications (secondary rule changes): Change length of court. Change scoring zone totals
(see below) introduce 10 off zones (i.e. land in this zone and get minus points). Handicapped
scoring (stronger players get lower scoring numbers in same zone). Throwing rather than sliding coit
or beanbag.

Game intelligence concepts: As this is a target game played against opposition the following tactical
problem needs to be addressed how can I out point my opponent?.
Offensive and defensive strategies can be looked at e.g. Risk taking - when to go for high or low
points and the best way to do it (offensive). How can I make it harder for my opponent to score e.g.
setting up blocks and when to do this, knocking an opponents puck out of a scoring zone (defensive)

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TGfU Draft Program KS3

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2011

Lesson Plan Shuffle board 1 Lesson (50 mins) Equipment needs will dependant on your pupils
ability and your schools available equipment. Activities here will be generic so for any equipment use
Activity

Explanation

Individual
challenge
(10-15 mins)

Designate a long thin court area with

scoring zones at each end (see page 4 for
examples).
In pairs students play against each other.
When all available pucks are used
students count points and change ends.
After (x) ends game finishes (using any
scoring method as outlined on page 4)
and pupils can play a new opponent.

Team Play
(35-40 mins)
Play multiple
teams e.g. 4 min
game
Introduce ladder
system

In teams of 2-4 play against another team

on one court.
Teams take it in turns to slide object a
different team member slides each go.
Play a specified number of ends or time
limit.
Use any scoring system (students may
decide on system so they set their own
challenge. May include handicapping a
team)

Questioning / progressions
Qs
Tactical Problem How can I out
point my opponent?
- Which sort of technique works
best for my point scoring?
(offensive play concept introduced)
- How can I stop my opponent from
scoring? (defensive play concept
introduced)

Equipment

Progressions
- slide with non-writing hand
- change scoring system
- change court length
- change equipment

Pushing
Implements

Qs (allow game to be played

before any questioning).
- How has the level of difficulty
changed?
- What strategies have teams
used? Is it offensive or defensive
minded? Which works best?
- How did you decide upon your
teams strategy / what influences
your team strategy?
- How can you dictate your
opponents play to your advantage?
- Did you have to change your
strategy? Why? How?
- What communication needs to
happen between you and your
team?
If secondary rule changes have
been made
- How have they influenced your
strategy?

Conclusion
Link strategies used in this game to other
games e.g. reading play, using strategy,
communicating strategies with team
mates, recognising how the opposition is
playing etc

Progressions
- Changes to scoring system e.g
introduction of 10 off zones

Suggestions:
Pucks
Bean bags
Coits
Frisbees
Hockey Puck

Hockey Sticks
Broom
Agility pole
Ruler
----------------Alternative:
Scooter board
Pupils kneel
on scooter
board and
push
themselves
into scoring
zone. (They
cannot stop
the scooter, it
must stop of
its own
accord).
A cone can be
placed where
you land to
place an
obstacle for
your opponent
to play around
(or pupils
could sit on
floor where
they land).

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TGfU Draft Program KS3

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2011

Lesson Plan Student Designed Games Target Games

Activity

Explanation

Teaching Strategies

The Process

1. Teacher led Instruction re: process of

game design.
2. Choose approach structured, limited
or open choice.
3. Group students
4. Experiment / explore / play
5. Review

It is important that the teacher

chooses their own goal for this
lesson before attempting the
lesson.
e.g. What do you want the pupils
to achieve from this lesson?
- To find out why rules are
important and the purpose they
serve
- Creating a new game
- Co-operative learning
- Teaching others
- Exploring components of game
play (skills and strategy)

Repeat steps 3 & 4 as necessary

6. Share game with others

Game Design
Phase

After choosing the goal of the session and

the approach allow students access to
equipment and an area to set up and
explore and experiment.
Students should note down:
- Details of the game
- Introduction to the game
- Name of game
- Number of players (per team)
- Equipment needed
- Rules of game (how to start /
boundaries / scoring etc)
- Saftey rules / instructions
- Principles of game how to win - attack
/ defence principles / general tactics

After a sufficient amount of time

for students to get started they
should be given a sheet to fill in(or
verbally go through) the
information in the adjacent
column.

Equipment

Boundary
Equipment.
Ropes
Tape
Cones
Sticks
Hoops

Projectiles
Tennis Balls
Other balls
Bean Bags
Turbo Javs
Coits
Frisbees

Students should be given adequate

time to play their game and then a
process of review should be used
to see if anything needs changing.
This process can be done as a
whole class or in their groups.
Having students trial other groups
game and using peer review can
also be utilised.
N.B
The teacher has an important
facilitation and teaching role. It is
up to the teacher to question
groups about their game drawing
out rule clarifications, tactical
elements etc. However, it is
important for the teacher to allow
pupils enough time and freedom to
work through the design phase.

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TGfU Draft Program KS3

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2011

Other game ideas

Frisbee Golf
Pin Bowling bean bags and cones / ball and cones
Recognised Games : Golf / Crazy Golf (putt putt) / Archery / Lawn Bowls / bocce / ten pin bowling /
crocquet

Assessment ideas next page

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TGfU Draft Program KS3

THGS
2011

Assessment
Using a system modified from TSAP format (Team Sport Assessment Procedure)
This assessment is designed to be used in the shuffle board lesson and is in the form of peer
assessment in 1v1 play.

Accuracy
Observer marks off each throw over the course of a game in a tally system and then performs the
calculation to work out final score.
Very Near to target or in higher
scoring zone (or successfully
attempts to block or knock
opponent)
Value = 3 points

Near to target or in lower

scoring zone (or attempts to
block or knock an opponent but
doesnt quite come off)
Value= 1 points

Not near or out of scoring zone

(or failed attempt to block or
knock opponent)

ll

lllll

lll

2x3=6

5x1=5

3x2=6

Calculation

(VN + N) NN

(6+5) 6 = 5

Value= 2 points

Total Score = 5

Game Play Continuum

(Changes to strategy according to state of game)

Always throws to ___________________________________________ Is able to changes tactics

Near target (strategy does not change)

e.g. knocks opponent out of

way, plays blocking moves
when has piece near target

** Observer can utilise following questions to ascertain where on the continuum they should place
the observed
Q What were you trying to achieve with your last throw? (possible answers trying to get in higher
scoring zone / trying to block out my opponent / trying to knock my opponent out of way)

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TGfU Draft Program KS3

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2011

TGfU - Target Games by James Muir is licensed under aCreative Commons Attribution-ShareAlike
3.0 Unported License.

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TGfU Draft Program KS3

THGS
2011

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