NAME: MARLEY FAIRCLOUGH TIME: 11-12.

40pm DATE: Tuesday 22nd May

ACTIVITY: FOOTBALL CLASS / YEAR YEAR 11 GIRLS INTERGRATED PE

EQUIPMENT / RESOURCES: Footballs, Coloured Bibs, Cones for Field and

Goals

LEARNING INTENTION
Learning objectives have been adapted from the South Australian Certificate of Education Curriculum Stage One Subject Outline (SACE,
2018). This lesson will focus on Practical Skills and Application of technical and tactical components. Practical application will cater for
students’ skills levels to allow all students the opportunity to practise and refine their physical skills and techniques. Students will be
required to demonstrate a sense of fair play while participating in practical activities by respecting the rights of other people and
showing concern for the safety of others and care for equipment.
Students will acquire knowledge and understanding through practical application and develop values and attitudes through
experimental learning. Emphasis will be placed upon students developing the capacity to apply understanding about performance as
well acquire understanding through performance. Through constraints based pedagogical approach students will work to explore, apply
and integrate key principles and physiological concepts into practice.
As a result of engaging in this lesson, students will: UNDERSTAND THAT:
- Performance is determined by technical and tactical components
- A Player must be able to ‘Read the Play’ in order to effectively anticipate and perform movement skills/patterns efficiently
KNOW
- Technical Components e.g. Movement Concepts and Skill Progression
- Tactical Components e.g. Use of space to attack and defend, Read play to identify movement sequences
BE ABLE TO
- Identify and add constraints to game play when necessary
- Perform football movement skills of the Marking and Kicking under pressure
- Apply Specific Skills to Attack and Defence situations

CONTENT DESCRIPTORS
PSA1 Proficiency in practical skills and techniques in different physical activities.
PSA2 Interpretation and effective application of skills, specific concepts, ideas, strategies, and techniques.
IC2 Collaboration with others in team activities.
AR1 Analysis of, and reflection on, practical techniques and performance.
SPECIFIC STUDENT OUTCOMES: The Students will:

Indicate clearly what the intended learning will look like. What things will you see the students doing? How will they demonstrate
‘evidence’ of what they can do, know and understand within this unit? Use verbs to describe the learning.
Cognitive & Physical:
Demonstrate the correct technical application of movement skills
Display tactical skills of positioning in game play scenarios
Application of modifications to game play situations
Personal Responsibility:
Demonstrate understanding of the rules through answering questions and playing fairly and safely.
Social:
Cooperate positively with others during the lesson by showing respect and including all students.
Acknowledge the efforts of each other through providing feedback and complimenting correct technique or helpful behaviour.
Affective:
Demonstrate resilience through continued participation and effort in activities throughout the lesson
TEACHER OUTCOMES: The teacher will:

Management: (Operating Framework & Interactions)

- Whistle to indicate teacher direction required
- During game play whistle will also be used for umpiring of game
Presence: (Verbal & non-verbal communication)
- Exhibit loud, clear and precise verbal communication
- Project voice in a positive manner
- Provide enthusiasm through non-verbal actions and join in when possible
Other Pedagogical Considerations:
Provide positive feedback in the form of key cues and acknowledgment of successful behaviours.
Presenting the task: Provide accurate demonstrations throughout the lesson to give students a visual representation of the activities and
techniques.

EVALUATION (COMPLETED AFTER THE LESSON)

You can evaluate the achievement of outcomes as a start point. Provide evidence of learning, use specific examples, suggest
reasoning, establish future plan of action, etc.…
SKILL TEACHING POINTS

KICKING: DROP PUNT

Kicking is important individual skill, during a game a play must
kick under pressure, pass the ball accurately to a target or
teammate in order to use the ball to the best advantage.
The Grip
The fingers are spread evenly along each side of the ball, with
thumbs extending to the lacing. The grip is the same for both
left and right foot kicks.
The Release
The ball is guided down and is kicked on the bottom point, along
the lower laces of the boot. It should spin backwards, end over
end.
TEACHING POINTS
 Line up you body with your target
 Have your head slightly bent over the ball
 Hold the ball over the thigh of the kicking leg
 Guide the ball down with one hand
 Point you toes at your target – see the ball hit the foot
 Follow straight through to your target

CHEST MARKING
The skill of the Chest Mark it important as it allows a player to catch a
mark on a consistent basis without fumbling the ball.
TEACHING POINTS
 Eyes must be focused on the ball
 Line up the body with the flight of the ball
 Move forward to meet the ball; never wait for it to come to
you.
 The finger and hands are extended, palms up. Tuck the
elbows in to the side
 The ball is taken on the hands and arms and guided to the
chest
 The ball is hugged tightly to the chest
 SPECIFIC LEARNING OUTCOMES ACTIVITY FOCUS CLASS ORGANISATION TIME
STUDENTS WILL: SHAPE AND METHOD TEACHING CUES OR QUESTIONS DIAGRAMS

I Students will commence lesson with Leader ball (Two Groups) A teacher directed approach will be (10 mins)
a series of warm up drills. A leader is chosen with a group set used during initial proceedings.
N up about 10m behind a marker.
Drills will focus on movement skills Students will be provided with
T Players run towards the leader who
that will be developed throughout verbal and visual demonstration of
R passes them the ball using the
the lesson, Which include elements of key skills, including the handball
following methods:
O both marking and kicking. - Throwing the ball high into the air and retrieving the ball dribble off
D Drills will provide students with the - Handball the ground.
opportunity to practical skills in a - Kick (Drop Punt) Students will be given the
U
controlled environment before The player takes the ball as a Chest opportunity to ask questions
C
extending movement and skills to a Mark, balances and handballs or before commencing.
T more complex and dynamic setting. kicks the ball back to the leader
I (depending on players distance
from the leader) before returning
O to the back of the line.
N The Leader will be changed on each
round.
Goal Kicking
In pairs, players face their partner
on the opposite side of the goals.
Using their partner as a target,
each player takes a set shot for
goal. Players have equal number of
shots and move around to the
cones set out a various angles and
distances.
Teaching points
Follow through with your kicking
leg towards the target
D Following a constraint based
approach through play practice,
E
students will work to identify and
V apply modifications to game rules
and outcomes.
E
Constraints made to game will focus
L on specific learning outcomes related
O to game play and skill development.
Inquiry based learning has been
P
incorporated to enhance student
M motivation placing them as the
E centre of learning development.
Students must consider each
N
students ability levels when
T developing modifications to game
play.
This lesson includes multiple
variations dependent on students’
diverse learning requirement. The
task structure has the ability to be
modified according to suit each
student.
Students will take part in the game
Touch ball; the game will be
formatted into four eight-minute
quartiers. Initial rules/modifications
will be set during the first quarter
with minimal set game rules.
Upon each quarter students will be
given time to identify possible
modifications and added
constraints that could be made to
enhance game play and add
additional complexity.
Thus each learning episode
(quarter) has a specific focus and
associated learning outcome for
students to develop.
While participating in game play
students will work to develop
fundamental skills of the handball
and picking up a ground ball.
I as the teacher will act as the
facilitator of learning, with
students working to identify and
find solutions to problems that
arise during game play.
I as the teacher will work to ensure
each student is actively
participating in game play and
insure moderations to game play
will allow skill development of each
student.
During game play I as the teacher
will referee game play, unless there
are students located in the class
that are unable to participate in
game play, but are able to direct
play.
Questioning will be tactically based
with students analysing game play
situations.
2-2.45pm
(45 mins)
The aim of this game is for players to move the ball
across the field to score a goal by handballing
between two markers.
Rules
Teams are divided equally
The ball is turned over if the player in possession is
touched with two hands or if other team comes
into possession of ball
Players can run up to 4m with the ball before
having 
to handball. 

4 quarters of 8 minutes will be played
Variations
- Increase/decrease field size and or goal size
- Change type of Ball
Prescribe number of handballs before scoring
C Consolidate learning and prepare Students pack up equipment Questions 
 2.45-
for next lesson. What is the aim of this game? 2.50pm
L Debrief, ask questions and
(Keep possession of the ball and (5 mins)
acknowledge students efforts
O score a goal) 

throughout the lesson. How can your team keep the ball?
S (Accurate handballing).
U How can you get the ball when:
- Your team has possession of the
R ball? (Move into space, move into
E the vision of the player who has
the ball)
- The opposition has the ball? (Man
up an opposition player, put
pressure on the player with the
ball by putting arms up)