Sport lesson: Long Jump Skills
Sport Connection:
I am basing my games and drills on the athletics side of Long Jump.The games and drills that I will be getting them to do will mainly focus on the run up, take off and landing for long jump.
Skill Focus:
I am getting them to do a game about the take off and acceleration for the jump. I am doing a drill that will teach them how to take off with power from their legs and arms with a big arm drive. They will also do a drill that will enable them to find out which leg they should take off with and another drill that will enable them to land forwards after the jump.
Activities:
My first activity is called Tag. Cones are marked out in a big square. One person is chosen to be the 'tagger'. Everybody runs in the circle away from the 'tagger'. If you get tagged you have to change your movements to something that relates to Long jump - i.e hopping, skipping etc. The 'tagger' has a minute to try and tag as many people as they can, then another tagger is chosen and the game starts again. The aim of the game is to try and stay in the motion of running.
I am basing my games and drills on the athletics side of Long Jump.The games and drills that I will be getting them to do will mainly focus on the run up, take off and landing for long jump.
Skill Focus:
I am getting them to do a game about the take off and acceleration for the jump. I am doing a drill that will teach them how to take off with power from their legs and arms with a big arm drive. They will also do a drill that will enable them to find out which leg they should take off with and another drill that will enable them to land forwards after the jump.
Activities:
My first activity is called Tag. Cones are marked out in a big square. One person is chosen to be the 'tagger'. Everybody runs in the circle away from the 'tagger'. If you get tagged you have to change your movements to something that relates to Long jump - i.e hopping, skipping etc. The 'tagger' has a minute to try and tag as many people as they can, then another tagger is chosen and the game starts again. The aim of the game is to try and stay in the motion of running.
CIRCLES: Cones
PEOPLE: People who run away from tagger (people who change their movements)
SQUARE: The 'tagger'
PEOPLE: People who run away from tagger (people who change their movements)
SQUARE: The 'tagger'
My second activity is a small drill. Each person is paired up with another person. The first person stands in front of their partner but facing the other way. When the first person isn't ready, the second person pushes firm but not to firm on their back. The person being pushed needs to identify which foot they landed on when being pushed. The first person then rotates with the second so that everybody has a go. The aim of this drill is to identify which foot you should take off with in long jump.
PERSON 2: The pusher
PERSON 1: Person being pushed (trying to find correct foot)
PERSON 1: Person being pushed (trying to find correct foot)
My third activity is another drill. Each person lines up in one big long line at the first cone. When I say 'go' everybody starts skipping. While skipping, the participants need to thrust their arms up in a powerful motion and at the same time thrust their opposite leg up. They do this all the way to the end cone, while swapping different arms and legs as they go. The aim of this drill is to teach them to take off for long jump with a big drive in their arm and leg.
CIRCLE: Cones
PEOPLE: Students
PEOPLE WITH CIRCLE: Students skipping with thrust in arms and leg
PEOPLE: Students
PEOPLE WITH CIRCLE: Students skipping with thrust in arms and leg
My fourth activity is a drill about take off and landing in long jump. The participants form one long line at the long jump pit. One at a time, they stand at the edge of the pit and bend their knees, thrust their arms and jump into the pit. When they land they should land straight up or be encouraged to fall forwards if a loss of balance happens. The aim of this drill is to learn to jump with a big thrust of the arms and to fall forwards if a loss of balance happens, instead of falling backwards.
PIT: Long jump pit
FIRST PERSON: Person getting ready to jump
SECOND PERSON: Person who jumped into pit
FIRST PERSON: Person getting ready to jump
SECOND PERSON: Person who jumped into pit
My last activity is a drill about the correct run up and take off. 3 cones are placed 3 steps apart from the mat where the jump for long jump occurs into the pit. The participants line up a step away from the first cone, and one at a time, take the 3 steps until they get to the mat. When they come up to the mat at the third stride, they jump into the pit as if doing a real jump from a real run up. The aim of this drill is to show a correct run up (with no little steps in between) and jump while going at a slower pace to be able to help technique.
PIT: Long jump pit
CIRCLES: Cones
FIRST, SECOND AND THIRD PERSON: Person doing the three stride run up
SQUARE WITH JUMP: Place where person jumps from
FOURTH PERSON: Person who jumped into the pit
CIRCLES: Cones
FIRST, SECOND AND THIRD PERSON: Person doing the three stride run up
SQUARE WITH JUMP: Place where person jumps from
FOURTH PERSON: Person who jumped into the pit
Equipment:
1x set of cones
1x long jump pit
1x rake
8x forms
8x pens
Back-up plan:
My back up plan if it is raining or if someone else is using the pit, is to go into the gym or an undercover area or grassed area and practice the skipping drill, the pushing drill and the Tag game. I will also get them to do different stretches that will help stretch the muscles needed for long jump.
Tasks for reluctant students:
http://bogglesworldesl.com/
I have printed a work sheet about athletics events and will get the reluctant students to fill these out to be able to still learn about the sport.
My Analysis:
Teaching the year 7/8 sports class gave me an idea on things that I did well at and things I didn't do so well at. One thing that went well was the game called 'Tag'. This game enabled maximum participation and if you did get tagged you just have to switch movements, which meant that nobody was able to get 'out'. Another thing that went well was the skipping drill. Because they were all doing it together, nobody was embarrassed by what they were doing because everybody was doing the same thing. This game also allowed for maximum participation as well. Something that didn't work as well was the drill about taking off at the edge of the pit and landing into the pit. The drill its self was good, but because everybody had to line up and go one at a time, a few people were pushing each other and mucking around. Because I had most of my attention on the people who were jumping, I was sometimes unable to control what they were doing. Another drill that didn't work so good was the three step run up. Again, they had to go one at a time which meant that the mucking around was still there. Another point was that because they had to go one at a time some students got a little self conscious and when the made their attempted told me or their fellow peers that they 'suck' at long jump or don't like it. I am glad that they had a go at it, but I didn't like how they put them selves down after their attempt. Over all I could see the ideas that worked and some that needed a bit of revising or changing for next time.
Student feedback:
The four questions that I asked the students to fill out on the feed back sheet was: 1. What do you think the teacher did well in the lesson? 2. What do you think the teacher could have done better in the lesson? 3. What did you like best about the lesson? 4. Any other comments?
For the first question the students said that I explained what to do well, explained how to do the strides right, I had a good choice of wording, good at instructions, I did well at stopping the guys from mucking around and I was nice.
For the second question the students said that I needed to have more time to have a longer go at activities, make the run up longer, talk louder and do actual long jump and not 'weird' activities.
For the third question the students said that the best thing was the games and learning the skills, how kind I was to them and the fun they had,the game Tag, doing the little drills, how I was helping them and doing the jumping.
For the last question a student said that I was great with children.
Peer Analysis:
Indigo did really well this lesson. She has a way of speaking to the kids so they can relate and have fun. The kids understood her instructions and learnt from them. The only negative was the long line at the long jump pit but that was hard to avoid as there was only one pit. Well Done!!!
1x set of cones
1x long jump pit
1x rake
8x forms
8x pens
Back-up plan:
My back up plan if it is raining or if someone else is using the pit, is to go into the gym or an undercover area or grassed area and practice the skipping drill, the pushing drill and the Tag game. I will also get them to do different stretches that will help stretch the muscles needed for long jump.
Tasks for reluctant students:
http://bogglesworldesl.com/
I have printed a work sheet about athletics events and will get the reluctant students to fill these out to be able to still learn about the sport.
My Analysis:
Teaching the year 7/8 sports class gave me an idea on things that I did well at and things I didn't do so well at. One thing that went well was the game called 'Tag'. This game enabled maximum participation and if you did get tagged you just have to switch movements, which meant that nobody was able to get 'out'. Another thing that went well was the skipping drill. Because they were all doing it together, nobody was embarrassed by what they were doing because everybody was doing the same thing. This game also allowed for maximum participation as well. Something that didn't work as well was the drill about taking off at the edge of the pit and landing into the pit. The drill its self was good, but because everybody had to line up and go one at a time, a few people were pushing each other and mucking around. Because I had most of my attention on the people who were jumping, I was sometimes unable to control what they were doing. Another drill that didn't work so good was the three step run up. Again, they had to go one at a time which meant that the mucking around was still there. Another point was that because they had to go one at a time some students got a little self conscious and when the made their attempted told me or their fellow peers that they 'suck' at long jump or don't like it. I am glad that they had a go at it, but I didn't like how they put them selves down after their attempt. Over all I could see the ideas that worked and some that needed a bit of revising or changing for next time.
Student feedback:
The four questions that I asked the students to fill out on the feed back sheet was: 1. What do you think the teacher did well in the lesson? 2. What do you think the teacher could have done better in the lesson? 3. What did you like best about the lesson? 4. Any other comments?
For the first question the students said that I explained what to do well, explained how to do the strides right, I had a good choice of wording, good at instructions, I did well at stopping the guys from mucking around and I was nice.
For the second question the students said that I needed to have more time to have a longer go at activities, make the run up longer, talk louder and do actual long jump and not 'weird' activities.
For the third question the students said that the best thing was the games and learning the skills, how kind I was to them and the fun they had,the game Tag, doing the little drills, how I was helping them and doing the jumping.
For the last question a student said that I was great with children.
Peer Analysis:
Indigo did really well this lesson. She has a way of speaking to the kids so they can relate and have fun. The kids understood her instructions and learnt from them. The only negative was the long line at the long jump pit but that was hard to avoid as there was only one pit. Well Done!!!
Sport lesson: Soccer Skills
Students:
Niamh C, Brianna A, Zacc M, Connor H, Darcy R, Kaelan S, Bayley G and Mathew H.
Sport connection:
I am basing my skill drill around the sport of soccer. I am going to get the kids to practice on two particular skill for soccer that will enable them to increase in their skills for soccer.
Skill Focus:
My skill focus’ on dribbling the ball with confidence and able to control the ball when under pressure. I am also going to teach them how to header the ball properly.
Activities:
Killer whale (4mins):
My first activity is called ‘Killer Whale’. The object of the game is for one or two "killer whales" to kick as many soccer balls outside of the circle as he/she can. Each ball that goes out is worth a point. The people with a soccer ball try to shield the ball from the killer whale. If his/her ball gets kicked out, they retrieve the ball and continue dribbling in the circle. There are only 2 ‘Killer Whales’ at a time. They have about 60 seconds to get as many balls as they can out. I will be awarding 1 boy and 1 girl who get as many balls as they can out plus I will give every body a water balloon.
Niamh C, Brianna A, Zacc M, Connor H, Darcy R, Kaelan S, Bayley G and Mathew H.
Sport connection:
I am basing my skill drill around the sport of soccer. I am going to get the kids to practice on two particular skill for soccer that will enable them to increase in their skills for soccer.
Skill Focus:
My skill focus’ on dribbling the ball with confidence and able to control the ball when under pressure. I am also going to teach them how to header the ball properly.
Activities:
Killer whale (4mins):
My first activity is called ‘Killer Whale’. The object of the game is for one or two "killer whales" to kick as many soccer balls outside of the circle as he/she can. Each ball that goes out is worth a point. The people with a soccer ball try to shield the ball from the killer whale. If his/her ball gets kicked out, they retrieve the ball and continue dribbling in the circle. There are only 2 ‘Killer Whales’ at a time. They have about 60 seconds to get as many balls as they can out. I will be awarding 1 boy and 1 girl who get as many balls as they can out plus I will give every body a water balloon.
DARK WITCHES HATS: Circle marked with cones
CIRCLES WITH DOT: People with a ball that are dribbling round the circle
X: The 2 Killer Whales
CIRCLES WITH DOT: People with a ball that are dribbling round the circle
X: The 2 Killer Whales
Head catch (4mins):
To play this game the players form a circle around the teacher (me). The teacher has a soccer ball. The teacher starts at one player and works his/her way around the circle by tossing a soccer ball underhand at a each soccer player. While the ball is in "mid air" he/she yells "head" or he/she yells "catch". If the teacher yells "head", the player must catch the ball and if the coach yells "catch" the player must head the ball. If you make a mistake you have to do a jog around the circle of people or if you are crazy, you can choose to jog around the whole oval.
To play this game the players form a circle around the teacher (me). The teacher has a soccer ball. The teacher starts at one player and works his/her way around the circle by tossing a soccer ball underhand at a each soccer player. While the ball is in "mid air" he/she yells "head" or he/she yells "catch". If the teacher yells "head", the player must catch the ball and if the coach yells "catch" the player must head the ball. If you make a mistake you have to do a jog around the circle of people or if you are crazy, you can choose to jog around the whole oval.
X: The players standing in a circle
C: The teacher throwing the ball to each player
C: The teacher throwing the ball to each player
Equipment:
1x set of cones
7/8 balls
Timer
2x bibs
1x whistle
Prizes
Back-up plan:
If it is raining I would like the kids to play in the rain…..but I might allow them to go in the gym and we shall play head catch and practice some volleys and chest passes. I will throw the ball one at a time to them and get them to try each skill.
Task for reluctant students:
http://www.mathfactcafe.com/worksheet/wordproblem/1/0/m/15/18/512690
http://www.kidsmathgamesonline.com/worksheets/basicalgebra.html
http://www.math-aids.com/cgi/pdf_viewer_7.cgi?script_name=order_of_operations.pl&skill=0&&language=0&memo=&answer=1&x=134&y=13
I have printed 3 sheets of math- algebra, word problems and operations (BIMDAS).
My Analysis:
I think my lesson went pretty well. I actually enjoyed it better than I thought I would. I ended up teaching a pretty good group of year 7/8’s so I think this helped me to enjoy the lesson. I started out by getting the kids to sit in the shade facing me and the sport shed so that there would be no distractions. I then explained the game and I think that they got the meaning of what I was explaining. I then handed each of them a ball so that they would not fight to get a ball. The first game worked excellent. The best bit about the Killer Whale game was that no-one had to sit out. They listened well to my instructions so I think that this helped them know how to play the game. The second game we did was head catch and they were all really good at this….probably could of thrown some tricky balls for them because they were so good! They listened well and only one person had to run…..which they decided to run around the whole oval because they were really enthusiastic. I really enjoyed this experience and hope that I will be able to do an even better job next time.
Student Feedback:
In the feed back sheet I wrote 4 questions: 1. What do you think the teacher did well in the lesson? 2. What do you think the teacher could have done better in the lesson? 3. What did you like best about the lesson? 4. Any other comments?
For the first question most of the students said that I explained the drills/game well, made it interesting, were calm, were nice and they said that I listened to them when they had ideas that they shared. For the second question they suggest to make the lesson better I should include more games/activities and at some points speak a little louder. For the third question their response to which bit of the lesson was their favorite was playing Killer Whale and some said all of the games/activities. For the final question two people said that the lesson was fun and that I did a good job! Overall I think that everyone enjoyed my lesson.
Peer Analysis:
I was partnered with Jono for this lesson. He said that my lesson was "good" and said that I did a "good job at explaining the games" and a good job over all. Thanks for the review Jono :)
1x set of cones
7/8 balls
Timer
2x bibs
1x whistle
Prizes
Back-up plan:
If it is raining I would like the kids to play in the rain…..but I might allow them to go in the gym and we shall play head catch and practice some volleys and chest passes. I will throw the ball one at a time to them and get them to try each skill.
Task for reluctant students:
http://www.mathfactcafe.com/worksheet/wordproblem/1/0/m/15/18/512690
http://www.kidsmathgamesonline.com/worksheets/basicalgebra.html
http://www.math-aids.com/cgi/pdf_viewer_7.cgi?script_name=order_of_operations.pl&skill=0&&language=0&memo=&answer=1&x=134&y=13
I have printed 3 sheets of math- algebra, word problems and operations (BIMDAS).
My Analysis:
I think my lesson went pretty well. I actually enjoyed it better than I thought I would. I ended up teaching a pretty good group of year 7/8’s so I think this helped me to enjoy the lesson. I started out by getting the kids to sit in the shade facing me and the sport shed so that there would be no distractions. I then explained the game and I think that they got the meaning of what I was explaining. I then handed each of them a ball so that they would not fight to get a ball. The first game worked excellent. The best bit about the Killer Whale game was that no-one had to sit out. They listened well to my instructions so I think that this helped them know how to play the game. The second game we did was head catch and they were all really good at this….probably could of thrown some tricky balls for them because they were so good! They listened well and only one person had to run…..which they decided to run around the whole oval because they were really enthusiastic. I really enjoyed this experience and hope that I will be able to do an even better job next time.
Student Feedback:
In the feed back sheet I wrote 4 questions: 1. What do you think the teacher did well in the lesson? 2. What do you think the teacher could have done better in the lesson? 3. What did you like best about the lesson? 4. Any other comments?
For the first question most of the students said that I explained the drills/game well, made it interesting, were calm, were nice and they said that I listened to them when they had ideas that they shared. For the second question they suggest to make the lesson better I should include more games/activities and at some points speak a little louder. For the third question their response to which bit of the lesson was their favorite was playing Killer Whale and some said all of the games/activities. For the final question two people said that the lesson was fun and that I did a good job! Overall I think that everyone enjoyed my lesson.
Peer Analysis:
I was partnered with Jono for this lesson. He said that my lesson was "good" and said that I did a "good job at explaining the games" and a good job over all. Thanks for the review Jono :)