Personal Development, Health & Physical Education Stage 4 Year 7

Unit Title

Kick, Pass, Run and Bounce - Fundamentals

Stage/Year

Stage 4 / Year 7

Strand(s)

Strand 2 Movement Skill and Performance

Unit Length 5 x 63-minute lessons

Unit Description

Throughout this unit, students are exposed to a variety of modified and small-sided games from the
category of invasion games. Students are given the opportunity to refine and improve their movement
skills in a range of games including soccer, touch football and basketball. The aim of the unit is to provide
an understanding of different elements of invasion games that can be transferred between other games
including offensive skills, defensive skills, teamwork and communication.
Outcomes A student
Evidence of Learning A student
Major Outcomes
Performs a range of Fundamental Movement Skills
4.4- demonstrates and refines movement skills in a range of
(FMS) in the context of invasion games and sports
contexts and environments
Understands and demonstrates an ability to transfer
4.13- demonstrates cooperation and support of others in
invasion game principles into a variety of modified
social, recreational and other group contexts
games contexts
4.14- engages successfully in a wide range of movement
Shows proficiency and understanding of object
situations that displays an understanding of how and why
manipulation, body awareness, anticipation and timing
people move
within games context
Shows awareness and skills in assessing their peers
Contributing Outcomes
on attacking and defending skills within games context
4.13- demonstrates cooperation and support of others in
over a period of time
social, recreational and other group contexts
Works cooperatively in a range of games contexts!
Assessment

Catholic Dimension

Students will be assessed informally throughout the unit as

they engage in a range of movement/games based activities.
Students will be assessed on how well they refine movement
skills in a range of movement contexts.

Strand 2 Movement Skill and Performance

This strand recognises the enjoyment and active participation
present in a range of movement contexts, and encourages
students to make clear and concrete choices about their
preferred forms of physical activity. Catholic Christian tradition
inspires us to make links between the beauty, inherent skill
and complexity of the body and other necessary dimensions
such as the soul, heart or spirit.

Personal Development, Health & Physical Education Stage 4 Year 7

Lesson
1

Learn About

Types of
movement
skills
Aspects of
movement
skill
development

Learn To

Practise and
refine fundamental
and specialised
movement skills in
predictable and
dynamic learning
environments
Participate in a
variety of
movement
activities to
demonstrate and
enhance body
control, body
awareness, object
manipulation,
anticipation and
timing

Lesson Outline

Evidence of Learning

Grid passing
Square grid, 4 students. Students begin passing in clockwise
direction. Progress to change direction teacher can stop class
if needed to provide students with key teaching points.
Under pressure
Same square grid, 4 students, 1 student in the middle trying to
win the ball off the others
Kicking target
Same groups of 4. Split into 2s and face each other (about 510m apart) Form a goal with 2 cones between the groups.
Students pass the ball between the cones and run to join the
end of the other group. Progress to make the cones closer
together.
Get to the Ball
Split into 2 teams, teams will stand on opposite sidelines. The
teacher will shout a number (e.g. 3) and that is the number of
players per team that will take the field. To enter the field, the
teams have to take the long way down the sideline and enter
at the base of their own goal line. The teacher then randomly
selects a side to throw the ball to. Progression to make
defensive team play with one less player than the attacking
team.

Participate in a variety
of movement activities
to demonstrate and
enhance body control,
body awareness,
object manipulation,
anticipation and timing.

Personal Development, Health & Physical Education Stage 4 Year 7

Aspects of
movement
skill
development
Contexts for
specialised
movement
skills

Influences
on skill
development
and
performance
Contexts for
specialised
movement
skills

Participate in a
variety of
movement
activities to
demonstrate and
enhance body
control, body
awareness, object
manipulation,
anticipation and
timing
Demonstrates
movement skills
through a range of
experiences
including invasion
games

Participate in
movement
activities that
demonstrate and
reinforce the
transfer of skills
across different
movement
contexts
Demonstrates
movement skills
through a range of
experiences
including invasion
games

Wombats vs. Wallabies

Students form a line-facing partner. One will be wallaby, the
other wombat. If Wombat is called by teacher, the Wombat
must try and make their end zone before the Wallaby tags
them and vice versa
Circle soccer
Class splits into half, each half forms a circle, passing the ball
to someone on the other side of the circle and running to take
their place, progress to add more balls
Keeping on your feet
Groups of 3, 2 at each end with a ball at their feet and one in
the middle. The one in the middle returns a pass from one
side, then turns around to do the same on the other side.
Four goal soccer
4 teams, small sided game with 4 goals. Have two games
going at once. Swap teams around.
Discussion
Based on skill selection and execution
Peer assessment
Warm up Pig
In groups of 6-8 with a soccer ball students pass the ball
between their hands. If they drop or miss catch they go down
on one knee, then two knees etc. until one person is left.
Progress to touch football ball
Football passing technique
Teacher clarifies correct football passing technique and
demonstrates using another student.
Grid work
Same groups, square grid, students run into the centre, pass
clockwise, and move to the end of the next line.
Steal the footy
Spilt into two teams who stand at opposite sidelines of a mini
touch football field. The teacher says a number (e.g. 4) and
that is how many students from each team play this round.
The teacher then randomly picks a side and throws it to that
side for that team to have the ball.

Transfer of FMS into

modified games
context, observation of
communication skills,
moving into space,
possession and team
work

Observation of
communication
between team players,
engagement in
activities, contribution
to questions and
transferring common
elements of soccer to
touch football

Personal Development, Health & Physical Education Stage 4 Year 7

Influences
on skill
development
and
performance
Contexts for
specialised
movement
skills

Influences
on skill
development
and
performance
Contexts for
specialised
movement
skills

Participate in
movement
activities that
demonstrate and
reinforce the
transfer of skills
across different
movement
contexts
Demonstrates
movement skills
through a range of
experiences
including invasion
games

Participate in
movement activities
that demonstrate
and reinforce the
transfer of skills
across different
movement contexts
Demonstrates
movement skills
through a range of
experiences
including invasion
games
Participate safely in
movement activities

Captain Ball
Groups of 5-6, choose a captain. Captain stands at front and
passes to each student (standing in semi circle around
captain) who then sits down, once all passes have been made
swap captain. Can be a race. Progress to do different types of
passes e.g. bounce pass, chest pass, shoulder pass.
Interceptor
4 teams (1 group of 5-6 vs. another), 2 games going at once.
1 team will be trying to get to 10 passes without the ball being
intercepted. Once the 10 passes are reached or the ball is
intercepted, swap possession
Tag ball
Swap teams to different fields. This time one team has
possession for 1 minute and will try to tag the other teams
players with the ball to get them out. See how many they can
get rid of
End ball
Players try to reach their awaiting player in the end zone to
score.
Warm up Wombats vs. Wallabies
Students form a line-facing partner. One will be
wallaby, the other wombat. If Wombat is called
by teacher, the Wombat must try and make their
end zone before the Wallaby tags them and vice
versa
Kick Ball
2 teams, one kicking one fielding. Played with
similar rules to voluntary run tee-ball except with
a soccer ball and kicking. Each team goes three
times and their total score is recorded.
Discussion
About skills involved in kick ball and how they
can be transferred into other sports.
Peer assessment

Development of
passing and running
skills in game contexts,
Observation of FMS,
Selecting appropriate
passes in advancing to
score, displaying
understanding of
anticipation and timing
within activities and
how well students
made use of all players
within their team

Teacher collects peer assessment

sheets and complete teacher
assessment sheet comparing
observations and comments on
development of skills and areas of
improvement of each student from
throughout the unit. This is then
recorded for reports.
Peer assessment sheets depth of
observation and comments,
Participation and engagement in
modified games, Transfer of
knowledge from previous lessons,
Movement ability within activities
and application of communication,
teamwork and support.

Personal Development, Health & Physical Education Stage 4 Year 7

Evaluation questions

Unit Evaluation

Were the outcomes achieved for the unit within the desired time frame?

Were activities designed appropriate to the skill/ability level of students?

Were students engaged and active participants in their own learning?

Were students assessed affectively using peer assessment sheets and teacher observation and
recording?

Did students show progress in the development of their FMS?

Did students display understanding of invasion games concepts and an ability to transfer
concepts between different invasion games?

Personal Development, Health & Physical Education Kick, Pass, Run and Bounce Fundamentals Stage 4 Year 7
Teacher s name: Chris Arnold

Stage 4 Year 7

Strand/s:
Strand 2 Movement Skill and Performance
Knowledge/Understanding Outcomes:
4.4- demonstrates and refines movement skills in a range of contexts and
environments
Students will Learn About
Types of movement skills
Aspects of movement skill development

Lesson number: 1

Learning and Teaching Strategies

Introduction 5 minutes
Students are introduced to the unit of Kick, Pass, Run and bounce and are
handed a peer assessment sheet each. Throughout the unit, students are
to have a buddy in which they assess using the assessment sheet.
Elements within assessment sheet are explained so students know exactly
what they are looking for. Throughout the unit, students will be refining their
movement skills in the context of modified invasion games and developing
their knowledge and understanding of elements within the game that are
transferrable into other games and sports.
Body
Grid Passing 5 minutes
Students are placed into groups of four (number system) and asked to form
a square grid with one student on each cone. Each group has one soccer
ball. To begin they are to pass the ball in clockwise direction to the person
next to them. Progress to a change in direction and increase speed (time).
Teacher observes kicking ability of class and stops activity if needed to
provide students with key teaching points in regard to kicking.

Skills/Values:
4.13- demonstrates cooperation and support of others in social, recreational and
other group contexts
Students will Learn to
Practise and refine fundamental and specialised movement skills in
predictable and dynamic learning environments
Participate in a variety of movement activities to demonstrate and enhance
body control, body awareness, object manipulation, anticipation and timing
Organisation

Key Teaching Points

Inside foot kick
1. Place non-dominant foot next to the
ball, on the same side of the ball as
the non-dominant foot (e.g. right
footed place left on left side of the
ball)
2. Lift dominant foot back, with the
knee bent slightly and the foot
turned away from the body
3. Strike ball just in front of the inside
of the ankle, knee still bent slightly,
body upright
4. Follow through so that your
dominant leg goes the same height
as it was raised in step 2
Inside foot control
1. Place non-dominant foot on the
same line of the ball as you would
to kick the ball (while the ball is
rolling towards you)
2. Dominant foot is turned away from
the body so the inside of the ankle

Equipment/
Resources

Peer
assessment
sheets

Cones
Soccer Balls

Personal Development, Health & Physical Education Kick, Pass, Run and Bounce Fundamentals Stage 4 Year 7
Under Pressure 5 minutes
Within groups, one person is selected to be in the middle. The other three
students are to try and pass the ball along the ground to each other without
the ball being intercepted by the person in the middle. Note: There will
always be one spare cone so the three students that arent in the middle
are encouraged to move to a space to receive passes encouraging team
work and moving off the ball.
Kicking Target 5 minutes
In the same groups of four, two students stand facing the other two
students (approx 5-10 meters apart). There are cones placed between
each pair forming a goal to shoot between. The aim is to pass the ball
through the cones to the opposite player and run to the back of the line. As
the activity progresses, cones are brought closer together and lines should
move further apart. Students are encouraged to experiment with different
kicking and passing techniques.

is showing for the ball to hit. The

foot should be slightly in front of the
non-dominant foot
3. As the ball is making contact with
your dominant foot, bring your foot
back slightly to cushion the impact
allowing for a softer touch
4. *Note: this is almost the exact
opposite of kicking the ball, can be
taught as doing the opposite of
kicking

Get to the Ball 20 minutes

Split into 2 teams, teams will stand on opposite sidelines. The teacher will
shout a number (e.g. 3) and that is the number of players per team that will
take the field. To enter the field, the teams have to take the long way down
the sideline and enter at the base of their own goal line. The teacher then
randomly selects a side to throw the ball to. Progression to make defensive
team play with one less player than the attacking team.
Conclusion 10 minutes
What were the main fundamental movement skills used within this lesson?
What were the main components of passing and kicking? Do these skills
vary between different sports? If so how? Were different types of passes
and kicks used more appropriate from one activity to the other? Why is it
important to be able to select an appropriate pass in a game of soccer?
Observational Focus:
Application of skills in relation to activities. Observation of engagement in activities, group and individual participation.
Reflection:

Cones
Soccer Balls

Cones
Soccer Balls

Peer Assessment Sheet Year 7 Personal Development, Health and Physical

Education
5 = Excellent, 1 = Needs improvement

Lesson 1
Inside foot kick
Skill Steps
1. Place non-dominant foot next to the ball, on the same side
of the ball as the non-dominant foot (e.g. right footed
place left on left side of the ball)
2. Place non-dominant foot next to the ball, on the same side
of the ball as the non-dominant foot (e.g. right footed
place left on left side of the ball)
3. Strike ball just in front of the inside of the ankle, knee still
bent slightly, body upright
4. Follow through so that your dominant leg goes the same
height as it was raised in step 2

Comments:______________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Inside Foot Control
Skill Steps
1. Place non-dominant foot on the same line of the ball as
you would to kick the ball (while the ball is rolling towards
you)
2. Dominant foot is turned away from the body so the inside
of the ankle is showing for the ball to hit. The foot should
be slightly in front of the non-dominant foot
3. As the ball is making contact with your dominant foot, bring
your foot back slightly to cushion the impact allowing for a
softer touch
4. *Note: this is almost the exact opposite of kicking the ball,
can be taught as doing the opposite of kicking

Comments:______________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Lesson 2
Inside Foot Kick
Skill Steps
1. Place non-dominant foot next to the ball, on the same side
of the ball as the non-dominant foot (e.g. right footed
place left on left side of the ball)
2. Place non-dominant foot next to the ball, on the same side

Peer Assessment Sheet Year 7 Personal Development, Health and Physical

Education
of the ball as the non-dominant foot (e.g. right footed
place left on left side of the ball)
3. Strike ball just in front of the inside of the ankle, knee still
bent slightly, body upright
4. Follow through so that your dominant leg goes the same
height as it was raised in step 2

Comments:______________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Inside Foot Control
5.
6.
7.
8.

Skill Steps
Place non-dominant foot on the same line of the ball as
you would to kick the ball (while the ball is rolling towards
you)
Dominant foot is turned away from the body so the inside
of the ankle is showing for the ball to hit. The foot should
be slightly in front of the non-dominant foot
As the ball is making contact with your dominant foot, bring
your foot back slightly to cushion the impact allowing for a
softer touch
*Note: this is almost the exact opposite of kicking the ball,
can be taught as doing the opposite of kicking

Comments:______________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Lesson 3
Passing Football
Skill Steps
1. Hold ball in the centre with both hands, evenly spread out
2. Point the same foot as the side you passing to towards
your target (e.g. passing the ball left, point left foot at
target)
3. Bend elbow of the opposite arm and pushing out in front of
body as you swing the ball from that arms hip in the
direction you want to throw it
4. Release ball just past the hip of the opposite side and
follow arms through

Comments:______________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Peer Assessment Sheet Year 7 Personal Development, Health and Physical

Education
________________________________________________________________________
________________________________________________________________________
Catching Football
Skill Steps
1. Place outside foot from the side you receiving the ball
forward
2. Turn upper body slightly towards the side that you are
receiving the ball from
3. Two hands up with fingers spread so thumbs form a W
4. Close hands and fingers around the ball as the ball makes
contact with the hand

Comments:______________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Lesson 4
Chest Pass
Skill Steps
1. Holding the ball close to your chest with both hands
making a W with your thumbs on the close side of the ball
2. Push ball towards target, flicking fingers through the centre
of the ball and outwards

Comments:______________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Shoulder Pass
1.
2.
3.
4.

Skill Steps
Holding the ball close to your chest with both hands
making a W with your thumbs on the close side of the ball
Pull ball back towards dominant shoulder, swivelling hands
so dominant hand is square on the ball and non-dominant
is at a 90-degree angle (used to support ball in place)
Leaving non-dominant hand still, push hard with dominant
hand towards target
Flick fingers through the ball and down

Comments:______________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Peer Assessment Sheet Year 7 Personal Development, Health and Physical

Education
Bounce Pass
Skill Steps
1. Apply the technique of the shoulder pass for the push of
the ball
2. Aim to bounce the ball 2/3 of the distance between yourself
and your target

Comments:______________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Lesson 5
Inside Foot Kick
Skill Steps
5. Place non-dominant foot next to the ball, on the same side
of the ball as the non-dominant foot (e.g. right footed
place left on left side of the ball)
6. Place non-dominant foot next to the ball, on the same side
of the ball as the non-dominant foot (e.g. right footed
place left on left side of the ball)
7. Strike ball just in front of the inside of the ankle, knee still
bent slightly, body upright
8. Follow through so that your dominant leg goes the same
height as it was raised in step 2

Comments:______________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Inside Foot Control
Skill Steps
9. Place non-dominant foot on the same line of the ball as
you would to kick the ball (while the ball is rolling towards
you)
10. Dominant foot is turned away from the body so the inside
of the ankle is showing for the ball to hit. The foot should
be slightly in front of the non-dominant foot
11. As the ball is making contact with your dominant foot, bring
your foot back slightly to cushion the impact allowing for a
softer touch
12. *Note: this is almost the exact opposite of kicking the ball,
can be taught as doing the opposite of kicking

Comments:______________________________________________________________
________________________________________________________________________

Peer Assessment Sheet Year 7 Personal Development, Health and Physical

Education
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Chest Pass
Skill Steps
3. Holding the ball close to your chest with both hands
making a W with your thumbs on the close side of the ball
4. Push ball towards target, flicking fingers through the centre
of the ball and outwards

Comments:______________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Shoulder Pass
5.
6.
7.
8.

Skill Steps
Holding the ball close to your chest with both hands
making a W with your thumbs on the close side of the ball
Pull ball back towards dominant shoulder, swivelling hands
so dominant hand is square on the ball and non-dominant
is at a 90-degree angle (used to support ball in place)
Leaving non-dominant hand still, push hard with dominant
hand towards target
Flick fingers through the ball and down

Comments:______________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Bounce Pass
Skill Steps
3. Apply the technique of the shoulder pass for the push of
the ball
4. Aim to bounce the ball 2/3 of the distance between yourself
and your target

Comments:______________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Personal Development, Health & Physical Education Kick, Pass, Run and Bounce Fundamentals Stage 4 Year 7
Teacher s name: Chris Arnold

Stage 4 Year 7

Strand/s:
Strand 2 Movement Skill and Performance
Knowledge/Understanding Outcomes:
4.4- demonstrates and refines movement skills in a range of contexts and
environments
Students will Learn About
Aspect of movement skill development
Contexts for specialised movement skills

Lesson number: 2

Teaching and Learning Strategies

Introduction
Wombats vs. Wallabies 5 minutes
Students form a line-facing partner. One will be wallaby, the
other wombat. If Wombat is called by teacher, the Wombat
must try and make their end zone before the Wallaby tags
them and vice versa
Circle Soccer 5 minutes
Class is split into half and each group forms a big circle.
One person kicks the ball along the ground to another
person in the circle (besides those next to them) and
proceeds to run to that position. Once students are kicking
and passing smoothly, introduce another ball to the circle
and students move further out. Students are encouraged to
focus on controlling the ball then passing.
Body
Keeping on your feet 5 minutes
Students are split into groups of three, each group with two
balls each. Two students are facing each other
approximately 5 meters away (both with ball each) and the
other student in the middle of both of them. The student in

Skills/Values:
4.13- demonstrates cooperation and support of others in social, recreational and
other group contexts
Students will Learn to
Participate in a variety of movement activities to demonstrate and enhance
body control, body awareness, object manipulation, anticipation and timing
Demonstrates movement skills through a range of experiences including
invasion games

Organisation

Key Teaching Points

Inside foot kick
1. Place non-dominant foot next to the ball,
on the same side of the ball as the nondominant foot (e.g. right footed place
left on left side of the ball)
2. Lift dominant foot back, with the knee
bent slightly and the foot turned away
from the body
3. Strike ball just in front of the inside of the
ankle, knee still bent slightly, body upright
4. Follow through so that your dominant leg
goes the same height as it was raised in
step 2
Inside foot control
1. Place non-dominant foot on the same line
of the ball as you would to kick the ball
(while the ball is rolling towards you)
2. Dominant foot is turned away from the
body so the inside of the ankle is showing
for the ball to hit. The foot should be
slightly in front of the non-dominant foot

Equipment/
Resources
Soccer Balls

Soccer Balls

Personal Development, Health & Physical Education Kick, Pass, Run and Bounce Fundamentals Stage 4 Year 7
the middle is passed the ball from one end, passes it back
and runs around the same person and back to the middle.
Once back in the middle they should be ready to receive
another ball, pass back to that person and so on. It is
important to stay on your feet and be ready to receive and
pass on the move at all times. Once each person has had
five passes, rotate middle person.

3. As the ball is making contact with your

dominant foot, bring your foot back
slightly to cushion the impact allowing for
a softer touch
4. *Note: this is almost the exact opposite of
kicking the ball, can be taught as doing
the opposite of kicking

Soccer Balls
Cones

Four Goal Soccer 20 minutes

Class is split into four teams (mixed gender and ability
levels) and 3 teams have braids. Using a small-sided game
area, teams spread out anywhere on the field and four small
goals are set out. Both teams can score in either four goals
but to be able to score, the ball must be passed between at
least 3 of your players and once passed through the goal,
another player must be there to receive the pass. Ensure
that you use all the space available and if one goal mouth is
crowded, try to move the play space to a new goal.
Progress to the introduction of two balls if students are
understanding concepts. Play games like a round robin so
each team plays each other.
Conclusion
Discussion 10 minutes
As a class, students are asked: How important was
selecting an appropriate pass in the four goal game? Why?
What other skills were improved on this lesson? Why was it
important to move to a space within the game of four goal
soccer? What were you communicating about on the field?
How important was this? Enforce the need for effective
communication when playing in a team, using space
effectively on the field and also marking a player when you
dont have the ball to keep possession.
Peer Assessment 5 minutes
Students are given a few minutes to complete a peer
assessment sheet on their buddy based on soccer
activities and modified games played so far. They are
encouraged to not just assess their skill and technique but

Peer Assessment
Sheets

Personal Development, Health & Physical Education Kick, Pass, Run and Bounce Fundamentals Stage 4 Year 7
their team work, communication, selection of a range of
passes and possession of the ball.
Observational Focus:
Transfer of FMS into modified games context, observation of communication skills, moving into space, possession and team work
Reflection:

Personal Development, Health & Physical Education Kick, Pass, Run and Bounce Fundamentals Stage 4 Year 7
Teacher s name: Chris Arnold

Stage 4 Year 7

Strand/s:
Strand 2 Movement Skill and Performance
Knowledge/Understanding Outcomes:
4.4- demonstrates and refines movement skills in a range of contexts and
environments

Lesson number: 3

Students will Learn About

Influences)on)skill)development)and)performance)
Contexts)for)specialised)movement)skills

Teaching and Learning Strategies

Introduction
Warm Up Pig 10 minutes
In small groups of 6-8 (number system to form groups),
students form a circle. One person starts with the soccer
ball and passes it to another persons hands within the circle
and so on. If you drop the ball or miss the catch then you go
down on one knee, if you drop it again, two knees, one
elbow, two elbows then youre a pig and you stay seated
until there is one person left standing. Progress to using a
touch football and move the circle out to make passes
harder.
Football Passing Technique 5 minutes
Teacher clarifies correct football passing technique and
demonstrates using another student.
Body
Grid Work 10 minutes
In the same groups, students form a square grid with two
students on each corner. The aim is to pass the ball

Skills/Values:
4.13- demonstrates cooperation and support of others in social, recreational and
other group contexts
4.14- engages successfully in a wide range of movement situations that displays
an understanding of how and why people move
Students will Learn to
Participate)in)movement)activities)that)demonstrate)and)reinforce)the)transfer)of)
skills)across)different)movement)contexts)
Demonstrates)movement)skills)through)a)range)of)experiences)including)invasion)
games

Organisation

Key Teaching Points

Passing Football
1. Hold ball in the centre with both hands,
evenly spread out
2. Point the same foot as the side you
passing to towards your target (e.g.
passing the ball left, point left foot at
target)
3. Bend elbow of the opposite arm and
pushing out in front of body as you swing
the ball from that arms hip in the direction
you want to throw it
4. Release ball just past the hip of the
opposite side and follow arms through
Catching Football
1. Place outside foot from the side you
receiving the ball forward
2. Turn upper body slightly towards the side
that you are receiving the ball from
3. Two hands up with fingers spread so

Equipment/
Resources
Soft Soccer Balls
Touch Footballs

Touch Footballs
Cones

Personal Development, Health & Physical Education Kick, Pass, Run and Bounce Fundamentals Stage 4 Year 7
clockwise and run to the end of the next line. Progress to a
change in direction if needed and once passes are accurate
and technique is proficient amongst most players, students
stop. Next, the two people with the ball (opposite) run with
the ball toward each other across the grid and when they
approach the middle pass to the person on their left and
keep running forward. Emphasise you must ALWAYS pass
to the left and run straight across. Always be ready to either
receive or pass the ball. Encourage students to use names
of who they are passing to improve communication and
accuracy.
Steal the Footy 20 minutes
Spilt into two teams who stand at opposite sidelines of a
mini touch football field. The teacher says a number (e.g. 4)
and that is how many students from each team play this
round. The teacher then randomly picks a side and throws it
to that side for that team to have the ball.

thumbs form a W
4. Close hands and fingers around the ball
as the ball makes contact with the hand

Touch Footballs
Cones

Touch Footballs
Cones

Conclusion
Discussion 8 minutes
What skills of touch football did you learn in this lesson?
Why was it important to move to space when playing the
modified game? Was this game similar to four goal soccer
from last lesson? If so how? Emphasise there are similar
elements of the game that can be transferred between
sports (e.g. communication, team work, support, selecting
appropriate passes)
Observational Focus:
Observation of communication between team players, engagement in activities, contribution to questions and transferring common elements of soccer to touch
football.
Reflection

Personal Development, Health & Physical Education Kick, Pass, Run and Bounce Fundamentals Stage 4 Year 7
Teacher s name: Chris Arnold

Stage 4 Year 7

Strand/s:
Strand 2 Movement Skill and Performance
Knowledge/Understanding Outcomes:
4.4- demonstrates and refines movement skills in a range of contexts and
environments

Lesson number: 4

Students will Learn About

Influences)on)skill)development)and)performance)
Contexts)for)specialised)movement)skills

Teaching and Learning Strategies

Introduction
Captain Ball 10 minutes
Students are to form groups of 5-6 and choose someone to
be captain. Captain stands in front of other students as
they form a semi circle around (approx. 5 metres). Captain
passes and receives the ball back and forth from each
student and once they have been through all students
another captain comes forward to complete the same
sequence. Progress to different passes e.g. chest
pass!bounce pass!overhand throw and move further
apart. Teacher clarifies and demonstrates different passes
with another student
Body
The Interceptor 10 minutes
In the same groups, students are to place themselves within
the marked out cone area. There should be two games
playing at the one time. One team in each game will be
given braids to wear. The aim of the game is to try and keep

Skills/Values:
4.13- demonstrates cooperation and support of others in social, recreational and
other group contexts
4.14- engages successfully in a wide range of movement situations that displays
an understanding of how and why people move
Students will Learn to
Participate)in)movement)activities)that)demonstrate)and)reinforce)the)transfer)of)
skills)across)different)movement)contexts)
Demonstrates)movement)skills)through)a)range)of)experiences)including)invasion)
games)

Organisation

Key Teaching Points

Chest Pass
1. Holding the ball close to your chest with
both hands making a W with your thumbs
on the close side of the ball
2. Push ball towards target, flicking fingers
through the centre of the ball and
outwards
Shoulder Pass
1. Holding the ball close to your chest with
both hands making a W with your thumbs
on the close side of the ball
2. Pull ball back towards dominant shoulder,
swivelling hands so dominant hand is
square on the ball and non-dominant is at
a 90-degree angle (used to support ball in
place)
3. Leaving non-dominant hand still, push
hard with dominant hand towards target

Equipment/
Resources
Soft volleyballs

Basketballs
Cones

Personal Development, Health & Physical Education Kick, Pass, Run and Bounce Fundamentals Stage 4 Year 7
possession without letting the other team intercept the ball.
If the ball is intercepted it is a changeover and other team
takes possession. Students are encouraged to use and
create space, make use of a variety of passing techniques
and develop tactics to advance to score. You are not
allowed to run with the ball in your hands, if you stop you
must pass to another player. To be able to score a minimum
of three people within your team must have touched the
ball.
Tag ball 10 minutes
Swap teams to different fields. This time one team has
possession for 1 minute and will try to tag the other teams
players with the ball to get them out. See how many they
can get rid of.
End Ball 15 minutes
Using the same game concepts as previous activity, teams
are to select one student to be their end zone person. This
time, all players must touch the ball and proceed to pass to
end zone person to score a point No contact (If a person is
too close you can tag them with ball and they must stand
beside you whilst you take a free throw) and throws must be
a minimum of 1 meter in distance. Progression- end zone
person must stand in a hoop and be passed to working on
accuracy of passes.

4. Flick fingers through the ball and down

Bounce Pass
1. Apply the technique of the shoulder pass
for the push of the ball
2. Aim to bounce the ball 2/3 of the distance
between yourself and your targe

Basketballs
Cones

Basketballs
Cones
Hoops

Conclusion 5 minutes
Students are questioned around important game concepts
that were present within activities.
What skills were needed within these activities? How did
your team keep possession of the ball when you were trying
to score? What passes worked? What didnt? Why?
Observational Focus:
Development of passing and running skills in game contexts, Observation of FMS, Selecting appropriate passes in advancing to score, displaying
understanding of anticipation and timing within activities and how well students made use of all players within their team.
Reflection