Download Racket Sports Lesson Plan PDF
Racket Sports Lesson Plan
01 Relay Race
02 Balloon Tap Relay
03 Balloon Tap Relay in Pairs
04 Balloon Tap Relay in Pairs with Racket
05 Throw and Hit
06 Badminton Rally
Link to four purposes:
The activities and experiences described within the lessons enable learners to:
-
develop the confidence and motivation, physical competence, knowledge and understanding through physical activity and sport to become healthy, confident individuals, ready to lead fulfilling lives as valued members of society.
- develop motivation, resilience, and decision-making abilities to become ambitious, capable learners, ready to learn throughout their lives
- manage risks, express ideas, engage in teamwork, take on different roles and responsibilities, to become enterprising, creative contributors ready to play a full part in life and work
- to become ethical, informed citizens of Wales and the world by developing their ability to show respect, to value equity and inclusion, to listen to others and to evaluate the social influences affecting them.
Activities and experiences described within the following lesson supports learning described in the statements of What Matters:
Developing Physical health and well-being has lifelong benefits.
Specifically, this lesson plan focuses on:
PS3
I can develop and apply a range of skills in familiar, unfamiliar and changing situations, exploring space creatively in response to a variety of stimuli. I can motivate myself to engage confidently in regular physical activity and sport, and am aware of my own progress.
Skills Developed:
Striking a moving object and send an object accurately to a partner
Learning Intention
We are learning to Strike/Send a moving object to a partner
Success Criteria
- I can strike a moving object
- I can use a block shot to strike a moving a object
- I can strike an object, placing it accurately for a partner to return.
Applying STEP
| Space |
| The playing area can either be increased or decreased. Restrictions can be placed on movement in and out of certain areas to encourage the performing of tactics or techniques. |
| Task |
| The time permitted to complete a task can be increased or decreased. |
| Equipment |
| A range of equipment should be available for learners. Creating a climate where learners feel safe to self-select the most appropriate equipment is imperative. A range of different or modified equipment will support learners experience success and progression in learning. |
| People |
| Grouping learners can support learning. Smaller groups or larger groups . |
Activities
Impairment Considerations:
In the table below is guidance on how to include people with different impairments within the lesson, but the best way to include a disabled pupil is to find out about their functional ability and what they CAN DO. This will enable them to have a great experience in a PE lesson.
Austism
Give the pupil time to process the information.
Give them time to try the activity before giving some teaching points.
Don’t use idioms or metaphors.
Avoid relying on gesture, facial expression or tone of voice.
Be mindful of sensitivity to noise/light.
Blind / Visual Impairment
Find out pupils’ level of sight.
Offer a range of equipment consisting of different colours and sizes e.g. Tennis racket, or fluorescent yellow.
The use of sound to help pupils participate e.g. bell on large shuttle or verbal instructions.
Offer a guide or buddy.
Other pupils to wear high-vis bibs.
Deaf / Hard of Hearing
Position yourself so the pupil can see you.
Speak clearly and concisely to support lip reading.
Show demonstrations for every activity.
Write down instructions.
Agree signals for starting and stopping of activity.
Use of technology to show demonstrations e.g. Shuttle Time App.
Learning Disability
Demonstrate all activities
Use technology if required.
Keep instructions short.
Break activities down into smaller sections.
Offer pupils a range of equipment in order to achieve success.
A shuttle can be set in motion from a suspension cord instead of being thrown.
Physical Impairment
Throwing/Hitting activity can be performed from a seated position.
For players with reduced dexterity, consider the use of easy grip objects e.g. tacky grips
Use of lighter equipment e.g. shortened racket.
Use of larger equipment in order to gain success e.g Larger-headed racket, bigger shuttle or fluff ball.
A shuttle can be set in motion from a suspension cord instead of being thrown.
Wheelchair User
A balloon/shuttle can be fed directly on to racket.
Use of lighter and larger equipment e.g. bigger racket, plastic balls, fluff balls.
Some striking activities can be played on a tabletop for certain impairment groups.
A shuttle can be set in motion from a suspension cord instead of being thrown.
SMILES
Always ensure that opportunities and experiences in and around Physical Activity and Sport comply with the ethos of SMILES (see General Guidance)
Safe - Physical, social and emotional
Maximum Participation - Inclusion
Included - Learner voice
Learning-focused
Enjoyment
Success-orientated
Download Racket Sports Lesson Plan PDFDownload Boccia Lesson Plan PDF
Boccia Lesson Plan
01 Pebble Plop
02 Bean Bag Skittles
03 In the Scoring Zone
04 The Aim Game
Link to four purposes:
The activities and experiences described within the lessons enable learners to:
-
develop the confidence and motivation, physical competence, knowledge and understanding through physical activity and sport to become healthy, confident individuals, ready to lead fulfilling lives as valued members of society.
- develop motivation, resilience, and decision-making abilities to become ambitious, capable learners, ready to learn throughout their lives
- manage risks, express ideas, engage in teamwork, take on different roles and responsibilities, to become enterprising, creative contributors ready to play a full part in life and work
- to become ethical, informed citizens of Wales and the world by developing their ability to show respect, to value equity and inclusion, to listen to others and to evaluate the social influences affecting them.
Activities and experiences described within the following lesson supports learning described in the statements of What Matters:
Developing Physical health and well-being has lifelong benefits.
Specifically, this lesson plan focuses on:
PS1
I can use and improve basic movement skills in familiar and unfamiliar situations. I can respond to prompts in imaginative and creative ways. I have the confidence and motivation to persevere when faced with physical challenges.
Skills Developed:
Sending an object to a target e.g. Under Arm Rolling, Under Arm Throwing, Rolling an object down a ramp/shoot towards a target
Learning Intention
We are learning to send an object to hit a target
Success Criteria
- I can send an object to hit a target
- I can send an object to block an opponent
- I can send an object to hit a target using a range of different techniques
Applying STEP
| Space |
| The playing area can either be increased or decreased. Restrictions can be placed on movement in and out of certain areas to encourage the performing of tactics or techniques. |
| Task |
| The time permitted to complete a task can be increased or decreased. |
| Equipment |
| A range of equipment should be available for learners. Creating a climate where learners feel safe to self-select the most appropriate equipment is imperative. A range of different or modified equipment will support learners experience success and progression in learning. |
| People |
| Grouping learners can support learning. Smaller groups or larger groups . |
Activities
02 Bean Bag Skittles
Equipment
Throwing objects: Boccia Balls, Bean Bags, Ramps
Targets: Skittles
How to Play
Number of Players:
Split pupils into two equal teams.
- Teams stand approximately 10 feet away from each other
- Two rows of skittles/plastic bottles are placed in between both teams
- Each team is allocated the row which is furthest away
- Using beanbags and balls, teams attempt to knock down their own row of skittles
- Pupils to explore different ways of sending the objects towards the targets
- The first team to do so successfully is the winner
Adjusting the game's difficulty using STEP:
| Space |
Easier |
Harder |
| Decrease the size
of playing area. | Increase the size
of the playing area |
| Task |
| Easier |
Harder |
Teams to knock down
nearest row of skittles
Stop activity after specific
time limit and count how
many skittles each team
has left |
Pupils must use nondominant
hand
Introduce time limit
for knocking down all
the skittles |
| Equipment |
| Easier |
Harder |
Use Large balls
Use larger skittles
Allow unlimited umber of
bean bags. |
Use smaller skittles
Allocated number of bean
bags per pupil/team |
| People |
| Easier |
Harder |
| Increase number of pupils on
each team |
Decrease the number of
pupils on each team |
03 In the Scoring Zone
Equipment
Throwing objects: Boccia Balls, Bean Bags, Ramps
Targets: Parachute, Hoops, Cones, Chalk
How to Play
Number of Players:
Can be played in small groups, pairs,
or individually.
- Mark out a scoring zone, with different
points allocated to each area within
the zone.
- Players score by propelling balls into
scoring zones.
- Players throw alternately.
Adjusting the game's difficulty using STEP:
| Space |
| Easier |
Harder |
Decrease the distance
to the target
Increase the size of each
scoring zone. |
Increase the distance
to the target
Decrease the size of each
scoring zone |
| Task |
| Easier |
Harder |
Decrease the number of
scoring zones |
Increase the number of
scoring zones
Add obstacles for players to
throw over |
| Equipment |
| Easier |
Harder |
Increase the size of the
target area
Use bean bags in order for
objects to stay on the target |
Decrease the size of the
target area |
| People |
| Easier |
Harder |
| Decrease the number of
players taking part | One team attacks and one
team defends by blocking the
scoring zones with their balls. |
04 The Aim Game
Equipment
Throwing objects: Boccia Balls, Bean Bags, Ramps
Targets: Hoops, Cones, Chalk, Boxes,
Skittles, Benches, Chairs
How to Play
Number of Players:
Pupils can all play all together
- Select a target for all pupils to aim
towards. Line markings in indoor or
outdoor spaces can be used.
- Pupils try to get their object as close to
the target as possible.
Adjusting the game's difficulty using STEP:
Impairment Considerations:
In the table below is guidance on how to include people with different impairments within the lesson, but the best way to include a disabled pupil is to find out about their functional ability and what they CAN DO. This will enable them to have a great experience in a PE lesson.
Austism
Give the pupil time to process the
information
Give them time to try the activity before
giving some teaching points
Don’t use idioms or metaphors
Avoid relying on gesture, facial
expression or tone of voice
Keep instructions short
Be mindful of sensitivity to noise/light
Blind / Visual Impairment
Find out pupils’ level of sight
Offer a range of equipment consisting of
different colours
The use of sound to help pupils participate
e.g. a bell or verbal instructions
Offer a guide or buddy
Other pupils to wear high-vis bibs
Deaf / Hard of Hearing
Position yourself so the pupil can see you
Speak clearly and concisely to support lip
reading
Show demonstrations for every activity
Write down instructions
Agree signals for starting and stopping of
activity
Use of technology to show
demonstrations
Learning Disability
Demonstrate all activities
Keep instructions short
Break activities down into smaller
sections
Reinforce quality of movement
Floor markers to help pupils know where
to move to
Physical Impairment
Activity can be performed from a
seated position.
For players with reduced dexterity,
consider moving slower.
Change of direction being the focus.
Alternative route or shorter distance
to move.
Wheelchair User
Alternative route or shorter distance to
move.
Consider moving slower.
Change of direction being the focus.
SMILES
Always ensure that opportunities and experiences in and around Physical Activity and Sport comply with the ethos of SMILES (see General Guidance)
Safe - Physical, social and emotional
Maximum Participation - Inclusion
Included - Learner voice
Learning-focused
Enjoyment
Success-orientated
Download Boccia Lesson Plan PDFDownload Gymnastics Lesson Plan PDF
Gymnastics Lesson Plan
01 Washing Machine Game
02 Traffic Lights
03 Bean Game
Link to four purposes:
The activities and experiences described within the lessons enable learners to:
-
develop the confidence and motivation, physical competence, knowledge and understanding through physical activity and sport to become healthy, confident individuals, ready to lead fulfilling lives as valued members of society.
- develop motivation, resilience, and decision-making abilities to become ambitious, capable learners, ready to learn throughout their lives
- manage risks, express ideas, engage in teamwork, take on different roles and responsibilities, to become enterprising, creative contributors ready to play a full part in life and work
- to become ethical, informed citizens of Wales and the world by developing their ability to show respect, to value equity and inclusion, to listen to others and to evaluate the social influences affecting them.
Activities and experiences described within the following lesson supports learning described in the statements of What Matters:
Developing Physical health and well-being has lifelong benefits.
Specifically, this lesson plan focuses on:
PS1
I have the confidence and motivation to move in different ways and I am beginning to develop control of gross motor and fine motor movements in different environments, moving safely in response to instructions.
Skills Developed:
Changing from one shape into another whilst using our imagination, whilst listening to different words/sounds, also moving around a space
Learning Intention
We are learning to change our body shape in response to different verbal/visual cues, maintaining body tension, concentrating on body management, to show shapes.
Success Criteria
- I can listen to instructions, to show a variety of shape
- I can move about the room in different ways, remembering an increased number of different shapes and words/visual associations
- I can travel around the room change from one shape into another
- I have increased control over my movements
Applying STEP
| Space |
| The playing area can either be increased or decreased. Restrictions can be placed on movement in and out of certain areas to encourage the performing of tactics or techniques. |
| Task |
| The time permitted to complete a task can be increased or decreased. |
| Equipment |
| A range of equipment should be available for learners. Creating a climate where learners feel safe to self-select the most appropriate equipment is imperative. A range of different or modified equipment will support learners experience success and progression in learning. |
| People |
| Grouping learners can support learning. Smaller groups or larger groups . |
Activities
01 Washing Machine Game
Equipment
Space, Equipment to play music on
How to Play
- The overall aim of the session to change shapes into different clothes shapes depending on what the teachers say.
- In between shapes, pupils will have move around the room or display different movements in different ways.
- Ways to move around the room or in between clothes shapes could be: walking, jumping, skipping OR jazz hands, fingers flicking, twisting body side to side
- Whilst pupils are moving, teachers call out an item of clothing. When the teacher shouts out this item, pupils need to stop stand still and get into the shape of that item of clothing.
Clothes shapes:
-
T Shirt: stand/sit tall with arms to the side like a T shape.
- Socks: sitting on the floor with arms to the ceiling and legs out in front of body - making an L shape
- Scarf: stand/sit tall in a straight shape, with arms to the ceiling , I shape
- Trousers: Standing/sitting with legs apart, or simply pointing to trousers, upside down Y shape, arms crossed in front of chest.
- Gloves: standing/sitting still, showing jazz hands
- Bobble Hat: Drawing a rainbow above your head, can be drawn out in front as well
- When the teacher shouts out WASHING MACHINE, pupils must stop moving, and spin around on the spot like a washing machine, or use hands to do a wind-the-bobbin movement with arms forwards or backwards.
Adjusting the game's difficulty using STEP:
02 Traffic Lights
Equipment
Space, Equipment to play music on, could use different coloured lights (RED/AMBER/GREEN)
How to Play
- The overall aim of the session to change shapes depending on what colours the teachers say
- In between shapes pupils will have to do different things on the spot. E.g. circle an arm, do a squat, do a spin
- When the teacher says RED pupils to go to circling arms, up and past ears and around shoulders
- When teacher says AMBER pupils to show straight shape or a stretch jump upwards
- When the teacher says GREEN pupils to show a star shape or star jump
- However when the teacher shouts POLICE pupils are to wave arms and legs around pulling a silly face
Adjusting the game's difficulty using STEP:
Impairment Considerations:
In the table below is guidance on how to include people with different impairments within the lesson, but the best way to include a disabled pupil is to find out about their functional ability and what they CAN DO. This will enable them to have a great experience in a PE lesson.
Austism
Leave enough time between instruction for pupils to process information, continuously check understanding.
Give pupils the opportunity to try the shapes with you before activity starts.
Use clear and concise information, don’t use jargon.
Take into consideration everyone’s individual learning style, don’t just rely on facial expressions etc.
Be mindful of sensitivity to noise/light.
Blind / Visual Impairment
Find out pupils’ level of sight.
Ensure room/space is well lit.
Offer a range of equipment consisting of different colours or showing pictures of clothes shapes.
Offer a range of different pictures, consider having small cut out shapes of clothes shapes are associated with.
The use of sound to help pupils participate e.g. bell, horn, claps or verbal instructions.
Offer a guide or buddy.
Other pupils to wear high-vis bibs.
Can use music as prompts as to when to change shapes and when to move.
Deaf / Hard of Hearing
Position yourself so the pupil can see you.
Ensure space/room is well lit.
Speak clearly and concisely to support lip reading.
Provide a signer if possible.
Show demonstrations for every activity and allow time for pupils to try the different shapes.
Use Cue Cards or different coloured scarfs for shapes transitions.
Agree signals for starting and stopping of activity.
Use videos of overall aim to show demonstrations.
Learning Disability
Demonstrate all activities, using pictures, videos and perhaps actual clothes.
Keep instructions short.
Break activities down into smaller sections, using less clothes for shapes to be associated with, building for the more clothes for the difficulty increment.
Reinforce the fun element, add fun faces.
Offer pupils a range of equipment in order to achieve success. Perhaps actually pointing at clothing could be enough for some pupils.
Floor markers to help pupils know where to move to….and in which direction to move around the room.
Physical Impairment
Activity can be performed from a seated position.
For players with reduced dexterity, reduce the shapes exactness.
Alternative route or shorter distance to move, ensure the space around the room is sufficient for movement.
Ensure time allocated for movement around the room between shape changes is enough for all involved.
Wheelchair User
All movements can be done sitting down.
Alternate rounds so some are done sitting down others moving around the room.
Ensure there is enough space for everyone to move around freely.
SMILES
Always ensure that opportunities and experiences in and around Physical Activity and Sport comply with the ethos of SMILES (see General Guidance)
Safe - Physical, social and emotional
Maximum Participation - Inclusion
Included - Learner voice
Learning-focused
Enjoyment
Success-orientated
Download Gymnastics Lesson Plan PDFDownload Athletics Lesson Plan PDF
Athletics Lesson Plan
01 Can You Be..?
02 Stepping Stones
03 Jump the Stream
04 Touch Base
Link to four purposes:
The activities and experiences described within the lessons enable learners to:
-
develop the confidence and motivation, physical competence, knowledge and understanding through physical activity and sport to become healthy, confident individuals, ready to lead fulfilling lives as valued members of society.
- develop motivation, resilience, and decision-making abilities to become ambitious, capable learners, ready to learn throughout their lives
- manage risks, express ideas, engage in teamwork, take on different roles and responsibilities, to become enterprising, creative contributors ready to play a full part in life and work
- to become ethical, informed citizens of Wales and the world by developing their ability to show respect, to value equity and inclusion, to listen to others and to evaluate the social influences affecting them
Activities and experiences described within the following lesson supports learning described in the statements of What Matters:
Developing Physical health and well-being has lifelong benefits.
Specifically, this lesson plan focuses on:
PS1
I have the confidence and motivation to move in different ways and I am beginning to develop control of gross motor and fine motor movements in different environments, moving safely in response to instructions.
Learning Intention
We are learning how to travel in different ways.
Success Criteria
-
I can travel in different direction
- I can travel using different body parts and different techniques.
- I can travel at different speeds.
Applying STEP
| Space |
| The playing area can either be increased or decreased. Restrictions can be placed on movement in and out of certain areas to encourage the performing of tactics or techniques. |
| Task |
| The time permitted to complete a task can be increased or decreased. |
| Equipment |
| A range of equipment should be available for learners. Creating a climate where learners feel safe to self-select the most appropriate equipment is imperative. A range of different or modified equipment will support learners experience success and progression in learning. |
| People |
| Grouping learners can support learning. Smaller groups or larger groups . |
Activities
02 Stepping Stones
How to Play
Divide the children into small groups, roughly of similar height / stride length / push range etc.
Children place 4-6 spots (‘stepping stones’) in a line in front of their group, with equal distance between the ‘stepping stones’. The distance between the spots should be guided by the desired difficulty of the activity.
Children explore different ways of moving across the ‘stepping stones’ e.g. hopping on each leg, jumping two feet to two feet, combination of hopping and jumping etc.
The coach introduces following certain patterns e.g.:
- jump, jump, hop, hop, jump, or
- hop, step, jump, hop, step, jump.
Allow children to create their own combination of patterns. To encourage continuity of the animal theme throughout the session, ask children to move like animals that jump between the cones/spots (sound effects encouraged!) eg. frog, rabbit, kangaroo etc.
Look for children being able to:
- Jump from two feet to two feet, forwards and backwards
- Jump from two feet to two feet whilst travelling in a lateral direction
- Hop confidently in a controlled manner on their preferred leg and weaker leg
- Jump and hop from A to B in a controlled manner
- Perform hop (on both their preferred and weaker legs) and jump combinations with balance and coordination
- Demonstrate a soft landing, bending at the knees to cushion the impact.
Adjusting the game's difficulty using STEP:
| Space |
| Easier |
Harder |
| Decrease the distance between the spots/cones. |
Increase the distance between the spots/cones. |
| Task |
| Easier |
Harder |
| Allow children to explore different ways to move across the spots. Eg. jump, hop, step, 1 foot to 2 feet, 2 feet to 2 feet. |
Challenge children to hop from spot to spot. Introduce different jumping combinations eg. jump, jump, hop, step, hop across the spots. |
| Equipment |
| Easier |
Harder |
| Consider colour coding the spots to help with instructions eg. red spot = land on 2 feet, blue spot = land on 1 foot. |
N/A |
| People |
| Easier |
Harder |
| Group children on similar ability. |
Group children on similar ability. Working in pairs children can look for correct jump/movement carried out. |
03 Jump the Stream
Equipment
Chalk, throw down lines, or mats (consider that some learners may not be able to navigate over thick mats, including wheelchair users)
How to Play
Set out the chosen equipment in a V-shape to create the riverbank with the ‘stream’ in between. The edges of the riverbank should converge slightly as they move out from the point of the V, so that there are easier and harder parts of the ‘stream’ to try to jump across. The ‘stream’ will be at its widest near the point of the V, and narrower as you move out away from the centre. See illustration above.
Children should jump across the equipment without stepping in the ‘stream’.
Children can choose where they want to start on the riverbank, e.g. the narrower ends to perform a shorter jump, or near the centre to perform a bigger jump.
To encourage continuity of the animal theme throughout the session, ask children to move like animals that jump (sound effects encouraged!) eg. frog, rabbit, kangaroo etc.
Approach: Run and jump
Jump for distance at wider point starting at narrow point
Approach: Hop and then leap
Bounding and leap
Run and leap to land on both feet
Approach: Skip to hop over the river
skip to hop over the river
Wheelchair user: Create a bridge to cross
The bridge might have a different entry and exit points.
Move onto and across forward and backward. Spin on the bridge.
Look for children being able to:
- Jump from two feet to two feet in a forwards and backwards motion.
- Land in a controlled way
- Jump from A to B in a controlled manner
- Hop from A to B in a controlled manner
- Demonstrate a soft landing, bending at the knees to cushion the landing
Adjusting the game's difficulty using STEP:
| Space |
| Easier |
Harder |
| Decrease the distance between the ‘riverbanks’ to create a narrower ‘stream’ to jump over. | Increase the distance between the ‘riverbanks’ to create a wider ‘stream’ to jump over. |
| Task |
| Easier |
Harder |
| Encourage children to explore jumping from two feet to landing on two feet, jumping off each leg and landing on two feet. | Ask children to explore jumping from a stationary position forwards and backwards, and progress onto introducing a short run up (two strides, forwards only). |
| Equipment |
| Easier |
Harder |
| Use visual aids such as throw down lines. | Use visual aids such as throw down lines. |
| People |
| Easier |
Harder |
| Group children with similar levels of ability. | Group children on similar ability. Working in pairs children can look for correct jump/movement carried out. |
Impairment Considerations:
In the table below is guidance on how to include people with different impairments within the lesson, but the best way to include a disabled pupil is to find out about their functional ability and what they CAN DO. This will enable them to have a great experience in a PE lesson.
Austism
Give the pupil time to process the information
Give them time to try the activity before giving some teaching points
Don’t use idioms or metaphors
Avoid relying on gesture, facial expression or tone of voice
Keep instructions short and language simple
Be mindful of sensitivity to noise/light
Limit any background noise and other distractions especially
during instructions.
Give safety rules clearly and carefully to avoid injury.
Ensure there is a clear start and end to activities.
Give warning of any changes coming up to help anticipate what comes next.
Blind / Visual Impairment
Find out pupils’ level of sight.
Offer a range of equipment consisting of different colours.
Offer a range of equipment consisting of different sizes e.g. larger cones or spots.
The use of sound to help pupils participate e.g. whistle to start, verbal instructions.
Offer a guide or buddy.
Other pupils to wear high-vis bibs.
Make sure the pupil begins the activity facing the right direction and knows where they are in relation to the activity area.
Deaf / Hard of Hearing
Position yourself so the pupil can see you, interpreters should stand next to the coach.
Speak clearly and concisely to support lip reading.
Show demonstrations for every activity.
Write down instructions.
Agree signals for starting and stopping of activity.
Use different coloured objects/signals to indicate changes during an activity e.g. jump, hop.
Use of technology to show demonstrations.
Learning Disability
Demonstrate all activities.
Keep instructions short.
Break activities down into smaller sections.
Reinforce need for correct movements not speed.
Floor markers to help pupils know where to move to.
Physical Impairment
Offer a shorter distance to move.
Consider introducing a time limit to complete a task to concentrate on the explosive action.
Single leg amputees can do
vertical and horizontal jumps
without their prosthetic limb -
if having difficulty with their
prosthesis.
Hopping on the prosthetic side
is difficult - encourage the
amputee to use intact limb.
When taking part in jumps,
ensure pupils take off and land
on their intact leg.
Wheelchair User
Jumping is an explosive movement, and this can be replicated for wheelchair users by giving children a time limit to get from one point to the next and then stopping straight away when they get to that point.
Offer a shorter or longer distance to move, depending on the child.
Movement skills can be replicated by using different sequences to push eg. left arm push, right arm push, both arms push. Introducing a time limit and a quick stop will replicate the explosive action. Make sure there is enough space around the child to do a single arm push safely.
Make sure the space allows pupils to move
around easily.
If no anti-tip is fitted reduce the risk of the chair
tipping back during an activity (e.g. reduce
speed and quick turns).
Look for a still head and body, and oval arm
movement for good
pushing technique.
Dwarfism
Spinal stenosis (narrowing of the spinal canal) is common and can cause
nerve difficulties in lower limbs. As a result, any shock impact through the
lower and upper spinal areas should be avoided.
Landing areas from jumps should be soft to avoid impact through lower
spine e.g. grass, sand, matting.
Some children may have issues with balance due to being upper body heavy
so hops may be difficult to perform and land safely.
Consider the reduced stride length of a child with dwarfism and perhaps
allow extra steps between one zone and another.
Reduce the number of repetitions to avoid over impact.
Make an additional time allowance for a child with dwarfism to complete the
game/task.
SMILES
Always ensure that opportunities and experiences in and around Physical Activity and Sport comply with the ethos of SMILES (see General Guidance)
Safe - Physical, social and emotional
Maximum Participation - Inclusion
Included - Learner voice
Learning-focused
Enjoyment
Success-orientated
Download Athletics Lesson Plan PDFDownload Multisport Lesson Plan PDF
Multisport Lesson Plan
01 Straight and Square
02 Team Pass to Score
03 Gates and Sharks
04 Hoop Ball
05 Go Hunt
06 Spider Web!
Link to four purposes:
The activities and experiences described within the lessons enable learners to:
-
develop the confidence and motivation, physical competence, knowledge and understanding through physical activity and sport to become healthy, confident individuals, ready to lead fulfilling lives as valued members of society.
- develop motivation, resilience, and decision-making abilities to become ambitious, capable learners, ready to learn throughout their lives
- manage risks, express ideas, engage in teamwork, take on different roles and responsibilities, to become enterprising, creative contributors ready to play a full part in life and work
- to become ethical, informed citizens of Wales and the world by developing their ability to show respect, to value equity and inclusion, to listen to others and to evaluate the social influences affecting them
Activities and experiences described within the following lesson supports learning described in the statements of What Matters:
Developing Physical health and well-being has lifelong benefits.
Specifically, this lesson plan focuses on:
PS3
I can develop and apply a range of skills in familiar, unfamiliar and changing situations, exploring space creatively in response to a variety of stimuli. I can motivate myself to engage confidently in regular physical activity and sport and am aware of my own progress.
Skills Developed
Moving into space within invasion games
Learning Intention
We are learning to create space within invasion games
Success Criteria
- Moving into space to receive an object
- Successfully send and receive an object without a defender intercepting
- Work together as part of a team to create space
Applying STEP
| Space |
| The playing area can either be increased or decreased. Restrictions can be placed on movement in and out of certain areas to encourage the performing of tactics or techniques. |
| Task |
| The time permitted to complete a task can be increased or decreased. |
| Equipment |
| A range of equipment should be available for learners. Creating a climate where learners feel safe to self-select the most appropriate equipment is imperative. A range of different or modified equipment will support learners experience success and progression in learning. |
| People |
| Grouping learners can support learning. Smaller groups or larger groups. |
Activities
01 Straight and Square
Equipment
Footballs + netball/handball
How to Play
For the first game play with the ball in hand.
- Groups of 4 (3 attackers, 1 defender)
- Attackers work as a team to complete the greatest number of passes
- Point scored per number of passes before the ball is intercepted by the defender
- Attackers work to move into space (zones) to support player in possession, defender works to intercept
Repeat the game again but with the ball on the ground; use footballs.
Adjusting the game's difficulty using STEP:
| Space |
| Easier |
Harder |
Decrease the space between the zones |
Increase the space between |
| Task |
| Easier |
Harder |
They can pass diagonally, straight or square |
Only pass straight or square |
| Equipment |
| Easier |
Harder |
Increase number of zones |
Decrease number of zones (only one zone free) |
| People |
| Easier |
Harder |
Decrease the number of defenders |
Increase the number of defenders |
02 Team Pass to Score
Equipment
Netball / handballs
How to Play
Play the game with the ball in hand.
- Players work as a team to complete number of passes within their teams.
- After each completed set, a defender is added.
- Once completed, teams will work in 4v4 grids.
- Team completing 4 successful passes scores 1 point.
Adjusting the game's difficulty using STEP:
| Space |
| Easier |
Harder |
Increase size of area |
Decrease size of area |
| Task |
| Easier |
Harder |
Decrease the number of passes |
Increase the number of passes Specify type of pass |
| Equipment |
| Easier |
Harder |
Larger ball |
Use a smaller ball (e.g. tennis) |
| People |
| Easier |
Harder |
Decrease the number of defenders added |
Increase the number of defenders added |
03 Gates and Sharks
Equipment
Uni-hoc / hockey sticks and air-flow balls
How to Play
- In pairs, number each other player 1 and player 2.
- Player 1 dribbles the ball towards a set of cones placed close together (gates)
- Player 1 passes the ball through the Gate to Player 2 who has moved into space the other side ready to receive the ball.
- Player 2 then dribbles the ball to another Gate.
- Aim to complete as many gates as possible
- Defenders (Sharks) will be floating around the area trying to intercept the ball
Adjusting the game's difficulty using STEP:
| Space |
| Easier |
Harder |
Increase size of area. |
Decrease area. |
| Task |
| Easier |
Harder |
No set time, let them do it with no time pressure. |
Set a time and pairs must count how many gates they go through. |
| Equipment |
| Easier |
Harder |
Larger/ Softer Ball. Can use both sides of hockey stick. |
Hockey Ball |
| People |
| Easier |
Harder |
Decrease the number of defenders |
Increase the number of defenders |
04 Hoop Ball
Equipment
Netballs / Handballs
How to Play
Play the game with the ball in hand.
- Teams of 6, work to score within hoops.
- Teams pass the ball to a team player standing in a hoop to score.
- Teams must complete 6 passes (all players to receive a pass) before scoring.
- To score, a player must receive the ball within the hoop (players must not stand within the hoops for more than 3 seconds)
Adjusting the game's difficulty using STEP:
| Space |
| Easier |
Harder |
Increase the playing area |
Increase the playing area |
| Task |
| Easier |
Harder |
Reduce the minimum number of passes |
Reduce the minimum number of passes |
| Equipment |
| Easier |
Harder |
Increase the number of hoops |
Decrease the number of hoops |
| People |
| Easier |
Harder |
Overload attack |
Overload defence |
05 Go Hunt
How to Play
Play the game with the ball on the ground.
- Two groups of 6 work in individual areas.
- Each player is numbered 1-6 within their group.
- When numbered player is called, they work as a defender in the second group (creating a 5(att) v 1 (def), aiming to gain possession / intercept.
- The first team’s defender to win possession gets a point.
Adjusting the game's difficulty using STEP:
| Space |
| Easier |
Harder |
Increase the playing area |
Increase the playing area |
| Task |
| Easier |
Harder |
Can use a variety of passes |
Set a time limit for the defenders |
| Equipment |
| Easier |
Harder |
Bigger ball used |
Smaller ball used |
| People |
| Easier |
Harder |
Fewer defenders called to go and try win possession |
Overload defenders (call multiple numbers) |
06 Spider Web!
Equipment
Uni-hoc / hockey sticks and air-flow balls
How to Play
- Set out using cones, one large outer circle and a smaller inner circle
- An equal number of attackers start outside the wider circle (with stick + ball), to the number of attackers within the inner circle (with a stick)
- Defenders are also within the outer circle (with a stick) aim to intercept any pass between the two attackin groups
- The Attackers starting in the inner circle run out to find space towards the players on the outside with a ball and receive a pass, then pass it back
- After recieveing passing the ball back to the outer players, they must go back into the inner circle before coming back out into space to receive a pass from a different player (outer players also move into space around the area)
- The attacking team aim to complete as many successful passes as possible
Adjusting the game's difficulty using STEP:
| Space |
| Easier |
Harder |
Increase the playing area
|
Increase the playing area |
| Task |
| Easier |
Harder |
Defenders to move at a slower pace (walking) Inner circle to be removed |
Timed activity linked to number of interceptions / completed passes |
| Equipment |
| Easier |
Harder |
Bigger ball |
Smaller ball used, inclusion of additional obstacles |
| People |
| Easier |
Harder |
Decrease the number of defenders |
Increase the number of defenders |
Impairment Considerations:
In the table below is guidance on how to include people with different impairments within the lesson, but the best way to include a disabled pupil is to find out about their functional ability and what they CAN DO. This will enable them to have a great experience in a PE lesson.
Autism
Give the pupil time to process the information
Give them time to try the activity before giving some teaching points
Don’t use idioms or metaphors
Avoid relying on gesture, facial expression or tone of voice
Keep instructions short
Be mindful of sensitivity to noise/light
Blind / Visual Impairment
Find out pupils’ level of sight
Offer a range of equipment consisting of different colours
Offer a range of equipment consisting of different sizes e.g. tennis racquet, bigger ball
The use of sound to help pupils participate e.g. bell ball or verbal instructions
Offer a guide or buddy
Other pupils to wear contrasting bibs
Deaf / Hearing Impairment
Position yourself so the pupil can see you
Speak clearly and concisely to support lip reading
Show demonstrations for every activity
Write down instructions
Agree signals for starting and stopping of activity
Use of technology to show demonstrations
Learning Disability
Demonstrate all activities
Keep instructions short
Break activities down into smaller sections
Reinforce need for accuracy rather than strength
Offer pupils a range of equipment in order to achieve success
Floor markers to help pupils know where to move to
Physical Impairment
Activity can be performed from a seated position
For players with reduced dexterity, consider the use of Velcro mitt/glove
For players with reduced dexterity, consider the use of easy grip objects e.g. bean bags
Use of lighter equipment e.g. Plastic hockey stick
Use of larger equipment in order to gain success e.g Tennis racquet, bigger ball
Alternative route or shorter distance to move after passing the ball
Wheelchair User
Use of lighter equipment e.g. plastic cricket bat, beach balls
Use of larger equipment e.g tennis racquet, bigger ball
Alternative route or shorter distance to move after passing the ball
Offer alternative options when passing a ball (eg roll rather than throw or kick)
SMILES
Always ensure that opportunities and experiences in and around Physical Activity and Sport comply with the ethos of SMILES (see General Guidance)
Safe - Physical, social and emotional
Maximum Participation - Inclusion
Included - Learner voice
Learning-focused
Enjoyment
Success-orientated
Download Multisport Lesson Plan PDF 
