Sample Unit Three - Sending and Receiving

Intermediate Level

When students are able to throw and catch with mature form consistently, they are ready to engage in intermediate-level movement skill experiences. At this level, students are provided with opportunities to refine their throwing and catching skills and to apply them in a broader range of contexts.

Overview of Unit Three

Learning experiences in this unit are organized around the following basic tasks:

Activity #1 : From Home base, Throw and Travel to Catch
Activity #2 : Travel to Catch an Object Thrown by a Stationary Partner
Activity #3 : Throw and Catch While Travelling Alone
Activity #4 : Throw and Catch While Travelling With a Partner
Activity #5 : Catch and Throw Quickly in One Smooth Motion
Activity #6 : Catch a Flying Disk or Ring With One Hand While Stationary
Activity #7 : Catch a Flying Disk or Ring With One Hand While Travelling
Activity #8 : Travel to Catch a Rolling or Bouncing Ball and Throw Quickly
Activity#9 : Throw at a Moving Target
Activity #10 : Throw and Catch While a Third Person Attempts to Intercept (Two Against One-Keep Away)

Foundational Objectives for Unit Three

All the Foundational Objectives can be developed in this unit. However, the following will be emphasized.

Students will:

Demonstrate competency in many physical activities and proficiency in a few physical activities.
Apply movement concepts and principles to the learning and development of movement patterns and skills.
Behave in ways that are personally and socially responsible in physical activity settings. (PSVS).

Learning Objectives for Unit Three

As a result of participating in the learning experiences in this unit, students will:

continue to refine sending and receiving skills introduced at the beginner level
develop their ability to execute the following basic offensive and defensive strategies:
move to receive a pass
position to cut off a pass
fake to conceal intent
reposition to create space
design simple games that incorporate basic offensive and defensive strategies (CCT)
gain knowledge and understanding of the principles of force production, application and absorption, and become increasingly able to apply the principles in different contexts
develop their ability to use the movement variables to solve movement problems (CCT)
develop an understanding of how knowledge is created, evaluated, refined and changed in physical education (CCT)
develop their ability to share, in their own words, ideas that are heard, read, viewed or discussed (C)
develop their ability to gradually incorporate the vocabulary of physical education into their talk and writing (C)
develop their ability to reflect upon the benefits of cooperative, respectful or empathetic behaviours in specific situations (PSVS)

Sub-concepts : Throwing and Catching

Focus : Movement Strategies & Offensive and Defensive Strategies

Activity #1 - From Home Base Throw and Travel to Catch

Students throw an object a distance from where they are standing (home base) so that they have to travel in order to catch it. Students throw, travel and catch. They return to home base after each catch. They begin by throwing so they only have to take one or two steps, and progressively increase the distance.

Organization/Management

· If students use a carpet square (poly spot, tape line, hoop) as a home base, they can throw their object, travel a short distance to catch it, and then return to their home bases for the next throw. This ensures that they will remain in particular locations in the gym and reduces the potential confusion that could result if students were travelling anywhere in the gymnasium after each throw.

· Initially, students should be instructed to all throw and travel in the same direction.

Materials/Equipment

· One ball for each student.

· One home base (carpet square, poly spot, etc.) for each student.

Refine

· Watch the ball, position yourself under it, reach, and pull it in.

Adapt/Extend/Challenge/

Apply

Vary the distance.

Students throw a ball in the air so that it lands some distance from home base, let it bounce once, then catch it.

Throw a ball forcefully against the floor so that some travel away from home base is required to catch it.

Standing 10-15 steps away from a wall, throw a ball so that it bounces against the wall, and requires travelling to catch it. Stand a little farther away from the wall after each successful catch.
Standing 10-15 steps away from a wall, throw a ball so that it bounces first against the floor, then against the wall, and requires that the student travel to catch.
Vary the level.

Students jump, throw while in the air, travel and catch. v
Students throw, travel and then catch at a low level... a medium level... a low level.

Students throw an object over a rope or net, travel to the other side and catch it. Can you catch the object after it has bounced once? How many times in a row can you throw, run to the other side of the rope or net, and catch the object before it lands?

Vary the equipment. Students throw, travel and then catch with a variety of different equipment (e.g., scoop, paddle, racquet, Frisbee, towel).

Activity #2 - Travel to Catch an Object Thrown by a Stationary Partner

Two students are standing on a home base some distance away from each other. Student A throws an object so that Student B must travel away from home base in order to catch it. Throwers remain on their home bases. Catchers travel, catch and then return to their home bases.

Organization/Management

Students are in pairs

Having students stand on a home base such as a carpet square, poly spot, tape line would help them remain in particular locations in the gym and reduce the confusion that could result if they were travelling anywhere in the gymnasium while throwing and catching.

Materials/Equipment

· At least one object for every two students.

Refine

Throwers - keep looking at the target (partner) the whole time. Who remembers the cues for the underarm throw? Face the target. Swing arm back then forward. Shift weight onto front foot. If your feet are together when you throw, then take a step forward with your opposite foot. Fingers point to target on release. Face, swing, shift, point.

Throwers - throw leading passes. Throw the ball a short distance ahead of your partner so that he or she does not have to slow down or speed up to catch it.

Receivers-watch, reach, pull.

Receivers-thumbs or little fingers (pinkies). When you catch above your head, how should your hands be positioned? Thumbs together. How should your hands be placed when you catch at a low level? Little fingers together.

Adapt/Extend/Challenge/

Apply

Vary the distance.

Can you throw so that your partner only has to take one step away from home base to catch? Two steps away? Several steps?

Throw a ball high in the air so that it lands some distance from partner's home base. Catcher lets it bounce once, then catches it...lets it bounce twice, then catches...

Standing 10-15 steps from a wall, throw a ball so that it bounces against the wall, and requires that the catcher travel to catch it. Stand a little farther away from the wall after each successful catch.

Standing 10-15 steps away from a wall, throw a ball so that it bounces first against the floor, then against the wall, and requires that the catcher travel to catch it.

Vary the level.

The object is thrown so that the catcher travels and is able to catch at different levels.

Students catch while in the air. How many times in a row can your partner travel, jump and then catch the object while in the air?

Both partners stand on one side of a suspended rope or net and an object is thrown over the rope or net. The catcher travels to the other side of the rope or net and catches it after it has bounced once. After five successful catches, the catcher attempts to catch the object before it lands on the floor. How many times in a row can you catch it before it lands on the floor?

Vary the directions.

Receivers travel perpendicular to the thrower-from left to right and right to left.

Receivers travel away from the thrower-facing or facing away from the thrower.

Receivers travel toward the thrower.

Throwers and receivers plan and then execute passing patterns. For example, the receiver will run five steps away from the thrower, then change direction abruptly (90-degree turn to the right) and catch while running.

Vary the equipment. Students catch with a variety of different equipment. (e.g.,, scoop, paddle, racquet, Frisbee, towel).

Activity #3 - Throw and Catch While Travelling Alone

Students throw an object into the air and catch it themselves while travelling non-stop.

Organization/Management

· Before having students travel randomly in general space while throwing and catching, it may be advisable to restrict travel to defined areas (lanes, corridors, boundaries) in the gymnasium. Students would then throw and catch while travelling within these boundaries and this would decrease the likelihood of bumping into each other.

· Students should be reminded to look for and travel into empty spaces.

Materials/Equipment

· At least one object for each student.

Refine

· Lead passes-throw the object ahead just far enough so that you can catch it without slowing down or speeding up.

· When you catch, remember the cues-watch, reach, pull. High catches, thumbs together; low catches, little fingers together.

Adapt/Extend/Challenge/

Apply

Vary the body parts.

Students throw and catch with two hands, with one hand.

Catch with the left hand, then with the right hand.

Throw with one hand, catch with the other.

Vary the locomotion. Students walk, run, skip, hop, slide step (chassés), etc. while throwing and catching.

Vary the size of the space. Students travel in a large space (e.g., the entire gym)... in a medium size space (e.g., half the gym)... in a small space (e.g., one quarter of the gym).

Vary the level. Students catch at a low, at a medium, at a high level. See if you can catch it three times in a row at a low level, then three times in a row at a high level. While travelling, students jump, throw while in the air, land, continue to travel, and catch.

Vary the pathways. Students travel in straight, curved and zigzag pathways.

Vary the directions.

Students travel forward, backward, sideward.

Students change directions every time a signal (music stops, whistle, handclap, drum beat) is given.

Students change directions every 8th step.

Vary the speed. Students begin travelling slowly (e.g., walk). When they can catch the object almost every time it is thrown, they try travelling at medium speed (e.g., jogging). When you can catch eight times out of 10 while jogging, you can try running.

Vary the relationships to equipment. An obstacle course is set up where students travel on, over, between, into, and out of equipment (e.g., benches, boxes, hoops, cones) while throwing and catching.

Vary the equipment. Students throw and catch using different objects and implements while travelling.

Activity #4 - Throw and Catch While Travelling With a Partner

In pairs, students throw an object back and forth as they travel in general space.

Organization/Management

· Before having students travel randomly throughout general space while throwing and catching, it may be advisable to restrict travel to defined areas (lanes, corridors, boundaries) and directions in the gymnasium. Students would then throw and catch within these areas, travel in the same direction, and thus reduce the possibility of collisions.

Materials/Equipment

At least one object for each pair.

Refine

· Lead passes-throw the object ahead of your partner just far enough so that he or she can catch it without slowing down or speeding up.

· When you catch, remember the cues-watch, reach, pull. High catches, thumbs together; low catches, little fingers together.

Adapt/Extend/Challenge/

Apply

· Vary the body parts. Students catch with the left hand only, with the right hand only.

· Vary the locomotion. Students walk, run, skip, hop, slide step (chassés), etc. while throwing and catching.

· Vary the size of the space. Students travel in a large space (e.g., the entire gym)... in a medium size space (e.g., half the gym)... in a small space (e.g., one-quarter of the gym).

· Vary the levels.

·Students catch at a low, at a medium, at a high level. See if you can catch it three times in a row at a low level, then three times in a row at a high level.

·While travelling, students jump, catch while in the air, land, continue to travel.

· Vary the pathways. Students travel in straight, curved and zigzag pathways.

·

Vary the directions.

·Students travel forward, backward, sideward.

·Students travel and change directions every time a signal (music stops, whistle, handclap, drum beat) is given.

· Vary the speed. Students begin travelling slowly (e.g., walk). When they can catch the object almost every time it is thrown, they try travelling at medium speed (e.g., jogging). When they can catch eight times out of 10 while jogging, they can try running.

· Vary the equipment. Students throw and catch using different objects and implements.

Activity #5 - Catch and Throw Quickly in One Smooth Motion

Students catch an object and quickly throw, blending the catch and the throw into one continuous movement.

If the object has to be thrown a long distance, an overarm throw will usually be used. For example, in softball after catching a fly ball, an overarm throw would be used to get the ball to home plate. The sidearm throw is often used for throwing short distances. For example, in baseball when the ball is caught infield and thrown to first base. In these sports, holding the ball after it is caught gives the base runner(s) more time to run.

Organization/Management

· Students stand 10-15 steps away from a wall.

Materials/Equipment

· At least one ball-that can be held comfortably in one hand-for each student.

Refine

· The following cues apply specifically to catching and then throwing quickly.

Blend your catching and throwing actions.

·Make your catching and throwing one smooth motion with no stops.

·One big, smooth, flowing motion.

·Don't hesitate between your catch and your throw.

·Like catching a hot potato.

·One smooth movement, with no stops or jerkiness.

Adapt/Extend/Challenge/

Apply

· Students, standing 10-15 steps away from a wall, throw a ball so it hits the wall low and rolls back to them. They move to position themselves directly behind the ball, catch it, and immediately throw it back to the wall in one continuous motion. The sequence consists of throwing, moving into position, catching and throwing.

·Students travel forward rapidly to catch the ball before it has rolled all the way back to them.

·Students are challenged to catch and throw as many times as they can in 30 seconds.

·Catch and throw with the same hand.

·Throw using different arm actions-underarm, overarm, sidearm, backhand.

·Catch and throw to a target (e.g., target on a wall, target on the floor, another person).

·Students are challenged to hit a target as many times as possible out of 10. If there's a pause or a stop between the catch and the throw, it doesn't count.

·Throw the ball so it hits the floor and then the wall.

· Students stand 10-15 steps away from a partner. When the ball is thrown, catchers move to position themselves directly behind the ball, catch it, and immediately throw it back to the thrower in one continuous motion.

·Catchers move forward rapidly to catch the ball before it has rolled all the way back to them.

·Students are challenged to catch and throw as many times as they can in 30 seconds.

·Catch and throw with the same hand.

·Catch and throw to a target.

·Catchers are challenged to hit a target as many times as possible out of 10. If there's a pause or a stop between the catch and the throw, it doesn't count.

·The ball is rolled or bounced to the catcher.

·The ball is thrown a short distance to either side of the catcher, requiring the catcher to travel in order to catch.

Activity #6 - Catch a Flying disk or Ring With One Hand While Stationary

Partners, standing on a home base 10-15 steps away from each other, throw a ring or flying disk using a backhand throwing action and catch it using only one hand.

Organization/Management

· Students are in pairs.

Materials/Equipment

· One ring (made of paper and tape, rubber, etc.) or flying disk for every pair.

Refine

· Catchers-watch the disk or ring, reach for it, pull it in.

· Throwers: Shoulder (of throwing arm) points to target. Arm across the body. Step with throwing-side foot. Point fingers to target.

Adapt/Extend/Challenge/

Apply

· Vary the parts of the body. Students throw and catch with right hand and with left hand.

· Vary the area/location.

·Students throw the ring to either side of the receivers to make them catch first with one hand and then with the other.

·Students throw to make the partner take a step and reach to catch. The other foot remains on the base.

·Students throw so that the partner has to take a few steps away from home base-to the side, forward, backward-to catch.

· Vary the levels.

·Students throw and catch at low, medium and high levels.

· Vary the distance. When both students have caught the object five times out of seven throws, they both take one giant step backward away from each other. If they miss they move closer to each other.

· Vary the speed. Students throw with varying amounts of force.

· Vary the equipment. Students throw different types of flying disks (e.g., cloth, plastic lids, Frisbees) and rings (e.g., deck rings made of rubber, rings made of newspaper and tape).

Activity #7 -Catch a Flying Disk or Ring With One Hand While Travelling

When students are able to catch consistently without missing while remaining relatively stationary, they progress to a more dynamic situation. One student remains on home base and throws leading passes to a traveling partner. Initially the catcher travels slowly (e.g., walking). As catching without missing becomes more consistent, the catcher increases speed of travel (e.g., slow run, then fast run). After five throws, throwers and catchers trade places.

Organization/Management

· Students are in pairs.

Materials/Equipment

· One ring (made of paper and tape, rubber, etc.) or flying disk for every pair.

Refine

· Catchers-watch the thrower until the disk or ring is released, then track the disk all the way to your hands.

· Throwers - throw leading passes. Throw the disk or ring just ahead of your partner so he or she doesn't have to slow down or speed up to catch.

Adapt/Extend/Challenge/

Apply

· Vary the parts of the body. Students throw and catch with right hand and with left hand.

· Vary the area/location. Students throw the ring so that it is caught in different places around the body.

· Vary the levels. Students throw and catch at low, medium and high levels. Students throw so that the partner has to jump to catch.

· Vary the distance. Students increase and decrease the distance between them as they travel.

· Vary the speed. Students throw with varying amounts of force.

· Vary the equipment. Students throw different types of flying disks (e.g., cloth, plastic lids, Frisbees) and rings (e.g., deck rings made of rubber, rings made of newspaper and tape).

Activity #8 -Travel to Catch a Rolling or Bouncing Ball and Throw Quickly

In each group, there is one catcher, one hitter and one catcher "in the field" (fielder). The catcher stands behind the home base. The hitter strikes the ball, the fielder travels to catch and throws quickly to the catcher. After striking the ball 5 times, the hitter goes to the field, the fielder becomes the catcher, and the catcher goes to bat.

Note: If an implement is being used to strike the ball, catchers should stand at least three giant steps away from the hitter.

The ball may be hit using a hand, a foot or an implement (short or long handle). If the ball is hit with the hand or with a bat (paddle, racquet, etc.) it may be placed on a tee. If it is hit with the foot or with a hockey stick, the object may simply be placed on a spot (piece of tape, carpet square, etc.).

Organization/Management

· Students are in groups of three.

· This activity may also be done using a station format where students have different kinds of equipment at each station. After a few minutes at one station, the groups rotate to the next station. For example:

Station 1: One ball only. Students kick the ball.

Station 2: One ball only. The ball is on the floor and students strike it with one hand.

Station 3: One ball only. The hitter throws the ball upward so that it bounces on home base and then strikes it.

Station 4: One ball and one tee. The ball is placed on the tee and kicked.

Station 5: One ball and one tee. The ball is placed on the tee and struck with one hand.

Station 6: One ball, one tee and one paddle. The ball is placed on the tee and struck with the paddle.

Station 7: One ball and one plastic hockey stick. The ball is placed on home base and struck (slapshot) or pushed (wrist shot) with the stick.

Materials/Equipment

· At least one ball for each group.

· More equipment will be required if a station format is used.

Refine

· Cues for the catchers in the field:

·Remember the ready position-your weight is forward on the balls of your feet, hips and knees flexed, arms out in front, hands near the ground, palms up.

·What can you do to catch the ball sooner? Right. You can run at an angle rather than moving sideward and waiting for the ball to come to you.

·Don't wait for the ball to come to you-run to get it.

·Blend your catching and throwing actions.

·Make your catching and throwing one smooth motion with no stops.

·One big, smooth, flowing motion.

·Don't hesitate between your catch and your throw.

·Imagine the ball is a hot potato.

·One smooth movement, with no stops or jerkiness.

· Cues for the catchers on home base:

·Try to catch while keeping one foot on home base. Take one step off home base and stretch to catch if the ball is not coming directly to you.

·Watch the ball, reach to catch it, pull it in by bending your elbows.

Adapt/Extend/Challenge/

Apply

· Vary the body parts.

·Place the ball on the floor and kick it (strike with foot).

·Fielder catches and throws using one hand only.

· Vary the throwing action. Students use overarm sidearm and underarm actions.

· Vary the time. Fielders run up to the ball to catch it, rather than waiting for the ball to roll to them.

· Vary the equipment. Students use different implements to throw, strike and/or catch

·Use different objects.

·Use different equipment to simulate the tee.

· Make it a game. Students and or teacher make up simple rules (e.g., The batter runs to a base and returns to the batting tee before the catcher receives the ball thrown by the fielder.)

· Vary the rules. Increase the number of sub-tasks. The batter strikes the ball and runs to a base some distance away. Meanwhile, the fielder catches the ball and throws it to the batter-who is now on the base-who, in turn, catches and throws to the catcher.

· Make the task more physically demanding (increased contribution to the physical development of the student).

·After striking the ball, the batter travels to a base (e.g., poly spot, carpet square) located some distance away and returns to the tee after each strike. Use a different locomotion each time.

·Use two or three poly spots (e.g., carpet squares, cones) representing bases in the field. After the batter has hit the ball five times, all three players run three times around the tee and other bases.

Activity #9 - Throw at a Moving Target

One student throws a ball (beanbag, ring, etc.) at a moving target. The moving targets may consist of objects and/or persons.

Examples of objects as targets:

· A large ball rolling on the floor that a partner has thrown.

· A hoop that a partner is holding vertically and moving in an arc from side to side.

· A racquet or paddle that a partner is holding vertically and moving in an arc overhead.

· A hoop that a partner is holding horizontally (parallel to the floor) and moving in an arc in front of the body at hip level.

· A racquet or paddle that a partner is holding vertically and moving in an arc.

· A container (plastic bucket, cardboard box, bag, etc.) that a partner is holding in front at waist level while travelling.

· A hoop that a partner is holding horizontally or vertically while travelling.

Examples of persons as targets:

· A partner swinging on a rope

· A partner swinging on a swing on the playground

· A partner running and dodging during a game of tag

· Persons during a game of dodge ball

Organization/Management

This will vary according to the activity.

Materials/Equipment

· This will vary according to the activity.

Refine

· Throw the object ahead of the target-to the place where the target will be when the object reaches it.

Adapt/Extend/Challenge/

Apply

· Vary the body parts.

·Students throw with the left hand only, with the right hand only.

·Students throw while balancing on different body parts (unstable body positions).

· Vary the actions of the body. Students throw using underarm, overarm, sidearm and backhand actions.

· Vary the distance. Students throw to the target from different distances.

· Vary the levels.

·Students throw to targets at low, medium and high levels.

·Students throw from different low positions (e.g., lying, squatting, sitting, kneeling), from medium and from high positions.

·Students jump and then throw while in the air

· Vary the pathways. Students move the targets in straight, curved and zigzag pathways.

· Vary the directions.

·Students, holding the targets, travel forward, backward, sideward.

·Students, holding the targets, travel and change directions every time a signal (music stops, whistle, handclap, drum beat) is given.

· Vary the speed. The targets move slowly at first and with increasing speed as throwing effectiveness improves.

· Vary the equipment. Students throw at a variety of different moving targets.

Activity #10 - Throw and Catch While a Third Person Attempts to Intercept (Two Against One-Keep Away)

Two students throw and catch an object while a third student attempts to intercept it. When the object is intercepted, the student in the middle and the student who threw the object trade places.

Organization/Management

· Groups of three.

Materials/Equipment

· One object for every three students (e.g., beanbag, yarn ball, foam rubber ball).

· Cones to mark each group's playing area.

Refine

· Persons in the middle - what should the persons in the middle do to intercept the object? Right. They should deny (close) space by positioning themselves between the other two players.

· Throwers and catchers - what should you do to prevent the person in the middle from intercepting the passes? Yes. You should move to open space.

Adapt/Extend/Challenge/

Apply

· How could you change this activity? Students use movement (body, space, effort, relationships) and other variables (number of participants, rules, equipment, etc.) to modify the activity.

Assessment Ideas

Refer to Assessment Strategies in Part Two and Part Three of the curriculum guide.

Student Self-Assessment

Students engage in a Two Against One activity in which the player in the middle trades places with one of the other two students after the ball has been thrown five times-whether or not the ball is intercepted. Students record the extent to which they are able to:

· travel into open space to send and receive the object

· position themselves to cut off the pass (to close space)

· catch while being guarded by an opponent

Portfolio Task

Students provide evidence of their knowledge and understanding of basic offensive and defensive strategies by drawing two diagrams on paper showing themselves in a Two Against One game situation. They use arrows to indicate 1) travelling into open space to send or receive, and 2) closing space to intercept.

Activity #1 - From Home Base Throw and Travel to Catch Students throw an object a distance from where they are standing (home base) so that they have to travel in order to catch it. Students throw, travel and catch. They return to home base after each catch. They begin by throwing so they only have to take one or two steps, and progressively increase the distance.
Organization/Management	· If students use a carpet square (poly spot, tape line, hoop) as a home base, they can throw their object, travel a short distance to catch it, and then return to their home bases for the next throw. This ensures that they will remain in particular locations in the gym and reduces the potential confusion that could result if students were travelling anywhere in the gymnasium after each throw. · Initially, students should be instructed to all throw and travel in the same direction.
Materials/Equipment	· One ball for each student. · One home base (carpet square, poly spot, etc.) for each student.
Refine	· Watch the ball, position yourself under it, reach, and pull it in.
Adapt/Extend/Challenge/ Apply	Vary the distance. Students throw a ball in the air so that it lands some distance from home base, let it bounce once, then catch it. Throw a ball forcefully against the floor so that some travel away from home base is required to catch it. Standing 10-15 steps away from a wall, throw a ball so that it bounces against the wall, and requires travelling to catch it. Stand a little farther away from the wall after each successful catch. Standing 10-15 steps away from a wall, throw a ball so that it bounces first against the floor, then against the wall, and requires that the student travel to catch. Vary the level. Students jump, throw while in the air, travel and catch. v Students throw, travel and then catch at a low level... a medium level... a low level. Students throw an object over a rope or net, travel to the other side and catch it. Can you catch the object after it has bounced once? How many times in a row can you throw, run to the other side of the rope or net, and catch the object before it lands? Vary the equipment. Students throw, travel and then catch with a variety of different equipment (e.g., scoop, paddle, racquet, Frisbee, towel).

Activity #2 - Travel to Catch an Object Thrown by a Stationary Partner Two students are standing on a home base some distance away from each other. Student A throws an object so that Student B must travel away from home base in order to catch it. Throwers remain on their home bases. Catchers travel, catch and then return to their home bases.
Organization/Management	Students are in pairs Having students stand on a home base such as a carpet square, poly spot, tape line would help them remain in particular locations in the gym and reduce the confusion that could result if they were travelling anywhere in the gymnasium while throwing and catching.
Materials/Equipment	· At least one object for every two students.
Refine	Throwers - keep looking at the target (partner) the whole time. Who remembers the cues for the underarm throw? Face the target. Swing arm back then forward. Shift weight onto front foot. If your feet are together when you throw, then take a step forward with your opposite foot. Fingers point to target on release. Face, swing, shift, point. Throwers - throw leading passes. Throw the ball a short distance ahead of your partner so that he or she does not have to slow down or speed up to catch it. Receivers-watch, reach, pull. Receivers-thumbs or little fingers (pinkies). When you catch above your head, how should your hands be positioned? Thumbs together. How should your hands be placed when you catch at a low level? Little fingers together.
Adapt/Extend/Challenge/ Apply	Vary the distance. Can you throw so that your partner only has to take one step away from home base to catch? Two steps away? Several steps? Throw a ball high in the air so that it lands some distance from partner's home base. Catcher lets it bounce once, then catches it...lets it bounce twice, then catches... Standing 10-15 steps from a wall, throw a ball so that it bounces against the wall, and requires that the catcher travel to catch it. Stand a little farther away from the wall after each successful catch. Standing 10-15 steps away from a wall, throw a ball so that it bounces first against the floor, then against the wall, and requires that the catcher travel to catch it. Vary the level. The object is thrown so that the catcher travels and is able to catch at different levels. Students catch while in the air. How many times in a row can your partner travel, jump and then catch the object while in the air? Both partners stand on one side of a suspended rope or net and an object is thrown over the rope or net. The catcher travels to the other side of the rope or net and catches it after it has bounced once. After five successful catches, the catcher attempts to catch the object before it lands on the floor. How many times in a row can you catch it before it lands on the floor? Vary the directions. Receivers travel perpendicular to the thrower-from left to right and right to left. Receivers travel away from the thrower-facing or facing away from the thrower. Receivers travel toward the thrower. Throwers and receivers plan and then execute passing patterns. For example, the receiver will run five steps away from the thrower, then change direction abruptly (90-degree turn to the right) and catch while running. Vary the equipment. Students catch with a variety of different equipment. (e.g.,, scoop, paddle, racquet, Frisbee, towel).

Activity #3 - Throw and Catch While Travelling Alone Students throw an object into the air and catch it themselves while travelling non-stop.
Organization/Management	· Before having students travel randomly in general space while throwing and catching, it may be advisable to restrict travel to defined areas (lanes, corridors, boundaries) in the gymnasium. Students would then throw and catch while travelling within these boundaries and this would decrease the likelihood of bumping into each other. · Students should be reminded to look for and travel into empty spaces.
Materials/Equipment	· At least one object for each student.
Refine	· Lead passes-throw the object ahead just far enough so that you can catch it without slowing down or speeding up. · When you catch, remember the cues-watch, reach, pull. High catches, thumbs together; low catches, little fingers together.
Adapt/Extend/Challenge/ Apply	Vary the body parts. Students throw and catch with two hands, with one hand. Catch with the left hand, then with the right hand. Throw with one hand, catch with the other. Vary the locomotion. Students walk, run, skip, hop, slide step (chassés), etc. while throwing and catching. Vary the size of the space. Students travel in a large space (e.g., the entire gym)... in a medium size space (e.g., half the gym)... in a small space (e.g., one quarter of the gym). Vary the level. Students catch at a low, at a medium, at a high level. See if you can catch it three times in a row at a low level, then three times in a row at a high level. While travelling, students jump, throw while in the air, land, continue to travel, and catch. Vary the pathways. Students travel in straight, curved and zigzag pathways. Vary the directions. Students travel forward, backward, sideward. Students change directions every time a signal (music stops, whistle, handclap, drum beat) is given. Students change directions every 8th step. Vary the speed. Students begin travelling slowly (e.g., walk). When they can catch the object almost every time it is thrown, they try travelling at medium speed (e.g., jogging). When you can catch eight times out of 10 while jogging, you can try running. Vary the relationships to equipment. An obstacle course is set up where students travel on, over, between, into, and out of equipment (e.g., benches, boxes, hoops, cones) while throwing and catching. Vary the equipment. Students throw and catch using different objects and implements while travelling.

Activity #5 - Catch and Throw Quickly in One Smooth Motion Students catch an object and quickly throw, blending the catch and the throw into one continuous movement. If the object has to be thrown a long distance, an overarm throw will usually be used. For example, in softball after catching a fly ball, an overarm throw would be used to get the ball to home plate. The sidearm throw is often used for throwing short distances. For example, in baseball when the ball is caught infield and thrown to first base. In these sports, holding the ball after it is caught gives the base runner(s) more time to run.
Organization/Management	· Students stand 10-15 steps away from a wall.
Materials/Equipment	· At least one ball-that can be held comfortably in one hand-for each student.
Refine	· The following cues apply specifically to catching and then throwing quickly. Blend your catching and throwing actions. ·Make your catching and throwing one smooth motion with no stops. ·One big, smooth, flowing motion. ·Don't hesitate between your catch and your throw. ·Like catching a hot potato. ·One smooth movement, with no stops or jerkiness.
Adapt/Extend/Challenge/ Apply	· Students, standing 10-15 steps away from a wall, throw a ball so it hits the wall low and rolls back to them. They move to position themselves directly behind the ball, catch it, and immediately throw it back to the wall in one continuous motion. The sequence consists of throwing, moving into position, catching and throwing. ·Students travel forward rapidly to catch the ball before it has rolled all the way back to them. ·Students are challenged to catch and throw as many times as they can in 30 seconds. ·Catch and throw with the same hand. ·Throw using different arm actions-underarm, overarm, sidearm, backhand. ·Catch and throw to a target (e.g., target on a wall, target on the floor, another person). ·Students are challenged to hit a target as many times as possible out of 10. If there's a pause or a stop between the catch and the throw, it doesn't count. ·Throw the ball so it hits the floor and then the wall. · Students stand 10-15 steps away from a partner. When the ball is thrown, catchers move to position themselves directly behind the ball, catch it, and immediately throw it back to the thrower in one continuous motion. ·Catchers move forward rapidly to catch the ball before it has rolled all the way back to them. ·Students are challenged to catch and throw as many times as they can in 30 seconds. ·Catch and throw with the same hand. ·Catch and throw to a target. ·Catchers are challenged to hit a target as many times as possible out of 10. If there's a pause or a stop between the catch and the throw, it doesn't count. ·The ball is rolled or bounced to the catcher. ·The ball is thrown a short distance to either side of the catcher, requiring the catcher to travel in order to catch.

Activity #6 - Catch a Flying disk or Ring With One Hand While Stationary Partners, standing on a home base 10-15 steps away from each other, throw a ring or flying disk using a backhand throwing action and catch it using only one hand.
Organization/Management	· Students are in pairs.
Materials/Equipment	· One ring (made of paper and tape, rubber, etc.) or flying disk for every pair.
Refine	· Catchers-watch the disk or ring, reach for it, pull it in. · Throwers: Shoulder (of throwing arm) points to target. Arm across the body. Step with throwing-side foot. Point fingers to target.
Adapt/Extend/Challenge/ Apply	· Vary the parts of the body. Students throw and catch with right hand and with left hand. · Vary the area/location. ·Students throw the ring to either side of the receivers to make them catch first with one hand and then with the other. ·Students throw to make the partner take a step and reach to catch. The other foot remains on the base. ·Students throw so that the partner has to take a few steps away from home base-to the side, forward, backward-to catch. · Vary the levels. ·Students throw and catch at low, medium and high levels. · Vary the distance. When both students have caught the object five times out of seven throws, they both take one giant step backward away from each other. If they miss they move closer to each other. · Vary the speed. Students throw with varying amounts of force. · Vary the equipment. Students throw different types of flying disks (e.g., cloth, plastic lids, Frisbees) and rings (e.g., deck rings made of rubber, rings made of newspaper and tape).


Activity #8 -Travel to Catch a Rolling or Bouncing Ball and Throw Quickly In each group, there is one catcher, one hitter and one catcher "in the field" (fielder). The catcher stands behind the home base. The hitter strikes the ball, the fielder travels to catch and throws quickly to the catcher. After striking the ball 5 times, the hitter goes to the field, the fielder becomes the catcher, and the catcher goes to bat. Note: If an implement is being used to strike the ball, catchers should stand at least three giant steps away from the hitter. The ball may be hit using a hand, a foot or an implement (short or long handle). If the ball is hit with the hand or with a bat (paddle, racquet, etc.) it may be placed on a tee. If it is hit with the foot or with a hockey stick, the object may simply be placed on a spot (piece of tape, carpet square, etc.).
Organization/Management	· Students are in groups of three. · This activity may also be done using a station format where students have different kinds of equipment at each station. After a few minutes at one station, the groups rotate to the next station. For example: Station 1: One ball only. Students kick the ball. Station 2: One ball only. The ball is on the floor and students strike it with one hand. Station 3: One ball only. The hitter throws the ball upward so that it bounces on home base and then strikes it. Station 4: One ball and one tee. The ball is placed on the tee and kicked. Station 5: One ball and one tee. The ball is placed on the tee and struck with one hand. Station 6: One ball, one tee and one paddle. The ball is placed on the tee and struck with the paddle. Station 7: One ball and one plastic hockey stick. The ball is placed on home base and struck (slapshot) or pushed (wrist shot) with the stick.
Materials/Equipment	· At least one ball for each group. · More equipment will be required if a station format is used.
Refine	· Cues for the catchers in the field: ·Remember the ready position-your weight is forward on the balls of your feet, hips and knees flexed, arms out in front, hands near the ground, palms up. ·What can you do to catch the ball sooner? Right. You can run at an angle rather than moving sideward and waiting for the ball to come to you. ·Don't wait for the ball to come to you-run to get it. ·Blend your catching and throwing actions. ·Make your catching and throwing one smooth motion with no stops. ·One big, smooth, flowing motion. ·Don't hesitate between your catch and your throw. ·Imagine the ball is a hot potato. ·One smooth movement, with no stops or jerkiness. · Cues for the catchers on home base: ·Try to catch while keeping one foot on home base. Take one step off home base and stretch to catch if the ball is not coming directly to you. ·Watch the ball, reach to catch it, pull it in by bending your elbows.

Activity #9 - Throw at a Moving Target One student throws a ball (beanbag, ring, etc.) at a moving target. The moving targets may consist of objects and/or persons. Examples of objects as targets: · A large ball rolling on the floor that a partner has thrown. · A hoop that a partner is holding vertically and moving in an arc from side to side. · A racquet or paddle that a partner is holding vertically and moving in an arc overhead. · A hoop that a partner is holding horizontally (parallel to the floor) and moving in an arc in front of the body at hip level. · A racquet or paddle that a partner is holding vertically and moving in an arc. · A container (plastic bucket, cardboard box, bag, etc.) that a partner is holding in front at waist level while travelling. · A hoop that a partner is holding horizontally or vertically while travelling. Examples of persons as targets: · A partner swinging on a rope · A partner swinging on a swing on the playground · A partner running and dodging during a game of tag · Persons during a game of dodge ball
Organization/Management	This will vary according to the activity.
Materials/Equipment	· This will vary according to the activity.
Refine	· Throw the object ahead of the target-to the place where the target will be when the object reaches it.
Adapt/Extend/Challenge/ Apply	· Vary the body parts. ·Students throw with the left hand only, with the right hand only. ·Students throw while balancing on different body parts (unstable body positions). · Vary the actions of the body. Students throw using underarm, overarm, sidearm and backhand actions. · Vary the distance. Students throw to the target from different distances. · Vary the levels. ·Students throw to targets at low, medium and high levels. ·Students throw from different low positions (e.g., lying, squatting, sitting, kneeling), from medium and from high positions. ·Students jump and then throw while in the air · Vary the pathways. Students move the targets in straight, curved and zigzag pathways. · Vary the directions. ·Students, holding the targets, travel forward, backward, sideward. ·Students, holding the targets, travel and change directions every time a signal (music stops, whistle, handclap, drum beat) is given. · Vary the speed. The targets move slowly at first and with increasing speed as throwing effectiveness improves. · Vary the equipment. Students throw at a variety of different moving targets.


Activity #10 - Throw and Catch While a Third Person Attempts to Intercept (Two Against One-Keep Away) Two students throw and catch an object while a third student attempts to intercept it. When the object is intercepted, the student in the middle and the student who threw the object trade places.
Organization/Management	· Groups of three.
Materials/Equipment	· One object for every three students (e.g., beanbag, yarn ball, foam rubber ball). · Cones to mark each group's playing area.
Refine	· Persons in the middle - what should the persons in the middle do to intercept the object? Right. They should deny (close) space by positioning themselves between the other two players. · Throwers and catchers - what should you do to prevent the person in the middle from intercepting the passes? Yes. You should move to open space.
Adapt/Extend/Challenge/ Apply	· How could you change this activity? Students use movement (body, space, effort, relationships) and other variables (number of participants, rules, equipment, etc.) to modify the activity.