Students at the advanced level of movement skill learning are able to throw effectively in unpredictable, dynamic contexts. They practice using their throwing skills in more complex gamelike situations. Students are provided with opportunities to create, design, adapt, and/or modify games.
All the Foundational Objectives can be developed in this unit. However, the following will be emphasized.
As a result of participating in the learning experiences in this unit, students will:
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Activity # 1 - Throw at Moving Targets
Half the players on team A stand on one side of a square area, the other half stand on the opposite side. Players from team B stand on the other two sides of the square. Team A players roll their balls toward their teammates. Team B players attempt to intercept Team A balls. Once team A players on both sides of the square have rolled the balls once, the teams switch roles. It is now team A players who attempt to intercept team B balls. Players use an underarm throw.
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Organization/Management
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- Teams of 6-12 players each.
- Playing areas 10 meters by 10 meters.
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Materials/Equipment |
- One medium-size ball for every two students.
- Cones, tape or ropes secured with tape to the floor to mark off the playing areas.
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Refine
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- Why should you throw your ball slightly ahead of the ball you're trying to hit?
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Adapt/Extend/Challenge/
Apply
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- Vary the size. The size of the playing areas can be modified to take into account the total space available and the number of players on each team.
- Vary the speed. As throwing accuracy increases, the balls may be thrown with increased force.
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Activity # 2 - Throw at a Guarded Stationary Target
One student throws an object attempting to hit a stationary target that is being guarded (defended) by another student. After 5 throws, students exchange roles.
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Organization/Management
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- Students are in pairs.
- Students remain in an area near the target. This area may be marked off with cones or other equipment (e.g., ropes, benches, carpet squares, poly spots, mats).
- A rope (taped line, etc.) may be used to mark an area around the target that neither the thrower nor the guard (interceptor, defender) may cross.
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Materials/Equipment
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- One no-bounce object per group (beanbag, yarn ball, etc.). Although tennis balls, foam rubber balls and other kinds of balls may be used, these tend to bounce after being thrown. Time is then wasted running after runaway balls and the activity of other students is disrupted.
- At least one target per pair. Targets may be on the wall, on the floor, on equipment, constructed by students, a space between two cones on the floor or between taped lines on a wall, at different levels, of different sizes, etc.
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Refine
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Throwing: Move to a place where there is a clear pathway between the object and the target. Throw quickly as soon as you have a clear pathway. Use faking movements to outmaneuver your opponent.
Intercepting (Defending): Stay between the object and the target. Keep closing (denying) space-positioning your body between the object and the target.
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Adapt/Extend/Challenge/
Apply
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- Vary the actions of the body. Students throw using different arm actions-underarm, overarm, sidearm, backhand.
- Vary the levels. Students throw from different levels-low (e.g., roll or slide the object along the ground)...medium...high (e.g., throw while in the air).
- Vary the distance between thrower and defender, between the goal area boundary and the target.
- Vary the equipment. Students throw at a variety of different targets; Students throw a variety of different objects.
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Activity #3 - Throw at a Guarded Moving Target
One student is the thrower and one is the interceptor. The third student walks in general space dragging a hoop behind. The thrower tries to get an object to land in the hoop as it slides along the floor while the interceptor attempts to block the throw.
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Organization/Management
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Groups of three.
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Materials/Equipment
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- One object per group (e.g., beanbag, yarnball)
- One target per group (hoop to which is attached a piece of string or jump rope)
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Refine |
- Throwing-move so that you're in open space to throw the ball. Use faking movements to outmaneuver the interceptor. Throw the ball quickly as soon as you see a clear pathway between the object and the target (hoop).
- Intercepting-move to stay between the thrower and the target. Keep closing (denying) space-preventing the thrower from having a clear pathway to the hoop.
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Adapt/Extend/Challenge/
Apply
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Students use movement (body, space, effort, relationships) and other variables (number of participants, rules, equipment, etc.) to modify the game.
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Activity #4 - Play Modified Bat and Ball Games (e.g., Softball, Baseball, Cricket)
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Task A
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Task Description
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Two students stand on bases some distance apart, and the third student stands in the middle-halfway between the bases. The runner tries to get to one of the bases without being tagged. Runners must run every third throw. Catchers remain on their bases and throw the ball to each other attempting to tag the runner. Catchers have the ball in their hands when they make the tag.
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Organization/Management
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Students are in groups of three.
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Materials/Equipment
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One ball and two bases (e.g., carpet squares, poly spots) per group.
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Refine
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Watch the object, move toward it, reach/stretch to catch it.
Catch and throw quickly in one smooth motion.
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Adapt/Extend/Challenge/
Apply
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Students use movement (body, space, effort, relationships) and other variables (number of participants, rules, equipment, etc.) to design a game that focuses on throwing and catching quickly.
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Task B
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Task Description
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Students attempt to throw a ball around the bases twice before a runner can circle the bases once. The bases are arranged in a circle, one student stands on each base, and the runner stands at home base. On signal, the runner begins to run around the circle (outside the bases) and at the same moment, the person at home base throws the ball to first base. Runners who go around the bases before each base person has caught and thrown the ball twice are awarded one point (score a run). After a student has run the bases, every player moves to a different base in a counterclockwise direction, and another student becomes the runner.
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Organization/Management
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Students are in groups of four to six.
Having the runners run outside the bases without touching them will prevent students getting hit by the object and colliding with catchers.
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Materials/Equipment
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- One object (ball, flying disk, ring, etc.) for each group.
- Each group gets one base (e.g., carpet squares, poly spots) for each student in the group less one. One student in each group will be a runner and therefore will not need a base.
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Refine
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- Watch the object, move toward it, reach to catch it.
- As soon as you have the ball in your hands, turn to look at your target (the player to whom you are throwing).
- There is no pause between the catch and the throw-they flow one into the other.
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Adapt/Extend/Challenge/
Apply
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- Students use movement (body, space, effort, relationships) and other variables (number of participants, rules, equipment, etc.) to modify the game.
- Students are in larger groups (six to eight per group) and two students run around the bases each time.
- Vary the parts of the body.
- Students catch with both hands and throw with one hand.
- Students catch and throw with the same hand.
- Vary the actions. Students throw using overarm, underarm, sidearm and backhand actions.
- Vary the levels. The ball is thrown so that it is rolling along the ground when it reaches the catcher.
- Vary the directions.
- Runners run clockwise... counterclockwise.
- The ball is thrown clockwise... counterclockwise around the circle.
- Vary the distance. The circumference of the circle (distance between the bases) is increased as students become more proficient.
- See if you can throw the ball so that it bounces on the ground once before arriving at the catcher.
- Instead of running around the bases, the runner runs to first base and returns to home base, then immediately runs to second base and returns to home base.
- A base is positioned in the center of the circle. Runners run back and forth between "center" base and home base as many times as possible during the time that the ball is thrown twice around the bases.
- The ball is thrown from home base to first base and then back to home base. It is immediately thrown to second base and back to home base. This is repeated until the ball has been thrown to each base. Runners run as many bases as they can during this time. For example, if there are five bases and the runner goes around twice and gets to the third base by the time the ball has been thrown to each base, the runner would have a score of 13. (5 + 5 + 3 = 13).
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Activity # 5 - Play Modified Net Games (e.g.,, Volleyball, Badminton, Tennis)
Players throw an object over a net or a rope trying to make it land in open spaces on the other side.
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Organization/Management
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Two to five students on each side of a net or rope
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Materials/Equipment
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- One ring (paper and tape, rubber, etc.) for every 4-10 students.
- Net(s) or rope(s) -top is approximately 2 meters from the ground.
- Regulation volleyball, badminton or tennis playing areas may be used or areas on each side of the nets (ropes) may be marked off using tape, cones, ropes secured to the floor with tape, etc.
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Refine
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- Back line players: Stand a few steps in front of the back line.
- Front line players: Stand a few steps from the net to catch objects that come close to the net.
- When playing net games, each player is responsible for a part of the court. Right now, check to see what area of the court is yours and what part belongs to your teammates.
- Back up the player who is receiving the object by moving behind that person. Then, if the player misses the object, you will be in position to catch it. Someone should move behind the receiver each time the object is thrown.
- When you move from the center of your own space to catch the object or to back up another receiver, a good strategy is to always return to your home place in the center of the area of the court for which you are responsible. Thus, all players remain evenly spaced.
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Adapt/Extend/Challenge/
Apply
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Students design and play simple cooperative games. For example, both teams work together to see how many times out of 20 they can catch the object without missing.
Students design and play simple competitive games. For example, the first team to catch the object 15 times wins the game.
Students use movement (body, space, effort, relationships) and other variables (number of participants, rules, equipment, etc.) to modify the game.
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Activity #6 - Play Modified Territorial/Invasion Games (e.g.,, Team Handball)
In this invasion game, players on one team attempt to hit the other team's target. Players can take only two steps when they have the ball; they must then pass the ball to a teammate or throw to the target. Players are not allowed in the goal areas. If the ball touches the ground or goes outside the playing area, the last player to touch the ball loses possession. The other team begins play at that location.
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Organization/Management
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Two or three players on each team.
Two targets around which is marked a goal area.
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Materials/Equipment
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- Two targets (e.g., empty milk cartons, plastic bottles, a large ball, etc.).
- 1 object (ball, ring, disk, etc.) for every group of 4-6 students (2 teams)
- Playing areas may be marked off with cones, taped lines on the floor, ropes secured to the floor with tape, etc.
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Refine
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- When you have the object, what should you do? Yes. Use faking movements to outmaneuver an opponent attempting to intercept the object. Throw quickly as soon as you see a clear pathway between the object and a teammate or between the object and the target.
- When a player on your team has the object, what should you do? Right. Move to an open space to receive a pass. Use faking movements to outmaneuver an opponent attempting to close the space between you and the object.
- When an opposing team player has the object, what should you do? Position yourselves between the object and another opposing player, or between the object and the target.
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Adapt/Extend/Challenge/
Apply
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- Students use movement (body, space, effort, relationships) and other variables (number of participants, rules, equipment, etc.) to adapt or modify the game.
- Vary the parts of the body.
- Students throw with the right hand, the left hand, a foot, etc.
- The weight of the body is supported on one...two...three... body parts when the object is thrown.
- Vary the actions of the body.
- Every five (10) minutes, the arm action used to throw the ball is changed (e.g.,, five minutes using an underarm throw, then the next five minutes using an overarm throw, etc.).
- One arm action is used to throw to a teammate (e.g., underarm) and another arm action is used when throwing to the target or goal (e.g., overarm).
- Vary the area/location.
- Targets are located near a wall (or a playing area end line) and the goal area is in the shape of a half circle around the target.
- Targets are located away from walls (or playing area end line) and the goal area is in the shape of a full circle around the target.
- Targets are located on boxes, on benches, on a wall, hanging from a rope, etc.
- Vary the levels.
- Every throw to the target is made while in the air (jump and throw)-from a high level.
- Every throw to a teammate is made from a low level.
- Targets are located at different levels-on boxes, on benches, on a wall, hanging from a rope, etc.
- Vary the equipment.
- Targets are a goal area instead of an object. (e.g., an area between two cones).
- Students throw different objects (e.g., balls, rings, disks).
- One student remains in the goal area to guard the target or goal.
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Activity #7 - Play Modified Territorial/Invasion Games (e.g., Basketball)
This invasion game incorporates elements of the more complex game of basketball. There is no dribbling and the player who has the ball is not allowed to take any steps. The player must throw the ball to the basket or to a teammate.
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Organization/Management
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Three players per team.
A playing area for every two teams.
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Materials/Equipment
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One object for every two teams.
1 or 2 basketball goals for every two teams (e.g., one student standing on a chair, box, box horse, table, etc. holding a hoop, bucket, etc.).
· Tape, cones, ropes secured to the floor with tape, etc. to mark off each playing area.
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Refine
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- When you have the object, what should you do? Yes. Use faking movements to outmaneuver an opponent attempting to intercept the object. Throw quickly as soon as you see a clear pathway between the object and a teammate or between the object and the target. Throw the object ahead of a travelling receiver.
- When a player on your team has the object, what should you do? Right. Move to an open space to receive a pass. Use faking movements to outmaneuver an opponent attempting to close the space between you and the object.
- When an opposing team player has the object, what should you do? Yes. Position yourselves between the object and another opposing player, or between the object and the target (basket).
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Adapt/Extend/Challenge/
Apply
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- Students use movement (body, space, effort, relationships) and other variables (number of participants, rules, equipment, etc.) to design modified basketball games-cooperative and competitive.
- Every player on a team must touch the object once (twice) before it can be thrown to the goal (target).
- Every time a goal is scored, one player from each team switches teams.
- The ball must be bounced off the floor when it is passed to a teammate.
- Vary the locomotion. Students play the game for varying periods of time-springing off one foot, jumping from two feet, skipping, galloping, etc.
- Vary the part of the body.
- The object is pushed (thrown) with the feet...kicked.
- The ball is thrown using two hands.
- Vary the levels. The object may only be thrown from below hip level...from above hip level.
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Activity #8 - Play Modified Territorial/Invasion Games (e.g., Football)
The objective in this invasion game is to catch the object in the other team's goal area. The player who has the object, can take no more than three steps before passing it to a teammate. A point is scored when a player catches the object in the other team's goal area. If the object touches the ground, the team that touched it last loses possession. The opposing team puts the object in play from that location.
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Organization/Management
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Two to four players per team.
Two goal areas, each 10 meters in diameter (or square), located some distance away from each other.
· Playing areas may or may not have boundaries.
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Materials/Equipment
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One object for every two teams (e.g., flying disk, ball, beanbag, etc.).
Tape, cones, ropes, etc. to mark off each goal area.
· Equipment to mark off each playing area if boundaries are used.
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Refine
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- When you have the object, use faking movements to outmaneuver an opponent attempting to intercept the object. Throw quickly as soon as you see a clear pathway between the object and a teammate or between the object and the target. Throw the object ahead of a travelling receiver.
- When a player on your team has the object, position yourself in open space to receive a pass. Use faking movements to outmaneuver an opponent attempting to close the space between you and the object.
- When an opposing team player has the object, position yourself between the object and another opposing player, or between the object and the goal area.
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Adapt/Extend/Challenge/
Apply
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- Students use movement (body, space, effort, relationships) and other variables (number of participants, rules, equipment, etc.) to modify the game.
- Vary the actions of the body.
- Students use different arm actions to throw the object (e.g., backhand action when using a ring or flying disk).
- Vary the distance/size.
- Increase or decrease the distance between the goal areas.
- Increase or decrease the size of the goal areas and/or the playing areas.
- Vary the equipment
- Students throw a variety of different objects-balls, rings, flying disks, etc.
- Students throw using a variety of implements-scoops, lacrosse sticks, etc.
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In groups of three, students design three passing plays that involve throwing, catching and traveling. They draw and/or write these on paper (for their portfolios) before putting them into practice. Note the extent to which students:
Students write a paragraph about their performance in this unit. They identify the skills and game strategies they are able to perform correctly most of the time, how they have improved, what they have learned about the mechanical principles of stability and force. They include at least one diagram to explain their ideas.
