My Touch Tutorial Notes 1

TOUCH FOOTBALL TUTORIAL 1 NOTES

KEY TEACHING POINTS: Passing - Step, shift, flick (generic for either flat or spiral pass – ideal for lower age groups) - Step, shift, rollover (specific to spiral pass – ideal for year 11 and 12 in conjunction with more specific key points) - Step forwards, shift towards direction of throw AGE GROUP CONSIDERATIONS: Flat vs Spiral pass - Year 11 & 12 students should be taught the spiral pass as they will be assessed on their specific technique. - Lower year groups should be encouraged to use either, keeping the emphasis on being able to catch the ball and pass it on in order to keep the game flowing. - The type of pass used should be tailored to the abilities of the class. Lesson objectives - Year 7 & 8 – “Demonstrate”. Objectives should focus on student’s ability to demonstrate the skills correctly, particularly in a closed environment with progressions to more open environments and combinations of skills. - Year 9 & 10 – “Apply”. Objectives should focus on the student’s abilities to apply the knowledge and skills they have to a game like situation. Students will need to demonstrate the ability to perform the skill as well as the understanding of when and why it should be used. - Year 11 & 12 – “Evaluate and review”. Objectives should focus on the student’s ability to assess their own performance, understanding why things worked or did not work and formulating a solution to better their performance as an individual or member of a group. WARM UP: - Grid is set up by giving several students a stack of colour coordinated cones each and asking them to set them up, utilising specific instruction and mirroring. - Two types of activities incorporating moving around, dynamic stretching and promoting high engagement. Stuck in the mud - Half the students have balls, students without balls tag those with; when students are tagged they place their ball on the ground and step over it, to be collected by the tagger. - When students with balls are tagged, they make a pass to the tagger who receives the ball and is now on the team to be tagged.

-

The students without balls are the tagging team for a 30 second period; when a student is tagged, they pass the ball to their tagger who then returns the ball to them and they run away, attempting to evade the other taggers. Teams swap after the 30 seconds.

Partner passing - Helps to develop ball handling skills, teamwork and promoted dynamic stretching of the legs, trunk and arms. - Inclusion of the single and double whistle to indicate changes in the activity helps to ensure students are switched on and fully engaged. ACTIVITY 1 AND 2: (I would have swapped the order of these activities) Activity 1 – 3 player square passing - Ideal drill for developing passing skills and refining technique - Allows for specific feedback from the teacher regarding technique - A large technical focus on the fundamental movement skill - Can be easily adjusted to ensure students are attempting to throw with both hands KTP’s - Always facing the centre of the square - Step towards the centre, shift in the direction of the throw Activity 2 – 3 player square piggy in the middle - Ideal as a warm up activity before developing the passing skills - No emphasis on the type and technique of passing, focus was more on the handling, tracking and catching of the ball. - Could be used as a warm up prior to learning the draw pass – encouraging students to wait for the defender to get closer before they make the pass. KTP’s - Making space - Draw the defender in ACTIVITY 3 AND 4: Activity 3 – 2 on 1 (stage 3 – combination of skills, incorporation of strategies) - Ideal for developing the backwards pass in a more open environment; also incorporates decision making and creating space. - LEST was organised first – students were put in groups, collected their equipment, were given their space to work in and were told about the timing prior to the demonstration. - Demonstration was given for the whole activity, each group moving through the activity and then rotating.

-

Starting the activity by tapping the ball to the foot – incorporating game sense Progressions included students starting in a line and splitting in different directions and the implementation of a dummy, stepping over the ball and being picked up by the other player. Focused on the decision making of both the defender and attackers. Encourages students to engage in prior planning of their tactics and strategies as while it comes naturally for some students, other students will begin the activity without thinking about a strategy or tactic they could employ.

Activity 4 – 2 on 1 loop drill (stage 3 – combination of skills, incorporation of strategies) - LEST was organised first – students were put in groups, collected their equipment, were given their space to work in and were told about the timing prior to the demonstration. - Demonstration was given for the whole activity, each group moving through the activity and then rotating. - The activity began with students running to the right to encourage them to throw on their right side; progressing to running to the left to get students practising throwing from the left.