Level 2 Two hand side arm strike

Introduction to Unit
The two hand side arm strike unit plan is based on level 2 progression point 1.75. At completion of the unit students will able to demonstrate their ability to use a wide variety
of basic motor skills and more complex motor skills, students can strike a stationary and moving ball using two hands and a variety of bats and balls. Students will able to
complete motor skills and movement patterns while involved in small group activities, students participate in modified games of tee ball, rounder’s, hockey, cricket, bat
tennis and golf. Students will able to perform simple rhythmical movement sequences, using all components of the two hand side arm strike in one fluid motion. Students can
identify the links between physical activity and health, maintaining regular participation in moderate to vigorous physical activity, students understand that when they ‘huff
and puff’ after running they are helping to improve their health. Students participate in games and activities which require rules and procedures, students understand why
these rules and procedures are needed and follow them, including safe batting procedures.

LEARNING FOCUS: LEVEL 2 PROGRESSION POINT 1.75

STRAND DOMAIN DIMENSION STANDARD OR PHYSICAL EDUCATION CONTENT
PROGRESSION POINT
Physical, Personal and Health and Physical Movement and Physical Use of a wide variety of Increase ability to perform two hand strikes when
Social Learning Education Activity basic motor skills, and a batting from a tee from a stationary position using a
range of more complex skills variety of balls and bats.

Physical, Personal and Health and Physical Movement and Physical Use of a wide variety of Students begin to bat moving ball while standing in a
Social Learning Education Activity basic motor skills, and a stationary position using a variety of bats and balls.
range of more complex skills

Physical, Personal and Health and Physical Movement and Physical Use of a combination of Students can perform a relay with a partner in a
Social Learning Education Activity motor skills and movement modified game of bat tennis.
patterns in small group
activities

Physical, Personal and Health and Physical Movement and Physical Use of a combination of Students can take turns practicing the two hand side
Social Learning Education Activity motor skills and movement arm strike using basic batting procedures.
patterns in small group
activities

Physical, Personal and Health and Physical Movement and Physical Performance of simple Students can perform the different components of the
Social Learning Education Activity rhythmical movement two hand side arm strike technique in a sequence.
sequences

1
Physical, Personal and Health and Physical Movement and Physical Regular participation in Students participate in activities that require extended
Social Learning Education Activity periods of moderate to periods of running and moving around. Students
vigorous physical activity understand that when they ‘huff and puff’ they are
and identification of some helping their health and physical fitness.
links between physical
activity and health

Physical, Personal and Health and Physical Movement and Physical Understanding of why rules Students understand that they cannot stand directly
Social Learning Education Activity and procedures are used in behind a team mate when they are batting.
games and activities,
including an understanding
of safe use of equipment and
space

Physical, Personal and Health and Physical Movement and Physical Understanding of why rules Students understand when using hockey sticks they
Social Learning Education Activity and procedures are used in are not to raise them above their knee height.
games and activities,
including an understanding
of safe use of equipment and
space

2
SKILL/CONCEPT: Students increase their ability to work as a team while participation in games and activities that
require specific rules and procedures.
Diagrams, Equipment, Organisation, Reference Teaching Points, Activity Description, Regressions, Progressions
Student Errors, Safety
Concerns
Equipment Teaching Points
 5x tees  Hit all 5 balls before
 1 rounder’s bat running
 3 cones  Stop running when balls
 5 foam soft balls are back on tees
Organisation  Hit the ball into the
 Students are split into two teams marked area
Activity Duration Student Errors
30 minutes  Students hit the ball
Reference backwards or outside of
Garth Hardwick (personal communication, 2006) the marked area
Diagram:  Students stand too close
to batter
 Students don’t hit all 5
balls
 Students throw the bat
Safety Concerns (if any)
 Batting team must keep
clear of team mate when
batting
 Students throw the bat
instead of dropping it
T before they run
5m
Activity Name- FIVE BALL HIT
 Students are split into two teams
 One team starts as the batting team and the other as the fielding team
 The batting team take turns of hitting 5 balls off five tees into the playing
area
 After hitting all 5 balls, the player must run between marked cones as many
times as possible
 The runner must stop when the fielding team has returned all of the balls on
to the tees.
 Each player gets a turn of batting and then teams switch roles
 The team with the most runs- wins
Regressions
 hit ball from bean bag on ground
 use a bigger ball
 smaller area
Progressions
 use a soft ball bat
 use soft balls
 increase the distance between cones
Questions to ask?
 How many balls must you hit before you run?
 When do you stop running?
 How many players bat at a time?
3
Equipment Teaching Points
 4 helmets  Run around all of the
 1 rounder’s bat bases before you get a
 4 bases ‘home run’
 1 cone  Keep your eyes on the
 1 medium sized foam ball ball when your batting
Organisation  Drop the bat before you
 Students are split into two teams run
Activity Duration Student Errors
30 minutes  Students hit the ball
Reference backwards or outside of
Nicole Angus (personal communication, 2011) the marked area
Diagram:  Students throw the ball
at the batter
 Students don’t run
around all of the bases
 Students throw the bat
Safety Concerns (if any)
 Batting team must keep
clear of team mate when
batting
 Students throw the bat
instead of dropping it
before they run
5m
Activity Name- MODIFIED ROUNDER’S
 Students are split into two teams
 One team starts as the batting team and the other as the fielding team
 The batting team take turns of hitting the ball and then running around the
marked bases
 If a batter makes it all the way back to ‘home base’ they get one run
 If the ball is caught on the full the fielding team gets one run and the batter
is still in
 A batter is out if the ball reaches the base before they do, batters may not run
backwards if they are half way to the next base.
 The runner must stop when the fielding team has returned all of the balls on
to the tees.
 Each player gets a turn of batting and then teams switch roles
 The team with the most runs- wins
Regressions
 Hit ball from a tee
 Use a larger bat
 Larger ball
Progressions
 use a soft ball bat
 use soft balls
 increase the distance between bases
Questions to ask?
 What happens if the ball is caught on the full?
 How can you get a ‘run’?
 How can you get a batter out?
4
Equipment Teaching Points
 1 red tennis ball  Bowl underarm
 2 plastic cricket bats  Batters run everytime
 2 sets of wickets the ball is hit
 1 cone  3 bowls per player
Organisation Student Errors
 Students are split into two teams  Students hit the ball
Activity Duration backwards or outside of
30 minutes the marked area
Reference  Students stand too close
Sam Garbut (personal communication, 2006) to batter
Diagram:  Both batters don’t run
when the ball is hit
 Students throw the bat
Safety Concerns (if any)
 Batting team must keep
clear of team mate when
batting
 Students should run
with the bat not throw it
6m
Activity Name- MODIFIED CRICKET
 Students are split into two teams
 One team starts as the batting team and the other as the fielding team
 Two batters are batting at a time, after each hit both batters must run, trying
to get as many runs between the wickets as they can.
 Batters can be caught out, bowled out, or ran out (if the ball reaches the
wickets while still running)
 All batters must have at least one bat before they are out
 Fielding team must take turns bowling (3 bowls per player)
 After all players have had a bat, teams switch roles
 The team at the end of the game with the most runs wins
Regressions
 Ball is rolled along the ground
 Use a larger ball
 Ball is stationary when hit
Progressions
 Use a wooden cricket bat
 use a green tennis ball
 increase the distance between wickets
Questions to ask?
 How many bowls per player?
 Can a batter go out before they have had a chance to bat?
 How can the fielding team get the batting team out?
5
Equipment Teaching Points
 1 red tennis ball  Bowl underarm
 2 plastic cricket bats  Keep your eyes on
 2 sets of wickets which bowler has the
 1 cone ball
Organisation  1 bowl per bowler and
 Students are split into two teams then switch
Activity Duration Student Errors
30 minutes  Students hit the ball
Reference backwards or outside of
Hailey Saunders (personal communication, 2008) the marked area
Diagram:  Students stand too close
to batter
 Batter doesn’t run after
hitting ball
 Students throw the bat
Safety Concerns (if any)
 Batting team must keep
clear of team mate when
batting
 Students should run
with the bat not throw it
4m
T Questions to ask?
Activity Name- STAR CRICKET
 Students are split into two teams
 One team starts as the batting team and the other as the fielding team
 One batter bats at a time
 After hitting the ball players must run to the opposite sets of wickets as
many times as possible
 The fielding team fields the hit ball and throws it to one of the 4 bowlers
(standing at the wickets
 Once a bowler get the ball they can bowl the ball immediately regardless of
whether the batter is there ready
 The batter must try to hit the ball before it hits the wickets
 Continuing the same process as before
 Batters can be caught out or bowled out
 The only way to score is to make runs between the wickets
 All batters must have at least one bat before they are out
 Fielding team must take turns bowling (1 bowl per player)
 After all players have had a bat, teams switch roles
 The team at the end of the game with the most runs wins
Regressions
 Ball is rolled along the ground
 Use a larger ball
 Fewer sets of wickets
Progressions
 Use a wooden cricket bat
 use a green tennis ball
 increase the distance between wickets
 How many bowls per player?
 How many bowlers are there?
 How do you score points for your team?
6
Equipment Teaching Points
 1 foam soft ball  Watch the ball while
 1 foam tee ball bat you are hitting
 5 helmets  Drop your bat before
 1 tee you run
 4 bases  All batters must wear a
Organisation helmet
 Students are split into two teams Student Errors
Activity Duration  Students hit the ball
30 minutes backwards or outside of
Reference the marked area
Nicole Angus (personal communication, 2011)  Students stand too close
Diagram: to batter
 Not wearing a helmet
 Students throw the bat
Safety Concerns (if any)
 Batting team must keep
clear of team mate when
batting
 Students should run
with the bat not throw it
5m
Activity Name- TEE BALL
 Students are split into two teams
 One team starts as the batting team and the other as the fielding team
 One batter bats at a time
 After hitting the ball off the tee players must run around the bases
 When a player runs all the way back to ‘home base’ they have made one run
for their team
 Batters can go out if the ball is caught on the full or if the ball reaches the
base before they have
 After all players have had a bat, teams switch roles
 Each team has 2 turns of batting
 The team at the end of the game with the most runs wins
Regressions
 Decrease the distance between bases
 Use a larger ball
 Use a larger bat
Progressions
 Use a soft ball bat
 use a green tennis ball
 increase the distance between bases
Questions to ask?
 How many turns of batting does each player get?
 How can batters go out?
 How do you score points for your team?
 When you run do you ‘huff and puff’? Does this help your health?
7
Equipment Teaching Points
 4 helmets  Batter must wear a
 1 foam soft ball bat helmet
 4 bases  Keep your eyes on the
 1 cone ball when you are
 1 red tennis ball batting
Organisation  Drop the bat before you
 Students are split into two teams run
Activity Duration Student Errors
30 minutes  Students hit the ball
Reference backwards or outside of
Nicole Angus (personal communication, 2011) the marked area
Diagram:  Students throw the ball
at the batter when
running
 Students don’t wear a
helmet when batting
 Students throw the bat
Safety Concerns (if any)
 Batting team must keep
clear of team mate when
batting
4m
 Students throw the bat
instead of dropping it
before they run
T  How do you score runs for your team?
Equipment Teaching Points
 18 plastic hockey sticks  Keep hockey stick on
 1 foam soft ball the ground
 2 indoor hockey goals  Don’t go inside the
Activity Name- STRAIGHT RUN
 Students are split into two teams
 One team starts as the batting team and the other as the fielding team
 The batting team take turns of hitting the ball and then running to the
marked bases
 Players must try to reach the furthest base possible
 There are four bases, each base is worth a different number of points (first=
1, second= 2 etc.)
 Player must stop running when the ball is returned to the tee by the fielding
team
 If a batter is tagged while they are running to the base they get no score
 A batter may only run forward after they have hit the ball (on their turn)
 On the next batters turn the player must try to run back to ‘home base’
without going out.
 If the batter does not reach ‘home base’ on the next persons bat they get no
score for their team
 Each player gets a turn of batting and then teams switch roles
 Each team gets two turns of batting
 The team with the most runs- wins
Regressions
 Only have to run to the cone to score points (not back as well)
 Players can take as long as they want to run home, not just on the next hit
 Larger ball
Progressions
 use a soft ball bat
 use soft balls
 increase the distance between bases
Questions to ask?
 How many runs is the last base worth?
 Can you run forward when it’s the next batters turn?
 What happens when you ‘huff and puff’?
Activity Name- MODIFIED INDOOR HOCKEY
 Students are split into two teams
 One team wears coloured tags
 All players have a hockey stick
8
  1 set of coloured tags marked cones  Students must keep their hockey stick on the ground- if they raise their stick
 Personal mouth guards  Pass the ball to your to hit the ball the other team will get possession
Organisation team mates  Students pass the ball around between their team mates to try to score goals
 Students are split into two teams Student Errors  Players are not allowed within the coned area in front of the goals, unless
Activity Duration  Students hit other they are hitting the ball back into play (defensive end)
20 minutes students not the ball  The team with the most goals at the end wins
Reference  Moving stick off ground Regressions
Sam Garbut (personal communication, 2006) to hit  Decrease the distance between bases
Diagram:  Students throw the bat  Use a larger ball
Safety Concerns (if any)  Use rolled up newspapers as sticks
 Students must keep their Progressions
sticks on the ground  Pass the ball to every player in your team before scoring a goal
 Students should be  use a plastic puck
wearing a mouth guard  create zones where only certain players can go
(from home) Questions to ask?
 Can you score a goal when you are inside the marked cones?
 What happens if you swing your stick off the ground when you hit the ball?
 When are you allowed inside the cones? At which end?
 Does this game help your health and fitness?

9
SKILL/CONCEPT: Students work in small groups to continue practice of their striking skills while introducing
game play and basic rules and procedures.
Equipment Teaching Points Activity Name- HIT, FIELD, SWITCH
 6 foam soft balls  5 bats then rotate  Students are split into groups of four
 6 helmets positions  Each group has one ball, one bat, one helmet and one tee
 6 tees  Keep your eyes on the  Students take turns of batting from tees and being back stop
 6 foam soft ball bats ball when batting and  All other group members stand approximately 8 meters in front of the tee
Organisation fielding and act as fielders
 Students are split into groups of four  Batter must wear a  Students have 5 bats each and then switch
Activity Duration helmet  All students should have 2 turns each
15 minutes Student Errors Regressions
Reference  Students hit other  Students use a tennis racquet to hit ball
Tracey (personal communication, 2012) students not the ball  Use a larger ball
Diagram:  Moving stick off ground  Students hit ball from bean bag on the ground
to hit Progressions
 Students throw the bat  A student bowls the ball to the batter
Safety Concerns (if any)  Use a soft ball bat
 Back stop must stand at  Use a soft ball
least 1 meter from the Questions to ask?
batter  How many bats does each student get before switching over?
 Batter must wear a  Overall how many hits should each student get?
helmet  How many students should be fielding?
 Fielders should stand at
8m least 5 meters away
from batter

1m
T

10
Equipment Teaching Points Activity Name- GRIP RELAY
 10 cones  Shake hands with the  Students are split into groups of five
 5 rounder’s bats bat  Each group gets a rounder’s bat
Organisation  Hold other hand at the  Students line up as shown
 Students are split into groups of five bottom of the bat  Students take turns of running holding the rounder’s bat using the correct
Activity Duration  Look up when running grip
10 minutes Student Errors  Students then pass the bat to the next student in their group
Reference  Students use incorrect  Students go through a few times each
Lee Anton Hem (personal communication, 2008) grip (one hand)  Next students race against other groups
Diagram:  Students don’t look up  Sit down when finished
when running  First group sitting down wins
 Students throw their bat Regressions
to the next student  Smaller bat
Safety Concerns (if any)  Decrease the distance
 Walking pace
Progressions
 Students bounce ball on racquet
10 m  Use a larger bat
 Increase distance between cones
Questions to ask?
 How many hands should grip the bat?
 Which hand is at the top? Dominant? Non dominant?
 How many students run at a time?

11
Equipment Teaching Points
 6 cones  Hit 3 balls each
 6 foam soft balls  Wait for teachers signal
 6 foam soft ball bats before collecting balls
 2 helmets  Keep eyes on the ball
 6 tees when batting
Organisation  Drop bat before running
 Students are in pairs for a whole class activity Student Errors
Activity Duration  Students run before
20 minutes teachers signal
Reference  Students don’t hit all 3
Garth Hardwick (personal communication, 2006) balls
Diagram:  Students don’t run
around the cones
Safety Concerns (if any)
 Students throw the bat
 Students stand too close
to batting student
4m 4m
Activity Name- HIT & COLLECT
 Students are in pairs
 Each pair gets one turn to bat
 Each student in the pair hits 3 balls from 3 tees at the same time
 After all balls have been hit, batters runs around set cones as many times as
possible
 All other class members run from behind marked line on teachers instruction
 When all balls are returned to the tees and batters must stop running
 Teacher keeps each pairs score and at the end of the lesson tells the class
which team scored the highest
Regressions
 Only one tee each
 Decrease the distance between cones
 Smaller groups
Progressions
 Add more tees
 Use a larger bat
 Increase distance between cones
Questions to ask?
 How many balls should each student hit?
 When do you stop running?
 When can fielders collect the balls?
12
Equipment Teaching Points Activity Name- FIVE HITS, FIVE COLLECTS
 5 cones  Hit the ball 5 times  Students are in groups of five
 5 helmets before switching  Each group has one, ball, one helmet, one bat and one tee
 5 tees  Keep your eyes on the  Students take turns of hitting the ball from the tee
 5 rounder’s bats ball  Each student hits five balls
 5 red tennis balls  Run fast to collect ball  After each hit one student must run as fast as possible and bring the ball
Organisation Student Errors back to the tee (then join the end of the line)
 Students are split into groups of five  Students run before the  On the fifth hit the batter must collect their own ball and return it to the tee
Activity Duration ball has been hit for the next student to have their turn.
15 minutes  Students have more than Regressions
Reference 5 turns each  Hit from a bean bag on the ground
Garth Hardwick (personal communication, 2006)  Students don’t collect  Larger ball
Diagram: the balls  Foam bat
Safety Concerns (if any) Progressions
 Students throw the bat  Add more tees
 Students stand too close  Use a larger bat
to batting student  Use a soft ball
Questions to ask?
 How many balls should each student hit?
 Who collects the last ball?
 Where do you put the ball when you collect it?

13
Equipment Teaching Points Activity Name- FROG IN THE POND
 10 cones  Keep your eyes on the  Students are in groups of five
 5 mini tennis racquets bean bag  Each group has one hoop one bat and 10 beanbags
 50 bean bags  Do small throws before  Groups line up as shown
 5 hoops you hit  Students take turns of running to the marked cone, picking up the racquet
Organisation  Aim for the hoop and hitting the bean bag into the hoop
 Students are split into groups of five Student Errors  Each student has 2 turns each
Activity Duration  Students throw the bean  Students should leave the racquet at the marked cone (not run or throw the
15 minutes bag too high racquet)
Reference  Students have more than  groups practice three times
Hailey Saunders (personal communication, 2008) 2 turns  Next it becomes a competition between groups
Diagram:  Students don’t leave the  All students get two turns and then return to their cone and sit with their
racquet at the cone hands on their heads
Safety Concerns (if any)  The group with the most bean bags in the hoop wins
 Students throw the bat Regressions
 Hit bean bag from the ground
 Use larger hoop
 Use larger bean bag
Progressions
 Move cone further from hoop
 Use smaller hoop
 Use smaller bat
Questions to ask?
 How many bean bags does each student get to hit?
 How do you win?
 What do you do with the racquet after your turn?

14
Equipment Teaching Points Activity Name- LINE POINTS
 35 cones  Keep your eyes on the  Students are in groups of five
 5 mini tennis racquets bean bag  Each group has one racquet, 7 cones and 5 bean bags
 25 bean bags  Do small throws before  Students take turns of hitting their bean bag
Organisation you hit  Students aim to get the highest score
 Students are split into groups of five  Aim for the hoop  Each cone is worth a certain number of points (first= 1, second=2 etc.)
Activity Duration Student Errors  Students keep their own score and compete against their group
15 minutes  Students throw the bean  Next students compete against other groups
Reference bag too high  Each student gets one turn each and then scores are added up.
Hailey Saunders (personal communication, 2008)  Students have more than  The team with the highest score wins
Diagram: 2 turns Regressions
 Students don’t leave the  Hit bean bag from the ground
racquet at the cone  Make the cones closer
Safety Concerns (if any)  Use larger bean bag
 Students throw the bat Progressions
 Move the cones further away
 Use a ball
1m  Use a soft ball bat
Questions to ask?
 Which cone is worth the most points?
 How do you win?
 How many turns does each player get per round?

15
Equipment Teaching Points
 10 cones  Keep your eyes on the
 5 mini tennis racquets ball
 5 foam soft balls  Run all the way around
Organisation the line
 Students are split into groups of five  Bob down after your
Activity Duration turn
15 minutes Student Errors
Reference  Students hit the ball too
Kate Jenkinsen (personal communication, 2010) hard so team mates
Diagram: cannot catch the ball
 Students don’t run
around
 Students don’t all get a
turn to be ‘captain’
Safety Concerns (if any)
 Students throw the bat
1m
T  What do you do after you catch the ball?
Activity Name- CAPTAIN BALL
 Students are in groups of five
 Each group has one racquet, one foam soft ball and 2 cones
 Students take turns of being the ‘captain’
 The captain starts with the ball and the racquet on a cone facing the other
group members
 Captain hits the ball to the first in line who catches the ball then runs around
the entire group and back to their original position, passes the ball back to
the captain and sits down
 This process continues until all students have had a turn
 Then switch captains
 Next same process except racing other groups
 When finished sit down with hands on heads
 First team sitting down wins
Regressions
 Hit bean bag instead
 Hit from ground instead of air
 Use larger ball
Progressions
 Bounce then hit ball
 Use a soft ball
 Use a soft ball bat
Questions to ask?
 Who gets the racquet?
 How many turns does each player get?
16
Equipment Teaching Points
 10 cones  Hit ball from the cone
 5 large foam balls  Aim for between team
 5 plastic cricket bats mates legs
Organisation  Watch the ball when
 Students are split into groups of five you are at the end of the
Activity Duration line
15 minutes Student Errors
Reference  Students hit the ball too
Hailey Saunders (personal communication, 2008) hard and without
Diagram: accuracy
 Students don’t watch
the ball when at the end
of line
 Students don’t shuffle
down
Safety Concerns (if any)
 Students throw the bat
T
Activity Name- MODIFIED TUNNEL BALL
 Students are in groups of five
 Each group gets a ball and a bat
 The student at the start of the line begins on a cone, they feed the ball
between their teams legs by hitting it accurately with a bat
 When the ball reaches the end of the line the last student grabs the ball and
runs to the front to become the feeder
 All other students shuffle down
 All students get 2 turns of feeding the ball
 Next it becomes a race between groups
 The first group finished with all students sitting down with hands on heads
wins
Regressions
 Use beach ball
 Use tennis racquet
 Fewer students per group
Progressions
 Use a smaller ball
 Use a foam soft ball bat
 Students spread out with their team mates
Questions to ask?
 Who gets the bat?
 What do you do when you are at the back of the line?
 How many turns does each player get?
17
Equipment Teaching Points
 20 cones  Hit the ball accurately
 5 red tennis balls to the next person
 5 rounder’s bats  Run with the bat and
Organisation then pass to the next
 Students are split into groups of five person
Activity Duration  Watch the ball
10 minutes  Stand back when other
Reference students are hitting the
Hailey Saunders (personal communication, 2008) ball
Diagram: Student Errors
 Students don’t stand
back when others are
hitting
 Students don’t watch
the ball
 Students throw the bat
Safety Concerns (if any)
 Students throw the bat
3m
Activity Name- HIT, CATCH & FOLLOW
 Students are in groups of five
 Students stand on marked cones as shown
 Each group has one ball and one bat
 The bat and ball start on the corner with 2 students
 Students take turns of hitting the ball with the racquet to the next student in
an anti-clockwise direction, then running to pass the racquet to them to do
the same.
Regressions
 Use beach ball
 Hit ball from the ground
 Bring students closer together
Progressions
 Use a smaller ball
 Use a foam soft ball bat
 Move cones further apart
Questions to ask?
 How do you give the bat to the next person?
 Who do you hit the ball to?
 Which direction do you hit the ball around the square?
18
Equipment Teaching Points Activity Name- POISON BALL
 2 large foam balls  Ball must roll on ground  Four students are chosen to be on the outside of the area (batters)
 4 plastic cricket bats  Ball can only hit under  All other students begin in the middle of the marked cones
 4 cones knee height  Students on the outside bat the ball and attempt to hit students in the middle
Organisation  Watch the ball under knee height
 All students are involved, 4 students are batters at a time. Student Errors  Students in the middle dodge ball
Activity Duration  Students hit ball up in  When students get caught they switch positions on the outside with who ever
15 minutes air hit them
Reference  Students don’t watch Regressions
Garth Hardwick (personal communication, 2006) the ball  Use beach ball
Diagram:  Students hit the ball  Less batters
inside of the cones  Smaller groups
Safety Concerns (if any) Progressions
 Students hit the ball in  Add another ball
the air  Use a larger area
 Use a rounder’s bat
Questions to ask?
 How high can the ball go?
 What do you do when you get hit?
 In which area can the batters hit the ball?

19
Equipment Teaching Points
 25 plastic hockey sticks  Pass the ball clockwise
 5 foam soft balls  Keep your eyes on the
 20 cones ball
Organisation  Stop the ball before you
 Students are in groups of five hit it
Activity Duration Student Errors
10 minutes  Students hit the ball too
Reference hard and inaccurately
Amanda Bensen (personal communication, 2009)  Students don’t watch
Diagram: the ball
 Students pass the ball in
the wrong direction
Safety Concerns (if any)
 Stand back from other
students when they are
passing
Activity Name- FOUR CORNERS
 Students are in groups of five
 Students set up as shown, all students have a stick, one ball per group
 The ball start where there are two students on one cone
 Students take turns of passing the ball around the square clockwise using
their stick
 After each pass students must stand behind the cone they passed the ball to
Regressions
 Use bigger ball
 Move cones closer together
 Smaller groups
Progressions
 Add another ball
 Use a hockey puck
 Move cones further apart
Questions to ask?
 Which way do you pass the ball?
 Where do you go after you pass the ball?
 How many balls per group?
20
Equipment Teaching Points
 25 plastic hockey sticks  Pass ball to next group
 5 foam soft balls member
 4 cones  Keep your eyes on the
Organisation ball
 Students are in groups of five  Stop the ball before you
Activity Duration hit it
10 minutes  Keep moving forward
Reference and joining the zig-zag
Amanda Bensen (personal communication, 2009) Student Errors
Diagram:  Students hit the ball too
hard and inaccurately
 Students don’t watch
the ball
 Students pass the ball in
the wrong direction
Safety Concerns (if any)
Activity Name- CROSS BALL
 Students are in groups of five
 Students set up as shown
 Each student has a stick and one ball per group
 Students pass the ball in a zig-zag formation starting from one end of the
activity area
 After passing students must join the zig-zag at the other end of the line
 Moving forward to the opposite end of the area
 Next it becomes a race between groups
 Whichever group gets to the opposite end fastest and is sitting down with
hands on heads wins
Regressions
 Use bigger ball
 Move a smaller distance
 Walking pace
Progressions
 Add another ball
 Use a hockey puck
 Move back again after getting to the other side
Questions to ask?
 Which way do you pass the ball?
 Where do you go after you pass the ball?
 How many balls per group?
21
Equipment Teaching Points
 5 hoops  Collect one ball at a
 30 foam soft balls time
 4 plastic hockey sticks  One student from each
Organisation team per time
 Students are split into four groups  Look up when dribbling
Activity Duration Student Errors
15 minutes  Throwing stick to next
Reference player
Amanda Bensen (personal communication, 2009)  Stealing balls while
Diagram: other team is dribbling
 Not looking where you
are going
Safety Concerns (if any)
T  How many people from each team can go at one time?
Activity Name- ROB THE NEST
 Students are split into four groups
 Each group starts in a different corner
 Each group has one hockey stick and a hoop
 All of the ball start in the middle hoop
 On the teachers signal students take turns running to the middle and
dribbling one ball back to their teams hoop using the hockey stick
 Students must wait their turn and pass not throw the hockey stick to the next
student
 Once all the balls have gone from the middle students may steal from other
teams hoops
 Teacher blows whistle= stop
 Teams count their balls, team with the most wins
Regressions
 Use bigger balls
 smaller distance between hoops
 smaller groups
Progressions
 move hoops further away
 Use hockey pucks
 Dribble through cones on the way back to team
Questions to ask?
 How many balls can you take per turn?
 How do you win?
22
Equipment Teaching Points
 27 cones  Move to the free cone if
 9 foam soft balls you don’t have the ball
 25 plastic hockey sticks  Watch the ball
Organisation  Look where you are
 Students are in groups of three passing the ball (aim at
Activity Duration target)
10 minutes Student Errors
Reference  Not moving to the free
Amanda Bensen (personal communication, 2009) space
Diagram:  Not watching the ball
 Not aiming for target
Safety Concerns (if any)
2m
Activity Name- OPTIONS
 Students are in groups of three
 Each student has a hockey stick, four cones and one ball
 Students stand on a cone as shown
 One student begins with the ball
 Each time the ball is passed students must move to the two cones either side
of the passer
 Each time the student with the ball should have two options of where to pass
the ball
Regressions
 Use a bigger ball
 smaller distance between cones
 walking pace
Progressions
 move cones further apart
 Use a hockey puck
 Dribble then pass
Questions to ask?
 How many options do you have to pass to?
 Where should you move when you don’t have the ball?
 How many free cones are there at one time?
23
Equipment Teaching Points Activity Name- DRIBBLE RELAY
 15 cones  Keep your eyes up  Students are in groups of five
 5 foam soft balls when you are dribbling  Each group has one hockey stick, one ball and three cones
 5 plastic hockey sticks  Watch the ball at all  Students take turns of dribbling the ball with the hockey stick to half way
Organisation times (first cone) and then passing the ball to the next student
 Students are in groups of five  Carefully pass the  Students continue this until all students have had two turns each
Activity Duration hockey stick  Next it becomes a race between groups
10 minutes Student Errors  Each student goes through twice and then sits down behind their cone with
Reference  Looking down while their hands on their heads
Amanda Bensen (personal communication, 2009) dribbling  The first group wins
Diagram:  Not watching the ball Regressions
 Throwing the hockey  Use a bigger ball
stick  smaller distance between cones
Safety Concerns (if any)  walking pace
 Throwing the hockey Progressions
stick  move cones further apart
 Use a hockey puck
 Add in a cone weave before the pass
T Questions to ask?
 How many turns does each student have?
 Which cone do you pass the ball from?
 How many students go at one time?

3m

24
Equipment Teaching Points
 35 cones  Keep your eyes up
 5 foam soft balls when you are dribbling
 5 plastic hockey sticks  Go around all of the
Organisation cones
 Students are in groups of five  Carefully pass the
Activity Duration hockey stick to the next
15 minutes student
Reference Student Errors
Amanda Bensen (personal communication, 2009)  Looking down while
Diagram: dribbling
 Not going around all the
cones
 Throwing the hockey
stick
Safety Concerns (if any)
 Throwing the hockey
stick
2m
Activity Name- CONE WEAVE
 Students are in groups of five
 Each group has one hockey stick, one ball and seven cones
 Students take turns of dribbling the ball with the hockey stick around all of
the cones and pass the hockey stick to the next studnet
 Students continue this until all students have had two turns each
 Next it becomes a race between groups
 Each student goes through twice and then sits down behind their cone with
their hands on their heads
 The first group wins
Regressions
 Use a bigger ball
 greater distance between cones
 walking pace
Progressions
 move cones closer together
 Use a hockey puck
 Add in more cones
Questions to ask?
 How many turns does each student have?
 How many cones do you need to dribble around?
 How many students go at one time?
25
Equipment Teaching Points Activity Name- PASS & GOAL
 16 cones  Pass the ball to your left  All students are involved in the activity and have a hockey stick
 2 foam soft balls  Move to the cone after  Students set up as shown
 25 plastic hockey sticks you pass the ball  Each cone must have at least one student on it
 2 hockey goals  Watch the ball the  Students pass the ball around between the cones
Organisation whole time  After passing the ball students must move to the cone they passed the ball to
 All students are involved Student Errors  When the ball reaches the cone in front of goal the student takes a shot at the
Activity Duration  Passing the ball to your goals
15 minutes right  The student standing at the side of the goal (ball collector), then collects the
Reference  Not moving to the cone ball and passes it to the start of the line (as shown) joining the end of the line
Amanda Bensen (personal communication, 2009) after passing the ball  The shooter then becomes the ball collector
Diagram:  Not watching the ball  All students have two turns of shooting a goal
Safety Concerns (if any) Regressions
 Use a bigger ball
 Cones are closer together
 walking pace
Progressions
 move cones further apart
 Use a hockey puck
 Add in more cones
2m Questions to ask?
 How many turns does each student have to score a goal?
 Where do you move after you pass the ball?
 What do you do when you are standing at the side of the goal?

26
Equipment Teaching Points Activity Name- STRIKE RELAY
 5 foam soft balls  Two hands on the bat  Students are in groups of five
 5 foam soft balls  Aim for the cones  Each group has one bat, one tee and one ball
 30 cones  One student goes at a  Students take turns of running with the ball to place it on the tee, picking up
Organisation time the bat and aiming for marked cones
 Students are in groups of five Student Errors  Each student has 2 turns each
Activity Duration  Holding bat with only  Next it becomes a race between groups
15 minutes one hand  Once all cones have been knocked down
Reference  Not aiming for cones  Students don’t need to aim for cones but they must run to the tee and back
Nicole Angus (personal communication, 2011)  More than one student  When all students have been 2x, entire group should sit down with hands on
Diagram: runs at a time heads
Safety Concerns (if any)  First group wins
Regressions
 Use bigger ball
 Move cones closer to tee
 Use a bean bag instead of a tee
3m Progressions
 Use a softball bat
 Use a soft ball
 Move cones further from tee
Questions to ask?
8m  How many turns does each student get?
 How many hands should be on the bat when you hit the ball?
 What do you need to aim to hit?

27
Equipment Teaching Points Activity Name- TARGET
 5 foam soft balls  Two hands on the bat  Students are in groups of five
 5 plastic cricket bats  Aim for the cones  Each group has one bat, one ball and 5 cones
 25 cones  Pass the ball to every  Each student stands on a cone
Organisation cone before switching  One student starts with the bat and the ball
 Students are in groups of five Student Errors  The batter hits the ball to each of the other cones, they each roll the ball back
Activity Duration  Holding bat with only to the batter
10 minutes one hand  Each student does this two times
Reference  Not aiming for cones Regressions
Nicole Angus (personal communication, 2011)  Not passing to every  Use bigger ball
Diagram: cone  Move cones closer to batter
Safety Concerns (if any)  Cones are all directly in front of batter
Progressions
 Use a softball bat
 Ball is bowled to batter
 Move cones further away from batter
Questions to ask?
 How many turns does each student get?
 How many hands should be on the bat when you hit the ball?
 What do you need to aim to hit?

4m

28
SKILL/CONCEPT: Students work with a partner to provide feedback and support when practicing in a variety of
different striking activities using a variety of equipment.

Equipment Teaching Points Activity Name- HOCKEY MINI GOLF

 13 cones  Aim for through the  Students are in pairs
 25 plastic hockey pucks legs of the chair  Each student has a hockey puck with one hockey stick between two
 13 plastic hockey sticks  Only one turn each per  All pairs start at a different number (as shown)
 13 cue cards (numbers from 1-13) station  Students take turns with their partner to try and push their hockey puck
 13 chairs  Pass from behind the through the legs of the chair
Organisation cone  Students must have their shot from behind the cone
 Students are in pairs Student Errors  Students keep their own score (1 point= puck goes through chair legs)
Activity Duration  Not aiming for under  Students only have one turn on each station (1-13)
15 minutes chair  Students then add up their own score
Reference  Taking more than one  Students go through one more time and try to beat their first score
Hailey Saunders (personal communication, 2008) turn per station Regressions
Diagram:  Moving in front of the  Use a bigger chair
cone to have shot  Move cones closer to the chair
1 Safety Concerns (if any)  Allow students to have more than one turn
13 Progressions
 move cones further from chair
 use a ball (must stop under chair)
1-5
12 m 2  time limit
Questions to ask?
 How many turns does each student have per station?
 How do you get a point?
11 3  Who got a better score on their second round?

10 4

9 5
T
8 7
6
29
Equipment Teaching Points
 50 cones  Stop the ball before you
 13 plastic hockey balls pass back to your
 25 plastic hockey sticks partner
Organisation  Keep your eyes on the
 Students are in pairs ball
Activity Duration  Hold your stick on the
10 minutes ground ready to receive
Reference pass
Amanda Bensen (personal communication, 2009) Student Errors
Diagram:  Not stopping the ball
before attempting to
pass
1.  Not watching the ball
 Holding stick in the air
Safety Concerns (if any)
4m
Activity Name- PARTNER PASSING
 Students are in pairs with a hockey stick each and one ball
 Each student stands on a cone opposite their partner (as shown)
 Students pass the ball back and forth with their partner
 Students attempt to perform 10 passes without losing control of the ball
 Next two cones are added between each pair of students
 Students must try to pass the ball through the cones in the middle to their
partner
Regressions
 Use a bigger ball
 smaller distance between cones
 don’t add middle cones
Progressions
 move cones further apart
 Use a hockey puck
 Add in a more cones in the middle
Questions to ask?
 Where do you stand?
 How many passes can you do in a row without losing control?
 What do you do with the cones in the middle?

2.
T

1m

30
Equipment Teaching Points Activity Name- HIT UP
 13 red tennis balls  Keep your eyes on the  Students are in pairs
 25 bat tennis bats ball  Each student has a bat with one ball between two
Organisation  Hold the bat with two  Students find a free space with their partner
 Students are in pairs hands  Students try to keep the ball up in the air by hitting it back and forth with
Activity Duration  Stay close to your their partner
10 minutes partner Regressions
Reference Student Errors  Use a bean bag
Emma Doyle (personal communication, 2011)  Holding bat with one  Students keep the ball low (don’t hit too high)
Diagram: hand  students move close together
 Not watching the ball Progressions
 Moving too far away  use a tennis racquet
from your partner  use a green tennis ball
Safety Concerns (if any)  Students move closer together
Questions to ask?
 Is it easier if you are further away from your partner?
 Is it easier if you hit it higher?
 How many hits can you get in a row with your partner?

31
Equipment Teaching Points
 13 red tennis balls  Hold the bat with two
 25 bat tennis bats hands
Organisation  Don’t hit the ball too
 Students are in pairs hard
Activity Duration  Wait for the ball to
10 minutes bounce once
Reference Student Errors
Emma Doyle (personal communication, 2011)  Holding bat with one
Diagram: hand
 Hitting the ball too hard
 Not letting the ball
bounce or ball bounces
more than once
Safety Concerns (if any)
Activity Name- OFF THE WALL- PAIRS
 Students are in pairs
 Each student has a bat with one ball between two
 Students find a free space with their partner next to a wall
 Students bounce the ball on the ground and then hit it against the wall
 Students should take turns with their partner, letting the ball bounce once
before hitting the ball
Regressions
 The ball can bounce more than once
 Students move really close to the wall and do small hits
 Students roll the ball against the wall
Progressions
 use a tennis racquet
 use a green tennis ball
 don’t let the ball bounce
Questions to ask?
 How many times does each student hit the ball in a row?
 What happens if you hit the ball too hard?
 How many hits can you get in a row with your partner?
32
Equipment Teaching Points Activity Name- BOUNCE HIT CATCH
 13 red tennis balls  Wait for the ball to  Students are in pairs
 25 bat tennis bats bounce  Each pair has one ball and one bat
Organisation  Try to hit the ball back  Students take turns of batting and throwing
 Students are in pairs to your partner  The thrower bounces the ball to their partner to hit
Activity Duration  Use two hands on the  They hit it back to the thrower to catch
10 minutes bat  this continues 10 times and then students switch roles
Reference Student Errors Regressions
Emma Doyle (personal communication, 2011)  Not waiting for the ball  The ball can bounce more than once
Diagram: to bounce  Students move closer to their partner
 Hitting the ball away  Students roll the ball for their partner to hit
from partner Progressions
 Holding bat with only  use a tennis racquet
one hand  use a green tennis ball
Safety Concerns (if any)  don’t let the ball bounce
Questions to ask?
 How many times does each student hit the ball?
 Where should you try to hit the ball?
 How many hands should you have on the bat?

3m T

33
Equipment Teaching Points Activity Name- THROW HIT
 13 red tennis balls  Hit the ball on the full  Students are in pairs
 25 bat tennis bats  Throw underarm  Each pair has one ball and one bat
Organisation  Use two hands on the  Students take turns of batting and throwing
 Students are in pairs bat  The thrower, throws the ball underarm to their partner who hits the ball back
Activity Duration Student Errors for the thrower to catch
10 minutes  Letting the ball bounce  Students have 10 turns each and then switch roles
Reference  Throwing overarm Regressions
Emma Doyle (personal communication, 2011)  Holding bat with only  Allow the ball to bounce
Diagram: one hand  Students move closer to their partner
Safety Concerns (if any)  Students roll the ball for their partner to hit
Progressions
 use a soft ball
 use a soft ball bat
 aim to hit target
Questions to ask?
 How many times does each student hit the ball?
 Where should you try to hit the ball?
 How many hands should you have on the bat?

3m T

34
Equipment Teaching Points Activity Name- MODIFIED BAT TENNIS
 13 red tennis balls  Let the ball bounce once  Students are in pairs
 25 bat tennis bats before hitting  Each student has a bat, with one ball between two
 Mini tennis nets  Keep your eyes on the  Students stand on the opposite side of the net to their partner
Organisation ball  Students practice hitting the ball over the net back and forth to their partner
 Students are in pairs  Use two hands on the  Next students change partners and continue hitting
Activity Duration bat Regressions
15 minutes Student Errors  Use a line instead of a net
Reference  Hitting ball on the full  Allow the ball to bounce more than once
Emma Doyle (personal communication, 2011)  Not watching the ball  Students catch the ball each time before hitting it back to their partner
Diagram:  Holding bat with only Progressions
one hand  use a green tennis ball
Safety Concerns (if any)  use a full size tennis net
 use a tennis racquet
Questions to ask?
 Do you hit over or under the net?
 How many times should the ball bounce before hitting it?
 How many hits can you and your partner do in a row without losing control?

35
Equipment Teaching Points Activity Name- BEAN BAG BATTING
 13 foam soft balls  Try to hit to your  Students are in pairs
 25 foam soft ball bats partner  Each student has a bat and a bean bag with one ball between two
 25 bean bags  Keep your eyes on the  Students stand opposite their partner
Organisation ball  Students bat the ball off of their bean bag and to their partner, who does the
 Students are in pairs  Use two hands on the same
Activity Duration bat  Students should try to catch the ball after their partner hits it
10 minutes Student Errors Regressions
Reference  Hitting ball away from  Use bigger ball
Nicole Angus (personal communication, 2011) partner  Students move closer together
Diagram:  Not watching the ball  Students use tennis racquet
 Holding bat with only Progressions
one hand  use a soft ball
Safety Concerns (if any)  use a tee
 use targets to aim for
Questions to ask?
 Can you catch the ball your partner hits?
 Can you hit the ball without touching the bean bag?
 Can you hit the ball to your partner?

36
Equipment Teaching Points Activity Name- ROLL & HIT
 13 foam soft balls  Try to hit to your  Students are in pairs
 13 plastic cricket bats partner  Each pair has one ball and one bat
 25 cones  Keep your eyes on the  Students take turns with the bat
Organisation ball  Student without the bat, rolls the ball along the ground for their partner to hit
 Students are in pairs  Use two hands on the  Students have 10 turns each and then switch roles
Activity Duration bat Regressions
5 minutes Student Errors  Use bigger ball
Reference  Hitting ball away from  Students move closer together
Nicole Angus (personal communication, 2011) partner  Students use tennis racquet
Diagram:  Not watching the ball Progressions
 Holding bat with only  Use a wooden cricket bat
one hand  Use a cricket ball
Safety Concerns (if any)  use targets to aim for
Questions to ask?
 How many turns does each student have to hit the ball?
 How many hands should be on the bat when you hit the ball?
 How do you get the ball to your partner?

3m
T

37
Equipment Teaching Points Activity Name- ROLL & STRIKE
 13 plastic cricket bats  Try to hit to your target  Students are in pairs
 25 foam soft ball bats  Keep your eyes on the  With one bat and one ball between each pair
 13 skittles ball  Students take turns of bowling and batting
Organisation  Roll the ball to your  One student rolls the ball to their partner who then aims to hit skittle over
 Students are in pairs partner  Students have 10 turns each and then switch roles
Activity Duration Student Errors Regressions
10 minutes  Not aiming for target  Use bigger ball
Reference  Not watching the ball  Students move closer to the target
Nicole Angus (personal communication, 2011)  Bouncing ball to partner  Students use tennis racquet
Diagram: Safety Concerns (if any) Progressions
 use a soft ball
 bowl the ball
 targets are further away
Questions to ask?
 How many turns do you get in a row?
 How do you feed the ball to your partner?
 What is your target?
4m
T

Equipment Teaching Points Activity Name- STRIKE STATIONS

 13 foam soft balls - 2 chairs -2 sets of wickets  Aim for the target  Students are in pairs
 13 plastic cricket bats - 1 wall - 2 hoops  Use two hands on the  Each pair has one ball and one bat
 14 cones - 4 skittles bat  Students take turns batting the ball to try to hit each of the targets at the
Organisation  Collect your own ball different stations
 Students are in pairs Student Errors  Students have 3 turns each at each station
Activity Duration  Not aiming at target  Students keep their own score (1 point=hit target)
15 minutes  Holding bat with only  Students rotate clockwise around stations with their partner
Reference one hand Regressions
Nicole Angus (personal communication, 2011)  Not collecting ball  Use bigger ball
Diagram: Safety Concerns (if any)  Students move closer to the target

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  Students use tennis racquet
Progressions
T  Use a wooden cricket bat
 Use a cricket ball
 Students only get one turn to hit the target
3m Questions to ask?
 How many turns does each student have to hit the ball?
 How many hands should be on the bat when you hit the ball?
5m  Which target is the hardest to hit?

SKILL/CONCEPT: Students work by themselves to attempt striking skills under closed conditions with the option
to progress at their own pace.

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Equipment Teaching Points Activity Name- COACH SAYS
 nil  Listen to instructions  Students spread out in the activity area
Organisation  Only copy if coach  Students listen for coaches instructions
 Students are working by themselves says- ‘coach says…’  Students must only do the instruction if it starts with ‘coach says…’
Activity Duration  Bob down when you are  If not students must do nothing
5 minutes out  If students copy accidently they are out of the game and bob down where
Reference Student Errors they are
Emma Doyle (personal communication, 2011)  Not listening to  Examples-
Diagram: instructions  Strike grip
 Copying when coach  Strike stance
doesn’t say ‘coach  Start
says...’  Tuck
 Not bobbing down  One foot
when out  Other foot etc.
Safety Concerns (if any) Regressions
 Go through instructions slowly
 Give students one chance before they go out
 Allow students to copy positions
Progressions
 Go through instructions faster
 Don’t show students what position looks like
 Students have to run to the base line after each instruction
Questions to ask?
T  When should do what the coach says?
 What do you do when you are out?
 What does strike grip/stance look like?

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Equipment Teaching Points Activity Name- WALL BOUNCE
 25 red tennis balls  Hit ball against the wall  Each student has a bat and a ball
 25 bat tennis bats  Watch ball  Students find their own space near a wall
 walls  Allow ball to bounce  Students practice hitting their ball against the wall
Organisation before hitting again  Letting the ball bounce in between hits
 Students are working by themselves Student Errors Regressions
Activity Duration  Not hitting against wall  Use a foam ball
5 minutes  Not watching ball  Roll ball against the wall
Reference  Hitting ball on bounce  Move close to the wall
Emma Doyle (personal communication, 2011) Safety Concerns (if any) Progressions
Diagram:  Move further from the wall
 Don’t let the ball bounce
 Add target on wall
Questions to ask?
 Where should you hit the ball?
 Should the ball bounce?
 How many times can you hit the ball without losing control?

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Equipment Teaching Points
 25 red tennis balls  Watch out for other
 25 bat tennis bats students
Organisation  Watch ball
 Students are working by themselves  Hit ball in middle of bat
Activity Duration Student Errors
10 minutes  Not watching out for
Reference other students
Emma Doyle (personal communication, 2011)  Not watching ball
Diagram:  Not hitting in middle of
bat
Safety Concerns (if any)
T Questions to ask?
Activity Name- BOUNCING BALL
 Each student has a bat and a ball
 Students spread out and find their own space
 Students practice bouncing ball on the ground
 Then while walking around in a circle
 Next bouncing ball on top of bat
 Then while walking
Regressions
 Students get close to ground
 Use larger ball
 Students remain stationary
Progressions
 Use a green tennis ball
 Run around area
 Use a tennis racquet
 Where should you hit the ball?
 Should the ball bounce?
 How many times can you hit the ball without losing control?
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Equipment Teaching Points
 25 red tennis balls  Throw the ball straight
 25 bat tennis bats up in the air
 walls  Watch ball
Organisation  Hit ball in middle of bat
 Students are working by themselves Student Errors
Activity Duration  Not watching out for
10 minutes other students
Reference  Not watching ball
Emma Doyle (personal communication, 2011)  Not hitting in middle of
Diagram: bat
Safety Concerns (if any)
Activity Name- THROW & HIT
 Each student has a bat and a ball
 Students spread out next to a wall
 Students practice throwing ball up to themselves and then hitting it against
the wall
Regressions
 Move close to wall
 Use larger ball
 Roll ball against wall
Progressions
 Use a green tennis ball
 Move further from wall
 Use a tennis racquet
Questions to ask?
 Where should you hit the ball?
 Should the ball bounce?
 How many times can you hit the ball without losing control?
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Equipment Teaching Points Activity Name- IMAGINARY BAT
 Nil  Copy teachers  Students spread out in front of teacher and practice the motions of batting
Organisation directions  Stance
 Students are working by themselves  Find a free space  Grip
Activity Duration  Pretend your holding a  Posture
5 minutes bat  Swing
Reference Student Errors  Students go through in solo motions
Amanda Bensen (personal communication, 2008)  Not copying movement  Then speed up to normal pace
Diagram:  Not finding own space Regressions
 Not pretending to hold a  Teacher talks students through
bat  Teacher physically moves students
Safety Concerns (if any)  Students talk through it
Progressions
 Use bat
 Face different directions
 relay
Questions to ask?
 How do you stand?
 How do you swing?
 How do you grip?

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Unit Resources
Strike Worksheet 1
1. In a game of rounder’s, how many hands do you need to hold on the bat when batting?
Circle the correct number of hands

2. When playing activities using a hockey stick, how high can you swing the hockey stick?

___________________________________________________________________________________________________________________________________________
_________________________________________

3. When you are playing games and activities, how do you know when you are improving your health?

___________________________________________________________________________________________________________________________________________
_________________________________________

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4. When one of your classmates is batting where should you stand?
Circle the correct answer

a) Really close behind the batter

b) At the marked cone set by the teacher

c) Directly in front of the batter

5. What should you look at when you are batting?

Circle the correct answer

a) The next batter in the line

b) Your shoes

c) The ball

6. When you are batting in tee ball, which direction should your feet be facing?
Circle the correct answer

a) Towards the tee

b) Towards the teacher

c) Towards a fielder who is your friend

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 ANSWERS
1. In a game of rounder’s, how many hands do you need to hold on the bat when batting?
Circle the correct number of hands

2. When playing activities using a hockey stick, how high can you swing the hockey stick?

 No higher than your knee

3. When you are playing games and activities, how do you know when you are improving your health?

 When you ‘huff and puff’

4. When one of your classmates is batting where should you stand?

Circle the correct answer

d) Really close behind the batter

e) At the marked cone set by the teacher

f) Directly in front of the batter

5. What should you look at when you are batting?

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Circle the correct answer

d) The next batter in the line

e) Your shoes

f) The ball

6. When you are batting in tee ball, which direction should your feet be facing?
Circle the correct answer

d) Towards the tee

e) Towards the teacher

f) Towards a fielder who is your friend

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Strike Worksheet 2

Use as many lines as you need

1. How do you feel when you are working with a partner? What do you like? Is there anything you dislike?

___________________________________________________________________________________________________________________________________________
_________________________________________-
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
__________________________________________________________________________

2. How do you feel when you are working in a group? What do you like? Is there anything you dislike?

___________________________________________________________________________________________________________________________________________
_________________________________________-
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
__________________________________________________________________________
___________________________________________________________________________

3. How do you feel when you are playing team games? What do you like? Is there anything you dislike?

___________________________________________________________________________________________________________________________________________
_________________________________________-
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
__________________________________________________________________________

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4. What is your favorite batting game or activity? Why?

___________________________________________________________________________________________________________________________________________
_________________________________________-
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
__________________________________________________________________________

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Performance Rubrics

VELS INDICATOR: “Use of a wide variety of basic motor skills, and a range of more complex skills”

Rarely (1 mark) Sometimes (2 marks) Consistently execute (3

marks)
 Develop ability to perform two hand side arm
strike from a tee in a stationary position.
 Develop ability to strike moving ball while in a
stationary position using a variety of balls

VELS INDICATOR: “Use of a combination of motor skills and movement patterns in small group activities”

Rarely (1 mark) Sometimes (2 marks) Consistently execute (3 marks)

 Students begin to bat moving ball while
standing in a stationary position using a
variety of bats and balls.
 Students can take turns practicing the two
hand side arm strike using basic batting
procedures.

VELS INDICATOR: “Performance of simple rhythmical movement sequences”

Rarely (1 mark) Sometimes (2 marks) Consistently execute (3 marks)

 Students can perform the different components
of the two hand side arm strike technique in a
sequence.

VELS INDICATOR: “Regular participation in periods of moderate to vigorous physical activity and identification of some links
between physical activity and health”

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 Rarely (1 mark) Sometimes (2 marks) Consistently execute (3 marks)
 Students participate in activities that require
extended periods of running and moving
around. Students understand that when they
‘huff and puff’ they are helping their health
and physical fitness.

VELS INDICATOR: “Understanding of why rules and procedures are used in games and activities, including an understanding of safe
use of equipment and space”

Rarely (1 mark) Sometimes (2 marks) Consistently execute (3 marks)

 Students understand that they cannot stand
directly behind a team mate when they are
batting.
 Students understand when using hockey sticks
they are not to raise them above their knee
height.

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Rubrics Performance Table Assessment

Low Medium High

“Use of a wide variety of basic 0-3 4-6 7-9
motor skills, and a range of more
complex skills”
“Use of a combination of motor 0-4 5-8 9-12
skills and movement patterns in
small group activities”
“Performance of simple 0-4 5-8 9-12
rhythmical movement sequences”
“Regular participation in periods 0-4 5-8 9-12
of moderate to vigorous physical
activity and identification of some
links between physical activity
and health”
“Understanding of why rules and 0-4 5-8 9-12
procedures are used in games and
activities, including an
understanding of safe use of
equipment and space”
Total: Total: Total:

Total Marks

Low: /23 marks

Medium: /46 marks

High: /75 marks

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