FUTSAL

Passing and Receiving

Aim:

Using different parts of the body (other than the arms and hands) the ball is controlled and passed
between players toward their attacking half to ultimately score a goal.

Description:
In pairs, students pass the ball between each other whilst moving around the court. After each
pass, students move to a different position to receive the next pass. Students must use their feet
to stop their ball and gain control before passing the ball, like in the clip below.
https://www.youtube.com/watch?v=gQaKoEMfE2g

Key:
potential
pass

Equipment:
-

1 ball per 2 students.

Rules:
-

Students cannot use hands or arms as a way of passing the ball

Modifications:
-

Working in pairs, students pass and receive the ball using different body parts such as
knees, shoulders or head.
Students count how many successful passes they can make using different parts of the
body
2v1 games
To practice control one student throws the ball, at an acceptable height for the desired body
part, and the other students passes the ball back to their partner using that body part.

Questions:
-

When considering passing to your team mate, which body part will you use? Why?
Are long or short passes more effective? Why?
Why is control of the ball important in this sport?

Safety Considerations:
-

Classroom management.
Consider student pairs in regards to ability, behaviour and responsibility.
Protective equipment such as shin pads.
Teacher positioning.
Ensuring students have enough space to complete these activities in.

FUTSAL
Jockeying
Aim:
A defensive movement that used to restrain a player with the ball.

Description:
Starting with feet close together and shuffle alongside a player. Individually, using a third of the
court, students practice jockeying from the base line to the transverse line and back. Technique of
jockeying can be seen in the clip below.
https://www.youtube.com/watch?v=nB4fUgtFMe4

Equipment:
-

Lined court or coned area.

Rules:
-

Students take in turns and give feedback if coaching.

Modifications:
-

Students form teams and complete jockeying relays.

In pairs one student jogs or runs to one end and the other player jockeys them; students
switch roles.
Introduce a ball.
In groups of three, a 2v1 game is played where 2 students pass the ball between each other
while the third jockeys the attacking player.

Questions:
-

How should you position your body in order to jockey effectively?

What can be done to hold back a player who is trying to jockey?

What factors need to be considered in order to complete a successful jockey?

Safety Considerations:
-

Ensure that students are in their own space

Teacher positioning ensures that all students can be seen at all times.
Classroom management
Protective gear such as shin pads.

FUTSAL
Shooting
Aim:
To score a goal by placing the ball in the back of the net of the teams attacking end.

Description:
Divide class in two and have them create two lines, one close to the goals (passing) and one in
front of the goals (shooter) as seen below. The student in the front of the passing line passes to
the first shooter who stops the ball and then attempts to shoot a goal. Once the pass has been
completed, the passer joins the end of the shooting line and the shooter joins the end of the
passing line. This activity is similar to the video link below.
https://www.youtube.com/watch?v=9cfSMc1R3HQ
Goals

Key:
Passers
Shooters

Equipment:
-

1 set of soccer/futsal goals or cones that could mark out goal posts
1-2 soccer balls
Cones to mark where the lines begin
Modifications:

Use 2 sets of goals to reduce waiting time and time off task
Introduce a goal keeping line
Have 2 passing lines so students can practice shooting with different feet or from different
positions on the court
Change shooting distance depending on student skill
Have multiple shooting stations at differing difficulties
Questions:

How does distance affect the accuracy of the shot?

Consider the part of the foot that you use to shoot, which part is most effective? Why?
If there is a goal keeper, what do you need to consider before taking a shot?
Safety considerations:

Protective gear such as shin pads, keeper pads

Space for activities
Separation of boys and girls or skill level may reduce goal keepers being injured
Goal post padding
Ensure students are completing the activities one at a time

BASKETBALL
Dribbling
Aim:
A skill that allows a player to move the ball around the court
Description:
Using the pads of the hands bounce the ball by pushing it to the ground, making contact with the
pads of the hands and repeat. Practice bouncing with right and left hands and then switching
between the two. After mastering the skill, develop the dribbling technique whilst moving around.
Introduce the defensive position: feet shoulder width apart, body low to the ground, back slightly
arched forward over the ball, keeping the ball close to the body and also low to the ground.
https://www.youtube.com/watch?v=kmEOfnXbpqo
Rules:
-

Ensure to take no more than 2 steps between bouncing the ball (travel)
Keep palms facing the floor rather than rotating hand or wrist (carry)

Equipment:
-

1 basketball per student

Modifications:
-

Dribbling relays
Keepings off
Flag tag
Obstacle course

Questions:

What is the defensive position and how is this helpful when dribbling the ball?
What is the advantage of completing bounces that are somewhat aggressive and low to the
ground?
What happens if you run without bouncing the ball?

Safety considerations:
-

Activity space
Amount of balls students are using versus time on task
Behaviour management/ student compliance

BASKETBALL
Dribbling
Aim:
A way of controlling the ball around the court using the feet until a pass or shot is completed.
Description:
Divide students into groups of 3-4; students practice dribbling the ball around a designated area.
Technique of dribble a ball can be viewed below.
https://www.youtube.com/watch?v=bb6jlHgj7tc

Key:
Student

Equipment:
-

4 cones per group

1 ball per group

Rules:
-

Students must dribble the ball and control it within the area of the cones
Students must use futsal rules, no hands.

Modifications:
-

Obstacle course
Relays

Flag tag
2v2

Questions:
-

What is the purpose of dribbling the ball?

Why should the ball be kept in close proximity of the dribbler?
How can dribbling the ball be an effective skill on the court?

Safety considerations:
-

Size of activity areas

Student ability and skill
Teacher positioning
Classroom management

BASKETBALL
Flag Tag
Aim:
To remain in control of own soccer ball and collect other players Velcro straps.

Description:
In a designated space students are each given a ball and a Velcro belt with 2 straps. Students are
to dribble the ball around the space and collect the straps off the other players. If players lose
control of their ball and it goes outside of the marked area or lose both of their straps, they are
out. However students are still a part of the game and have the chance to get back into the game.
Once out, students stand on the sideline and reach in trying to steal another players Velcro strap
or alternatively gain control of their ball if this occurs they can come back into the marked zone.
Key
- Students out
- Students still
in the game
- Boundary line

Rules:
-

No contact
Students can only be on the sideline, not inside the area of play when trying to get back in
the game
Control of the ball cannot be done using hands
Students can kick other plays balls away, however they cannot hack at a player in order to
do so
Velcro straps must be place on sides of body and cannot be held or covered with hands or
clothing

Students can move freely around the boundary line

Equipment:
-

Cones to mark out space of play

1 Soccer ball per student
1 velcro belt per student
2 velcro straps per student

Modifications:
-

Area size
Having 2 games going at once, reduces the amount of students in the one space
Increase or reduce the amount of Velcro straps
Team games

BASKETBALL

Questions:
-

What factors made it hard to control the ball?

Did you find the game easy or hard? Why?
In what ways could the game be made easier or harder?
Was keeping the ball in close proximity more successful than if the ball is further away?
Why?

Safety considerations:
-

Area size
Amount of equipment being used
Teacher positioning
Classroom management
Protective gear such as shin pads
Teacher umpiring to call contacts and unsafe behaviours

BASKETBALL
Passing

Aim:
Another skill used to move the ball to the scoring end of the court

Description:
Students work in pairs and practice three of the main passes used in basketball;
Chest pass the ball is pushed out from the chest
Bounce pass the ball is bounced along the ground, usually around opposing players, to a team
mate
Overhead pass the ball is thrown from behind the head over a longer distance
For accurate passes students should step into the ball with their opposite leg, look to where they
are throwing and follow through the throw. Once students are competent in their passes, allow
them to move around in their area for a more realistic experience.
Follow the link for an in depth steps of how to complete these passes.
https://www.youtube.com/watch?v=32akH1rGcKA

Equipment:
-

1 basketball between 2 students

Modifications:
-

Have all pairs stand along the same lines and race to complete a number of successful
passes
Passing relay
Incorporation of games such as Over the River, where students have to pass the ball over a
dead zone to their partner.
Increase or reduce distance of the throws depending on ability

Questions:
-

Which pass was the most accurate? Why?

Why is accuracy important?
What pass would you recommend if an opposing player was defending you closely? Why?

Safety considerations:
-

Space for students complete activities

Student ability
Classroom management
Teacher positioning on court

ULTIMATE FRISBEE
Catching

Aim:

To catch a pass successfully to avoid turnover of the disc

Follow the link below to view the pancake and rim catches
https://www.youtube.com/watch?v=Qxud0pL7xho

Activity:
In groups of 4 students throw the Frisbee into another players quarter and have it land on the
ground to score a point. If students catch the Frisbee they play on.

Equipment:
-

1 frisbee per group

Cones to mark out a 4 square field

Modifications:
-

Increase size of square

Increase number of players per square
Increase number of Frisbees
Whole class game, squares have value Dunce, Jack, Queen, King and students rotate
through squares as teams

Questions:
-

Do you think the pancake or rim catch is more effective? Why?

Is the Frisbee easier or harder to catch over a longer distance? Why?

Is it more effective to throw the disc low or high? Why?

Safety considerations:
-

Size of squares
Student ability
Behaviour management
Amount of equipment
Teacher positioning

ULTIMATE FRISBEE
Throwing

Aim:
The method in which to move the disc down the field and pass to other players
View the link below for information on grip and how to throw a Frisbee
https://www.youtube.com/watch?v=Mlf7nfKYK40

Activity:
In groups of 4-6, students throw the Frisbee into one of 3 targets all with a point value. Students
aim for their Frisbee to land in the hoops and to score the most points

Key
Hoop
Throw
line
Student

Equipment:
-

3 hoops per group

1 frisbee per group
Cones to mark throwing line

Modifications:
-

Different types of targets such as lands in hoop (1 point), hit witches hat (2 points), hits wall
target or moving target (3 points)
Increased or reduced distance depending on student ability

Questions:
-

Where should your hand sit over the Frisbee? Why is this most effective?
Should your fingers curl under the rim of the Frisbee? Why/ Why not?
Like most throwing games, what positioning and steps should you take for a more accurate
throw?

Safety considerations:
-

Space for activities use outside if possible

Space between students
Student ability/ year level
Behaviour management
Teacher positioning

NETBALL
Passing

Aim:
A method used to move the ball around the court, ultimately into the netball D to score a goal.

Description:

In pairs, students complete 10 chest passes, 10 shoulder passes and 10 bounces. Then
students as a group call out their team mates name before choosing how theyd like to
pass the ball, this will also incorporate moving around the court and pivoting.

Key
Student
Ball
direction

Equipment:
-

1 ball between two students

Modifications:
-

Distance between students

Race scenario
Passing relay
Four corners netball drill

Questions:
-

Which pass did you find most effective? Why?

Did movement around the court change the accuracy of your passing? Why?
What sort of pass would you use in close quarters with another player? Why?

Safety Considerations:
-

Space when students are moving around

Amount of equipment out at one time
Teacher positioning in classroom
Behaviour management

NETBALL
Pivoting:
Aim:
The pivot is a move that allows the player to rotate 360 degrees without stepping whilst in control
of the ball.

Description:

A pivot can be completed after having landed on one foot with the ball in hand. Rotate
using the ball of the landing foot, the non-landing foot can be used for stability and
balance whilst rotating. The non-landing foot can be stepped on numerous times; however
if the landing foot is taken off the ground, it cannot be put back down as this is a step.
However if players land on both feet, they can choose which foot to pivot on.
In pairs students throw the ball between one another. When catching the ball, students
jump and land on first their foot, pivot and throw the ball back. On the second throw
students land on their left foot, pivot and throw the ball back. On the third throw students
land on both feet, pivot and throw the ball back.

Key
Student
Ball
direction
Pivot
Equipment:
-

1 ball between 2 students

Modifications:
-

Increase or shorten throwing distance

Increase group size
Increase number of balls
Pivoting relays

Questions:
-

Why is pivoting an important skill in netball? What can it achieve?

Is it easier landing on one foot or both feet? Why?

How does pivoting open up the court?

What is the difference between a pivot and a step foul?

Safety Considerations:
-

Behaviour management
Space
Student groupings and time on task
Amount of equipment out at one time

NETBALL
Defending

Aim:
To try and prevent the other team from scoring through interception and defence of the ball.

Description:
Students split into two groups: one group lines up along the base line next to the hoop (defending
line) and the other group lines up at the top point of the netball D (shooting line) as shown in the
diagram below. The first student in the shooting line takes a few steps forward and attempts to
shoot a goal, whilst the first person in the defending line uses their arms (being 3 ft away) to
defend the shooter. Students both attempt to rebound the ball and then join the end of the
opposite line.

Key
Baselin

Defenders
Shooters

Equipment:
-

1-2 netballs
Netball court/hoop

Modifications:
-

Shooting distance
2 shooters, 2 defenders
Use both ends of court (time on task)

Questions:
-

How does a defender in front of you affect the ability to shoot?

Is it important to defend a shooter? Why?
Whats the benefit of a defender being close to the ring?

Safety Considerations:
-

Teacher positioning
Classroom management
Space for students to complete activities in

VOLLEYBALL
Passing
Aim:
To pass the ball to team mates, ultimately to score by placing over the net

Description:
In groups of 4, students use volleyball skills, dig and set and to pass the ball between them and
keep it off the ground for as long as possible

Key
Student
Volleyball

Rules:
-

No spiking the ball

Equipment:
-

1 volleyball per group of 4

Modifications:
-

Thrower, digger, setter, spiker

2 balls to keep in the air
Increase or decrease distance between students

Questions:
-

How did the distance between students affect the efficiency of the passes?
Why is it important to use specific parts of the body to perform specific volleyball skills

Safety Considerations:
-

Space
Amount of balls
Teacher positioning
Behaviour management

VOLLEYBALL
Spiking
Aim:
To place the ball over the net so that the opposition cannot return the pass

Description:
In groups, students throw the ball and the spiker spikes the ball over the net. The spiker then
becomes the thrower and the thrower joins the back of the line. View the spiking technique in the
video below.
https://www.youtube.com/watch?v=FMtUqoxfR50

Key
Spiker
Thrower

Equipment:
-

1-2 volleyballs

Modifications:
-

Split class in 2 groups and have 2 groups doing activity at the same time (time on task)
Introduce a setter
Introduce a run up
Increase or decrease distance to net

Questions:
-

What is the aim of a spike?

Why is it important to use the correct part of the body for spiking the ball?
Was it easier or harder running in to spike the ball? Why?

Safety Considerations:
-

Space
Amount of balls
Student ability and injury prevention
Height of net
Teacher positioning