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Consecutive Lesson Plans

Topic: bouncing (ball bounce)
Year: 1 to 2
Level: working towards level 2/ level 2
Duration: two 1 hour sessions.
Links to the Curriculum: Under AusVELs Health and Physical
Education level 2, the learning standard from the Movement and
Physical Activity dimension states that students demonstrate basic
motor skills such as bouncing.

Learning Outcomes:
Students will:
Actively participate and collaborate in all individual and
group work activities
Demonstrate efficiency in the key teaching points of the ball
bounce
Bounce a ball continuously with complete control in a
stationary and moving position

Lesson One
Introduction:
Background:
An integral and vital part of the educational processes is to is to set
children up with skills for life. In Health and Physical Education
sessions it is integral and vital to teach, and allow development of
skills, to ensure later success in sports and other physical activities.
The learning and development of motor skills not only develops the
child physical, but also holistically, from the cognitive to the social
and emotional (Chia & Chiang, 2010). Children must be taught the
base skills, known as fundamental motor skills (Brown & Landy,
2008). These two sequential lessons will focus on the fundamental
motor skill of bouncing (ball bounce). It is recommended to
introduce bouncing during year 1 and should be mastered by the
end of year 3. However skill mastery will differ from individual to
individual due to various factors. Emphasis will always be made on
the skill of bouncing, but it is more realistic if skills are integrated.
Students will need to be able to catch the ball after bouncing or

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catch the ball after a bounce pass. Catching will be a supporting skill
reinforced during the skill review phase of the lesson (DECCP,
2006).

Teacher Instruction:

The teacher introduces the lessons focus on bouncing and

asks students what do they know about bouncing? to seek
and assess their prior knowledge.
The teacher informs students that they will be taught the key
teaching points (KTPs) to bouncing a ball, and practise
developing these critical elements.
The teacher highlights the learning outcomes to the students.
The teacher asks students to make personal goals for
themselves in the development of this specific skill and the
learning outcomes as we will all be learning and practising at
different rates and levels. Each activity allows each child to be
successful through slight adaptations.
The teacher reinforces their expectations in terms of
behaviour, participation and safety, as well as management
expectations such as what do you do when you here the
whistle blow?

List of Resources:

Balls (variety of sizes and types)

Balloons
Bins
Hoops
Music
Cones (outline perimeter/marker)
Bibs

Warm- Up:
Warm-ups are vital for children before commencing vigorous
physical activity. Warm-ups should include a variety of stretches and
movement of the large muscle groups of the body. Warm-ups help
to reduce the chance of injury occurring.

Stretches- Good Morning, Wakie, Wakie

stretch:

Pretend that you are still in your bed and just beginning to wake
up. Lying on your back, stretch as wide as possible. Do this
slowly. Yawn. Smile.
Now in your own space stretch your arms up to the sky
Slowly come to a sitting position with your legs out straight. Try
and touch your toes. Tickle them if you can.

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Slowly rise to a standing position.

Shake all over like a wet dog coming out of water.
Stand tall like a soldier. Gently and slowly nod your head as if
you are saying Yes! Now gently nod your head as if you are
saying No! Repeat twice.
Stand tall and shrug your shoulders as if you are saying I dont
know! do this 4 times
Stand tall. Stretch one arm up towards the sky, then stretch the
other arm. Repeat.
Stretch arms out to sides, parallel to floor and gently circle arms
forwards (4 counts).
Shake all over like a wet dog again because you are still not dry!

Strengthening and Aerobic activities:

Begin in your own space (spread children around the area)

Walk like a crab- walk on all fours facing upwards (get a child to
demonstrate)
Jump like a kangaroo- jump forwards, with hands help up in front
Bunny hop-move on all fours, with hands moving first, then feet.
Continue this way.
Create your own animal walk.
Move like a prancing horse
Move like an eagle swooping down on a small animal
Move like a kite dipping an lifting in the air

Note: This helps to develop students spatial awareness but it is the

teachers responsibility to ensure that there are no collisions. If
students struggle to represent animals, get a child who is successful
to demonstrate. Also getting children to make their own animal
movements allows for inclusivity.

Balloon Juggle:
Using balloons, students are given the challenge as a class to keep
the balloons up in their air using all body parts, except for their
hands.
After, ask students to see if they can try to bounce the balloons. Let
students experiment with force that must be applied. This will be
relevant later in the lesson.

Variation:

Some students can use their hands

Take away the ability to use some body parts

Note: This activity involves students to use large muscle groups of

the body and requires collaboration and thinking strategically.

Skill Review:

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Students will need to be able to catch a ball when they have

finished bouncing one or bouncing a ball to their peers. Catching is
a supporting fundamental skill that will take a secondary role in the
skill development of bouncing (ball bounce).

Students previously had sessions on the skill development of

catching, but the teacher must reinforce this skill.
The teacher discuss with students what the key teaching
points (KTPs) are of catching: focus on ball into hands; elbow
and hands up in front of body; hands move to meet the ball
with fingers upward; bend elbows to absorb force.

Activity: Catch the balloon

Use the balloons for students to practise their catching skills by
throwing balloons in pairs or small groups and catching them,
practising and demonstrating the KTPs for catching. Then have
students practising their catching with small soft balls, as they will
not be using balloons later to catch.

New Skills/Skill Development:

This is the students first lesson on bouncing (ball bounce).

The teacher introduces and demonstrates the key teaching
points (KTPs) involved in bouncing (ball bounce):
1. Eyes focusing forward
2. Contact ball with finger pads
3. Ball to rise to hip height
4. Hips and knees slightly flexed
5. Bounce ball in-front of and to the side of the body
The teacher demonstrates/models these 5 KTPs used to
effectively bounce a ball at least 3 times, and each time in
varying positions so all students can easily see/ or if a
particular position makes more sense to a particular child to
imitate.
Students imitate each KTP without equipment.
Students attempt KTPs with a ball
The teacher reminds the students of the learning outcomes
and their own personal goals.
The teacher allows time for students to practise and
demonstrate their bouncing skills using a variety of activities.

Activity 1: Different balls, different bounce

Students: whole class/small groups
Equipment: variety of different types of balls (tennis balls,
basketball, soft ball, spikey balls, etc.)
Area: Hard surface, open area

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Activity description: The teacher asks students to think back to

about the force used to try and bounce a balloon. The students are
provided with a variety of different balls to experiment with the
amount of force needed to bounce the ball to a certain heights,
including hip height, which is an important KTP.
Students report back their findings to the class.
Discussion is made as to what balls allow more control when
bouncing, etc. Students are informed that the can choose
what type of ball they use if it is appropriate for a particular
activity based on their confidence and skill level.
Note: Allowing children to have control over their learning through
providing choose of ball type, promotes autonomy, confidence and
enhanced intrinsic motivation.

Activity 2: Simon Says

Students: whole class and small groups
Equipment: 1 ball per student (variety of different balls available,
e.g. size, spikes, no spikes)
Area: hard surface, open space
Activity description: The teacher stands in front of the class and
asks students to find a space with at least two arms distance apart.
The teacher directs the students to follow Simon Says to bounce a
ball in a particular way in a stationary position (e.g. bounce high,
low, while turning, sitting, on knees, in front of the body, side the
body, etc.). Students only follow the directions of the teacher if the
teacher says Simon Says. Students do not drop out of the activity if
a mistake is made.
Ask students to get into small groups with the people near them and
take in turns of being the leader. See what other variations they can
come up with.

Variations:

Different types and sizes of balls to match their competency in

the skill of bouncing.
Ask students to add a punishment for students who make a
mistake that will reinforce the KTPs of bouncing (ball bounce).
For example, they must bounce the ball on their knees three
times before returning back to the game.
Note: this activity will allow students to demonstrate and practise
KTPs 2, 3 and 5.

Activity 3: Tabloid minor games

The teacher will demonstrate and model each station to

students. The teacher will identify the KTPs focus of each
station. The teacher allows time for students to ask questions
or clarify information.

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Firstly to place students into small groups, the class will play
Number Bounce. Students disperse throughout the area
bouncing their own choice of ball. The teacher gives a signal,
then calls out a number. Students quickly form groups of the
number called out. Repeat several times until students are in
small groups appropriate for the tabloid sports stations.
Asking students to bounce whilst running, jogging or bounce
whilst stationary can vary this activity.
When each group moves from each station, they are asked to
take it in turns of being a leader in follow the leader.
Students line up behind their leader. On a signal, students
follow their leader while bouncing their ball to the next
station. The followers must follow the direction of their leader
and bounce the ball in the same style. For example,
zigzagging with a low bounce.
Each station should go from 2-5 minutes depending on the
students efficiency and progression in their skill development
and level of engagement.

1)

Ball activity

Brief description: each student bounces and catches their own

ball, practising all KTPs.
Variation: ball type/size, bounce and catch with dominant/nondominant hand/alternate hands, clap in between bounce and
catch.

2)

Partner relay

Brief description: in pairs, use one bounce to pass back and

forth

Variation: distance apart, ball type/size, add another ball

3)

Bin bounce

Brief description: from a set line, students bounce the ball into
a garbage bin.
Variation: ball size, distance.

4)

Cut the cake

Brief description: in circle formation, one student stands in the

centre. A student on the outside circle will firstly bounce the ball
three times on the spot before bounce passing the ball to the
person in the centre, and take their place, as the person in the
centre catches, bounces three times and bounce passes to the
next person in the circle (either clockwise or ant-clockwise), and
takes their position. This continues.
Variation: Distance between the centre person and outside
members, ball size, instead of bounce passing, dribbling the ball
to the next person.

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Note: Tabloid sports free the teacher to move among students

assessing students skill development of bouncing. During this time
the teacher should make observations and notes on assessment
sheet provided (See Appendix). The teacher should also provide
students with feedback that is immediate, positive and specific to
the skill being developed and practised.

Game/Activity:
Bounce Tag:
Students: Whole class
Equipment: 1 ball per student, bibs
Activity: Students are spread around a designated area. One or

more students were bibs to indicate they are a tagger. On a signal,

taggers chase other students (who run with their own balls unless
game is varied) and aim to tag as many students as possible. When
tagged, students stand and bounce their ball on the spot until
another student releases them. Release occurs through touching or
circling the tagged student.
Variations: ball types/size, bounce with preferred/non-preferred
hand, instead of running-must dribble, add more taggers,
decrease/increase the size of the space.
Note: It is important to regularly change taggers so taggers do not
become too tired, and have the opportunity to practise their skill of
bouncing as the opposing role.

Cool Down & Conclusion:

Always ensure that students cool-down and un-wind after moderate
to high intensity activity.

Teacher regroups the class and asks them to find their own
space in the area for instruction for cool-down.

Stretches- Good Night, Sleepy, Sleepy

stretch:

Shake all over like a wet dog coming out of water.

Stretch arms out to sides, parallel to floor and gently circle
arms forwards (4 counts).
Stand tall. Stretch one arm up towards the sky, then stretch
the other arm. Repeat.
Stand tall and shrug your shoulders as if you are saying I
dont know! do this 4 times
Stand tall like a soldier. Gently and slowly nod your head as if
you are saying Yes! Now gently nod your head as if you are
saying No! Repeat twice.

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Shake all over like a wet dog again because you are still not
dry!
Slowly sink to a sitting position.
Slowly come to a sitting position with your legs out straight.
Try and touch your toes. Tickle them if you can.
Now in your own space stretch your arms up to the sky
Stretch as wide as possible. Do this slowly. Yawn. Smile. Lying
on your back, pretend that you are going to bed and just
beginning to fall asleep.

Recap of lesson:

Ask the students what are the KTPs of bouncing (ball bounce)?
Perhaps even get students to demonstrate each KTP.
Refer back to the learning outcomes and students own
personal goals. Discuss with students what they learnt, what
was easy or what was hard? Perhaps discuss what KTPs
students would like to practise on in the next lesson.

Lesson Two
Introduction:
Background:
Lesson two still focuses on the Fundamental Motor Skill bouncing
(ball bounce). Continuing the focus of bouncing (ball bounce) and
the 5 KTPs of the skill will assist students to get enough practise
time and repetitions to feel competent at the skill (Physical
Education, 2011).

Teacher Instruction:

The teacher informs students that they will be continuing to

practise and develop the key teaching points (KTPs) to
bouncing a ball.
The teacher re-highlights the learning outcomes to the
students. The teacher asks students to alter their personal
goals for themselves if they need to.
The teacher reinforces their expectations in terms of
behaviour, participation and safety, as well as management
expectations such as what do you do when you here the
whistle blow?

Warm Up:
Four corners:

Four cones will be set up in each corner. Each corner is

labelled an animal: crab, kangaroo, bunny rabbit and a horse.
The class is dispersed around the area.

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The teacher will call one of the four animals names and
students must perform that animal to that corner. For
example, if crab is called, students where they are must crawl
like a crab to the corner labelled crab. These stretches are
similar to the ones used in the first lesson warm-up phase so
students should be familiar with the actions of the animals.

Sheep Tag:

Pick 1-3 children to become Farmers and 1-3 children to

become Wolves. The farmers are given a red coloured bib
and the wolves are given a blue bib.
The other children are now the farmers sheep.
When a sheep is tagged by the wolf, the sheep rolls on its
back and Baaas to get the farmers attention.
The farmer must roll the sheep back over to allow them to
carry on with the game.
Set a time limit such as 2 minutes.

Skill review:

The teacher asks students what skill they were focusing on in

the previous lesson. This will assist the teacher to assess if the
prior teaching and learning was successful or not.
Students are offered a question and answer time of the
previous lesson.
The teacher reinforces the 5 KTPs of bouncing (ball bounce)
through re-demonstrating each KTP without equipment, with
students imitating each.
Students then demonstrate each KTP at least 3 times with a
ball.

New Skill/Skill development:

This is the students second lesson on the skill development and

practise of bouncing (ball bounce).
The students under the instruction of the teacher will participate
in the follow activities to practise and repeat the 5 KTPs to
become proficient and confident in the skill of bouncing. The
teacher models and explains all activities including rules and
safety. The teacher constantly makes the connections between
the activities and the 5 KTPs.

Activity 1: Tunnel Ball Dribble

Students: small groups
Equipment: 1 ball per group.
Area: Hard surface, open space.
Activity description: Groups assemble in lines. A student at the
head of each line has a ball. On a signal, each group tunnel balls the

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ball to the last student in line who picks the ball up and runs behind
them bouncing the ball towards their groups delegated cone,
returning to the head of the line. The process is continued until all
students have had a turn.

Variations:

On a signal, students reverse the direction of their travel.

Students bounce the ball with their other hand.
Students pass the ball along the line in a different way (e.g.
under and over, or above their heads).
Students who struggle, can bounce the ball three times in a
stationary position, then run without bouncing the ball

Activity 2: Musical Ball

Students: whole class
Equipment: 1 ball per student, music, 1 hoop per student
Area: Hard surface, open area
Activity description: Students are dispersed in the designated

area with their hoop and ball. When the music plays students must
bounce their balls around the area, until the music stops. Once the
music stops, students must bounce their ball to a hoop and stand in
it. The first time, there are no hoops removed from the game. Each
and every other time the music stops, a hoop is removed. This
continues until there is one hoop remaining. Students who do not
score a hoop, are not out, they continue playing and try to get a
hoop the next time the music stops.

Variation:

Only running, instead of running and bouncing but must

bounce the ball three times in a stationary position, repeated.
Variation of ball types and size
Conditions such as bounce with left hand, right hand, high
bounce, etc.
Students who do not score a hoop can be penalised such as
bounce with their left hand, bounce on their knees, etc.

Activity 3: Number Bounce

Students: Whole class.
Equipment: 1 ball per student.
Area: Hard surface, open space.
Activity description: Students disperse throughout the activity area.
Students walk around bouncing the ball. The teacher gives a signal,
then calls out a number. Students quickly form groups of the
number called out. Repeat several times.

Variations:

Ball type and size

Restrictions such as eyes on me, bounce with your left hand,
high bounce, low bounce, etc.

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Note: the last number to be called out is three. Students are now
grouped into groups of threes for the next activity.

Activity 4: Stop, Go, Stop

Students: Groups of 3.
Equipment: 1 ball per group
Area: Hard surface, open space.
Activity description: 2 students stand on a line, 1 with a ball. The
third student (signaller) stands on the opposite line 1520 metres
away. The student with the ball walks while bouncing the ball slowly
towards the other line, watching for signals from the signaller. The
signaller directs movements by indicating stop (arm raised above
head), go (arm held at side) or turn (one arm held out to side to
indicate turn and direction of turn). The student gives the ball to the
signaller upon arrival at the line. Students continue the activity
moving back and forth between lines, alternating roles.
Variation: ball type and size, speed, distance.
Note: during the above activities, the teacher should be observing
the students development of the skills and documenting this on
their list (Appendix A). The teacher also provides immediate,
positive and specific feedback to students on their skill
development.

Game/Activity:
Rob the Bank:
Students: Whole class or divide students into two

groups for two different games. Divided into three

separate groups.
Equipment: 1 hoop per group (3 hoops per
game), variety of balls in three colours.
Area: Hard surface, open area
Activity description: Place hoops at random in the activity area.
Groups are assigned to a hoop (bank) and place their balls in their
bank (particular colour). On a signal, students run to another
groups bank, pick up a ball, bounce it 3 times outside the hoop, and
return to their bank carrying or bouncing the ball. Students cannot
protect the balls in their bank. The activity ends with a signal from
the teacher at which time students count the number of balls in
their bank and possession. Repeat the activity several times.

Variation:

Groups line up at their hoop. 1 student runs to collect, bounce

and return with a ball. Upon return, another student goes to
collect a ball.
Bounce balls back to their bank

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Cool down and Conclusion:

Windstorm
Students walk around slowly pretending they are tree blowing in the
wind, using their arms as branches. The windstorm starts off big,
and slowly comes to a stop.
Bring students into a large circle
Body Shake:
Gently shake one arm, the next, and then both. Shake one leg, the
other and the both. Shake head, hips and whole body
Slow March:
March slowly on the spot, keeping knees low and gently swinging
the arms for 15 counts
Circles in the Sky
While marching on the spot, children raise arms overhead. Children
pretend they are drawing circles in the sky. Children keep arms
overhead and draw a variety of shapes.
Ask students if they know any stretches that we can use to
cool-down

Recap of lesson:

Ask the students what are the critical elements of bouncing

(ball bounce)?
Get students to demonstrate each KTP.
Refer back to the learning outcomes and students own
personal goals. Discuss with students what they learnt, what
was easy or what was hard?