Year

8 AFL Unit Outline

Aaron Neal

A complete unit of AFL for a mixed gender Year 8 PE Class

UNIT OUTLINE - AFL

Class Details
Mixed Gender Year 8 class with 12 Males and 12 females, experience with AFL

AusVELS
They participate in a variety of team and individual games and activities, using and building on skills and strategies from other sports as
well as continuing to develop new, sport-specific, skills.

At Level 8, students proficiently perform complex movement and manipulative skills. Students measure their own fitness and physical
activity levels and identify factors that influence motivation to be physically active. They maintain regular participation in moderate to
vigorous physical activity and analyse and evaluate their level of involvement in physical activity. They combine motor skills, strategic
thinking and tactical knowledge to improve individual and team performance.

Students engage in activities which develop strategic thinking and tactical knowledge to improve individual and team performance in
competitive sports or games. They collaborate with team members planning strategies and practicing set plays for responding to
games-based tactical challenges. Students observe peer performance, developing and using criteria to provide precise feedback about
the performance of motor skills and tactics used in a specific sport or game. They also monitor and analyse their own performance.



POLT
The Learning Environment is supportive and productive
The teacher builds positive relationships with and values each student. Through teacher modelling and classroom strategies based on
cooperation and mutual support, an environment is created where students feel comfortable to pursue inquiries and express themselves.
They take responsibility for their learning and are prepared to pursue and try out new ideas.

The Learning Environment Promotes Independence, Interdependence and Self Motivation

Teachers model practices that build independence and motivate students to work in an autonomous manner. Students are involved in
decision making within the classroom in relation to what and how they learn and are encouraged to take responsibility for their learning.
Team building skills are also explicitly taught so that students learn to collaborate, negotiate and contribute to joint assignments and
experience the sharing of roles, responsibilities and ownership.

Students needs, backgrounds, perspectives and interests are reflected in the Learning Program
A range of strategies is used to monitor and respond to students' different learning needs, social needs, and cultural perspectives.
Students' lives and interests are reflected in the learning sequences. A variety of teaching strategies are used to accommodate the range of
abilities and interests, and to encourage diversity and autonomy.
Students are challenged and supported to develop deep levels of thinking and application
Students are challenged to explore, question and engage with significant ideas and practices, so that they move beyond superficial
understandings to develop higher order, flexible thinking. To support this, teaching sequences should be sustained and responsive and
explore ideas and practices.
Assessment practices are and integral part of teaching and learning
Assessment contributes to planning at a number of levels. Monitoring of student learning is continuous and encompasses a variety of
aspects of understanding and practice. Assessment criteria are explicit and feedback is designed to support students' further learning and
encourage them to monitor and take responsibility for their own learning.
Learning connects strongly with communities and practice beyond the classroom
Students' learning needs to connect with their current and future lives, and with contemporary thinking in the broader community. A
variety of links are made between the classroom program and the local and broader community, leading to students developing a rich
view of knowledge and practice, including social and ethical issues. This principle concerns relevance and connectedness, and also the
communal nature of learning.

E5 Teaching
Engage
Develops shared norms
Determines readiness for learning
Establishes learning goals
Develops metacognitive capacity
Explore
Prompts inquiry
Structures inquiry
Maintains session momentum
Explain
Presents new content
Develops language and literacy
Strengthens connections
Elaborate
Facilitates substantive conversation
Cultivates higher order thinking
Monitors progress
Evaluate
Assesses performance against standards
Facilitates student self-assessment


Entry, class and exit behavioural outcomes
Students are expected to wait in two straight lines outside the basketball court before being let in to get changed in a timely manner.
Students are then to sit on the seats in the basketball court before waiting further instructions. It is expected that to participate in
Physical Education that the student must be in full PE unifrom. Classroom behaviour is kept at a high standard with all students

participating in all activities. Students must be aware of all safety concerns and abide by those rules e.g. no tackling. At the completion
of the lesson all students are to be seated again to be debriefed on the lesson outcomes, once finished students are to get changed and
wait to be dismissed.

Skill Development Outcomes
Step 1: Aquire knowledge of what should be done
Step 2: Executing the actions in a step-by-step manner
Step 3: Transferring control from the eyes to other senses
Step 4: Automatising the skill
Step 5: Generalsing the skill


Assessment methods
Students are assessed intially when performing the basic skills and drills. Students are assessed on the participation in class and
whether or not they are in sports uniform. Students are finally assessed on their ability to interact with other students when competing
in the small sided games and skill levels when under pressure.

Content Analysis
The unit will look at the general skills required to play AFL specifficaly looking at Hanballing, Overhead marking, Kicking and bouncing a
football being taught and analysed in a skill/drill setting. Other skills learnt are aquired through game sense small sided games included
picking up a ground ball, defensive pressure. Students will develop a sense of how to move into space to receive possession as well as
move into space for a team mate to gain possession.

Progression of Lessons
All lessons start with the basic skills of either handball, marking, kicking and bouncing. Then progression is made to small sided games
gradually adding more students and increasing area used. Finally a game is played focusing on the skill learnt at the begininng of the
lesson including all students utilizing the full court .


Orgnaisation and equipment requirements
This unit requires very little equipment, only using cones and bibs. This is achieved by utilzing the lines provided on the basketball
court. The last piece of equipment is used. With a ball between two students ideal, although can be achieved with three students to a
ball.

Safety Considerations
As AFL is a contact sport it is important to discourgage physical contact. It is important to teach the students defensive skills such as
pressure which avoids contact. As AFL game is played in 360 degrees it is important for students to be aware of other players running
for the ball from the opposite direction or from behind. Eliminating contact should help with this to eliviate safety concerns

References/Resources

Breed, R and Spittle, M 2011, Developing Game Sense Through Tactical Learning, Cambridge University Press, Melbourne

Cadbury AFL 9s, Rules and Regulations, The Game for Everyone

Carr-Chellman, A and Reigeluth, C 2009, Instructional-Design Theories and Models Volume III: Building a Common Knowledge Base,
Routledge

The e5 Instructional Model, Department of Education and Training, viewed 23 May 2015,
<http://www.education.vic.gov.au/school/teachers/support/Pages/e5.aspx>

The Principles of Learning and Teaching, Department of Education and Training, viewed 23 May 2015, <
http://www.education.vic.gov.au/school/teachers/support/Pages/teaching.aspx>

Lesson Plan

VU Student Teachers: Aaron Neal Mentor Teacher: Venue: Victoria University

Date: 25/05/2015 Lesson # 1 Year Level 8 Lesson Duration: 100 mins # Student: Mixed

Lesson Topic: AFL - Handballing

Specific Lesson Outcomes for the students How I will determine if outcomes have been met
Met

, X
1. To correctly demonstrate a handball
Demonstrate a handball in a drill or in a game situation

2. Demonstrate decision making skills
Demonstrate a decision making in a drill or in a game situation

under pressure
3. Demonstrate the ability to pass and
Demonstrate the ability to pass the ball then move into space in a
move
drill or in a game situation

Equipment
24 x Bibs/sashes, 12 footballs, cones


Time
Activity/Content
Teaching cues
Organisation Diagram
Equipment
Safety
Progression
Considerations
~5min
Introduction
Student sitting in

Nil
Explain rules for Forming the
Introduce yourself.
front of teacher
the class
beginning
Go over class
in selected area
relationship
expectations.
Keep students
with the

together.
students

Eye contact with

students.

~10min

Warm Up Tail Tag

Each student starts
with a bib/sash
tucked into their
shorts, with two or
three students
wearing the
bib/sash. Once a
students tag has
been taken out they
must wear the
bib/sash and become
a tagger until one
student is left with a
tag in their shorts.

Students are to complete

this activity in the
basketball court area

24 x
Bibs/Sashes

All tags must be

hanging out and
accessible for
students, no tags
to be place in
front of pants.
Do not tie the
tags up.

Decrease the
size, half court
or netball
thirds

~15min

Handball Skills
Students are to find
are partner with a
ball between each
and perform the skill
on preferred hand,
once the students
have got the grasp of
it quickly move on to
a 5 star handball
drill. With five points
set out the students
handball to the every
second group
completing the star,
run the skills for a
couple of minutes
then change
direction.

-Place the ball in

flat of non-
preferred hand
tilted slightly up.
-Make a tight fist
with preferred
hand.
-Hit the ball
slightly above the
cross of the
seams to make
the ball spin
backwards to
your partner.

12 x footballs Students need to

consider other
players when
crossing through
for the 5 star
handball

Progress to
opposite hand,
increase
distance

-Finish with one

hand caught in
the other to stop
hand falling way.
-Dont watch the
ball as you
handball but the
target (partners
top).

~15min

Circle Handball
Race

The quicker the

speed of the hand
is coming
In two circles the ball through the
starts in the middle
faster the ball
and the middle
will travel
player handballs out
to the outside to all
players once the last
handball is made the
players swap over
with the player
receiving last. The
player who swaps in
handballing to the
player he/she just
received it from and
the circle starts
again. This is done
until the whole team
has gone through, the
first team to get
through all players
wins.

2 x footballs

Balls to be aimed
at chest, easier
to catch but
keeps the head
safe

Using Opposite
Hands.
Increase
handballing
distance.

10

~15min

5 vs. 3
In a small grid, 5
students will try and
keep possession of
the ball whist 3
defenders with
coloured bibs on try
and pressure and
take the ball away
from the attackers.
Once a minute is up
change the defenders
around. Progress to
larger groups such as
7 vs. 5

Look for the

loose player.
What kind of
handball will you
need to use

Split the students into three 3 x footballs

groups
12 x cones
9 x bibs

No tackling,
watch out for a
contested ball
situation.

Decrease the
size to find
space, use
opposite hand

11

~15mins Outside Support

Split the students up
into three teams of 8.
1 team stands along
the outside of the
basketball court.
While the two other
teams start in the
middle of the court.
The students in the
middle play keepings
off each other. But
can use the students
on the outside to feed
the ball to. Use the
students on the
outside as a release
player. Rotate after 5
mins

Create space to
use the outside
players

1 x football

The player that

handballed to
the outside
support must
receive the ball
back. Include a
player that can
only handball
backwards

12

~20
mins

Handball Football

Give and spread

~5 mins

Closure
Reinforce

Talk to the students teaching cues of a
about what they have handball.

learnt from today
and what the can
take out of it.

Split the students up

into two even sides
12 vs. 12 The
students can only
handball the ball to
each other with no
tackling allowed.
Students start with
not being able to run
with the ball. A goal
is scored when the
ball is passed
through 2 cones set
up at the end of the
court. The ball resets
from a kick out
Progress the game
every 10 mins or so.

1 x football
12 x bibs

No tackling

Students sit
down on the
floor in front so
you can see
them all

Players can
run with the
ball for 3
seconds.
Include a
Joker player
who must
touch the ball
before a goal is
scored.

13

Lesson Plan

VU Student Teachers: Aaron Neal Mentor Teacher: Venue: Victoria University

Date: 02/06/2015 Lesson # 2 Year Level 8 Lesson Duration: 100 mins # Student: Mixed

Lesson Topic: AFL Handball/Marking

Specific Lesson Outcomes for the students How I will determine if outcomes have been met
Met

, X
1. Students to demonstrate an overhead Demonstrate an overhead mark in a drill or in a game situation

mark
2. Students to demonstrate a lob
Demonstrate a lob handball in a drill or in a game situation

handball
3. Students demonstrate a overhead
Demonstrate an overhead mark while leaping at the ball in a drill
mark leaping at the ball
or in a game situation

Equipment
24 x bibs/sashes 12 x footballs 24 x cones


Time
Activity/Content
Teaching
Organisation Diagram
Equipment
Safety
cues
Considerations
~5min Introduction
Student

Nil
Explain rules
Reinforce skills from sitting in
for the class
last week. Have
front of
students walk
teacher in
through the teaching selected
cues of a handball
area

Progression

14

~10min

Warm Up Bib Tag

Each student has a
bib/sash tucked into
his or her shorts; the
aim of the game is to
collect as many tags
as possible. After the
allotted time the
student with the
most tags wins.

Keep
students
together.
Eye
contact
with
students.

Students are to perform the warm up in

the basketball court area

24 x
bibs/sashes

All tags must be

hanging out and
accessible for
students, no
tags to be place
in front of
pants. Do not
tie the tags up.

Decrease the
size of the
area e.g.
basketball
half or
netball thirds

15

~15min Mark Skill

Have the students
reinforce the skills
with handballing to
start off with. The
students are to
partner up 5m apart
and handball the ball
in the air. The
students are to mark
the ball out in front
not on their chest.
Once the students
have the marking
under control have
the students get into
lines of 4 (so groups
of 8) and do the same
but start to run and
jump and the ball
then handball to the
next player in line.

-Spread
fingers
and place
head
under or
behind
the ball.

12 x football Students
Jumping
behind in line
Mark
need to watch
the ball as it
may miss the
intended target.

-Give
with the
hands
when you
make
contact
with the
ball
-Ball
should be
received
with arms
extended
as far
from
body or
above
head as
possible.

16

~15min Circle vs. Line

In the circle the ball
starts in the middle
and the middle
player handballs out
to the outside to all
players once the last
handball is made the
players swap over
with the player
receiving last. The
player swaps in
handballing to the
player he/she just
received it from and
the circle starts again.
The other team starts
on the corner of the
basketball court and
wait for the whistle
to blow before
starting. The first
student runs and
carries the ball
around the group in a
circle until they have
rounded the group.
They can choose to
handball to their

2 x football

Students
running around
the circle need
to be aware of
the students in
the circle.

Handball on
opposite
hand,
increase
handballing
distance.

17

team mate who is

next in line once they
have gone around if
they miss the
handball they need to
go collect it
themselves. The aim
for the running team
is to see how many
players they can get
through. The team
which gets through
the most players
wins.

18

~10min Four Square

Pass and
Students are to get
move
into groups of four
inside the grid. 3 of
the player stand on
the cones while one
player stands in the
middle. There should
be one cone spare.
The spare cone is
used to run onto as
the handball can only
be passed to the left
or right cone and not
diagonally. The
student in the middle
needs to see how
many times they can
take the ball away
inside a minute.
Every student gets a
turn at defending

6 x footballs Need to
24 x cones
consider and
watch out for
the other
groups.

Students can
pass the ball
on their
opposite
hands.
Decrease the
distance to
make it
harder for
the attackers

19

~15min Around the World

Using the badminton
lines on the
basketball court.
Students are to get
into 4 groups of 6.
The students need to
handball the ball as
high as they can over
the line while the
students on the other
side jump up and
mark the ball if the
drop the ball they sit
out. If the mark is
taken they handball
back over to a new
player who has run
on. This is done until
one player is left
standing

2
1

4 x football

Decrease the
height of the
handballs.
Make the
students run
further to get
to the ball.

3
4

20

~25min End Zone

Divide the students
into two even teams.
The teams must
handball the ball to
each other. The ball
must be passed
through three
students before the
ball can be passed
into the end zone. To
score a point the ball
must be marked
overhead in the end
zone. If a female
marks the ball in the
end zone the team
scores 2 points.
~5min Closure
Get the students to go
through the cues of
marking. Inform the
students that we will
be working on
kicking next week.

1 x football

Sitting the
students down
quietly in front

Reinforce
marking
teaching
cues

21

Lesson Plan

VU Student Teachers: Aaron Neal Mentor Teacher: Venue: Victoria University

Date: 09/06/2015 Lesson # 3 Year Level 8 Lesson Duration: 100min # Student: Mixed

Lesson Topic: AFL Marking/Kicking

Specific Lesson Outcomes for the students How I will determine if outcomes have been met
Met

, X
4. Students demonstrate over head mark Demonstrate an overhead mark in a drill or in a game situation

5. Students demonstrate a short
Demonstrate a short kick to a student in a drill or in a game

situation
6. Students demonstrate a long kick
Demonstrate a long kick to a student in a drill or in a game

situation

Equipment
20 x cones 12 x footballs 2 x netball team set bibs


Time
Activity/Content
Teaching cues
Organisation Diagram
Equipment
~5min Introduction
Go over what was learnt
last week, inform the
students that we will be
working on kicking this
week

Student sitting in
front of teacher
in selected area
Keep students
together.
Eye contact with
students.

Nil

Safety
Considerations
Explain rules
for the class

22

Progre

~10
min

Warm Up
Have the students to
pair up with another
student of similar
speed. Once the
students have found a
pair, have them face
each other on the
halfway line of the
basketball court. With
one half of the students
being cats and the other
being mice, once a cat
or mice is caught they
become a member of
the other team. Once all
cats or mice are caught
then the game is
finished

Whole basketball court

Nil

Student
start lyi
down o
ground
facing e
other

23

~15
min

Kicking Skill
Have the students
partner up and stand
5m apart and work
their way back to 15m
apart (the distance need
to be deemed a mark in
AFL). They are to kick
the ball between each
other using their
preferred foot. Once
you are satisfied that
the technique is correct
progress to a further
distance.

-Fingers and hand either side of the ball and balls cross seams
pointed so if dropped would land on the cross when it hits the
ground.

12 x
footballs

Once e
studen
the p
makes
distanc
mark
ball,
player
one e
takes a
back. R
until
studen
all a
maxim
kicki
dista

-Hold ball in straight line over kicking leg.

-Head over the ball.
-Take one step and drop the ball as close to stride or non-
kicking leg.
-Have your kicking toe pointed and follow through in a straight
line after the kick.
-Contact should be made at the point where laces in shoes
finish (middle of the foot) this gives the most power and
accuracy.
-If the ball spins backwards they are on their way!

24

~10mi
n

Relay
Like in an athletics
relay the team start at
each point. Running
with the ball until they
get to their end point,
once the get to the last
line, they make the
decision whether or not
the kick the ball,
handball or hand It
over. If the pass is
missed the player
kicking it must go
collect the ball. Each
member runs once. 6
teams of 4 students

When kicking on
the run slow
down the last
few steps. Steady
yourself then
kick the ball.

6 x
footballs
6 x cones

Students
running
through the lap
must be
mindful of the
other students
waiting

25

Add i
boun
Chan
runn
direct

~15
min

The Gauntlet
In pairs the attackers
aim to get the ball over
the end line without any
defenders intercepting
the ball, attackers can
run with the ball but
must not pass the ball
over the head of the
defender. The four
players may stay on
their line (only move
sideways).Once through
the defenders the
player with the ball may
kick and have a shot at
goal. Change over
defenders after a couple
of minutes

Encourage
students to draw
the defender In
then pass the
ball

2 x
footballs
20 x cones

No Contact
Allowed, be
careful with
players
running
through

26

Add an
defend
each l
mak
dista
smal

~20
min

Island Football
Two even team start
either side of the
basketball court. The
ball is kicked in the air
to the opposite team.
One of the team
members stands
underneath the ball and
attempts to take the
mark. If the mark is
taken the ball must be
handballed back to a
player to take the kick.
If the ball is dropped
the player is eliminated,
as well as if no player
attempts to mark it the
closest player will be
eliminated. The player
who kicks the ball can
choose to chase their
own kick, if this player
manages to tag the
player with the ball,
that person is
eliminated however if
he does not tag a player
he or she is eliminated.

The higher the

ball is kicked the
harder it is to
mark.
The higher the
ball is kicked the
more time you
have to get to the
ball to affect a
tag.

1 x football Students
running
through need
to be aware of
the students
standing/tryin
g to take a
mark. This is
the same for
the player
kicking the ball
should be
aware of the
runner.

27

`20
mins

Cadbury 9s
Teams consist of three
backs, three centres and
three forwards
(forwards distinguished
by different coloured
bibs.

Players must be in their

zones at the start of
each half and after a
goal has been scored.
Once the game is in
progress players can
move freely across all
three zones. Only
designated forwards
can score. A turnover
occurs when the ball
touches the ground as a
result of a poor kick,
handball or marking
attempt, and when the
ball goes out of bounds.
A mark is awarded no
matter the distance
travelled after a kick.

1 x football
2 x netball
team bibs
8 x cones
(goals)

Include
player t
can only
handba
can only

28

~5min Closure
Reinforce

Have a student
Kicking Teaching
demonstrate a kick
Cues

using the teaching cues.
Let the students know
we will work on
bouncing the ball next
week

Have all

students sitting
down in front,
no balls should
be left out.

29


















Lesson Plan

VU Student Teachers: Aaron Neal Mentor Teacher: Venue: Victoria University

Date: 16/06/2015 Lesson # 4 Year Level 8 Lesson Duration: 100min # Student: Mixed

Lesson Topic: AFL Bouncing/Kicking

Specific Lesson Outcomes for the students How I will determine if outcomes have been met

1. Students to demonstrate a bounce
Demonstrate a bounce in a drill or in a game situation
2. Students to demonstrate a bounce on Demonstrate a bounce on the run in a drill or in a game situation

Met
, X

30

the run
3. Students to demonstrate a kick on the Demonstrate a kick on the run in a drill or in a game situation
run

Equipment
12 x footballs 24 x coloured bibs 8 x cones


Time
Activity/Content
Teaching cues
~5min

Introduction
Introduce yourself.
Go over class
expectations.

Student sitting in
front of teacher
in selected area.
Keep students
together. Eye
contact with
students.

Organisation Diagram

Equipment

Nil

Safety
Considerations
Explain rules
for the class

Progression
Forming the
beginning
relationship
with the
students

31

~10min

Warm Up - Stampede
Each student starts
with a bib/sash tucked
into their shorts, with
one student wearing
the bib as the lion. The
other animals start on
the baseline of the
basketball court and
need to get to safety on
the other side
(opposite baseline).
The stampede needs to
avoid the lion using
evasive skills (similar
to AFL) to get through.
The lions job is to
hunt the animals in the
Stampede and collect
their tag. Once the
animal is tagged the
students puts on the
bib/sash and becomes
a part of the lions
pride. Last one or two
standing wins.

24 x bibs

Must consider
all students
running
through,
absolutely no
tackling
allowed

Decrease
allowed space
to run.

32

~15min Skills
Have the students in
pairs walking and
trying to bounce the
ball. Once the have the
hang of this they can
begin to walk quicker
and eventually break
out into a jog and then
sprint.

-The ball is held

slightly on top by
the bouncing
hand
-The ball is
pushed down
with one hand
-The ball strikes
the ground at an
angle of about 45
degrees
-The ball is
bounced far
enough in front
so that it will
bounce into the
player's hands as
he runs forward.

12 x
footballs

If the ball runs

away be aware
of other
students
running an
bouncing

If the
students find
this to easy,
they can walk
with a
partner and
try and
bounce the
ball to them,
controlling
the way the
ball bounces.

33

~15min Lane Relays

Students are to run the
length of the
basketball court and
are to bounce the ball
three times in that
distance. This means
the ball can be touched
on the ground if need
be although it is
encouraged that they
attempt to bounce
once. They then turn
around and bounce
once more before
halfway before kicking
to the next team mate.
Students are to be
divided into 6 teams of
4

The distance at
which the ball is
thrown out in
front is directly
related to the
player' speed -
the faster he is
running, the
further out in
front it must be
thrown.

6 x footballs Balls may be

going sideways
so runners need
to be careful of
others

Increase
number of
bounces to be
made

34

~25min Basefootball

Home base is set up at
the corner of the
basketball court. With
the foul lines following
the boundary lines out.
If the ball gets kicked
out of the boundary it
is a foul and you get
one more attempt. The
kicker (batter), takes a
kick from the corner
into the outfield if the
ball is caught on the
full the student is out.
All students get to
have a turner at bat
before a change over
of teams. Final way to
get a batter out is run
them out at a base.

1 x football
4 x cones

Once the ball is

in their air
make sure
students are
talking so they
do not run into
each other

Make a home
run at the
back wall of
the basketball
court, make
students kick
on their
opposite foot.

35

~25min Indoor Football

Is a Non-contact, with
8 players on each side.
A mark can be taken
from any distance kick.
Ball is turned over
when the ball becomes
loose, cannot be
stripped or tackled
loose.

~5min

Closure
Thank all the students
for their participation
in the AFL unit. See
what they got out of it

1 x football
8 x red bibs
8 x blue
bibs
8 x cones

Introduce a
super goal
range. If the
student kicks
a goal from
behind
halfway it is
worth 9
points

Students sitting
down in front,
no balls in hand

36