Liam O Reilly

Lesson 3 Gaelic Football TGfU Small sided game, Solo, Hop, Distance Solo, Spatial Awareness, Agility, Full game 2011

Aim: What do you as a teacher want to achieve?] At the end of this lesson the pupils would have engaged in a full game of Gaelic football even though they have not yet acquired the appropriate skill level to attain full participation. They are going to learn through the game itself, in the hope that a greater understanding will be achieved by playing the game. In this case the needs of the pupils would be addressed. They possess an abundance of energy which needs to be exercised. Sacrificing skill acquisition, to be attained at a later time I believe is far more beneficial as encouraging a cognitive and affective outcome will prove to be more important in the short term.

Learning Outcomes: [ Specific goals or Observable outcomes of the lesson: By the end of the lesson pupils will be able to] 1 Psychomotor students will learn to solo the ball individually and in a group. They would attempt to use both left and right legs. They would

Assessment [How do I know that the pupils learned what I intended them to learn? Teacher: teacher will constantly provide feedback to each student as to why they are performing the skills. Guidance as to the execution of each

also be introduced to activity skills both in the warm-up and in the game skill would be broken down into its component parts. situation. 2 Cognitive because they will be playing in a full sided game it would require a cooperation and an inquiry into positions and rules of the game. They would be challenged to learn team coherence and cooperation. 3 Affective: All of this skills they have been taught up to now would be brought into play in a game situation and the competitive nature would provide the environment which some pupils require for further enjoyment Self Assessment: self-assessment would take place when the pupils are questioned about how we feel they are performing in the skill-based activity and in the competitive environment. Peer Assessment: when the students are regathered the non-participant pupils would provide feedback as to how they think their level of skill is being displayed and how they are functioning as a team.

Liam O Reilly

Lesson 3 Gaelic Football TGfU Small sided game, Solo, Hop, Distance Solo, Spatial Awareness, Agility, Full game 2011

Personal Goals: Engaging the students in the process is quite difficult because of the major scale of difference in both their personalities and in their level of skill. A number of the students approach physical education in the same way they approach their other subjects which for some is no interest at all. However with intervention using the TgfU model you may see students make enormous improvements in their social skills and their physical attributes. This lesson will encourage the teacher and the class to solve problems presented in the games.

Class Group:

No. of pupils:

Age of Pupils:

Pupil Prior Knowledge: They shouldnow realised that there is a necessity to cooperate with the teacher to allow the class to progress. They have attained a particular level of skill in hand pass, kicking, kick pass, kick for distance, crouch lift and rules. They will now use these skills in a game environment. Time will be allowed to play, and from there the pupils will regather and assess what the implementation of rules, skills, spatial awareness, fairplay, and commitment. This is a time for decision making and tactical awareness. You may find that some pupils will have an acute awareness of where to run, when to run to be in the best position but their skill execution may not be of a high standard. As a teacher reinforce the TGfU model (Fig 1)

Resources/Equipment: Whistle, footballs X. 12, two sets of bibs, stopwatch, multicolored cones, clipboard, and pen.

Liam O Reilly

Lesson 3 Gaelic Football TGfU Small sided game, Solo, Hop, Distance Solo, Spatial Awareness, Agility, Full game 2011

Time alotted

Focus Must relate to learning outcomes

Content/Activity Include diagrams

Teaching Points Include Diagrams What is the teacher saying?

Safety

Running is the foundation of most sports and if the school Get pupils on task 5min immediately grounds is sufficiently expansive pupils should run in teams around the grounds or in a public area around (outside)Today will be used as part of the warm-up before progressing to Include dynamic flexibility Gaelic footballToday will be used as part of the warm-up before progressing to Gaelic football.

Pupils

emerging

from

Organize ensure

the that

class the

to

dressing room,speed up. Sitting in an orderly fashion in the gym. Keep the pupils within in view and in close proximity to one another. Call them to order quickly and confirm whoever is absent by examining the

correct

footwear is being worn for both indoors and outdoors. Check for clothing that is appropriate for the weather conditions. Instruct pupils carefully on the protocols when running on the footpath during the Capwell run.

20min The field or playing area will be laid out in 20 m X. 20 m marked by distinguishable cones for each team. 4 grids this size. Random running to provide begin. Cues for skills. Two balls to EYES each group HANDS FEET

roll. Separate the class into smaller groups. The more skillful into one group and the remainder into three other groups. Begin the hand passing game five successful passes is a score.

Provide pupils with their times if run has been 7min competitive. Give them time so that the teacher can assess if there is improvement

Pupils proceed to the gym where they would collect their football boots and the equipment to conduct the Gaelic football skills.

Liam O Reilly

Lesson 3 Gaelic Football TGfU Small sided game, Solo, Hop, Distance Solo, Spatial Awareness, Agility, Full game 2011

Time alotted

Focus Must relate to learning outcomes

Content/Activity Include diagrams

Teaching Points Include Diagrams What is the teacher saying?

Safety

use cones already set out in grids line up in groups of three This is a combination of all the skills
10min 3 Solo

drill is to include Crouch lift, Hop The pupils with Solo and hand pass. runners need to

Insist on pupils performing the be careful not to skill slowly at first. Roll ball forward be careless with underfoot conditions.

taught to this point.

2 Lift

1 Roll

4 hand pass

Crouch lift Solo around cone Encourage players not to run in a

Let the skill develop & introduce more

footballs

to maintain

straight line Hop the ball on return Hand pass chest high to next player

activity. The players at each line should communicate and encourage each other.

Liam O Reilly

Lesson 3 Gaelic Football TGfU Small sided game, Solo, Hop, Distance Solo, Spatial Awareness, Agility, Full game 2011
Teaching points The remainder of the class is devoted to playing the game regardless of the skill level.

This is an oportunity to communicate further and assess the progress made with transition and pupil activity. 30min Some pupils will observe and give feedback on their performance.

Allow pupils to play and explain the rules as the game is in progress Examine for a response to instruction Supply cues to reinforce what was practiced. Angles of support Run into space Regather briefly, explain & demonstrate During closure be very positive with their contribution. Make pupils sure who to do involve the not have

english as a first language. If they grasp the concepts it is major progress.

Liam O Reilly

Lesson 3 Gaelic Football TGfU Small sided game, Solo, Hop, Distance Solo, Spatial Awareness, Agility, Full game 2011

1 THE GAME

2 GAMES APPRECIATION LEARNER

6 PERFORMANCE ?

3 TACTICAL AWARENESS

4 MAKING APPROPRIATE DECISIONS HOW WHEN WHERE WHY

5 SKILL EXECUTION

Encourage the pupils to ask enquiring questions. The pupils may very well see the problems: (How do I attack? When should I defend?) 6