curriculum · lesson equipment guide key 6 information for teachers 7 lesson 1 8 lesson 2 14 lesson...

CURRICULUM

If you have any further questions regarding the content of this course or additional materials please

visit our website www.littleshredders.com.au or contact Ski & Snowboard Australia (03) 9696 2344.

This coaching course is designed to assist with knowledge and delivery of the Little Shredders program using the

Burton Riglet equipment.

At the end of this course you will have the knowledge, confidence and ability to deliver this course to registered

Sporting Schools.

INTRODUCTION

Ski & Snowboard Australia (SSA) is the nationally and internationally recognised authority governing competitive

snow sports in Australia.

SSA manages the athlete pathway, conducts events and develops opportunities for athletes of all abilities across each

of its 11 ski and snowboard disciplines.

ABOUT SKI & SNOWBOARD

AUSTRALIA

CONTENTS

LESSON EQUIPMENT GUIDE KEY 6INFORMATION FOR TEACHERS 7LESSON 1 8LESSON 2 14

LESSON 3 24LESSON 4 33LESSON 5 42LESSON 6 50

LESSON PLANS

FLAT GYM MATCONESSPOONER BOARDTHROWBACK BOARDRIGLET BOARD ON FOAM BLOCKS

HULA HOOPDIRECTIONAL ARROWGRAB MATPOOL NOODLEBALLSTUDENTS

LESSON EQUIPMENT GUIDE KEY6

FOUNDATION:Students are expected to perform fundamental movement skills in isolation. An appropriate challenge for this age group is to maintain balance. They can modify their balancing technique for stationary and moving boards. As an extension to allow students to demonstrate their capacity to perform above the standard typically expected of the foundation year level, students can practice extra skills such as grabs, foot movements and rotations in isolation.

YEARS 1 & 2:Students in years 1 and 2 are expected to perform fundamental movement skills and basic movement sequences. An appropriate challenge for this age group is to successfully complete one skill such as a grab, foot or leg movement or rotation while maintaining balance on the boards. As an extension to allow students to demonstrate their capacity to perform above the standard typically expected of this band level, students can perform a simple combination of more than 2 movements while maintaining balance.

YEARS 3 & 4:Students in years 3 & 4 are expected to refine fundamental movement skills and movement concepts and strategies. An appropriate challenge for this age group is to maintain unassisted balance on the boards by shifting their body position and weight while completing different movements. They can create and complete a simple combination of skills such as a grabs, foot and leg movements or rotations while maintaining balance. At year 3 & 4 students should have the opportunity to articulate their understanding of the movements and techniques required to successfully complete these skills in order to meet the required achievement standards (e.g. describe how they need to shift their body weight in order to maintain balance).

YEARS 5 & 6:Students in years 5 & 6 are expected to perform specialised movement skills and propose and combine movement concepts and strategies. An appropriate challenge for this age group is to successfully complete static and dynamic snowboarding balances while rotating and moving on the boards. They can create and perform simple sequences of grabs, foot and leg movements and rotations using correct technique while maintaining balance, or articulate the technique required to do so. As an extension to allow students to demonstrate their capacity to perform above the standard typically expected of this band level, students can perform complex movement sequences using multiple snowboarding-specific movements.

INFORMATION FOR TEACHERSADAPTING STATION ACTIVITIES

TO DIFFERENT YEAR LEVELS

The following guidance is to support teachers in delivering activities with the appropriate skill focus according to

curriculum band level.

7

LESSON 1

9LESSON 1 OVERVIEW

Pool Noodles

Riglet Board on foam blocks

Spooner Boards

Grab Mats

• School Gym• Synthetic Turf• Oval• Tiled Floor

45 mins • Students will be able to perform basic snowboard skills without a board.

• Students will learn about body movement by practicing various fundamental movement skills such as balancing.

• Students will be introduced to some of the new equipment.

1.1 GREETINGS / INTRODUCTION TO SNOW SPORTS

Discussion about the snow and snow sports. 5

1.2 OVERVIEW OF PROGRAM Overview of equipment and snow sports skills that will be learned during the unit. 8

1.3 SKILL DEVELOPMENT In this session students will practice and familiarise themselves with basic snow sports skills. 10

1.4 EQUIPMENT FAMILIARISATION Students will familiarise themselves with equipment and try applying movements learned in skill development. 10

1.5 GAME Wipe Out game. 5

1.6 CLOSURE / DISCUSSION Pack-up, and review topics taught in class. Discussion about pillars of snow sports:

• Respect, confidence, cooperative, creative, kindness

7

SKILL DESCRIPTION

EQUIPMENT

ACTIVITY TIME

LEARNING INTENTION

FLAT SURFACE SUCH AS:

TIME CURRICULUM CONTENT DESCRIPTIONSF-2: ACPMP009, ACPMP014,

ACPMP026, ACPMP027, ACPMP032

3-4: ACPMP044

5-6: ACPMP062

10LESSON 1 1.1 GREETINGS / INTRODUCTION TO LITTLE SHREDDERS | 1.2 OVERVIEW OF PROGRAM

1.1 GREETINGS / INTRODUCTION TO LITTLE SHREDDERS

1.2 OVERVIEW OF PROGRAM

TIME 5 MINS

TIME 8 MINS

Who has been to the snow?

How many people have gone snowboarding or skiing?

What’s the difference between skiing and snowboarding?

What students will learn from doing Little Shredders

• Working on snow sports skills

• Sportsmanship • Familiarisation with

equipment

Overview of equipment and snowboard skills that will be learned during the unit.

Information included on pages 6 & 7.

SUGGESTED SET UP OF AREA

11LESSON 1 1.3 SKILL DEVELOPMENT

1.3 SKILL DEVELOPMENT

TIME 10 MINS

OVERVIEW INSTRUCTION

In this session students will practice the following skills.

• Snowboard Stance (Natural,Goofy),

• Foot-to-foot, • Flexion & Extension, • Toe-to-Heel • Grabs

– Nose, – Tail, – Indy – Mute

Instruct class to try them also.

This is an opportunity for students to practice the movements that will be used in the activities following.

Students find their own space and copy teacher as they demonstrate the skills listed on the left.

Instruct students to make up their own sequence of 3 consecutive movements. Choose several students to demonstrate their sequence to the class

Explain to students that these movements will be used on equipment. 1. Nose Grab

Grab front of board with front hand

2. Mute GrabGrab toe edge near inside of front foot with front hand

3. Melon GrabGrab heel edge near inside of front foot with front hand

4. Tail Grab

Grab end of board with back hand

5. Indy/Frontside GrabGrab toe edge near inside of back foot with back hand

6. Stalefish Grab

Grab heel edge near inside of back foot with back hand

GRABS

1

2 5

4

63

CURRICULUM CONTENT

F-2: ACPMP026

3-4: ACPMP044

5-6: ACPMP062 Spooner Safety Tips:Place Spooner Board on a gym mat if using indoors.Tell students to get on one foot at a time, and use a partner for balance if needed.

12LESSON 1 1.4 EQUIPMENT FAMILIARISATION | 1.5 CLASS ACTIVITY — WIPE OUT!

1.4 EQUIPMENT FAMILIARIZATION

TIME 10 MINS

TIME 5 MINS

OVERVIEWAllow students to familiarise themselves with the following equipment:

• Spooner Board• Grab Mat• Riglet Board on foam blocks

Teacher demonstrates how to use each piece of equipment.

Students are to attempt some of their skills on the equipment and familiarize themselves with it.

Break class into three groups and rotate through each activity.

1.5 CLASS ACTIVITY WIPE OUT

There will be two taggers who will be snowmen. The rest of the class will be riders.

When a snowman tags a rider, then they must lay on their back with their arms and legs up in the air. This will represent a rider who has fallen over. The focus of the game is work on helping others by assisting riders get back up. To heal another rider, another rider must go in front of them and extend their hand to help them up.

The teacher should demonstrate how to safely help someone up. Emphasize being in front of them and not behind them so that no shoulder injuries occur.

Sometimes when we snowboard we fall down and need some help getting back on our feet. Pause the game every few minutes to change the snowmen.

EQUIPMENTNOODLES

= STUDENT

= NOODLE

DESCRIPTION

CURRICULUM CONTENT

F-2: ACPMP009, ACPMP014, ACPMP027, ACPMP032

13LESSON 1 1.6 CLOSURE / DISCUSSION

TIME 4 MINS

OVERVIEW

1.6 CLOSURE / DISCUSSION

Pack-up, and review topics taught in class.

• Stance – What does it look like? – What does it feel like? – How do you do it?

• Flexion & Extension – What does it look like? – What does it feel like? – How do you do it?

Discussion about five pillars of snow sports:

• Respect• Confidence• Cooperative• Creative• Kindness,

Ask Students • What do each of the 5 pillars of snow sports mean?• Why are these important to snow sports?

LESSON 2

15LESSON 2 OVERVIEW

Riglet board on foam blocks

Throwback boards

Grab mats

Cones

Spooner boards


45 mins • Students will be able to demonstrate snowboard stance.

• Students will learn about body movement by practicing balancing on a snowboard while stationary and moving.

2.1 GREETINGS Recap Lesson 1. Discuss skills learned in the first lesson. Introduce Throwback Board and Ready, Set, Pull safety procedure.

5

2.2 WARM-UPS Choose a game that the class enjoys and knows or alternatively use the game completed in the previous lesson.

5

2.3 SKILL DEVELOPMENT Gym to be set up into four stations as per diagrams. 20

2.4 GAME Choose game according to group year level from three options. 10

2.5 CLOSURE / DISCUSSION Pack up and review topics taught in class.

• Respect, what does it mean?

5

SKILL DESCRIPTION

EQUIPMENT

ACTIVITY TIME

LEARNING INTENTION


TIME

CURRICULUM CONTENT DESCRIPTIONS

F-2: ACPMP008, ACPMP009, ACPMP014, ACPMP025, ACPMP027, ACPMP029, ACPMP032

3-4: ACPMP043, ACPMP047

5-6: ACPMP061

16LESSON 2 2.1 GREETINGS | 2.2 WARM-UP

DISCUSSION GAME

2.1 GREETINGS

2.2 WARM-UP

TIME 5 MINS

TIME 5 MINS

Recap first lesson. Discuss skills learned in the first lesson:

Ask students to demonstrate movements previously learned.

• Snowboard Stance, • Foot-to-foot, • Flexion & Extension, • Toe-to-Heel • Grabs

– Nose – Tail – Indy – Mute

Ask students about equipment when showing it to them:

• What did you do on this?

• How did you balance on it?

• What skills can you do when on this equipment?

Introduce the Throwback Board and how to use it.

Make sure to cover the Ready Set Pull safety procedure.

Choose a game that the class enjoys and knows or alternatively use the game completed in the previous lesson.

For warm-up game ideas please refer to the Playing for Life Resources on the Sporting Schools website:

P4L Resources

READY SET PULL PROCEDURE

To maintain a safe environment for all students at the Pulling and Riding Station, teacher(s) must ensure that Puller(s) do the following:

• Hold the tow rope handle properly.

• Wait for the Rider to touch the pull rope before pulling.

• Ask Rider if they are ready.

• Begin pulling slowly.• Do not jerk the rope.

READY SET PULL

https://www.sportingschools.gov.au/resources-and-pd/schools/playing-for-life-resources/find-a-card/game-category#Energiser


2.3 SKILL DEVELOPMENT

TIME

20 MINS

OVERVIEW

INSTRUCTION

STATION #1 Students practice skill of moving in a snowboard stance using Throwback Board with Hover Cover. Can use 2 people for pulling.

STATION #2Students practice grabs using Riglet Board on foam blocks.

STATION #3 Students practice balance and foot to foot movement and rotation using Spooner Board.

STATION #4 Students practice grabs using Grab Mat.

Teacher begins by introducing and demonstrating each station to whole group.

Split class into four groups and set up four stations around the room. Have even number of students at each station.

Rotate students through the activities in 4 min blocks.







READY SET PULL

GRABS

CURRICULUM CONTENT

F-2: ACPMP008, ACPMP025, ACPMP029


5-6: ACPMP061

1. Nose GrabGrab front of board with front hand

2. Mute GrabGrab toe edge near inside of front foot with front hand

3. Melon GrabGrab heel edge near inside of front foot with front hand

4. Tail Grab

Grab end of board with back hand

5. Indy/Frontside GrabGrab toe edge near inside of back foot with back hand

6. Stalefish Grab

Grab heel edge near inside of back foot with back hand

1

2 5

4

63

Spooner Safety Tips:Place Spooner Board on a gym mat if using indoors.Tell students to get on one foot at a time, and use a partner for balance if needed.


STATION #1THROWBACK BOARDS WITH HOVER COVER

STATION #2RIGLET BOARDS ON FOAM BLOCKS

• Explain Ready, Set Pull Procedure before commencing activity.

• Two students to be pullers, one student to be rider.

• Students pull rider slowly in a straight line.

• Rider to be in snowboarding stance as they ride.

• Nose and tail grabs can be practiced as they feel comfortable.

• Switch riders after each turn.

• Students to have one board each or work in pairs and take turns. Younger students can use a partner to help balance.

• Students practice their grabs and 180 degree rotations and toe and heel side edging by applying pressure to toes and heels.

SET UP OF STATION #1 SET UP OF STATION #2


STATION #3SPOONER BOARD

STATION #4GRAB MAT


• Students to practice snowboard skills such as balance, foot-to-foot movements and spinning on their board.

• One student to be the spinner. Other students to practice their grabs as learned in previous lesson.

• Rotate spinner every 3 spins.

• Introduce new grabs for practice for more advanced students as shown on diagram below.


20LESSON 2 2.4 GAME — OPTION 1 — SIMON SAYS

2.4 GAME — OPTION 1SIMON SAYS

YEAR LEVELF – 6

TIME 10 MINS

Teacher chooses a movement and models the movement while saying “Simon Says’, use snowboarding skills students have practised in skill development including:

• Snowboard Stance, • Foot-to-foot, • Flexion & Extension, • Toe-to-Heel • Grabs

– Nose – Tail – Indy – Mute

If student does the incorrect action or the teacher does not say “Simon Says”, then the student will be out.

In order to create inclusion, students who are out can get back in by completing 10 star jumps.

EQUIPMENTNONE

DESCRIPTION

CURRICULUM CONTENT

F–2: ACPMP009, ACPMP014, ACPMP027, ACPMP032

= STUDENT

= TEACHER

The teacher should begin as the leader and students will follow in a line.

The leader’s responsibility is to guide the rest of the class around the gym using a variety of travelling skills and snowboard skills.

For example the leader could skip or hop on one foot and then stop in a snowboard stance. The leader can also incorporate skills such as grabs.

If you choose to have kids be leaders, rotate leader every 30 seconds and each leader must incorporate a snowboard grab.

Depending on the size of the area it is recommended that the leader stays on lines on either the gym floor or oval.

= STUDENT

= TEACHER

21LESSON 2 2.4 GAME — OPTION 2 — FOLLOW THE LEADER

2.4 GAME — OPTION 2FOLLOW THE LEADER

YEAR LEVELF – 6

TIME 10 MINS

EQUIPMENTNONE

DESCRIPTION

CURRICULUM CONTENT


Teacher will stand in the middle of the gym while instructing students where to go.

One base line is nose grab and the other is tail grab. One sideline is indy grab and the other is mute grab. Have students run to different grab locations to familiarise with language and action.

At this point add three different commands, such as snowboard stance, flexion & extension and foot-to-foot.

Each command will be attached to a movement. For example when the teacher says ‘snowboard stance’, all the students will stop and demonstrate movement.

Continue to have students help you add new commands to keep the game exciting.

INDY GRAB

MUTE GRAB

TAIL GRAB

NOSE GRAB

22LESSON 2 2.4 GAME — OPTION 3 — AVALANCHE

2.4 GAME — OPTION 3AVALANCHE

YEAR LEVELF – 6

TIME 10 MINS

EQUIPMENTNONE

DESCRIPTION

CURRICULUM CONTENT


= STUDENT

= TEACHER

OVERVIEW

2.5 CLOSURE / DISCUSSION


DISCUSSION TOPICS Questions to ask class about the activities performed today:

• What parts of the body did we use today? (Feet, legs, hands)

• What body position made it easiest to balance? / What foot position made balance easiest?

• How could you use your arms to help you balance?• Respect, what does it mean?

Discuss why respect is important in snow sports.

• Giving way to others• Helping others when they need it• Obeying rules and signs

23LESSON 2 2.5 GAME — CLOSURE / DISCUSSION

LESSON 3

25LESSON 3 OVERVIEW

Pool noodles


Spooner boards

Grab mats

Throwback boards with Hover Cover

Hula Hoops

Balls

Cones

Flat gym mats or equivalent


45 mins • Students will practice and refine snowboarding skills in increasingly challenging movement situations.

• Students will be able to apply the foot-to-foot techniques as they go over obstacles.

3.1 GREETINGS Recap lesson two, discuss skills/equipment from previous lesson. 4


5



3.5 CLOSURE / DISCUSSION Pack up and review topics taught in class. Confidence, what does it mean?

6

SKILL DESCRIPTION

EQUIPMENT

ACTIVITY TIME

LEARNING INTENTION


TIME



3-4: ACPMP043, ACPMP045, ACPMP047

5-6: ACPMP061

26LESSON 3 3.1 GREETINGS / INTRODUCTION | 3.2 WARM-UP | 3.3 SKILL DEVELOPMENT

3.1 GREETINGS / INTRODUCTION

3.2WARM-UP

TIME 4 MINS

TIME 5 MINS

TIME 20 MINS

Recap previous lesson, discuss skills/equipment from previous lesson.

Teacher to hold up three boards:

• Throwback• Spooner• Riglet

Ask students:

• What the name of these boards?

• What they can be used for?



P4L Resources

3.3SKILL DEVELOPMENT

OVERVIEW

INSTRUCTION

Gym to be set up into four stations as per diagrams

STATION #1 Students practice going ‘Over’ obstacles using Throwback Board with Hover Cover. Can use gym mats or noodles.

STATION #2Students practice snowboard skills such as 180's, flexion and extension and grabs using Riglet Board on foam blocks.

STATION #3 Students practice balance and foot to foot movement and practicing their snowboard skills such as foot to foot, flexion and extension and grabs using Spooner Board.





CURRICULUM CONTENT



5-6: ACPMP061







READY SET PULL


STATION #1THROWBACK BOARDS WITH HOVER COVER


• Ensure obstacles are flat and not high off the ground.

• Obstacles can be pool noodles, flat gym mats etc.

• Reinforce Ready, Set, Pull procedure.


• Students pull rider slowly in a straight line over obstacles.




• Students practice their grabs and 180 degree rotations, flexion and extension and toe and heel side edging.




STATION #4GRAB MAT


• Students to practice snowboard skills such as balance, foot-to-foot movements and spinning on their board.

• Students should balance a beanbag on their head or shoulders throughout activity.

• One student to be the spinner. Other students to practice their grabs as learned in previous lesson.

• Rotate spinner every 3 spins.

• Difficulty can be added to activity by calling out ‘switch’ before some grabs.

– Students will need to change position from regular to goofy or vice versa. Meaning they change their front foot.


29LESSON 3 3.4 GAME — OPTION 1 — RIGLET ESCAPE

Begin by letting the students know that when you’re in the snowboard stance and when your left foot is leading that you’re riding “REGULAR”, and if you’re right is leading you’re riding “GOOFY”.

The students will be split into two groups and begin on the baseline.

One group will be regular riders and the other goofy riders. The teacher will begin as the abominable snowman.

When the teacher calls “goofy riders” all the goofy group will side step to the other side of the gym with their right foot forward.

The teacher uses the pool noodle as a tagging stick to catch students.

When a student is tagged they become a tree. A tree cannot move their legs but can use their branches to tag other students.

3.4 GAME — OPTION 1RIGLET ESCAPE

YEAR LEVELF – 4

TIME 10 MINS

EQUIPMENTNOODLE

DESCRIPTION

CURRICULUM CONTENT


= STUDENT

= TEACHER

= NOODLE

30LESSON 3 3.4 GAME — OPTION 2 — SNOWBALL GRAB

Students will be broken up into groups of 4 or 5 students per group.

Each group will have a hula hoop filled with either tennis balls or bean bags. The tennis balls / bean bags will represent snowballs.

Each hula hoop will be protected by a student on a Spooner board with a pool noodle as a tagging stick.

The aim is to accumulate as many snowballs in your hoop by stealing from the other teams.

Only one student at a time may leave the hoop to steal a ‘snowball’ from another team hoop.

If a student is tagged then they must return the snowball. Rotate taggers throughout the game.

3.4 GAME — OPTION 2SNOWBALL GRAB

YEAR LEVEL3 – 6

TIME 10 MINS

EQUIPMENTHULA HOOPS, TENNIS BALLS / SOFT BALLS / BEANBAGS, NOODLES, SPOONER BOARD

DESCRIPTION

CURRICULUM CONTENT


5-6: ACPMP061

= STUDENT

= HULA HOOP

= NOODLE

= BALL

= SPOONER BOARD

31LESSON 3 3.4 GAME — OPTION 3 — FREESTYLE

Instruct class that they will be freestyle riders coming down the mountain and they need to avoid being tagged by trolls who are taking over the mountain. Teacher will select 6 students to be trolls.

Trolls will stand on Riglet boards on foam blocks and Spooner boards spread throughout the gym. Trolls will have a noodle each.

One senior troll to be selected to be on foot as the lead tagger.

The riders will run around the gym and try to avoid being tagged by the trolls. If a rider is tagged by a troll then they will switch roles.

3.4 GAME — OPTION 3FREESTYLE

YEAR LEVEL3 – 6

TIME 10 MINS

EQUIPMENTRIGLET BOARD ON FOAM BLOCKS, SPOONER BOARD, NOODLE

DESCRIPTION

CURRICULUM CONTENT


5-6: ACPMP061

= STUDENT

= NOODLE

= SPOONER BOARD

= THROWBACK BOARD


TIME 6 MINS

OVERVIEW

3.5CLOSURE / DISCUSSION


DISCUSSION TOPICS 1. Name parts of the body used today.

2. What did your legs and body do when you went over an obstacle?

3. Is it easier to maintain balance with your knees straight or bent?

4. Respect, what does it mean?

5. Discuss: why respect is important in snow sports?• Giving way to others• Helping others when they need it• Obeying rules and signs

LESSON 4

34LESSON 4 OVERVIEW

Pool noodles


Spooner boards

Grab mats


Hula Hoops

Balls

Cones

• School Gym• Synthetic Turf• Oval

45 mins • Students will practice, apply and refine snowboarding skills in increasingly challenging movement situations.

• Students will be able to apply Rotation and Toe-to-Heel techniques as they go around obstacles.

4.1 GREETINGS Recap lesson three, discuss skills/equipment from previous lesson. 4


5



4.5 CLOSURE / DISCUSSION Pick-up, line-up, and review topics taught in class. The meaning of kindness.

6

SKILL DESCRIPTION

EQUIPMENT

ACTIVITY TIME

LEARNING INTENTION


TIME


F-2: ACPMP008, ACPMP009, ACPMP025, ACPMP027, ACPMP029, ACPMP032


5-6: ACPMP061



4.2WARM-UP

TIME 4 MINS

TIME 5 MINS

TIME 20 MINS

Recap previous lesson and discuss skills learned in previous lesson.

Teacher to pick a student to demonstrate:

• Foot-to-Foot balance over obstacles

• Review flexion and extension

Ask students what is the difference between goofy and regular snowboarding stance?

• Regular = natural, left foot forward

• Goofy = right foot forward



P4L Resources


OVERVIEW

INSTRUCTION


STATION #1 Students practice riding around / avoiding obstacles using Throwback Board with Hover Cover.

STATION #2Students practice rotation skills using Riglet Board on foam blocks.

STATION #3 Students practice balance and rotations using Spooner Board.





CURRICULUM CONTENT



5-6: ACPMP061







READY SET PULL


STATION #1THROWBACK BOARD



• Students pull rider slowly around the outside of the square making sure they avoid hitting the cones.



• Riglet board on foam blocks. Students to have one board each or work in pairs and take turns. Younger students can use a partner to help balance.

• Students practice their 180 or 360 degree rotations.

• Once they have mastered this skill they can practice throwing a ball in the air, completing a rotation and then catching it.


Riding Tips:Encourage students to keep their snowboard stance throughout the turn.



STATION #4GRAB MAT


• Students practice their 180 or 360 degree rotations.

• Once they have mastered this skill they can practice throwing a ball in the air, completing a rotation and then catching it.

• Students play the game ‘grab around the clock’.

• Students jump to neighbouring board on mat in a clockwise direction during the roll and complete grab it lands on.


38LESSON 4 4.4 GAME — OPTION 1 — SNOWCONE DASH

Tell students that they have a snow cone. They need to watch out for trees who may knock it out of their hands.

Trees will stand on Riglet boards on foam blocks and Spooner boards spread throughout the gym. Trees will have a pool noodles each.

The rest of the students will have an upside down cone with a foam ball on top to represent the snow cone.

Students will run base line to base line without being tagged and place their snow cone in a hoop. If a tree tags a student then the two will switch roles.

Rotate trees throughout game.

4.4 GAME — OPTION 1SNOWCONE DASH

YEAR LEVELF – 4

TIME 10 MINS

EQUIPMENTRIGLET BOARD ON FOAM BLOCKS, SPOONER BOARD, CONES, NOODLES, FOAM BALLS, HULA HOOPS

DESCRIPTION

CURRICULUM CONTENT



= STUDENT

= CONE

= HULA HOOP

= NOODLE

= BALL

= SPOONER BOARD

= RIGLET BOARD

ON FOAM BLOCK

39LESSON 4 4.4 GAME — OPTION 2 — SNOWSTORM

The gym has been hit by a huge snowstorm. Split the class into two groups.

One group, the riders, will line up along the base line.

The second group will be part of the snowstorm and be spread evenly along the sidelines.

The riders will work in groups of three with two pullers and one rider using throwback board with hover cover

Each rider will be slowly pulled across the gym while trying to avoid obstacles from the storm.

The students lined up along the sideline will have a ball or a pool noodle to represent snowflakes which they will use to tag or roll underarm at targets.

Once everyone has been a rider swap groups over.

CURRICULUM CONTENT

4.4 GAME — OPTION 1SNOWSTORM

YEAR LEVEL3 – 6

TIME 10 MINS

EQUIPMENTTHROWBACK BOARD WITH HOVER COVER, SPOONER BOARDS, RIGLET BOARD ON FOAM BLOCKS, NOODLES, FOAM BALLS

DESCRIPTION



= STUDENT

= NOODLE

= BALL

= SPOONER BOARD

= RIGLET BOARD

ON FOAM BLOCK

= THROWBACK BOARD


Instruct the class that they will be freestyle riders coming down the mountain and they need to avoid being tagged by trolls who are taking over the mountain. Teacher will select 6 students to be trolls.

Trolls will stand on Riglet boards on foam blocks and Spooner boards spread throughout the gym. Trolls will have a noodle each.



YEAR LEVEL3 – 6

TIME 10 MINS


DESCRIPTION

CURRICULUM CONTENT

3-4: ACPMP045

5-6: ACPMP061

= STUDENT

= NOODLE

= SPOONER BOARD

= RIGLET BOARD

ON FOAM BLOCK


TIME 6 MINS

OVERVIEW



DISCUSSION TOPICS Questions to ask class about the activities performed today:

What did you do with your feet and legs when you went around the obstacles?

• If I press on my toes will I turn?• If I press on my heels will I turn?• If I leave my feet flat will I turn?

Discuss kindness and why it is important in snow sports?

• What is kindness?• How do you feel when others are kind to you?• How can you show kindness while on snow?

– e.g. helping others up when they fall over.

LESSON 3LESSON 5

43LESSON 5 OVERVIEW


45 mins • Students will practice, apply and refine snowboarding skills in increasingly challenging movement situations.

• Students will be able to apply Rotation and Toe-to-Heel techniques as they go around obstacles.

5.1 GREETINGS Recap lesson four, discuss skills/equipment from previous lesson. 4


5


5.4 GAME Choose game according to group year level from two options. 10

5.5 CLOSURE / DISCUSSION Pack up and review topics taught in class. Cooperation, what is it?

6

SKILL DESCRIPTION

EQUIPMENT

ACTIVITY TIME

LEARNING INTENTION


TIME


F-2: ACPMP008, ACPMP009, ACPMP025, ACPMP027, ACPMP029,


5-6: ACPMP061

Pool noodles


Spooner boards

Grab mats


Hula Hoops

Balls

Cones



5.2WARM-UP

TIME 4 MINS

TIME 5 MINS

TIME 20 MINS

Recap previous lesson and discuss skills/equipment from lesson 4.

Teacher to pick a student to demonstrate:

• How did you turn around the square?

• How do you do a 180? And/or 360?



P4L Resources


OVERVIEW

INSTRUCTION


STATION #1 Students practice riding around / avoiding obstacles using Throwback Board with Hover Cover.

STATION #2Students practice toe and heel pressure / balance skills using Riglet Board on foam blocks.

STATION #3 Students practice balance using Spooner Board.





CURRICULUM CONTENT



5-6: ACPMP061







READY SET PULL




• Set up cones evenly spaced in a zigzag pattern on floor.

• Reinforce Ready, Set, Pull procedure.


• Students pull rider slowly to zigzag through the cones.

• Rider to be in snowboarding stance and press on their heels or toes to edge the board when turning.


• Students to work in pairs and take turns. Younger students can use a partner to help balance.

• Students can practice their toe-to- heel edging / balance while throwing a ball / beanbag to a partner underarm.




STATION #4GRAB MAT



• Students play the game Simon says with one student as Simon. Rotate students through the role of Simon.

– Grabs (i) Nose

(ii) Tail

(iii) Indy

(vi) Mute


47LESSON 5

There will be two taggers who will be snowmen. The rest of the class will be riders.

When a snowman tags a rider, then they must lay on their back with their arms and legs up in the air. This will represent a rider who has fallen over. The focus of the game is work on helping others by assisting riders get back up. To heal another rider, another rider must go in front of them and extend their hand to help them up.

The teacher should demonstrate how to safely help someone up. Emphasize being in front of them and not behind them so that no shoulder injuries occur.

Sometimes when we snowboard we fall down and need some help getting back on our feet. Pause the game every few minutes to change the snowmen.

CURRICULUM CONTENT

5.4 GAME — OPTION 1WIPE OUT

YEAR LEVELF – 4

TIME 10 MINS

EQUIPMENTNOODLE

DESCRIPTION

F–2: ACPMP009, ACPMP014, ACPMP032

= STUDENT

= NOODLE

5.4 GAME — OPTION 1 — WIPE OUT


Instruct class that they will be freestyle riders coming down the mountain and they need to avoid being tagged by trolls who are taking over the mountain. Teacher will select 6 students to be trolls.

Trolls will stand on Riglet boards on foam blocks and Spooner boards spread throughout the gym. Trolls will have a noodle each. One senior troll to be selected to be on foot as the lead tagger.


CURRICULUM CONTENT


YEAR LEVEL3 – 6

TIME 10 MINS


DESCRIPTION


5-6: ACPMP061

= STUDENTS

= NOODLE

= SPOONER BOARD

= RIGLET BOARD

ON FOAM BLOCK


TIME 6 MINS

OVERVIEW



What did you do to keep balance whilst moving around objects?

What did you do with your knees, feet and arms?

Where should you be looking whilst riding? Why?

How do you cooperate with people?

How have you cooperated with your class mates in this session?

Discuss • Ready, set, pull for Throwback board• Teamwork for ball toss on Riglet

and Spooner board activities

LESSON 3LESSON 6

51LESSON 6 OVERVIEW


45 mins • Students will be able to practice and apply snowboarding skills to navigate over and around obstacles and practice balancing under challenging movement situations.

• Students will discuss how to be creative in snow sports.

6.1 GREETINGS Recap lesson five, discuss skills/equipment from previous lesson. 4


5


6.4 GAME Choose game according to group year level from two options. 10

6.5 CLOSURE / DISCUSSION Pick-up, line-up, and review topics taught in class. Creativity.

6

SKILL DESCRIPTION

EQUIPMENT

ACTIVITY TIME

LEARNING INTENTION


TIME




5-6: ACPMP061

Pool noodles


Spooner boards

Grab mats


Hula Hoops

Balls

Cones



6.2WARM-UP

TIME 4 MINS

TIME 5 MINS

TIME 20 MINS

Recap previous lesson, and discuss skills learned in previous lesson and explain this will be the last session.

Ask class:

• What do you need to do with your feet when you are turning the Throwback board?

• Using the Throwback board get a student to demonstrate which direction the Throwback board will turn if they press on their toes.

• Get another student to demonstrate which direction the Throwback board will turn if they press on their heels.



P4L Resources


OVERVIEW

INSTRUCTION


STATION #1 Students practice riding around and over obstacles using Throwback Board with Hover Cover.

STATION #2Students practice toe and heel pressure / balance skills using Riglet Board on foam blocks.

STATION #3 Students practice balance using Spooner Board.





CURRICULUM CONTENT



5-6: ACPMP061







READY SET PULL

53LESSON 6 OVERVIEW



• Set up cones evenly spaced in a zigzag pattern on floor. Place some flat mats or pool noodles in riding line.

• Reinforce Ready, Set, Pull procedure.• Two students to be pullers, one student

to be rider.

• Students pull rider slowly to zigzag through the cones as well as riding over objects.

• Rider to be in snowboarding stance and press on their heels or toes to edge the board when turning and flexion and extension when riding over objects.



• Students can practice their toe-to-heel edging / balance while throwing a ball / beanbag at a target underarm.




STATION #4GRAB MAT



• Students play the game Simon Says with one student as Simon.

• Students to be rotated through the role of Simon.


55LESSON 6 6.4 GAME — OPTION 1 — SNOWBALL GRAB

Students will be broken up into groups of 4 or 5 students per group.

Each group will have a hula hoop filled with either tennis balls or bean bags. The tennis balls / bean bags will represent snowballs.

Each hula hoop will be protected by a student on a Spooner board with a pool noodle as a tagging stick.

The aim is to accumulate as many snowballs in your hoop by stealing from the other teams.

Only one student at a time may leave the hoop to steal a ‘snowball’ from another team hoop.

If a student is tagged then they must return the snowball. Rotate taggers throughout the game.

CURRICULUM CONTENT

6.4 GAME — OPTION 1SNOWBALL GRAB

YEAR LEVELF – 4

TIME 10 MINS

EQUIPMENTHULA HOOPS, TENNIS BALLS / SOFT BALLS / BEANBAGS, NOODLES, SPOONER BOARD

DESCRIPTION

F-2: ACPMP009, ACPMP014, ACPMP027, ACPMP032


= STUDENT

= HULA HOOP

= NOODLE

= BALL

= SPOONER BOARD

56LESSON 6 6.4 GAME — OPTION 2 — IGLOO

Students to be split into 3 groups. Each group will have a throwback board, a Spooner Board, a gym mat and 6 cones.

The aim of the game is to build their igloo before winter comes.

One student will carry a cone while being dragged half way across the gym on a Throwback board by two team mates. At the half way point there will be a student waiting on a Spooner Board. The cone

will be passed to them and they will walk on the board to the end of the playing area and place the cone on the team’s mat.

Students will then return to their starting position in order to repeat the process. The team to get all cones onto their gym mat first are the winners.

Students should be switched between roles throughout the game.

CURRICULUM CONTENT


5-6: ACPMP061

6.4 GAME — OPTION 2IGLOO

YEAR LEVEL3 – 6

TIME 10 MINS

EQUIPMENTHULA HOOPS, CONES, FLAT GYM MATS, THROWBACK BOARD, SPOONER BOARD

DESCRIPTION

= STUDENT

= CONE

= HULA HOOPA

= SPOONER BOARD

= THROWBACK BOARD

= FLAT GYM MAT

57LESSON 6 6.5 DEVELOPMENT DISCUSSION

TIME 6 MINS

OVERVIEW

6.5DEVELOPMENT DISCUSSION

Pack-up and review topics taught in class.

Discuss the skills and knowledge students have learned throughout the Little Shredders program. Relate this to an experience at the snow.

Teacher to ask students:

• Can you tell me a rule you followed during the game?• Why is it important to follow rules?• What skills do you need to be able to

do well to ski or snowboard? – Stance – Balance – Grabs – Turning – Foot-to-foot

• How would it be different to do these movements on snow compared to at school?

• How would it be more difficult on snow?

Discuss the challenges of:

• Riding down a hill• Slippery surface• What is the name of a mountain / ski

resort in Australia?

Creativity, how can you be creative when snowboarding?

• Discuss grabs and different sequences of grabs and movements that snowboarders can perform.

• Shape of turn

curriculum · lesson equipment guide key 6 information for teachers 7 lesson 1 8 lesson 2 14 lesson...

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