football fever - adelaide united fc · investigate the role of preventive health in promoting and...

OUR UNITEDCup

OUR UNITEDCup

FOOTBALL FEVEREducational resource for Australian primary schools

HPEYears

5 and 6

OUR UNITEDCup

1. UNIT RATIONALE

OUR UNITED Cup HPE Years 5 and 6 3

Football is the most popular game in the world.

It is a game that is played across continents and all manner of geography. It brings people together no matter their background, culture, language or way of life.

It is a game that is played by many millions of Australians on a weekly basis and Australian male and female teams compete on a global stage in FIFA World Cups and Asian tournaments.

Many Australians are passionate about the game and support Adelaide United - the club that represents your community in Australia’s professional domestic football competitions, the Hyundai A-League and the Westfield W-League.

Australians are known for their passion for sport and for young Australians in particular this passion often begins in the schoolyard. The Adelaide United Football Fever resource presents a tremendous opportunity for you to engage your students in their learning across the curriculum through their passion and interest in football.

Learning through the game of football

The Our United Cup is a unit that gives students an opportunity to work together to plan, manage, promote and run a football tournament for a junior class.

Through a range of peer teaching activities, students will build knowledge in younger students and introduce them to the importance of nutrition in performance.

They will teach them about the value of respect and coach them in a football competition. At the culmination of the unit, senior students will affirm the efforts of their junior peers at a certificate presentation.

Background information

Football Federation Australia (FFA) is the organisation responsible for promotion and administration of football in Australia. FFA is a member of Federation Internationale de Football Association (FIFA), the international governing body for football. Since 2006, the FFA has also been a member of the Asian Football Confederation (AFC), the official governing body for football in Asia.

UNIT RATIONALE

For more information about FFA, visit:

www.myfootball.com.au.

OUR UNITEDCup

2. UNIT OVERVIEW


Unit focus

The Our United Cup unit provides students with an opportunity to organise a football tournament for a class of younger students.

In their role as football coaches they will teach about respect and highlight the importance of nutrition while they support their teams in the lead up to the tournament.

They will learn how to plan for and implement the event and promote it to their school and surrounding community. They will end the unit by validating the contribution of their junior teams and reflecting on their own peer teaching experiences.

Flexible pathways

The primary focus of this integrated unit of work is Health and Physical Education.

English and Civics and Citizenship outcomes can also be met through this unit. See Curriculum audit for more information.

While there are nine lessons in this unit that build on each other to provide a sequence of teaching and learning, teachers can determine alternate pathways to suit their students needs if they wish.

• Lessons 1-9 sends students on an engaging journey where they learn to teach others in preparation for a major football event.

• Working as a class to plan a football tournament in Lessons 1 and 2, students are provided with an opportunity to set the scene for their learning.

• Between Lessons 3-5 they learn about local clubs in their community, good nutrition and how to run a football activity session.

• In Lessons 6-8 they teach a class of younger students what they have learnt as part of their preparation for their tournament.

Teachers have the option of delivering all nine lessons or pick and choose specific lessons to cater for their curriculum and teaching program requirements.

Teachers also have the option of commencing the unit with an additional Our respect rules - Values lesson, provided with this resource, if they wish.

Lesson duration

Each lesson in this unit is designed to take 60 minutes to complete.

Teachers may decide that additional time is needed to conduct research or undertake a deeper investigation into the study of local clubs, principles of good nutrition or football coaching.

Teachers should take note that the student run football tournament is additional to the nine lessons that make up this unit.

Unit aims

The aims of this unit are to:

• Give students an understanding of the basic principles of football, tournament rules and coaching others.

• Provide students with an opportunity to identify basic and complex movement skills and learn how to apply these in game situations.

• Provide students with an understanding of good nutrition and healthy food choices.

• Give students an understanding of how to modify a game of football and its rules to suit the area available.

• Allow students to gain an understanding of what it takes to plan for and implement a major event.

• Use football themes to provide students with an opportunity to learn about and model the value of respect and gain an appreciation of how important it is to creating a harmonious and effective team environment.

Daniel Georgievski, Defender


LESSON LESSON TITLE

ACTIVITY WHAT STUDENTS WILL LEARN

ACTIVITY SHEETS

LESSON DURATION

1 Our event - what will it look like?

Students devise a plan for a major event. Students learn how to plan for an event.

• 1.1 60 minutes

2 Our plan Students confirm a plan for a major event. Students consider a scenario and agree on a

plan.

• 1.1• Templates

promote your event

60 minutes

3 Getting ready for the training camp I

Senior students devise a training camp program for younger students.

Students learn to prepare for a class where they will teach others about local clubs.

• 3.1• 3.2 • 3.3

60 minutes

4 Getting ready for the training camp II


Students learn to prepare for a class where they will teach others about good nutrition.

• 4.1-4.3 60 minutes

5 Getting ready for the training camp III


Students learn to prepare for a class where they will teach others about football.

• 4.3• 5.1

60 minutes

6 The training camp I

Senior students run a training camp for younger students.

Students learn to deliver a program where they will teach others about good nutrition.

• 3.3• 4.3

60 minutes

7 The training camp II

Senior students run a training camp for younger students.

Students learn to deliver a program where theywill teach others football.

• 4.3 60 minutes

8 The training camp III - Our respect rules

Senior students devise respect rules with younger students.

Students construct a set of respect rules with a younger group of students.

• 8.1-8.2• 4.3

60 minutes

The tournament

Senior students run a football tournament for a junior class.

Students learn to implement event plans and achieve and evaluate objectives.

Teacher discretion

9 How did we go?

Students reflect on their work. Students learn to reflect on what they have achieved.

9.1 60 minutes

The following is an outline of lessons in this unit:

LESSONS

OUR UNITEDCup

3. CURRICULUM AUDIT


Domains addressed

Our United Cup is an integrated unit of work that focuses on Health and Physical Education.

Other learning outcomes in domains such as English and Civics and Citizenship can also be met by students who complete this unit of work.

General capabilities addressed

Elements of this unit address general capabilities in:

• Literacy

• Information and communication technology (ICT)

• Critical and creative thinking

• Personal and social capability

• Ethical understanding

• Intercultural understanding

Advice for teachers

This unit has been aligned with the Australian Curriculum. Each state and territory has its own curriculum framework specifications. Teachers should check these also when auditing program outcomes.

AUSTRALIAN CURRICULUM LINKS


YEARS 5 AND 6 - HPE

CONTENT DESCRIPTORS GENERAL CAPABILITIES LESSONS

STRAND - PERSONAL, SOCIAL AND COMMUNITY HEALTH

BEING HEALTHY, SAFE AND ACTIVE

Plan and practise strategies to promote health, safety and wellbeing.


• Literacy


4, 6

COMMUNICATING AND INTERACTING FOR HEALTH AND

WELLBEING

Practise skills to establish and manage relationships.




• Information and communication technology capability

4, 5, 6

Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours.





• Literacy

4, 5

CONTRIBUTING TO HEALTHY AND ACTIVE

COMMUNITIES

Investigate the role of preventive health in promoting and maintaining health, safety and wellbeing for individuals and the community.


• Literacy


4

Investigate and reflect on how valuing diversity positively influences the wellbeing of the community.


• Literacy




8



STRAND - MOVEMENT AND PHYSICAL ACTIVITY

MOVING OUR BODY

Practise specialised movement skills and apply them in different movement situations.




5, 7

Design and perform a variety of movement sequences.


• Literacy


5, 7

Propose and apply movement concepts and strategies.


• Literacy




5, 7

LEARNING THROUGH

MOVEMENT

Participate positively in groups and teams by encouraging others and negotiating roles and responsibilities.


• Literacy



5, 7

Demonstrate ethical behaviour and fair play that aligns with the rules when participating in a range of physical activities.


• Literacy



8

YEARS 5 AND 6 - HPE


YEAR 5 - ENGLISH

CONTENT DESCRIPTORS GENERAL CAPABILITIES MODES LESSONS

LITERACY

INTERACTINGS WITH OTHERS

Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view.

• Literacy



• Listening

• Speaking

1, 2, 3, 4, 5, 6, 7, 8, 9

Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes.

• Literacy



• Listening

• Speaking

1, 2, 3, 4, 5, 6, 7, 8, 9

Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements.

• Literacy




• Writing

• Reading

2, 3, 6, 7, 8, 9

INTERPRETING, ANALYSING, EVALUATING

Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning.

• Literacy



• Reading 3, 4, 8

Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources.

• Literacy



• Writing

• Listening

• Speaking

• Reading

1, 2, 3, 4, 5, 6, 7, 8, 9

CREATING TEXTS Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience.

• Literacy



• Reading 4, 9

Reread and edit student’s own and others’ work using agreed criteria for text structures and language features.

• Literacy • Writing 4, 9

Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements.

• Literacy


• Reading 1, 3, 4, 5, 6, 7, 8, 9

Students will be provided with opportunities through this unit to engage with aspects of the following English content descriptions.


YEAR 5 - CIVICS AND CITIZENSHIP


CIVICS AND CITIZENSHIP SKILLS

ANALYSIS, SYNTHESIS AND

INTERPRETATION

Use information to develop a point of view. • Literacy




1, 2

PROBLEM SOLVING AND

DECISION MAKING

Interact with others with respect, share views and recognise there are different points of view.

• Literacy

• Numeracy



• Ethical Understanding

1, 2, 8

Work in groups to identify issues, possible solutions and a plan for action.

• Literacy




1, 2, 8


CONTENT DESCRIPTORS GENERAL CAPABILITIES MODES LESSONS

LITERATURE

LITERATURE AND CONTEXT

Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts.

• Literacy• Intercultural understanding• Personal and social

capability• Critical and creative

thinking

• Writing• Listening• Speaking• Reading

1, 2, 3, 4, 8, 9

CREATING LITERATURE

Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways.

• Literacy• Information and

communication technology capability


• Writing• Reading

4, 5, 8, 9

LITERACY

INTERACTING WITH OTHERS

Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions.

• Literacy• Personal and social


thinking

• Listening• Speaking

1, 2, 3, 4, 5, 6, 7, 8, 9

Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience.



thinking

• Listening• Speaking

1, 2, 3, 4, 5, 6, 7, 8, 9

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis.


capability• Information and



2, 3, 6, 7, 8, 9

INTERPRETING, ANALYSING, EVALUATING

Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts.

• Literacy• Information and




1, 2, 3, 4, 5, 6, 7, 8, 9

CREATING TEXTS Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience.


capability• Information and



• Writing 4, 8, 9

Reread and edit students’ own and others’ work using agreed criteria and explaining editing choices.

• Literacy• Critical and creative

thinking

• Reading 4, 8, 9

Use a range of software, including word processing programs, learning new functions as required to create texts.


• Writing 1, 3, 4, 5, 6, 7, 8, 9

YEAR 6 - ENGLISH



CIVICS AND CITIZENSHIP SKILLS

ANALYSIS, SYNTHESIS AND

INTERPRETATION

Use information to develop a point of view. • Literacy




1, 2

PROBLEM SOLVING AND

DECISION MAKING

Interact with others with respect, share views and recognise there are different points of view.

• Literacy

• Numeracy




1, 2, 8

YEAR 6 - CIVICS AND CITIZENSHIP

OUR UNITEDCup

4. TEMPLATES TO PROMOTE YOUR EVENT


Purpose

To extend an invitation to a junior class teacher to have their class involved in the unit.

Sent

In week one of the program.

1. INVITATION TO OTHER CLASSES

18th February 2019

Dear (Insert: RECIPIENT NAME),

Adelaide United is providing our class with an opportunity to use football to build community and promote inclusion and we would like your class to get involved.

Let our class teach your class about respect and football

(Insert: CLASS NAME) is undertaking the Our United Cup unit where we work with a junior class to run a football tournament at the school.

In this unit of work our students:• mentor your students on the concept of respect.• plan, manage, promote and run a football tournament for your class.• introduce your students to the concept of healthy eating and good nutrition. • provide your students with a special presentation that affirms their positives qualities

and thanks them for participating in the project.

Your class commitment

As part of your commitment we ask that our students spend two lessons with your class, sharing information about preparing for the tournament. During this time student groups will also be designing respect banners. These banners will be paraded as team banners on tournament day.

Teams will be coached and supported on the day by our students. We hope also to organise a food stall and exhibition featuring team banners for the event (OPTIONAL).

How to get involved

If you are interested in discussing this further please let me know. The lesson and tournament schedule will be discussed once you have confirmed your interest.

As you can see it’s an exciting program that meets our curriculum priorities in Health and Physical Education and the school’s commitment to developing a stronger community.

It also promotes a fit and healthy lifestyle through football and gives our students an opportunity to promote and model the value of respect in our school. The synergies around peer learning and cross year level interaction are a highlight, so I look forward to your involvement.

I hope to hear from you soon.

Regards,

(Insert: YOUR SCHOOL CONTACT NAME)

Taylor

Public School


Purpose

To inform the school community - teachers, students and parents - about the Our United Cup unit.

Sent

In week one of the program.

2. INFORMATION LETTER TO THE COMMUNITY

18th February 2019


We are pleased to announce that in (Insert: MONTH) (Insert: SCHOOL NAME) (Insert: CLASS NAME) will be taking part in an exciting educational initiative – the Our United Cup unit. It is a unit of work that provides our class with an opportunity to use football to build community and promote inclusion at our school.

Students teaching younger students about respect, good nutrition and football

The Our United Cup unit of work gives (Insert: CLASS NAME) a unique opportunity to work with a junior class to run a football tournament at the school.

In this unit of work Year 5 and 6 students will:• mentor younger students about the concept of respect.• plan, manage, promote and run a football tournament.• introduce younger students to the concept of healthy eating and good nutrition. • provide younger students with a special presentation that affirms their positives qualities


Come and support our football tournament

The highlight of the program is the Our United Cup football tournament scheduled for (Insert: EVENT MONTH DATE) at (Insert: VENUE).

It is an event where our students bring people together and build a stronger community. All parents and families are welcome to attend and (or) contribute in any way they can.

As you can see it’s an exciting program that meets our curriculum priorities in Health and Physical Education and the school’s commitment to developing a more inclusive environment.

It also promotes a fit and healthy lifestyle through football and gives our students an opportunity to promote and model the value of respect in our school. The synergies around peer learning and cross year level interaction are a highlight so I look forward to your attendance and (or) involvement.

For more information please contact me at the school on the contact details provided.

Yours sincerely,

(Insert: TEACHER NAME)

Taylor

Public School


Purpose

To promote the Our United Cup football tournament.

Sent

In week one of the six week event preparations.

3. PROMOTIONAL POSTER

A WHOLE SCHOOL CELEBRATION

(Insert: Year 5-6 CLASS NAME)

Our United Cup Football Tournament

(Insert: EVENT DATE)

(Insert: TIME & VENUE)

Join us on this exciting day where our (Insert: Year 5-6 CLASS NAME) teaches (Insert: Year 3-4 CLASS NAME) about:

• healthy eating and good nutrition• respect

• having fun playing football.

(Optional) Check out our food stall and banner exhibition on the day.

(Insert: YEAR LEVEL) girls and boys are invited to attend.

For more information contact (Insert: YOUR SCHOOL CONTACT AND YOUR SCHOOL

PHONE NUMBER OR EMAIL ADDRESS)

Taylor

Public School


Purpose

To seek resources for Our United Cup football tournament.

Sent


4. SPONSOR SEEKING LETTER

18th February 2019

Attention: (Insert: SPONSOR CONTACT NAME ADDRESS SUBURB, CITY POSTCODE)

Dear (Insert: SPONSOR CONTACT NAME),

(Insert: YOUR SCHOOL NAME) is proud to announce that this year it will be running the Our United Cup football tournament on (Insert: DATE) at (Insert: VENUE).


Our United Cup is part of a unit of work that gives (Insert: CLASS NAME) a unique opportunity to work with a junior class to run a football tournament at the school.






I anticipate that there will be well over (Insert: NUMBER) students involved on the day. Local and mainstream media and many parents will also be in attendance.

In order to make the event an enjoyable one, we are seeking assistance from (Insert: SPONSOR’S NAME) by way of donations of food, snacks, drinks or other food products for the students taking part on the day.

Any assistance your organisation is able to provide would be greatly appreciated.

Thank you for considering our request. I will contact you in the next week to discuss this further. For more information please contact me at the school on the contact details provided.

Yours sincerely,

(Insert: TEACHER NAME)

Taylor

Public School


Purpose

To request parental assistance for Our United Cup football tournament.

Sent


5. LETTER REQUESTING HELP FROM PARENTS

18th February 2019

Dear Parents,

As you are aware (Insert: YOUR SCHOOL NAME) will be running the Our United Cup football tournament on (Insert: DATE) at (Insert: VENUE).

As part of this exciting day students in (Insert: CLASS NAME) will come together to use football to build community and promote inclusion at our school.

This day is about building partnerships between students, parents and teachers and, with this in mind, we extend an invitation for you to be involved.

If you would like to assist in planning, managing or supervising on the day or providing food for our food stall, please contact me at the school at your convenience.

Our United Cup football tournament commences at (Insert: STARTING TIME) and will conclude at (Insert: FINISHING TIME). Your involvement would be greatly appreciated by the staff and students of the school.

Should you have any queries about the day or wish to discuss the event further, please do not hesitate to contact me at the school.

I’m looking forward to speaking to you soon.

Yours sincerely,

(Insert: TEACHER NAME or CLASS CONTACT))

Taylor

Public School


Purpose

To invite a local dance troop to the Our United Cup football tournament.

Sent

In week three of the six week event preparations.

6. INVITATION TO LOCAL DANCE TROOPS

18th February 2019

Attention: (Insert: CONTACT NAME ADDRESS SUBURB, CITY POSTCODE)

Dear (Insert: CONTACT NAME),









As respected performer(s) in our community and, with this day being about building a stronger community, I would like to extend a cordial invitation to you to be involved.

It would be particularly exciting for our school community if you could perform a set of traditional dances to enhance the occasion.

The event starts at (Insert: TIME) and I anticipate that there will be well over (Insert: NUMBER) students involved, all celebrating a great community initiative.

Thank you for considering our invitation.

I look forward to your response in the near future.

Yours sincerely,

(Insert: TEACHER NAME or CLASS CONTACT)

Taylor

Public School


Purpose

To invite local community groups to the Our United Cup football tournament.

Sent


7. LETTER INVITING COMMUNITY GROUPS

18th February 2019



We are pleased to announce that in (Insert: MONTH) (Insert: SCHOOL NAME) (Insert: CLASS NAME) will be taking part in an exciting educational initiative – Our United Cup unit. It is a unit of work that provides our class with an opportunity to use football to build community and promote inclusion at our school.








As a respected group in our community and, with this day being about enhancing community, I would like to extend a cordial invitation to you to attend.




Yours sincerely,


Taylor

Public School


Purpose

To invite special guests such as former students, mayor, local councilors etc to Our United Cup football tournament.

Sent


8. LETTER INVITING SPECIAL GUESTS

18th February 2019






In this unit of work Year 5 and 6 students will:

• mentor younger students about the concept of respect.• plan, manage, promote and run a football tournament.• introduce younger students to the concept of healthy eating and good nutrition. • provide younger students with a special presentation that affirms their positives qualities





As a respected leader in our community, and with this day being about enhancing community, I would like to extend a cordial invitation to you to attend.




Yours sincerely,

(Insert: TEACHER NAME or CLASS CONTACT))

Taylor

Public School


Purpose

To invite local football clubs, A-League and W-League clubs or state football associations to support your students in the lead up to and during the Our United Cup football tournament.

Sent

In week two of the six week event preparations.

18th February 2019










As a respected club (or football association) in our community, and with this day being about enhancing community, I would like to extend a cordial invitation to you, your players and coaches to attend and support our day.

Your support and advice to our student coaches would be particularly invaluable.


Thank you for considering our invitation. I look forward to your response in the near future.


Yours sincerely,


Taylor

Public School

9. LETTER INVITING LOCAL FOOTBALL CLUBS, HYUNDAI A-LEAGUE AND WESTFIELD W-LEAGUE CLUBS AND STATE FOOTBALL ASSOCIATION


Purpose

To promote the Our United Cup football tournament to local and mainstream media and to provide media outlets with photo opportunities.

Sent

In week two of the six week event preparations.

10. LETTER TO LOCAL AND MAINSTREAM MEDIA

18th February 2019





In this unit of work Year 5 and 6 students will:

• mentor younger students about the concept of respect.• plan, manage, promote and run a football tournament.• introduce younger students to the concept of healthy eating and good nutrition. • provide younger students with a special presentation that affirms their positives qualities and thanks them for

participating in the project.



It is an event where our students use their learning to bring people together and build a strong community. I anticipate that there will be well over (Insert: NUMBER) students involved on the day.

The Our United Cup unit provides our students and school with an opportunity to associate itself with a professional sporting competition. From a media perspective it provides a powerful story about students celebrating inclusion and modeling respect through sport.

Photo and story opportunities can be made available on request.


Yours sincerely,


Taylor

Public School


Purpose

To thank those who have contributed to and (or) participated in the Our United Cup football tournament.

Sent

One week after the event.

11. THANK YOU LETTER

18th February 2019

Dear (Insert: PARTICIPATING SCHOOL CONTACT NAME),

On behalf of (Insert: YOUR SCHOOL NAME), I would like to thank you and your students for contributing and (or) participating in the Our United Cup football tournament at our school on (Insert: DATE).

Along with Adelaide United, our school is proud to be contributing positively to our community by running such events.

The program met our curriculum priorities in Health and Physical Education and the school’s commitment to developing a more inclusive environment.

It also gave our students an opportunity to promote and model the value of respect in our school. The synergies around peer learning and cross year level interaction were also a highlight.

Once again thank you for your support.

Yours sincerely,


Taylor

Public School


ASSESSMENT RUBRIC: HOW DID I GO?

Health and Physical Education Years 5 and 6 Achievement Standard

By the end of Year 6, students investigate developmental changes and transitions. They examine the changing nature of personal and cultural identities. They recognise the influence of emotions on behaviours and discuss factors that influence how people interact.

They describe their own and others’ contributions to health, physical activity, safety and wellbeing. They describe the key features of health-related fitness and the significance of physical activity participation to health and wellbeing.

They examine how physical activity supports community wellbeing and cultural understanding.

Students demonstrate skills to work collaboratively and play fairly. They access and interpret health information and apply decision-making and problem-solving skills to enhance their own and others’ health, safety and wellbeing.

They perform specialised movement skills and propose and combine movement concepts and strategies to achieve movement outcomes and solve movement challenges. They apply the elements of movement when composing and creating movement sequences.


ASSESSMENT RUBRIC: HOW DID I GO?

Rate yourself for this unit by ticking one of the columns for each statement. Ask your teacher to do the same. Are there differences? Similarities? Talk to your teacher about them.

STATEMENT EXCELLENT VERY GOOD GOOD DEVELOPING

MY CHALLENGES... ME TEACHER ME TEACHER ME TEACHER ME TEACHER

OUR PEER COACHING EXPERIENCE...

I was well prepared and knew my role.

I looked at the audience as I was speaking.

I spoke at a good pace - not too slow or not too fast.

I used expression and changed my voice to make my point.

I used visual aids to enhance my presentation e.g. artwork, video, PowerPoint/Keynote, images etc.

KNOWING ABOUT OUR LOCAL CLUB TO TEACH OTHERS ...

I can research a local club by investigating symbols and images.

KNOWING ABOUT GOOD NUTRITION AND FOOTBALL TO TEACH OTHERS ...

I know what food groups I should eat more and less of and justify my ideas.

I can use The Australian Guide to Healthy Eating Food Plate to make judgments about food.

I can write nutrition advice for others to adopt.

I can self-correct, correct others and accept correction by my peers when fulfilling my activity role.

I can apply instructions learnt to show others a football activity.

WORKING WITH OTHERS...

I can teach others what I know about food groups and good nutrition.

I can teach others what I know about how to play football.

I can teach others what I know about our local club.

I can teach others about the value of respect.

I can participate in and contribute to discussions.

I can clarify my understanding by asking questions.

I can plan, rehearse and deliver a presentation with my team.

I can express an opinion and justify my ideas.

I can show respect to others by allowing them to contribute to discussions and listening to their ideas.

OUR UNITEDCup

LESSON 1OUR EVENT - WHAT WILL IT LOOK LIKE?


Lesson 1

Our event - what will it look like?

Lesson venue

Classroom

Lesson duration

60 minutes

Important teacher advice

Student prior knowledge

Students will need a basic understanding of what a major sporting event might look like.

WALT - We are learning to...

Devise a plan for a football tournament.

WILF - What I’m looking for...

• I know what a major sporting event looks like.

• I can work in a team and help it come to a consensus.

• I can make suggestions and justify my ideas.

TIB - This is because...

It will give us a coordinated approach to planning for a football tournament that we will hold for an audience at the end of this unit.

Lesson preparation

Prior to the lesson teachers should organise the following:

• Teacher information - Sample graphic organiser

• Activity sheet 1.1 - Our event plan - hard copy to each group or interactive pdf version on student computers, laptops or iPads

• Teacher information - Templates to promote your event.

Lesson delivery

The following provides you with a suggested plan on how to deliver this lesson. You are encouraged to take a flexible approach and modify this lesson and its timings as suit the needs and abilities of your students.

1. Assemble teams (5 minutes)Classes that have not completed Our respect rules - Values lesson

Divide the class into six teams. Teams should, where possible, consist of students who do not normally belong to the same friendship group. It is also recommended that each group has a mix of academic abilities and a spread of students with a familiarity of football.

Classes that have completed Our respect rules - Values lesson

If you set the scene for this unit by completing the optional Our respect rules - Values lesson student groups should remain the same as those that were formed during that lesson. These groups should remind themselves of the team rules that they agreed to by reading over their signed agreement.

TEACHING AND LEARNING PLAN

Unit pathwaysThere are a range of teaching pathways that you can take in this unit. It is recommended that you review the lesson-by- lesson Unit overview provided to assist you with your forward planning.

AssessmentThe Assessment rubric should be discussed with students in the early stages of this unit. You may make changes to this rubric in line with the lessons you decide to cover.

Information and Communication Technology (ICT), media and social mediaThe use of ICT, media and social media is encouraged in this unit. See ICT, media and social media opportunities for more information.


Our event - what will it look like?


MAJOR ADELAIDE UNITED ANNOUNCEMENT

Your class wins the right to host the Our United Cup at your school

Congratulations! Adelaide United has just announced that your class has been successful in its bid to host a football tournament – the Our United Cup, at your school. Your team’s brief is to plan, promote, manage, run and evaluate a football tournament that teaches others about the game of football, the football teams in your region, good nutrition and the value of respect. The tournament will have you prepare younger students in your school to represent local clubs in an exciting football competition that you will organise. You will work as event managers, coaches, officials, media and peer mentors during this project so you will all have to make sure you work as a team.

The scenario

2 . Outline scenario (10 minutes)At the start of the lesson have the class read the following scenario on interactive whiteboard or projected on a data screen. Be sure to check your students’ level of understanding and clarify any words that are unfamiliar to them.


3. Consider major event elements (15 minutes)Start by brainstorming, with your class, the names of big sporting events that students might know about. Responses might include the FIFA Football World Cup, Olympic Games, Hyundai A-League Grand Final, Tour de France or the AFC Asian Cup 2017 football tournament.

Use a graphic organiser similar to the one provided (Teacher information - Sample graphic organiser) with this lesson to write their responses on the board.

Student responses might include:

• large crowds chanting and singing

• massive television audiences

• the detailed organisation involved

• the promotion and marketing

• only the best prepared athletes and teams are involved

• the international media coverage

• people from many cultural backgrounds coming together to work and participate

• athletes and officials showing respect for each other

• grandstands and rows of seating

• live music

• half time entertainment

• bright lights and television screens

• food and drink

• national anthems.

4. Teacher advice - The planning processIn this unit, Year 5 and 6 students will be interacting with a class of younger students. They will be spending time preparing them to play in a football tournament at their school.

It is at your discretion which level of junior class is invited to participate in this project. It is recommended however that a Year 3 and 4 class would be best suited to these activities.

5. Team discussion (30 minutes)Ask students to refer to Activity sheet 1.1 - Our event plan - hard copy to each group or interactive pdf version on student computers, laptops or iPads.

Using the opening discussion as stimulus ask students, in their teams, to discuss and indicate on the activity sheet their preferred response to each question.

Explain to students that they will need to complete this task by the next lesson where they will be asked to justify their choices.

An alternative for teachersAs an alternative teachers may choose to empower students and give them full ownership of the event by leaving the Activity sheet 1.1 - Our event plan blank for them to complete.

Teachers may use the content of the activity sheet as a guide and (or) as points for students to consider if needed.


When devising an event plan the teacher and students should decide on the following:

ACTIVITY SHEET 1.1 - OUR EVENT PLAN

QUESTION OPTIONS

1. Which year level class will we invite to be part of our event?

Prep or Kindergarten

Year 1

Year 2

Year 3

Year 4

2. Where will the event be held? In the school hall or gym

On the school playing field

On a local playing field away from the school premises

Other

3. What rules will we have to make this playing space safe?

No tackling

No heading the ball

No walls around the perimeter of the playing area

Check the space for any unsafe objects before games

No sharp objects on the playing space

4. Who else will we invite to the event?

Invite them using the letter or email templates provided (Templates to promote your event) with this unit.

Junior students from our school and (or) primary students in the local area

Parents

Other teachers

Footballers or coaches from local clubs

VIP guests – mayor, community leaders, etc

Guest speaker(s) - elite footballers from the community

Sponsors

Local and mainstream media

Local playgroup

Other

5. What costs, if any, do we need to budget for? (optional)

Students are encouraged to scope out costs if any. The following are possible costs:

Equipment

Catering

Uniforms

Giveaways

Transport (for visiting school children)

Printing costs at school

Other


6. How will we raise money to meet costs (if any)?

Use the letter or email templates provided (Templates to promote your event) with this unit.

School lunchtime fund raising activities, for example, penalty shootout competition, dribbling competition and (or) football colours day

Community donations

Sponsorship

Sale of donated or personal equipment or services

Other

7. What are our (student, teacher and parent) roles on the day?

Football coaches

Referees

Officials

Media crew

Food stall coordinators (optional)

Other - specific to type of event

8. Should we run a food stall on tournament day?

Yes

No

If ‘yes’ ensure that food allergy information and anaphylaxis procedures are communicated to teachers, parents and students as per school policy.

9. If ‘yes’ how will we provide food?

Invite them by using the letter or email templates provided (Templates to promote your event) with this unit.

Ask parents to prepare some dishes

Ask local restaurants to provide food (paid for or donated)

Students prepare some dishes

Ask parents at the school to prepare some traditional dishes and talk about their origins on tournament day

Other

10. Who should we promote the event to?

Use the letter or email templates provided (Templates to promote your event) with this unit.

Parents

Other teachers

VIP guests – mayor, community leaders, etc

Local and mainstream media

Whole school, for example, video promotion from each team, assembly parade of teams and (or) assign each team to a junior class

Other

11. What equipment do we need? Footballs

Goals and witches hats

Whistles

Scorecards

Playing bibs

Boundaries

Other

12. What other help do we need?

Invite them by using letter or email templates provided (Templates to promote your event) with this unit.

Coaching advice

Refereeing advice

Adult supervision on the event day

First Aid

Sponsors

Other


WHAT IS COMMON

ACROSS ALL MAJOR SPORTING EVENTS?

TEACHER INFORMATION - SAMPLE GRAPHIC ORGANISER

OUR UNITEDCup

LESSON 2OUR PLAN


Lesson 2

Our plan

Lesson venue

Classroom

Lesson duration

60 minutes


Students will need to be familiar with how to write or type a letter or email if they chose not to use the templates provided to promote their football tournament to their community.

Students will also need to have knowledge about the information and, understand persuasive and visual elements of a promotional poster if they choose not to use the template provided.


Confirm a plan to organise and promote a football tournament.



It will give us a coordinated approach to planning our football tournament and promoting it to our community.

Lesson preparation


• Activity sheet 1.1 - Our event plan – completed in the previous lesson

• Templates to promote your event.

Lesson delivery

The following provides you with a suggested plan on how to deliver this lesson. You are encouraged to take a flexible approach and modify this lesson and its timings to suit the needs and abilities of your students.

1. Presenting points of view (40 minutes)Project Activity sheet 1.1 - Our event plan on the interactive whiteboard or data projector for class reference.

Have teams refer to their completed worksheets. Address each question by eliciting responses from the class. Ask teams to justify their opinion and record decisions when consensus has been reached.

Please note: The scheduling of the tournament will be determined by the number of external parties the students wish to get involved. Involving parents, sponsors, local media and suppliers of food will take time to organise therefore it will be at the discretion of the teachers when the event will be held.

2. Using the standard letter, email and promotional templates provided (10 minutes)

Provided with this lesson is a range of standard letter, email and promotional templates (Templates to promote your event) to assist teachers and students with their planning. Once the class confirms its plan the appropriate template can be used to inform people about the event and invite them to get involved.

You may decide to assign one or two templates per team so that students can take responsibility for following up invitations.

The following templates have been provided:

1. Invitation to other classes

2. Information letter to the community

3. Promotional poster

4. Letter seeking sponsorship

5. Letter seeking help from parents

6. Invitation to special guests

7. Invitation to footballers and coaches from local clubs, A-league and W-League clubs and state federations

8. Invitation to local and mainstream media

9. Thankyou letter

All invitational templates should be followed up within a week of sending them out.

An alternative for teachersAs part of an integrated teaching program you may decide that the letter templates should be created by students as part of their English class.

Persuasive writing, grammar, sentence structure and communication with others (such as with follow up letters and invitations) could be the focus of this activity.


• I can work with my team to present and justify our ideas to the class.

• I can help the class arrive at a consensus for a plan.

• I can use letter or email templates to promote our football tournament to the community.


The creation of the promotional poster could also occur as an art project. The brief for students could be to create a range of promotional posters that appeal to specific audiences such as, preps, Year 3 or Year 6.

3. Teacher advice - Coaching student coachesDuring this unit students will be required to supervise or ‘coach’ their junior teams in a football tournament.

It is not expected that students at this level will have experience in coaching others so the emphasis should be on fun, participation and positive interaction.

Students who undertake roles as ‘coaches’ will need basic advice on how to interact with junior students. Language used, an inclusive approach, being a good role model and a focus on respecting others should be the aspects of coaching that students should be made aware of.

You may decide to recruit additional support to help prepare student ‘coaches’. Support could be sourced from:

• school Health and Physical Education teacher

• another member of staff with a sporting background

• former students with a sporting background

• parents with a sporting background

• coach at a local football club

• players or coaches at the local A-League club

• coaches at the state football associations.

The standard letter and email templates assist teachers in contacting people who may fulfill this role.

4. Student reflection (10 minutes).To conclude students are given the opportunity to reflect on what they have learnt in the first two lessons of this unit.

They can do this by writing in their workbooks or verbally within their teams.

In their reflections they should complete the following statements and questions:

• The things I learnt most about event planning are...

• The things that excite me most about our event are...

• The role that interests me most is...

• Did my team work well today? If so what qualities did we show? If not explain why?

• What will our team do differently next time we work together? What will we do the same?

• What positive quality did I bring to my team today?

• What can I improve on for next lesson?

To prepare students for the next lesson tell them that they will be learning about local football clubs in their community so that they can teach others. They’ll need to become experts so they and their teams will need to be at their best.

OUR UNITEDCup

LESSON 3GETTING READY FOR THE TRAINING CAMP I- GETTING TO KNOW OUR LOCAL CLUBS


Lesson 3

Getting ready for the training camp I - Getting to know our local clubs

Lesson venue

Classroom

Lesson duration

60 minutes


Students should be able to use a range of research tools to conduct an investigation.


Investigate our local clubs so that we can teach others.



It will help us learn about aspects of a football club that we will use to teach others.

Lesson preparation


• interactive whiteboard, computer(s) and other appropriate equipment for the class to view digital activity sheet

• Teacher information - Sample graphic organiser

• Activity sheet 3.1 – Adelaide United logo, name and colours - hard copy to each group or interactive pdf version on student computers, laptops or iPads

• Activity sheet 3.2 - What does it tell us about Adelaide United? Information sheet - projected on to interactive whiteboard or data screen

• Activity sheet 3.3 - Learning about my local club - hard copy to each group or interactive pdf version on student computers, laptops or iPads.

Lesson delivery


1. Preparing for the training camp (5 minutes)In their last lesson students decided on a plan to manage, promote and run a football tournament involving a class of junior students. Explain that in the next lesson they will be preparing for a ‘training camp’ where they will work with their junior teams ahead of the tournament.

At the ‘training camp’ they will be working with younger students to:

• teach them the importance of good nutrition

• practice football skills

• learn about the rules of the tournament

• show respect for the local club they are representing and to others.

Students will also set their teams a challenge to develop a team banner that they will parade through the tournament.

2. Symbols that tell us about our local clubs (25 minutes)Explain to students that they will soon be preparing younger students to represent a local club in a football tournament at their school.

Many younger students they will work with will have little familiarity with the local club they are going to represent so it is your students’ role to build their knowledge in and respect for their adopted team.

To identify local clubs you can:

• Ask students to research online

• Ask parents, teachers or students who may be associated with clubs in your region

• Contact your local A-League club

• Contact your local state association

• Contact your local council.

If your school is in a remote area ask students to identify local clubs that are in the closest proximity to your community.

In football there are many symbols that tell us something about the teams that are participating.

Distribute to students Activity sheet 3.1 – Adelaide United logo, name and colours - hard copy to each group or interactive pdf version on student computers, laptops or iPads.

This activity sheet provides students with images of the Adelaide United football team and its supporters. In the spaces provided ask each team to write down what they think each image tells us about the club.

Ask each team to report its thoughts back to the class.


• I can discuss and justify my team’s thoughts and ideas to the class.

• I can investigate a football club by researching symbols and images associated with it.


Use a graphic organiser such as the one provided (Teacher information – Sample graphic organiser) to record student responses.

Once student groups have shared their thoughts, project Activity sheet 3.2 - What does it tell us about Adelaide United? Information sheet on the interactive whiteboard or data screen.

Ask each team to compare their responses to the information on the data screen. What responses were similar? Did any of the information surprise them? What have they learnt about the Adelaide United that they did not know before?

3. Symbols that tell others about the local club you are representing (30 minutes)

In your football tournament each junior team will be representing one local club in your community and it is your students’ responsibility to ensure they know as much about their club as possible.

Distribute Activity sheet 3.3 - Learning about my local club - hard copy to each group or interactive pdf version on

student computers, laptops or iPads.

Once local clubs have been assigned, each team is to complete this activity sheet by researching (using interactive whiteboard, library or internet) the football logos, colours, nickname and motto of club. As they will be teaching others they should find out as much as they can about the club they are representing.

Students have a limited time for research so each team should designate one or two tasks per student in their team.

They should be reminded that the activity sheet they complete will be used to teach junior students in a later class so they should write or type their answers carefully.

Included on each activity sheet are Did you know? and Would you believe ...tasks. These tasks allow students to take their inquiry further and give them an opportunity to share discoveries that they found particularly interesting.

Once groups have their information they should, as a team, present their research about their local club to the class.

To reinforce ideas the teacher may ask groups to elaborate on their research and (or) compare and contrast club.


SYMBOLS AND RITUALS WRITE YOUR IDEAS HERE

Team logo

Team colours

Team nickname

In your teams identify the symbols and rituals in the images below that tell us something about Adelaide United.

ACTIVITY SHEET 3.1 – ADELAIDE UNITED LOGO, NAME AND COLOURS


Compare your thoughts and ideas to the information about the club outlined below. Which of your thoughts and ideas were consistent with the themes and messages this club communicates through its symbols? Did any of the information surprise you? What have you learnt about Adelaide United that you did not know before?

SYMBOLS AND RITUALS WHAT IT TELLS US ABOUT THE CLUB?

Team logo The Club’s logo has three coloured swirls through the middle, and four stars pointing to the south. The badge has a shield like border.

Team colours Adelaide United’s original strip was made using the three South Australian state colours: red, blue and yellow

Team nickname United

ACTIVITY SHEET 3.2 - WHAT DOES IT TELL US ABOUT ADELAIDE UNITED? INFORMATION SHEET


CLUB NAME:

SYMBOL INSERT, DRAW OR WRITE SYMBOL WHAT DOES IT TELLS US ABOUT YOUR LOCAL CLUB?

Team logo

Team colours

Team nickname

ACTIVITY SHEET 3.3 - LEARNING ABOUT MY LOCAL CLUB


TEACHER INFORMATION - SAMPLE GRAPHIC ORGANISER

WHAT DO YOU THINK

EACH SYMBOL TELLS US

ABOUT ADELAIDE UNITED?

OUR UNITEDCup

LESSON 4GETTING READY FOR THE TRAINING CAMP II- LEARNING ABOUT GOOD NUTRITION


Lesson 4

Getting ready for the training camp II - Learning about good nutrition

Lesson venue

Classroom

Lesson duration

60 minutes


Students should be familiar with foods that can be categorised into The Australian Guide to Healthy Eating Food Plate food groups - grains, vegetables, proteins, dairy and fruits.


Use The Australian Guide to Healthy Eating Food Plate to make judgments about good nutrition.



It will help us learn about good nutrition so that we can teach others.

Lesson preparation


• interactive whiteboard, computer(s) and other appropriate equipment for the class to view a video or pdfs

• Activity sheet 4.1 - Food plate puzzle - hard copy to each group or interactive pdf version on student computers, laptops or iPads

• Activity sheet 4.2 - The Australian Guide to Healthy Eating Food Plate: Food plate puzzle (solution) - projected on to the interactive whiteboard or data screen.

• Activity sheet 4.3 - Our team plan - a hard copy to each group or interactive pdf version on student computers, laptops or iPads.

Lesson delivery



• I know what food groups I should eat more of and justify my ideas.

• I can use The Australian Guide to Healthy Eating Food Plate to make judgments about what I and professional footballers eat.

• I can compare the nutritious benefits of different food with what I eat.

• I can write nutritious advice for others to adopt.


1. Learning about good nutrition so your students can teach others (15 minutes)

Distribute Activity sheet 4.1 - Food plate puzzle - a hard copy to each group or interactive pdf version on student computers, laptops or iPads.

Explain to students that the Australian Guide to Healthy Eating Plate - Activity sheet 4.2 - The Australian Guide to Healthy Eating Food Plate: Food plate puzzle (solution) is designed to give us a general outline of what foods we should eat daily and in what proportion. It tells us that we should eat a variety of foods, and eat less of some foods and more of others.

The plate features five sections (vegetables, fruits, grains, dairy and protein).

The big message is that fruits and vegetables take up close to half the plate, with the vegetable portion being bigger than the fruit section. The grain section is bigger than the protein section. It generally recommends that you eat more vegetables than fruit and more grains than protein foods.

The divided plate also aims to discourage super-big portions, which can cause weight gain.

Ask students to complete the food plate puzzle activity by selecting one food group for each section from the list provided. On completion ask each group to justify their choices to the class.

Distribute Activity sheet 4.2 - The Australian Guide to Healthy Eating Food Plate: Food plate puzzle (solution) - hard copy to each group or interactive pdf version on student computers, laptops or iPads. Ask groups to compare their answers with the solution.

2. Discuss findings and personalise task (25 minutes)Teacher’s should ask the following questions:

• Which of the food groups should we eat more of?

• Which should we eat less of?

• Why do you think you should eat more of one type of food than another?

Student responses may include that some foods:

• are more nutritious and better for you

• give you more energy or fuel

• can help you maintain a healthy weight

• are more healthy and can prevent you from becoming ill

• make you feel fit and strong.

In their groups ask each student to write down in Activity sheet 4.1 - Food plate puzzle what they had for breakfast, lunch, dinner and snacks the day before. Ask the following questions:

• Do they have a nutritious group?

• Which food category does your group eat a lot of?

• Which food category do they not eat enough of?

Refer them to Activity sheet 4.2 - The Australian Guide to Healthy Eating Food Plate: Food plate puzzle (solution). Ask the following questions:

• How much of the food from the ‘Only sometimes and in small amounts’ category did they eat?

• Was it more than is recommended by the Australian Guide to Healthy Eating Plate?

3. Compare what students eat with what professional footballers eat (20 minutes)

Distribute Activity sheet 4.3 - Our team plan - hard copy to each group or interactive pdf version on student computers, laptops or iPads.

This activity sheet will be used by your students to outline the tournament rules, nutrition tips, respect rules and important football skills to their junior teams. Please note the football activity will be devised in Lesson 5 and respect rules will be devised with junior students in Lesson 8.

On the activity sheet students should write what their junior teams should eat more and less of leading up to and during the tournament.


ACTIVITY SHEET 4.1 - FOOD PLATE PUZZLE

Complete the food plate puzzle by selecting one food group for each section from the list below.• Grains: For example, wholegrain cereal, pasta, rice and bread.

• Fruits: Range - all colours.

• Vegetables: Range - all varieties.

• Proteins: For example, fish, poultry, legumes, beans, nuts, lean meat, eggs, tofu and seeds.

• Dairy: For example, reduced fat milk, yoghurt and cheese.


Our Food Plate

Source: Australian Government, National Health and Medical Research Council, Department of Health and Ageing.

ACTIVITY SHEET 4.2 - THE AUSTRALIAN GUIDE TO HEALTHY EATING FOOD PLATE: FOOD PLATE PUZZLE (SOLUTION)


NUTRITION TIPS

WHAT TO EAT MORE OF (FOOD CATEGORIES AND EXAMPLES)

WHAT TO EAT LESS OF (FOOD CATEGORIES AND EXAMPLES)

OUR FOOTBALL ACTIVITY (DESCRIBE THE ACTIVITY – DEVISED IN LESSON 5)

TOURNAMENT RULES (SEE ACTIVITY SHEET 1.1 - OUR EVENT PLAN QUESTION 3)

OUR RESPECT RULES (DEVISED WITH JUNIOR STUDENTS IN LESSON 8)

HOW WE WILL SHOW RESPECT TO OUR TEAMMATES HOW WE WILL SHOW RESPECT TO THE GAME

ACTIVITY SHEET 4.3 - OUR TEAM PLAN

Write down your team’s plan in the table below.

OUR UNITEDCup

LESSON 5GETTING READY FOR THE TRAINING CAMP III- LEARNING TO COACH OTHERS


Lesson 5

Getting ready for the training camp III - Learning to coach others

Lesson venue

Classroom

Lesson duration

60 minutes


Students should have a basic knowledge of the game of football.


Present a football activity so that we can teach others.



It will help us to become familiar with a football activity so that we can teach others.

Lesson preparation


• interactive whiteboard, computer(s) and other appropriate equipment for the class to view a video or pdfs

• Activity sheet 4.3 - Our team plan - hard copy to each group or interactive pdf version on student computers, laptops or iPads

• Activity sheet 5.1 - My coaching plan - hard copy to each group or interactive pdf version on student computers, laptops or iPads

• ALDI MiniRoos Fun Cards - range of football activities, copied one activity per team

• have access to an outdoor space or indoor gym space on which to use as a playing pitch

• footballs and cones.

Lesson delivery



• I can work with my team to devise and justify a coaching plan.

• I can understand football fun card instructions and use them to run a football activity.

• I can use the instructions to assess the activity.

• I can self-correct, correct others and accept correction by my peers when fulfilling my activity role.

• I have learnt a basic football activity that I need to show others.



1. Preparing a coaching plan (15 minutes)This unit does not only give your students a chance to manage an event. It also provides them with an opportunity to ‘coach’ a team in football over a number of games.

Distribute Activity sheet 5.1 - My coaching plan - hard copy to each group or interactive pdf version on student computers, laptops or iPads. The plan provides students with an opportunity to consider important aspects of coaching younger students.

You should note on the activity sheet (Our actions and Our teamwork sections) that the focus of peer to peer coaching sessions is on modelling positive interactive behaviour and not the delivery of technical knowledge of the game of football. This activity sheet focuses on good principles of appropriate student interaction to reinforce this.

Once team plans are completed give each students an opportunity to share their plan and justify their choices.

2. Teacher information - Learning about coaching so your students can teach others

When groups were formed it was recommended that, where possible, students with a familiarity with football are spread across all teams. Although preferred this is not essential in cases where football knowledge across the class is limited or nonexistent.

So that senior students with limited experience in football can support junior students appropriately, basic knowledge and not proficiency in each activity, should be emphasised.

For support the following are people who could be invited to help prepare students for their ‘coaching’ roles:

• school Health and Physical Education teacher

• another member of staff with a sporting background

• former student with a sporting background

• parent with a sporting background

• coach at a local football club

• players or coaches at the local A-League club

• coaches at the state football associations.

The standard letter and email templates provided (Templates to promote your event) with this unit can assist you in contacting people who may fulfill this role.

3. Learning about football so your students can teach others (25 minutes)

Take students out to the space where they will be running their tournament and distribute ALDI MiniRoos Fun Cards to student groups, one card per group.

As part of their coaching roles students will be supporting younger students to play football. To prepare, student groups should familiarise themselves with the football activity they have been assigned.

Once comfortable each student group should model this activity for the class. Using Activity sheet 5.1 - My coaching plan they should also identify the movement skill(s) involved

in executing the activity.

If time allows each group should attempt each other’s activity.

Students should be encouraged to practise these activities as a group during recess and lunchtime to assist their preparation.

4. Assigning team roles (10 minutes)Some students may be more interested or confident than others in coaching junior students. To ensure all members of student teams contribute other important roles should be assigned. The following outlines some roles and responsibilities that could be allocated to students:

Student teams should allocate these roles to their team members before the end of class.

5. Student reflection (10 minutes)To conclude the lesson give students the opportunity to reflect on what they have learnt over the last three lessons. They can do this by writing in their workbooks or verbally within their teams.

STUDENT ROLES

DESCRIPTION

GROUP LEADER

The Group leader is the spokesperson for the team. They are responsible for supervising their junior team throughout the event day. They are to explain the event schedule, location of important amenities (canteen and toilet) and escort their team from activity to activity.

These students must ensure that their group arrives at each activity on time and ready to participate.

FOOTBALL COACHES

It is the responsibility of Football coaches to prepare their teams and support them during games. There should be a least two coaches per team.

MEDIA CREW The Media crew is responsible for all photography, filming, recording and interviewing of people in their team (coaching team and junior team). The media content they source is very important for their final presentation so they must always be alert to media opportunities.

There should be a least two students in the media crew per team.


In their reflections they should consider the following questions:

• What have I learnt about my local club?

• What tips on nutrition did I learn? Which of these will I want my junior team to follow?

• What did I learn about football?

• How well am I prepared to work with my junior team in the next lesson?

• Did my team work well together? If so what qualities did we show? If not explain why?

• What positive quality did I bring to my team?

• What can I improve on for next lesson?

To prepare students for their next lesson tell them that they will be implementing everything they have learnt over the last three lessons in a training camp for a junior class.

The younger students will look up to them so they will have to make sure they are organised and well prepared.


ACTIVITY SHEET 5.1 - MY COACHING PLAN

Important tips when coaching

Tick Yes or No to confirm your plan. Add your own ideas at the bottom of this sheet.

OUR ACTIONS

WHEN COACHING OUR JUNIOR TEAM WE WILL...

YES NO

1. Be enthusiasticIf we look like we are having a good time, it will generally follow that our team will have a good time.

2. Be friendlyWe will make sure we greet every player on arrival and say goodbye to every player when they leave. We will thank them for their efforts in the session.

3. Respect every individualWe will make everyone in our team feel important by showing that we value their contribution to the team.

4. Give lots of praiseWe will make sure we praise our players for their efforts.

5. Encourage after mistakesWe will keep our team’s confidence high by moving on from mistakes quickly and praising the next move.

6. Display excellent social skillsWe will be polite, respectful and calm under pressure. We will communicate with each player individually, and talk regularly to the team.

7. Give everyone a fair go!When it’s game time, we will make sure everyone gets equal playing time – it’s not about winning, it’s about enjoyment.

OUR TEAMWORK

WHEN COACHING OUR JUNIOR TEAM WE WILL...

YES NO

1. Organise the equipment we need.

2. Be prepared to run our activity.

3. Support each other when running our activity.

4. Make sure that the playing area is safe and secure.

Tick which of the following movement skills our activity involves.

Running Jumping Dribbling Dodging Kicking

Team signatures:

OUR UNITEDCup

ALDI MINIROOS FUN CARDS


DRIBBLERS AND ROBBERS

Players (dribblers) with a football move around the area. One or two players are robbers and attempt to intercept dribblers’ balls without making body contact.

EQUIPMENT

• Marker cones to define playing area, 1 football per player

WHAT TO DO Setting Up • One or two players are robbers and start without a ball. All other players (dribblers) spread

out in the playing area with a ball each.

• Program Leader can start as robber to ensure game success.

Playing• On your signal, robbers attempt to win possession of a player’s ball;

• When a robber wins possession of a ball, they score a point and give the ball back to the dribbler;

• Robbers cannot steal the ball from the same dribbler twice in a row;

• Play continues until you call ‘Time!’;

• Robbers count total score at the end of the game.

WHAT TO LOOK FOR • Are players keeping control of the ball?

• Is it too easy for the robbers?

SUGGESTED CHANGES

• Increase/decrease the number of robbers;

• Change the size of the area to create more space for dribblers.

Objective: Running with the ball, Ball control


ROB THE NEST

Players work in small groups. One player from each group runs to a central point to collect one ball at a time and dribbles the ball back to their team-mates at their base and then tags the next player. The aim is to collect the most number of balls.

EQUIPMENT

• Marker cones to define playing area, as many footballs as possible (10+)

WHAT TO DO Setting Up • Form 4 equal groups, positioning 1 group on each corner of the playing field;

• Place a pile of footballs in the centre of the playing area.

P

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