section - afl community club€¦ · planning the season section 2 planning the season 2 section in...

A F L S P O R T E D U C AT I O N I N P H Y S I C A L E D U C AT I O N P R O G R A M 13

Section 2Planning the season

Planning the season

2Section In this section

Things to consider 14Team selection 14Getting students started – team resource folder 15Skills training session 15Codes of conduct – fair play 16Student roles 17Match program and number of teams 18Modifying the sport (specific rules) 19Season events 19Skills testing 20Media and publicity 20Developing links with the community 21Teachers’ planner 22Integrated cross-curricular activities 23

2 – Planning the season

A F L S P O R T E D U C AT I O N I N P H Y S I C A L E D U C AT I O N P R O G R A M14

Planning the seasonSection 2

Things to considerIn order to set up a successful AFL Sport Education season, teachers and students will need to consider the following:

• Team selection. • Planning training and skill sessions.• Codes of conduct – fair play.• Student roles.• Match program and number of teams.• Type of modified game to be played.• Season events.• Skill testing.• Media and promotion.• Developing links with the community.• Curriculum standards framework, assessment, integrated cross-curricular activities and sport education.

Team selectionIt is important that at the start of the season the selection method is explained to the students. Student selection of teams is a vital part ofstudent involvement and serves to give them responsibility and be accountable to their peers. Once the teams have been selected theyshould remain for the entire season as this allows for affiliation to develop. The prime criterion for selecting teams is even competition,that is, all teams having a chance of success over the season.

Class size No. of teams20-25 3 or 425-35 4 or 535-45 5 to 745-60 7 to 9

Some ideas for team selection:• Select teams ahead of time from teachers’ knowledge of students’ skills, attitudes and attendance records.• Teachers can select or students elect a football committee, with teachers’ assistance, to make their team selections.• Teacher can select or students volunteer for the team captain, after which the teacher and captains choose the teams. Captains are

then assigned to teams by lottery.• Students can select a football committee that selects teams based on some performance measure (eg. skills tests) or previous

knowledge of peers.• A skills test and trials can be used to rank players, with rankings in turn used for team selection.• Drafting of players into teams based on a skills test and trials.• Include a mid-season draft if teams are not even.

If you have a large group or mixed class you can divide into evenly matched smaller teams – A competition and B competition; boys andgirls; mixed competition.Establish clear criteria for team selection, factors to include:• How many teams.• Skill level and previous experience.• Fitness levels.• Size and strength.• Balancing male and females.• Friendships.• Absenteeism.• Even dispersing students with leadership potential.• Avoid placing students who have conflict in the same teams.




Getting students started – team resource folderIt is a good idea to provide each team with a resource folder containing items such as match and statistics sheets and scorecardspackaged in plastic sleeves, so students can be self-sufficient over the course of the season.

Teams can collect their folders at the start of each session and return them to the teacher completed at the conclusion of the session.

A resource folder could include the following:

Content Section Page/s

• A brief overview of AFL Sport Education. 1 8• Role descriptions. 4 32-34• Committee nomination form/role application. 4 36• Competition format. 2 18• Rules of the modified game to be used. 5 49-51• Fair play agreement (codes of conduct). 9 82• Warm-up and training session plans/template. 6 62• Match and statistics sheets. 8 77-78• Getting started in umpiring handout. 7 68• Scorecards. 7 72

Skills training sessionEarly in the season the teacher can demonstrate a variety of drills and skill activities to the students. As the students take on various rolesthe coaches or captains can become more responsible for their own teams sessions. A series of training session outlines have beendeveloped to ensure a common plan and skill development program is put in place for all students.

A format for a training session is outlined below:

Component of a Training session Features

Warm-up • Running.• Stretches.• Basic ball-handling activities.• Skill game.

Skill drills • Select a skill of the game, eg. drop punt kick.• Include a demonstration.• Skill activities.• Feedback.• Develop the skill drill into a game-related activity using the drop

punt, eg. triangle kicking on the run.Skill learning/tactics/team play • Practise a strategy/tactic of the game, eg. ruck work, kick out etc.Warm down • Stretches, light activity.

A compendium of skill drills to assist teachers and student coaches to design their training session is contained in Section 6 – Coaching.

A selection of warm-up activities, drills and skills, team play and tactics can be found in the books and videos listed in Section 11 – Resources.



Codes of conduct – fair playWith any group or team activity it is important that all participants are involved in the design of codes of conduct or fair play guidelines. This can be achieved through focus questions where a list of behaviours that the students believe will achieve a successful sporteducation season can be developed.

Teachers can assist students to focus on fair play by asking some questions:• What are the elements of fair play?• What are the signs of sporting behaviour?• How can we ensure ‘participation for all’?

A number of strategies can be put in place to encourage fair play:• Developing a fair play agreement that is signed by all members of the team.• Team bonus points for fair play.• Individual awards to recognise fair play or appropriate behaviours.

Codes of conduct samples, together with a blank template, are included in Section 9 – Codes of conduct.




Student rolesA unique feature of the AFL Sport Education model is the variety of roles available for students to participate in, along with the role of aplayer. A list and brief role description can be found below:

Title Description

Team • All students are part of a team. Within that team they take on the role of a player and another role toassist the team to operate on/off the field.

• Each team should have an appropriate name, logo, song/chant and may even consider a team uniform.

• The extra roles allocated to each team should reflect the roles found in any Australian Football club.

Players • Each member of the team will be a player. Learning new skills and developing an understanding of therituals, rules, strategies and tactics is important.

Duty team • Supplies the umpires, scorers, statisticians, timekeeper, etc when there is a game scheduled between two other teams.

Coach • Responsible for organising training sessions to practise skills and team strategies. • Works with the captain, fitness advisor, to improve the team’s performance.

Captain • Primary task of leading and promoting the importance of the team.• Works closely with the coach, fitness advisor, team manager.

Selector • Assist the coach or captain to select the team and playing positions.

Runner • Provide a direct link through messages between the coach/assistant coach.

Fitness adviser • Responsible for the planning of fitness activities with the coach and captain. • Record the results of skill and fitness tests conducted over the season.

Team manager • Responsible for all equipment used by the team in a session.• Assists the other members of the team to get to their various duties when the team is a duty team.• Maintains team sheets, records etc.

Statistician • Records the match statistics for each game.• Compiles the match statistics data over the season.

Umpires • Responsible for the umpiring of the match program.• Have a good understanding of the rules, particularly the ‘Spirit of the Laws’, be fair and let the game flow.

Football committee • Responsible for the planning and running of the season.• Teacher can be a member or a consultant to the group.• Role of the group can include team selection, competition format, game rules, culminating event, awards,

tribunal etc.

Media/publicity • Responsible for communicating the status of the season.• Some tasks may include notice board, newsletter articles, local press, videotape and commentate games.

Trainer • Establish and maintain the first aid kit.(not to replace the • Liaise with teacher/school first aid officer for injury. professional responsibility • Maintain a record of the types of injuries occurring during the season.of the teacher)

Complete role descriptions to disseminate to students can be found in Section 5 – Student roles.



Match program and number of teams A typical physical education class size would be approximately 25 to 30 students. This would allow for three teams of eight to 10 students.The benefit of having an uneven number of teams is that it creates a duty team. Whilst two teams are playing the duty team can be over-seeing the conduct of the game. It is imperative that the competition is structured and there are no elimination competition formats – thus ensuring ‘participation for all’.

In a traditional sport program there may be over 45 students choosing to do AFL and therefore a greater number of teams can be formed.This may require a different type of competition structure to be conducted.

A variety of competition formats can be used during the program. Some of these formats are identified below:

Round-robin

• All teams play each other.• Set up a ladder – weekly changes.• Do not have to have finals.• Full involvement over the season.

Round-robin format – three teams

Round one: Team 1 v Team 2 Duty Team 3Round two: Team 1 v Team 3 Duty Team 2Round three: Team 2 v Team 3 Duty Team 1

Round-robin format – five teams

Round one: Team 1 v Team 2 Duty Team 5Team 3 v Team 4

Round two: Team 2 v Team 3 Duty Team 1Team 4 v Team 5

Round three: Team 4 v Team 2 Duty Team 3Team 5 v Team 1

Round four: Team 5 v Team 3 Duty Team 2Team 4 v Team 1

Round five: Team 5 v Team 2 Duty Team 4Team 3 v Team 1

League tournament – divisional

• All teams play each other in each division.• Set up a ladder – weekly changes.• Multi divisions – boys/girls, ability groups within the one team, many teams.• Full involvement over the season.

Tabloid tournaments – skills sets/points accumulated

• Can be used for a skills test format – assessing ability.• Teams participate against a criteria and contribute to a team total.• Requires organisation – selecting skills, recording.• Can be repeated to assess improvement over a season.




Modifying the sport (specific rules)On the field participation means actually executing the skills and being involved in strategic play as a team member. To enable all studentsto develop their understanding and skills of the game, a modified version of the game should be played. The key ideal in the AFL SportEducation program is ‘participation for all’. This can best be done in an environment that promotes fun and spontaneous play, both on thefield and off the field.

The introduction of a season where premiership points and grand finals are played for the primary age group needs to be carefully consid-ered by the teacher prior to the season.

The AFL Auskick policy (primary age group) is based on the belief that players of the 11 and 12 years age group should be providedwith a modified program in which premierships, grand finals or best and fairest votes should only be implemented in a well-structuredlearning environment.

Some options for modification include:

• Playing numbers, eg. 6v6, embed two teams within the one team.• Ground size, eg. play across the ground with a number of games at the one time.• Game duration time, eg. halves instead of quarters.• Rules, eg. only one bounce, no tackling (AFL Auskick rules page 49).

The AFL game can be played in a variety of forms:

• 6-a-side.• 9-a-side.• 12-a-side.• International Rules (Australia v Ireland).• Touchball (using handball only).• A set of rules for each of the games listed above can be found on pages 128-130.

Please refer to Section 5 – Modified games.

Season eventsThroughout an AFL season there are a number of traditional and festive occasions, which could be replicated in the AFL Sport Educationseason. A culminating event will acknowledge and recognise participation, success and the value of being a member of a team. Someevents to be included:

Draft camp: Students are tested in a number of skill-related and physical challenges. These tests could be used to assess students, assistin placing them into teams, and measure their rate of improvement.

Draft day: Students are selected into teams for the season, or have mid-season draft where teams are adjusted to ensure a more evencompetition.

Pre-season competition: Early match play for teams and umpires to get to know the rules of the game or could be used to assess the skillsof the players prior to selecting teams.

Season launch: Include a guest speaker and incorporate the presentation of the teams for the new season, their colours, mascot, leaders,team song/cheer, membership cards, players take an oath of fair play, etc.

Football Record/year book: Program/magazine with reports, player statistics, profiles, pen pics, photos, team reports.

Best and fairest vote count: Reading out of the votes from the matches with video highlights.

Season presentation: Recognition of achievement from the season. Awards or certificates presented by a special guest include captain’saward, most improved, best sportsperson, golden whistle award (for umpires), teamwork award, fair play award, sport specific awards,e.g. most marks, most goals etc.



Skill testingSkill tests can be used as assessment tools for teachers – tests before and after the season can be conducted to measure progress – or toassist students and the teacher in selecting even teams within the class group. The tests below, together with assessment sheets andscorecards, have been included in the Appendix.

• AFL Draft Camp.• Skill testing.• AFL Auskick skill testing.

As an added incentive a tabloid tournament can be part of the competition phase of the season where teams compete against a criteriaand contribute to a team total.

A Tabloid Sport Day has been included in the early secondary lessons. A number of ideas for skill tests are included in Appendix 5 – Skilltesting.

Media and promotionThe role of the media in Australian Football is extensive with each of the daily papers, TV and radio stations carrying stories and updatesduring the season. An important role within a club or team is that of communications. The media/publicity officer for the team could beinvolved in the following activities:• Providing regular news items about the team.• Presenting news and information ideas about the players.• Player pen pics – description of the player, skills and other attributes, position played, etc.• Team newsletter – record of the teams’ achievements over the season.• Match reports – a summary of the games’ events include best players, goalkickers.• Update information on the notice board or sports department website.• School newsletter articles.• Video and commentary of games.• After-match interviews with players, coaches, captains etc.

A number of ideas are included in Section 10 – Media and publicity.




Developing links with the communityPrimary and secondary schools are in the unique position of being able to introduce young people to a diversity of sports and sportingskills from which they can choose a sport that suits or interests them. The AFL Game Development department believes by developing orfostering links between clubs, AFL Auskick centres and schools you can:

• Maximise the available football programs and resources.• Increase participation in Australian Football for children and parents.

A school will benefit directly through:

• Assisting teachers with the teaching of Australian Football.• Advice on lesson plans/training sessions, skill development, modifications to the game.• Conducting a ‘Come and Try’ day with club coaches and players.• Provide coaching assistance to the school.• Access to club ground for school matches/training sessions.• Provision of handball targets, portable goalposts.• Use of first aid/injury facilities.• Provide access to a set of jumpers.• Host a Lightning Premiership or the match program.

An AFL Auskick centre or football club will benefit directly through:

• The promotion of Australian Football.• An increased identity in the local community.• Creating a football pathway for children and parents, coaches, officials and supporters.• Sharing sporting resources and facilities.• Strengthening the club for the future.• Providing access to club ground for matches/training sessions.• Coaching assistance/fitness from teachers and students.

To establish such links requires a well-planned and coordinated approach from the school:

To ensure these links between the school and other levels of the sport occur, the following can be undertaken:• Liaise with a junior or senior football club – work together.• Contact the club junior development officer – who will work closely with the club committee and to act as the liaison person between the

local AFL Auskick centre and primary and secondary schools.• When planning your fostership/linkage program – the school will need to:

• Identify what sort of assistance the school requires.• Identify the AFL Auskick centres and football clubs in the local area.• Identify the appropriate people to contact.• Develop and communicate the sport education program in the best possible manner and how an AFL Auskick or football club

may benefit.• Follow through with action

It is important to promote them to the local media, your school/AFL Auskick centre/club linking activities.



Teachers’ plannerWeeks:

Unit: AFL Sport Education Sessions:

Focus outcomes Assessment criteria and strategies

1. 1.

2. 2.

Teaching program

Small group (teams; group roles) Whole class

Pre-planned

• Lessons

• Handouts

• Assessments

Post-planned

• Reflections/debrief

• Problems

• Future action/follow up

Resources/equipment




Integrated cross-curricular activities thatoccur in your AFL Sport Education session

ARTS LOTE SOCIETY & ENVIRONMENTActivities:

• Cartoons – publicity. • Children learning names of teams • Elections for football commission and • Pictures as posters – advocacy publicity. and equipment, directions, coaching Selections. • Models – player positions. etc using another language. • Meetings – committee/groups/class.• Caps – headgear/footy fans. • Football – Other countries: • Communication and participation skills• Cards – player profiles. 13 countries play Australian Football – Canada, – All roles.• Banners – team/competition. South Africa, USA, New Zealand, PNG, Ireland, • Social issues – teams/roles.• Team song. Samoa, Nauru, Great Britain, Denmark, Japan, • Co-operation – teams/roles.• Team colours. Singapore and Hong Kong. • Mapping skills – coaching plans/strategies

for teams.• Media impact – publicity.• Location of countries and places – Gaelic

football.• Games – modified AFL rules.• History and origins – AFL background.• Research skills – AFL history.• Manufacturing of equipment – footballs/

banners.• Importance on sport in some cultures –

Australian Football.

ENGLISH MATHEMATICS SCIENCEActivities: Activities: Activities:• Following direction – skills. • Tallies – statistics. • Investigating – properties of Australian Football.• Oral talks – coaching role. • Shapes and objects – ball/goal/oval. • Pulse rate and action – performance of players.• Role play – umpiring role. • Position of objects in the environment – space. • Bouncibility of balls – bouncing an oval • Interviews – player team/publicity. • Lines, angles and direction – scoring goals. shaped ball.• Word lists – skills/drills/umpiring. • Size of angles – scoring goals. • Advantages and disadvantages • Word study – skills/drills/umpiring. • Mapping pathways – compendium/goals. – Ovals / wind direction.• Spelling – skills/drills/umpiring. • Time relations – game length. • Soil analysis and investigating soil properties• Definitions – skills/drills/umpiring. • Symmetry – oval/ball/players. for football ovals.• Report writing – publicity. • Flipping and turning – player positions. • Materials used for equipment and clothing • Newspaper report – publicity media. • Scale – oval dimension. jumpers.• Procedures – duty team. • Patterns – team jumpers.• Descriptions – skill drills. • Tables – league ladder/statistics. HEALTH AND PHYSICAL EDUCATION• Explanations – coaching plans. • Charts, records and graphs. Major learning outcomes:• Job applications – roles. • Ratio, circumference and diameter • Knowledge and understandings.• Autobiographies – publicity/media. – Oval dimensions. • Attitudes and values.• Player profiles – publicity/media. • Skills for physical activity.

• Self-management skills.• Interpersonal skills.

Source: SPARC @ECU

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