Throwing and catching

Educación física en inglés

A través de los juegos y actividades de Educación Física podemos colaborar en el objetivo común de hacer que nuestros alumnos/as sean bilingües. Desde el área de Educación Física debemos contribuir a la mejora de las competencias tanto en la primera como en la segunda lengua, mediante el desarrollo de competencias metalingüísticas.

En dicha área se trabajan fundamentalmente los ámbitos cognitivo, motriz, afectivo y social que dotarán al alumnado de una serie de pautas de actuación como ser integral, que lo harán un ciudadano más completo. La Educación Física Bilingüe trata también de fomentar el ámbito cultural (recopilando juegos infantiles de países anglófonos) e impulsar el desarrollo integral del alumnado para que promueva la construcción de una Europa más justa, tolerante y solidaria.

Demos paso así a un ejemplo de actividad.

2 Minute Drill

Purpose of Activity: Objective: To complete passes so your teams’ marker on the game board can be advanced down the field from 1 end zone to the other.

Activity cues: Remind students that it is important to let go of the ball with the nose pointed straight out or slightly up like we practiced so the ball makes it to the receiver in the air rather than bouncing in to them. Remind students to catch the ball with fingers pointing up on high throws, against their body for middle throws, and with fingers down on the low throws.

Prerequisites: Students should have had previous practice in gripping, throwing, and catching a football. I played this game from grades 2-8, just varying the passing distances as needed. Each grade enjoyed it.

Suggested Grade Level: 3-5

Materials Needed: Materials: 12-15 -junior size soft footballs, 8-10 cones, 4-5 containers/crates, 1 football field game board (needs to be made), 4-5 markers for game board, lively music The game board is just a mini model football field to scale that can be made out of paper, fabric, or cardboard or other. Like an NFL field, every 5 yards is a line and every 10 yards is a number indicating what yard line it is. It can be a simple diagram on paper or fancier based on your taste. I made mine with green fabric, first aid tape for yard lines, and printed out numbers on a cloth paper that peels and sticks. My field was about 3 feet wide and 12 feet long. For game markers, I used laminated NFL logos, but this could be bean bags or something else. I use this worksheet to provide feedback on the students likes and dislikes with types of activities. It also gives me a chance to see what obtacles they face at home when it comes to exercise and nutrition.

Description of Idea

Divide the class into 4 or 5 teams so there are 4-5 per team. Each team will begin the game with 1 quarterback and 3-4 wide receivers. Each team’s marker on the game board begins at the same goal line. The quarterbacks stand on 1 basketball sideline with their receivers in a line next to them facing the opposite sideline. Each quarterback has a container next to them with 2-3 footballs in it. There are 2 cones for the receivers to run towards. One cone is short (10-15 feet) and another is long (30-40 feet); adjust distance as needed from grade 3 to grade 5.
When the music begins, the first receiver either runs to the short or long cone and the quarterback throws to them. If a short pass is caught, the receiver brings the ball to the quarterbacks' container and then may proceed to the game board and move their marker 1 line (5 yards). If a long pass is caught, they can move their marker 2 lines (10 yards). If the pass is incomplete, they just bring the ball to the quarterbacks' container and go to the end of the receiver line. Once the first receiver is out of the way, the 2nd receiver goes, and so on. Play until 1 team has moved their marker all the way down the field to the other end zone or until a set amount of time has elapsed (3 minutes) and whichever team is farthest downfield wins. My games lasted about 3 minutes each before some team finished 100 yards. This is a fast paced game; the 4 receivers all will have had a turn in the first 30 seconds of the game. If they catch the pass, they will have gone to the game board and when they get back to their team it will be their turn again with seconds if any wait time.
After the game is over, have each team rotate to the next set of cones on their right; since the game board is closer to the team lined up in the middle, this rotation prevents them from having an advantage every game. Also, each team uses a different quarterback each game.

Assessment Ideas:
Teacher observation. Use a rubric based on the cues for the skill you wish to assess, either throwing or catching. See "Activity Cues" on PE Central.
4= consistently performs all cues in a fluid motion3= usually performs all cues2= sometimes performs all cues1= rarely performs all cues

Teaching Suggestions:
•Make sure the teams are balanced in terms of skill level. Each round the quarterbacks should be of similar skill level; I asked for a girl QB for each team and then for the 2nd round a boy QB and so on.
•Watch for students who run to the deep cone but catch the ball in front rather than behind the cone because the pass did not go all the way. I told my students that they could only advance their marker 1 line if that happened.
•Some of my students were moving their teams marker as they saw a teammate make the catch; emphasize that the player who caught the pass had to go to the board and move their teams marker.
•The different cones (short and long) exist so that all players could contribute to their teams success. The short passes were completed probably 75% of the time while the long passes were completed about 30-40% of the time. The less skilled players did well because they usually went short and caught the pass; the more skilled players usually went long and often did not make the catch. The option for each receiver helps even out skill discrepancy. No one strategy is a sure bet; I witnessed teams win by throwing exclusively long and exclusively short.
•As an option, you could have each team keep track of their passing yards and see who had the most at the end of class. You could also set a class goal. If the total yards passing exceed 2,000 they earn a reward.
•Monitor the game board; students need to move their marker neatly and quickly. If the teacher cannot tell which yard line the marker is on, the teams' marker will be moved backward 1 line as a penalty.

Realizado por Tamara Gutiérrez López