Catching Skills Focus

Unit Context

Unit: Inclusive Movement Mastery
Lesson: 2 of 10
Duration: 45 minutes
Class size: 12 students
Year level: Years 2-3 (age approx. 7-9 years)
Subject: Physical Education

---

WALT (We Are Learning To)

• Develop and refine catching skills using different objects such as scarves and soft balls.
• Improve hand-eye coordination through paired activities and inclusive games.

---

Australian Curriculum Reference (Health and Physical Education v9)

Content Descriptions:

• ACPMP024: Practise and refine fundamental movement skills in a variety of movement sequences and situations (including catching).
• ACPMP025: Combine fundamental movement skills to solve movement challenges in a range of physical activities and environments.
• Develop hand-eye coordination through object control skills (catching thrown objects of different sizes and weights).
• Engage respectfully and collaboratively with peers in paired and small group activities.

Achievement Standard Highlights for Years 2-3:

• Students perform fundamental movement skills such as catching objects with increasing control and accuracy.
• They work cooperatively with classmates to participate in movement challenges.
• Students demonstrate confidence and persistence while practising new skills.

---

Success Criteria

• I can catch a variety of objects, adjusting my hands to the size and speed (e.g., a softly thrown ball, a scarf).
• I can maintain focus on the object to develop my hand-eye coordination.
• I can work cooperatively with my partner to practise catching skills.
• I can follow game rules and display respectful and inclusive behaviour.

---

Lesson Outline

1. Warm-Up (8 minutes)

• Activity: "Follow the leader catch"
  Students form a circle. Teacher models stretching and gentle tossing of a soft ball. Each student mimics the warm-up actions involving arm stretches, wrist rotations, and finger flexing.
• Purpose: Prepare muscles and focus attention on hand-eye coordination.
• Differentiation:
  • Students requiring sensory or motor time can do individual stretches or smaller movement patterns near the side.
  • Advanced learners encouraged to toss with greater height or challenge timing.

---

2. Introduction & Skill Focus (7 minutes)

• Explain WALT and the importance of catching techniques:
  “Today we will learn how to catch different objects like scarves and soft balls, working on catching with our hands and watching carefully.”
• Model catching techniques:
  • Hands up, eyes on the object.
  • Soft, flexible fingers to ‘give’ with the catch.
• Use scarves first because they fall more slowly, allowing practice of tracking and hand positioning.
• Ask students to describe their catching experience (develop communication and inclusion).

---

3. Paired Activities (15 minutes)

Activity 1: Catch and release with scarves

• In pairs, students stand 2 meters apart and gently toss scarves to each other.
• Practice catching by watching the scarf and using hands softly and steadily.
• Swap roles after 5 minutes.

Activity 2: Soft ball catching

• Using a soft foam or rubber ball, pairs progress to tossing the ball gently and catching with two hands.
• Encourage students to ‘give’ when catching, watching the ball carefully.
• Teachers circulate to provide individual feedback on technique and encouragement.

Differentiation:

• Students with lower coordination skills: use scarves or larger, softer balls.
• Students needing more challenge: increase distance or toss height, or toss with one hand.

---

4. Inclusive Catching Game (10 minutes)

Game: "Catcheroo"

• Form two groups of 6, standing opposite each other in lines.
• One team tosses a soft ball to the other; catchers attempt to catch and then toss back quickly.
• Points awarded for catches and good teamwork.
• Rotate partners after 5 minutes to mix inclusion and social interaction.

Adaptations for diverse learners:

• Alternate scarves for those needing slower objects.
• Use visual or auditory cues for students requiring additional support.

---

5. Cool Down & Reflection (5 minutes)

• Slow arm and finger stretches to relax muscles post-activity.
• Group discussion: Students share what helped them catch better today.
• Reinforce importance of hand-eye coordination and teamwork.

---

Assessment Opportunities

• Formative: Teacher observes catching technique and participation in paired and group activities.
• Success evidence: Accurate catching and release, engagement with partner, demonstrating catching focus and hand positioning.
• Self-assessment: Students can rate their confidence with catching on a simple scale (e.g., thumbs up/middle/down).

---

Differentiation Strategies

• Use objects of varying sizes, weights, and textures (scarves, soft balls, larger balls).
• Varied distance for tossing depending on skill level.
• Visual and verbal cues for instructions.
• Allow extra processing time and one-on-one support for students with motor or sensory difficulties.
• Encourage peer support and cooperative learning.

---

Extension Activities

• Try catching small bean bags with one hand only.
• Challenge students to catch after bouncing the ball once on the ground.
• Introduce underhand tossing to target ‘tricks’ for advanced learners.
• Create a ‘passing relay’ sequence involving catching and throwing while moving.

---

Equipment Required

• Scarves (12)
• Soft foam balls (6-8)
• Cones or markers for spacing

---

This detailed 45-minute lesson supports the Australian Curriculum (v9) standards for Years 2-3 Physical Education focusing on fundamental movement skills, refining catching, and inclusive movement practice, ensuring all students are actively engaged and challenged appropriately【12:AC9HP4M01.md】.