Combination Skills

Year Level

Years 1-2

Duration

50 minutes

Class Size

25 students

Unit Context

Unit: Dribble, Protect, Score! Lesson 9 of 10 Lesson Focus: Combining dribbling, passing, and protecting skills in a game setting

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Victorian Curriculum Links

Health and Physical Education — Movement and Physical Activity

ACPMP020 Perform fundamental movement skills in a variety of movement sequences and situations.

ACPMP022 Identify and describe how participation in movement activities supports social, mental and emotional health.

ACPMP019 Participate in team and group physical activities, understanding the importance of rules and fair play.

Achievement Standard (Years 1-2)

Students perform fundamental movement skills when participating in physical activities and describe the benefits of physical activity for health.

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Learning Objectives

WALT (We Are Learning To):

• Combine dribbling, passing, and protecting skills in small-sided game play.
• Work cooperatively with peers, demonstrating fair play and teamwork.

Success Criteria (I Can):

• I can dribble, pass, and protect the ball while playing with my team.
• I can follow the rules and play fairly during games.
• I can help my teammates to score by using the skills we have learned.

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Equipment

• 12 soft balls suitable for young children (e.g., foam or size 3 soccer balls)
• Cones to mark boundaries and goals
• Bibs in two different colours (for team differentiation)
• Portable goals or markers for goalposts
• Whistle for teacher control

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Lesson Structure

1. Retrieval (5-8 minutes)

Active Warm-Up Game: “Dribble and Tag”

• Students dribble their ball within a defined space (marked by cones) avoiding “taggers” (teacher or designated students).
• When tagged, students freeze but can be freed by a teammate passing a ball under their legs (making links to passing skills).
• Purpose: Reinforce dribbling and passing under simple game pressure and activate prior learning.

2. Goals (3-5 minutes)

• Explain WALT and Success Criteria clearly in student-friendly language both in English and Spanish:
• “Today we will combine dribble (bote), pass (pase), and protect (proteger) skills in a game.”
• “I can dribble, pass, and protect the ball to help my team score.”
• Ask students to say back one “I can” statement to check understanding.

3. Learning (I Do – We Do – You Do) (10–15 minutes)

I Do (3-4 minutes)

• Teacher models a sequence: Dribble forward, protect the ball with body positioning, pass to a teammate, and move to receive the ball again.
• Use clear, concise cues:
• “Keep the ball close” (bote cerca),
• “Use your body to protect” (usa tu cuerpo para proteger),
• “Look for a teammate to pass” (busca a un compañero para pasar).

We Do (4-5 minutes)

• In pairs or triads, students practice the sequence with guidance: dribble 5 steps, protect, and pass.
• Teacher circulates, providing feedback, asking questions (“How did you protect the ball here?” “Where can you pass next?”).

You Do (4-6 minutes)

• Small group game with 4 or 5 players per group: Play a simplified “Dribble, Protect, Score” mini-game in a designated area with two portable goals.
• Focus on combining skills smoothly, defending, and teamwork.
• Teacher supports groups needing help and challenges advanced learners to use feints when protecting.

4. Consolidation (15-20 minutes)

Game-Based Practice: “Combination Challenge”

• Teams of 5 play short games (4 mins each) rotating regularly to keep all active.
• Rules encourage use of combined skills: Dribbling to move forward, passing to teammates to keep possession, and protecting the ball from opponents.
• Modifications for inclusion: Use larger balls or smaller goals for students needing support, allow multiple bounces or steps when dribbling for learners developing control.
• Extension for advanced players: Introduce a “one bounce pass” rule or require 3 successful passes before scoring.
• Teacher provides ongoing feedback, models skill re-teaching in quick bursts, and encourages fair play.
• Teacher monitors safe play and reinforces behaviour expectations.

5. Show Me What You Know (5 minutes)

• Quick peer reflection in pairs: One student explains to their partner how they combined dribbling, passing, and protecting in the game. Then swap roles.
• Whole class quick share: Call out examples of good teamwork or skill use observed.
• Refer back explicitly to the “I can” success criteria.
• Praise effort, teamwork, and learning progress.

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Differentiation Strategies

Learners Needing Support	Advanced Learners
Use larger, softer balls for control	Add skill challenges like dribbling with weaker hand or foot
Provide reduced space to control movements	Introduce traps or feints to protect ball while dribbling
Allow extra time to complete pass or dribble	Encourage leadership roles in games (captain, coach)

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Behaviour and Safety Expectations

• Respect all players and equipment.
• Listen carefully during instructions and demonstrations.
• Keep hands and feet to yourself.
• Play safely in designated areas avoiding collisions.

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This lesson plan ensures active participation, practical skill application, and fosters teamwork while adhering strictly to the Victorian Curriculum for Health and Physical Education, focusing on personal and social capabilities relevant for Years 1-2 students. The incorporation of Spanish vocabulary supports bilingual learning through CLIL methodology naturally integrated within physical activity contexts.