Dynamic Touch Movement

Overview

Students participate in a bull rush–style game and then a touch-ball end zone game to practise recognising and using movement skills and sequences in physical activity, including transferring the skills between two game contexts.

Learning intentions

Students will:

• use movement skills and simple sequences to move freely and with purpose in games
• use good positioning (space, timing, direction) to score or get the ball
• follow safety rules and game instructions
• think about how skills from the bull rush game help in the touch-ball game and Oztag passing
• develop basic passing and receiving skills for Oztag gameplay
• apply teamwork and communication in Oztag game scenarios

Success criteria

Students can:

• show safe body control during the bull rush and avoid unsafe actions
• perform a clear movement sequence (like looking up, speeding up, changing direction, touching or holding the ball) with control
• use space and timing to help score or stop scoring in both games
• communicate respectfully and listen to feedback during play
• demonstrate accurate passing and receiving skills in Oztag activities
• work cooperatively with teammates during Oztag gameplay

Curriculum links

• PHLS-MSS-01: Students recognise and use movement skills or sequence in physical activity
• PH4-MSS-01: Students transfer movement skills and concepts for use in a range of dynamic movement environments
• PASLS-SAF-01: Students identify and use strategies to enhance safe participation in physical activity or sport (school-developed option)

Lesson structure (62 minutes)

1. 0–7 min · Warm-up hook (movement + safety). Teacher sets up a “colour-your-space” grid; students jog, then on teacher call change speed and direction while keeping distance. Students respond to cues (accelerate, stop, pivot, turn) and practise safe spacing.

2. 7–16 min · Bull rush style game — build skills. Teacher explains safe contact rules and models shoulder-to-shoulder tapping (no pushing or tackling). Students play in small groups: attackers try to move the ball or tag a zone by "bull rushing" to create space, while defenders hold their ground and steer safely.

3. 16–22 min · Skill pause (sequence + feedback). Teacher pauses play to ask: “What was your head doing?” and “What came first—turn, step, or accelerate?” Teacher demonstrates a simple sequence: scan, step toward space, accelerate, shield, then move to support. Students practice this sequence without the ball.

4. 22–34 min · Bull rush with tags. Teacher adds tagging to the bull rush game. Students play in small groups focusing on tagging opponents while keeping movement and space.

5. 34–40 min · Passing down the line with a ball. Teacher sets up a passing drill emphasizing control and timing. Students practice passing and receiving while moving.

6. 40–48 min · Bull rush with braids and ball possession. Teacher sets up two end zones with a middle "braid lane" for weaving. Rules: players advance by passing and receiving; scoring requires a controlled touch in the end zone; braids must be safe (no shoulder barges or grappling). Students play in teams using a simple play: receiver scans, moves into space, braids to lose a marker, then scores by touching the ball in the end zone. Defenders shade and avoid contact.

7. 48–56 min · Oztag passing activity. Teacher introduces basic Oztag passing skills: short, accurate passes using two hands or a side pass, proper catching techniques (hands ready, eyes on ball, secure catch), and tagging rules. Emphasize teamwork strategies such as communication, supporting the ball carrier, and creating space. Students practice passing and receiving in pairs and small groups, focusing on correct technique and timing. Then students play a modified Oztag game focusing on passing accuracy, teamwork, and safe tagging.

   Key teaching points:

   • Correct passing technique: use short, accurate passes with two hands or side pass.
   • Catching: keep hands ready, eyes on the ball, secure the catch.
   • Communication: call for the ball, signal intentions clearly.
   • Positioning: move into space to receive passes effectively.
   • Teamwork: support teammates, create passing options, and maintain safe tagging.

8. 56–60 min · Transition reflection (transfer thinking). Teacher asks: “How is bull rushing like end zone play and Oztag?” and “What changes when the ball becomes the focus?” Students discuss and share one transfer idea.

9. 60–62 min · Cool-down + exit check. Teacher leads a light stretch and asks students to write: “One movement sequence I used was…” Students complete the exit check and tidy equipment.

Resources

• Cones/markers to create grid, zones, braid lane, and Oztag field
• 2–4 balls (soft preferred) for touch and possession
• Bibs or pinnies for defenders/attackers
• Coloured pinnies or spot markers for “braid lane” roles (optional)
• Timing device/whistle
• Student response cards for exit check
• Oztag belts or tags for passing activity
• Additional balls for Oztag passing drills
• Instruction cards or posters on Oztag passing techniques and teamwork strategies
• Visual aids demonstrating correct passing and catching form

Assessment

• During games: teacher circulates using an informal checklist (safe contact, movement sequence, scanning, and use of space)
• Skill pause: quick observation of student accuracy in the sequence drill (head up, controlled acceleration, safe exit)
• Exit ticket: identify one movement sequence used and one safety strategy followed

Differentiation

• Support for students needing scaffolds: provide sentence starters (“First I… then I…”) and use smaller spaces or fewer defenders at first round
• Support for diverse learners (including ASD/attention needs): clear visual rules posted; give short, time-limited play rounds; assign a specific role (scorer, caller, defender shaper)
• Extension for advanced learners: add a “freeze and call” challenge—during play, teacher calls “freeze”; advanced students point out the best pass lane/space and explain timing of their touch
• Extension for advanced learners: require a two-pass sequence before scoring, increasing tactical decision-making and transfer of skills
• EAL considerations: demonstrate each rule with gestures (safe base, steer, scan, touch); allow responses in pairs before writing
• SEN/physical needs: offer an alternative contact level (e.g. “no bull rush” version where attackers use shoulder-to-back proximity only) and allow a longer path to score

Success criteria (by activity focus)

• Bull rush game: safe contact + controlled acceleration + maintaining balance while steering opponents
• End zone touch-ball: scanning into space + legal braiding paths + purposeful touch/grounding for scoring + team communication
• Oztag passing activity: accurate passing and catching + safe tagging + effective communication and teamwork + correct passing technique + proper catching + good positioning + supportive teamwork