First Nations Ball Games

Overview

Students explore and play First Nations ball games in a way that builds fair play, inclusive participation, and respectful understanding of community-based games. The lesson includes rule and equipment modifications so all students can experience success, contribute, and participate safely.

Learning intentions

Students will:

• WALT investigate how rules, equipment, and scoring can be modified for fair play and inclusive participation
• WALT participate in First Nations ball game activities that support teamwork, skill development, and respectful conduct
• WALT compare how different officiating approaches (players vs teacher/official) can affect fairness
• WALT use problem-solving to adjust a game plan when participation or scoring feels uneven

Success criteria

Students can:

• I can follow agreed safety rules and respectful behaviour during game play.
• I can suggest and trial at least one modification to equipment, rules, or scoring to improve fairness.
• I can apply consistent scoring or performance checks fairly (with peers or teacher support).
• I can explain one benefit and one potential drawback of using players to officiate.

Curriculum links

• Health and Physical Education: investigate modifications to equipment, rules and scoring systems that support fair play and inclusive participation
• Health and Physical Education: participate in physical activities that utilise community spaces and outdoor settings, and evaluate strategies to support increased use of these spaces
• Health and Physical Education: analyse and reflect on the influence of values and beliefs on the development of identities (respect, belonging, and community values shown in how we play)

Lesson structure (60 minutes)

1. 0–5 min · Welcome & respect check-in. Teacher explains the goal: “We will learn through play, respect, and fairness,” and sets clear expectations for safe conduct and respectful language. Students move to activity zones and repeat the safety focus: no dangerous throws, call out “stop” if needed, and include everyone.

2. 5–12 min · Starter warm-up: moving with the ball. Teacher runs a short circuit: controlled dribble/bounce passes, gentle target throwing, and partner chest passes with footwork cues. Students practise in pairs, using a “try, then improve” mindset, and encourage partners.

3. 12–22 min · First Nations ball game A (modified play). Teacher introduces a simple ball game version that emphasises passing, spatial awareness, and team roles (e.g., team-based keeping of a ball with zones and a goal/point area). Students play in small teams; each team receives a “fair play brief” (include all players, no ball hogging, everyone tries a role).

4. 22–30 min · Player-officiated fairness trial. Teacher assigns “fair play officials” inside each team (rotating roles) and gives them simple decision prompts: counts only what is agreed, resolves disputes using the rule sheet, and listens to teammates. Students play a 1-minute burst, then officials summarise what felt fair or unfair.

5. 30–40 min · Mini task: improve the game (rules/scoring/equipment). Teacher provides one change challenge card per team: choose ONE modification to increase inclusion and reduce “unfair advantage” (examples below). Students decide and trial a modification, such as:

• change ball type (softer ball, bigger ball) for safety and accessibility
• allow shorter passing distances or underarm throwing
• add “try for a point” attempts with a wider scoring target
• adjust scoring so assists/team actions earn points (not only successful catches)
• introduce a participation rule (e.g., each player must touch the ball before a point counts)

6. 40–52 min · First Nations ball game B (adaptive match-play). Teacher runs a second game structure with different movement demands (e.g., guarding/marking space, quick passing into scoring zones, or relay-style retrieval-and-pass). Students play using the modifications they created; teacher circulates to check safety, inclusion, and consistent application of scoring.

7. 52–58 min · Debrief: officiating and fairness. Teacher facilitates a short class discussion using prompts: “What improved fairness?”, “What was difficult?”, “Is player-officiating always best? Why/why not?” Students share one benefit and one potential drawback, using respectful evidence from the matches.

8. 58–60 min · Exit ticket (written or oral). Teacher collects responses: “Name one modification that increased fairness and explain why it helped.”

Resources

• Soft balls / larger balls (varied sizes)
• Cones or tape for zones, lines, and scoring areas
• Coloured bibs for teams and rotating roles (official/coach/pass commander)
• Simple rule/scoring cards for each team (laminated if possible)
• Fair play prompt cards (official decision prompts)
• Timer or visible countdown
• First aid kit and communication whistle (teacher-controlled only)

Assessment

• Formative during play: teacher observes inclusion behaviours (ball access, rotating roles, respectful officiating).
• Formative checks during the “improve the game” phase: teams justify modifications using fairness language (who benefits and how).
• Exit ticket: identifies at least one fair-play modification and links it to participation/success.
• Optional peer check: officials record one decision that resolved a dispute fairly (no names, only scenarios).

Differentiation

• Support:
• Provide sentence starters for rule/scoring suggestions (e.g., “To make it fair, we will… because…”).
• Use smaller court/shorter passing distances first, then expand.
• Offer “role pathways” (player, passer, scorer, official, space-creator) so all students can contribute even if throwing skills vary.
• Challenge/extension (advanced learners):
• Teams design a scoring system that measures team movement (e.g., points for successful passes into specific zones, or a “streak” bonus capped to prevent dominance).
• Add an officiating fairness test: “Can your scoring be explained in 20 seconds without arguing?” Students refine rules to reduce ambiguity.
• SEN/EAL considerations:
• Use visual cue cards for modifications and officiating steps.
• Allow oral contributions to team decisions; provide a short checklist rather than long writing.
• Safety adjustments:
• If students are not ready for overhead throws, allow underarm-only or roll-and-pass variations.