Target Games Start

Overview

Today students are introduced to target games and how they work: aiming and sending objects towards a target, while applying basic safety and teamwork routines. This Lesson 1 of 9 sets up the unit focus on improving consistency, decision-making, and cooperation across a range of target-game challenges.

Learning intentions

• WALT identify what makes a game a “target game” and describe basic rules and safety expectations.
• WALT apply eye–body coordination to throw/propel an object towards a target.
• WALT use simple teamwork behaviours (communication, encouraging, taking turns) during practice and mini-games.
• WALT start and finish with a warm-up and cool-down following class routines.

Success criteria

• I can explain in my own words what a target game is and name at least two types of target games.
• I can use an aiming approach (stance, release, follow-through) to try to land my object on/near the target.
• I can communicate safely and respectfully, and follow turn-taking rules during partner and group play.
• I can warm up and cool down by completing the required actions and listening to instructions.

Curriculum links

• Physical Education: Movement skills—target games (aiming and sending objects towards targets).
• Physical Education: Movement skills—coordinating eye and body movements for throwing/catching/striking/kicking actions.
• Physical Education: Warm-up and cool-down routines to begin and end sessions appropriately.
• Key competencies: Managing self (self-awareness, following safety rules), Relating to others (teamwork and communication), Participating and contributing (inclusion and role responsibility).

Lesson structure (60 minutes)

1. 0–5 min · Entry and warm-up routine. Teacher sets out safety expectations (boundaries, retrieval rules, throwing only on signal) and leads a short dynamic warm-up (jog, arm swings, lunges, trunk twists). Students move with purpose and copy the warm-up actions, listening for signal words.

2. 5–12 min · Hook: “What makes it a target game?” (ice-breaker). Teacher shows 3–4 examples of objects/targets (e.g., beanbags at circles, rings on pegs, balls into zones) and asks: “What do all these have in common?” Students answer in pairs, then share a class definition and rule ideas (aiming, targeting, scoring, turn-taking).

3. 12–20 min · Skill focus demo: aiming and eye–body coordination. Teacher demonstrates a simple repeatable approach: side-on stance, eyes on target, weight shift, smooth release, then follow-through and observe result. Students practise the movement without sending initially (dry runs), then do 3–4 “send attempts” each, calling out where their object went (e.g., “near the line”, “hit the edge”).

4. 20–30 min · Partner challenge: “Score Zones.” Setup: Two partners face each other with a shared target area (cones/hoops/zones marked on the ground). Teacher explains rules: one partner sends per turn, partner retrieves only on signal, both track attempts and count points in a simple tally. Students complete 2 rounds of 5 throws per person, using communication (“Your turn”, “Ready”, “Nice effort”).

5. 30–37 min · Variation: using a run-up (if appropriate for the object). Teacher introduces a safe run-up option for those using a projectile that benefits from it (e.g., obstacle kick, short run-up throw), emphasising control and stopping behind the line. Students attempt a few guided trials (3 each) with reminders: “Aim first, then send; don’t chase—stop and reset.”

6. 37–50 min · Mini-game: “Target Tag (Zones Only)” (teamwork emphasis). Setup: Small teams of 4; each team has a target station. When the thrower hits a zone, their team gains points and earns a brief “replace/rotate” turn; misses return to the end of the line. Teacher facilitates fairness: clear scoring, rotation order, and encouragement rules; watches for unsafe movement and correct retrieval timing. Students play two short games (about 6–7 minutes each) and roles rotate: thrower, scorer, encourager, retrieval caller.

7. 50–58 min · Cool-down and “Teach-back” check. Teacher leads a cool-down (walking, stretching calves/hamstrings/shoulders) and asks students to do a 20–30 second teach-back to a partner: “One safety rule + one aiming tip I will use tomorrow.” Students complete stretches and share their teach-back, then return to whole-class formation.

8. 58–60 min · Exit ticket (quick formative assessment). Teacher collects responses verbally or on a simple sheet: “Is this a target game? Give one reason” and “Name one aiming/action cue.” Students submit/answer at speed and readiness, ready for next lesson.

Resources

• Cones, hoops, or floor circles to mark targets and zones
• Beanbags, soft balls, rings, or other safe projectiles (age-appropriate, low risk)
• Coloured scoring markers or score sheets
• Bibs/markers for teams
• Timer or music for timed rounds
• Whistle/signal tool for send/retrieve boundaries
• Optional: masking tape for lines and zone edges (prepped beforehand)

Assessment

• Formative checks during drills: teacher observes stance, eye focus on target, release control, and follow-through.
• Checklist during partner and mini-games: whether students follow safety rules (throw on signal, retrieve on signal, stay behind lines) and demonstrate respectful communication.
• Exit ticket: identifies students’ understanding of what makes a target game and at least one practical aiming cue.

Differentiation

• Support: Provide visual “aiming steps” on a simple card (stance → eyes → release → follow-through) and assign a role (scorer/encourager) before students must throw.
• Support: Allow nearer targets or larger scoring zones for students needing early success.
• Extension: Challenge stronger students with smaller targets, different scoring rules (e.g., bonus for hitting the top zone), or a constraint (must hit using a specific stance or follow-through).
• EAL/SEN: Use consistent language frames for communication (“Your turn, ready?” “I scored…”). Allow extra processing time and practise rules in structured partner talk.