Dynamic Warm-Up & Techniques

Overview

Year Groups: KS3 & KS4 (Aged 11-16)
Duration: 60 minutes
Class Size: 30 students
Unit: Mastering Danish Longball Skills (Lesson 2 of 6)

National Curriculum Links (England)

PE Programme of Study – Key Stage 3 & 4 (DfE)
- Develop competence, control and fluency in basic skills (KS3) / More complex skills and tactics (KS4)
- Use running, jumping, throwing and catching in isolation and in combination
- Play competitive games and apply basic principles suitable for attacking and defending
- Demonstrate understanding of how to improve performance using feedback
- Develop physical and mental capacity for sustained physical activity
- Understand and demonstrate safe and effective use of warm-up and cool-down

Learning Objectives

Group	Objective
KS3	- Perform dynamic warm-up exercises to increase flexibility and agility.
	- Demonstrate basic passing, receiving, and shooting skills in Danish Longball context.
KS4	- Execute dynamic warm-up routines with correct technique and rationale.
	- Refine passing, receiving, and shooting skills under pressure and tactical scenarios in Danish Longball.

Success Criteria

Group	Success Criteria
KS3	- Demonstrates controlled and accurate basic passes, receives and shoots during practice drills.
	- Completes warm-up exercises with appropriate technique and effort.
KS4	- Executes skills effectively under timed or defensive pressure in game-like situations.
	- Participates confidently in warm-up and explains its benefits for performance and injury prevention.

Resources Needed

Cones for marking warm-up zones
Danish Longball balls (or similar soft balls) – one per pair
Bibs for team sorting (for KS4 tactical activities)
Stopwatch or timer
Whistle
First Aid kit

Lesson Structure

1. Introduction and Set Up (5 minutes)

Strictly set clear, stern behaviour expectations: punctuality, listening, and effort are mandatory.
Briefly outline objectives and success criteria on the board.
Emphasise health and safety, especially during warm-up and skill drills.

2. Dynamic Warm-Up (12 minutes)

Purpose: Prepare muscles and joints, reduce injury risk, improve movement efficiency.

Activity Sequence (Repeat twice):
- Jogging around the pitch (1 min) with gradual increase in pace.
- High knees (30 seconds) – emphasise control.
- Butt kicks (30 seconds).
- Carioca (grapevine step) sideways (30 seconds each side).
- Walking lunges with torso twist (2 x 10 steps).
- Arm circles (forwards/backwards, 30 seconds each).
- Quick feet drills in a cone ladder or marked area (if available).
Teacher checks: Use whistle signals for transitions and observe technique correction.
Differentiation: For less mobile students, reduce intensity, encourage an active walk with movements.

3. Skill Introduction and Demonstration (8 minutes)

Brief teacher demonstration of:
- Proper passing technique: sidearm throw, step into throw, accuracy focus.
- Receiving technique: soft hands, body position ready to absorb the ball.
- Shooting technique: aiming for height and distance with controlled follow-through.
Explain why these skills are fundamental in Danish Longball.
KS4 get additional tactical pointers (e.g., when/how to pass quickly under pressure, reading defenders).
Q&A for clarification.

4. Main Activity – Skill Practice (25 minutes)

KS3 – Basic Skill Drills (12 minutes)

Passing pairs: Students practice passing and receiving from 5 metres apart; progress to 10 metres once consistent.
Target shooting: Using cones or markers as ‘goal’ zones, students practice shooting with accuracy.
Mini relay: Teams of 5 pass the ball down a line and back, stressing control over speed.
Teacher circulates, offering firm corrective feedback.

Differentiation: For less confident, reduce distances or provide extra coaching.
Extension: Faster passing pace for confident pairs.

KS4 – Advanced Skill Refinement & Tactical Application (13 minutes)

Pressure passing drill: Groups of 5, one defender applies light pressure to force quick decisions.
Shooting under pressure: Rotate positions; one attacker shoots within 3 seconds of receiving the ball, defenders try to block or distract.
Small-sided tactical game: 6v6 using basic Danish Longball rules focusing on skill application under pressure and space awareness.

Differentiation: Weaker students rotate as attackers only to build confidence.
Extension: Tactical leaders help organise defending/attacking strategies.

5. Cool Down & Reflection (5 minutes)

Slow jog and deep breathing, followed by static stretching (hamstrings, calves, quads, shoulders – 20 seconds each).
Teacher-led reflection: “What skills improved today?” “How did pressure affect your technique?”
KS4 students asked to self-assess their success criteria, KS3 verbally confirm at least 2 skills they can do better.

Assessment & Feedback

Continuous teacher observation during skills practice, referencing success criteria.
Immediate verbal correction to ensure effective technique and safety.
Mini peer feedback encouraged: pairs comment on one strength and one improvement tip post-drill.
Written annotation or quick rating (1-5) on participation and skill execution by teacher for all students.

Differentiation Strategies

Modify distances and pace for varying skill levels.
Use simplified language or visual prompts for EAL or SEN students.
Allow choice of drill roles (e.g., attacker, defender, shooter) to cater to confidence levels.
Provide physical support or adapted equipment if necessary.

Extension Activities for Advanced Learners

Create and lead warm-up routines incorporating additional dynamic stretches and mobilisations.
Design and trial tactical formations or plays specific to Danish Longball.
Record and analyse peer performance to give structured feedback during next lesson.

Teacher Notes

Maintain a firm and clear tone – ensure discipline and focus throughout to maximise skill acquisition.
Use whistle signals for fast and effective session management.
Keep energy high but controlled to prepare students mentally and physically for performance.
Document progression for tracking within the unit and adapt following lessons accordingly.

End of Lesson Plan