week one:week one: enjoyment enjoyment -...

1 ON THE FRONT FOOT SECONDARY EDUCATION TEACHERS’ RESOURCE

Theme: “I didn’t hear the whistle!”

Teaching Point: Teaching not just the beauty of enjoyment but also the importance of knowing how and when to pause.

WEEK ONE: ENJOYMENTWEEK ONE: ENJOYMENT


PRACTICAL SESSIONPRACTICAL SESSION

• Pupils develop their awareness of what enjoyment and absorption in play feels like

• Pupils develop their understanding of the relationship between enjoying something and knowing the right time to stop

• Pupils come up with some practical ways for ‘blowing the whistle’ i.e. stopping our enjoyment when there is a good reason

• Pupils understand that trying and failing can actually increase the fun

• Introducing the Club, yourself and rugby

• Over the next few weeks we are going to learn about rugby’s five core values of enjoyment, teamwork, discipline, respect and enjoyment

• Describe the way the sessions will be running, discussion, then rugby based activity, followed by reflective discussion

• Rugby keeps us fit, healthy and helps us make friends for life

INTRODUCTION TO ON THE FRONT FOOT (5 minutes)SESSION AIMS



Provide an introduction to rugby based team games

Play “rugby netball” for 10 minutes, ensuring learners get engrossed in the game.

• Split the group into two (or four) if a large group

• Teams must put ball down over the opposition line

• Players cannot run with the ball but the ball can move in any direction

After ten minutes, gather the learners and discuss the following

A. QUESTION

Is there ever a good reason for someone to ask us to stop doing something we enjoy?

• Did you enjoy the game?

• Why do people enjoy playing rugby (link to happiness and well-being)

• What was it like when you were asked to stop: what did you feel or think?

• Are there other times when you are asked to stop doing something you enjoy?

• What’s it like then?

PART 1: THE PURPOSE OF ENJOYMENT. (25 minutes)



A large part of enjoyment is having the courage and capacity to refuse to stand by and let tactless or hurtful situations develop. What we may enjoy, may not be enjoyable to others and the ability to differentiate between what is disrespectful and what is just harmless “banter”

A. ACTIVITY

Set up a rugby activity designed to have an advantage in one team’s favour. The activity should be designed so that people enjoy it at different levels. The purpose of this drill is to create a game that is enjoyable for some people, but less enjoyable for others.

Examples;

Play rugby netball again, but this time gradually introduce the following rules.

• Move players across into another team, so that one has significantly more

• For the team that has more players, increase the amount of points a try is worth

• Change the size of the goal areas making it more difficult for the smaller team to score

PART 2: WHEN ENJOYMENT ENDS. (20 minutes)



Discuss sportsmanship

• What do you think sportsmanship is?

• What are examples of sportsmanship?

• Does being a good sportsman affect your enjoyment of the game?

• What’s more important? Winning or playing fair?

If time, play more rugby netball; ask for learners to provide opportunities from the game where they demonstrated sportsmanship. Is it easier to say what it is than practice it?

A. QUESTION

What situations have you faced where your enjoyment has been affected by other people?

• What can you do to stop these situations occurring?

• Did the game become less enjoyable because it was too hard/easy?

• How does your enjoyment on something depend on other people?

• What are examples of other people ruining your enjoyment of things?

• In your life, do you give up on things that are too hard/easy? What can you do to ensure we are challenged?

PART 3: SPORTSMANSHIP (5 minutes)PART 2: WHEN ENJOYMENT ENDS. cont.


Theme: “Better Together”

Teaching Point: Teaching the joy of working together and the importance of being aware of what happens around us so the team can be successful.

WEEK 2: TEAMWORKWEEK 2: TEAMWORK



• Pupils develop their understanding of what it means to belong to and contribute to a team

• Pupils develop understanding of the importance of noticing and gathering more information to contribute to good teamwork

• What activities have learners done in the past week that they’ve enjoyed?

• What did learners enjoy most about the last On the Front Foot session?

• Was the last session what you expected?

PART 1: RECAP LAST SESSION (5 minutes)SESSION AIMS



A. QUESTION

What do you look for in a team-mate?

• What makes a professional athlete?

• What should one look like?

• What does it look like the prop does for a living?

• Do we have preconceptions about what people look like?

• Do we make assumptions about what people’s role is?

• Can you always make a contribution to a team?

PART 2: THE RUGBY TEAM (25 minutes) PART 3: DEMONSTRATING TEAMWORK

For the practical activity, deliver any session that focuses on teamwork and gets people working as a team.

KABBADI TOUCH; TEAMWORK PASSING AND STRATEGY.

• In a large area, give 4 players a ball

• Ask the players with a ball to catch the other players by touching them with the ball

• If a player is caught, they join the attacking team

• To progress the game, gradually reduce the number of balls, then create a rule banning attacking players from moving



Ask, in their teams, to talk about the following questions;

• In what ways did they work together as a team?

• How good were they at noticing what was going on around them?

• How did they split up responsibilities?

• Did they keep communicating with each other, or did some get so involved in what they were doing they stopped noticing?

A. QUESTION

What do you think makes a functioning team?

• What skills do you possess to contribute to a team?

• What do good teams have to do?

PART 3: DEMONSTRATING TEAMWORK cont.



For the following activity give the group some of the following scenarios of players facing adversity. The scenarios can be manufactured using any tag/rugby game, but ensure that the players have to deal with the situations.

Make sure the group is carefully managed to ensure teamwork throughout – the idea here is to support each other and not argue.

Whole team is facing a caution by referee

Play “rugby netball” from week 1. Give a team a warning the first time they drop the ball. Then second time it happens penalise the whole team by awarding the other team a point.

Performing in front of crowds

Learners perform a skill in front of the rest of the class.

Possibility of failure

Play rugby netball but introduce a rule where teams have only 10 seconds to score a try and if they don’t, the other team does. Watch for teams getting more desperate and frantic as the time runs out.

PART 3: TEAMWORK AGAINST ADVERSITY (25 minutes)



A. QUESTION

How did our team help us in this situation?

• How did they feel in each situation?

• What feelings/beliefs do they have to overcome? How do they do this?

• How hard is it for them to let go of their initial feeling?

• What are the challenges in life that they have to face?

• Who in our life can help us when facing adversity

End with a game of a tag, introducing attacking and defensive concepts. Highlight any examples of good teamwork/overcoming adversity as a team.

PART 3: TEAMWORK AGAINST ADVERSITY cont.


Theme: “It’s not all about you”

Teaching Point: We can’t always do what we want. There is a way of doing things that requires discipline and noticing the bigger picture

WEEK 3: DISCIPLINEWEEK 3: DISCIPLINE



• Learners develop their understanding of discipline and the importance of following good rules

• Learners to develop awareness of the importance of noticing the rules or norms in a situation, and of gathering more information when in new, unusual or challenging circumstances

• why is it important to be aware of what is happening around you?

• How can we work together better?

PART 1: RECAP LAST SESSION (5 minutes)

SESSION AIMS



A. NO RULE GAME

Ball is left between 2 teams and the referee shouts GO without explaining any rules. Allow any method of play (whilst keeping the game safe)

PART 2: DISCIPLINE (10 minutes)

Discuss as a class;

B. QUESTION

What does discipline mean to you?

• Why do we have rules on a rugby pitch?

• What would happen if we played a game without a referee?

• Would we be able to play a game without a referee?

• What would happen if no rules existed in life?

• What are life’s rules?

• Who sets and manages the rules in your life?



Arrange the learners into groups. In each group appoint one learner in each group as a referee, and give them their own red and yellow cards.

In each group, appoint one “player” who will be the focus of the role play, one “captain” who is responsible for talking to the referee/calming the situation; and the rest of the group as support players for the two different teams.

Pick one of the scenarios below and have the group act it out. Then do the same (different scenario) for the second half of the class.

• Pick one player to have scored a try for one of the teams the referee has then disallowed it for no apparent reason

• One of the players has dropped the ball, a member of the other team has then laughed at them and called them rubbish

• One of the players has the chance to cheat whilst the referee is not looking and score a try for their team (in this situation the learner can either be caught, or not caught by the referee)

• One of the teams is about to score a try in the last minute when another player deliberately cheats to stop them

Discuss in groups, then as a class;

• How did it feel to listen to the rules?

• Was it hard to keep our discipline?

• Why was it difficult?

• Would things be different if this were a real situation and not a made up scenario?

PART 3: SELF-DISCIPLINE (20 minutes)



Explain that, in life, people may sometimes lack discipline and this could affect you.

Explain to the learners that you will be playing some tag games that they invent. Organise the players into teams and have one of the learners create a rule for the game. When (if) that rule is broken, punish the offending player/team with a variety of methods (territory, points, sin bins etc.)

Keep changing or adding rules from different learners.

A. QUESTION;

How are we affected by poor discipline?

• What makes you stressed?

• When playing rugby what is stressful?

• What happens when you are stressed?

• How can you control your levels of stress?

• What strategies can you use to control your stress and maintain discipline?

• Why is it important to control stress?

PART 4: OVERCOMING STRESS (25 minutes)


Theme: “Sorry!”

Teaching Point: Having self-respect and respect for others. Showing respect by looking out for the feelings of others; listening to their reasons for doing things, and caring for our own feelings.

WEEK 4: RESPECTWEEK 4: RESPECT



• Ask learners to provide examples of when they showed self-discipline in the past week

• Remind class why we have rules, and the importance of honouring them


• Learners develop their understanding of what it means to show respect to themselves and others

• Pupils develop their understanding of the information that emotions and body language can give us

• Pupils to appreciate the importance of having reasons to act and listening to the reasons of others

SESSION AIMS



A. QUESTION;

Who do we have to respect in rugby? How do we show respect to each of these groups?

1. The referees

2. The opposition

3. Ourselves

4. Our teammates

5. Coaches

Each young person adopts up to three roles throughout the session. Play a tag rugby tournament where young people should all get a chance to be;

• Player (listen, understand and adhere to the rules)

• Coach (watching others play, communicating positive feedback and areas to develop to their team)

• Referee and touch judge (understand and apply the rules, make clear decisions and effectively communicate those decisions)

After each game, debrief with the referee/coach and ask whether they felt the other players were respectful.

PART 2: RESPECT ON THE PITCH (40 minutes)



B. QUESTION; HOW DO I WANT PEOPLE TO THINK OF ME? (10 minutes)

• What do you want people to think of you?

• Who do you respect? Why do you respect them?

• Is there anything you have to do to earn respect?

• What causes you to disrespect people?

• What character traits do you have that makes people respect you?

• Who are people you admire, and what are their traits?

• Who else do we respect in life?

• Who is your role model?

• What character traits do they have?

PART 2: RESPECT ON THE PITCH cont.


Theme: “They were all young once”

Teaching Point: Recognising that sportsmanship comes from the decisions we make about the person we want to become

WEEK 5: SPORTSMANSHIPWEEK 5: SPORTSMANSHIP



• Remind class of the importance of respecting people, who do we respect and why?

A. QUESTION

Who do we want to become?

• What kind of person do we want to become?

• Is it more important to think about achievements or character?

This week play one large tag tournament or three separate games depending on group size.

Ask learners before the game what character traits they want to focus on during the matches.


• Learners develop their understanding of sportsmanship both within and beyond rugby

• Learners understand how our thoughts, speech and actions form habits and character over time

• Learners learn from the examples of rugby players whose decisions, when young, led to them being recognised as sportsmanlike as adults

SESSION AIMS



A. QUESTION

How does sportsmanship depend upon the other core values we studied?

Explain that you are playing a tag tournament but learners need to demonstrate all of the previous core values in order to be a good “sportsman”.

Stop the games to highlight good examples of players being sportsmanlike.

PART 2: SPORTSMANSHIP (35 minutes)



At the end of the tournament

A. QUESTION (10 minutes)

What is the truth about me?

Discuss in small groups the following questions

• How do you present yourself on the pitch?

• Do you set out to deliberately deceive the referee/opposition?

• Are you unfailingly honest?

• Are you dishonest at times?

• Can you be too honest?

• Can you leave out truth on a sportsfield?

• Do you live up to the reputation you have?

• What are the advantages and disadvantages of acting truthfully?

PART 3: THE TRUTH ABOUT ME (15 minutes)

Ask learners to make a plan for their next two weeks, ask them to think about one aspect of the person they would like to become and to write down 5 things they are going to do which will develop that character quality.

SUMMARY

week one:week one: enjoyment enjoyment -...

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