LacrosseVictoria Teachers’Resource SofCrosse ...

1 LacrosseVictoriaLacrosseVictoriaTeachers ResourceTeachers ResourceSofCrosse(PrimarySchools) SofCrosse (PrimarySchools) and and ModCrosse (Secondary Schools) ModCrosse (Secondary Schools) lacrosse Victoria Teachers ResourceLacrosse Victoria Teachers Resource11 Contents:Contents: Section number Section number Page number Page number Section name Section name 3 3 An introduction to teaching modified An introduction to teaching modified lacrosse lacrosse 1 1 4 4 2 2 Relevance to VELS and the Victorian education system Relevance to VELS and the Victorian education system 9 9 3 3 Including all in lacrosse Including all in lacrosse 10 10 4 4 How to get started How to get started 11 11 5 5 Sample lesson plans Sample lesson plans 26 26 6 6 The rules of lacrosse The rules of lacrosse 26 26 Support from lacrosse Victoria including school /club links Support from lacrosse Victoria including school /club links 7 7 27 27 Appendix Appendix One One More about Sport Education or SEPEP More about Sport Education or SEPEP

2 lacrosse Victoria Teachers ResourceLacrosse Victoria Teachers Resource22 Appendix Appendix Two Two Rules of SofCrosse and ModCrosse for school competitions Rules of SofCrosse and ModCrosse for school competitions 29 29 37 37 Appendix Appendix Three Three Origins and forms of lacrosse (still to insert) Origins and forms of lacrosse (still to insert) Appendix Appendix Four Four Explanation of basic skills and teaching points Explanation of basic skills and teaching points 39 39 41 41 Appendix Appendix Five Five Additional learning activities Additional learning activities An introduction to teachingmodifiedLacrosse The sport of lacrosse can be a wonderful inclusion in your school s PE or sport program. lacrosse is a sport that not many students wouldhaveexperienced,and this provides teachers and schools with a great opportunity to introduce students to a new, exciting andmotivating opportunity to be active.

3 This new opportunity can provide something differentand a unique way to motivate those that are not enthused by the more traditional sports. lacrosse is an invasion games and skillslearnt aretransferrableto all other invasion gamessuch as AFL, soccer, rugby, hockey, basketball etc. The principles of invasion games are Keep/regain possession of the space to move into other team's half. Score more points than other team to win. The club structure in the sport is a connectedand supportiveone, and this makes for greatopportunities for participation in community sport for those that want to go on, and greatopportunities for school clubs links. This manual is a wonderful resourcefor the teaching of lacrosse ,in all its modified do not need any experience in the sport, nor do they need to have experience in teaching PE or sport.

4 It is intended that any teacher can pick up this resource and implement it according to the needs of their students and school . It can be easily modified to cater for students of all abilities and backgrounds. This manual and unit of work in lacrosse aligns with VELS philosophy and pedagogy. Teachers do not need any experience in the sport, nor do they need to have experience in teaching PE or sport. It is intended that any teacher can pick up this resource and implement it according to the needs of their students and school . It can be easily modified to cater for students of all abilities and backgrounds. This manual and unit of work in lacrosse aligns with VELS philosophy and pedagogy. lacrosse Victoria would like to acknowledgementthe following people in the developmentLacrosse Victoria would like to acknowledgementthe following people in the developmentof this resource: Kathy Tessier vicsport; Kristen Stone lacrosse Victoria; Colleen Hunter lacrosse Victoria board; Janet Alexander Victoria University; Jessie Mackinnon Altona lacrosse Club; Australian lacrosse Association.

5 Of this resource: Kathy Tessier vicsport; Kristen Stone lacrosse Victoria; Colleen Hunter lacrosse Victoria board; Janet Alexander Victoria University; Jessie Mackinnon Altona lacrosse Club; Australian lacrosse Association. lacrosse Victoria Teachers ResourceLacrosse Victoria Teachers Resource33 Relevance to VELS and the Victorianeducation system lacrosse Victoria recognises that schools havecrowded curriculumsand teachers need to knowthe relevance of a unit of lacrosse to the Victorian Essential Learning Standards (VELS) . lacrosse Victoria recommends that Lacrossein schools is taughtusinga Sport Education orSEPEP model where students get to play AND umpire, organise and manage the lacrosse environment. This document maps this resource against the Victorian Essential Learning Standards in thedimensions of Movement and Physical Activity, Building Social Relationships, Working in Teams and Managing Personal Learning at Levels 3&4 (years 3 6).

6 The red text indicates elements of the standards which are addressed in the resource (usingthe Sport Education or SEPEP model) , the green text indicates a link to the standard which needs to be strengthened. DIMENSION: Movementand PhysicalActivity STANDARD STANDARD At level 3: Students perform a broad range of complex motor skills and apply them to basic sport specific situations At level 4: Students perform confidently and efficiently in a range of movement environments (indoor, outdoor and aquatic) Students create and perform co ordinatedmovement sequences that contain a variety ofmotor skills and movement patterns Students refine basic and complexmotor skills and apply these skills inincreasingly complex games and activities increasingly complex games and activities lacrosse Victoria Teachers Resource4 Students participate regularly in physicalactivities for the purpose of improving skillsand health and describe the benefits of healthrelated fitness Students maintain regular participationin moderate to vigorous physical activityand monitor exercise intensity.

7 Theyexplain the process for improving healthrelated fitness Student begin to use basic games tactics Students effectively use strategicthinking and work with more and lessskilled peers to improve gameperformance Students work with others to achieve goals in both co operative and competitive situations Students work independently toimprove performance and evaluate theperformance of a partner and provideconstructive feedback based onperformance criteria to assist skilldevelopment Students explain the concepts of fair play and respect the roles of officials Students describe and analyse thevarious roles required in competitivesports sports lacrosse Victoria Teachers Resource5 DIMENSION:Buildingsocialrelationships STANDARD STANDARD At level 3: Students demonstrate respect for others and exhibit appropriate behaviour for maintaining friendships with other people At level 4: Students demonstrate, through their interactions in social situations, respect for a diverse range of people and groups Students support each other by sharing ideasand materials, offering assistance, givingappropriate feedback and acknowledgingindividual differences Students describe the impact of bullying Students work with others to reduce, avoid and resolve conflict.

8 Students accept and display empathyfor the points of view and feelings of theirpeers and others peers and others Students identify and use a variety of strategies to manage and resolve conflict Students identify and use a variety of strategies to manage and resolve conflict DIMENSION:Workingin teamsSTANDARD STANDARD At level 3: Students co operate with others in teams for agreed purposes, taking roles and following guidelines established within the task At level 4: Students work effectively in different teams and take on a variety of roles to complete tasks of varying length and complexity lacrosse Victoria Teachers Resource6 Students describe and evaluate their owncontribution and the team's progress towardsthe achievement of agreed goals Students work co operatively to allocate tasks and develop timelines Students accept responsibility for their role and tasks Students explain the benefits of working in a team Students provide feedback to othersand evaluate their own and the teams performance performance DIMENSION:ManagingPersonalLearningSTANDA RD STANDARD At Level 3: Students set short term, achievable goals in relation to specific tasks.

9 At level 4: Students develop and implement plans to complete short term and long term tasks within timeframes set by the teacher, utilising appropriate resources. Students complete short tasks by planning and allocating appropriate time and resources. Students undertakesome set tasks independently, identifying stages for completion. lacrosse Victoria Teachers Resource7 Students undertake some multi step, extended tasks independently. Students undertake some multi step, extended tasks independently. Students describetask progress and Students describetask progress and achievements, suggesting how outcomes may have been improved. achievements, suggesting how outcomes may have been improved. Students comment on task progress and achievements.

10 Students comment on task progress and achievements. Studentspersist when experiencing Studentspersist when experiencing difficulty with learning tasks. difficulty with learning tasks. Students manage their feelings in pursuit of goals and demonstrate a positive attitude towards their learning. Students manage their feelings in pursuit of goals and demonstrate a positive attitude towards their learning. Students seek and use learning support when needed from peers, teachers and other adults. Students seek and use learning support when needed from peers, teachers and other adults. Students practicepositive self talk. They Students practicepositive self talk. They demonstrate a positive attitude to learning within and outside the classroom demonstrate a positive attitude to learning within and outside the classroom lacrosse Victoria Teachers ResourceLacrosse Victoria Teachers Resource88 Includingall in LacrosseIncludingall in lacrosse lacrosse is a wonderful sport for all abilities and all ages.