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active after-school communitiesUltimate FrisbeeCOMPANION BOOK

AcknowledgmentsThe Australian Sports Commission wishes to acknowledge the contributionof the following people and organisations to the production of this resource.A significant number of the activities included within the Ultimate Frisbee CompanionBook have been adapted from the Playing for Life Resource Kit, with the assistanceof Jonathan Potts (Australian Flying Disc Association), Piers Truter (Australian FlyingDisc Association), Steve Baker (Australian Flying Disc Association), Owen Shepherd(Australian Flying Disc Association) and Greg Williams (AASC). These contributorsalso provided suggestions for the inclusion of new activities and the sportspecific content.Gayle Rogers (ACHPER/Schools Network), Sue Cormack (ACHPER/Schools Network),Bruce Knights (Keilor Downs Secondary College) and Les Bee developed the contentfor the introduction and principles for how and when to change activities.The editorial team of Jeff Dry, Wenda Donaldson (AASC), Teena Jackson (AASC),Lainie Houston (AASC), Melissa Backhouse (Junior Sport Unit) and Ashley Beaver(AASC) developed, proofread and edited written materials and significantly contributed tothe overall content and format of the final product.DisclaimerThe Playing for Life companion books have been designed for use with students aged4–12. Each book assumes that each student is healthy and has no medical condition,disability, illness, impairment or other reason that may impact, limit or restrict theirinvolvement in sport or other physical activity. A student should not be allowed toparticipate in an activity if any medical, physical or other factor indicates that they arenot suited to that activity. Where there are any queries or concerns about such matters,the consent of the student’s parent or guardian should be obtained before allowingparticipation. While care has been taken in the preparation of these books, thepublisher and authors do not accept any liability arising from the use of the booksincluding, without limitation, from any activities described in the books. Australian Sports Commission 2007This work is copyright. Apart from any fair dealing for the purpose of private study,research, criticism or review as permitted under the Copyright Act 1968 and subsequentamendments, no part of this publication may be reproduced, stored in a retrievalsystem, or transmitted in any form or by any means, electronic, mechanical,photocopying, recording or otherwise, without prior written permission from theAustralian Sports Commission. Requests and enquiries concerning reproductionshould be addressed to the copyright officer (email: copyright@ausport.gov.au).For general enquiries:Tel: (02) 6214 1111Fax: (02) 6251 2680Email: asc@ausport.gov.auWeb site: www.ausport.gov.auFor a complete listing of Australian Sports Commission publications,visit www.ausport.gov.au/publications/catalogue/.ISBN 978 1 74013 096 7Unless otherwise specified, all images are theproperty of the Australian Sports Commission.Cover illustrations by Kathryn Wright DesignContent illustration by Five Fold CreativeDesign by Swell Design GroupEditorial consultants McLeod Marketing & ManagementPrinted by Paragon Printers

IntroductionContents»About this bookii»Playing for Life – what is it?iii»How do I know when to CHANGE IT?v»Tips for delivery»Introduction to ultimate frisbee1»What you need from the kit 8»Overview of lessons9»How to use this bookvii10LESSON 111LESSON 218LESSON 325LESSON 432LESSON 537LESSON 643LESSON 748LESSON 854»Where to from here?61»For more information63

IntroductionAbout this bookactiveafter-school communitiesBasketbacomPanllion BOOactiveafter-school commuKnitiesNetballKion BOOcomPanactive after-school communitiesGolfcomPanionBOOKactiveafter-school communitiesicsGymnaston BOOKcomPaniThe Playing for Life companion books have beendeveloped to complement the Active After-schoolCommunities (AASC) Playing for Life resource kit.They are primarily designed for members of thelocal community who will be delivering programsto participating primary school-aged children.More specifically, they are designed to helppeople with minimal experience in the sportto deliver activities in line with the Playing for Lifephilosophy. This places an emphasis on providingsafe, fun, engaging activities that ensuremaximum participation from all children,regardless of their level of ability.ii

IntroductionPlaying for Life – what is it?The Playing for Life philosophy adopts a ‘game sense’approach to physical activity.»»The game is the focus — Players develop skillsthrough fun, game-like activities (by ’playing the game’)rather than through traditional skills and drills.— Coaches play more of afacilitator role than a director’s role. Rather thaninstructing players how to perform a particular skill,coaches provide key coaching points for performing theskill then set the players a challenge that they mustsolve through activity. For example, they might ask:Coach is a facilitator»»»» ow many different jumps can youHperform in 30 seconds?Where will you stand to field the ball? How can you work together to stopthe opponents scoring?How can you include everyone?T his engages players in the activity at a level that suitstheir own ability, and players learn through self-discoveryrather than coach direction.»»— Coach instructions anddemonstrations are kept to a minimum. Allow play tocontinue and support players to develop their skillson the side in an unobtrusive way during the courseof the activity. This maximises player participationand allows players to receive one-on-one coachsupport where required.Discrete coachingRole models — Use player role models during theactivities to demonstrate and emphasise goodtechnique or strategies. Be aware of culturalconsiderations when adopting this strategy.iii

Remember!»Ask the players»CHANGE IT—The use of player questioningis a valuable strategy to engagethe players themselves inchanging the activity to increaseparticipation and to make theactivity more or less challenging.The activity setsthe challengeThe game asks thequestions, andThe players’ responseis the answer— Simple variations to activities are introducedto make the activities easier or harder in order toaccommodate all player ability levels and backgrounds.Use the CHANGE IT acronym to assist you in modifyingthe activities, and remember to ‘Ask the players’:CCoaching style e.g. deciding when to direct activitiesandwhen to ask the players. Knowing when to provide discrete coaching and when to ‘just let the kids play’HHow you score or win e.g. introduce zones for batting or target games(playing area) e.g. make the playing area smallerA Areaor larger; alter distances to targets or between playersNNumber of players e.g. consider different team sizes to keep all players active. Have several games of 2 v 2 or,if focusing on defence skills, change to 3 v 2 or 2 v 1 etcGGame rules e.g. allow 2 bounces before catching or stopping a ball, or introduce a no-go zoneEEquipment e.g. use a larger or softer ball; rackets instead of bats; bins or markers for targetsIInclusion e.g. modify the game to maximise theinvolvementof all players. Ask the players how to change the gameTTime e.g. reduce or extend the time to perform actions; change the number of passes within a timelimit; vary the length of time a player can hold the ballI t is more important to follow the concept of CHANGE ITthan to remember what each letter represents.If it is not working . CHANGE IT!!iv

IntroductionHow do I know whento CHANGE IT?The first step is to play the game and observeplayer involvement and responses.When observing the game being played, and playerinvolvement and responses, ask yourself thefollowing questions:»»»»»»»»»»Is the game safe?Are all players having fun?Are all players engaged in the game?Is the game working?Do all players understand the game?Is the objective of the game being achieved?Are all the players being included?Is participation being maximised?Is the game appropriate to the abilitylevel of each player?Are all players being challenged?If the answer to any of the abovequestions is No, then CHANGE IT.The diagram on the followingpage provides a step-by-stepguide about when and how toapply the CHANGE IT principles.

re playersAenjoying the game?Is it safe? re playersAcoping with theskills required?Are all playersengaged?Is the purposebeing achieved?Skills required easily performedObserve playerinvolvementand responses:CHANGE ITCHANGE ITDOWNDecreasechallengeCHANGE ITUPIncreasechallengeWhat to doDevelop a game scenarioIntroduce zoned areas to restrict dominant playersIntroduce additional rules to increase the challengefor the dominant side only e.g. a time limit to scoreShuffle the team — swap players around to balance teamsPlay more games with fewer players per team toincrease the opportunity to perform skillsVary the size of the playing areaSet challenges that make it easer to scoreChange the equipment to help players with the skillsSimplify the rules to make games easier to playDecrease area size (to make it more difficult for attackers)Increase team sizes (perhaps one team only)Set challenges that make it more difficult to scoreAdd rules that increase difficultyHow to CHANGE ITPLAY THE GAME AGAIN · OBSERVE RESPONSES · MAKE FURTHER VARIATIONS AS NECESSARYSome players not getting a goOne team dominatingToo one-sided(one-sided success)Little interest or motivation layers not coping withPskills/poor executionPoor levels of possessionLittle or no scoringToo difficult (low success) Both sides scoringoften, with little effortPlayers not challenged enoughToo easy (high success)Play the gameObservationWhat is happening?IntroductionWhen and how to apply the CHANGE IT principlesvi

IntroductionTips for delivery»Do not limit yourself to the structure of the lesson plansprovided. Be creative and add your own flair as youbecome more confident as a deliverer.»Use the Easier and Harder variations to modify thegames to suit the ability levels of the players.Remember to use your own CHANGE IT variationsand ‘Ask the players’.»Use the Tips section to provide discrete coachingwhere needed to develop players’ skill levels.»As the lessons progress, the games evolve to becomemore complex and similar to the sport itself. However,remember to match the game with the ability of theplayers and modify it as necessary.»On the other hand, if the players grasp the gamesquickly, you may find you complete them in a shortertimeframe than estimated. In these circumstances,introduce games that the children enjoyed fromprevious lessons, to fill in time.»Remember some games may not work with one group,whereas they could work really well with another. Don’tbe afraid to CHANGE IT to suit the needs of your groupor even replace the game completely.»Keep group sizes to a minimumto ensure maximum participationof all children. Run the activitywith several groups at once, orset up stations with variousactivities and rotate the groups.vii


Introduction to Ultimate FRISBEEIntroductionto ultimate frisbee hat is ultimateWfrisbee?»Ultimate frisbeeis a growingnew non-contactsport played with a frisbee (also called a disc).»Two teams of 7 players play on a rectangular shapedfield with 2 end zones.»The objective is for the team with the frisbee to passit up the field without dropping it and catch it in an endzone to score a point.»The other team tries to intercept the frisbee or knockit down.»The frisbee may be advanced in any direction by passingit to a team-mate. Once a player has the frisbee, they arenot allowed to run with it and they have 10 seconds tothrow it.»The game is self-refereed, which encourages a matureresponse to competitive situations. If the playercommitting the foul disagrees with the foul call,the play is redone.»Players can substitute after a score and during aninjury timeout.»Games involving beginners and younger players can besupervised by an experienced player or coach who offersadvice on rules and guides on-field arbitration.

Introduction to Ultimate FRISBEEYouth ultimate frisbee – modified rulesThe main modifications to the adult rules for youth ultimatefrisbee are that:»»the field is slightly smaller»a foul occurs if players make contact.all players must be at least 1 metre fromthe thrower, andTips for delivering ultimate frisbeeFollowing are some specific tips for delivering Playing for Lifeultimate frisbee:»Make sure you establish a rule early on that players mustkeep the frisbees still while you are talking.»It is a fast, free-flowing game that combines elementsof netball, soccer, gridiron and touch footy. Use theseconcepts to make it familiar for the players.»Where this book refers to a playing field suitable forultimate frisbee, it is unlikely many centres will have adedicated field of this size. Similar sized playing areasthat could be used include a touch rugby field or half asoccer pitch or football field.»The preferred type of frisbee is a plastic frisbee with an 8to 10 inch (20–25 cm) diameter. However, frisbees canbe thrown quite hard, even by young children, and canhurt if they strike a player. For activities where unsightedplayers may be in a position to have frisbees flyingtowards them, this book recommends using soft foamfrisbees rather than plastic frisbees, especially for teamactivities using multiple discs.»Players should be taught to call out ’HEADS!’ loudlywhen there is a risk of an unsighted player being struckby a frisbee.

Introduction to Ultimate FRISBEEIntroduction to basic ultimatefrisbee terms and skillsGeneral»»»»— a light plastic disk with a lip. It is designed tofly aerodynamically when thrown with rotation and can becaught by hand.frisbeeGrip— the method of holding the frisbee.Backhand grip — the way to hold the frisbee whenthrowing a backhand throw. Fingers are curled underthe frisbee’s rim and the thumb is placed on top ofthe frisbee.— the way to hold the frisbee whenthrowing a forehand throw. The index and middle fingersare extended, and sit under the frisbee. The ring andpinky fingers are outside the disc, supporting the outsideof the frisbee. The thumb is on top of the frisbee.Forehand grip

Introduction to Ultimate FRISBEEThrows»Backhand throw — where the back of the hand is facingthe intended target. It is probably the most commonlyknown throw, and also one of the most powerful. Theaction resembles a tennis backhand.»Forehand throw»Hammer throw— where the frisbee is thrown on thesame side of the body as the throwing arm. The actionresembles a tennis forehand.— where the frisbee flies upside down.The forehand grip is used and the throw is made fromabove the head facing the target, like a tennis serve.

Introduction to Ultimate FRISBEE»Roller throw — where the frisbee hits the ground thenrolls. It can be performed backhand or forehand and theinside edge of the frisbee should hit the ground beforethe outside edge. It is not a legal throw in ultimatefrisbee.»Skip (bounce) throw — where the frisbee hits the groundthen bounces up off the ground, and keeps flying. It canbe performed backhand or forehand and the outsideedge of the frisbee should hit the ground before theinside edge. It is not a legal throw in ultimate frisbee.»Fake — when a player pretends to pass to create spaceand deceive the opponent.Footwork»Pivot — a footwork movement to change direction, wherea player keeps one foot still and steps with the other.

Introduction to Ultimate FRISBEEAttacking skills»»Leading — sprinting strongly to the frisbee, either directlyforward or diagonally to the free space (away from thedefender/opponent).— moving a few steps away from the intendedcatching position, then placing the outside foot stronglyon the ground and pushing off in the desired direction toevade an opponent or receive a pass.DodgingDefending skills»— guarding a player who may or may not havethe frisbee. One-on-one defending techniques includedefending in front, from the side or from behind.Defending

Introduction to Ultimate FRISBEECatching»Pancake or crocodile catch»Two-handed catch— where the frisbee iscaught with one hand on the bottom and one hand on thetop. This is the easiest method of catching.— where the frisbee is caught in twohands that are side by side. If the frisbee is aboveshoulder height, the players’ fingers will be on top of thefrisbee (and thumbs underneath), otherwise their fingerswill be underneath the frisbee (and their thumbs on top).Above shoulder»Below shoulder— where the frisbee is caught in onehand. If the frisbee is above shoulder height, the players’fingers will be on top of the frisbee (and their thumbsdown), otherwise their fingers will be underneath thefrisbee (and their thumbs on top).One-handed catchAbove shoulder

What you needfrom the kit GET INTO ITStart OUTWildcardInvasion GamesSTART OUT WC 01A Form a groupGET INTO IT INV 01InterceptorSTART OUT WC 03A All-in tagGET INTO IT INV 024 squareSTART OUT WC 03B Look out for others!GET INTO IT INV 03Pass and runSTART OUT WC 04A Throw, throw, throwGET INTO IT INV 04End to endSTART OUT WC 05B Stork tagGET INTO IT INV 05Defenders on the lineGET INTO IT INV 065-point playerSTART OUT WC 06How manybean bags?GET INTO IT INV 07B Team passingSTART OUT WC 08A Partner tagSTART OUT WC 09A Warriors andGET INTO IT INV 10Keep the ballGET INTO IT INV 11Roll a ballSTART OUT WC 10A Fun on the spotGET INTO IT INV 13BuroinjinCooperative PlayGET INTO IT INV 15Youth ultimatefrisbeeDragonsSTART OUT CP 01AShuttle ballSTART OUT CP 01BUnderarmreturn relaySTART OUT CP 02AHere, there, nowhereNET & COURTSTART OUT CP 03Run the circleGET INTO IT NC 03No-goSTART OUT CP 06BL–o–n–g throwGET INTO IT NC 08Continuous tennisStriking & fieldingGET INTO IT SF 11Invasion GamesMini tee-ballTARGET GAMESSTART OUT INV 01InterceptorGET INTO IT TG 04ThrolfSTART OUT INV 02NamesGET INTO IT TG 06KoolcheeSTART OUT INV 03Pairs passingGET INTO IT TG 09Hit the targetSTART OUT INV 05On-court, off-courtrapid passesGET INTO IT TG 11Defend the zoneGET INTO IT TG 12D1 and D2Lesson 2 · start out""* , / 6 Ê* 910 MINUTESBack to back passPlayers stand back to backsKill focus1 size 4 netball per paireach other.(or similar ball) Ê« ÀÃ]Ê« ÞiÀÃÊ ÀiÊL V ÊÌ ÊL V Ê Ê« ÃÃÊ ÊL ÊÌ Ê iÊ Ì iÀ Ê * ÞÊÜ ÌÊ{Ê ÀÊ Ài 35 MINUTESKeentan Ê À iÀÊqÊ ÛiÊ « ÀÌ Ê ÛiÊ « ÀÌÊ Ê ÌÀ ÕViÊ iÜÊ« ÃÃiÃÊ ÀÊ« Ã Ì ÃÊqÊi } ÊÀ }Ê }Ê}À Õ ]ÊL Õ ViÊ« Ãà Improves footwork movementand pivoting1 size 4 netball per pair(or similar ball)»Use lob passes.The receiver pivots beforepassing theball to another team member.If the ball is intercepted,the attackingand defending teams swaproles.easier:»» }iÊ ÌAllow players to shuffle whenpivoting.Reduce the number of playerson the defending team.tiPs»»»safetY»harder:»Reduce thesize of theplaying area.Use role models to highlightgood examples of playerslanding on both feet together,balancing and then passing.Encourage players to alsoleap and land on one footthenquickly ground the otherfoot. This helps with balance.Eye contact between thepasser and receiveris essential for good timing.Ensure the defenders keepa safe distancefrom the receiver when theyare jumping. Ê ÌV Ê« ÞiÀÃÊv ÀÊà âiÊ ÊL V Ì L V Ê VÌ Û Ì ià 7 ÌÊÌ Ê Ê 7 Ì Ê iÊL Ê«iÀÊ« À]Ê« ÞiÀÃÊ« ÃÃÊÌ iÊL ÊL V Ê Êv ÀÌ Ê Ê ÕÃÌÊV }iÊ ÃÊV « iÌi Þ Ê Ý« ÀiÊ vviÀi ÌÊ« ÃÃiÃÊqÊ iÊÕ«Ê iÜÊ iÃ Ê Ê« Ê«À Û iÃÊiÝÌÀ ÊÃV «iÊv ÀÊ Ûi Ì Ûi iÃà 16 ÊÓääxÊ 1-/, Ê-*",/-Ê" -- "- viÌÞ Ê vÌiÀÊiÝ« À Ì ÊqÊÃiÌÊ ÊÌ iÊ«iÀ ]Êi } Ê Õ LiÀÊ vÊ« ÃÃiÃÊ ÊÓäÊÃiV Ã Ê } } ÌÊÃÕVViÃÃvÕ Ê« ÃÃiÃ Ê Ã ÊÌ Êà ÜÊÌ i ÀÊÃÕVViÃÃvÕ Ê« ÃÃiÃ Ê V Ài Ê- -- "* - L ÃÊ Ê-Ì ÀÌÊ ÕÌÊ *ÊänʳÊ-Ì ÀÌÊ ÕÌÊ*ÊäÇLÊ³Ê iÌÊ Ì Ê ÌÊ 6Ê sKill focusaDDitional eQuiPmentuse the activity card, Plus *än V ÊÌ ÊL V Ê« ÃÃ Ê -Ü «Ê« ÀÌ iÀÃ Ê Ã iÀÊqÊ« ÃÃiÀÊ ÀÊÀiVi ÛiÀÊV Ê ÛiÊviiÌÊ À Õ Get into it inv1215 MINUTEStwo teams play. the teamin possession th

IntroductIon to uLtImAtE frISBEE Introduction to ultimate frisbee What is ultimate frisbee? » Ultimate frisbee is a growing new non-contact sport played with a frisbee (also called a disc). » Two teams of 7 players play on a rectangular shaped field with 2 end zones. » The objective is for the team with the frisbee to pass

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