Ultimate Frisbee - TopScore

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

ULTIMATE FRISBEE