Rationale

   The content is broken down to focus on the tactical understanding and skill development of Flag Football (Hopper, 1998).  The most essential tactics are introduced at the beginning of the unit and are progressed further as the unit goes on.  The lesson begins with a game form, that assesses the students understanding of the particular tactical problem.  Skill development drills are then introduced, which lead into a modified game.  The modified game allows for the tactical problems to have more      in-game repetitions; therefore, students are able to develop key tactics and skills of the game (Metzler, 2005). Skills will be broken down into off-the-ball movements and on-the-ball skills (Griffin, Mitchell & Oslin, 1997). In lesson 1, Britsh Bulldog was used as an introductory game, focussing on moving to and finding that open space.   Endball was then introduced as a culminating game to give the students an opportunity to link the movements they learned in Britsh Bulldog with the pass and move skills.  At this point they understand the importance of moving to and finding the open space, and now introducing passing they can demonstrate moving to open space to receive a pass.  Refer to the off and on ball movements for lesson 1 shown below.  In lesson 2, Flag Tag  was used as an introductory game.  It is a great game to introduce cuts, change of speed and direction to the game of flag football.  The End ball game was then used to demonstrate correct runs and cuts assigned by the quarter back to receive a pass on the move.  The end ball game is the same game used in the first lesson, but it is modified to emphasize cuts.  Refer to off and on the ball movements shown below for lesson 2.  For lesson 3, the introductory games such as the follow the leader game as well as the mirror game,  had the students focussing on the body movements of their opponents, and introduced the defensive stance.  This is a very important defensive skill to learn as their is a lot of cuts and fakes in football.  The Defending end zones game utilizes this skill practiced in the introductory game, but in more of a specific game situation, where the students are watching their opponent come at them, but they have other decisions to make, such as timing, covering space.   Other off the ball movements and on the ball movements that were focussed on in the third lesson can be viewed in the table below.  In the last lesson, lesson 4 an introductory game called Capture the football was used to get the teams working together towards a common goal of retrieving as many footballs as they can.  In this game it required coordination of the team running and cutting different ways and to different places. This sets the scene for the final game of 4 vs 4 flag football, where their needs to be coordination of runs and cuts set by the quarter back in an effort to advance the football over the end line to score a touchdown. 

The content of the unit also includes personal and social responsibility objectives.  For this age of students the following content will be developed throughout the course, based on BC IRP

Behaviour Objectives: