Created by: Temoc Suarez, Nick Kalisperis, Aaron Hart, & Beth Wendt
Special Contributions: Deedi Boland & Nick Kline
Design: Jennifer Truong
Invasion sports involve an offensive team working to maintain possession of an object while attacking (or invading) a defensive team’s goal or target area. Development of specific skills and skill combinations that involve passing, receiving, shooting, and defending are targeted learning outcomes. Classic invasion sports include soccer, basketball, football, hockey, ultimate, and rugby. This module provides lead-up activities aimed at developing the motor skills, movement patters, and strategic knowledge commonly associated with invasion sports.
This module includes activities that use the GenMove MultiGoal. This piece of equipment is recommended because it is versatile and provides for developmental adaptions that enhance student learning. However, it’s important to remember that any activity can be modified to work with equipment that you have on hand.
- Complete Module Packet:
- Module Overview:
- Required Materials:
- All Module Activities:
- Sample Lesson Plan:
- Academic Language Cards:
- Movement Concept Charts:
- Fitness Challenge Cards:
- Skill Cue Charts:
- Universal Design Adaptations:
Link to Basic Equipment Pack
- Fitness Relay:
- Over There:
- The Grouch:
- Golden Goalie:
- Four Corners:
- Team Handball:
- Invasion Triathlon:
- Self-Assessment Worksheet:
- Holistic Performance Rubric:
- Dual Performance Rubric:
- Academic Language Quiz:
- Teacher Self-Evaluation and Reflection Guide:
- Blank Activity Plan Template:
- Blank Lesson Plan Template:
National Standards and Outcomes Focus for Invasion Basics
Standard 1. Demonstrates competency in a variety of motor skills and movement patterns.
- Outcome [E1.4 & 5c] Uses various locomotor skills in a variety of small-sided practice tasks, dance, and educational gymnastics experiences (4); Combines traveling with manipulative skills for execution to a target (e.g., scoring in soccer, hockey, and basketball) (5c).
- Outcome [E6.4] Combines traveling with manipulative skills of dribbling, throwing, catching, and striking in teacher- and/or student-designed small-sided practice tasks (4).
- Outcome [E13&14.3-5b] Throws underhand to a partner or target with reasonable accuracy (3). Throws overarm to a partner or target with accuracy at a reasonable distance (4b); Throws (underhand and overarm) using a mature pattern in non-dynamic environments, with different sizes and types of objects (5a). Throws (both underhand and overarm) to a large target with accuracy (5b).
- Outcome [E15.4-5b] Throws to a moving partner with reasonable accuracy in a non-dynamic environment (4). Throws with accuracy, both partners moving (5a). Throws with reasonable accuracy in dynamic, small-sided practice tasks.
- Outcome [E16.4-5c] Catches a thrown ball above the head, at chest/waist level, and below the waist using a mature pattern in a non-dynamic environment (4); Catches with accuracy, both partners moving (5b); Catches with reasonable accuracy in dynamic, small-sided practice tasks (5c).
- Outcome [E20.4-5] Dribbles with hand/feet in combination with other skills (e.g., passing, receiving, shooting) (4). Hand/foot-dribbles with mature patterns in a variety of small-sided game forms (5).
- Outcome [E25.3-5] Strikes a ball with a long-handled implement, sending it forward, while using proper grip for the implement (e.g., hockey stick) (3); Strikes an object with a long-handled implement (e.g., hockey stick) while demonstrating three of the five critical elements of a mature pattern for the implement (grip, stance, body orientation, swing plane and follow-through) (4); Combines striking with a long implement with receiving and traveling skills in a small-sided game (5b).
Standard 2. Applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.
- Outcome [E1.3-5] Recognizes the concept of open spaces in a movement context (3); Applies the concept of open spaces to combination skills involving traveling (e.g., dribbling and traveling) (4a); Applies the concept of closing spaces in small-sided practice tasks (4b); Dribbles in general space with changes in direction and speed (4c); Combines spatial concepts with locomotor and non-locomotor movements for small groups in gymnastics, dance, and games environments (5).
- Outcome [E2.3-5c] Recognizes locomotor skills specific to a wide variety of physical activities (3); Combines movement concepts with skills in small-sided practice tasks, gymnastics, and dance environments (4); Combines movement concepts with skills in small-sided practice tasks/games environments, gymnastics, and dance with self-direction (5).
- Outcome [E3.3-5] Combines movement concepts (direction, levels, force, time) with skills as directed by the teacher (3); Applies the movement concepts of speed, endurance, and pacing for running (4a); Applies the concepts of direction and force when striking an object with a short-handled implement, sending it toward a designated target (4b); Applies movement concepts to strategy in game situations (5a); Applies the concepts of direction and force to strike an object with a long-handled implement (5b); Analyzes movement situations and applies movement concepts (e.g., force, direction, speed, pathways, extensions) in small-sided practice task/game environments, dance, and gymnastics (5c).
- Outcome [E5.3-5] Applies simple strategies/tactics in chasing activities (3a); Applies simple strategies in fleeing activities (3b); Applies simple offensive strategies/tactics in chasing and fleeing activities (4a); Applies simple defensive strategies/tactics in chasing and fleeing activities (4b); Recognizes the type of kicks needed for different games/sports situations (4c); Applies basic offensive and defensive strategies/tactics in invasion small-sided practice tasks (5a); Applies basic offensive and defensive strategies/tactics in net/wall small-sided practice tasks (5b); Recognizes the type of throw, volley, or striking action needed for different games/sports situations (5c).