This document outlines a teaching approach to improve CM1 students' ability to play collective ball games by enhancing their ball passing and catching skills through various exercises and feedback sessions.
Extract
[...] Although strategic, this choice does not allow students to progress in their ability to throw the ball. Therefore, the teacher can ask the students to be in groups of three or four, and to have to cross the field by making only passes, knowing that the student holding the ball is no longer allowed to advance. In this way, the students who do not have the ball will have to position themselves always ahead of the one holding the ball, in order to progress on the field. [...]
[...] This new role will lead them to develop observation skills, which they will share during the feedback phase. It will then be up to the students to try to explain the reasons for such or such problems, and to try to find out how to solve them themselves. [...]
[...] The first objective is to make as many turns as possible without dropping the ball. Depending on the students' skills, we can make several circles, in which the students are more or less spaced (the more the students are at a distance, the more the throw becomes complicated). By proposing this differentiation in this learning situation, the teacher allows all students to integrate the exercise and be in a situation of success, conducive to progress. After several repetitions, the situation can evolve as follows: the students no longer throw the ball to their neighbor on the right, but to a student at random. [...]
[...] Another situation proposed will allow students to work on their passing speed and accuracy. Here, the students will be divided into two teams. The attacking team must make passes to be able to advance on the field and put the ball in the opposing team's goal. The constraint is to always change the ball catcher, which forces all students to move and position themselves correctly. However, the opposing team has the right to try to catch the ball, without touching the one who has the ball. [...]
[...] Game constraints: no ball movements. You will present situations that will allow you to evolve the students' behaviors towards the expected competence in the activity, namely 'Cooperate with their partners to collectively face opponents, while respecting rules, ensuring different roles . The programs scolaires of 2024 for the cycle 31 (do not belong to the CM1) ask teachers of schools to work the domain of skills "cooperate with its partners to face collectively adversaries, respecting rules, ensuring different roles falls within the learning field 3 : "Conduct and master a collective or interindividual confrontation. [...]
