[SOLVED] skill for an early childhood physical education class, Fundamental Skill Lesson Plan help – Health Medical

You will create a lesson plan to teach a fundamental skill for an early childhood physical education class (Pre-K to 3rd grade). You will revise/add to this lesson plan in Week Five.  To create your lesson plan, start by reviewing and assessing that the skill(s) in your lesson plan are developmentally appropriate by visiting National PE Standards website. An example of a skill is: ”Demonstrate the relationship of under, over, behind, next to, through, right, left, up, down, forward, backward, and in front of by using the body and an object.”  Then, review Table 7.3 in Chapter 7 for appropriate activities. Your lesson plan should include the following components:Title PageSection 1: Lesson Information Identify the following: Grade level (specify what age/grade) Estimated level of developmental stage for this age/grade Number of students Fundamental skill to be taught State standard (see the list of National PE Standards and indicate which state)Section 2: Lesson Introduction Provide a brief description of the lesson Create a student learning objective: (e.g. “As result of this lesson, students will be able to demonstrate _________”.) Describe your system for classroom management and student grouping (e.g. class rules, consequences, rewards, and organization of the class during the activity) Describe the equipment needed and the environment (e.g. classroom, gym, outdoors, etc.)Reference page Include at least one outside resource. Your title page, lesson plan, and reference page should be formatted in APA style as outlined in the Ashford Writing Center.  The lesson plan will be two to three pages, in addition to the reference and title pages.Additional Planning Resources:  When researching lesson plans, the following resources are helpful.  These should be used as resources only and should not be copied and pasted (Turnitin will detect any plagiarism): Foundations of Moving and Learning Chapter 7 – Planning Physical Education Lessons Appendix A – Sample lesson plans Appendix B – Sample lesson plansMr. Gym (http://www.mrgym.com/)PE Central (http://www.pecentral.org/)7
The Agency Collection/Getty Images
Planning Physical Education Lessons
Learning Objectives
As a result of reading this chapter and engaging in the reflection tasks, you should be
able to complete the following objectives:
• Explain why lesson planning is a critical component of effective teaching in physical
education and how other factors influence the development of school curriculum.
• Provide the benefits of creating your own lesson.
• Describe the four parts of a physical education lesson and explain how they contribute
to making an appropriate and successful class activity.
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CHAPTER 7
Pre-Test
Introduction
E
very day in America, thousands of young people attend physical education classes
as part of their overall schooling experience. Some of these lessons will be exciting, dynamic, and engaging learning experiences, and others will simply occupy
30 or 40 minutes of a child’s school day. One of the key factors differentiating the experience students will have during physical education classes is how effectively the teachers planned the lesson (Rink & Hall, 2008). Effective teachers have lessons that enhance
learning by creating their own content with developmentally appropriate tasks organized
within logical progressions. As Metzler (2011) notes, it might be said that the effectiveness
of any lesson is determined before it begins by how well the teacher planned for it.
The purpose of this chapter is to guide you through the key processes involved in creating
high-quality daily lessons for students in physical education. First, a description will be
given of the factors that affect how lesson plans are developed. This will be followed by
an explanation of why lesson planning is so important for beginning teachers. Finally, a
step-by-step guide is provided that will outline a template you can use to design a lesson.
Pre-Test
1.
Which of the following lesson planning tasks is considered the most difficult?
a. choosing appropriate content
b. deciding on course objectives
c. determining the amount of equipment needed
d. developing alternate lesson ideas
2. Which of the following would NOT need to be included in an appropriate lesson
plan?
a. time allotted for each activity
b. script detailing what to say
c. amount of equipment needed
d. sequential order to perform tasks
3.
Other than organization, what is the purpose of a lesson plan?
a. to help students reach learning outcomes
b. to make the lesson more interesting
c. to follow national and state rules
d. to ensure all teachers are teaching consistently
Answers
1. a. Choosing appropriate content. The answer can be found in Section 7.1.
2.
b. Script detailing what to say. The answer can be found in Section 7.2.
3. a. To help students reach learning outcomes. The answer can be found in Section 7.3.
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CHAPTER 7
Section 7.1  Lesson Plan Development
7.1  Lesson Plan Development
A
lesson plan is a teacher’s detailed description of the course of instruction for a
class. One of the key tasks in lesson planning lies in choosing the most appropriate content for any given class. This is not an easy task, and within the world of
motor skills, games, and sports, there are far more topics available than time allows. As a
result, many beginning teachers can become bewildered when making quality curriculum
choices. According to Yinger (1980), a noted scholar on teacher planning, lesson planning
is a major factor in determining what is taught in schools. He notes that school curriculum
is impacted by teacher decisions regarding the pace, sequence, and emphasis of lessons.
Teachers alone do not determine school curriculum. The state and local curriculum documents also impact what is taught in schools. These documents are influenced by expert
knowledge on one hand, and by a community’s beliefs and principles on the other. This
relationship is illustrated by Figure 7.1.
Figure 7.1: Factors affecting what is taught in schools
Expert knowledge
State curriculum documents
What is taught in schools
Local curriculum documents
Community beliefs &
principles knowledge
This figure illustrates that several factors contribute to the development of local and state curriculum.
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Section 7.1  Lesson Plan Development
State Curriculum Documents and Expert Knowledge
State curriculum documents provide the framework for a particular subject. These documents are typically organized around content standards. A content standard is a statement
about what students should know and be able to do at the conclusion of a course or grade
level. At times, content standards are written in general terms so that they can be delineated
more precisely into measurable terms. For example, Standard 1 of the national standards
for a physically educated person statement from the National Association for Sport and
Physical Education (NASPE) (2004) is written as follows: “Demonstrates competency in
motor skills and movement patterns needed to perform a variety of physical activities.” You
may notice that the statement
does not say which skills and
patterns need to be included in a
curriculum document, only that
the development of competency
is something children should be
able to achieve. This is because
NASPE content standards are
national standards, providing
a general consensus of experts
from around the country.
At the state level, however,
content standards may be pre- NASPE’s standards are designed broadly, leaving it up to
sented more specifically. As a individual states to apply specifics, such as first graders being
case in point, Content Standard competent in nonlocomotor skills like stretching.
3 for kindergarten students in
Alabama is written as follows:
Associated Press
“Students will demonstrate the
nonlocomotor skills of bending, stretching, twisting, turning, rocking, and swaying”
(Alabama State Department of Education, 2009). In this case, a first-grade teacher should
expect that all new students in class will have already mastered these skills. Some state
curriculum documents also provide specific examples of content that could be included to
reach the standard. Such is the case in North Carolina, where the physical education scope
and sequence document suggests that fourth-grade students “develop inverted balances
using two or more body parts” and “create movement sequence routines that contain balance, inversion, weight transfer, and landing” (North Carolina State Board of Education,
2006, p. 34).
In developing their curriculum documents, state departments will often refer to the
knowledge and perspectives of content experts in learned societies. Learned societies
are voluntary organizations of individuals dedicated to scholarship and research, often
focused on a particular subject or method. Two of the earliest of these were the American
Association for the Advancement of Science, founded in 1848, and the American Social
Science Association, founded in 1865. Others that followed include the Modern Language
Association (1883), the American Historical Association (1884), and the American Economic Association (1885) (Kiger, 1982).
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Section 7.2  Benefits of Planning for Lessons
Within the physical education field, the equivalent group of learned scholars is the National
Academy of Kinesiology. This academy promotes the study and educational applications
of the art and science of human movement and physical activity. With respect to content
standards for physical education, NASPE has written documents that describe contemporary ideas about what students should know and be able to do after their participation
in physical education. These NASPE national standards form the basis of most state curriculum documents within the United States.
Local Curriculum Documents and Community Beliefs
When school systems develop their own local curriculum plans, they are able to include
certain elements that go beyond the state mandate to better reflect local philosophies.
These extensions might include implementation guidelines, resources, and activities.
These decisions are usually made at the school board level, and special interest groups
often have significant power within these organizations (Spring, 2010). That is, school
boards are typically composed of those who have the finances to campaign throughout
the community (e.g., bankers, heads of local business, and professionals).
Recently, state departments of education throughout the country have made attempts to
provide more standardized curriculum, mainly in efforts to promote effective assessments
across schools. Statements on the New York State Department of Education’s website
reflect this in the following statement: “All school districts are expected to have their local
curriculum aligned to the P-12 Common Core Learning Standards for English Language
Arts & Literacy by school year 2012–13” (para. 1). The main rationale for the development of these standards is to ensure that students are receiving a high-quality education
consistently, from school to school, something that districts such as those in New York
considered problematic.
Reflect On It
1. Select a common skill used in physical education. Write how this skill might be referenced in
general terms and then as an objective in a state curriculum document.
2. As all teachers receive their education in universities, to what extent do you believe that university faculty might influence the content of what is taught in school physical education?
7.2  Benefits of Planning for Lessons
A
metaphor often used to describe a lesson plan likens it to a road map. Of course
we could get in the car and drive in a general direction toward a new destination.
However, in doing so we would also need to spend time stopping and asking for
directions, backtracking when those directions were inaccurate, and spending more time
and energy than would be the case if we had a map or a GPS device. Lesson plans serve
as an instructional map. It creates a guide for composing smooth, purposeful lessons.
Lesson plans help teachers to not only describe what students will do but also outline
how they can organize and manage all the necessary procedures to promote student
learning (Rink, 2010).
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Section 7.2  Benefits of Planning for Lessons
For preservice teachers, planning is seen as particularly important. Byra and Coulon (1994)
found that planning resulted in students spending less time in the managerial aspects of
lessons (i.e., in the time teachers spent organizing and managing the class), less time waiting for their turn, and less time being off-task during activity time. In addition, the teachers were clearer during their task presentations and also provided more appropriate feedback. In another study, Imwold et al. (1984) found that beginning teachers who planned
their lessons, compared to those who did not, had a wider variety of learning activities
and superior class organization.
Planning is seen as such a significant component of learning to teach physical education
that it is one of NASPE’s six standards for beginning physical education teachers. NASPE
states that physical education teacher candidates should plan and implement developmentally appropriate learning experiences aligned with local, state, and national standards to address the diverse needs of all students (2009a). The Remembering Why You Plan
box provides three reminders that result in effective lesson plans. These suggestions will
help you to remember what you’re doing, why you’re doing it, and how long you have
to do it.
Remembering Why You Plan
To Remember What You’re Doing
• Lesson plans list your instructional tasks in sequence and provide a quick reminder of what’s next.
To Remember Why You’re Doing It
• Lesson plans help you keep the class structured and focused.
To Remember How Long You Have to Do It
• Lesson plans help you allocate appropriate times to various activities (especially if you teach
across a number of grade levels).
While creating lesson plans is a particular skill that all teachers should learn, it is worthwhile to refer to prepackaged lesson plans from either Web sites or books. Many of these
resources provide useful ideas that teachers can apply to their own lessons. However,
although prepackaged lesson plans can be helpful, it is important to remember the benefits of creating your own lesson plans. Research has shown that the use of prepackaged
lesson plans does not result in significantly more student learning than in lessons planned
by beginning teachers (Everhart & Everhart, 2008). In addition, a study suggests that
beginning teachers feel better prepared to teach when they write their lessons themselves
(Everhart, Oaks, Martin, & Sanders, 2004).
There are benefits to be gained from lesson planning that extend beyond improving
instruction. The first of these is program advocacy. Written lesson plans provide evidence
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Section 7.3  Anatomy of the Lesson Plan
Lesson plans help teachers stay organized and on track during
class. What are your thoughts on creating your own lesson
plans versus using prepackaged ones?
to key stakeholders (including
administrators, teachers, and
state department personnel) that
you have a professional ethic
toward your teaching. Second, a
written lesson plan is a particularly valuable resource in case of
student injury. Should a student
become injured in your class,
your lesson plan provides evidence that you followed sound
teaching and skill progressions.
Finally, lesson plans ultimately
save time. Having accessible lessons from previous years allows
for more time to be spent in
other areas of teaching, such as
designing assessments or developing new resources.
iStockphoto/Thinkstock
Reflect On It
1. What might be some of the reasons that the lesson plans of experienced teachers look
different from those of beginning teachers?
2. Find a lesson plan from an online source, such as PE Central (http://www.pecentral.org/
lessonideas/pelessonplans.html), and critique it in terms of the extent to which it assists with
those features shown in the Remembering Why You Plan box.
7.3  Anatomy of the Lesson Plan
A
lesson plan is meant to guide you in organizing your material and yourself for the
purpose of helping your students achieve intended learning outcomes. Whether a
lesson plan fits a particular format is not as important as whether or not it actually
describes what you want and what you have determined is the best means to teach your
students. While there is no one “best way” to write a lesson plan, there are two models
often used by classroom teachers that provide a list of steps to follow.
Gagné’s Events of Instruction
Robert Gagné, an educational psychologist, writes of nine instructional events that support learning in the cognitive domain (Gagné, Briggs, & Wager, 1992). These can be used
as a way of organizing a lesson plan and are shown in Table 7.1.
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Section 7.3  Anatomy of the Lesson Plan
Table 7.1: Gagné’s nine events of instruction
Lesson component
Goal
1. Gaining attention
To ensure that students are focused on the upcoming material
and to motivate them about the upcoming content
2. Informing learners of the
objective
To allow the students to situate the lesson within previous
knowledge
3. Stimulating recall of prior
learning
To remind students of relevant material from previous lessons
4. Presenting the stimulus
(content)
To show students the new material to be learned
5. Providing learning guidance
To tell students the best way to learn the material you are
presenting
6. Eliciting performance
(opportunities to practice)
To help the student practice the new skills or apply the new
knowledge
7. Providing feedback
To give students information about how to improve their
performance
8. Assessing performance
(exam, tests, quizzes, papers)
To determine if the key content has been learned
9. Enhancing retention and
transfer
To help students remember the content and be able to transfer it
to other situations
Source: Gagné, Briggs, & Wager, 1992
Hunter’s Seven-Step Lesson Plan
Perhaps more commonly adopted than Gagné’s event model are the seven steps to lesson planning developed by Madeline Hunter (1994). Hunter breaks these steps into four
major lesson components: getting students ready to learn, introduction, checking for
understanding, and independent practice. Table 7.2 gives an outline of the seven steps
and typical activities that occur within each.
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Section 7.3  Anatomy of the Lesson Plan
Table 7.2: Hunter’s seven steps to effective lesson planning
Lesson component
Goal
Getting Students Ready to Learn
1. Review
To review previous material that is pertinent to this lesson
(typically at the beginning of the lesson)
2. Anticipatory set
To focus students’ attention and interest onto the lesson
material
3. Stating the objective
To state the goal for the lesson
Instruction
4. Input and modeling
To present new information to students (modeling where
appropriate is one form of instruction)
Checking for understanding
5. Check for understanding
To determine if students are making sense of the material
6. Guided practice
To give students the opportunity to apply or practice what they
have just learned and receive immediate feedback
Independent Practice
7. Independent practice
To give students further opportunities to apply or practice this
new information (may occur as homework)
Source: Hunter, 1994
The Four Parts of a Physical Education Lesson Plan
Although these lesson models are geared more toward lessons that take place within the
regular classroom, the essential lesson components of the Gagné and Hunter models have
a place within physical activity. Within the physical education setting, Hastie and Martin
(2006) note that for any lesson the planning process takes you through four key parts.
These parts exist in a sequence and include (1) the focus of the lesson, (2) preparing for
the lesson, (3) describing the progression of the content, and (4) ending the lesson. Within
each of these, there are a number of subparts that need your attention.
Focus of the Lesson
A lesson plan will begin with the specific details needed to carefully align your lesson
content with the appropriate benchmarks from state and school district documents. These
details will include the grade level, the number of students in the class, and the skill theme
to be addressed. Again, it is important to keep in mind that content needs to be developmentally appropriate.
The section on lesson focus describes the learning objectives or learnable pieces for that
lesson. It is here where you identify what you actually want the students to learn or be
able to do at the end of the lesson. Remember, the goal may not necessarily be mastery of
a skill, but they should experience and be able to identify some of the key cues necessary.
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Section 7.3  Anatomy of the Lesson Plan
If the learning objective is being
able to dribble a ball with the
hands within the time frame of a
single 30-minute lesson, having
students understand the importance of using the finger pads
and dribbling at a waist-high
level can be considered good
progress. The lesson content
will then include activities that
focus on these skills. Likewise,
most students will not be able to
volley a ball proficiently after a
single lesson, but they should be
able to place their hands in the
shape of the ball and practice
Making sure the focus of the lesson is clear is important when
getting into a position to volley designing a lesson plan. The lesson focus serves as a guideline
above their heads. Hastie and for incorporating the state and school standards.
Martin (2006) recommend that
for elementary school students,
Peter Hastie
you limit a lesson to one or two
learnable pieces. The Focus of the Lesson box gives an excerpt from a lesson on jumping
and landing that outlines these initial lesson components.
Focus of the Lesson
Date: 9-27-11
Grade Level: 4th
Number of Students: 25
School: John F. Kennedy Elementary
Skill Theme: Jumping and Landing
Locomotor Skills: Skipping, Galloping, Running, Sliding, Hopping, Leaping
Non-locomotor Skills: Twisting
Movement Concepts:
Directions: Forward, Backward, Right, Left
Force: Soft
Levels: Low
Relationship: Far (jumping for distance), Height
Skill Level: Control/Utilization
Student Learning Objective: As result of this lesson, students will. . .
• successfully jump and land on balance in different directions (for distance and for height);
• demonstrate soft landings when jumping from height.
Cues: Jumping for Distance: Knees bent, arms back, reach forward
Jumping for Height: Knees bent, arms back, reach to the sky
Landing: Feet shoulder width apart, knees bent, body over feet
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Section 7.3  Anatomy of the Lesson Plan
Preparing for the Lesson
Once you have determined what you want to achieve in the lesson, the next three steps are
identifying those factors you need to address before the actual instruction begins. These
factors include making an inventory of equipment and assembling the lesson materials,
planning how to manage students, and the set induction.
In regard to equipment, you will need to identify (by type and number) all that you will
need to teach the lesson. In a lesson on throwing for accuracy, you might need 30 tennis
balls, 20 cones, 10 targets, two markers, stickers, and tape. Equipment is a particularly critical component in student learning. In an experiment in which class size and equipment
availability were manipulated, it was found that larger class sizes had a negative impact
on student practice opportunities. However, where teachers had unlimited amounts of
equipment available, student involvement in practicing skills was significantly higher
irrespective of the number of students in the class (Hastie & Saunders, 1991).
In terms of managing students, the lesson plan outlines the key protocols to be used.
Protocols are any specific directions or commands that your students will need to follow
during the lesson. The most common protocols relate to stopping and starting an activity,
dealing with equipment, and how to transition between tasks. Other protocols relate to
safety and behavior management. The Sample of Situations Requiring Protocols box lists a
number of different situations where teachers will want to develop these protocols. Further details on protocols (with examples) will be covered in Chapter 10.
Sample of Situations Requiring Protocols
• Entering and leaving the activity area
• Collecting, handling, and retuning equipment
• Starting and stopping activity
• Forming partners and groups
• Dealing with an injury
• Hanging up jackets or coats brought to class
• Getting water or going to the bathroom
It seems contradictory to the goal of our subject to have students spend the first minutes
of a class sitting and inactive. Particularly when one considers the national goal of having students engaged in moderate to vigorous physical activity for 50% of the lesson time
(U.S. Department of Health and Human Services, 2000). Thus, students should arrive to
physical education class ready to move. Many teachers choose to include an instant activity into their lessons to help get their students moving and ready to begin the class. Instant
activities are short activities (less than five minutes) designed to either elevate heart rates
(such as in tag games) or practice skills from previous lessons. They are also meant to be
fun and engaging. Instant activities are typically written on a notice board that student
can read as soon as they arrive, or they are presented by the teacher to students as they
first enter the activity area.
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Section 7.3  Anatomy of the Lesson Plan
Instant activities allow the
teacher to check with individual students (e.g., one who has
been absent for a few lessons, or
one who is on a behavior referral). In addition, many teachers
find that at the end of an instant
activity, students are not only
energized but are actually more
likely to listen to the teacher’s
instructions (Manross, 1998).
Following the instant activity,
a teacher will present the set
induction for the lesson. The
main aim of a set induction is
Instant activities are easy to pick up on right away so students
to help students understand the
can start moving as soon as class begins. What examples of
purpose of the lesson, as well as
instant activities can you think of?
to provoke their interest in the
Associated Press upcoming topic. Set inductions
can also be used to link new
materials with previously learned ones, and to give meaning to new concepts of principles (Perrott, 1982). Consider a lesson on landing softly. A first-grade teacher might drop
a feather to the ground and discuss how birds fly and land softly. During the lesson, this
feather metaphor can help remind children as they practice jumping and landing. The
Cases From the Classroom: Preparing for the Lesson box provides an excerpt from a lesson on
jumping and landing that outlines the elements of lesson preparation.
Cases from the Classroom: Preparing for the Lesson
Ms. Patel is planning a lesson on jumping, and she
wants her students to practice various skills by working through a circuit. If we were to examine Ms.
Patel’s lesson plan, we would see that in the initial
part of her plan, she has thought about the equipment and protocols she wants to use . You may note
that Ms. Patel has also spent considerable time planning her set induction.
Equipment: 10 Hula-Hoops, 12 Poly Spots, two aerobic boxes, six beanbags, four cones (colored yellow,
blue, red, and green), one color card for each student
Associated Press
Protocols: “4-3-2-1”
4—stop the activity
3—return your equipment and reset the area
2—point to the next station.
1—go to the next station and begin the activity
Instant Activity: Jump rope—students can practice jump rope skills by referencing a poster on the
wall of the gym
(continued)
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Section 7.3  Anatomy of the Lesson Plan
Cases from the Classroom: Preparing for the Lesson (continued)
Set Induction: Good morning, boys and girls! Mrs. Martin tells me you have some new friends in
the pond outside your class. The water lilies are blooming and the tadpoles have turned into frogs.
So how do these frogs get from one place to another? Yes, they jump, sometimes from lily pad
to lily pad, and sometimes over the flowers. In today’s class we are going to practice jumping for
distance and jumping for height, just like the frogs have to do. We are going to have four stations.
The yellow cone and the yellow Hula-Hoops will be Station 1, called Hula Jump. Station 2 will be the
blue cone and called Dot Hop. Station 3 will be the red cone with the red boxes and called Box and
Land Jump. Station 4 will be the green cone with the green beanbags and called Beanbag Distance.
Now I am going to explain each station. Make sure you are listening! I want everyone to stand up
slowly and follow me while I explain each station. Please do not touch any of the equipment. If you
forget what to do at each station, just look at the description on the cone. After explaining all the
stations, I am going to ask you if you can remind me of the cues for jumping for distance, height,
and landing. When I say “go,” I want everyone to match up the card I have given you with the correct color cone. If you have Y on your card, you go to the yellow cone. R on your card, go to the red
cone. B on your card, go to the blue cone. G on your card, go to the green cone. Ready? GO!
Content Progression
The majority of time during a physical education lesson will be spent with students in
planned learning experiences aimed at helping them achieve the learning objectives.
When planning for these tasks, there are three key factors that must be considered. A
quality learning experience in physical education (at any grade level) will satisfy these
three questions. The questions are: (1) Does the task help the students learn? (2) Does the
task provide maximum activity and practice opportunities? and (3) Does the task match
the developmental level of the students?
In regard to the first question, we need to be sure that our tasks are not simply play activities that require students to be only busy, happy, and good. They must contain activities
that help students achieve one of the learning objectives. These usually involve terms such
as “demonstrate correct critical elements” or “design a sequence” or “differentiate between
correct and incorrect movements.”
Second, tasks need to provide maximum activity. Children cannot develop skills while
waiting for turns. There is significant research to demonstrate that the level of skill that
is achieved is directly related to the number of correct practice trials a student receives
during a lesson (Silverman, 1985). Relays and other games where most children are waiting for turns are not appropriate ways to structure lesson tasks. In addition, activities or
games that eliminate children will not help them practice and improve on the skill. A closer
examination of these games reveals that the less-skilled students are usually the ones eliminated first, yet these are the very students who need the most practice. In terms of providing maximum practice opportunities, the fundamental planning consideration should be
determining the smallest number of students required to make the task work. For many
tasks it is one student. A child can toss a balloon in the air to practice volleying without the
assistance of a partner, or they can dribble a basketball through an obstacle course alone.
The caveat here is that you have enough pieces of equipment for each student. Other
tasks will require two or three students. Catching, volleying, and kicking often involve
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Section 7.3  Anatomy of the Lesson Plan
students sending objects to each
other. Again, keep in mind that
the key is to determine the fewest students needed to make the
task work so that students can
have the maximum amount of
time to practice.
The third consideration when
planning a task is the experiential level of the students. While
we aim to provide students with
as many appropriate practice trials as possible, for motivational
purposes we don’t want the
task to be too easy or too diffiRelay races are enjoyable but cause too many students to be
cult. One way in which we can
idle while they wait for their turn. What substitute activities
ensure tasks are developmencould be used instead to keep all students active?
tally appropriate is to design
In Pictures/Corbis them so that students can make
choices within the tasks to set
their own challenges. This instructional approach is referred to as the slanted rope effect
(Mosston & Ashworth, 2002). Think of a rope being stretched between two poles. If the
rope runs horizontally at the same height, then some children will easily jump over it
without a challenge, while others will not achieve success. However, if the rope is placed
at a slant, with one end low and the other end higher, then all the children can achieve success and set themselves increasing challenges. This instructional approach can be applied
to different activities. In a throw-and-catch task, instead of designating the exact distance
students should stand apart, we might have students start in one position, but as they
accumulate successes, tell them they can move farther apart from each other. Likewise,
when kicking a soccer ball between two cones, after initial success, children can either
move farther back from the cones or perhaps move the cones closer together to make the
goal smaller.
One way of conceptualizing the idea of appropriate tasks is to consider those that are
inappropriate. The Physical Education Hall of Shame was created to list games and other
activities that do not make a contribution to students’ motor skill development. Table 7.3
provides the criteria used to induct games into the hall. Early inductees included “duck,
duck, goose,” “kickball,” and “steal the bacon.”
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Section 7.3  Anatomy of the Lesson Plan
Table 7.3: Characteristics of inappropriate activities
Inappropriate activity
Sample game from the Hall of Shame
Absence of the supposed objectives
of the activity or game
Messy Back Yard: In frantic efforts to throw objects to the
other side, children rarely produce appropriate skills.
Potential to embarrass a student in
front of the rest of the class
Kickball: Usually played in large groups, where a single
student has to kick a rolling ball in front of students waiting
for their turn to kick.
Focus on eliminating students from
participation
Musical Chairs: Typically, children sit and wait upon
elimination, which provides no opportunity for skill
development.
Overemphasis on and concern about
the students having “fun”
Line soccer: Given this is a one-on-one game, there is usually
a disparity in skill level.
Lack of emphasis on teaching motor
skills and lifetime physical fitness
skills
Duck, Duck, Goose: While this game involves running, it
is only for a short period and is only in a circle—only two
students practice running while the rest are sitting.
Extremely low participation time
factors
Relay races: Only few students are participating at one time,
and the time stress also leads to improper skill production.
Extremely high likelihood for danger,
injury, and harm
Dodgeball: The goal is to physically tag students from another
team with a ball thrown with hard force.
Source: Williams, 1994, p. 17
Once you have thought about the activities you would like to include in a lesson, you
need to decide how you are going to incorporate these in your lesson plan. To do this, it is
helpful to plan content progressions by creating a table.
In the example in Table 7.4, three columns are used. The material within this table is what
you would see in the next section of the lesson plan of Ms. Patel, whom we first met in
the Cases From the Classroom: Preparing for the Lesson box. The first column describes the
task itself and serves as a general reminder of the activity. In the second column, we write
the script of what you would say to students as you present this task. While you will not
read this verbatim during a lesson, writing this script in the lesson planning phase helps
give a mental picture of exactly how you want the task to be carried out. The third column
describes how you will organize the students and the equipment as they carry out the
task. Diagrams are particularly helpful here, as they not only force you to think about the
least number of students required to make the task work, but diagrams also make it easier
to identify all the equipment you will need for the lesson.
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Section 7.3  Anatomy of the Lesson Plan
Table 7.4: Content progression
Task Description Key Instructions
Activity #1:
Jumping
and landing
patterns
Organization
At Hula Jump you will be working
on different jumping and landing
patterns. Start on one foot in the
first hoop. If the next hoop is the
same color, land on that same leg.
If it’s a different color, land on the
other leg. Continue down the line
of hoops. At the end hoop, land on
both feet.
There will be two rows of Hula-Hoops set
up staggered on the ground for about 10
feet.
Make sure you are using your legs
and arms to get power. Once you
get to the end of the hoops, I want
you choose a locomotor pattern to
go back to the beginning of the next
row. We can use skipping, sliding,
running, or galloping.
Activity #2:
Jumping in
different
directions
This station is the Dot Jump, and
we will be working on jumping in
different directions. There will be
three sets of dots set up. At the red
set, jump like you are skiing, moving
right to left, left to right, right to left,
left to right.
There will be three sets of dots set up.
At the blue set, you are going to
jump backward then forward,
backward then forward.
At the green set, you are going to
face the same direction throughout
but jump around the square shape
that the dots form.
(continued)
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Section 7.3  Anatomy of the Lesson Plan
Table 7.4: Content progression (continued)
Task Description Key Instructions
Organization
Activity #3:
Jumping for
height
This station is called Box and Land
Jump. There will be one small box,
and five feet in front of the small
box will be a taller box. You are
going to be jumping for height. One
at a time, I want each person to
try to jump on the small box softly.
Then jump down to the ground and
then up onto the big box softly,
then down. You will be jumping and
landing with both feet.
This station is called the Box and Land
Jump. There will be two sets of aerobic
boxes set up.
Activity #4:
Jumping for
distance
At this station you will be working
on jumping for distance. When we
jump for distance, we want to have
our knees bent, arms back, and
reach forward. This station is called
Beanbag Distance. Everyone at this
station will have his or her own
beanbag. You will stand on your Poly
Spot and try to jump as far as you
can with your beanbag in your hand.
Once you finish jumping, I want you
to set your beanbag at your heel
where you landed. Then go back to
your Poly Spot and try to beat your
last jump. The first time through I
want you to jump with your arms
folded. The second time I want you
to jump with your hands on your
head. The third time through I want
you jump with your arms back and
then swing them forward. See which
results in the longest distance.
There will be Poly Spots set up, with
beanbags on each Poly Spot.
Direction of
student jumps
Direction of
student jumps
Direction of
student jumps
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Section 7.3  Anatomy of the Lesson Plan
Ending the Lesson
The final component of the lesson plan (and the lesson itself) is the closure. The aim of
this section is twofold. The first aim is to review the content of the lesson and help children revisit the purpose of the lesson. A quick summary is often appropriate. The second
purpose of the closure is to check for understanding. Checking for understanding is
a process where you ask students a number of questions about the key content for the
class. If students are unable to give satisfactory responses at this point (i.e., they might
not be able to recall the key cues), you may decide to repeat certain parts of the lesson in
future lessons.
There are many different techniques for checking
for understanding that go beyond asking questions and having individual students respond.
Given that physical education is a movementbased curriculum area, you can ask children to
give movement answers. For instance, after a
lesson on volleying, you might ask students to
“show me the diamond in your hands for when
you volley.” After a lesson on catching, you
might ask students to “show me pinkies together
or thumbs together depending on where I throw
the ball.” Other helpful techniques include think
pair share techniques, where students will tell
their neighbor the key cues, or by having the
teacher demonstrate a skill correctly or incorrectly and asking students to shows “thumbs up”
or “thumbs down” according to the teacher’s display (Smith, 2008).
The Cases From the Classroom: Closing the Lesson
box provides an excerpt from Ms. Patel’s lesson
plan on jumping and landing that outlines the
elements of lesson closure. You will see that it
relates back to the set induction created by Ms.
Patel (see the Cases From the Classroom: Preparing
for the Lesson box) and refers to the activities the
children experienced during the lesson.
It is essential that students not only
participate but understand the point of a
physical education lesson. What are some
different techniques you could employ to
check for understanding?
Hybrid Images/Getty Images
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CHAPTER 7
Section 7.3  Anatomy of the Lesson Plan
Cases From the Classroom: Closing the Lesson
Closure:
Today we practiced jumping and landing in different directions. While the frogs in the pond outside
your classroom jump for height and distance, so can we. We can also take off from either one or
two feet, and land on one or two feet. Actually, we’re probably better jumpers than frogs!
I am going to ask you a few questions. I want everyone to raise his or her hand before answering.
• What is it called when we take off from one foot and land on one foot? (Answer: Hopping)
• What is it called when we take off from one foot and land on the opposite foot? (Answer: Leaping)
• When jumping for distance at Beanbag Distance, which way of jumping got you the most distance? (Answer: Arms back and then swing them forward) Why did the arms help? (Answer:
They help move you forward)
In our next lesson, we are going to work on jumping for distance from a run-up.
The Lesson Plan Checklist box provides a checklist of all the elements you need in a complete lesson plan. Following this checklist will help ensure that you are taking into account
what is considered good pedagogical practice.
Lesson Plan Checklist
Lesson Plan Component
Cover page
❑
Grade, date, number of students
❑
Skill theme identified
❑
Movement concepts listed
❑
Students’ skill levels identified
Objectives
❑
Achievable and realistic
❑
Cues are written
Equipment
❑
All equipment needed to teach the lesson is listed
❑
Equipment numbers, as well as type are included
Protocols
❑
Distinct and clear behavioral protocols are listed
❑
Relevant protocols are identified (including those for equipment)
(continued)
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CHAPTER 7
Chapter Summary
Lesson Plan Checklist (continued)
Set Induction
❑
Relates to the material that follows
❑
Written so the teacher can refer back to it during the lesson
Task Description
❑
General description is provided
Task Instruction
❑
Detailed statements of what could be said to the children (scripted)
❑
Tasks are developmentally appropriate
❑
Tasks provide maximum practice opportunities
❑
Tasks are presented so that time spent in explanation is not excessive
Task Organization
❑
Tasks are organized so that the learning environment is safe
❑
Tasks are organized in such a way to foster quick transitions between tasks
❑
Drawing of organization is included
Culminating Event
❑
Combines skills of the lesson in a small-sided game-like activity
Closure
❑
Two to three questions (with expected answers)
Reflect On It
1. List a series of verbs you would use when writing lesson objectives for a balancing activity.
2. Write a set induction you might use for a lesson on volleying. What metaphors might you use?
Describe how you would refer back to this set induction during a lesson.
3. Write the script you could use to close your lesson on volleying. Use the set induction you
wrote in the section above.
Chapter Summary
I
n this chapter we explored the concept of lesson planning and why it is important
for teachers to spend time preparing for class activities. We also examined how what
is taught in schools is influenced by state departments of education, community values, and individual teacher decisions. It was discussed that each lesson plan consists of
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Key Ideas to Remember
four key parts. These exist in a sequence and provide the content for the lesson, and they
include details that must be addressed before the children arrive to class. When developing lesson content, it is critical to maximize practice opportunities for all students and to
design tasks that meet their developmental needs. Lesson closures include a summary of
the lesson, as well as a period to check students’ understanding. This closure will help
you decide the extent to which you need to make changes for your next lesson with a
particular class.
Post-Test
1. Which of the following influences does NOT play a role in deciding what gets
taught in schools?
a. state objectives
b. school district
c. students
d. teachers
2. A lesson plan is a __________ for providing students with meaningful, appropriate instruction.
a. necessity
b. guide
c. prerequisite
d. means
3. What is the purpose of a lesson closure?
a. to prepare students for their next lesson
b. to identify positives and negatives of that day’s lesson
c. to address student behavior issues
d. to determine whether understanding took place
Answers
1.
c. Students. The answer can be found in Section 7.1.
2.
b. Guide. The answer can be found in Section 7.2.
3. d. To determine whether understanding took place. The answer can be found in Section 7.3.
Key Ideas to Remember
• The content of lessons that students experience in schools is affected by a number
of different factors.
• Lesson plans serve as way for teachers to compose smooth-running and purposeful lessons.
• While the format of a lesson plan can vary from teacher to teacher, the key is that
the lesson plan helps students achieve the intended learning outcomes.
• Typical lesson plans in physical education consist of four parts: the lesson focus,
acknowledgment of contextual variables such as class size and equipment needs,
the progression of the content, and the closure.
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CHAPTER 7
Key Terms to Remember
Critical Thinking Questions
1. Michael Apple, world-renowned educational theorist, has commented that the
curriculum is never simply a neutral assemblage of knowledge but is always part
of a selective tradition, someone’s selection, some group’s vision of legitimate
knowledge (Apple, 1993, p. 222). With respect to physical education, which different groups might try to significantly impact the focus of curriculum?
2. It has been suggested that when some teachers do not plan lessons, they actually respond better to specific learning difficulties experienced during classes, as
opposed to teachers who stick purely to their planned script. Given the benefits that
come from planning, explain the challenges of being “locked” into a lesson plan.
3. Which lesson planning format (Gagné or Hunter) do you think provides a more
realistic way of preparing lessons for physical education?
4. Select an activity from the Physical Education Hall of Shame and rewrite it so
that it would be suitable for use in a physical education lesson.
Key Terms to Remember
check for understanding  A process where
the teacher asks questions to determine if
students fully understand the key concepts
of a task or lesson.
closure  The wrap-up of the lesson.
content standards  Statements about what
students should know and be able to do at
the conclusion of a course or grade.
instant activity  A movement activity that
children engage in when they first enter
the classroom.
learnable pieces  A physical act or behavior needed to perform a skill (or part of a
skill) correctly.
learned societies  Voluntary organizations
of individuals dedicated to scholarship
and research, often focused on a particular
subject or method.
learning outcomes  Identifies what students should know and be able to do.
lesson plan  A teacher’s detailed description of the course of instruction for one
class.
Physical Education Hall of Shame  A
repository for activities and games that
violate what is considered developmentally and programmatically appropriate
physical education.
protocols  Routines that designate consistent student responses that need to be
followed before or during the lesson.
set induction  The beginning of the lesson,
which tells the students what they will be
learning and why it is important.
think pair share  When students first think
about what they have learned during the
lesson, and then share their thoughts with a
partner.
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Web Resources
Web Resources
National Academy of Kinesiology:
http://www.nationalacademyofkinesiology.org
National Association for Sport and Physical Education:
http://www.aahperd.org/naspe
PE Central lesson ideas:
http://www.pecentral.org/lessonideas/pelessonplans.html
Physical Education Hall of Shame:
http://www.pecentral.org/professional/hos/index.html
Sample of set inductions:
http://www.schooltube.com/video/46d49fa4a2d1499ea709/Set-Induction-Demos
SPARK PE lesson plans:
http://www.sparkpe.org/physical-education/lesson-plans/
Teachnology lesson plan maker:
http://www.teach-nology.com/web_tools/lesson_plan/
Writing learning objectives:
http://www.adprima.com/objectives.htm
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Appendix A
Sample Lesson Plan: Jumping and Landing
Grade Level: 4th
Skill Level: Semipredictable, semi-self-paced
Student Learning Objective: As result of this lesson, students will . . .
be able to land in a balanced position after jumping;
incorporate catching with jumping;
jump rhythmically in time with an external beat;
develop skills of jumping over obstacles.
Cues: Arms way back, bend the knees, tuck when landing
Equipment: one hoop per student, one beanbag per student, jump ropes, cones, low
trapezoid vaulting boxes
Set Induction: Today we are going to do some new jumping and landing challenges.
While I know everyone is a good jumper, and our landings are getting better, in
today’s lesson we are going to be using different objects to jump and catch.
Also, we are going to see if we can jump in time to a beat.
Content Development:
Task # 1
Let’s start by revisiting some of the jumps we have learned before. I need
everyone to be in a Hula-Hoop. For this activity we are going to practice
landing from different jumps. I will call out a different jumping method, and I
want you to jump from in your Hula-Hoop to land on the outside. You can chose
which direction you want to jump, but our focus is going to be on the landing. I
want you to be really balanced on your landing. Let’s start with a two-foot jump
and a two-foot landing. Now, using the same jump, go back into the hoop.
This time we are going to go from one foot to the same one. Who can remind me of
the correct name for this jump? Yes, a hop. When you hop, it is important to use
your arms for balance.
Now this time I want everyone to leap. What should I see? How many feet are used
on the takeoff and how many on the landing?
Task # 2
In this task you are going to toss your beanbag up in the air and then jump and
catch it. I want you to try to time your jump so you catch the beanbag while you
are off the ground. I also want you to land back in your hoop.
I saw that some people were taking off on one foot and some on two. That’s OK,
but now I want you to try to use the other. If you were a one-foot takeoff, now
try two. Two-foot takeoff people, you try from one foot.
Task # 3
For this activity you are going to practice different jumps and landings in time
with my drumbeat. When I hit the drum, you will jump out of your Hula-Hoop. When
I hit the drum again, you will jump back into your Hula-Hoop. I want you to jump
in and out of your Hula-Hoop by listening to the beat. I want everyone to start
by using a two-foot jump. (beat . . . beat . . . beat . . . beat)
Now let’s try leaping in time with the beat. To do this in a balanced position,
start with one foot in the hoop and leap sideways to land. Then leap sideways
again so everyone jumps from two feet to one foot. (beat . . . beat . . . beat .
. . beat)
Hopping is going to be hard, but let’s see if we can do it. When you hop to the
beat, let’s move away from our hoops so it’s harder to balance. I will use a
slower beat now, so listen carefully (beat . . . beat . . . beat . . . beat)
Task # 4
Now everyone is going to find a partner and place your hoops about 10 feet away,
facing each other. One of your pair is going to jump in the air and make a
shape. The goal for the other person is to copy that jump and shape. Jumpers,
you can use any takeoff and any landing you choose, so copiers, you have to
watch three things: takeoff, shape, and landing. Switch roles each time the
other person makes a correct copy.
Culminating activity
We’re going to take a “Trail Through the Forest.” To get to your destination,
you are going to have to go over mountains, fences, creeks, streams, and rivers.
In some cases, there will be trees blocking your course. You will have to jump
over them too. The path is marked by Poly Spots, so follow that course.
Listen carefully as I describe the obstacles: trees (single cones), fences (two
cones with a jump rope strung between them), mountains (trapezoids), streams
(two jump ropes on the ground), creeks (jump ropes farther apart), and a river
(jump ropes farthest apart). You can choose which jump to use. For some, leaping
might be the best option, but for others a two-foot takeoff might be.
You can begin anywhere on the trail you wish.
Sample Lesson Plan: Chasing, Fleeing, and Dodging
Grade Level: 5th
Skill Level: Combination of self-predictable, unpredictable, and various pacing
Student Learning Objective: As result of this lesson, students will . . .
revise quick accelerations in chasing and fleeing;
be able to change directions quickly from a one-foot pivot;
learn the key elements of a jump stop.
Cues: Plant, razor, run; jump stop without a big leap
Equipment: one dome cone per student, superhero cards
Set Induction: Today we are going to practice some new moves that will help you
in games that use chasing, fleeing, and dodging skills. These new moves are
important to learn because they focus on really quick changes of direction.
Content Development:
Task # 1
Let’s start by revisiting some simple changes of direction. Each of you is an
undercover superhero, walking casually in the park. All of a sudden you think
you see another one of your superhero friends and start waving to them. Jog over
to your friend until you get close to them. However, you now realize they are
not your friend but one of your arch enemies. Turn and run away quickly, while
being careful to avoid other citizens. Repeat with a different friend.
Now we are going to be specific superheroes. As you entered the gym today, I
gave you a number. I hope you remember it. All the people who were number one go
to the blue cone and read the card and learn the secret sign for the superhero
listed there. Number twos go to the green cone, and number threes go to the
orange cone. Don’t tell the other groups who you are though. Our three
superheroes are Batman, Superman, and Spiderman. Your job is to find someone
that is not in your group and go up to them. When you both get close enough, you
have to count to three and then do the sign for your superhero. Batman beats
Superman, Superman beats Spiderman, and Spiderman beats Batman. If you win, then
you have to chase and try to tag the other person. If you lose, you have to run
away from them.
Task # 2
We are going to work on
are going to first walk
right side of the spot.
and run quickly forward
a specific cutting move called “plant, razor, run.” You
toward a Poly Spot and plant your right foot on the
Then you are going to make a razor-sharp cut to the left
on the left side of the spot for about four paces.
Now let’s try it to the other side. Walk to the Poly Spot, plant the left foot
on the left side, razor cut to the right, and accelerate away.
Once you find which side you’re better at, I want you to jog to the spot, razor
cut, and run. With the weaker side, just walk up and focus on the plant and
razor cut.
Task # 3
We also need to learn a skill that allows us to stop quickly on balance and then
change direction. This is called a “jump stop.” I want you to begin by hopping
in place on one leg, and when I call “jump stop,” land on both feet. Try not to
jump up before you jump. You just want to come to a stop in a balanced position.
Now you’re going to hop in a forward direction until I call “jump stop.” Again,
don’t take a big leap in the air to land; just get both feet down quickly.
Let’s now progress to the jump stop from a jog. Just jog around in general space
and jump stop when you come to a classmate. Continue through the group.
Culminating activity
We are going to play “Fire and Ice Tag.” Three players have blue yarn balls,
which freeze you if you are tagged. Three other players have yellow yarn balls,
which, like fire, will unfreeze you. Ice taggers cannot tag fire savers.
Sample Lesson Plan: Balancing
Grade Level: 1st
Skill Level: Predictable, self-paced
Student Learning Objective: As result of this lesson, students will understand
the following concepts:
It is possible to balance on different body parts.
Different body parts offer stable and unstable bases.
Changing positions of various body parts can change the level of stability.
Cues: Tight muscles, hold for three, arms out for balance
Equipment: one beanbag per student, one mat per two students
Set Induction: Today we are going to do some balancing challenges. We are going
to explore different types of balances, and we will learn how to make our
balances so we don’t wobble.
Content Development:
Task # 1
I want you to find three body parts on which you can balance your beanbag so
that it will not fall off. You can place the beanbag on your hand, but don’t
hold it like a ball. Now using the same three body parts, see if you can move
around the room while still keeping the beanbag balanced. Remember, the bag
should not fall off, even if you are moving.
Now try to place the beanbag on a body part that makes it really difficult to
balance. You might be able to only balance the beanbag for a second or so. Can
you even take a couple of steps without the beanbag falling off?
Let’s look at the size of your different balancing surfaces. Can you tell me if
the size of your balancing surface made a difference? Yes, a bigger surface
makes for an easier balance. It’s the same when we balance our bodies.
Task # 2
This time the floor is going to be the body and you are going to be the beanbag.
Can you find three ways you can balance on the floor where if I came by, there
is no way I could tilt you over? What different body parts can you use? Try
using at least two different ones.
Now let’s see if you can take a balance that you can only hold for just a
second. It’s going to be really wobbly.
So which body parts give us really good balance? Back, tummy, legs, and bottom?
What about the wobbly ones? Hands, knees, toes. So again, a bigger surface makes
for an easier balance.
Task # 3
For this challenge we are going to see if we can change our body position to
improve our balance. Let’s start by standing up nice and tall. I want you to
lean forward from your waist just a little bit, but try to keep your feet in
place. As you start to tip over, take one foot off the ground and raise one leg
behind you as high as you can. How long can you hold that balance? Now let’s put
our arms out like an airplane. That should help even more.
This time, instead of standing, you’re going to sit on your bottom, bend your
knees, and tuck your arms around them. Do you start to wobble? I think so. Now
push your feet out straight and make your airplane wings. That should be a
better balance. Can you hold that balance for longer than the first one?
So from these two balances we can see how we can use our arms for balance and
also how spreading our bodies out can also work. I want you to try to find three
different ways in which you start in a wobbly position and then change it to
make it more balanced.
Culminating activity
We’re going to jump around the room like frogs. Remember to use a two-foot
takeoff and a two-foot landing. When I beat the drum, I want you to stand back
to back with the person closest to you in a frog position. To be frogs, you need
to squat down with your hands on the floor right in front of your feet. When I
call out “crazy frogs,” each of you is going to raise your bottom high into the
air and look at your partner between your legs. You need to put your chin on
your chest to see all the way through. Hold that balance for three seconds, then
hop away.
Now the gymnastics mats are a set of lily pads in the pond. If I make one beat
on the drum, I want the boys to go to a mat; if it’s two beats, girls, you go to
the mat. We are going to practice our forward rolls. First, take the frog
position with your hands in front on the floor; second, lift your bottom and
peek through your legs; third, push with your legs and roll onto your upper back
to make a forward roll.
Adapted from http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=6306
Appendix B
Sample Lesson Plan: Underhand Throwing
Grade Level: 1st
Skill Level: Predictable, self-paced
Student Learning Objective: As result of this lesson, students will . . .
be able to perform the correct sequence of upper- and lower-body motions to
underhand throw;
throw underhand with strong force;
develop beginning techniques for throwing with force in a straight line.
Cues: Arm way back, step, extend to the target
Equipment: one yarn ball, one medium-sized foam ball, one cone, one hoop per
student
Set Induction: Today we are going to practice our underhand throwing. We’re
going to throw with such force that I think we might even put a hole in the
wall! If not, we are certainly going to try to knock some paint off. To do this,
we really have to concentrate on how we move our arms and legs.
Content Development:
Task # 1
Has anyone ever seen a grandfather clock? The big, long swinging weight that
moves back and forth is called a pendulum. I want you to see if you can make a
pendulum action with your arm. Now make it a really long swing. Pull it back
behind you, “tick,” and swing it forward, “tock.”
Task #2
Now I would like you to pick up the yarn ball that is under your cone (cones are
no more than six feet from the wall). Using our pendulum action, we are going to
throw these yarn balls with really strong force to the wall. See if you can
throw so strongly that you can make some paint come off.
Now to help us with our force, we are going to take a step just before we throw.
So our count is going to be (1) arm way back, (2) step on the opposite foot,
then (3) swing strongly forward.
Task # 3
While you have been practicing, I have put a foam ball (five-inch diameter) next
to your cone. I’d like you to first take your cone and place it next to the
wall, then return to your ball.
You’re now going to try to knock over the cone with the ball. Remember our
sequence: arm way back, step, swing forward. You will see that in trying to hit
the cone, you have to let go of the ball at a different time. Try to make your
throwing hand to straight to the cone when you release the ball.
If your ball is going a long way to the left or right of the cone, you need to
make sure you bring your arm straight back.
Place your yarn ball at a spot where you think you can hit the cone. When you
have hit the cone three times, you can take a step back and continue from there.
Keep moving the yarn ball back as you hit the cone three times.
Task # 4
Now everyone is going to get a scarf, and our challenge is to see how high we
can throw these scarves into the air. Start in your hoop, and remember to bring
your arm way back and to end up with your hand facing straight up.
After you make a throw high into the air, see if you can catch the scarf as it
falls back to the ground. If you want a big challenge, try to catch the scarf in
just one hand.
Culminating activity
We’re going to play a game called “Rescue the Princesses.” You will see there
are a number of hoops at the far end of the gym. These are the towers of the
castle in which the evil king has imprisoned his daughters. You are going to try
to rescue the princesses by throwing them the keys to their cells.
In groups of three, you have a number of yarn balls. You will be starting at the
cone that is on the outside of the moat. When we begin, the first person is
going to take a yarn ball and run to the edge of the moat (line across the gym
floor) and try to throw the ball into the hoop. After you throw, run back and
tag the next person, who also runs to the line and makes a throw.
When each person in your group has thrown a yarn ball, run to collect those that
didn’t make it into the tower and return them to the cone. You can then run to
the line one at a time to try again.
Let’s see how many princesses we can rescue in the time we have.
Sample Lesson Plan: Overhand Throwing
Grade Level: 3rd
Skill Level: Predictable, self-paced
Student Learning Objective: As result of this lesson, students will . . .
be able to perform the correct sequence of upper- and lower-body motions to
overhand throw;
throw overhand with strong force;
develop beginning techniques for throwing a football and a foam javelin.
Cues: Arm way back, step, extend to the target
Equipment: footballs, foam handballs, and foam noodles (cut in half, with a
piece of dowel in the center)
Set Induction: Today we are going to practice our overhand throwing, and we are
going to be using different implements. You will be rotating through three
stations before we play our end-of-class game. Each activity will have a common
theme of throwing for force, and so we are not going to be too worried about
accuracy, just power.
Content Development:
Task # 1
At Station 1, you will have the foam ball and will be aiming to throw the ball
hard down toward the floor. We do this because in the game called “team
handball” the aim is to throw away from a goalkeeper. It’s really hard for a
goalkeeper to stop a ball aimed at their feet.
When you pick up the ball, move back five steps from the Poly Spot where you
found it. Then run up to the Poly Spot, take off into the air, and throw toward
the base of the wall while you are in the air.
Task # 2
At Station 2, you are going to throw a foam javelin. The key things to remember
here are how to grip the javelin and how to make the “star” before you throw. I
don’t want you holding the javelin like a dart, with just the fingertips.
Instead, press the javelin into your palm and wrap your fingers around it.
The second part is to jump and land with your legs slightly apart and your hands
raised and out so you look like a star. From this star position, pull through
the javelin, keeping it close to your head as you throw.
Task # 3
At this station you are going to practice throwing a football. The key is to use
the laces. Your index finger will not be on the laces, but every finger after
will be on every other lace (starting with the first lace).
As you take your arm back, keep the ball high, and step into your throw. You
will throw as far as you can; then your partner will throw the ball back.
Remember that to get a nice spiral on the ball, you need to snap your wrist
downward as you let go of the ball.
Culminating activity
We’re going to play a game called “Move the Boulder.” You will see that in the
middle of the square there is a large inflatable ball. Around the corners of the
square are all sorts of balls and beanbags. You will also see a line of Poly
Spots two steps inside the boundary of the square.
In groups of four, your challenge is to throw your ball or beanbag at the
inflatable ball to make it cross one of the sidelines. Sometimes you will have
to make sure it does not cross your own line. You can throw any ball or beanbag
that does not go past the line of Poly Spots. Do not run into the square to
collect any pieces of equipment.
You don’t have to send the boulder to the opposite sideline. If it crosses any
line, that is one point to the other three teams.
Sample Lesson Plan: Catching
Grade Level: 4th
Skill Level: Semipredictable, semi-self-paced
Student Learning Objective: As result of this lesson students will . . .
be able to perform the correct sequence of upper- and lower-body motions to
underhand throw;
throw underhand with strong force;
develop beginning techniques for throwing with force in a straight line.
Cues: Catching ball above the head: eyes on the ball, palms to the ball, pull
ball in
Catching ball below or at the waist: eyes on the ball, basket, pull ball in
Catching ball at eye level: eyes on the ball, show window, pull ball in
Equipment: one Poly Spot per student, one tennis ball per student, four rubber
rings, four cones (blue, red, yellow, green), four buckets, four Hula-Hoops,
five pinnies
Set Induction: Today we are going to be working on the technique of catching.
Some of these skills will be review and others might be new and a little bit
harder. I have seen all of your skills, so I know you all are more than capable
of doing the activities. When I say I go, I want everyone to go find a Poly Spot
and hug your ball.
Content Development:
Task # 1
We are going to be working on catching the ball above the head. I want everyone
to toss the tennis ball underhand high enough that it is above your head. Make
your toss challenging, but also make sure it is not so crazy high that you have
no chance of catching the ball.
Now I want you to try and catch the ball with your favorite hand and still make
sure your palm is up.
As an extra challenge, we’re going to try to toss the ball over our head like a
rainbow (one hand to the other). We really need to make sure we are keeping our
eyes on the ball when doing the rainbow toss. I want to see if you can catch
five rainbow tosses.
Task # 2
I want everyone to toss the ball as high as they can, then let the ball bounce
and catch it before it bounces again. Now you are going to have to catch the
ball at your waist. You want to keep your eyes on the ball, make a basket at
your waist, and pull the ball in. Make sure we are staying close to our Poly
Spots.
Everyone keep going and now try to catch with only one hand.
Task # 3
This time you will be throwing back and forth to a partner, but the catcher will
be moving. When you throw it to your partner, you will become the moving target
for them to throw at. If you and your partner both make good throws and both
catch the ball, then you may take one step back. Once you and your partner have
both thrown, I want your partner to go the opposite direction from the last
time. To make it simple, I want everyone going to the right first, then to the
left, then backward, then forward.
Task # 4
I want everyone to look down at your Poly Spot to see what color it is (red,
blue, green, yellow). When I say go, I want everyone to go to the right color
cone and put his or her tennis ball in the bucket.
Now we are going to work together as a group. I want each group to
enough so that you have room to toss. The first time I want you to
underhand and try to catch it using your palm or a basket catch. I
how many catches your group can get in 30 seconds without dropping
spread out
toss the ring
want to see
the ring.
Now let’s try catching with just one hand. This time I want everyone to try and
catch the ring around their wrist.
Culminating activity
We’re going to play a game called “Tennis Ball Hoop Tag.” There are four HulaHoops placed around the playing area, with one tennis ball in each hoop. I need
one person from each Poly Spot color to go to a hoop. You will be the hoop
throwers.
There will also be five taggers wearing pinnies inside the playing area. If you
are not a hoop thrower or a tagger, you will be inside the playing area trying
to flee from the taggers.
Everyone will be traveling around the playing area trying not to be tagged
(except the hoop throwers). If you are tagged, you become frozen and have to
yell to one of the hoop throwers to throw you a tennis ball. If you catch the
ball, you are unfrozen and have to throw the ball back to the correct hoop and
then begin traveling around the area. If you do not catch the ball, you have to
throw the ball back to the correct hoop and then try to receive another pass
from a different hoop thrower.
Sample Lesson Plan: Dribbling With the Hands
Grade Level: 3rd
Skill Level: Semipredictable, with some externally paced
Student Learning Objective: As result of this lesson, students will . . .
dribble a basketball with left and right hands;
successfully move in space while dribbling;
increase ball control.
Cues: Fingertips, waist high, look straight ahead
Equipment: one basketball per student
Set Induction: Today we are going to focus on dribbling a basketball. This skill
is not only important for playing basketball but also for games like team
handball. Dribbling well will let us move around quickly and precisely.
Content Development:
Task # 1
Let’s go back and review our cues for dribbling. When you bounce the ball, make
sure that you bounce it with your fingertips. You can pretend your hand is a
spider! The other two things to remember is that you should dribble the ball
waist-high and always look forward, not down at the ball.
Now let’s practice dribbling around the room with our right hand. Make sure you
keep your eyes up so that you don’t run into a friend. We will do this for one
minute. Now I want you to practice dribbling with your left hand.
Task # 2
Now that we have a good grasp on dribbling, let’s make a game of it. Dribble
with your right hand. Make sure to remember all the cues. As you are moving
though the room, I want you to collect high fives from other students. Since you
are dribbling with your right hand, you must high-five with your left hand. Once
you have collected 10 high fives from around the room, you must freeze, put the
ball between your feet, and hold out your hands so others may high-five you.
Now we will play the same game, but let’s use our left hands. Let’s see if you
can collect 10 high fives in three minutes!
Task # 3
Moving around while
ball control. Start
Now dribble at your
to your knees, then
dribbling went really well. Now we are going to work on our
by dribbling with your right hand. Dribble at your waist.
knees. Now dribble as low as you can go! Now dribble back up
to your waist.
Now we are going to make shapes by using our fingertips to move the ball around
our legs. Move the ball in a circle shape around your right leg, and now your
left leg. Let’s make a square now, and then make a crazy-eight shape around both
legs!
Task # 4
I want you to find a partner and then go to different sides of the gym. When you
get there, face your partner so you are directly opposite them. On go, you are
both going to dribble to meet each other near the middle of the gym. Without
passing the ball, you are going to exchange balls and then dribble backward to
your original starting position. I want you to dribble as quickly as you can
without losing control. What I mean by losing control is when the ball bounces
twice before you contact it twice with your hand.
Culminating activity
We are going to play a game called “Dribble Keep-Away.” The goal of the game is
to make sure no one knocks your ball away while you are trying to knock away
other students’ basketballs. The key to success in this game is to have your
eyes up, looking in front of you. Remember to dribble with your fingertips for
control and agility.
Sample Lesson Plan: Dribbling With the Feet
Grade Level: 2nd
Skill Level: Predictable, self-paced
Student Learning Objective: As result of this lesson, students will . . .
be able to control a ball with their feet while performing certain locomotor
movements (walking, jogging, or running) and in different directions (forward,
backward, sideways);
trap or stop the motion of the ball;
keep their head and body in an upright position while traveling with the
ball.
Cues: Dribbling the ball: inside of your foot, ball close, head up
Trapping the ball: soft touch, tap with toe, foot on top
Looking up: sneak a peek
Equipment: two cones per student, one soccer ball per student
Set Induction: Today we are going to be working on dribbling a ball with our
feet. This skill may be hard for a lot of us, but I’m sure if we follow the
steps and really think about our movements, we will be able to do it in no time.
When I say go, I want everyone to find a ball, place their foot on top of it,
and stand up straight like you are taking a team picture. Ready? Go!
Content Development:
Task # 1
We are first going to work on getting used to dribbling our ball. We need to
remember that we will always use the inside and outside of our feet when moving
with or dribbling our ball. I want everyone to dribble their ball to the cone
directly in front of them at a slow pace and trap it by stepping on it with your
toes when you get there. This time I want you to dribble to a different cone at
a faster pace and trap your ball when you get there. I also want you to try to
sneak a peek at the cone that you are dribbling to. Finally, still dribbling at
a medium pace, I want to see how many cones you can trap your ball at in 30
seconds.
As an extra challenge, let’s see if you can change which foot you trap your ball
with when you get to each cone. Then continue on dribbling with that foot until
you reach another cone.
Task # 2
This time we are going to try to dribble with the opposite foot from the one we
just dribbled with. This foot is usually called our nondominant foot. I want
everyone to just dribble around your cone at a slow pace using only your
nondominant foot. Now I want you to dribble to a different cone using that same
foot at a quicker pace. Remember, look up every now and then toward your target.
Finally, I want you to travel to three different cones and switch between your
dominant and nondominant foot when you get to each cone.
Task # 3
Now we are going to work on dribbling with both of our feet. Let’s try just
dribbling to the cone in front of us at a medium pace. Now I want you to see who
can get the most touches with your ball between your feet before you get to
another cone.
Task # 4
Finally, we are going to use our dribbling skills in different directions. I
want you to forward dribble to a cone either using one or both your feet, then
trap your ball. Then I want you to pick a cone either next to you or behind you
and dribble to that cone either sideways or backward. When we dribble backward,
we keep the ball in front of us, but instead of using the inside of our foot, we
use our toes to control the ball. We want to remember to keep our head and eyes
up.
Culminating activity
We are going to play a game called “Musical Dribbling.” When the music starts,
you will begin dribbling in self and general space. When the music stops, you
need to find a Poly Spot, trap the ball exactly on the spot, and raise your
hands above your head (there will be two less Poly Spots than students each
round). When a person does not find a Poly Spot, they will come to the side and
practice dribbling around the court. See if you can stay in as long as possible.
Sample Lesson Plan: Kicking
Grade Level: 3rd
Skill Level: Semipredictable, semi-self-paced
Student Learning Objective: As result of this lesson, students will . . .
be able to kick a ground ball for accuracy while stationary and on the move;
be able to correctly time their kick when making a lead pass;
trap or stop the motion of a kicked ball.
Cues: Kicking the ball: beside the ball (nonkicking foot), inside of your foot
(kicking foot), swing through
Trapping the ball: soft touch, tap with toe, foot on top
Keeping the head up: “sneak a peek” (look up every now and then to see
defenders,
available players for passing, or a shot on goal opportunity)
Lead target: aim with body, behind the ball, lead target
Equipment: one soccer ball per pair, one Poly Spot per student
Set Induction: Today we are going to be working on kicking our ball for
accuracy. The main objective for this skill is to be able to kick correctly
while on the go to another moving target. When I say I go, I would like you find
a Poly Spot, and those who have a ball on theirs may pass it to the person in
front of them.
Content Development:
Task # 1
We are first going to work on passing to our stationary partner while we remain
still. We need to remember that we will always use the inside of our foot when
passing our ball. I want everyone to pass their ball to the person directly in
front of them, and that person will try and trap the ball when it gets there.
This time I want you to try to pass your ball to the same partner, except use
your other foot. Finally, I want you to try aim your kick at the Poly Spot that
your partner is on and have them trap the ball right on top of it.
As an extra challenge, let’s see if you can alternate feet each time you kick
and still aim the ball at the exact spot each time.
Task # 2
This time we are going to work on kicking a moving ball back to our partner. We
need to be sure that we still use the inside of our foot so our pass is powerful
but accurate at the same time. I want you to slowly roll your ball toward your
partner and have them immediately kick or pass it back to you. This time I want
you to see if you can keep at least one foot on your Poly Spot and still receive
your partner’s pass. Now you will pass your ball with your foot to your partner
and see if they can immediately pass it back to you using their feet. Finally, I
want to see how many passes in a row you and your partner can make while taking
one foot off of your Poly Spot.
Task #3
Now we are going to work on passing to our partner while moving. Let’s first
have you and your partner run toward each other, and right before you two meet,
pass them the ball. Your partner will continue to dribble the ball to the Poly
Spot directly ahead of them and trap it, and you two will start again. Now I
want you to try passing with the foot opposite the one you were just passing
with. This time I want to you to pass it with either foot, but when you meet, I
want you to give each other a high five.
Task # 4
Finally, we are going to work on making a “lead pass” or passing the ball in
front of our partner. I want you to set up your Poly Spot so that it is
diagonally across from your partner’s spot. First, I just want you to try to
pass the ball diagonally to your partner without moving. Now I want your partner
to take four or five steps to the side of their spot before you pass it to them.
Now I want you to try to aim directly toward the spot because they will be
running right at it. This time I want your partner to step back from their spot
so that they have enough space to run toward their spot and try to receive your
pass. Next, I want you to take two or three steps to the side of your spot and
dribble up to your spot while your partner is running toward theirs, then make a
pass at their spot. Finally, I want you to step back from your spot so that you
have enough space to get at least six touches of the ball in before you send a
lead pass to your partner, who is still running toward their spot.
Culminating activity
I want you to take what you have just practiced and put it to use in a game
called “Horseshoe Kickball.” You will stay with your partner, but you will now
bring one Poly Spot over and place it in line with me (set a line where they
have to stand). This is where you will all kick from. From your Poly Spot, you
will kick the ball and try to get it to end up as close to the cone I placed as
you possibly can. Once it has stopped rolling, you must go stand exactly where
your ball stopped and give the ball to your partner for them to kick. The one
who has it stop the closest to the cone wins! Go! As you can see, since we are
kicking for accuracy, it is important that you do not kick the ball as hard as
you can. You want to be very precise and aim the ball. Play a few rounds to see
who wins. After playing for a few rounds, try taking a break for a second and
seeing whether you should change your approach.
Sample Lesson Plan: Punting
Grade Level: 5th
Skill Level: Unpredictable, externally paced
Student Learning Objective: As result of this lesson, students will . . .
be able to perform the correct sequence for punting with different shaped
balls at a stationary position;
be able to punt to a partner;
be able to punt a ball while in motion;
be able to punt a ball after collecting it from a pass.
Cues:
Body position for punting: step with opposite, ball at waist level
Punting: step, drop, shoelaces (kick), toes to sky (follow-through)
Equipment: one Poly Spot per student, one balloon per student, one gorilla ball
per student, one soccer ball per student, one football per student
Set Induction: Today we are going to be working on punting. The key to punting
is to always drop our ball before we kick it. We never want to toss it up in the
air and try to punt it. When I say I go, I would like you stand on a Poly Spot
and start working on dropping your balloon, punting it in the air, and then
catching it.
Content Development:
Task # 1
We are first going to work on our punting sequence. We want to switch our
balloon for a gorilla ball and see if we can punt our ball in the air. Now I
would like you to see how many times you can punt your ball in the air and then
catch it. Let’s switch balls again and pick up the soccer ball. Remember we are
still dropping our ball and not throwing it up in the air. This time I want you
to count how many seconds your ball stays in the air before hitting the ground.
Finally, I want you to pick up your football and try punting and counting the
number of seconds it stays in the air.
As an extra challenge, let’s see if you can kick it higher each time and still
be able to track and catch your ball.
Task # 2
This time we are going to work on punting to a partner. We want to be sure to
punt our ball correctly into the air so our partner has the best opportunity to
catch it. I want you to choose whatever ball you feel the most comfortable with
punting and have your partner stand about 10 giant steps away. I want to see how
many punt and catches you and your partner can get in a row. Now this time I
want your partner to move back several more steps and for you to add a little
more power to your punt. Now switch to a ball that you haven’t used yet and have
your partner go back to their original spot. Now have them scoot back so you can
add more power with the new ball. Finally, I want you to punt the highest you
can and still have your partner catch it.
Task # 3
Now we are going to work on punting a ball right after catching it. We will
start with our soccer ball. You will take two steps back from your Poly Spot,
and your partner will toss the ball to you. Once you catch it, you want to take
a lead up and try to punt your ball right behind your Poly Spot. Now I want your
partner to scoot back a bit and throw the ball to you. Now let’s change to the
football. Still have your partner throw the ball to you. Now have your partner
snap or “hike” the ball to you like a deep snapper. Finally, have your partner
snap the ball to you and then count how many steps away your ball landed from
their snapping point.
Task # 4
Finally, we are going to work on punting while moving. Let’s first have you pick
up the soccer ball. Now I want you to take about five steps back from your Poly
Spot and then jog toward your spot and punt it when you reach it. Now let’s see
how many punts and catches you and your partner can make in a row. Now let’s
imagine defenders running at us; we need to punt our ball quicker. Now I want
you to try punting while on the move with the football. Now I want your partner
to count how many seconds it takes you to punt the ball, and after each punt,
try and beat your time.
Culminating activity
I want you to take what you have just practiced and put it to use in a game
called “Soccer Golf.” Each of you will get a soccer ball and find two or three
other friends with whom to play. I need nine groups. Once you are in a group, I
want one of you to come to me to collect a pencil and a score sheet. Each group
will start at a different hole, so when I say go, make sure that we use all nine
holes. You can choose to compete against the other people in your group, or you
can set your own goal and compete against yourself.
You begin each hole by punting the ball at first (tee off); then you can either
kick it off the ground or continue punting. This will obviously depend upon how
close you are to the hole. When everyone has their ball in the hoop, record the
score and move to the next hole. Those who start at hole nine will move to hole
one.
Sample Lesson Plan: Volleying
Grade Level: 5th
Skill Level: Semipredictable, with some externally paced
Student Learning Objective: As result of this lesson, students will . . .
be able to take the correct hand position for volleying overhead;
successfully move to intercept a ball to volley;
volley for height.
Cues: Hands in the shape of the ball, extend the elbows, move to the ball
Equipment: one volleyball per pair, one hoop per student, series of low nets
Set Induction: Today we are going to focus on the set skill in volleyball. This
is a critical skill in that it sets up the ball for the spiker to smash over the
net. If the set is not high and well-placed, a team cannot attack. You set the
ball by getting underneath it and pushing up with your fingertips by
straightening your elbows.
Today we’re going to learn to set properly and practice the skills needed to
volley the ball with a partner.
Content Development:
Task # 1
Let’s go back and review our hand positioning for volleying. One partner will
lie on their back with their hands up in the air. Remember, we have our hands in
the shape of the ball, and we look through the diamond shape of our fingers.
The second partner is going to underhand toss the ball gently into your hands.
The volleying player is going to slightly catch the ball with elbows still
flexed, and then push it back to the tosser. The standing partner should catch
the ball and repeat process nine more times, then switch.
Task # 2
This time our goal is volleying for height. Everyone will have their own hoop
and own ball. I want you to bounce and then volley the ball over your head for
height while still staying inside your hoop. Once the ball bounces after the
volley, you will try to catch the ball while still inside your hoop. I want
everyone to try and volley at least five times without falling outside of the
hoop. Make sure we are using our finger pads and that our thumbs are together at
the end of the volley. Once you are done volleying five times, I want you to try
and volley the ball over the head for height and make it hit inside the hoop
across from you. Make sure that we are pushing the ball toward the sky.
Task # 3
You are now going to stand facing your partner, about eight feet apart. One
partner, who is standing in the hoop, is going to toss the ball high up toward
the other partner, who is going to “get underneath the ball” and set the ball
back, just as we did lying on the floor. Your challenge is to always take the
ball in front of the forehead and set back so your partner in the hoop can catch
the ball above his or her head while staying in the hoop. Do this five times,
then switch.
Task # 4
Now everyone is going to get a ball; toss to yourself, and then volley the ball
to the wall. You should start about six feet from the wall. I want you to keep
your finished setting position until the ball lands on the ground. This will
help you to see if your hands are in the correct finishing position. Your
partner is also going to check your finishing position. After you have made five
“good” sets, switch with your partner.
Culminating activity
We are going to play a game between two teams of four, each team on one side of
the net. Play begins with the server from the serving team throwing the ball
underhand over the net to the opponents. One player from the receiving team is
going to volley the serve so that another team member can catch it. That player
will then toss it to another teammate, who will volley the ball over the net.
The serving team will now continue the process of volley, catch, toss, volley,
and so a rally develops. The team that wins the rally scores one point and gets
to serve.
Sample Lesson Plan: Striking With Paddles
Grade Level: 4th
Skill Level: Semipredictable, with some externally paced
Student Learning Objective: As result of this lesson, students will . . .
correctly hold a paddle;
successfully hit with a paddle;
strike for accuracy and appropriate power.
Cues: Pinch the handle, flat surface, swing through
Equipment: one paddle per person, Whiffle balls, foam balls, yarn balls, series
of low nets
Set Induction: Today we are going to focus on hitting a ball with a paddle. To
do this we must hit the ball with a flat surface and use lots of control. When
playing games like tennis and pickle ball, it is important that we hit with
control and accuracy. We get control and accuracy from practice, so we need to
practice using a paddle.
Content Development:
Task # 1
Let’s go back and review our cues for striking with a paddle. We need to pinch
the handle of our paddle with our thumb and forefinger. Then we wrap our hand
around the handle. Now we need to make sure our paddle makes a flat surface
where we would like to hit the ball. Then we swing through.
Now let’s practice keeping a flat surface in contact with the ball. Hold out
your paddle so that it is completely flat. Then place a ball on top of the
paddle and balance it on top. Walk around with the ball on your paddle.
Now I want you to practice hitting the ball up in the air about two feet . Make
sure that the ball doesn’t hit the ground.
Task # 2
Now that we have a good grasp on the concept of keeping our paddles flat, we
need to practice hitting while keeping our paddle flat with the ball. I want you
to hit a yarn ball against the wall. You may do this as softly or hard as you
please. Remember to keep the paddle flat and to swing through. If this seems too
easy, try aiming at a certain place on the wall. Do this 20 times.
Task # 3
Now we will hit with a foam ball. This is more bouncy than a yarn ball. Your
goal is to hit the ball against wall, have it bounce once, and then catch it. To
do this correctly, you must hit with control and accuracy. So remember to hit
the ball correctly. If you can’t catch your ball, then it doesn’t count. Your
goal is to hit the ball, let it bounce once on the return, and catch it. Do this
15 times.
Task # 4
It was crucial for the last activity to have control over where and how hard you
hit the ball. Now we are going to add some challenge. You will practice hitting
to a partner. What I want is for you and your partner to stand on either side of
the net. You will bounce the ball on the ground and hit it to your partner; your
partner will then let the ball bounce one time and hit the ball back to you.
This activity will make you focus on accuracy and ball control.
Culminating activity
We are going to play a game between two teams of two, each team on one side of
the net. Play begins with the server from the serving team bouncing the ball and
striking the ball over the net to the opponents. The opponents wait for the ball
to bounce once; then they may return the ball back over the net. When a team is
unable to hit the ball back over the net, the opposing team gets a point. The
team that scored then serves the ball and starts the volley again. There is no
spiking allowed. First team to 11 points wins.
Sample Lesson Plan: Striking With Long-Handled Implements
Grade Level: 4th
Skill Level: Semipredictable, semi-self-paced
Student Learning Objective: As result of this lesson, students will . . .
demonstrate the appropriate way to hold a stick;
perform an accurate pass to nother person;
perform an accurate pass through a goal at various distances.
Cues:
Strong hand low, bend at the waist, push with the bottom hand
Equipment: cones, one hockey stick and ball per student
Set Induction: Today we are going to be working on the technique of pushing and
trapping with hockey sticks. Some of these skills will be review and others
might be new and a little bit harder. I have seen all of your skills, so I know
you all are more than capable of doing the activities. When I say I go, I want
everyone to go find a partner. One of you will then collect two sticks, while
the other gets a ball and two cones.
Content Development:
Task # 1
Our first task is hitting the ball back and forth to each other. Score one point
only when the receiver can stop the ball without it getting away or rolling past
you. When your score gets to 10, you can move back one space each.
Task # 2
I want you to set up your cones so they form a goal. This time you are going to
pass through the cone. You can set the challenge level by the width of the goal
and the distance you are back. Again, a ball that is not trapped cleanly does
not score a point, even if the ball goes through the goal. After 10 points you
can either move back or narrow the goal.
Task # 3
Now I want each pair to join with another pair. Place two cones 15 feet apart at
a center line. Then place one cone 15 feet behind this center line, but in the
middle. Your goal as a pair is to push the ball so that it goes through the
center goal and past the end cone without the other pair trapping it. If you
trap the ball, you must push it back from the place you trapped it. Keep the
score between the pairs.
Task # 4
Begin this challenge by having one player at each of the four cones. Two players
will have a ball, but I want them to be at adjacent cones. You are going to pass
and trap between you and the person directly across from you. You will need to
coordinate passes so the balls don’t collide in the middle. After five passes
for each player, everyone will rotate on cone in a clockwise direction. This
will mean you then pass and trap witha new partner.
Culminating activity
We’re going to play a game called “Battleships.” You will see that there is a
center line marked with Poly Spots that divides the court in two, and then two
more halfway lines on each side, each with the six cones. You will also see two
more cones on each end line. I call these the “king cones.”
The goal of each team is to sink the other’s battleships by knocking down their
six cones. The team that first knocks over the six cones in the middle wins.
However, if you knock over one of the king cones at the back, that is an
automatic win, no matter how many other cones are down.
You can place two players between the cones and the center line, and then two
more players behind the cones. Each player can only shoot at the battleship from
their zone and from where they trap the ball. If a ball goes past the end line,
you can dribble it back to the end line and shoot from t…
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