Drills Part One

Marci Barker

Portfolio Assignment Part One

October 10, 2010

Ultimate Frisbee Drills

1. Drill- Deflection

Purpose- The students will do this drill to learn how to cause a turnover. If they are not efficient enough to catch the Frisbee then they can at least deflect it to cause a turnover.

Diagram-

Description- There will be a thrower, receiver, and a defender. The stopper is trying to cause a turn over by deflecting the ball out of the air. The students will rotate positions after the Frisbee has been thrown back and forth at least 5 times and the defender has been able to deflect at least two.

Red Dots= Throwers

Blue Dots= Defender

Green Dots= Receivers

Orange Circles= Frisbees

Curved Black Lines= Throwing Path

Length- I would do this drill until each student has had at least 3 turns in each position.

---------------------------------------------------------------------------------------------------------------------

2. Drill- Jumble Pass

Purpose- Students will learn to pass to a specific person. They will also gain unity as a team. They will pick out a certain direction to throw the Frisbee before they release it.

Diagram-

Description- There will be a group of 5 to 10 students. They will number themselves off and begin to jog in general space. Student number 1 will pass to number 2 and 2 to 3 and so on and so forth. This will help the students to pass consecutively as well as know where they are throwing it before they release the Frisbee.

The students are to be constantly running. They will have to communicate in order to know where to throw the ball. This will also help them to make consecutive passes to specific teammates.

Blue dots= Students

Numbers= The specific order to throw the ball

Red= Football

Black lines= Running in general space.

Green line= Football path in chronological order (1 through 9)

Length- 5 to 10 minutes

---------------------------------------------------------------------------------------------------------------------

3. Drill- Braiding or 3 man weave.

Purpose- The students will use this drill to learn a pass pattern and to learn that running while passing the Frisbee is necessary in order to take steps and advance down the playing field.

Diagram-

Description- There will be three lines. The person in the center line will start with the Frisbee. They will throw the Frisbee to the first person in either line and will then run behind them. All 3 people are running at once. That student will then throw the Frisbee to the 3^rd person.

Blue Dots= Students

Red= Football

Slashed lines= Throwing Path

Solid black lines= Running Paths

Note- Remind your students that they are to run BEHIND the person they just threw the ball to. This will keep them on track of where to run. They should run down the field while making consecutive passes in this pass pattern.

Length- Until each student has completed the drill at least 3 times.

---------------------------------------------------------------------------------------------------------------------

4. Drill- Ping Pong

Purpose- Students will use this drill to go where their teammate is going to throw the Frisbee. This requires communication and quick thinking.

Diagram-

Description-

The student closest to the poly spot is the receiver. The other is the thrower; it is the receiver’s job to run to whatever color the thrower yells out. This is the cue. The receiver needs to be ready to catch the Frisbee. Once received they will return it to the thrower and start over again.

Black- Students

Colors- Poly Spots

Length- Students will switch places either after a # of repetitions or after 10 minutes.

---------------------------------------------------------------------------------------------------------------------

5. Drill- Line to Line

Purpose- Students will learn how to cut after throwing the Frisbee. This is important because they need to move into an open position and continue to move the Frisbee down the field.

Diagram-

Description- The student will throw the Frisbee to the student to their right, run to the left cone and receive a Frisbee from the opposite line. Once they catch it they will hand it to the next person in the line from where they received it and get in the back of the line. Students need to communicate to each other for successful cues and passes.

Black- Students

Blue- Poly Spots

Red- Frisbee

Length- 10 to 15 minutes

---------------------------------------------------------------------------------------------------------------------

Softball Drills

1. Drill- Throwing Increase

Purpose- See how far the students can throw the ball with no specific target. Let them test their abilities.

Diagram-

Description- The students will all line up at the baseline. I would have as many students throw as possible. They will throw on my command and also retrieve on my command to ensure safety. The cones on the left can be used for markers so the students can estimate how far they are able to throw the ball.

Blue Dots= Students

Orange Squares= Cones

Purple Circles= Softballs

Light Grey Lines= Foot Markers (Imaginary lines)

Length- I would let each student throw the ball at least 3 times and then we would be done.

---------------------------------------------------------------------------------------------------------------------

2. Drill- Grounders

Purpose- Give students experience on how to receive the ball off the ground.

Diagram-

Description- Students will stand across from their partner. Each student will take a turn throwing or rolling the ball on the ground. The will alternate throwing and receiving the grounders. All of the students are in the same formation so to ensure safety.

Orange Circles= Students

Green Dots= Softballs

Length- 10-15 minutes

---------------------------------------------------------------------------------------------------------------------

3. Drill- Tee Time

Purpose- Students will do this drill to gain experience hitting the ball. They will start with a tee so that it is easier and they can hit the ball more times. This also eliminates the need for a picture.

Diagram-

Description-

Red Circles= Hitters

Blue Circles= Catchers

Purple Circles= Retrievers

Green Dots= Softballs

Pink Squares= Tees

The hitter will get to hit 5 balls off the tee. The retrievers will go and get 5 balls off the field after everyone has hit their 5 softballs. The catcher will put the ball onto the tee for the hitter each time.

Length- 25 minutes or until everyone has had a chance to hit at least 10 softballs.

---------------------------------------------------------------------------------------------------------------------

4. Drill- Playing Catch

Purpose- Students can use this drill as a warm up or down time while they are waiting for their turn.

Diagram-

Description- Students will face their partners and throw the ball back and forth. They will be lined up to ensure safety. The students can scoot back to create more distance for throwing if desired.

Blue Circles= Students

Green Dots= Softballs

Length- 10 minutes

---------------------------------------------------------------------------------------------------------------------

5. Drill- Pitching

Purpose- Introduce the skill of pitching and let students discover their talent.

Diagram-

Description-

Red Circles= Students

Purple Dots= Softballs

After the students have learned the dynamics of pitching they can use this drill to practice. Every student will be different so they can choose how far away they want to stand from their partner. The students will take turns pitching the ball as they throw it back and forth.

Length- 10 to 15 minutes.

---------------------------------------------------------------------------------------------------------------------

6. Drill- Batting w/o a tee

Purpose- Students will hit the ball with the skills they have used.

Diagram-

Description-

Yellow Circles= Outfielders

Orange Circles = Pitchers

Blue Circles = Batters

Green Circles = Catchers

Black Dots= Softballs

Students will practice hitting the ball from a pitcher and not a tee. Since there may be a lot more students than equipment, the extra students will outfielders and shag the softballs. Ideally you only want or need 4 per team.

Length- After each hitter has hit 4-6 softballs the students will rotate until everyone has had a chance to hit.

---------------------------------------------------------------------------------------------------------------------

7. Drill- Base Running

Purpose- Students will learn how to run the bases and various techniques for running from home to first, first to third, second to home, and home to second.

Diagram-

Description-

Orange Circles= Infielders

Green Circles= Outfielders

An infielder will throw the ball as far as they can and an outfielder will try to catch it. As soon as the infielder throws it they can start running. The outfielder who catches it first must then throw it to 3 other outfielders and then yell stop before the infielder has to stop running. The infielder can run either one or two bases. If there are already two infielders on a base then they cannot run. If an infielder has made it around the bases twice they are done running and score a point. The teams will switch positions when each person has a chance to throw the ball and two more people after that.

Length- 30- 40 minutes.

---------------------------------------------------------------------------------------------------------------------

8. Drill- D- Fense

Purpose- Students will not let a ball get past them.

Diagram-

Description-

Green Circles= Outfielders

Red Circles= Throwers

Orange Dots= Softballs

The majority of the students will form a circle. Their job is to not let a grounder get past them. The throwers will throw a ball as if it has been hit to the outfield with a bat. If an outfielder lets it get past them then they are then in the middle and have to try and get a ball past the outfielders.

Length- 10 minutes.

Standard 5 Assessment and Rubric

Standard 5
Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings. (300pts)

Objective 1
Demonstrate responsible personal behavior in physical activity settings.

a. Analyze potential dangers in exercise and activities and identify safe alternatives.

Assessment:

Journal Assignment: First: Write in your journal about the potential dangers in exercise and activities. Address the following in your writing: Name a few potential dangers of exercise and physical activity. Why is it important to use equipment safely? What are the dangers of over exertion and dehydration in exercise? What are some alternative to help keep exercise and physical activity safe?

Second: Pass out a drawing that has a diagram of an unsafe gym area on it. Have the students circle all the things that may lead to injury.

Rubric:

Criteria	Outstanding	Almost Accomplished	Needs Work	Needs a lot of work
1st Part of Assignment: Journal	(10) Student answered all four questions completely and correctly	(8) Student answered three of the four questions correctly	(5) Student only answered two question correctly	(2) Student answered one question correctly
2nd Part of Assignment: Diagram	(10) Student circled all 10 of the potentially dangerous things	(8) Student only circled 8 or 9 of the potentially dangerous things	(5) Student only circled 5-7 of the potentially dangerous things	(2) Student circled 1-4 of the potentially dangerous things

Standard 6 Assessment and Rubric

Standard 6
Students will value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Objective 1
Demonstrate that physical activity provides opportunities for a lifelong healthy lifestyle.

a. Participate in activities to prevent and relieve everyday stress.

Assessment : First: The student will think of a particular moment or time in the day that stresses them out. The student will write in his or her journal about this stressor and how it makes them feel. Second: The student will then choose a thirty minute activity to participate in after or before feeling this stressor. The student will answer three questions about how they feel after they have participated in this activity.

1. What was the activity you participated in?

2. Why did you choose this activity?

3. Do you feel like you were able to relieve stress of the day from this activity? Why or why not?

Rubric:

Criteria	Outstanding	Almost Accomplished	Needs Work	No Work Done
1st Part of Journal Assignment:	(10) Student wrote about a certain stressor in the day and how it makes him or her feel	(8) Student wrote down what stressed them out, but didn’t express how it makes them feel.	(5) Student wrote down an incoherent thought.	(0) Student didn’t write anything
2nd Part of Journal Assignment:	(10) Student answered all three questions completely	(8) Student answered two of the three questions	(5) Student only answered one question	(0) Student didn’t answer

Standard 2 Assessment and Rubric

Name: Dan Valletta

Standard 2
Students will demonstrate understanding of movement, fitness and nutrition concepts, principles, and strategies as they apply to the performance of movement activities. (100pts)

Objective 1
Demonstrate knowledge of the relationships of movement concepts including physical, mental, and social applications.

e. Use visualization to improve performance.

Assessment 2:

The student will be videotaped performing the skill. Next the student will be able to watch themselves performing the skill by playing back the video. They will then take 2 minutes to visually, in their head, picture themselves performing the skill in the right manner. They will then practice the newly visualized skill and perform it in front of the teacher.

Rubric –

Criteria	Outstanding	Almost Accomplished	Needs Work	No Work Done
Visualization:	(10) Student watched 1st attempt video and took 2 – 5 min to visualize the proper technique	(8) Student watched the video but didn’t take enough time to visualize	(5) Student didn’t take time to visualize at all but they watched the video	(0) Student didn’t participate
Skill presentation:	(10) Student performs the skill with improved performance.	(8) Student hasn’t practiced the skill proficiently	(5) Student can’t perform the skill with improvement but tried	(0) Student didn’t try to perform the skill

Standard 1 Assessment and Rubric

Dan Valletta

Standard 1 (100pts)
Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.

Objective 2
Demonstrate the necessary knowledge and skills to be proficient in a few movement forms.

e. Use internal and external feedback to analyze and improve performance.

Assessment 1:

Journal Assignment – Student will write a paragraph on the feedback that was received from their teacher and peers at the end of the lesson. They will also write a paragraph on their own internal feedback or what they think they need to do to perform the skill better. The next day in class they will focus directly on what they wrote down to improve the skill. They will then share with the teacher what they were supposed to work on and perform the skill.

Rubric –

Criteria	Outstanding	Almost Accomplished	Needs Work	No Work Done
Visualization:	(10) Student watched 1st attempt video and took 2 – 5 min to visualize the proper technique	(8) Student watched the video but didn’t take enough time to visualize	(5) Student didn’t take time to visualize at all but they watched the video	(0) Student didn’t participate
Skill presentation:	(10) Student performs the skill with improved performance.	(8) Student hasn’t practiced the skill proficiently	(5) Student can’t perform the skill with improvement but tried	(0) Student didn’t try to perform the skill

Standard 3 Assessment and Rubric

Lesson Plan for Peer Teaching with Assessment

By Marci Barker and Trent Dykster

1. UEN Standard 3-Students will participate regularly in physical activity.

Objective 2 –Participate in activities that promote physical fitness.

a. Participate in activities that develop flexibility, muscular strength and endurance, and cardiovascular fitness.

2. The students will be put through a series of tests to provide them with information on their fitness levels. We will have them do the Pacer test for cardiovascular endurance, the Curl-up test for abdominal strength (muscular endurance), the 90 degree push up test for upper body strength (muscular strength), and the sit and reach test for flexibility. The students will write down the result of each test after they finish it. After the students have gone through all the tests, they then should have a good idea of what their fitness levels are according to the Healthy Fitness Zones listed on the charts we will provide. After writing down their results the students will write down some goals that if followed will help them to improve their fitness. A more in depth description of the activities can be found in the following book: FITNESSGRAM/ACTIVITYGRAM by Meredith/ Welk- The Cooper Institute Fourth Edition. Pages 28, 42, 47, and 53

3. For the assessment, students will turn in their score sheets and the teacher(s) will analyze the results using the FITNESSGRAM/ACTIVITYGRAM software. The teachers will also make sure the students wrote down goals to help improve their fitness levels. The teacher will then follow the rubric below to assess if the students have achieved the learning outcome above. Their goals need to be targeted at participating in activities that will promote physical fitness. If the students turn in a score sheet the teacher should be able to assess all of the following information in the rubric below based on what has been recorded on the record sheet. If the student does not turn in a score sheet they will receive a zero for the day and will have to make up these fitness tests on their own time. The papers will be returned to the students within a day so they can start to work on their goals.

4. As for a rubric, the students will be given a chart to analyze their results. The charts will come from the FITNESSGRAM/ACTIVITYGRAM book and will include the higher ends of the Healthy Fitness Zone and the lower ends of fitness. On their record sheets, they will write their test results compared to that on the charts. This way the students can see exactly where they are and write goals to improve according to the chart which labels the Healthy Fitness Zone and if they reached it or not. They will be given the following rubric so they know what is expected of them and how they will be graded for the fitness testing portion of their grade.

Rubric	1	2	3	4
Goals	Student did not write any goals.	Student did not write goals that pertain to the fitness testing.	Student wrote only some of the necessary goals.	Student wrote down a targeted goal for each of the fitness tests.
Test Results	Student did not keep track of their test results.	Student did not record their results correctly.	Student wrote down only some of their results.	Student wrote down all of their results correctly.
Verification	Student did not make the record sheet legible.	Student did not record the results in the correct space on the record sheet.	Student showed the instructor a partially completed record sheet	Student showed the teacher a completed record sheet.
Completion	Student did not participate in the fitness tests.	Student completed less than 2 of the fitness tests.	Student completed 3 of the fitness tests.	Student completed all of the fitness tests.