Flag Football 9/17

Weber State University Physical Education

Lesson Plan

Activity: Flag Football

Skill(s): Using learned skills in game play

Grade Level: 7^th to 9^th grade

# of Students: 40 Equipment: Flags, cones, footballs

Connect to Utah State Standard: Standard 5 Objective 1 A – Identify and follow rules while playing sports and games, while keeping winning and losing in perspective.

Learning Objectives:

Cognitive- The students will understand and follow the rules of flag football.

Affective- The students will have an increased motivation to play flag football in the future.

Psychomotor- The students will complete at least 4 downs and touch the ball at least once before a turn over.

Safety Issues: The students need to be careful of where their flags hang on their waists so they can be pulled easily without being touched inappropriately.

Student grouping for each activity: The students will be in their pre assigned squads.

Technical Description of the skills: The students will play in the actual game play. They will keep score and follow all of the rules.

Verbal Cues: Hike, Down

Learning Experiences:

Introduction-We will go through our warm up skills in a different format and then proceed into game play.

Closure- Before the students are sent to change they will write in their journals the following questions.

1. What are the skills that we do in the warm up?

2. How motivated are you to play flag football? Rate yourself 0 to 10

3. What is your favorite part about flag football?

Assessments: I will read their journal entries and assess how their motivation has changed from the beginning of last week until now. I will also see if they are retaining the skills that we are doing in the warm up everyday.

Follow up suggestions: Ask the girls if they would like to play in a class size game. If you feel they are ready and mature enough for it and that everyone will participate.

Reference:

Diagram of learning environment and equipment set up:

Sept16 Football Drill

Weber State University Physical Education

Lesson Plan

Activity: Flag Football

Skill(s): Punting, Throwing, Catching

Grade Level: 7^th to 9^th Grade girls

# of Students: 40 Equipment: Flags, Footballs, Cones

Connect to Utah State Standard: Standard 1 Objective 2 A. Consistently throw and catch or kick and receive a ball being guarded by opponents.

Learning Objectives:

Cognitive- Students will understand the difference between offense and defense.

Affective- Students will want to catch and throw the football consistently.

Psychomotor- Students will improve on their punts from the beginning to end of the class period.

Safety Issues: Don’t throw or punt the ball into another person.

Student grouping for each activity: We will have as many groups as there are footballs. I will have to predetermine the groups so that they are the smallest possible.

Technical Description of the skills: Each group will have a ball. The first person in line is the receiver so they need to run about 15 to 20 feet away from their group. The next person in line is the defender and they will need to face their line and defend the third person in line who is the QB. The QB can decide how they want the ball to get to the receiver either by throwing or punting the ball. They will have one chance to get rid of the ball while they are being defended. The receiver will either receive the ball or go and retrieve it. The line will then rotate. See diagram below.

Verbal Cues: Hike, Punt, Pass

Learning Experiences:

Introduction- We will go through the warm and then shortly discuss the difference between defense and offense and what the rules of each party are.

Closure- We will discuss the differences between defense and offense and ask how the girls felt about playing offense. Did the defender make them want to do better or did it just make them want to give up easier?

Assessments: I will watch the girls while they punt and throw and see if the passes are getting better.

Follow up suggestions: Let the girls play the game with the rule that they have to mark up on someone at all times so they are always playing either defense or offense.

Reference: none

Diagram of learning environment and equipment set up:

Blue= Students in line

Green= Quarterback

Orange= Defender

Purple= Receiver

Red= Football

Slashed Line= Throwing Path

After the pass has been completed the line will rotate. The first blue will become the green, green will become orange, orange will become purple, and purple will go to the back of the line.

Sept14 Flag Football Drills

Weber State University Physical Education

Lesson Plan

Activity: Flag football drills

Skill(s): Students will learn how to run while protecting the ball from opponents. They will learn pass patterns.

Grade Level: 7^th to 9^th Grade Girls

# of Students: 40

Equipment: Cones, Footballs

Connect to Utah State Standard: Standard 2 Objective 1 A. Apply the principle of transfer of learning by identifying similarities and differences of movement concepts to facilitate the learning of a new skill.

Learning Objectives:

Cognitive- Students will understand the passing and protecting drill by correctly running to the next line.

Affective- Students will feel more prepared and more motivated to play flag football this week.

Psychomotor- Students will demonstrate how to protect the ball by hugging it and holding it close into their body.

Safety Issues: Students will be careful not to run into the other lines.

Student grouping for each activity: I will use the whistle mixer to get the students into 8 groups. Each of the two drills will have 4 lines.

Technical Description of the skills: Students will form 4 lines at each of the four corners of a square. Lines 1 and 3 will pass to Line 2 and 4. Lines 2 and 4 will then take the ball, protect it, and run to lines 1 and 3 to return the ball. See picture or diagram below.

Verbal Cues: Hug the ball. Hike.

Learning Experiences:

Introduction- Use the skills we have learned in the previous lessons to know where to run and how to throw the ball to our teammate.

Closure- I will explain how we are using all of these drill in preparation for actual game play at the end of the unit. Also, the girls will feel more prepared and more motivated to play flag football this week.

Assessments: The affective assessment will take place later in the week in their journals. I have previously asked what they would rate their motivation and I hope by the end of the week the average of 4.9 will go up. Also, I will observe each of the girls as the drill goes on to see if they are completing the cognitive and psychomotor objectives.

Follow up suggestions: Add previous drills together and let them make up their own drills. Or if the girls are getting bored, tell them to run at the girl they just passed the ball to. This will get the runners in the mind set they need to protect the ball and run.

Reference: none

Diagram of learning environment and equipment set up:

Orange= Cones

Light Blue= Students

Big Blue= Runners

Red= Footballs

The first students in lines 1 and 3 will pass their footballs to the first person in lines 2 and 4. Those runners will then protect the ball while running to give the ball to the first person in lines 3 and 1. You run to the line that you passed or ran to.

Sept 15th Pass Patterns

Weber State University Physical Education

Lesson Plan

Activity: Flag Football

Skill(s): Pass Patterns

Grade Level: 7^th to 9^th grade

# of Students: 40

Equipment: Cones, Footballs

Connect to Utah State Standard: Standard 3 Objective 2 C. Participate on small teams to promote maximum participation and fitness outcomes.

Learning Objectives:

Cognitive- The students will understand how pass patterns can be used in game play.

Affective- The students as a whole will enjoy the class period.

Psychomotor- The students will perform each of the two drills at least 3 times.

Safety issues- Students need to watch where they are running and be aware of others running down the field.

Student grouping- I will have the students get into their pre assigned squads and put two squads in each group to form 3 groups.

Technical Description of skills. First we will start with the whistle mixer and do our normal warm up skills that consist of high knees, butt kicks, spider man, skip, and back peddle. I will then add the crab walk.

First Drill- We will be doing the braiding drill. There will be three lines in each drill. The person in the center line will start with the ball. They will throw the ball 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 ball to the 3^rd person. Refer to diagram at the bottom of the lesson plan.

Next Drill- Jumble Pass- There will be a group of 5 to 10 students. They will number themselves off and begin to job 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 girls to pass consecutively as well as know where they are throwing it before they release the ball.

Verbal Cues: Hike and Go

Learning Experiences:

Introduction- We will first do our normal warm up and then go into the drills.

Closure- I will ask random girls how a pass pattern can be used in a game situation. I will ask some of the girls who don’t normally answer, that way I can include them in the answering.

Assessments: I will record thoughts about the mood of the class and what I hear the girls saying. Are they having fun or do I hear a lot of complaining?

Follow up suggestions: If they enjoy the drills then plan more and but if they are getting bored then put them into game play sooner.

Reference:

Diagram of learning environment and equipment set up:

Blue Dots= Students

Red= Football

Slashed lines= Throwing Path

Solid black lines= Running Paths

Note- Remind yoru 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.

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)

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.

Field Sports- Baseball

September 22, 2010 Written by E. C. and B. C.,
Weber State University, 11 students,
Equipment: Mitts 11, Baseball’s 8, Bats 4, Bases, Cones 4
Activity: Throwing, hitting, and catching in Baseball

Objectives:
Psychomotor- Learn how to throw a baseball. (All of the Cues) Observe and watch them at the beginning of class and then observe at the end to see if they learned the skill.

Cognitive- Have students think about the cues as I am going over them. And have them do the cues with me as I am teaching.

Health related- Muscular strength- must be able to throw a baseball from about 30 feet away.

Affective- Have them Feel Confident in throwing a baseball. Ask them how the cue is going, if they have questions, help them feel more comfortable with the cue.

Teaching Cues: First explain and demonstrate cues to students. Have them do the cues with you as you are teaching. (7 minutes)

Throwing a Baseball
1. Use a forward stride position with the dominate leg back. Right handed throwers will have the right leg back; left handed throwers will have the left leg back.
2. Throw from a stable base.
3. Face the target.
4. Increase the speed of movement
5. Shift the center of gravity form backward to forward.
6. Rotate the throwing side forward and transfer weight to the front leg.
7. Lead the arm motion with the elbow.
8. Release with a wrist snap. Follow through in the intended direction of flight.

Catching
1. Maintain stability by using a forward stride position.
2. Focus on and track the oncoming ball; align the body squarely behind the ball as it comes toward the catcher.
3. Use a large surface to catch the ball, and on contact give with the arms and hands to absorb the force of the ball. Transfer weight backward to help absorb the force of the ball.
4. If the ball is above the waist level, turn the glove so that the fingers are pointing upward; if the ball is below the waist, point the fingers downward.
5. Use the glove hand for initial contact, then use the other hand to immediately stabilize the ball.

Activities:
1. Increase throwing ability. (7 Min.)
Students will start at 10 feet away practicing throwing the baseball back and forth to each other. Once students have done the drill for a minute students will step back to the next cone which will be 20 feet apart. Students will practice doing this till they have it down. Students will do this till they reach the fourth cone. The fourth cone is 40 feet away.

2. Hitting a baseball. (15 Min)
Students will practice hitting a baseball by hitting it off the tee. There will be four different tees. Students will break up into 4 groups. One student will hit the ball off the tee. One will be the catcher for the hitter. And the rest of the group will be in the outfield to catch the baseballs.

3. Game Play (10 Min.)
Students will play in a game setting. Teacher will separate students into two teams. One team will be batting first and the other team will be in the outfield. Students will play a game setting of lineup baseball. The team batting will have everyone bat once. once everyone has batted, the other team will come in for their turn. Score will be kept on students that score.



Closure: Review cues, ask for questions, and see how they felt about the drills and cues.

References:

Dorothy B. Zakrajsek, L. A. (200). Quality Lesson Plans for Secondary Physical Education (Vol. second).
Unknown. (2010). Moving into the Future: National Standards for Physical Education, 2nd Edition. Retrieved from National Association for Sport and Physical Education: http://www.aahperd.org/naspe/standards/nationalStandards/PEstandards.cfm

All Run Softball or Football or Soccer ball etc.

**This was not written by me. The reference at the bottom of the lesson.**

This is a traditional game with a very nontraditional approach. In order to increase the activity level of students, a few changes have been made to what most Americans know as softball.

What You Need:

Booper bat
“soft” softball
bases
6 hula-hoops
18” cone

Where to Play:

Softball diamond or grass area large enough to accommodate a softball game.

Activity Description/Steps:

• Set up a softball type diamond and distribute six hoops in the outfield. Place two hoops each in left field, center field, and right field.
• Batting team lines up behind the backstop or in a safe area. The first batter hits the ball into fair territory and runs around the bases without stopping. All team members must follow the batter in single file (no passing). Each player reaching home plate before “out” or “6” is declared, scores one run for their team. It is possible that in one inning a batting team of 9 could score all 9 runs, if the fielding team fails to get the ball to all 6 hoops.
• The fielding team takes positions in the field making sure that there is one player in every hoop. The fielding team gets the batting team “out” by catching a fly ball or by throwing the batted ball to a different player in each of the 6 hoops. The players in the hoops must stay inside. The batter is out once each player in a hoop has caught a ball. It is helpful if the fielding team calls out the number of each catch. Therefore when the fielding team yells “6,” the supervisor calls an “out.”
• Change sides after 3, 4, or 5 outs. All players must rotate being inside and/or outside of hoops.
• Use the 18” cone as a batting tee, designate a pitcher, or have the activity leader pitch. Vary degree of difficulty by eliminating or adding hoops.

Safety:

Emphasize safety rules when using a bat.

Batting team must stay behind backstop or at a safe distance from batter.

Batter must not throw bat at any time.

Runners must stay behind one another when running with team.

Fielders must make sure teammates are looking at them before throwing to hoops.

How To:

Overall site supervision is extensive.

Do not let any player touch a bat before all safety rules have been covered. Demonstrate what throwing the bat is when playing softball.

Physically show students on the batting team where to stand when game is in play.

At all times keep batting team behind batter and/or a safe distance from swinging area.

Remove any student who throws the bat.

Demonstrate game prior to attempting to play.

Remove any student who refuses to obey safety rules.

To divide class into batting and fielding teams have all students find a partner “back-to-back”. One partner is A and the other is B. Group A is the fielding team and group B is the batting team.

Variations on the Activity:

Remove the bat from the game and have batter throw or kick a ball into fair territory. Change softball to football, soccer ball, foam ball or Frisbee.

Play “Alaska Snowball.” There are no hoops in this version. The fielding team lines up in single file behind the person who fields the ball. The fielders then alternate passing the ball over their heads and through their legs until the last person carries the ball to the front and yells “OUT!”

Cooperative Activities:

All players must agree to rules set. Activity leader must demonstrate how both batting and fielding teams must work together to get runs and outs. Make first few innings “practice” until group understands this nontraditional approach to softball. Stop game as needed to remind teams how to develop teamwork. Do not allow students to yell at other teammates for making mistakes. When that happens put student in time-out and ask him/her to come back to game when ready to demonstrate good sportsmanship.

Reference:

www.foundation.sdsu.edu/projects/spark/index.html

Flag Football 9/13

Weber State University Physical Education

Lesson Plan

Activity: Flag foot ball

Skill(s): Running, Catching, Passing Grade Level: 7^th to 9^th grade

# of Students: 40 Equipment: Foot balls and cones

Connect to Utah State Standard: Standard 5 Objective 1 B- Make responsible choices based on the safety of self and others when participating in physical activities.

Learning Objectives:

Cognitive- By the end of class the students will understand how to run down the field and maneuver to catch a pass.

Affective- Students will feel a need to help their teams win.

Psychomotor- By the end of class each girl will have run down the field at least 4 times.

Safety Issues: The girls will need to be cognizant of others running around the drill as well as those who are trying to catch and intercept the pass.

Student grouping for each activity: I will first split the girls into 3 groups separated by their grade. We will also do the whistle mixer idea and use their previously assigned squads to put them in teams.

Technical Description of the skills: We will do our normal warm up skills that consist of high knees, butt kicks, spiderman, skipping, and the back peddle. We will do these motor skills while doing the while mixer. I will then add a gallop.

For the first drill I will have the girls be in three groups and each will be lined up at the half line of the field I will tell them when to go and then I will throw the ball to whoever calls for it or in the general direction. If they are having a hard time I will have them get into their squads and half them practice passing again.

If the girls seem to be standing for too long, I will have 6 lines that consist of two in each grade. And have 6 people go at once. We’ll just have to see how it goes and then adjust it as times goes on. Each grade will receive a point for each catch that was made depending on who caught the ball.

After a certain amount of passes or rounds I will assign 1^st 2^nd and 3^rd place teams an assignment to do such as do 20 jumping jacks or run 1 lap. I will let the girls pick the task a head of time.

Verbal Cues: Cut (meaning to stop running and turn around) and Hike (Go).

Learning Experiences:

Introduction- I will introduce the whistle mixer to them and also go over the 5 P’s again. I want to get those rules ingrained into their minds.

Closure- I have asked everyone to bring a notebook that they can leave in their lockers. I will ask them the following questions and have them record their answers in their journal.

1. Draw a picture of a running pass that you saw was used or that you used to catch the ball.
2. Did you want your team to win? Did you try to help them win?
3. About how many times did you get to make a run down the field?

Assessments: My assessment will take place in the girls’ journals. I will do my best to watch everyone and write down what I see but I will use what they write down to help me assess them and what they are doing in class.

Follow up suggestions: Did they get bored? If they are progressing really well, I might put them in a game situation and reward the teams that used what we just learn in the drill.

Reference: none

Diagram of learning environment and equipment set up:

Purple = Me

Green= 7^th graders

Blue= 8^th Graders

Orange= 9^th Graders

Orange Squares= Cones

Red= Football

Once I say hike, the first girl in each line will try to catch the ball. Some will just run and some will make a cut to get the ball. I will give the girls that want to turns at throwing the ball. We will use only one ball so that it gets returned quickly.

Ultimate Frisbee Drills

This is an example of a lesson plan I used in my curriculum class. It seemed to be very effective, however, I haven't used it on adolescent students yet.
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Weber State University Physical Education

Lesson Plan

Activity: Ultimate Frisbee Drills

Skill(s): Catching, throwing, running Grade Level: 7-9

# of Students: 8-12 Equipment: Poly spots, Frisbees, cones

Connect to Utah State Standard: Standard 2 Objective 2

C- Identify successful cues for improved skill performance.

D- Move to open space to receive a pass in a variety of activities

Learning Objectives:

Cognitive- Students will understand the drills by running to the correct place discussed every time.

Affective- Students will list their feelings in their journals 3 successful cues that helped them complete the objective and what their favorite part of the lesson was.

Psychomotor- Students will use their motor skills to run and catch the Frisbee multiple times during each of the drills.

Safety Issues: Students will need adequate room to throw and catch the Frisbee so it is important that they watch their space. They need to pay attention to avoid getting hit with a Frisbee.

Student grouping for each activity: Students will first be partnered up and practice throwing and catching to each other. The next drills will utilize everyone in the class.

Technical Description of the skills:

Ping Pong- Students will be in pairs. One is the thrower (T) and the other the receiver (R). The T stays on one ploy spot while the R has three poly spots they can be on. All poly spots need to be different colors. The T calls out the color of the poly spot that the R needs to catch the Frisbee at. The R needs to go to a different poly spots until it is time to switch.

Line to Line- Students will be split up into two lines facing each other about 20 ft apart. There will be two cones on either side of the lines forming a diamond. The students will complete the drill by remembering this pattern. Throw the Frisbee to the person on the right, run to the left cone, catch a Frisbee and get in the back of the opposite line. After a time the order will be switched to learn from a different angle.

Flood Break Game- The class stands in a line with one person being the captain (C). The line is facing the C. The person in the back of the line (D) runs up to a poly spot by the C and calls for the Frisbee. The next last person in line (E) makes a run to the goal line and tries to catch the Frisbee to make a goal. When D catches the throw from C the rest of the line is allowed to make a break and runs to the goal line. D tries to make a goal with E but the line tries to intercept the Frisbee to make a point. The first one to touches the Frisbee in the goal zone becomes C.

Verbal Cues: Remember the objective and to be positive.

Learning Experiences:

Introduction- Today we will are going to work on our throwing and catching skills through a variety of drills. Let’s focus on the objectives that we are working on and try to improve upon that area. Cues are very important in a sport. As we go through the drills, try to identify successful cues on when to receive the Frisbee as if you were in real game play.

Closure- Remember that Ultimate Frisbee is a game that requires teamwork, strategy, and endurance. Write in your journal some successful cues that helped you achieve running and catching the Frisbee. Also, what your favorite part of today’s lesson was.

Assessments: I will read in their journals their feelings and improvements and to see if they listed some cues that they will use in a real life game. Also I will watch their strategies during the game play to see if they tried something different from round to round.

Follow up suggestions: Add defense into the line to line drill. Play Flood Break on actual field and use multiple poly spots for Ping Pong and have multiple pairs use the same poly spots so students learn to dodge people to catch the Frisbee.

Reference: http://www.menalto.com/ultimate/view_play.php?play_id=434

Diagram of learning environment and equipment set up:

Black- Students

Colors- Poly Spots

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. Students will switch places either after a # of repetitions or after a specified time.

Black- Students

Blue- Poly Spots

Red- Frisbee

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

Orange- Poly Spots

Straight Black Line- Goal Line

Red- Frisbee

Someone will start as the captain at the poly spot. They will cue their teammates to go. One student needs to run to D and one needs to run the path of E. Once the last student reaches the furthest poly spot on the right the rest of the class is allowed to run to the goal line. They are trying to intercept the Frisbee. The first person to touch the Frisbee passed the goal line gets a point and now gets to be the captain. The students rotate positions clockwise.