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.

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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

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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.

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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.

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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

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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.

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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

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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.

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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

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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.

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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.

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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.

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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.

Flag Football 9/20

Weber State University Physical Education
Lesson Plan

Activity: Flag Football

Skill(s): Game play Grade Level: 7th to 9th grade girls

# of Students: 40 Equipment: Cones, flags, footballs

Connect to Utah State Standard: Standard 1 Objective 2 B Combine skills with basic offensive and defensive strategies to participate in modified versions of individual and team sports.

Learning Objectives:

Cognitive- Students will understand how to play in a full game of flag football.

Affective- Students will feel more motivated to play football.

Psychomotor- Students will participate with their squad in a flag foot ball game.

Safety Issues: Don’t put flags in the wrong place on your waste.

Student grouping for each activity: They are in their pre assigned squads.

Technical Description of the skills: They will play by the rules of flag football. The girls have already learned the rules.

Verbal Cues: 1st, 2nd, 3rd, or 4th down and Hike.

Learning Experiences:
Introduction- We will do a quick warm up and then go right into game play. We will review the rules of the game just to be sure.

Closure- Talk about how their motivation has changed.

Assessments: I will review what they recorded as being motivated and consider that with what the girls said during class.

Follow up suggestions:

Reference: none

Diagram of learning environment and equipment set up: none

Football Spring 2010

Weber State University Physical Education
Lesson Plan

Student Teachers: Marci Barker and Dan Valletta

Activity: Football

Skill(s): Pass patterns, running to open space, flag football

Grade Level: 7-9th grade

# of Students: 20-25

Equipment: 8 footballs, flags, 8-10 cones, whiteboard, markers,

Connect to Utah State Standard:
Standard 1 Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activity.

Standard 2 Obj. C- Identify successful cues for improved skill performance.

Learning Objectives:

Cognitive- Student will recite the verbal cues of a specific pass pattern by the end of the class period.

Affective- Students will feel like they are progressing in the skill of running pass patterns and to open space by the end of class.

Psychomotor- Student will demonstrate effective passing and catching in their pass patterns at least 4 times without dropping the ball 10 feet from their teammate.

Safety Issues: Make sure gym is clear of obstacles, plenty of space to complete pass patterns, boundaries marked by cones for game play.

Student grouping for each activity: Act. 1 Groups of two to practice pivot positions to catch the ball as soon as possible. Act. 2 Groups of 3 to 4 to practice a pass pattern with receiver, 1 or 2 defenders, and quarterback. Act. 3 Two teams for game play.

Technical Description of the skills:
Act. 1- Students will practice receiving the ball as soon as they count to 3 together and one player turns around. Students will switch positions.

Act. 2- The quarterback starts with the ball. They will call out which pattern the receiver will run. The defender will face the receiver and be ready to block the pass while receiver attempts to catch the ball. All players will start when the quarterback says the word, “go.” Players will rotate positions.

Act. 3- We will play a normal flag football game.

Verbal Cues: Know what pattern the QB instructs you to run. Line up at the line of scrimmage in runners stance. Take off after the QB says go and run the pattern. Time the pass with the QB.

Learning Experiences: Why it’s important to know a specific pass pattern to be successful in football.

Introduction- Tell them we’re doing a couple activities to get ready for our game play. Split them up into pairs and start Act. 1.

Lesson- Next, we will go over the 4 pass patterns. Slant, hook, turn and go, post. We will demonstrate the patterns or have students do it. We will tell the students the verbal cues that they need to remember. After the students have practiced the pass patterns we’ll review the rules of flag football and then start to play.

Closure- Review the cues and ask them how the feel about how they are improving with the skills. Students will pick up equipment.

Assessments: Assessment will take place during the 2nd activity. We will monitor each groups’ ability to run the correct pass pattern and passing and catching the ball successfully.

Follow up suggestions: Running plays using more defenders.

Reference: none

Diagram of learning environment and equipment set up: none

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.

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.