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 9/14

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: 7th to 9th 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.

Ultimate Frisbee 9/21

Weber State University Physical Education
Lesson Plan

Activity: Ultimate Frisbee

Skill(s): Catching on the go, throwing

Grade Level: 7th to 9th grade

# of Students: 40 Equipment: Frisbees, Cones

Connect to Utah State Standard: Standard 2 Objective 2 A. Recognize that time and effort are prerequisites for skill improvement.

Learning Objectives:

Cognitive- Students will know how to correctly throw a Frisbee.

Affective- Students will want to complete the pass and catch the Frisbee.

Psychomotor- Students will complete at least 5 passes.

Safety Issues: Be careful where you are running. Don’t run into the football posts.

Student grouping for each activity: Randomly done by whistle mixer to get 8 lines, 4 running lines.

Technical Description of the skills: To complete this drill there will be a standing/ throwing line and a running/ catching line. The first person in the running line will break away and open up for a pass. The thrower will then complete a pass to the runner. The goal is to complete the pass on the go just like in game play. See the diagram below.

Verbal Cues: Follow through, Now or Pass

Learning Experiences:
Introduction- We will try out different skills to give the girls a chance to see what they are good at and what they think they would like to improve on. We will do the warm up as well. We will do less stretching and more running or less running and more stretching, I will let them choose.

Closure- We will talk about how the give and goes will be used in game play. And ask the girls how they liked doing this drill.

Assessments: I will ask the girls how many times they were able to complete a pass and if they liked being the thrower or runner more.

Follow up suggestions: Let them do the same drill but teach them more about defense and offense.

Reference:

Diagram of learning environment and equipment set up:


Purple Square= Cone
Orange dots= Standing/ throwing line
Green dots= Runners/ receivers
Blue Circles= Frisbees

The purple cone is there to ensure that the students have adequate space to throw the Frisbee. We want this to be more of a give and go drill so there needs to be distance between the players.

Ultimate Frisbee 9/22

Weber State University Physical Education
Lesson Plan

Activity: Ultimate Frisbee

Skill(s): Throwing, Passing, and Catching Grade Level: 7th to 9th grade

# of Students: 40 Equipment: Cones, Frisbees

Connect to Utah State Standard: Standard 2 Objective 1 C. Describe the key elements, such as balance and follow through, in the execution of sport specific skills.

Learning Objectives:

Cognitive- Students will understand what follow through means.

Affective- Students will be excited to learn how to play ultimate Frisbee.

Psychomotor- Girls will demonstrate what a follow through looks like.

Safety Issues: Don’t throw the Frisbee into anyone. Use correct foot work for balance.

Student grouping for each activity: I will use the whistle mixer to get the girls into pairs.

Technical Description of the skills: The students will be in an athletic stance and will need to put their dominate foot forward. They will turn their dominant side towards their target. Next you will wind up the Frisbee across your body and with great effort unwind it while your arm is parallel to the ground. It’s important to let go before your arm is completely extended. And lastly, follow through by pointing to where you intended the Frisbee to go. The exact point of release will help your Frisbee in the intended direction.

Our Introductory drill- Each girl will have a partner or two and they will take turns throwing the Frisbee to one another. They will start about 5 feet apart and they will gradually move backward. See diagram below.

Verbal Cues: Follow Through.

Learning Experiences:
Introduction- We will start with the warm up and then I will introduce the crab walk. A crab walk is done by facing stomach toward the sky and walking on your hands and feet. It needs to be done while keeping the bum off the ground. We will then go into the explanation of how to throw a Frisbee.

Closure- The closure will consist of writing in their journals the following questions.

1. How motivated are you to play Ultimate Frisbee? 0 to 5
2. Tip to remember while throwing a Frisbee.
3. What is something you think you could work on during this Frisbee unit?

Assessments: I will observe each girl making at least 1 good pass with a follow through.

Follow up suggestions: Have the girls throw the Frisbee while standing on their knees.

Reference:

Diagram of learning environment and equipment set up:



Colored dots= Students
Blue Circles= Frisbees
Slashed Lines= Throwing Path
Thick Black Lines= Markers for Throwing Distance

Each color represents a different group of students. Ideally you want 2 students in a group and 1 Frisbee for this drill. If you must have 3 then just alternate who throws and catches it on one end. When you see that you students are making consecutive passes give them the signal that they can move back to the next marker. The purpose of this drill is to make consecutive passes from different distances and to use your follow though to ensure your Frisbee is making it to your teammates.

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.

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.