Soccer- Week 4- Wednesday

Name Jesslynn Patton

Activity Soccer

Week/ Day 4 Wednesday

Skill(s) strength and endurance related to conditioning Grade Level 7th

# of students 30+ Equipment (what and how much) Gym

Link to Utah State Standard

Objectives (Cognitive, Affective and Psychomotor)

(1)Standard 6 Students will value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. Affective domain, health-related fitness.

(2)Standard 6 objective 1a Select competitive and recreational activities that bring personal satisfaction. Affective domain, psychomotor domain.

(3)Standard 6 objective 1b. Appreciate the aesthetic value of activity participation in a variety of settings. Affective.

(4)Standard 6 objectives 1 c. Recognize that physical activities offer a positive environment to meet and interact with people of varying interests and ability levels. Affective and cognitive.

Safety Issues: The gym being too small and students running into each other

Grouping for each activity: teams 1-7.

Technical Description: Students started with a warm up of 4 minutes and 30 seconds jogging. Then students stretch in assigned lines, with leader in front. Students do hang downs, 30 jumping jacks, standing reach right over left/ switch, 12 lunges, 25 sit-ups, 10 push-ups. Students will then sit in assigned teams. Today students will be in stations with their teams. We did a conditioning relays the team who completed their stations to the fullest amount and correctly would raise their hand when they were done. We had jogging around gym 5 laps, lunges 20, sit-ups 30, push-ups 10, jump ropes 50 in a row, and air squats 30.

Learning Experiences (introduction, drills)
1 Students will concentrate on endurance and what it means to remain consistent throughout the workout

Give benefits of endurance throughout the workout

Grouping/Transition : Teams 1-7

Verbal cues:

-Go slow and steady
-proper form
- Keep head up when squatting
- lunge keep good poster
-sit-ups come all the way up
-push-ups go all the way down

Game: Conditioning relay

Closure- Tell everyone a great job and thanks for participating. Explain again what it means to participate and gain physical fitness daily.

Grouping/Transition: Staying in teams

Review/ Assessment Review : Review what endurance means and how working out can better quality of life

Reference: Mr. Suttlemyere

Soccer- Week 4- Monday

Name: Jesslynn Patton

Activity: Soccer Week/ Day 4 Monday

Skill(s) strength and endurance related to soccer games

Grade Level 7th

# of students 30+

Equipment (what and how much) 12 cones, 6 goals

Link to Utah State Standard

Objectives (Cognitive, Affective and Psychomotor)

(1)Standard 6 Students will value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. Affective domain, health-related fitness.

(2)Standard 6 objective 1a Select competitive and recreational activities that bring personal satisfaction. Affective domain, psychomotor domain.

(3)Standard 6 objective 1b. Appreciate the aesthetic value of activity participation in a variety of settings. Affective.

(4)Standard 6 objectives 1 c. Recognize that physical activities offer a positive environment to meet and interact with people of varying interests and ability levels. Affective and cognitive.

Safety Issues: The field being wet and students slipping, and ball being kicked higher than knee level hitting other students.

Grouping for each activity: teams 1-7.

Technical Description: Students started with a warm up of 4 minutes and 30 seconds jogging. Then students stretch in assigned lines, with leader in front. Students do hang downs, 30 jumping jacks, standing reach right over left/ switch, 12 lunges, 25 sit-ups, 10 push-ups. Students will then sit in assigned teams. Today 1vs. 7, 3vs 5, 4vs 6, and team 2 vs. Coach Lambs team. After class teams will report wins and loses.

Learning Experiences (introduction, drills)
1 Students will concentrate on endurance and what it means to remain consistent throughout the game.

2 Review of soccer rules and procedures

3 Discuss that winning is important but overall cardiovascular endurance is our target goal.

4 Give benefits of endurance throughout the game time.

Grouping/Transition: Teams 1-7

Verbal cues:
-Keep ball under control
-Kick ball with side of foot not the toe
- Use endurance while running up and down the field
-defend student on student
-Do not stand
-Help teammates
-Let everyone have a chance to touch the soccer ball

Game: Soccer

Closure-Tell everyone a great job and thanks for participating. Explain again what it means to participate and gain physical fitness daily.

Grouping/Transition: Staying in teams

Review/ Assessment: Review the rules of soccer and what it meant to have endurance. Have students strive to have a goal in mind daily. Have students fill out a 10 question quiz on rules and concepts of physical education soccer.

Suggestions for follow-up: Review rules daily

Reference: Mr. Suttlemyere

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