Welcome to my blog. Here you will find lesson plans and other teaching materials that I have written/accumulated while attending Weber State University. I hope that these lesson plans and ideas will be useful to you. I love to teach and I am always looking to improve. If you have any questions/concerns/comments please drop me a line at marcibarker@gmail.com
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
Standard 2: Students will demonstrate understanding of movement, fitness and nutrition concepts, principles, and strategies as they apply to the performance of movement activities.
Objective 2: Apply movement concepts to the learning and of movement skills.
Learning Outcome B: Analyze performance through the use of video and digital cameras and other means.
Activity Description:
Breakdown of the skill of the free throw in basketball by the teachers before the students practice the skill. Record and analyze performance of the first and second assessment. If time allows play a modified game of basketball focusing on the proper form for a free throw.
1st Assessment2nd Assessment
___Yes____No Athletic Stance___Yes ___No
___Yes____No Hand Placement___Yes ___No
___Yes____NoBall Movement___Yes ___No
___Yes____No Arm Angles___Yes ___No
___Yes____No Follow Through___Yes ___No
___Yes____No Ball Spin___Yes ___No
1.What did you need to work on after the first assessment?
2. How did you improve your performance for the second assessment?
3. Did watching your performance help you improve? If so, how?
Name:____________________________
Observer:__________________________
Needs Improvement
(0)
Competent
(1)
Excels
(2)
Proper Form
Does not have any elements of proper form.
Student has most elements of proper form.
Student has all the elements of proper form.
Assessment
Does not complete any of the assessment or does not try to improve performance.
Completes most of the assessment and their performance shows signs of improvement.
Completes the assessment and shows significant signs of improvement in their performance of the skill.
Staying on task
Does not stay on task at all and is disruptive during instruction, practice, and game play.
Stays on task most of the time and after verbal warning stops disruptive behavior.
Always stays on task and has no disruptive behavior.
Weber State University Physical Education Lesson Plan
Activity: Volleyball
Skill(s): Serving and recalling cues
Grade Level: 7th to 9th grade girls
# of Students: 40
Equipment: Volleyballs
Connect to Utah State Standard: Standard 2 Objective 2 C Use visual and mental cues to learn and self-assess performance.
Learning Objectives:
Cognitive- Students will recall and recite cues to the teacher.
Affective- The students will value the time practicing with their squads.
Psychomotor- The students will follow the cues to serve successfully.
Safety Issues: Watch out for flying volleyballs, other students, and the walls since we are inside.
Student grouping for each activity: Students are in their pre assigned squads.
Technical Description of the skills: The students will follow the cues for serving. The girls will be able to recall the cues.
Verbal Cues: Hold the ball in your non dominant hand. Ball should be held at waist high. Arm extended. Non dominant foot forward. Back swing of dominant hand winds up to about 60 degrees. Then strike the ball with the heel of dominant hand. Follow through by putting hands in direction of where the ball is intended to go. Do not throw the ball up, only hit it out of your hand.
Learning Experiences: Introduction- Go over the cues for serving and begin to practice and I will come around and assess if they know and can teach me the cues. I will also give a demonstration.
Closure- Tell the students that I am proud of them.
Assessments: Check off if each group can teach me how to serve by recalling the cues.
Follow up suggestions: If they can demonstrate the skills of bumping, setting, and serving consistently then put them into a modified or full game.
Reference: none
Diagram of learning environment and equipment set up: none
Weber State University Physical Education Lesson Plan
Activity: Volleyball
Skill(s): Setting and recalling cues
Grade Level: 7th to 9th grade girls
# of Students: 40
Equipment: Volleyballs
Connect to Utah State Standard: Standard 2 Objective 2 C Use visual and mental cues to learn and self-assess performance.
Learning Objectives:
Cognitive- Students will recall and recite cues to the teacher.
Affective- The students will value the time practicing with their squads.
Psychomotor- The students will follow the cues to set successfully.
Safety Issues: Watch out for flying volleyballs, other students, and the walls since we are inside.
Student grouping for each activity: Students are in their pre assigned squads.
Technical Description of the skills: The students will follow the cues for setting. The girls should be able to recall the cues.
Verbal Cues: Set the ball with your hands above your head. Follow through is up to the ceiling. Use the second pad of your fingers to make contact with the ball. Get under the ball. Don’t slap the ball. Palms shouldn’t touch the ball.
Learning Experiences: Introduction- Go over the cues for setting and begin to practice and I will come around and assess if they know and can teach me the cues. I will also give a demonstration.
Closure- Tell the students that I am proud of them.
Assessments: Check off if each group can teach me how to set by recalling the cues.
Follow up suggestions: Start into the skill of serving so we can work towards playing in a game.
Reference: none
Diagram of learning environment and equipment set up: none
Weber State University Physical Education Lesson Plan
Activity: Volleyball
Skill(s): Bumping and recalling cues
Grade Level: 7th to 9th grade girls
# of Students: 40
Equipment: Volleyballs
Connect to Utah State Standard: Standard 2 Objective 2 C Use visual and mental cues to learn and self-assess performance.
Learning Objectives:
Cognitive- Students will recall and recite cues to the teacher.
Affective- The students will value the time practicing with their squads.
Psychomotor- The students will follow the cues to bump successfully.
Safety Issues: Watch out for flying volleyballs, other students, and the walls since we are inside.
Student grouping for each activity: Students are in their pre assigned squads then I will come around and split them up into partners.
Technical Description of the skills: The students will follow the cues for bumping that we went over the previous day. The girls should be able to recall them.
Verbal Cues: Athletic Stance, Use your legs more than your arms, Arms are straight, hit the ball with forearm area, thumbs are parallel with each other while hands are using one of the three grips (interlocking fingers, folded, or wrapped) and last cue is to follow through by pointing your hands in the direction you intend the ball to go.
Learning Experiences: Introduction- Review the cues if the students need them otherwise they will begin to practice and I will come around and assess if they know and can teach me the cues.
Closure- Tell the students that I am proud of them.
Assessments: Check off if each group can teach me how to bump by recalling the cues.
Follow up suggestions: Start into the skill of setting so we can work towards playing in a game.
Reference: none
Diagram of learning environment and equipment set up: none
Weber State University Physical Education Lesson Plan
Activity: Volleyball
Skill(s): Rules and Bumping
Grade Level: 7th to 9th grade girls
# of Students: 40
Equipment: Volleyballs- Paper and pencils (Provided by students)
Connect to Utah State Standard:
Learning Objectives: 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.
Cognitive- Students will understand the rules of volleyball and ask questions if needed.
Affective- Students will become excited to start playing volleyball.
Psychomotor- Students will follow and demonstrate the cues for bumping.
Safety Issues: Since we are now inside the girls need to watch out for each other and be careful not to run into the walls.
Student grouping for each activity: The girls were put into their pre assigned squads for the unit.
Technical Description of the skills: We will first go over the rules of volleyball which include the various lines to use on the floor. How to take only one step over the line. How many hits a team can have before the ball needs to go over the net. How many points are needed in order to win the game. How many players are supposed to be on a team at once.
Next we will go over the cues for bumping which are listed under the verbal cues section.
Verbal Cues: Athletic Stance, Use your legs more than your arms, Arms are straight, hit the ball with forearm area, thumbs are parallel with each other while hands are using one of the three grips (interlocking fingers, folded, or wrapped) and last cue is to follow through by pointing your hands in the direction you intend the ball to go.
Learning Experiences: Introduction- Rules, Cues for bumping, and then trying to keep the ball off the ground using ONLY bumping within your squad.
Closure- Talk about the relation between consecutive hits (keeping the ball off the ground and winning) using the example with how the ultimate Frisbee unit went. My records show the teams that passed and caught the Frisbee, consecutively without dropping it won the most games. So the higher the number of consecutive passes the higher the success rate to win games.
Assessments: Check off if the girls wrote down the rules of volleyball. They will keep them in their locker and refer to them as necessary.
Follow up suggestions: Continue bumping but in smaller groups.
Reference: none
Diagram of learning environment and equipment set up: none
Equipment (what and how much) 31 Steps, music micro phone, 8 mats.
Link to Utah State Standard – standard 2. Obj. 3 a.
Objectives (Cognitive, Affective and Psychomotor)
Cognitive- Students will remember and recall the combos to do them later.
Affective- Students will feel the intensity with different levels with risers.
Psychomotor- Students will learn step combinations that they have never done before.
Safety Issues- Entire foot needs to make contact with the bench, shoes need to be tied and everyone needs to get a drink at the drink breaks.
Grouping for each activity: Students will not be grouped but they will be organized based on height. We will put taller people in the back and then rotate so everyone has a chance to be in the front.
Technical Description: Step aerobics requires the ability to stay at a set pace either with the teacher or the music. I will perform each movement before I ask them to do it. I will perform it slow and as many times as needed to ensure every one gets it. We will learn about the warm up, work out and cool down. Step also requires progression as you cannot learn the second step until you have learned the first one.
Learning Experiences (introduction, drills) 1 First thing will be to introduce what the steps are used for and I will also make sure that the students know about their different levels available. We will listen to music and clap according to the beat so that I can know who may have a problem or we can clear it up before we try it on the steps so that no one gets embarrassed.
2 Next we will do the warm up off the bench so they know that a warm up is important for every activity we do. We will also have drink breaks scheduled so that they learn staying hydrated is important as well. We will move onto the workout and I will talk about progression as they learn it.
3 The cool down will then come next. We will slowly take it off the bench and finish our cool down on the floor. We will be able to tell that our heart rate has lowered.
Verbal cues I will always give positive feedback and encouragement. Also alignment cues will be necessary as time goes on in the rush of things.
Review/ Assessment: This is a review when it comes to taking our heart rates and warming up.
# of students 20 Equipment (what and how much) • Tables • About 10 different small weight sets • Tires • 4 Gymnastics Mats • Short Jump Ropes • Stopwatches • Tables • 5 or 6 Stools with different sizes • 8 hula hoops
Link to Utah State Standard
Objectives (Cognitive, Affective and Psychomotor)
(1)Standard 2 objective 2e Explain the concepts related to muscular endurance, e.g., high repetitions with low resistance, sport specificity, and the work/rest ratio Cognitive
(2)Standard 3 objective 2c List and evaluate activities that develop specific elements of physical fitness. Health-related fitness and affective
(3)Standard 2 objective 3g Develop weight training programs to build muscular strength, muscular endurance or a combination of the two. Psychomotor and health-related fitness
(4)Standard 3 objective 2 b Develop personal fitness goals based on the pre-testing results and use a post-test to show progress and improvement. Affective and psychomotor
Safety Issues Doing the course wrong or too fast and getting hurt
Grouping for each activity: 4 groups of 10 with two courses set up, if possible set up more so students get more reps.
Technical Description: 1. Begin the obstacle course by jumping rope 10 times. 2. Run to Station 2, and jump onto the first box with both feet, then jump onto the ground, then hop onto the next box with both feet and so on. 3. Speed over to Station 3, and move across the gymnastics mat any way you choose - crawling, inching like a worm or somersaulting. 4. Head over to Station 4, and climb or vault over the table. 5. Dash to the box at Station 5. Step up and down on the box 10 times using only one leg at a time. 6. Run to Station 6 and the rows of hula hoops. Place only one foot in each hoop - and don't miss a hoop. 7. Dash to the mat at Station 7, and do 10 quick sit-ups. 8. Take a breather; the course is complete!
Learning Experiences (introduction, drills) 1 Working together as team 2 Incorporating muscular fitness with aerobic fitness 3 Being fast and successful 4 Encouraging each other
Grouping/Transition: Stay in 2 groups
Verbal cues -Be fast -be effective -do the workout right -Encourage each other
Closure: Have the class do a cool down and see what they like about the course the best. While stretching ask the students what they would have done differently and what was effective.
Grouping/Transition: Staying the same
Review/ Assessment: Review how teamwork can help others succeed
Suggestions for follow-up: Have students write down their time and the next time it is done try to beat the time.
Equipment (what and how much) Note books and worksheet I am giving
Link to Utah State Standard
Objectives (Cognitive, Affective and Psychomotor)
(1)Standard 3 objective 1c Assess personal fitness status regarding activity participation, energy expenditure, elements of physical fitness, and nutritional practices. Cognitive and psychomotor.
(2)Standard 3 objective 2c. List and evaluate activities that develop specific elements of physical fitness. Health – related fitness domain
(3) Standard 1 objective 2c. Maintain activity journals illustrating activity participation outside of school hours. Affective domain.
(4) Standard 2 objective 2a Review the elements of physical fitness. Cognitive domain.
Safety Issues The students not being honest on their assessments; therefore giving them unrealistic goals.
Grouping for each activity: Same pair they were in last time so they can give each other suggestions for goals they want to accomplish.
Technical Description: The goal is to have each student self-assess his or her personal fitness and make recommendations for change. Students will be asked to identify areas for change and what activities they prefer to engage in. I will first lecture on what goals should be made in order to be successful. For example, only raising a couple lbs, or a 5 more push-ups since we are assessing again next month. This way they cannot get discouraged that they are not reaching their goals. I will explain the benefit of keeping a these goals and assessments in order to improve. This will be a teaching day and not very active, but learning how to properly begin to be active.
3 having students help each other in partners for good goal making and to answer the other questions on their own.
4 lecture good ranges and healthy zones so they have an idea if they are average or not.
Grouping/Transition: Staying in pairs
Verbal cues:
Be honest Set worthy goals Be realistic
Closure: Turn assessments and goals back in so I can review them properly and make sure each student has done this correctly. Have the students answer questions of why this is so important and the benefits of goals.
Suggestions for follow-up Marking the goals each week and if they were followed looking over their sheets daily
Equipment (what and how much) none, Field outside, cones
Link to Utah State Standard
Objectives (Cognitive, Affective and Psychomotor)
(1) Standard 1 objective 1a.: Demonstrate basic competence in a variety of activities that contribute to improvement of overall fitness. Psychomotor and health-related fitness.
(2)_Standard 2 objective 2: Explain the elements of physical fitness, e.g., flexibility, cardiovascular endurance, and body composition Cognitive and psychomotor
(3)Standard 2 objective 1c. Describe how physical activity affects body mass composition, including muscle and fat percentages and bone density. Psychomotor and affective Domain.
(4) Standard 2 objective 1b.Identify genetic influences on body type, sedentary lifestyle diseases, muscle types, and rates of weight gain and loss. Cognitive Domain.
Safety Issues: Grass being wet
Grouping for each activity: Individually
Technical Description: The first of class is role call against the bleachers, then running for 4 minutes, and then stretching. The class will then sit in the key of the basketball court in order to be instructed further. Instructor will explain NASPE standards for this fitness test. The teacher will modify and demonstrate how the students are to run, and they will go outside to show the students where the cones have been placed. Instructor will also tell students to remember their times. The teacher will have the students begin and have a stopwatch ready for when the students are done. This is a fitness test so that I can have all of my students be assessed in order to see how far they have progressed. I would like to watch each student and have them record their results so that I can plan each lesson according to where my class stands fitness wise. This will take the whole class period and will be a good indicator of where each student is. I will have everyone record every score honestly and turn their papers in.
Learning Experiences (introduction, drills) 1 Instructor will show students where they are to run and walk through guidelines of how to run on field and around cones. 2 I will be at a corner watching students making sure they don’t cut, and other instructors will be timing.
Grouping/Transition: They will continue to be individually.
Verbal cues
-Pace yourself in order to endure.
-Concentrate on breathing and what your body is telling you
(1) Standard 1 objective 1a.: Demonstrate basic competence in a variety of activities that contribute to improvement of overall fitness. Psychomotor and health-related fitness.
(2)_Standard 2 objective 2: Explain the elements of physical fitness, e.g., flexibility, cardiovascular endurance, and body composition Cognitive and psychomotor
(3)Standard 2 objective 1c. Describe how physical activity affects body mass composition, including muscle and fat percentages and bone density. Psychomotor and affective Domain.
(4) Standard 2 objective 1b.Identify genetic influences on body type, sedentary lifestyle diseases, muscle types, and rates of weight gain and loss. Cognitive Domain.
Safety Issues: Students to close together
Grouping for each activity: Students will be in groups of 6
Technical Description: The first of class is role call against the bleachers, then running for 4 minutes, and then stretching. The class will then sit in the key of the basketball court in order to be instructed further. Instructor will explain NASPE standards for this fitness test. The teacher demonstrated the flexibility test. Students who are not getting tested at that time are to walk around gym one lap and then run around gym one lap until their group is instructed to get tested. This is a fitness test so that I can have all of my students be assessed in order to see how far they have progressed. I would like to watch each student and have them record their results so that I can plan each lesson according to where my class stands fitness wise. This will take the whole class period and will be a good indicator of where each student is. I will have everyone record every score honestly and turn their papers in.
Learning Experiences (introduction, drills) 1 Instructor will demonstrate the flexibility first and how it is done.
Grouping/Transition: They will continue to be in groups until they have been tested.
Equipment (what and how much) wood flooring, wooden sticks
Link to Utah State Standard
Objectives (Cognitive, Affective and Psychomotor)
(1) Standard 1 objective 1a.: Demonstrate basic competence in a variety of activities that contribute to improvement of overall fitness. Psychomotor and health-related fitness.
(2)_Standard 2 objective 2: Explain the elements of physical fitness, e.g., flexibility, cardiovascular endurance, and body composition Cognitive and psychomotor
(3)Standard 2 objective 1c. Describe how physical activity affects body mass composition, including muscle and fat percentages and bone density. Psychomotor and affective Domain.
(4) Standard 2 objective 1b.Identify genetic influences on body type, sedentary lifestyle diseases, muscle types, and rates of weight gain and loss. Cognitive Domain.
Safety Issues: Students shoes being slick when sprinting to line and back
Grouping for each activity: I will have a line of guys and a line of girls
Technical Description: The first of class is role call against the bleachers, then running for 4 minutes, and then stretching. The class will then sit in the key of the basketball court in order to be instructed further. Instructor will explain NASPE standards for this fitness test. The teacher demonstrated the short sprint test. First student is to sprint to the line instructed grab the wooden stick sprint back put in down sprint to the same line again, grab the other wooden stick and sprint through line. Teacher is timing activity. After student is done doing their test, then they will walk around the gym in order to keep heart rate up. This is a fitness test so that I can have all of my students be assessed in order to see how far they have progressed. I would like to watch each student and have them record their results so that I can plan each lesson according to where my class stands fitness wise. This will take the whole class period and will be a good indicator of where each student is, I will have everyone record every score honestly and turn their papers in.
Learning Experiences (introduction, drills) 1 Instructor will demonstrate the sprint test first and how it is done.
Grouping/Transition: They will continue to be in a line until they have been tested.
Verbal cues
-Sprint as fast as you can whichever way you go to turn around, use that same hand to reach down to grab the wooden stick.
-Make a short turning point in order to be faster, do not spin all the way around.
-follow through, keep running and don’t slow down until times is stopped.
(1) Standard 1 objective 1a: Demonstrate basic competence in a variety of activities that contribute to improvement of overall fitness. Psychomotor and health-related fitness.
(2)_Standard 2 objective 2: Explain the elements of physical fitness, e.g., flexibility, cardiovascular endurance, and body composition Cognitive and psychomotor
(3)Standard 2 objective 1c. Describe how physical activity affects body mass composition, including muscle and fat percentages and bone density. Psychomotor and affective Domain.
(4) Standard 2 objective 1b.Identify genetic influences on body type, sedentary lifestyle diseases, muscle types, and rates of weight gain and loss. Cognitive Domain.
Safety Issues: Students to close together
Grouping for each activity: I will have my entire class in pairs
Technical Description: The first of class is role call against the bleachers, then running for 4 minutes, and then stretching. The class will then sit in the key of the basketball court in order to be instructed further. Today This is a fitness test so that I can have all of my students be assessed in order to see how far they have progressed. I would like to watch each student and have them record their results so that I can plan each lesson according to where my class stands fitness wise. I will have stations set up so that it goes faster; one station will be sit-ups, one push-up. I am going to use the example of my fit for life class and test the endurance of Sit-up I will have my students sit on line in gym and touch their finger tips to the taped line while their partner counts and watches to make sure they are being done right. The same goes for push-up’s The station with push-ups will have the tape telling the students when to go down and up, and the teachers will be watching the form of the students. This will take the whole class period and will be a good indicator of where each student is, I will have everyone record every score honestly and turn their papers in.
Learning Experiences (introduction, drills) 1 I will have a student who can do a good skilled push-up demonstrate what one looks like in order to assess their partners.
2 On sit-ups I will have a student demonstrate a perfect sit-up with feet on the ground continually and not pushing off the mat, so the students will know what an acceptable sit-up should look like.
Grouping/Transition: They will continue to stay in pairs.
Verbal cues: -Keep feet on the ground - do not push off the mat -keep back straight on push-ups and head up
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.
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.
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.
Equipment (what and how much) 31 Steps, music micro phone, 8 mats.
Link to Utah State Standard – standard 2. Obj. 3 a.
Objectives (Cognitive, Affective and Psychomotor)
(1)Cognitive- Students will remember and recall the combos to do them later.
(2) Affective- Students will feel the intensity with different levels with risers.
(3) Psychomotor- Students will learn step combinations that they have never done before.
Safety Issues- Entire foot needs to make contact with the bench, shoes need to be tied and everyone needs to get a drink at the drink breaks.
Grouping for each activity: Students will not be grouped but they will be organized based on height. We will put taller people in the back and then rotate so everyone has a chance to be in the front.
Technical Description: Step aerobics requires the ability to stay at a set pace either with the teacher or the music. I will perform each movement before I ask them to do it. I will perform it slow and as many times as needed to ensure every one gets it. We will learn about the warm up, work out and cool down. Step also requires progression as you cannot learn the second step until you have learned the first one.
Learning Experiences (introduction, drills) 1 First thing will be to introduce what the steps are used for and I will also make sure that the students know about their different levels available. We will listen to music and clap according to the beat so that I can know who may have a problem or we can clear it up before we try it on the steps so that no one gets embarrassed.
2 Next we will do the warm up off the bench so they know that a warm up is important for every activity we do. We will also have drink breaks scheduled so that they learn staying hydrated is important as well. We will move onto the workout and I will talk about progression as they learn it.
3 The cool down will then come next. We will slowly take it off the bench and finish our cool down on the floor. We will be able to tell that our heart rate has lowered.
Verbal cues I will always give positive feedback and encouragement. Also alignment cues will be necessary as time goes on in the rush of things.
Review/ Assessment: This is a review when it comes to taking our heart rates and warming up. none
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
Weber State University Physical Education
Lesson Plan
Marci Barker and Rebecca Payton
Activity: Step Aerobics- Cardiovascular fitness
Skill(s): Rhythm and Dance, aerobic and anaerobic activity
Grade Level: 7-9
# of Students: 15-17
Equipment: Music, steps, assessment papers
Connect to Utah State Standard: Fitness for Life - Standard 2 Objective 3 E. Compare aerobic and anaerobic activities, showing examples of each.
Learning Objectives:
Cognitive- Students will know how to keep a beat and complete and remember the combinations by the end of the class period.
Affective- Students will feel competent in doing both aerobic and anaerobic activity by the end of the class period and record their feelings on their answer sheet about their experience with step aerobics.
Psychomotor- Students will demonstrate how to correctly maneuver their bodies to complete the combination.
Safety Issues: Students need to be aware of their foot placement on the bench and stay within their own area.
Student grouping for each activity: Students will not be grouped just spread out, each with their own step bench. Periodically we will switch up the rows and columns with everyone moving to the left or everyone moving up a row.
Technical Description of the skills: Students will first learn how to keep a beat and then we will work with progression to learn the step combinations. The combinations will consist of the following step moves: V steps, revolving door, corner knees, rocking horse, knee walk, over the top, corner claps, and 3 knee repeater.
Verbal Cues: 3 more, 5-6-7-8, make sure entire foot is making contact with the bench and floor, and pick your intensity.
Learning Experiences:
Introduction- We will first go over what we are doing for the day and address the standard we are covering. Step aerobics is a great workout that can be modified to fit any level of fitness. We will also do a conditioning period where anaerobic exercises will take place.
Closure- Remember that cardiovascular endurance is important but so is muscular strength and endurance. The two can be intertwined with step aerobics.
Assessments: We will have students record their feelings during and at the end of the class period. They will circle the number to indicate how hard they worked during the aerobic section and anaerobic section. They will choose a number 1-10 to represent how they felt. They will also tell about the experience with step and how it can be good to use in the future for their fitness.
Follow up suggestions: Do more rhythmic dancing and activities or involve music in future lessons to set the pace or atmosphere of what you want to do.
Reference: Marci’s job as a fitness instructor and Rebecca’s recent experience with aerobic conditioning.
Diagram of learning environment and equipment set up: This is how the steps will be set up.
X X
Marci Rebecca
Students
x x x x x
x x x x x
x x x x x
Assessment below:
Name: ________________
Have you ever done step aerobics before? Yes No
On a scale of 1-10 how hard do you feel you worked during the anaerobic (conditioning) period?
1 2 3 4 5 6 7 8 9 10
On a scale of 1-10 how hard do you feel you worked during the aerobic (step) period?
1 2 3 4 5 6 7 8 9 10
What did you like about step aerobics?
What did you dislike, if anything, about step aerobics?
How can step aerobics benefit your fitness in the future?
Skill(s): isolating muscles, following directions, understand how to exercise without equipment.
Grade Level: College Students
# of students: 18 – 20
Equipment (what and how much): Microphone, music, and possibly mats.
Link to UtahState Standard-
Standard 2, Obj. 2d. Explain the concepts related to muscular strength, e.g., isotonic, isometric, and isokinetic exercises, the over load principle, and the work/rest ratio.
Standard 5, Obj. 3b. Work independently and on task with a partner and in small or large group activities.
Standard 6 Obj. 3d. Participate in programs and facilities in the community that foster activity choice and self expression.
Objectives (Cognitive, Affective and Psychomotor)
(1)Cognitive- Students will understand how to isolate a muscle or muscle group.
(2)Affective- Students will feel a personal achievement while working on their own but with others in a large group.
(3)Psychomotor- Students will know the difference between a gross motor exercise and isolating a specific muscle and then demonstrate it.
Safety Issues: Students will need to be aware of proper body alignment and unsafe stretches. Also students need to respect that everyone is at their own level.
Grouping for each activity:Everyone will be in one large group. They will be evenly spaced and be able to hear their instructors voice and be able to see as well. Everyone will be facing the front of the classroom.
Technical Description: As a class we will go through a warm up, work out, and cool down. We will learn how to isolate specific muscles to build muscular strength in our legs and behind. I will face the class and make sure that everyone can hear me. I will also be using a wireless microphone to save my voice and also project it. I will have music in the background for variety and motivation. I will ask both a boy and a girl to be my helpers. If anyone has questions on how to do an exercise they will be mixed into the class for a closer demonstrator.
We will go through muscular strength exercises to isolate our gluts, hamstrings, quads, and calves.I will periodically ask for feedback to know how they are feeling. Also I will count repetitions to the music to ensure we move through the workout together.I will offer different variations of some of the exercise so my students have some options based on their level of muscular strength or ability. Our warm up will consist of dynamic stretching and some plyo metrics. Our cool down will consist of stretching both standing and on the floor.
Homework is derived from the third standard listed above, which is to participate in programs around. WeberState has an excellent group exercise program that is free to all students. My students will find a variety of classes to choose from to build muscular strength in their desired area.
Learning Experiences (introduction, drills)
1 We will start with a warm up by doing dynamic stretching and plyo metrics.
2 Next we will go into the work out which is isolating specific muscles to increase muscular strength.
3 Last we will do a cool down by stretching the used muscles and return to our resting heart rates.
Closure
Closure will consist of:
Homework: go to a group fitness class of your choice to work on muscular strength.
The next days class schedule.
Discussion about being able to work on muscular strength without any equipment and how isolation of muscles works to improve muscular strength in a desired area. It is different that the other components but just as important.
Grouping/Transition
We will be in one big group for the activity and each time I feel it is necessary I will switch the students in the front with students in the back so I know everyone has had a chance to be up front.
Verbal cues
Positive feedback is always important.
Cues will need to be given about proper body alignment and contraction of muscles.
I will use the term ladies and gents or people or kids, anything but guys.
