I would like to feature two assignments from this course: a lesson plan (below) and a play kit (Follow link).
Play Kit (co-created)
Lesson Plan
Modified by Michelle Haug, (For Erin Hetherington – Co-op teacher) Grade: 6/7 (Prince Arthur, Moose Jaw, SK.) Subject: Physical Education Oct. 20/21 Original co-created for EPE 310 by Benton F., Jenna M., Layne H., and Brennan B.
Outcome Focus:
6.5 Complex Skills Demonstrate a progression towards control in complex movement skills that combine locomotor (traveling) skills, non-locomotor (non-traveling) skills, and manipulative (moving objects) skills as they apply to games and sports (e.g., lay-up in basketball, spike in volleyball, dribbling to a shot in soccer, gathering a grounder and throwing to a base in softball, stick handling to a shot in floor hockey, receiving and sending the double balls in double ball).
6.9 Decision Making Make situational decisions (individual, partner, and team) related to the selection of skills, tactics, and strategies to enhance individual and team performance while participating in: • target games (e.g., bowling, curling, golf, bocce ball, archery) • invasion/territorial games (e.g., basketball, touch football, soccer, team handball, soft lacrosse, floor hockey, ultimate frisbee) • low-organizational, inventive, and co-operative games (e.g., capture the flag, prisoner’s base, four goal game).
7.5 Complex Skills Demonstrate control, including smooth transitions, of complex movement skills that combine locomotor (traveling) skills, non-locomotor (non-traveling) skills, and manipulative (moving objects) skills as they apply to games and sports (e.g., lay-up in basketball, spike in volleyball, dribbling to a shot in soccer, gathering a grounder and throwing to a base in softball, stick handling to a shot in floor hockey, paddling a kayak, passing a lacrosse ball) while participating in movement activities.
7.8 Decision Making Make situational decisions (individual, partner, and team) related to the selection of skills, tactics, and strategies to enhance individual and team performance while participating in: Ř net/wall games (e.g., badminton, volleyball, tennis, table tennis, pickleball, paddleball) Ř striking/fielding games (e.g., softball, longball, kickball, cricket) Ř low-organizational, inventive, and co-operative games (e.g., walleyball, king’s court).
Indicators:
PE6.5/7.5
a. Identify and participate in a variety of individual and group movement activities, both for personal improvement and social competition, that benefit components of skill-related fitness (e.g., juggling, cup stacking, relay races, obstacle courses, station races, yoga routines, gymnastics sequences).
P.E6.9
a. Demonstrate the ability to repeatedly perform a skill at game appropriate speed without hesitation.
b. Demonstrate the ability to manipulate objects without losing control while performing locomotor and non-locomotor movements in a rhythmical sequence. c. Demonstrate the ability to smoothly apply variations to a complex skill as required by a situation (e.g., basketball: reverse pivot to shot, reverse pivot while dribbling to avoid an opponent, cross-over dribble to avoid an opponent; educational gymnastics: tossing and catching a ball while rotating, while balancing, while leaping and landing).
Assessment & Evaluation:
- Students will have opportunities to gradually build their skills throughout the progression of the lesson plan and be given timely feedback throughout the lesson regarding their development and areas for improvement.
- Skills will then be evaluated summatively through a class-sized game that will incorporate all aspects of skills practiced in the development stage of the lesson. A checklist will be used to evaluate students’ performances; however, there will be more focus placed on the effort a student showcases rather than their skills in the lesson.
Organization, Management, & Adaptation Considerations:
- 32 Pylons/cones, 12 soccer balls (at least enough for every group of 3; 4 for the game), different sized balls for variety and skills, 26 pinnies/jerseys (6-7 of each colour), 4 soccer nets, milk crate (for obstacle course).
- Students will be split into groups for the four stations (26 students – 2 groups of 6, 2 groups of 7), and then stay in those teams for the game.
- Keep students moving during the lesson. This will help them stay focused. Give plenty of water breaks.
- Each team (4) will be given different coloured pinnies/jerseys to help identify their teammates and opposing players
- Make sure students are aware that the focus of this lesson is to keep control of the ball.
- Remind students to be aware of their surroundings and the space they occupy, as well as their peers.
For students with movement disabilities (i.e., in wheelchairs), consult with the student about how they could best be involved in the activities. For example, in the stations, they could hold a soccer ball in their lap while going through the obstacle course, wheeling towards a partner in the dribbling station, throwing the ball into the net in the shooting station, and throwing the ball to a partner in the passing station. Encourage the student to use these same skills in the game, if comfortable for the student.
Students will be asked to connect, categorize, and demonstrate the skills learned from the lesson to Basic Movement Patterns during the closure.
Opening for Learning:
Begin by telling students what they will be doing today and why:
“We will be warming up with some dynamic stretches to avoid injury, increase our heart rates and get our blood flowing to the muscles we will be using today (mainly legs, glutes, and abdomen); then we will move on to some skill building with four stations where we will be working on passing, dribbling, scoring, and a control; after that we will demonstrate our skills in a game of four corner soccer; followed by a cool down stretch and discussion”.
- Dynamic Warm-up: (5 minutes)
Done during laps around the gym, students can jog or run:
- Heel walks (shins, calves)
- Toe walks (calves)
- Rotational lunges (quads, hamstrings, lower back, abdominal)
- Inchworm (hamstrings, glutes)
- Toy soldier (groin, hamstring)
- Water break (1 minute)
Development of Learning:
Timeline: 40 minutes total: 3-4 minutes for modelling stations, 16 minutes for practice at stations, 1 minute for water break, 15-20 for game.
(Stations & Game)
- Divide the gym into four stations, with students rotating between stations every 4 minutes:
- Dribbling station:
- In groups of three, students line up from each other, two at one pylon and one at the other. One of the two students starts with the ball, dribbles toward the other person, and gives them the ball. That student that dribbles back to the other side towards the remaining student, and they repeat.
- Passing station:
- In groups of three, students will line up and practice moving and passing in a weaving motion (to be demonstrated in class).
- Shooting station:
- In groups, students will take turns shooting at the soccer net in the corner from varying distances, marked by pylons around that corner of the gym.
- Obstacle Station:
- Dribbling station:
In a large group: students will dribble a ball through “gates” marked by pylons; around hula hoops; and slalom through pylons
- before lifting and shooting the ball at a hula hoop taped 1’ above the floor on the gym wall.
- Water break for students (1 minute; teachers will clean up materials in each corner and leave only the soccer nets in each corner, can also have students grab an item each from their station and bring it to equipment storage).
- Game:
- After the stations are finished:
- Students will remain in their groups and respective corners and given pinnies to divide them into 4 teams.
- Students will test the skills they’ve learned by playing Four Corner Soccer.
- Each team will be protecting a net in their own corner. There will be no goalkeepers or use of hands allowed.
- The aim of the game is to score as many times as possible on opposing teams, while defending your own net from being scored on. Players on each team are encouraged to keep track of how many times they scored and how many times they were scored on.
- After the stations are finished:
To encourage activity for the entire class, an extra soccer ball will be added into the game after every goal or every few minutes. For additional skill practice, balls of various sizes may be thrown in.
Closure for Learning (Pose questions and reinforce the lesson’s outcomes): (5-10 minutes depending on time remaining, may have to omit some questions)
- Following the conclusion of the game:
- Students will grab their water and return to the centre of the gym, sitting in a circle. Instructor will be at the head of the circle so that all students can see and hear them.
- Encourage students to participate in static stretching to cool down while discussing the skills learned.
- Stretches:
- Bend and stretch on each side, rotation of trunk, spread legs (more than shoulder width) reach at either side
- Toe touches on either leg (stretching legs, calves)
- Pike position stretch/touch toes
- Leg bent over straight leg, rotate and stretch
- Butterfly
- Child’s pose
- Discussion/Assess:
- Basic Movement Patterns covered in class
- Have students stand, explain what the fundamental movement skill is, and demonstrate an example of the basic movement pattern (gives evidence for outcome PE.6.5/7.5):
- Basic Movement Patterns covered in class
- Stretches:
| Basic Movement Pattern | Fundamental Movement Skill (Know) | Action/Example (Do) |
| Accompanying | Dribbling | Demonstrate dribbling |
| Sending/Receiving | Passing the ball | Two people: one passes, one receives the ball |
| Evading | Dodging/Faking/Screening | Have two to three demonstrate what each are |
| Locomotion | Moving with the ball | Can demonstrate dribbling or passing with the ball, or simply demonstrate moving in the game |
| Non-locomotion | Not moving with/without the ball | Standing in one place to receive the ball, stopping the ball waiting to score |
| Others: Rotations Springs | Medial axes (at the waste) From legs | During dynamic stretches in the lunge and rotating trunkSkipping during dynamic stretches |
- Questions for critical thinking (evidence for outcome PE.6.9/7.8 – Understand):
- What are the main muscles to focus on in soccer?
(Possible answers: hamstrings, quads, calves, glutes, lower back, abdomen, groin, however, legs and stomach would be acceptable answers depending on what students know)
- Why is it important to include a warmup and cool down before and after participating in physical activity (e.g., dynamic stretches or light movement before and static stretches after)?
(Possible answers: don’t get hurt (e.g., Pull muscles), avoid stiffness/soreness, warm-up, increase/decrease heart rate)
- What are some strategies/tactics needed to be skillful in soccer?
(Possible answers: evading while dribbling, passing at a moving/non-moving target (e.g., player/net), defense, blocking, a lot of practice, feedback, etc., or they can tell a specific occasion in today’s lesson/game.)
- What is needed to make these skills effective choices during the game?
(Possible answers: teamwork/communication, practice of skills individually and in game context, think/react/follow through or they can tell a specific occasion in today’s lesson/game.)