Setting and Objectives



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KENT STATE UNIVERSITY

PHYSICAL EDUCATION LESSON PLAN

Setting and Objectives

Teacher: Ryan Smith School: Crestwood Middle Date of Lesson: 2/21/08


Lesson # 4 of 10 Grade Level: 7 Class Size: 27

Lesson duration: 40 minutes Activity: Volleyball


Instructional Format: Indirect/guided discovery

Previous lesson focused on: Defensive positioning/ Stance


Current lesson focus: Down Ball/Spike
Lesson Objectives (psychomotor [p], cognitive [c], affective [a]) and related NASPE Content Standards:

Students will –

1. successfully hit a down ball (throw hands high, open & firm hand, circular motion) at a downward angle 4 out of 5 times during the practice and game play. [NASPE Standard 1, Psychomotor]

2. demonstrate a playable toss (two hands, no spin, high like rainbow) to begin play during game 1, and when tossing to a hitter during practice 90% of the time. [NASPE Standard 1, Psychomotor]

3. identify when is the appropriate time to hit a down ball (throw hands high, open & firm hand, circular motion), during a question and answer setting; half the students will raise their hands when I ask this question. [NASPE Standard 2, Cognitive]

4. settle disputes or close calls every time there is a dispute during game play by using the referees (or coaches if there is no referees) objective judgment. [NASPE Standard 5, Affective]


Teacher Objectives (your goals based on effective teaching behaviors):

  1. Management

My goal is to reach target level at all of my transitions (transitions are less than 20 seconds through use of complete and concise directions). This management goal should be reachable now that students are assigned roles and responsibilities that they are becoming familiar with. The performance level of my transitions will be determined by a cooperating teacher whom will complete the transition rubrics.


  1. Instruction

My goal is to speak louder and with more authority while I’m teaching so that the students at the other end of the room can hear my directions/feedback clearly when I do not gather everyone into a circle. This will be measured by my fellow teachers at Crestwood, as I will ask them to listen to my teaching performance from opposite ends of the room and tell me the number of times they could/could not hear my directions. My goal is for them to hear me 100% of the time.
Equipment Needs:

- 4 volleyball nets, 4 volleyball poles (2 ends go into bleachers).

- Basket (bin) of 6 volleyballs.
Equipment Routines (distribution, during activity, collection):

The nets are set up from the previous class. The balls will be in bins and it is now the responsibility of the equipment managers to receive the balls when we begin an activity, and to return the balls to the bin at the end of the class.



Management Concerns:

Students should be familiar with their teams by now. Their home courts should also be familiar. Students need to remain in the boundaries of their court during warm –up and while in a half court situation during the first game play and practice. I need to make sure my students organize during instruction with their teammates to better transitions and decrease off-task behavior. I also need to stress the role of the referee during all game play situations.


Restroom/Drink Procedures:

Students are instructed to use the restroom while in the locker room during attendance.

Unless instruction is going on, students may get drinks from the fountain in the gymnasium as they please.
Rules:

1. Act in a way that is safe to yourself and others at all times.

2. Respect yourself, others, the equipment and me (the student teacher) at all times.

3. Listen to and follow directions the first time they are given – Always be on task!

4. Cooperate, display good behavior/sportspersonship.

5. Participate in class activities.


Consequences:

1. Teacher Look

2. Proximity Control

3. Verbal Warning

4. Time out on bleachers

5. Time in the hall

5. Meet with Principle

Grouping:

Students will be within their teams that have been assigned to them, and be stationed at their home courts for the first game play. During the practice they will remain with their teams in a half court situation, and toss the ball away from the other group for safety reasons. During the final game play the students are to move as a group with their teams to the court that will be assigned to them.
Transitions:

“WISG” will be used to initiate movement.

“Freeze” will signify stopping what the students are doing, and setting the balls on the ground waiting for further instruction.
References (include author, year, title, page#, or URL)

Mitchell, Oslin, Griffin. (2006) Teaching Sport Concepts and Skills: A Tactical Games

Approach.


Developmental Task Analysis




Factors

Levels


Practice Conditions (tosser)

Practice Conditions

(hitters)

Final Game Conditions

Simple





Hitters toss ball to themselves

3/5 balls hit (using down ball over net

Extra point if down ball is played over net.

Moderate


Toss high near to hitters

4 /5 balls hit (using down ball) toward catchers feet

Extra point if down ball is winning shot.

Complex


Set to hitters in varying directions

5 balls hit consecutively to catchers feet using spike

Extra point if spike is winning point


Lesson Content
(3 minutes to enter locker room, change, enter gymnasium)
Task Type: Transition/ Warm up

Time: 4 minutes

Objective(s) addressed: TO1
Task Description:

(As students enter the gymnasium from changing and taking attendance)

“Please station at your home courts if you do not have the responsibility of Athletic Trainer and begin stretching. I need to meet with all Athletic Trainers (Brian, Tori, Bobby, Andy, Cortny, and Travis).” *Addressing trainers* “Just as we did on Tuesday it will be your responsibility to create a warm-up with only a few restrictions. Let your team know that I would like to see 3 upper body stretches, 3 lower body stretches, an activity done stationary that will get each of you breathing heavy (ex. Jumping jacks, mountain climbers, lunges, high knees…) and 2 strength exercises (ex. Push ups, sit-ups, squats…). If only you have time after all of these warm up activities, fell free to grab a volleyball begin a small sided game that involves your entire group. Remember to stay on your court and remind your team that with their respect of your chosen activities and their cooperation (constant on task behavior) they can earn up to 3 points during this warm up! I will give out the most points to the teams that are doing each activity together by counting together! GO!
Organizational formation (diagram task and whole class):
students ------ nets

Refining Cues/Questions (related to management or student performance):

“Count together!”

“Keep moving!”

“Loosen those limbs!”

“Time to get warm!”


Assessment/Review:

Pinpoint teams that are all stretching together (COUNTING!) to make an example for the rest of the class. I will be observing each team’s warm-up activity, making sure that players are respecting their athletic trainers, and that students are on-task. This warm-up should consist of 6 stretches and 2 strength exercises that includes each team member, and is safe by staying on their own court (3 points for teams on task, counting together, respecting athletic trainers). It also is important that I continue to monitor activity by keeping my back to the wall while giving feedback.


______________________________________________________________________

Task Type: Instruction/ Transition

Time: 2 minutes

Objective(s) addressed: TO1, TO2


Task Description:

“May I please meet with all the assistant coaches (Danielle, Bobby, Kallie, Julie)? Team Shoelaces and Yogi Bear since you don’t have assistant coaches, send your coaches to meet with me (Aleya, David). Everyone else please continue with the warm-up or the game that your Athletic Trainers have created. Remember we are doing the same activities together and this is an opportunity to get points for your teams by staying on task. Thank-you.” *to assistant coaches* “We are going to be getting into our regular 4v4 game play (5v5 on court 2) to begin, so it’s going to be your responsibility to set this up real quick. We have been using the entire court, but for this activity please organize your team to play on only half the court, split down the middle. Let the statisticians know that your team earns 1 point when the team has two hits on its side before the ball goes over. Your goal as a team is to get 5 points in the 5 minutes that we will play. For this game we are going to continue to toss the ball (two hands, no spin, high like rainbow), and in the final game we will allow for each student to practice the underhand serve that you were introduced to yesterday. Remember to rotate players around the court. Go!

Organizational formation (diagram task and whole class):
students ------ nets

Assessment/Review:

I will assess their understanding of the instruction during their transition into game play, and through the questions they have while getting organized.
­­­­­­­­­­­­­­­­______________________________________________________________________

Task Type: Activity (Game 1)

Time: 4 minutes

Objective(s) addressed: LO2, LO4


Task Description: Game as described above.
Organizational formation (diagram task and whole class):
students ------ nets

Extension to challenge:

More players on even smaller court (Ask students to come closer together)

Allow players to only hit the ball once.


Extension to simplify:

Spread out courts slightly (not to much because this game is designed with its conditions to create a problem through the lack of space)


Refining Cues/Questions (related to management or student performance):

“Communicate with your teammates!”

Toss: two hands, no spin, high like rainbow

Set review: catch like egg, use finger pads, drinking a 2 liter, front of the court.

Forearm pass review: bent knees, flat arms, arms to target (elephant)

Stance review: Low to ground, knees bent, balls of your feet, arms extended (elephant)

Demo-shop on court 4 that is empty.

Review referees roles and explain that coaches are in charge of any disputes.


Assessment/Review:

During this activity I will be pinpointing those who are communicating and using more than one hit to get the ball over the net. I will also be demo shopping for a later demonstration. I will pull those who I have demo-shopped for aside and explain the practice to them so that they can stay at their court during the next instruction to be ready to demonstrate. I will ask during the activity which (if any) teams are having success on offense.

______________________________________________________________________

Task Type: Transition/ Instruction

Time: 5 minutes

Objective(s) addressed: LO3, TO1, TO2


Task Description:

“Freeze! WISG I need all equipment managers to return the balls to the bin and for everyone to have a seat with their teams facing me. GO! 5,4,3,2,1. First off I wanted everyone to know that each got all the points for filling out their worksheets as a team on Tuesday. I was really impressed with everything you remembered from the lesson. Now, from this previous game play, when you had the ball on your side of the court (offense) was the more narrow court a benefit for your team to score or not? Thumbs up or thumbs down. (to hold students accountable for next question). Why did changing the courts dimensions (smaller) make things harder for the offense? Was there anyone that scored on the other team without the other team getting a chance to touch the ball? How? (or if no one was able to I would ask, “Can anyone think of a way that you could be successful offensively in such a small amount of space?”) A down ball is another skill that can be used to win a point in these conditions. Simply it consists of a spike without the jump. We are going to get a chance now to finish the idea of setting up and now finishing the attack with the down ball. Good thing we have been working on setting up the attack prior to this. Can anyone give me the two skills that will help set up a down ball? What would my arms look like if I were to perform a good down ball? (standing still and have students instruct my stance and arm movement; What should my hand look like?-open,closed?;Arms high/low? Swing arm slow/quick?). Now let’s take a look at the practice that your classmates will demonstrate that will better improve your down balls. (Directing attention to the court with the four students I demo-shopped for. They will at this time stand up and begin demonstrating the practice.) *While demonstration is continuously going on* “The courts will split up for this activity as well. The tosser will toss to the hitter, high just like a set would look like close to the net. The hitter is to remain on his/her feet and perform a down ball just as we have described, looking for hands high, open & firm hand, and a circular motion with the arm, contacting ball with the palm of the hand on the top of the ball getting it to go down. The hitter will perform 5 trials in a row before the entire team rotates (Tosser to hitter, catchers to tosser). Your goal individually is to hit 4 out of the 5 balls over the net at the feet of either catchers who is standing in the middle of the opposite side of the net. The catchers will then retrieve the ball and roll the ball under the net back to the tosser. Wait until everyone is set and ready before tossing and hitting again. Make sure that your team organizes so that the tosser is tossing away from the center. If you are in a team of 5 have 2 hitters that switching. After how many tosses and hits before we rotate? Which direction is the tosser tossing the ball? GO!”


Organizational formation (diagram task and whole class):
----- nets C – half circle of students - teacher
Refining Cues/Questions (related to management or student performance):

Why did changing the courts dimensions (smaller) make things harder for the offense? (more people in a less amount of space, no room to set up an attack, defense didn’t have to cover as much space…)

How did anyone that scored on the other team without the other team getting a chance to touch the ball do so? (high set and down ball/spike)

Can anyone think of a way that you could be successful offensively in such a small amount of space? (high set and down ball/spike)

Can anyone give me the two skills that will help set up a down ball? (forearm pass and set)

What would a good down look like? (throw hands high, open & firm hand, circular motion)

After how many tosses and hits before we rotate? (5)

Which direction is the tosser tossing the ball? (away from the center)


Assessment/Review:

Through “check for understanding” questions listed above. If students are able to think through these questions as a group, they clearly comprehend the skills along with learning how to think through the games tactical situations.

______________________________________________________________________

Task Type: Practice Activity

Time: 8 minutes

Objective(s) addressed: LO1, LO2


Task Description: Practice as described above.
Organizational formation (diagram task and whole class):
h=hitter(s), c=catchers, t=tossers
Extension to challenge:

Introduce the spike (jumping)

Lower tosses in varying directions to the hitter.

Set up triad – tosser to setter to hitter


Extension to simplify:

Have hitters toss to themselves

Lowering the nets (if students are really struggling; this can be done quickly just by untying/retying the nets onto a lower ring on the posts)

Use softer balls (training balls)


Refining Cues/Questions (related to management or student performance):

- Down ball: Hands high! open & firm hand! circular motion!

- “Remember to rotate after 5 hits.”

- “Defenders please be at least 5 feet from another group.”

- “High, two-handed toss!”
Assessment/Review:

I will pinpoint students as much as possible. During the informal observation, I also want to be able to step in and give demonstrations to highlight particular cues that will help their performance.


______________________________________________________________________

Task Type: Instruction/ Transition

Time: 2 minutes

Objective(s) addressed: TO1, TO2


Task Description: “Freeze! We are going to get back into game play (4v4) this time with the Volleyballers and the Devils on court 3, the Ferocious Pigs and the Shoelaces on court 2, the Yogi Bears and the Unknowns on court 3. Statisticians please record scores normally (1 point if your team wins the point), but also add one extra point if your team scores with a down ball. Your goal as a team is to get 10 total points. WISG please place all the balls back into the bin and go with your team to the court that I just assigned you. Remember again the referees are those who are the 5th player sitting out, rotating in after every rally, and that they have ruling over the court any time there is any dispute! For these games feel free, when it is your turn to serve, to use the underhand serve, which you were introduced to yesterday. GO!”

Organizational formation (diagram task and whole class):


(still organized in their practice during brief instruction)
Assessment/Review:

I will assess their understanding of the instruction during their transition into game play, and through the questions they have while getting organized.


____________________________________________________________________

Task Type: Activity Game 2

Time: 6 minutes

Objective(s) addressed: LO1, LO4


Task Description: Game as described above.
Organizational formation (diagram task and whole class):

Extension to challenge:

Split up courts as they were for their first game.

Only receive extra point from spiking (jumping during down ball)


Extension to simplify:

Extra point received if down ball goes over the net (not only for a winning point)


Refining Cues/Questions (related to management or student performance):

Down ball: Hands high! Open & firm hand! Circular motion!

Set review: catch like egg, use finger pads, drinking a 2 liter, front of the court.

Forearm pass review: bent knees, flat arms, arms to target (elephant)

Stance review: Low to ground, knees bent, balls of your feet, arms extended (elephant)

“Stay out of net”


Assessment/Review:

At this point I will walk around the gymnasium, pinpointing students where necessary, and using as much positive feedback as possible (continuing to learn names). I will also look at the class as a whole to determine what needs to be improved upon and reviewed before tournament game play for Tuesday’s lesson. I will be informally evaluating their improvement with using the down ball by observing the critical elements to help direct specific questions and feedback during the closure.


______________________________________________________________________

Task Type: Transition/Closure

Time: 3 minutes

Objective(s) addressed: LO3, TO1, TO2


Task Description:

“Freeze! WISG I need all equipment managers to return the balls to the bin and for everyone to have a seat with their teams facing me. GO! 5,4,3,2,1. Statisticians I will get the scores from you right after we dismiss so please stick around, but please raise your hands statisticians if your teams got more than 10 points during the last game play? How was the use of a down ball effective and successful during this game play? Again, what would a good down ball look like? Why is it an important part of offense?

We play some tournament games on Tuesday so we will be able to put all of these skills we have learned together and each team will get a chance to play another different team. Thank you all for your participation. Have a great weekend, and I’ll see you all again on Tuesday! You are now dismissed to dress. Remember that I still need to meet with statisticians for the game scores.”
Organizational formation (diagram task and whole class):
----- nets O …. – circle of students in groups of 4/5 teacher

Refining Cues/Questions (related to management or student performance):

How was the use of a down ball effective and successful during this game play? (hard to return, able to capitalize on maintaining procession and effective sets)

What would a good down ball look like? (throw hands high, open & firm hand, circular motion)



Why is it an important part of offense? (finishes the attack, hard to return…)
Assessment/Review:

It is critical that students are able to list ways that an effective down ball helps an offence together as a class. If the students are able to list several of the cues that were used, critical to the down ball, at this key point at the end of the lesson, they have clearly met the cognitive objectives for the day.

(3 minutes to change, and exit gymnasium)


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