2016 NAD Multi-grade Physical...

NAD Multi-grade Physical Education

GRADES 5-8DESIGNED FOR ONE OR TWO

TEACHER SCHOOLS

2016

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ThefollowingpersonsservedasmembersoftheNorthAmericanDivisionPhysicalEducationforSmallSchoolsCommittee,summer2015.

AmyClark EwingAdventistJuniorAcademy,Bonnerdale,ArkansasRandyGilliam VicePresidentforEducationSouthwesternUnionJerryGroeneweg AdventistChristianSchool,Greeley,Colorado

PattiRevolinski NorthPacificUnionDirectorofElementaryEducationJudySloan SouthernAdventistUniversity,Collegedale,Tennessee

Wewouldalsoliketoacknowledgethecontributionsfrom:! studentsinDr.JudySloan’sElementaryPhysicalEducationMethodsclass(PETH

463)–Fall2015! KeikiBreeseteacheratFortCollinsSDASchool,Colorado! LauraBowlbyteacheratMadroneAdventistElementarySchool,Oregon

ACKNOWLEDGEMENTS

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Introduction........................................................5YearlyPlanGrades5-8.............................................9ProceduralLessons................................................13Unit1,Movement,MotorSkills,andCooperatives..................21Unit2,ManipulativesandCooperatives............................49Unit3,JumpRopeandFlyingDisc..................................79Unit4,Volleyball.................................................107Unit5,StuntsandTumbling.......................................137Unit6,Basketball.................................................167Unit7,Hockey....................................................197Unit7,RacquetsandPaddles.....................................227Unit8,Soccer.....................................................255Unit9,SoftballandTrackandField...............................283Unit10,Football..................................................311Appendix.........................................................339

TABLE OF CONTENTS

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IntroductiontoNADMulti-gradePhysicalEducation,Grades5-8:designedforoneortwoteacherschools

Thisinstructionalmanualrespondstotheneedsofteacherswhoimplementphysicaleducationinasmallschoolsettingforgrades5-8.TheselectedphysicaleducationprogramforSeventh-dayAdventistschoolsisSPARKPhysicalEducation,Grades3-6(onorderformSet#3).Theinformationcontainedinthismanualwillexpandthecurriculumfromthegrades3-6SPARKprogramtoincludeskillsandactivitiesappropriateforstudentsingrades7-8.Usingthisplan,theteacherwillcombinegrades5-8andteachthesamephysicaleducationtopicacrossthegradelevels.Progressthroughtheactivitiesatanappropriatepace,repeatinglessoncomponentsasneededforstudentsuccessandenjoyment.Aswithmostnewcurriculums,ittakesafewlessonstobecomefamiliarwiththecontent.Don’tgetboggeddownandtrytoaccomplisheverylessonandeverypart.Keepstudentsuccessandenjoymentinmind.EssentialCurriculumInadditiontothismanual(availableontheNADwebsite),thefollowingmaterialsfromSPARKareessential:

SPARKPhysicalEducation,Grades3-6(onorderformSet#3):$339.15+freeshipping(normally$399+shipping=$458.85)

• 3-6PESPARKfamily.org3yr.membership• 3-6PEManual(notebook)• 3-6PEMusicCD• 3-6PESPARKfolio(box)

Usingtheabovelistedmaterials,teachersinatwo-teacherschool(grades1-4and5-8)shouldbeabletoshareonesetoftheSPARKmaterialsforbothclassroomswiththe5-8teacherusingtheNADMulti-gradePhysicalEducation,Grades5-8manual.AlthoughthisdocumentidentifiesspecificactivitiesfromSPARKtouse,becomefamiliarwithallaspectsoftheSPARKprogram(manual,SPARKfolio,onlineresources,andmusicCD)whichcontainmultiplevaluableresources.BesuretopreviewmusicselectionsfromthemusicCDassomeofthemusicmaynotbeappropriateforyourcommunity.ProgramContentThisNADMulti-gradePhysicalEducation,Grades5-8documentincludesthefollowing:•YearlyPlanforgrades5-8•ProcedureslessonstobeusedduringthefirstthreedayspriortoteachinglessonsfromUnit1•UnitPlanningGuideforeachofthetenunits(elevenunitscountingtheoptionalunit)whichcontain:

" OutlineoftheactivitiesforFocusonFitnessandSpotlightonSkills" Spiritualconnections" Whenappropriate,adescriptionofPersonalBestDayactivities" WeeklyEquipmentChartsforthecompleteunit

•LessonPlanningGuidefollowedbydetailedlessonsthatinclude:" Individuallessonsforthreephysicaleducationclassesperweek" Objectives(takenfromtheNADPhysicalEducationStandardsdocument)

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" Equipmentchartforeachlesson" ModificationstoaccommodatevariousskilllevelsareprovidedintheNotescolumn." ASAP(ActiveSoonAsPossible)whichareinstantactivitiesdesignedtogetstudentsmoving

immediately.ASAP’saretheinitialtwo-threeminutesofeachclassperiod.ASAP’srequireminimalpreparationandset-up,utilizelittleornoequipment,andareintendedtobequickandeasytoteach.

" FocusonFitnessactivitiesaredesignedtodevelopandmaintainthefivecomponentsofhealth-relatedfitness:aerobiccapacity,muscularstrength,muscularendurance,flexibility,andbodycomposition.FocusonFitnessactivitiesarethesecondpartofthelessonandtakeabouttenminutes.

" SpotlightonSkillsareunitsdesignedtodevelopthefundamentalmotorskillsnecessarytosuccessfullyparticipateinsport-specificgamesandoutdoor/lifetimephysicalactivities.Inthesportunits,studentspracticebasicmotorskills,learntherulesforeachgame/activity,andlearnhowtoapplystrategiestoadvancethestudents’qualityofparticipation.Units1and3,SpotlightonSkills,incorporatestheBuildingaFoundationactivitiesfromtheK-2program(availableonline).

" Closureisthesummarywrapupofthelessonthatiscrucialtomakingsurethestudentsarelearningthecontentatacognitivelevelaswellasatthepsychomotorlevel.

Basedonthescheduleofthreelessonsperweek;fourweeksperunit;tenunitsperyear,atotalof120lessonsareoutlined.Inreality,therearemorelessonsthanareneededforoneyear–especiallywhenincludingthethreeprocedurallessonstobetaughtbeforeUnit1.Considerationsforselectingwhichlessonstoteachandwhichtoleaveoutcouldinclude:facilityspace,equipmentavailable,studentskilllevel,schoolcalendar/fieldtrips,andthelocalweather.Aquestionthatmaycometomind–Isthesamecurriculumofferedeachyear?Yes,althoughthecontentwillberepeated,theskilllevelofthestudentshouldbemoreadvanced.ObjectivesObjectives(takenfromtheNADPhysicalEducationStandardsdocument)fortheSpotlightonSkillsactivitiesareidentifiedforeachlesson.DefinitionsforunfamiliartermsarelocatedontheNADwebsite.EquipmentChartAftereachUnitOutlineisalistingoftheequipmentneededforthatunitandalongwitheachdailylessonplananEquipmentChartisprovidedforthatlesson.Thisshouldbeofgreatassistanceaslessonsareorganized.Note:TheNorthAmericanDivisionOfficeofEducationhasacontractthroughSchoolSpecialty.Theprocessforreceivingthisdiscount,whichcanbeuptoa30%savings,istoregisteraschoolthroughthiswebsite:http://amerinet-hrs.com/ehs.Thiswillprovidethemembershipnumberneededtousewhenordering.Iffinancesaretight,lookforcreativewaystoadaptequipmentneedswithinexpensivealternativestouseinclass.Possibleequipmentalternativesareidentifiedwithinthecontextofthelesson.PersonalBestDaysThePersonalBestDaysaredesignedforstudentstorepeatthesamethreefitnesstestsfivetimesoverthecourseoftheyear.Thegoalisthatstudentswillimproveintheirpersonalfitnessastheyparticipateinfitnessactivitiesandskilldevelopmentinphysicaleducation.Thethreefitnesstestsare:Push-upChallenge,Curl-upChallenge,and9-MinuteRunChallenge.Itisimportanttomakesurethatthefitnesstestsareconsistentlyassessedeachtime.

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TheSPARK3-6Manual(notebook)providesadescriptionoftheequipmentneededandalessonplanonhowtoorganizeandadministerthePersonalBestDay.TheSPARKfolioboxcontainsthechallengecardsthatprovideadescriptionofthefitnesstestandanillustrationofcorrectform.TheSPARKfolioboxalsoprovidestwodifferentfitnesstestassessmentsheets.FirstisthePersonalBestDayClassDataSheetwhichtheteachercanusetorecordallofthestudentindividualdata.ThesecondsheetisthePersonalBestDayProgressandGoalCardthatistobeusedbyeachindividualstudenttocharttheirprogressandgoals.Makecopiesoftheseformsasthereisonlyoneoriginalcopyofeachprovidedinthebox.AssessmentsAmajorityoftheinstructionalunitslistedunderthetitle“SpotlightonSkill”includeanassessmentoftheskillstaughtduringthatunitofcontent.Specificdaysduringeachunitoftenprovideassessmentforms.Theassessmentsincludebothdailyandculminatingassessmentoptions.TheassessmentisdesignedtooccurduringtheSpotlightonSkilldailytimeperiod.ItisimportanttocompletetheintroductoryASAPactivityandtheFocusonFitnessportionoftheclassperiodinordertopreparestudentstoperformwellontheassessmentandtohelpavoidinjury.Theassessmentformsprovidedforeachinstructionalunitshouldbecopiedpriortoimplementingtheassessment.Assessmentscanbecompletedinanumberofdifferentformatoptionssuchas:

• havestudentsparticipateinactivitystationswhereonestationistheassessment,• havestudentsparticipateinanactivityandbringonestudentoutatatimetoassess,• havestudentsparticipateinanactivityandassessastheyareinvolvedintheactivity,• havestudentsdopeer-assessments(Grades3-8),• havemultipleassessmentstationsatthesametime,whichisgoodfortheculminating

assessment,wherestudentsrecordtheirownresults(Grades5-8)OrganizationalTips

" Schoolsnewtotheprogrammayfeeloverwhelmedandunabletoaccomplishallthatisoutlinedforalessonintheamountoftimeallocated.Expandyourphysicaleducationtimefromthreedaystofourdaysandthenspendtwodays(i.e.,MondayandTuesday)ontheFocusonFitnessportionofthelessonsandtwodays(i.e.,WednesdayandThursday)onSpotlightonSkills.Don’tforgettoincludeASAPandClosureportionsofthelessons.

" Thesequenceofsportsissomewhatflexiblewhichcouldaccommodatefactorssuchas:Weather–whichmayimpactastowhenoutdoorsportsaretaught;Fallfootball–someschoolsmaywantfootballskillstobetaughtinthefall;Snowskiing–atraditionforsomeschoolswhichmayeliminatetimetoincludeallthesportscitedinthismanual.

" PrintthetwoLessonPlanningGuidepagesfronttoback.(Inmostcasesthecontentwillfitonthetwopages.)Aftercopying,placethepageonaclipboard,alongwiththeSPARKlesson,andrefertotheinformationduringthephysicaleducationclass.

" BlanktemplatesforYearlyandLessonPlansareprovidedintheAppendix,pages341-342.FinalStatementPhysicaleducationprovidesstudentswiththeopportunitytolearninthepsychomotordomain,aswellasthecognitiveandaffectivedomains.Thepsychomotorlearningdomainisanactiveandopenlearningenvironmentwhichoftenallowsstudentstoseewhatothersaredoingandcomparethemselveswithothersinanegativewayorattempttocreateacompetitiveatmosphere.Teachersareencouragedtocreateapositivelearningenvironmentwhereallstudentsfeelsafeandareinspiredtotrytheirbestat

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allactivities.Someofthemanywaystocreateapositivelearningenvironmentinclude:makemodificationsasneededforthestudentsbasedonskilllevel,havestudentsdoself-challengeswheretheyseektoimprovetheirownindividualskills/scores,anddiscouragecompetition/comparisonbetweenstudents.Teachingphysicaleducationshouldguidestudentstoadvancetheirphysicalfitnessandmotorskillsabilitieswhilealsoallowingthemtoseethattheyhaveimprovedindividually.Lookforwaystoprovideaphysicaleducationexperiencethatisenjoyableforall.

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YearlyPlan5-8

4-weekPeriod FocusonFitness SpotlightonSkillsPersonalBest

Day

ProceduresLessons,3days:Lesson#1,Lesson#2,Lesson#3

Dates:__________

Weeks1-4Dates:__________

FitnessCircuits

Unit1Movementconcepts&

Fundamentalmotorskills(2weeks–review)

Cooperativeactivities(2weeks)


FitnessChallengesIUnit2

Manipulatives(2weeks–review)Cooperativeactivities(2weeks)

X


FitnessChallengesIIUnit3

JumpRope(2weeks)FlyingDisc(2weeks)

Weeks13-16Dates:__________

MapChallengesUnit4

VolleyballX

Weeks17-20Dates:__________

DailyDozen(StuntsUnit)

Unit5StuntsandTumbling

Weeks21-24Dates:__________

MovementBands

Unit6Basketball

X

Weeks25-28Dates:__________

GroupFitnessUnit7

HockeyorRacquetsandPaddles

Weeks29-32Dates:__________

AerobicGamesUnit8Soccer

X

Weeks33-36Dates:__________

Walk/Jog/RunUnit9

Softball(2weeks)TrackandField(2weeks)

Weeks37-40Dates:__________

FitnessChallengesIIIUnit10

FootballorRacquetsandPaddles

X

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Unit1–ProceduralLessons&Movement,MotorSkills,CooperativesEquipment

ProceduralLessonsEquipment #1 #2 #3

*4CornersTaskCards " chartpaperforT-Chart " cones " " "ExpectationCards " fluffballs,scarves,foamballs,orbeanbags

" "

footballsandsoccerballs "hoops "jumpropesandflyingdiscs "musicandplayer " "softballsorragballs "

*checkselectedcard(s)forequipmentneeds

Week1

EquipmentDay1

Day2

Day3

cones " " "*FitnessCircuitSkillCards " " "jumpropes " matsorcarpetsquares " musicandplayer " " "playgroundandbeachballs " scootersorlargetowels " spotmarkers " " *checkselectedcard(s)forequipmentneeds

Week3

EquipmentDay1

Day2

Day3

cones " " "dice "hoop,boxorbag " " jumpropes " "matsorcarpetsquares " " "musicandplayer " " "PickaCardTaskCardsanddecksofplayingcards–modifyifusingplayingcardsisnotappropriateforyourcommunity

"

RolltheDiceTaskCard "spotmarkers " "tossables " "

Week2

EquipmentDay1

Day2

Day3

cones " " "*FitnessCircuitSkillCards " " "jumpropes "matsorcarpetsquares "musicandplayer " " "soccerballs "spotmarkers " "tossables "*checkselectedcard(s)forequipmentneeds

Week4

EquipmentDay1

Day2

Day3

*4CornersTaskCards " " "cones " " "dice "DollarandCentsTaskCard "*FitnessCircuitSkillCards " " hoops " "jumpropes "matsorcarpetsquares "musicandplayer " " "RolltheDiceTaskCard "smalldifferentcoloreditems(fluffballs,beanbags,etc)

"

spotmarkers "tossables "*checkselectedcard(s)forequipmentneeds

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ProceduralLesson#1Grades5-8

LessonPlanningGuideBeforestartingthephysicaleducationprogram,pleasemakesuretoreadtheTEACHINGSPARKPEpages2–5undertheTeachingSPARKPEtabinthegrades3-6SPARKmanual.Thesepagesprovidethefoundationforcreatingasuccessfulphysicaleducationexperienceforthestudentsandtheteacher.Thefirstthreeprocedurallessonsaredesignedtoteachtherules,routinesandexpectationsfortheyear.Thefocusforeachdayis: Day1:Rules,expectationsandformationroutines Day2:Expectationsandorganizationalroutines Day3:RulesandexpectationswithequipmentObjectives:PE.5.RB.9 Critiquestheetiquetteinvolvedinrulesofvariousgameactivities.PE.6.RB.9 Identifiestherulesandetiquetteforphysicalactivitiesandgames.PE.7.RB.9 Demonstratesknowledgeofrulesandetiquettebyself-officiatingmodifiedphysicalactivitiesandgames.PE.8.RB.9 Appliesrulesandetiquettebyactingasanofficialformodifiedphysicalactivitiesandgames.

EquipmentChart:

Activity # Item AdditionalInformation

4Corners4 cones forboundaries4 4CornersTaskCards SPARKfamily.org,readthe“Ready”sectionto

seewhatequipmentisneeded

Expectations4 cones forboundaries1 fluffballorscarfper

5studentsusedtodesignate“Its”

FormationRoutines4 cones forboundaries1 fluffballorscarfper

5studentsusedtodesignate“Its”

OrientationtoSPARKPE

4 cones forboundaries1 fluffballorfoamball forNamegame–task#71per SocialskillcardT-

charttoteachsocialskills

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LessonPlan:Timeminutes

Content Notes

2-3 IntroductoryActivity:• 4Corners(ASAPtab,p.9)

5 Expectations:• Startandstopsignals

• Beconsistent• Startsignal–Starttasks/activitystatementswiththe

phrase“WhenIsayGo…”andmakethestudentswaituntilyousay“Go”tobegintheactivity.

• Stopsignal–Say“Freeze”oruseawhistle.Onthestopsignalstudentsshoulddothefollowing:

# Handsonknees(equipmentplacedonfloor)# Mouthisquiet# Eyesonme(teacher)

• Practicethestartandstopsignalsbyhavingthestudentsplay4Corners.Startandstopthemevery20-30secondsandpraisethemfortheirquickresponse.

Theexpectationandformationroutineactivitiescanbecombinedandtaughttogether.

5 FormationRoutines:• Basicformationroutines–locationsthestudentswillbearrangedinthroughouttheyeartoparticipateinactivities.• 3-pointline(onabasketballcourt)• Aroundthreesidesofthekey(onabasketballcourt)• Sideline,baselineormidlineofacourtorfield• Circleatcentercourt(onabasketballcourt)• Squads(arrangedwithspotmarkersoracombinationof

differentlinesonthefloor)• Practicedifferentformationsbyhavingthestudentsplayabasictaggameorcontinuewith4Corners.“Freeze”thestudentsandthenhavethemmoveintotheformationyousay.Example:“WhenIsayGo,runtothe3-pointline.”“Go!”

:30seconds

• Transition–bringstudentstogetherforinstruction.Thisinstructiontimeislongerthanmostinstructiontimesomakesurethestudentsarecomfortable–havethemsitonthefloororonbleachers.

15-20 SPARKIntroduction:OrientationtoSPARKPE• OrientationtoSPARKPE(TheFirstThreeLessonstab,pp.3-5)• Identifyspecificrulesfortheyear.Examples:

• Respectteacherandclassmates• Respectequipment• Listenandfollowinstructions

Task7hasthestudentsgetintoacircle.Ifyouhaveapaintedcircleonthefloorusethat,ifthecircleneedstobebigger,thecanjusttakeastepback.Ifyoudonothave

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Note:Youngsterswanttomove.Havingthemsitforlongperiodsoftimeforinstructionscreatesmanagementissues.Tohelpalleviatethis,breakuptheinstructiontimeinthislessonwiththe4Cornersgameusedfortheintroductoryactivity.

apaintedcircle,usespotmarkersarrangedinacircle.

2-3 Closure:Establisharoutine–comingtoaspecificlocationtohaveclosurefollowedbyliningupandwalkingquietlybacktotheclassroom.Review–Physicaleducationisorganizedinstructiontoimproveourphysicalfitnessandmotorskills.Relate–Describetimes,outsideofphysicaleducationclass,whenknowingsomeone’snameisimportant.Example:Whenyouwanttoplayagameatrecessandyouneedmoreplayers.Praise–Affirmappropriatebehavior.Preview–Nextclasswilllearnabouthowtogetorganizedintogroupsquicklyforphysicaleducationactivities.

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LessonPlanningGuideThefirstthreeprocedurallessonsaredesignedtoteachtherules,routinesandexpectationsfortheyear.Thefocusforeachdayislistedbelow: Day1:Rules,formationroutines Day2:Expectations,organizationalroutines Day3:RulesandexpectationswithequipmentObjectives:PE.5.RB.2 Participateswithresponsiblepersonalbehaviorinavarietyofphysicalactivitycontexts,environments,and

facilities.PE.6.RB.1 Exhibitspersonalresponsibilityasparticipantand/orspectatorbyusingappropriateetiquette,demonstrating

respectforfacilities,andexhibitingsafebehaviors.PE.7.RB.1 Exhibitsresponsiblesocialbehaviorsasparticipantand/orspectator,bysupportingclassmates.

Ifthereisnotenoughtimeinthephysicaleducationclasstocompleteallpartsofthelessononthenextpage,chooseonecomponent(FocusonFitnessorSpotlightonSkills)androtateeveryotherlesson.Thisrotationmaybemorehelpfulatthebeginningoftheyearasallbecomefamiliarwiththeprogramandmaterials.EquipmentChart:


Mingle,Mingle4 cones forboundaries1 musicandplayer optional


4 cones forboundaries1 musicandplayer optional1per ExpectationCards toteachsocialskills

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Content Notes

2-3 IntroductoryActivity:• Mingle,Mingle(ASAPtab,p.7)

20-25 SPARKIntroduction:Establishingbasicpairingandgrouping• OrientationtoSPARKPE(TheFirstThreeLessonstab,pp.19-20)

Ifyouwanttheclasstobedividedintotwogroupsquickly,dotheback-to-backactivity,thenhaveonepartnersit-down(orputtheirhandontheirhead).Havethepartnerwhoisstandinggotoonesideoftheplayingareaandtheonewhoissittingdowngetupandgototheothersideoftheplayingarea.

2-3 Closure:Establisharoutine–comingtoaspecificlocationtohaveclosurefollowedbyliningupandwalkingquietlybacktotheclassroom.Review–Wecandomorefunactivitieswhenweorganizeinourgroupsquickly–partner,smallgrouportwoteams.Relate–Whocantellmeatimewhenitisimportanttolearnquickwaystodothings?Example:Whenyouwanttoplayagameathome,it’simportanttodoyourhomeworkandchoresquicklysoyouhavemoretimetoplay.Praise–Affirmappropriatebehavior.Preview–Nextclasswilllearnabouthowtoequipmentcorrectlyinphysicaleducationclass.

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LessonPlanningGuideThefirstthreeprocedurallessonsaredesignedtoteachtherules,routinesandexpectationsfortheyear.Thefocusforeachdayislistedbelow: Day1:Rules,formationroutines Day2:Expectations,organizationalroutines Day3:EquipmentmanagementObjectives:PE.6.RB.10 Usesphysicalactivityandfitnessequipmentappropriatelyandsafely,withtheteacher’sguidance.PE.7.RB.10 Independentlyusesphysicalactivityandexerciseequipmentappropriatelyandsafely.PE.8.RB.10 Independentlyusesequipmentappropriately,andidentifiesspecificsafetyconcernsassociatedwiththeactivity.

Ifthereisnotenoughtimeinthephysicaleducationclasstocompleteallpartsofthelessononthenextpage,chooseonecomponent(FocusonFitnessorSpotlightonSkills)androtateeveryotherlesson.Thisrotationmaybemorehelpfulatthebeginningoftheyearasallbecomefamiliarwiththeprogramandmaterials.EquipmentChart:


MixedBag

4 cones forboundaries4 jumpropes 8 hoops 2 flyingdiscs 2 footballs 2 softballsorragballs 2 soccerballs musicandplayer

EquipmentManagement

4 cones forboundaries1per scarforbeanbag forequipmentpracticeactivity1per fluffball forequipmentpracticeactivity


4 cones forboundaries1 musicandplayer optional

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Content Notes

2-3 IntroductoryActivity:• MixedBag(ASAPtab,p.11)

5-10 EquipmentManagement:• Threemainaspectsofdealingwithequipment.

1. Set-up/take-down–tobepreparedforphysicaleducationclasstheequipmentshouldbearrangedatinadvancefortheactivities.Generallytheequipmentcanbeplacedaroundtheperimeteroftheplayingarea.Ifeachstudentisgoingtobeusingafluffball(beanbagorball,etc.)itisbettertoplacethemalongonesideandoutsideoftheplayingarearatherthanleavingalloftheequipmentinacrate(bag,bucket,etc.)wherethestudentsallrushtoonespotrunningintoeachotherandpushingorshovinginanattempttogettheirequipmentquickly.

2. Studentsgettingandreturningequipment–teachthestudentstogopickuptheirequipmentandcomeoutintotheplayingareadoingtheassignedactivity.Itisbesttotellstudentswhatactivitytheyaregoingtodowiththeequipmentandthenhavethemgogettheequipment,ratherthanhavethemgettheequipmentreturntotheplayingareaandwaitforinstructions.Thishasgreatpotentialforcreatingmanagementproblems.

3. Studentuseofequipment–instructionthestudentstoalwaystrytheirbesttoeachactivitytothebestoftheirability.Tellthemthatiftheactivityistooeasy,theyshoulddemonstratetotheteacherthattheycansuccessfullytotheactivitycorrectlysothatyoucangiveprogressivelymorechallengingtasks.

• Equipmentpracticeactivity• Tossandcatchscarvesorbeanbags(get,use,andreturnequipmentcorrectly)

• Tossandcatchfluffballs(get,use,andreturnequipmentcorrectly)

Assignone-twostudentsperweekorunittoberesponsibleforsettinguptheequipmentforphysicaleducationclasseachday.

15-20 SPARKIntroduction:Cooperationandtrust• OrientationtoSPARKPE(TheFirstThreeLessonstab,pp.21-22)

2-3 Closure:Establisharoutine–comingtoaspecificlocationtohaveclosurefollowedbyliningupandwalkingquietlybacktotheclassroom.Review–Wecandomorefunactivitieswhenequipmentisusedcorrectlywhichmeansgettingit,playingwithasdirected,andputtingitbackcorrectly.Relate–Whocantellatimewhenitisimportanttodothingscorrectlyoutsideofphysicaleducationclass?Example:Whenyouareaskedtotakethetrashoutofthekitchenandputitinthetrashcanoutside.Praise–Affirmappropriatebehavior.Preview–Nextclasswilllearnaboutgeneralandpersonalspace.

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Unit1–Movement,MotorSkills,CooperativesGrades5-8

BesuretoteachtheprecedingProceduralLessons#1-3priortobeginningthisfirstunit.

UnitPlanningGuideMovementConceptsandFundamentalMotorSkillsTheselessonsareaquickreviewforthestudentsingrades5-8toensurethattheyhavebasicproficiencyinmovementconcepts,locomotor,andnon-locomotorskills.CooperativeActivitiesDuringthelasttwoweeksofthisunitthestudentswillbeinvolvedinactivitiesthatwillhelpthembuildrelationships,enhancecommunicationskills,andprovideopportunitiestoworktogethertosolvechallenges.

Spiritualconnections-SportsmanshipSportsmanshipisdefinedas

• playingfair• followingtherulesofthegame• respectingthejudgmentofrefereesandofficials• treatingeveryonewithrespect

Sportsmanshipisastyleandanattitude,anditcanhaveapositiveinfluenceoneveryoneassociatedwithanactivity.Philippians2:3(NLT).“Don’tbeselfish;don’ttrytoimpressothers.Behumble,thinkingofothersasbetterthanyourselves.”SpotlightonSkillsNotethatanumberoflessonsforSpotlightonSkillshavelessoncontentlocatedintheAppendixwhichisinthebackofthisdocument,pages321-332.Theselessonsareaquickreviewforthestudentsingrades5-8toensurethattheyhavebasicproficiencyinmovementconcepts,locomotor,andnon-locomotorskills.

“Onemanpracticingsportsmanshipisfarbetterthanfiftypreachingit.”KnuteRockne,football

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Unit1Outline–Movement,MotorSkills,CooperativesGrades5-8

(activitiesforFocusonFitnessandSpotlightonSkills)Week1FocusonFitness:FitnessCircuits

Day1AerobicCapacityCircuit(FitnessCircuitstab,pp.5-6)Day2MuscularStrengthandEnduranceCircuit(FitnessCircuitstab,pp.7-8)Day3FlexibilityCircuit(FitnessCircuitstab,pp.9-10)

SpotlightonSkills:LocomotorandNonlocomotorDay1JumpingandHoppingwithLevels(Appendixpp.345-346)Day2PushingandPullingwithForce(Appendixpp.349-350)Day3RunningandWalkingwithVaryingSpeedandDirections(Appendixpp.343-344)

Assessment:StudentswillbeassessedintheirabilitytodemonstratethecriticalelementsofPowerWalking.

Week2FocusonFitness:FitnessCircuits

Day1BodyCompositionCircuit(FitnessCircuitstab,pp.11-12)Day2MixedFitnessCircuit(FitnessCircuitstab,pp.13-14)Day3FitnessGrids(FitnessCircuitstab,pp.15-16)

SpotlightonSkills:LocomotorandNonlocomotorDay1SkippingandLeapingwithTransferofBodyWeight(Appendixpp.347-348)Day2SlidingandGallopingwithFlight(Appendixpp.351-352) Assessment:Studentswillbeassessedontheirabilitytosliderightandleft.Day3Twisting,Turning;BendingandStretchingwithBodyShapes(Appendixpp.353-354)


Day1PickaCardCircuit(FitnessCircuitstab,pp.17-18)Day2FitnessTagTeamTravelingChallenges(FitnessCircuitstab,pp.19-20)Day3RolltheDice(FitnessCircuitstab,pp.21-22)

SpotlightonSkills:CooperativesDay1WorkoutBuddies(Cooperativestab,pp.5-6)Day2HaveYouEver?(Cooperativestab,pp.9-10)Day3DesignatedDriver(Cooperativestab,pp.15-16)Assessment:Inwrittenform,studentswillidentifythemostdifficultpartofparticipatingin

theDesignatedDriversactivity.


Day1AerobicCapacityCircuit(FitnessCircuitstab,pp.5-6)Day2MuscularStrengthandEnduranceCircuit(FitnessCircuitstab,pp.7-8)Day3RolltheDice(FitnessCircuitstab,pp.21-22)

SpotlightonSkills:CooperativesDay1StickwithMe!(Cooperativestab,pp.23-24)

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Day2SteppingStones(Cooperativestab,pp.25-26)Day3DollarsandCents(Cooperativestab,pp.17-18) Assessment:StudentswillassessthemselvesusingtheCooperativeAll-StarSelf-Check(SPARKfolioCooperativestab)

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Unit1MovementandMotorSkills–Week1,Day1Grades5-8

LessonPlanningGuideObjectives:PE.5.MS.4 Combinesjumpingandlandingpatternswithlocomotorandmanipulativeskillsingymnasticsandsmall-

sidedpracticetasksingameenvironments.PE.6.PA.1 Createsopenspacebyusinglocomotormovements(e.g.,walking,running,jumping,landing)incombination

withmovementconcepts(e.g.,pathways,speed,direction).PE.7.PA.1 Reducesopenspacebyusinglocomotormovements(e.g.,walking,running,jumpingandlanding,changing

sizeandshapeofthebody)incombinationwithmovementconcepts(e.g.,reducingtheangleinthespace,reducingdistancebetweenplayerandgoal).

Ifthereisnotenoughtimeinthephysicaleducationclasstocompleteallpartsofthelessonbelow,chooseonecomponent(FocusonFitnessorSpotlightonSkills)androtateeveryotherlesson.Thisrotationmaybemorehelpfulatthebeginningoftheyearasallbecomefamiliarwiththeprogramandmaterials.EquipmentChart:



AerobicCapacityCircuit

8-10 cones 1perstationmisc. hoops,etc. optional,asneededperFitnessCircuitSkillCards

chosen1 musicandplayer optional

JumpingandHoppingwithLevels

4 cones forboundariesmisc. spotmarker 1perstudent,usedtoorganizestudentsina

specificformation,tokeepspacebetweenstudents

1 musicandplayer optional

26



Content

Notes

2-3 IntroductoryActivity:ASAP• Mingle,Mingle(ASAPtab,p.7)

10 FocusonFitness:FitnessCircuits• AerobicCapacityCircuit(FitnessCircuitstab,pp.5-6)

15 SpotlightonSkills:LocomotorandNonlocomotorSkills• InstructiononJumpingandHoppingwithLevels(Appendixpp.345-

346)

2-3 Closure:Review–ReviewthemovementconceptofLevelsandthecriticalelementsofJumpingandHopping.Relate–Explainhowthemovementconceptoflevelsisusedindailyactivity.Example:Wegetinthelowlevelwhenwetieourshoes.Praise–Affirmappropriatetechniqueusedbythestudent.Preview–NextclasswillfocusonPushingandPullingwithForce.

27


LessonPlanningGuideObjectives:PE.5.PA.1 Combinesspatialconceptswithlocomotorandnonlocomotormovementsforsmallgroupsingymnasticsand

gameenvironments.PE.5.PA.2 Combinesmovementconceptswithskillsinsmall-sidedpracticetasksingameenvironmentsandgymnastics

withselfdirection.PE.8.PA.10 Opensandclosesspaceduringsmall-sidedgameplaybycombininglocomotormovementswithmovement

concepts.PE.5.RB.3 Exhibitsrespectforselfwithappropriatebehaviorwhileengaginginphysicalactivity.PE.6.RB.1 Exhibitspersonalresponsibilityasparticipantand/orspectatorbyusingappropriateetiquette,demonstrating


EquipmentChart:



MuscularStrengthandEndurance

Circuit

8-10 cones 1perstationmisc. misc. asneededperFitnessCircuitSkillCardschosen1 musicandplayer optional

PushingandPullingwithForce

4 cones forboundaries1per spotmarker 1perstudent–usedtoorganize1per playgroundballs,

beachballs,jumpropes

1perstudent

1per scootersorlargetowelstoslideonthegymfloor

1perstudent

1per gymnasticsmats optional

28



Content

Notes


10 FocusonFitness:FitnessCircuits• MuscularStrengthandEnduranceCircuit(FitnessCircuitstab,pp.7-8)

15 SpotlightonSkills:LocomotorandNonlocomotorSkills• InstructiononPushingandPullingwithForce(Appendixpp.349-350)

2-3 Closure:Review–Themovementconceptsofforceandthecriticalelementsofpushingandpulling.Relate–Explainhowthemovementconceptforceisusedindailyactivity.Example:Weuseforce(pushingandpulling)whenwepushasgrocerycartatthestorewhenhelpingourmomordad.Praise–Affirmappropriatebehaviorofstudentsdoingcorrecttechnique.Preview–Nextclasswillfocusonthefundamentalmotorskillsofrunningandwalking.

29


LessonPlanningGuideObjectives:PE.5.MS.3 Usesappropriatepacingforavarietyofrunningdistances.PE.5.PA.3 Appliesmovementconceptstostrategyingamesituations.PE.6.PA.1 Createsopenspacebyusinglocomotormovements(e.g.,walking,running,jumping,landing)incombination

withmovementconcepts(e.g.,pathways,speed,direction).PE.7.PA.1 Reducesopenspacebyusinglocomotormovements(e.g.,walking,running,jumpingandlanding,changing

sizeandshapeofthebody)incombinationwithmovementconcepts(e.g.,reducingtheangleinthespace,reducingdistancebetweenplayerandgoal).

EquipmentChart:



FlexibilityCircuits8-10 cones 1perstationmisc. misc. asneededperFitnessCircuitSkillCardschosen1 musicandplayer

RunningandWalkingwith

VaryingSpeedandDirection


30



Content

Notes


10 FocusonFitness:FitnessCircuits• FlexibilityCircuits(FitnessCircuitstab,pp.9-10)

15 SpotlightonSkills:LocomotorandNonlocomotorSkills• Instructiononrunningandwalkingwithvaryingspeedanddirection(Appendixpp.343-344)

2-3 Closure:Review–Thecriticalelementsofrunningandwalkingwithdifferentspeeds.Relate–Shareanactivityillustratingofrunningandwalking.Praise–Affirmappropriatebehaviorofpropertechnique.Preview–NextclasswillfocusonthefundamentalmotorskillsofLeapingandskipping.

Assessment:(Ifstudentsarereadytoassessinpairs,otherwisetheteacherwillassess.)Workinginpairs,studentswillassesseachotherindemonstratingthecriticalelementsofPowerWalking.Placeacheckinthecolumniftheelementisobserved.

PowerWalking

studentnamelandsonheelsand

rollstotoesbendselbowsto90o

keepsarmsmovinginforward/backmovement

31


LessonPlanningGuideObjectives:PE.5.MS.6 Performsnonlocomotoractionswithcorrectapplication,forgymnasticsandsmall-sidedpracticetasksin

gameenvironments.PE.8.PA.10

Opensandclosesspaceduringsmall-sidedgameplaybycombininglocomotormovementswithmovementconcepts.

EquipmentChart:


PerimeterMove4 cones forboundaries1 musicandplayer optional

BodyCompositionCircuit

8-10 cones 1perstationmisc. misc. asneededperFitnessCircuitSkillCardschosen1 musicandplayer

SkippingandLeapingwith

TransferofBodyWeight

4 cones forboundaries1per spotmarker 1perstudent,usedtoorganizestudentsina



32



Content

Notes

2-3 IntroductoryActivity:ASAP• PerimeterMove(ASAPtab,p.5)

Makethetimelengthshortsothatthestudentsswitchrolesin30seconds.

10 FocusonFitness:FitnessCircuits• BodyCompositionCircuit(FitnessCircuitstabpp.11-12)

15 SpotlightonSkills:LocomotorandNonlocomotorSkills• Instructiononskippingandleapingwithtransferofbodyweight(Appendixpp.347-348)

2-3 Closure:Review–Thecriticalelementsofskippingandleaping.Relate–Shareanactivityillustratingskippingandleaping.Praise–Affirmappropriatebehaviorofcorrecttechnique.Preview–Nextclasswillfocusonthefundamentalmotorskillsofslidingandgalloping.

33



gameenvironments.PE.7.PA.12 Slidesinalldirectionswhileondefensewithoutcrossingfeet.

EquipmentChart:



MixedFitnessCircuit

8-10 cones 1perstationmisc. misc. asneededperFitnessCircuitSkillCardschosen1 musicandplayer

SlidingandGallopingwithFlight


34



Content

Notes


10 FocusonFitness:FitnessCircuits• MixedFitnessCircuit(FitnessCircuitstab,pp.13-14)

15 SpotlightonSkills:LocomotorandNonlocomotorSkills• InstructiononSlidingandGallopingwithFlight(Appendixpp.351-352)

2-3 Closure:Review–Thecriticalelementsofgallopingandsliding.Relate–Shareanactivityillustratinggallopingorslidingoutsideofschool.Praise–Affirmappropriatebehaviorofthepropertechnique.Preview–Nextclasswillfocusonthefundamentalmotorskillsoftwistingandturning.

Assessment:Observestudentsdemonstratingtheirabilitytosliderightandleftusingthecriticalelements.Scoring–1-3with3beingexcellentand1beingpoor

Sliding

studentname slidingright slidingleft

35



gameenvironments.PE.5.PA.2 Combinesmovementconceptswithskillsinsmall-sidedpracticetasksingameenvironmentsandgymnastics

withselfdirection.

EquipmentChart:



FitnessGrids

15 spotmarkers tocreate8gridsforupto32students8 cones 4 jumpropes 4 carpetsquares or2mats2 tossables 3 soccer-typeballs 1 musicandplayer 8-16 FitnessCircuitSkill

CardsandotherSkillCards

SPARKfamily.org/readthe“Ready”sectiontoseewhatequipmentisneeded

TwistingandTurning;Bending

andStretchingwithBodyShapes

4 cones forboundaries1per spotmarker 1perstudent,usedtoorganizestudentsina


36



Content

Notes


10 FocusonFitness:FitnessCircuits• FitnessGrids(FitnessCircuitstab,pp.15-16)

15 SpotlightonSkills:LocomotorandNonlocomotorSkills• Instructionontwistingandturning;bendingandstretchingwithbodyshapes(Appendixpp.353-354)

2-3 Closure:Review–Thecriticalelementsoftwistingandturning.Relate–Shareanactivityillustratingtwistingandturning.Praise–Affirmappropriatebehaviorofcorrecttechnique.Preview–NextclasswillfocusonCooperativeactivities-Workoutbuddies.

37

Unit1Cooperatives–Week3,Day1Grades5-8

LessonPlanningGuideObjectives:PE.5.PF.4 Activelyengagesinalltheactivitiesofphysicaleducation.PE.7.VH.7 Generatespositivestrategies(e.g.,offeringsuggestionsorassistance,leadingorfollowingothers,and

providingpossiblesolutions)whenfacedwithagroupchallenge.

EquipmentChart:



PickaCardCircuit

4 cones forboundaries1-2 packs ofplayingcards1 hoop/box/bag toplacecardsin4 PickaCardTask

CardsSPARKfamily.org/readthe“Ready”sectiontoseewhatequipmentisneeded

12 jumpropes 4 mats or8carpetsquares1 musicandplayer

WorkoutBuddies 4 cones forboundaries

38


LessonPlan: Timeminutes

Content

Notes

2-3 IntroductoryActivity:ASAP• PerimeterMove(ASAPtab,p.6,chooseoneactivityfromSPARKItUp!)

10 FocusonFitness:FitnessCircuits• PickaCardCircuit(FitnessCircuitstab,pp.17-18)

15 SpotlightonSkills:Cooperatives• InstructiononWorkoutBuddies(Cooperativestab,pp.5-6)

2-3 Closure:Review–[email protected]–[email protected]–Affirmappropriatebehaviorofteamsworkingtogether.Preview–NextclasswillfocusondoingAHaveyouever.”

39


LessonPlanningGuideObjectives:PE.6.PF.1 Describeshowbeingphysicallyactiveleadstoahealthybody.

EquipmentChart:



FitnessTagTeamTravelingChallenges

4 cones forboundaries1per2 spotmarker 1per2students1per2 hoop 1per2students1per2 tossable 1per2students1per2 carpetsquaresor

mat1per2students

1 musicandplayer HaveYouEver? 1per spotmarkers minusthe1inthemiddle

40



Content

Notes


10 FocusonFitness:FitnessCircuits• FitnessTagTeamTravelingChallenges(FitnessCircuitstab,pp.19-20)

15 SpotlightonSkills:Cooperatives• InstructiononactivityAHaveYouEver@?(Cooperativestab,pp.9-10

2-3 Closure:Review–Waystolearnmoreaboutyourclassmates.Relate–Gettingtoknowbackgroundsofyoucanbebeneficial.Praise–Affirmappropriatebehaviorofstudentsrespectingotherstudents’personalspace.Preview–NextclasswillfocusonADesignatedDrivers.”

41


LessonPlanningGuideObjectives:PE.5.RB.2 Participateswithresponsiblepersonalbehaviorinavarietyofphysicalactivitycontexts,environments,and

facilities.PE.6.RB.6 Cooperateswithasmallgroupofclassmatesduringadventureactivities,gameplay,orteam-building

activities.PE.7.RB.1 Exhibitsresponsiblesocialbehaviorsasparticipantand/orspectator,bysupportingclassmates.PE.8.RB.6 Cooperateswithmultipleclassmatesonproblem-solvinginitiatives,includingadventureactivities,large-group

initiatives,gameplay.

EquipmentChart:



RolltheDice

1 spotmarker pergroupof4tocreatehomebase1 singledie pergroupof4students1per4 RolltheDiceTask

CardSPARKfamily.org/pergroupof4students

1per4 jumprope 1pergroupof4students1per4 tossable 1pergroupof4students2per4 carpetsquaresor

mats1pergroupof4students

1 musicandplayer

DesignatedDrivers

4 cones forboundariesmisc. varietyof“road

hazards”-hoops,spotmarkers,cones,etc.

42



Content

Notes


10 FocusonFitness:FitnessCircuits• RolltheDice(FitnessCircuitstab,pp.21-22)

15 SpotlightonSkills:Cooperatives• Instructiononactivity@DesignatedDrivers@(Cooperativestab,pp.15-16)

Useabandanainsteadofhandsovereyes.

2-3 Closure:Review–Howcommunicatingwithyourpartnerisimportant.Relate–Howyouneedtotrustinyourclassmatesformanyactivities.Praise–Affirmappropriatebehaviorofstudentstrustingtheirpartner.Preview–NextclasswillfocusonAStickwithMe!”

Assessment:AfterstudentscompletetheDesignatedDriversactivity,havethemwriteashortparagraphdescribingthemostdifficultpartoftheactivity.

43


LessonPlanningGuideObjectives:PE.5.PF.4 Activelyengagesinalltheactivitiesofphysicaleducation.

PE.7.VH.7 Generatespositivestrategies(e.g.,offeringsuggestionsorassistance,leadingorfollowingothers,andprovidingpossiblesolutions)whenfacedwithagroupchallenge.

EquipmentChart:


4Corners4 cones forboundaries4 4CornersTaskCards SPARKfamily.org/Readthe“Ready”sectionto


AerobicCapacityCircuit

8-10 cones 1perstation1 musicandplayer misc. hoops,etc. asneededperFitnessCircuitSkillCardschosen

StickwithMe! 4 cones forstartandfinishlines

44



Content

Notes

2-3 IntroductoryActivity:ASAP• 4Corners(ASAPtab,p.9)

10 FocusonFitness:FitnessCircuits• AerobicCapacityCircuit(FitnessCircuitstab,pp.5-6)

15 SpotlightonSkills:Cooperatives• InstructiononAStickwithMe!”(Cooperativestab,pp.23-24)

2-3 Closure:Review–Workingtogetheringroupsof2and4requiresteamwork.Relate–Whenhasthestudentneededtoworkcloselywithotherstudents?Praise–Affirmtheteamsthatreachthefinishlinesuccessfully.Preview–NextclasswillfocusondoingASteppingStones.@

Useshortropetotieankles/legstogether

45






EquipmentChart:


4Corners4 cones forboundaries4 4CornersTask

CardsSPARKfamily.org/Readthe“Ready”sectiontoseewhatequipmentisneeded

MuscularStrengthandEndurance

Circuit

8-10 cones 1perstation1 musicandplayer misc. jumpropesand/or

hoopsasneededperFitnessCircuitSkillCardschosen

SteppingStones4 cones forstartandfinishlines4per5 hoops 4hoopspergroupof5students

46



Content

Notes


10 FocusonFitness:FitnessCircuits• MuscularStrengthandEnduranceCircuit(FitnessCircuitstab,pp.7-8)

15 SpotlightonSkills:Cooperatives• Introductiontotheactivity“SteppingStones@(Cooperativestab,pp.25-26)

2-3 Closure:Review–HavingaplantocrosstheARiver.@Relate–Howworkingwithagroupinasteadyprocesscanbenefitastudent.Praise–Affirmappropriateteamworkasagroup.Preview–NextclasswillfocusonADollarsandCents@activity.

47


LessonPlanningGuideObjectives:PE.6.PF.4 Describestheroleofwarm-upsandcool-downsbeforeandafterphysicalactivity.PE.7.PF.3 Designsawarm-up/cool-downroutineforaself-selectedphysicalactivity.PE.8.PF.4 Designsandimplementsawarm-up/cool-downroutineforaself-selectedphysicalactivity.

EquipmentChart:


4Corners4 cones forboundaries4 4CornersTaskCards SPARKfamily.org/Readthe“Ready”sectionto


RolltheDice

1 spotmarker pergroupof4tocreatehomebase1 singledie pergroupof4students1per4 RolltheDiceTask

CardSPARKfamily.org/pergroupof4students

1per4 jumprope 1pergroupof4students1per4 tossable 1pergroupof4students2per4 carpetsquaresor

mats1pergroupof4students

1 musicandplayer

DollarsandCents

1per spotmarker 1per1student,usedtoorganizestudentsinaspecificformation,tokeepspacebetweenstudents

1per2 hoop 1per2students5per2 smalldifferent

coloreditemse.g.,fluffballs,beanbags,flyingdiscs

5per2students,eachcolorrepresentsadifferentmonetaryvalue

4 cones forboundaries1 DollarandCentsTask

CardSPARKfamily.org

48



Content

Notes


10 FocusonFitness:FitnessCircuits• RolltheDice(FitnessCircuitstab,pp.21-22)

15 SpotlightonSkills:Cooperatives• IntroductionoftheADollarsandCents@activity(Cooperativestab,pp.17-18)

2-3 Closure:Review–Howthisactivityhelpsinproblemsolvingstrategies.Relate–Howthisactivityhelpsinfitnessaswellasmath.Praise–Affirmstudentsthatareabletocollectalltheitemsfortheirgroup.Preview–NextclasswillfocusonManipulatives.

Assessment:StudentswillassessthemselvesusingtheCooperativeAll-StarSelf-Check(SPARKfolioCooperativestab)

49

Unit2–ManipulativesandCooperativesGrades5-8

UnitPlanningGuideManipulativesBeginningthisunitthestudentswillbeexperiencingavarietyofactivitiesdesignedtogiveareviewofthefollowingbasicskills:catching,throwing,kicking,dribbling,striking,andvolleying.Theseskillswillbeappliedtoindividualandgroupactivitiesthroughouttheyear.CooperativeActivitiesThelessonsinthesetwoweekswillcontinuewithprovidingopportunitiesforthestudentstopracticecooperation,encouragement,trustandteamwork.SpiritualConnections-CharacterIthasbeensaid,“Characteriswhatyoudowhennobodyiswatching.Characterishowyoutreatpeoplewhocandoabsolutelynothingforyou.Characterisdecidingbeforehandthatyouaregoingtodotherightthing.”Anditcanbeaddedthatcharacterisdoingtherightthingevenwhentotallyinvolvedinagameoranactivity.Proverbs3:5-6(MSG).“TrustGodfromthebottomofyourheart;don’ttrytofigureouteverythingonyourown.ListenforGod’svoiceineverythingyoudo,everywhereyougo;he’stheonewhowillkeepyouontrack.”FitnessChallenges1TheFocusonFitnessportionofthelessonsforthisunitfocusoninvolvingstudentsinavarietyofsimplebodymovementswiththeintentofhavingthestudentsincreaseinthenumberofrepetitionscompletedinasetamountoftime.IntheSPARKfolioboxbehindtheFitnessCircuitstabisacollectionoforangecardswhichwill(inmostcases)provideanillustrationonthecorrectpositionwhenperformingtheactivity.Alsobehindthattabisawhitecard,BalanceYourFitness,whichprovidesasamplerecordingchart.SpotlightonSkillsNotethatanumberoflessonsforSpotlightonSkillshavelessoncontentlocatedintheAppendixwhichisinthebackofthisdocument,pages333-356.Theselessonsareaquickreviewforthestudentsingrades5-8toensurethattheyhavebasicproficiencyinmovementconcepts.PersonalBestDaysThePersonalBestDaysaredesignedforstudentstorepeatthesamethreefitnesstestsfivetimesoverthecourseoftheyear.Thegoalisthatstudentswillimproveintheirpersonalfitnessastheyparticipateinfitnessactivitiesandskilldevelopmentinphysicaleducation.Thethreefitnesstestsare:Push-upChallenge,Curl-upChallenge,and9-MinuteRunChallenge.Itisimportanttomakesurethatthefitnesstestsareconsistently

“Bemoreconcernedwithyourcharacterthanwithyourreputation.Yourcharacteriswhatyoureallyarewhileyourreputationismerelywhatothersthinkyouare.”

JohnWooden,basketball

50

assessedeachtime.NoticethattestingPersonalBestDaysispartofthelessonplanforthisunit,week4,andday3.TheSPARK3-6Manual(notebook)providesadescriptionoftheequipmentneededandalessonplanonhowtoorganizeandadministerthePersonalBestDay.TheSPARKfolioboxcontainsthechallengecardsthatprovideadescriptionofthefitnesstestandanillustrationofcorrectform.TheSPARKfolioboxalsoprovidestwodifferentfitnesstestassessmentsheets.FirstisthePersonalBestDayClassDataSheetwhichtheteachercanusetorecordallofthestudentindividualdata.ThesecondsheetisthePersonalBestDayProgressandGoalCardthatistobeusedbyeachindividualstudenttocharttheirprogressandgoals.Makecopiesoftheseformsasthereisonlyoneoriginalcopyofeachprovidedinthebox.

51

Unit2Outline–ManipulativesandCooperativesGrades5-8

(activitiesforFocusonFitnessandSpotlightonSkills)Week1FocusonFitness:FitnessChallenges1

Day1(SPARKfolioFitnessCircuitstab,orangecards) AerobicFitness–Walk/Jog,Skip,SideSlide,Hop

Strength&Endurance–Plank(Knee),KneetoChestCurls,WallSits Flexibility–HamstringStretch,QuadricepsStretch,PectoralStretch Day2 (SPARKfolioFitnessCircuitstab,orangecards) AerobicFitness–Walk/Jog,Skip,SideSlide,Hop Strength&Endurance–Plank(Knee),KneetoChestCurls,WallSits Flexibility–ShinStretch,CalfStretch,UpperBackStretch Day3(SPARKfolioFitnessCircuitstab,orangecards) AerobicFitness–Walk/Jog,Skip,SideSlide,Hop Strength&Endurance–Plank(Knee),KneetoChestCurls,WallSits Flexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretchSpotlightonSkills:ManipulativeSkills Day1CatchingSkills–Intermediate/AdvancedLevels(Appendixpp.355-361) Assessment:Studentswillbeassessedontheirabilitytocatchaplaygroundballwithcorrectform.

Day2ThrowingSkills–Intermediate/AdvancedLevels(Appendixpp.363-368)Day3Kicking,Trapping,andPunting–Intermediate/AdvancedLevels(Appendixpp.369-372)

Week2FocusonFitness:FitnessChallenges1 Day1 (SPARKfolioFitnessCircuitstab,orangecards) AerobicFitness–Jog,SideSlide,Hop,Gallop Strength&Endurance–Push-ups(ModifiedorKnee),Curl-Ups,ForwardLunges Flexibility–HamstringStretch,QuadricepsStretch,PectoralStretch Day2 (SPARKfolioFitnessCircuitstab,orangecards) AerobicFitness–Jog,SideSlide,Hop,Gallop Strength&Endurance–Push-ups(ModifiedorKnee),Curl-Ups,ForwardLunges Flexibility–ShinStretch,CalfStretch,UpperBackStretch Day3(SPARKfolioFitnessCircuitstab,orangecards) AerobicFitness–Run,Jump,Skier,MountainClimber Strength&Endurance–CrabDips,Curl-UpswithaTwist,WallSits Flexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretchSpotlightonSkills:ManipulativeSkills

Day1DribblingSkills(Appendixpp.373-374)Day2StrikingSkills–ShortandLong(Appendixpp.375-376)Assessment:Studentswillbeassessedontheirabilitytousecorrectformwhenusingaballandracquetorpaddle.Day3VolleyingSkills(Appendixpp.377-378)

Week3FocusonFitness:FitnessChallenges1

52

Day1 (SPARKfolioFitnessCircuitstab,orangecards) AerobicFitness–Jog,Hop,Gallop,HighKneeSkip Strength&Endurance–Plank(Side),Curl-Ups,WallSits Flexibility–HamstringStretch,QuadricepsStretch,PectoralStretch Day2 (SPARKfolioFitnessCircuitstab,orangecards) AerobicFitness–Jog,Hop,Gallop,HighKneeSkip Strength&Endurance–Plank(Side),Curl-Ups,WallSits Flexibility–ShinStretch,CalfStretch,UpperBackStretch Day3 (SPARKfolioFitnessCircuitstab,orangecards) AerobicFitness–Jog,Hop,Gallop,HighKneeSkip Strength&Endurance–Plank(Side),Curl-Ups,WallSits Flexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretchSpotlightonSkills:Cooperatives

Day1Twist,Turn,Bend,andStretch(Cooperativestab,pp.11-12)Day2GroupJuggling(Cooperativestab,pp.19-20) Assessment:Studentswillbeassessedontheirabilitytosuccessfullycompleteasimplejuggle(toss

intheairandcatch)indifferentbodypositions.Day3PassItAround(Cooperativestab,pp.31-32)

Week4FocusonFitness:FitnessChallenges1 Day1(SPARKfolioFitnessCircuitstab,orangecards) AerobicFitness–Jog,Gallop,HighKneeSkip,Jump Strength&Endurance–Plank,Curl-UpswithaTwist,ForwardLunges Flexibility–HamstringStretch,QuadricepsStretch,PectoralStretch Day2(SPARKfolioFitnessCircuitstab,orangecards) AerobicFitness–Jog,Gallop,HighKneeSkip,Jump Strength&Endurance–Plank,Curl-UpswithaTwist,ForwardLunges Flexibility–ShinStretch,CalfStretch,UpperBackStretch Day3(SPARKfolioFitnessCircuitstab,orangecards) AerobicFitness–Jog,Gallop,HighKneeSkip,Jump Strength&Endurance–Plank,Curl-UpswithaTwist,ForwardLunges Flexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretchSpotlightonSkills:Cooperatives

Day1ParachutePlay(Cooperativestab,pp.37-38)Day2HogCall(Cooperativestab,pp.13-14)Day3PersonalBestDay#1

53

Unit2–ManipulativesandCooperativesEquipment

Week1

EquipmentDay1

Day2

Day3

4CornersTaskCards " " "beachballs "beanbags " cones " " "playgroundballs "scarves " softballs " spotmarkers " " tennisballs " yarnballs "

Week3

EquipmentDay1

Day2

Day3

ballsorothersmallmanipulatives

" "

cones " " "hoops "musicandplayer " " "paddles "playgroundballs "

Week2

EquipmentDay1

Day2

Day3

4CornersTaskCards "basesortowels " basketballs " bat " cones " " "musicandplayer " " "racquetsorpaddles " "soccerballs " softballs " spotmarkers " tennisballsorwhiffleballs " "volleyballs "

Week4

EquipmentDay1

Day2

Day3

cones " " "FitnessChallengePromptPages

"

hoops " matsorcarpetsquares "musicandplayer " " "MyPersonalBestProgressandGoalsCard

"

ParachutePlayTaskCard " pencils "playgroundballs " smallparachute " stopwatch "tossables "

54

55

Unit2Manipulatives–Week1,Day1Grades5-8

LessonPlanningGuideObjectives:PE.5.MS.1 Combineslocomotorandmanipulativeskillsinavarietyofsmall-sidedpracticetasksingameenvironments.PE.6.MS.4 Catcheswithamaturepatternfromavarietyoftrajectoriesusingdifferentobjectsinvaryingpracticetasks.PE.7.MS.4 Catcheswithamaturepatternfromavarietyoftrajectoriesusingdifferentobjectsinsmall-sidedgameplay.

EquipmentChart:


4Corners4 cones forboundaries4 4CornersTaskCards SPARKfamily.org

Catching–Intermediate/Advanced

Level

4 cones forboundaries1per spotmarkers 1perstudent,usedtoorganizestudentsina


1per scarf,beanbag,andyarnball

1eachperstudent

56



Content

Notes

2-3 IntroductoryActivity:ASAP• 4Corners(ASAPtabp.10,chooseoneactivityfromSPARKItUp!)

10 FocusonFitness:FitnessChallengeI(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Walk/Jog,Skip,SideSlide,Hop• Strength&Endurance–Plank(Knee),KneetoChestCurls,WallSits

• Flexibility–HamstringStretch,QuadricepsStretch,PectoralStretch

15 SpotlightonSkills:ManipulativeSkills• Instructiononcatchingskills–Intermediate/AdvancedLevels(Appendixpp.355-361)

2-3 Closure:Review–Reviewthemovementconceptsofcatchingskills.Relate–ExplainhowaCatchingskillhelpsinallaspectsofsports.Praise–Affirmappropriatebehaviorofpropertechniqueofcatching.Preview–Nextclasswillfocusonthrowingskills.

Assessment:In1-minutetimings,evaluatethestudentsontheirabilitytocatchaplaygroundballwithcorrectform.Score-1-3with3beingexcellentand1beingpoor

CatchingPlaygroundBalls

studentname

standingonaspotmarker: movingaroundthearea:

tossballinairandcatchwithbothhands

tossballinairbehindyourself,turnandcatchwithbothhands

tossballinairandcatchwithbothhands

tossballinairbehindyourself,turnandcatchwithbothhands

57


LessonPlanningGuideObjectives:PE.5.MS.1 Combineslocomotorandmanipulativeskillsinavarietyofsmall-sidedpracticetasksingameenvironments.PE.5.MS.8 Throwsunderhandandoverhandwithamaturepatterninstaticenvironments(closedskills),withdifferent

sizesandtypesofobjects/balls.PE.6.MS.1 Throwswithamaturepatternfordistanceorpowerappropriatetothepracticetask(e.g.,distance=outfield

tohomeplate;power=secondbasetofirstbase).PE.6.MS.2 Throws,whilestationary,aleadingpasstoamovingreceiver.PE.7.MS.1 Throwswithamaturepatternfordistanceorpowerappropriatetotheactivityinadynamicenvironment.PE.8.MS.1 Throwswithamaturepatternfordistanceorpowerappropriatetotheactivityduringsmall-sidedgameplay.

EquipmentChart:



Throwing–Intermediate

/AdvancedLevel



1per softballandtennisball

1eachperstudent

58



Content

Notes

2-3 IntroductoryActivity:ASAP• 4Corners(ASAPtabp.10,chooseoneactivityfromSPARKItUp!)

10 FocusonFitness:FitnessChallengesI(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Walk/Jog,Skip,SideSlide,Hop• Strength&Endurance–Plank(Knee),KneetoChestCurls,WallSits

• Flexibility–ShinStretch,CalfStretch,UpperBackStretch

15 SpotlightonSkills:ManipulativeSkills• Instructiononthrowingskills–Intermediate/AdvancedLevels(Appendixpp.363-368)

2-3 Closure:Review–Reviewthemovementconceptsofcatchingskills.Relate–ExplainhowaCatchingskillhelpsinallaspectsofsports.Praise–Affirmappropriatebehaviorofpropertechniqueofcatching.Preview–Nextclasswillfocusonthrowingskills.

59


LessonPlanningGuideObjectives:PE.5.MS.1 Combineslocomotorandmanipulativeskillsinavarietyofsmall-sidedpracticetasksingameenvironments.PE.6.MS.5 Foot-dribbleschangingspeedanddirectioninavarietyofpracticetasks.

EquipmentChart:



Kicking,Trapping,andPunting–

Intermediate/AdvancedLevel

4 cones forboundaries1per beachballand

playgroundball1eachperstudent

2per cones 2perstudentforchallengeactivity

60



Content

Notes

2-3 IntroductoryActivity:ASAP• 4Corners(ASAPtab,p.10,chooseoneactivityfromSPARKItUp!)

10 FocusonFitness:FitnessChallengesI(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Walk/Jog,Skip,SideSlide,Hop• Strength&Endurance–Plank(Knee),KneetoChestCurls,WallSits

• Flexibility–Hip-FlexorStretch,Quadriceps,NeckStretch

15 SpotlightsonSkill:ManipulativeSkills• Instructiongivenonthebasicfundamentalmotorskillsofkicking,trappingandpunting–Intermediate/AdvancedLevels(Appendixpp.369-372)

2-3 Closure:Review–ThecriticalelementsofKicking,Trapping,andPunting.Relate–Shareanactivityillustratinghowastudentwouldusethesethreeskillsinagame.Praise–Affirmpropertechniqueoftheseskills.Preview–Nextclasswillfocusonthefundamentalmotorskillsofdribbling.

61


LessonPlanningGuideObjectives:PE.5.MS.1 Combineslocomotorandmanipulativeskillsinavarietyofsmall-sidedpracticetasksingameenvironments.PE.5.MS.4 Combinesjumpingandlandingpatternswithlocomotorandmanipulativeskillsingymnasticsandsmall-sided

practicetasksingameenvironments.

EquipmentChart:


FlipFlop3 cones forboundaries1 musicandplayer optional

Dribbling

4 cones forboundaries1per5 cones 1pergroupof5students1per basketballand

soccerball1eachperstudent

62



Content

Notes

2-3 IntroductoryActivity:ASAP• Flip-Flop(ASAPtab,p.17)


10 FocusonFitness:FitnessChallengesI(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Jog,SideSlide,Hop,Gallop• Strength&Endurance–Push-ups(ModifiedorKnee),Curl-Ups,ForwardLunges• Flexibility–HamstringStretch,QuadricepsStretch,PectoralStretch

15 SpotlightonSkills:ManipulativeSkills• Instructiononthefundamentalskillsofdribbling(Appendixpp.373-374)

2-3 Closure:ReviewBThecriticalelementsofdribbling.RelateBSharehowtherearedifferenttypesofdribblingusedinsports.PraiseBAffirmstudentsthatareshowingthecorrectformofdribbling.PreviewBNextclasswillfocusonthefundamentalmotorskillsofstriking.

63


LessonPlanningGuideObjectives:PE.1.RB.8 Exhibitstheestablishedroutinesforclassactivities.PE.2.RB.8 Recognizestheroleofrulesandetiquetteinteacher-designedphysicalactivities.PE.3.RB.8 Recognizestheroleofrulesandetiquetteinphysicalactivitieswithpeers.PE.3.RB.8 Exhibitsetiquetteandadherencetorulesinavarietyofphysicalactivities.

EquipmentChart:



Striking



1per bat 1perpartnergroup1per basesortowels 1perpartnergroup1per racquetsorpaddles 1perstudent1per tennisballorwhiffle

ball1perstudent

1per basesorspotmarkers

1perpartnergroup

2per softballs 2perstudent

64



Content

Notes


10 FocusonFitness:FitnessChallengesI(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Jog,SideSlide,Hop,Gallop• Strength&Endurance–Push-ups(ModifiedorKnee),Curl-Ups,ForwardLunges• Flexibility–ShinStretch,CalfStretch,UpperBackStretch

15 SpotlightonSkills:ManipulativeSkills• Instructiongivenonthetechniqueofstrikingwithashort–andlong–handledimplement(Appendixpp.375-376)

2-3 Closure:Review–Thecriticalelementsofstrikingaball.Relate–Shareanactivityillustratingwhenastudentwouldstrikeaball.Praise–Affirmappropriatetechniqueofstudentswhenstrikingcorrectly.Preview–NextclasswillfocusonthefundamentalmotorskillsofVolleying.

Assessment:Observestudentsduring2-minutetimingsontheirperformanceusingcorrectformwhile:1)Isolatedhit.Standing3-5feetfromthewall,bouncethetennisball/whiffleballonthefloorandstrikewitharacquet/paddletothewall.2)Rally.Standing3-5feetfromthewall,bouncethetennisball/whiffleballonthefloorandstrikewitharacquet/paddletothewallandcontinuetherallyallowingtheballtohitthegroundbeforestrikingeachtime.

Scoring–1-3with3beingexcellentand1beingpoorShort-HandledWallRally

studentname � �

65


LessonPlanningGuideObjectives:PE.5.MS.4 Combinesjumpingandlandingpatternswithlocomotorandmanipulativeskillsingymnasticsandsmall-sided


EquipmentChart:



Volleying

4 cones forboundaries1per volleyballs 1perstudent1per tennisballorwhiffle

ball1perstudent

1per racquetsorpaddles 1perstudent

66



Content

Notes


10 FocusonFitness:FitnessChallengesI(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Jog,SideSlide,Hop,Gallop• Strength&Endurance–Push-ups(ModifiedorKnee),Curl-Ups,ForwardLunges• Flexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretch

15 SpotlightonSkills:ManipulativeSkills• Instructiononthepropertechniqueofvolleying(Appendixpp.377-378)

2-3 Closure:Review–ThecriticalelementsofVolleyingRelate–ShareanactivityinwhichtherearedifferenttypeofvolleysusedinsportsPraise–Affirmappropriatetechniqueofstudent=svolleysPreview–NextclasswillfocusonTwistingandTurning

67


LessonPlanningGuideObjectives:PE.8.PF.1 Identifiesthecomponentsofhealth-relatedfitnessandexplainstherelationshiptooverallphysicaland

mentalhealth.PE.5.RB.2 Participateswithresponsiblepersonalbehaviorinavarietyofphysicalactivitycontexts,environments,and

facilities.PE.6.RB.1 Exhibitspersonalresponsibilityasparticipantand/orspectatorbyusingappropriateetiquette,demonstrating


EquipmentChart:



Cooperatives4 cones forboundaries1per2 ballorothersmall

manipulative1per2students

68



Content

Notes

2-3 IntroductoryActivity:ASAP• Flip-Flop(ASAPtab,p.18,chooseoneactivityfromSPARKItUp!)

10 FocusonFitness:FitnessChallengesI(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Jog,Hop,Gallop,HighKneeSkip• Strength&Endurance–Plank(Side),Curl-Ups,WallSits• Flexibility–HamstringStretch,QuadricepsStretch,PectoralStretch

15 Skill:Cooperatives• Instructionwillbegivenonpassingaballbytwisting,turning,bendingandstretching(Cooperativestab,pp.11-12)

2-3 Closure:Review–Theuseofbothhandsingivingandreceiving.Relate–Theskillsthatlearnedinthisclasswillhelpinotherteamsports.Praise–Affirmappropriatetechniqueofdoingallfourskills.Preview–Nextclasswillfocusonjuggling.

69


LessonPlanningGuideObjectives:PE.6.PF.1 Describeshowbeingphysicallyactiveleadstoahealthybody.PE.6.RB.6 Cooperateswithasmallgroupofclassmatesduringadventureactivities,gameplay,orteam-building

activities.

EquipmentChart:



Cooperatives1per5-7 ballorothersmall

manipulative1pergroupof5-7students

70



Content

Notes


10 FocusonFitness:FitnessChallengesI(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Jog,Hop,Gallop,HighKneeSkip• Strength&Endurance–Plank(Side),Curl-Ups,WallSits• Flexibility–ShinStretch,CalfStretch,UpperBackStretch

15 SpotlightonSkills:Cooperatives• Instructiongivenonthetechniqueoftossinganobjecttoanotherstudent(Cooperativestab,p.19-20)

2-3 Closure:Review–Correcttechniqueintossingoneormoreobjectsinagroup.Relate–Howthesebasicjugglingskillscanhelpapersonbecomeagoodjuggler.Praise–Affirmappropriatebehaviorofjuggling.Preview–Nextclasswillfocusonpassinganobjectaroundacircle.

Assessment:Afterstudentshaveexperiencedsimplejugglingtechniques,selectamanipulativeforeachstudenttojuggle(tossintheairandcatch).Instructthestudentstobeginjugglingbystartinginastandingposition,thenmovetokneeling,andfinallysitting.Then,backuptoastandingposition.Scoring–3=successful;2=somewhatsuccessful;1=oops

ElevatorJuggling

studentname score

71


LessonPlanningGuideObjectives:PE.5.PF.1 Chartsandanalyzesphysicalactivityoutsidephysicaleducationclassforfitnessbenefitsofactivities.PE.6.PF.9 Employscorrecttechniquesandmethodsofstretching.PE.7.PF.8 Describesanddemonstratesthedifferencebetweendynamicandstaticstretches.

EquipmentChart:



Cooperatives

1per4 larger-sizelightpiecessuchascones,playgroundballs,paddles

1pergroupof4students

HoudiniHoops 2per5 hoops 2per5students

72



Content

Notes


10 FocusonFitness:FitnessChallengesI(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Jog,Hop,Gallop,HighKneeSkip• Strength&Endurance–Plank(Side),Curl-Ups,WallSits• Flexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretch

15 SpotlightonSkills:Cooperatives• Instructionontheskillofpassinganobjectaroundacirclewithoutusingyourhands(Cooperativestab,pp.31-32)

• TeachpassingahoopthroughagroupwithoutlettinggoofhandsfromHoudiniHoops(Cooperativestab,pp.21-22)

2-3 Closure:Review–Howateamneedstoworktogethertobesuccessful.Relate–Howimportantareastudent=shandsinphysicalactivity.Praise–Affirmappropriatebehaviorofteamwork.Preview–Nextclasswillfocusonworkingwithaparachute.

73


LessonPlanningGuideObjectives:PE.6.PF.2 Differentiatesbetweenaerobicandanaerobiccapacityandbetweenmuscularstrengthandendurance.PE.7.PF.1 Exhibitspersonalresponsibilityasparticipantand/orspectatorbyusingappropriateetiquette,demonstrating

respectforfacilities,andexhibitingsafebehaviors.PE.6.RB.10 Usesphysicalactivityandfitnessequipmentappropriatelyandsafely,withtheteacher’sguidance.PE.7.RB.10 Independentlyusesphysicalactivityandexerciseequipmentappropriatelyandsafely.

EquipmentChart:


Offense/Defense4 cones forboundaries1 musicandplayer optional

ParachutePlay

4 cones forboundaries1per6 smallparachute 1per6students1per6 tossables(rubber

chicken,funfruit,veggiebeanbags,etc.)

1per6students

1per6 playgroundball 1per6students1per6 hoop 1per6students1per6 ParachutePlayTask

CardSPARKfamily.org/1per6students

74



Content

Notes

2-3 IntroductoryActivity:ASAP• Offense/Defense(ASAPtab,p.13)

10 FocusonFitness:FitnessChallengesI(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Jog,Gallop,HighKneeSkip,Jump• Strength&Endurance–Plank,Curl-UpswithaTwist,ForwardLunges• Flexibility–HamstringStretch,QuadricepsStretch,PectoralStretch

15 SpotlightonSkills:Cooperatives• Instructiongiventostudentsonhowtoperformastuntusingaparachute(Cooperativestab,pp.37-38)

2-3 Closure:Review–TheskillsneededintossingaparachuteRelate–StudentsneedtobeabletorotatetodifferentassignmentsPraise–AffirmappropriatebehaviorofstudentsthatworkintandemPreview–Nextclasswillfocusonlocatingpartners

75


LessonPlanningGuideObjectives:PE.7.PF.2 Describestheroleofexerciseandnutritioninweightmanagement.PE.7.RB.6 Problemsolveswithasmallgroupofclassmatesduringadventureactivities,small-groupinitiatives,orgame

play.PE.8.RB.6 Cooperateswithmultipleclassmatesonproblem-solvinginitiatives,includingadventureactivities,large-group


EquipmentChart:



HogCall 4 cones forboundaries

76



Content

Notes


10 FocusonFitness:FitnessChallengesI(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Jog,Gallop,HighKneeSkip,Jump• Strength&Endurance–Plank,Curl-UpswithaTwist,ForwardLunges• Flexibility–ShinStretch,CalfStretch,UpperBackStretch

15 Skill:Cooperatives• InstructiongivenonlocatingyourpartnerbytheuseofaAHogCall@(Cooperativestab,pp.13-14)

Blindfoldsoreyecoverings

2-3 Closure:Review–Howtolocateyourpartnerbyjustcallingout.Relate–[email protected]–Affirmappropriatebehaviorofstudentsthatcanlocatetheirpartner.Preview–NextclasswillfocusonPersonalBestDay.

77


LessonPlanningGuideObjectives:PE.7.PF.9 Participatesinaphysicalactivitytwiceaweekoutsideofphysicaleducationclass.PE.8.PF.11 Participatesinavarietyofself-selectedaerobic-fitnessactivitiesoutsideofschool(e.g.,walking,jogging,

biking)atleastthreetimesaweek.

PersonalBestDay#1Objectives:PE.5.PF.2 Differentiatesbetweenskill-relatedandhealth-relatedfitness.PE.6.PF.3 Identifieseachofthecomponentsoftheoverloadprinciple(FITTformula:frequency,intensity,time,and

type)fordifferenttypesofphysicalactivity(aerobic,muscularfitness,andflexibility).PE.7.PF.4 DefineshowRatingofPerceivedExertion(RPE)Scaleisusedtodeterminetheperceptionoftheworkeffortor

intensityofexercise.PE.8.PF.3 Usestheoverloadprinciple(FITTformula)inpreparingapersonalworkout.PE.6.RB.2 Identifiesandusesappropriatestrategiestoself-reinforcepositivefitnessbehaviors(e.g.,positiveself-talk).PE.7.RB.1 Independentlyusesphysicalactivityandexerciseequipmentappropriatelyandsafely.PE.8.RB.1 Acceptsresponsibilityforimprovingormaintaininglevelsofphysicalactivityandfitness.PE.8.RB.10 Independentlyusesequipmentappropriately,andidentifiesspecificsafetyconcernsassociatedwiththe

activity.

EquipmentChart:



PersonalBestDay#1

misc. anyactivityfromtheASAPUnit

forwarm-up

MyPersonalBestProgressandGoalsCard

SPARKfamily.org

3 FitnessChallengePromptPages

SPARKfamily.org

4 cones marked1-4tocreaterunningtrack1 stopwatch 1per2 pencil 1per2studentsifusingMyPersonalBest

ProgressCardandGoals1per2 carpetsquare optional,1per2students

78



Content

Notes


10 FocusonFitness:FitnessChallengesI(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Jog,Gallop,HighKneeSkip,Jump• Strength&Endurance–Plank,Curl-UpswithaTwist,ForwardLunges• Flexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretch

15 SpotlightonSkills:Cooperatives• IntroductiontoaPersonalBestDay#1willbegiventothestudents(PersonalBestDaytab,p.5)

2-3 Closure:Review–Thebasicmovementsofbend,twistandturn.Relate–Howstudentsneedtouseotherpartsoftheirbodiestomovethings.Praise–Affirmappropriatecooperativeskills.Preview–NextclasswillfocusonthenewunitofJumpropesandFlyingDisc.

Assessment:PersonalBestDay#1.

79

Unit3–JumpRopeandFlyingDiscGrades5-8

UnitPlanningGuideDuringthisunititissuggestedthatJumpRopeinstructionbeprovidedforthefirsttwoweeks,followedbytwoweeksofFlyingDisc.JumpRopeInvolvingstudentsinjumpingactivities,providesvigorous,totalbodyconditioning.Generalcoordination,rhythmandtiming,muscularstrengthandendurance,andcardiovascularenduranceactivitiesareincludedinthistwo-weekunit.FlyingDiscThroughtheactivitiesinthisunitthestudentswillpracticeandcontinueintheirdevelopmentoftheskillsofthrowingandcatchingforaccuracyanddistance.Chooseactivitiesbasedontheskilllevelofmostofyourstudents.Duringthelessons,accesstheircomfort,interest,andabilitytoperformtheactivityandadjustasneeded.Ifanactivityistoodifficult,decreasethevariables,simplify,andslowdown.UtilizetheactivitiesinSPARKItUp!ifmorerigorisneeded.Spiritualconnections-DoingOne’sBestIngredientsforasuccessfullifeincludetryingone’shardestanddoingone’sbest.Beingthebestisnotasimportantasdoingone’sbest.Beingthebestisagreatthing,butdoingone’sbestshowsagreaterpotentialofwhoapersonreallyis.Romans12:2(NCV).“Donotbeshapedbythisworld;insteadbechangedwithinbyanewwayofthinking.ThenyouwillbeabletodecidewhatGodwantsforyou;youwillknowwhatisgoodandpleasingtohimandwhatisperfect.”

“Itisbettertofailaiminghighthantosucceedaiminglow.”PhilNicholson,football

80

Unit3–JumpRopeandFlyingDiscEquipment

Week1

EquipmentDay1

Day2

Day3

cones " " "jumpropes " " "musicandplayer " " "

Week3

EquipmentDay1

Day2

Day3

cones " " "flyingdiscs " " "musicandplayer " " "

Week2

EquipmentDay1

Day2

Day3

cones " " "grouprecordingsheets " jumpropes " " jumpropes,10-12feet "musicandplayer " "pencils "

Week4

EquipmentDay1

Day2

Day3

basesorspotmarkers " cones " " "flyingdiscs " " "hoops " "musicandplayer " " "

81

Unit3Outline–JumpRopeandFlyingDiscGrades5-8

(activitiesforFocusonFitnessandSpotlightonSkills)Week1FocusOnFitness:FitnessChallengesII Day1 (SPARKfolioFitnessChallengetab,orangecards) AerobicFitness–Jog,HighKneeSkip,Jump,Skier Strength&Endurance–Push-Ups(Modified,Knee,Regular),Curl-Ups,Squats Flexibility–HamstringStretch,QuadricepsStretch,PectoralStretch Day2 (SPARKfolioFitnessChallengetab,orangecards) AerobicFitness–Walk/Jog,Skip,SideSlide,Hop Strength&Endurance–Plank(Knee),KneetoChestCurls,WallSits Flexibility–ShinStretch,CalfStretch,UpperBackStretch Day3(SPARKfolioFitnessChallengetab,orangecards) AerobicFitness–Jog,HighKneeSkip,Jump,Skier Strength&Endurance–Push-Ups(Modified,Knee,Regular),Curl-Ups,Squats Flexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretchSpotlightonSkills:JumpRope

Day1IntroductiontoJumpRope(JumpRopetab,pp.5-6)Day2JumptheCircuit(JumpRopetab,pp.7-8)

Assessment:Studentswillbeassessedontheirabilitytosuccessfullyperformjumpropeskills.

Day3JumpWheel(JumpRopetab,pp.9-10)

Week2FocusonFitness:FitnessChallengesII Day1 (SPARKfolioFitnessChallengetab,orangecards) AerobicFitness–Run,Jump,Skier,MountainClimber Strength&Endurance–CrabDips,Curl-UpswithaTwist,WallSits Flexibility–HamstringStretch,QuadricepsStretch,PectoralStretch Day2 (SPARKfolioFitnessChallengetab,orangecards) AerobicFitness–Run,Jump,Skier,MountainClimber Strength&Endurance–CrabDips,Curl-UpswithaTwist,WallSits Flexibility–ShinStretch,CalfStretch,UpperBackStretch Day3(SPARKfolioFitnessChallengetab,orangecards) AerobicFitness–Run,Jump,Skier,MountainClimber Strength&Endurance–CrabDips,Curl-UpswithaTwist,WallSits Flexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretchSpotlightonSkills:Jumprope

Day1Mirror,Mirror(JumpRopetab,pp.11-12) Assessment:Peerassessmentwillbeusedtoratejumpropeskills.Day2GroupEstimation(JumpRopetab,pp.13-14)Day3JumptheCircuit-PartnerTricks(JumpRopetab,pp.15-16)

Assessment:StudentswillassesstheirjumproperoutineusingtheJumpRopePerformanceRubric(SPARKfolioJumpRopetab)

82

Week3FocusonFitness:FitnessChallengesII Day1 (SPARKfolioFitnessChallengetab,orangecards) AerobicFitness–Run,Skier,MountainClimber,JumpingJacks Strength&Endurance–ArmCircles,V-Sits,Squats Flexibility–HamstringStretch,QuadricepsStretch,PectoralStretch Day2 (SPARKfolioFitnessChallengetab,orangecards) AerobicFitness–Run,Skier,MountainClimber,JumpingJacks Strength&Endurance–ArmCircles,V-Sits,Squats Flexibility–ShinStretch,CalfStretch,UpperBackStretch Day3 (SPARKfolioFitnessChallengetab,orangecards) AerobicFitness–Run,Skier,MountainClimber,JumpingJacks Strength&Endurance–ArmCircles,V-Sits,Squats Flexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretchFocusonSkills:FlyingDisc

Day1Introduction–BackhandThrowandCatch(FlyingDisctab,pp.5-6)Day2BackhandGiveandGo(FlyingDisctab,pp.7-8)

Assessment:StudentswillassessthemselvesusingtheFlyingDiscSelf-Checkcard(SPARKfolioFlyingDisctab)

Day3ForehandThrow(FlyingDisctab,pp.9-10)

Week4FocusonFitness:FitnessChallengesII Day1(SPARKfolioFitnessChallengetab,orangecards) AerobicFitness–Run,MountainClimber,JumpingJacks,Burpee Strength&Endurance–Push-UpHockey,Curl-Ups,WalkingLunges Flexibility–HamstringStretch,QuadricepsStretch,PectoralStretch Day2(SPARKfolioFitnessChallengetab,orangecards) AerobicFitness–Run,MountainClimber,JumpingJacks,Burpee Strength&Endurance–Push-UpHockey,Curl-Ups,WalkingLunges Flexibility–ShinStretch,CalfStretch,UpperBackStretch Day3(SPARKfolioFitnessChallengetab,orangecards) AerobicFitness–Run,MountainClimber,JumpingJacks,Burpee Strength&Endurance–Push-UpHockey,Curl-Ups,WalkingLunges Flexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretchFocusonSkills:FlyingDisc

Day1TargetThrow(FlyingDisctab,pp.13-14) Assessment:Withpartners,studentswillassesstheirskillinthrowingintohooptargets.Day2PassandFollow(FlyingDisctab,pp.15-16) CornertoCornerGiveandGo(FlyingDisctab,pp.17-18)Day3HooptoHoop(FlyingDisctab,pp.19-20)

Assessment:Studentswillbeassessedonproperthrowingandcatchingtechniques.

83

Unit3JumpRope–Week1,Day1Grades5-8

LessonPlanningGuideObjectives:PE5.RB.10 Appliessafetyprinciples(e.g.,equipment,weather)withage-appropriatephysicalactivities.PE6.RB.10 Usesphysicalactivityandfitnessequipmentappropriatelyandsafely,withtheteacher’sguidance.PE7.RB.10 Independentlyusesphysicalactivityandexerciseequipmentappropriatelyandsafely.PE8.RB.10 Independentlyusesequipmentappropriately,andidentifiesspecificsafetyconcernsassociatedwiththe

activity.

EquipmentChart:



IntroductiontoJumpRope

misc. jumprope 1perstudent1 musicandplayer optional

84



Content

Notes

2-3 IntroductoryActivity:(ASAP)• Offense/Defense(ASAPtab,p.14,chooseoneactivityfromSPARKItUp!)

10 FocusonFitness:FitnessChallengesI(SPARKfolioFitnessChallengetab,orangecards)• AerobicFitness–Jog,HighKneeSkip,Jump,Skier• Strength&Endurance–Push-Ups(Modified,Knee,Regular),Curl-Ups,Squats


15 SpotlightonSkills:JumpRope• Teachthebasicskillsforbeginningjumprope:jogandjump,singleanddoublebounce,hop,forwardandbackjump(JumpRopetab,pp.5-6andSPARKfolioJumpRopetab,redcards)

2-3 Closure:Review–Reviewthebasicjumpropeskills.Relate–Explainhowajumpropeskillenhancescardiovascularendurance.Praise–Affirmappropriatejumpingtechnique.Preview–NextclasswillfocusonGroupCircuitsetting.

85


LessonPlanningGuideObjectives:PE.6.PF.6 Identifiesmajormusclesusedinselectedphysicalactivities.PE.7.PF.7 Adjustsphysicalactivitybasedonquantityofexerciseneededforaminimalhealthstandardand/oroptimal

functioningbasedoncurrentfitnesslevel.

EquipmentChart:



JumptheCircuitmisc. jumprope 1perstudent6-8 cones 1perstation1 musicandplayer optional

86



Content

Notes


10 FocusonFitness:FitnessChallengesI(SPARKfolioFitnessChallengetab,orangecards)• AerobicFitness–Walk/Jog,Skip,SideSlide,Hop• Strength&Endurance–Plank(Knee),KneetoChestCurls,WallSits


15 SpotlightonSkills:JumpRope• Teachthestudentshowtopracticeavarietyofindividualjumpropeskillsinacircuitformat–JumptheCircuit(JumpRopetab,pp.7-8)

2-3 Closure:Review–Workingonjumpropeskillsonarotationalbasis.Relate–Workingtogetherinalargegroup.Praise–Affirmappropriatebehaviorforcooperationinagroup.Preview–Nextclasswillfocusonfollowingtheleader.

Assessment:AsstudentscompleteJumptheCircuitactivities,theirperformancewillbeevaluatedateachstation.Scoring– 1pointforeachactivityperformedcorrectly.

JumpRopeSkills

StationNumbers

studentname#1Score

#2Score

#3Score

#4Score

#5Score

#6Score

87


LessonPlanningGuideObjectives:PE.5.RB.3 Exhibitsrespectforselfwithappropriatebehaviorwhileengaginginphysicalactivity.PE.6.RB.1 Exhibitspersonalresponsibilityasparticipantand/orspectatorbyusingappropriateetiquette,demonstrating


EquipmentChart:



JumpWheelmisc. jumprope 1perstudent6 cones forpostingJumpRopeSkillCards1 musicandplayer optional

88



Content

Notes


10 FocusonFitness:FitnessChallengesI(SPARKfolioFitnessChallengetab,orangecards)• AerobicFitness–Jog,HighKneeSkip,Jump,Skier• Strength&Endurance–Push-Ups(Modified,Knee,Regular),Curl-Ups,Squats• Flexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretch

15 SpotlightonSkills:JumpRope• Workingonjumpropetechniquesinalargegroup.• FollowingtheleadofthefirstpersonineachlineasidentifiedinJumpWheel(JumpRopetab,pp.9-10)

2-3 Closure:Review–Workingonjumpropeskillsineachgroup.Relate–Howworkingtogetherinagroupbenefitseveryone.Praise–Affirmappropriatebehaviorforcooperationinagroup.Preview–Nextclasswillfocusonmirroringyourclassmate.

89



facilities.PE.8.VH.6 Participatesinlearningnewpersonallychallengingactivities.

EquipmentChart:


MeetMeInTheMiddle

6 cones forboundaries1 musicandplayer optional,suggestion:Let’sGetReadytoRumble

byMichaelBufferonJockJamsVol.1

Mirror,Mirrormisc. jumprope 1perstudent1 musicandplayer optional

90



Content

Notes

2-3 IntroductoryActivity:(ASAP)• MeetMeintheMiddle(ASAPtab,p.19)

10 FocusonFitness:FitnessChallengesI(SPARKfolioFitnessChallengetab,orangecards)• AerobicFitness–Run,Jump,Skier,MountainClimber• Strength&Endurance–CrabDips,Curl-UpswithaTwist,WallSits


15 SpotlightonSkills:JumpRope• Workingonmirroringapartner=sjumpropetricks.• Focusingoncopyingjumpropingskills.Mirror,Mirror(JumpRopetab,pp11-12)

2-3 Closure:Review–Thecriticalelementsofjumpingropeskills.Relate–Shareanactivityillustratingworkingasateam.Praise–Affirmappropriatebehaviorofeachstudentcooperatingwiththeirpartner.Preview–Nextclasswillfocusonthefundamentalmotorskillsoflongropejumping.

PeerAssessment:UsingtheJumpRopeSkillsPerformanceRubric(SPARKfolioJumpRopetab)studentswillpairupandratejumpropeskills.

91


LessonPlanningGuideObjectives:PE.6.PF.11 Participatesinavarietyofmoderatetovigorousaerobicphysicalactivitythatincludesintermittentor

continuousaerobicphysicalactivityofbothmoderateandvigorousintensityforatleast60minutesperday(e.g.,stepaerobics,recreationalteamsports,oroutdoorpursuits).

EquipmentChart:


MeetMeintheMiddle



GroupEstimation

misc. jumpropes 2individualjumpropespergroupof3studentsmisc. pencil 1pergroupof3students4 cones forboundariesmisc. grouprecording

sheet1per3students


92



Content

Notes

2-3 IntroductoryActivity:(ASAP)MeetMeintheMiddle(ASAPtab,p.19)



15 SpotlightonSkills:JumpRope• Fundamentalmotorskillsusedinjumpingwithapartnerinasmallgroup.

• Estimatingthenumberofsuccessfuljumpsastudentcandoinarow.GroupEstimationactivity(JumpRopetab,pp.13-14)

2-3 Closure:Review–Thecriticalelementsofhoppingandjumpingropeinagroup.Relate–Howpredictingthingsinlifecanbebeneficial.Praise–Affirmappropriatebehaviorforworkingtogetherinateam.Preview–Nextclasswillfocusonthefundamentalmotorskillsofjumpingwithalongrope.

93


LessonPlanningGuideObjectives:PE.5.MS.21 Createsajump-roperoutinewithapartnerusingeitherashortorlongrope.PE.7.PF.10 Participatesinavarietyofstrength-andendurance-fitnessactivities(e.g.,weighttraining,body-weight

training,resistancetraining)atleastthreetimesaweek.PE.8.PF.10 Participatesinmoderatetovigorousaerobicand/ormuscle-andbone-strengtheningphysicalactivityforat

least60minutesperdayatleastfivetimesperweek.

EquipmentChart:


MeetMeintheMiddle



JumptheCircuit(PartnerTricks)

misc. jumprope(10’-12’) perpair6-8 cones 1perstation1 musicandplayer

94



Content

Notes

2-3 IntroductoryActivity:(ASAP)MeetMeintheMiddle(ASAPtab,p.19)


• Flexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretch

15 SpotlightonSkills:JumpRope• Fundamentalmotorskills• CoordinatingthemotorskillsusedinlongropejumpingwithapartnerinJumptheCircuit(JumpRopetab,pp.15-16)

2-3 Closure:Review–Thecriticalelementsofjumpingincoordinationwithpartners.Relate–Shareanactivityillustratingjumpingintandem.Praise–Affirmappropriatebehaviorofteamwork.Preview–Nextclasswillfocusonjumpropeadd-ons.

Assessment:IndividualstudentsorgroupsofstudentswillassesstheirjumproperoutineusingtheJumpRopePerformanceRubric(SPARKfolioJumpRopetab).

95

Unit3FlyingDisc–Week3,Day1Grades5-8





EquipmentChart:


MeetMeintheMiddle


BackhandThrowandCatch

4 cones forboundaries1 flyingdisc 1discperpairofstudents

96



Content

Notes

2-3 IntroductoryActivity:(ASAP)• MeetMeintheMiddle(ASAPtab,p.12,chooseoneactivityfromSPARKItUp!)

10 FocusonFitness:FitnessChallengesI(SPARKfolioFitnessChallengetab,orangecards)• AerobicFitness–Run,Skier,MountainClimber,JumpingJacks• Strength&Endurance–ArmCircles,V-Sits,Squats• Flexibility–HamstringStretch,QuadricepsStretch,PectoralStretch

15 SpotlightonSkills:• IntroducethebackhandthrowandAclap@catchofpartner• Demonstratethethumb/indexfingerplacementonadisc(FlyingDisctab,pp.5-6)

2-3 Closure:Review–Reviewthegripofthehandonthedisc.Relate–Explainhowthecorrectgripisessentialinthrowingdisc.Praise–Affirmappropriateplacementofgripthatthestudentsused.Preview–Nextclasswillfocusongivingtoandreceivingfromapartner.

97


LessonPlanningGuideObjectives:PE.5.PA.6 Analyzesresultsofpre-andpost-fitnessassessment,comparingresultswithfitnesscomponentsforgood

health.

EquipmentChart:


MeetMeintheMiddle


BackhandGiveandGo

1 flyingdisc 1pereachpairofstudents4 cones forboundaries

98



Content

Notes


10 FocusonFitness:FitnessChallengesI(SPARKfolioFitnessChallengetab,orangecards)• AerobicFitness–Run,Skier,MountainClimber,JumpingJacks• Strength&Endurance–ArmCircles,V-Sits,Squats• Flexibility–ShinStretch,CalfStretch,UpperBackStretch

15 SpotlightonSkills:• Practicedistancebackhandthrowswithapartner• Throwerstaysandpartnerbecomesthereceiver(FlyingDisctab,pp.7-8)

2-3 Closure:Review–Workoncooperationbetweenteammates.Relate–Explainhowthisskillcanbeusedinothersportsaswell.Praise–Affirmappropriatebehavioroftwoteammatesworkingtogether.Preview–Nextclasswillworkonforehandthrowandcatchingdrills.

Assessment:StudentswillassessthemselvesusingtheFlyingDiscSelf-Checkcard(SPARKfolioFlyingDisctab,whitecard).

99


LessonPlanningGuideObjectives:PE.6.PF.7 Identifiesthecomponentsofskill-relatedfitness.PE.7.PF.6 Distinguishesbetweenhealth-relatedandskill-relatedfitness.PE.8.PF.7 Comparesandcontrastshealth-relatedfitnesscomponents.

EquipmentChart:


MeetMeintheMiddle


ForehandThrow1 flyingdisc 1pereachpairofstudents4 cones forboundaries

100



Content

Notes


10 FocusonFitness:FitnessChallengesI(SPARKfolioFitnessChallengetab,orangecards)• AerobicFitness–Run,Skier,MountainClimber,JumpingJacks• Strength&Endurance–ArmCircles,V-Sits,Squats• Flexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretch

15 SpotlightonSkills:• Demonstratethecorrecttechniqueofthrowingwitharmouttosideofbody(FlyingDisctab,pp.9-12)

• Demonstratecorrectplacementofhandsreceivingadiscwithbothhandsinfrontofbody(FlyingDisctab,pp.9-12)

2-3 Closure:Review–Thecriticalelementsofthrowingandreceiving.Relate–Shareanactivityillustratingthrowingandcatching.Praise–Affirmcorrectplacementofarmsandhands.Preview–Nextclasswillfocusonthrowingtoatarget.

101


LessonPlanningGuideObjectives:PE.8.PF.12 Plansandimplementsaprogramofcross-trainingtoincludeaerobic,flexibility,muscularstrength,and

endurancetraining.PE.5.RB.5 Givescorrectivefeedbackrespectfullytopeers.PE.6.RB.3 Demonstratesself-responsibilitybyimplementingspecificcorrectivefeedbacktoimproveperformance.PE.7.RB.10 Independentlyusesphysicalactivityandexerciseequipmentappropriatelyandsafely.PE.8.RB.10 Independentlyusesequipmentappropriately,andidentifiesspecificsafetyconcernsassociatedwiththe

activity.

EquipmentChart:


Add-OnScramble4 cones forboundaries1 musicandplayer optional

TargetThrow1 flyingdisc 1pereachpairofstudents1 hoop 1pereachpairofstudents4 cones forboundaries

102



Content

Notes

2-3 IntroductoryActivity:(ASAP)• Add-OnScramble(ASAPtab,p.21)


10 FocusonFitness:FitnessChallengesI(SPARKfolioFitnessChallengetab,orangecards)• AerobicFitness–Run,MountainClimber,JumpingJacks,Burpee• Strength&Endurance–Push-UpHockey,Curl-Ups,WalkingLunges


15 SpotlightonSkills:• DemonstratethecorrectAthrow@andAgo@procedureusedintheTargetThrowactivity(FlyingDisctab,pp.13-14)

2-3 Closure:Review–ReviewThrowandGo.Relate–Shareanactivityillustratingthrowingtoatarget.Praise–Affirmappropriatebehaviorforusingcorrectprocedure.Preview–Nextclasswillfocusonpassandfollow/cornertocornerdrill.

Assessment:Afterstudentshavepracticedthrowingintohooptargets,pairstudentsuptocompletethechallengetaskfromtheTargetThrowactivity.Usingthescoringguidebelow,identifyhowquicklystudentscanscore20points.(Accesstostopwatchesorothertimingdevicesmaybehelpful.)Scoring: 5points=ifdiscistotallyinsidethehoop 3points=ifdisctoucheshoop 1point=ifdiscrolledthroughhoop,butdidn’tlandinoronit

TargetThrow

studentname score

103


LessonPlanningGuideObjectives:PE.5.PA.8 Detects,analyzes,andcorrectserrorsinapartner’smotorskills.PE.5.RB.10 Appliessafetyprinciples(e.g.,equipment,weather)withage-appropriatephysicalactivities.PE.6.RB.10 Usesphysicalactivityandfitnessequipmentappropriatelyandsafely,withtheteacher’sguidance.

EquipmentChart:



PassandFollow1 flyingdisc 1pergroupof4-5studentsmisc. spotmarkers 2pergroupof4-5students

CornertoCornerGiveandGo

1 flyingdisc 1pergroupof4studentsmisc. spotmarkers forgrids

104



Content

Notes



10 FocusonFitness:FitnessChallengesI(SPARKfolioFitnessChallengetab,orangecards)• AerobicFitness–Run,MountainClimber,JumpingJacks,Burpee

• Strength&Endurance–Push-UpHockey,Curl-Ups,WalkingLunges• Flexibility–ShinStretch,CalfStretch,UpperBackStretch

15 SpotlightonSkills:Workontwodrillswithpassandmovingtechnique.• Passandrotatetoanotherarea(FlyingDisctab,pp.15-18)

2-3 Closure:Review–Thecriticalelementsofpassingandrunning.Relate–Shareanactivityillustratingpassingandrunning.Praise–Affirmappropriatebehaviorofmovingtocorrectarea.Preview–Nextclasswillfocusonthefundamentalmotorskillsoftossing,runningandcatching.

105


LessonPlanningGuideObjectives:PE.6.PF.10 Participatesinself-selectedphysicalactivityoutsideofphysicaleducationclass.PE.7.PF.9 Participatesinaphysicalactivitytwiceaweekoutsideofphysicaleducationclass.PE.8.PF.13 Participatesinaself-selectedlifetimesport,aquatic,oroutdooractivityoutsideoftheschoolday.

EquipmentChart:



HooptoHoop1 flyingdisc 1pereachpairofstudents1 hoop 1pereachpairofstudents2 cones tocreatealine

106



Content

Notes



10 FocusonFitness:FitnessChallengesI(SPARKfolioFitnessChallengetab,orangecards)• AerobicFitness–Run,MountainClimber,JumpingJacks,Burpee• Strength&Endurance–Push-UpHockey,Curl-Ups,WalkingLunges• Flexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretch

15 SpotlightonSkills:• Fundamentalmotorskillsoftossing,runningandcatching.• Receiverthrowshoop,runsinitandcatchespassfromthrower.(FlyingDisctab,p.19-20)

2-3 Closure:Review–Thecriticalelementsofthrowing,runningandreceivingRelate–Shareanactivityillustratingall3skills.Praise–AffirmappropriatebehaviorofteammatesworkingondrillPreview–Nextclassbeginsaunitonvolleyball.

Assessment:Checkforabilitytodemonstrateproperthrowingandcatchingtechniques.UsethePerformanceRubrics(SPARKfolioFlyingDisctab,whitecard).

107

Unit4-VolleyballGrades5-8

UnitPlanningGuideVolleyballBecomingproficientintossingaballtoatargetorperson,tossingandcatchingaball,areskillsusedinvolleyballthatbecomefamiliartomanystudentsinearlygrades.Thesebasicskillswillbeappliedtoadditionalvolleyballactivitieswhichinclude:forearmpass,overheadpassandunderhandserve.SpiritualConnections-TeamworkInordertobesuccessful,teamworkandcommunicationarecriticalinalmostanysport,nomatterhowmanyathletesareplaying.Andthemoretheteamplaystogether,thebettertheteambecomes.ThesameistrueforlifeinbuildingstrongChristianrelationshipswithoneanother.Thisincludesbuildingeachotherup,encouragingunity,andrelyingoneachothertogetthroughsituationsinlife.Ecclesiastes4:9-10(NLT).“Twopeoplearebetteroffthanone,fortheycanhelpeachothersucceed.Ifonepersonfalls,theothercanreachoutandhelp.Butsomeonewhofallsaloneisinrealtrouble.”PersonalBestDaysThePersonalBestDaysaredesignedforstudentstorepeatthesamethreefitnesstestsfivetimesoverthecourseoftheyear.Thegoalisthatstudentswillimproveintheirpersonalfitnessastheyparticipateinfitnessactivitiesandskilldevelopmentinphysicaleducation.Thethreefitnesstestsare:Push-upChallenge,Curl-upChallenge,and9-MinuteRunChallenge.Itisimportanttomakesurethatthefitnesstestsareconsistentlyassessedeachtime.NoticethattestingPersonalBestDaysispartofthelessonplanforthisunit,week4,andday3.TheSPARK3-6Manual(notebook)providesadescriptionoftheequipmentneededandalessonplanonhowtoorganizeandadministerthePersonalBestDay.TheSPARKfolioboxcontainsthechallengecardsthatprovideadescriptionofthefitnesstestandanillustrationofcorrectform.TheSPARKfolioboxalsoprovidestwodifferentfitnesstestassessmentsheets.FirstisthePersonalBestDayClassDataSheetwhichtheteachercanusetorecordallofthestudentindividualdata.ThesecondsheetisthePersonalBestDayProgressandGoalCardthatistobeusedbyeachindividualstudenttocharttheirprogressandgoals.Makecopiesoftheseformsasthereisonlyoneoriginalcopyofeachprovidedinthebox.

“Thestrengthoftheteamiseachindividualmember.Thestrengthofeachmemberistheteam.”

PhilJackson,basketball

108

109

Unit4Outline–VolleyballGrades5-8

(activitiesforFocusonFitnessandSpotlightonSkills)

Week1 FocusonFitness:MapChallenges

Day1MovingAroundtheTrack-CountingLaps(MapChallengestab,pp.7-8)Day2MovingAroundtheTrack-CountingMinutes(MapChallengestab,pp.9-10)Day3MovingforTime(MapChallengestab,pp.11-12)

SpotlightonSkills:Volleyball Day1IntroductiontoForearmPass(Volleyballtab,pp.5-6)Day2BumpingBuddies(Volleyballtab,pp.7-8)Day3IntroductiontoOverheadPass(Volleyballtab,pp.9-10) Assessment:Studentswillbeassessedontheirperformanceoftheoverheadpass(set).

Week2FocusonFitness:MapChallenges


SpotlightonSkills:VolleyballDay1SettingPairs(Volleyballtab,pp.11-12)Day2IntroductiontoUnderhandServe(Volleyballtab,pp.13-14) Assessment:Studentswillbeassessedonunderhandserving.Day3Forearm21(Volleyballtab,pp.15-16)

Assessment:Studentswillbeassessedforearmass,overhandpassandunderhandserve.



SpotlightonSkills:VolleyballDay1CooperativeCountdown(Volleyballtab,pp.17-18)

Assessment:Studentswillbeassessedontheirabilitytoconsecutivelybumpavolleyballintheair.

Day2Crossover(Volleyballtab,pp.19-20)Day3ServingChallenges(Volleyballtab,pp.21-22)



110

SpotlightonSkills:VolleyballDay1Mini-Volleyball(Volleyballtab,pp.25-26) Assessment:Studentswillbeassessedontheirperformanceduringagameofvolleyball.Day24-SquareVolleyball(Volleyballtab,pp.27-28)Day3Assessment:PersonalBestDay#2(PersonalBestDaytab,pp.5-6)

111

Unit4–VolleyballEquipment

Week1

EquipmentDay1

Day2

Day3

*4CornersTaskCards "*ChasingandFleeingorWalk,Jog,Run

"

cones " " "foamorsoftvolleyballs " " "musicandplayer " " "spotmarkers "stopwatch " " "*checkselectedcard(s)forequipmentneeds

Week3

EquipmentDay1

Day2

Day3

*ChasingandFleeingorWalk,Jog,Run

"

cones " " "hoops "musicandplayer " " "netorbarrier "spotmarkers " " stopwatch " " "volleyballs " " "*checkselectedcard(s)forequipmentneeds

Week2

EquipmentDay1

Day2

Day3

*ChasingandFleeingorWalk,Jog,Run

"

cones " " "musicandplayer " " "spotmarkers " stopwatch " " "volleyballs " " "*checkselectedcard(s)forequipmentneeds

Week4

EquipmentDay1

Day2

Day3

cones " " "FitnessChallengePromptPages

"

matsorcarpetsquares "musicandplayer " " "MyPersonalBestProgressandGoalsCard

"

pencils "ropes–10foot " " spotmarkers " " "stopwatch " " "volleyballs " " *checkselectedcard(s)forequipmentneeds

112

113

Unit4Volleyball–Week1,Day1Grades5-8

LessonPlanningGuideObjectives:PE.5.RB.1 Engagesinphysicalactivitywithresponsibleinterpersonalbehavior(e.g.,peertopeer,studenttoteacher,

studenttoreferee).PE.8.RB.1 Acceptsresponsibilityforimprovingormaintaininglevelsofphysicalactivityandfitness.

EquipmentChart:



MovingAroundtheTrack–Counting

Laps

4-8 cones formarkingtrack1 stopwatch 1 musicandplayer optional

IntroductiontoForearmPass

1per ball 1per,softvolleytrainerorfoamball

114



Content

Notes

2-3 IntroductoryActivity:(ASAP)• Add-OnScramble(ASAPtab,p.22,chooseoneactivityfromSPARKItUp!)

10 FocusonFitness:MapChallenges• MovingAroundtheTrack-CountingLaps(MapChallengestab,pp.7-8)

15 SpotlightonSkills:Volleyball• IntroductiontoForearmPass(Volleyballtab,pp.5-6)

2-3 Closure:Review–Reviewthebodypositionneededtoperformtheforearmpass.Relate–Explainhowtheforearmpassisanessentialpartofvolleyball.Praise–Affirmthestudentsthathavedemonstratedcorrecttechniqueinpassing.Preview–Nextclasswillbeontossingtheballtoapartnerandbumpingitback.

115


LessonPlanningGuideObjectives:PE.6.MS.7 Strikeswithamatureoverhandpatterninastaticenvironment/closedskillsfornet/wallgames(e.g.,

volleyball,handball,tennis).PE.7.MS.7 Strikeswithamatureoverhandpatterninadynamicenvironmentfornet/wallgames(e.g.,volleyball,tennis).

EquipmentChart:




Minutes

4-8 cones formarkingboundaries1 stopwatch 1 musicandplayer

BumpingBuddies 1per ball 1per2students

116



Content

Notes


10 FocusonFitness:MapChallenges• MovingAroundtheTrack-CountingMinutes(MapChallengestab,pp.9-10)

15 SpotlightonSkills:Volleyball• Demonstratetheskillsneededintossingtheballtoapartnerandbumpingitback.BumpingBuddies(Volleyballtab,pp.7-8)

2-3 Closure:Review–Themovementconceptsofreceivingapassandbumpingtoyourpartner.Relate–Explainhowthetossiscriticaltoskilldevelopment.Praise–Affirmappropriatebehaviorofpartnersthatareworkingtogether.Preview–Nextclasswillfocusonthefundamentalskillsoftheoverheadpass.

117


LessonPlanningGuideObjectives:PE.5.MS.17 Volleysaballusingatwo-handpattern,sendingitupwardtoatarget.PE.8.MS.15 Two-handvolleyswithcontrolinasmall-sidedgame.

EquipmentChart:


Add-OnScramble4 cones forboundaries4 4CornersTaskCards SPARKfamily.org

MovingforTime1 stopwatch misc. ChasingandFleeing

orWalk,Jog,Runreadthe“Ready”sectiontoseewhatequipmentisneeded

IntroductiontoOverheadPass

1per ball 1perstudent

118



Content

Notes


10 FocusonFitness:MapChallenges• MovingforTime(MapChallengestab,pp.11-12)

15 SpotlightonSkills:Volleyball• Toworkontheproperfeetandhandpositioningtoperformtheskilloftheoverheadpass.IntroductiontoOverheadPass(Volleyballtab,pp.9-10)

2-3 Closure:Review–Thecriticalelementsoftheoverheadpass.Relate–Sharehowtheoverheadpassisimportanttocontinuedskilldevelopment.Praise–Affirmpositiveresultsofsetting.Preview–Nextclasswillfocusonsettingtheballtoapartner.

Assessment:AsstudentscompletetheIntroductiontoOverheadPassactivity,evaluatetheirabilitytoperformnotingtheelementscitedonthechart.Score-1-5with5beingexcellentand1beingpoor

OverheadPass(set)

studentnameraisearms

overhead,bendbothelbows

makehandinshapeofball

pointthumbstowardseyes

extendknees,elbowsandwriststowardtarget

119


LessonPlanningGuideObjectives:PE.5.MS.17 Volleysaballusingatwo-handpattern,sendingitupwardtoatarget.PE.6.MS.15 Two-handvolleyswithcontrolinavarietyofpracticetasks.PE.7.MS.15 Two-handvolleyswithcontrolinadynamicenvironment.

EquipmentChart:


QuickDraw3 cones forboundaries1 musicandplayer optional


Laps


SettingPairs 1per ball 1perpairofstudents

120



Content

Notes

2-3 IntroductoryActivity:(ASAP)• QuickDraw(ASAPtab,p.23)


10 FocusonFitness:MapChallenges• MovingAroundtheTrack–CountingLaps(MapChallengestab,pp.7-8)

15 SpotlightonSkills:Volleyball• Workingonbeinginthe“readyposition.”SettingPairs(Volleyballtab,pp.11-12)

2-3 Closure:Review–Thetechniqueandskillofsettingtoapartner.Relate–Shareanactivityinwhichyouneedtoworkwithapartner.Praise–Affirmhowteammatescanworktogether.Preview–Nextclasswillfocusontheunderhandserve.

121



volleyball,handball,tennis).PE.6.MS.16 Performsalegalunderhandservewithcontrolfornet/wallgames(e.g.,badminton,volleyball,pickleball).PE.7.MS.16 Executesconsistently(70%)alegalunderhandservetoapredeterminedtargetfornet/wallgames(e.g.,

badminton,volleyball).PE.8.MS.16 Executesconsistently(70%)alegalunderhandservefordistanceandaccuracyfornet/wallgames(e.g.,

badminton,volleyball).

EquipmentChart:


QuickDraw4 cones forboundaries1 spotmarker 1markerperpair1 volleyball 1perpair


Minutes


IntroductiontoUnderhandServe

4 cones forboundaries1per ball 1perstudent

122



Content

Notes



15 SpotlightonSkills:Volleyball• Instructionincorrecthand,armandfeetpositioningneededinservingtheballunderhanded.IntroductiontoUnderhandServe(Volleyballtab,pp.13-14)

2-3 Closure:Review–Thecorrecttechniqueinperfectingtheunderhandserve.Relate–Theimportanceoftheserveinscoringpointsinvolleyball.Praise–Affirmcorrecttechniqueusedbystudentsinserving.Preview–Nextclasswillfocusforearmbumping.

Assessment:Checkforconsistencyandcourtplacementasstudentsperformtheunderhandserve.Studentscoresaretotaledafter5serves.

UnderhandServe

studentname score

123


LessonPlanningGuideObjectives:PE.8.MS.7 Strikeswithamatureoverhandpatterninamodifiedgamefornet/wallgames(e.g.,volleyball,badminton).PE.8.RB.1 Acceptsresponsibilityforimprovingormaintaininglevelsofphysicalactivityandfitness.

EquipmentChart:





Forearm21 1per ball 1per4students

124



Content

Notes



15 SpotlightonSkills:Volleyball• Demonstratetheskillsneededto“bump”theball21timesinarow.Forearm21(Volleyballtab,p.15)

• Demonstratethe“PassandFollow”techniqueinbumpingtheballtoteammates.Forearm21(Volleyballtab,p.16)

2-3 Closure:Review–Thetechniqueofasuccessfulbumptoapartner.Relate–Shareanactivityillustratingworkingasateam.Praise–Affirmstudentsfordoingsuccessfulconsecutivebumps.Preview–Nextclasswillfocusongroupbumps-sets.

Assessment:Checkforabilitytodemonstratetheforearmpass,overhandpass,andunderhandserve.UsethePerformanceRubrics(SPARKfolioVolleyballtab,whitecard).

125


LessonPlanningGuideObjectives:PE.5.RB.1 Engagesinphysicalactivitywithresponsibleinterpersonalbehavior(e.g.,peertopeer,studenttoteacher,

studenttoreferee).PE.6.RB.1 Exhibitspersonalresponsibilityasparticipantand/orspectatorbyusingappropriateetiquette,demonstrating

respectforfacilities,andexhibitingsafebehaviors.PE.7.RB.1 Exhibitsresponsiblesocialbehaviorsasparticipantand/orspectator,bysupportingclassmates.PE.8.RB.1 Acceptsresponsibilityforimprovingormaintaininglevelsofphysicalactivityandfitness.

EquipmentChart:



MovingAroundtheTrack-Counting

Laps


CooperativeCountdown

1per spotmarker 1per4-5students1per ball 1per4-5students

126



Content

Notes

2-3 IntroductoryActivity:(ASAP)• QuickDraw(ASAPtab,p.23,chooseoneactivityfromSPARKItUp!)


15 SpotlightonSkills:Volleyball• Demonstratethecorrecttechniqueinbumpingandsettinginalargegroup.CooperativeCountdown(Volleyballtab,pp.17-18)

2-3 Closure:Review–Bumping,settingandrotatingtoanewposition.Relate–Workingasateamisbeneficialtoeveryone.Praise–Affirmappropriatebehaviorforcorrecthitstoapartner.Preview–Nextclasswillfocusoncrossoverandservingchallenges.

Assessment:Checkforthenumberofconsecutivebumpseachstudentcanperformwhilebumpingthevolleyballintheair.Studentswillkeeptrackoftheirscoreandreporttotheteacher.

ConsecutiveVolleyballBumps

studentname score

127



facilities.PE.6.RB.5 Acceptsdifferencesamongclassmatesinphysicaldevelopment,maturation,andvaryingskilllevelsby

providingencouragementandpositivefeedback.

EquipmentChart:


QuickDraw24-30 spotmarkers variedcolors/shapes/sizeshelps4 cones forboundaries1 musicandplayer optional

MovingAroundtheTrack-Counting

Minutes


Crossover4 cones per4studentsmisc. spotmarkers tocreateplayingcourts1per ball 1per4students

128



Content

Notes



15 SpotlightonSkills:Volleyball• Instructthestudentsinsetting-passingtheballtoateammateandthenmovetotheothersideofline.Crossover(Volleyballtab,pp.19-20)

• Instructtousehandtechniquetosettheballupandhighenoughtoputovertheheadofteammate.Crossover(Volleyballtab,pp.19-20)

Thumbsandindexfingersmustbein“Diamond”shape.

2-3 Closure:Review–Thecorrectpositioningofhands.Relate–Youmustbeabletoseetheballthroughthe“Diamond.”Praise–Affirmappropriatebehaviorforacorrectset.Preview–Nextclasswillfocusonservingchallenges.

129



volleyball,handball,tennis).PE.6.MS.16 Performsalegalunderhandservewithcontrolfornet/wallgames(e.g.,badminton,volleyball,pickleball).PE.7.MS.16 Executesconsistently(70%)alegalunderhandservetoapredeterminedtargetfornet/wallgames(e.g.,

badminton,volleyball).PE.8.MS.16 Executesconsistently(70%)alegalunderhandservefordistanceandaccuracyfornet/wallgames(e.g.,

badminton,volleyball).

EquipmentChart:





ServingChallenges

4 cones forboundaries1per hoop 1per2students1per ball 1per2students1 netorbarrier

130



Content

Notes



15 SpotlightonSkills:VolleyballServingChallenges:• Instructthestudentsinservingshorttoapartnerandlongertoatarget.(Volleyballtab,pp.21-22)

• Instructthestudentsinservingtoapartneroveranetanddeepinthecourtaspossible.(Volleyballtab,pp.21-22)

Studentsneedtouseaclosedhandandstepintotheirserve.StudentsneedingachallengeinservingcouldbeassignedactivitiesfromServingShower(Volleyballtab,pp.23-24)

2-3 Closure:Review–Correctprocedurefortheunderhandserve.Relate–Usingthecorrecttechniqueisessentialinscoringpoints.Praise–Affirmstudentsforgettingservestoyourpartner.Preview–NextclasswillfocusonMini-Volleyball.

131


LessonPlanningGuideObjectives:PE.5.PA.10 Appliesbasicoffensiveanddefensivestrategiesandtacticsinnet/wallsmall-sidedpracticetasks.PE.6.RB.9 Identifiestherulesandetiquetteforphysicalactivitiesandgames.

EquipmentChart:


Touch1024-30 spotmarkers variedcolors/shapes,sizeshelp4 cones forboundaries musicandplayer optional


Laps

4-8 cones formakingtrack1 stopwatch fortiming musicandplayer optional

Mini-Volleyball1per6 ball 1per6students1per6 10’rope 1per6students2 cones pereachgroup

132



Content

Notes

2-3 IntroductoryActivity:(ASAP)• Touch10(ASAPtab,p.25)


15 SpotlightonSkills:Volleyball• Studentswillworkingroupsof2toparticipateinamodifiedgame.Mini-Volleyball(Volleyballtab,pp.25-26)

• Studentsneedtousealloftheirskillstoserve,bumpandsettheballoveranextendedrope.Mini-Volleyball(Volleyballtab,pp.25-26)

Thevolleyballcourtisshortenandusearopeinsteadofanet.

2-3 Closure:Review–Workonpassingtoateammatebeforehittingoverthenet.Relate–Benefitsofcooperatingwithateammate.Praise–Affirmforusing2-3hitsbeforeputtingtheballoverthenet.Preview–Nextclasswillfocuson4-SquareVolleyball.

Assessment:Usingascaleof1-5with5thehighestscore,rateeachstudentontheirperformanceduringavolleyballgame

VolleyballGame

studentname bumping setting hitting participating serving

133



gameenvironments.PE.7.RB.5 Demonstratescooperationskillsbyestablishingrulesandguidelinesforresolvingconflicts.PE.7.RB.9 Demonstratesknowledgeofrulesandetiquettebyself-officiatingmodifiedphysicalactivitiesandgames.PE.8.RB.5 Respondsappropriatelytoparticipants’ethicalandunethicalbehaviorduringphysicalactivitybyusingrules

andguidelinesforresolvingconflicts.PE.8.RB.10 Independentlyusesequipmentappropriately,andidentifiesspecificsafetyconcernsassociatedwiththe

activity.

EquipmentChart:




Minutes

4-8 cones formarkingboundaries1 stopwatch fortiming musicandplayer optional

4-SquareVolleyball

4per8 spotmarkers forboundaries,4pergroupof8students1per8 ball 1pergroupof82per8 10’ropesor

chalk/rope2pergroupof8

134



Content

Notes


10 FocusonFitness:MapChallenges• MovingAroundTheTrack-CountingMinutes(MapChallengestab,pp.9-10)

15 SpotlightonSkills:Volleyball• Studentswillbeinstructedinusing3hits,bumpingandsettingbeforesendingtheballtoanothersquare.4-SquareVolleyball(Volleyballtab,pp.25-26)

• Studentsneedtoworkontheskillsofcontrollingtheballwithateammate.4-SquareVolleyball(Volleyballtab,pp.25-26)

Thevolleyballcourtisshortenandusearopeinsteadofanet.

2-3 Closure:Review–Goingoverthetechniquesofthebasichits.Relate–Theimportanceofusingall3hitsbeforetheballgooverthenet.Praise–Affirmappropriateteamworkifall3hitsareused.Preview–NextclasswillfocusonskillstestandPersonalBestDay.

135


LessonPlanningGuideObjectives:PE.5.PA.11 Recognizesthetypeofthrow,volley,orstrikingactionneededfordifferentgamesandsportssituations.

PersonalBestDay#2Objectives:PE.5.PF.3 Designsafitnessplantoaddresswaystousephysicalactivitytoenhancefitness.PE.6.PF.5 DefinesrestingheartrateanddescribesitsrelationshiptoaerobicfitnessandtheRatingofPerceivedExertion

(RPE)Scale.PE.6.PF.12 Participatesinavarietyofaerobic-fitnessactivitiesusingtechnology(e.g.,fitnessappsandtrackers).PE.7.PF.12 Designsandimplementsaprogramofremediationinanareaofweaknessbasedontheresultsofhealth-

relatedfitnessassessment.PE.8.PF.5 DefineshowtheRatingofPerceivedExertion(RPE)Scalecanbeusedtoadjustworkoutintensityduring

physicalactivity.PE.6.RB.2 Identifiesandusesappropriatestrategiestoself-reinforcepositivefitnessbehaviors(e.g.,positiveself-talk).PE.7.RB.10 Independentlyusesphysicalactivityandexerciseequipmentappropriatelyandsafely.PE.8.RB.1 Acceptsresponsibilityforimprovingormaintaininglevelsofphysicalactivityandfitness.PE.8.RB.10 Independentlyusesequipmentappropriately,andidentifiesspecificsafetyconcernsassociatedwiththe

activity.

EquipmentChart:



PersonalBestDay#2


forwarm-up


SPARKfamily.org


SPARKfamily.org


ProgressCardandGoals1per2 carpetsquares optional,1per2students

136



Content

Notes

2-3 IntroductoryActivity:• Touch10(ASAPtabp.25)

10 Fitness:MapChallenges• Basicstretchingexercises(SPARKfolioorangecards)

15 SpotlightonSkills:Volleyball• Ifteacherchooses,teststudentsonbasicvolleyballskills• StudentswilldoPersonalBestDay#2(SPARKManualPersonalBestDaytab,p.5)

Skillstobetested:-wallvolleyballset-wallvolleyballbump-volleyballunderhandserve

2-3 Closure:Review–Allmajorskillsusedinvolleyball.Relate–HowPersonalBestdayscanenhancethestudent’spersonalhealth.Praise–Affirmappropriatebehaviorfortryingtodotheirbestatallactivities.Preview–Stuntsandtumblingbetheemphasisofthenextclass.


137

Unit5-StuntsandTumblingGrades5-8

UnitPlanningGuideStuntsandTumblingStuntsareprimarilydesignedtoincreaseabilitiessuchasbalance,coordination,flexibility,agility,andstrength.Withpractice,thestudentswillprogresstosuccessfullyperformingindividualandpartnerstuntsandtumblingroutines.SpiritualConnections-BeingaGoodExampleAlbertEinsteinsaid,“Settinganexampleisnotthemainmeansofinfluencinganother,itistheonlymeans.”Whetherfocusingonindividualstuntsorservingasoneofmanyparticipantsinatumblingroutine,beingapositiveexampleaffectsthosewatching.Settingagoodexampleisnotanattempttochangesomeone,butrather,itisshowingappropriatebehaviorbywordsandactions.ITimothy4:12(NCV).“Donotletanyonetreatyouasifyouareunimportantbecauseyouareyoung.Instead,beanexampletothebelieverswithyourwords,youractions,yourlove,yourfaith,andyourpurelife.”DailyDozenTheobjectinperformingtheDailyDozenactivitiesistoincreaseflexibility,buildstrength,anddevelopaerobiccapacity.UsethematerialwritteninStuntsandTumblingtab,pp.7-8toprovideinformationonhowtoset-upspacefortheactivities.Page9identifiessampleactivitiestouseduringDailyDozen.UtilizingtheyellowcardsfromSPARKfolioStuntsandTumblingtab,providesagreatervarietyofactivitieswithanillustrationandwrittendescriptionforBalanceandStrength,WeightTransfer,JumpingandLandingSkills,andPartnerTricks.

“Gymnasticstaughtmeeverything–lifelessons,responsibility,disciplineandrespect.”ShawnJohnson,gymnastics

138

139

Unit5Outline–StuntsandTumblingGrades5-8


Week1 FocusonFitness:DailyDozen

Day1(StuntsandTumblingtab,pp.7-9;SPARKfolioStuntsandTumblingtab,yellowcards)AerobicMovements–Walk,PowerWalk,HeelWalk,JogBalanceandStrength–T-Stand,EggSit,SuperHero,Rocker

Day2(StuntsandTumblingtab,pp.7-9;SPARKfolioStuntsandTumblingtab,yellowcards)AerobicMovements–Walk,PowerWalk,Tip-ToeWalk,Jog,GallopWeightTransfer–InchWorm,SealWalk,SeatWalk,BearWalk

Day3(StuntsandTumblingtab,pp.7-9;SPARKfolioStuntsandTumblingtab,yellowcards)AerobicMovements–PowerWalk,Tip-ToeWalk,HeelWalk,GallopJumpingandLandingSkills–S-ShapedLandings,Banana,Star,Tuck,Straddle

SpotlightonSkills:StuntsandTumblingDay1DailyDozen(StuntsandTumblingtab,pp.7-8) Pre-Assessment:Studentswillcompleteanassessmenttodeterminetheircurrentunderstandingofstuntsandtumbling.Day2Look,Learn,andLeave(StuntsandTumblingtab,pp.11-12)Day3ThoseTrickyTransitions(StuntsandTumblingtab,pp.13-14)

Week2FocusonFitness:DailyDozen

Day1(StuntsandTumblingtab,pp.7-9;SPARKfolioStuntsandTumblingtab,yellowcards)AerobicMovements–Walk,PowerWalk,HeelWalk,Gallop,Skip,JogBalanceandStrength–SuperHero,Ricker,KneeBalance,V-Sit,EggSit

Day2(StuntsandTumblingtab,pp.7-9;SPARKfolioStuntsandTumblingtab,yellowcards)WeightTransfer–CrabWalk,CrabKickMule,Kick,EggandLogRollPartnerTricks–WringtheDishrag,PartnerHoppng,Twister,SeeSaw

Day3(StuntsandTumblingtab,pp.7-9;SPARKfolioStuntsandTumblingtab,yellowcards)AerobicMovements–Skip,Leap,SideSlide,PowerWalk,Jog,GallopJumpingandLandingSkills–Pike,HeelSlap,HeelClick,180and360Turn

SpotlightonSkills:StuntsandTumblingDay1StuntStoriesandTumblingTales(StuntandTumblingtab,pp.15-16)Day2WeightTransfer:ForwardRoll,BackwardRoll(SPARKfolioStuntsandTumblingtab,yellowcards)Day3JumpingandLanding:Straddle;WeightTransfer:Cartwheel(SPARKfolioStuntsandTumblingtab,yellowcards) Assessment:Studentswillbeassessedontheirabilitytoperformacartwheelcorrectly.

Week3 FocusonFitness:DailyDozen

Day1(StuntsandTumblingtab,pp.7-9;SPARKfolioStuntsandTumblingtab,yellowcards)AerobicMovements–March-SkipMarcn,Leap,HeelWalk,GallopBalanceandStrength–T-Stand,Rocker,FrotScale,V-Sit,KneeScale

140

Day2(StuntsandTumblingtab,pp.7-9;SPARKfolioStuntsandTumblingtab,yellowcards)AerobicMovements–Leap,Skip,Walk,PowerWalk,GallopJogPartnerTricks–BacktoBackGet-Up,PartnerPush-Up,Twister

Day3(StuntsandTumblingtab,pp.7-9;SPARKfolioStuntsandTumblingtab,yellowcards)AerobicMovements–Gallop,HeelWalk,PowerWalk,Skip,jogBalanceandStrength–T-Stand,Stork,FrontScale,Rocker,V-Sit

SpotlightonSkills:StuntsandTumblingDay1BalanceandStrength:Tip-Up,TripodandHeadstand(SPARKfolioStuntsandTumblingtab,yellowcards)Day2PartnerTricks:PartnerLegPush-UpandReverseWheelbarrow(SPARKfolioStuntsandTumblingtab,yellowcards)Day3PartnerTricks:TableandHorizontalStand(SPARKfolioStuntsandTumblingtab,yellowcards)Assessment:Studentswillwrite2-3sentencesshowingtheirunderstandingofusingTableandHorizontalStandinaroutine.

Week4FocusonFitness:DailyDozen

Day1(StuntsandTumblingtab,pp.7-9;SPARKfolioStuntsandTumblingtab,yellowcards)AerobicMovements–Walk,PowerWalk,HeelWalk,Gallop,JogWeightTransfer–MuleKick,SeatSpin,EggRoll,LogRoll,SealWalk

Day2(StuntsandTumblingtab,pp.7-9;SPARKfolioStuntsandTumblingtab,yellowcards)AerobicMovements–Walk,Tip-ToeWalk,Skip,Gallop,Jog,RunWeightTransfer–Inchworm,BearWalk,SeatWalk,SealWalk,EggRoll

Day3(StuntsandTumblingtab,pp.7-9;SPARKfolioStuntsandTumblingtab,yellowcards)AerobicMovements–Skip,SideSlide,March-SkipMarch,Jog,RunBalanceandStrength–TurkStand,Push-Up,ShoulderStand,Rocker

SpotlightonSkills:StuntsandTumblingDay1PartnerTricks:PartnerForwardRollsandPiggyback(SPARKfolioStuntsandTumblingtab,yellowcards)Day2PartnerStuntsandTumblingRoutine(StuntsandTumblingtab,pp.17-20)Assessment:Studentswillbeassessedontheircreativeroutineperformance–eitherwithapartnerorinagroup.Day3Assessment:StudentswillassesstheirskillscompletingtheStuntsandTumblingSelf-Checkform(SPARKfolioStuntsandTumblingtab).

141

Unit5–StuntsandTumblingEquipment

Week1

EquipmentDay1

Day2

Day3

cones " " "directionalarrows " " "matsorcarpetsquares " " "musicandplayer " " "spotmarkers " " "StuntsandTumblingSkillCards

" "

Week3

EquipmentDay1

Day2

Day3

cones " " "directionalarrows " " "matsorcarpetsquares " " "musicandplayer " " "

Week2

EquipmentDay1

Day2

Day3

directionalarrows " " "FlexibilitySkillCards " " "matsorcarpetsquares " " "StuntsandTumblingSkillCards

"

Week4

EquipmentDay1

Day2

Day3

cones " " "directionalarrows " " "matsorcarpetsquares " " "musicandplayer " " "

142

143

Unit5StuntsandTumbling–Week1,Day1Grades5-8

LessonPlanningGuideObjectives:PE.5RB.6 Accepts,recognizes,andactivelyinvolvesotherswithbothhigherandlowerskillabilitiesintophysical

activitiesandgroupprojects.

EquipmentChart:


Touch1024-30 spotmarkers variedcolors/shapes/sizeshelps4 cones forboundaries1 musicandplayer optional

DailyDozen8 matsorcarpetsquares 1perstudent8 directionalarrows

StuntsandTumbling 1per mats asneeded

144



Content

Notes

2-3 IntroductoryActivity:(ASAP)• Touch10(ASAPtab,p.26,chooseoneactivityfromSPARKITUp!)

10 FocusonFitness:DailyDozen(StuntsandTumblingtab,pp.7-9;alsochooseyellowcardsfromSPARKfolioStuntsandTumblingtab)possiblechoicescouldinclude:• AerobicMovements:Walk,PowerWalk,HeelWalk,Jog;• BalanceandStrength:T-Stand,EggSit,SuperHero,Rocker

15 SpotlightonSkills:StuntsandTumbling(StuntsandTumblingtab,pp.7-8)• IntroducetheDailyDozenActivity• Instructthestudentonflexibility,strengthbuilding,andaerobiccapacity

2-3 Closure:Review–Reviewtheflexibility,strengthandaerobicfitnessskills.Relate–Explainhowallthreeoftheseconceptshelpintumbling.Praise–Affirmthestudentsthatworkonthesethreefitnessconcepts.Preview–Nextclasswillfocuspartnerstuntsandtumblingskills.

Pre-assessment:AdministertheStuntandTumblingSelf-Check(SPARKfolioStuntsandTumblingtab)asapre-assessmentpriortothestudentsparticipatingintheactivitiesinthisunit.StudentswilltakethisSelf-Checkagainattheendoftheunittoindicateareasofgrowth.

145


LessonPlanningGuideObjectives:PE.5.MS.4 Combinesjumpingandlandingpatternswithlocomotorandmanipulativeskillsingymnasticsandsmall-sided


EquipmentChart:




Look,Learn,andLeave

8 matsorcarpetsquares asneeded8 directionalarrows 16-24 StuntsandTumbling

SkillCardsSparkfamily.org

16-24 cones

146



Content

Notes

2-3 IntroductoryActivity:ASAP• Touch10(ASAPtab,p.26,chooseoneactivityfromSPARKItUp!)

10 FocusonFitness:DailyDozen(StuntsandTumblingtab,pp.7-9;alsochooseyellowcardsfromSPARKfolioStuntsandTumblingtab)possiblechoicescouldinclude:• AerobicMovements:Walk,Powerwalk,Tip-ToeWalk,Jog,Gallop• WeightTransfer:InchWorm,SealWalk,SeatWalk,BearWalk

15 SpotlightonSkills:StuntsandTumbling(StuntsandTumblingtab,pp.11-12)• Partnerstuntsandtumblingskills• Instructstudentsontheproperfromintumbling• DemonstratetheLook,Learn,andLeavedrill

2-3 Closure:Review–Themovementconceptsneededtodopropertumbling.Relate–Explainhowtumblingskillsenablestudentstodomoreadvancegymnastics.Praise–Affirmappropriateskillsintumbling.Preview–Thenextactivitywillbeoncombiningskillsandstuntstoperformthem.

147


LessonPlanningGuideObjectives:PE.5.MS.5 Combinesbalanceandtransferringweightingymnasticssequence.

EquipmentChart:




ThoseTrickyTransitions

8-12 mats 8-12 cones 2per StuntsandTumbling

SkillCardsSPARKfamily.org/2permat

148



Content

Notes

2-3 IntroductoryActivity:(ASAP)• Touch10(ASAPtabp.26,chooseoneactivityfromSPARKItUp!)

10 FocusonFitness:DailyDozen(StuntsandTumblingtab,pp.7-9;alsochooseyellowcardsfromSPARKfolioStuntsandTumblingtab)possiblechoicescouldinclude:• AerobicMovements:PowerWalk,Tip-ToeWalk,HeelWalk,Gallop

• JumpingandLandingSkills:S-ShapedLandings,Banana,Star,Tuck,Straddle

15 SpotlightonSkills:StuntsandTumbling(StuntsandTumblingtab,pp.13-14)• Demonstrateoncombiningtumblingskillsandstuntsinasmoothsequence.

• IntroduceTrickyTransitions

2-3 Closure:Review–Thecorrecttechniqueandformincombiningtumblingskills.Relate–Howtransitionshelpyoumovefromoneskilltoanother.Praise–Affirmstudentsforperformingcorrecttumblingskills.Preview–Nextclasswillfocusondoingmini-routines.

149



gameenvironments.

EquipmentChart:


StretchYourBody FlexibilitySkillCards SPARKfamily.orgFitnessCircuitUnit/optional


StuntStoriesandTumblingTales

8-12 mats 8-12matsor1carpetsquareperstudentmisc. StuntsandTumbling

SkillCardsSPARKfamily.org/Readthe“Ready:sectiontoseewhatequipmentisneeded

150



Content

Notes

2-3 IntroductoryActivity:(ASAP)• StretchYourBody(ASAPtab,pp.27-28)


10 FocusonFitness:DailyDozen(StuntsandTumblingtab,pp.7-9;alsochooseyellowcardsfromSPARKfolioStuntsandTumblingtab)possiblechoicescouldinclude:• AerobicMovements:Walk,PowerWalk,HeelWalk,Gallop,Skip,Jog

• BalanceandStrength:SuperHero,Rocker,KneeBalance,V-Sit,EggSit

15 SpotlightonSkills:StuntsandTumbling(StuntsandTumblingtab,pp.15-16)• Instructiononthefiveskillsneededtoperformamini-routineusingStuntStoriesandTumblingTales

2-3 Closure:Review–Thecriticalelementsofperformingaminiroutine.Relate–Sharehowthisactivitycanleadtodoingafullroutine.Praise–Affirmstudentsthatdoallfiveskillsaswellastheycan.Preview–Nextclasswillfocusonbasicrollingskills.

151



gameenvironments.PE.5.MS.7 Combinesactions,balancesandweighttransferstocreateagymnasticsequencewithapartneron

equipment.PE.6.RB.3 Demonstratesself-responsibilitybyimplementingspecificcorrectivefeedbacktoimproveperformance.

EquipmentChart:


StretchYourBody FlexibilitySkillCards SPARKfamily.orgFitnessCircuitUnit/optional


ForwardRollandBackwardRoll

1per mats asneeded

152



Content

Notes


10 FocusonFitness:DailyDozen(StuntsandTumblingtab,pp.7-9;alsochooseyellowcardsfromSPARKfolioStuntsandTumblingtab)possiblechoicescouldinclude:• WeightTransfer:CrabWalk,CrabKick,MuleKick,EggandLogRoll;• PartnerTricks:WringtheDishRag,PartnerHopping,Twister,SeeSaw

15 SpotlightonSkills:StuntsandTumbling(SPARKfolioStuntsandTumblingtabs,yellowcards)• DemonstratethepropertechniqueinForwardRollandBackwardRoll

2-3 Closure:Review–Thecriticalelementsofforwardandbackwardrolls.Relate–Sharehowthesetworollssharesimilarskills.Praise–Affirmstudentsthatusethecorrecttechniquesofrolling.Preview–Nextclasswillfocusonthefundamentalmotorskillsofcartwheelandstraddle.

153


LessonPlanningGuideObjectives:PE.5.MS.7 Combinesactions,balancesandweighttransferstocreateagymnasticsequencewithapartneron

equipment.

EquipmentChart:


StretchYourBody FlexibilitySkillCards optionalSPARKfamily.orgFitnessCircuitUnit


StraddleandCartwheel

1per mats asneeded

154



Content

Notes


10

FocusonFitness:DailyDozen(StuntsandTumblingtab,pp.7-9;alsochooseyellowcardsfromSPARKfolioStuntsandTumblingtab)possiblechoicescouldinclude:• AerobicMovements:Skip,Leap,SideSlide,PowerWalk,Jog,Gallop

• JumpingandLanding:Pike,HeelSlap,HeelClick,180and360Turns

15 SpotlightonSkills:StuntsandTumbling(SPARKfolioStuntsandTumblingtab,yellowcards)• InstructiononthecorrectskillsusedindoingtheStraddleandCartwheel

2-3 Closure:Review–Thecriticalskillsneededfordoingthecartwheelandstraddle.Relate–Sharehowthesetwoskillscanbeusedinotherroutines.Praise–Affirmappropriateskillsusedindoingtheseskills.Preview–Nextclasswillfocusontip-up,tripodandheadstand.

Assessment:Observestudentsperformingcartwheels3times.Recordtheirbestscore.Scoring– 2=performstaskcorrectly 1=usuallyperformstaskcorrectly 0=performstaskincorrectly

Cartwheels

studentname score

155


LessonPlanningGuideObjectives:PE.5.PA.2 Combinesmovementconceptswithskillsinsmall-sidedpracticetasksingameenvironmentsandgymnastics

withselfdirection.PE.8.PA.13 Describesandappliesmechanicaladvantage(s)foravarietyofmovementpatterns.

EquipmentChart:


Mingle-Mingle4 cones forboundaries1 musicandplayer optional


Tip-Up,TripodandHeadstand

1per mats asneeded

156



Content

Notes

2-3 IntroductoryActivity:(ASAP)• Mingle,Mingle(ASAPtab,p.7)

10 FocusonFitness:DailyDozen(StuntsandTumblingtab,pp.7-9;alsochooseyellowcardsfromSPARKfolioStuntsandTumblingtab)possiblechoicescouldinclude:• AerobicMovements:March-SkipMarch,Leap,HeelWalk,Gallop• BalanceandStrength:T-Stand,Rocker,FrontScale,V-Sit,KneeScale

15 SpotlightonSkills:Stuntsandtumbling(SPARKfolioStuntsandTumblingtab,yellowcards)• InstructionontheskillsneededfortheTip-Up,TripodandHeadstand

2-3 Closure:Review–Theskillsneededtodoallthreeactivities.Relate–Howalltheseskillsflowfromonetoanother.Praise–Affirmstudentsthatareabletocoordinateallthreeskills.Preview–Nextclasswillfocusonpartnerstunts.

157


LessonPlanningGuideObjectives:PE.6.PA.14 Appliesstrategiesofforceduringgymnasticactivities.PE.7.PA.14 IdentifiesandappliesNewton’slawsofmotiontovariousmovementactivities.PE.8.PA.13 Describesandappliesmechanicaladvantage(s)foravarietyofmovementpatterns.

EquipmentChart:




PartnerLegPush-UpandReverseWheelbarrow

1per mats asneeded

158



Content

Notes


10 FocusonFitness:DailyDozen(StuntsandTumblingtab,pp.7-9;alsochooseyellowcardsfromSPARKfolioStuntsandTumblingtab)possiblechoicescouldinclude:• AerobicMovements:Leap,Skip,Walk,PowerWalk,Gallop,Jog• PartnerTricks:BacktoBackGetUp-Stand,PartnerPush-Up,Twister

15 SpotlightonSkills:StuntsandTumbling(SPARKfolioStuntsandTumblingtab,yellowcards)• InstructionontheskillsneededforPartnerLegPush-UpandReverseWheelbarrow

2-3 Closure:Review–Howstudentsneedtoworktogetherasateam.Relate–Theskillsusedinthisactivityconnectswiththefitnesswork.Praise–Affirmstudentsworkingasateam.Preview–Nextclasswillfocusonmorepartneractivities.

159


LessonPlanningGuideObjectives:PE.7.PA.14 IdentifiesandappliesNewton’slawsofmotiontovariousmovementactivities.PE.8.PA.13 Describesandappliesmechanicaladvantage(s)foravarietyofmovementpatterns.

EquipmentChart:




TableandHorizontalStand

1per mats asneeded

160



Content

Notes


10

FocusonFitness:DailyDozen(StuntsandTumblingtab,pp.7-9;al)ochooseyellowcardsfromSPARKfolioStuntsandTumblingtab;possiblechoicescouldinclude:• AerobicMovements:Gallop,HeelWalk,PowerWalk,Skip,Jog• BalanceandStrength:T-Stand,Stork,FrontScale,Rocker,V-Sit

15 SpotlightonSkills:StuntsandTumbling(SPARKfolioStuntsandTumblingtab,yellowcards)• InstructionontheskillstodotheTableandHorizontalStand

2-3 Closure:Review–Theskillsneededtoperformthetwoactivities.Relate–Theseskillshelpwithdevelopmentoftumblingskills.Praise–Affirmthestudentsfordoingcorrectskills.Preview–Nextclasswillfocusonpartnerforwardrollsandpiggyback.

Assessment:Assignstudentstowrite2-3sentencestoshowtheirunderstandingofusingTableandHorizontalStandinaroutine.Givethemparticipationpointsbasedontheirassignment.

161


LessonPlanningGuideObjectives:PE.7.PA.14 IdentifiesandappliesNewton’slawsofmotiontovariousmovementactivities.PE.7.PF.5 Describeshowmusclespullonbonestocreatemovementinpairsbyrelaxingandcontracting.PE.7.PF.10 Participatesinavarietyofstrength-andendurance-fitnessactivities(e.g.,weighttraining,body-weight

training,resistancetraining)atleastthreetimesaweek.

EquipmentChart:




PartnerForwardRollsandPiggyback

1per mats asneeded

162



Content

Notes


10 FocusonFitness:DailyDozen(StuntsandTumblingtab,pp.7-9;alsochooseyellowcardsfromSPARKfolioStuntsandTumblingtab)possiblechoicescouldinclude:• AerobicMovements:Walk,PowerWalk,HeelWalk,Gallop,Jog• WeightTransfer:MuleKick,SeatSpin,EggRoll,SealWalk

15 SpotlightonSkills:StuntsandTumbling(SPARKfolioStuntsandTumblingtab,yellowcard)• InstructiononthemotorskillsneededtodothePartnerForwardRollsandPiggyback

2-3 Closure:Review–Thecorrecthandandlegpositioningneededforthisstunt.Relate–Thenecessityofrelyingonyourpartnertohelpyou.Praise–Affirmteamworkexhibitedbythetwostudentsworkingtogether.Preview–Nextclasswillfocusonpartnerstunthuntandcreatingaroutine.

163


LessonPlanningGuideObjectives:PE.5.PA.5 Analyzesmovementsituationsandappliesmovementconcepts(e.g.,force,direction,speed,pathways)in

small-sidedpracticetasksingameenvironmentsandgymnastics.

EquipmentChart:




PartnerStuntsandcreatingaTumbling

Routine

1per mats asneeded

164



Content

Notes

2-3 IntroductoryActivity:(ASAP)• PerimeterMove(ASAPtab,p.5)

10 FocusonFitness:DailyDozen(StuntsandTumblingtab,pp.7-9;alsochooseyellowcardsfromSPARKfolioStuntsandTumblingtab)possiblechoicescouldinclude:• AerobicMovements:Walk,Tip-ToeWalk,Skip,Gallop,Jog,Run• WeightTransfer:Inchworm,BearWalk,SeatWalk,SealWalk,EggRoll

15 SpotlightonSkills:StuntsandTumbling(StuntsandTumblingtab,pp.17-20)• InstructiononmasteringavarietyofPartnerStuntsandcreatingaTumblingRoutine

2-3 Closure:Review–Majorskillsneededfordoingatumblingroutine.Relate–Alltheskillspracticedinthisunitenablesastudenttodoasuccessfultumblingroutine.Praise–Affirmallthehardworkthestudentshavedoneinthisunit.Preview–Nextclasswillfocusonassessingalltumblingskills.

Assessment:Afterpracticingacreativeroutine,evaluatestudentsusingtheStuntsandTumblingPerformanceRubric(SPARKfolioStuntsandTumblingtab,whitecard).

165


LessonPlanningGuideObjectives:PE.6.RB.5 Acceptsdifferencesamongclassmatesinphysicaldevelopment,maturation,andvaryingskilllevelsby

providingencouragementandpositivefeedback.PE.8.RB.10 Independentlyusesequipmentappropriately,andidentifiesspecificsafetyconcernsassociatedwiththe

activity.

EquipmentChart:




Assessment 1per mats asneeded

166



Content

Notes


10 FocusonFitness:DailyDozen(StuntsandTumblingtab,pp.7-9;alsochooseyellowcardsfromSPARKfolioStuntsandTumblingtab)possiblechoicescouldinclude:• AerobicMovements:Skip,SideSlide,March-SkipMarch,Jog,Run

• BalanceandStrength:TurkStand,Push-Up,ShoulderStand,Rocker

15 SpotlightonSkills:StuntsandTumbling(SPARKfolioStuntsandTumblingtab,StuntsandTumblingSelf-Checkform)• StudentswillbetestedandassessedonalltheStuntsandTumblingskillstheyhavebeenworkingoninthisunit.

2-3 Closure:Review–Howthestudentsdidontheskillstheyarebeingtestedon.Relate–Performingalltheseskillswhichhelpthemwithgymnastics.Praise–Affirmthestudentsthatworkedhardonalltheskills.Preview–Nextclasswillfocusonintroductionofbasketball.

Assessment:StudentswillcompletetheStuntsandTumblingSelf-Check(SPARKfolioStuntsandTumblingtab)andcomparetheirskillswiththeirpre-assessment,lookingforareasofgrowth.

167

Unit6-BasketballGrades5-8

UnitPlanningGuideBasketballStudentswillbegivenmanyopportunitiestopracticebasketballskillssuchasdribbling,shooting,passing,pivotingandeventuallyamini-basketballgame.Chooseactivitiesbasedontheskilllevelofmostofyourstudents.Duringthelessons,accesstheircomfort,interest,andabilitytoperformtheactivityandadjustasneeded.Ifanactivityistoodifficult,decreasethevariables,simplify,andslowdown.UtilizetheactivitiesinSPARKItUp!ifmorerigorisneeded.SpiritualConnections-PracticeThegameofbasketballrequiresskillsthatmustbepracticedrepeatedly,anditiswithtimeandeffortthattheseskillscanbecomeautomatic.Inthesamemanner,ittaketimeandpracticeinone’sspirituallifetoskillfullytravelthroughlife.Philippians1:6(NLT).“AndIamcertainthatGod,whobeganthegoodworkwithinyou,willcontinuehisworkuntilitisfinallyfinishedonthedaywhenChristJesusreturns.”PersonalBestDaysThePersonalBestDaysaredesignedforstudentstorepeatthesamethreefitnesstestsfivetimesoverthecourseoftheyear.Thegoalisthatstudentswillimproveintheirpersonalfitnessastheyparticipateinfitnessactivitiesandskilldevelopmentinphysicaleducation.Thethreefitnesstestsare:Push-upChallenge,Curl-upChallenge,and9-MinuteRunChallenge.Itisimportanttomakesurethatthefitnesstestsareconsistentlyassessedeachtime.NoticethattestingPersonalBestDaysispartofthelessonplanforthisunit,week4,andday3.TheSPARK3-6Manual(notebook)providesadescriptionoftheequipmentneededandalessonplanonhowtoorganizeandadministerthePersonalBestDay.TheSPARKfolioboxcontainsthechallengecardsthatprovideadescriptionofthefitnesstestandanillustrationofcorrectform.TheSPARKfolioboxalsoprovidestwodifferentfitnesstestassessmentsheets.FirstisthePersonalBestDayClassDataSheetwhichtheteachercanusetorecordallofthestudentindividualdata.ThesecondsheetisthePersonalBestDayProgressandGoalCardthatistobeusedbyeachindividualstudenttocharttheirprogressandgoals.Makecopiesoftheseformsasthereisonlyoneoriginalcopyofeachprovidedinthebox.

“I’vemissedmorethan9000shotsinmycareer.I’velostalmost300games.26timesI’vebeentrustedtotakethegamewinningshotandmissed.I’vefailedoverandoverandoveragaininmylife.AndthatiswhyIsucceed.”

MichaelJordan,basketball

168

169

Unit6Outline-BasketballGrades5-8


Week1FocusonFitness:MovementBands

Day1IntroductiontoMovementBands(MovementBandtab,pp.5-6)Day2MovementBandCircuit–IndividualTricks(MovementBandtab,pp.7-8)Day3Add-On(MovementBandtab,pp.9-10)

SpotlightonSkills:BasketballDay1BallHandlingDrillsandDribbling(Basketballtab,pp.5-8)Assessment:Studentswillbeassessedondribblingskills.Day2PivotingDrills(Basketballtab,pp.9-10)Assessment:Studentswillbeassessedontheiruseofproperformwhenpivoting.Day3PassingDrillsandGridPassing(Basketballtab,pp.11-12;15-16)Assessment:Studentswillbeassessedontheirabilitytopassaballwithcorrectform.


Day1LuckyGuess–IndividualTricks(MovementBandtab,pp.11-12)Day2MovementBandCircuit–GroupTricks(MovementBandtab,pp.13-14)Day3LuckyGuess–GroupTricks(MovementBandtab,pp.15-16)

SpotlightonSkills:BasketballDay1ShootingDrills(Basketballtab,pp.13-14)Assessment:Studentswillbeassessedonpropershootingtechnique.Day2PassandFollow(Basketballtab,pp.17-18)Day3KeepAway(2on1)(Basketballtab,pp.21-22)Assessment:StudentswillbeassessedontheirabilitytopassaballwithcorrectformandstriveforimprovementsinceWeek1,Day3.


Day1CreateaRoutine(MovementBandtab,pp.17-18)Day2MovementBandCircuit–IndividualTricks(MovementBandtab,pp.7-8)Day3Add-On(MovementBandtab,pp.9-10)

SpotlightonSkills:BasketballDay13–CatchBasketball(Basketballtab,pp.23-24)Assessment:Studentswillbeassessedinpassingandpivotingskillsandstrategies.Day2S–P–A–R-K(Basketballtab,pp.25-26)Assessment:Studentswillbeassessedontheirabilitytoshootsuccessfulbaskets.Day3Add‘EmUp(Basketballtab,pp.27-28)Assessment:Studentswillbeassessedontheirshootingtechniques.


Day1LuckyGuess–IndividualTricks(MovementBandtab,pp.11-12)

170

Day2MovementBandCircuit–GroupTricks(MovementBandtab,pp.13-14)Day3LuckyGuess–GroupTricks(MovementBandtab,pp.15-16)

SpotlightonSkills:BasketballDay1AroundtheCourt(Basketballtab,pp.29-30)Assessment:StudentswillassessthemselvesusingtheBasketballSelf-Checkcard(SPARKfolioBasketballtab)Day2Mini–Basketball(Basketballtab,pp.31-32)Assessment:Studentswillbeassessedontheirperformanceduringagameofbasketball.Day3Assessment:PersonalBestDay#3(PersonalBestDaytab,pp.5-6)

171

Unit6–BasketballEquipment

Week1

EquipmentDay1

Day2

Day3

balls " " "cones " " "*MovementBandSkillCards–IndividualTricks

" " "

movementbands " " "musicandplayer " " "spotmarkers "*checkselectedcard(s)forequipmentneeds

Week3

EquipmentDay1

Day2

Day3

4CornersTaskCards " " "balls " " "cones " " "CreateaRoutineTaskCard " *MovementBandSkillCards–IndividualTricks

" " "

movementbands " " "musicandplayer " " "pencils " pinnies " spotmarkers " " *checkselectedcard(s)forequipmentneeds

Week2

EquipmentDay1

Day2

Day3

4CornersTaskCards " " "balls " " "cones " " "hoops " *MovementBandSkillCards–GroupTricks

" "

*MovementBandSkillCards–IndividualTricks

"

movementbands " " "spotmarkers " "*checkselectedcard(s)forequipmentneeds

Week4

EquipmentDay1

Day2

Day3

balls " basketball " carpetsquares "cones " " "FitnessChallengePromptPages

"

hoops " *MovementBandSkillCards–GroupTricks

"

*MovementBandSkillCards–IndividualTricks

" "

movementbands " " "musicandplayer " " "MyPersonalBestProgressandGoalsCard

"

pencils "pinnies " spotmarkers " stopwatch "*checkselectedcard(s)forequipmentneeds

172

173

Unit6Basketball–Week1,Day1Grades5-8

LessonPlanningGuideObjectives:PE.5.MS.13 Combineshandandfootdribblingwithotherskillsduringone-on-onepracticetasks.PE.5.MS.15 Dribbleswithhandsorfeetwithmaturepatternsinavarietyofsmall-sidedgameforms.PE.6.MS.6 Dribbleswithdominanthandusingachangeofspeedanddirectioninavarietyofpracticetasks.PE.7.MS.6 Dribbleswithdominant/nondominanthandsusingachangeofspeedanddirectioninavarietyofpractice

tasks.PE.8.MS.6 Dribbleswithdominantandnondominanthandsusingachangeofspeedanddirectioninsmall-sidedgame

play.

EquipmentChart:



IntroductiontoMovementBands

1per3-4 movementbands 1pairper3-4studentsmisc. MovementBand

SkillCards–IndividualTricks

SPARKfamily.org/Readthe“Ready”sectiontoseewhatequipmentisneeded

1per3 musicandplayerorrhythmsticks

1pairper3studentsoptional

Ball-HandlingDrills1per ball 1perstudent4 cones forboundaries

DribblingDrills1per ball 1perstudent4 cones forboundaries

174



Content

Notes

2-3 IntroductoryActivity:(ASAP)• PerimeterMove(ASAPtab,p.6,chooseoneactivityfromSPARKItUp!)

10 FocusonFitness:Movementbands• IntroductiontoMovementBands(MovementBandtab,pp.5-6)

15 SpotlightonSkills:Basketball• Introductiontoballhandlinganddribblingskillsbyplaying“Ball-HandlingDrills”and“DribblingDrills”(Basketballtab,pp.5-8)

*Keepyourheadupanddonotlookattheball.*7th-8thgradeneedtodefendtheplayerwiththeball.

2-3 Closure:Review–Themovementconceptshandlinganddribblingabasketball.Relate–Theimportanceofmaintainingcontrolofball.Praise–Affirmappropriateballhandlingskills.Preview–Nextclasswillfocuspivotingwithabasketball.

Assessment:Observestudentsdribbletheballinafigure8-shapefor30seconds.Checkforpropertechnique.

3points–gotit 2points–almost,notthereyet 1point–needsimprovementwithpractice

Figure8Dribble

studentname score

175


LessonPlanningGuideObjectives:PE.7.RB.5 Demonstratescooperationskillsbyestablishingrulesandguidelinesforresolvingconflicts.PE.8.RB.5 Respondsappropriatelytoparticipants’ethicalandunethicalbehaviorduringphysicalactivitybyusingrules

andguidelinesforresolvingconflicts.

EquipmentChart:



MovementBandCircuit–Individual

Tricks






PivotingDrills1per ball 1ballperstudent4 cones forboundaries

176



Content

Notes


10 FocusonFitness:MovementBands• MovementBandCircuit–IndividualTricks(MovementBandtab,pp.7-8)

15 SpotlightonSkills:Basketball• Instructthestudentsontheimportanceofpivotingwithyourfeetbyplaying“PivotingDrills”(Basketballtab,pp.9-10)

2-3 Closure:Review–Themovementconceptsofpivotingandrotatingonyourfeet.Relate–Explainhowthisskillhelpsinthefundamentalsofbasketball.Praise–Affirmappropriatepivotingtechniquedonebystudents.Preview–Nextclasswillfocusonthefundamentalsofpassing.

Assessment:Checkforproperformasstudentscatchandpivot10timeswiththeleftfootandthen10timeswiththerightfoot.


Pivoting

studentname Pivotwithleftfoot Pivotwithrightfoot

177


LessonPlanningGuideObjectives:PE.6.MS.12 Passesandreceiveswithhandsincombinationwithlocomotorpatternsofrunningandchangeofdirection

andspeedwithcompetencyinmodifiedinvasiongames(e.g.,basketball,flagfootball,speedball,teamhandball).

PE.7.MS.1 Throwswithamaturepatternfordistanceorpowerappropriatetotheactivityinadynamicenvironment.PE.7.MS.2 Throws,whilemoving,aleadingpasstoamovingreceiver.PE.8.MS.1 Throwswithamaturepatternfordistanceorpowerappropriatetotheactivityduringsmall-sidedgameplay.PE.8.MS.2 Throwsaleadpasstoamovingpartneroffadribbleorpass.

EquipmentChart:



Add-On






PassingDrills 1per ball 1per2students

GridPassing1per ball 1per3-5students1per spotmarker 1perstudents

178



Content

Notes


10 FocusonFitness:MovementBands• Add-On(MovementBandtab,pp.9-10)

15 SpotlightonSkills:Basketball• IntroductionofPassingDrillsanddoingGridPassing(Basketballtab,pp.11-12;15-16)

2-3 Closure:Review–Thecriticalskillsneededinpassingabasketball.Relate–Sharethatpassingisanimportantpartofteambasketball.Praise–Affirmthecorrectforminpassingthebasketball.Preview–Nextclasswillfocusonthefundamentalmotorskillsofshootingabasketball.

PeerAssessment:forbounceandchestpass,notingthenumberofcorrectbouncepassesandchestheightpassesthatareperformedoutof10times;thennotingthecorrectmovingtargetpassesoutof5times

Passing

studentnameBouncePass

scoreChestPass

score

MovingTargetPassscore

179


LessonPlanningGuideObjectives:PE.5.MS.2 Combinestravelingwithmanipulativeskillsforexecutiontoatarget(e.g.,scoringinsoccer,hockey,

basketball).PE.7.PA.6 Dribbleswithdominant/nondominanthandsusingachangeofspeedanddirectioninavarietyofpractice

tasks.

EquipmentChart:




LuckyGuess–IndividualTricks

1pairper movementbands 1pairper3-4studentsmisc. MovementBand



ShootingDrills1perpair ball 1perpair1perpair hoop 1perpair

180



Content

Notes

2-3 IntroductoryActivity:(ASAP)• 4Corners(ASAPtab,p.9)


10 FocusonFitness:MovementBands• LuckyGuess–IndividualTricks(MovementBandtab,pp.11-12)

15 SpotlightonSkill:Basketball• InstructthestudentsonthepropershootingtechniqueofabasketballthroughShootingDrills(Basketballtab,pp.13-14)

2-3 Closure:Review–ThecriticalskillsofabasketballshotRelate–SharetheimportanceofaproperformofshootingaballPraise–AffirmappropriatetechniqueusedbyastudentPreview–Nextclasswillfocusonthefundamentalsofpassingandfollowingthepass

Assessment:CheckforpropershootingtechniquewhenpracticingShootingDrills.


ShootingTechnique

studentname score

181




PE.5.PA.3 Appliesmovementconceptstostrategyingamesituations.

EquipmentChart:




MovementBandCircuit–Group

Tricks

2per8 movementbands 2pergroupof8studentsmisc. MovementBand

SkillCards–GroupTricks

SPARKfamily.org/readthe“Ready”sectiontoseewhatequipmentisneeded;for5stations

5 cones for5stations

PassAndFollow1per4-5 ball 1per4-5students2per4-5 spotmarkers 2per4-5students

182



Content

Notes



10 FocusonFitness:MovementBands• MovementBandCircuit–GroupTricks(MovementBandtab,pp.13-14)

15 SpotlightonSkill:Basketball• Instructthestudentsonthepropershootingtechniqueofabasketball,PassandFollow(Basketballtab,pp.17-18)

2-3 Closure:Review–ThecriticalskillsofabasketballshotRelate–SharetheimportanceofaproperformofshootingaballPraise–AffirmappropriatetechniqueusedbyastudentPreview–Nextclasswillfocusonthefundamentalsofpassingandfollowingthepass

183


LessonPlanningGuideObjectives:PE.5.MS.1 Combineslocomotorandmanipulativeskillsinavarietyofsmall-sidedpracticetasksingameenvironments.PE.6.PA.1 Throwswithamaturepatternfordistanceorpowerappropriatetothepracticetask(e.g.,distance=outfield

tohomeplate;power=secondbasetofirstbase).

EquipmentChart:Activity # Item AdditionalInformation



LuckyGuess–GroupTricks




KeepAway(2on1)1per ball 1per3students1per spotmarker 1perstudent

184



Content

Notes


10 FocusonFitness:MovementBands• LuckyGuess–GroupTricks(MovementBandstab,pp.15-16)

15 SpotlightonSkills:Basketball• Instructiononhowtopivot,passandmovetoanopenareabyplayingKeepAway(2on1)(Basketballtab,pp.21-22)

2-3 Closure:Review–Thecriticalelementsofpivoting,passingandmoving.Relate–Sharetothestudentstheimportanceofcombiningallthreeskills.Praise–Affirmthestudentsthatmasterallthreeskills.Preview–Nextclasswillfocusoncompletingatleastpassesinarow.

Assessment:Conductasapeerorteacherassessment,forbounceandchestpass,notingthenumberofcorrectbouncepassesandchestheightpassesthatareperformedoutof10times;thennotingthecorrectmovingtargetpassesoutof5times.

Passing

studentnameBouncePass

scoreChestPass

score

MovingTargetPassscore

185


LessonPlanningGuideObjectives:PE.5.PA.3 Appliesmovementconceptstostrategyingamesituations.PE.5.PA.5 Analyzesmovementsituationsandappliesmovementconcepts(e.g.,force,direction,speed,pathways)in

small-sidedpracticetasksingameenvironmentsandgymnastics.

EquipmentChart:




CreateaRoutine

1pairper4 movementbands

1per4students

misc. MovementBandSkillCards–IndividualTricks


CreateaRoutineTaskCard

SPARKfamly.org

1per pencil 1pergroupof41 musicand

player

3-CatchBasketball1per6 ball 1per6students1per2 pinnie 1per2students1per spotmarker 1perstudent

186



Content

Notes

2-3 IntroductoryActivity:(ASAP)• 4Corners(ASAPtab,p.10,chooseoneactivityfromSPARKItUp!)

10 FocusonFitness:MovementBands• CreateaRoutine(MovementBandstab,pp.17-18)

15 SpotlightonSkill:Basketball• Studentswillbeinstructedonhowtopassabasketballwhilebeingguardedbyadefender3-CatchBasketball(Basketballtab,pp.23-24)

Offensiveanddefensivestrategieswillbeimplementedinthisactivity.

2-3 Closure:Review–Theskillsneededinpassingagainstadefender.Relate–Howdefenseisanimportantpartofbasketball.Praise–Affirmappropriatestrategiesusedinbasketball.Preview–Nextclasswillfocusondoingagameof@S-P-A-R-K.”

Assessment:Checkforthefollowingstrategies/skillswhileengagedinthe3-CatchBasketballactivity.Iftheskillorstrategyisobserved,placeanXonthechartbelow.

BasketballSkills/Strategies

studentnameshowedspaceawareness

usedpivotwithouttraveling

madequick,smart,accurate

passes

187


LessonPlanningGuideObjectives:PE.6.PA.5 Selectsappropriateshotbasedonlocationoftheobjectinrelationtothetarget/goal.PE.7.PA.6 Variesthespeedand/ortrajectoryoftheshotbasedonlocationoftheobjectinrelationtothetarget.

EquipmentChart:




MovementBandCircuit–Individual

Tricks






S-P-A-R-K

1perpair ball 1perpairmisc. spotmarkers,

hoops,baskets,trashcans,etc.

anythingthatcanbeusedasatarget

188



Content

Notes


10 FocusonFitness:MovementBands• MovementBandCircuit–IndividualTricks(MovementBandstab,pp.7-8)

15 SpotlightonSkills:Basketball• InstructiongivenonusingaplayersbestshottoplaythegameofS-P-A-R-K(Basketballtab,pp.25-26)

2-3 Closure:Review–Thestudents’bestshotforbeingsuccessfulinthegameofSPARK.Relate–HowplayerswillfacecompetitioninplayingthegameofBasketball.Praise–AffirmpositiveresultsofthefirstplayertospellSPARKPreview–Nextclasswillfocusonproperhandpositioningforshootingabasketball.

Assessment:Duringa30secondtiming,identifythenumberofsuccessfulbasketsmadefromthesamelocationchosenbyeachstudent.

ShootingBaskets

studentname score

189


LessonPlanningGuideObjectives:PE.5.MS.1 Combineslocomotorandmanipulativeskillsinavarietyofsmall-sidedpracticetasksingameenvironments.PE.8.RB.9 Appliesrulesandetiquettebyactingasanofficialformodifiedphysicalactivitiesandgames.PE.8.RB.10 Independentlyusesequipmentappropriately,andidentifiesspecificsafetyconcernsassociatedwiththe

activity.

EquipmentChart:


4Corners4 cones forboundaries4 4CornersTaskCards SPARKfamily.org/readthe“Ready”sectionto


Add-On

1pairper

movementbands 1pairper3-4students

misc. MovementBandSkillCards–IndividualTricksfor6students


6 cones for6stations1 musicandplayer

Add‘EmUp 2per balls 2pergroupof4

190



Content

Notes


10 FocusonFitness:MovementBands• Add-On(MovementBandtab,pp.9-10)

15 SpotlightonSkills:Basketball• InstructiononhowtoAsnap@orAbreak@yourwristwhenshootingabasketballatthehoopbyplayingAdd‘EmUp(Basketballtab,pp.27-28)

UsetheL.I.Goodbyetechniquewhenshootingabasketball.

2-3 Closure:Review–Thepropertechniqueinshootingabasketball.Relate–Howshootingthebasketballcorrectlywillhelpinscoringpointsinagame.Praise–Affirmthecorrectforminshootingabasketball.Preview–Nextclasswillfocusondribblingwithnon-dominanthand.

Assessment:Afterstudentshavepracticedshootingdrillsaccordingtothetaskcards,Basketballtab(SPARKfolio),assessthembasedonthetasksforeachcard.


ShootingDrills

studentnameHot

PotatoScore

191



facilities.PE.6.RB.5 Acceptsdifferencesamongclassmatesinphysicaldevelopment,maturation,andvaryingskilllevelsby

providingencouragementandpositivefeedback.PE.6.RB.9 Identifiestherulesandetiquetteforphysicalactivitiesandgames.


Flip-Flop4 cones forboundaries1 musicandplayer optional

LuckyGuess–IndividualTricks

1pairper

movementbands 1pairper3-4students

misc. MovementBandSkillCards–IndividualTricks


AroundtheCourt

1per ball 1perstudentmisc. spotmarkers,hoops,

baskets,trashcans,etc.

anythingthatcanbeusedasatarget

192



Content

Notes

2-3 IntroductoryActivity:(ASAP)• Flip-Flop(ASAPtab,p.17)

10 FocusonFitness:MovementBands• LuckyGuess–IndividualTricks(MovementBandtab,pp.11-12)

15 SpotlightonSkill:Basketball• Instructiongivenonhowtodribblewithnon-dominanthandStudentswillparticipateinAAroundtheCourt@activity(Basketballtab,pp.29-30)

Workonkeepingtheballbelowyourwaistandclosetobody

2-3 Closure:Review–Theskillneededtodribblewiththenon-dominanthandRelate–Alternatinghandsindribblinghelpstoprotecttheballfromthedefense.Praise–Affirmtheappropriateskillusedindribbling.Preview–Nextclasswillfocusonmini-basketballgame

Assessment:StudentswillassessthemselvesusingtheBasketballSelf-Checkcard(SPARKfolioBasketballtab).

193


LessonPlanningGuideObjectives:PE.5.PA.9 Appliesbasicoffensiveanddefensivestrategiesandtacticsininvasionsmall-sidedpracticetasks.PE.6.PA.8 Reducesopenspaceondefensebymakingthebodylargerandreducingpassingangles.PE.6.PA.9 Reducesopenspacebynotallowingthecatchorbyallowingthecatchbutnotthereturnpass.PE.6.PA.13 Transitionsfromoffensetodefenseordefensetooffensebyrecoveringquickly.PE.7.PA.3 Createsopenspacebystayingspreadonoffense,andcuttingandpassingquickly.PE.7.PA.8 Executesatleastoneofthefollowingdesignedtocreateopenspaceduringsmall-sidedgameplay(e.g.,

pivots,giveandgo,fakes,jabsteps).PE.7.PA.13 Transitionsfromoffensetodefenseordefensetooffensebyrecoveringquicklyandcommunicatingwith

teammates.PE.8.PA.2 Createsopenspacebystayingspreadonoffense,cuttingandpassingquickly,andusingfakesofftheball.PE.8.PA.6 Executesatleasttwoofthefollowingtocreateopenspaceduringmodifiedgameplay:pivots,fakes,jab

steps,screens.PE.8.PA.7 Reducesopenspaceondefensebystayingonthegoalsideoftheoffensiveplayerandreducingthedistance

tohim/her(thirdpartyperspective)

EquipmentChart:



MovementBandCircuit–Group

Tricks

2per8 movementbands 2pergroupof8studentsmisc. MovementBand


SPARKfamily.org/readthe“Ready”sectiontoseewhatequipmentisneeded;for5stations

5 cones for5stations

Mini-Basketball

1perpair pinnie 1perpair1per8 basketball 1per8students2per8 hoops 2per8studentsmisc. conesorspot

markerstomarkplayareas

194



Content

Notes

2-3 IntroductoryActivity:(ASAP)• Flip-Flop(ASAPtab,p.17

15 FocusonFitness:MovementBands• MovementBandCircuit–GroupTricks(MovementBandtab,pp.13-14)

15 SpotlightonSkills:Basketball• Studentswillfocusonusingoffensiveanddefensivestrategiesinplayinga“Mini-Basketball”game(Basketballtab,pp.31-32)

2-3 Closure:Review–Allstrategiesusedbyoffensiveanddefensiveplayers.Relate–Howworkingonthesestrategieswillhelpadjusttoaregulargameofbasketball.Praise–Affirmcorrectstrategiesthatareusedbytheplayers.Preview–NextclasswillfocusonskillstestandPersonalBestDay.

Assessment:Usingascaleof1-5with5thehighestscore,rateeachstudentontheirperformanceduringa5-minutegame.

BasketballGame

studentname Offense Defense TeamWork Participation

195


LessonPlanningGuideObjectives:PE7.PA.12 Slidesinalldirectionswhileondefensewithoutcrossingfeet.

PersonalBestDay#3Objectives:PE.5.PF.6 Analyzesresultsofpre-andpost-fitnessassessment,comparingresultswithfitnesscomponentsforgood

health.PE.6.PF.8 Setsandmonitorsaself-selectedphysical-activitygoalforaerobicand/ormuscle-andbone-strengthening

activitybasedoncurrentfitnesslevel.PE.7.PF.13 Maintainsaphysicalactivityandnutritionlogforatleasttwoweeksandreflectsonactivitylevels/nutritionas

documentedinthelog.PE.8.PF.8 Usesavailabletechnologytoself-monitorquantityofexerciseneededforaminimalhealthstandardand/or

optimalfunctioningbasedoncurrentfitnesslevel(e.g.,fitnessappsandtrackers).PE.6.RB.2 Identifiesandusesappropriatestrategiestoself-reinforcepositivefitnessbehaviors(e.g.,positiveself-talk).PE.7.RB.10 Independentlyusesphysicalactivityandexerciseequipmentappropriatelyandsafely.PE.8.RB.1 Acceptsresponsibilityforimprovingormaintaininglevelsofphysicalactivityandfitness.PE.8.RB.10 Independentlyusesequipmentappropriately,andidentifiesspecificsafetyconcernsassociatedwiththe

activity.

EquipmentChart:



LuckyGuess–GroupTricks




PersonalBestDay#3


forwarm-up


SPARKfamily.org


SPARKfamily.org


ProgressCardandGoals1per2 carpetsquare 1per2studentsoptional

196

Unit6Basketball–Week4,Day3

Grades5-8LessonPlan:Timeminutes

Content

Notes

2-3 IntroductoryActivity:(ASAP)• Flip-Flop(ASAPtab,p.17)

10 FocusonFitness:MovementBands• LuckyGuess–GroupTricks(MovementBandtab,pp.15-16)

15 SpotlightonSkills:Basketball• Ifteacherchooses,teststudentsonbasicbasketballskills• PersonalBestDay#3(PersonalBestDaytab,p.5)

Skillstobetested:-dribbling-passing-shooting(free-throw)-shooting:(lay-up)

2-3 Closure:Review–AllskillsthatwereworkedonduringBasketballunitRelate–TheskillstaughtinthisunitwillenhancestudentsbasketballabilitiesPraise–AffirmallstudentswhoworkedhardonskillstestPreview–NextclasswillfocusonHockeyandRacquets


197

Unit7-HockeyGrades5-8

UnitPlanningGuideForinstruction,chooseeitherthetopicofHockeyorRacquetsandPaddlesforUnit7.TheunusedtopicmaybeusedasanalternateforFootballinUnit10.HockeyHockeyinvolvesavarietyofskillssuchasdribbling,shooting,andpassingthatareavariationofthestrategieslearnedinbasketballandmaybepracticedindividually,inpairsoringroups.Thisunitprovidesactivitiesforstudentstopracticeanddeveloptheskillsrequiredforsuccessfulgameplay.HockeyAssessmentThemajorityoftheassessmentscreatedforthisunitarebasedonthefollowingscoringrubric: 3=mastery(studentswiththisscorerequirelessmonitoring) 2=average(studentswiththisscoreknowwhattheyaredoingandjustneedtobemonitored) 1=developing(studentswiththisscoreneedmoresupportinlearningthisskillorelement)Afterthestudentscoreshavebeenlistedonthechart,ifthescoresarecolor-codedthedifferentlevelscanbeviewedataquickglance.Sample: 3–mastery 2–average 1–developing

HockeyDribblingSkills

studentnameballandstick

controladequate

changeofspeed

abilitytochangedirectionsadequately

John 3 2 2Jenny 3 3 2Preston 2 2 2Elliott 1 2 1Rachael 2 2 2Caleb 2 3 3Mason 3 2 3Meredith 2 3 3Jackson 1 2 2Kellie 2 1 2

198

SpiritualConnections-ServingOthersBeingagoodteammaterequiresactiveparticipationinservingtheotherplayersontheteam.Qualitiesofagoodteammateinclude:

• beingtrustworthy• acknowledgingother’ssuccesses• listening• doingwhatisneededfortheteamtosucceed• beingwillingtogiveuppersonalambitions• knowingwhentooverlookthemistakesofothers

Ephesians4:32(NKJV).“Andbekindtooneanother,tenderhearted,forgivingoneanother,evenasGodinChristforgaveyou.”

“Thehigherroadofselflessnessandofservingotherswilltransformyouinwaysthatselfishnessnevercould.Givingistheonlyrealwaythatyoucanbegintogetinmeaningfulways.Servingothersistheonlywaythatyoucanbecomeatruechampion.”

JerryLynch,baseball

199

Unit7–HockeyEquipment

Week1

EquipmentDay1

Day2

Day3

*BenchStepSkillCards "benchstepsorschoolstairs "cones " " "hockeyorplaygroundballs " " "hockeysticks " "*HockeyTagTeamTravelingChallengeTaskCard

"

hoops " musicandplayer " " "PaperPlateAerobicsPromptPages

"

paperplates " spotmarkers "*checkselectedcard(s)forequipmentneeds

Week3

EquipmentDay1

Day2

Day3

bases " *BenchStepSkillCards " benchstepsorschoolstairs " cones " " "cones,tall " " hockeyorplaygroundballs " " "hockeysticks " " "musicandplayer " " "PaperPlateAerobicsPromptPages

"

paperplates "spotmarkers " "*checkselectedcard(s)forequipmentneeds

Week2

EquipmentDay1

Day2

Day3

cones " " "hockeyorplaygroundballs " " "hockeysticks " " "musicandplayer " " "PaperPlateAerobicsPromptPages

"

paperplates "*ResistanceBandSkillCards " resistancebands " spotmarkers " " *checkselectedcard(s)forequipmentneeds

Week4

EquipmentDay1

Day2

Day3

*BenchStepSkillCards " benchstepsorschoolstairs " cones " " "cones,tall " "hockeyorplaygroundballs " " "hockeysticks " " "musicandplayer " " "PaperPlateAerobicsPromptPages

"

paperplates "pinnies " " "spotmarkers " " "*checkselectedcard(s)forequipmentneeds

200

201

Unit7Outline–HockeyGrades5-8

(activitiesforFocusonFitnessandSpotlightonSkills)Week1FocusonFitness:GroupFitness Day1FitnessintheMiddle(GroupFitnesstab,pp.7-8) Day2PaperPlateAerobics(GroupFitnesstab,pp.9-10) Day3BenchStepBasics(GroupFitnesstab,pp.15-16)SpotlightonSkills:Hockey Day1IntroductiontoStick-Handling(Hockeytab,pp.5-6) Assessment:Studentswillbeassessedontheirabilitytodemonstrateelementsofstick-handling. Day2DribblingDrills(Hockeytab,pp.7-8)

HockeyHoopla(Hockeytab,pp.17-18) Day3DribblingDrills(Hockeytab,pp.7-8)

PACEActivity#1,HockeyTagTeamTravelingChallenge(Hockeytab,pp.35-36)Assessment:Studentswillbeassessedontheirabilitytocorrecthockeydribblingskills.

Week2FocusonFitness:GroupFitness Day1ResistanceBandWorkout(GroupFitnesstab,pp.17-18) Day2FitnessintheMiddle(GroupFitnesstab,pp.7-8) Day3PaperPlateAerobics(GroupFitnesstab,pp.9-10)SpotlightonSkills:Hockey Day1PassingDrills(Hockeytab,pp.11-12)

PassandFollow(Hockeytab,pp.21-22)Assessment:Studentswillbeassessedontheirabilitytousecorrectforminpassing.

Day2PassingDrills(Hockeytab,pp.11-12)CornertoCornerPassandGo(Hockeytab,pp.23-24)

Day3PassingDrills(Hockeytab,pp.11-12)RoundUp(Hockeytab,pp.19-20)Assessment:Studentswillbeassessedontheirabilitytodribble,pass,andusecontrolarounditems.

Week3FocusonFitness:GroupFitness Day1BenchStepBasics(GroupFitnesstab,pp.15-16) Day2FitnessintheMiddle(GroupFitnesstab,pp.7-8) Day3PaperPlateAerobics(GroupFitnesstab,pp.9-10)SpotlightonSkills:Hockey Day1ShootingDrills(Hockeytab,pp.15-16) 5-PlayerShootandDribble(Hockeytab,pp.25-26) Day2ShootingDrills(Hockeytab,pp.15-16)

Defense(Hockeytab,pp.27-28)KeepAway(3on1)(Hockeytab,pp.29-30)

202

Assessment:Studentswillbeassessedonthecontrolandaccuracyoftheirshootinganddribblingskills.

Day3Face-Off(Hockeytab,pp.13-14)Assessment:HockeySelf-Check(SPARKfolioHockeytab,whitecard)

Week4FocusonFitness:GroupFitness Day1BenchStepBasics(GroupFitnesstab,pp.15-16) Day2FitnessintheMiddle(GroupFitnesstab,pp.7-8) Day3PaperPlateAerobics(GroupFitnesstab,pp.9-10)SpotlightonSkills:Hockey Day1Face-Off(Hockeytab,pp.13-14)

3-TrapHockey(Hockeytab,pp.31-32)Assessment:Studentswillbeassessedontheirabilitytoworkwithandcontributetotheteam.

Day2Face-Off(Hockeytab,pp.13-14)Mini-Hockey(Hockeytab,pp.33-34)Day3PassingDrills(Hockeytab,pp.11-12)HockeyGameAssessment:Studentswillbeassessedontheiroverallhockeyskillsconnectedwiththisunit.

203

Unit7Hockey–Week1,Day1Grades5-8

LessonPlanningGuideObjectives:PE.6.MS.9 Transfersweightwithcorrecttimingforthestrikingpattern(e.g.,tennis,softball,hockey).

EquipmentChart:



FitnessintheMiddle

4 cones forboundaries1perpair ball(*medicineor

playground)1per2students

IntroductiontoStick-Handling

4 cones forboundaries

*medicineballisalargeweightedball

204



Content Notes

2-3 IntroductoryActivity:(ASAP)• FlipFlop(ASAPtab,p.18,chooseoneactivityfromSPARKItUp!)

10 FocusonFitness:GroupFitness• FitnessintheMiddle(GroupFitnesstab,pp.7-8)

15 SpotlightonSkills:Hockey• IntroductiontoStick-Handling(Hockeytab,pp.5-6)

2-3 Closure:Review–PropertechniquesofholdingandusingthehockeystickRelate–Sharesomeotherthingsyoumightdowithastick.Praise–Affirmstudentswhopracticedthetechniquesproperly.Preview–Inournextclasswewillpracticedribblingwiththesticks.

Assessment:AfterallelementshavebeentaughtfortheIntroductiontoStick-Handling,evaluateeitherwhilestudentsarepracticingorpullouttoassessindividually.Scoring- 3=mastery(studentswiththisscorerequirelessmonitoring) 2=average(studentswiththisscoreknowwhattheyaredoingandjustneedtobemonitored) 1=developing(studentswiththisscoreneedmoresupportinlearningthisskillorelement)

StickHandling

studentnameproper“handshake”with

stick

bladestaysunderwaist

frontandbackmaneuver

transferofweighton

feetgentletaps

205



basketball).

EquipmentChart:



PaperPlateAerobics

2per paperplates(dinnersize) 2perstudent4 cones forboundaries PaperPlateAerobics

PromptPagesSPARKfamily.org

1 musicandplayer

DribblingDrills4 cones forboundaries1per hockeystick 1perstudent1per hockeyball 1perstudent

HockeyHoopla4 hoops 4boundaries1per hockeystick 1perstudent1per hockeyball 1perstudent

206



Content Notes


10 FocusonFitness:GroupFitness• PaperPlateAerobics(GroupFitnesstab,pp.9-10)

15 SpotlightonSkills:Hockey• DribblingDrills(Hockeytab,pp.7-8)• HockeyHoopla(Hockeytab,pp.17-18)

Youwillneedasmallerballforyoungerstudents.

2-3 Closure:Review–ProperdribblingskillsRelate–Shareotherwaysofdribblinginvariousgames.Praise–Affirmstudentswhofolloweddirectionsproperly.Preview–Inournextclasswewillagainpracticedribblinganddosomeindependentactivitiesaswell.

207


LessonPlanningGuideObjectives:PE.8.MS.5 Foot-dribbles/dribbleswithanimplementwithcontrol,changingspeed/directionduringsmall-sidedgame

play.

EquipmentChart:



BenchStepBasics

1per benchstep 1perstudent1 musicandplayer anybeat4/4tempomisc. BenchStepSkillCards SPARKfamily.org/readthe“Ready”sectionto


DribblingDrills4 cones forboundaries1per hockeystick 1perstudent1per hockeyball 1perstudent

HockeyTagTeamTravelingChallenge

4 cones forboundaries1per hockeystick 1perstudent1per hockeyball 1perstudent1per2 spotmarker 1per2studentsforhomebase1per2 HockeyTagTeam

TravelingChallengeTaskCard

SPARKfamily.org,Readthe“Ready”sectiontoseewhatequipmentisneeded

208



Content Notes


10 FocusonFitness:GroupFitness• BenchStepBasics(GroupFitnesstab,pp.15-16)

Usestairsanywhereinyourschool.

15 SpotlightonSkills:Hockey• DribblingDrills(Hockeytab,pp.7-8)• PACEActivity#1,HockeyTagTeamTravelingChallenge(Hockeytab,pp.35-36)

2-3 Closure:Review–Sharesomethingthatyoupracticedthatwasachallenge;Somethingthatwassimple.Relate–Sharesomesafetytipstorememberinplayinghockey.Praise–Affirmstudentswhostayedontask.Preview–Inournextclasswewillpracticepassing.

Assessment:ObservestudentswhileparticipatingintheHockeyTagTeamTravelingChallenge.Scoring- 3=mastery(studentswiththisscorerequirelessmonitoring) 2=average(studentswiththisscoreknowwhattheyaredoingandjustneedtobemonitored) 1=developing(studentswiththisscoreneedmoresupportinlearningthisskillorelement)

HockeyDribblingSkills

studentnameballandstick

controladequate

changeofspeed

abilitytochangedirectionsadequately

209


LessonPlanningGuideObjectives:PE.5.MS.20 Combinesstrikingwithlongimplement(e.g.,hockeystick),usingreceiving/travelingskillsinasmall-sided

game.

EquipmentChart:



ResistanceBandWorkout

1per resistanceband 1perstudent1 musicandplayer upbeatmusicwith4/4tempomisc. ResistanceBandSkill

CardsSPARKfamily.org,Readthe“Ready”sectiontoseewhatequipmentisneeded

PassingDrills4 cones forboundaries1per hockeystick 1perstudent1per hockeyball 1perstudent

PassandFollow2per4-5 spotmarkers 2per4-5students1per hockeystick 1perstudent1per4-5 ball 1ballper4-5students

210



Content Notes

2-3 IntroductoryActivity:(ASAP)• Offense/Defense(ASAPtab,p.13)

10 FocusonFitness:GroupFitness• ResistanceBandWorkout(GroupFitnesstab,pp.17-18)

15 SpotlightonSkills:Hockey• PassingDrills(Hockeytab,pp.11-12)• PassandFollow(Hockeytab,pp.21-22)

2-3 Closure:Review–PropertechniquesforpassinginhockeyRelate–Sharewhyweshouldworkasateamingamesandinlife.Praise–Affirmappropriatebehavior.Preview–Ournextclasswillfocusonpassingformcornertocorner.

Assessment:AsstudentscompletethePassandFollowactivity,assesstheirpassingskills.Scoring- 3=mastery(studentswiththisscorerequirelessmonitoring) 2=average(studentswiththisscoreknowwhattheyaredoingandjustneedtobemonitored) 1=developing(studentswiththisscoreneedmoresupportinlearningthisskillorelement)

PassingDrills

studentnameadequatetrapping(receiving)

snapwristmovementswhenpassing

passusinglowerhand

abletopasstotargetarea

211


LessonPlanningGuideObjectives:PE.7.MS.10 Strikes,withanimplement,astationaryobjectforaccuracyanddistanceinactivities(e.g.,croquet,golf).PE.8.MS.10 Strikes,withanimplement,astationaryobjectforaccuracyandpowerinactivities(e.g.,croquet,golf).

EquipmentChart:



FitnessintheMiddle

4 cones forboundaries1perpair

ball(medicineorutility)

1per2students


CornertoCornerPassandGo

1per hockeystick 1perstudent1per4

ball 1ballper4students

misc. spotmarkers forgrids

212



Content Notes



15 SpotlightonSkills:Hockey• PassingDrills(Hockeytab,pp.11-12)• CornertoCornerPassandGo(Hockeytab,pp.23-24)

2-3 Closure:Review–Properskillsinvolvedinpassingfromcornertocorner.Relate–Tellaboutatimewhenyoupassedtosomeoneandincludedtheminthegame.Praise–Affirmstudentswhocooperatedtogethernicely.Preview–InournextclasswewillpracticepassingagainandplayagamecalledRoundUp.

213


LessonPlanningGuideObjectives:PE.8.MS.9 Transfersweight,withcorrecttiming,usinglow-to-highstrikingpatternwithalong-handledimplementon

thebackhandside.PE.6.VH.8 Describeshowmovingcompetentlyinaphysicalactivitysettingcreatesenjoyment.



PaperPlateAerobics

2per paperplates(dinnersize)

2perstudent

4 cones forboundaries PaperPlateAerobics


1 musicandplayer


Round-Up

4 cones forboundaries1per hockeystick 1perstudent1per hockeyball 1perstudent1per coneorhoop anythingtoserveasobstacles,1perstudent

214



Content Notes



15 SpotlightonSkills:Hockey• PassingDrills(Hockeytab,pp.11-12)• Round-Up(Hockeytab,pp.19-20)

2-3 Closure:Review–HockeyshootingtechniquesRelate–Howisshootinginhockeydifferentfromshootinginothergames?Praise–Affirmstudentswhofolloweddirections.Preview–Inournextclasswewillplayagameofhockeykeepaway.

Assessment:Checkfordribbling,passing,andcontrolarounditems,evaluateeitherwhilestudentsarepracticingorpullouttoassessindividually.Scoring- 3=mastery(studentswiththisscorerequirelessmonitoring) 2=average(studentswiththisscoreknowwhattheyaredoingandjustneedtobemonitored) 1=developing(studentswiththisscoreneedmoresupportinlearningthisskillorelement)

HockeySkills

studentnameadequatedribbling

adequatepassing

adequatecontrol(not

touchingitems)

headconstantlyscanningarea

215


LessonPlanningGuideObjectives:PE.6.MS.13 Shootsongoalwithpowerinadynamicenvironmentasappropriatetotheactivity.PE.7.MS.13 Shootsongoalwithpowerandaccuracyinsmall-sidedgameplay.PE.8.MS.13 Shootsongoalwithalong-handledimplementforpowerandaccuracyinmodifiedgames(e.g.,hockey).

EquipmentChart:



BenchStepBasics



ShootingDrills

4 cones forboundaries2per2 tallcones 2per2studentsforgoals1per hockeystick 1perstudent1per2 hockeyball 1per2students

5-PlayerShootandDribble

4per5 cones 4pergroupof5studentsforboundaries1per hockeystick 1perstudent2per5 hockeyball 2pergroupof5students2per5 bases 2pergroupof5students

216



Content Notes




15 SpotlightonSkills:Hockey• ShootingDrills(Hockeytab,pp.15-16)• 5-PlayerShootandDribble(Hockeytab,pp.25-26)

2-3 Closure:Review–HockeyshootingtechniquesRelate–Nameanotheractivitywheredefendingthegoalisimportant.Praise–Affirmstudentswhofolloweddirections.Preview–Inournextclasswewillplayagameofhockeykeepaway.

217


LessonPlanningGuideObjectives:PE.8.MS.9 Transfersweight,withcorrecttiming,usinglow-to-highstrikingpatternwithalong-handledimplementon

thebackhandside.PE.5.PA.4 Appliestheconceptsofdirectionandforcetostrikeanobjectwithalong-handledimplement.PE.6.PA.5 Selectsappropriateshotbasedonlocationoftheobjectinrelationtothetarget/goal.PE.6.PA.13 Transitionsfromoffensetodefenseordefensetooffensebyrecoveringquickly.PE.7.PA.6 Variesthespeedand/ortrajectoryoftheshotbasedonlocationoftheobjectinrelationtothetarget.

EquipmentChart:



FitnessintheMiddle

4 cones forboundaries1perpair ball(*medicineor

playground)1per2students

ShootingDrills

4 cones forboundaries2per2 tallcones 2per2studentsforgoals1per hockeystick 1perstudent1per2 hockeyball 1per2students

Defense!4 cones forboundaries1per hockeystick 1perstudent1per hockeyball 1perstudent

KeepAway(3on1)1per hockeystick 1perstudent1per4 hockeyball 1ballper4studentsmisc. spotmarkers forgrids

*medicineballisalargeweightedball

218



Content Notes



15 SpotlightonSkills:Hockey• ShootingDrills(Hockeytab,pp.15-16)• Defense!(Hockeytab,pp.27-28)• KeepAway(3on1)(Hockeytab,pp.29-30)

2-3 Closure:Review–PropertechniquesofdefenseRelate–ShareaboutothertimeswhenyouplayedKeepAway.Praise–Affirmappropriatebehavior.Preview–Inournextclasswewillplayahockeygameandtakeanassessment.

Assessment:Checkforcontrolandaccuracyofstudents’shootinganddribblingskills.Scoring- 3=mastery(studentswiththisscorerequirelessmonitoring) 2=average(studentswiththisscoreknowwhattheyaredoingandjustneedtobemonitored) 1=developing(studentswiththisscoreneedmoresupportinlearningthisskillorelement)

ShootingandDribblingSkills

studentnamewristshotisadequate

controlandaccuracywhen

shooting

adequatecommunication

betweenteammates

goalsmadewithagoalie

outof5

219


LessonPlanningGuideObjectives:PE.6.MS.10 Strikes,withanimplement,astationaryobjectforaccuracyinactivities(e.g.,croquet,shuffleboard,golf).PE.6.VH.7 Recognizesindividualchallengesandcopesinapositiveway(e.g.,extendingeffort,askingforhelp/feedback,

modifyingthetasks).

EquipmentChart:



PaperPlateAerobics


2perstudent



1 musicandplayer

Face-Off

4 cones forboundaries1per hockeystick 1perstudent1per2 hockeyball 1per2students1per2 spotmarker 1per2studentsforhomebase

220



Content Notes



15 SpotlightonSkills:Hockey• Face-Off(Hockeytab,pp.13-14)• Assessment–HockeySelf-Check.Usethestudentself-assessmenttool.(SPARKfolioHockeytab,whitecard)

2-3 Closure:Review–HockeyskillsRelate–Shareyourhardestthingaboutplayinghockey?Easiest?Praise–Affirmstudentswhofolloweddirections.Preview–Inournextclasswewillcontinuepracticinghockeyandplayanewgame.

Assessment:StudentswillassessthemselvesusingtheHockeySelf-Checkcard(SPARKfolioHockeytab,whitecard).

221


LessonPlanningGuideObjectives:PE.5.RB.6 Accepts,recognizes,andactivelyinvolvesotherswithbothhigherandlowerskillabilitiesintophysical

activitiesandgroupprojects.PE.6.RB.5 Acceptsdifferencesamongclassmatesinphysicaldevelopment,maturation,andvaryingskilllevelsby


EquipmentChart:


MeetMeintheMiddle

6 cones forboundaries1 musicandplayer optional,suggestion:Let’sGetReadyto

Rumble

BenchStepBasics

1per benchstep 1perstudent1 musicandplayer anybeat4/4tempomisc. BenchStepSkillCards SPARKfamily.org/readthe“Ready”section

toseewhatequipmentisneeded

Face-Off

4 cones forboundaries1per hockeystick 1perstudent1per2 hockeyball 1per2students1per2 spotmarker 1per2studentsforhomebase

3-TrapHockey

1per hockeystick 1perstudent1per6 hockeyball 1ballper6studentsmisc. spotmarkers forgrids1per2 pinnie 1per2students

222



Content Notes




15 SpotlightonSkills:Hockey• Face-Off(Hockeytab,pp.13-14)• 3-TrapHockey(Hockeytab,pp.31-32)

2-3 Closure:Review–SkillslearnedinhockeyRelate–Shareaboutawaythatyouareagoodplayerinyourfamilyteam.Praise–Affirmproperhockeyskills.Preview–Inournextclasswewillplayagameofmini-hockey.

Assessment:Duringthe3-TrapHockeyactivity,evaluatethestudentsontheirabilitytoworkandcommunicatewithteammates.Scoring- 3=mastery(studentswiththisscorerequirelessmonitoring) 2=average(studentswiththisscoreknowwhattheyaredoingandjustneedtobemonitored) 1=developing(studentswiththisscoreneedmoresupportinlearningthisskillorelement)

Teamwork

studentnameadequate

communicationwithteammates

sportsmanshipadequatetrapping

teampoints

223

Unit7Hockey–Week4,Day2 Grades5-8

LessonPlanningGuideObjectives:PE.6.PA.13 Transitionsfromoffensetodefenseordefensetooffensebyrecoveringquickly.PE.7.PA.4 Createsopenspaceinnet/wallgameswithlong-handledimplementbyvaryingforceanddirection,moving

opponentfromsidetoside.PE.7.PA.5 Selectsoffensiveshotbasedonopponent’slocation(hitwhereopponentisnot).PE.5.VH.9 Describestheimportanceofbeingapositivespectator.

EquipmentChart:


MeetMeintheMiddle


FitnessintheMiddle


ball(medicineorutility)

1per2students

Face-Off

4 cones forboundaries1per hockeystick 1perstudent1per2

hockeyball 1per2students

1per2

spotmarker 1per2studentsforhomebase

Mini-Hockey

4per8

spotmarkers 4pergroupof8students

4per8

tallcones 4pergroupof8studentsforgoals

1per hockeystick 1perstudent1per8

hockeyball 1pergroupof8students

1per2

pinnie 1per2students

224



Content Notes



15 SpotlightonSkills:Hockey• Face-Off(Hockeytab,pp.13-14)• Mini-Hockey(Hockeytab,pp.33-34)

2-3 Closure:Review–ProperhockeytechniquesRelate–Howareyouamemberofyourchurchteam?Praise–Affirmappropriatebehavior.Preview–Inournextclasswewillpracticeourpassesandplaymini-hockeyagain.

225


LessonPlanningGuideObjectives:PE.8.MS.12 Passesandreceiveswithanimplementincombinationwithlocomotorpatternsofrunningandchangeof

direction,speed,and/orlevelwithcompetencyinmodifiedgames(e.g.,lacrosse,hockey).PE.7.PA.10 Reducesopenspaceondefensebystayingclosetotheopponentashe/shenearsthegoal.PE.7.PA.13 Transitionsfromoffensetodefenseordefensetooffensebyrecoveringquicklyandcommunicatingwith

teammates.PE.8.PA.11 Transitionsfromoffensetodefenseordefensetooffensebyrecoveringquickly,communicatingwith

teammates,andcapitalizingonanadvantage.PE.8.PA.12 Variesthespeed,force,andtrajectoryoftheshotbasedonlocationoftheobjectinrelationtothetarget.PE.7.VH.10 Demonstratestheimportanceofsocialinteractionbyencouragingothers,avoidingtrashtalk,andproviding

supporttoclassmates.PE.8.VH.11 Critiques,fromaChristianperspective,theidealizedimagesofthehumanbodyandperformance,as

presentedbythemedia.

EquipmentChart:


MeetMeintheMiddle


Rumble

PaperPlateAerobics


2perstudent



1 musicandplayer


HockeyGame

4per8 spotmarkers 4pergroupof8students4per8 tallcones 4pergroupof8studentsforgoals1per hockeystick 1perstudent1per8 hockeyball 1pergroupof8students1per2 pinnie 1per2students

226



Content Modifications



15 SpotlightonSkills:Hockey• PassingDrills(Hockeytab,pp.11-12)• HockeyGame

2-3 Closure:Review–RulesofplayinghockeyRelate–SharehowyouarepartofGod’steam.Praise–Affirmstudentswhocooperatedandpracticedhockeyskills.Preview–InournextclasswewillbeginaunitonSoccer.

Assessment:Asstudentsareinvolvedinahockeygame,assesshockeyskillsconnectedwiththisunit.Scoring- 3=mastery(studentswiththisscorerequirelessmonitoring) 2=average(studentswiththisscoreknowwhattheyaredoingandjustneedtobemonitored) 1=developing(studentswiththisscoreneedmoresupportinlearningthisskillorelement)

HockeyGame

studentname

abletotransition

fromdefensetooffense

adequatedribbling

adequatepassing

adequatecommunication

withteammates

headupand

scanningarea

adequatestick

handling

227

Unit7-RacquetsandPaddlesGrades5-8

UnitPlanningGuideForinstruction,chooseeitherthetopicofRacquetsandPaddlesorHockeyforUnit7.TheunusedtopicmaybeusedasanalternateforanotherunitsuchasFootball,Unit10.RacquetsandPaddlesThisunitdevotesthefirsttwoweeksonavarietyofactivitiesdesignedtogivethestudentsexperiencesinusingracquetsandpaddles.Week3willtransitionintoBadmintoninstructionwhichreinforcesskillssuchas:eye-handcoordination,tossingandhitting,aimingatatarget,andopponentinteraction.SpiritualConnections-CommitmentGoalsarethespecificthingsapersonaimsforandintendstoachieve.Commitmentisthededicationapersonhastoreachthosegoals.Aseriouscommitmentismuchmorethanwords.Itisbestprovenbyaperson’sactionsonaregularbasis.Peoplewillinitiallylistentoaperson’swords,butwillultimatelymeasurecommitmentandone’scharacterbydeeds.Colossians3:23-24(NLT).“Workwillinglyatwhateveryoudo,asthoughyouwereworkingfortheLordratherthanforpeople.RememberthattheLordwillgiveyouaninheritanceasyourreward,andthattheMasteryouareservingisChrist.”

“MakesureofyourcommitmenttoJesusChrist,andseektofollowHimeveryday.Don’tbeswayedbythefalsevaluesandgoalsofthisworld,butputChristandHiswillfirstineverythingyoudo.”

BillyGraham,clergyman

228

Unit7–RacquetsandPaddlesEquipment

Week1

EquipmentDay1

Day2

Day3

beanbags " "*BenchStepSkillCards "benchstepsorschoolstairs "cones " " "hockeysticks "hoops " " musicandplayer " " "paddlesorracquets " " "PaperPlateAerobicsPromptPages

"

paperplates " playgroundballs " spotmarkers " " "tennis,whiffle,orfoamballs " " "*checkselectedcard(s)forequipmentneeds

Week3

EquipmentDay1

Day2

Day3

*BenchStepSkillCards " benchstepsorschoolstairs " cones " " "lownetorlineontheground " " "musicandplayer " " "paddlesorracquets " " "PaperPlateAerobicsPromptPages

"

paperplates "playgroundballs " shuttlecocksorwhiffleballs " " "spotmarkers " " "*checkselectedcard(s)forequipmentneeds

Week2

EquipmentDay1

Day2

Day3

chalk,jumpropes,ortape " " cones " " "lownetorlineontheground "musicandplayer " " "paddleorracquets " " "PaperPlateAerobicsPromptPages

"

paperplates "ResistanceBandSkillCards " " resistancebands " " shuttlecocksorwhiffleballs "spotmarkers " " "tennisorwhiffleballs " "

Week4

EquipmentDay1

Day2

Day3

*BenchStepSkillCards " benchstepsorschoolstairs " cones " " "lownetorlineontheground " " "musicandplayer " " "paddlesorracquets " " "PaperPlateAerobicsPromptPages

"

paperplates "playgroundballs " shuttlecocksorwhiffleballs " " "spotmarkers " " "*checkselectedcard(s)forequipmentneeds

229

Unit7Outline–RacquetsandPaddlesGrades5-8

(activitiesforFocusonFitnessandSpotlightonSkills)Week1FocusonFitness:GroupFitness

Day1FitnessintheMiddle(GroupFitnesstab,pp.7-8)Day2PaperPlateAerobics(GroupFitnesstab,pp.9-10) Day3BenchStepBasics(GroupFitnesstab,pp.15-16)

SpotlightonSkills:RacquetsandPaddlesDay1BatterSplatter(RacquetsandPaddlestab,pp.5-6,on-lineunit)Paddle/RacquetHoopla(RacquetsandPaddlestab,pp.9-10,on-lineunit) Assessment:Studentswillbeassessedontheirabilitytoholdtheracquetorpaddlecorrectly.Day2StrokeShadow(RacquetsandPaddlestab,pp.7-8,on-lineunit)StrokeandCatch(RacquetsandPaddlestab,pp.11-12,on-lineunit) Assessment:Studentswillbeassessedonforehandstroke.Day3BatterSplatter(RacquetsandPaddlestab,pp.5-6,on-lineunit)PaddleCallBall(RacquetsandPaddlestab,pp.13-14,on-lineunit)

Assessment:Studentswillbeassessedonforehandandbackhandfootworkandconsistency.Week2 FocusonFitness:GroupFitness

Day1ResistanceBandWorkout(GroupFitnesstab,pp.17-18)Day2FitnessintheMiddle(GroupFitnesstab,pp.7-8)Day3PaperPlateAerobics(GroupFitnesstab,pp.9-10)

SpotlightonSkills:RacquetsandPaddlesDay1StrokeShadow(RacquetsandPaddlestab,pp.7-8,on-lineunit)Paddle2-Square(RacquetsandPaddlestab,pp.15-16,on-lineunit) Assessment:Studentswillbeassessedoncontroloftheballduringanactivity.Day2BatterSplatter(RacquetsandPaddlestab,pp.5-6,on-lineunit)PaddleCallBall(RacquetsandPaddlestab,pp.13-14,on-lineunit) Assessment:Studentswillbeassessedonforehandandbackhandstrokes.Day3StrokeShadow(RacquetsandPaddlestab,pp.7-8,on-lineunit)IntroductiontoBadminton(RacquetsandPaddlestab,pp.19-20,on-lineunit)

Week3FocusonFitness:GroupFitness

Day1BenchStepBasics(GroupFitnesstab,pp.15-16)Day2FitnessintheMiddle(GroupFitnesstab,pp.7-8)Day3PaperPlateAerobics(GroupFitnesstab,pp.9-10)

SpotlightonSkills:RacquetsandPaddlesDay1Badminton–ServingRulesAssessment:Studentswillbeassessedonservingtechniquesforsinglesanddoubles.Day2Badminton–ServingTechniquesAssessment:Studentswillbeassessedonshortanddeepservingtechniques.Day3Badminton–UnderhandLobTechniquesAssessment:Studentswillbeassessedonproperlobtechniques.

Week4FocusonFitness:GroupFitness

230

Day1BenchStepBasics(GroupFitnesstab,pp.15-16)Day2FitnessintheMiddle(GroupFitnesstab,pp.7-8)Day3PaperPlateAerobics(GroupFitnesstab,pp.9-10)

SpotlightonSkills:RacquetsandPaddlesDay1Badminton–OverheadLobTechniques Assessment:Studentswillbeassessedonproperforehandform.Day2Badminton–OverheadLobTechniquesContinuedDay3Badminton–OverheadLobTechniquesContinued Assessment:Studentswillbeassessedonskillscoveredinthisunit.

231

Unit7RacquetsandPaddles–Week1,Day1Grades5-8

LessonPlanningGuideObjectives:PE.5.PA.4 Appliestheconceptsofdirectionandforcetostrikeanobjectwithalong-handledimplement.PE.6.VH.7 Recognizesindividualchallengesandcopesinapositiveway(e.g.,extendingeffort,askingforhelp/feedback,

modifyingthetasks).

EquipmentChart:



FitnessintheMiddle

4 cones forboundaries1perpair ball(medicineor

utility)1per2students

BatterSplatter

1per beanbag 1perstudent1per paddle/racquet 1perstudent1per spotmarker 1perstudent,usedtoorganizestudentsin

aspecificformation,tokeepspacebetweenstudents


Paddle/RacquetHoopla

4 hoops 1per paddle/racquet 1perstudent1per tennis,whiffle,orfoam

ball1perstudent

232



Content Notes



15 SpotlightonSkills:RacquetsandPaddles• BatterSplatter(RacquetsandPaddlestab,pp.5-6,on-lineunit)• Paddle/RacquetHoopla(RacquetsandPaddlestab,pp.9-10,on-lineunit)

Ifyoudon’thaveanetyoumayusearopeata3’leveloraline/ropeonthefloor.

2-3 Closure:Review–Propertechniqueofholdingapaddle.Relate–Sharewhyitmakesadifferencetodothingscorrectly.Praise–Affirmstudentswhofolloweddirections.Preview–Inournextclasswewillpracticeourforehandandbackhandstrokes.

Assessment:Checkforpropergripofholdingapaddle. 3points–gotit 2points–almost,notthereyet 1point–needsimprovementwithpractice

ProperPaddleGrip

studentname score

233


LessonPlanningGuideObjectives:PE.5.MS.18 Strikesanobjectconsecutively,withapartner,usingashort-handledimplement,overanetoragainstawall,

ineitheracompetitiveorcooperativegameenvironment.PE.6.VH.8 Describeshowmovingcompetentlyinaphysicalactivitysettingcreatesenjoyment.

EquipmentChart:



PaperPlateAerobics


2perstudent

4 cones 4boundaries PaperPlateAerobics


1 musicandplayer

StrokeShadow

1per spotmarker 1perstudent,usedtoorganizestudentsinaspecificformation,tokeepspacebetweenstudents

1per paddle/racquet 1perstudent

StrokeandCatch

1per paddle/racquet 1perstudent4per2 whiffle,yarn,orsmall

foamballs4per2students

2to3per2

hoops 2to3per2students

234



Content Notes



15 SpotlightonSkills:RacquetsandPaddles• StrokeShadow(RacquetsandPaddlestab,pp.7-8,on-lineunit)• StrokeandCatch(RacquetsandPaddlestab,pp.11-12,on-lineunit)

2-3 Closure:Review–ProperforehandandbackhandstrokesRelate–Howyoustrokewillmakeadifferenceonyourpartner’scatch.Sharehowyourinfluenceinotherthingscanaffectafriend.Praise–Affirmstudentswhopracticedtheskillcorrectly.Preview–Inournextclasswewilllearntechniquesofusingapaddleandaball.

Assessment:Checkforabilitytodemonstrateforehandstroke.Usingapartnertofeedballs,feed5ballstoastudent.Rateeachhitball. 3points–ballishitinboundsandcorrectforehandformisused 2points–ballishitinbounds 1point–ballishitoutofbounds

ProperForehandStroke

studentname score

235


LessonPlanningGuideObjectives:PE.6.MS.8 Demonstratesthematureformoftheforehandandbackhandstrokeswithashort-handledimplementin

net/wallgames(e.g.,paddleball,pickleball,short-handledrackettennis).PE.7.MS.9 Transfersweightwithcorrecttimingusinglow-to-highstrikingpatternwithashort-handledimplementonthe

forehandside.

EquipmentChart:



BenchStepBasics



BatterSplatter

1per beanbag 1perstudent1per paddle/racquet 1perstudent1per spotmarker 1perstudent,usedtoorganizestudentsina



PaddleCallBall

1per paddle 1perstudent1per3-5 tennisorwhiffleball 1per3-5students1per hockeystick 1perstudent1ballper4/5

ball 1per4-5students

236



Content Notes




15 SpotlightonSkills:RacquetsandPaddles• BatterSplatter(RacquetsandPaddlestab,pp.5-6,on-lineunit)• PaddleCallBall(RacquetsandPaddlestab,pp.13-14,on-lineunit)

2-3 Closure:Review–ProceduresforPaddleBallRelate–Inourgameyouhadtolistenforyournametobecalled.Tellhowknowingsomeone’snamecanmakeadifference.Praise–Affirmappropriatebehaviorandattitude.Preview–Inournextclasswewillpracticestokesaswellashittingtheballtoapartnerwithcontrol.

Assessment:Checkforgoodfootworkandconsistencywithforehandandbackhandasaballishitagainstthewallfor30seconds.Completethistaskforboththeforehandandbackhandstrokes. Possiblerating:9+timesexcellent;5+timesgood

ForehandandBackhand

studentnameforehandscore

backhandscore

237


LessonPlanningGuideObjectives:PE.5.MS.18 Strikesanobjectconsecutively,withapartner,usingashort-handledimplement,overanetoragainstawall,

ineitheracompetitiveorcooperativegameenvironment.PE.6.MS.14 Forehandvolleyswithamatureformandcontrolusingashort-handledimplement.PE.7.MS.8 Forehandvolleyswithamatureformandcontrolusingashort-handledimplement.PE.7.MS.14 Forehandandbackhandvolleyswithamatureformandcontrolusingashort-handledimplement.PE.8.MS.14 Forehandandbackhandvolleyswithamatureformandcontrolusingashort-handledimplementduring

modifiedgameplay.

EquipmentChart:




1per resistanceband 1perstudent ResistanceBandSkill

CardsSPARKfamily.org

1 musicandplayer upbeatwith4/4tempo

StrokeShadow



Paddle2-Square

1per paddle 1perstudent1per2 tennisorwhiffleball 1per2students4per2 spotmarkers 4per2students,tocreatecourtsmisc. chalk,jumpropesortape tomarkmidline

238



Content Notes



15 SpotlightonSkills:RacquetsandPaddles• StrokeShadow(RacquetsandPaddlestab,pp.7-8,on-lineunit)• Paddle2-Square(RacquetsandPaddlestab,pp.15-16,on-lineunit)

Youmayusearopeabout3feetfromthegroundoronthegroundifyoudon’thavepropernetting.

2-3 Closure:Review–CorrectstroketechniquesRelate–Listsomeotherusesofpaddles.Praise–Affirmappropriatebehaviorandcooperation.Preview–InournextclasswewillplayourPaddleCallBallagain.

Assessment:CheckforcontroloftheballwhileengagedinthePaddle2-Squareactivity.Scoreisbasedonascaleof1-5with5beingexcellent.

BallControl

studentname score

239


LessonPlanningGuideObjectives:PE.6.MS.15 Two-handvolleyswithcontrolinavarietyofpracticetasks.PE.7.MS.15 Two-handvolleyswithcontrolinadynamicenvironment.PE.8.MS.15 Two-handvolleyswithcontrolinasmall-sidedgame.

EquipmentChart:




1per resistanceband 1perstudent ResistanceBandSkill

CardsSPARKfamily.org

1 musicandplayer upbeatwith4/4tempo

BatterSplatter

1per beanbag 1perstudent1per paddle/racquet 1perstudent1per spotmarker 1perstudent,usedtoorganizestudentsin

aspecificformation,tokeepspacebetweenstudents


PaddleCallBall

1per paddle 1perstudent1per3-5 tennisorwhiffle

balls1per3-5students

1per hockeystick 1perstudent1ballper4-5 ball 1per4-5students

240



Content Notes



15 SpotlightonSkills:RacquetsandPaddles• BatterSplatter(RacquetsandPaddlestab,pp.5-6,on-lineunit)• PaddleCallBall(RacquetsandPaddlestab,pp.13-14,on-lineunit)

Youmayusearopeabout3feetfromthegroundoronthegroundifyoudon’thavepropernetting.

2-3 Closure:Review–CorrectstroketechniquesRelate–Whatareothergamesyoumightplayusingapaddle?Praise–Affirmappropriatebehaviorandcooperation.Preview–InournextclasswewillstartlearningthegameofBadminton.

Assessment:Checkforabilitytodemonstrateforehandandbackhandstrokes.UsethePerformanceRubrics(SPARKfolioRacquetsandPaddlestab,whitecard).

241


LessonPlanningGuideObjectives:PE.8.MS.8 Demonstratesthematureformofforehandandbackhandstrokeswithashort-orlong-handledimplement

withpowerandaccuracyinnetgames(e.g.,pickleball,tennis,badminton,paddleball).PE.5.PA.10 Appliesbasicoffensiveanddefensivestrategiesandtacticsinnet/wallsmall-sidedpracticetasks.

EquipmentChart:



PaperPlateAerobics


2perstudent



1 musicandplayer

StrokeShadow



IntroductiontoBadminton

4per4 spotmarkers 4per4students,tocreatecourts1per racquetorpaddle 1perstudent1per4 shuttlecockorwhiffle

ball1per4students

1per4 lownetoralineonground

1per4students

4per4 spotmarkers 4per4students,tocreatecourts

242



Content Notes



15 SpotlightonSkills:RacquetsandPaddles• StrokeShadow(RacquetsandPaddlestab,pp.7-8,on-lineunit)• IntroductiontoBadminton(RacquetsandPaddlestab,pp.19-20,on-lineunit)

2-3 Closure:Review–Techniquesrulesofplayingbadminton.Relate–Canyouplaybadmintonwithoutmoving?NeithercanwebeaChristianwithoutmoving.WehavetoconstantlybemovingclosertoJesus.Praise–Affirmappropriateskillspracticed.Preview–Inournextclasswewillcontinuetopracticeandlearnnewskillsinbadminton.

243


LessonPlanningGuideObjectives:PE.5.RB.6 Accepts,recognizes,andactivelyinvolvesotherswithbothhigherandlowerskillabilitiesintophysical

activitiesandgroupprojects.PE.6.RB.5 Acceptsdifferencesamongclassmatesinphysicaldevelopment,maturation,andvaryingskilllevelsby


EquipmentChart:



BenchStepBasics



Badminton–ServingRules


ball1per4students


1per4students

Assessment:Checkforproperservingtechniquefordoublesandsingles. 3points–gotit 2points–almost,notthereyet 1point–needsimprovementwithpractice

ProperServingTechniques

studentnamescore

doubles/singles / / / / / / / / / / /

244



Content Notes




15 SpotlightonSkills:RacquetsandPaddles• Badminton–ServingRules:• SinglesServing:Whenthegamebeginsandonallevenscores,theserverservesfromtherighttotheleftservicecourt.Whenthescoreisoddtheserverservesfromthelefttotheoppositerightservicecourt.Iftheserverwinstherallytheyservefromtheoppositeservicecourt.Ifthereceiverwinstherallyitistheirturntoserve.

• DoublesServing:Eachpaironlyhasoneserve.Iftheservingsidewinsarally,theservingsidescoresapointandthesameserverservesagainonthealternatecourt.Ifthereceivingsidewinsarally,thereceivingsidescoresapointandthenbecomesthenewservingside.Theplayerschangetheirrespectiveservicecourtswhentheywinapointwhentheirsideisserving.

• Thegameisplayedupto21points.Theremustbea2pointadvantagetowin.

• Practiceplayingthegame.Forfurtherinstructionsgotowww.teachpe.com/badminton

2-3 Closure:Review–Propertechniquesofdoubleandsingleserving.Relate–Shareotherthingsthatyoucouldservebesidesballs.Praise–Affirmappropriatebehavior.Preview–Ournextclasswillfocusonshortanddeepserves.

Assessment:(seepreviouspage)

245


LessonPlanningGuideObjectives:PE.6.MS.9 Transfersweightwithcorrecttimingforthestrikingpattern(e.g.,tennis,softball,hockey).PE.6.MS.16 Performsalegalunderhandservewithcontrolfornet/wallgames(e.g.,badminton,volleyball,pickleball).

EquipmentChart:



FitnessintheMiddle


ball(medicineorutility) 1per2students

Badminton–ServingTechniques


ball1per4students


1per4students,


246



Content Notes

2-3 IntroductoryActivity:(ASAP)• Offense/Defense(ASAPtabp.14,chooseoneactivityfromSPARKItUp!)


15 SpotlightonSkills:RacquetsandPaddles• Badminton–ServingTechniques:• ShortServe–Standclosetoserviceline,diagonaltoopponent.Holdracketinhandshakegrip.Makecontactwithshuttle/racketatthighareawithanopenfaceracket.Droptheserveintotheserviceareaasclosetonetaspossible.

• DeepServe–Followthesametechniqueastheshortserve.Swingarmfurtherbackanddrivetheracketthroughtheshuttle.Hittheshuttleasfarbackoftheserviceareaaspossible.

• Practicetheseservesasyouplaythegame.

2-3 Closure:Review–Propertechniquesofshortanddeepserving.Relate–SharehowJesusservedothers.Praise–Studentswhodidtheirbest.Preview–Inournextclasswewilllearnunderhandshortandlonglobtechniques.

Assessment:Checkforpropershortanddeepservingtechniques. 3points–gotit 2points–almost,notthereyet 1point–needsimprovementwithpractice

ProperShortandDeepServingTechniques

studentnamescore

short/deep / / / / / / / / / / /

247


LessonPlanningGuideObjectives:PE.8.MS.7 Strikeswithamatureoverhandpatterninamodifiedgamefornet/wallgames(e.g.,volleyball,badminton).PE.7.PF.12 Participatesinaphysicalactivitytwiceaweekoutsideofphysicaleducationclass.

EquipmentChart:



PaperPlateAerobics


2perstudent



1 musicandplayer

Badminton–UnderhandLobTechniques


ball1per4students


1per4students


248



Content Notes



15 SpotlightonSkills:RacquetsandPaddles• Badminton–UnderhandLobTechniques:• Underhandshortlob–Withopenfaceracketandarmfullyextended,droptheshuttleoverthenet.Theintentistolobtheshuttletobarelyclearthenethaveitdropnearthebaseline.

• Underhandlonglob–Dropbacktogetmomentumtodrivetheshuttledeep.Openfaceandextendarmtolobtheshuttleoveryouropponentsheadtothebackbaseline.

• Practicetheselobbingtechniquesasyouplaythegame.

2-3 Closure:Review–Underhandlongandshortlobtechniques.Relate–Sharesomethingelseyouhavepracticedinordertodowell.Praise–Affirmstudentswhopracticedthetechniquescorrectly.Preview–Inournextclasswewillfocusonoverheadclearshotstrokes.

Assessment:Checkforproperlobtechniqueoneitherlongorshortlobs–studentchoice.Scoreisbasedonascaleof1-5with5beingexcellent.

LobTechniques

studentnameshortlobscore

longlobscore

249



volleyball,handball,tennis).PE.7.MS.7 Strikeswithamatureoverhandpatterninadynamicenvironmentfornet/wallgames(e.g.,volleyball,tennis).PE.8.MS.9 Transfersweight,withcorrecttiming,usinglow-to-highstrikingpatternwithalong-handledimplementon

thebackhandside.

EquipmentChart:


MeetMeintheMiddle


RumblebyMichaelBufferonJockJamsVol.1

BenchStepBasics



Badminton–OverheadLobTechniques


ball1per4students


1per4students


250




2-3 IntroductoryActivity:(ASAP)• MeetMeintheMiddle(ASAP,tabp.19)



15 SpotlightonSkills:RacquetsandPaddles• Badminton–OverheadLobTechniques:• Overheadclearshotlob–Thepurposeofthisshotistodrive

youropponenttotherearcourtasdeepaspossible.Positionundertheshuttle,turningsidewaystowardnet;Raisearmandrackettofullextension;Useopenfaceandaimfor“sweet”spotofracket;Followthroughshouldcreatethe“whip”or“swoosh”sound.

• Playthegamepracticingthesetechniques.

2-3 Closure:Review–TheoverheadclearshotlobtechniqueRelate–Practicinghelpstomakethingspermanent.HowcanyoupracticesharingJesuswithothers?Praise–Affirmstudentswhoexhibitedcorrectformontheclearshot.Preview–Inournextclasswewilllearntheoverheadlobdropshot.

Assessment:Checkforcriticalelementsinproperforehandform.Scoreisbasedonascaleof1-3with3beingexcellent.

CriticalElementsinForehand

studentname gripracketback

followthrough

pointofcontact

headdown

lowtohigh

251


LessonPlanningGuideObjectives:PE.7.MS.16 Executesconsistently(70%)alegalunderhandservetoapredeterminedtargetfornet/wallgames(e.g.,

badminton,volleyball).PE.6.PA.4 Createsopenspaceinnet/wallgameswithashort-handledimplementbyvaryingforceanddirection.PE.7.PA.4 Createsopenspaceinnet/wallgameswithlong-handledimplementbyvaryingforceanddirection,moving

opponentfromsidetoside.PE.8.PA.3 Createsopenspaceinnet/wallgameswitheitherashort-orlong-handledimplementbyvaryingforceor

directionorbymovingopponentsidetosideand/orforwardandback.

EquipmentChart:


MeetMeintheMiddle



FitnessintheMiddle


ball(medicineorutility) 1per2students

Badminton–OverheadLobTechniquesContinued


ball1per4students


1per4students


252



Content Notes



15 SpotlightonSkills:RacquetsandPaddles• Badminton–OverheadLobTechniquesContinued:• OverheadLob,DropShot–Usethesametechniqueasclearshotbut“break”thewristonfollowthrough.Positionshottoanareajustoverthenet.

• Playthegamepracticingthisandotherlearnedtechniques.

.2-3 Closure:Review–PropertechniqueoftheoverheadlobdropshotRelate–Practicinghelpsyoudosomethingbetter.Whatareotherthingsinyourlifethatyoushouldpractice?Praise–Affirmstudentswhocooperatedinpractice.Preview–Inournextclasswewilllearntheoverheadlobsmash.

253


LessonPlanningGuideObjectives:PE.5.PA.11 Recognizesthetypeofthrow,volley,orstrikingactionneededfordifferentgamesandsportssituations.PE.6.PA.5 Selectsappropriateshotbasedonlocationoftheobjectinrelationtothetarget/goal.PE.6.PA.6 Identifiesopenspacesandattemptstostrikeobjectintoaspace.PE.7.PA.5 Selectsoffensiveshotbasedonopponent’slocation(hitwhereopponentisnot).PE.8.PA.12 Variesthespeed,force,andtrajectoryoftheshotbasedonlocationoftheobjectinrelationtothetarget.

EquipmentChart:


MeetMeintheMiddle



PaperPlateAerobics


2perstudent



1 musicandplayer

Badminton–OverheadLobTechniquesContinued


ball1per4students


1per4students


254



Content Notes



15 SpotlightonSkills:RacquetsandPaddles• Badminton–OverheadLobTechniquesContinued:• OverheadLob,Smash–Usethesametechniqueasthedropandclearshotbutwithapowerfuloverhandshotdirectlyatopponent.“Break”wristasracketmakescontactwithshuttle.

2-3 Closure:Review–PropertechniquesoftheoverheadlobsmashRelate–Sharehowyoucanshowkindnessinthisgameandotherareasoflife.Praise–Affirmappropriatebehavior.Preview–Inournextclasswewillbeginaunitonsoccer.

Assessment:StudentswillassessthemselvesusingtheRacquetsandPaddlesSelf-Checkcard(SPARKfolioRacquetsandPaddlestab,whitecard).

255

Unit8–SoccerGrades5-8

UnitPlanningGuideSoccerActivitiesfromthisunitwillprovidethestudentswithopportunitiestopracticeandfurtherdevelopskillsinball-handling,dribbling,passingandreceiving,shootinganddefending.Thediversityofskillsincorporatedintothissportmakesitawell-likedunitforallgradelevels.SpiritualConnections-EnduranceSoccerisasportthatrequiresbothspeedandendurance,andinordertoachievesuccessonthefieldanathletemustbewillingtopushbeyondwhattheythinktheyarecapableof.Thesameappliestospirituallives–pushingbeyondwhatapersonthinkstheyarecapableof.Butremember,allispossiblethroughthepowerofChrist.Philippians4:13(NCV).“IcandoallthingsthroughChrist,becausehegivesmestrength.”PersonalBestDaysThePersonalBestDaysaredesignedforstudentstorepeatthesamethreefitnesstestsfivetimesoverthecourseoftheyear.Thegoalisthatstudentswillimproveintheirpersonalfitnessastheyparticipateinfitnessactivitiesandskilldevelopmentinphysicaleducation.Thethreefitnesstestsare:Push-upChallenge,Curl-upChallenge,and9-MinuteRunChallenge.Itisimportanttomakesurethatthefitnesstestsareconsistentlyassessedeachtime.NoticethattestingPersonalBestDaysispartofthelessonplanforthisunit,week4,andday3.TheSPARK3-6Manual(notebook)providesadescriptionoftheequipmentneededandalessonplanonhowtoorganizeandadministerthePersonalBestDay.TheSPARKfolioboxcontainsthechallengecardsthatprovideadescriptionofthefitnesstestandanillustrationofcorrectform.TheSPARKfolioboxalsoprovidestwodifferentfitnesstestassessmentsheets.FirstisthePersonalBestDayClassDataSheetwhichtheteachercanusetorecordallofthestudentindividualdata.ThesecondsheetisthePersonalBestDayProgressandGoalCardthatistobeusedbyeachindividualstudenttocharttheirprogressandgoals.Makecopiesoftheseformsasthereisonlyoneoriginalcopyofeachprovidedinthebox.

“Takeyourvictories,whatevertheymaybe,cherishthem,usethem,butdon’tsettleforthem.”

MiaHamm,soccer

256

Unit8–SoccerEquipment

Week1

EquipmentDay1

Day2

Day3

balls " " "cones " " "hoops " "spotmarkers " " "

Week3

EquipmentDay1

Day2

Day3

balls " " "bases " beanbags " " "cones " " "hoops " " "largecones " musicandplayer " " "soccerballs " spotmarkers "woodendowelsorhockeysticks

"

Week2

EquipmentDay1

Day2

Day3

balls " " "beanbags "bowlingpinsorlightweightcones

" "

cones " " "hoops "musicandplayer " " "spotmarkers " "

Week4

EquipmentDay1

Day2

Day3

balls " carpetsquares "cones " " "FitnessChallengePromptPages

"

hoops " " musicandplayer " " "MyPersonalBestProgressandGoalsCard

"

pencils "pinnies " poolnoodle "smallcones " soccerballs " " *SoccerGrabBagCards " *SoccerGroupChallengeTaskCard

"

spotmarkers " " "stopwatch "tallcones " " tossables(beanbags) " " "*checkselectedcard(s)forequipmentneeds

257

Unit8Outline-SoccerGrades5-8

(activitiesforFocusonFitnessandSpotlightonSkills)Week1 FocusonFitness:AerobicGames

Day1IntroductiontoAerobicGames(AerobicGamestab,pp.1-2)BuildersandBulldozers(AerobicGamestab,pp.7-8)

Day2BuildersandBulldozers(AerobicGamestab,pp.7-8)Day3BuildersandBulldozers(AerobicGamestab,pp.7-8)

SpotlightonSkills:SoccerDay1IntroductiontoSoccer(Soccertab,pp.1-2)

Ball-ControlDrills(Soccertab,pp.5-6) Day2DribblingDrills(Soccertab,pp.7-8)

SoccerHoopla(Soccertab,pp.15-16)Assessment:Studentswillbeassessedontheirabilitytodemonstratedribblingskills.

Day3Rainforest(Soccertab,pp.17-18)SoccerGolf(Soccertab,pp.17-18)Assessment:StudentswillbeassessedontheirsoccerskillsusingthePerformanceRubric(SPARKfolioSoccertab,whitecard).

Week2FocusonFitness:AerobicGames

Day1AerobicBowling(AerobicGamestab,pp.9-10)Day2AerobicBowling(AerobicGamestab,pp.9-10)Day3AerobicGolf(AerobicGamestab,pp.11-12)

SpotlightonSkills:SoccerDay1PassingDrills(Soccertab,pp.9-10)Trap,Pass,andFollow(Soccertab,pp.21-22)Day2CornertoCornerGiveandGo(Soccertab,pp.23-24) Assessment:Studentswillbeassessedontheirabilitytodemonstratepassingskills.Day3Throw-insandPunts(Soccertab,pp.13-14) Assessment:Studentswillbeassessedontheirabilitytodemonstratetheelementsofthrow-insandpunting.

Week3FocusonFitness:AerobicGames

Day1AerobicGolf(AerobicGamestab,pp.11-12)Day2HeartyHoopla(AerobicGamestab,pp.13-14)Day3HeartyHoopla(AerobicGamestab,pp.13-14)

SpotlightonSkills:SoccerDay1ShootingDrills(Soccertab,pp.11-12)

5-PlayerKickandDribble(Soccertab,pp.25-26)Assessment:Studentswillbeassessedontheirabilitytoshootasoccerballusingproperformandcontrol.

Day2DribblingPartnerTag(Soccertab,pp.27-28)Day3KeepAway(3on1)(Soccertab,pp.29-30)

258

Assessment:StudentswillbeassessedontheirabilitytodefinethePrincipleof3s.Week4FocusonFitness:AerobicGames

Day1CentipedeBucketBrigade(AerobicGamestab,pp.15-16)Day2CentipedeBucketBrigade(AerobicGamestab,pp.15-16)Day3TrackandField(AerobicGamestab,pp.17-18)

SpotlightonSkills:SoccerDay1GetYourBall(Soccertab,pp.31-32)

SoccerGrabBag(Soccertab,pp.35-36)Day2Mini-Soccer(Soccertab,pp.33-34)

SoccerGroupChallenge(Soccertab,pp.37-38)Assessment:Studentswillbeassessedontheiruseofoffensiveanddefensivestrategies.

Day3Assessment:PersonalBestDay#4(PersonalBestDaytab,p.5)

259

Unit8Soccer–Week1,Day1Grades5-8

LessonPlanningGuideObjectives:PE.5.VH.6 Expresses(e.g.,writtenessay,visualart)theenjoymentand/orchallengeofparticipatinginafavoritephysical

activity.PE.5.VH.7 Analyzesdifferentphysicalactivitiesforenjoymentandchallenge,identifyingreasonsforapositiveor

negativeresponse.PE.7.VH.8 Discusseshowenjoymentcouldbeincreasedinself-selectedphysicalactivities.

EquipmentChart:


MeetMeintheMiddle–SPARKIt

Up!

6 cones–spreadconesfartherapart

forboundaries

BuildersandBulldozers

1 cone perstudent4 spotmarkers forboundaries

Ball-ControlDrills4 cones forboundaries1per ball 1perstudent

260



Content

Notes


10 FocusonFitness:AerobicGames:• Teacherinformation-IntroductiontoAerobicGamesUnit(AerobicGamestab,pp.1-2)

• BuildersandBulldozers(AerobicGametab,pp.7-8)

15 SpotlightonSkill:Soccer• Teacherinformation-IntroductiontoSoccerUnit(Soccertab,pp.1-2)

• IntroduceBall-ControlDrills(Soccertab,pp.5-6)

2-3 Closure:Review–Reviewthekeyskillsincontrollingasoccerball.Relate–Explainhowcontrollingaballisimportantinallsports.Praise–Affirmstudentsthatdemonstrategoodballhandlingskills.Preview–Nextclasswillfocusondribblingskills.

261


LessonPlanningGuideObjectives:PE.5.MS.15 Dribbleswithhandsorfeetwithmaturepatternsinavarietyofsmall-sidedgameforms.PE.6.MS.5 Foot-dribbleschangingspeedanddirectioninavarietyofpracticetasks.

EquipmentChart:



Up!


forboundaries



DribblingDrills4 cones forboundaries1per ball 1perstudent

SoccerHoopla4 cones forboundaries1per ball 1perstudent4 hoops

262



Content

Notes


10 FocusonFitness:AerobicGames• BuildersandBulldozers(AerobicGamestab,pp.7-8)

15 SpotlightonSkill:Soccer• IntroductionontheskillofdribblingintheDribblingDrillsactivity:(Soccertab,pp.7-8)

• SoccerHoopla(Soccertab,pp.15-16)

2-3 Closure:Review–Theskillinvolvedindribblingandtrappingasoccerball.Relate–Explainhowworkingontheseskillshelpsinasoccergame.Praise–Affirmstudentswhoareabletodeveloptheseskills.Preview–Nextclasswillfocusonmoreadvanceddribblingdrills.

Assessment:Individuallycheckthestudents’dribblingskillsusingthecriteriaonthechartbelow.Scoring- 3=mastery(studentswiththisscorerequirelessmonitoring) 2=average(studentswiththisscoreknowwhattheyaredoingandjustneedtobemonitored) 1=developing(studentswiththisscoreneedmoresupportinlearningthisskillorelement)

SoccerDribblingSkills

studentname#ofconesafter

2minutesabletochange

directionsabletodribbleinazigzagpathway

263


LessonPlanningGuideObjectives:PE.5.MS.1 Combineslocomotorandmanipulativeskillsinavarietyofsmall-sidedpracticetasksingameenvironments.PE.5.VH.9 Describestheimportanceofbeingapositivespectator.PE.6.VH.10 Demonstratesrespectforselfandothersinactivities,games,andasaspectator,byfollowingtherules,

encouragingothersandplayinginthespiritofthegameoractivity.

EquipmentChart:



Up!


forboundaries



Rainforest1per ball 1perstudent1ormore cones perstudent

SoccerGolf1per2 hoop 1per2students1per2 ball 1per2students

264



Content

Notes


10 FocusonFitness:AerobicGames• BuildersandBulldozers(AerobicGamestab,pp.7-8)

15 SpotlightonSkill:Soccer• Introducemoreadvanceddribblingskills:• Rainforest(Soccertab,pp.17-18)• SoccerGolf(Soccertab,pp.19-20)

2-3 Closure:Review–Thecriticalskillsofchangingdirectionswithsoccerball.Relate–Shareanactivityhowastudentwouldusethisskillinothersports.Praise–Affirmhigherlevelskillachievementofstudentsdribblingasoccerball.Preview–Nextclasswillfocusonthefundamentalskillsofpassingasoccerball.

Assessment:Whileengagedinanactivity,assessstudents’soccerskillsusingtheSoccerSkillsPerformanceRubric(SPARKfolioSoccertab,whitecard).

265


LessonPlanningGuideObjectives:PE.5.MS.14 Passesandreceivesapasswiththefeetusingamaturepatternasbothpartnerstravel.PE.7.MS.5 Foot-dribbleswithcontrolandcombinedwithpassinginavarietyofpracticetasks.

EquipmentChart:



AerobicBowling

2per4 spotmarkers 2pergroupof4students2per4 bowlingpinsor2

lightweightcones2pergroupof4students

1per4 playgroundball 1pergroupof4students

PassingDrills1per spotmarker 1perstudent1per2 ball 1per2students

Trap,Pass,andFollow

1per4-5 ball 1per4-5students2per4-5 spotmarkers 2per4-5students

266



Content

Notes



10 FocusonFitness:AerobicGames• AerobicBowling(AerobicGamestab,pp.9-10)

15 SpotlightonSkill:Soccer• IntroductionofpassingasoccerballintheactivityPassingDrills(Soccertab,pp.9-10)

• Trap,Pass,andFollow(Soccertab,pp.21-22)

2-3 Closure:Review–Thecriticalskillsinpassingasoccerball.Relate–Shareanactivitywhereyouwouldpassaballinothersports.Praise–Affirmappropriateskillsdemonstratedinpassingaball.Preview–Nextclasswillfocusonadvancedpassingskills.

267


LessonPlanningGuideObjectives:PE.7.MS.5 Foot-dribbleswithcontrolandcombinedwithpassinginavarietyofpracticetasks.PE.7.MS.12 Passesandreceiveswithfeet,incombinationwithlocomotorpatternsofrunningandchangeofdirectionand

speed,competentlyinmodifiedgames(e.g.,soccer,speedball).

EquipmentChart:



AerobicBowling

2per4 spotmarkers 2pergroupof4students2per4 bowlingpinsor2

lightweightcones2pergroupof4students

1per4 playgroundball 1pergroupof4studentsCornertoCornerGiveAndGo

1per spotmarker 1perstudentforgrids1per4 ball 1per4students

268



Content

Notes


10 FocusonFitness:AerobicGames• AerobicBowling(AerobicGamestab,pp.9-10)

15 SpotlightonSkill:Soccer• IntroducemoreadvancedpassingskillsinplayingCornertoCornerGiveandGo(Soccertab,pp.23-24)

2-3 Closure:Review–Thecriticalskillsofpassingasoccerballandmoving.Relate–Shareanactivitywhereyoupassaballandmovetoanotherareainanothersport.Praise–Affirmappropriatetechniqueusedinthisskill.Preview–Nextclasswillfocusonthrow-insofasoccerball.

Assessment:ObservepassingskillsduringtheCornertoCornerGiveandGoactivityorpullouttoassessindividually.

PassingSkills

studentnameabletochange

directionsadequatepasses

fluidmotionadequatefoot

dribbling

269


LessonPlanningGuideObjectives:PE.5.MS.16 Demonstratesmaturepatternsofkickingandpuntinginsmall-sidedpracticetaskenvironments.PE.7.VH.10 Demonstratestheimportanceofsocialinteractionbyencouragingothers,avoidingtrashtalk,andproviding

supporttoclassmates.PE.8.VH.10 Demonstratesrespectforselfbyaskingforhelpandhelpingothersinvariousphysicalactivities.

EquipmentChart:



AerobicGolf1per3to4 hoop 1per3to4students1per beanbagorother

funtossable1perstudent

Throw-insandPunts4 cones forboundaries1per2 ball 1per2students

270



Content

Notes


10 FocusonFitness:AerobicGames• AerobicGolf(AerobicGamestab,pp.11-12)

15 SpotlightonSkill:Soccer• IntroductionofThrow-insandPunts(Soccertab,pp.13-14)

7th-8thgraderspracticepuntfrom20-25paces

2-3 Closure:Review–Thecriticalskillsneededinthrow-insandpuntingasoccerball.Relate–Shareanactivitywhereyouwouldusetheseskillsinanothersport.Praise–Affirmthecorrecttechniquedemonstratedintheseskills.Preview–Nextclasswillfocusonshootingasoccerball.

Assessment:WhilestudentsareparticipatingintheThrow-insandPuntsactivity,assesstheskillscitedonthefollowingtwocharts.Placeacheckinthecolumniftheelementisobserved.

Throw-inElements

PuntElements

studentnameadequateballdrop

overfootfoot-ballcontactmadeinair

balltravelsadistanceforward

outof10punts#correct

studentnamethrow-in

abovehead

adequateforceusedtothrow-in

correctbodymomentum

throw-inintargetofteammate

outof10throw-ins#correct

271



basketball).PE.6.MS.13 Shootsongoalwithpowerinadynamicenvironmentasappropriatetotheactivity.PE.7.MS.13 Shootsongoalwithpowerandaccuracyinsmall-sidedgameplay.PE.7.PA.6 Variesthespeedand/ortrajectoryoftheshotbasedonlocationoftheobjectinrelationtothetarget.PE.8.PA.12 Variesthespeed,force,andtrajectoryoftheshotbasedonlocationoftheobjectinrelationtothetarget.

EquipmentChart:



AerobicGolf1per3to4 hoop 1per3to4students1per beanbagorotherfun

tossable1perstudent

ShootingDrills

3per12 cones 3per12students1per ball 1perstudent3 woodendowelsor

hockeysticksoptional

5-PlayerKickandDribble

4per5 cones 4pergroupof5students2per5 bases 2pergroupof5students2per5 soccerballs 2pergroupof5students

272



Content

Notes

2-3 IntroductoryActivity:(ASAP)• Add-onScramble(ASAPtab,p.22,chooseoneactivityfromSPARKItUp!)

10 FocusonFitness:AerobicGames• AerobicGolf(AerobicGamestab,pp.11-12)

15 SpotlightonSkill:Soccer• IntroductionofshootingskillsintheactivityShootingDrills(Soccertab,pp.11-12)

• 5-PlayerKickandDribble(Soccertab,pp.25-26)

2-3 Closure:Review–Thecorrectskillsinshootingasoccerball.Relate–Howshootingaballrelatetoavarietyofsports.Praise–Affirmappropriateskillsdemonstratedbystudentsinshootingasoccerball.Preview–Nextclasswillfocusondefendingaplayerwithaball.

Assessment:Checkstudents’abilitytoshootasoccerballusingproperformandcontrol.Scoring- 3=mastery(studentswiththisscorerequirelessmonitoring) 2=average(studentswiththisscoreknowwhattheyaredoingandjustneedtobemonitored) 1=developing(studentswiththisscoreneedmoresupportinlearningthisskillorelement)

SoccerBallShooting

studentnamestrikesballwithinstep

kickingfootpointeddown

followthrough

adequatespeed

adequateforce

273


LessonPlanningGuideObjectives:PE.5.MS.12 Catchesabattedballabovethehead,atchestorwaistlevel,andalongthegroundusingamaturepatternina

staticenvironment(closedskills).PE.5.MS.13 Combineshandandfootdribblingwithotherskillsduringone-on-onepracticetasks.PE.6.MS.5 Foot-dribbleschangingspeedanddirectioninavarietyofpracticetasks.PE.8.RB.9 Appliesrulesandetiquettebyactingasanofficialformodifiedphysicalactivitiesandgames.

EquipmentChart:



HeartyHoopla4 hoops 1per beanbagorother

collectable1perstudent

DribblingPartnerTag

4 largecones forboundaries1per2 ball 1per2students

274


LessonPlan: Timeminutes

Content

Notes

2-3 IntroductoryActivity:(ASAP)• Add-OnScramble(ASAPtabp.22,chooseoneactivityfromSPARKItUp!)

10 FocusonFitness:AerobicGames• HeartyHoopla(AerobicGamestab,pp.13-14)

15 SpotlightonSkill:Soccer• Introductionofdribblingaballwhilebeingdefended,DribblingPartnerTag(Soccertab,pp.27-28)

2-3 Closure:Review–Theskillsneededindribblingaballwhilebeingdefended.Relate–Howdefendingaplayerisimportantinallsports.Praise–Affirmappropriatetechniqueusedinplayingdefense.Preview–NextclasswillfocusonthePrincipleof3s.

275



play.PE.6.PA.8 Reducesopenspacebynotallowingthecatchorbyallowingthecatchbutnotthereturnpass.PE.7.RB.5 Demonstratescooperationskillsbyestablishingrulesandguidelinesforresolvingconflicts.PE.8.RB.5 Respondsappropriatelytoparticipants’ethicalandunethicalbehaviorduringphysicalactivitybyusingrules

andguidelinesforresolvingconflicts.

EquipmentChart:



HeartyHoopla4 hoops 1per beanbagorother

collectable1perstudent

KeepAway(3on1)1per2 ball 1per2studentsmisc. spotmarkers forgrids

276



Content

Notes


10 FocusonFitness:AerobicGames• HeartyHoopla(AerobicGamestab,pp.13-14)

15 SpotlightonSkill:Soccer• IntroductiontothePrinciplesof3s,KeepAway(3on1)(Soccertab,pp.29-30)

2-3 Closure:Review–Theskillsneededinpassinganddribblingquickly.Relate–Howimportantitisinadvancingasoccerball.Praise–Affirmappropriatetechniqueinpassinganddribbling.Preview–Nextclasswillfocusonstealingthesoccerballfromyourpartner.

Assessment:AftercompletingtheKeepAwayactivity,thestudentsaretodefine(verballyorinwrittenform)thePrincipleof3s.

277


LessonPlanningGuideObjectives:PE.5.PA.3 Appliesmovementconceptstostrategyingamesituations.PE.6.RB.9 Identifiestherulesandetiquetteforphysicalactivitiesandgames.PE.7.RB.2 Demonstratesbothintrinsicandextrinsicmotivationbyselectingopportunitiestoparticipateinphysical

activityoutsideofclass.

EquipmentChart:



CentipedeBucketBrigade

1per tossable 1per2students2per5 hoops 2pergroupof5students

GetYourBall1per2 ball 1per2students6 cones

SoccerGrabBag

1per soccerball 1perstudent8 tallcones tocreate4goals1per2 spotmarker 1per2students1 hooporbag tomakegrabbagmisc. SoccerGrabBag


278



Content

Notes


10 FocusonFitness:AerobicGames• CentipedeBucketBrigade(AerobicGamestab,pp.15-16)

15 SpotlightonSkill:Soccer• IntroductiononstealingtheballfromyourpartnerinplayingGetYourBall(Soccertab,pp.31-32)

• SoccerGrabBag(Soccertab,pp.35-36)

7th-8thgradersneedtobe25-30pacesfromtheirpartner

2-3 Closure:Review–Theskillsneededinstealingaballfromyoupartner.Relate–Howstealingaballisimportantindefendingaplayer.Praise–Affirmappropriatefeettechniqueinstealingasoccerball.Preview–Nextclasswillfocusonoffensiveanddefensivestrategiesinasoccergame.

279



play.PE.5.PA.9 Appliesbasicoffensiveanddefensivestrategiesandtacticsininvasionsmall-sidedpracticetasks.PE.6.PA.2 Executesatleastoneoffensivetactictocreateopenspace(e.g.,movestoopenspacewithouttheball;usesa

varietyofpasses,pivotsandfakes,giveandgo).PE.6.PA.3 Createsopenspacebyusingthewidthandlengthofthefield/courtonoffense.PE.7.PA.3 Createsopenspacebystayingspreadonoffense,andcuttingandpassingquickly.PE.7.PA.9 Reducesopenspaceondefensebystayingclosetotheopponentashe/shenearsthegoal.PE.8.PA.2 Createsopenspacebystayingspreadonoffense,cuttingandpassingquickly,andusingfakesofftheball.PE.8.PA.9 Reducesopenspacesinthefieldbyworkingwithteammatestomaximizecoverage.

EquipmentChart:



CentipedeBucketBrigade

1per tossable 1per2students2per5 hoops 2pergroupof5students

Mini-Soccer4per8 smallcones 4pergroupof8students/forboundaries4per8 tallcones 4pergroupof8students/forgoals1per2 pinnie 1per2studentsforteams

SoccerGroupChallenge

1per2 soccerball 1per2students1per4 spotmarker forhomebase4 cones forboundaries1per2 SoccerGroup

ChallengeTaskCardSPARKfamily.org1/1per2students,readthe“Ready”sectiontoseewhatequipmentisneeded

280



Content

Notes

2-3 IntroductoryActivity:(ASAP)• QuickDraw(ASAPtabp.22)

10 FocusonFitness:AerobicGames• CentipedeBucketBrigade(AerobicGamestab,pp.15-16)

15 SpotlightonSkill:Soccer• IntroductionofOffensiveandDefensiveStrategies,Mini-Soccer(Soccertab,pp.33-34)

• SoccerGroupChallenge(Soccertab,pp.37-38)

2-3 Closure:Review–Thestrategiesthatareusedinasoccergame.Relate–Howimportantthestrategiesareinallsports.Praise–Affirmappropriateuseofstrategiesdemonstratedbyplayers.Preview–NextclasswillfocusonsoccerskillstestandPersonalBestDay.

Assessment:ObservestudentsduringtheMini-SoccergameortheSoccerGroupChallengeactivityandassesstheiruseofoffensiveanddefensivestrategies.Scoring- 3=mastery(studentswiththisscorerequirelessmonitoring) 2=average(studentswiththisscoreknowwhattheyaredoingandjustneedtobemonitored) 1=developing(studentswiththisscoreneedmoresupportinlearningthisskillorelement)

OffensiveandDefensiveStrategies

studentname ballcontrolchangeofspeed

changeofdirection

defensiveskillsdisplayed

offensiveskillsdisplayed

281


LessonPlanningGuidePersonalBestDay#4Objectives:PE.5.PF.7 Designsafitnessplantoaddresswaystousephysicalactivitytoenhancefitness.PE.6.PF.14 Designsandimplementsaprogramofremediationforareasofweaknessbasedontheresultsofhealth-

relatedfitnessassessment.PE.7.PF.14 Developsstrategiesforbalancinghealthyfoodandwaterintake,alongwithdailyphysicalactivity.PE.8.PF.15 Designsandimplementsaprogramofremediationinanareaofweaknessbasedontheresultsofhealth-

relatedfitnessassessment.PE.6.RB.2 Identifiesandusesappropriatestrategiestoself-reinforcepositivefitnessbehaviors(e.g.,positiveself-talk).PE.7.RB.10 Independentlyusesphysicalactivityandexerciseequipmentappropriatelyandsafely.PE.8.RB.1 Acceptsresponsibilityforimprovingormaintaininglevelsofphysicalactivityandfitness.PE.8.RB.10 Independentlyusesequipmentappropriately,andidentifiesspecificsafetyconcernsassociatedwiththe

activity.PE.5.VH.3 Appliesthevalueofadequatesleepforoptimalhealthtoassistinthebuildingofhealthybodies.PE.6.VH.4 Appliesthevalueofadequatesleepforoptimalhealthtoassistinthebuildingofhealthybodies.PE.7.VH.4 Providesevidenceandappliesthevalueofadequatesleepforoptimalhealthtoassistinthebuildingof

healthybodies.PE.8.VH.4 Providesevidenceandappliesthevalueofadequatesleepforoptimalhealthtoassistinthebuildingof

healthybodies.

EquipmentChart:



TrackandField

3 cones 1per2 spotmarker 1per2students1per2 poolnoodle 1per2students2per2 beanbags 2per2students

PersonalBestDay#4


forwarm-up


SPARKfamily.org


SPARKfamily.org


ProgressCardandGoals1per2 carpetsquare 1per2studentsoptional

282



Content

Notes


10 FocusonFitness:AerobicGames• TrackandField(AerobicGamestab,pp.17-18)

15 SpotlightonSkill:SoccerandPersonalBestDay• Ifteacherchooses,teststudentsonbasicsoccerskills• PersonalBestDay#4(PersonalBestDaytab,pp.5)

Skillstobetested:-dribbling-passing-shooting-throw-in/punting

2-3 Closure:Review–Theskillsneededtosucceedinsoccer.Relate–Howimportanttheseskillsaretothegameofsoccer.Praise–Affirmtheeffortplacedindoingtheskilltests.Preview–Endoftheunitonsoccer.


283

Unit9–SoftballandTrackandFieldGrades5-8

UnitPlanningGuideDuringthisunititissuggestedthatSoftballinstructionbeprovidedforthefirsttwoweeks,followedbytwoweeksofTrackandField.SoftballManyoftheskillslearnedinearlierunitswillbeincorporatedintothesesoftballlessons.Studentswillcontinuetopracticeanddeveloptheirabilitiesinthrowing,catching,baserunning,andbatting.TrackandFieldTwoweeksinthespringprovidesopportunitiesforstudentstofocusonbasictrackandfieldeventssuchas:runningshortandlongdistances,throwing,shotput,standingjump,runninglongjump,andbatonrelays.SchoolsmayfindtheseactivitieshelpfulinpreparingstudentsforaTrackandFieldevent.FantasticFieldDayFlingisastep-by-stepmanualonhowtoorganizeasuccessfulfielddayevent.DownloadfromtheNADphysicaleducationwebsite.

SpiritualConnections-“KeepYourEyeOnTheBall”Manywouldagreethatinsoftballitisimportantto“keepyoureyeontheball.”Doingsoreducesthelikelihoodofbeinghitinthehead,missingtheopportunitytocatchtheball,strikingout,etc.TheBibleinstructsustoplaceourfocuselsewhere.Hebrews12:2(CEV).“WemustkeepoureyesonJesus,wholeadsusandmakesourfaithcomplete.”

“Wefretaboutthepast,worryaboutthefutureandtakeourfocusoffofthepresent.Bombardedbyinformationanddistractionsweforgetwhatistrulyimportant.Wefocusontheoutcomeinsteadoftheprocessandwonderwhywemissourtargets.Wefocusoneverythingelseexcepttheball.”

JonGordon,author

284

Unit9–SoftballandTrackandFieldEquipment

Week1

EquipmentDay1

Day2

Day3

cones " " "hoops " musicandplayer " " "spotmarkers " tossables-ragballs,beanbags,tennisballs

" " "

Week3

EquipmentDay1

Day2

Day3

1600m-RunTaskCard " 800m-RunTaskCard " clipboards " cones " " "cones-small " cones-tall " FlexibilitySkillCards " " "footballs "hoops "jumpropes-short "musicandplayer " PeerCoaching:SprintingTaskCard

"

pencils " *ScavengerHuntTaskCard "softballs "spotmarkers " stopwatch " " tossables " *checkselectedactivityforequipmentneeds

Week2

EquipmentDay1

Day2

Day3

basesorspotmarkers " " "bat " battingteeortallcone " cones " " "cones–12” " homeplate " hoopsorbags " "hoopsorropes " "musicandplayer " " "tossables–tennisballs,ragballs,yarnballs,Kooshballs,beanbags

" " "

*Walk/Jog/RunGrabBagCards

"

whiffleballs " *checkselectedcard(s)forequipmentneeds

Week4

EquipmentDay1

Day2

Day3

beanbags " " cones " " "musicandplayer " " "relaybatons "ShotPutSkillCard " softballs " spotmarkers " tossables "

285

Unit9Outline–SoftballandTrackandFieldGrades5-8

(activitiesforFocusonFitnessandSpotlightonSkills)Week1FocusonFitness:Walk/Jog/Run Day1TheSnake(Walk/Jog/Runtab,pp.7-8) Day2PasstheHat(Walk/Jog/Runtab,pp.9-10) Day3Figure-8Walk/Jog(Walk/Jog/Runtab,pp.11-12)SpotlightonSkills:Softball Day1PartnerThrowandCatch(Softballtab,pp.7-8)OutatHome!(Softballtab,pp.15-16)

Day2PartnerThrowandCatch(Softballtab,pp.7-8)CornertoCornerGiveandGo(Softballtab,pp.17-18)Assessment:Studentswillbeassessedonthrowingasoftballwithaccuracyandspeed.

Day3GroundBallMania(Softballtab,pp.9-10)TriangleFielding(Softballtab,pp.19-20) Assessment:Studentswillbeassessedontheirabilitytoproperlycatchagroundball.Week2FocusonFitness:Walk/Jog/Run Day1Inside-OutsideWalk/Jog(Walk/Jog/Runtab,pp.13-14) Day2TheSnake(Walk/Jog/Runtab,pp.7-8) Day3PACEActivity#1Walk/Jog/RunGrabBag(Walk/Jog/Runtab,pp.31-32)SpotlightonSkills:Softball Day1PitchandCatch(Softballtab,pp.11-12)

BeattheBall(Softballtab,pp.23-24) Day2BattingPractice(Softballtab,pp.13-14)

All-RunSoftball(Softballtab,pp.29-30)Assessment:Studentswillbeassessedontheirabilitytodemonstrateproperbattingstance.

Day3PACEActivity#1SoftballGrabBag(Softballtab,pp.33-34) Assessment:Studentswillbeassessedinthrowing,batting,andfielding.Week3FocusonFitness:Walk/Jog/Run Day1PasstheHat(Walk/Jog/Runtab,pp.9-10) Day2Figure-8Walk/Jog(Walk/Jog/Runtab,pp.11-12) Day3PACEActivity#2OutdoorScavengerHunt(Walk/Jog/Runtab,pp.33-34)SpotlightonSkills:TrackandField Day1Sprints-100,200meterdashes Assessment:Studentswillbeassessedontheirabilitytodemonstratetheproperstarting positionwhenbeginningarace. Day2DistanceRunning-800,1600meters Assessment:Studentswillrun200meterdashesandtimingwillberecordedfor comparisonattheendofthisunit.

Day3ThrowingAssessment:Studentswillbeassessedontheirabilitytodemonstratestrengthandaccuracyinthrowingafootballandsoftball.

286

Week4FocusonFitness:Walk/Jog/Run Day1Assessment:Walk/Jog/RunPerformanceRubric(SPARKfolioWalk/Jog/Runtab,white card). Day2Inside-OutsideWalk/Jog(Walk/Jog/Runtab,pp.13-14) Day3PasstheHat(Walk/Jog/Runtab,pp.9-10)SpotlightonSkills:TrackandField Day1ShotPut Day2StandingJumpandRunningLongJump Assessment:Studentswillbeassessedontheirabilitytoperformthecriticalelementsofa standinglongjump. Day3BatonRelays Assessment:Studentswillbere-assessedontheir220meterdashspeed.

287

Unit9,Week1,Day1Grades5-8

LessonPlanningGuideObjectives:PE.5.MS.9 Throwsunderhandandoverhandtoalargetargetwithaccuracy.PE.8.MS.1 Throwswithamaturepatternfordistanceorpowerappropriatetotheactivityduringsmall-sidedgameplay.PE.5.PA.11 Recognizesthetypeofthrow,volley,orstrikingactionneededfordifferentgamesandsportssituations.

EquipmentChart:



TheSnake4 cones forboundaries1 musicandplayer optional

PartnerThrowandCatch

1per2 ball(ragball) 1per2students

OutatHome!1per beanbag 1perstudent4 cones forboundaries1per2 hoop 1per2students

288

Unit9Softball–Week1,Day1Grades5-8


Content

Notes


10 FocusonFitness:Walk/Jog/Run• TheSnake(Walk/Jog/Runtab,pp.7-8)

15 SpotlightonSkills:Softball• PartnerThrowandCatch(Softballtab,pp.7-8)• OutatHome!(Softballtab,pp.15-16)

Useregulationsizesoftballfor7th-8th.7th-8thneedtopracticethrow10-12pacesapart.

2-3 Closure:Review–Propertechniquesofthrowingandcatching.Relate–Whataresomeotherthingsyoucouldpracticethrowing?Praise–Affirmappropriatethrowingandcatchingskills.Preview–Inournextclasswewillcontinuepracticingonourcatchingandthrowing.

289


LessonPlanningGuideObjectives:PE.5.MS.10 Throwsandcatcheswithaccuracy,bothpartnersmoving.PE.5.MS.11 Throwsandcatcheswithreasonableaccuracyindynamic,small-sidedpracticetasks.PE.6.MS.1 Throwswithamaturepatternfordistanceorpowerappropriatetothepracticetask(e.g.,distance=outfield


EquipmentChart:



PasstheHat4 cones forboundaries1per4/5 tossable 1per4to5students

PartnerThrowandCatch

1per2 ball(ragball) 1per2students

CornertoCornerGiveandGo

1per spotmarker 1perstudentforgrids1per4 ball(tennisorrag

ball)1per4students

290



Content

Notes


10 FocusonFitness:Walk/Jog/Run• PasstheHat(Walk/Jog/Runtab,pp.9-10)

15 SpotlightonSkills:Softball• PartnerThrowandCatch(Softballtab,pp.7-8)• CornertoCornerGiveandGo(Softballtab,pp.17-18)

Makesuretomakeeyecontactwiththereceiver.

2-3 Closure:Review–Propertechniquesofthrowingandcatching.Relate–Whatdidyourpartnerdothatmadeiteasierforyoutocatchtheball?Praise–Affirmappropriatethrowingandcatchingskills.Preview–Inournextclasswewillpracticecatchinggroundballsandfielding.

Assessment:Evaluatethespeedandaccuracythateachstudenthasinthrowingasoftball.Scoring-

Speed–theballisthrownwith Accuracy–theballisthrown3=greatspeed 3=directlytothetarget2=moderatespeed 2=inthegeneralareaofthetarget1=aslowspeed 1=awayfromthetarget

ThrowingSoftball

studentname speed accuracy

291


LessonPlanningGuideObjectives:PE.5.MS.12 Catchesabattedballabovethehead,atchestorwaistlevel,andalongthegroundusingamaturepatternina

staticenvironment(closedskills).PE.8.MS.4 Catchesusinganimplementinadynamicenvironmentormodifiedgameplay.PE.6.PA.11 Identifiesthecorrectdefensiveplaybasedonthesituation(e.g.,numberofouts).PE.7.PA.11 Selectsthecorrectdefensiveplaybasedonthesituation(e.g.,numberofouts).PE.8.PA.4 Identifiessacrificesituationsandattempttoadvanceateammate.

EquipmentChart:



Figure-8Walk/Jog8 cones forwalk/jogtracks1 musicandplayer optional

GroundBallMania1per2 ball(tennisorrag

ball)1per2students

TriangleFielding1per3 ball(tennisorrag

ball)1per3students

292



Content

Notes


10 FocusonFitness:Walk/Jog/Run• Figure-8Walk/Jog(Walk/Jog/Runtab,pp.11-12)

15 SpotlightonSkills:Softball• GroundBallMania(Softballtab,pp.9-10)• TriangleFielding(Softballtab,pp.19-20)

Usetennisballsorsofterballsforyoungerstudents.7th-8thneedtofield8-10grounderssuccessfully.

2-3 Closure:Review–Skillsincatchingagroundballandinfielding.Relate–Sometimesweareafraidoftheballandthatmakesithardertocatch.Whatcanhelpusovercomeourfearsinsoftballorotherareasofourlives?Praise–Affirmstudentswhofolloweddirectionsanddemonstratedskills.Preview–Ournextclasswillfocusonunderhandpitchingandwillalsopracticecatching.

Assessment:Observethestudentsandevaluatetheirabilitytoproperlycatchagroundball.Scoring– 3=performedcorrectly 2=performedmoderately 1=performedpoorly

CatchingaGroundBall

studentnamefeetareinawidestance

kneesareslightlybent

gloveisongroundwithhandoverglove

293


LessonPlanningGuideObjectives:PE.6.MS.3 Demonstratesamatureunderhandpatternforamodifiedtargetgame(e.g.,bowling,horseshoes).PE.7.MS.3 Executesconsistently(70%)amatureunderhandpatternfortargetgames(e.g.,bowling,horseshoes).PE.8.MS.3 Performsconsistently(70%)amatureunderhandpatternwithaccuracy/controlforonetargetgame(e.g.,

bowling).

EquipmentChart:


Touch104 cones forboundaries1 musicandplayer optional24-30 spotmarkers variedcolors,shapes,andsizeshelps

Inside-OutsideWalk/Jog

8 cones forwalk/jogtracks1 musicandplayer optional

PitchandCatch1per2 ball(tennisorrag

ball)1per2students

1per2 12”cone 1per2students

BeattheBall

1per5 verysoftball(ragball,yarnball,orKooshball)

1pergroupof5students

4per5 bases/spotmarkers 4pergroupof5students

294



Content

Notes


10 FocusonFitness:Walk/Jog/Run• Inside-OutsideWalk/Jog(Walk/Jog/Runtab,pp.13-14)

15 SpotlightonSkills:Softball• PitchandCatch(Softballtab,pp.11-12)• BeattheBall(Softballtab,pp.23-24)

2-3 Closure:Review–Propercatchingandpitchingtechniques.Relate–Todayyouwereracingtheballaroundthebases.Whataresomeotherracesthatyourun?Praise–Affirmappropriatepitchingandcatchingskills.Preview–Inournextclasswewillpracticebatting.

7th-8thneedtobe10-12pacesapart.Pitchersfollowthroughthepitchwithanunder-handmotionthatmoveslikeaclock=spendulum.

295


LessonPlanningGuideObjectives:PE.5.MS.19 Strikesapitchedballwithabatusingamaturepattern.PE.6.MS.11 Strikesapitchedballwithanimplementwithforceinavarietyofpracticetasks.PE.7.MS.11 Strikesapitchedballwithanimplementtoopenspaceinavarietyofpracticetasks.PE.8.MS.11 Strikesapitchedballwithanimplementforpowertoopenspaceinavarietyofsmall-sidedgames.PE.6.PA.6 Identifiesopenspacesandattemptstostrikeobjectintoaspace.PE.7.PA.7 Usesavarietyofshots(e.g.,bunt,linedrive,higharc)tohittoopenspace.

EquipmentChart:



TheSnake4 cones forboundaries1 musicandplayer optional

BattingPractice

1per5 homeplate 1pergroupof5students2to3per5 whiffleballs 2-3pergroupof5students1per5 battingteeortall

cone1pergroupof5students

4 cones forboundariesofgrid

All-RunSoftball

1per8to10 bat 1pergroupof8to10students1to2per8to10 balls(whiffle,tennis,

rag,yarnballs,etc.)1to2ballsper8to10students

5per8to10 bases 5pergroupof8to10students5per8to10 cones 5pergroupof8to10students1per3to4 spotmarker 1pergroupof3to4students1per3to4 hoop/rope toholdonto,1pergroupof3to4

students10ofeach hoops/jump

ropes/andbeanbags

1 hooporbag tomakegrabbag1 paperbag,hoop,etc. tomakeagrabbag

296



Content

Notes


10 FocusonFitness:Walk/Jog/Run• TheSnake(Walk/Jog/Runtab,pp.7-8)

15 SpotlightonSkills:Baseball• BattingPractice(Softballtab,pp.13-14)• All-RunSoftball(Softballtab,pp.29-30)

7th-8thuseregulationsoftballbatandpracticeonstandardsoftballfield.

2-3 Closure:Review–Properbattingtechniques.Relate–Todaywhenyoupracticedbattingyouhadtokeepyoureyeontheball.HowcankeepingoureyesonJesushelpusinlife?Praise–Affirmappropriatebattingskills.Preview–Inournextclasswewilltakeanassessmenttoseehowwearedoinginsoftball.

Assessment:Checkthestudents’correctformindemonstratingaproperbattingstance.Scoring– 3=performedcorrectly 2=performedmoderately 1=performedpoorly

BattingStance

studentname elbowsuphandschocked

onbat

onefootinfrontoftheother;furtherthanhipdistance

kneesslightlybent

297


LessonPlanningGuideObjectives:PE.7.RB.2 Demonstratesbothintrinsicandextrinsicmotivationbyselectingopportunitiestoparticipateinphysical

activityoutsideofclass.PE.5.VH.8 Describesthesocialbenefitsgainedfromparticipatinginphysicalactivity(e.g.,recess,youthsport).PE.6.VH.8 Describeshowmovingcompetentlyinaphysicalactivitysettingcreatesenjoyment.PE.8.VH.10 Demonstratesrespectforselfbyaskingforhelpandhelpingothersinvariousphysicalactivities.

EquipmentChart:



Walk/Jog/RunGrabBag

misc. Walk/Jog/RunGrabBagCards


1per3to4 spotmarker 1pergroupof3to4students1per3to4 hoop/rope toholdonto,1pergroupof3to4students10ofeach hoops/jump

ropes/andbeanbags

1 hooporbag tomakegrabbag

298



Content

Notes


10 FocusonFitness:Walk/Jog/Run• PACEActivity#1Walk/Jog/RunGrabBag(Walk/Jog/Runtab,pp.31-32)

15 SpotlightonSkills:Baseball• PACEActivity#1(Softballtab,pp.33-34)

Increaseactivityareato50x50for7th-8th

2-3 Closure:Review–Propertechniquesinbatting,throwing,catching,fielding.Relate–Todayyouwerepracticingyoursoftballskillswithafriend.Whataresomeotherthingsthatyouhavetopracticetodowellat?Praise–Affirmstudentswhocooperatedwithagoodattitude.Preview–InournextclasswewillbeginaunitonTrackandField.

Assessment:SoftballSkillsPerformanceRubric(SPARKfolioSoftballtab,whitecard)whichwillassessonthrowing,batting,andfielding.

299

Unit9TrackandField–Week3,Day1Grades5-8

LessonPlanningGuideObjectives:PE.6.PA.15 Makesappropriatedecisionsbasedontheweather,levelofdifficultyduetoconditions,orabilitytoensure

safetyofselfandothers.PE.7.PA.15 Analyzesthesituationandmakesadjustmentstoensurethesafetyofselfandothers.PE.8.PA.14 Implementssafeprotocolsinself-selectedoutdooractivities.

EquipmentChart:


StretchYourBodymisc. FlexibilitySkillCards SPARKfamily.orgunderFitnessCircuitUnit,

optional

PasstheHat4 cones forboundaries1per4/5 tossable 1per4to5students

SprintsandSprintStarts

4 cones forstartandfinishlines20 spotmarkers forstartandfinishlines1 stopwatch fortiming1per2 PeerCoaching:

SprintingTaskCardoptional,1per2students

300



Content

Notes



15 SpotlightonSkills:TrackandField–Sprints100,200meterdashes• Technique:1. ReadyPosition(OnYourMark)–Headforward;Armsbentat

90*angle,swingfronttoback;Handspositionedbehindstartingline;Legs–push/kickoffwithnon-dominantfoot.Otherfootpositionedwithastartingblock.2.(GetSet)–Lifthips,shiftweightforward,lifthead.3.(Go)–Pushoffblock,keeplow,leanforward.

• Practice:Do4-5sprintsoffoftheline;8-10sprintstarts(8-10seconds);4-525yarddashes.

7th-8thneedtodofollowing:6-8sprintsoffofline10-12sprintstarts6-830yarddashes

2-3 Closure:Review–Skillsandtechniqueforpropersprinting.Relate–Tellaboutatimewhenyouhadtorunashortdistancereallyfast.Praise–Affirmstudentswhofollowedinstructions.Preview–Nextclasswillfocusonlongersprintingandrunning.

Assessment:Checkforproperstartingpositionsasstudentsarepracticingsprints.Placeacheckinthecolumnifthepositionisobserved.

ProperStartingPosition

studentnamefingersevenwithline

ongroundbuttstickingupwithheaddown

weightisforwardstandingontoeswithonefootinfrontoftheother

301


LessonPlanningGuideObjectives:PE.5.MS.3 Usesappropriatepacingforavarietyofrunningdistances.PE.5.VH.5 Seekspersonallychallengingactivities.PE.6.VH.6 Seekspersonallychallengingactivities.

EquipmentChart:


StretchYourBody

misc. FlexibilitySkillCards SPARKfamily.orgunderFitnessCircuitUnit,optional

Figure–8Walk/Jog


800-MeterRun

misc. smallcones enoughtocreatea400mtrack2 tallcones forstartand200mmark1per2 stopwatch 1per2studentsforstartand200mmark1per2 800m-RunTaskCard 1per2students1per2 clipboardandpencil 1per2students

1600-MeterRun

misc. smallcones enoughtocreatea400mtrack2 tallcones forstartand200mmark1per2 stopwatch 1per2studentsforstartand200mmark1per2 1600m-RunTaskCard 1per2students1per2 clipboardandpencil 1per2students

302



Content

Notes

2-3 IntroductoryActivity:(ASAP)StretchYourBody(ASAPtab,pp.27-28)

10 FocusonFitness:Walk/Jog/Run• Figure–8Walk/Jog(Walk/Jog/Runtab,pp.11-12)

15 SpotlightonSkills:TrackandField-Distance800,1600meterdashes• Technique:ReadyPosition-Relaxhands,swingforwardback;Landonballoffrontfoot,extendbacklegtodriveforward;Trytokeepevenpace,saveenergyforlastlap;Stayinrunninglanes,passonstraightstretches.

• Practiceaprogressionofrunning200,400,800and1600meterruns.

7th-8thneedtoworktowardthe800and1600meterruns

2-3 Closure:Review–Properbodypositionsforrunning.Relate–Shareanexperienceinwhichyouhadtorunamileormore.Praise–Affirmstudentswhohadapositiveattitudeandusedtheskillstaught.Preview–Inournextclasswewillpracticethrowing.

Assessment:Recordindividualstudentspeedson200meterdashesandre-assessWeek4,Day3.

200MeterDash

studentname speed

303


LessonPlanningGuideObjectives:PE.5.MS.8 Throwsunderhandandoverhandwithamaturepatterninstaticenvironments(closedskills),withdifferent

sizesandtypesofobjects/balls.PE.6.MS.1 Throwswithamaturepatternfordistanceorpowerappropriatetothepracticetask(e.g.,distance=outfield


EquipmentChart:


StretchYourBodymisc. FlexibilitySkillCards SPARKfamily.orgunderFitnessCircuitUnit,

optional

OutdoorScavengerHunt

1per3-5 ScavengerHuntTaskCard

Sparkfamily.org/1pergroupof3-5students

1per3-5 hoop 1pergroupof3-5students1per3-5 shortjumprope 1pergroupof3-5students

Throwing1per football 1perstudent1per softball 1perdtudentmisc. cones fortargetsandmarkers

304



Content

Notes


10 FocusonFitness:Walk/Jog/Run• PACEActivity#2OutdoorScavengerHunt(Walk/Jog/Runtab,pp.33-34)

15 SpotlightonSkills:TrackandField–Throwing• Techniqueforthrowingfootball:ArminFootballthrowingposition;Gripthelaces;Armin90*position;Fullextensionofthearmasyourelease;Stepforwardtothrowinglinetogetmomentum;Weightonfrontfoot.

• Techniqueforthrowingasoftball:Gripballwithsametechniquearmbeingfullyextendedonrelease;Stepforwardtothrowingline.

• Practicemultiplethrows2-3weeksbeforetheTrack/FieldDay.Practicefordistanceandaccuracy.

5th-6thwillneedfootballs/softballsthataresmallenoughfortheirhands:juniorsize.7th-8thuseregulationsizefootballs/softballs

2-3 Closure:Review–Skillsinthrowingfordistanceandaccuracy.Relate–Whatgamesdoyouneedtohavegoodthrowingskills?Praise–Affirmappropriatethrowingtechnique.Preview–Inournextclasswewillpracticethrowingtoatarget.

Assessment:Observeandevaluatestudents’strength(distance)andaccuracyinthrowingafootballandsoftballtoapartner.Thisispracticeforthetrack/fielddayevents.Scoring–

Distance–theballisthrownata Accuracy–theballisthrown3=veryfardistance 3=accurately2=moderatedistance 2=somewhataccurately1=veryshortdistance 1=inaccuratelytoapartner

ThrowingDistanceandAccuracy

studentnameFootballdistance

Footballaccuracy

Softballdistance

Softballaccuracy

305


LessonPlanningGuideObjectives:PE.6.PA.16 Demonstratescorrecttechniqueforbasicskillsinoneself-selectedoutdooractivity.PE.7.RB.10 Independentlyusesphysicalactivityandexerciseequipmentappropriatelyandsafely.PE.8.RB.10 Independentlyusesequipmentappropriately,andidentifiesspecificsafetyconcernsassociatedwiththe

activity.

EquipmentChart:

Activity # Item AdditionalInfo


Walk/Jog/Run8 cones forwalk/jogtracks1 musicandplayer optional

ShotPut

1per spotmarker 1perstudentforcircles1per2 softball 1per2students1per2 beanbag 1per2students1 ShotPutSkillCard SPARKfamily.org

306



Content

Notes

2-3 IntroductoryActivity:(ASAP)• MingleMingle(ASAPtab,p.7)

10 FocusonFitness:Walk/Jog/Run• Assessment:Walk/Jog/RunPerformanceRubric(SPARKfolioWalk/Jog/Runtab,whitecard).

15 SpotlightonSkills:TrackandField–ShotPut • Technique:Ballonbaseoffingersjustbelowear;CrouchlowwithnonAputting@sidetotarget;Extendarmwithballupandforwardtotarget;Extendarmwithballupandforwardtotarget;Do2-3side-slidestogainmomentum;Releasebeforereachingstartingline.

• Practicemultipletimesfortargetaccuracy.

Useaweightedballfor7th-8thYoungerstudentscanuseasoftball.

2-3 Closure:Review–ThepropertechniqueofthrowingtoatargetRelate–WhointheBiblepracticedthrowingorslingingtoatarget?Praise–Affirmstudentswhopracticedtheskillcorrectly.Preview–Inournextclasswewilllearnandpracticelongjumps.

307


LessonPlanningGuideObjectives:PE.7.RB.2 Demonstratesbothintrinsicandextrinsicmotivationbyselectingopportunitiestoparticipateinphysical

activityoutsideofclass.PE.7.VH.8 Identifieswhyself-selectedphysicalactivitiescreateenjoyment.PE.8.VH.8 Discusseshowenjoymentcouldbeincreasedinself-selectedphysicalactivities.

EquipmentChart:



Inside–OutsideWalk/Jog/Run


TrackandField–StandingJumpandRunningLongJump

4 cones tocreateactivityarea16 cones Tomarkstartlineand“jump”line1per beanbag 1perstudenttomarkdistance

308



Content

Notes


10 FocusonFitness:Walk/Jog/Run• Inside-OutsideWalk/Jog(Walk/Jog/Runtab,pp.13-14)

15 SpotlightonSkills:TrackandField–StandingJumpandRunningLongJump• Technique:Readyposition-Bothkneesbentatstartingline;Swingarmsbackandforthtogetmomentum;Swingarmsforwardasyoujumpforward;Markjumpfrombackofheels,notfront;Initiateforwardmomentumtofallforward.

• Practice:Allowstudentstopracticeongymnasticmatsorsoftsurfacesuchasagrassyareaorsand.

7th-8thwillneedtostart15feetawayfrommattogetthemomentumfortherunninglongjump.

2-3 Closure:Review–Properjumpingtechniques.Relate–Wherecouldyoupracticelongjumpingbesidesatschool?Praise–Affirmappropriatelongjumpingtechniques.Preview–Ournextclasswillfocusonrelays.

Assessment:Observestudentsandevaluatetheirabilitytocorrectlyperformtheelementsofastandinglongjump.Placeacheckinthecolumnifthepositionisobserved.

StandingLongJump

studentnamebothkneesbentatstartingline

swingarmsbackandforthtogetmomentum

swingarmsforwardwhile

jumpingforward

landinsandpitwithheelsfirstandfallforward

309


LessonPlanningGuideObjectives:PE.7.PA.16 Demonstratescorrecttechniqueforavarietyofskillsinoneself-selectedoutdooractivity.PE.8.PA.15 Demonstratescorrecttechniqueforbasicskillsinatleasttwoself-selectedoutdooractivities.

EquipmentChart:



PasstheHat4 cones forboundaries1per4/5

tossable 1per4to5students

BatonRelays3 cones tocreatetriangle1per4

relaybaton 1per4students

310



Content

Notes



15 SpotlightonSkills:TrackandField–BatonRelays• Technique:Holdbatoninrighthand;Passbatonfromrighthandtoleftwitharmsfullyextendedandpalmsup;Passeryells,AHand@;Receiverstartstorunandextendsarmandhandout;Receiverneverlooksatpasser;Usea10-12yardpassingzone;Switchfromcarryingthebatoninlefthandtoright.

• Practiceexchangingbatonsinzonefor5-6minutes.Practicerunningwithbatonforshortlapsleadinguptofullrace.

7th-8thneedtopracticerunningwithbatonsforatleast2lap.

2-3 Closure:Review–Theproperskillsinrunningarelay.Relate–IntheBiblePaultalksabouthowourlifeislikearace.TellhowtheArace@towardsheavenisdifferentthantheotherracespeoplerunhereonearth.Praise–Affirmcorrectpassingandrunningtechniques.Preview–Inournextclasswewillbeginaunitonfootball.

Assessment:Recordindividualstudentspeedson200meterdashesandcomparetospeedsfromWeek3,Day2.

200MeterDash

studentname speed

311

Unit10–FootballGrades5-8

UnitPlanningGuideThecontentlistedfortheSpotlightonskills,Unit10isFootball.AnotheroptionistoselectthealternatetopicthatwasnotusedinUnit7(HockeyorRacquetsandPaddles).FootballThisunitprovidesactivitiesforstudentstolearn,practice,anddevelopthebasicskillsneededforsuccessfulgameplay.Aswasstatedearlier,chooseactivitiesbasedontheskilllevelofmostofyourstudents.Duringthelessons,accesstheircomfort,interest,andabilitytoperformtheactivityandadjustasneeded.Ifanactivityistoodifficult,decreasethevariables,simplify,andslowdown.UtilizetheactivitiesinSPARKItUp!ifmorerigorisneeded.SpiritualConnections-PhysicallyFitItisimportantthateachpersoncommitsthemselvestobeinthebestshapepossibletoexcelonthefieldandendurechallengesthatmayoccur.Inthespiritualrealm,GoddeeplydesirestousethesesamepeopleinaccomplishingHisKingdompurposesonearth.AllshouldfocusontrainingthemselvesbothphysicallyandspirituallytobepreparedtobeusedbyGod.ICorinthians9:25-26(NLT).“Allathletesaredisciplinedintheirtraining.Theydoittowinaprizethatwillfadeaway,butwedoitforaneternalprize.SoIrunwithpurposeineverystep.”PersonalBestDaysThePersonalBestDaysaredesignedforstudentstorepeatthesamethreefitnesstestsfivetimesoverthecourseoftheyear.Thegoalisthatstudentswillimproveintheirpersonalfitnessastheyparticipateinfitnessactivitiesandskilldevelopmentinphysicaleducation.Thethreefitnesstestsare:Push-upChallenge,Curl-upChallenge,and9-MinuteRunChallenge.Itisimportanttomakesurethatthefitnesstestsareconsistentlyassessedeachtime.NoticethattestingPersonalBestDaysispartofthelessonplanforthisunit,week4,andday3.TheSPARK3-6Manual(notebook)providesadescriptionoftheequipmentneededandalessonplanonhowtoorganizeandadministerthePersonalBestDay.TheSPARKfolioboxcontainsthechallengecardsthatprovideadescriptionofthefitnesstestandanillustrationofcorrectform.TheSPARKfolioboxalsoprovidestwodifferentfitnesstestassessmentsheets.FirstisthePersonalBestDayClassDataSheetwhichtheteachercanusetorecordallofthestudentindividualdata.ThesecondsheetisthePersonalBestDayProgressandGoalCardthatistobeusedbyeachindividualstudenttocharttheirprogressandgoals.Makecopiesoftheseformsasthereisonlyoneoriginalcopyofeachprovidedinthebox.

“Thespirit,thewilltowin,andthewilltoexcelarethethingsthatendure.Thesequalitiesaresomuchmoreimportantthantheeventsthatoccur.”

VinceLombardi,football

312

Unit10–FootballEquipment

Week1

EquipmentDay1

Day2

Day3

cones " " "flagbeltsorscarves "footballs " " "musicandplayer " " "

Week3

EquipmentDay1

Day2

Day3

*4CornersTaskCards " " "cones " " "footballs " " "hoops " " musicandplayer " pinnies " stopwatch " *checkselectedcard(s)forequipmentneeds

Week2

EquipmentDay1

Day2

Day3

cones " " "footballs " " "musicandplayer " " "

Week4

EquipmentDay1

Day2

Day3

*4CornersTaskCards " " "cones " " "cones,small " FitnessChallengePromptPages

"

flagbeltsorscarves " footballs " " matsorcarpetsquares "MyPersonalBestProgressandGoalsCard

"

pencils "pennies " spotmarkers " stopwatch "

313

Unit10Outline–FootballGrades5-8

(activitiesforFocusonFitnessandSpotlightonSkills) Week1FocusonFitness:FitnessChallengesIII

(SPARKfolioFitnessCircuitstab,orangecards)Day1AerobicFitness–Run,JumpingJacks,Burpee,HighKneeSkip

Strength&Endurance–Push-Ups,Curl-Ups,WalkingLunges Flexibility–HamstringStretch,QuadricepsStretch,PectoralStretch

Day2AerobicFitness–Run,JumpingJacks,Burpee,HighKneeSkipStrength&Endurance–Push-Ups,Curl-Ups,WalkingLungesFlexibility–ShinStretch,CalfStretch,UpperBackStretchDay3AerobicFitness–Run,JumpingJacks,Burpee,HighKneeSkipStrength&Endurance–Push-Ups,Curl-Ups,WalkingLungesFlexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretch

SpotlightonSkills:FootballDay1PassingandReceivingDrills(Footballtab,pp.7-8)Day2BallCarryingDrills(Footballtab,pp.9-10)Assessment:Studentswillbeassessedontheirabilitytodemonstrateproperelementswhentakinghand-offs.Day3FlagPullingDrills(Footballtab,pp.11-12)

Week2FocusonFitness:FitnessChallengesIII

(SPARKfolioFitnessCircuitstab,orangecards)Day1AerobicFitness–Run,Burpee,HighKneeSkip,MountainClimberStrength&Endurance–CrabDips,Curl-UpswithaTwist,ReverseLungesFlexibility–HamstringStretch,QuadricepsStretch,PectoralStretchDay2AerobicFitness–Run,Burpee,HighKneeSkip,MountainClimber

Strength&Endurance–CrabDips,Curl-UpswithaTwist,ReverseLungesFlexibility–ShinStretch,CalfStretch,UpperBackStretchDay3AerobicFitness–Run,Burpee,HighKneeSkip,MountainClimberStrength&Endurance–CrabDips,Curl-UpswithaTwist,ReverseLungesFlexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretch

SpotlightonSkills:FootballDay1PitchingDrills(Footballtab,pp.13-14)Assessment:Studentswillbeassessedontheirabilitytodemonstratetheelementsofpitchingafootball.Day2PuntingDrills(Footballtab,pp.15-16)Assessment:Studentswillidentifytheeasiestandmostdifficultpartofpunting.Day3AiritOut(Footballtab,pp.17-18)


(SPARKfolioFitnessCircuitstab,orangecards)Day1AerobicFitness–Run,HighKneeSkip,MountainClimber,Grapevine

314

Strength&Endurance–Push-UpsorPlank,V-Sit,SquatsFlexibility–HamstringStretch,QuadricepsStretch,PectoralStretchDay2AerobicFitness–Run,HighKneeSkip,MountainClimber,Grapevine

Strength&Endurance–Push-UpsorPlank,V-Sit,SquatsFlexibility–ShinStretch,CalfStretch,UpperBackStretch

Day3AerobicFitness–Run,HighKneeSkip,MountainClimber,GrapevineStrength&Endurance–Push-UpsorPlank,V-Sit,Squats

SpotlightonSkills:FootballDay1AirAssault(Footballtab,pp.19-20)2-MinuteDrill(Footballtab,pp.25-26)Day2FootballGolf(Footballtab,pp.21-22)

Assessment:FootballSkillsPerformanceRubrics(SPARKfoiloFootballtab,whitecard).Day3Center-Pede(Footballtab,pp.23-24)Assessment:StudentswillbeassessedontheirfootballskillsperformanceduringtheCenter-Pedeactivity.


(SPARKfolioFitnessCircuitstab,orangecards)Day1AerobicFitness–Run,MountainClimber,Grapevine,JumpTucks

Strength&Endurance–MedicineBallToss,Sit-UpBallExchange,HighBenchStepsFlexibility–HamstringStretch,QuadricepsStretch,PectoralStretch

Day2AerobicFitness–Run,MountainClimber,Grapevine,JumpTucksStrength&Endurance–MedicineBallToss,Sit-UpBallExchange,HighBenchStepsFlexibility–ShinStretch,CalfStretch,UpperBackStretch

Day3AerobicFitness–Run,MountainClimber,Grapevine,JumpTucksStrength&Endurance–MedicineBallToss,Sit-UpBallExchange,HighBenchStepsFlexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretch

SpotlightonSkills:FootballDay1UnderPressure(Footballtab,pp.27-28)Assessment:FootballSelf-Check(SPARKfoiloFootballtab,whitecard).Day24-ZoneFootball(Footballtab,pp.29-30)Day3Assessment:PersonalBestDay#5(PersonalBestDaytab,p.5)

315

Unit10Football–Week1,Day1Grades5-8

LessonPlanningGuideObjectives:PE.5.MS.9 Throwsunderhandandoverhandtoalargetargetwithaccuracy.PE.5.MS.10 Throwsandcatcheswithaccuracy,bothpartnersmoving.PE.6.MS.2 Throws,whilestationary,aleadingpasstoamovingreceiver.PE.6.MS.12 Passesandreceiveswithhandsincombinationwithlocomotorpatternsofrunningandchangeofdirection


PE.7.MS.2 Throws,whilemoving,aleadingpasstoamovingreceiver.PE.8.MS.1 Throwswithamaturepatternfordistanceorpowerappropriatetotheactivityduringsmall-sidedgameplay.

EquipmentChart:



PassingandReceivingDrills

1per2 ball 1per2students4 cones forboundaries

316



Content

Notes


10 FocusonFitness:FitnessChallengesIII(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Run,JumpingJacks,Burpee,HighKneeSkip• Strength&Endurance–Push-Ups,Curl-Ups,WalkingLunges• Flexibility–HamstringStretch,QuadricepsStretch,PectoralStretch

15 SpotlightonSkill:Football• InstructiononPassingandReceivingDrills(Footballtab,pp.7-8)

Gripthefootballwithfingersonthelaces.Receiversgiveatargettothepasser.

2-3 Closure:Review–Reviewthecorrecttechniqueinpassingafootball.Relate–Explainhowatightspiralhelpstheballgofurther.Praise–Affirmstudentsthatdemonstrategoodpassing/receivingform.Preview–Nextclasswillfocusoncarryingafootballcorrectly.

317


LessonPlanningGuideObjectives:PE.5.RB.10 Usesphysicalactivityandfitnessequipmentappropriatelyandsafely,withtheteacher’sguidance.PE.7.RB.1 Exhibitsresponsiblesocialbehaviorsasparticipantand/orspectator,bysupportingclassmates.

EquipmentChart:



BallCarryingDrills1per3 ball 1per3students4 cones tocreatelines

318



Content

Notes


10 FocusonFitness:FitnessChallengesIII(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Run,JumpingJacks,Burpee,HighKneeSkip• Strength&Endurance–Push-Ups,Curl-Ups,WalkingLunges• Flexibility–ShinStretch,CalfStretch,UpperBackStretch

15 SpotlightonSkill:Football• Instructiongivenontheskillofcarryingafootballcorrectly–BallCarryingDrills(Footballtab,pp.9-10)

7th-8thneedtotrytoknockballoutofrunnersarms

2-3 Closure:Review–TheskillneededincarryingafootballcorrectlyRelate–ExplainhowcarryingthefootballtightlyprotectstheballPraise–AffirmstudentswhoAprotect@theballPreview–Nextclasswillfocusontheskillsofpullingaflag

Assessment:IncludedintheBallCarryingDrillsactivityarecuesontheproperwaytotakehandoffs.Observestudentsduringthedrillsactivityandevaluatetheiruseoftakinghand-offselements.Scoring- 3=mastery(studentswiththisscorerequirelessmonitoring) 2=average(studentswiththisscoreknowwhattheyaredoingandjustneedtobemonitored) 1=developing(studentswiththisscoreneedmoresupportinlearningthisskillorelement)

TakingHand-Offs

studentnamekeeparmsparallel,12inchesapart

keeptoparmbelowshoulders,

elbowup

keepbottomarmabovebellybutton

wrapballwithbotharms

beginrunning,thenshifttoball-carryingposition

319


LessonPlanningGuideObjectives:PE.6.PA.12 Maintainsdefensivereadypositionwithweightonballsoffeet,armsextended,andeyesonmidsectionof

theoffensiveplayer.PE.5.RB.10 Appliessafetyprinciples(e.g.,equipment,weather)withage-appropriatephysicalactivities.

EquipmentChart:



FlagPullingDrills1per2 ball 1per2students4 cones forboundaries1per2 flagbeltorscarf 1per2students

320



Content

Notes


10 FocusonFitness:FitnessChallengesIII(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Run,JumpingJacks,Burpee,HighKneeSkip• Strength&Endurance–Push-Ups,Curl-Ups,WalkingLunge• Flexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretch

15 SpotlightonSkills:Football• Instructionontheskillneededinpullingafootballflag–FlagPullingDrills(Footballtab,pp.11-12)

7th-8thneedtorunthroughalineofstudentscarryingafootballwhilewearingaflag.

2-3 Closure:Review–Thecriticalskillsofflagpulling.Relate–Sharehowagooddefenderneedstobeabletopullaflaginagame.Praise–Affirmstudentsthatareabletopullaflagofanotherplayer.Preview–Nextclasswillfocusonthefundamentalskillsofpitchingandlateralingafootball.

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LessonPlanningGuideObjectives:PE.7.MS.3 Executesconsistently(70%)amatureunderhandpatternfortargetgames(e.g.,bowling,horseshoes).PE.8.MS.2 Throwsaleadpasstoamovingpartneroffadribbleorpass.

EquipmentChart:



PitchingDrills1per2 ball 1per2students4 cones forboundaries

322



Content

Notes



10 FocusonFitness:FitnessChallengesIII(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Run,Burpee,HighKneeSkip,MountainClimber• Strength&Endurance–CrabDips,Curl-UpswithaTwist,ReverseLunges


15 SpotlightonSkills:Football• InstructionontheskillofPitchingandLateralingafootball–PitchingDrills(Footballtab,pp.13-14)

7th-8thgradersneedtobe8-10pacesapart

2-3 Closure:Review–Thecriticalskillsinlateralingandpitchingafootball.Relate–Shareanotheractivityinwhichyouusepitchingandlateraling.Praise–Affirmappropriatetechniqueusedintheseskills.Preview–Nextclasswillfocusonthefundamentalskillsofpuntingafootball.

Assessment:ObservestudentsduringthePitchingDrillsactivityandassessoncorrectpitchingofafootball.Scoring- 3=mastery(studentswiththisscorerequirelessmonitoring) 2=average(studentswiththisscoreknowwhattheyaredoingandjustneedtobemonitored) 1=developing(studentswiththisscoreneedmoresupportinlearningthisskillorelement)

FootballPitchingElements

studentnamestandsidewaystotargetholdingballwithbothhands

pulltheballacrossbodyoppositethedirectionofthe

pitch

swingtheballinthedirectionof

thepitch

releasewhenpointingtowardspartner

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LessonPlanningGuideObjectives:PE.5.MS.16 Demonstratesmaturepatternsofkickingandpuntinginsmall-sidedpracticetaskenvironments.

EquipmentChart:



PuntingDrills1per2 ball 1per2students4 cones forboundaries

324



Content

Notes

2-3 IntroductoryActivity:(ASAP)• PerimeterMove(ASAPtabp.6,chooseoneactivityfromSPARKItUp!)

10 FocusonFitness:FitnessChallengesIII(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Run,Burpee,HighKneeSkip,MountainClimber• Strength&Endurance–CrabDips,Curl-UpswithaTwist,Reverse,Lunges


15 SpotlightonSkill:Football• InstructiononthetechniqueofpuntingafootballinthePuntingDrillsactivity(Footballtab,pp.15-16)

7th-8thneedtopunttotheirpartnerwithouttheballhittingtheground

2-3 Closure:Review–Thecriticalskillsinpuntingafootball.Relate–Shareanactivityinwhereyouwouldusethesametechniqueusedinpunting.Praise–Affirmstudentswhodemonstrategoodforminpunting.Preview–Nextclasswillfocusonthefundamentalmotorskillsofshortpasses.

Assessment:AftercompletingthePuntingDrillsactivity,thestudentsaretoidentify(verballyorinwrittenform)whatweretheeasiestandthemostchallengingpartsofpunting.

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LessonPlanningGuideObjectives:PE.8.MS.1 Throwswithamaturepatternfordistanceorpowerappropriatetotheactivityduringsmall-sidedgameplay.PE.5.PA.11 Recognizesthetypeofthrow,volley,orstrikingactionneededfordifferentgamesandsportssituations.PE.7.PA.10 Reducesopenspacebynotallowingthecatchoranticipatingthespeedofobjectorpersonforpurposeof

interceptionordeflection.

EquipmentChart:



AiritOut1per2 ball 1per2students16 cones forboundaries1 stopwatch fortimingplays

326



Content

Notes


10 FocusonFitness:FitnessChallengesIII(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Run,Burpee,HighKneeSkip,MountainClimber

• Strength&Endurance–CrabDips,Curl-UpswithaTwist,ReverseLunges

• Flexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretch

15 SpotlightonSkill:Football• InstructionontheskillofshortpassesusingtheAiritOutdrill(Footballtab,pp.17-18)

Keepthetipofthefootballstraightinsteadofpointingupwards

2-3 Closure:Review–[email protected]–Sharehowthisskillisessentialinthrowingafootball.Praise–[email protected]–NextclasswillfocusonTouchdownReceptions.

327


LessonPlanningGuideObjectives:PE.6.PA.8 Reducesopenspaceondefensebymakingthebodylargerandreducingpassingangles.PE.7.PA.10 Reducesopenspacebynotallowingthecatchoranticipatingthespeedofobjectorpersonforpurposeof

interceptionordeflection.PE.8.PA.8 Reducesopenspacebynotallowingthecatchandanticipatingthespeedoftheobjectorpersonforthe

purposeofinterceptionordeflection.

EquipmentChart:



CardSPARKfamily.org,readthe“Ready”sectiontoseewhatequipmentisneeded

AirAssault1per hoop 1perstudent1per pinnie 1perstudentpreferably2differentcolors1per3 football 1per3student

2-MinuteDrill1per3 football 1per3students4per3 cones 4per3studentsforboundaries1 stopwatch fortiminggroupplay

328



Content

Notes

2-3 IntroductoryActivity:(ASAP)• 4Corners(ASAPtabp.9)

10 FocusonFitness:FitnessChallengesIII(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Run,HighKneeSkip,MountainClimber,Grapevine

• Strength&Endurance–Push-UpsorPlank,V-Sit,Squats• Flexibility–HamstringStretch,QuadricepsStretch,PectoralStretch

15 SpotlightonSkills:FootballInstructionontheskillsofATouchdownReceptions@usingthe• AirAssaultdrill(Footballtab,pp.19-20)• 2-MinuteDrill(Footballtab,pp.25-26)

Focusonhavingthestudentspracticecatchingagainstthebacklineoftheendzone.

2-3 Closure:Review–Thekeyskillsincatchingpassesintheendzone.Relate–Theimportanceofsecuringtheballintheendzone.Praise–[email protected]–Nextclasswillfocusoncombiningskillsintoamodifiedgamesetting.

329


LessonPlanningGuideObjectives:PE.5.MS.9 Throwsunderhandandoverhandtoalargetargetwithaccuracy.PE.6.MS.1 Throwswithamaturepatternfordistanceorpowerappropriatetothepracticetask(e.g.,distance=outfield


EquipmentChart:


4Corners4 cones forboundaries4 4CornersTaskCard SPARKfamily.org,readthe“Ready”sectionto


FootballGolf1per football 1perstudent9 hoops 9 cones

330



Content

Notes

2-3 IntroductoryActivity:(ASAP)• 4Corners(ASAPtabp.9)


• Strength&Endurance–Push-UpsorPlank,V-Sit,Squats• Flexibility–HamstringStretch,QuadricepsStretch,PectoralStretch

15 SpotlightonSkills:Football• CombiningtheskillsofPunting,PassingandPitchinginagameofFootballGolf(Footballtab,pp.21-22)

7th-8thwillthrow,puntandpitchtoalongerholeorhoop.

2-3 Closure:Review–Usingthethreeskillsinamodifiedsituation.Relate–Theimportanceofknowingwhentousetheseskillsinagame.Praise–Affirmstudentswhogetlowscoresinthisdrill.Preview–Nextclasswillfocusonhikingafootball.

Assessment:FootballSkillsPerformanceRubrics(SPARKfoiloFootballtab,whitecard).

331


LessonPlanningGuideObjectives:PE.6.PA.8 Reducesopenspaceondefensebymakingthebodylargerandreducingpassingangles.PE.7.PA.10 Reducesopenspacebynotallowingthecatchoranticipatingthespeedofobjectorpersonforpurposeof


purposeofinterceptionordeflection.

EquipmentChart:


4Corners 4 cones forboundaries4 4CornersTask


Center-Pede 1per4 football 1per4studentsmisc. cones forboundaries

332



Content

Notes



• Strength&Endurance–Push-UpsorPlank,V-Sit,Squats• Flexibility–Hip-FlexorStretch,QuadricepsStretch,NeckStretch

15 SpotlightonSkills:Football• InstructionwillbegivenintheskillofhikingafootballusingtheCenter-Pedeactivity(Footballtab,pp.23-24)

2-3 Closure:Review–Thecorrecttechniqueinhikingthefootball.Relate–Theimportanceofasharp,quickhiketotheQuarterback.Praise–AffirmstudentswhoziptheballwellbacktoQuarterback.Preview–NextclasswillfocusonrushingtheQuarterback.

Assessment:AsstudentsparticipateintheCenter-Pedeactivity,evaluatetheirperformancebasedonthecriteriaonthechartbelow.

FootballExperience

studentnameadequatehiking

oftheballballiscaughtinamatureway

frontandbackmaneuver

goodsportsmanship

333




PE.8.PA.8 Reducesopenspacebynotallowingthecatchandanticipatingthespeedoftheobjectorpersonforthepurposeofinterceptionordeflection.

EquipmentChart:




UnderPressure

1per3 football 1per3students4per3 cones 4per3studentsforboundaries1per3 spotmarkers 1per3students1per flagbeltorscarf 1perstudent

334



Content

Notes


10 FocusonFitness:FitnessChallengesIII(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Run,MountainClimber,Grapevine,JumpTucks

• Strength&Endurance–MedicineBallToss,Sit-UpBallExchange,HighBenchSteps


15 SpotlightonSkill:Football• InstructiongivenonhowtoABlitz@aQuarterbackusingtheUnderPressuredrill(Footballtab,pp.27-28)

HavethedefensiveplayersextendtheirarmswhentheyrushtheQuarterback.

2-3 Closure:Review–ThecorrecttechniqueusedinrushingtheQuarterback.Relate–Howimportantitisforthedefensetohaveagoodrush.Praise–Affirmappropriatetechniqueusedinrushingthequarterback.Preview–NextclasswillfocusonOffensiveandDefensivestrategies.

Assessment:StudentswillevaluatethemselvesusingtheFootballSelf-Checkcard(SPARKfoiloFootballtab,whitecard).

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LessonPlanningGuideObjectives:PE.6.PA.3 Createsopenspacebyusingthewidthandlengthofthefield/courtonoffense.PA.6.PA.8 Reducesopenspaceondefensebymakingthebodylargerandreducingpassingangles.PE.7.PA.10 Reducesopenspacebynotallowingthecatchoranticipatingthespeedofobjectorpersonforpurposeof


purposeofinterceptionordeflection.PE.7.RB.9 Demonstratesknowledgeofrulesandetiquettebyself-officiatingmodifiedphysicalactivitiesandgames.

EquipmentChart:


4Corners4 cones forboundaries4 4CornersTaskCard SPARKfamily.org,readthe“Ready”sectionto


4-ZoneFootball1per8 football 1per8students4per8 smallcones 4pergroupof8students1per2 pinnie 1per2students

336



Content

Notes

2-3 IntroductoryActivity(ASAP)• 4Corners(ASAPtab,p.10,chooseoneactivityfromSPARKItUp!)

10 FocusonFitness:FitnessChallengesIII(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Run,MountainClimber,Grapevine,JumpTucks

• Strength&Endurance–MedicineBallToss,Sit-UpBallExchange,HighBenchSteps


15 SpotlightonSkill:Football• InstructiongivenonOffensiveandDefensivestrategiesusingthe4-ZoneFootball(Footballtab,pp.29-30)

2-3 Closure:Review–TheuseofOffensiveandDefensivestrategiesinagamesituation.Relate–TheImportanceofincorporatingthesestrategiesintothegame.Praise–Affirmstudentsthatusethesestrategiesinagamesituation.Preview–NextclasswillfocusonfootballskilltestsandPersonalBestDay.

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LessonPlanningGuidePersonalBestDay#5Objectives:PE.5.PF.2 Differentiatesbetweenskill-relatedandhealth-relatedfitness.PE.6.PF.15 Maintainsaphysicalactivitylogforatleasttwoweeksandreflectsonactivitylevelsasdocumentedinthelog.PE.7.PF.4 DefineshowRatingofPerceivedExertion(RPE)Scaleisusedtodeterminetheperceptionoftheworkeffort

orintensityofexercise.PE.8.PF.16 Designsandimplementsaprogramtoimprovelevelsofhealth-relatedfitnessandnutrition.PE.6.RB.2 Identifiesandusesappropriatestrategiestoself-reinforcepositivefitnessbehaviors(e.g.,positiveself-talk).PE.7.RB.10 Independentlyusesphysicalactivityandexerciseequipmentappropriatelyandsafely.PE.8.RB.1 Acceptsresponsibilityforimprovingormaintaininglevelsofphysicalactivityandfitness.PE.8.RB.10 Independentlyusesequipmentappropriately,andidentifiesspecificsafetyconcernsassociatedwiththe

activity.

EquipmentChart:




PersonalBestDay#5


forwarm-up


SPARKfamily.org


SPARKfamily.org


ProgressCardandGoals1per2 carpetsquare optional,1per2students

338



Content

Notes

2-3 IntroductoryActivity:(ASAP)• 4Corners(ASAPtabp.10,chooseoneactivityfromSPARKItUp!)

10 FocusonFitness:FitnessChallengesIII(SPARKfolioFitnessCircuitstab,orangecards)• AerobicFitness–Run,MountainClimber,Grapevine,JumpTucks• Strength&Endurance–MedicineBallToss,Sit-UpBallExchange,HighBenchSteps


15 SpotlightonSkills:Football/PersonalBestDay• Ifteacherchooses,teststudentsonbasicfootballskills• PersonalBestDay#5(PersonalBestDaytab,p.5)

Skillstobetested:-passing-receiving-punting-flagpulling

2-3 Closure:Review–Thefourkeytypesofskilltests.Relate–Alltheseskillsareimportanttothegameoffootball.Praise–Affirmstudentsthatworkhardontheirskilltests.


339

APPENDIX

340

341

YearlyPlan_______

4-weekPeriod FocusonFitness SpotlightonSkillsPersonalBest

Day

ProceduresLessons,3days:Lesson#1,Lesson#2,Lesson#3

Dates:__________


FitnessCircuitsUnit1


FitnessChallengesIUnit2

X


FitnessChallengesIIUnit3

Weeks13-16Dates:__________

MapChallengesUnit4

X

Weeks17-20Dates:__________

DailyDozen(StuntsUnit)Unit5

Weeks21-24Dates:__________

MovementBandsUnit6

X

Weeks25-28Dates:__________

GroupFitnessUnit7

Weeks29-32Dates:__________

AerobicGamesUnit8

X

Weeks33-36Dates:__________

Walk/Jog/RunUnit9

Weeks37-40Dates:__________

FitnessChallengesIIIUnit10

X

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TemplateforLessonPlan

LessonPlanningGuideObjectives:

EquipmentChart:


Timeminutes


2-3 IntroductoryActivity:•

10 FocusonFitness:•

15 SpotlightonSkills:•

2-3 Closure:Review–Relate–Praise–Preview–

343

RunningandWalkingwithVaryingSpeedandDirectionsREADY

• 4cones(forboundaries)• Musicandplayer(optional)

SET• Createlarge(30X30paces)activityarea

GO!• IntroductiontoRunningandWalkingwithVaryingSpeedsandDirections

• Todaywearegoingtopracticerunningandwalkingwithcorrectform(criticalelements)andlearnthedifferentspeedsanddirectionswecanmove.

• Thecriticalelementsofwalkingare:1. Transferofweightfromonefoottotheother2. Footcontactisfromheeltotoe3. Onefootisalwaysincontactwiththefloor

• Thecriticalelementsofrunningare:1. Flightbetweensteps2. Nonsupportlegflexedapproximately90degrees3. Armsandlegsinopposition4. Footlandsheeltotoe

• Thethreedifferentspeedsinwhichwecanmoveare:1. Slow2. Medium3. Fast

• Thefourdifferentdirectionsinwhichwecanmoveare:1. Forward2. Backward3. Sideways4. Diagonal

• WalkingwithVaryingSpeeds• Startingonthesideline,walktoothersidelineusingthecorrectform.Repeatusing

differentspeeds.• Walkinthegeneralareausingthecorrectformwithoutrunningintoanyoneelse.Repeat

usingdifferentspeeds.• RunningwithVaryingSpeeds

• Startingonthesideline,runtoothersidelineusingthecorrectform.Repeatusingdifferentspeeds.

• Runinthegeneralareausingthecorrectformwithoutrunningintoanyoneelse.Repeatusingdifferentspeeds.

• WalkingwithDirections• Startingonthesideline,walkintheforwarddirectionusingthecorrectform.• Startingonthesideline,walkinthebackwarddirectionusingthecorrectform.

344

• Startingonthesideline,walkinthesidewaysdirectionusingthecorrectform.• Startinginthegeneralarea,walkinthediagonaldirectionusingthecorrectform.• Challenge:Whilewalkinginthegeneralarea,walkinthedirectionIcallout.Notecallout

differentdirectionsinarandomorder.• RunningwithDirections

• Startingonthesideline,runtoothersidelineusingthecorrectform.• Startingonthesideline,runinthebackwarddirectionusingthecorrectform.• Startingonthesideline,runinthesidewaysdirectionusingthecorrectform.• Startinginthegeneralarea,runinthediagonaldirectionusingthecorrectform.• Challenge:Whilerunninginthegeneralarea,runinthedirectionIcallout.Notecallout

differentdirectionsinarandomorder.• RunningandWalkingwithVaryingSpeedsandDirections

• Startinginthegeneralarea,runorwalkinthevaryingspeedIcalloutusingthecorrectform.

• Startinginthegeneralarea,runorwalkinthedirectionIcalloutusingthecorrectform.• Challenge:Startinginthegeneralarea,dothelocomotormovementusingthecorrectform.

Notecalloutrunningandwalkinginarandomorder.• Challenge:Startinginthegeneralarea,dothelocomotormovementIcalloutusingthe

correctform,withthespeedIsay.Notecalloutrunningandwalkingwithvaryingspeedsinrandomorder.(Examples,runataslowspeed,walkatamediumspeed)

• Challenge:Startinginthegeneralarea,dothelocomotormovementIcalloutusingthecorrectform,withthedirectionIsay.Notecalloutrunningandwalkingwithdifferentdirectionsinrandomorder.(Examples,runinthesidewaysdirection,walkinthebackwarddirection)

• Challenge:Startinginthegeneralarea,dothelocomotormovementIcalloutusingthecorrectform,withthespeedanddirectionIsay.Notecalloutrunningandwalkingwithdifferentspeedsanddirectionsinrandomorder.(Examples,runataslowspeedinthesidewaysdirection,walkatamediumspeedinthebackwarddirection)

345

JumpingandHoppingwithLevelsREADY• 4cones(forboundaries)• SpotMarkers(oneperperson)• Musicandplayer(optional)

SET• Createlarge(30X30paces)activityarea• Placethespotmarkersaroundtheactivityarea

GO!• IntroductiontoJumpingandHoppingwithLevels• Todaywearegoingtopracticejumpingandhoppingwithcorrectform(criticalelements)andlearn

thethreedifferentlevelsinwhichwecanmove.• Thecriticalelementsofjumpingare:

1. Crouchyourbodyaskneesbend2. Useanupwardarmlift3. Explodeupwardorforward4. Landsoftly(bendhips,knees,andanklestoabsorbshock)

• Thecriticalelementsofhoppingare:1. Armsswingforwardontake-off2. Landontoes/ballsoffootofthesupportfoot3. Non-supportlegswingslikeapendulum4. Abletohoponeachfoot

• Thethreedifferentlevelsinwhichwecanmoveare:1. High2. Medium3. Low

• Levels• Standingonyourspotmarker,dothelevelIsay:low,high,medium.Continuecallingoutdifferent

levelsforupto30seconds.• Movingaroundtheactivityarea,actlikeananimalinthelevelIsay:medium,low,high.Continue

callingoutdifferentlevelsforupto30seconds.• Movingaroundtheactivityarea,walk(run)inthelevelIsay:high,low,medium.Continuecalling

outdifferentlevelsforupto30seconds.• Hopping• Standingonyourspotmarker,hopusingcorrectform.Switchtotheotherfoot.• Movingaroundtheactivityarea,hopusingcorrectform.Switchtotheotherfoot.• Standingonyourspotmarker,hopashighasyoucanusingcorrectform.Switchtotheotherfoot.• Movingaroundtheactivityarea,hopasfarasyoucanusingcorrectform.Switchtotheotherfoot.

Makesureyoudon’thopintoanyoneelse!• Challenge:Standingonyourspotmarker,seeifyoucanhopandtwist180degreesbeforelanding.

Repeatontheotherfoot.• Jumping

346

• Standingonyourspotmarker,jumpusingcorrectform.• Movingaroundtheactivityarea,jumpusingcorrectform.• Standingonyourspotmarker,jumpashighasyoucanusingcorrectform.• Movingaroundtheactivityarea,jumpasfarasyoucanusingcorrectform.Makesureyoudon’t

jumpintoanyoneelse!• Challenge:Standingonyourspotmarker,seeifyoucanjumpandtwist180degreesbefore

landing.Canyoujumpandtwist360degreesbeforelanding?• HoppingandJumpingwithLevels

• Standingonyourspotmarker,hopusingcorrectformatthelowlevel.Switchtotheotherfootandrepeat.Followthesameinstructionwiththemediumandhighlevels.

• Movingaroundtheactivityarea,hopusingcorrectformatthelowlevel.Switchtotheotherfoot.Followthesameinstructionwiththemediumandhighlevels.

• Standingonyourspotmarker,jumpusingcorrectformatthelowlevel.Followthesameinstructionwiththemediumandhighlevels.

• Movingaroundtheactivityarea,jumpusingcorrectformatthelowlevel.Followthesameinstructionwiththemediumandhighlevels.

• Challenge:Movingaroundtheactivityarea,dothelocomotor(hoporjump)actionIstateatthelevel(low,medium,orhigh)Isay.Mixthecombinationsandchangeevery10-15seconds.Examples:hopatthelowlevel,jumpatthemediumlevel,jumpatthehighlevel,hopatthehighlevel.

347

SkippingandLeapingwithTransferofBodyWeightREADY• 4cones(forboundaries)• SpotMarkers(oneperperson)• Musicandplayer(optional)

SET• Createlarge(30X30paces)activityarea• Placethespotmarkersaroundtheactivityarea

GO!• IntroductiontoSkippingandLeapingwithTransferofBodyWeight

• Todaywearegoingtopracticeskippingandleapingwithcorrectform(criticalelements)andlearnhowtotransferbodyweightfromonebodyparttoanother.

• Thecriticalelementsofskippingare:1. Continuousstep-hoponalternatefeetwithakneelift2. Non-supportfootcarriednearthesurface3. Arm-legopposition

• Thecriticalelementsofleapingare:1. Take-offononefootandlandontheoppositefoot2. Aperiodofflightbetweenstepslongerthanrunning3. Reachforwardinoppositionwitharmsfromfeet4. Abletoleapwitheachfoot

• Transferofbodyweightfrombodyparttoanother:1.Feet2.Hands3.Knees

• TransferofBodyWeight• Standingonyourspotmarker,transferyourbodyweightfrom:• Twofeettoonefootandtwohands• Onefootandtwohandstoonefootandonehand• Onefootandonehandtoonefoot• Onefoottoonefootandoneknee• Onefootandonekneetotwoknees• Twokneestoonekneeandtwohands• Onekneeandtwohandstoonekneeandonehand• Onekneeandonehandtotwofeet

• Skipping• Movingaroundtheactivityarea,skipusingcorrectform.• Movingaroundtheactivityarea,skipashighasyoucanusingcorrectform.• Movingaroundtheactivityarea,skipasfarasyoucanbetweeneachstrideusingcorrectform.• Challenge:Movingaroundtheactivityarea,skipashighandasfarasyoucanbetweeneach

strideusingcorrectform.

348

• Leaping

• Standingonyourspotmarker,leapusingcorrectform.Switchtoleapleadingwiththeotherfoot.Becarefulnottoleapintoanyoneelse.

• Movingaroundtheactivityarea,leapusingcorrectform.Switchtoleapleadingwiththeotherfoot.Becarefulnottoleapintoanyoneelse.

• Standingonyourspotmarker,leapashighasyoucanusingcorrectform.Switchtoleapleadingwiththeotherfoot.Becarefulnottoleapintoanyoneelse.

• Movingaroundtheactivityarea,leapasfarasyoucanusingcorrectform.Switchtoleapleadingwiththeotherfoot.Becarefulnottoleapintoanyoneelse.

• SkippingandLeapingwithTransferofBodyWeight• Standingonyourspotmarker,leapusingcorrectform–makesureyoutake-offononefootand

landontheoppositefoot.Switchtotake-offontheotherfootandrepeat.• Movingaroundtheactivityarea,skipusingcorrectform–makesureyouhave a continuous

step-hop on alternate feet with a knee lift.• Challenge:Standingonyourspotmarker,practicetransferofbodyweightactions.Canyoube

ononlytwobodyparts?Onthreebodyparts?Onfourbodyparts?Whataboutononebodypart?Canyoubeononlyonebodypartthatisnotafoot?

• Challenge:Movingaroundtheactivityarea,dothelocomotor(skippingorleaping)actionIsay.Randomlychangelocomotoractionevery10-15seconds.

349

PushingandPullingwithForceREADY• 4cones(forboundaries)• SpotMarkers(oneperperson)• Playgroundballs• Beachballs• Jumpropes• Scootersorlargetowelstoslideonthegymfloor• Gymnasticmats(optional)SET• Createlarge(30X30paces)activityarea• Placethespotmarkersaroundtheactivityarea• Placeplaygroundballs,beachballs,jumpropes,andscootersalongtheperimeterandoutsideofthe

activityarea

GO!• IntroductiontoPushingandPullingwithForce

• Todaywearegoingtopracticepushingandpullingwithcorrectform(criticalelements)andlearnthetwotypesofforcewecanuseinphysicalactivities.

• Thecriticalelementsofpushingare:1. Movementisawayfromthebody2. Pressagainstanobjecttomakeitmove3. Startwithabendandmovetoastretchasyouarepushing

• Thecriticalelementsofpullingare:1. Movementistowardthebody2. Draggingtheobjecttomakeitmove3. Startwithastretchandmovetoabendasyouarepulling

• Thethreetypesofforcewecanuseinphysicalactivities:1. Strong/Hard2. Medium3. Light/Soft

• Force• Standingonyourspotmarker,stomptheforceIsay:light,medium,strong.Continuecallingoutdifferenttypesofforceforupto30seconds.

• Standingonyourspotmarker,jumptheforceIsay:light,medium,strong.Continuecallingoutdifferenttypesofforceforupto30seconds.

• Standingonyourspotmarker,hoptheforceIsay:light,medium,strong.Continuecallingoutdifferenttypesofforceforupto30seconds.

• Challenge:Movingaroundtheactivityarea,dothelocomotor(hoporjump)actionIstatewiththetypeofforce(strong,medium,orlight)Isay.Mixthecombinationsandchangeevery10-15seconds.Examples:hopwithstrongforce,jumpwithmediumforce,jumpwithlightforce,orhopwithlightforce.

• Pushing• Standingonyourspotmarker,putthepalmsofyourhandstogetherandpush.Pushwithlight,mediumandstrongforce.

350

• Startingonthesideline,pushtheplaygroundball/beachball(selectballbasedonstudentsizeorability–thebeachballiseasiertouse)totheoppositesidelineandback.

• Startingonthesideline,pushthescooter(empty–nooneonthescooter)totheoppositesidelineandback.

• Startingfromthesideline,pushyourselfonthescootertotheoppositesidelineandback.• Partner:Startingfromthesideline,pushyourpartneronthescootertotheoppositesidelineandback.Switchandrepeat.

• Pulling• Standingonyourspotmarker,grabyourforearmwithonehandandpull.Pullwithlight,mediumandstrongforce.Switchtotheotherhandandforearmandrepeat.

• Startingonthesideline,useajumpropetopulltheplaygroundball/beachball(selectballbasedonstudentsizeorability–thebeachballiseasiertouse)totheoppositesidelineandback.

• Startingonthesideline,useajumpropetopullthescooter(empty–nooneonthescooter)totheoppositesidelineandback.

• Startingonthesideline,pullyourselfonthescootertotheoppositesidelineandback.Whichiseasierforyou–topushyourselforpullyourselfonthescooter?

• Partner:Startingonthesideline,pullyourpartneronthescootertotheoppositesidelineandback.Switchandrepeat.

• PushingandPullingwithForce• Challenge:Createamazewiththeplaygroundballs,beachballs,andjumpropes.Studentspushandpullthemselves(individually)throughthemazeonthescooters.Repeatwithpartner,switchandrepeat.

• Challenge:Ingroupsofthree.Havestudentspushagymnasticmatapredetermineddistance.Challengethemtothenattemptthesametaskwithpullingthematbacktoitsoriginallocation.Whichonewaseasierforthegroup?Why?

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SlidingandGallopingwithFlightREADY• 4cones(forboundaries)• Musicandplayer(optional)

SET• Createlarge(30X30paces)activityareaGO!• IntroductiontoSlidingandGallopingwithFlight

• Todaywearegoingtopracticeslidingandgallopingwithcorrectform(criticalelements)andlearnhowflighttimeimpactsthewaysinwhichwecanmove.

• Thecriticalelementsofslidingare:1. Onefootalwaysleads(Sidestepfollowedbyanon-crossoverstep)2. Alwaysmoveinasmoothsidewaysmotion3. Flight between steps4. Able to slide right and left

• Thecriticalelementsofgallopingare:1. Leadfoot–step,withbackfootcominguptoheelofleadfoot2. Flightbetweensteps3. Armsbentatwaistlevel4. Abletoleadwitheachfoot

• Thetwoflightpatternsinwhichwecanmoveare:1. Rapid/FastorShort2. SloworLong

• Sliding• Startingfromthesideline,slideusingcorrectformtotheoppositesidelineandback.Repeatleadingwiththeotherfoot.

• Movingaroundtheactivityarea,slideusingthecorrectform.Every15-30secondshavestudentsswitchtoleadingwiththeotherfoot.Continuefor1-2minutes.

• Intheactivityarea,slideinacircularpatternusingthecorrectform.Every15-30secondshavestudentsswitchtoleadingwiththeotherfoot.Giveothergeometricshapeoptions–triangle,square,diamond,etc.Continuefor2-3minutes.

• Galloping• Startingfromthesideline,gallopusingcorrectformtotheoppositesidelineandback.Repeatleadingwiththeotherfoot.

• Movingaroundtheactivityarea,slideusingthecorrectform.Every15-30secondshavestudentsswitchtoleadingwiththeotherfoot.Continuefor1-2minutes.

• Intheactivityarea,gallopinacircularpatternusingthecorrectform.Every15-30secondshavestudentsswitchtoleadingwiththeotherfoot.Giveothergeometricshapeoptions–triangle,square,diamond,etc.Continuefor2-3minutes.

• SlidingandGallopingwithFlight• Startingfromthesideline,slideusingcorrectformtotheoppositesidelineandbackwitharapidflightpattern.Repeatleadingwiththeotherfoot.

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• Startingfromthesideline,slideusingcorrectformtotheoppositesidelineandbackwithaslowandlongflightpattern.Repeatleadingwiththeotherfoot.

• Startingfromthesideline,gallopusingcorrectformtotheoppositesidelineandbackwitharapidflightpattern.Repeatleadingwiththeotherfoot.

• Startingfromthesideline,gallopusingcorrectformtotheoppositesidelineandbackwithaslowandlongflightpattern.Repeatleadingwiththeotherfoot.

• Challenge:Movingaroundtheactivityarea,dothelocomotor(slideorgallop)actionIstatewiththeflightpattern(rapid/shortorslow/long)Isay.Mixthecombinationsandchangeevery10-15seconds.Examples:slidewithashortflightpattern–switchleadfoot,gallopwithashortflightpattern,orgallopwithalongflightpattern–switchleadfoot.

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TwistingandTurning;BendingandStretchingwithBodyShapesREADY• 4cones(forboundaries)• SpotMarkers(oneperperson)SET• Createlarge(30X30paces)activityarea• PlacethespotmarkersaroundtheactivityareaGO!• IntroductiontoTwistingandTurning

• Todaywearegoingtopracticetwistingandturningwithcorrectform(criticalelements)fordoingactivitiesinphysicaleducation.

• Thecriticalelementsoftwistingare:1. Rotateapartofthebodyatthejoint2. Thereisalimittohowfaryoucantwist

• Thecriticalelementsofturningare:1. Movementchangesthedirectionofthebodyorbodypart2. Youendupfacinganewdirection3. Involvesshiftingbodyweight4. Bothendsofthebodyorbodypartarefreetomove

• Twisting• Standingonyourspotmarker,twistyourbodytotheright,thentwistyourbodytotheleft.• Standingonyourspotmarker,twistyourfoottotheright,thentwistyourfoottotheleft.• Standingonyourspotmarker,twistyourarm/handtotheright,thentwistyourarm/handtotheleft.

• Challenge:Movingaroundtheactivityarea,dothelocomotor(hop,jump,skip,run,etc.)actionIstate,thenwhenIcalloutabodytwist,stopandtwistyourbody.Mixthecombinationsandchangeevery15-20seconds.Examples:hop,stop,legtwistleft;jump,stop,armtwistright;skip,stopbodytwistleft,etc.

• Turning• Standingonyourspotmarker,turnyourbodytotheright,thenturnyourbodytotheleft.• Standingonyourspotmarker,turnyourfeettotheright,thenturnyourfeettotheleft.• Challenge:Movingaroundtheactivityarea,dothelocomotor(hop,jump,skip,run,etc.)actionIstate,thenwhenIcalloutaturn,stopandturninthenewdirectionwiththenewlocomotormove.Mixthecombinationsandchangeevery15-20seconds.Examples:hop,stop,turnleftandjump;jump,stop,turnrightandskip;skip,stopturnallthewayaroundandrun,etc.

• IntroductiontoBendingandStretchingwithBodyShapes• TodaywearegoingtopracticeBendingandstretchingwithcorrectform(criticalelements)anddifferentshapesthebodycanmake.

• Thecriticalelementsofbendingare:1. Bodypartbecomesshorterorsmaller2. Twobodypartscomeclosertogether3. Occursatthejointsofthebody

• Thecriticalelementsofstretchingare:1. Movebodypart(s)awayfromthecenterofthebody2. Bodypartbecomeslongerorstraighter

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3. Bodypartextendsasjointsstraightenout4. Reachandholdorrotatejointslowly

• Shapesthebodycanmakeinclude:1. Animal(DevelopmentLevelI:K-2)2. Lettersandnumbers(DevelopmentLevelI&II:K-2and3-4)Geometric(DevelopmentLevelII&III:3-4and5-8)

• Shapes• Standingonyourspotmarker,makeananimalshapeIsay.Continuecallingoutdifferentanimalshapes30seconds.Selectdifferentshapesthebodycanmakebasedonthedevelopmentallevel.

• Movingaroundtheactivityarea,makeananimalshapeIsay(maketheanimalsoundtoo!).Continuecallingoutdifferentanimalshapes1-2minutes.Selectdifferentshapesthebodycanmakebasedonthedevelopmentallevel.

• Challenge:Ingroupsofthreeorfour(teacherdetermines).SpellthewordsIsaybymakinglettershapeswithyourbody.Havealistofwordsthatarethreeorfourletterslong.(Examples:see,fun,time,take,etc.)

• Bending• Standingonyourspotmarker,bendyourbodytotheright,thenbendyourbodytotheleft.• Standingonyourspotmarker,bendonelegtighttoyourbody,thentheotherleg.Bendbothlegstighttothebody.

• Standingonyourspotmarker,bendonearmtighttoyourbody,thentheotherarm.Bendbotharmstighttothebody.

• Challenge:Movingaroundtheactivityarea,dothelocomotor(hop,jump,skip,run,etc.)actionIstate,thenwhenIcalloutabentposition,stopandbendyourbodyinthatposition.Mixthecombinationsandchangeevery15-20seconds.Examples:hop,stop,bendbodytotheleft;jump,stop,bendrightarm;skip,stopbendleftleg,etc.

• Stretching• Standingonyourspotmarker,stretchyourbodytotheright,thenstretchyourbodytotheleft,thenstretchuphigh.

• Sittingonyourspotmarker,stretchyourhandstowardyourfeet.Whenyoustretchlikethis,doyoubendpartofyourbody?

• Sittingonyourspotmarker,stretchyourrighthandtowardyourleftfoot,thenstretchyourlefthandtoyourrightfoot.

• Challenge:Movingaroundtheactivityarea,dothelocomotor(hop,jump,skip,run,etc.)actionIstate,thenwhenIcalloutabentposition,stopandbendyourbodyinthatposition.Mixthecombinationsandchangeevery15-20seconds.Examples:hop,stop,bendbodytotheleft;jump,stop,bendrightarm;skip,stopbendleftleg,etc.

• BendingandStretchingwithBodyShapes• Challenge:Whatshapedoyoumakewithyourbodyifyoubendyourarmsandlegstighttoyourbody?(Circle/Ball)Whatshapedoyoumakewithyourbodyifyoustretchyourarmsandlegsfarapartfromeachother?(an“X”shape)Whatshapedoyoumakewithyourbodyifyoustretchyourhandstogetherhighoveryourheadandyourtogetherfarthestfromyourhead?(Line)Continuemakingsimilarquestions.

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Catching–IntermediateLevelREADY• 4cones(forboundaries)• SpotMarkers(oneperperson)• Beachballs(oneperperson)• Playgroundballs(oneperperson)• Basketballs(oneperperson)SET• Createlarge(30X30paces)activityarea• Placethespotmarkersaroundtheactivityarea• Placethebeachballs,playgroundballsandbasketballsalongonesideoftheactivityarea,outside

theplayingareaGO!• IntroductiontoCatching–IntermediateLevel

• Todaywearegoingtopracticecatchingwithcorrectform(criticalelements).• Thecriticalelementsofcatchingare:

1. Extendarmsoutwardtoreachforball2. Elbowsbendtoabsorbtheforce;catchwithhandsonly,nocradlingagainstthebody3. Pulltheballintothebodyasthecatchismade4. Curlthebodyslightlyaroundtheball5. Thumbstogetherifballiscaughtabovethewaist;Thumbsapartifballiscaughtbelowthewaist

• CatchingBeachBalls• Standingonyourspotmarker,tossthebeachballupintheairandcatchitwithbothhandsusingcorrectform.Continueforaboutaminute.

• Standingonyourspotmarker,tossthebeachballupintheairbehindyourself,turnandcatchitwithbothhandsusingcorrectform.Continueforaboutaminute.

• Standingonyourspotmarker,tossthebeachballupintheair,clapyourhandsasmanytimesasyoucanandcatchthebeachballwithbothhandsusingcorrectformbeforeittouchestheground.Continueforaboutaminute.

• Standingonyourspotmarker,bouncethebeachballthreetimesinarowandcatchthebeachballwithbothhandsusingcorrectformafterthethirdbounce.Repeat.Continueforaboutaminute.

• Movingaroundthearea,tossthebeachballupintheairandcatchitwithbothhandsusingcorrectform.Continuefor1-2minutes.

• Movingaroundthearea,tossthebeachballupintheairbehindyourself,turnandcatchitwithbothhandsusingcorrectform.Continuefor1-2minutes.

• Movingaroundthearea,tossthebeachballupintheair,clapyourhandsasmanytimesasyoucanandcatchthebeachballwithbothhandsusingcorrectformbeforeittouchestheground.Continuefor1-2minutes.

• Challenge:Standingonyourspotmarker,tossthebeachballupintheair,turnaroundasmanytimesasyoucanandcatchthebeachballwithbothhandsusingcorrectformbeforeittouchestheground.Turntheotherway.Continuefor1-2minutes.

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• Challenge:Standingonyourspotmarker,bouncethebeachballthreetimesinarow,turnaroundonceandcatchthebeachballwithbothhandsusingcorrectformbeforeittouchestheground.Continuefor1-2minutes.

• Challenge:Partnerswithonebeachball.Standingabout8-10feetapart,bouncethebeachballbackandforthtoyourpartnerandcatchthebeachballwithbothhandsusingcorrectform.Continuefor2-3minutes.

• CatchingPlaygroundBalls• Standingonyourspotmarker,tosstheplaygroundballupintheairandcatchitwithbothhandsusingcorrectform.Continueforaboutaminute.

• Standingonyourspotmarker,tosstheplaygroundballupintheairbehindyourself,turnandcatchitwithbothhandsusingcorrectform.Continueforaboutaminute.

• Standingonyourspotmarker,tosstheplaygroundballupintheair,clapyourhandsasmanytimesasyoucanandcatchtheplaygroundballwithbothhandsusingcorrectformbeforeittouchestheground.Continueforaboutaminute.

• Standingonyourspotmarker,bouncetheplaygroundballthreetimesinarowandcatchtheplaygroundballwithbothhandsusingcorrectformafterthethirdbounce.Repeat.Continueforaboutaminute.

• Movingaroundthearea,tosstheplaygroundballupintheairandcatchitwithbothhandsusingcorrectform.Continuefor1-2minutes.

• Movingaroundthearea,tosstheplaygroundballupintheairbehindyourself,turnandcatchitwithbothhandsusingcorrectform.Continuefor1-2minutes.

• Movingaroundthearea,tosstheplaygroundballupintheair,clapyourhandsasmanytimesasyoucanandcatchtheplaygroundballwithbothhandsusingcorrectformbeforeittouchestheground.Continuefor1-2minutes.

• Challenge:Standingonyourspotmarker,tosstheplaygroundballupintheair,turnaroundasmanytimesasyoucanandcatchtheplaygroundballwithbothhandsusingcorrectformbeforeittouchestheground.Continuefor1-2minutes.

• Challenge:Standingonyourspotmarker,bouncetheplaygroundballthreetimesinarow,turnaroundonceandcatchtheplaygroundballwithbothhandsusingcorrectformbeforeittouchestheground.Continuefor1-2minutes.

• Challenge:Partnerswithoneplaygroundball.Standingabout8-10feetapart,bouncetheplaygroundballbackandforthtoyourpartnerandcatchtheplaygroundballwithbothhandsusingcorrectform.Continuefor2-3minutes.

• CatchingBasketballs• Standingonyourspotmarker,tossthebasketballupintheairandcatchitwithbothhandsusingcorrectform.Continueforaboutaminute.

• Standingonyourspotmarker,tossthebasketballupintheair,clapyourhandsasmanytimesasyoucanandcatchthebasketballwithbothhandsusingcorrectformbeforeittouchestheground.Continueforaboutaminute.

• Standingonyourspotmarker,bouncethebasketballthreetimesinarowandcatchthebasketballwithbothhandsusingcorrectformafterthethirdbounce.Repeat.Continueforaboutaminute.

• Movingaroundthearea,tossthebasketballupintheairandcatchitwithbothhandsusingcorrectform.Continuefor1-2minutes.

• Movingaroundthearea,tossthebasketballupintheair,clapyourhandsasmanytimesasyoucanandcatchthebasketballwithbothhandsusingcorrectformbeforeittouchestheground.Continuefor1-2minutes.

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• Challenge:Standingonyourspotmarker,bouncethebasketballthreetimesinarow,turnaroundonceandcatchthebasketballwithbothhandsusingcorrectformbeforeittouchestheground.Continuefor1-2minutes.

• Challenge:Partnerswithonebasketball.Standingabout8-10feetapart,bouncethebasketballbackandforthtoyourpartnerandcatchthebasketballwithbothhandsusingcorrectform.Continuefor2-3minutes.

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Catching–AdvancedLevelREADY• 4cones(forboundaries)• SpotMarkers(oneperperson)• Softballs(oneperperson)• Tennisballs(oneperperson)• Footballs(oneperperson)SET• Createlarge(30X30paces)activityarea• Placethespotmarkersaroundtheactivityarea• Placethesoftballs,tennisballsandfootballsalongonesideoftheactivityarea,outsidetheplaying

areaGO!• IntroductiontoCatching–AdvancedLevel

• Todaywearegoingtopracticecatchingwithcorrectform(criticalelements).• Thecriticalelementsofcatchingare:

1. Extendarmsoutwardtoreachforball2. Elbowsbendtoabsorbtheforce;catchwithhandsonly,nocradlingagainstthebody3. Pulltheballintothebodyasthecatchismade4. Curlthebodyslightlyaroundtheball5. Thumbstogetherifballiscaughtabovethewaist;Thumbsapartifballiscaughtbelowthewaist

• CatchingSoftballs• Standingonyourspotmarker,tossthesoftballupintheairandcatchitwithbothhandsusingcorrectform.Repeatcatchingthesoftballwithonlyonehand.Repeatwiththeotherhand.Continueforaboutaminute.

• Standingonyourspotmarker,tossthesoftballupintheairbehindyourself,turnandcatchitwithbothhandsusingcorrectform.Repeatcatchingthesoftballwithonlyonehand.Repeatwiththeotherhand.Continueforaboutaminute.

• Standingonyourspotmarker,tossthesoftballupintheair,clapyourhandsasmanytimesasyoucanandcatchthesoftballwithbothhandsusingcorrectformbeforeittouchestheground.Repeatcatchingthesoftballwithonlyonehand.Repeatwiththeotherhand.Continueforaboutaminute.

• Movingaroundthearea,tossthesoftballupintheairandcatchitwithbothhandsusingcorrectform.Repeatcatchingthesoftballwithonlyonehand.Repeatwiththeotherhand.Continuefor1-2minutes.

• Movingaroundthearea,tossthesoftballupintheairbehindyourself,turnandcatchitwithbothhandsusingcorrectform.Repeatcatchingthesoftballwithonlyonehand.Repeatwiththeotherhand.Continuefor1-2minutes.

• Movingaroundthearea,tossthesoftballupintheair,clapyourhandsasmanytimesasyoucanandcatchthesoftballwithbothhandsusingcorrectformbeforeittouchestheground.Repeatcatchingthesoftballwithonlyonehand.Repeatwiththeotherhand.Continuefor1-2minutes.

• Challenge:Standingonyourspotmarker,tossthesoftballupintheair,turnaroundasmanytimesasyoucanandcatchthesoftballwithbothhandsusingcorrectformbeforeittouchestheground.

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Repeatcatchingthesoftballwithonlyonehand.Repeatwiththeotherhand.Turntheotherway.Continuefor1-2minutes.

• Challenge:Partnerswithonesoftball.Standingabout8-10feetapart,tossthesoftballbackandforthtoyourpartnerandcatchthesoftballwithbothhandsusingcorrectform.Repeatcatchingthesoftballwithonlyonehand.Repeatwiththeotherhand.Continuefor2-3minutes.

• CatchingTennisBalls• Standingonyourspotmarker,tossthetennisballupintheairandcatchitwithbothhandsusingcorrectform.Repeatcatchingthetennisballwithonlyonehand.Repeatwiththeotherhand.Continueforaboutaminute.

• Standingonyourspotmarker,tossthetennisballupintheairbehindyourself,turnandcatchitwithbothhandsusingcorrectform.Repeatcatchingthetennisballwithonlyonehand.Repeatwiththeotherhand.Continueforaboutaminute.

• Standingonyourspotmarker,tossthetennisballupintheair,clapyourhandsasmanytimesasyoucanandcatchthetennisballwithbothhandsusingcorrectformbeforeittouchestheground.Repeatcatchingthetennisballwithonlyonehand.Repeatwiththeotherhand.Continueforaboutaminute.

• Standingonyourspotmarker,bouncethetennisballthreetimesinarowandcatchthetennisballwithbothhandsusingcorrectformafterthethirdbounce.Repeatcatchingthetennisballwithonlyonehand.Repeatwiththeotherhand.Continuefor1-2minutes.

• Movingaroundthearea,tossthetennisballupintheairandcatchitwithbothhandsusingcorrectform.Repeatcatchingthetennisballwithonlyonehand.Repeatwiththeotherhand.Continuefor1-2minutes.

• Movingaroundthearea,tossthetennisballupintheairbehindyourself,turnandcatchitwithbothhandsusingcorrectform.Repeatcatchingthetennisballwithonlyonehand.Repeatwiththeotherhand.Continuefor1-2minutes.

• Movingaroundthearea,tossthetennisballupintheair,clapyourhandsasmanytimesasyoucanandcatchthetennisballwithbothhandsusingcorrectformbeforeittouchestheground.Repeatcatchingthetennisballwithonlyonehand.Repeatwiththeotherhand.Continuefor1-2minutes.

• Challenge:Standingonyourspotmarker,tossthetennisballupintheair,turnaroundasmanytimesasyoucanandcatchthetennisballwithbothhandsusingcorrectformbeforeittouchestheground.Repeatcatchingthetennisballwithonlyonehand.Repeatwiththeotherhand.Turntheotherway.Continuefor1-2minutes.

• Challenge:Standingonyourspotmarker,bouncethetennisballthreetimesinarow,turnaroundonceandcatchthetennisballwithbothhandsusingcorrectformbeforeittouchestheground.Repeatcatchingthetennisballwithonlyonehand.Repeatwiththeotherhand.Continuefor1-2minutes.

• Challenge:Standingabout8-10feetfromawall,bouncethetennisballtothewallandcatchthetennisballwithbothhandsusingcorrectform.Repeat.Repeatcatchingthetennisballwithonlyonehand.Repeatwiththeotherhand.Continuefor1-2minutes.

• Challenge:Partnerswithonetennisball.Standingabout8-10feetapart,tossthetennisballbackandforthtoyourpartnerandcatchthetennisballwithbothhandsusingcorrectform.Repeatcatchingthetennisballwithonlyonehand.Repeatwiththeotherhand.Continuefor2-3minutes.

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• CatchingFootballs• Standingonyourspotmarker,tossthefootballupintheairandcatchitwithbothhandsusingcorrectform.Repeatcatchingthefootballwithonlyonehand.Repeatwiththeotherhand.Continueforaboutaminute.

• Standingonyourspotmarker,tossthefootballupintheair,clapyourhandsasmanytimesasyoucanandcatchthefootballwithbothhandsusingcorrectformbeforeittouchestheground.Repeatcatchingthefootballwithonlyonehand.Repeatwiththeotherhand.Continueforaboutaminute.

• Movingaroundthearea,tossthefootballupintheairandcatchitwithbothhandsusingcorrectform.Repeatcatchingthefootballwithonlyonehand.Repeatwiththeotherhand.Continuefor1-2minutes.

• Movingaroundthearea,tossthefootballupintheair,clapyourhandsasmanytimesasyoucanandcatchthefootballwithbothhandsusingcorrectformbeforeittouchestheground.Repeatcatchingthefootballwithonlyonehand.Repeatwiththeotherhand.Continuefor1-2minutes.

• Challenge:Standingonyourspotmarker,tossthefootballupintheair,turnaroundasmanytimesasyoucanandcatchthefootballwithbothhandsusingcorrectformbeforeittouchestheground.Repeatcatchingthefootballwithonlyonehand.Repeatwiththeotherhand.Turntheotherwayandrepeat.Continuefor1-2minutes.

• Challenge:Partnerswithonefootball.Standingabout8-10feetapart,tossthefootballbackandforthtoyourpartnerandcatchthefootballwithbothhandsusingcorrectform.Repeatcatchingthefootballwithonlyonehand.Repeatwiththeotherhand.Continuefor2-3minutes.

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Throwing–IntermediateLevelREADY• 4cones(forboundaries)• SpotMarkers(oneperperson)• Softballs(oneperperson)• Tennisballs(oneperperson)SET• Createlarge(60X60paces)activityarea• Placethespotmarkersaroundtheactivityarea• Placethesoftballsandtennisballsalongonesideoftheactivityarea,outsidetheplayingareaGO!• IntroductiontoThrowing–Intermediate

• Todaywearegoingtopracticethrowingoverhandandunderhandwithcorrectform(criticalelements).

• Thecriticalelementsofthrowingoverhandare:1. Slidetotargetinpreparationforthrowingaction2. Stepwithoppositefootasthrowingarmmovesforward3. Leadwithelbowofthrowingarmatshoulderheight4. Hipandspinerotateasthrowingactionisexecuted5. Releaseateyelevelwithdiagonalfollow-throughacrossbody

• Thecriticalelementsofthrowingunderhandare:1. Stepwithoppositefoot;facetargetinpreparationforthrowingaction2. Swingthrowingarmbackward;armbackinpreparationforaction3. Pointtoatargetonreleaseusingproperforceandfollowthrough.4. Releaseballbetweenkneeandwaistlevel5. Followthroughtotarget

• ThrowingSoftballs–Overhand• Standing8-10feetfromthewall,overhandthrowthesoftballagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,overhandthrowthesoftballhighagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,overhandthrowthesoftballlowagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,overhandthrowthesoftballstraightagainstthewallateyelevelusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,overhandthrowthesoftballashard(strongforce)asyoucanagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,overhandthrowthesoftballassoft(lightforce)asyoucanagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Challenge:Partnerswithonesoftball.Standingabout8-10feetapart,overhandthrowthesoftballbackandforthtoyourpartnerusingcorrectform.Repeatwiththeotherhand.Continuefor2-3minutes.

• ThrowingSoftballs–Underhand

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• Standing8-10feetfromthewall,underhandthrowthesoftballagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,underhandthrowthesoftballhighagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,underhandthrowthesoftballlowagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,underhandthrowthesoftballstraightagainstthewallatwaistlevelusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,underhandthrowthesoftballashard(strongforce)asyoucanagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,underhandthrowthesoftballassoft(lightforce)asyoucanagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Challenge:Partnerswithonesoftball.Standingabout8-10feetapart,underhandthrowthesoftballbackandforthtoyourpartnerusingcorrectform.Repeatwiththeotherhand.Continuefor2-3minutes.

• ThrowingTennisBalls–Overhand• Standing8-10feetfromthewall,overhandthrowthetennisballagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,overhandthrowthetennisballhighagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,overhandthrowthetennisballlowagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,overhandthrowthetennisballstraightagainstthewallateyelevelusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,overhandthrowthetennisballashard(strongforce)asyoucanagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,overhandthrowthetennisballassoft(lightforce)asyoucanagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Challenge:Partnerswithonetennisball.Standingabout8-10feetapart,overhandthrowthetennisballbackandforthtoyourpartnerusingcorrectform.Repeatwiththeotherhand.Continuefor2-3minutes.

• ThrowingTennisBalls–Underhand• Standing8-10feetfromthewall,underhandthrowthetennisballagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,underhandthrowthetennisballhighagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,underhandthrowthetennisballlowagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,underhandthrowthetennisballstraightagainstthewallatwaistlevelusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,underhandthrowthetennisballashard(strongforce)asyoucanagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,underhandthrowthetennisballassoft(lightforce)asyoucanagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

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• Challenge:Partnerswithonetennisball.Standingabout8-10feetapart,underhandthrowthetennisballbackandforthtoyourpartnerusingcorrectform.Repeatwiththeotherhand.Continuefor2-3minutes.

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Throwing–AdvancedLevelREADY• 4cones(forboundaries)• SpotMarkers(oneperperson)• Footballs(oneperperson)• Basketballs(oneperperson)• Playgroundballs(optional–oneperperson)SET• Createlarge(30X30paces)activityarea• Placethespotmarkersaroundtheactivityarea• Placethebasketballsandfootballsalongonesideoftheactivityarea,outsidetheplayingareaGO!• IntroductiontoThrowing–Advanced

• Todaywearegoingtopracticefootballthrowingandbasketballpassingwithcorrectform(criticalelements).

• Thecriticalelementsofthrowingoverhandare:1. Slidetotargetinpreparationforthrowingaction2. Stepwithoppositefootasthrowingarmmovesforward3. Leadwithelbowofthrowingarmatshoulderheight4. Hipandspinerotateasthrowingactionisexecuted5. Releaseateyelevelwithdiagonalfollow-throughacrossbody

• Thecriticalelementsofbasketballpassingare:1. Balancedstance2. Handsonthesidesoftheballwiththethumbsdirectlybehindtheball3. Stepindirectionofpass4. Extendknees,back,andarms5. Forcewristandfingers“through”theball6. Followthroughwithpalmsdown7. Indexfingerspointtotarget

• ThrowingFootballs–OverhandNote:Gripthefootballonthesideoftheballwiththefingersonthethreadoftheballandthethumbunderneath.Theindexfingerisnotonthethreadsoftheballbutismoretowardoneendoftheball.Thesizeoftheballisimportant,theballmustbesmallenoughforthestudents’handstogriptheballproperly.• Standing8-10feetfromthewall,overhandthrowthefootballagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,overhandthrowthefootballhighagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,overhandthrowthefootballlowagainstthewallusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standing8-10feetfromthewall,overhandthrowthefootballstraightagainstthewallateyelevelusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

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• Challenge:Partnerswithonefootball.Standingabout8-10feetapart,overhandthrowthefootballbackandforthtoyourpartnerusingcorrectform.Repeatwiththeotherhand.Continuefor2-3minutes.

• Challenge:Partnerswithonefootball.Standingabout8-10feetapart,overhandthrowthefootballtoyourpartnerusingcorrectformastheyrunbackandforthina5-10range.Repeatwiththeotherhand.Switchrolesandrepeat.Continuefor3-5minutes.

• BasketballPassing–ChestPassNote:Youcanuseplaygroundballsfirstandthenusebasketballstomakeiteasiertopassandcatchsinceplaygroundballsarelighter.AdditionalCriticalElement:Ballshouldbepassedsothatitisreceivedatchestlevel.• Standing3-5feetfromthewall,passthebasketballagainstthewallusingcorrectform.Continuefor2-3minutes.

• Standing5-8feetfromthewall,passthebasketballagainstthewallusingcorrectform.Continueforaboutaminute.

• Standing8-10feetfromthewall,passthebasketballagainstthewallusingcorrectform.Continueforaboutaminute.

• Challenge:Partnerswithonebasketball.Standingabout3-5feetapart,passthebasketballbackandforthtoyourpartnerusingcorrectform.Continuefor2-3minutes.

• Challenge:Partnerswithonebasketball.Standingabout3-5feetapart,passthebasketballbackandforthtoyourpartnerusingcorrectform.Eachtimebothpartnerscatchtheballusingcorrectformonepartnercantakeastepbackandpassagain.Repeatuntiltheballisnotsuccessfullycaught,atwhichtimetheystartatthebeginningpointagain.Switchpartnersandrepeat.Continuefor2-3minutes.

• BasketballPassing–BouncePassNote:Youcanuseplaygroundballsfirstandthenusebasketballstomakeiteasiertopassandcatchsinceplaygroundballsarelighter.AdditionalCriticalElement:Ballshouldbebouncedonthegroundabouttwo-thirdsofthewaytothereceiverandpassedsothatitisreceivedatwaistlevel.• Standing3-5feetfromthewall,bouncepassthebasketballagainstthewallusingcorrectform.Continuefor2-3minutes.

• Standing5-8feetfromthewall,bouncepassthebasketballagainstthewallusingcorrectform.Continueforaboutaminute.

• Standing8-10feetfromthewall,bouncepassthebasketballagainstthewallusingcorrectform.Continueforaboutaminute.

• Challenge:Partnerswithonebasketball.Standingabout3-5feetapart,bouncepassthebasketballbackandforthtoyourpartnerusingcorrectform.Continuefor2-3minutes.

• Challenge:Partnerswithonebasketball.Standingabout3-5feetapart,bouncepassthebasketballbackandforthtoyourpartnerusingcorrectform.Eachtimebothpartnerscatchtheballusingcorrectformonepartnercantakeastepbackandpassagain.Repeatuntiltheballisnotsuccessfullycaught,atwhichtimetheystartatthebeginningpointagain.Switchpartnersandrepeat.Continuefor2-3minutes.

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Kicking,Trapping,andPunting–IntermediateLevelREADY• 4cones(forboundaries)• SpotMarkers(oneperperson)• Playgroundballs(oneperperson)• Soccerballs(oneperperson)SET• Createlarge(30X30paces)activityarea• Placethespotmarkersaroundtheactivityarea• Placetheplaygroundballsandsoccerballsalongonesideoftheactivityarea,outsidetheplaying

areaGO!• IntroductiontoKicking,Trapping,andPunting–Intermediate

• Todaywearegoingtopracticekicking,trapping,andpuntingwithcorrectform(criticalelements).• Thecriticalelementsofkickingare:

1. Armsextendforwardinpreparationforkickingaction2. Bodytrunkleansbackslightlyinpreparationforandduringkickingaction3. Contactballwithtopoffoot(shoelaces)forkickingaction4. Contactwithballismadedirectlybelowcenterofball(travelintheair);contactwithballismadedirectlybehindcenterofball(travelontheground)

5. Follow-throughtowardtarget;kickinglegextendingforwardandupward Leadwithelbowofthrowingarmatshoulderheight

• Thecriticalelementsoftrappingare:1. Contactballwithfeet,legsorbodytosloworstoptheballsmomentum2. Placefootontopofballtoholdtheballinplace

• Thecriticalelementsofpuntingare:1. Largestepwithplantingfoot2. Hyperextendhipandflexkneeofkickingfoot3. Ballreleasedabovefoot4. Follow-throughwithkickingfoot

• KickingandTrappingPlaygroundBalls• Standing5-8feetfromthewall,kicktheplaygroundballagainstthewallusingcorrectform.Repeatwiththeotherfoot.Traptheplaygroundballusingcorrectformasitcomesbacktoyouoffthewall.Repeatactivity8-10feetfromthewallandagain10-12feetfromthewallwhilemaintainingcontrolofthekickandtrap.Note:Thestudentshouldbeabletomaintainballcontrolatthecloselocationbeforemovingfartherbackfromthewall.Continuefor2-3minutes.

• Standing5-8feetfromthewall,kicktheplaygroundballhighagainstthewallusingcorrectform.Repeatwiththeotherfoot.Traptheplaygroundballusingcorrectformasitcomesbacktoyouoffthewall.Repeatactivity8-10feetfromthewallandagain10-12feetfromthewallwhilemaintainingcontrolofthekickandtrap.Continuefor2-3minutes.

• Standing5-8feetfromthewall,kicktheplaygroundballlowagainstthewallusingcorrectform.Repeatwiththeotherfoot.Traptheplaygroundballusingcorrectformasitcomesbacktoyouoffthewall.Repeatactivity8-10feetfromthewallandagain10-12feetfromthewallwhilemaintainingcontrolofthekickandtrap.Continuefor2-3minutes.

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• Standing5-8feetfromthewall,kicktheplaygroundballstraightagainstthewallatkneetowaistlevelusingcorrectform.Repeatwiththeotherfoot.Traptheplaygroundballusingcorrectformasitcomesbacktoyouoffthewall.Repeatactivity8-10feetfromthewallandagain10-12feetfromthewallwhilemaintainingcontrolofthekickandtrap.Continuefor2-3minutes.

• Challenge:Setup“goal”cones.Standing8-10feetfromgoalcones,kicktheplaygroundballstraightthroughthegoalusingcorrectform.Repeatwiththeotherfoot.Continuefor2-3minutes.

• Challenge:Partnerswithoneplaygroundball.Standingabout8-10feetapart,kicktheplaygroundballbackandforthtoyourpartnerusingcorrectform.Repeatwiththeotherfoot.Traptheplaygroundballusingcorrectformasitcomesbacktoyoufromyourpartner.Continuefor2-3minutes.

• Challenge:Partnerswithoneplaygroundball.Standingabout8-10feetapart,kicktheplaygroundballtoyourpartnerusingcorrectformastheyrunbackandforthina5-10range.Repeatwiththeotherfoot.Switchrolesandrepeat.Traptheplaygroundballusingcorrectformasitcomestoyoufromyourpartner.Continuefor3-5minutes.

• KickingandTrappingSoccerBalls• Standing5-8feetfromthewall,kickthesoccerballagainstthewallusingcorrectform.Repeatwiththeotherfoot.Trapthesoccerballusingcorrectformasitcomesbacktoyouoffthewall.Repeatactivity8-10feetfromthewallandagain10-12feetfromthewallwhilemaintainingcontrolofthekickandtrap.Note:Thestudentshouldbeabletomaintainballcontrolatthecloselocationbeforemovingfartherbackfromthewall.Continuefor2-3minutes.

• Standing5-8feetfromthewall,kickthesoccerballhighagainstthewallusingcorrectform.Repeatwiththeotherfoot.Trapthesoccerballusingcorrectformasitcomesbacktoyouoffthewall.Repeatactivity8-10feetfromthewallandagain10-12feetfromthewallwhilemaintainingcontrolofthekickandtrap.Continuefor2-3minutes.

• Standing5-8feetfromthewall,kickthesoccerballlowagainstthewallusingcorrectform.Repeatwiththeotherfoot.Trapthesoccerballusingcorrectformasitcomesbacktoyouoffthewall.Repeatactivity8-10feetfromthewallandagain10-12feetfromthewallwhilemaintainingcontrolofthekickandtrap.Continuefor2-3minutes.

• Standing5-8feetfromthewall,kickthesoccerballstraightagainstthewallatkneetowaistlevelusingcorrectform.Repeatwiththeotherfoot.Trapthesoccerballusingcorrectformasitcomesbacktoyouoffthewall.Repeatactivity8-10feetfromthewallandagain10-12feetfromthewallwhilemaintainingcontrolofthekickandtrap.Continuefor2-3minutes.

• Challenge:Setup“goal”cones.Standing8-10feetfromgoalcones,kickthesoccerballstraightthroughthegoalusingcorrectform.Repeatwiththeotherfoot.Continuefor2-3minutes.

• Challenge:Partnerswithoneplaygroundball.Standingabout8-10feetapart,kickthesoccerballbackandforthtoyourpartnerusingcorrectform.Repeatwiththeotherfoot.Trapthesoccerballusingcorrectformasitcomesbacktoyoufromyourpartner.Continuefor2-3minutes.

• Challenge:Partnerswithoneplaygroundball.Standingabout8-10feetapart,kickthesoccerballtoyourpartnerusingcorrectformastheyrunbackandforthina5-10range.Repeatwiththeotherfoot.Switchrolesandrepeat.Trapthesoccerballusingcorrectformasitcomestoyoufromyourpartner.Continuefor3-5minutes.

• Punting• Standing10-12feetfromthewall,punttheplaygroundballhighagainstthewall(oroutside)usingcorrectform.Repeatwiththeotherfoot.Continuefor2-3minutes.

• Standing10-12feetfromthewall,puntthesoccerballhighagainstthewall(oroutside)usingcorrectform.Repeatwiththeotherfoot.Continuefor2-3minutes.

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Kicking,Trapping,andPunting–AdvancedLevelREADY• 4cones(forboundaries)• SpotMarkers(oneperperson)• Soccerballs(oneperperson)• Footballs(oneperperson)SET• Createlarge(30X30paces)activityarea• Placethespotmarkersaroundtheactivityarea• Placethesoccerballsandfootballsalongonesideoftheactivityarea,outsidetheplayingareaGO!• IntroductiontoKicking,Trapping,andPunting–Advanced

• Todaywearegoingtopracticekicking,trapping,andpuntingwithcorrectform(criticalelements).• Thecriticalelementsofkickingare:

1. Armsextendforwardinpreparationforkickingaction2. Bodytrunkleansbackslightlyinpreparationforandduringkickingaction3. Contactballwithtopoffoot(shoelaces)forkickingaction4. Contactwithballismadedirectlybelowcenterofball(travelintheair);contactwithballismadedirectlybehindcenterofball(travelontheground)

5. Follow-throughtowardtarget;kickinglegextendingforwardandupwardleadwithelbowofthrowingarmatshoulderheight

• Thecriticalelementsoftrappingare:1. Contactballwithfeet,legsorbodytosloworstoptheballsmomentum2. Placefootontopofballtoholdtheballinplace

• Thecriticalelementsofpuntingare:1. Largestepwithplantingfoot2. Hyperextendhipandflexkneeofkickingfoot3. Ballreleasedabovefoot4. Follow-throughwithkick

• KickingandTrappingwithSoccerBalls• Standing5-8feetfromthewall,kickthesoccerballagainstthewallusingcorrectform.Repeatwiththeotherfoot.Trapthesoccerballusingcorrectformasitcomesbacktoyouoffthewall.Repeatactivity8-10feetfromthewallandagain10-12feetfromthewallwhilemaintainingcontrolofthekickandtrap.Note:Thestudentshouldbeabletomaintainballcontrolatthecloselocationbeforemovingfartherbackfromthewall.Continuefor2-3minutes.

• Challenge:Partnerswithonesoccerball.Standingabout8-10feetapart,kickthesoccerballbackandforthtoyourpartnerusingcorrectform.Repeatwiththeotherfoot.Trapthesoccerballusingcorrectformasitcomesbacktoyoufromyourpartner.Continuefor2-3minutes.

• Challenge:Setup“goal”cones.Standing5-8feetfromgoalcones,kickthesoccerballstraightthroughthegoalusingcorrectform.Repeatwiththeotherfoot.Repeatincreasingthedistance8-10feetand10-12feetfromthegoal.Continuefor2-3minutes.

• Challenge:Partnerswithonesoccerball.Standingabout5-8feetapart,kickthesoccerballtoyourpartnerusingcorrectform.Trapthesoccerballusingcorrectformasitcomesbacktoyoufromyourpartner.Eachtimebothpartnerskickandtrapthesoccerballusingcorrectformonepartner

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cantakeastepbackandkickagain.Repeatuntilballisnotsuccessfullykicked/trappedcorrectly,atwhichtimetheystartatthebeginningpointagain.Continuefor3-5minutes.

• Challenge:Partnerswithonesoccerball.Standingabout8-10feetapart,kickthesoccerballtoyourpartnerusingcorrectformastheyrunbackandforthina5-10range.Repeatwiththeotherfoot.Switchrolesandrepeat.Trapthesoccerballusingcorrectformasitcomestoyoufromyourpartner.Continuefor3-5minutes.

• Punting• Standing10-12feetfromthewall,puntthesoccerballhighagainstthewall(oroutside)usingcorrectform.Repeatwiththeotherfoot.Continuefor2-3minutes.

• Standing10-12feetfromthewall,puntthefootballhighagainstthewall(oroutside)usingcorrectform.Repeatwiththeotherfoot.Continuefor2-3minutes.

• Standingononeendoftheoutsideplayingfield,puntthesoccerballashighandasfarasyoucanhighusingcorrectform.Repeatwiththeotherfoot.Continuefor2-3minutes.

• Standingononeendoftheoutsideplayingfield,puntthefootballashighandasfarasyoucanhighusingcorrectform.Repeatwiththeotherfoot.Continuefor2-3minutes.

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DribblingREADY• 4cones(forboundaries)• Cones(5perpartnergroup)• SpotMarkers(oneperperson)• Basketballs(oneperperson)• Soccerballs(oneperperson)SET• Createlarge(30X30paces)activityarea• Placethespotmarkersaroundtheactivityarea• Placethebasketballsandsoccerballsalongonesideoftheactivityarea,outsidetheplayingarea• Whenconesareneededfordribblingpractice,haveeachpartnergroupgetfiveconesandsetthem

upfivestepsapartfromeachotherGO!• IntroductiontoDribbling

• Todaywearegoingtopracticedribblingwithcorrectform(criticalelements).• Thecriticalelementsofdribblingforbasketballare:

1. Kneesslightlybentwithoppositefootforwardwhendribblinginselfspace2. Usethefingerpadsnotthepalmofthehand3. Firmcontactwithtopofballusingwristflexion4. Extendarmtopushtheball(notstriketheballwithhand)tothefloor5. Eyeslooking“over”,notdownattheball

• Thecriticalelementsofdribblingforsoccerare:1. Toeofthecontactfootispointingout2. Contactfootisslightlyoffthegroundwithsoleparalleltotheground3. Makecontactwiththeinsideofeachfootrepeatedlyinacontrolledmanner4. Eyeslookingaroundthefield,notdownattheball

• DribblingBasketballs• Standingonyourspotmarker,dribblethebasketballusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standingonyourspotmarker,dribblethebasketballatthelowlevelusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standingonyourspotmarker,dribblethebasketballatthehighlevelusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Standingonyourspotmarker,dribblethebasketballatthemediumlevelusingcorrectform.Repeatwiththeotherhand.Continueforaboutaminute.

• Startingonthesideline,dribblethebasketballtotheoppositesidelinewalkingusingcorrectform.Repeatwiththeotherhand.Continuefor2-3minutes.

• Startingonthesideline,dribblethebasketballtotheoppositesidelinejoggingusingcorrectform.Repeatwiththeotherhand.Continuefor2-3minutes.

• Challenge:Standingwithfeetalittlemorethanshoulderwidthapartonyourspotmarker,dribblethebasketballatthelowlevelinafigureeightpatternaroundyourlegsusingcorrectform.Continueforaboutaminute.

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• Challenge:Partnerswithonebasketballandfiveconessetupfivestepsapart.Startingfromthesidelineonepartnerdribblesaroundtheconesandbackwalkingusingcorrectform.Switchtonextpartnerandrepeat.Partnerwhoiswatchingshouldmakesuretheirpartnerisdoingthecriticalelementscorrectly.Increasedribblingspeedaslongaspartnerisdribblingcorrectlywithballcontrol.Continuefor3-5minutes.

• DribblingSoccerBalls• Standingonyourspotmarker,tapthesoccerballbackandforthbetweenyourfeetusingcorrectform.Continueforaboutaminute.

• Startingonthesideline,dribblethesoccerballtotheoppositesidelinewalkingusingcorrectform.Continuefor2-3minutes.

• Startingonthesideline,dribblethesoccerballtotheoppositesidelinejoggingusingcorrectform.Continuefor2-3minutes.

• Challenge:Movingaroundtheplayingarea,dribblethesoccerballinazig-zagpathwayusingcorrectformwithoutrunningintoanyoneorlosingcontrolofthesoccerball.Continuefor3-5minutes.

• Challenge:Partnerswithonesoccerballandfiveconessetupfivestepsapart.Startingfromthesidelineonepartnerdribblesaroundtheconesandbackwalkingusingcorrectform.Switchtonextpartnerandrepeat.Partnerwhoiswatchingshouldmakesuretheirpartnerisdoingthecriticalelementscorrectly.Increasedribblingspeedaslongaspartnerisdribblingcorrectlywithballcontrol.Continuefor3-5minutes.

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StrikingREADY• 4cones(forboundaries)• SpotMarkers(oneperperson)• Bats(oneperpartnergroup)• Basesortowels(oneperpartnergroup)• Softballs(lots)• Racquetsorpaddles(oneperperson)• Tennisballsorwhiffleballs(oneperperson)• Basesorspotmarkers(oneperpartnergroup)SET• Createlarge(60X60paces)activityarea• Placethespotmarkersaroundoneendoftheactivityareagivingindividualspacebetweenmarkers• Placethebats,softballs,racquets/paddles,tennisballs/whiffleballsalongonesideoftheactivity

area,outsidetheplayingarea• Whenbases/spotmarkersareneededforbattingpractice,haveeachpartnergroupgetone

base/spotmarkerandplaceit20pacesapartfromeachotheralongthesideline(allhittingthesamedirection)oftheactivityarea

GO!• IntroductiontoStriking

• Todaywearegoingtopracticestrikingwithcorrectform(criticalelements).Strikingistohitanobject(ball)withanimplement(bat,racquet,orpaddle).

• Thecriticalelementsofstriking(shortimplement)are:1. Bodyalignedandpositionundertheball2. Holdracquetorpaddlebackinpreparationforstriking3. Steponoppositefootascontactismade4. Swingracquetorpaddlewithlowtohighstroke5. Stepwithfrontfoottocontactwithhip/trunkrotationonswing6. Swinglowtohighfollowingthroughforcompletionofthestrikingaction

• Thecriticalelementsofstriking(longimplement)are:1. Batupandbackinpreparationforthestrikingaction2. Non-dominatesidefacestosser3. Stepwithfrontfoottocontactwithhip/trunkrotationonswing4. Swingthebatonahorizontalplane5. Wristuncocksonfollow-throughforcompletionofthestrikingaction

• Striking–ShortImplement• Note:Useracquetsand/orpaddleswithtennisballsand/orwhiffleballsfortheseactivities.• Warm-up&Control:Standingonyourspotmarker,practicelightly(softly)tappingtheballupintheairwiththeracquet/paddle.Practicecontrollingtheball.Continueforaboutaminute.

• Warm-up&Control:Standingonyourspotmarker,practicelightly(softly)bouncingtheballtothegroundwiththeracquet/paddle.Practicekeepingcontroloftheball.Continueforaboutaminute.

• Standingabout3-5feetfromthewall,bouncethetennisball/whiffleballonthefloorandstrikewiththeracquet/paddletothewallusingcorrectform.Repeatwiththeotherhand.Continuefor2-3minutes.

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• Standingabout3-5feetfromthewall,bouncethetennisball/whiffleballonthefloorandstrikewiththeracquet/paddletothewallusingcorrectformandcontinuetherallyallowingtheballtohitthegroundbeforestrikingeachtime.Repeatwiththeotherhand.Continuefor2-3minutes.

• Challenge:Partnerswithoneracquet/paddleandonetennisball/whiffleball.Standingabout5-8feetapart,onepartnertosstheballtotheirpartnersothatitbouncesbeforereachingtheirpartner.Partnerstrikesthetennisball/whiffleballwiththeracquet/paddleusingcorrectformbacktotheirpartner.Repeatmultipletimeswithbothhandsandthenswitchroles.Continuefor3-5minutes.

• Challenge:Partnerswithtworacquets/paddlesandonetennisball/whiffleball.Standingabout5-8feetapart,rallythetennisball/whiffleballbackandforthbetweenpartnersrepeatedlyusingcorrectformandmakingsurethattheballbouncesbetweenhits.Repeatwiththeotherhand.Continuefor3-5minutes.

• Striking–LongImplement• Note:Usebatswithsoftballsand/orwhiffleballsfortheseactivities.• Note:Beginnersshouldhavethesoftball/whiffleballplacedonabattingteesothatitisstationaryforthemtohit.Battingteeshouldbesetatwaistheight.

• Note:Duetotheneedforindividualdirectioninstructionwithbatting,studentscancontinueworkingonotherskills–striking,throwing,andcatchingwhilewaitingtheirturntopracticebatting.

• Standingbesidethebattingteestriketheballwiththebatusingcorrectform.Repeatonoppositesideofthetee(oppositehand).Continuefor2-3minutes.Rotatestudents.

• Standingbesidehomeplate/spotmarkerstrikethepitchedballwiththebatusingcorrectform.Repeatonoppositesideofhomeplate/spotmarker(oppositehand).Continuefor2-3minutes.Pitchershouldbeabout10feetawayforbeginnersandmovefartherbackthemoreexperiencedthehitter.Rotatestudents.

• Challenge:Partnerswithonebat,onebase/spotmarkerandtwo-threesoftballsorwhiffleballs.Standing10feetormoreapart,onepartnertossestheballtothehitterwhostrikestheballusingcorrectform.Repeatmultipletimeswithbothhandsandthenswitchroles.Continuefor3-5minutes.

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VolleyingREADY• 4cones(forboundaries)• Volleyballs(oneperperson)• Racquetsorpaddles(oneperperson)• Tennisballsorwhiffleballs(oneperperson)SET• Createlarge(30X30paces)activityarea• Placethevolleyballs,racquets/paddles,andtennisballs/whiffleballsalongonesideoftheactivity

area,outsidetheplayingareaGO!• IntroductiontoVolley

• Todaywearegoingtopracticevolleyingwithcorrectform(criticalelements).Volleyingistostriketheballbeforeithitstheground.Volleyingisdoneinvolleyballandinracquetsports.

• Thecriticalelementsofvolleyingforpassinginvolleyballare:1. Bodyalignedandpositionundertheball2. Knees,arms,andanklesbentinpreparationofthevolley3. Handsrounded;thumbsandindexfingersmaketriangle(withouttouching)inreadiness4. Ballcontactsonlythefingerpads,notthepalm;wristsstaysteady5. Armsextendedupwardoncontact;follow-throughslightlytowardtarget

• Thecriticalelementsofvolleyingforsettinginvolleyballare:1. Readyposition,eyesontheball2. Getundertheballwithhandsup3. Handsup(triangle)atforehead,bentknees4. Usefingerpadstocontacttheball5. Extendarmstowardtargetonfollowthrough(likesuperman)

• Thecriticalelementsofvolleyinginracquetsportsare:1. Holdracquetorpaddlebackinpreparationforstriking2. Steponoppositefootascontactismade3. Swingracquetorpaddlewithlowtohighstroke4. Stepwithfrontfoottocontactwithhip/trunkrotationonswing5. Swinglowtohighfollowingthroughforcompletionofthestrikingaction

• VolleyingforPassingVolleyballs• Standingabout3-5feetfromthewall,passthevolleyballtothewallusingcorrectform.Repeat.Continueforaboutaminute.

• Standingabout3-5feetfromthewall,passthevolleyballtothewallandbackrepeatedlyusingcorrectform.Continuefor2-3minutes.

• Challenge:Partnerswithonevolleyball.Standingabout5-8feetapart,onepartnertosstheballtotheirpartnerwhovolleypassesthevolleyballback.Repeatmultipletimesandthenswitchroles.Continuefor2-3minutes.

• Challenge:Partnerswithonevolleyball.Standingabout5-8feetapart,volleypassthevolleyballbackandforthbetweenpartnersrepeatedly.Continuefor3-5minutes.

• VolleyingforSettingVolleyballs

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• Standingabout3-5feetfromthewall,setthevolleyballtothewallusingcorrectform.Repeat.Continueforaboutaminute.

• Standingabout3-5feetfromthewall,setthevolleyballtothewallandbackrepeatedlyusingcorrectform.Continuefor2-3minutes.

• Challenge:Partnerswithonevolleyball.Standingabout5-8feetapart,onepartnertosstheballtotheirpartnerwhovolleysetsthevolleyballback.Repeatmultipletimesandthenswitchroles.Continuefor2-3minutes.

• Challenge:Partnerswithonevolleyball.Standingabout5-8feetapart,volleysetthevolleyballbackandforthbetweenpartnersrepeatedly.Continuefor3-5minutes.

• Volleying–Racquets/Paddles• Note:Volleyingistostriketheballbeforeithitstheground.Usethecriticalelementsprovidedwiththeadditionofkeepingtheballintheairasitishitagainstthewallorbetweenpartners.

• Standingabout3-5feetfromthewall,volleythetennisball/whiffleballtothewallusingcorrectform.Switchhandsandrepeat.Continueforaboutaminute.

• Standingabout3-5feetfromthewall,continuevolleyingthetennisball/whiffleballtothewallandbackrepeatedlyusingcorrectform.Switchhandsandrepeat.Continuefor2-3minutes.

• Challenge:Partnerswithoneracquet/paddleandonetennisball/whiffleball.Standingabout5-8feetapart,onepartnertosstheballtotheirpartnerwhovolleysthetennisball/whiffleballback.Repeatmultipletimesandthenswitchroles.Continuefor2-3minutes.

• Challenge:Partnerswithtworacquets/paddlesandonetennisball/whiffleball.Standingabout5-8feetapart,volleythetennisball/whiffleballbackandforthbetweenpartnersrepeatedly.Continuefor3-5minutes.

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