Integral II Master File

Assessment for Tutoreo y Bienestar Integral I & II

This physical education curriculum focuses on developing the whole child. We want to hit three aspects of the child: physical, socio-emotional and cognitive. Throughout the lessons, there are different strategies to hit these three main areas in order to achieve the goal of developing the whole child.

The recommended assessment for this course is as follows:Tests/Quizzes 20%Skill Testing/Game Play Evaluation 20%Participation 60%Total = 100%

Tests and quizzes account for the cognitive element of the whole child approach, and will be given to students in the units of: Flag Football, Soccer (Football), Basketball, Active Health (x2), Volleyball, and Ultimate Frisbee. By delivering these tests, the teacher will be able to determine whether or not the student has understood the game or activity that was taught to them. The quizzes have different elements included in them. Types of questions: true & false, multiple choice, diagrams and short answer questions.

Skills testing and game play evaluation will be used to assess student’s physical abilities. However, they will also assess the cognitive domain in regards to gameplay. Students will be evaluated on whether they are making the proper decisions relating to the sport. This will be assessed in Flag Football, Football/Soccer, Basketball, Volleyball and Ultimate Frisbee. This will also be assessed in Active Health but instead of assessing game play, teachers will be assessing the students’ abilities to fill out their weight tracking sheet, and their understanding of reps and sets as well as ways to monitor their exercise.

Participation will be assessed in all of the units and will hit the socio-emotional aspect, as well as the physical aspect. The rubric below demonstrates how students will be marked. Each day, students will self-assess themselves and give themselves a mark from 1-5. They will tell the mark to their teacher as they leave the class, and their teacher will either agree with them or not. It they agree, that will be their participation mark for the class. If the teacher does not agree with them, they will have a brief discussion about why the student thinks they deserve that mark and why the teacher disagrees. The teacher and students will then decide on an appropriate mark. The teacher has the final say in all marks.

Mark Criteria5 Demonstrates respect towards themselves and others. Participates fully in classroom activities and can

be self-directed. Is punctual and ready for class. Shows support and gives help to others.4 Demonstrates respect towards themselves and others. Participates fully in majority of classroom

activities and is sometimes self-directed. Is punctual and ready for class. Shows some support and help towards others.

3 Demonstrates some respect towards themselves and others. Participates in majority of classroom activities but is not self-directed. Is somewhat ready for class. Shows minimal support and help towards others.

2 Demonstrates minimal respect towards themselves and others. Participates in some classroom activities. Is somewhat ready for class. Does not show support and help towards others.

1 Does not demonstrate respect towards themselves or others. Does not participate in classroom activities and is not ready for class. Shows no support towards other students.

0 Is absent from class without an excuse.E Has a note excusing them from class. Mark for the day is 0/0, and does not affect their participation

mark.

Tutoreo y Bienestar Integral IITeam Building Lesson #1

Unit Introduction Topic Syllabus and Team Building Lesson Length 50 minutes

Date and Time

Focus: Introductory class, introduce the syllabus and team building activities.

Equipment: Syllabus, human bingo sheet

Objectives:

Students will be able to…

-understand the layout of the course for the semester.-demonstrate enthusiasm, and cooperation during team building activities such as human bingo.

Set Induction (5 minutes)-Teacher will introduce themselves and take attendance-Teacher will discuss plan for the day Lesson Content (40 mins)

Time Organization Lesson Materials Teaching Cues

Syllabus15minutes

Students seated around the teacher

B: Teacher will go over the syllabus with all students.

E: Teacher will also go over the rules for the class and how students should behave.

Syllabus for students

Point out how students are being marked.Discuss the whole student.Make realistic expectations.

Human Bingo Activity20minutes

Students will be spread out throughout the class interacting with one another.

B: Students will fill out a human bingo sheet. Students will go around the class looking for students who could answer one of the questions on the sheet.Students will try to get a different name for every sheet.

Human Bingo Sheet

A different person for each square.Move aroundTalk to one another.

Human Knot5minutes

Students will start in two groups of twelve, and then later join to form one large group.

B: Students will split into two groups of twelve. Everybody will reach their hands into the centre and try to untangle themselves without breaking hands.

E:After one or two times in groups of twelve. Students will join to from one group of 24.

E: Discuss the activity, was there one leader or many leaders? Did you have a strategy for it?

Keep holding handsWalk under and over each other's armsWork together

Closure: (5 minutes)

Use this time to ask if students have any questions. Reinforce the notion that students will be working together for the rest of the semester and we want to get to know each other. Ask for students marks /5.

Evaluation:-Self-evaluation /5

Teacher Lesson Reflection:

Initial reactions to the lesson.

What worked well?

What could have been done better?

How were management skills?

Were students engaged?

Find Somebody Who…….

B I N G O

Was born outside of the

country

Plays the Piano Plays Lacrosse

Has been to Canada

Loves to Dance

Loves to swim Plays Video games Is wearing jeans

Packed their lunch

Favorite color is blue

Likes to eat ice cream

Is allergic to something

Loves to workout

Is an only child Has a younger sibling

Has an older sibling

Has a pet Dyes their hair

Is wearing a t-shirt

Owns an Iphone

Likes rap music Owns a laptop Has four or more siblings

Likes to watch football

Likes to play hockey

Tutoreo y Bienestar Integral IITeam Building Lesson #2

Unit Team Building Topic Team Building Activities Lesson Length 50 minutes

Date and Time

Focus: Team building activities and group games.

Equipment: none needed

Objectives:


-demonstrate enthusiasm, and cooperation during team building activities such relay races.

Set Induction (5 minutes)-Teacher will take attendance and talk about any questions that arose from the syllabus-Teacher will discuss plan for the dayLesson content (40 minutes)

Time and topic Organization Lesson Materials Teacher cues

Rock, Paper, Scissors Biggest Fan(2 minutes)

Students will be spread out throughout the gym

B: Students will play rock, paper, scissors against each other. Whoever wins moves on to challenge somebody else that also won. Whoever lost becomes the winner's biggest fan and cheers loud for them. If the person they are cheering for gets beaten, then they will cheer for whoever beat them.

Best out of one!Find people to challengeKeep cheering loud!

Count to 24(5 minutes)

Students can be standing or sitting around the instructor.

B: Students will attempt to count to 24 together. Each student has to say one number, and if two people say the number at once they must start again.

You cannot be talking unless you are saying a number.Cannot make a strategy

Move around if....(15 minutes)

Students will form a circle with one person in the middle of this circle.

B: Students will form a circle with one person in the middle of the circle. The person in the middle of the circle will say move around if.. And then something that applies to them like move around if you have green shoes on. Everybody with green shoes on will then have to move from there position to somebody else's that is next to them. If they do not find a spot they are in the middle.

Must say something that applies to you if you are the centre person.If the centre person is uncomfortable the teacher can help and choose something for them to say.

Relay Races(18 minutes)

Students will be split up into six groups of four.

B: Teacher will split up the students into six group of four. Students will work together in their groups and perform a variety of relays.Relays can include- running to one side and running backwards back to the line, doing a crab walk and running back, do a wheel barrow race, do a forward roll, run to the line and do ten turns then run back

Make teams randomlyCan switch teams up after relays


Discuss with the students what unit they will be starting next class. Clean up any equipment used for relays. Answer any questions.




What worked well?




Tutoreo y Bienstar Integral IIVolleyball Lesson #1

Unit Volleyball Topic Intro, rules & serving Lesson Length 50 minutesDate & Time Focus: Serving, serving strategies, and ready position on defense.

Equipment: Nets, poles, 12 volleyballs, Volleyball handoutsObjectives:


- Describe the differences between a topspin, sidespin, and float serve following instruction and practice of the different types of serves.- Demonstrate their ability to serve at one half of the volleyball court by calling out that half before serving in a mini game of 3v3 or 4v4 (if space allows for it, otherwise 6v6).

Set Induction (5 minutes)-Attendance -Go over rules with students, pass handouts -We will be learning about the three different types of serves in volleyball and practicing against a wall, with a partner, and in mini games. The goal by the end of the day is that you are able to aim your serve at a certain section of the volleyball court.

Lesson Content (40 minutes)Lesson Part

and TimeOrganization Tasks

(Basic, Simplifying, Extending)Materials Teacher Cues

Warm-up and equipment setup(5 mins)

Students will be in lines of pairs facing each other in one half of the volleyball court while some students put up the nets

Students quickly warm-up their arms by throwing the ball on the ground so that it bounces before getting to their partner (2 arms together, right arm, left arm).

12 volleyballs, 1 per 2 students, nets, poles

-warm-up your arms-quickly get the nets up

Hitting the ball against the wall with and without a toss (10 min)

Students line up against the wall in their partners with one ball between the two of them.

In their partners with one ball between the two, students smack volleyball against the wall a 10 times so they can get used to hitting the volleyball with the heel of their hand.Students then alternate with a partner tossing the ball and hitting it against the wall in a very controlled manner from a short distance away, alternating every 5 turns.Students slowly back away from the wall and try this a few meters away, dependent on space available and accuracy of hits.

Nets, 2 volleyballs -3 hits-concentrate on ball control-call the ball loudly-cover the blockers-hit the ball where it can not be returned-work together-hit with the heel of your hand

The float serve is the first practiced, the students will then try a topspin serve, followed by a sidespin serve from a short distance away from the wall.

Serving over the net to a partner on the opposite side (5 min)

Students stand across the net from their partners.

Students try the different serves while aiming at their partner across the net.

Same as above -Try all three serves-Move closer to the net until you have gained full control

Mini serving game 3v3 or 4v4 (20 min)

In teams in mini volleyball courts

Students get an automatic point for serving to the half that they specify before they serve the ball. A separate point will be given for the winner of that rally. This means that there are up to two points per serve allotted.

Switch up the teams/opponents every 5 minutes.

Same as above but students must put the extra balls away

-Aim with your shoulders-Work together-Three hits-Follow through-Snap your wrist

Closure: (5 minutes)Use this time to answer questions about rules/strategies, and reiterate points about the different types of serves.

Evaluation: Self-evaluation /5Teacher Lesson Reflection:Initial reactions to the lesson.What worked well?What could have been done better?How were management skills?Were students engaged?

The following pages are the volleyball handouts to be given to the students on day 1.

THE SERVE

Server must serve from behind the end line, and may not step on any part of the line while serving The volleyball may be served underhand or overhand

o Overhand serves are done with an open hand, and the ball should contact the heel of the hand Serve is allowed to touch the net before going over

TYPES OF SERVES: Topspin (forward rotation to create a quick drop of the serve), float (no spin with a slight side to side movement in the air), sidespin (creating a curved serve to one side with spinning from left to right or right to left), underhand (serve from below the waist with no toss), jump serve (tossing the ball and jumping to hit it)

SCORING Rally scoring is used, which means a point is awarded on every serve of the volleyball Games must be won by at least 2 points Games are played to 25 points, or 15 in a tie breaker situation unless there is a cap

o Cap – the maximum score a game is played to, and the only time a game is allowed to be won by a single point

ROTATION Players rotate clockwise each time they win the serve There are 6 players on each side in a full game of volleyball, with 3 in the front and 3 in the back

PLAYING THE GAME There are up to 3 contacts per possession A player may not hit the ball 2 times in a row (a block is not considered a contact) Ball is allowed to be played off the net If a ball touches the line that edges the court, it is considered in Players are not allowed to block a serve Serving in the incorrect order will result in loss of point and loss of serve Hitting the ball illegally is a loss of the point (lifting, throwing, palming, double hit) Players are not allowed to touch the net with any part of their body, nor are they allowed to reach under

the net or obstruct the other team’s feet in any way

TerminologyForearm pass/bump

Straight-arm pass below the shoulders Feet should be splitting the ball Contact the ball just above the wrist Do not involve a swinging of the arms Power is absorbed by your arms if the ball is coming quickly, and power comes from the legs if more power is

needed to bring the ball to the ideal height for a set

Set/volley A high pass with your hands above the shoulders Mainly used as a second hit to set up an attack Feet should be splitting the ball, and the ball should easily come to your fingers (no reaching involved) Contact point is the fingertips Extend legs and arms for power

Attack/spike A ball hit with force at a downward angle

Block Utilized to block a spike or down ball Both arms and hands should be raised above the net with fingers spread in order to prevent the down ball from

coming down on the court

Dig A pass that is performed after an attack/spike

Tip A small hit just over the net that lands within the first few meters of the court To be utilized strategically in combination with spikes to keep the defense guessing

Serve The initial move to put the ball into play on the opponent’s court to begin a point

Rotation Shifting positions in a clockwise direction to ensure that each team fairly switches position after each time they

newly receive the ball for a serve

Double hit When a player hits the ball twice in a row

Sideout When the serving team fails to serve inbounds or return the ball

Adapted from: http://www.google.com.mx/url?sa=t&rct=j&q=volleyball%20handout&source=web&cd=13&ved=0CGAQFjAM&url=http%3A%2F%2Flangdon.rockyview.ab.ca%2Fphys-ed%2Fphysical-education%2Fvolleyball-handout%2Fat_download%2Ffile&ei=_yRpU-CdEdiyyASR-IDABA&usg=AFQjCNHbEr74FIjYek6z6h8IjO8BOlVxDw&sig2=yYJarNLV-ZHKZ052vCAUXg&bvm=bv.66111022,d.aWw&cad=rja

http://www.google.com.mx/url?sa=t&rct=j&q=volleyball%20handout&source=web&cd=13&ved=0CGAQFjAM&url=http%3A%2F%2Flangdon.rockyview.ab.ca%2Fphys-ed%2Fphysical-education%2Fvolleyball-handout%2Fat_download%2Ffile&ei=_yRpU-CdEdiyyASR-IDABA&usg=AFQjCNHbEr74FIjYek6z6h8IjO8BOlVxDw&sig2=yYJarNLV-ZHKZ052vCAUXg&bvm=bv.66111022,d.aWw&cad=rja




Unit Volleyball Topic Service reception & ball control Lesson Length 50 minutesDate & Time Focus: Service reception & maintaining ball control.Equipment: Nets, poles, 12 volleyballsObjectives:

Students will be able to…- Demonstrate a ready position when receiving a serve in a drill and in a game setting.- Perform an underhand pass in order to aim their first pass to the front middle of the net during a game and in practice situations.

Set Induction (5 minutes)-Attendance - we will talk about service reception and begin to practice forearm passing against the wall, with a partner and in a game situation.





Students will be in partners facing the wall with one ball between the two, while some students are putting up the nets

Review concepts of serving, introduce service reception, ‘ready position’ and talk about the proper footwork for the preparation of service reception.Students begin by practicing their forearm passing against a wall, trying to get as many passes in a row without losing control of their ball, then switch partners.Students then stand one behind the other, and try to get a continuous rally with their partner against the wall. One student passes against the wall and runs behind the other so that student can pass against the wall before the ball hits the ground.


-warm-up your arms-quickly get the nets up

Serving and passing activity on three courts (10 min)

Three even groups with three servers with volleyballs on opposite side of the net from 2 students in the setting position to use as a target, and rest of students in two lines for passing facing the servers.

B: One server serves the ball to two players ready to pass in the front of two single file lines. The passer passes the ball to a specified target player (student in setting position). Setter then grabs the ball to become the next server, while the passer goes behind the next setter in the target line to become the next target. Student who served comes over the net to the back of a

Nets, 2 volleyballs -3 hits-concentrate on ball control-call the ball loudly-focus on your target-square up to your target

passing line.E: Students may hit the ball from the setter’s set, or make an approach and catch the ball over their heads.

Games (20 min)


Students play 3v3, 4v4 games in small volleyball courts.

Same as above but students must put the extra balls away

-serve with the heel of your hand-Work together-Three hits-get your pass to the setter-Follow through-Snap your wrist

Closure: (5 minutes)Use this time to highlight the ready position, service receive, and its importance in a volleyball game. Also any other reminders



Unit Volleyball Topic Cumulative written test Lesson Length 50 minutesDate & Time Focus: Knowledge of Volleyball is assessed.Equipment: Nets, 2 volleyballs, examsObjectives:

Students will be able to…-demonstrate their understanding of the rules and strategies of the sport of Volleyball by completing a cumulative written exam -show their ability to self-manage their behaviour and switch into a physical mindset by participating in physical activities once the exam is over

Set Induction (5 minutes)-Attendance -Exam expectations, and what students are to do once they are done the exam-Elect the first 4-5 students who finish their exam to put up the nets for a game of volleyball




Written exam(25 mins)

Students will be seated with space between each other

B: Students have 25 minutes to complete the Volleyball exam.

Written exam -directions, answer questions as they arise

Volleyball games(15 mins)

Students will play 6v6 Volleyball on two courts.

B: Students will be divided into four teams and play 6v6 Volleyball. Switch opponents every 7 minutes so that all teams get to play each other.

Nets, 2 volleyballs -3 hits-concentrate on ball control-call the ball loudly-cover the blockers-hit the ball where it can not be returned-work together-hit with the heel of your hand

Closure: (5 minutes)Use this time to introduce the following unit and remind the students of upcoming news/events.Evaluation: Self-evaluation /5Teacher Lesson Reflection:Initial reactions to the lesson.What worked well?What could have been done better?How were management skills?Were students engaged?

The following pages are the volleyball written exam to be given to the students on day 3.

Volleyball Written TestTOTAL /40

A.) True (T) or False (F) /10Indicate the best answer (T/F) on the line (2 marks each)

1) If a ball is served and lands on the line it is considered out. ____________

2) If a ball is served into the net but then lands in the opposing court it is considered a loss of serve. ____________

3) Underhand serves are illegal during gameplay. ____________

4) After a block, your team is still allowed to touch the volleyball up to three more times. ____________

5) A forearm pass is performed when the volleyball is above the shoulders. ____________

B.) Short Answer /20

6) With what part of the hand do you contact the ball during a serve? (1 mark)

_______________________________________________

7) Name four types of serves addressed in class (1 mark each) and briefly describe each (1 mark each). /8

a.

b.

c.

d.

8) How many players are on a volleyball court at a time? (1 mark)

________________________

9) How long does a player continue to serve for? (1 mark)

_________________________________________________________________________________________________________________

10) How many points does a volleyball game go to? You must explain every situation for full marks. (9 marks)

C.) Matching /10Match the term with the correct definition by indicating the correct letter.

____Forearm pass

____Spike

____Double hit

____Block

____Volley

____Dig

____Sideout

____Tip

____Rotation

____Serve

a. Shifting positions in a clockwise direction when a team newly gains the serve to ensure fairness.b. A pass that is performed after a spike.c. When a player hits the ball twice in a row.d. A straight-arm pass below the shoulders.e. A ball hit down with force.f. A high pass above the shoulders that is mainly used as a second hit to set up an attack.g. When the serving team fails to serve inbounds or return the ball once it has come back over the net. h. A small hit that lands just over the net.i. What happens when both arms and hands are raised to prevent a spike from coming down on the court.j. The initial move to put the ball in play to the opponent’s court to being a point.


Unit Volleyball Topic Attack intro & offense Lesson Length 50 minutesDate & Time Focus: Attack introduction and offensive strategies.Equipment: Nets, poles, 12 volleyballsObjectives:


-set up an offensive attack by providing ample height for a hitter to spike the ball in a game situation-understand the proper arm and body mechanics of spiking the volleyball by demonstrating proper form in a game situation-properly time a block over the net in order to prevent strong spikes from coming onto their side of the netSet Induction (5 minutes)

-Attendance -briefly talk about setting up an attack & offensive strategies-we are going to practice our hitting approaches and our timing for blocking-remind students that this is day 1 of a 2 day gameplay assessment





Students will be in partners facing each other on one half of the volleyball courts, while some students are putting up the nets

B: “Pepper”: Students try to get a continuous, bump, set, spike with a partner. If there is a group of three, one person is a predetermined setter, while the other two are digging (forearm passing) and spiking/hitting in a controlled manner to their partner’s forearms.E: Hit the ball harder for the third hit or not directly to your partner’s forearms so they have to move over to make the pass.S: Bump, set and set again or make a forearm pass when the ball would normally be contacted for a spike.S: Toss to a set & spike instead of bumping, or toss to the hitter instead of setting.


-warm-up your arms and legs-nice and high passes for quality hits and good ball control-get your feet under the ball-quickly get the nets up

Approaches in three planes of the net, continuing through all three nets, running back to the beginning(5 mins)

On one half of the nets facing the net, working on spiking approach

B: Students begin on furthest left net, and do their approach three times on each court, slowly progressing to the right court. Students then jog from the last court back to the beginning.

Nets, volleyballs away - Swing your arms-get up high-1, 23, up

Mirror blocking across the net to a partner and then tandem blocking with a partner on same side of the net(5 mins)

Mirror: On opposite sides of the nets facing each other, working on blockingTandem: On same side of the net, partners work together to create a wall

B: Mirror: Students jump at the same time as the person across the net to work on timing for their blocks.B: Tandem: Students do tandem blocking with a partner three times along the net, constantly switching partners and working together to create a wall with their hands.

Nets Mirror: Reach over the net, hands facing downward-work on your timingTandem: Jump together-Get over the net-fill the gaps

Games (20 min)


Students have a target to pass to (the setter in front right position) every time the ball comes over the net. The goal is to get the ball inbounds over the net after three hits.E: No points allotted unless at least one possession resulted in three hits.S: Catch the ball when it comes over and toss to the setter so they can get some hits in, and the game has less down time if one team is much better than the other.

Same as above but students grab 1 volleyball for each game

-serve with the heel of your hand-Work together-Three hits-get your pass to the setter-Follow through-Snap your wrist-elbow up high-time your jumps-block the hits

Closure: (5 minutes)Use this time to highlight offensive strategies, 3 hits, blocking, hitting, and their importance in a volleyball game. Also any other reminders should be given at this time.

Evaluation: Self-evaluation /5


Initial reactions to the lesson.What worked well?What could have been done better?How were management skills?Were students engaged?

The following pages are for the assessment of gameplay

Volleyball Assessment for Individuals (Psychomotor Domain)

Name: _______________________

Date: __________________________

Student Number: __________________________

Individual Assessment for Team Play

A. Serving (indicate the choice most representative of the athlete's level)

Difficulty tossing/contacting ball (1)

Sometimes serves underhand legally over the net (2)

Legally serves underhand consistently and effectively (3)

Legally serves both underhand and overhand over the net (4)

Consistently serves overhand over the net (5) SCORE:

B. Passing (indicate the choice most representative of the athlete's level)

Difficulty completing a forearm pass to teammate (1)

Sometimes completes a pass to teammate (2)

Only completes passes that come directly to him/her (3)

Usually completes passes received in general area of his/her position (4)

Chooses best type of pass (overhead/ set/ forearm) for the situation (5)

SCORE:

C. Blocking (indicate the choice most representative of the athlete's level)

Does not block at all, regardless of the situation (1)

Makes little to no effort to block and often is out of position for the

block (2)

Goes after attacks that are within 1-2 steps (3)

Aggressively attempts blocks 3-4 steps away, makes many successful blocks (4)

Exceptional ability to stop opponent's attacks all along the net with good body control (5)

SCORE:

D. Attacking/Hitting (indicate the choice most representative of the athlete's level)

Periodically makes an uncontested attack over the net (1)

Hits the ball over the net when it comes directly to him/her (2)

Hits the ball over the net when it is set to him/her, occasionally moving to a set 1-2 steps away (3)

Consistently hits the ball over the net into the opposite court (4)

Demonstrates ability to jump and attack the ball downward (5)

SCORE:

E. Communication (indicate the choice most representative of the athlete's level)

Does not communicate with teammates or teacher; does not make any motion toward the ball (1)

Does not communicate with teammates or teacher; often runs into other players and takes balls called by teammates (2)

Responds to communications from teammates and coaches by changing the way he/she plays on the court (3)

Calls for and aggressively pursues balls near his/her position and backs away from teammates who call for a ball (4)

Encourages teammates to communicate; helps guide teammates on the court (5)

SCORE:

F. Game Awareness (indicate the choice most representative of the athlete's level)

Sometimes confused on offense and defense; does not transition; stays in one place (1)

Can play a fixed position as instructed by teacher (2)

Limited understanding of the game; performs basic skills and will run occasional plays if teacher prompts (3)

Moderate understanding of the game; some offensive plays and solid defensive skills (4)

Advanced understanding of the game and mastery of volleyball fundamentals (5)

SCORE:

G. Movement (indicate the choice most representative of the athlete's level)

Maintains a stationary position; does not move to or away from the ball as necessary (1)

Moves only 1-2 steps toward the ball (2)

Moves toward the ball, but reaction time is slow and has intermittent transition from offense to defense (3)

Movement permits adequate court coverage (4)

Good court coverage, reasonably aggressive; good transition from offense to defense (5)

SCORE:

Total Score:

(Maximum Score = 35)

Divide TOTAL SCORE by 7 to determine OVERALL RATING & round off to the nearest tenth,

OVERALL RATING:


Unit Volleyball Topic Transitions and 3 hits Lesson Length 50 minutesDate & Time Focus: Transitioning from defense to offense and three hits.Equipment: Nets, poles, 12 volleyballsObjectives:


-demonstrate their ability to recognize a free ball situation by moving off of the net and preparing to set up a 3 hit attack in both a practice and a game situation-call out ‘free’ whenever there is a free ball coming over the net in a game situation-work together to get three hits on offense before making an attack the majority of the time in a game situationSet Induction (5 minutes)

-Attendance -briefly talk about what a free ball looks like as opposed to an attack from the opposing team-remind students that this is day 2 of a 2 day gameplay assessment




Warm-up (pepper) and equipment setup(10 mins)

Students will be in partners facing each other on one half of the volleyball courts, while some students are putting up the nets

B: Students try to get a continuous, bump, set, spike with a partner. If there is a group of three, one person is a predetermined setter, while the other two are digging (forearm passing) and spiking/hitting in a controlled manner to their partner’s forearms.E: Hit the ball harder for the third hit or not directly to your partner’s forearms so they have to move over to make the pass.S: Bump, set and set again or make a forearm pass when the ball would normally be contacted for a spike.S: Toss to a set & spike instead of bumping, or toss to the hitter instead of setting.

12 volleyballs (1 per 2 students), nets, poles

-warm-up your arms and legs-nice and high passes for quality hits and good ball control-get your feet under the ball-quickly get the nets up

Free ball game(10 mins)

In teams on mini volleyball courts, with one student holding a ball and standing

B: Student in the middle tosses either ‘down balls’ or ‘free balls’. Each time the student throws the ball from below the

Nets, volleyballs away except for one per court

- call out ‘free’ -back away from the net on a free ball

in the middle of the court just to the side of the net

waist (underhand), the team receiving the ball must yell ‘free’, back away from the net, and set up for an attack. If the student is throwing or hitting overhand, the team receiving the ball needs to have at least one blocker, have students covering the blocker and the rest of the team in their correct defensive spots for when a hit is coming.The team that does not win the point gets the next hit/throw from the student throwing. The student needs to make sure each team gets a few ‘free’ and a few ‘down’ balls so they get used to the transitioning for each.

-make sure to block the hits and cover the blocker-call the ball it comes in your area-set up the attack-high passes at the net for the setter

Games (20 mins)

In teams on mini volleyball courts

Students have a target to pass to (the setter in front right position) every time the ball comes over the net. The goal is to get the ball inbounds over the net after three hits.E: No points allotted unless at least one possession resulted in three hits.S: Catch the ball when it comes over and toss to the setter so they can get some hits in, and the game has less down time if one team is much better than the other.

Same as above -serve with the heel of your hand-Work together-Three hits-get your pass to the setter-Follow through-Snap your wrist-elbow up high-time your jumps-block the hits

Closure: (5 minutes)Use this time to introduce the next unit, and to give any other reminders for the students.


Volleyball Assessment for Individuals (Psychomotor Domain)

Name: _______________________

Date: __________________________

Student Number: __________________________

Individual Assessment for Team Play

A. Serving (indicate the choice most representative of the athlete's level)

Difficulty tossing/contacting ball (1)

Sometimes serves underhand legally over the net (2)

Legally serves underhand consistently and effectively (3)

Legally serves both underhand and overhand over the net (4)

Consistently serves overhand over the net (5) SCORE:

B. Passing (indicate the choice most representative of the athlete's level)

Difficulty completing a forearm pass to teammate (1)

Sometimes completes a pass to teammate (2)

Only completes passes that come directly to him/her (3)

Usually completes passes received in general area of his/her position (4)

Chooses best type of pass (overhead/ set/ forearm) for the situation (5)

SCORE:

C. Blocking (indicate the choice most representative of the athlete's level)

Does not block at all, regardless of the situation (1)

Makes little to no effort to block and often is out of position for the

block (2)

Goes after attacks that are within 1-2 steps (3)

Aggressively attempts blocks 3-4 steps away, makes many successful blocks (4)

Exceptional ability to stop opponent's attacks all along the net with good body control (5)

SCORE:

D. Attacking/Hitting (indicate the choice most representative of the athlete's level)

Periodically makes an uncontested attack over the net (1)

Hits the ball over the net when it comes directly to him/her (2)

Hits the ball over the net when it is set to him/her, occasionally moving to a set 1-2 steps away (3)

Consistently hits the ball over the net into the opposite court (4)

Demonstrates ability to jump and attack the ball downward (5)

SCORE:

E. Communication (indicate the choice most representative of the athlete's level)

Does not communicate with teammates or teacher; does not make any motion toward the ball (1)

Does not communicate with teammates or teacher; often runs into other players and takes balls called by teammates (2)

Responds to communications from teammates and coaches by changing the way he/she plays on the court (3)

Calls for and aggressively pursues balls near his/her position and backs away from teammates who call for a ball (4)

Encourages teammates to communicate; helps guide teammates on the court (5)

SCORE:

F. Game Awareness (indicate the choice most representative of the athlete's level)

Sometimes confused on offense and defense; does not transition; stays in one place (1)

Can play a fixed position as instructed by teacher (2)

Limited understanding of the game; performs basic skills and will run occasional plays if teacher prompts (3)

Moderate understanding of the game; some offensive plays and solid defensive skills (4)

Advanced understanding of the game and mastery of volleyball fundamentals (5)

SCORE:

G. Movement (indicate the choice most representative of the athlete's level)

Maintains a stationary position; does not move to or away from the ball as necessary (1)

Moves only 1-2 steps toward the ball (2)

Moves toward the ball, but reaction time is slow and has intermittent transition from offense to defense (3)

Movement permits adequate court coverage (4)

Good court coverage, reasonably aggressive; good transition from offense to defense (5)

SCORE:

Total Score:

(Maximum Score = 35)

Divide TOTAL SCORE by 7 to determine OVERALL RATING & round off to the nearest tenth,

OVERALL RATING:

Tutoreo y Bienestar Integral IIKickboxing and Aerobics Lesson #1

Unit Kickboxing & Aerobics Topic Safe kickboxing aerobics Lesson Length 50 minutesDate & Time Focus: Punching and kicking in a safe manner in combination with aerobic intensive exercise. Equipment: Music source (computer, stereo, speakers, etc.), sheet for instructor to remember combinations Objectives:


- Bring home an individual activity (kickboxing) that they can utilize by themselves, for when they need to have a physically active workout and are limited in time, space or equipment. -Demonstrate a variety of kicks & punches with proper form in a safe manner throughout a kickboxing class.-Kick and punch in rhythm to music and/or instructor cues during combinations for kickboxing.Set Induction (5 minutes)

-Attendance - we are going to try kickboxing. I will put you through the movements we are going to do with proper form. We will then go through a number of different combinations. There will be a midway water break, and we will end off the class with some stretching and a cool down.



(Basic, Simplifying, Extending)Materials Teacher

CuesIntroduction to activities (10 mins)

In horizontal lines facing the front of the room

B: Students are introduced to the safety precautions and proper form of each type of movement going to be utilized in the day.Example of movements to go over: Jab, punch, front snap, cross, uppercut, hook, knee strike, hitchkick, roundhouse.It is important that the students do not snap their elbows for punches or knees for kicks. They have to punch and kick in a controlled manner to avoid injuries. Force can still be put behind the kicks and punches, but they must make sure to stop themselves before full extension to avoid injury.

Music Controlled punchesEveryone together No snapping your arm/leg

Combinations (30 min)

As above Combo 1 Right – jab, jab, jab, punch (x 4) Jack, jack, jack, jack (x 1) Left – jab, jab, jab, punch (x 4) Jack, jack, jack, jack (x 1) Right – shuffle, shuffle, shuffle, sidekick (x 1) Left – shuffle, shuffle, shuffle, sidekick (x 1) Right – shuffle, shuffle, shuffle, sidekick (x 1) Left – shuffle, shuffle, shuffle, sidekick (x 1) Repeat All

Combo 2 Right – hook, hook, hook, punch (x 4) Quick hops (x 4) Left – hook, hook, hook, punch (x 4) Speed bags (x 8)

Music, sheet for instructor reference

Controlled punches

Everyone together

No snapping your arm/legGet the rhythmPush yourselves

Boxer Shuffle (x 8) Bob with uppercuts (x 8) Boxer Shuffle (x 8) Bob with uppercuts (x 8) Repeat All

Combo 3 Uppercuts (x8) Jacks (x8) Uppercuts (x8) Jacks (x8) Front Snap (x8) Hook (x8) Cross (x8) Repeat All

E: To add difficulty, students can add in jumps, jump higher, or shuffle further & higher. You may also add in jumping jacks whenever there is a lull in activity. Resource: http://webcache.googleusercontent.com/search?q=cache:wSSk2fPBukkJ:https://morganpe.wikispaces.com/file/view/Cardio%2520Kickboxing%2520Unit.doc/183914123/Cardio%2520Kickboxing%2520Unit.doc+&cd=1&hl=en&ct=clnk&gl=mx

Work hardJump higher

Closure: (5 minutes)Use this time to answer questions, check for understanding, go over main points of the day.Evaluation: Self-evaluation /5Teacher Lesson Reflection:Initial reactions to the lesson.What worked well?What could have been done better?How were management skills?Were students engaged?The following sheet is for teacher reference-can be posted on the wall in front.

http://webcache.googleusercontent.com/search?q=cache:wSSk2fPBukkJ:https://morganpe.wikispaces.com/file/view/Cardio%2520Kickboxing%2520Unit.doc/183914123/Cardio%2520Kickboxing%2520Unit.doc+&cd=1&hl=en&ct=clnk&gl=mx



Combo 1 Right – jab, jab, jab, punch (x 4) Jack, jack, jack, jack (x 1) Left – jab, jab, jab, punch (x 4) Jack, jack, jack, jack (x 1) Right – shuffle, shuffle, shuffle,

sidekick (x 1) Left – shuffle, shuffle, shuffle,

sidekick (x 1) Right – shuffle, shuffle, shuffle,


sidekick (x 1) Repeat All

Combo 2 Right – hook, hook, hook, punch

(x 4) Quick hops (x 4) Left – hook, hook, hook, punch (x

4) Speed bags (x 8) Boxer Shuffle (x 8) Bob with uppercuts (x 8) Boxer Shuffle (x 8) Bob with uppercuts (x 8)

Repeat All

Combo 3 Uppercuts (x8) Jacks (x8) Uppercuts (x8) Jacks (x8) Front Snap (x8) Hook (x8) Cross (x8)

Combo 4 In vertical lines facing the weight room, 5 or 6 people wide. This will be relay style – once front person

has gone, second goes, etc. Combination is done ahead of time so the girls know what to do, then I will call out the kicks/knee strikes/punches so everyone goes in time together in groups of 5.Traveling forward, when you get to the front of the room, sprint to the back.

Knee strikes (x8) Front snaps (x8) Jack (x8) Uppercuts (x8) Crosses (x8) Repeat All

Combo 5 Right-Cross, cross, cross, cross,

knee strike (x4) Left-Cross, cross, cross, cross,

knee strike (x4) Bob and weave with uppercuts

(x8) Right jab, jab, jab, right front snap

(x4) Left jab, jab, jab, right front snap

(x4) Repeat All

Combo 6 Hitchkick (x8 on count 1) Roundhouse x2 (x8 on count 1)

Repeat All


Unit Kickboxing & Aerobics Topic Safe kickboxing aerobics Lesson Length 50 minutesDate & Time Focus: Punching and kicking in a safe manner in combination with aerobic intensive exercise. Equipment: Music source (computer, stereo, speakers, etc.), sheet for instructor to remember combinations Objectives:


- Bring home an individual activity (kickboxing) that they can utilize by themselves, for when they need to have a physically active workout and are limited in time, space or equipment. -Demonstrate a variety of kicks & punches with proper form in a safe manner throughout a kickboxing class.-Kick and punch in rhythm to music and/or instructor cues during combinations for kickboxing.Set Induction (5 minutes)





CuesIntroduction to activities (10 mins)


B: Students are introduced to the safety precautions and proper form of each type of movement going to be utilized in the day.Example of movements to go over: Jab, punch, front snap, cross, uppercut, hook, knee strike, hitchkick, roundhouse.It is important that the students do not snap their elbows for punches or knees for kicks. They have to punch and kick in a controlled manner to avoid injuries. Force can still be put behind the kicks and punches, but they must make sure to stop themselves before full extension to avoid injury.

Music Controlled punchesEveryone together No snapping your arm/leg

Combinations (30 min)

As above Combo 4 In vertical lines facing the weight room, 5 or 6 people wide. This will be relay style – once front person has gone, second goes, etc. Combination is done ahead of time so the students know what to do, then I will call out the kicks/knee strikes/punches so everyone goes in time together in groups of 5.Traveling forward, when you get to the front of the room, sprint to the back.


Combo 5 Right-Cross, cross, cross, cross, knee strike (x4) Left-Cross, cross, cross, cross, knee strike (x4)


Controlled punches

Everyone together

No snapping your arm/legGet the rhythmPush yourselves

Bob and weave with uppercuts (x8) Right jab, jab, jab, right front snap (x4) Left jab, jab, jab, right front snap (x4) Repeat All

Combo 6 Hitchkick (x8 on count 1) Roundhouse x2 (x8 on count 1) Knee Block (2 repeats) Repeat All

E: To add difficulty, students can add in jumps, jump higher, or shuffle further & higher. You may also add in jumping jacks whenever there is a lull in activity. Resource: http://webcache.googleusercontent.com/search?q=cache:wSSk2fPBukkJ:https://morganpe.wikispaces.com/file/view/Cardio%2520Kickboxing%2520Unit.doc/183914123/Cardio%2520Kickboxing%2520Unit.doc+&cd=1&hl=en&ct=clnk&gl=mx

Work hardJump higher

Closure: (5 minutes)Use this time to answer questions, check for understanding, go over main points of the day.Evaluation: Self-evaluation /5Teacher Lesson Reflection:Initial reactions to the lesson.What worked well?What could have been done better?

How were management skills?Were students engaged?The following sheet is for teacher reference-can be posted on the wall in front.




Combo 1 Right – jab, jab, jab, punch (x 4) Jack, jack, jack, jack (x 1) Left – jab, jab, jab, punch (x 4) Jack, jack, jack, jack (x 1) Right – shuffle, shuffle, shuffle,


sidekick (x 1) Right – shuffle, shuffle, shuffle,


sidekick (x 1) Repeat All

Combo 2 Right – hook, hook, hook, punch

(x 4) Quick hops (x 4) Left – hook, hook, hook, punch (x

4) Speed bags (x 8) Boxer Shuffle (x 8) Bob with uppercuts (x 8) Boxer Shuffle (x 8) Bob with uppercuts (x 8)

Repeat All

Combo 3 Uppercuts (x8) Jacks (x8) Uppercuts (x8) Jacks (x8) Front Snap (x8) Hook (x8) Cross (x8)

Combo 4 In vertical lines facing the weight room, 5 or 6 people wide. This will be relay style – once front person has gone, second goes, etc. Combination is done ahead of time so the girls know what to do, then I will call out the kicks/knee strikes/punches so everyone goes in time together in groups of 5.Traveling forward, when you get to the front of the room, sprint to the back.


Combo 5 Right-Cross, cross, cross, cross,

knee strike (x4) Left-Cross, cross, cross, cross,

knee strike (x4) Bob and weave with uppercuts

(x8) Right jab, jab, jab, right front snap

(x4) Left jab, jab, jab, right front snap

(x4) Repeat All

Combo 6 Hitchkick (x8 on count 1) Roundhouse x2 (x8 on count 1)

Repeat All


Unit Kickboxing & Aerobics Topic kickboxing aerobics Lesson Length 50 minutesDate & Time Focus: Intense cardiovascular workout. Equipment: Music source (computer, stereo, speakers, etc.), 24 skipping ropes Objectives:

Students will be able to…- Bring home an individual activity (kickboxing) that they can utilize by themselves, for when they need to have a physically active workout and are limited in time, space or equipment. -Demonstrate a variety of kicks & punches with proper form in a safe manner throughout a kickboxing class.-Kick and punch in rhythm to music and/or instructor cues during combinations for kickboxing.Set Induction (5 minutes)





CuesWarm-up circuit (10 mins)


Minute 1: Jog in place Minute 2: Squat and jive Lower your self to half-squat, your legs slightly wider than shoulder width, your fist held in front of your face and your forearms protecting your belly. Shift your body weight to your left leg and stand while leaning slightly to the left, straighten your right leg and tap it to the side. Reverse the movement and repeat on the opposite side. Minute 3: Squat and jab, 30 seconds each arm Turn your body sideways, and angle your torso so that you're facing one of your legs. Hold your fists in front of your face, shielding your torso with your forearms. Squat down, and as you rise from the squat, punch with the arm that's on the same side of the body as the leg you are facing. Continue squatting and jabbing until it's time to switch sides. Minute 4: Squat and upper cut, alternating arms With your legs and torso facing forward, lower yourself into a wide squat, your legs slightly wider than shoulder-width apart and your toes pointing outward. Turn your torso to the right as you tighten your abs and perform an upward angled punch across your body with your left arm. As you punch, raise yourself up slightly from the squat. Return to the starting position and repeat on the opposite side. Minute 5: Boxer jump Turn your body and torso to the side, holding your hands in front of your face, your forearms shielding your torso. Hop forward and backward, shifting your weight slightly from your front foot to your back foot. Try to stay on your toes throughout the exercise. Minute 6: Wall squat 30 seconds; wall push-ups 30 seconds Minute 7: Boxer jump and jab, 30 seconds each side Perform the boxer jump, and as you hop forward, jab out with your leading arm. Continue on one side for 30 seconds before switching.

Music, jump rope

Work hard to get warmMake sure your knees do not come past your toes during your squats

Minute 8: Lunges, 15 seconds each side; bench dips 30 seconds Minute 9: Jump rope Minute 10: Squat and backward kick Start in a half squat, your feet should be a shoulder-width apart and your fists are in front of your face. Lower yourself into a full squat and as you begin to rise, shift your weight to one leg and lift the other leg from the ground. Keeping your torso straight, lean forward and kick your lifted leg backward, extending your knee. Return the foot to the ground and continue squatting and kicking, alternating from one foot to the other. Resource: http://webcache.googleusercontent.com/search?q=cache:wSSk2fPBukkJ:https://morganpe.wikispaces.com/file/view/Cardio%2520Kickboxing%2520Unit.doc/183914123/Cardio%2520Kickboxing%2520Unit.doc+&cd=1&hl=en&ct=clnk&gl=mx

Boxing and sparring activities, combinations (30 min)

As above

In single file lines at the end of the room, traveling to the opposite side

Water Break.B: Boxing and Sparring activities for 45 seconds each with 45 seconds rest.

Fast Crosses Right and Left Roundhouse Kicks Left Jab, Left Kick Right Jab, Right Kick Cross, Cross, Duck Punch and Crunch 4 Crosses, 4 Upper Cuts Kick, Punch, Punch

S: More rest time, fewer activities during the active 45 seconds.E: Less rest time.After this is complete, water break.Traveling forward, when you get to the front of the room, sprint to the back.

Knee strikes (x8) Front snaps (x8) Jack (x8) Uppercuts (x8) Crosses (x8) Repeat 2 times

If enough time, do the following two combinations:Combo 1

Right – hook, hook, hook, punch (x 4) Quick hops (x 4) Left – hook, hook, hook, punch (x 4) Speed bags (x 8)

Combo 2 Right-Cross, cross, cross, cross, knee strike (x4) Left-Cross, cross, cross, cross, knee strike (x4) Bob and weave with uppercuts (x8) Right jab, jab, jab, right front snap (x4)


Controlled punches

Everyone together

No snapping your arm/legGet the rhythmPush yourselvesWork hardJump higher




Left jab, jab, jab, right front snap (x4) Repeat All

E: To add difficulty, students can add in jumps, jump higher, or shuffle further & higher. You may also add in jumping jacks whenever there is a lull in activity.

Closure: (5 minutes)Use this time to answer questions, check for understanding, go over main points of the day.

Evaluation: Self-evaluation /5

Teacher Lesson Reflection:Initial reactions to the lesson.What worked well?What could have been done better?

How were management skills?Were students engaged?The following sheet is for teacher reference-can be posted on the wall in front.


Unit Kickboxing & Aerobics Topic Introduction/Cardiovascular Workout

Lesson Length

50 minutes

Date and Time

Focus: Understanding the components of a workout focusing on the cardiovascular portion.

Equipment: Music device

Objectives:


-understand the different components of a workout including: warm-up, cardiovascular, anaerobic and cool down, by participating in a class discussion about the importance of each of the components.-participate in a aerobic routine and perform correct technique of the step touch, arm swing up/across/down, basic step, grapevine, knee up, hamstring curl, elbow to knee, v-step, step together step tap, punch forward, punch side, and Charleston.-participate with enthusiasm in a variety of warm-up, cardio, resistance training and cool-down activities.

Set Induction (5 minutes) -Teacher will take attendance -teacher will discuss that they will be doing two aerobics classes in the next two days.

Lesson content 40 minutesTime and topic

Organization Lesson Materials

Teacher cues

Introduction (5minutes)

Students will be spread out around the teacher.

B: Teacher will discuss the four components of a workout, the warmup, cardiovascular, resistance training and cool down.-Warmup: prepares the cardiovascular system, muscular system and mental prepares you. Helps to prevent injuries-Cardiovascular: increase overall health and lifespan, decrease risk of cardiovascular disease, diabetes and stress-Resistance Training: increase muscular strength and bone density, decrease injury-Cool down: promotes recovery, minimizes muscle soreness, returns muscles to pre workout length

Give examples of four parts of warmup ie, light jogging and dynamic stretching, a run, pushups or weight training, static stretching

Cardiovascular Aerobics Routine (35minutes)

Students will be spread out facing the teacher.

B: Teacher will lead a cardiovascular aerobics routine. At any time if students need a break have them march on the spot.-Timber (Pitbull and Kesha) -> marching deep breath in and bring arms above head exhale bring arms down x5. Feet shoulder width apart the entire time, step with one tap with the other(step taps). After students have the step taps down add in some arm swings. Swing one arm above the head and then the other and repeat. Next take turns swinging arms across the body, and finally swing the arms downwards. Continue the step taps but switch up the arm swings , 16 of each, 8,4,2,2,4,8,16-I Love It (Icona Pop)-> during the fast portion of the song do step taps but instead of tapping do a hamstring curl.for arms do a standing row action for each hamstring curl. During the slow portion of the song do slow and controlled high knees.

Music If students are tired have them march on the spot.

Focus on positive reinforcement.

Try your best

Cardiovascular continued

-Call me Maybe (Carley Rae Jepsen)-> standing elbow to knee do 16 and then switch 8 and switch 4,2,4,8,16. Next if students feel comfortable do the same thing excepts jump when doing the knee to elbows instead of standing.-Raise your Glass (Pink)-> Basic step with feet. During the basic step you make a square with two steps forward feet shoulder width apart and two steps back feet shoulder width apart. For arms when students feel comfortable add in some upper cut punches on the forward movement. Alternate basic step with grapevine. Grapevine is one side step, one cross behind step, another side step and a together tap. Add in clapping during the together tap and during the grapevine have students try to turn in a circle.-All Night (Icona Pop)-> V-step with punch. V step you start with your feet together, do two shoulder width steps out in front and two backwards bringing feet back together. Have students perform punching action forward during forward step.

Cardio cont. Switch the v-step in with the step, together, step tap step. For the step tap at the end, have students do sideways punches.-Work Work (Brittany Spears)-> Jumping with a pretend skip rope. Start with double jump, switch to on the spot running, side to side double leg jump and single leg jumps. During the entire song have students pretend that they are using a skip rope. Start by doing each step 16 times hyphen 8,4,2,4,8,16-Popdanthology 2012-> Static stretching. Sitting down legs out in front reach forward and touch toes, legs spread out reach forward, then switch and reach to each leg trying to grab the foot. Calf stretch, quad stretch.

Closure: (5 minutes) Teacher will continue with stretch and ask students about their favourite part of the class today. Teacher will explain that students will be having one more class of aerobics the next day and they will be moving on to a different unit.Evaluation: -Self-evaluation /5Teacher Lesson Reflection:Initial reactions to the lesson.What worked well?What could have been done better?

How were management skills?Were students engaged?

Please note that with the aerobics classes, there are song suggestions. These are just suggestions, and the activities can be done with any song as long as it has the right beats per minute.


Unit Kickboxing & Aerobics Topic Cardiovascular and Resistance Training Workout

Lesson Length 50 minutes

Date and Time

Focus: Participate in a cardiovascular and resistance training aerobics workout.

Equipment: Music device

Objectives:


-understand the different components of a workout including: warm-up, cardiovascular, anaerobic and cool down, by participating in a class discussion about the importance of each of the components.-participate in a aerobic routine and perform correct technique of the step touch, arm swing up/across/down, basic step, grapevine, knee up, hamstring curl, elbow to knee, v-step, step together step tap, punch forward, punch side, and Charleston.-participate with enthusiasm in a variety of warm-up, cardio, resistance training and cool-down activities.

Set Induction (5 minutes)-Teacher will take attendance -teacher will discuss that they will bc doing aerobics again today-ask students what the four parts of an aerobics routine are from last class and why they are important-ask students to give examples of each part of the routineLesson content 40 minutes

Time and topic Organization Lesson Materials Teacher cues

Cardiovascular and Resistance Training routine(40minutes)

Students will be spread out around the teacher.

B: Teacher will lead a cardiovascular aerobics routine. At any time if students need a break have them march on the spot.-Timber (Pitbull and Kesha) -> marching deep breath in and bring arms above head exhale bring arms down x5. Feet shoulder width apart the entire time, step with one tap with the other(step taps). After students have the step taps down add in some arm swings. Swing one arm above the head and then the other and repeat. Next take turns swinging arms across the body, and finally swing the arms downwards. Continue the step taps but switch up the arm swings , 16 of each, 8,4,2,2,4,8,16-I Love It (Icona Pop)-> during the fast portion of the song do step taps but instead of tapping do a hamstring curl.for arms do a standing row action for each hamstring curl. During the slow portion of the song do slow and controlled high knees.

Cardiovascular Aerobics Routine (35minutes)

Students will be spread out facing the teacher.

-Raise your Glass (Pink)-> Basic step with feet. During the basic step you make a square with two steps forward feet shoulder width apart and two steps back feet shoulder width apart. For arms when students feel comfortable add in some upper cut punches on the forward movement. Alternate basic step with grapevine. Grapevine is one side step, one cross behind step, another side step and a together tap. Add in clapping during the together tap and during the grapevine have students try to turn in a circle.-All Night (Icona Pop)-> V-step with punch. V step you start with your feet together, do two shoulder width steps out in front and two backwards bringing feet back together. Have students perform punching action forward during forward step. Switch the v-step in with the step, together, step tap step. For the step tap at the end, have students do sideways punches.

Music If students are tired have them march on the spot.Focus on positive reinforcement.Try your best

Cardiovascular continued

-Call me Maybe (Carley Rae Jepsen)-> standing elbow to knee do 16 and then switch 8 and switch 4,2,4,8,16. Next if students feel comfortable do the same thing excepts jump when doing the knee to elbows instead of standing-Work Work (Brittany Spears)-> Jumping with a pretend skip rope. Start with double jump, switch to on the spot running, side to side double leg jump and single leg jumps. During the entire song have students pretend that they are using a skip rope. Start by doing each step 16 times hyphen 8,4,2,4,8,16-What makes you beautiful (One Direction)-> Squats x20, walking lunges x20, rest time and repeat x3 if possible or until the end of the song-Danza Kudero (Don Omar)-> pushups x20, 30sec front plank, 30sec each side plank. Rest repeatx3 continue with the next song-Happy (Pharrell)-> continue with above

Engage your core, belly button to back

Squeeze muscles when punching

Cardio cont. -Popdanthology 2012-> Static stretching. Sitting down legs out in front reach forward and touch toes, legs spread out reach forward, then switch and reach to each leg trying to grab the foot. Calf stretch, quad stretch.


Teacher will continue with stretch and ask students about their favourite part of the class today. Teacher will then discuss what they will be doing for the next unit.

Evaluation:-Self-evaluation /5Teacher Lesson Reflection:


What worked well?




Please note that with the aerobics classes, there are song suggestions. These are just suggestions, and the activities can be done with any song that has the correct beats per minute.

Tutoreo y Bienestar Integral IIBasketball Lesson #1

Unit Basketball Topic Maintaining possession Lesson Length 50 minutesDate & Time Focus: Maintaining possession of the basketball.Equipment: Basketballs, pinnies, handoutsObjectives:


- Work with their teammates on offense to maintain possession of the basketball until a goal is scored in different mini games.- Demonstrate their passing accuracy during a game situation.- Properly communicate to their teammates when they are making or wishing to receive a pass in drills and in a game situation.Set Induction (5 minutes)

-Attendance

- we will do some passing games which will test your accuracy and ability to properly communicate passes. Our focus will be on maintaining possession of the basketball in our mini games, along with passing accuracy and communication with your teammates. At the end, we will play a bit of basketball without dribbling (just like handball but with no steps) to reiterate the principles of offense we learned in the soccer unit.




Warm-up(10 mins)

Scattered in half of the basketball court

B: Passing tag with 4 or 5 students on the chasing team wearing pinnies. Students are not allowed to travel with the basketball, and must tag someone on the fleeing team when in possession of the basketball. Once a player is tagged, they throw on a pinnie and join the chasing team until there are 4 or 5 left, and then play the same tag game in reverse (once tagged, students take off their pinnies to join the chasers).S: Students may dribble the basketball or move up to three steps with the ball.E: Make the boundaries bigger.E: Once a number of players are on the chasing team (or are ‘it’), add in a second, third and fourth basketball so students must be aware of more than just one object.

Basketballs, pinnies, cones if lines are not available for boundaries

Work togetherPass to a player showing their target and making eye contact with you

3v3 in small square, making 5 consecutive passes (10 min)

Scattered squares for each group marked off by cones

B: Students try to make 5 consecutive passes in a 3v3 environment by properly utilizing space and cooperating with their teammates.E: Students ‘bank’ their 5 passes when they hit the fifth and try to get up to 30 passes as a team. Banked passes carry over when they turn the ball over or it goes out of the boundaries. S: Students only need to make 3 consecutive passes.

Basketball, pinnies, cones

- Lead your teammatesEye contactFake first

Games (20 min)

On main basketball court

Students play full court games, but there is no dribbling allowed. All other rules of basketball apply.S: Person with the ball may dribble once.E: A different person must shoot until the entire team has shot at least once, or every player must make a successful catch and a successful pass in order for the team to score a basket.

Basketball, pinnies

Utilize your entire teamShoot when you are within 5 feet of the basket

Closure: (5 minutes)Use this time to answer questions, check for understanding, go over main points of the day.


Basketball Handout

In the winter of 1891 at Springfield College in Massachusetts, a Canadian by the name of Dr. James Naismith, invented an indoor sport to keep students active when it was too cold to play outside. Originally played between elevated peach baskets placed on opposite ends of a court, basketball has evolved to become on of the most popular sports in the world.

Game LengthGames are divided into quarters with a total game time of forty minutes. Time is managed by a game clock. Additionally, a shot clock of 24 seconds counts down the time the offense has to shoot the ball during each possession. An overtime period is played if a game is tied at the end of regulation time.

Start of the Game The game begins at center court with a tip-off or a jump ball, in which one player from each team, usually the tallest, attempts to tap the ball to a teammate. The team that takes possession of the ball is on offense.

-The ball is moved down the court toward the basket by passing or dribbling. The team with the ball is called the offense. The team without the ball is called the defense. They try to steal the ball, contest shots, steal and deflect passes, and get rebounds.

Scoring- When a team makes a basket, they score two points and the ball goes to the other team- If a basket, or field goal, is made outside of the three-point arc, then that basket is worth three points- A free throw is worth one point- Free throws are awarded to a team according to some formats involving the number of fouls committed in a half

and/or the type of foul committed.- Fouling a shooter always results in two or three free throws being awarded the shooter, depending upon where

he was when he shot. If he was beyond the three-point line, then he gets three shots.- Other types of fouls do not result in free throws being awarded until a certain number have accumulated during

a half.

FoulsPersonal fouls: Personal fouls include any type of illegal physical contact, including:-Hitting, pushing, slapping, or holding-Illegal pick/screen-When an offensive player sticks out a limb and makes physical contact with a defender in an attempt to block the path of the defender.

Personal foul penalties: If a player is shooting while being fouled, then he gets two free throws if his shot does not go in, but only one free throw if his shot does go in.

-Three free throws are awarded if the player is fouled while shooting for a three-point goal and they miss their shot. If a player is fouled while shooting a three-point shot and makes it anyways, he is awarded one free throw. Thus, he could score four points on the play.-Inbounds. If fouled while not shooting, the ball is given to the team the foul was committed upon. They get the ball at the nearest side or baseline, out of bounds, and have 5 seconds to pass the ball onto the court.-One and One Bonus Free Throw. A team is in a team foul penalty situation when it has committed four team fouls in a period. After that (on the fifth), then the player who was fouled is awarded two free throws.-Ten or more fouls. If the team committing the foul has ten or more fouls, then the fouled player receives two free throws.

Charging: An offensive foul that is committed when a player pushes or runs over a defensive player. The ball is given to the team that the foul was committed upon.

Blocking: Blocking is illegal personal contact resulting from a defender not establishing position in time to prevent an opponent`s drive to the basket.

Flagrant foul. Violent contact with an opponent. This includes hitting, kicking and punching. This type of foul results in free throws plus the offense retaining possession of the ball after the free throws.

Intentional foul. When a player makes physical contact with another player with no reasonable effort to steal the ball. It is a judgment call for the officials.

Technical foul. A player or a coach can commit this type of foul. It does not involve player contact of the ball but is instead about the manner of the game. Foul language, obscenity, obscene gestures, and even arguing can be considered a technical foul, as can technical details regarding filling in the scorebook improperly or dunking during warm-ups.

After five personal fouls in a game, a player is fouled out and must leave the court.

ViolationsWalking/Traveling. Taking more than a step and a half without dribbling the ball is traveling. Moving you pivot foot once you have stopped dribbling is travelling.

Carrying/Palming. When a player dribbles the ball with his hand too far to the side of or, sometimes, even under the ball

Double Dribble. Dribbling the ball with both hands on the ball at the same time or picking up the dribble and then dribbling again is a double dribble.

Held ball. Occasionally, two or more opposing players will gain possession of the ball at the same time. In order to avoid a prolonged and/or violent tussle, the referee stops the action and awards the ball to one team or the other on a rotating basis.

Goaltending. If a defensive player interferes with a shot while it is on the way down towards the basket, while it is on the way up towards the basket after having touched the backboard, or while it is in the cylinder above the rim, it is goaltending and the shot counts. If committed by an offensive player, it is a violation and the ball is awarded to the opposing team for a throw-in.

Backcourt violation. Once the offense has brought the ball across the mid-court line, they cannot go back across the line during possession. If they do, the ball is awarded to the other team to pass inbounds.

The offensive team`s play is regulated by time violations. The offensive team must:-pass the ball inbounds within 5 seconds and also pass, shoot or dribble the ball within 5 seconds of gaining possession-must advance the ball from the back court (defensive half) to the front court (offensive end) within 8 seconds-must shoot the ball and it must touch the rim within 24 seconds, and offensive players can only be in the key for 3 seconds


Unit Basketball Topic Defense – P2P marking Lesson Length 50 minutesDate & Time Focus: Player-to-player marking.Equipment: Basketballs, pinniesObjectives:


- Understand that the ability to keep track of both the ball and their checks is vital in preventing the offensive team from scoring, by describing how a lack of vision may negatively affect their ability to prevent a basket.- Effectively play player-to-player defense in a game situation by staying between their check and the hoop & always seeing their check and the ball in a game setting.Set Induction (5 minutes)

-Attendance - Today we will learn about player-to-player marking on defense. What are some important things you must do defensively when you are marking one player in a basketball game? First and foremost, you must stay between the hoop you are defending against and your check (or ‘mark’). Secondly, you must always keep track of two things when on defense. Does anyone know what one of those two things is? You must always be able to see your check and the basketball. If you lose track of either, there is a good chance the offense will have a wide open shot at the basketball hoop.

Lesson Content (40 minutes)Lesson

Part and Time

Organization Tasks(Basic, Simplifying, Extending)

Materials Teacher Cues

Follow the leader & explanations(10 mins)

Scattered all over the basketball court

B: In groups of two, one player is the leader who is dribbling a basketball and one player is the follower. Students may move in any direction and may do different things with their legs (dynamic warm-up may be used as a reference for activities). Follower is copying what the person in front is doing, and all students have their eyes up as they are moving around the gym to ensure safety.Next step: (E:) Students who are following, follow their partner’s feet, and instructor’s arms.Next step: (E:) Students who are following follow their partner’s feet and instructor’s arms, but instructor is walking or running around the gym.**Very important** It is important to bring them in after this activity and chat to them as to what the partners and instructors represent. This will seem like an activity that is too young for them – but if you talk about why they did it, they will better understand player-to-player marking.The partner they are following represents their mark/check, and the instructor represents the basketball. Having them both moving will make them understand that this will be what happens in a game.

none Be creativeWarm-up with unique activitiesHead upBe aware of the other studentsMove in a random pattern

3v3, making 5 consecutive passes (10 min)

At each hoop in each half of the gym

Same game as last day with a few modifications and with a defensive focus. By having the games happen at a hoop, students have to remember to stay between their check and the hoop, the ball and their check, and they must remember to see both.B: Students try to make 5 consecutive passes in a 3v3 environment by properly utilizing space and cooperating with their teammates. If offensive team scores a basket, they get 5 points. There is no dribbling in this game. Games are to 10 points, and have winners stay at their hoops. Non-winning teams move onto another hoop and switch with one of the teams there, even if they have not finished their games. More teams get to play each other this way, and if there is a major one-sided game it will not take long before teams find a different team who is close in skill.E: Students ‘bank’ their 5 passes when they hit the fifth and try to get up to 30 passes as a team. Banked passes carry over when they turn the ball over or it goes out of the boundaries. S: Students only need to make 3 consecutive passes.

Basketballs, pinnies

Why is seeing both important in player-to-player marking?See bothMove your feet on defenseBetween check and ball, check and hoop at all times

Half court 3v3 games (20 min)

At each hoop Students play half court games, and dribbling is allowed. Students must dribble the ball outside of the three-point line if there is a turnover to be able to score on offense. If there is made basket, students must start above the three-point line and make sure both teams are ready before restarting play. S: Reduce the number of players. If there are fewer players on the court, students have fewer people to worry about.S: Students must restart at the top whenever there is a turnover or a made basket.E: A different person must shoot until the entire team has shot at least once, or every player must make a successful catch and a successful pass in order for the team to score a basket.

Basketballs, pinnies

Utilize your teammatesBetween your check and the hoopSee both (check and basketball)

Closure: (5 minutes)Use this time to answer questions, check for understanding, go over main points of the day.Evaluation: Self-evaluation /5Teacher Lesson Reflection:Initial reactions to the lesson.What worked well?What could have been done better?



Unit Basketball Topic Cumulative written test Lesson Length 50 minutesDate & Time Focus: Knowledge of Basketball is assessed.Equipment: Basketballs, pinnies, examsObjectives:

Students will be able to…- demonstrate their understanding of the rules and strategies of the sport of Basketball by completing a cumulative written exam -show their ability to self-manage their behaviour and switch into a physical mindset by participating in physical activities once the exam is over

Set Induction (5 minutes)-Attendance - Exam expectations, and what students are to do once they are done the exam




Written exam(25 mins)

Students will be seated with space between each other

B: Students have 25 minutes to complete the Basketball exam. Written exam -directions, answer questions as they arise

Basketball games(15 mins)

Students will play 5v5 Basketball.

B: Students will be divided into four teams and play Basketball. Switch opponents every 5 minutes so that all teams get to play each other.

Basketball, pinnies

Closure: (5 minutes)Use this time to answer questions, check for understanding, give reminders and go over main points of the day.Evaluation: Self-evaluation /5, written examTeacher Lesson Reflection:Initial reactions to the lesson.What worked well?What could have been done better?


Name:___________________________ Student Number:___________________________ Date:_________________________

Basketball Test /20

Part 1. Sentence Completion1. A team must take a shot within ________ seconds of gaining possession of the ball.2. An offensive player may only stand in the key for up to ____ seconds.3. A foul shot is worth _____ points.4. A shot taken from inside the arc line is worth _____ points.5. A pass in from the sideline must be mad within ______ seconds of being handed the ball by the referee.After recovering the ball in their defensive half of the court (known as the 6. ___________), a team has a total of 7.________ seconds to advance the ball into their offensive half of the court (known as the 8. ______________).9. Basketball is considered a non-contact sport by rule. However, incidental contact with an opposing player is allowed. Contact that results in an advantage being gained by an offensive or defensive player is called a _________________.10. After a basket is scored, the team that was scored on must now _________________________________________.11. Basketball was invented in 1891 by a Canadian named _______________________________________________.Part 2. Correct of Incorrect Call By the Referee. Please write C for correct and I for Incorrect in the space provided if the referee has made the right call or not.12. _______ A player is fouled while shooting the ball from inside the arc (three point line) The referee determines that the shooter should get three foul shots.13. _______ The referee calls a blocking foul on the defensive team. It is the defensive player`s fifth foul of the game. Because it is only the second quarter of the game, the player must leave the court and cannot play again until the fourth quarter.14. _______ In the second quarter of the game, two opposing players each hold onto the ball. The referee calls for a jump bail at the nearest jump ball circle.15. _______ Team A has a total of four fouls in a period. The referee calls a holding foul on Team A and awards possession to Team B on the sideline for a throw-in.

Part 3. Identify the parts of the basketball court.

16. ____________________________ 17. ___________________________18. ________________________________________

19. __________________________________________20. ______________________________________________


Unit Basketball Topic Shooting & gameplay Lesson Length 50 minutesDate & Time Focus: Introduction to shooting and gameplay evaluation.Equipment: Basketballs, pinnies, conesObjectives:


- List the key components of shooting and how each affects how the shot leaves the hands.-Shoot the ball within five feet of the hoop in a game of 3v3 basketball.- Demonstrate the proper technique of a set shot in basketball in a practice situation.Set Induction (5 minutes)

-Attendance - the basics of shooting a basketball BEEF Balance, Elbow (in), Eyes, Follow through




Intro to shooting(15 mins)

Scattered with partners facing each other 10 feet apart with a line between themIn partners at hoops

4 spot shooting with 3 balls

B: Begin with proper grip on the basketball, BEEF. Balance, Elbow, Eyes, Follow through. Students try and bounce the ball between their partner and themselves by shooting the ball nice and high with plenty of spin.E: Form shooting at the hoops, with each partner shooting 10 form shots about 2 feet from the hoop. Students aim to score without hitting the backboard or the rim.B: At hoops, students have 3 balls per 6 people, and shoot from 4 predetermined spots (maybe mark these with 4 cones). They catch their own rebound, communicate with a player ready to shoot the ball and pass to that player. Student with the ball shoots, and player who made the pass goes to the back of the line that they passed to.S: Students may move closer to the basketball hoop by taking a dribble in order to have a better chance at scoring the basketball.E: Students at each hoop have 30 seconds to score 10 shots, or students have a race with the other two hoops by counting made baskets as a team.*Note: It is a good idea to address how the form of the students changed as soon as a competition was introduced. You can do this by saying, “Did the implementation of a competition change your shooting form? How? Why?”

Basketballs

Same

Basketballs,cones, hoops

Feet shoulder width apartBend your kneesFlick your wristFollow throughLots of arcFocus on your targetPick a spot on the rim to aim for

Games (25 min)

On main basketball court

Students play full court games while they are being evaluated on their gameplay. S: Fewer players on the court.E: Implement a ‘shot clock’, where students only have 24 seconds on offense before they must hit the rim.

Basketball, pinnies

Utilize your entire teamShoot when you are within 5 feet of the basketStay between your check and the hoopRemember BEEFFollow through on your shots

Closure: (5 minutes)Use this time to answer questions, check for understanding, go over main points of the day—shooting.

Evaluation: Self-evaluation /5, gameplay evaluation /40Teacher Lesson Reflection:Initial reactions to the lesson.What worked well?What could have been done better?How were management skills?Were students engaged?

Gameplay Assessment Rubric

≤ 5 points 6-7 points 8-9 points 10 points Total

Game Awareness

Student shows no idea of game tactics, strategies or how the game is played. Student is rarely, if ever,

involved in the gameplay.

Student shows an attempt to be involved in

gameplay, but may not always make the correct

tactical decisions regarding the gameplay.

Student is well aware of what is going on in the

game and is usually involved in gameplay. Student makes correct tactical decisions most

of the time.

Student displays ‘game sense’, is always involved in

gameplay, and makes correct decisions regarding

gameplay the majority of the time.

Participation Student does not actively partake in the game.

Student shows they actively want to contribute

to gameplay most of the time.

Student shows they actively want to

participate 85% or more of the time.

Student shows an active desire to contribute to

gameplay 100% of the time.

Offensive Strategies

Student does not show any attempt to create

offensive opportunities for their team.

Student usually attempts to contribute to the

offense for their team. They sometimes are

involved in the offensive plays.

Student is always attempting to

contribute to the offense for their team. They are most often involved in

the offensive plays.

Student actively utilizes the four principles of offense. Student makes their team better when in or not in possession of the game

object.

Defensive Strategies

Student does not make any defensive effort, and they are constantly not in

the correct defensive position.

Student consistently makes an effort to make defensive stops for their team, but is only in the

correct defensive position about half of the time.

Student is in the correct defensive position the

majority of the time, and consistently makes an

effort to make defensive stops for their team.

Student is in the correct defensive position in regards

to their mark 100% of the time. Student has a solid grasp of player-to-player

marking.

Total Mark /40


Unit Basketball Topic Offensive principles & gameplay assessment Lesson Length 50 minutes

Date & Time Focus: Offensive principles review from Integral I & gameplay assessment.

Equipment: Basketballs, pinnies, cones

Objectives:


- Understand the principles of offense: mobility, width, depth and advancement.

- Apply the principles of offense in their full court games at the end of class and in their 4v4 handball-like activity.

Set Induction (5 minutes)

-Attendance

-quick reminder of the four principles of offense, which apply to any games where the offense is interacting with the defense. These are called invasive team

games, and include many sports such as: basketball, soccer, football, hockey, lacrosse, ultimate, handball, etc.

-Mobility just means you should always be moving while playing offense in games.

-Depth, width and advancement are all principles that relate to where players are standing in relation to the player carrying the ball. Depth occurs when

there is a player behind the ball, away from the net you are scoring at. This is mainly utilized in high pressure situations. Width occurs when players are

beside the ball on offense. It is a good idea to use the whole width of the field to spread out the defense. Advancement is when there is a player in front of

the player with the ball, going toward the net your team is scoring. This is obviously very important to score a basket.

-we will get plenty of time for gameplay so you can each be evaluated on your gameplay

Lesson Content (40 minutes)

Lesson Part

and Time

Organization Tasks

(Basic, Simplifying, Extending)


4v4 in three

skinny courts

going

widthwise of

the court

Cut the gym into three

courts widthwise, and

have teams of 4 trying

to score over the goal

line which could be

B: Students must make clean passes in order to maintain possession

and try to score over their opponents’ line. There is no dribbling in

this game, and the player with the ball is not allowed to move.

S: Student with the ball is allowed to take 3 steps.

E: Students must go back and forth over the line so that they really

3

basketballs,

pinnies,

cones to

mark off the

- Make accurate passes

Maintain possession

How is your team able (or

unable) to maintain

(15 mins) the sideline score twice to get a point – this forces them to use offensive depth.

Note—this game is pretty much handball but with a basketball.

This will reiterate the fact that the offensive principles may be

applied in any sort of invasive team game where the offense and

defense are constantly interacting.

three courts possession? Why is this so?

Games

(25 min)

On main basketball

court

Students play full court games while they are being evaluated on their

gameplay.

S: Fewer players on the court.

E: Implement a ‘shot clock’, where students only have 24 seconds

on offense before they must hit the rim.

Basketball,

pinnies

Utilize your entire team

Shoot when you are within 5

feet of the basket

Stay between your check and

the hoop

Remember BEEF

Follow through on your shots

Go for the rebound


Use this time to answer questions, check for understanding, go over main points of the day—principles of offense.

Evaluation: Self-evaluation /5, gameplay evaluation /40



What worked well?

What could have been done

better?





Game Awareness








of the time.





















object.











marking.

Total Mark /40

Tutoreo y Bienestar Integral IITrack & Field Lesson #1

Unit Track and Field Topic Running Lesson Length 50 minutes

Date and Time Focus: Introduction of run, jump, throw and running techniques.

Equipment: Track, relay batons Objectives:


-demonstrate proper running technique during a 400meter run.-participate with enthusiasm in a variety of running games and activities.

Set Induction (5 minutes)-Teacher will take attendance -teacher will give an overview of the track and field classes and discuss that today they will be focusing on runningLesson content 40 minutesTime and topic Organization Lesson Materials Teacher cues

Warm up (5minutes)

Students will complete warmup on the track.

B: Teacher will lead students in a dynamic warmup. Students will line up in a single file line behind the teacher. The teacher will start the warm up by performing a specific movement such as jogging, high knees or squats. Then the teacher will go to the end of the line and the next student in line will do a different warm up move. All students will have an opportunity to lead a portion of the warmup.

Stay in the lineEnergy up!Cannot repeat exercise

Running(20minutes)

Students will be on the track. Cones will be used to mark out 10meters.

B: Teacher will discuss the different forms of locomotion. Students will stand on one of the lines made out of cones and travel 10m to the other line of cones performing different locomotor movements. These will include monkey walk, crab walk, elephant walk etc. There is no proper way to do these walks and students should just try to be creative with them.E: Students will begin working on running technique, slight lean forward, knee up and extend back to butt, flexed foot take off with ball of foot.Have students practice.E: Discuss different types of running, sprints versus endurance. Talk about how sprints are anaerobic and longer distance is aerobic. Have students run a 400meter run and a 100meter run and compare the two.

Cones Aerobic: longer distance, uses oxygen

Anaerobic: shorter distance, does not use oxygen, sprinting

Focus on proper form when running.

Relay Races(15minutes)

Teacher will mark out 10meters on the track with cones.

B: Teacher will discuss the proper way to pass the baton and go over basic relay rules.

E: Students will do different relay activities in groups of four. Six groups of four will be used. Different relays will be running to the line and back and pass it off.

E: Students will do a real 4x100m relay with batons.

ConesRelay batons

Pass the baton in the up swing movement with the arm.


Teacher will lead a stretch while asking students questions about running techniques that they learned that lesson. Discuss that next day they will be working on hurdling.

Evaluation: Self-evaluation /5Teacher Lesson Reflection:


What worked well?





Unit Track and Field Topic Hurdles and Speed Walking Lesson Length 50 minutes

Date and Time

Focus: Exploration in track and field running activities .

Equipment: Track, hurdles

Objectives:


-participate with enthusiasm in a variety of activities to learn how to hurdles.-demonstrate proper speed walking techniques.

Set Induction (5 minutes)-Teacher will take attendance -teacher will discuss that they will be learning about hurdles and speed walking.

Lesson content 40 minutesTime and topic Organization Lesson Materials Teacher cues

Warm up (5minutes)


B: Teacher will lead students in a dynamic warmup. Students will line up in a single file line behind the teacher. The teacher will start the warm up by performing a specific movement such as jogging, high knees or squats. Then the teacher will go to the end of the line and the next student in line will do a different warm up move. All students will have an opportunity to lead a portion of the warmup.

Stay in the lineEnergy up!Cannot repeat exercise

Speed Walking(15minutes)

Students will be on the track. Cones will be used to mark out 10meters.

B: Teacher will discuss speed walking technique and demonstrate it with students. Focus on always keeping on foot on the ground and hip action.Students will practice speed walking for 10meters. Students will go multiple times and start slower and then build up to going as fast as they can.

E: Teacher will number students off and make six groups of four students. Students will then have speed walking relays using the 1ometer cone boundaries as the length for the relays.

Cones Focus on hip action.One foot on the ground at all times.

Hurdles(20minutes)

Teacher will use a straight stretch of the track and line up hurdles. Begin with hurdles on the lowest setting.

B: Teacher will discuss the techniques surrounding hurdles. Discuss that there is a leading lead that will go over the hurdle first and that the trail leg will follow. When doing hurdles want to do it naturally and run over them not jump.Students will start by running over the hurdles at the lowest setting.

E: As students feel more comfortable, teachers can put out hurdle varying heights and students can choose which hurdle they would like to try.

Hurdles Run over he hurdles do not jump.Lead leg stretches out over hurdle and trail leg follows.


Teacher will lead a stretch while asking students questions about how they enjoyed the class and if they could tell the teacher some specific points for speed walking and hurdles. Teacher will tell the students that they will be working on long jump and triple jump the next day.


Initial reactions to the lesson. What worked well?




Tutoreo y Bienestar Integral IITack & Field Lesson #3

Unit Track and Field Topic Long and Triple Jump Lesson Length 50 minutes

Date and Time

Focus: Introduction of the jumping sports & generating distance and height.

Equipment: -jumping pitsObjectives:


-demonstrate their ability to generate a balance between height and distance while performing a long jump.-demonstrate their ability to properly perform the hop,step,jump in the triple jump.

Set Induction (5 minutes)-Teacher will take attendance -discuss that students will be working on jumping this class, specifically the long jump and triple jump. Ask if students have done these before. Lead a brief discussion surrounding key points of triple and long jump (ie generating height and distance, the three steps of the triple jump.


Warm up (10minutes)


B: Teacher will lead students in a dynamic warmup including jogging, high knees, bottom kicks, leg swings, accelerations, jumping, hopping and stretching.

Want to get heart rate upJumping and hopping watch that knees are over toes

Long Jump(15 minutes)

Students will start by practicing on the track and then move to the jumping pits.

B: Teacher will start by teaching students long jump technique. Start by stressing knees over toes when landing. Stationary jump for distance. Stationary jump off of one leg, and drive other knee upwards. Add in double swinging arm motion. Running five meter and do the same thing as above but this time with a run into it. Repeat the above three drills multiple times.E: Move to long jump pit and practice long jumps. May choose to measure them if you wish.

Focus on height as well as distance

Will generate height from knee drive

Will generate both height and distance from the arm swing

Triple Jump(15minutes)

Students will begin on the track and then move to the jumping pits.

B:Teacher will begin by teaching triple jump techniques and drills.For the first drill lay out four cones three to four feet apart. Have students two foot jump beside one cones to another immediately focusing on arm drive and take off. Next have students do the same thing but hopping on one foot, and then the other foot.Next drill teacher will teach the proper steps of triple jump, the hop, step, jump. Students will practice these steps starting from a stationary position.E: Students will try triple jump into the jumping pit, teacher may measure distance if they want to.

Focus on arm swing and knee drive.Lean body forward and not backwards.

Try out opposite feet for triple jump as well.


Teacher will lead a stretch while asking students questions about long jump and triple jump. Discuss that next class they will be focusing on high jump.



What worked well?




Tutoreo y Bienestar Integral II

Track & Field Lesson #4

Unit Track and Field Topic High Jump Lesson Length 50 minutes

Date and Time

Focus: Generating upward force.

Equipment: Track, hurdles

Objectives:


-demonstrate proper technique when performing a scissor kick or flop in high jump.

Set Induction (5 minutes)

Students will be changed before the beginning of class-Teacher will take attendance -teacher will discuss that they will be learning about High jump today. Discuss some of the key points from the last jumping day.


Organization Lesson Materials

Teacher cues

Warm up (5minutes)

Students will complete warm up on the track.

B: Students will start by doing a lap of the track. Students will then play a game of freeze tag where they are only allowed to hop. To unfreeze somebody the student must hop around the person twice.

Get to open space.Energy up!

High jump technique and practice(25minutes)

Students will be scattered around the teacher at first and then lined up facing the crash mat

B: Teacher will discuss proper high jump technique with the students.Teacher will discuss the (1..2,3,) rhythm. Students will take on step and then another with one right after the other. For 2,3 both feet will be on the ground and then push off together.Introduce scissor kick to students and discuss how when doing high jump you are running at a curve and leaning while running.Focus on arm and knee drive to get height.

E:Students will begin by just jumping onto the mat, but going as high in the air as they can before they land. Students do not need to worry about their feet at first as they are just trying for height.

E:Students will start the high jump without an elastic or bar and get the feel for the crash mat. Have students focus on their approach and curved running.

Crash mats

(1...2,3) take off rhythm

Focus on knee drive and arm drive

High jumping(10minutes)

Students will be lined up facing the high jump mat which will have either an elastic or bar on it. If students are right dominant they will line up on the right. If students are left dominant, they will line up on the left.

B: Students will attempt to high jump using either the flop or scissor technique. Students will take turns high jumping and after each round the teacher will increase the height slightly.

E: Keep increasing the heigh to see what the highest number is that somebody in the class can jump.

Crash matHigh jump bar/elastic

Jump up!Should jump from right beside the mat not far away.


Teacher will lead a stretch while asking students questions about how they enjoyed the class and if they could tell the teacher some specific points for high jump. Teacher will tell the students that they will be working on shot put and discuss the next class.




What worked well?





Unit Track and Field Topic Shot Put Lesson Length 50 minutes

Date and Time Focus: Generating horizontal force from a push.

Equipment: Track, tennis balls, shot putsObjectives:


-demonstrate proper technique when performing a shot put push.

Set Induction (5 minutes)-Teacher will take attendance -teacher will discuss that they will be learning about High jump today. Discuss some of the key points from the last jumping day.


Warm up (5minutes)

Students will complete warm up on the track.

B: Students will start by doing a lap of the track. Teacher will lead arm stretching to prepare the arms for throwing ie. arm circles, shoulder stretches etc,

Get to open space.Energy up!Focus on stretching out your arms and shoulders.

Partner passes(10minutes)

Students will be lined up in partners, facing each other, about 3 meters apart.

B: Students will be put in partners and stand 3 meters apart. Teacher will instruct students to practice different throwing techniques with each other, switching between dominant and non-dominant arm. Techniques will be: underhand one arm, underhand two arm, overhead one arm, overhead two arms, pushing from the shoulder.

Tennis balls

How do the different throws feel?Which throw is most natural?

Shot put(25minutes)

Students will stay in their partners from the previous drill, 3 meters apart.

B: Teacher will discuss shot put and lead students threw shot put progressions.Students will start laying on their stomach and passing from their shoulder, generating force from their arm only.Next students will stand up and pass from their shoulder, still only using their arm to generate force.E: Teacher will discuss body positioning for shot put and talk about strong body position, bent knees, feet shoulder width apart facing sideways. Discuss turning, hip drive and follow through. Want to send shot put in a high arc to get distance. Have students practice proper shot put technique with tennis balls and then add in shot puts.Have a mini in class competition.

Tennis ballShot puts

Have students increase their distance.

Focus on strong body position. Drive forward with hip.

Increase the weight of the shot put being used.


Teacher will lead a stretch while asking students questions about how they enjoyed the class and if they could tell the teacher some specific points for shot put. Discuss the next unit that students will be starting the next day.



What worked well?




Tutoreo y Bienestar Integral IFlag Football Plan #1

Unit Flag Football Topic Introduction Lesson Length 50 minutesDate & Time Focus: Catching and Receiving a Football

Equipment: American footballs

Objectives: Students will be able to…1. demonstrate proper football throwing technique through partner pass drills and pattern drills.2. participate with enthusiasm in a variety of activities to help students become more aware of flag football.

Set Induction (5 minutes)-teacher will give overview of the flag football unit-teacher will take attendance and go over the plan for the day

Lesson Content (40 minutes)Lesson Part and

TimeOrganization Tasks


Warm up(5min)

Students will be scattered around the

B: Students will run two laps around the perimeter of the field.

-don`t cut corners

perimeter of the field.

Rock, paper, scissors football(10 mins)

Teams of six, single file line facing the other team

B: Students get into groups of six and stand in a single file line facing the other team across from them. The first two people in line run up to each other and play rock, paper, scissors. Winner picks up the football and runs toward the other team in a straight line (no deking). Second person in line runs toward the winner until they are within 5 feet from each other, indicating the winner to stop running, and play against the next player. Winner gets tossed the football (or remains carrying it), and continues play again. Team scores a point once they cross their opponents’ scoring line.E: Have it so winning students must be tagged in order to stop running.

American Footballs Quick transitionsCradle the ballGood first step

Intro to throwing, catching, and running with the football followed by passing with a partner (10 mins)

Partners facing each other about 10 feet away

B: Brief intro on how to throw and catch a football, followed by stationary partner passing.E: Students may take a few steps to one side, forward, or backward, as a quarterback often has to do in a game to avoid a tackle.

American Footballs Arms outTwo hands2-3 fingers on the lacesFocus on your target

Running an L shaped route with cones to show turning points and target points for passing (15 mins)

In groups of six in separate planes on the field

B: Students have 2 footballs per group. There will be three cones set up in the shape of an ‘L’, indicating where the receiver begins their cut, where the turn, and the spot at which the thrower aims to get them the ball. A fourth cone will be put out in an advancement position about 10 feet from the receiving spot, where the receiver must run to after they made a catch.Once a player has thrown, they go to the line of receivers, and once a player has received, they go to the line of throwers.E: Adjust the outside cone so that it goes on a 45 degree angle going away from the thrower for a longer pass, and for a more advancing reception position.

American Footballs Quick cutsPlant with outside foot and turnFocus on your targetGood first step

Closure:

-teacher will discuss and ask questions to the students about the lesson such as how do you properly throw with a football-teacher will discuss what is happening during the next few lessons-let the students know that they MUST MEMORIZE EVERY PICTURE and the positions from the following handout for the exam

Lesson Reflection:



Unit Flag Football Topic Passing and catching Lesson Length 50 minutesDate & Time Focus: Proper catching and passing, game plays.

Equipment: American footballs

Objectives: Students will be able to…1. demonstrate proper football throwing technique through partner pass drills and pattern drills.2. participate with enthusiasm in a variety of activities to help students become more aware of flag football.

Set Induction (5 minutes)-teacher will take attendance and go over the plan for the day


Lesson Part and Time



Warm up(5min)

Students will be scattered around the perimeter of the field.

B: Students will run two laps around the perimeter of the field.

-don`t cut corners

Ring of fire in groups of 5 or 6 (10 mins)

Teams of six, numbered off individually 1-6, with QB in centre of the circle

B: This activity requires a quick reaction time by the QB. Teacher calls out numbers for them to pass to, and QB must quickly adjust their footing in order to pass to that player as fast as possible.E: Teacher calls out two numbers very quickly, so the QB must fake at the first and then throw to the second.

American Footballs Focus on your targetChange feet and direction

5 consecutive passes(15 mins)

In a 20 foot x 20 foot box marked by 4 cones

B: Students must make 5 clean overhand passes to their teammates in order to score a point. Once a team has done this, the ball is given to the defensive team so they may have a chance at playing offense and scoring a point. Games go to 5 points. When the goal of scoring 5 points has been reached by one team, winning team stays

American FootballsCones

Show a targetPlant and quickly change your speed and directionFind the open space away from the defenders

in the box while the non-winners trade spots with any other team from any other field. Once asked to trade, teams stop the game where they are and restart against their new opponents.E: Teams may keep track of the total number of times they get to 5 points.S: Defending player on the ball carrier must be an arm’s length away to decrease the difficulty of the pass for the player with the football.

6v6 Flag Football (20 mins)

In groups of six. 2 games playing each other. Each game will last 5 minutes and then teams will rotate so they each get to play each other.

B: Students will play a game of 6v6 American flag football. There will be one quarter back on each team. On each change of possession the quarter back will switch to allow more people the opportunity to play different positions. To start the play, one member will snap (throw the ball between their legs to the quarter back), the quarter back will have 5seconds before they can get their flag pulled to end the play. The quarter back needs to make a pass to one of their players to move forward. Each team will have 6 downs or if they score before that and then possession will change to the other team.S: Give quarterbacks 10sec with the ball before they can get tackled.E: Quarter back has three seconds before they can be tackled.

American FootballsPinniesFlag Belts

Quick cutsPlant with outside foot and turnFocus on your targetGood first step

Closure:-teacher will discuss and ask questions to the students about the lesson such as how do you properly throw with a football-teacher will discuss what is happening during the next few lessonsLesson Reflection:Initial reactions to the lesson.What worked well?What could have been done better?



Unit Flag Football Topic Plays and Patters Lesson Length 50 minutesDate & Time Focus: Learning new plays and patterns and working on game play.

Equipment: American footballs, pinnies, flag belt

Objectives: Students will be able to…1. understand multiple flag football plays and incorporates them during game play.2. participate with enthusiasm in a variety of flag football games.Set Induction (5 minutes)

-teacher will give students an overview of the day-teacher will discuss previous flag football plays that they have gone over





Warm up(3min)

Students will be scattered around the perimeter of the field.

B: Students will run one lap around the perimeter of the field.

-don`t cut corners

Throwing, catching, and running with the football followed by passing with a partner (7 mins)

Partners facing each other about 10 feet away

B: Brief intro on how to throw and catch a football, followed by stationary partner passing.E: Students may take a few steps to one side, forward, or backward, as a quarterback often has to do in a game to avoid a tackle.

American Footballs Arms outTwo hands2-3 fingers on the lacesFocus on your target

Football Plays(15 mins)

In a 20 foot x 20 foot box marked by 4 cones

B: Students must make 5 clean overhand passes to their teammates in order to score a point. Once a team has done this, the ball is given to the defensive team so they may have a chance at playing offense and scoring a point. Games go to 5 points. When the goal of scoring 5 points has been reached by one team, winning team stays in the box while the non-winners trade spots with any other team from any other field. Once

American FootballsCones

Show a targetPlant and quickly change your speed and directionFind the open space away from the defenders

asked to trade, teams stop the game where they are and restart against their new opponents.E: Teams may keep track of the total number of times they get to 5 points.S: Defending player on the ball carrier must be an arm’s length away to decrease the difficulty of the pass for the player with the football.



B: Students will play a game of 6v6 American flag football. There will be one quarter back on each team. On each change of possession the quarter back will switch to allow more people the opportunity to play different positions. To start the play, one member will snap (throw the ball between their legs to the quarter back), the quarter back will have 5seconds before they can get their flag pulled to end the play. The quarter back needs to make a pass to one of their players to move forward. Each team will have 6 downs or if they score before that and then possession will change to the other team.S: Give quarter backs 10sec with the ball before they can get tackled.E: Quarter back has three seconds before they can be tackled.

American FootballsPinniesFlag Belts


Closure:

-teacher will discuss and ask questions to the students about the lesson such as how do you properly throw with a football-teacher will discuss what is happening during the next few lessonsLesson Reflection:


Tutoreo y Bienestar Integral I

Flag Football Plan #4

Unit Flag Football Topic Review Lesson Length 50 minutesDate & Time Focus: Review basic plays and patterns taught about in class as well as other aspects of flag football from a

flag football handout.

Equipment: American footballs, pinnies, cones, flag belts

Objectives: Students will be able to…1. understand the game of American flag football by participating in a teacher-student discussion surrounding2. participate with enthusiasm in a variety of activities to help students become more aware of flag football.

Set Induction (5 minutes)-teacher will give overview of the flag football unit-teacher will take attendance and go over the plan for the day





Review(10min)

Students will be scattered and seated around the instructor.

B: Teachers will lead a discussion on the review of Flag Football. Teachers will ask question and keep students involved.A: All students will be given a review sheet to use.

Flag Football Handouts -questions



B: Students will play a game of 6v6 American flag football. There will be one quarter back on each team. On each change of possession the quarter back will switch to allow more people the opportunity to play different positions. To start the play, one member will snap (throw the ball between their legs to the quarter back), the quarter back will have 5seconds before they can get their flag pulled to end the play. The quarter back needs to make a pass to one of their players to move forward. Each team will have 6

American FootballsPinniesFlag BeltsGame Evaluation Rubrics


downs or if they score before that and then possession will change to the other team.S: Give quarter backs 10sec with the ball before they can get tackled.E: Quarter back has three seconds before they can be tackled.A: Teacher will use this opportunity to assess game play of students. Teachers will have an opportunity for this class and the next class.

Closure:

-ask students if they have any other questions about the review-remind students that they will be having a test next class

Lesson Reflection:


Flag Football Handout

1. When the quarterback calls “down”, players on the offensive and defensive line assume a 3-point stance.

2. The line that the ball is placed on to start a play is called the LINE OF SCRIMMAGE

3. When calling pays, the quarterback says these three words.-Down- all players on the offensive and the defensive lines go down to a 3pt. stance-Set- all players on the lines must be set in position-Hup- the ball is snapped by the centre to the QB

Pass Patterns- Organizing the OffenceExamples of different pass patterns taught in the course of the unit.

Scoring:Touchdown= 6 pointsField Goal= 3 pointsSafety touch= 2 pointsRouge= 1 pointConvert= 1 point for a kicked conversion/ 2 points for a play into the end zone

1. A touchdown is scored when the ball is in possession of a player in the opponent`s end zone whether from a catch, running play or from a fumble recovery

2. A field goal is a place kick that goes through the goal uprights.

3. A safety touch is scored when the ball becomes dead in the possession of a tam in its own end zone or goes over the end zone line. The ball must have been carried, kicked, passed, snapped from a down play.

4. A rouge is scored under the following conditions:-a player in their own end zone is tackled with the ball in their possession-on a kick-return, a player with the ball in their possession is not able to return the ball out of their own end zone line

5. A convert is scored when a team, after scoring a touchdown, attempts to add one point by putting the ball into play at the opponent`s five yard line. One point is added to the 6 point touchdown by a place kick through the uprights; or two points for a successful play (pass or run) into the opponent`s end zone.

Downs:The team in possession of the ball shall have three attempts (down) in which to advance the ball 10

yards. Once ten, or more, yards have been gained, the offensive team receives a new set of three downs. The offensive team continues to advance the ball down the field attempting to score either a field goal or

a touchdown



Game Awareness








of the time.





















object.











marking.

Total Mark /40


Unit Flag Football Topic Test Lesson Length 50 minutesDate & Time Focus: Flag Football Test and Game Play Assessment.

Equipment: American footballs, pinnies, cones, flag belts, Game Assessment rubric, Flag Football Test

Objectives: Students will be able to…1. understand the game of American flag football by completing a flag football test.2. demonstrate understanding of patterns and game play strategies of flag football while playing in a modified game of 6v6 flag football.

Set Induction (5 minutes)-attendance-teacher will do a quick review of flag football from the previous day and ask students if they have any questions for their testing





Test(15min)

Students will be scattered and seated.

B: Students will complete a test on Flag Football. Flag Football Test -questions



B: Students will play a game of 6v6 American flag football. There will be one quarter back on each team. On each change of possession the quarter back will switch to allow more people the opportunity to play different positions. To start the play, one member will snap (throw the ball between their legs to the quarter back), the quarter back will have 5seconds before they can get their flag pulled to end the play. The quarter back needs to make a pass to one of their players to move forward. Each team will have 6

American FootballsPinniesFlag BeltsGame Evaluation Rubrics


downs or if they score before that and then possession will change to the other team.S: Give quarter backs 10sec with the ball before they can get tackled.E: Quarter back has three seconds before they can be tackled.A: Teacher will use this opportunity to assess game play of students. Teachers will have an opportunity for this class and the next class.

Closure:

-ask students how they liked flag football-discuss what unit students will be doing next and what facility they will be out

Lesson Reflection:


Name: ____________________ Student Number:____________________ Date:____________________

Flag Football Test

1. When the quarter back calls “down,” players on the offensive and defensive line assume this stance. _____________________________.2. This is a “line” that the ball is placed on. _________________________________________________3. When calling plays, the quarterback says these three words:______________________ ___________________________ ______________________________4. Label the following offensive and defensive player positions.

a)__________________

FLANKER HALFBACK

b)__________________

WIDE RECEIVER GUARD c)___________________ GUARD d)_________________

e)_____________ DEF. END DEF. TACKLE DEF. END CORNERBACK

f) ________________________________________________________ (three positions, one name)

g)___________________

5. Pick three of the five pass patterns that were covered in the class, name them and draw them on the diagram below.

1)___________________________

°WR °CENTRE °WR°QB

Name: ____________________ Student Number:____________________ Date:____________________

2)___________________________


3) ___________________________


6. ScoringTouchdown = _____________pointsField Goal = _____________pointsSafety Touch = _____________pointsRouge = _____________pointsConvert = _____________points



Game Awareness








of the time.





















object.











marking.

Total Mark /40

Tutoreo y Bienestar Integral IIActive Health Lesson Plan #1

Unit Active Health 2 Topic Principles of Training Lesson Length 50 minutes

Date and Time Focus: Safety Review and Principles of Training

Equipment: -Principles of training handout, weight tracking sheetsObjectives:


-understand the proper safety aspects for the weight room through a teacher-student discussion.-understand the 7 principles of training (reversibility, progression, specificity, diminishing returns, recuperation, FITT, overload) through a teacher led discussion.

Set Induction (5 minutes)Students will be changed before the beginning of class-Teacher will take attendance and give brief overview of the active health unit.-Go over safety rules that students learned the previous semester through a teacher-student discussion.


Organization Lesson Materials Teacher cues

Principles of Training(15 minutes)

Students will be seated around the teacher.

B: Teacher will lead a discussion surrounding the 7 principles of training: overload, specificity, progression, reversibility, FITT, diminishing return, recuperation.

Principle of Training Handout

Overload- can't change if you do everything the sameDiminishing returns- think pro athlete versus novice athleteSpecificity - don't train in marathons if you are a sprinterRecuperation-your body needs rest in order to improveFITT= frequency, intensity, type, timeReversibility- if you don't use it you loose itProgression-you wouldn't start by bench pressing 200lbs if you have never bench pressed before

Workout(25minutes)

Take place in the workout room

B: Teacher will briefly remind students about how to fill in their weight tracking sheets and explain that students will be assess on how complete their workout sheet is filled in. Students will then go and do a weight room workout using the weight tracking sheet as a guide. Teacher will circulate around the weight room to ensure that students understand how to do the machines and that they are respectful of other people working out.

Weight tracking sheets

Use a spotter!Fill out your sheetsDon't forget HR and PRE


Collect weight training sheets. Ask students if they have any questions about principles of training. Tell students that next class they will be making their own plan and to put some thought into what they want to work on with their body.



What worked well?




Name: ___________________Tec de Monterrey Exercise Tracking Sheet

Date: Date: Date: Date: Date: Date: Date: Date:

Exercise kgs/reps/reps kgs/reps/reps kgs/reps/reps kgs/reps/reps kgs/reps/reps kgs/reps/reps kgs/reps/reps kgs/reps/reps

CardioExercise

Type:___________

Time:___________HR: _______

PRE:_______

Type:___________

Time:___________HR: _______PRE:_______

Type:___________

Time:___________HR: _______PRE:_______

Type:___________

Time:___________HR: _______PRE:_______

Type:___________

Time:___________HR: _______PRE:_______

Type:___________

Time:___________HR: _______PRE:_______

Type:___________

Time:___________HR: _______PRE:_______

Type:___________

Time:___________HR: _______PRE:_______

Principles of Training

7 Principles of TrainingOverloadProgressionSpecificityReversibilityDiminishing ReturnsF.I.T.TRecuperation

Principle of Overload

-To improve you need to work harder than your body is used to working. Need to increase intensity/duration/frequency, etc.

Principles of Progression

-Your body accommodates best when your increases are at a gradual progression

Principle of Specificity

-Training Program must reflect what you are trying to achieve.

Principle of Reversibility

-If you don’t use it, you lose it! Endurance decreases much quicker than muscular strength.

Principle of Diminishing Returns

-The fitter/stronger you are, the harder it is to get fitter/stronger.

The F.I.T.T. Principle-Frequency (how many times/week)-Intensity (how much weight you lift)-Times (how many reps/sets you do)-Type (the exercises that should reflect what you are trying to achieve)

The Principle of Recuperation-Your body needs a rest period between workouts to achieve maximal benefits


Unit Active Health 2 Topic Creating workout plans Lesson Length 50 minutes

Date and Time Focus: Students will develop their own lesson plan according to their goals using the FITT principle.

Equipment: -blank weight tracking sheets

Objectives:


-demonstrate their ability to use the FITT principle by creating their own workout plan.-participate with enthusiasm in a workout program that they have designed.

Set Induction (5 minutes)-Teacher will take attendance and briefly review/ answer questions about the previous class the principles of training.-Explain the plan for the day- students will have the opportunity to create their own workout plan and then test it out.


Workout development(20minutes/ as long as it takes for the period)

Students will be seated around the teacher.

B: Teacher will explain that students will be creating their own workout plan. Teacher will hand out blank workout sheets and explain to students that they will fill them out with exercises of their choosing. On the back of the sheet students will explain their choices and what their goal is for themselves to accomplish with this workout plan.

Blank workout tracking sheets

Reminder to put weights and cardioThis is about you and not your friends goal- your sheets should not be the same

Workout(20minutes/when students are done their workout development)



Personal Weight tracking sheets



Collect weight training sheets for review and completion. Ask if students have any questions. Explain that next class students will have another opportunity to test out their weight sheets and then reflect on them with a partner and make changes if need be.




What worked well?





Unit Active Health 2 Topic Testing and Reflecting Lesson Length 50 minutes

Date and Time Focus: Students will test out their workout plan and reflect with a partner.

Equipment: -Personal weight tracking sheets, reflection guiding questions

Objectives:


-demonstrate their ability to work cooperatively with a partner while answering guiding questions, reflecting on the weight program that they have created.-participate with enthusiasm in a workout program that they have designed.

Set Induction (5 minutes)-Teacher will take attendance and briefly review/ answer questions about the previous class the principles of training.-Explain the plan for the day- students will be testing out their personal workout plan and reflecting on it with a partner.


Workout(30minutes)





Reflection(10minutes)

Students will be in pairs.

B: Students will get in partners and answer some guiding questions about their workout plan. Students can use this time to change anything in their plan that they think to. Once all the questions are complete, students can return to the weight room and workout out with their program for longer.

Reflection guiding questionsPersonal weight tracking sheets

Take time to reflect on the questions and your plans.If not enough for pairs put someone in a group of three.


Instruct students to keep their personal weight tracking sheets and to bring them back next class. Go over any questions that students had for today's class. Ask some students to share what they discussed in their reflection. Explain that next class students will just be working on their workout and that they will get a active health sheet for a test on the principles of training the following class.




What worked well?





Unit Active Health 2 Topic Workout Lesson Length 50 minutes

Date and Time

Focus: Student-led class following their individual workout.

Equipment:

-Personal weight tracking sheets, principles of training review sheets

Objectives:


-participate with enthusiasm in a workout program that they have designed.

Set Induction (5 minutes)-Teacher will take attendance and briefly review/ answer questions about the previous class.-Explain the plan for the day- students complete their personal workout.


Workout(40minutes)






Instruct students to keep their personal weight tracking sheets and to bring them back next class. Handout principles of training review sheet and if time briefly go over it. Explain that next class students will have a quiz on principles of training.




What worked well?





Unit Active Health 2 Topic Test Lesson Length 50 minutes

Date and Time

Focus: Cumulative knowledge from the unit assessed.

Equipment: -Personal weight tracking sheets, reflection guiding questions

Objectives:


-demonstrate their knowledge of the seven principles of training by writing a written test on the subject matter.

Set Induction (5 minutes)-Teacher will take attendance and briefly answer questions about the principles of training.-Explain the plan for the day- students will be completing their active health test and then they will use the remainder of class time to workout.


Written test(15minutes)

Students will be spread out and seated

B: Students will take part in a written test for active health which will be on the seven principles of training.

Active health test-principles of training test

Answer to the best of your abilityDo not leave answers blank

Workout(25minutes)






Instruct students to hand in their personal workout plans for marking. Tell students what unit they will be doing next class.

Evaluation:-Self-evaluation /5-Personal weight tracking sheets. /20-Active health test /20



What worked well?




Name:______________________Student Number:_____________________ Date:_____________

Principles of Training Test. /13

Fill in the blank (1 mark each). /5

You want to train similar to how you compete. Principle of _____________________

2) It is important to start slowly and build up gradually. Principle of _________________

3) You need rest to achieve maximal benefits. Principle of _______________________

4) If you don't use it you loose it. Principle of __________________________________

5) The stronger you are, the harder it is to become stronger. Principles of ___________

____________________________________________

Short answer ___________________ /8

Fill in what each letter stands for and explain what it means in terms of weight training (1 mark for the letter, 1 mark for the explanation.)

F:____________________________________

Explanation___________________________________________________________

______________________________________________________________________

I:____________________________________

Explanation___________________________________________________________

______________________________________________________________________

T:___________________________________

Explanation___________________________________________________________

______________________________________________________________________

T:___________________________________

Explanation___________________________________________________________

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