Download - KIN 362 Curriculum Project (Sport Ed Model)
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7/31/2019 KIN 362 Curriculum Project (Sport Ed Model)
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Josh Toon
Sport Education Model
KIN 362
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Table Of Contents
1. Title Page
2. Table of Contents
3. Belief Statement
4. Goals
5. National and State Standards
6. Safety
7. Equipment and Facility
8. References
9. Block Calendar Week 1
10. Block Calendar Week 2
11. Block Calendar Week 3
12. Block Calendar Week 4
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Belief Statement
I believe that the purpose of secondary physical education is not only to help
students develop and fine tune their motor skills but to also get them to participate in
physical activity that will get them active for the rest of their life. Our jobs as physical
education teachers is to get our students to be active for the rest of their lives so they can
stay in shape and avoid many deadly diseases. If a physical educator does their job right
they can save many of their students lives. I chose the Sport Education model because
sports is what made me stay active and gave me something else to be passionate about. I
believe that I can get my students to feel the same way about sports as I do then they will
want to participate in sports everyday.
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Goals
1. Students will understand the different roles affiliated with Basketball.
2. Students will be able to successful score off of a lay-up, free throw, and a jump
shot.
3. Students will learn appreciate the game of Basketball and be able to play a game
following the rules of Basketball.
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National and State Standards
ISBE Standards:
Standard 3: The competent physical education teacher understands human movement,
motor skills, and their developmental sequence.
Standard 4: The competent physical education teacher organizes activities and techniques
for developing motor skills.
Standard 5: The competent physical education teacher guides the dynamic interaction
between individuals and within groups while they are engaged in activities for personal and
social development.
Standard 6: The competent physical education teacher applies techniques, skills, strategies,
basic rules, etiquette, and safety practices for individual and group sports.
Standard 7: The competent physical education teacher applies techniques, skills, strategies,
basic rules, etiquette, and safety practices associated with lifelong sports, creativemovement, dance, non-competitive activities, and cooperative activities.
Standard 10: The competent physical education teacher uses concepts and strategies foreffective instruction in the physical education program.
Standard 11: The competent physical education teacher follows safety practices, principles
of emergency first aid, and equipment maintenance procedures.
National Standards:
Standard 1: Demonstrates competency in motor skills and movement patterns needed to
perform a variety of physical activities.
Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and
tactics as they apply to the learning and performance of physical activities.
Standard 3: Participates regularly in physical activity.
Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
Standard 5: Exhibits responsible personal and social behavior that respects self and others
in physical activity settings.
Standard 6: Values physical activity for health, enjoyment, challenge, self-expression,
and/or social interaction.
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Safety
Students must follow the teachers instructions and rules at all times.
Students will use all equipment appropriately.
Students will make sure that there is no one near their vicinity before using any
equipment unless otherwise stated by the teacher.
Students will be aware of their surroundings and be aware of what other students
are doing as well.
If students have any questions about safety, please ask the teacher
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Equipment and Facility
Open Gym Space
25 Basketballs
25 Jerseys
25 Cones
6 NCAA Regulation Basketball Hoops
2 Scoreboards
25 Heart Monitors
5 Dry Erase Clip Boards
4 Jump Ropes
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References
National Association for Sport and Physical Education. (2010, May 12). National
Association for Sport and Physical Education. Retrieved, May 12, 2010, from
http://www.aahperd.org/naspe/standards/nationalStandards/
Illinois State Board of Education Physical Education Standards. (2002). ISBE 2nd edition.
Retrieved, May 12, 2010, from
http://www.isbe.state.il.us/profprep/CASCDvr/pdfs/27270_physicaled.pdf
High School Basketball Rules (2009). Better Basketball. Retrieved, May 12, 2010, from
htp://www.betterbasketball.com/basketball-rules/high-school-basketball-rules.html
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Block Calendar
Week 1
Monday Tuesday Wednesday Thursday Friday
HRF: Muscular
Endurance
Instant Activity:Students dribble
basketball while
trying to knockother students
balls away.
HRF: Aerobic
Capacity
Instant
Activity:
Chicago Bulls
Warm-up.(Students
wearing HR
monitors).
HRF: Aerobic
Capacity
Instant Activity:
Jog 2 laps around
the gym
HRF: Muscular
StrengthInstant Activity:
Chicago Bulls
Warm-up.
HRF: Aerobic
Capacity
Instant Activity:
Dribble Tag
(Students wearing
HR monitors).
1. Introduction of
Sport Education.
Assign teams,team captains,
and trainers.
1. Dribbling
standing in
place withdominant hand.
1. Dominant
hand lay-ups.
1. Go through the
motion of shooting
a free throw/jumpshot.
1. Basketball
Stations w/
partner(Dribbling, Lay-
ups, Free Throws,
CV endurance).
2. Have groups
meet and decide
on team name.
2. Dribbling
standing in
place with non-dominant hand.
2. Non-dominant
hand lay-ups.
2. Meet with teams
to create their own
free throw rhythm.
2. Students will
meet with teams
and record theirHR for the day
3. Trainers are
given a CVconditioning drill
to lead their teamthrough.
3. Dribble while
moving withdominant hand.
3. Dominant
hand lay-ups offa dribble.
3. Shoot 10 free
throws with yourteam (rotating
every 2 shots).
Technology: HR
monitors
4. Team Captains
are given adribbling drill to
lead their team
through.
4. Dribble while
moving withnon-dominant
hand.
4. Non-dominant
hand lay-ups offa dribble.
4. Peer teaching
opportunity.Students give
positive/corrective
feedback to otherswhile shooting FT.
Assessment: First
team to finishgets to choose
Jersey color.
Technology:
Students willrecord their
HRs for the
day.
Game: Retrieval
Knock Away.
Assessment: Team
with the most madefree throws gets an
extra point.
Week 2
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Monday Tuesday Wednesday Thursday FridayHRF: Aerobic
Capacity
Instant Activity:
Jog 2 laps around
the gym
HRF: Aerobic
Capacity
Instant Activity:
Chicago Bulls
Warm-up (HRmonitors).
HRF: Muscular
Endurance
Instant Activity:
Dribble Knock
Away
HRF: Muscular
Endurance
Instant Activity:
Chicago Bulls
Warm-up
HRF: Aerobic
Capacity
Instant Activity:
Dribble Tag
(Students wearingHR monitors).
1. Have teams
meet to pick new
responsibilities.
1. Introduction of
full court
Wisconsin Lay-up drill.
1. Dribble
between cones
with dominanthand
1. Introduction of
Circle Shooting.
(Students stand ina semi-circle and
shoot as many
times as they canat the basket).
1. Basketball
Stations w/
partner(Dribbling, Lay-
ups, Free Throws,
CV endurance).
2. Trainers will
lead their teamthrough a CV
exercise of their
choosing.
2. Meet with
teams and go overWisconsin Lay-
up drill at their
basket.
2. Dribble
between coneswith non-
dominant hand
2. Walk through
of CircleShooting as a
class
2. Students will
meet with teamsand record their
HR for the day
3. Team captains
will lead their
team through adribbling drill.
(Dribbling
through Cones).
3. Use 2 courts
for full court
Wisconsin Lay-up drill. (12-13
students per
court).
3. Dribble
crossover
between conesalternating hands.
3. Meet with
teams and do
circle shooting atheir basket.
(Keep track of
makes).
Technology: HR
monitors
4. Team captains
will lead their
team through alay-up drill. (Lay-
ups from the free
throw line usingboth hands).
Assessment:
Court that makes
the most lay-upsis the winner and
gets an extra
point.
4. Meet with
teams and go over
dribbling. (PeerTeaching
Opportunity).
Assessment:
Students will
record how manytimes they made a
basket.
Assessment:Students will
record how manyshots they made
in the drill.
Assessment:Students will
provide feedbackon their
teammatesparticipation.
Week 3
Monday Tuesday Wednesday Thursday Friday
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HRF: Aerobic
Capacity
Instant Activity:
Dribble Knock
Away
HRF: Muscle
Memory
Instant
Activity:
Chicago Bulls
Warm-up
HRF: Aerobic
Capacity
Instant Activity:
Jog 2 laps around
the gym
HRF: Flexibility
Instant Activity:
Stretching
HRF: Aerobic
Capacity
Instant Activity:
Chicago Bulls
Warm-up
1. Have teamsmeet to pick new
responsibilities.
1. Handoutbasic rules of
Basketball and
go over with the
class.
1. Review overthe rules of
basketball with
the class. Handout
offensivestrategies of
basketball.
1. Review ofoffensive
strategies with
class. Handout
defensivestrategies of
basketball.
1. Skills CompetitionDay (1 member from
each team will
compete in each skill
at a time).
2. Trainers will
lead their team
through a CV
exercise of theirchoosing.
2. Meet with
teams and have
them act out the
rules. E.g.(Perform a
travelingviolation).
2. Have students
watch a video on
offensive
strategies.
2. Have students
watch a video on
defensive
strategies.
2. Obstacle Course
(Dribble through
cones, two ball
dribble to half court,full court sprint
while dribbling,finish with a lay-up
3. Team captains
will lead their teamthrough a dribbling
drill. (Dribble with
two basketballs atthe same time).
3. Have students
watch a videoon the rules of
basketball.
3. Based on what
they saw in thevideo, teams will
perform both
motion offenseand zone offense
with their teams.
3. Based on what
they saw in thevideo, teams will
perform both
man defense andzone defense
with their teams.
3. Free Throw
Competition (Makeas many free throws
as you can out of 10
shots).
4. Team captainswill lead their team
through a lay-updrill. (Lay-ups
from 3pt line while
dribbling with both
R and L hands).
4. Meet withteams and have
students go overthe rules
mentioned in the
handout and in
the video.
4. Meet withteams and have
them choose whattype of offense
they want to run.
(Motion or zone
offense).
4. Meet withteams and have
them choosewhat type of
defense they
want to run.
(Man or zonedefense).
4. 3 pointCompetition (Make
as many 3 pointers asyou can out of 5
shots).
Assessment:Students will
record how many
shots they made inthe drill.
Assessment:Mini quiz on the
rules of
basketball.
Assessment: Miniquiz on offensive
strategies used in
basketball.
Assessment:Mini quiz on
defensive
strategies used inbasketball.
Assessment: Teamwith the most
individual victories
will get an extrapoint.
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Week 4
Monday Tuesday Wednesday Thursday FridayHRF: AerobicCapacity
Instant Activity:Dribble Knock Away
HRF: MuscleMemory
Instant Activity:Jog 2 laps aroundthe gym
HRF: AerobicCapacity
Instant Activity:Jog 2 laps aroundthe gym
HRF:
Flexibility
InstantActivity:
Stretching
HRF: AerobicCapacity
InstantActivity:
Chicago Bulls
Warm-up
1. Go over duties of
referees, scorekeeper,
and timekeeper sostudents have an
understanding of what
to do.
1. Tournament
Begins. Teams meet
at their basket forteam warm-up of
their choosing. 2
full court games at a
time. (Games are 10
mins long andrunning clock).
1. 1 vs. 5 and 2 vs.
4. Team 3 referee,
scorekeeper, andtimekeeper.
1. Meet with
their groups
and reviewrules,
offensive,
defensive
strategies, and
drills we havedone.
1. Skills
Competition
Day (1 memberfrom each team
will compete in
each skill at a
time).
2. Meet with teams to
choose who will be
referee, scorekeeper,and timekeeper during
tournament. (1 referee
and 1 scorekeeper per
game. 1 timekeeper forboth games.
2. Have teams
present their banner
and play their songas they prepare for
the tournament.
2. 1 vs. 4 and 3 vs.
5. Team 2 is
referee,scorekeeper, and
timekeeper.
2. Test on
rules, offensive
strategies,defensive
strategies, and
general
knowledge ofbasketball.
2. Obstacle
Course, Free
ThrowCompetition,
and 3 point
Competition
(same as lastweek).
3. Have teams meet
and make a banner andchoose appropriate
song to be played asteam song.
3. 1 vs. 2 and 3 vs.
4. Team 5 isreferee,
scorekeeper, andtimekeeper.
3. 2 vs. 3 and 4 vs.
5. Team 1 isreferee,
scorekeeper, andtimekeeper.
3. Evaluate
teams based ontheir fair
refereeing,scorekeeping,
and
timekeeping
3.
ChampionshipGame 5-minute
halves. (1 teamis refs, 1 team
is score,
timekeeper,switch roles at
half time).
4. Meet with teams attheir basket and have
them create their own 3
min warm-up for thetournament. (Lay-ups,
Chicago bulls warm-
up, stretching,shooting, etc).
4. 1 vs. 3 and 2 vs.5. Team 4 is
referee,
scorekeeper, andtimekeeper.
4. Announcementof the top 2 teams
that will play in the
championship.
4. Team withmost points
gets to enter
raffle betweenall periods to
win a pizza
party afterschool.
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Teaching Candidate: Josh Toon Date/Time: Day 3
School: Future School Grade Level: 9th grade
Unit: Sport Education: Basketball Lesson Focus: Dribbling
EquipmentNeeded: Teaching Style: Practice Style
Open Space
25 basketballs
25 cones
Student Prerequisites:
Willingness to learn
Active listening
Student Objectives:
1. (Psychomotor) Students will be able to continuously dribble a basketball usingboth hands.
2. (Cognitive) Students will be able to recall the all the responsibilities of the team
at the end of the lesson
3. (Affective) Students will be able to be attentive while the teacher is giving a
demonstration of how to dribble a basketball and when explaining teamresponsibilities.
National Standards:
Standard 1: Demonstrates competency in motor skills and movement patterns
needed to perform a variety of physical activities.
Standard 2: Demonstrates understanding of movement concepts, principles,strategies, and tactics as they apply to the learning performance of physical activities.
Standard 5: Exhibits responsible personal and social behavior that respects self and
others in physical activity settings.
ISBE Standards:
Standard 3: The competent physical education teacher understands human
movement, motor skills, and their developmental sequence.
Standard 4: The competent physical education teacher organizes activities and
techniques for developing motor skills.
Standard 5: The competent physical education teacher guides the dynamic
interaction between individuals and within groups while they are engaged in activities forpersonal and social development.
Safety:
Students will pay attention to their surroundings at all times.
Students will follow the teachers instructions.
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Students will use the equipment appropriately.
Health Related Fitness (HRF) Component & Activities that Support Learning of
HRF: Cardiovascular Endurance and Muscle Endurance: The trainers will choose an
exercise that will raise the students heart rates and make them work hard. The team captain
will lead their team through the dribbling drill that will require use of muscles overduration of time.
Instant Activity: Dribble Knock Away (5min)
Students will each get a basketball and start dribbling in open space. They will
have to try to swat away other students ball while protecting their ball from the other
students. If their ball gets swatted away from them or they lose control they have to do 25jumping jacks to get back in.
Set Induction (2 min):
Ask students if they like to play basketball
Who are some of the famous athletes to play the game Today we are going to go over team responsibilities and your teammates are going
to lead you through an exercise and a dribbling drill
Activity 1 (13 min):
Introduce the students to the sport education model. It is a focus on a specific sportat a time. Go over team responsibilities for team captain and trainer. They will all get a
chance to be a captain and trainer through the weeks. Team captain leads their team
through specific drills and is the teacher of the drill. Any questions should be directed tothe captain first, then come to the teacher if the captain needs help. The trainer leads their
team through a cardiovascular exercise that will get their team ready for the tournament at
the end of the unit. After they understand the responsibilities, I will assign each kid anumber and they will stand by the number on the ground. This will be their team numberfor now and there will be 5 teams of 5 students.
Activity 2 (5 min):
Have students meet with their team members and decide on a name for their team
for the next 4 weeks. Names should be appropriate for school and contain no words that
would come close to being offensive.
Activity 3 (12 min): Trainer Leads Team In Cardiovascular/Muscular Exercise
(Sprints, Jumping Jacks, Push ups, Sit-ups, Stretching)
Extension: Increase/Decrease Intensity
Increase/Decrease number of reps
Increase/Decrease Duration
Refinement:
Motivating your teammates to work hard
Do not cheat by doing less than what is asked
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Listen to your Trainer, they are the expert in exercise now
Application:
The team that I decide that worked the hardest, participated the most, and was
respectful of their trainer would receive an extra point.
Activity 4 (12 min): Team Captain Leads Team Through Dribbling Drill
The team captain will lead their team through dribbling with their dominant hand
the length of the gym, dribbling through cones with their dominant hand, and dribbling in
place with their dominant hand.Extension:
Use your opposite hand
Increase/decrease speed
Increase/decrease distance
Refinement:
Try not to look at the ball while dribbling
Keep head up
Dribble ball below your waist
Application:
The team that finishes the dribbling exercise the fastest will get to choose what
color jerseys they get to wear.
Closure (3min):
Review of the responsibilities
Review of what they did a good job at
We will be working on dribbling drills tomorrow
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Teaching Candidate: Josh Toon Date/Time: Day 2
School: Future School Grade Level: 9th grade
Unit: Sport Education: Basketball Lesson Focus: Dribbling
EquipmentNeeded: Teaching Style: Direct Instruction
Open Space
25 basketballs
25 cones
Student Prerequisites:
Willingness to learn
Active listening
Student Objectives:
4. (Psychomotor) Students will be able to continuously dribble a basketball usingboth hands while moving.
5. (Cognitive) Students will be able to recall the cues for dribbling a basketball at
the end of the class.
6. (Affective) Students will be able to be attentive while the teacher is giving a
demonstration of how to dribble a basketball.
National Standards:
Standard 1: Demonstrates competency in motor skills and movement patternsneeded to perform a variety of physical activities.
Standard 2: Demonstrates understanding of movement concepts, principles,
strategies, and tactics as they apply to the learning performance of physical activities.
ISBE Standards:
Standard 3: The competent physical education teacher understands human
movement, motor skills, and their developmental sequence.
Standard 4: The competent physical education teacher organizes activities and
techniques for developing motor skills.
Standard 5: The competent physical education teacher guides the dynamic
interaction between individuals and within groups while they are engaged in activities for
personal and social development.
Safety:
Students will pay attention to their surroundings at all times.
Students will follow the teachers instructions.
Students will use the equipment appropriately.
Health Related Fitness (HRF) Component & Activities that Support Learning of
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HRF: Cardiovascular Endurance and Muscle Endurance: The students will be wearing
heart rate monitors to measure how hard they are working. The dribbling exercise will be
fast paced and will get their heart rates up while using their muscles to continuously dribblea basketball.
Instant Activity: Chicago Bulls Warm-up (wearing Heart Rate Monitors) (10 mins)Students will get in line behind 1 other student on the baseline and spread out
across the line. When the teacher yells, go, the students will do an exercise to half court
and then jog to the other end of the gym. The exercises are: Sprinting, high knees, sharpcuts from left to right, trunk rotations, and quick feet.
Set Induction (2min):
Review of last class
We will be doing some dribbling drills today
Activity 1 (5 min): Dribbling in place with dominant hand
Students spread out in the gymExtensions:
Increase speed of dribble
Alternating height of dribble
Refinement:
Stay in a triple threat stance (knees bent, shoulders slightly over toes)
Keep other hand up to protect the ball
Application:
See how long you can dribble with your dominant hand without losing control of
the ball
Activity 2 (5 min): Dribbling in place with non-dominant hand
Students spread out in the gymExtensions:
Increase speed of dribble
Alternating height of dribble
Refinement:
Stay in a triple threat stance (knees bent, shoulders slightly over toes)
Keep other hand up to protect the ball
Application:
See how long you can dribble with your non-dominant hand without losing controlof the ball
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Activity 3 (10 min): Dribbling with dominant hand while moving
Students will spread out in the gym and will start to dribble with their head up to avoid
other students.Extensions:
Increase/Decrease speed
Alternating height of dribble
Make sharp cuts
Refinement:
Keep head up
Keep other hand up to protect the ball
Stay in a triple threat stance
Application: See how long you can dribble with your dominant hand without losing control of
the ball or running into another student
Activity 4 (10 min): Dribbling with non-dominant hand while moving
Students will spread out in the gym and will start to dribble with their head up to avoid
other students.
Extensions:
Increase/Decrease speed
Alternating height of dribble
Make sharp cuts
Refinement:
Keep head up
Keep other hand up to protect the ball
Stay in a triple threat stance
Application:
See how long you can dribble with your non-dominant hand without losing control
of the ball or running into another student
Closure (3min): Review of the dribbling cues
Feedback on what they did good today
Feedback on what they need to work on
Work on lay-ups tomorrow
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Teaching Candidate: Josh Toon Date/Time: Day 3
School: Future School Grade Level: 9th grade
Unit: Sport Education: Basketball Lesson Focus: Lay-ups
EquipmentNeeded: Teaching Style: Direct Instruction
Open Space
25 basketballs
6 NCAA regulation Basketball hoops
Student Prerequisites:
Willingness to learn
Active listening
Student Objectives:
7. (Psychomotor) Students will be able to successfully make a lay-up with theirdominant hand.
8. (Cognitive) Students will be able to recall the cues for performing a lay-up at
the end of the class.
9. (Affective) Students will be able to be attentive while the teacher is giving a
demonstration of how to perform a lay-up.
National Standards:
Standard 1: Demonstrates competency in motor skills and movement patternsneeded to perform a variety of physical activities.
Standard 2: Demonstrates understanding of movement concepts, principles,
strategies, and tactics as they apply to the learning performance of physical activities.
ISBE Standards:
Standard 3: The competent physical education teacher understands human
movement, motor skills, and their developmental sequence.
Standard 4: The competent physical education teacher organizes activities and
techniques for developing motor skills.
Standard 5: The competent physical education teacher guides the dynamic
interaction between individuals and within groups while they are engaged in activities for
personal and social development.
Safety:
Students will pay attention to their surroundings at all times.
Students will follow the teachers instructions.
Students will use the equipment appropriately.
Health Related Fitness (HRF) Component & Activities that Support Learning of
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HRF: Cardiovascular Endurance and Muscle Endurance: The students will be using CV
endurance and muscle endurance today as they perform lay-up drills. They will be running
and using their muscles while they do a lay-up in the drill.
Instant Activity: When all students enter the gym they will quickly jog 2 laps around
the gym. (3min)
Activity 1 (10min): Dominant Hand Lay-ups
Students will break up into their teams and perform lay-ups at their basket withtheir dominant hand. They will each have a basketball and when the teacher says, go they
will shoot a lay-up and go to the end of the line. When the person gets their rebound then
the next person can shoot their lay-up.
Extensions:
Jump higher
Pretend to use other hand to protect ball from defender
Refinement: Right hand lay-up=right leg goes up
Aim for the white box on the glass
Application:
See how many lay-ups you can make before time is called.
Activity 2 (10min): Non-Dominant Hand Lay-ups
Students will break up into their teams and perform lay-ups at their basket withtheir non-dominant hand. They will each have a basketball and when the teacher says, go
they will shoot a lay-up and go to the end of the line. When the person gets their rebound
then the next person can shoot their lay-up.Extensions:
Jump higher
Pretend to use other hand to protect ball from defender
Refinement:
Left hand lay-up=Left leg goes up
Aim for the white box on the glass
Application:
See how many lay-ups you can make before time is called.
Activity 3 (10min): Dominant Hand Lay-ups off a dribble
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Students will take turns like in the drill before but they will start by the free throw
line. They will take one dribble and perform a lay-up with their dominant hand.
Extensions:
Jump higher
Pretend to use other hand to protect ball from defender
Dribble with your dominant hand
Refinement:
Right hand lay-up=right leg goes up
Aim for the white box on the glass
Application:
See how many lay-ups you can make before time is called.
Activity 4 (10min): Non-Dominant Hand Lay-ups off a dribble
Students will take turns like in the drill before but they will start by the free throw
line. They will take one dribble and perform a lay-up with their non-dominant hand.Extensions:
Jump higher
Pretend to use other hand to protect ball from defender
Dribble with your non-dominant hand
Refinement:
Left hand lay-up=Left leg goes up
Aim for the white box on the glass
Application:
See how many lay-ups you can make before time is called.
Closure (3min):
Review of what we did today
Feedback on what they did good
Feedback on what they need to improve on
Work on free throws tomorrow
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Teaching Candidate: Josh Toon Date/Time: Day 4
School: Future School Grade Level: 9th grade
Unit: Sport Education: Basketball Lesson Focus: Free Throws
EquipmentNeeded: Teaching Style: Direct Instruction
Open Space
25 basketballs
6 NCAA regulation Basketball hoops
Student Prerequisites:
Willingness to learn
Active listening
Student Objectives:
10. (Psychomotor) Students will be able to successfully make a free throw.11. (Cognitive) Students will be able to recall the cues for performing a free throw.12. (Affective) Students will be able to be attentive while the teacher is giving a
demonstration of how to perform a free throw.
National Standards:
Standard 1: Demonstrates competency in motor skills and movement patterns
needed to perform a variety of physical activities.
Standard 2: Demonstrates understanding of movement concepts, principles,strategies, and tactics as they apply to the learning performance of physical activities.
ISBE Standards:Standard 3: The competent physical education teacher understands human
movement, motor skills, and their developmental sequence.
Standard 4: The competent physical education teacher organizes activities andtechniques for developing motor skills.
Standard 5: The competent physical education teacher guides the dynamicinteraction between individuals and within groups while they are engaged in activities for
personal and social development.
Safety: Students will pay attention to their surroundings at all times.
Students will follow the teachers instructions.
Students will use the equipment appropriately.
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Health Related Fitness (HRF) Component & Activities that Support Learning of
HRF: Muscle Memory: Students will work on muscle memory while shooting free throws.
If you work on something enough it becomes second nature and it is easier to perform andcan be done without thinking about the cues.
Instant Activity: Chicago Bulls Warm-up (wearing Heart Rate Monitors) (10 mins)Students will get in line behind 1 other student on the baseline and spread out
across the line. When the teacher yells, go, the students will do an exercise to half court
and then jog to the other end of the gym. The exercises are: Sprinting, high knees, sharpcut from left to right, trunk rotations, and quick feet.
Set Induction (2min):
Review of last lesson
Work on shooting free throws today
Activity 1 (5min): Go over motion of shooting a free throw.
First, go through your routine Bend the knees
Ball should be at your waist
As you start to bring the ball up, straighten your legs
When you release the ball you should be on the balls of your feet
Snap your wrist at the end of the release to get rotation
Activity 2 (5min): Make your own Routine for free throw
Students meet with their teams and practice doing their routine before shooting afree throw.
Activity 3 (15min): Shoot 10 Free ThrowsStudents will shoot 10 free throws at their basket with their team, rotating every 2
shots.
Extensions:
Close your eyes
Use opposite hand
Refinement:
Be lined up to the basket
Follow through
Finish on the balls of your feet Do not rush your shot, take your time
Application:
How many free throws can you make out of 10 shots?
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Activity 4 (15min): Peer Teaching Opportunity: Free Throws
Students will help students with their mistakes by positively giving them feedbackon what they need to do. All students should provide feedback. (Follow through, bend
your knees, and finish on the balls of your feet).
Closure (3min):
Review of the lesson today
Feedback on what they did good
Feedback on what they need to improve on
Basketball Stations tomorrow
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Teaching Candidate: Josh Toon Date/Time: Day 5
School: Future School Grade Level: 9th grade
Unit: Sport Education: Basketball Lesson Focus: Stations
EquipmentNeeded: Teaching Style: Practice Style
Open Space
25 basketballs
6 NCAA regulation Basketball hoops
25 Cones
4 Jump Ropes
Student Prerequisites:
Willingness to learn
Active listening
Student Objectives:13. (Psychomotor) Students will be able to successfully complete all the stations
today.
14. (Cognitive) Students will be able to recall the importance of all the stations atthe end of class.
15. (Affective) Students will be able to be attentive while the teacher is giving a
demonstration of how to perform the different stations.
National Standards:
Standard 1: Demonstrates competency in motor skills and movement patterns
needed to perform a variety of physical activities.Standard 2: Demonstrates understanding of movement concepts, principles,
strategies, and tactics as they apply to the learning performance of physical activities.
Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
ISBE Standards:
Standard 3: The competent physical education teacher understands humanmovement, motor skills, and their developmental sequence.
Standard 4: The competent physical education teacher organizes activities and
techniques for developing motor skills.
Standard 5: The competent physical education teacher guides the dynamicinteraction between individuals and within groups while they are engaged in activities for
personal and social development.
Safety:
Students will pay attention to their surroundings at all times.
Students will follow the teachers instructions.
Students will use the equipment appropriately.
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Health Related Fitness (HRF) Component & Activities that Support Learning of
HRF: Muscle Memory: Students will work on muscle memory while shooting free throws.If you work on something enough it becomes second nature and it is easier to perform and
can be done without thinking about the cues.
Instant Activity: Chicago Bulls Warm-up (wearing Heart Rate Monitors) (10 mins)
Students will get in line behind 1 other student on the baseline and spread out
across the line. When the teacher yells, go, the students will do an exercise to half court
and then jog to the other end of the gym. The exercises are: Sprinting, high knees, sharpcut from left to right, trunk rotations, and quick feet.
Set Induction (5min):
Review of last lesson Basketball Stations today
Go over demonstration of each station
Activity 1 (30 min): Basketball Stations
Stations: 1. Right Hand Dribble in place2. Left Hand Dribble in place
3. Right Hand Crossover in place
4. Left Hand Crossover in place5. Full Court Lay-ups
6. Free Throws at 2 Baskets
7. Dribble Through Cones8. Lay-ups with both hands at 2 baskets
9. Dribble with 2 basketballs to half court and back
10. Lane Slides
11. Jumping Rope12. Push-up and Sit-up (alternate every 30 seconds)
Students will get in groups of 2 and start at a station. Only one group will be at a
station. They will do each task for 2 minutes then rotate to the next station. They will get30 seconds of rest in between each station.
Extension:
Increase/Decrease Intensity
Increase/Decrease Duration
Increase/Decrease Reps/weight
Refinement:
Motivate your partner to work hard
Do not cheat yourself
Remember the cues for each skill
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Application:
Which ever group I decide that worked the hardest and participated the mostwill get an extra point.
Activity 2 (5min): Record Heart Rate
Students will record their heart rate for the stations and try to improve next time wedo the stations.
Closure (3min):
Review of the stations
Why they are important
Good job on working hard
See you next week
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Appendix
Scoring
2 point field goal- a shot made from anywhere during play inside the 3pt arc.
3 point field goal- a shot made from anywhere outside the 3 pt arc.Free throw- 1 point is awarded to an unguarded shot taken from behindthe free throw line while the clock is stopped.
Skills
Boxing out- a players position between an opposing player and thebasket to obtain a better rebounding position.
Dribbling- bouncing the ball with 1 hand using your fingertips instead ofyour palm so that it rebounds back to yourself (the only legal way tomove with the ball)
Passing- moving the ball by throwing, bouncing, handing, or rolling it to
another player (Chest, Bounce, Lob) Shooting- throwing the ball to make a basket
Pivoting- stepping once or more in any direction with the same footwhile holding the other foot at its initial point.Rebounding- The recovering of a shot that bounces off the backboard orthe rim.
Fouls
Blocking- impeding the progress of an opponent by extending one orboth arms horizontally or getting in the path of a moving player.
Charging- running into a stationary player while you are moving with theball.
Hacking- the player hits the arm or hand of the person holding the ball.Holding- the player holds the person with or without the ball.
Violations
Traveling- moving illegally with the ball
Three seconds- an offensive player remains in the key (free throw lane-the area under the basket) for more than 3 secondsDouble dribble- a player dribbles the ball with both hands at the sametime or they stop and then start dribbling again
Terms
Air ball- a shot that completely misses the rim and the backboard
Assist- a pass to a teammate who then scores a field goal.
Defense- team trying to stop the other team from scoring
Dunk- to throw the ball down into the basket with the hand above thelevel of the rim
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Fast break- dribbling or passing the ball towards your basket before thedefense can set up
Man-to-man- a defensive strategy where everyone guards an assignedplayer
Offense- team trying to score
Turn over- any loss of the ball without a shot being takenZone defense- a defensive strategy where everyone guards an areainstead of a player (2-1-2, 2-3)