Physical Education Lesson PlanBall Pass

By: Ashley Jordan & Brittany Sloan

National Association for Sport and Physical Education (NASPE)

Content Standards

Standard 2:Students demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

GRADE 2ACADEMIC STANDARDS FOR PHYSICAL

EDUCATION • Standard 1

Motor Skills and Movement Patterns: Students demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.

• Students learn to utilize cognitive information to achieve mature (proficient) fundamental motor skills. Knowledge and application of movement concepts (body, spatial, directional, and temporal awareness), relationships, and strategies enhance independent learning and effective participation in physical activity.

• 2.2.3 Identify and apply the basic elements for efficient locomotor, nonlocomotor, stability, and manipulative skills.

INTASC Standard, Description and Rationale

• Standard #7 Planning for InstructionThe teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community content.

Name of Artifact: Physical Education Lesson PlanDate: October, 16, 2013Course: EDUC 240

Brief Description: For this assignment, I developed a physical education lesson plan that documents the steps I will utilize as an educator when teaching a physical activity to my students. In this lesson plan, I have included state and national standards, objectives for my lesson plan, and methods for teaching the lesson.

Rationale: To document my understanding of Standard #7, Planning for Instruction, I selected to include my Physical Education Lesson Plan because this assignment demonstrates my ability to plan a lesson plan for my students involving physical activity. I have paid attention to what grade this lesson is for and gave appropriate skills and goals for the grade. I have also set up an action plan for safety concerns and accommodations for all students.

Lesson Objectives Grade Level K-2

Activity can be done in classroom, but would probably work best outside or in gym

Equipment Needed: Basketball (possibly smaller, softer ball)

Students will make a chest pass with a basketball

Warm-up activity will take 5 minutes

Lesson Activity will take 15-20 minutes

Closing Activity will take 5 minutes

MEASURABLE AND OBSERVABLE OBJECTIVES

• Students will be able to improve their proficiency in the skill of basketball passing.

• Students will be able to perform passing skills using the proper cues of the chest pass.

GOALS• Demonstrate competency in many movement forms and proficiency in a few movement forms

•Demonstrate responsible personal and social behavior in physical activity settings

WARM-UP ACTIVITY• Passing Relay:

Set up two lines. Set up students in designated spots in each line. Students will then pass the ball on down the line starting at one end of the gym to the other end of the gym. When the last person gets the pass, he/she will dribble to the front of the line. Then students will rotate to the next spot in line. The race ends when the person at the front of the line is at the end of the line. Discuss safety rules before beginning the relay (eye contact before passing, receivers give targets, and pass at a safe speed).

PROCEDURE• Begin by discussing and demonstrating the cues of the chest

pass.

Chest Pass Cues (bend, extend, release):

• Square body.

• Thumbs against chest -- elbows bent and out.

• Step toward the target.

• Extend arms -- fully release ball to target.

• Thumbs should now be pointed down.

CLOSING ACTIVITY• At the end of class, review by asking the following questions:

• Where should your thumbs be pointing after a chest pass? (downward)

• Before you pass, what should you make sure your partner is doing? (eye contact; targets)

BALL PASS RUBRICHUSKERS SOONERS LONGHORNS JAYHAWKS

TRUNK LEAN No trunk lean Minimal to exaggerated trunk lean

Slight forward lean

Powerful forward lean

FINGER PLACEMENT

Fingers on bottom and/or top of ball

Fingers directly behind ball

Fingers on side of ball and slightly behind the ball

Fingers in relaxed correct position on ball

STEP No step Minimal step forward

Full-stride step forward

Step forward in direction of throw

ARMS—CHEST Arms have little to no extension

Arms partially extended after ball is released

Arms extended toward target after releasing ball

Arms fully extended with added wrist action

ACCOMODATIONS/SUCCESS FOR ALL• Students could pass the ball from a sitting position

• Students could use a smaller, softer ball

• Students could stand still instead of stepping out with pass

• Students could work on other passes (e.g. overhead pass or bounce pass)

REFERENCES• Kovar, S. K., Combs, C. A., Campbell, K., Napper-Owen, G., &

Worrell, V. J. (2012). Elementary Classroom Teachers as Movement Educators (4th ed.). New York, New York: McGraw-Hill.