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UNIT PLAN

ROWAN UNIVERSITY DEPARTMENT OF HEALTH AND EXERCISE SCIENCE

HEALTH & PHYSICAL EDUCATION

Teacher: Nicole Marincola Unit Title: Football

Grade level: 9 Number of classes: 10 Duration of classes: 40 minutes; No. of Students: 24

A. Unit Context

Unit guiding framework

This football unit is structured to increase students performance level and to provide the students with the knowledge needed to perform at the best of their ability. The unit will incorporate team work and inclusion while learning the rules, formation, skills, and history that are associated with football. A portion of the unit will be dedicated to allowing the students to design and implement offensive and defensive team strategies as well as a class contract, team posters, and cheers.

Student abilities/skill proficiency level:

Football can be considered a complex sport when incorporating regulations and strategies. Many students will understand the basics of football but will require skill practice and the opportunity to apply the skills learned in a competitive game setting. They also may be unclear on the rules and how to play the game. In order to perform the skills, and then apply them in a football game, students will practice skills such as throwing, catching, and running in multiple activities. Each student will be given the opportunity to practice and refine these skills, then apply them in an actual competitive setting.

Anticipated difficulties and how they will be addressed:

Difficulty: Students might not want to participate because they are not interested in football.

Solution: Include and motivate students by assigning them a role on their team. Introduce new and fun activities.

Difficulty: Students do not share the ball or include other team mates during activities and games.

Solution: Set rules and procedures for students to follow that will require every student to have contact with the ball each game.

Difficulty: Students are confused about the rules in the game.

Solution: After a lesson on rules have the students study rules and assess their knowledge through a written cognitive test. Give ample time for applied setting practice games. (See appendix A)

Equipment and Materials:

Footballs: 18 (two different sizes)

Flag waist bands: 24

Timer

Whistle

CD Player

Poly Spots: 30

Cones: 30

Pinnies: 24 (12 Red and 12 Blue)

Hula-hoops: 30

Scoreboard

Glue

Poster Paper

Colored Index Cards

References:

Dr. Peter Rattigans Unit Plan and Class Experiences

http://www.pecentral.org/lessonideas

http://www.gobookee.org/

http://www.state.nj.us/education/cccs/

Youtube.com

In Appendices:

Joel Larrius- Cognitive questions, Skill assessment.

Dan Cargentos- Micro 1, Cognitive questions, Skill assessment

James Obriens Micro 1, Skill assessment

B. Big Ideas (Standards, Essential Questions, Outcomes, Assessment Evidence)

Unit Goals

Content Statement:

2.5.8.A Motor Skill Development Movement Skills and Concepts

Individual and team execution in games, sports, and other activity situations is based on the interaction of tactical use of strategies, positive mental attitudes, competent skill levels, and teamwork

2.5.8.B Motor Skill Development

Strategy

Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort.

2.5.8.C Motor Skill Development Sportsmanship, Rules, and Safety

Self-initiated behaviors that promote personal and group success include safety practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior, and positive social interaction.

NJCCCS CPIs Addressed:

2.5.8.A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice) into applied settings (i.e., games, sports, dance, and recreational activities).

2.5.8.A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance.

2.5.8.A.4 Detect, analyze, and correct errors and apply to refine movement skills.

2.5.8.B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of settings.

2.5.8.B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for improvement.

2.5.8.C.1 Assess player behavior for evidence of sportsmanship in individual, small-group, and team activities.

2.5.8.C.2 Summarize types of equipment, products, procedures, and rules that contribute to the safety of specific individual, small-group, and team activities.

Essential Unit Questions: Big Ideas

What are three key components of football? What are the essential skills used in football? How can we apply what we learned to other team sports? What are some standard rules that are used in all team invasion sports? What is a class contract and why is it important when participating in team invasion sports?

Domain

Unit Learning Outcomes

Assessment Evidence

Psychomotor

SWBAT perform football skills, throwing, catching, and running with proper form and technique 90% of the time.

SWBAT participate in basic skill practice sessions, games, and Superbowl Championship.

SWBAT demonstrate at least two offensive team strategies during Superbowl Championship games.

SWBAT compete in championship game while incorporating skills and strategies learned in class.

See Appendix A

Skill test students at the beginning and end of unit

Teacher will observe students each day during practice, games, and Superbowl

Peer assessments and observations

Cognitive

SWBAT recite the rules, formation, and history of football when asked randomly in class.

SWBAT describe the proper way to catch, throw, and run with the ball identifying 90% of key points.

SWBAT identify the different offensive strategy patterns used in football.

SWBAT demonstrate their knowledge on football rules, regulations, and strategies by receiving an 80% or higher on the written test.

See Appendix A

Formal cognitive written test

Informal quick writes in the beginning of class

Collaborative review at the end of class

Pop Quiz

Affective

SWBAT cheer on teammates during games and Superbowl

SWBAT encourage, motivate, and support team mates each class during skill practice, games, and culminating activities.

SWBAT provide constructive feedback statements to at least two peers throughout unit.

SWBAT high-five peers after each practice, game, activity, and championship.

See Appendix A

Observation- checklist

Thumbs up - Thumbs down after each lesson

Self - Assessment (TPSR)

Culminating Performance Task(s):

Students will work together and show leadership, cooperation, and responsibility while performing their various roles in the culminating Superbowl Championship. Completion of the unit students will perform at a higher skill and maturity level. Students will contribute to their team through the various roles they were assigned.

C. Daily Lesson Description

Total Length of unit: 10 lessons

Lesson # 1 of 10. Title: Introduction to Football and Create a Team

Day 1

1. Introductory activities: (10 Minutes)

Quick Write- What do you know about football worksheet. Collect worksheet and then ask students to line themselves up without talking only using gestures in order from tallest to shortest. Teacher will then count down the line 1..2..3..4..1..2..3..4..1 developing four sport education teams of six students per team. Students will then sit with their teams. Teacher can now use own judgment to alter teams if needed. Instruct students to write down each team members name on a piece of paper. Each team will have a different color piece of paper- Blue, Red, Yellow, and Green.

2. Fitness Activities: See appendix B

3. Learning Focus Activities: (20 Minutes)

Skill Assessment practice to estimate skill level. See appendix A

PowerPoint on History, Rules, How to Play, and Skills.

4. Culminating activity: (7 Minutes)

Crossword puzzle on football rules and how to play. Come up with a team name** (Will use next class)** Each student will each come up with name for their team in class.

5. Closure: (3 Minutes) Ask students to think about team logos, mascot, and cheers for next class.

Day 2- Introduction to Football Skills- Throwing and Catching

1. Introductory Activities: (10 Minutes)

Instruct students to get into their sport education teams and ask them to create their team name, mascot, and logo. ** (Can collaborate and use teammates ideas they wrote down from prior class) ** Provide students with an outline and tentative schedule on football unit.

2. Fitness Activities: (5 Minutes) See appendix B

3. Learning Focus Activities: (15 Minutes) Throwing and Catching

Instruct students to observe as throwing and catching is explained and demonstrated. Students will then find a partner and line up along sidelines facing partner. Ask one student to move four steps backwards towards the middle of the gymnasium. Now students will practice throwing and catching. Teacher will circulate providing constructive criticism. Ask students to watch again while teacher demonstrates (or ask a student to demonstrate) while giving them feedback on what was done correctly and what can be improved. Instruct students to resume practicing. Every few minutes suggest that the students should take one large step back creating a bigger space between the partners and increasing the level of difficulty.

4. Culminating Activity: (7 minutes)

Instruct students to get into sport education teams and participate in a throwing and catching relay race. Half of the team on one side of the cones facing the other half of team. Once whistle is blown relay will begin. This activity will focus on the skill throwing and catching. Remind students to concentrate on their form, technique, and accuracy.

5. Closure: (3 Minutes)

Have students take a seat and review the basic skills learned. Ask a few students one at a time to volunteer and demonstrate what they learned by throwing and catching.

Day 3- Introduce Running; Player Positions


Quick Write- Students will answer the following questions.

1. How would you define running?

2. Is there just one position in football that runs more than the rest? If so what position would that be? If not what positions are required to run the ball on the offensive side?

3. Is there one person who is solely responsible for running the ball?



Demonstrate and explain the proper running technique in football. Introduce the positions in football, their responsibilities on the team, and offensive vs. defensive playing positions. Go over the importance of perfecting proper form and technique while running with the ball. Show clips on youtube of fumbling the ball or losing control of the ball during big plays in the game.

http://www.youtube.com/watch?v=4ogI_K-JmCc

http://www.youtube.com/watch?v=Vuvz15OjCVc


Instruct students to get into sport education teams, half the team on the sideline and the other half in the middle of the gym in between both sidelines. Using one football students will perform drills on running. First drill student runs towards team member and hands them the ball. Then he/she will run towards other side and hand the ball over. Students will be reminded to use proper technique and hold the ball close to their body when running towards team mate. Practice and then instruct students to use this technique in a relay race all teammates must receive the ball twice and then sit down when finished. When finished all students should be sitting and waiting for instruction.


Go over questions students answered for quick write.

Day 4- Skill Review; Offensive/Defensive Strategies


Instruct students to complete pop quiz on what we learned thus far. Catching, throwing, and running skills, rules, and how to play. 10 question matching. Review the proper form and technique of running, catching, and throwing. See Appendix A



Hand out offensive strategies worksheet that displays three different plays: slant, fly, and post. Instruct students to look them over while teacher explains how to perform each and demonstrates what they look like. Instruct students to practice the plays in their sport education teams, rotating positions. (QB, RB, Center, Receivers) Instruct students to create three new secret offensive plays and then practice each strategy. Go over defensive strategies: man-man coverage, blocking, and back pedaling. Back pedal drill relay race.


Explain the three position game. This game is to familiarize the students with the roles of the quarterback, center, and receivers and the different pass patterns. Students will be grouped into threes and rotate between positions QB, center, and receiver. Just as they did when practicing offensive strategies but this will be quick and competitive. Students will keep track of how many completed plays they achieved.

http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=3733#.UpUShvWrHng


Instruct students to sit and ask them the following questions:

1. What are the names of the three offensive plays we went over?

2. What are the names of the player positions we used today?

3. Did you have fun playing the three position game?

Day 5- Class Contract ; Assign Roles on Team


Ask students what they think a class contract is? Instruct students to get into their sport education groups and using their teams color paper (red, blue, green, and yellow) write down qualities they look for when they are working in groups/teams. As many words they can come up with in 3 minutes. Then each group will share what they wrote. Instruct each group to write what they believe to be their ten most important qualities on color coded index cards. Then we will make a class contract chart by taping the index cards together and going over each of them. (Words to think of... cooperation, trustworthy, honesty, responsible, respectful, fun, support, teamwork, inclusion) This will be our class contract.



Instruct students from now on to keep in mind our class contact when participating in all games and activities. Have students remain in their sport education teams and designate roles for each person on their team. Roles are: Scorekeeper (keeps score, take notes), referee (watches out for fair play), team manager (manages team, makes sure everyone is included), coach (organizes player positions and takes role), demonstrator (if team member is unsure he/she will demonstrate) and cheerleader (will cheer on team mates, initiate high fives, and motivate.)


Football tag: This game is a cross between freeze tag and football. Students are picked to be it and when they tag someone, the tagged person is automatically frozen. In the game there is one football and the student with the football is responsible to hand it off to someone who is frozen.The football acts as the melting ball, when a frozen person is handed the ball he or she is defrosted and once again free. The taggers main goal is to freeze everyone, including the person with the football (melting ball). If he or she accomplishes this the game is over. The runners or free students main objective is to stay defrosted and to keep all their classmates defrosted as well. Rules: Students are not allowed to throw the football (melting ball). They must hand off the ball at all times. Once a student is defrosted they get free backs into the game. (http://www.pecentral.org)


As a group come up with a cheer that we will use at the end of each class. Use clapping, stomping, movement, and energetic phrases. Remind students we will be creating team posters tomorrow and may bring in materials.

Day 6- Team Posters and Cheers


Return quizzes to students. Instruct students to get into sport education groups and begin working on their team cheer. Students will work on team cheer and practice it. Remind students to include different movement patterns, levels, and shapes. Be creative!



Students will work on their team posters and include mascot. Glue and poster paper will be the only material provided. Each team will present one at a time by starting off with their cheer and then display poster to the class. Each team will get five minutes to perform cheer and display poster.


Students will then vote for their favorite cheer and poster anonymously and individually. Students may not vote for their own team.


Ask students by raising their hand if they enjoyed making the posters and cheers?

Ask students why they think it is a good idea to create team posters and cheers?

*Remind students to study for test next class.

Day 7- Football Test , Practice Offensive Strategies


Instant Activity- Students will be instructed to participate in a group problem solving activity. Lap Circle- All students have to become a seat for the person in front of them and also sit down on the person behind them creating a sturdy circle. This is a good opening activity to remind students to trust and support one another.


Football Test See appendix A



Play a mini game of flag football. 6 on 6. Each team will get to play each team once. Regular rules but short games. Only two minutes each round.


Announce the team winners for the poster and cheers.

Day 8- Skill Testing


Football Bingo- http://pecentral.org/lessonideas/ViewLesson.asp?ID=4913#.UpabYeIUiFw

This game is designed to help practice and improve football skills. Using hula hoops students will run around the gymnasium collecting footballs and bringing them back to their hula hoop. Once students get three they will yell BINGO and the game starts over again. Passing and tucking the ball while running is required.



Skill Testing- See appendix A


Skill Testing continued- If finished play Flag Tag: Students will wear flag bands around waist and everyone is IT students will attempt to take other players flags while protecting their own. Once both your flags are gone you are out. Object is to get the most flags without losing your own.


Stretching Circle- Have students get into a circle and starting with one student ask them to perform a stretch (static or dynamic). Each student will now copy that stretch and hold for 15 seconds. Then repeat going around the circle to each student.

Day 9- Start Superbowl Tournament


Self-Assessment- TPSR



Superbowl- The games will begin. Each team will play two teams. Each round will be four minutes. The teams that are not playing at the moment will use their assigned roles for the other team playing. Example team B and Cs scorekeeper will keep track of the games score that A and D are playing.

Teams: Match

A vs B

D vs C

C vs A

D vs B


Students will go around and high five each person in class and say something positive.


Hand back Football Test

Ask students if they had fun by a raise of hands

Perform class cheer

Day 10- Superbowl Championship


All teams will display poster and perform cheer for class. Teams will be given time to choose offensive routes they would like to use on each team.



Super Bowl Continued:

All teams will play each other in 3 minute rounds


The two teams with the most cumulating wins from both days will play each other in a four minute game.


Instruct students to celebrate accomplishments and congratulate winning team.

Shake hands with all class mates

Perform class cheer

Instruct students to sit and then provide them with positive feedback.

APPENDICES (Insert or attach additional documents, e.g., handouts, PowerPoints, worksheets, assessment tools, etc.)

Appendix A: Unit Assessments

Football Skill Assessments

Students will rotate around gymnasium in their sport teams clockwise. At each station they will perform the task at designation. The skills that will be assessed are as follows:

Throwing and Catching:

Students will get into pairs. Each student will pass the football back and forth four times, check the box if preformed correctly and receive a score from 1-4.

Football Skills

Attempts

Football Pass

1

2

3

4

Proper Grip

Proper Stance- 45 degree angle

Step with non dominant foot

Follow through/Thumb down

Accuracy- Throw to partner

Total

Football Catch

1

2

3

4

Keep eyes on the ball

Ready position

Athletic Stance

Catch the ball

Diamond shape hands

Total

Inspired by: Gobookee.org Hawks PE

Running:

Skill Assessment

Have students pair up and hand each an evaluation sheet. They are to peer assess and write one constructive critique for each task.

Task

1 -basic movements /poor execution

2- Moderate excution

3- Almost/perfect execution

High knees

(Assess peers body posture)

Constructive criticism:



Run

(Assess peers coordination and form)




Sprint

(Assess peers strides)




Distances run

(Assess peers stride)




Joel Larriu

Football Route Running Performance Assessment:

The students will be in their respective sport education teams practicing their route running skills as displayed by the teacher throughout the unit. The teacher will take the place of the quarterback and call a different route for each student. The student will have to identify the route, run the correct pattern, and display the proper form when running the respective pattern. Each student only have to run one route to display their ability but may elect to try to run the same route again if they feel as if they can display better form. The rubric for scoring the students is attached and each category is ranked in order from least to greatest ability from Unacceptable, Needs Improvement, Acceptable, and Excellent.

Fade Route

U

NI

A

E

Runs correct route

X

Steps with correct foot first

X

Attacks the Ball

X

Proper hand placement for catch

X

Tucks ball after catching

X

Button Hook / Curl Route

U

NI

A

E

Runs correct route

X


X

Attacks the Ball

X


X


X

In Pattern

U

NI

A

E

Runs correct route

X


X

Attacks the Ball

X


X


X

James Obrien

Football Routes Assessment 2 :

Observe students while playing in tournament. Students must utilize at least three different routes during tournament games.

Dan Caregnato

Cognitive Test Assessment:

Football Exam

Please put your name, date, and class period at the top of the page.

Answer the following questions, multiple choice, true/false, and short answer.

1. Who was the "Father" of football?

a. Walter Johnson

b. Walter Camp

c. Johnson Walt

d. Cam Newton

2. Where was the first football game played and between what two colleges?

a. USA between Harvard and Yale

b. USA between Harvard and McGill University

c. Canada between Harvard and McGill University

d. Canada between Harvard and Yale

3. According to the rules of flag football what is the standard word used by the QB to let the center know everyone is ready. (Start the play)

a. Set

b. Play

c. Play ball

d. Hike

e. All are used in football

4. There are _______ yards to each down and ______ downs to each offensive turn over, where the defensive side now has possession of the ball.

a. 20, 4

b. 10, 4

c. 4, 10

d. 4, 20

e. 15, 5

5. How many points are awarded for a touchdown?

a. 7

b. 6

c. 5

d. It depends on the situation

By Nicole

6. When running a post, you run to the....

a. corner of endzone

b. sideline

c. Field Goal Post

7. When running an out route you should run towards the QB.

T or F

8. When receiving a pass below your waist you should put your pinky fingers together and catch it.

T or F

9. A post is a deep pass.

T or F

10. When running a slant, you should make it look like youre going up field first instead of running the slant right away.

T or F

By Dan

11. What size stride is used for fast pace and for long distance? Give rationale.

12. What foot is used to start running?

13. Only when running at a full sprint do you lift the right leg with the right foot and vice versa?

14. What part of the foot has to hit the floor first when sprinting?

15. Explain in detail how your upper body should look if running with proper form and technique?

By Joel

16. Teamwork, Cooperation, and Trust are all part of a class contract? T or F

17. Slant, Post, and Back Pedaling are all offensive routes? T or F

18. When losing the ball while already having it in your possession is called Fumble? T or F

19. The running back receives the ball after it is already thrown from the QB? T or F

20. Getting an offside penalty results in losing possession of the ball no matter what? T or F

By Nicole

Appendix B: Unit Daily Activities

Cardiovascular Fitness: (By Joel Larriu) Never received.

Flexibility

Have students will stand on sideline of gymnasium facing the demonstrator. Demonstrate and guide students through the stretches using the following instructions:

1. Head / Neck rolls- Relax neck, head down and slowly circle your head from left to back to right to front. We will do this five times to left (clockwise) and five times to the right (counter clockwise)

2. Arm Circles- Arms raised up and straight out to the side starting forward make circular motions in air. Then repeat going backwards. Students will do 10 forward/10 backward.

3. Triceps- Put right hand palm down on your right shoulder blade. Grab right elbow with left hand and push slightly backwards. Students will repeat this on the left side and hold each stretch for 20 seconds.

4. Shoulder- Put right arm straight out in front of you grab above the right elbow with left hand and pull right arm across your body. Hold for 20 seconds and then repeat with left side.

5. Forearm/Wrist Flexor- Arm straight in front of you. Grab hand and pull backwards. Hold for 20 seconds and switch sides.

6. Quads- Lift up right leg and extend it backwards. Balancing yourself, grab right foot with right hand, bending knee and slightly pull forwards against your body. Hold this for 20 seconds and then switch. (May have to use something to balance yourself)

7. Butterfly - Sitting indian style Push boot of feet together, sit up straight, and breathe slowly in and out. On exhale slightly push legs towards the ground with forearm. Hold for 25 seconds.

8. Sit and Reach- (Hamstrings) Sitting straight up, legs straight out in front of you. Slowly reach towards your toes. If you cannot reach your toes grab your ankles. Knees should be slightly bent. Hold for 25 seconds.

9. Abdominal- Lay on the ground flat and then slowly lift your upper body using your arms and extending your head back. We will hold this for 20 seconds.

10. Walking Knee Hugs (hip mobility and glute stretch). Rise up onto your toes for each hug to activate your calf muscles and work your balance. Walking forward grab leg and pull alternating sides each step you take.

11. Backward Skips- This is important because it activates the glutes and increases sprinting power and reduces the risk of hamstring strains. Swing the arms back, combination of a run and hop but backwards instead of forward. Students perform stretch while holding football in running position.

12. Dynamic Lunges with a twist- Hip and thoracic spine stretch increase mobility and stability and reduces injury. Just like a regular lunge but moving forward and when body is lowered right foot forward twist your upper body to the right and then switch and repeat to the left. Students will hold football in front of body while performing stretch.

Football Strength Conditioning

Upper Body

Push-Ups

Tell the students to align themselves into 5 lines and walk forward so that they are evenly spaced from each other. Instruct the students on the importance of chest and arm strength in football and demonstrate proper form of a push-up. Tell the students that they need to count out their repetitions as the teacher yells down! to initiate the action of another repetition. The students will complete one set of 10 repetitions demonstrating correct form.

Bear Crawl

Tell the students to stand up from their push up positions and while staying in their respective lines, walk back and turn around in anticipation for further instruction. Stand about 20 yards from where the students are aligned and demonstrate how to properly perform a bear-crawl which is essentially crawling on your hands and feet (not knees). The students will perform the action up until the teacher and get back in lines. Then, inform the students to perform the same action returning to their original starting positions.

Core

Crunches

Tell the students to walk back out into the same spacing that they were in for their push-up drill. Next, explain the importance of core strength and demonstrate how to perform a crunch correctly. Instruct the students to get down on the ground and using the same format as push-ups, have the students call out the repetitions as you yell up! to initiate the action of another repetition. Perform this action until the students reach 15 repetitions.

Planking

Tell the students to remain seated and demonstrate how to perform a front and side plank. Tell the students that they must perform a front plank and maintain the position, using proper form, for 30 seconds in front and on each respective side.

Lower Body

Iron Chairs

Tell the students to stand-up from their plank position and demonstrate how to perform an iron chair. An iron chair is essentially maintaining a squat position at 90 degrees with your arms extended in front of you for an allotted period of time. Tell the students they have to maintain proper form for 20 seconds. This can be done as many times as possible to achieve the level of difficulty desired.

Walking Lunges

Tell the students for the last exercise to return to their original line formation that was used for the bear crawls. Next, demonstrate how to perform a walking lunge with correct form. Perform the motion as long as you want the students to perform it for (usually about 10-15 yards). Stand at the end destination that you want the students to perform the activity for and tell them to begin to perform the movement one after the other. When they get to the end they can turn around and upon instruction, can begin to perform the movement back to their original starting lines.

James Obrien

Performance Fitness

The students will get into their sport ed. teams. Have one person from each team collect three footballs for the group. Three students will each grab a ball and form a triangle and another student will go in the middle of the triangle. The students will be an appropriate distance from each other and one student will throw the football to the student in the middle of the triangle, the student will then catch the football and place the ball on the ground, and turn to the next person and that student will throw the football to them. And one more rotation. Ideally you would like this to be a fast-paced drill, but the teacher should reiterate that the ball cannot be thrown if the student doesn't have their hands up. There will be two students not doing anything but they are "on deck" as they are next to go into the circle. After you are done catching in the middle, you will become a thrower and everyone will rotate.

In the same sport ed teams, the next activity will be called the "tip drill". This drill has one person be the quarter back, and two people are defenders. Instruct the quarterback to throw a ball to one of the defenders, positioned about 8-10 yards away facing the quarterback, and the defender must try to tip it up to the other defender and that defender will run in the other direction with the ball. This drill works on accuracy, hand-eye coordination, and agility. Since three people are involved, you can have everybody go at once, assigning everyone a role and switching accordingly.

Dan Caregnato

Additional Cognitive Assessment-

Football Matching

Pop Quiz

1. Runninga. 6 points

2. Catchingb. Slant, Post, Fly

3. Throwingc. Diamond shape hands

4. Offensive Strategiesd. 3 points

5. Field goale. Offense gives 2 pts. to defense

6. Touch Downf. Cradle the ball

7. Offsidesg. NFL

8. Safetyh. Follow through

9. National Football Associationi. A foul in football when ball is snapped

10. If a punter increases the angle at which he kicks a football from 45 degrees to 60 degrees, which factor will decrease?

a. Maximum Height

b. Maximum Range

c. Hang Time

Football Unit by Nicole Marincola

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