The document provides an overview of an 8-lesson badminton unit for a grade 11 PPL30 class. The unit includes lessons on basic movement skills, forehand and backhand strokes, overhead clears, serving, rules, film analysis, game play, and presentations. Each lesson will take place in the gym or a classroom and focus on a different badminton topic and skill. A sample lesson plan is also included, which outlines the expectations, goals, setup, activities, and assessment for a lesson on basic movement skills that includes a warm up, two practice games, and a cool down discussion.
The document provides an overview of the Netball UKCC Level 2 coaching qualification. It outlines that the qualification aims to develop coaches' "how to coach" skills to prepare for, deliver, and review a series of 6-10 coaching sessions. Coaches must demonstrate planning, preparing environments, delivering sessions, developing performance, and evaluating practice. The course model involves 5 days of sessions covering topics like skill development, coaching styles, planning, and factors that influence performance. Assessment includes delivering a 20-minute coaching session.
This document discusses basic command and staff principles in the Army JROTC. It covers the nine-step sequence of command and staff actions that commanders and staff use to make decisions. It also discusses the different types of staffs, including coordinating staff, personal staff, and special staff. The lesson teaches about defining key terms, describing staff responsibilities, and comparing different types of staffs and their relationship to the commander.
The coordinating staff coordinates the work of the special and personal staffs. It is made up of the chiefs of the coordinating staff sections (S-1, S-2, S-3, S-4, and S-5/S-6).
The document provides an overview of a 7-week netball unit for year 9 students. It includes general information about netball rules and typical game structure. The unit is divided into 4 lessons focusing on: 1) fitness and spacing; 2) reaction to passes and timing runs; 3) marking techniques; and 4) intercepting. Each lesson includes warm-up, development, game play, and review components. The goals are to improve students' netball skills and strategies through practice of techniques like passing, moving into space, marking opponents, and intercepting passes.
Univ. of Oregon Student Recreation Center Summer 2011 NewsletterLauren Short
The document provides information about updates and programming at a student recreation center for the summer term. New additions include weekend hours, a women's only weight room time, and outdoor boot camp classes. Facility maintenance will require a two week closure in August. Swimming pool and youth camp information is also included. Frequently asked questions about hand scanners and class lengths are answered.
1. The document outlines a physical education session that includes warm up games, specific warm up stretches, and four badminton activities in the main part.
2. The warm up includes running games like "Gavilán" and "Stop" to get the body moving, followed by stretches for the neck, shoulders, back, hips, and wrists.
3. The main part has students playing badminton in groups, changing partners between points and games to keep them moving. A cool down of walking and light stretching finishes the session.
This document contains the objectives and materials for two English language lessons. The first lesson introduces students to different sports through vocabulary presentation, listening activities, and a vocabulary quiz. Students ask and answer questions about sports they like and learn about popular sports in Australia. The second lesson has students read a holiday tour leaflet, answer true/false questions, write their own city tour, and listen and complete a conversation about activities. The lessons aim to develop students' English skills through sports and travel topics.
The document discusses instructional planning and development. It outlines the process of instructional planning which includes selecting standards and topics, designing instructional activities and assessments, giving assessments and using data to provide feedback and reteach. It also discusses outcomes-based education and understanding by design, which uses backward design starting with desired results and assessments. The three stages of understanding by design - stage 1 is desired results, stage 2 is assessment evidence, and stage 3 is the learning plan. Important elements of instructional planning include standards, curriculum goals, assessment, and utilizing assessment results. Several examples of lesson plan elements and formats are also provided.
The document provides an overview of the Netball UKCC Level 2 coaching qualification. It outlines that the qualification aims to develop coaches' "how to coach" skills to prepare for, deliver, and review a series of 6-10 coaching sessions. Coaches must demonstrate planning, preparing environments, delivering sessions, developing performance, and evaluating practice. The course model involves 5 days of sessions covering topics like skill development, coaching styles, planning, and factors that influence performance. Assessment includes delivering a 20-minute coaching session.
This document discusses basic command and staff principles in the Army JROTC. It covers the nine-step sequence of command and staff actions that commanders and staff use to make decisions. It also discusses the different types of staffs, including coordinating staff, personal staff, and special staff. The lesson teaches about defining key terms, describing staff responsibilities, and comparing different types of staffs and their relationship to the commander.
The coordinating staff coordinates the work of the special and personal staffs. It is made up of the chiefs of the coordinating staff sections (S-1, S-2, S-3, S-4, and S-5/S-6).
The document provides an overview of a 7-week netball unit for year 9 students. It includes general information about netball rules and typical game structure. The unit is divided into 4 lessons focusing on: 1) fitness and spacing; 2) reaction to passes and timing runs; 3) marking techniques; and 4) intercepting. Each lesson includes warm-up, development, game play, and review components. The goals are to improve students' netball skills and strategies through practice of techniques like passing, moving into space, marking opponents, and intercepting passes.
Univ. of Oregon Student Recreation Center Summer 2011 NewsletterLauren Short
The document provides information about updates and programming at a student recreation center for the summer term. New additions include weekend hours, a women's only weight room time, and outdoor boot camp classes. Facility maintenance will require a two week closure in August. Swimming pool and youth camp information is also included. Frequently asked questions about hand scanners and class lengths are answered.
1. The document outlines a physical education session that includes warm up games, specific warm up stretches, and four badminton activities in the main part.
2. The warm up includes running games like "Gavilán" and "Stop" to get the body moving, followed by stretches for the neck, shoulders, back, hips, and wrists.
3. The main part has students playing badminton in groups, changing partners between points and games to keep them moving. A cool down of walking and light stretching finishes the session.
This document contains the objectives and materials for two English language lessons. The first lesson introduces students to different sports through vocabulary presentation, listening activities, and a vocabulary quiz. Students ask and answer questions about sports they like and learn about popular sports in Australia. The second lesson has students read a holiday tour leaflet, answer true/false questions, write their own city tour, and listen and complete a conversation about activities. The lessons aim to develop students' English skills through sports and travel topics.
The document discusses instructional planning and development. It outlines the process of instructional planning which includes selecting standards and topics, designing instructional activities and assessments, giving assessments and using data to provide feedback and reteach. It also discusses outcomes-based education and understanding by design, which uses backward design starting with desired results and assessments. The three stages of understanding by design - stage 1 is desired results, stage 2 is assessment evidence, and stage 3 is the learning plan. Important elements of instructional planning include standards, curriculum goals, assessment, and utilizing assessment results. Several examples of lesson plan elements and formats are also provided.
Badminton originated in India in the 1860s when British officers played a game called 'Poona'. It evolved into its modern form and was introduced to the British elite in 1873 at Badminton House. Major developments include the first badminton club forming in 1877 and rules being standardized. It became an Olympic sport in 1992.
Badminton is played with a racquet and lightweight shuttlecock over a net on a marked court. The aim is to hit the shuttlecock so it lands in the opponent's side without being hit back. Matches are best of three games to 11 or 15 points, requiring a two-point lead. Scoring and serving alternates between sides after each point.
In addition
The 5-day lesson plan aims to teach English 4 students how to effectively listen, analyze words and sentences, structure dialogues, and perform a play. Over the course of the lessons, students will learn listening strategies, understand different perspectives, and work collaboratively to write and perform their own short play. Assessment will be based on an analytic rubric evaluating the content, acting skills, fluency, and group dynamics displayed in the student performance at the end of the week.
This lesson plan introduces grade 7 students to poetry through an analysis of an "Ambahan" poem used by the Mangyan people of the Philippines to court women. The plan has three parts: objectives, subject matter, and procedure. The objectives section outlines what students should be able to do regarding poetry by the end of the lesson. The subject matter presents the specific poem to be analyzed. The procedure details activities like defining poetry, reading and discussing the assigned poem, and evaluating students' understanding through questions and a writing assignment.
This lesson plan focuses on teaching the present indefinite tense to 4th grade students aged 8-10 years old who have a previous knowledge of sentence structure. The 45 minute lesson will begin with brainstorming daily routines, followed by a 20 minute presentation by the teacher on the rules and use of the present indefinite tense. Students will then complete controlled and semi-controlled writing exercises to practice using the tense correctly.
Semi Detailed Lesson Plan in T.L.E, CookeryQA Ilagan
The document provides a detailed lesson plan for teaching students how to make royal icing. The objectives are for students to describe and properly make royal icing, and understand its career benefits. The lesson will involve motivating students with pictures, presenting the tools, ingredients and procedure for making royal icing, and having students make it in groups. Students will then be evaluated on the texture, taste, teamwork, speed and presentation of their icing.
The document discusses principles of communicative language teaching and lesson planning. It emphasizes using enjoyable, meaningful activities that actively engage learners. It also stresses the importance of lesson planning for both teachers and learners, considering factors like variety, coherence, balance, flexibility and challenge. Key components of an effective lesson plan are outlined, including objectives, procedures, materials, and anticipating difficulties.
The document provides an overview of the sport of badminton, including its history, equipment, rules, court dimensions, grips, skills, techniques, shots, and key terms. It traces the origins of badminton to ancient Greece and Egypt, and notes it took its modern form in 18th century British India. The equipment section describes racquets, strings, grips, shuttlecocks, and shoes. It outlines basic rules like scoring to 21 points and match format. It also explains skills, techniques, and various shots like serves, clears, drops, drives, and smashes.
The lesson plan aims to teach students about the elements of poetry through analyzing Rudyard Kipling's poem "If". It includes objectives, materials, and a procedure with pre-reading, during reading, and post-reading activities. In the pre-reading, students give antonyms and discuss the meaning of "if". They then read and analyze the poem. Post-reading has comprehension questions about the poem's message and qualities of a man. An evaluation checks students' understanding through true/false questions about the poem's inferences. Students end by listing self-improvements.
1) The lesson plan aims to teach students about idiomatic expressions, theme diagramming, and reading comprehension through analyzing the short story "The Blanket."
2) Students will define idiomatic expressions, match idioms to their meanings, read and diagram the theme of the story, and answer comprehension questions about key details and themes.
3) For evaluation, students will fill in a cloze test with suitable idioms and write a letter expressing love using idiomatic expressions.
This document outlines a lesson plan for teaching students about topic sentences. The objectives are for students to define topic sentences, distinguish between different types, identify topic sentences in paragraphs, and identify where in a paragraph a topic sentence is located. The lesson will involve discussing topic sentences, providing examples, and having students practice identifying topic sentences and drawing representations of where they are located in paragraphs. Students will then evaluate their understanding by identifying and formulating topic sentences, and identifying the placement of topic sentences in given paragraphs.
Course Descriptions of Language Subject Areas and Goals of Language Teaching
English Elementary
English Secondary
Filipino Elementarya
Filipino Sekondarya
The document provides an introduction and overview of lesson planning. It defines lesson planning as a statement of the achievements and means to attain them under a teacher's guidance. Lesson planning helps teachers know what specific activities to conduct in class and serves as a blueprint for the teaching and learning process. Effective lesson planning requires skills like planning, recording, challenging, demonstrating, securing, managing, adapting, explaining, discussing, interrogating, reviewing, evaluating, modifying, establishing, and questioning. It prioritizes and orchestrates these elements to provide for diverse and complex learning. Lesson planning stimulates creativity and prevents wasted time. It gives structure and security to teachers.
This lesson plan introduces students to volleyball over two weeks. In week one, students watch volleyball videos, learn the skills of passing, setting, and spiking through instruction and practice drills. In week two, students practice rotation and drills while continuing to refine their skills. The goal is for students to demonstrate foundational volleyball skills and understanding of rules by the end of the lesson. Adaptations are available for special needs students. Assessment includes evaluating students' emerging ability in passing, setting, and spiking against the curriculum standards.
This 5-day volleyball lesson plan teaches underhand and overhand serving techniques to students. On day 1, students practice underhand serving across the baseline. On day 2, overhand serving is introduced and practiced. Day 3 focuses on serving drills. On day 4, students rotate in groups of 6 to practice underhand and overhand serves. Day 5 has teams of 6 play game-like drills using all skills taught. The lesson closes with a review and adaptations are provided for special learners.
The document provides information about the Netball UKCC Level 1 Assistant Coach qualification. It outlines that the Level 1 coach will assist more qualified coaches by delivering aspects of coaching sessions under direct supervision. The 3-day course covers introductory sessions on the first day, skills sessions on the second day, and independent assessments on the third day. Coaches are expected to practice coaching between days 2 and 3. The goal of the Level 1 qualification is to prepare coaches to safely prepare for, deliver, and evaluate coaching activities with a focus on establishing relationships and coaching basic skills.
The document provides information about the Netball UKCC Level 1 Assistant Coach qualification. It outlines that the Level 1 coach will assist more qualified coaches by delivering aspects of coaching sessions under direct supervision. The 3-day course covers introductory sessions on the first day, skills sessions on the second day, and independent assessments on the third day. Coaches are also required to complete some pre-course work and practice coaching a session between days 2 and 3. The goal of the Level 1 qualification is to develop coaches' abilities in preparing for, delivering, and evaluating coaching activities while ensuring player safety and development.
This 5-day volleyball lesson plan aims to teach students blocking skills and strategies. The lesson covers analyzing blocking techniques, practicing blocking drills, and scrimmaging to apply blocking. By the end, students should understand blocking and be able to perform an emergent block. Adaptations are provided for all learners. The lesson meets Georgia standards for demonstrating motor skills and understanding movement concepts in team sports.
The document provides details of a 45-minute physical education lesson plan for a class of 10-11 elementary school students. The lesson focuses on developing basketball skills like dribbling, passing, and playing modified 3-on-3 games. The introduction defines aerobic fitness and has students play a tag game to increase breathing. Students then practice dribbling with cones and work on chest and bounce passes with a partner. To conclude, a review identifies aerobic fitness and has students demonstrate dribbling and passing techniques learned.
The document provides guidance for coaches on teaching skills to young ice hockey players. It discusses the importance of teaching technical skills effectively to develop players and help them enjoy the game. It also emphasizes that practices should be fun, challenging, and promote success and positive self-esteem in players. The document outlines key steps coaches should take to demonstrate and explain new skills, including breaking down skills, planning explanations, involving players in active practice, and providing feedback to guide improvement. The overall aim is to progressively teach skills from basic to more advanced.
The sport education model simulates an athletic season within a physical education class. Students are placed on teams that remain constant throughout a season. Students take on roles like captain, referee, or statistician. The teacher's role shifts to facilitating student-led practices and competitions. A season typically lasts 12 or more lessons and culminates in a festive championship event. The model aims to develop students' skills, responsibility, and enjoyment of sport through an authentic team experience.
Edited-hope2_q2_MODULE 4-moderate to vigorous physical actvities_Badminton .pdfLeah Condina
The document provides information about the nature and background of badminton. It discusses that badminton originated from ancient games played in Europe and Asia. The modern game of badminton developed in mid-19th century British India by British military officers and has since grown into an international sport played competitively around the world. The document outlines the key aspects of playing badminton including the court, net, shuttlecocks, rackets, uniforms and basic rules.
Badminton originated in India in the 1860s when British officers played a game called 'Poona'. It evolved into its modern form and was introduced to the British elite in 1873 at Badminton House. Major developments include the first badminton club forming in 1877 and rules being standardized. It became an Olympic sport in 1992.
Badminton is played with a racquet and lightweight shuttlecock over a net on a marked court. The aim is to hit the shuttlecock so it lands in the opponent's side without being hit back. Matches are best of three games to 11 or 15 points, requiring a two-point lead. Scoring and serving alternates between sides after each point.
In addition
The 5-day lesson plan aims to teach English 4 students how to effectively listen, analyze words and sentences, structure dialogues, and perform a play. Over the course of the lessons, students will learn listening strategies, understand different perspectives, and work collaboratively to write and perform their own short play. Assessment will be based on an analytic rubric evaluating the content, acting skills, fluency, and group dynamics displayed in the student performance at the end of the week.
This lesson plan introduces grade 7 students to poetry through an analysis of an "Ambahan" poem used by the Mangyan people of the Philippines to court women. The plan has three parts: objectives, subject matter, and procedure. The objectives section outlines what students should be able to do regarding poetry by the end of the lesson. The subject matter presents the specific poem to be analyzed. The procedure details activities like defining poetry, reading and discussing the assigned poem, and evaluating students' understanding through questions and a writing assignment.
This lesson plan focuses on teaching the present indefinite tense to 4th grade students aged 8-10 years old who have a previous knowledge of sentence structure. The 45 minute lesson will begin with brainstorming daily routines, followed by a 20 minute presentation by the teacher on the rules and use of the present indefinite tense. Students will then complete controlled and semi-controlled writing exercises to practice using the tense correctly.
Semi Detailed Lesson Plan in T.L.E, CookeryQA Ilagan
The document provides a detailed lesson plan for teaching students how to make royal icing. The objectives are for students to describe and properly make royal icing, and understand its career benefits. The lesson will involve motivating students with pictures, presenting the tools, ingredients and procedure for making royal icing, and having students make it in groups. Students will then be evaluated on the texture, taste, teamwork, speed and presentation of their icing.
The document discusses principles of communicative language teaching and lesson planning. It emphasizes using enjoyable, meaningful activities that actively engage learners. It also stresses the importance of lesson planning for both teachers and learners, considering factors like variety, coherence, balance, flexibility and challenge. Key components of an effective lesson plan are outlined, including objectives, procedures, materials, and anticipating difficulties.
The document provides an overview of the sport of badminton, including its history, equipment, rules, court dimensions, grips, skills, techniques, shots, and key terms. It traces the origins of badminton to ancient Greece and Egypt, and notes it took its modern form in 18th century British India. The equipment section describes racquets, strings, grips, shuttlecocks, and shoes. It outlines basic rules like scoring to 21 points and match format. It also explains skills, techniques, and various shots like serves, clears, drops, drives, and smashes.
The lesson plan aims to teach students about the elements of poetry through analyzing Rudyard Kipling's poem "If". It includes objectives, materials, and a procedure with pre-reading, during reading, and post-reading activities. In the pre-reading, students give antonyms and discuss the meaning of "if". They then read and analyze the poem. Post-reading has comprehension questions about the poem's message and qualities of a man. An evaluation checks students' understanding through true/false questions about the poem's inferences. Students end by listing self-improvements.
1) The lesson plan aims to teach students about idiomatic expressions, theme diagramming, and reading comprehension through analyzing the short story "The Blanket."
2) Students will define idiomatic expressions, match idioms to their meanings, read and diagram the theme of the story, and answer comprehension questions about key details and themes.
3) For evaluation, students will fill in a cloze test with suitable idioms and write a letter expressing love using idiomatic expressions.
This document outlines a lesson plan for teaching students about topic sentences. The objectives are for students to define topic sentences, distinguish between different types, identify topic sentences in paragraphs, and identify where in a paragraph a topic sentence is located. The lesson will involve discussing topic sentences, providing examples, and having students practice identifying topic sentences and drawing representations of where they are located in paragraphs. Students will then evaluate their understanding by identifying and formulating topic sentences, and identifying the placement of topic sentences in given paragraphs.
Course Descriptions of Language Subject Areas and Goals of Language Teaching
English Elementary
English Secondary
Filipino Elementarya
Filipino Sekondarya
The document provides an introduction and overview of lesson planning. It defines lesson planning as a statement of the achievements and means to attain them under a teacher's guidance. Lesson planning helps teachers know what specific activities to conduct in class and serves as a blueprint for the teaching and learning process. Effective lesson planning requires skills like planning, recording, challenging, demonstrating, securing, managing, adapting, explaining, discussing, interrogating, reviewing, evaluating, modifying, establishing, and questioning. It prioritizes and orchestrates these elements to provide for diverse and complex learning. Lesson planning stimulates creativity and prevents wasted time. It gives structure and security to teachers.
This lesson plan introduces students to volleyball over two weeks. In week one, students watch volleyball videos, learn the skills of passing, setting, and spiking through instruction and practice drills. In week two, students practice rotation and drills while continuing to refine their skills. The goal is for students to demonstrate foundational volleyball skills and understanding of rules by the end of the lesson. Adaptations are available for special needs students. Assessment includes evaluating students' emerging ability in passing, setting, and spiking against the curriculum standards.
This 5-day volleyball lesson plan teaches underhand and overhand serving techniques to students. On day 1, students practice underhand serving across the baseline. On day 2, overhand serving is introduced and practiced. Day 3 focuses on serving drills. On day 4, students rotate in groups of 6 to practice underhand and overhand serves. Day 5 has teams of 6 play game-like drills using all skills taught. The lesson closes with a review and adaptations are provided for special learners.
The document provides information about the Netball UKCC Level 1 Assistant Coach qualification. It outlines that the Level 1 coach will assist more qualified coaches by delivering aspects of coaching sessions under direct supervision. The 3-day course covers introductory sessions on the first day, skills sessions on the second day, and independent assessments on the third day. Coaches are expected to practice coaching between days 2 and 3. The goal of the Level 1 qualification is to prepare coaches to safely prepare for, deliver, and evaluate coaching activities with a focus on establishing relationships and coaching basic skills.
The document provides information about the Netball UKCC Level 1 Assistant Coach qualification. It outlines that the Level 1 coach will assist more qualified coaches by delivering aspects of coaching sessions under direct supervision. The 3-day course covers introductory sessions on the first day, skills sessions on the second day, and independent assessments on the third day. Coaches are also required to complete some pre-course work and practice coaching a session between days 2 and 3. The goal of the Level 1 qualification is to develop coaches' abilities in preparing for, delivering, and evaluating coaching activities while ensuring player safety and development.
This 5-day volleyball lesson plan aims to teach students blocking skills and strategies. The lesson covers analyzing blocking techniques, practicing blocking drills, and scrimmaging to apply blocking. By the end, students should understand blocking and be able to perform an emergent block. Adaptations are provided for all learners. The lesson meets Georgia standards for demonstrating motor skills and understanding movement concepts in team sports.
The document provides details of a 45-minute physical education lesson plan for a class of 10-11 elementary school students. The lesson focuses on developing basketball skills like dribbling, passing, and playing modified 3-on-3 games. The introduction defines aerobic fitness and has students play a tag game to increase breathing. Students then practice dribbling with cones and work on chest and bounce passes with a partner. To conclude, a review identifies aerobic fitness and has students demonstrate dribbling and passing techniques learned.
The document provides guidance for coaches on teaching skills to young ice hockey players. It discusses the importance of teaching technical skills effectively to develop players and help them enjoy the game. It also emphasizes that practices should be fun, challenging, and promote success and positive self-esteem in players. The document outlines key steps coaches should take to demonstrate and explain new skills, including breaking down skills, planning explanations, involving players in active practice, and providing feedback to guide improvement. The overall aim is to progressively teach skills from basic to more advanced.
The sport education model simulates an athletic season within a physical education class. Students are placed on teams that remain constant throughout a season. Students take on roles like captain, referee, or statistician. The teacher's role shifts to facilitating student-led practices and competitions. A season typically lasts 12 or more lessons and culminates in a festive championship event. The model aims to develop students' skills, responsibility, and enjoyment of sport through an authentic team experience.
Edited-hope2_q2_MODULE 4-moderate to vigorous physical actvities_Badminton .pdfLeah Condina
The document provides information about the nature and background of badminton. It discusses that badminton originated from ancient games played in Europe and Asia. The modern game of badminton developed in mid-19th century British India by British military officers and has since grown into an international sport played competitively around the world. The document outlines the key aspects of playing badminton including the court, net, shuttlecocks, rackets, uniforms and basic rules.
The document outlines a coaching session plan for a basketball skills session. The session aims to introduce dribbling in basketball. The plan details a 5 minute warm up, 20 minutes of core drills and activities to teach dribbling techniques, and a 3 minute cool down. Drills include ball familiarity exercises, dribbling courses with and without defenders, and a conditioned game focusing on dribbling. The review evaluates the session as meeting the aim but some objectives on hand position, and provides feedback on time management and ensuring techniques are demonstrated accurately.
The document provides an example lesson plan for a flag rugby unit focusing on the concept of support and continuity, including warm-up games, drills to practice passing to open teammates while avoiding defenders, and assessments of students' ability to effectively support the ball carrier through their movement and passing skills.
This document provides information about a workshop on developing skills through games and activities and assessing skills in Athletics 365. The workshop will cover delivering Athletics 365, developing skill using games, coaching styles and environments, learning styles, and assessing skill in Athletics 365. It discusses the growth of Athletics 365 since 2010 and challenges in assessing skills, using games, and planning youth development programs. Practical sessions will demonstrate warm-ups, skill activities, and assessments used in Athletics 365.
The document discusses creating the right learning environment. It covers:
1. The physical environment including infrastructure and the emotional environment including mood.
2. Developing training materials by gathering audience information, structuring the learning process, and using basic audio/visual media like projectors and flipcharts.
3. Guidance for doing presentations including preparation, non-verbal communication skills like body language and voice, and applying techniques to build rapport with learners.
The document reviews key terms related to reaction time such as movement time, response time, and choice vs simple reaction time. It also discusses Hick's Law and the psychological refractory period. Sample exam questions are provided related to analyzing the stages of a racing start in swimming and identifying whether it is an example of simple or choice reaction time.
This document outlines the course syllabus for physical education and sports for grades 6 and 7 taught by Ms. Namita Sinha. The course will cover a variety of activities including soccer, table tennis, futsal, basketball, swimming, volleyball, badminton and outdoor sports. It will be assessed through skill development, participation, performance on skills tests and quizzes. The course is divided into units covering different sports over two semesters. Students will learn skills, rules and strategies for each sport and be evaluated on their understanding and ability to participate.
The document provides information about structuring a training process, including developing learning objectives and lesson plans. It includes an example lesson plan for a course on basic instruction skills for new trainers. The lesson plan covers developing learning objectives, explaining the components and structure of an effective lesson plan, and different training techniques. It aims to help participants understand how to develop well-structured training programs and teach them effectively.
The document discusses planning principles for coaching children's sports sessions, including ensuring safety, adapting activities to different developmental levels and abilities, and using session planners that cover aims, equipment, warm-ups, main activities, evaluations and more to structure practice. It also provides guidance on using grids and channels to organize space, considering physical and psychological factors in child development, and maintaining control through clear communication.
This document provides an agenda and content for Day 2 of a 2-day training program on designing training programs. The document outlines modules on choosing appropriate media and delivery methods, structuring content, and presenting content. It discusses dividing content into units, setting an overall structure, and considerations for opening, closing and delivering lectures. The goal is to provide trainers with tools and best practices for designing effective training content and experiences.
1) The document outlines a learning and development activity plan delivered by Rodzidah bt Mohd Rodzi to 21 adult learners on tips for kids photography.
2) Rodzidah reflects that structuring the activity with introduction, main body, conclusion and feedback helped learning. She managed individual factors like stress and learning styles through varied activities. Environmental factors like language differences were addressed.
3) Rodzidah created a positive learning environment by understanding adult learner characteristics, involving learners, using varied methods, providing feedback, treating learners as individuals, and maintaining self-esteem.
4) Feedback from learners showed the important points were clearly remembered.
The document provides guidance for kayak instructors on teaching principles and methods. It discusses the roles and responsibilities of instructors in teaching skills safely and enjoyably. Various teaching models are described, including breaking skills down into parts, chaining elements together, and shaping simplified versions that are gradually made more complex. Learning occurs through hearing explanations, seeing demonstrations, and doing activities. The document emphasizes applying the appropriate teaching method based on the objective and assessing students' abilities.
Marco Reda is a teacher seeking a position who has a Bachelor of Education degree and qualifications to teach health and physical education and biology. He has experience teaching grades 7-12 through practicums and has additional coaching experience in soccer.
The document outlines an agenda for a class on love that includes a quiz, discussion of what love means, an overview of the triangular theory of love and different forms of love, analysis of case studies and symbols of love, watching a video, group work identifying songs about love, and an assignment to define types of love in the student's life.
This lesson plan template outlines a religion lesson for grade 12 students on the topic of love. The lesson goals are for students to identify the three components of the triangular theory of love, differentiate between forms of love, and recognize symbols of love. Assessment strategies include a quiz, observing class discussion and answers, and a group activity. The lesson will include a video, discussion of different types of love, case studies, and a group activity where students identify love songs. Resources needed are not specified. The lesson involves lecture, group work, and a video to help students meet the learning objectives.
To take blood pressure (BP):
1. Use a BP cuff and stethoscope, placing the cuff one inch above the elbow on the arm level with the heart.
2. Feel for the pulse and place the stethoscope over it. Pump the cuff until it reads 10 points higher than the last heartbeat.
3. Slowly release air from the cuff while listening for sounds. The first sound is the systolic pressure and the last is the diastolic pressure.
Teams will race to arrange terms related to the circulatory system in the proper order. Pink and blue note cards will be used to represent the artery and vein terms. Each team member will receive at least one term card to place in a "circulation circle" when signaled to demonstrate understanding of blood flow through the body. The goal is for students to learn and reinforce the circulatory system process.
The circulatory system functions to transport oxygen, nutrients, wastes and more throughout the body. It is composed of the heart, blood and blood vessels. The heart pumps blood through three main circuits - pulmonary, coronary and systemic. Blood carries oxygen, nutrients and waste via arteries, veins and capillaries. Conditions like high blood pressure can be dangerous if not managed.
2. PPL30 Healthy Active Living Education
Expectations
‐demonstrate personal competence in applying movement skills and principles
‐apply their knowledge of guidelines and strategies that can enhance their participation in recreational and sports
activities
Badminton Unit Overview
DAY LOCATION TOPIC
#1 Gym 1 Badminton Movement Skills
#2 Gym 1 Backhand/Forehand Stroke
#3 Gym 1 Overhead Clear
#4 Gym 1 The Serve
#5 Room 236 Introduction to Assignment
Overview of Rules
#6 Gym 1 & 2 Film Day
#7 Gym 1 & 2 Game Day
#8 Room 236 Presentations
#9 Room 236 Presentations Continued
3. Faculty of Education
Lesson Plan Template
Subject / Course: PPL30 TC Name: Marco Reda
Grade Level: 11 Date:
Topic: Badminton Movement Skills Time of Class: 75 min
AT Name: Room # / Location: Gym
1. Curriculum Expectation(s) and Learning Goal(s) for the Lesson
a) Expectations: (list. 1‐3 specific expectations from the Ontario curriculum} Be realistic about how much you
can accomplish in one lesson.
‐demonstrate personal competence in applying movement skills and principles
‐apply their knowledge of guidelines and strategies that can enhance their participation in recreational and
sports activities
‐ students will demonstrate positive, responsible personal and social behaviour in physical activity setting
b) Learning Goal(s) for the lesson: (In your own words, what do you want the students to have learned by
the end of the lesson? How will you know they have learned?)
‐Students will have an understanding of the movement skills involved in badminton
‐Students will have an understanding of the fitness level required to play badminton
‐Students will have an understanding of the basic technique involved with some badminton strokes
c) Assessment Strategies: (List the assessment strategies you will use to determine if students have learned
what you want them to learn.)
‐Observe the movement of the students
‐Observe the fitness level of students
‐Observe the effort level of students
‐Observe the tactical awareness of students in Netball games
2. Preassessment and Accommodations/Modifications
(What can you do to ensure the success of all students?)
Preassessment: (Describe the student(s)) Accommodation/Modification: (how will you adapt
your lesson?)
Academic Needs: (e.g. student finishes early or
doesn’t finish.
e.g. Student has difficulty understanding
Behavioural/Social/Emotional Needs:
e.g. student distracts others, gets out of his seat.
e.g. student does not participate
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 1
4. Physical Needs
e.g. student difficulty seeing, hearing or moving
Diversity Needs:
e.g. student has difficulty communicating in
English
e.g. accommodations due to different cultural
background
3. Learning Environment (describe the setup for your classroom. Will they work alone or in
groups? Will it be the same for the whole lesson? If students are moving how will you make sure smooth
transitions?
‐Students have just finished a unit on Volleyball so Badminton so some of the kills will be tranferrable.
‐Students will work in a group for the Fitblast.
‐Students will pair up with a partner/group as class progresses for the two exercises
4. The Overview (Agenda) for your lesson: (In this area, write the agenda (outline) as you
will write it on the board for your students)
Introduction to Badminton
Warm‐up—“Fitblast”
Bounce Ball
Frisbinton
Cool Down‐‐Debrief
5. Resources and Materials for your class (what resource do you and the students need for
class: markers, scissors; graph paper, extra pencils, beakers, etc. How many will you need? If they will be
using a textbook, list it here. If you used websites or other resources to prepare this lesson, reference
those here)
Cones, Ladders, Ipad (MusicWorkout App), Ipad Dock with Speakers, Frisbees, Tennis Balls
6. Content, Teaching Strategies, for Lesson (Organize the content for your lesson, as well as
listing the teaching and assessment strategies. Include: an Introduction or Minds‐on, Instruction,
Application and Consolidation with approximate times for each portion with enough detail that another
teacher could teach your lesson)
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 2
5.
Time Teaching and Detailed Description of your lesson including question
Assessment
Strategies/
technology use
5 Observation Introduction (Hook) What activity/questions will you use to introduce your
minutes lesson?
‐allow student 5 minutes to get the gym attire on and to take attendance
‐Introduce badminton as topic (unit) and provide students the overview
handout so that they will know what to expect over the next couple of weeks
‐ask students if they have played the game (assume most of them have)
15 MusicWorkout ‐“Fitblast”
minutes App ‐Introduce students the new exercises, provide demonstration.
‐Students continue exercise while music is playing (30 seconds), rest while
music is off
‐complete circuit 2‐3 times depending on time
20‐25 Observe Instruction/Application – Detail what you will say, questions you will ask, and
min Movement activities for the students.
Skills ‐“Bounce Ball” (See Handout for full description and diagram)
‐Introduce game to students and provide a demonstration
‐Pair students based on ability
‐“Frisminton” (See Handout for full description and diagram)
‐‐Introduce game to students and provide a demonstration
20‐25 ‐Pair students based on ability
min
Consolidation‐ Referring back to the learning goals for the lesson, how will you
5 min Observe know they have learned?
Discussion and ‐Debrief—Discussion: What movement skills were required to be successful?
Answers What tactics were used? What throwing motions worked best? Where was
best position to be on court?
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 3
9. Faculty of Education
Lesson Plan Template
Subject / Course: PPL30 TC Name: Marco Reda
Grade Level: 11 Date:
Topic: Backhand/Forehand Stroke or Drive Time of Class: 75 min
AT Name: Room # / Location: Gym 1
1. Curriculum Expectation(s) and Learning Goal(s) for the Lesson
a) Expectations: (list. 1‐3 specific expectations from the Ontario curriculum} Be realistic about how much you
can accomplish in one lesson.
‐demonstrate personal competence in applying movement skills and principles
‐apply their knowledge of guidelines and strategies that can enhance their participation in recreational and
sports activities
‐ students will demonstrate positive, responsible personal and social behaviour in physical activity setting
b) Learning Goal(s) for the lesson: (In your own words, what do you want the students to have learned by
the end of the lesson? How will you know they have learned?)
‐ Students will have an understanding of the basic technique involved with the strokes
‐Students will participate with effort and enthusiasm in the exercises
c) Assessment Strategies: (List the assessment strategies you will use to determine if students have learned
what you want them to learn.)
‐observe technique during exercises
‐observe participation level during exercises
2. Preassessment and Accommodations/Modifications
(What can you do to ensure the success of all students?)
Preassessment: (Describe the student(s)) Accommodation/Modification: (how will you adapt
your lesson?)
Academic Needs: (e.g. student finishes early or
doesn’t finish.
e.g. Student has difficulty understanding
Behavioural/Social/Emotional Needs:
e.g. student distracts others, gets out of his seat.
e.g. student does not participate
Physical Needs
e.g. student difficulty seeing, hearing or moving
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 1
10.
Diversity Needs:
e.g. student has difficulty communicating in
English
e.g. accommodations due to different cultural
background
3. Learning Environment (describe the setup for your classroom. Will they work alone or in
groups? Will it be the same for the whole lesson? If students are moving how will you make sure smooth
transitions?
‐Students will work in a group for the Fitblast.
‐Students will pair up with a partner/group as class progresses for the two exercises
4. The Overview (Agenda) for your lesson: (In this area, write the agenda (outline) as you
will write it on the board for your students)
‐Review of Movement Skills
‐“Fitblast”
‐Demo of forehand and backhand strokes, including racquet grip and footwork involved
‐“Net Rally Challenge”
‐“Half‐Court Singles”
Debrief
5. Resources and Materials for your class (what resource do you and the students need for
class: markers, scissors; graph paper, extra pencils, beakers, etc. How many will you need? If they will be
using a textbook, list it here. If you used websites or other resources to prepare this lesson, reference
those here)
‐Badminton Nets, Racquets, Shuttles, Cones, Ladder
6. Content, Teaching Strategies, for Lesson (Organize the content for your lesson, as well as
listing the teaching and assessment strategies. Include: an Introduction or Minds‐on, Instruction,
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 2
11. Application and Consolidation with approximate times for each portion with enough detail that another
teacher could teach your lesson)
Time Teaching and Detailed Description of your lesson including question
Assessment
Strategies/
technology use
Introduction (Hook) What activity/questions will you use to introduce your
lesson?
5 min ‐allow student 5 minutes to get the gym attire on and to take attendance
‐review movement skills
15 MusicWorkout ‐“Fitblast”
min App ‐Introduce students the new exercises, provide demonstration.
‐Students continue exercise while music is playing (30 seconds), rest while
music is off
‐complete circuit 2‐3 times depending on time
Instruction/Application – Detail what you will say, questions you will ask, and
activities for the students.
15 ‐Introduce students to the forehand and backhand strokes, review grip (if
min required), include preparation and footwork involved
(https://www.youtube.com/watch?v=1k6PzD20los)
15 Observe “Net Rally Challenge” (see Handout for details and description)
min Technique ‐Introduce exercise to students and provide a demonstration
‐Pair students inclusively
15 Observe “Half‐Court Singles” (see Handout for details and diagram)
min Technique ‐Introduce exercise to students and provide a demonstration
‐Pair students based on ability
5 min Consolidation‐ Referring back to the learning goals for the lesson, how will you
Observe know they have learned?
question and ‐Review technique, why is preparation and footwork important to success?
answer
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 3
14. Faculty of Education
Lesson Plan Template
Subject / Course: PPL30 TC Name: Marco Reda
Grade Level: 11 Date:
Topic: The Overhead Clear Time of Class: 75 min.
AT Name: Room # / Location: Gym 1
1. Curriculum Expectation(s) and Learning Goal(s) for the Lesson
a) Expectations: (list. 1‐3 specific expectations from the Ontario curriculum} Be realistic about how much you
can accomplish in one lesson.
‐demonstrate personal competence in applying movement skills and principles
‐apply their knowledge of guidelines and strategies that can enhance their participation in recreational and
sports activities
‐ students will demonstrate positive, responsible personal and social behaviour in physical activity setting
b) Learning Goal(s) for the lesson: (In your own words, what do you want the students to have learned by
the end of the lesson? How will you know they have learned?)
‐ Students will have an understanding of the basic technique involved with the strokes
‐Students will participate with effort and enthusiasm in the exercise
c) Assessment Strategies: (List the assessment strategies you will use to determine if students have learned
what you want them to learn.)
‐observe technique during exercises
‐observe participation level during exercises
2. Preassessment and Accommodations/Modifications
(What can you do to ensure the success of all students?)
Preassessment: (Describe the student(s)) Accommodation/Modification: (how will you adapt
your lesson?)
Academic Needs: (e.g. student finishes early or ‐be sure that students are paying attention during
doesn’t finish. demo
e.g. Student has difficulty understanding
Behavioural/Social/Emotional Needs:
e.g. student distracts others, gets out of his seat.
e.g. student does not participate
Physical Needs
e.g. student difficulty seeing, hearing or moving
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 1
15. Diversity Needs:
e.g. student has difficulty communicating in
English
e.g. accommodations due to different cultural
background
3. Learning Environment (describe the setup for your classroom. Will they work alone or in
groups? Will it be the same for the whole lesson? If students are moving how will you make sure smooth
transitions?
‐Students will work in a group for the Fitblast.
‐Students will pair up with a partner/group as class progresses for the two exercises
4. The Overview (Agenda) for your lesson: (In this area, write the agenda (outline) as you
will write it on the board for your students)
Review of Drives
Demo of The Overhead Clear, including grip, footwork involved, and when its used tactically
Hoop Challenge
Modified Badminton
5. Resources and Materials for your class (what resource do you and the students need for
class: markers, scissors; graph paper, extra pencils, beakers, etc. How many will you need? If they will be
using a textbook, list it here. If you used websites or other resources to prepare this lesson, reference
those here)
Badminton Racquets, Nets, Shuttles, Cones, Ipad, Ipad Dock, Ladder, Hula Hoops
6. Content, Teaching Strategies, for Lesson (Organize the content for your lesson, as well as
listing the teaching and assessment strategies. Include: an Introduction or Minds‐on, Instruction,
Application and Consolidation with approximate times for each portion with enough detail that another
teacher could teach your lesson)
Time Teaching and Detailed Description of your lesson including question
Assessment
Strategies/
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 2
16. technology use
Introduction (Hook) What activity/questions will you use to introduce your
lesson?
5 min ‐allow student 5 minutes to get the gym attire on and to take attendance
15 MusicWorkout ‐‐“Fitblast”
min App ‐Introduce students the new exercises, provide demonstration.
‐Students continue exercise while music is playing (30 seconds), rest while
music is off
‐complete circuit 2‐3 times depending on time
Instruction/Application – Detail what you will say, questions you will ask, and
activities for the students.
15 ‐Introduce students to the Clear, review grip (if required), include preparation
min and footwork involved (http://www.youtube.com/watch?v=1Jk2RvjNkd4)
15 ‐“Hoop Challenge” (see handout for description)
min
‐Introduce exercise to students and provide a demonstration
‐Pair students inclusively
15
‐“Modified Badminton” (see handout for description)
min
‐Introduce exercise to students and provide a demonstration
‐Pair students inclusively
Consolidation‐ Referring back to the learning goals for the lesson, how will you
know they have learned?
5 min Observe Debrief: Review technique of Overhead Clear; When would a player use this
Answers stroke in a match? Why is it effective?
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 3
19. Faculty of Education
Lesson Plan Template
Subject / Course: PPL30 TC Name: Marco Reda
Grade Level: 11 Date:
Topic: The Serve Time of Class: 75 min.
AT Name: Room # / Location: Gym 1
1. Curriculum Expectation(s) and Learning Goal(s) for the Lesson
a) Expectations: (list. 1‐3 specific expectations from the Ontario curriculum} Be realistic about how much you
can accomplish in one lesson.
‐demonstrate personal competence in applying movement skills and principles
‐apply their knowledge of guidelines and strategies that can enhance their participation in recreational and
sports activities
‐ students will demonstrate positive, responsible personal and social behaviour in physical activity setting
b) Learning Goal(s) for the lesson: (In your own words, what do you want the students to have learned by
the end of the lesson? How will you know they have learned?)
‐ Students will have an understanding of the basic technique involved with the serve
‐Students recall the 3 different types of serves discussed
‐Students will participate with effort and enthusiasm in the exercise
c) Assessment Strategies: (List the assessment strategies you will use to determine if students have learned
what you want them to learn.)
‐observe technique during exercises
‐observe participation level during exercises
2. Preassessment and Accommodations/Modifications
(What can you do to ensure the success of all students?)
Preassessment: (Describe the student(s)) Accommodation/Modification: (how will you adapt
your lesson?)
Academic Needs: (e.g. student finishes early or
doesn’t finish.
e.g. Student has difficulty understanding
Behavioural/Social/Emotional Needs:
e.g. student distracts others, gets out of his seat.
e.g. student does not participate
Physical Needs
e.g. student difficulty seeing, hearing or moving
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 1
20. Diversity Needs:
e.g. student has difficulty communicating in
English
e.g. accommodations due to different cultural
background
3. Learning Environment (describe the setup for your classroom. Will they work alone or in
groups? Will it be the same for the whole lesson? If students are moving how will you make sure smooth
transitions?
‐Students will work in a group for the Fitblast.
‐Students will pair up with a partner/group as class progresses for the two exercises
4. The Overview (Agenda) for your lesson: (In this area, write the agenda (outline) as you
will write it on the board for your students)
Review of The Overhead Clear
Demo of the 3 types of serves
“Serving Competition”
“Go Badminton”
Debrief
5. Resources and Materials for your class (what resource do you and the students need for
class: markers, scissors; graph paper, extra pencils, beakers, etc. How many will you need? If they will be
using a textbook, list it here. If you used websites or other resources to prepare this lesson, reference
those here)
Badminton Racquets, Nets, Shuttles, Cones, Ipad, Ipad Dock, Ladder, Hula Hoops
6. Content, Teaching Strategies, for Lesson (Organize the content for your lesson, as well as
listing the teaching and assessment strategies. Include: an Introduction or Minds‐on, Instruction,
Application and Consolidation with approximate times for each portion with enough detail that another
teacher could teach your lesson)
Time Teaching and Detailed Description of your lesson including question
Assessment
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 2
21. Strategies/
technology use
Introduction (Hook) What activity/questions will you use to introduce your
lesson?
5 min ‐allow student 5 minutes to get the gym attire on and to take attendance
15 MusicWorkout ‐‐“Fitblast”
min App ‐Introduce students the new exercises, provide demonstration.
‐Students continue exercise while music is playing (30 seconds), rest while
music is off
‐complete circuit 2‐3 times depending on time
Instruction/Application – Detail what you will say, questions you will ask, and
activities for the students.
15 ‐Introduce students to the 3 types of serves, include tactical awareness (e.g. if
min player is strong with the overhead the short serve would be better served) and
the rules governing the serve and how the score effects what side the serve
15 should be played (even #=right side, odd #=left
min side)https://www.youtube.com/watch?v=jaTMrHGw7DY
Observe ‐“Serving Competition” (see handout for description)
technique and
15 effort ‐Introduce exercise to students and provide a demonstration
min
‐Pair students inclusively
‐“Go Badminton” (see handout for description)
Observe
technique and ‐Introduce exercise to students and provide a demonstration
effort
‐Pair students inclusively
Consolidation‐ Referring back to the learning goals for the lesson, how will you
know they have learned?
5 min Observe Debrief: Review technique of 3 types of serves, rules and scoring;
Answers
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 3
24. Faculty of Education
Lesson Plan Template
Subject / Course: PPL30 TC Name: Marco Reda
Grade Level: 11 Date:
Topic: Badminton Rules and Assignment Time of Class: 75 min.
AT Name: Room # / Location: Gym 1
1. Curriculum Expectation(s) and Learning Goal(s) for the Lesson
a) Expectations: (list. 1‐3 specific expectations from the Ontario curriculum} Be realistic about how much you
can accomplish in one lesson.
‐demonstrate personal competence in applying movement skills and principles
‐apply their knowledge of guidelines and strategies that can enhance their participation in recreational and
sports activities
‐ students will demonstrate positive, responsible personal and social behaviour in physical activity setting
b) Learning Goal(s) for the lesson: (In your own words, what do you want the students to have learned by
the end of the lesson? How will you know they have learned?)
‐Learn the basic history or badminton
‐learn basic facts of badminton
‐recognize the way the sport is meant to be played
‐recognize the type of athletic traits that are required to play badminton at the highest level
c) Assessment Strategies: (List the assessment strategies you will use to determine if students have learned
what you want them to learn.)
Observe Discussion
Exit Ticket
3. Learning Environment (describe the setup for your classroom. Will they work alone or in
groups? Will it be the same for the whole lesson? If students are moving how will you make sure smooth
transitions?
‐lecture will begin with me at the front of class using EdCanvas (http://edcvs.co/QPXE5u) to present videos
and notes
‐students will be at their desks in groups in the Health Classroom
‐a handout will be given to explaining details of assignment, including an exemplar of skill video
4. The Overview (Agenda) for your lesson: (In this area, write the agenda (outline) as you
will write it on the board for your students)
What type of Badminton have you seen?
Backyard video
History
Rally Video
Basic Facts
Athletic Traits
Assignment
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 1
27. You’re The Experts!
Badminton Skills Assignment
Instructions:
Students form a working group of two students.
Students select a skill for analysis. The skill should be an isolated activity performed
by one individual.
Examples include the serve, the clear, the volley, a drop shot, an overhead smash,
an overhead drop. Students complete a “pre-observation stage” that should include:
- Identifying the purpose of the skill;
- Breaking the skill down into phases; and
- Identifying the key element of each phase.
Students will need to collect resources of how the skill is performed. Possible
resources include: Google.com, youtube.com, badminton.ca
Students can acquire film or video of a professional or expert performing this same
skill.
Students will need to create a video where one student is teaching the other the skill.
Students will need to breakdown the skill into phases, plan the best way to teach the
skill and provide an activity that assesses whether the “student” has learned or
improved the skill or not.
Students will present their video to the class with a summary. Possible multimedia
resources for the presentation include: PowerPoint, Prezi, Windows MovieMaker,
iMovie, Ubersense
Students will have to prepare a one-page typed summary that should include:
-a description of the chosen skill
-a description of why and when it is used in badminton matches
-the resources that were used to identify the skill, and understand how to teach the
skill to someone else (for example, provide the URL is the web is used)
-a description of the activities used to assess the “student” and an explanation of why
they were used
-the equipment that was used
28. You’re The Experts
Expectations: Analyse and present to the class a specific badminton skill by breaking it down into its
components and then using demonstrations and activities to teach the skill to a peer and
assess his/her progress.
Criteria Level 1 Level 2 Level 3 Level 4
(50% - 59%) (60% - 69%) (70% - 79%) (80% - 100%)
Knowledge
demonstrates demonstrates demonstrates
demonstrates limited demonstrates some
knowledge of a considerable thorough knowledge
knowledge of the knowledge of the
specific components knowledge of the of the skill
skill components and skill components and
of a motor skill and skill components and components and the
the principles the principles
the principles of the the principles principles involved in
involved in the skill involved in the skill
skill involved in the skill the skill
demonstrates
demonstrates demonstrates limited demonstrates some demonstrates
considerable
knowledge of the knowledge of the knowledge of skill thorough knowledge
knowledge of skill
skill and how to skill and how to and how to assess skill and how to
and how to assess
assess the skill assess the skill the skill assess the skill
the skill
Communication
communication of
communicates communicates communicates communicates
information about a
information with information with information with information with a
skill and its
limited clarity some clarity considerable clarity high degree of clarity
principles
demonstrates
demonstrates a demonstrates
communicates using demonstrates limited considerable
moderate command extensive command
a multimedia use of a multimedia command of a
of a multimedia of a multimedia
resource and video resource and video multimedia resource
resource and video resource and video
presentation of their presentation of their and video
presentation of their presentation of their
skill skill presentation of their
skill skill
skill
31. Badminton Skills Assignment
Expectations:
Analyse and present to the
class a specific badminton skill
by breaking it down into its
components and then using
demonstrations and activities to
teach the skill to a peer and
assess his/her progress.
32. Badminton Skills Assignment
Instructions:
Students form a working group of two students.
Students select a skill for analysis. The skill should be an isolated activity performed by one
individual.
Examples include the serve, the clear, the volley, a drop shot, an overhead smash, an
overhead drop. Students complete a “pre-observation stage” that should include:
- Identifying the purpose of the skill;
- Breaking the skill down into phases; and
- Identifying the key element of each phase.
33. Badminton Skills Assignment
Students will need to collect resources of how the skill is performed. Possible resources
include: Google.com, youtube.com, badminton.ca
Students can acquire film or video of a professional or expert performing this same skill.
Students will need to create a video where one student is teaching the other the skill.
Students will need to breakdown the skill into phases, plan the best way to teach the skill
and provide an activity that assesses whether the “student” has learned or improved the skill
or not.
34. Badminton Skills Assignment
Students will present their video to the class with a summary. Possible multimedia
resources for the presentation include: PowerPoint, Prezi, Windows MovieMaker, iMovie
Students will have to prepare a one-page typed summary that should include:
-a description of the chosen skill
-a description of why and when it is used in badminton matches
-the resources that were used to identify the skill, and understand how to teach the skill to
someone else (for example, provide the URL is the web is used)
-a description of the activities used to assess the “student” and an explanation of why they
were used
-the equipment that was used
35. Choices Need to Be Approved my Teacher
• Forehand/Backhand Drop
• Net Drop
• Overhead Drop
• Backhand Smash
• Around-the-Head Shot
• Backhand Clear
• Return of Serve
• Badminton Defense
41. Faculty of Education
Lesson Plan Template
Subject / Course: PPL30 TC Name: Marco Reda
Grade Level: 11 Date:
Topic: Film Day Time of Class: 75 min.
AT Name: Room # / Location: Gym 1
1. Curriculum Expectation(s) and Learning Goal(s) for the Lesson
a) Expectations: (list. 1‐3 specific expectations from the Ontario curriculum} Be realistic about how much you
can accomplish in one lesson.
‐demonstrate personal competence in applying movement skills and principles
‐apply their knowledge of guidelines and strategies that can enhance their participation in recreational and
sports activities
‐ students will demonstrate positive, responsible personal and social behaviour in physical activity setting
b) Learning Goal(s) for the lesson: (In your own words, what do you want the students to have learned by
the end of the lesson? How will you know they have learned?)
‐Students will complete have come to class prepared (research completed, activities planned) to film their skil
video
c) Assessment Strategies: (List the assessment strategies you will use to determine if students have learned
what you want them to learn.)
‐observe technique during exercises
‐observe usefulness of activities
‐observe participation level of group members
2. Preassessment and Accommodations/Modifications
(What can you do to ensure the success of all students?)
Preassessment: (Describe the student(s)) Accommodation/Modification: (how will you adapt
your lesson?)
Academic Needs: (e.g. student finishes early or ‐students who finish filming early will be able to play
doesn’t finish. singles or doubles matches
e.g. Student has difficulty understanding
Behavioural/Social/Emotional Needs:
e.g. student distracts others, gets out of his seat.
e.g. student does not participate
Physical Needs
e.g. student difficulty seeing, hearing or moving
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 1
42. Diversity Needs:
e.g. student has difficulty communicating in
English
e.g. accommodations due to different cultural
background
3. Learning Environment (describe the setup for your classroom. Will they work alone or in
groups? Will it be the same for the whole lesson? If students are moving how will you make sure smooth
transitions?
‐students will be in groups of 3 and collaborate to film their skill video
‐each group will have one side of the court to work with
4. The Overview (Agenda) for your lesson: (In this area, write the agenda (outline) as you
will write it on the board for your students)
Fitblast
Skill Video
5. Resources and Materials for your class (what resource do you and the students need for
class: markers, scissors; graph paper, extra pencils, beakers, etc. How many will you need? If they will be
using a textbook, list it here. If you used websites or other resources to prepare this lesson, reference
those here)
Badminton Racquets, Nets, Shuttles, Cones, Ipad, Camera
6. Content, Teaching Strategies, for Lesson (Organize the content for your lesson, as well as
listing the teaching and assessment strategies. Include: an Introduction or Minds‐on, Instruction,
Application and Consolidation with approximate times for each portion with enough detail that another
teacher could teach your lesson)
Time Teaching and Detailed Description of your lesson including question
Assessment
Strategies/
technology use
Introduction (Hook) What activity/questions will you use to introduce your
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 2
43. lesson
5 min ‐groups will be assigned an area (half a court) to film their skill video
Instruction/Application – Detail what you will say, questions you will ask, and
activities for the students.
‐While students film their skill video, I will walk around and assess the student
60 activity and answer any questions they may have
min
*Remind students to speak loudly, clearly so that their voices can be heard on
the video
Consolidation‐ Referring back to the learning goals for the lesson, how will you
know they have learned?
5 min Observe Debrief: Ask students if they enjoyed the exercise? Would they change
Answers anything? Were they prepared?
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 3
45. Faculty of Education
Lesson Plan Template
Subject / Course: PPL30 TC Name: Marco Reda
Grade Level: 11 Date:
Topic: Game Day Time of Class: 75 min.
AT Name: Room # / Location: Gym 1
1. Curriculum Expectation(s) and Learning Goal(s) for the Lesson
a) Expectations: (list. 1‐3 specific expectations from the Ontario curriculum} Be realistic about how much you
can accomplish in one lesson.
‐demonstrate personal competence in applying movement skills and principles
‐apply their knowledge of guidelines and strategies that can enhance their participation in recreational and
sports activities
‐ students will demonstrate positive, responsible personal and social behaviour in physical activity setting
b) Learning Goal(s) for the lesson: (In your own words, what do you want the students to have learned by
the end of the lesson? How will you know they have learned?)
‐ Students will have an understanding of the basic technique involved with the strokes
‐Students will participate with effort and enthusiasm in the exercise
c) Assessment Strategies: (List the assessment strategies you will use to determine if students have learned
what you want them to learn.)
‐observe technique during exercises
‐observe participation level during exercises
2. Preassessment and Accommodations/Modifications
(What can you do to ensure the success of all students?)
Preassessment: (Describe the student(s)) Accommodation/Modification: (how will you adapt
your lesson?)
Academic Needs: (e.g. student finishes early or
doesn’t finish.
e.g. Student has difficulty understanding
Behavioural/Social/Emotional Needs:
e.g. student distracts others, gets out of his seat.
e.g. student does not participate
Physical Needs
e.g. student difficulty seeing, hearing or moving
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 1
46. Diversity Needs:
e.g. student has difficulty communicating in
English
e.g. accommodations due to different cultural
background
3. Learning Environment (describe the setup for your classroom. Will they work alone or in
groups? Will it be the same for the whole lesson? If students are moving how will you make sure smooth
transitions?
‐Students will work in a group for the Fitblast.
‐Students will pair up with a partner/group as class progresses for the two exercises
4. The Overview (Agenda) for your lesson: (In this area, write the agenda (outline) as you
will write it on the board for your students)
Fitblast
King’s Court
5. Resources and Materials for your class (what resource do you and the students need for
class: markers, scissors; graph paper, extra pencils, beakers, etc. How many will you need? If they will be
using a textbook, list it here. If you used websites or other resources to prepare this lesson, reference
those here)
Badminton Racquets, Nets, Shuttles, Cones, Ipad, Ipad Dock, Ladder, Hula Hoops
6. Content, Teaching Strategies, for Lesson (Organize the content for your lesson, as well as
listing the teaching and assessment strategies. Include: an Introduction or Minds‐on, Instruction,
Application and Consolidation with approximate times for each portion with enough detail that another
teacher could teach your lesson)
Time Teaching and Detailed Description of your lesson including question
Assessment
Strategies/
technology use
Introduction (Hook) What activity/questions will you use to introduce your
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 2
47. lesson?
5 min ‐allow student 5 minutes to get the gym attire on and to take attendance
15 MusicWorkout ‐‐“Fitblast”
min App ‐Introduce students the new exercises, provide demonstration.
‐Students continue exercise while music is playing (30 seconds), rest while
music is off
‐complete circuit 2‐3 times depending on time
Instruction/Application – Detail what you will say, questions you will ask, and
activities for the students.
‐Introduce students to “King’s Court”
45
min Rules of Play
1. Set up all the courts so that there are two teams facing one another
2. One court will be designated as The King’s Court
3. Play up to 7, 11, 21 or set a time limit of 5 minutes
4. The winner keeps moving up (to their right)until they reach Kings Court
while the losing team heads to the nearest court to their left
Note:
After some time playing, the students will be playing against peers with similar
ability.
Consolidation‐ Referring back to the learning goals for the lesson, how will you
know they have learned?
5 min Observe Debrief: Review why King was successful. Techniques of students. Emphasize
Answers improved play etc.
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 3
49. Faculty of Education
Lesson Plan Template
Subject / Course: PPL30 TC Name: Marco Reda
Grade Level: 11 Date:
Topic: Presentations Time of Class: 75 min.
AT Name: Room # / Location: Classroom
1. Curriculum Expectation(s) and Learning Goal(s) for the Lesson
a) Expectations: (list. 1‐3 specific expectations from the Ontario curriculum} Be realistic about how much you
can accomplish in one lesson.
‐demonstrate personal competence in applying movement skills and principles
‐apply their knowledge of guidelines and strategies that can enhance their participation in recreational and
sports activities
‐ students will demonstrate positive, responsible personal and social behaviour in physical activity setting
b) Learning Goal(s) for the lesson: (In your own words, what do you want the students to have learned by
the end of the lesson? How will you know they have learned?)
‐Students will have come to class prepared to present their video, whether it be on youtube, via a PPT or Prez
‐students will be able to articulate the resources they used for research and why they chose the activities they
used
c) Assessment Strategies: (List the assessment strategies you will use to determine if students have learned
what you want them to learn.)
‐Observe skill videos and presentations
2. Preassessment and Accommodations/Modifications
(What can you do to ensure the success of all students?)
Preassessment: (Describe the student(s)) Accommodation/Modification: (how will you adapt
your lesson?)
Academic Needs: (e.g. student finishes early or ‐strategic seating to ensure students do not distract
doesn’t finish. students presenting
e.g. Student has difficulty understanding
‐if the presentations finish early, the students can
proceed to take the quiz. If the presentations roll over
Behavioural/Social/Emotional Needs: to the next class
e.g. student distracts others, gets out of his seat.
e.g. student does not participate
Physical Needs
e.g. student difficulty seeing, hearing or moving
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 1
50. Diversity Needs:
e.g. student has difficulty communicating in
English
e.g. accommodations due to different cultural
background
3. Learning Environment (describe the setup for your classroom. Will they work alone or in
groups? Will it be the same for the whole lesson? If students are moving how will you make sure smooth
transitions?
‐Students will present at the front of the class. Their video will be played on the projector.
4. The Overview (Agenda) for your lesson: (In this area, write the agenda (outline) as you
will write it on the board for your students)
Group Presentations
5. Resources and Materials for your class (what resource do you and the students need for
class: markers, scissors; graph paper, extra pencils, beakers, etc. How many will you need? If they will be
using a textbook, list it here. If you used websites or other resources to prepare this lesson, reference
those here)
Projector, Ipad
6. Content, Teaching Strategies, for Lesson (Organize the content for your lesson, as well as
listing the teaching and assessment strategies. Include: an Introduction or Minds‐on, Instruction,
Application and Consolidation with approximate times for each portion with enough detail that another
teacher could teach your lesson)
Time Teaching and Detailed Description of your lesson including question
Assessment
Strategies/
technology use
Introduction (Hook) What activity/questions will you use to introduce your
lesson?
5 min
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 2
51.
Instruction/Application – Detail what you will say, questions you will ask, and
activities for the students.
‐Students will present their skill videos to their peers
Consolidation‐ Referring back to the learning goals for the lesson, how will you
know they have learned?
5 min Observe Debrief: Review the process. What did the students learn? Was the assignment
Answers useful? Did it help them learn the skill?
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 3
53. Fit Blast
1. Speed Ladder—Students will perform a series of footwork steps through the ladder
https://www.youtube.com/watch?v=uouXu4Oqpjs
2. Mirror Challenge—students work in pairs; 1 student mirrors the lateral movement of the other
between 2 cones five yards apart
3. Burpees‐‐https://www.youtube.com/watch?v=oYJh0KaCiFg
4. Planks‐‐https://www.youtube.com/watch?v=kiA9j‐dR0oM
5. Fast Feet‐‐https://www.youtube.com/watch?v=oXfT0vbzjk8
54. Badminton Quiz
Date: ___________________________
Name: ______________________________
1. List 2 reasons why a player would use the “clear” in a badminton game.
a.___________________________________________________________________________________
b.___________________________________________________________________________________
2. List 3 types of serves.
a.___________________________________________________________________________________
b.___________________________________________________________________________________
c. ___________________________________________________________________________________
3. List 3 types of the Overhead Smash.
a.___________________________________________________________________________________
b.___________________________________________________________________________________
c. ___________________________________________________________________________________
4. If the score is 5‐2 for the server, on what side would he serve to start the next point.
____________________________________________________________________________
5. On the serve, the shuttle must be struck below the _______________________ on the
server’s body.
55. Badminton Non Doer Sheet
1. What are the 2 types of serve in badminton?
2. Can you draw a badminton court and label the lines and boundaries?
3. How many players in a game of singles badminton?
4. What area do you have to serve into?
5. Can you name 2 shots (not serves) in badminton?
6. What equipment do you need when playing a game of badminton?
7. What score do you play to in a game of badminton?