This unit plan outlines a 15-lesson badminton unit for a physical education class at Concord University. The unit aims to teach students the motor skills, movement concepts, and strategies of badminton. Lessons will focus on skills like serving, forehand strokes, backhands, overhead shots, footwork, and offensive/defensive strategies. Students will practice skills individually and play small games to apply their learning. Assessment includes skill tests, exams on rules and strategies, and observation of sportsmanship during games.
The unit plan aims to teach students the skills and mechanics of softball. Students have a wide range of abilities and include both male and female from ages 18 to 40s. Lessons will take place in the gym and include catching, throwing, fielding, hitting, bunting, and base running. Students will be assessed on their motor skills through observation, rules and strategies through a written exam, and teamwork and sportsmanship during games. The 15-lesson plan includes warm-ups, skill instruction, drills, and multiple softball games with a focus on skills, rules, and sportsmanship.
The document provides details of a volleyball unit plan for 7th grade physical education students. It includes information on the learner characteristics, physical environment, equipment available, and any special concerns. The unit goals are to introduce students to volleyball skills and concepts to promote lifelong fitness. The content outline details the motor skills of bumping, setting, serving, blocking, and strategies. It provides the critical elements and instructional cues for each skill. The scope and sequence progresses from informing tasks where the teacher demonstrates skills, to extending tasks where students practice in pairs, to application tasks where they play games to develop skills. The unit aims to develop proficiency in volleyball skills and knowledge of strategies and rules through assessment of psychomotor, cognitive, and
The document outlines a Frisbee unit plan for a physical education class that introduces students to basic Frisbee skills through lessons focused on throwing, catching, cutting, and defensive positioning skills, with content delivered through warm-ups, drills, and progressively more complex small-sided games culminating in a 5 on 5 scrimmage to assess skill acquisition and fitness outcomes. The unit is designed for a class of 60 college students with varying experience levels and will take place 3 times a week in a gym that must be shared with other classes.
(1) The lesson plan teaches 10th-12th grade students how to field ground balls in softball. It begins with warm-up stretches and teaches the proper form for fielding ground balls, including keeping an athletic position, eyes on the ball, and using a "gator mouth" technique.
(2) Students practice fielding ground balls with a partner by rolling the ball to each other. They also practice lateral shuffling and catching drills.
(3) The lesson concludes with playing wall ball and having students demonstrate what they learned about properly fielding ground balls. Throughout the lesson, the teacher provides feedback to reinforce correct form.
The document outlines the curriculum for an online martial arts training course across 12 levels from white belt to 1st degree black belt. Each level provides a checklist of techniques to be completed in areas like punches, kicks, combinations, forms, and self-defense covering techniques from basic to advanced. Students are expected to practice 2-3 times per week to progress through the levels and complete the curriculum over time to earn their black belt.
This PE lesson plan aims to teach high school students the proper mechanics of catching a football. The lesson will begin with a warm-up and explanation of the key points of catching, including keeping their eyes on the ball and using proper hand placement. Students will then practice catching in stationary and moving drills, receiving feedback on their form. The lesson concludes with a game of ultimate football to assess the students' ability to demonstrate catching in a game situation, while also displaying good sportsmanship. Safety precautions and behavior policies are outlined. The teacher will observe students' performance and provide guidance to ensure they understand and can correctly perform the critical points of catching a football.
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.
This document provides an overview of a volleyball unit that will teach students the rules and skills of volleyball. The unit will include passing drills, small-sided games, and full games to improve skills over time. The teacher's role is to guide students and ensure they understand the subject, while the parent's role is to support practice at home and provide equipment. The student's role is to learn with a positive attitude. Benefits include learning a sport, physical activity, and understanding how to structure a volleyball lesson. The unit will meet physical education standards around manipulative skills like volleying, passing, and throwing. Objectives are for students to volley and pass consistently with a partner.
The unit plan aims to teach students the skills and mechanics of softball. Students have a wide range of abilities and include both male and female from ages 18 to 40s. Lessons will take place in the gym and include catching, throwing, fielding, hitting, bunting, and base running. Students will be assessed on their motor skills through observation, rules and strategies through a written exam, and teamwork and sportsmanship during games. The 15-lesson plan includes warm-ups, skill instruction, drills, and multiple softball games with a focus on skills, rules, and sportsmanship.
The document provides details of a volleyball unit plan for 7th grade physical education students. It includes information on the learner characteristics, physical environment, equipment available, and any special concerns. The unit goals are to introduce students to volleyball skills and concepts to promote lifelong fitness. The content outline details the motor skills of bumping, setting, serving, blocking, and strategies. It provides the critical elements and instructional cues for each skill. The scope and sequence progresses from informing tasks where the teacher demonstrates skills, to extending tasks where students practice in pairs, to application tasks where they play games to develop skills. The unit aims to develop proficiency in volleyball skills and knowledge of strategies and rules through assessment of psychomotor, cognitive, and
The document outlines a Frisbee unit plan for a physical education class that introduces students to basic Frisbee skills through lessons focused on throwing, catching, cutting, and defensive positioning skills, with content delivered through warm-ups, drills, and progressively more complex small-sided games culminating in a 5 on 5 scrimmage to assess skill acquisition and fitness outcomes. The unit is designed for a class of 60 college students with varying experience levels and will take place 3 times a week in a gym that must be shared with other classes.
(1) The lesson plan teaches 10th-12th grade students how to field ground balls in softball. It begins with warm-up stretches and teaches the proper form for fielding ground balls, including keeping an athletic position, eyes on the ball, and using a "gator mouth" technique.
(2) Students practice fielding ground balls with a partner by rolling the ball to each other. They also practice lateral shuffling and catching drills.
(3) The lesson concludes with playing wall ball and having students demonstrate what they learned about properly fielding ground balls. Throughout the lesson, the teacher provides feedback to reinforce correct form.
The document outlines the curriculum for an online martial arts training course across 12 levels from white belt to 1st degree black belt. Each level provides a checklist of techniques to be completed in areas like punches, kicks, combinations, forms, and self-defense covering techniques from basic to advanced. Students are expected to practice 2-3 times per week to progress through the levels and complete the curriculum over time to earn their black belt.
This PE lesson plan aims to teach high school students the proper mechanics of catching a football. The lesson will begin with a warm-up and explanation of the key points of catching, including keeping their eyes on the ball and using proper hand placement. Students will then practice catching in stationary and moving drills, receiving feedback on their form. The lesson concludes with a game of ultimate football to assess the students' ability to demonstrate catching in a game situation, while also displaying good sportsmanship. Safety precautions and behavior policies are outlined. The teacher will observe students' performance and provide guidance to ensure they understand and can correctly perform the critical points of catching a football.
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.
This document provides an overview of a volleyball unit that will teach students the rules and skills of volleyball. The unit will include passing drills, small-sided games, and full games to improve skills over time. The teacher's role is to guide students and ensure they understand the subject, while the parent's role is to support practice at home and provide equipment. The student's role is to learn with a positive attitude. Benefits include learning a sport, physical activity, and understanding how to structure a volleyball lesson. The unit will meet physical education standards around manipulative skills like volleying, passing, and throwing. Objectives are for students to volley and pass consistently with a partner.
PE 7 - Lesson 2 Physical Fitness Test and AssessmentMerra Mae Ramos
The document discusses the Philippine Physical Fitness Test (PPFT) which measures physical fitness components such as power, flexibility, strength, speed, agility, and endurance. It provides instructions for candidates, noting they should get clearance, follow safety guidelines, and do warm-up exercises before completing tests like the standing long jump, sit and reach, curl-ups, 50m sprint, shuttle run, and 1000m run.
This document provides a lesson plan for a sixth grade physical education class on fencing. The lesson plan outlines objectives, standards, materials, and procedures. It includes a warm-up, stretching, and two parts for the lesson body focusing on fencing footwork and form. The lesson teaches fencing skills and concepts like the lunge, en garde position, attacks, parries, and counterattacks through teacher instruction, activities like shadow fencing, and discussion of etiquette and rules. The goal is for students to learn and apply fencing techniques and understand their benefits for physical fitness, motor skills, and responsible behavior.
Oafc academy individual coaching programme and technical curiculum by simon c...Simon Cooper
The document outlines Oldham Athletic Football Club's individual technical curriculum for ages U9 to U18. It includes macro and micro cycles for attacking, defending, unit play, team play, and position-specific skills. Example sessions are provided for topics like dribbling that focus on technical, tactical, physical, and psychological objectives. The goal is to develop players' individual skills and progress to effective team play through their academy pathway.
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.
Oldham Athletic Academy Coaching Programme by Simon CooperSimon Cooper
This document outlines a youth development program for an academy football club. It includes:
1. A table of contents listing technical, tactical, physical and psychological training modules for various age groups from U9 to U16.
2. Details of foundation, youth development and professional phases of the program.
3. Specific session plans and exercises for individual skill development from sessions F01 to F017.
4. An overview of the program's coaching styles and philosophy focusing on a player-centered approach with varied experiences.
The first lesson plan focuses on teaching proper fielding mechanics over the course of an hour. Activities include warming up, fielding ground balls gloveless and with proper technique, demonstrating how to round the ball, and playing instructional games to practice skills. The second document outlines a self-assessment for student-athletes to evaluate their athletic and academic strengths and weaknesses, devise a plan to improve weaknesses, and advise others on strengthening areas. Students will create and present a PowerPoint on their self-assessment.
The first lesson plan focuses on teaching proper fielding mechanics over the course of an hour. Students will warm up, practice fielding ground balls gloveless and with proper technique, and participate in instructional scrimmage games. The goal is to help students improve their fielding percentage and skills.
The second document outlines a self-assessment assignment. Students will identify their academic and athletic strengths and weaknesses, develop plans to improve weaknesses, and give advice to others. They will create a PowerPoint and present their self-assessment, giving insight to instructors on how to help each student maximize their potential. The goal is to enhance students' performance both on the field and in the classroom.
1) The first lesson plan focuses on teaching proper fielding mechanics over the course of an hour. Activities include warming up, fielding ground balls gloveless and with proper technique, and instructional scrimmage games.
2) The second document outlines a self-assessment assignment where student-athletes evaluate their academic and athletic strengths and weaknesses. They develop plans to improve weaknesses and give advice to others on strengths. Presentations are made to share results.
3) The goal is to help students enhance performance both on the field and in the classroom by focusing on development.
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.
This PE lesson plan focuses on teaching tennis skills like forehand and backhand swings. The plan outlines warm up exercises, skill instruction, practice in pairs and groups, and a concluding cool down period. Students will be assessed on their ability to perform movement skills properly with correct form and spacing. Safety is ensured through proper spacing of students and use of equipment. The plan allows for contingencies if interruptions occur.
This document outlines a 10-day unit plan for teaching short court handball to 9th and 10th grade physical education students. The unit focuses on developing students' cognitive understanding of shots, tactics, and rules, as well as their psychomotor skills in executing shots like forehands, serves, lobs, drops, and attacks. Each day's lesson introduces a new shot or tactic and includes instruction, practice activities, and informal assessments. The unit culminates in a doubles tournament where students can apply what they've learned. Pre- and post-tests assess growth in students' psychomotor skills over the course of the unit.
This document provides information about teaching pickleball groundstrokes. It includes the history of pickleball, descriptions of forehand and backhand strokes with critical elements and teaching cues. It outlines warm up drills and progressions for practicing strokes from motions without a ball to partner drills. The goal is for students to learn techniques to successfully participate in pickleball.
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.
This document provides a unit plan for an intermediate basketball unit for college students. The unit will last several weeks and introduce students to basic basketball skills like dribbling, passing, shooting, and team strategies through lessons, drills, and modified games. Students will be assessed on their basketball skills and knowledge throughout the unit. The unit will culminate in a fitness challenge and tournament where students can demonstrate what they have learned. Safety, student engagement, and skill development are priorities for the unit.
The document provides the lesson plan for a gym class that focuses on teaching students how to set a volleyball. The class will begin with a game of tag and follow the leader fitness activity. Students will then learn the five steps to properly set a volleyball through demonstration, guided practice with peers, and an applied activity of set and sprint in lines. The class will end with reviewing the setting steps and playing a volleyball game. Safety issues are addressed such as ensuring proper attire and space between students.
This document provides 8 drills to improve a shortstop's fielding skills. The drills cover lead throws, receiving throws at different positions on the base, holding runners, covering bases on steals, cutoffs, decoying runners, and diving plays. Emphasis is placed on proper footwork and technique to turn double plays quickly and prevent baserunners from advancing. Coaches should remind players to focus on fundamentals in each drill to build strong defensive skills.
The document provides guidance for creating an analysis of performance (AOP) project for a chosen sport. It outlines the sections to include such as describing the rules and terminology, providing videos of a perfect model and the observed performance, analyzing strengths and weaknesses, and planning strategies and practices to improve weaknesses. The document emphasizes including skill-related and health-related fitness links, and demonstrating understanding of personal exercise planning.
The document discusses strength training, defining it as exercises that build muscle strength through resistance training using weights or body weight. It explains the terms "repetitions" and "sets" and provides guidelines for upper and lower body strength training. Potential benefits of strength training are also outlined such as increased muscle and bone strength, improved cardiovascular health, and weight management.
The document discusses copyright and distribution restrictions for material provided by Knowledge Spot Inc. It states that the material is copyrighted and cannot be legally posted online or distributed without permission. It notes that illegal distribution should be reported and outlines liability disclaimers. The document also contains health and legal disclaimers related to the content.
This document provides information on a volleyball lesson for cycles 2 and 3. The objectives are to develop knowledge of volleyball skills and rules, understand fitness components, and practice techniques in game situations. Key volleyball skills covered are serving, digging, setting, and spiking. The lesson includes warm-up games to practice skills, demonstrations of proper techniques, and a competitive game to finish. Feedback is solicited to evaluate the lesson.
The document discusses squash gameplay including warm-up, movement, tactics and strategy. It recommends a pre-court warm-up to prepare muscles followed by a 5-minute on-court warm-up focusing on technique and switching sides. Efficient movement requires technical skill like moving from the ready position, discovering efficient patterns, and turning sideways to prepare strokes. Beginner tactics focus on rallying and defending using drives and volleys to avoid errors while regaining the "T" position, while intermediate players can also force and attack using a wider array of shots in their strategy.
PE 7 - Lesson 2 Physical Fitness Test and AssessmentMerra Mae Ramos
The document discusses the Philippine Physical Fitness Test (PPFT) which measures physical fitness components such as power, flexibility, strength, speed, agility, and endurance. It provides instructions for candidates, noting they should get clearance, follow safety guidelines, and do warm-up exercises before completing tests like the standing long jump, sit and reach, curl-ups, 50m sprint, shuttle run, and 1000m run.
This document provides a lesson plan for a sixth grade physical education class on fencing. The lesson plan outlines objectives, standards, materials, and procedures. It includes a warm-up, stretching, and two parts for the lesson body focusing on fencing footwork and form. The lesson teaches fencing skills and concepts like the lunge, en garde position, attacks, parries, and counterattacks through teacher instruction, activities like shadow fencing, and discussion of etiquette and rules. The goal is for students to learn and apply fencing techniques and understand their benefits for physical fitness, motor skills, and responsible behavior.
Oafc academy individual coaching programme and technical curiculum by simon c...Simon Cooper
The document outlines Oldham Athletic Football Club's individual technical curriculum for ages U9 to U18. It includes macro and micro cycles for attacking, defending, unit play, team play, and position-specific skills. Example sessions are provided for topics like dribbling that focus on technical, tactical, physical, and psychological objectives. The goal is to develop players' individual skills and progress to effective team play through their academy pathway.
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.
Oldham Athletic Academy Coaching Programme by Simon CooperSimon Cooper
This document outlines a youth development program for an academy football club. It includes:
1. A table of contents listing technical, tactical, physical and psychological training modules for various age groups from U9 to U16.
2. Details of foundation, youth development and professional phases of the program.
3. Specific session plans and exercises for individual skill development from sessions F01 to F017.
4. An overview of the program's coaching styles and philosophy focusing on a player-centered approach with varied experiences.
The first lesson plan focuses on teaching proper fielding mechanics over the course of an hour. Activities include warming up, fielding ground balls gloveless and with proper technique, demonstrating how to round the ball, and playing instructional games to practice skills. The second document outlines a self-assessment for student-athletes to evaluate their athletic and academic strengths and weaknesses, devise a plan to improve weaknesses, and advise others on strengthening areas. Students will create and present a PowerPoint on their self-assessment.
The first lesson plan focuses on teaching proper fielding mechanics over the course of an hour. Students will warm up, practice fielding ground balls gloveless and with proper technique, and participate in instructional scrimmage games. The goal is to help students improve their fielding percentage and skills.
The second document outlines a self-assessment assignment. Students will identify their academic and athletic strengths and weaknesses, develop plans to improve weaknesses, and give advice to others. They will create a PowerPoint and present their self-assessment, giving insight to instructors on how to help each student maximize their potential. The goal is to enhance students' performance both on the field and in the classroom.
1) The first lesson plan focuses on teaching proper fielding mechanics over the course of an hour. Activities include warming up, fielding ground balls gloveless and with proper technique, and instructional scrimmage games.
2) The second document outlines a self-assessment assignment where student-athletes evaluate their academic and athletic strengths and weaknesses. They develop plans to improve weaknesses and give advice to others on strengths. Presentations are made to share results.
3) The goal is to help students enhance performance both on the field and in the classroom by focusing on development.
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.
This PE lesson plan focuses on teaching tennis skills like forehand and backhand swings. The plan outlines warm up exercises, skill instruction, practice in pairs and groups, and a concluding cool down period. Students will be assessed on their ability to perform movement skills properly with correct form and spacing. Safety is ensured through proper spacing of students and use of equipment. The plan allows for contingencies if interruptions occur.
This document outlines a 10-day unit plan for teaching short court handball to 9th and 10th grade physical education students. The unit focuses on developing students' cognitive understanding of shots, tactics, and rules, as well as their psychomotor skills in executing shots like forehands, serves, lobs, drops, and attacks. Each day's lesson introduces a new shot or tactic and includes instruction, practice activities, and informal assessments. The unit culminates in a doubles tournament where students can apply what they've learned. Pre- and post-tests assess growth in students' psychomotor skills over the course of the unit.
This document provides information about teaching pickleball groundstrokes. It includes the history of pickleball, descriptions of forehand and backhand strokes with critical elements and teaching cues. It outlines warm up drills and progressions for practicing strokes from motions without a ball to partner drills. The goal is for students to learn techniques to successfully participate in pickleball.
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.
This document provides a unit plan for an intermediate basketball unit for college students. The unit will last several weeks and introduce students to basic basketball skills like dribbling, passing, shooting, and team strategies through lessons, drills, and modified games. Students will be assessed on their basketball skills and knowledge throughout the unit. The unit will culminate in a fitness challenge and tournament where students can demonstrate what they have learned. Safety, student engagement, and skill development are priorities for the unit.
The document provides the lesson plan for a gym class that focuses on teaching students how to set a volleyball. The class will begin with a game of tag and follow the leader fitness activity. Students will then learn the five steps to properly set a volleyball through demonstration, guided practice with peers, and an applied activity of set and sprint in lines. The class will end with reviewing the setting steps and playing a volleyball game. Safety issues are addressed such as ensuring proper attire and space between students.
This document provides 8 drills to improve a shortstop's fielding skills. The drills cover lead throws, receiving throws at different positions on the base, holding runners, covering bases on steals, cutoffs, decoying runners, and diving plays. Emphasis is placed on proper footwork and technique to turn double plays quickly and prevent baserunners from advancing. Coaches should remind players to focus on fundamentals in each drill to build strong defensive skills.
The document provides guidance for creating an analysis of performance (AOP) project for a chosen sport. It outlines the sections to include such as describing the rules and terminology, providing videos of a perfect model and the observed performance, analyzing strengths and weaknesses, and planning strategies and practices to improve weaknesses. The document emphasizes including skill-related and health-related fitness links, and demonstrating understanding of personal exercise planning.
The document discusses strength training, defining it as exercises that build muscle strength through resistance training using weights or body weight. It explains the terms "repetitions" and "sets" and provides guidelines for upper and lower body strength training. Potential benefits of strength training are also outlined such as increased muscle and bone strength, improved cardiovascular health, and weight management.
The document discusses copyright and distribution restrictions for material provided by Knowledge Spot Inc. It states that the material is copyrighted and cannot be legally posted online or distributed without permission. It notes that illegal distribution should be reported and outlines liability disclaimers. The document also contains health and legal disclaimers related to the content.
This document provides information on a volleyball lesson for cycles 2 and 3. The objectives are to develop knowledge of volleyball skills and rules, understand fitness components, and practice techniques in game situations. Key volleyball skills covered are serving, digging, setting, and spiking. The lesson includes warm-up games to practice skills, demonstrations of proper techniques, and a competitive game to finish. Feedback is solicited to evaluate the lesson.
The document discusses squash gameplay including warm-up, movement, tactics and strategy. It recommends a pre-court warm-up to prepare muscles followed by a 5-minute on-court warm-up focusing on technique and switching sides. Efficient movement requires technical skill like moving from the ready position, discovering efficient patterns, and turning sideways to prepare strokes. Beginner tactics focus on rallying and defending using drives and volleys to avoid errors while regaining the "T" position, while intermediate players can also force and attack using a wider array of shots in their strategy.
K TO 12 GRADE 7 LEARNING MODULE IN PHYSICAL EDUCATION (Q3-Q4)LiGhT ArOhL
This document provides an overview and lesson plans for a physical education module on Arnis, a Filipino martial art. The module is divided into 3 sessions that will teach students the fundamental skills of Arnis, including proper grips, stances, 12 striking techniques, and warm-up/cool-down exercises. Self-assessment rubrics are included to help students evaluate their own progress in learning and performing the techniques.
Michael Rivera EDAC 634 Project Demonstrationmarivera89
This document discusses embodied learning through cheerleading. It defines embodied learning as learning through physical experience rather than reflecting after. As a cheerleader, the author investigated embodied learning in cheerleading, which requires learning physical skills like stunts during the experience. Findings showed mirror neurons help apply skills and performing skills enhances learning. The author's program focused on teaching stunting, pyramids, basket tosses, and motions in a progressive way, building on mastered basics. Evaluators provided feedback to reduce repetition and tailor courses to group size. The study implies embodied learning is useful in adulthood and cheerleading exemplifies learning through the body.
Identify Key Issues in Global HRMBased on the scenario in the MalikPinckney86
Identify Key Issues in Global HRM
Based on the scenario in the previous weeks, you, as a consultant for an IT company, are tasked to deliver a PowerPoint presentation on critical issues in global HRM because the company has a business plan to launch a new marketing team in an Asian market, which will eventually expand and grow throughout all of Asia.
Therefore, the CEO of the company asked you to summarize important HR topics and issues that should be considered in various HR practices, including recruitment, training, compensation and benefits, development, and performance evaluation.
In this presentation, address the following:
· Address at least three critical topics/issues that are relevant to the company’s business strategy and should be considered in global HRM. What are the topics/issues? Why is each issue important?
· Point out how each topic/issue can be addressed from the perspective of HR. What are the roles of HR to address each topic/issue? What actions/initiatives are necessary?
· Be sure to support your discussions with research findings.
Length: 14 slides, not including the title and reference pages
References: Include a minimum of 5 scholarly resources.
Lesson Plan #edTPA
Select a Class:
Blue Blocks 1&2
Central Focus:
NASPE Standards (Grade Level Outcomes):
1.-Psychomotor domain (standard 1)
2- Cognitive domain (standard 2/3)
3- Affective domain ( standards4/5)
Date of Lesson:
Student Learning Objective (SLO)( aligned to standards above)
1.
2.
3.
“I can” statement for students.
Essential Question(s) for the Lesson:
Academic Language Demand (Language Function and Vocabulary):
Vocabulary:
Function:
Syntax:
Prior Knowledge:
List Key Instructional Materials and Technology for Students and Teacher.
Activity
List activities to show progression from one to the other.
Description of Activities and Setting (Instructional Cues, Strategies, and Learning Tasks, organization of students, equipment, space -). Discuss what you and the students will be doing that supports diverse student needs.
Assessment/monitoring/ observing students
1. Focus and Review
2. Fitness Activity
3.
4.
5.
6.
7.
8.
Targeted Accommodations
Differentiated instruction, assessment & Data decisions
Student/Small Group Accommodations –
How are you grouping your students based on the assessments? How will you assess the IEP goals? List the accommodations needed to assist students with disabilities in accessing the content (e.g., having test instructions & questions read aloud; allowing a scribe to record homework or test answers, etc.).
To differentiate instruction is to recognize students’ varying degrees of background, prior knowledge, readiness levels/abilities, language, and preferences in learning, interests, and talents and to work with these differences in designing your instruction. Differentiate instruction by content (what you will teach), process (how the materia ...
The physical education syllabus outlines the goals and requirements for physical education classes at Romeoville High School across four years. The freshman and sophomore classes introduce students to team and individual activities as well as fitness activities to promote lifelong health. The junior and senior classes offer elective activities for students to explore lifelong recreational activities, with a minimum of six activities per semester. Students are expected to dress in a PE uniform, participate daily, and will be graded on participation, dress, cooperation and assessments.
This PE lesson plan teaches the basic steps of Reggaeton style Zumba dance. The teacher will demonstrate and have students practice the Twist & Knee Lift step, explaining how to twist the feet and lift the knees. Students will then practice the Side Step & Arm Swing, stepping to the side and swinging the arms out and in front. Observation and feedback will be provided. If needed, the class will relocate to another gym and use a smartphone for music. The goal is for students to perform the dance steps correctly and in rhythm.
This lesson plan outlines a gymnastics and static balancing lesson for a physical education class. The lesson will focus on demonstrating balance and body control through exercises like counter balances and static balances performed with a partner. Students will be assessed on their ability to hold static balances for at least 3 seconds without movement while using proper form and technique. The teacher will provide verbal cues, feedback, and questions to help students learn and correctly perform the balancing skills.
1) The unit plan introduces Zumba dance to students at the beginner skill level. It will be taught in the dance studio or gym at the university recreation center.
2) The plan outlines the objectives to improve students' psychomotor skills through dance demonstrations, cognitive understanding through a quiz, and positive affective domain through teamwork and encouragement.
3) The content covers the basic movements and steps for dances like salsa, cha-cha, merengue, cumbia, and reggaeton. It provides the critical elements, instructional cues, and scope and sequence to teach and apply the dance skills with informing, extending, and applying tasks over the course of the unit.
This lesson plan aims to teach middle school students proper basketball shooting form and mechanics. The plan includes a warm-up, demonstration of proper shooting technique, practice time where students will shoot foul shots in pairs, and a game to reinforce skills called in a practice setting. The objectives are for students to successfully make 3 of 5 foul shots with proper form, explain correct shooting technique, and demonstrate teamwork. Safety and behavior guidelines are provided. Student activity includes warm-up exercises, shooting drills, and the competitive "Gotcha" game. The teacher will provide verbal cues and feedback during drills and games to reinforce proper form.
This document outlines the learning goals for a physical education unit on the game "Sharks and Minnows" for a kindergarten class. The three learning goals are:
1) Learn movement concepts and pathways while participating in games
2) Learn the rules of the game
3) Demonstrate appropriate interactions with others and space while playing
The unit aims to teach students new skills through organized play, explain the game rules verbally and through demonstration, and encourage teamwork and personal space through independent practice of the game.
This document provides the lesson plan for a physical education class on the noodle game for kindergarten students. The lesson objectives are for students to learn movement concepts like directions, levels and pathways through playing the noodle game. The teacher will explain and demonstrate the rules of the game, then have students practice in small groups and play independently, applying the rules and appropriate behavior. During closure, the teacher will discuss with students how levels, pathways and directions were used in the game and how they relate to everyday life. Assessment will be done formatively through corrections during practice and summatively by asking questions to check understanding of strategies and rules.
This document provides information for a physical education lesson on the game "Sharks and Minnows" for kindergarten students. The lesson objectives are for students to learn movement concepts and pathways by playing the game. Students will learn and demonstrate the rules of the game, which involve one student being the shark trying to tag other students who are minnows. The lesson will begin with explaining what it would be like to be a shark chasing minnows, demonstrate the rules, have guided practice in small groups, then an independent practice period of playing the full game. During and after playing, the teacher will check students' understanding of strategies used and how they relate to interacting with others in their daily lives.
Professor Miller is writing a reference letter for Darrell Frasier, who is applying for a K-12 physical education position. Miller has known Frasier for three years as his professor at Concord University, where Frasier earned excellent grades and attendance. Miller rates Frasier's academic performance as excellent and recommends him, saying Frasier's performance in his classes indicates he would meet the requirements of the physical education program.
Dee Pate, a physical education teacher at Daniels Elementary, wrote a recommendation letter for Darrell Frasier who completed his student teaching in the fall of 2015. Pate found Frasier's lesson planning and execution to be excellent, and that he was well prepared and effective at managing his class time. Pate also noted Frasier was well liked by the students and participated in extracurricular activities. Pate believes Frasier has the skills and desire to be an outstanding teacher.
This document provides a summary of Darrell L. Frasier's experience and qualifications. Frasier has over 30 years of experience in education, operations management, and the United States Army. He received a Bachelor of Science degree in Physical Education from Concord University in 2015 and an Associate of Technology degree from Pierce College in 2006. Frasier is a highly skilled teacher with experience developing lesson plans and assessing over 140 students in Pre-K through 1st grade. He also has experience managing large operations with over 280 employees and multi-million dollar budgets.
1. Concord University PETE Unit Plan
Unit Activity Badminton
Unit Context Learner Characteristics:The skill levels of the class range widely due
to the athletic ability and experience of the individuals. Most students
have been exposed to badminton only in the recreational form.
Students’ range from 18-46, male and female, and most are in
moderate to good physical condition.
Physical Environment:The class will be conducted in Gym I. The
gym has sufficient lighting, a controlled atmosphere, and the floor is
clean and free of obstacles. The gym has ample space to conduct the
class, but does have some safety items to consider like bleachers,
brick walls, and etc.
Equipment Access: There are 4 badminton nets, over 30 rackets, and
8 to 10 cans of birdies or shuttlecocks. There are 4 badminton courts
marked out on the gym floor with beige tape.
Special Concerns: Proper non-slip shoes will need to be worn as well
as the proper attire for indoor activities. Modifications will be made for
students with injuries, ailments, or disabilities.
Standards
Addressed
NASPE Standards for PE
X Motor Skills & Movement Forms
X Movement Concepts
X Physical Activity
X Health-Related Fitness
X Personal & Social Behavior
X Values Physical Activity
WV Standards for PE
_X_ Movement Forms
_X_ Motor Skills
_X_ Physical Activity
_X_ Physical Fitness
_X_ Personal & Social Behavior
Unit Goal To introduce students to the motor skills, moving concepts and
strategies needed to participate in a competitive or leisure game of
badminton as a lifetime activity.
Name: Darrell Frasier Date:01/26/2015
2. Unit Objectives Psychomotor: Students will be able to demonstrate and perform the
critical elements involved in performing a forehand, backhand,
overhead, drive, drop, clear, smash, and strategies during a
competitive or recreational game with 80% accuracy or better.
Cognitive:Students will be able to answer questions correctly
pertaining to the rules and strategies of badminton and dimensions of a
badminton court. This will be accomplished by verbally answering
questions at the end of each lesson utilizing the Call, Ask, and Answer
method and a 20-question exam at the end of the unit with 80%
accuracy or better. Students will also identify offensive and defensive
strategies by stating examples at the end of each lesson.
Affective: Students will display teamwork, good sportsmanship, and
communication while participating in a game of recreational or
competitive badminton. Students will acquire the appreciation, value,
and fun of badminton as a lifetime activity by participating with peers in
practice and game type situations and documenting their feelings and
opinions into a daily journal.
Health-Related Fitness:Students will participate in a pre-planned
dynamic moderate warm-up with their class demonstrated by the
instructor if needed. Students will also receive benefits in hand-eye
coordination, muscle strength and endurance, and flexibility in most
lesson plans while participating in light to moderate individual and team
activities.
3. Content Outline Motor Skills: Serve
Backhand
Critical Elements:
Have racket in
dominate
hand.
Have your grip
with the hand
shake grip
thumb in
grove.
Be in an
athletic stance
with your
dominant foot
forward.
Have the
racket across
your body.
Hold the birdie
in non-
dominate hand
on the base.
Drop the birdie
in front and hit
it below your
waist.
Flick your wrist
Instructional Cues:
Grip
Stance
Drop
Hit
Flick wrist
4. Content Outline Motor Skills: Serve
Forehand
Critical Elements:
Have the
racket in your
dominant
hand.
Have your
hand in
handshake
grip thumb in
grove.
Be in athletic
stance with
your dominant
foot back.
Have the
racket down
below your
waist.
Hold the birdie
across your
body above
and in front of
the racket by
the base.
Drop the birdie
and hit below
your waist.
Flick your
wrist.
Instructional Cues:
Grip
Stance
Drop
Hit
Flick wrist
5. Content Outline Motor Skills: Shots
Drive
Critical Elements:
Racket in
dominate
hand.
Use forehand
or backhand.
Hit birdie
flicking the
wrist.
Hit birdie to
where the
birdie travels
parallel with
the floor with
good force.
Making sure it
can’t be
smashed.
Once hit return
to home base.
Instructional Cues:
Grip
Stance
Hit
Flick wrist
Return home
Content Outline Motor Skills: Shots
Drop
Critical Elements:
Racket in
dominate
hand.
Use forehand
or backhand.
Hit birdie
flicking the
wrist.
Hit birdie to
where it just
clears the net
and falls close
to it.
Once hit go
back to home
base.
Instructional Cues:
Grip
Stance
Hit
Flick wrist
Return home
6. Content Outline Motor Skills: Shots
Clear
Critical Elements:
Racket in
dominate
hand.
Use forehand
or backhand.
Hit birdie
flicking the
wrist.
Birdie must go
high over
opponent’s
head landing
close to the
base line.
Once hit return
to home base.
Instructional Cues:
Grip
Stance
Hit
Flick wrist
Return home
Content Outline Motor Skills: Shots
Smash
Critical Elements:
Racket in
dominate
hand.
Use forehand
or backhand.
Hit birdie
above head
flicking the
wrist.
Hit in a
downward
stroke with
force and
angle.
Once hit return
to home base.
Instructional Cues:
Grip
Stance
Hit
Flick wrist
Return home
Scope and
Sequence of
Content
Informing Tasks: Extension Tasks: Applying Tasks:
7. Scope and
Sequence of
Content
Informing Tasks: Extension Tasks: Applying Tasks:
Footwork
Lesson 2
Start at home base
and practice lunging
with your dominate
foot to the different
spots on the court
and getting back to
your home base
The person on the
other side of the court
will now hit the birdie
to different places on
the court. The other
player will practice
using correct footwork
to hit the birdie back.
Keep track of how
many birdies the
player is able to hit
back using the correct
footwork out of 10
attempts.
Forehand Stroke
Lesson 3
Using the proper
technique each
student will get a
birdie and practice
using the forehand
stroke and hitting it
over the net.
Once they have the
feel for using the
forehand stroke put
them against a
partner to rally back
and forth while using
the forehand stroke.
In this task scoring
doesn’t matter it is just
practice.
See how many times
you are able to get it
past your partner and
inside the court. Every
time you use the
correct form and hit it
inside the court you
will receive a point.
Backhand
Stroke
Lesson 5
Introduce the proper
form to use the
backhand stroke and
in what situation it is
best to use it.
Practice with a partner
hitting it back and
forth with your
backhand. Focusing
on staying stationary
and working on the
technique.
One partner will hit
the birdie to their
partners backhand
and keep track out of
how many successful
returns they make out
of 10.
Overhead
Stroke
Lesson 6
Get the students to
practice hitting the
birdie over the net
using the different
types of overhead
strokes by
themselves.
Put them together in
partners and let them
try out the different
types of overhead
strokes against each
other. Instruct them
on making the other
opponent move to set
up the different types
of shots.
Let the two partners
play a game against
each other. In the
game you are
rewarded 5 points for
a successful score
using an overhead
stroke while only
receiving only 1 point
using a different type
of stroke.
8. Serve
Lesson 7
Get the students to
practice serving into
the correct box using
whichever type of
serve they feel most
comfortable with.
Let the students
practice using all the
different types of
serve and have them
to focus on hitting it
into the correct box.
Each student will
practice 10 serves on
each side of the court.
Using the forehand
serve for 10 and then
using the backhand
serve for 10. Keeping
track of how many
successful serves
they make.
Block Time Plan Lesson 1:
Introduction of the
unit.
Introduction to rules
of the game and
dimensions of the
court.
Lesson 2:
Introduction to the
ready position, home
base, and footwork.
Participate in
extension task of
ready position, home
base, and footwork.
Participate in
application task of
ready position, home
base, and footwork.
Lesson 3:
Introduce the critical
elements of the
forehand.
Participate in extension
task of the forehand
stroke. Participate in
application tasks of
the forehand stroke.
Lesson 4:
Review of critical
elements of the
forehand stroke.
Introduction of the
critical elements of
the backhand stroke.
Participate in
extension task of the
backhand stroke.
Lesson 5:
Review the critical
elements of the
backhand stroke.
Participate in
extension tasks of the
backhand stroke.
Participate in
application tasks of
the backhand stroke.
Lesson 6:
Introduce the critical
elements of the
overhead strokes.
Participate in the
extension task of the
overhead strokes.
Participate in the
application task of the
overhead strokes.
Lesson 7:
Introduce the critical
elements of the
serve.
Participate in the
extension task of the
serve.
Participate in the
application of the
serve.
Lesson 8:
Small game-play
utilizing a singles
format to review the
forehand, backhand,
overhead strikes, the
serve and the rules
and dimensions of the
court for single play.
Introduction of
offensive and
defensive strategies.
Lesson 9:
Small game play
utilizing a doubles
format to review the
forehand, backhand,
and overhead strokes,
the serve, and the
rules and dimensions
of the court for double
play.
Introduction of
offensive and
defensive strategies.
9. Lesson 10:
Single elimination
singles format
tournament reviewing
offensive and
defensive strategies.
Lesson 11:
Single elimination
doubles format
tournament reviewing
offensive and
defensive strategies.
Lesson 12:
Review of rules of the
game and dimensions
of the court for singles
and doubles,
forehand, backhand,
and overhead strokes,
the serve, and
offensive and
defensive strategies.
Take written exam.
Lesson 13: Lesson 14: Lesson 15:
Instructional
Strategy
Affiliation:
Roles:
Record Keeping:
Seasons:
Formal Competition:
Culminating Event:
Skill Combine:
Instructions:
10. Assessment
Procedures
Psychomotor: Students will be able to demonstrate the critical points
of the forehand, backhand, clear, drop, smash, and drive shots with a
minimum of 80% accuracy while being observed.
Cognitive:Students will be able to identify rules and strategies of
badminton and the dimensions of a badminton court by completing a
multiple-choice 25-question exam with 80% accuracy.
Affective: Teams will receive daily points of activities, drills and games
by showing sportsmanship, teamwork, improvement, and application of
offensive and defensive strategies worth 100 points over the course of
the unit.
H-R Fitness: Students will be observed during pre-planned warm-up,
extension tasks, and application tasks to ensure they are staying active
and engaged and can earn up to 50 total points over course the unit.
Written Exam- 50 points
Participation- 50 points
Sportsmanship, Teamwork, Improvement, and Strategies- 100 points
(Lessons 1,2,4,5,6,7,8,9,10, and 11-Winning team receives 10 points
per lesson and second place team receives 5 points per lesson)
Total points 200
Resources Used Books: Schmottlach, Neil and Jerre McManama. (2010). Softball.
Sandra Lindelof, Katie Cook, & Deborah Cogan (Eds.), Physical
Education Activity Handbook, 12th
Edition (339-354. San Francisco:
Benjamin Cummings.
Course Work: