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LESSON PLAN
UNIT: PE 352 – January 28, 2003 TEACHING OBJECTIVES:
1. Allow students the opportunity to
GRADE: Secondary School communicate and work with a partner.
2. Have each individual demonstrate the
LESSON: Basic Warm-up correct body movements, (explosive
lower-body movements) while using
THEME OR TOPIC: feedback from his / her partner to increase
Full-body warm-up for strength training. success.
• Emphasize safety and cooperation 3. Gradually increase the overall intensity
• Increase heart rate through warm-up from the beginning to the end of the warm-
up.
EQUIPMENT: Pinnies 4. To increase the core body temperature in
physical preparation for a lesson involving
strength training.
5. To motivate students and provide a
positive, active experience.
TIME LESSON CONTENT TEACHING POINTS & ORGANIZATION
Introductory Activities/Warm-Up • Hands in • Teacher led / command style used
proper when instructors explain drill
1.) Crab Walk Activity position for • practice style used when students
• Number partners #1s and # 2s (if safety participate in the relay
Approx. there is an odd number, have one (pointing • reciprocal teaching style used if /
group of 3 trading roles so each towards when partner yells feedback
2 Mins. gets a turn) feet) • hands forward
• Spread out along start line to use • Use quick • push off with heels
space / avoid collisions movements; • maintain balance
• Have students perform quick wrist push off • accelerate / continue
stretch in preparation for relay with hands moving in a straight line
• Ask students what they think and feet
will give them an advantage • Partner #2
movement-wise: must wait
• Eg: explosive movements; until #1
quick hands and feet returns
• Crab walk to any line and back before
(chosen line must be over 20ft- beginning
must be past a certain universal • To ensure
line instructors point out) ; this will this is not a
allow each pair of partners to go at “race,” do
their own pace not use the
words
“ready, set,
go”
LESSON PLAN
2.) Leap Frog Activity • maximum 2 • command style as well as practice
• Same partners steps before style used
• Spread out along start line to use landing and • this basic warm-up also uses an
space / avoid collisions crouching inclusion style of teaching as most
Approx. • Ask students what will give • crouch low; students are able to participate
them an advantage in this relay tuck • Again, students learn through
2 Mins. • Eg: bigger leaps, using arms • use arms reciprocal style if partner gives
when leaping when feedback concerning the quality of
• Instructors provide a quick demo leaping to the movement etc.
• Partners leap frog to any line and propel body • crouch lower
back (chosen line must be over forward • take bigger steps
30ft-must be past a certain • push off • run faster
universal line instructors point out) partner’s • use arms to aid in the jump
; this will ensure that it is not a back
“race” • use big
leaps to gain
an
advantage
3.) Wheelbarrow Activity • maintain • command and practice style are
• Same partners balance used again
• Spread out along start line to use • talk to • verbal and kinesthetic feedback
Approx. space / avoid collisions partner to from partner provide reciprocal
• Ask students what will give determine learning
2 Mins. them an advantage in this relay speed / • Partner holding other
• Eg: communication with direction partner’s legs will know to
partner (determining speed • Try holding slow down if the person
etc.) holding partners legs partner’s walking on his / her hands is
firmly, close to body. legs in starting to stumble etc.
• Wheelbarrow to any line and back different • pace will be set and through
(chosen line must be over 30ft- positions / kinesthetic or verbal
must be past a certain universal at different awareness can be increased or
line instructors point out) ; this will angles etc. decreased
ensure that it is not a “race” • Partner may verbally request
a change of pace or a different
hold on the legs (i.e.: firmer,
higher, lower etc.)
LESSON PLAN
Culminating Activity • Use quick • Command style used when
Fox and Rabbit Game movements instructors explain game
• Instructors demonstrate and changes • Practice style used when students
Approx. • Same partners link arms of direction participate in game
• 2 sets do not link arms to elude • Reciprocal learning occurs when
6 Mins. • If odd number; group of 3 link foxes the instructors ask students for
arms • Use feedback as to how they can
• 1 person in set is fox; other is communicat achieve success in the game
rabbit—2 foxes, 2 rabbits ion to help
• linked partners spread out over peers
basketball court and run on the spot • Link up
• goal of fox is to tag his / her rabbit quickly to
(partner) avoid
• rabbit is “safe” when connected to getting
another partner set tagged
• If the fox catches his / her rabbit, • Linked pairs
they switch roles cannot
• once rabbit links to 2 partners; move
partner on opposite end of rabbit (except for
detaches and becomes “new” rabbit running /
• Stop class and ask them how they hopping on
can gain an advantage in this game; the spot)
give ideas for improved success;
allow them to continue game
• This time, the linked pairs may run
on the spot again, or if the
instructor decides, they can hop on
one foot, skip etc.
Closure • Ask 3 Partner Activities Included:
• Explain ideas of explosive starts students for • Fitness blasts and general fitness
• Explain advantages of using comments Fox & Rabbit Game Included:
partner feedback to increase and • Fitness blasts, general fitness,
success feedback minor games and group fitness
• Fox and Rabbit game can also be regarding
used as a warm-up for track, or any lesson
other lessons involving running etc.
Evaluation
• self evaluation (participation,
personal success, enjoyment)
• teacher evaluation
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