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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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