Continuous kickball lesson

PEP 304: Technology in PE

Lesson Plan

Name: Russell Peralta

Lesson Name: Continuous Kickball

Equipment: 30 pinnies (15 red, 15 blue), 5 cones, 3 gatorballs

NYSAHPERD Standards Met:

Standard 1 - Personal Health and Fitness

·         Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

Standard 2 - A Safe and Healthy Environment

·         Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.

Standard 3 - Resource Management

·         Students will understand and be able to manage their personal and community resources.

NASPE Standards Met:

Standard 1 - The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2 - The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to

      movement and performance.

Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-

      enhancing level of physical activity and fitness.

Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-     

     expression and/or social interaction.

Lesson Objectives: (situation, task, criteria):

     Ex. During class, students will demonstrate a proper kicking motion (step next to ball, opposite foot pointing toward target,   

    kick ball with the inside of foot, follow through) 3 out of 5 times).

Cognitive (understanding knowledge): During class students will be leaning new concepts of the game continuous kickball. This will be shown through teacher observation while the students are playing.

Psychomotor (performance/demonstrates): During class students will learn how to run to an objective while avoiding obstacles, this will be shown through teacher observation

Affective (interpersonal skills): During class the students will learn teamwork by passing the ball to one another. This will be shown by asking questions at closure

Safety Statement:  Make sure shoes are dry. When running around the cone make sure that running towards the cone everybody is on the left side, and running away from the cone everybody is on the right side; this is to avoid any potential collisions. When throwing a ball avoid hitting the head.

Lesson Content:

Introduction of class:

Hello class, my name is Mr. Peralta and today we are going to play a game called continuous kickball!

Does anybody think they have heard of continuous kickball before?

Before we get into how to play we are going to talk about teamwork, can anybody explain to me the idea of teamwork?

Team work is the idea that everybody works together to reach a given goal, can anybody tell me why teamwork might be important?

 Teamwork lets everybody have fun together and helps everybody become better friends!

Game Rules:

So now let’s talk about continuous kickball. During this game we will have two teams, a red team and a blue team. The team that is running will only have one kick, and once that first kicker passes the second line(point out) on the court the next person in line is allowed to start running, once they pass the second line the next person can go and so on. The runners must run on the left side of the cone(point out) until they run around the backside of it and run down the right side back to the starting point or “home”(point out) Players on the defending team must tag the runners with the ball or throw the ball at them; However defenders who have the ball are not allowed to move with it, they may pivot(demonstrate). When throwing a ball at a runner you are not allowed to hit them in the head, if this happens the runner will not be out. However, if a runner ducks their head into a ball (demonstrate) they will be considered out. I will call out if people are out and I will keep track of the amount per round. The point system of this game is based on amount of people out, not the amount of people who made it home safe; so the team with the lower score will be the winner. Now remember though, this game is not about winning or losing, but it’s about working together with your team. Does anybody have any questions?

Play a round for each team,

Closure:

Heart rates.

Did you all have fun?

Can anybody tell me the name of the game we just played?

What were some safety concerns during continuous kickball?

Can anybody tell me what teamwork is and why is it important?

END

Lesson Script:

Good morning class my name is Russell, um can I have you- everyone sit on this white line- uh yellow line

Alright so we are going to play a game today called continuous kickball? Has anyone heard of that? No? I didn’t expect you to, that’s good it will be a little fun.

So before we get started we are going to talk about teamwork a little. Does anyone know what teamwork is and why it’s important? Nobody? Alright wel- you.

(Student respondsing)

And why is it important?

(Student responding)

Yep so teamwork is working together with your friends and teammates to get everything working as it should and uh to reach your goal successfully 

So some safety concerns before we start, you’re going to be running around make sure your shoes are dry and not wet. And whenever you’re running  when your running that way your going to be running on this side of the white line and when your running back your going to be running on this side so you don’t hit anybody. And then when your throwing the ball don’t hit anybody in the head. Ok?

So the basis of the game, there’s genna be two teams , theres genna be a kicking team and uh a team that’s getting everyone out, uh the defending team. So the kicking team, theres only going to be one time when your kicking and uh the one kicker goes first the pitcher pitches it, the kicker kicks, and then once that kicker runs past this first cone right here this line. Then that the kicker runs and once they pass that the next person in line runs they don’t kick they just run. So everyone runs once and then you run around that cone and come back to pass this cone which is home and you’re safe. So the defending team, they have to get you out before you get back to safe so they are scattered around and can move but once you have the ball you cant move. So these are the balls we are going to be using. You cant move when you have the ball you can only pivot, you can go back or forward, you can reach and tag them but you cant run with it, you can only pass to your teammates. All good?

Let see (Long pause) um

Im going to have you guys count off by- does anybody have any questions

These are so this is the line that you uh once you cross this line, the next person in line can run. So the boundaries are going to be the uh the basketball the white outer lines. You have to run around the cone to get back to home.

Yeah you have to get back you can only run that way and don’t hit them in the head when your throwing it. If someone does throw it at and you kinda like duck into it like use your head as a shield basically im going to count you out for that because thats just not safe and not smart

Um all set? Im going to count off by two’s alright?

(Students counting off)

Awesome, so I want ones to grab the blue, and twos to grab the black

Team two you’re going to be in the field first

Who wants to pitch? Just roll this straight down the line. You do? Just in the circle just throw- just throw a nice smooth pass down the middle

(Asking questions)

Yup, yeah one person kicks and then they all run after that once th- well only one goes at a time past that line, yeah, yeah, and then its one at a time, yeah.

So I forgot to explain that, can I have everyone listen up real quick. So the outs the way that works, so the score is based on outs. So the people with the least amount of outs wins. So im going to call out, when you get out im going to call you out and then im genna have you get outside so you don’t hurt- get in the way of anything, so just leave, and ill call out the outs and keep track of those.

Student: can you demonstrate?

Yeah, yeah. Alright so your going to be after me in line and your going to be after him. So, so no your just going to run. So shes genna roll the ball to me Ill kick it and then im going to run, once I get past this line evan goes, once he passes the line then you can go. Do you guys get it? So I only kick the ball once, im the first person to kick the ball then its out. So your run around the cone yeah, do you guys get it. Nothing, you just gottta get them out. Yeah you can run however you want it just has to be on this side. Exactly. Alright are you guys all ready?

Is that out? 1! 2! 3! 4! Yeah.. 4 outs, 4 outs on the blue team

Black team your kicking. 1! 2! 3! 4! Out of bounds- 5! 6! Did you pass the line? Shes out that’s 7

Alright we are going to switch it up a little over here, you can-you can go either way now but you need to conscious of where your running alright? So no one can stand around and get you out like that. Did you guys hear that? So you can go around either way but you need to be conscious of where everyones at so you don’t run in to anybody-anybody. So this way they can’t hover over that and get you out.

Alright. 1! 2! Is he out? 1! 2! 3! 4! Heh! That was a good try!

Blue team has four, black team your up again, kicking

What a kick! Great job! 1! Cant step cant step doesn’t count, you cant move! Doesn’t count! They’re at one they’re at one! 2! 3! It skinned you, it got you. Alright

So blue team has a total of 8 and black team has a total of 10 less points wins

Your losing by 2 you need to get a lot out.

Good kick. 1! Out of bounds 2! 3! Cant run! 4! 5! Alright one more, black team your up.  You need less than 3 outs here. If you- if you guys- Its 13 to 10

Student: do you physically have to go around the cone or just go to the line?

You have to go around the cone

Student: can you hit it back this way

No, it has to pass this line that’s all

You Cant all run at once! Cant all run at once! 1! Out of bounds 2! 3! 4- it was a close game guys

Blue team end score of 13, black team end score of 14 blue team won.

Alright can I have everyone come in right here. We are all winners! Everyone get ready for your heart rate. Ready? Im going to count to six. 1. 2. 3. 4. 5. 6. Alright I want everyone to give themselves- everyone give themselves around of applause we all did good.

 Alright so, can anyone tell me the name of that game? Does anyone remember? Continuous kickball

What were some safety issues with that game? Yup yup, no headshots good.

Can anyone tell me why teamwork is important?

Student: communication

Alright im all set.

Reflection:

I had 20 filler words. This surprised me because listening to it, a lot of the lesson sounded awkward. I think this was because instead of my main issue being the overuse words like um, I would trip over myself when I was talking which would confuse me and make me repeat things. I think that I followed my lesson plan pretty well. Something that led to me having problems was the poor preparation of teaching the rules to the students. Because I have played the game and knew the rules well already the way I planned to teach my students the rules didn’t make much sense and it was confusing to them. This lead to me getting nervous and being unprepared when they asked questions which resulted in filler words and some pauses. Other than issues with my explanation of the rules and my responses to questions I think I followed my original lessons plan very step by step. The order of the introduction/safety to teamwork to game rules and finally to the conclusion were consistent in both the lesson plan and in the actual script, overall I think it was well done.  As my first teaching I think being nervous was a clear factor in some slip ups but i think It was a fine job and it has room to improve.

PE Portfolio

http://russellpeportfolio.blogspot.com/

Test post, please ignore

Heart Rate Project

                

For this project our class completed a large variety of different activities. Some activities were very simple and did not require much movement or activity, while others required a lot of energy and movement.  After most of the activities I felt relatively normal, while during a few of activities that required a bit more participation than normal I would begin to feel warmed up or even sweaty or tired. I think that the heart rate readings are accurate but the steps are not. On the activities that I felt normal after, my heart rates are consistent and on the lower side. The activities that I was more active in, my heart rates were higher. This relationship is what I would expect. The steps were much more sporadic, and I believe it was due to our technology. My first activity which was track and field warm ups, and I only counted 30 steps. On the last day, I got nearly 800 steps in both activities. Both of these days I was wearing different pedometers and in different places. The technology used to keep measure of our steps was just too inconsistent and unreliable for me to consider it accurate.