Sample Lesson Plans: Developmental Games and Sports

Skill Development:

Level 1 - Pass ball high and slightly to one side. Slide step, catch, pass into the air. Check/correct body and hand positions. Remember to toss ball to the left and to the right.

Level 2 - Same as Level 1 but toss the ball farther to the side. This will require more hustle and less time to think about the skill.

Level 3 - Pass the ball to the wall but on an angle (that is, to the side). Allow one bounce as the ball returns and pass again. Remember to do passes that angle to the left and to the right.

Observing each other and calculating and recording successful tries could allow students to graph the results.

Culminating Activity:
Same as previous lesson but students must understand that both sending and receiving are important. This means hustling to get to the ball before it's too late!

This activity area comprises 25% (25 hours) of the year's program. Through skill development in track and field, soccer, badminton, and other games and sports, students learn to transfer basic concepts related to basic movement patterns from one activity to another. For example, the sending of an underhand toss in slow pitch is very similar to an underhand serve in volleyball.

The following pages use racquet sports in a general sense and volleyball as one specific unit to demonstrate the use of the conceptual approach to teaching motor skills. Also demonstrated is the use of the adaptive dimension and the use of various objectives to meet the aim and goals of Physical Education 6-9.

The racquets section gives suggestions on how to assess students' starting points regarding skill development. It also gives examples of activities that accommodate beginner, intermediate and advanced students.

The volleyball section contains five lesson plans. Each one uses different foundational objectives and learning objectives in order to demonstrate how these might be achieved in a lesson. Each lesson is a separate entity which can be developed independently. Beginner, intermediate and advanced skill levels are incorporated. Students are exposed to direct teaching styles; they have an opportunity to experience self-directed learning and peer coaching.

The remaining pages explain a number of skill developing activities. Each activity is adapted to challenge all activity levels.

Assessing Starting Points

The purpose here is to determine students' starting points: beginner, transition, intermediate and advanced. Surprisingly enough, this does not take long. The beginner will be obvious almost immediately, as will the advanced individuals. This will give teachers time to concentrate on the transition and intermediate students. Classes will not necessarily consist of the same number of students in each group. Numbers will be dependent on students' past experiences and familiarity with the activity.

In order to classify each student, teachers might try using the following definitions:

Beginner

virtually no control
haphazard
accidental successes
no two attempts look alike

Transition

fluctuation between pre-control and control but with an observable tendency to execute more actions in the control mode

Intermediate

skill ready to use in combination with other skills
consistent performance

Advanced

high level of ability
fluid
uses skills in a variety of situations
movements seem effortless

When classifications have been completed, teachers should take the time to make sure students understand the advantages of starting and working at their own rates and how this necessitates the teacher taking the responsibility for finding their starting points. Once students become comfortable with the terms and their meanings, they can help a lot when it comes to their own classifications for future activities. Teachers should plan activities to accommodate students' various starting points.

Students need to look at how their own bodies are doing in relation to the performance cues that apply to their own starting points. Teachers must allow them time -- time to develop some sort of kinesthetic awareness, which is the body's awareness of what various parts of the body (such as arms, hands, trunk) are doing at any given time and what they are doing in relation to each other.

Students need time to work by themselves and with peer coaches, analyzing their motor skill strengths and weaknesses according to performance cues. There is some advantage to pairing students up according to identical starting points, as both will be able to engage in the same activity. Depending on availability of space, length of class, and equipment, there is also something to be said for the pairs being made up of individuals with two different starting points. Teachers will be able to tell if the intermediate player really knows what he or she is doing, and why, by pairing that student with a beginner. There's nothing like trying to teach something to a beginner to find out if a person really knows what he or she is talking about!

Teachers should remember that they are facilitating this class. If teachers resist the temptation to constantly run in and fix things for students, whether it be incorrect weight transfer or a communication problem during a peer coaching situation, they can spend time using checklists, rating scales and anecdotal records to assess students' progress. Use of a video camera as a feedback instrument can be a great asset. Students can tape their movements and then discuss what they see according to performance cues.

Video tapes can also be used for more formal evaluation. For instance, students may be instructed to take X number of swings, serves, whatever, and then select the three best and explain, in writing, why these three were chosen. This gives teachers more time to look at each student's skills outside class time.

The following information includes activities that could be used in moving students from one starting point to a more sophisticated level of performance. In addition, suggested instruments on the assessment of communication skills, cooperation and more are provided in the Templates for Student Assessment and Evaluation section of this guide.

Every student in the class will be included somewhere in the developmental scheme of things. One of teachers' major responsibilities is to provide all students with a skill development activity that will allow for observable, measurable improvement and feelings of success; however, knowing that the typical class is usually made up of three classifications of students, this should put to rest the frightening perception of a class where 30 students are doing 30 different activities, all at the same time.

When selecting activities to match the abilities of students, teachers must be conscious of the performance cues being worked on by the beginner, intermediate and advanced student. These performance cues are the keys to selecting appropriate activities for your students. Refer to the Motor Skill Development section for additional information.

Sample Motor Skill Activities:

Balloonminton

Simply substitute a balloon for a shuttle. This slows the game down so that the beginner has the time to concentrate on grip and preparation for hitting the object.

Hit the Target

Following is a tennis activity for those making the transition from beginner into intermediate. Here space and force become important. The object of this game is for players to use racquets to hit a ball over a net onto the wall and keep it going for a specified time period or number of hits. Players should be encouraged to move the feet into a position so that the majority of shots are forehand; second choice is backhand; discourage overhead shots as they are difficult to control and are not as game related.

Alternatives:

use a variety of balls (nylon, Nerf, tennis)
change the height of the net or rope
increase the distance between the net or rope and wall

What if the teacher placed a target on the wall?
Could only volley shots be allowed over the net or rope?
What would happen if a second net or rope was placed parallel to the first one?

Back Wall Play Test

Here is an activity for intermediate-moving-into-advanced (transition) students. Success relies heavily on relationships (the relationships between the body, object, racquet and court). This game helps the player assess her or his ability to play balls that have rebounded off the back wall.

Set up the front wall like this:

Instructions to student:
You are to stand in the three-quarter court position facing the front wall. Your partner will provide you with 10 set-up shots by either hitting the ball onto the front wall hard enough to rebound off the back wall after one bounce on the floor or by tossing the ball at a 45 degree angle onto the floor about 1 metre from the back wall. Your task is to move into position and return the ball offensively (kill shot) to the front wall. The ball may strike either side wall during the flight to the front wall as long as it does not strike the floor before reaching the front wall.

Scoring:
Total your eight highest scores. The point value for each shot is the value indicated where the ball strikes the front wall. Shots landing on a line should be awarded the higher point value.

Lesson Plan 1

Date:

Activity Area:
Developmental Games and Sports

Activity:Volleyball

Foundational Objective: Students will develop skills that will enable them to be more comfortable in a games and sports environment

Learning Objective:

Students will display an understanding of basic rules of volleyball.

Assessment:
Give students 6 game situations and have them quickly write down their answers. This will indicate what, if any, reteaching must be done.

Evaluation:

Teacher Notes:

To ensure success during the students' practice time and during the culminating activity, allow for choices regarding the serving line (for example, use pylons or lines already in existence on the floor).
Reinforce the fact that proper techniques and the ability to follow the rules are much more important than being able to serve from the legal serving line at the back of the court.

Personal Reflections:

Lesson Plan 1

Skills: Deals only with skills that have been practised.

Introduction: Discuss the basic movement pattern of sending and some of the performance cues related to it.

Equipment: Volleyballs, net(s), court lines (sidelines, baseling, 3m attack line).

Warm up: Command style; have students run and touch the net, stand on the baseline, run to the net and block -- generally familiarize themselves with the terms of volleyball, what they are, where they're located, etc.

CELs

Skill Development: (using serve as an example)	C	N	PSVS	IL	CCT	T
Have students quickly review the main points (e.g., performance cues) for one type of serve, such as the underhand style.
Ask students questions that require them to reach conclusions about basic rules that apply to any service. (e.g., Where do you have to stand to serve? To be legal, where does the ball have to go when it is served? How do you know when it is your turn to serve?)
Allow students a couple of minutes to practise serving.
Culminating Activity: Have the students serve the ball according to the rules discussed in class. You may wish to be the referee and blow a whistle before each serve.

Closure: Review the basic rules of the particular skill dealt with this lesson.

Six Game Situations

Explain to the students that their choices for answers are legal and illegal according to the rules.

The student waits for the referee to blow the whistle before serving. (Legal)
The student touches the net with his arm while playing the ball. (Illegal)
The student serves the ball and it just touches the net as it goes over. (Illegal)
The student passes the ball over the net on the second hit. (Legal)
The student contacts the ball twice in a row. (Illegal with the exception being on the block. A student may contact the ball while attempting to block it and then may touch it again immediately after that. This is not a major concern with middle level students.)
The student steps over the serving line as she serves the ball. (Illegal, although some schools allow it due to cramped space around the serving area.)

Lesson Plan 2

Date:

Activity Area:
Developmental Games and Sports

Activity: Volleyball

Foundational Objective: Students will develop an appreciation of the contribution games and sports make to personal fitness.

Learning Objective:

Students will demonstrate the ability to identify and pursue a variety of fitness-related activities that involve volleyball skills and abilities and that relate specifically to muscular strength and cardiorespiratory endurance.

Assessment:
Observation of demonstrated activities

Evaluation:

Teacher Notes: While the students are working on their ideas, move from pair to pair or group to group; make suggestions when necessary. This will increase the chances of each demonstrated activity getting a thumbs up from the class and you.

Personal Reflections:

Lesson Plan 2

Skills: Overhead Pass/Fitness

Introduction: Review the basic movement pattern of sending and the performance cues related to it.

Equipment: Volleyballs, skipping ropes, hoops, pylons.

Warm up: Do the warm up after the large group discussion described below. Use the equipment to get the students' legs and arms warmed up, plus increase heart rate and respiration rate (with tag, dodge ball, skipping, running). Command style; change activities often.

CELs

Skill Development:	C	N	PSVS	IL	CCT	T
Discuss the meaning of muscular strength and cardiorespiratory or heart/lung fitness.
Discuss how these two fitness parameters can help a person play volleyball more efficiently. Ask students questions like: what happens during a game where the heart and lungs would have to work harder; how would having strong arms and legs help?
Divide students into pairs or groups of three. Have them determine one activity that would make a person's arms and/or shoulders stronger.
Have the pairs or groups demonstrate their ideas.
Have the rest of the class
try the activity
quickly discuss its merits
Have them do the same for CR fitness.
Keep notes to use in the cumulating activity.
Culminating Activity: Command style; run the students through the activities demonstrated and tried previously.

Closure: What is strength? What is CR fitness? What do they have to do with overhead passing?

Lesson Plan 3

Date:

Activity Area:
Developmental Games and Sports

Activity: Volleyball

Foundational Objective: Students will develop skills which promote lifelong pursuit of activity through games and sports.

Learning Objective:

Students will demonstrate the basic movement pattern of receiving.
Students will demonstrate the ability to assist others in developing their motor skills.

Assessment:
Self-assessment using performance cues.
Peer assessment using performance cues.
Continuous teacher assessment.

Evaluation:

Teacher Notes:

Posters highlighting the performance cues will help with assessment.

Personal Reflections:

Lesson Plan 3

Skills: Overhead Pass

Introduction: Review and discuss the meaning of muscular strength and cardiorespiratory fitness and how they can help people play volleyball more effectively.

Equipment: Volleyballs, net(s)

Warm up: Purpose - to warm up whole body, paying particular attention to the upper body. Gang dodgeball: how many other students can you hit below the waist in 30 seconds? 60 seconds? Can you avoid being hit?

CELs

Closure: Discuss with students what must happen right after the ball has been passed: that the student must hustle into position and get ready to play the ball again.

Lesson Plan 4

Date:

Activity Area:
Developmental Games and Sports

Activity:Volleyball

Foundational Objective: Students will develop skills which promote lifelong pursuit of activity through and sports.

Learning Objective:

Students will demonstrate the basic movement pattern of sending.
Students will demonstrate the ability to assist others in developing their motor skills.

Assessment:
Self-assessment using performance cues
Peer assessment using performance cues
Continuous - by teacher

Evaluation:

Teacher Notes:

Students will benefit from peer coaching. Posting the performance cues for sending will help them recognize what to look for.
Game situation - attempt to have level 1 and level 2 students play together as well as level 2 and 3 students.

Personal Reflections:

Lesson Plan 4

Skills: Overhead Pass

Introduction: Review sending and receiving skills in volleyball

Equipment: Volleyballs, tape lines on wall, net(s)

Warm up: Purpose - to warm up large muscle groups, particularly shoulders and arms. One ball per student, preferably but not necessarily a volleyball. Throwing against the wall with both hands, overhead, skipping around activity area bouncing ball, two-hand overhead passes to partner, etc.

CELs

Closure: Review one major point to remember about overhead pass at Levels 1, 2 and 3.

Lesson Plan 5

Date:

Activity Area:
Developmental Games and Sports

Activity: Volleyball

Foundational Objective: Students will develop an appreciation of the role culture plays in games and sports.

Learning Objective:

Students will demonstrate an understanding of the origin and history of volleyball as it relates to community and national cultures.

Assessment:

Evaluation: Marks may be awarded for creativity, insight, uniqueness of presentation, literacy style, etc.

Teacher Notes:

This would be an excellent opportunity to integrate subject areas such as English Language Arts.
Historically, sport has developed and existed within parameters very similar to Canadian culture as a whole - a sense of community, commitment, responsibility, specific duties for individuals within a community, etc.
Depending on the students' past experiences and knowledge about the dynamics of team play in volleyball, a motivational, high action film (available from the Saskatchewan Volleyball Association) may be shown first. This will help the students who need a review or an introduction to volleyball.

Personal Reflections:

Lesson Plan 5

Skills:

Introduction: Review and discuss the basic movement patterns, skills and concepts from the first four lessons.

Equipment:

Warm up:

CELs

Skill Development:	C	N	PSVS	IL	CCT	T
Students are to examine the sport of volleyball and the impact it has in their personal lives, community and nation. The end product could be in the form of a video, report, presentation, short skit, etc. Students might work individually, in pairs, or in small groups.
Culminating Activity: Students may combine all their ideas into one larger class list of ideas.

Closure: Have students discuss how sports may influence their lives in ways other than developing fitness and lifetime recreational skills.