Department of Health, Exercise and Sport Sciences

Sport Pedagogy Lesson Plan Template (Elementary and Middle School)

Background Information
Teacher: Cassidy Gustafson
Date: October 19, 2016
School: Cleveland Elementary
Grade Level: 2nd
Lesson Focus: Underhand Toss
# Of students: 16
Equipment and Facilities:
16 Polyspots
16 Hula Hoops
Box of bean bags
Gator Balls
Wiffle Balls
6 Dome Cones
Safety Considerations: Potential Wet Grass.
Lesson Specifics
Behavioral Contingencies:
Three Strike System:
1. Warning
2. Sit out for 5 Minutes with Ren
3. Sent to Ms. Monique for the rest of the period.
Previously Learned Skills: Chasing, Fleeing, and Dodging
Teaching Strategy: Direct Instruction / Peer Instruction
Academic Language:
Students will be able to develop the skill of underhand tossing within a general space, as well as developing
communication skills with other students in executing the cues of the skill. Students will then be able to
apply the skill by utilizing a target, as well as an relatable activity.
Student Objectives:
1. To develop an understanding of how to underhand toss.
2. To understand and execute the cues of the skill of an underhand toss.
3. Students will recite the proper cues of the skill to myself and to another peer in the class.

Psychomotor (P): Students will be able to perform the cues of the skill of underhand toss on command, as
well as demonstration in front of the class.
Cognitive (C): Students will be able to recite to myself and another classmate the cues of the skills for
underhand throwing.
H-R Fitness (H): Students will be able to reach at least 50% MVPA in duration of the class, going towards
the recommended amount of physical activity a week.

CALIFORNIA PHYSICAL EDUCATION MODEL CONTENT STANDARDS:

Demonstrate the motor skills and movement patterns needed to perform a variety of physical
activities.

Demonstrate knowledge of movement concepts, principles and strategies that apply to the learning
and performance of physical activities.

Assess and maintain a level of physical fitness to improve health and performance.

NASPE PHYSICAL EDUCATION CONTENT STANDARDS a physically literate person:

Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical
activities.
Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
Demonstrates the knowledge skills to achieve and maintain a health-enhancing level of physical activity
and fitness.
Exhibits responsible personal and social behavior that respects self and others.
Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction.

Describe the pre-class arrangement

Teacher: In front of students
Students: On their designated polyspots in front of me (lines).
Equipment: Polyspots, for the time being.
Diagram the pre-class arrangement:
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Time
Content Development
Management
(Illustration of formations)
a) Goal Orientation for each task
5 Minutes
Instant Activity:
Red Light Green Light
Diagram Instant Activity
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*Students will be spread out in designated grass space.

Students will be spread out among the grass space, where they will be facing me. If I hold up a green
polyspot, that means run. Yellow means to walk, and red means to stop. Students will repeat this pattern
until reaching me at the end of the space.
2 Minutes
Transition
Students will come to sit in front of me for the next set of instruction.
Set Induction 1 Minute
Next week, I want us to start using sport like skills. Since you were all good on Monday, we will start
today! Today we will be going over underhand tossing, and how we break down the skills to do so, sound
fun?
Purpose:
Students will develop the understanding in how to correctly underhand toss into a target, as well as to each
other.
Start/Stop Signals: Hand up in the air to count down (this makes students put hands up and have
eyes on me by the time I count down to one).
Grouping Strategies: Random, Small groups.

National Standards:
Demonstrates competency in motor skills and movement patterns needed to perform a variety
of physical activities.
Applies knowledge of concepts, principles, strategies and tactics related to movement and
performance.
Exhibits responsible personal and social behavior that respects self and others.
Values physical activity for health, enjoyment, challenge, self- expression, and/or social
interaction.
Transition:
*Students will be divided and lined up accordingly*
Lesson Core - Task 1: 10 Minutes: Target Practice
Students are lined up in four groups of four facing me. On my side, each line has three hulahoops (targets),
that are lined up to create distance challenges for the designated thrower. Each student will grab three
beanbags, in three opportunities to toss the beanbag into the hulahoops. Students will be asked to go one at
a time, keeping it organized.
Demonstration Plan:
I will have one student demonstrate physically, and two verbally.
Questions to Check Understanding
1. How do we tag someone?
2. Can someone tell me what you can do to run faster?
3. Someone come up here and show me how you incorrectly/correctly tag someone. .
Diagram Task 1
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National Standards:
Demonstrates competency in motor skills and movement patterns needed to perform a variety of
physical activities.
Applies knowledge of concepts, principles, strategies and tactics related to movement and
performance.
Exhibits responsible personal and social behavior that respects self and others.
Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction.

Teaching Cues for Task 1:

Underhand Tossing
1. Opposite Leg Forward
2. Throwing Arm Back
3. Swing
4. Release
5. Step Through
Common Errors Task 1:
1. Students not going one at a time
2. Students can potentially get aggressive with one another.
3. Students not listening to directions and asking again with intention to distract the class.
Lesson Core - Task 2: 4 Minutes: Decorate a Cookie
Everybody! Here I have all the types of equipment you can use to underhand toss. You have 1 minute to
bring as much as you can back to your cone. Ready? GO!
Once students bring all their ingredients to their cone, they are to start behind the cone, and toss their
equipment into the hula hoop (cookie). When they are done, they are to yell, Order Up!
Demonstration Plan:
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CLOSURE:2 Minutes
Bring everyone in front of me to discuss what went well, as well as going over the cues of the skills with
demonstrations.
Review:
Can someone demonstrate what they learned? Good!
I am excited that everyone had a good time, and I am looking forward to next week.
Lets line up!

Diagram The Closure

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