Tim OBrien

Soccer Unit Plan

September 19, 2016- September 30, 2016
Grades K-5
Eames Way Elementary School

Springfield College Physical Education Health Education Department

PE Unit Outcomes/State & National Standards/Content/Assessment Template
Psychomotor, Affective, and Cognitive Domains Grade/Experience Level K-5
Unit Outcomes
(By the end of the unit,
students will be able to)

Psychomotor
Demonstrate the basic
knowledge of the basic
soccer skills and
strategies. Perform the
proper skill cues for
dribbling, juggling,
passing, and shooting by
engaging in a variety of
instructional activities.

Reference
MA CF &
NASPE
Standards
by #

Content to be taught

NASPE:
1&2

Day 1: Execute passing in

soccer

Teacher Observation

Day 2: Execute shooting and

dribbling in soccer

Self-Checklist

Day 3: Explore shooting

dribbling and passing through
modified activities

Teacher Observation

MA CF:
2.1
2.2

(include rubrics, quizzes,

etc. in written materials
section)

Peer Feedback
Day 4: Execute the give and
go and kicking to open space
in soccer

Cognitive
Identify at least one skill
cue of the following
skills dribbling,
shooting, passing, and
juggling.

Assessment

Teacher Observation

Day 5: Modified games of

soccer
NASPE:
Day 1: Identify the skill cues
Written Response
Standard 3 used when performing passing
soccer
MA CF:
7.2
Day 2: Identify the skills used
when performing shooting
Exit Slip
and dribbling in soccer
Day 3: Describe how the
combination of skills must be
used when playing the game
of soccer
Day 4: Describe how the
strategy of the give and go
and kicking to open space can
be successful.
Day 5: Presentation of all of
skills learned in soccer
(passing, shooting, dribbling)
is applied to the modified

Quiz

Informal Questioning

Teacher Observation

game.

Affective
Involve others in all
soccer content and
create a comfortable
learning environment by
establishing proper
behavior for everyone
showing and gaining
respect.

NASPE:
Standard 4
MA CF:
2.7
7.3

Day 1: Support different

opinions that come on in the
game of soccer

Turn and Talk

Day 2: Support different

perceptions that arise from
playing the game of soccer

Informal questioning.

Day 3: Promote
communication between peers
through soccer activities that
focus on the skills learned

Class Share

Day 4: Support different

feelings that arise from
playing soccer

Thumbs Up/Thumbs
Down Survey

Day 5: Emphasize the

importance of being a good
sport in soccer games

Exit Slip

Daily Observation Analytic Rubric

Students Name -

Outcome
Assessed
Effort

Knowledge

Skill

Participation

Excellent
5

Satisfactory
4

Demonstrates
superiority in
carrying out all
passing, shooting
and dribbling
learning tasks at
high effort
Shows high level of
knowledge towards
how to successfully
perform the soccer
content presented

Demonstrates
adequacy in carrying
out all passing,
shooting and
dribbling learning
tasks at high effort

Exhibits
outstanding fluidity
in soccer skills
practiced
Illustrates
substantial amount
of respect towards
peers so that soccer
material is properly
executed upon
having come to
class fully prepared

Average
3

Unsatisfactory
2

Poor
1

Demonstrates inadequacy
in carrying out all
passing, shooting and
dribbling leaning tasks at
high effort

Shows decent level

of knowledge
towards how to
successfully perform
the soccer content
presented

Demonstrates
mediocrity in
carrying out all
passing, shooting
and dribbling
learning tasks at
high effort
Shows moderate
level of knowledge
towards how to
successfully
perform the soccer
content presented

Shows deficient level of

knowledge towards how
to successfully perform
the soccer content
presented

Demonstrates
inferiority in
carrying out all
passing, shooting
and dribbling
learning tasks at
high effort
Shows low level of
knowledge towards
how to successfully
perform the soccer
content presented

Exhibits sufficient
fluidity in soccer
skills practiced

Exhibits standard
fluidity in soccer
skills practiced

Exhibits insufficient
fluidity in soccer skills
practiced

Exhibits weak
fluidity in soccer
skills practiced

Illustrates suitable
amount of respect
towards peers so that
soccer material is
properly executed
upon having come to
class fully prepared

Illustrates regular
amount of respect
towards peers so
that soccer material
is properly executed
upon having come
to class fully
prepared

Illustrates unsuitable
amount of respect
towards peers so that
soccer material is
properly executed upon
having come to class fully
prepared

Illustrates little
amount of respect
towards peers so that
soccer material is
properly executed
upon having come to
class fully prepared
Note: Any students who
come unprepared to class
will consequently receive
this score

Total

Teacher Comments:

Name

Group Members Name

Class

Soccer Pass Criteria Sheet

Directions: Circle the number that matches the quality you feel best
represents your partners performance of the soccer pass skill cues during
the passing activity.

Rate of Occurrence

Never Sometimes Always

Soccer Pass Skill Cues

Non-kicking foot next to the ball
1

Follow through so your kicking foot

goes to your target

Use a firm kick so it gets to your

target

Contact ball in the middle

Use the inside of the foot

Total (out of 15)=

Name

Date

Class

Shooting Skill Cues Exit Slip

Directions: Fill in the blanks below.
What part of our shoe do we use when shooting the
soccer ball?
o Toe
o Heel
o Laces
What part of the ball do we want to kick when shooting?
o Middle
o Top
o Bottom
Where does our non-kicking foot during a kick?
o Behind the ball
o Next to the ball
o In front of the ball

Name

Date

Class

Instructional Activity Emotional

Temperature Worksheet
Directions: Circle the face that best represents how
you feel your classmates cooperated during learning
tasks performed in todays lesson (Were they
prompted for their behavior more than 1, 2, or 3
times?).
1. Instant Activity

2. Main Opening Activity

3. Main Closing Activity

Name
Date

Class

Olympic Mens Soccer Video Checklist

Directions: Place a check mark ( ) on the line next to
each soccer skill listed when you watch a player
perform this action during the game.

Inside foot Pass-

Total=

Dribble past a defender-

Total=

Give and Go/Kicking to Open Space-

Total=

Soccer Unit Quiz

Name: _________________________________________________
Date:_____________________________
True or False. (1 point each) Circle the correct letter (T) or (F)
T

F 1.) When making a short pass you should use the inside of your foot

F 2.) A hand ball is called if the ball touches a players face

F 3.) The ball is placed at center field to start the game

F 4.) The loose (speed) dribble is used on a breakaway

Multiple Choice. (1 points each) Circle the correct letter

_____5.) Who is the only player who can touch the ball with their hands during the
game?
A. forward

B. defense

C. goalie

D. midfield

_____6.) When making a long pass to a teammate that is far away you should kick with
your _____________
A. Toe
B. Laces
C. Heal
D.
Hands
_____7.) During play if the ball goes over the sideline, it's put back into play by a
____________
A. Throw in
B. Faceoff
C. Free kick
D.
Punt
_____8.) When performing a header, what part of your body should you use?
A. Shoulder
B. Forehead
C. Neck
D. Elbow

Short Answer. (1 point each) Name the 2 types of dribbling

9.) ____________________________________
10.) ____________________________________
**Bonus** What is another name for soccer? (2 points)

Kicking a
Soccer Ball

Soccer Unit Evaluation (Grading) System

Effort (50%) - Students will be evaluated with regards to performance
in all learning domains through demonstrating a maximum level of
effort in instructional activities, written work, and courteous behavior
towards others in class.

Knowledge (25%) - Students will be evaluated through the learning

they demonstrate of content presented within each lesson based on their
performance in oral/written assessments.

Skill (10%) - Students will be evaluated in their ability to make daily

improvements through skills practiced during each lesson in terms of
their performance in observations, peer feedback sheets, and video
recordings.

Participation (15%) - Students will be evaluated in relation to whether

they come prepared to class in attire for physical activity so that their
full engagement in learning tasks can be achieved by showing respect
towards fellow classmates through performance on oral, tactile, and
written assessments.

Results of Assessment
Throughout my unit I used a variety of assessments in all learning domains so that the
performance of each student as a whole could better be gauged. I found that this had profound
impact on my ability to fairly evaluate the progress in which students made throughout this five
week span. With that being said, all student differences were accounted for in my creation of
these grading tools.
In the psychomotor domain I used mostly teacher observation, but included both a criteria
sheet (rating scale) and videotaping through use of an iPad to assess students during unit. I
recognized that each of these means in evaluation showed that students were able to improve
their performance in the skills covered within them, especially in my own viewing of this
completion through utilization of corresponding rubric. The only instance with which my
students did not do as well as what I thought they were going to do was when their understanding
of the strategies and concepts, where it was quite clear that most of them struggled with these
skills. However, I would say that the data gathered from students completion of criteria sheet
was much more positive in regards to each individual scoring their peers passing achievement
honestly, correctly, but most importantly very highly. It is critical that in the future I make my
written assessments more user-friendly since students had a difficult time comprehending some
of the vocabulary present on this sheet.
The assessments in relation to the cognitive domain that I employed for evaluating my
students performance within unit consisted of turn and talk, informal questioning, exit slip,
visual analysis, and skill drawings. For the most part students demonstrated much knowledge
with respect to the content presented through these items with the exception of showing some
slight issues in reciting the shooting skill cues on the exit slip. I thought that students carried out
turn and talk, informal questioning, and visual analysis pieces superbly, which was as predicted
in light of them being able to complete this task collectively. One outcome I was really proud of
my students with was their quiz on the unit. It showed the improvement throughout the unit.
In reference to the various assessments within the affective domain that I applied during
this unit, altogether they comprise of a class share, thumbs up/thumbs down survey, emotional
temperature worksheet, and journal response. It was clear that my students executed the class
share, thumbs up/thumbs down survey, and emotional temperature evaluations real seriously
considering the responses that were garnered by these individuals in them communicated how
they truly felt about the tone of classroom environment. I was happily surprised with the
students performance in writing a journal response highlighting their disdain towards their
peers soccer sportsmanship in class since it was evident that they were voicing their truthful
opinion to such matters, which was a quality that surely was not anticipated. From this point
moving forward it is of the outmost importance that I alter my written assessments in a way that
students truly can express their full emotions without being limited to offering their reactions on
select qualities that make up their well-being when in physical education.
Finally, these assessments were greatly beneficial towards providing me with necessary
input for how I needed to alter my instruction so students could experience success during the
course of this unit. It was by structuring these methods of evaluation in a fashion that my
students could easily accomplish is what helped to make this process much more advantageous
for all individuals involved. The influence that was had in students attainment of soccer skills

subject matter overviewed upon incorporating the focused classification instruments into my
lessons simply could not be replicated through the makings associated to any instructional
strategy implemented throughout this period.

References
Cook, T. (2012, June 19). Brazil vs Germany 1-1 (PEN 5-4) Full Highlights HD ~ Rio Olympics
2016 Final. Retrieved from https://www.youtube.com/watch?v=14_AVXGF-Vk
Graham, G. (2008). Teaching children physical education: Becoming a master teacher (3rd
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Graham, G., Holt/Hale, S., & Parker, M. (2013). Children moving: A reflective approach to
teaching physical education (9th ed.). New York, NY: Mcgraw-Hill Education.
Hopple, C.J. (2005). Elementary physical education teaching and assessment: A practical guide
(2nd ed.). Champaign, IL: Human Kinetics.
Manross, M. (2003, May 22). PE Central cues view. Retrieved from
http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=86
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http://www.pecentral.org/lessonideas/cues/archive9798/cues79798.html
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