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Ultimate Frisbee: Modified Games Lesson Plan

Jessica Strydhorst, Rachel Wall, Stephanie Burt
Purpose:
- movement development
- creating lifelong physical activity habits

Curriculum Objectives:
Students will be able to...
B1.2 - perform a wide variety of locomotor movements, in combination, at different speeds, in different
directions, and using different pathways, while moving around others [PS] [IS]
B1.3 - send and receive a variety of objects (e.g., bean bags and discs) adjusting for speed and distance,
while applying basic principles of movement [PS] [IS]
B2.1 - demonstrate an understanding of the basic components of physical activities (e.g. movement
skills, basic rules and guidelines, conventions of fair play and etiquette), and apply this understanding as
they participate in lead-up games and Ultimate Frisbee [IS] [CT]
B2.3 - apply a variety of tactical solutions to increase their chances of success as they participate in the
lead-up games and Ultimate Frisbee (e.g. territory activities: defend territory by anticipating an
opponents actions, throwing the Frisbee at different speeds, levels, and distances to keep it from an
opponent, throw a disc to a stationary partner, then move down the field to receive a return pass) [IS]
[CT]

Practice Objectives:
Locomotion/Travelling Skills:
- perform a combination of locomotion/travelling movements, incorporating a variety of speeds,
in relationship to objects or others (ex. dodging or faking to escape or deceive an opponent)
Manipulation Skills:
- catch, while moving, objects of various sizes and body shapes (ex. bean bags, Frisbees) using
one or two hands

Fundamental Movement Skills Focus:

Locomotion: running, dodging, pivoting
Manipulation: throwing, catching

Main Movement Themes:

Primary: Space Awareness:
Recognition of and adaption to space: general and personal:
a) recognition
b) adaption in general space
Secondary: Relationships:
- the manipulative relationship with objects (e.g. bean bags, Frisbee)
- the non-manipulative relationship with a target
- with people in inter-group relationships

Game Category (TGFU): Invasion/Territorial

Age of Players: Grade 6 students (Age: 11)
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Number of Players Needed for Final Game: 6+

WARM-UP: (5 min)
Curriculum Expectations to be fulfilled by this activity:

- introducing the movement themes space and relationships

Equipment:

- variety of bean bags

How to Play:

Set-up the pylons to create the playing space for the final game. Begin by having students move around
in the space first by walking, then layer on the following prompts:

- begin jogging around

- NOT IN A CIRCLE, instead act like repelling magnets/or like you have a 6ft hula-hoop around you
- Listen to various prompts from the instructor such as:
- grab the door handle and fling the door open
- now grab the door handle, fling the door open and slide through the door
- jump high
- 360
- dodge one way, dodge the other way
- high five another person as you go past
- introduce bean bags, have students pass to each other while they are moving
- reverse, turns, etc.
Safety Concerns:

- Be aware of other people, heads up

Modification:

See prompts above

QUESTIONS TO ASK THROUGHOUT:

Teacher: How did you keep from bumping into other people while moving
around the space?
Student: I kept my eyes up and head on a swivel and also moved to
places where there werent a lot of people.
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Skill Acquisition:

ACTIVITY ONE: Frisbee Bocce Ball (4 min)

Curriculum Expectations to be fulfilled by this activity:

B1.3 - send and receive a variety of objects (e.g., bean bags and discs) adjusting for speed and distance,
while applying basic principles of movement [PS] [IS]
B2.1 - demonstrate an understanding of the basic components of physical activities (e.g. movement
skills, basic rules and guidelines, conventions of fair play and etiquette), and apply this understanding as
they participate in lead-up games [IS] [CT]
B2.3 - apply a variety of tactical solutions to increase their chances of success as they participate in the
lead-up games (e.g. territory activities: defend territory by anticipating an opponents actions, throwing
the Frisbee at different speeds, levels, and distances to keep it from an opponent, throw a disc to a
stationary partner, then move down the field to receive a return pass) [IS] [CT]

Equipment:

Beanbags (10-20)
Frisbees (6-12)
Pylons
Balls (10-20)

How to Play:

Give students beanbags and pylons. Split them into pairs and have them practice tossing a beanbag at a
target. Show a different technique (similar to how to throw a Frisbee). Emphasize laying the beanbag
onto a target and using full arm movement (like opening a door).

Split the group of students into two teams. Give each student two beanbags, corresponding to the
colour of their team (Eg: Team 1=blue, Team 2=red). Create a starting line and have one student throw a
ball (underhand) that will be the target (Alternatively, the teacher can place a pylon to be the target).
One by one, alternating teams, have students toss the beanbag at the target using the practiced
technique. After each student has thrown his or her beanbags, the teacher will check the position of the
beanbags. The team with the beanbag closest to the target is the winner.

Play again by re-throwing or moving the target and using the modifications listed below.

When switching to Frisbee, allow students to practice throwing the Frisbee toward a target first before
adding in the game mode.

Safety Concerns:
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-Look before you throwbe aware of the people around you

Modification:

Move target further away

Change from beanbags to Frisbees
Have some students use Frisbees and some use beanbags
Change to balls, or let each student pick something to toss
Play without teams (every person for himself)

QUESTIONS TO ASK THROUGHOUT:

Teacher: What tactics did you use to make the beanbag land closer to the target?
Student: stepped into the throw; look toward the target, point to where they want the
beanbag to land
Teacher: How did your body movements change to throw at a target farther away? Closer?
Student: Farther away- more effort; more full body movement, Closer- less effort,
smaller movements
Teacher: How did your technique change when you changed to a beanbag or a Frisbee?
Student: Frisbee is bigger and flatter, so throwing requires less effort to go farther.
Teacher: Was one object easier to throw than the other? Why do you think that happened?
Student: Beanbag had more weight; so it was easier to control.
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ACTIVITY TWO: Passing in Partners (5 min)

Curriculum Expectations to be fulfilled by this activity:

B1.2 - perform a wide variety of locomotor movements, in combination, at different speeds, in different
directions, and using different pathways, while moving around others [PS] [IS]
B1.3 - send and receive a variety of objects (e.g., bean bags and discs) adjusting for speed and distance,
while applying basic principles of movement [PS] [IS]
B2.1 - demonstrate an understanding of the basic components of physical activities (e.g. movement
skills, basic rules and guidelines, conventions of fair play and etiquette), and apply this understanding as
they participate in lead-up games and Ultimate Frisbee [IS] [CT]

Equipment:

- Frisbee
How to Play:

Part 1: Pair up and stand facing each other. Everyone in the class will be facing their partner and
standing an equal distance away. Then, they each pass to their partner from that distance. After those 2
passes, both partners take a step back. Then, they each throw and catch at that distance. Then they
both take a step back, etc.

Part 2: Have the students form 2 lines of equal length. Student from line 1 passes the frisbee towards
the student at the front of line 2 who runs forward to catch it. Once caught, they hand it off to the next
person in line 1 and enter the back of that line. Meanwhile, the student who passed it from line one runs
to the back of line 2. Line 1 is always passing (standing still) while line 2 is always running forward to
catch and pass off to the next person in line 1.

Safety Concerns:

- have your head up, aware of flying frisbee

- always make eye-contact before passing frisbee to a classmate
- Make sure to be aware of other students movements and run carefully to avoid collisions
Modification:

Number of people in the lines

Make the lines farther apart
How quickly or slowly they move
QUESTIONS TO ASK THROUGHOUT:

Teacher: Compared to when you were playing bocce, how did your relationship with your
frisbee and your partner change when you passed to each other?
Student: Because I had a person to throw to and not a still object, I had to move more to
catch it.
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Teacher: Compared to when you were in partners, how did your relationship with the frisbee
and the students opposite you change when you had to move to catch the frisbee?
Student: When we started running to catch the frisbee, I had to focus on watching it
more carefully and moving to be where it was going.
Teacher: What stayed the same for those two activities:
Student: We made eye contact before we passed the frisbee to make sure that no one
was caught off guard or hit by the frisbee.
Teacher: What made you able to catch the frisbee more easily?
Student: Keeping my eye on it, running towards it to be in position to catch it standing
as still as possible to be the most accurate.
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ACTIVITY THREE: Protect the Disc (4 min)

Curriculum Expectations to be fulfilled by this activity:

Students will be able to...

B1.2 - perform a wide variety of locomotor movements, in combination, at different speeds, in different
directions, and using different pathways, while moving around others [PS] [IS]
B2.1 - demonstrate an understanding of the basic components of physical activities (e.g. movement
skills, basic rules and guidelines, conventions of fair play and etiquette), and apply this understanding as
they participate in lead-up games and Ultimate Frisbee [IS] [CT]
B2.3 - apply a variety of tactical solutions to increase their chances of success as they participate in the
lead-up games and Ultimate Frisbee (e.g. territory activities: defend territory by anticipating an
opponents actions, throwing the Frisbee at different speeds, levels, and distances to keep it from an
opponent, throw a disc to a stationary partner, then move down the field to receive a return pass) [IS]
[CT]

Equipment:

3 pinnies
2-3 Frisbees
8-12 cones/pylons
How to Play:

First set up the playing area using the cones/pylons. To play this version of keep away, choose 2-3
students to be put on pinnies and be the robbers. When the game begins, the rest of the players pass
the Frisbees to one another trying to keep it away from the Robbers. When you have caught a Frisbee,
you are not allowed to take any steps (only pivot) until you have released the Frisbee and passed it to
another player. The teacher will change up the robbers often to keep students engaged.

Safety Concerns:

- Encourage students to have their heads up.

- Look before you throw and eye contact before you pass.
Modification:

Make the playing area larger or smaller

Have more or less robbers
Start with a ball and then progress to a Frisbee
QUESTIONS TO ASK THROUGHOUT:

Teacher: As a robber how did you move in the space to try and get the disc? Or when
you werent the robber, how did you move in the space to keep the disc away from the
robber?
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Student: As the robber I tried to block off their passing lanes and when I wasnt
the robber I tried to get into an open space so they could pass.
Teacher: How did you change your Frisbee catching and receiving now that there were
robbers defending you?
Student: At first I found it difficult to pass, but then when I used the strategy of
pivoting I was able to pass successfully to my team mate.
Teacher: How did your relationship with your teammates change when more robbers
were added?
Student: We made eye contact before passing the frisbee and called out the
name of who we were passing the frisbee to so they would be ready to receive
the Frisbee.
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FINAL Game Description: Ultimate Frisbee (5 min)

*Adapted from Playworks Ultimate Ball: http://www.playworks.org/playbook/games/ultimate-ball

Curriculum Expectations to be fulfilled by this activity:

B1.2 - perform a wide variety of locomotor movements, in combination, at different speeds, in different
directions, and using different pathways, while moving around others [PS] [IS]
B1.3 - send and receive a variety of objects (e.g., bean bags and discs) adjusting for speed and distance,
while applying basic principles of movement [PS] [IS]
B2.1 - demonstrate an understanding of the basic components of physical activities (e.g. movement
skills, basic rules and guidelines, conventions of fair play and etiquette), and apply this understanding as
they participate in lead-up games and Ultimate Frisbee [IS] [CT]
B2.3 - apply a variety of tactical solutions to increase their chances of success as they participate in the
lead-up games and Ultimate Frisbee (e.g. territory activities: defend territory by anticipating an
opponents actions, throwing the Frisbee at different speeds, levels, and distances to keep it from an
opponent, throw a disc to a stationary partner, then move down the field to receive a return pass) [IS]
[CT]

Equipment:

8-12 cones for creating end zones and sidelines

1 Frisbee/flying disc
Pinnies/Jerseys for one team/both
Set up:

Mark off a large open playing field in the shape of a rectangle with cones. Use 4 cones to create
boundaries for a field with two end zones. Divide the players into two even teams. Explain the rules and
have players explain them back to you.

How to Play:

Have one player from each team do RPS to determine who will have possession first. Line both teams up
on each baseline of the field to begin the game. On the leaders signal, the team starting on defense
throws the Frisbee to the offensive team.

One player from the offense either catches the Frisbee or picks it up where it lands, and tries to pass it
to one of his/her teammates.

When anyone on either team has the Frisbee, s/he can only use one foot to move, pivoting around the
other foot which must be planted on the ground. They cannot take steps or run with the Frisbee.

The offense tries to advance the Frisbee down the field with passes, and scores a point if one of the
team members catches the Frisbee in the end zone.
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The defense tries to block or knock down the Frisbee to gain possession. If a Frisbee is knocked down or
intercepted, play of the game is switched and the defense now becomes the offense, heading toward
their end zone.

Players may not touch each other, even while playing defense and must keep a safe distance from the
player with the Frisbee.
Safety Concerns:

Ensure the playing area is void of any hazards before the game begins
Remind students that players may not touch each other, even when playing defense
Modifications:

Use different colored jerseys if necessary to clarify the teams, as directions change often in this
game and players may get confused.
For those just learning the game, allow one or two steps when they are throwing the ball.
Add in a rule that the offensive team must make a set number of passes before they can score a
point (e.g. 3).
Make the playing area and end-zones larger or smaller.
Halt-Halo-Hurl version! After catching the Frisbee, players must circle a body part with it before
moving on to pass it (*This leads into the strategy of fakes).
Modify the scoring system by having teams try to be the first to score three points, however,
whenever the score becomes tied it resets to 0-0.
QUESTIONS TO ASK THROUGHOUT:

Teacher: What type of movement strategies did you use in this final game of
Ultimate Frisbee?
Student: creating space, tactic of faking, making shorter more
accurate passes, calling teammates names, etc.
Teacher: How do the movement themes relationships and space affect this
game?
Student: You can adjust yourself in space and adapt your relationships
with others and the object as strategies to help score a point.
Teacher: How did the other activities we did today (maybe list names) help you
in the final game?
Student: I found Frisbee Bocce Ball gave me time to learn to throw the
Frisbee and Dodge the Freezers helped me move to open space.
Teacher: Did you have fun? Why?
Student: Yes, because I have never played ultimate frisbee before and it
was fun; Yes, because I feel like I can throw and catch a frisbee better
now.
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Assessment Recommendations:

Assess for learning using a Learning Goal Checklist (see Page 12)
Assess for learning by using an Exit Card (see Page 13)
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Ultimate Frisbee: Learning Goal Checklist

Name: Send and Demonstrated Demonstrated Demonstrated Used a tactic

receive a adaptability for awareness and fair play and or strategy
Frisbee sending and understanding etiquette suitable to T/I
receiving a Frisbee of activity during play games in game
(e.g. different rules play
distances, speeds,
directions/levels)
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Ultimate Frisbee Exit Card

Name:
Why is it important to create space by
spreading out around the playing area
Describe 2 rules of Ultimate Frisbee.
for your team in Ultimate Frisbee and
other Invasion games?

Ultimate Frisbee Exit Card

Name:
Why is it important to create space by
spreading out around the playing area
Describe 2 rules of Ultimate Frisbee.
for your team in Ultimate Frisbee and
other Invasion games?
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