UTEP PETE Learning Experience Template

University of Texas at El Paso

Kinesiology Physical Education Teacher Education
TED 4698: Student Teaching

Learning Experience Plan

Teachers: Coach Silva Date: .2019
Grade Level: K-2 Time: All Day
Activities: Kicking Down the Number of Students: 40
Bowling Pins with a soccer
ball
Equipment: Soccer ball, Cones, Poly spots
Equipment provided by me: Music
Facility: Gym

OBJECTIVES (2-3 per domain):

Psychomotor:
1. Students will demonstrate how to dribble the soccer ball to the poly spot
2. Students are developing locomotor skills. This helps students move from
their start position to the poly spot.

Cognitive:
1. Students will be able explain why foot placement is important to dribble
2. Students will have the ability to use this skill across different activities.
3. Students will understand why dribbling is an important skill and
understand how to control the soccer ball as they stop it on the poly spot.

Affective:
1. Students will be accountable for following instructions such as whistle
blows, where to stop the soccer ball, and from where to kick the soccer
ball.
2. Students will understand when to pick up the soccer ball after kicking the
soccer ball.

TEKS:
5(A) Use equipment and space properly
6(A) Respond appropriately to starting and stopping signals
2(C) Apply rules, procedures, and etiquette
7(C) Evaluate personal skills and set realistic goals for improvement

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UTEP PETE Learning Experience Template

National Standards:

(S1.E18.1) Taps or dribbles a ball using the inside of the foot

while walking in general space.

(S1.E21.1) Approaches a stationary ball and kicks it forward,

demonstrating 2 of the 5 critical elements of a mature pattern.

(S2.E3.1a) Differentiates between fast and slow speeds.

(S3.E1.1) Discusses the benefits of being active and exercising

and/ or playing.

(S4.E4.1) Works independently with others in a variety of class

environments (e.g., small and large groups).

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UTEP PETE Learning Experience Template

Total of 10 stations to accommodate the number of students and

have maximum participation.

Station.

Station

Station

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Lesson Plan Content

Time Content Development Management 1. Task Analysis

and Safety; 2. Teaching
includes cues/Refinement
Transitions
SET Induction/HOOK START SIGNAL:
1:15:1:20 Do you know the most played sport When I blow the
in entire world is soccer? whistle 1-time
5min students will start.
ORIENTATION
Lately we have been working STOP SIGNALS
on our dribbling and kicking Two long whistles
means freeze hands
skills. Therefore, today we on your knees and
will learn to incorporate both eyes on coach.
those skills. I will be
demonstrating and explaining Transition 1:
why there are bowling pins at I will be explaining
each cone. With the bowling why we are not
pins I will be able to see how only dribbling but
will be trying to kick
coordinated you are when
down the bowling
you are kicking the soccer pins with correct
ball. We will be using the foot placement.
arch of our foot to kick. I’ll also explain that
by practicing you
Classroom Management can become a
Remember if everyone good soccer CUES:
participates and follows player.
Remember that
instructions this will give you when we dribble
all the opportunity to play we use correct foot
outside on fun Friday. If I see placement. Stop
no participation or if any the soccer ball with
student misbehaves you the bottom of your
might not have the chance to foot when you get
play outside for fun Friday. to the line. Listen to
the whistle

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UTEP PETE Learning Experience Template

1:20-130 WARM-UP Transition 2:

10min Since the students are going Students will be
to do the activity inside the engaging in a
gym, before starting the warm-up.
Increase heart rate
warm up the students will
and static stretch.
make two lines. Once on the while playing
far- right side and another on music.
the far- left side of the
climbing wall that is located
within the gym.
The rules will be talked about
before the warmup. I will
explain how important it is to SAFETY:
follow the safety rules. This is Watch your
to avoid injuries. Additionally, surroundings.NO
horse playing. Do not
I will explain to them that we
go over the red rock.
cannot jump off the climbing The next student in
wall or step over the red rock. line cannot go until
When they start to climb, only the student reaches
one student on the wall until the tower. Follow
instructions to avoid
they pass the so called
confusion and injury.
“tower”. This is to give
students enough space and
not feel rushed or cause
students to overlap each
other. Once the student
reaches the “tower,” then the
next student will be able to
start climbing. If the student
fails to make it to the green
arrow and falls before, the
student will then need to go
to the back of the line and
wait for their turn again. The
students will have the
opportunity to go twice.
Students can only start the
warmup once they the music
begins. Once the music stops
the students need to stop
climbing. They will sit on their
bottoms and wait for further
instructions.

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UTEP PETE Learning Experience Template

LESSON FOCUS/SKILL TASK

BUILDING ACTIVITY ANALYSIS:
Prior to this skill application, Students will be
students had the opportunity evaluated by
to practicing dribbling the following rules,
soccer ball into certain poly participation, and
spot. By having students using the arch of
reiterate what they have their foot.
learned throughout these
past few activities, it will help
me build into the activity. At
this point, I will talk to the
students about the difference
between kicking the soccer
ball with the toe, compared to
kicking it with the inside of
your arch Students will be
divided into 10 cones that will
be outside in the blacktop.
Each cone will have no more
than four students.

Time Content Development Management 1. Task Analysis

2. Teaching
Cues/Refinement
1:30- SKILL APPLICATION Transition 3: CUES:
1:45 ACTIVITY The teacher will talk Remember to use
about the objective of
This activity will require this activity and be put
the arch and not the
student practice both into groups. top of your toe, use
dribbling and kicking by bottom of the foot to
knocking down bowling pins stop the ball.
with the soccer ball. Not
only will students use the Teacher
inside of their arch to dribble SAFETY: Refinement:
the ball but also have the Pick up the ball after Don’t forget to pick
opportunity to kick the ball. you are done. Make up the ball once you
Through their practice of sure you see your hear the whistle
surroundings. No
dribbling the ball, students kicking the ball hard.
blown three times.
will learn coordination Follow instructions
allowing the student to
manipulate and control the
ball as they dribble to the
designated spot. This
activity also helps with
balance.

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UTEP PETE Learning Experience Template

There will be a total of 10

cones with no more than
four students per cone.
TASK ANALYSIS:
There will be two different
Students will be
lines created by the poly
evaluated by using
spots which gives students
correct technique.
different distances. The
Observing if they
lines are about 10 to 15 feet
have control over the
away from the bowling pins.
ball. Observing how
As students’ progress, they
students stop the ball
will have the ability to
using the bottom of
increase distance (further
their feet. Make sure
line). If the students do not
students understand
progress, I will adjust the
what the whistles
distance to better
mean. One whistle
accommodate the student.
meaning go. Two
For example, I can
whistles mean pick
decrease the distance
up the soccer ball.
which will allow students to
practice at an more
accessible distance
enabling them to knock
down a few bowling pins.
With only allowing four
students per cone, it will
maximize student
participation and increase
the opportunity to practice
more than once. Before I
start the activity, I will first
demonstrate and explain
the goal of this activity. I will
dribble the ball using my
inner side of the arches to
both lines stopping at the
closer line and kicking the
ball to hit the bowling pins. I
will also explain my
expectations on dribbling
and proper form to kick the
soccer ball. Finally, I will
explain what the whistles
mean - One whistle means
go, before blowing the
whistle twice I want to make
sure every student is at the

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UTEP PETE Learning Experience Template

poly spot. Two whistles

signifies to kick the soccer
ball, and three whistles
means pick up the soccer
ball and bowling pins. Once
a student has had their turn,
they will return to their
group and hand the soccer
ball to the next student in
line.

After my demonstration, I
will have one student
demonstrate as well.

*Depending on the
time/group size, students
will complete each task (i.e.
2-3 times per line would be
the goal.

DIFFERENTIATION
To help simplify the activity I
would either increase or
decrease the distance of
where they are kicking the
soccer ball. I would also
have a variety of different
soccer balls (soft/hard).

STUDENT EXPECTATIONS:
My first expectation is to
have full participation. I
would also expect students
to understand my rules,
such as learn what each
amount of whistles means.
Also, I will examine if
students are kicking with the
inside of their arch as well
as dribbling.
Psychomotor:
Using the accurate skill and
position of foot placement

Cognitive:

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UTEP PETE Learning Experience Template

1:45- They will be able to explain why Transition 4:

1:50 foot placement is crucial. The will
explain how to kick the soccer ball
5min correctly.
Affective:
Students show the ability to learn
how to get the soccer ball to the
poly spot and kick the bowling
pins down using the inside of their
arch.
Students will identify the
importance of balance and
coordination.
The students will now
be given a few
questions to see what
they retained from this
activity and the
previous activities.
The teacher will ask
the students about the
Psychomotor,
Cognitive and
Affective. Students are
given a preview of
what the next lesson
plan is for the
following day…

Debrief/Closing/Cool
Down (what, so what, now
what):
Psychomotor:

Point and tell me where to

place the soccer ball on your
foot.

Is it really important to have

control over the ball?

Will practice help me become a

better soccer player?
1:50
2:00 Cognitive:
What is foot placement?

Why is controlling the ball

important in soccer or kickball?

Affective:
Is learning how to dribble an
important skill?

What skills have you learned

today that involves using a
soccer ball?

Insight/Preview:
As we progress we will start to
include more activities, more
distance between the targets.