Cleveland 1114

Department of Health, Exercise and Sport Sciences
Sport Pedagogy Lesson Plan (Elementary and Middle School)

Background Information
Teacher:
Cassidy Gustafson
Date: November 14, 2016

School: Cleveland Elementary
Grade
Level: 2nd
Lesson
Focus: Circuit Training

# Of students: 16
Equipment and Facilities:
8 Jump Ropes
8 Gator Balls (Big)
4 Orange Cones
4 Purple Dome Cones
16 Round Poly spots
8 Square Poly spots
ALL FOUR STATIONS WILL BE SET UP, HOWEVER WE ARE WORKING TWO AT A
TIME
Safety
Considerations: Wet Grass, Spacial Awareness

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: Balance, Dynamic Stretching, Body Weight Fitness, and Cardio
Teaching Strategy: Direct Instruction
Academic Language:
Circuit Training
Weights
Agility
Running
Stretching
Student Objectives:
1. To develop an understanding for circuit training and its importance.
2. To know which exercises to perform for a desired muscle group and skill.
3. Students will tell me which exercise they liked the best, and why it may be beneficial for their
bodies.
Psychomotor (P): Students will be able to perform 2/4 stations at a maximum participation rate, with a
goal of 90-100% performance rate.
Cognitive (C): Students will be able to describe to me the list of workouts that they performed, as well as
why it is beneficial for their bodies.
H-R Fitness (H): Students will be able to reach at least 80% 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 poly spots in front of me (lines).
Equipment: Poly spots, for the time being.
Diagram the pre-class arrangement:

X
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
5 Minutes
Instant Activity:
Simon Says
Diagram Instant Activity
X
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Myself and a student will do a list of stretches and activities for a game of Simon Says. Keeping students in
this arrangement will keep them from wandering off and losing focus, making transitions smoother.
2 Minutes
Transition
Students will spread out lined up facing me (on their polyspots).
Set Induction 1-2 Minute(s)
Behind me, there are four stations. However, we are going to do two at a time, then switch as a class. We
are continuing our learning in health and fitness, so with that, here are the stations we have for today:
Jumproping
Cone Drills (Running)
Weight Ball Training
Stretching (Dynamic/Stationary)
Purpose:
Students will be able to try new skills that have not been emphasized, with the goal to enhance their
physical fitness as well as their knowledge of the activities.
Start/Stop Signals: 1, 2, 3, Eyes On Me. 1, 2 Eyes on You
Grouping Strategies: Random.
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.
Values physical activity for health, enjoyment, challenge, self- expression, and/or social
interaction.
Transition:
Students will be divided into two groups of eight, where they will begin with the stations of jump
roping and weight ball training.
Lesson Core - Task 1: 6 Minutes (Stations 1 & 2)
Students will be divided up into their two stations, where they will be asked to sit down for demonstration
and instruction. The goal here is for students to participate in the activity and to go through the rounds as
many times the can. Station 1 is Jump Rope, and Station 2 is weight ball training.
Demonstration Plan:
I will demonstrate how we use our jump ropes, and how to move from location to location.
I will also demonstrate how to properly use the weighted balls in the workout setting.
Questions to Check Understanding
1. What is the point of jump roping?
2. _______, Please come up and tell and show the class how to do a weighted ball toss.
Diagram Task 1
O Jump Rope
Xo
Xo
Xo
Xo
Xo
Xo
Xo
Xo
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.
Values physical activity for health, enjoyment, challenge, self- expression, and/or social
interaction.
Teaching Cues for Task 1:

Jump Rope
1. Hold Handles to Side
2. Forward Arm Circle
3. Rope Follow
4. Jump Up
Common Errors Task 1:
1. Students using the jump rope for other reasons (not physical activity).
2. Students throwing the ball when I have instructed them not to.
Transition: Students will be brought back to the center to reset before doing the last two stations.
Lesson Core - Task 2: 6 Minutes: Stations 3&4)
Students will be divided up into their two stations, where they will be asked to sit down for demonstration
and instruction. The goal here is for students to participate in the activity and to go through the rounds as
many times the can. Station 3 is Running with Cones, and Station 4 is stretching (review).
Demonstration Plan:
I will demonstrate how to run with the cones, as well as give students a physical list of stretches they must
perform.
Diagram Task 2:
O
o
x
x
x
x
x
x
x
x
--->
--->
O
x
Teaching Cues for Task 2:

Running with Cones
1. Run at full speed
2. Tap Line at Feet
3. Run at full speed
--->
Common Errors Task 2:

1. Students can lose focus.
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 Wednesday.
Lets line up!
Diagram The Closure
x
ooooo
oooooo
oooo

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Department of Health, Exercise and Sport Sciences

Sport Pedagogy Lesson Plan (Elementary and Middle School)

Date: November 14, 2016

Focus: Circuit Training

Considerations: Wet Grass, Spacial Awareness

CALIFORNIA PHYSICAL EDUCATION MODEL CONTENT STANDARDS:

NASPE PHYSICAL EDUCATION CONTENT STANDARDS a physically literate person:

Describe the pre-class arrangement

Diagram the pre-class arrangement:

Teaching Cues for Task 1:

Teaching Cues for Task 2:

Common Errors Task 2:

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