West Virginia State University

Andrew Jackson Middle School

Courtney Coffman
Day __Thursday November 6, 2014__
Lesson Title___Matball_
Grades__7th __Number of Students_20-30 _
INSTRUCTIONAL OBJECTIVES/STUDENT OUTCOMES
1. Students will be able to demonstrate kicking, throwing, catching and running skills.
2. Students will recognize, follow, and retain rules to a lifetime activity of kickball.
WV CSOS
PE.6.1.02 perform basic skills necessary to participate in individual, dual, team, and lifetime
activities.
PE.6.1.03 perform lead-up activities that encompass elements of individual, dual, team, and
lifetime activities.
PE.7.5.03 demonstrate knowledge of rules, etiquette and safety while participating in various
physical activities (e.g. sportsmanship, fair play).
PE.7.5.04 practice decision-making and communication skills while participating in physical
activity.
PE.8.1.01 utilize basic offensive and defensive strategy while participating in individual, dual,
and team sports (e.g., lead-up games/activities).
PE.8.2.01 demonstrate various motor skills that increase physical activity participation and
performance
NASPE STANDARDS
Standard 2 - The physically literate individual applies knowledge of concepts, principles,
strategies and tactics related to movement and performance.
Standard 4 - The physically literate individual exhibits responsible personal and social behavior
that respects self and others.
RATIONALE: Students who participate in regular physical activity are more likely to continue
to be active into adulthood. Regular activity improves ones overall health and fitness level.
PREREQUISITE KNOWLEDGE:
Students will have previous knowledge of kickball. All students have engaged in Matball. A brief
review of the rules of Matball will take place during the introduction.

ANTICPATORY SET:
The gymnasium will be set up for Matball prior to the students arrival. This alone gets the
students pumped up for the day. Upbeat music will also be playing as the students arrive in the
gymnasium.
MANAGEMENT FRAMEWORK
Locker Room/Role call: 5 minutes
Introduction: 5 minutes
Warm-up Activity: 5 minutes
Lesson Focus: 15-20 minutes
Cool Down: 5 minutes
Locker Room: 5-7 minutes
EQUIPMENT REQUIRED:
3 Large Mats
1 Kick ball
1 Home plate
TEACHING STYLE:
Teacher explanation
Group Cooperation
ADAPTATIONS FOR SPECIAL NEEDS: Students diagnosed with Attention Deficit Disorder
will be able to participate fully with minimal modifications. The equipment is suitable for all
students of varying abilities. In the event the students behavior becomes undesirable an alternate
fitness activity targeting upper body strength, cardio endurance, and core strength will be
implemented.
INTEGRATION WITH OTHER DISCIPLINES:
DIVERSITY:
Students of all abilities will be able to participate fully. The vast amount of students that are able
to participate makes the activity great for all levels of ability. Instead of a pitcher, the ball will be
placed stationary as the kicker attempts to kick the ball in play. Rules of Matball will also be
placed in 2 locations of the gymnasium in case the students need to reference a rule.

CONTENT SEQUENCE OF MATERIAL:

Introductory Activity Warm-up (5 minutes)
Jog 2 laps around gymnasium
Girls on one side of gym/ Boys on the other
o Stretching
o Two laps around the gym
o High knees to court & back
o Glute Kicks to court & back

Students will meet in the middle of the court and the instructor reviews the skills necessary for
Matball. This will be a brief review for all students because the concept of matball is very easy to
obtain.
Lesson Focus Matball
Instructor will demonstrate the proper footing on the mat, emphasizing that one foot must remain
on the mat or the student has to run to the next base. The teacher will go over how the rules of
matball are different.
Rules- Student may kick the ball forward, backward, or sideways. After reaching the first base
mat, students can choose whether or not to run as long as one foot remains on the mat. There are
only three ways to get out- by someone catching your kicked ball, if the ball is thrown and hits
you below the waist when running. or if a student with the ball tags you. Each team is allowed
four outs. Once you reach the home mat, you score a point for your team but you continue and
play until either your team gets four outs or you get tagged or hit with the ball. The strategy is to
get as many students on the mat as possible, and then run together. As a result, more points will
be scored. The team with the most points at the end of the game is the winner.
Closing Activity - (Cool Down, 5 minutes)
Static Stretching
Right Arm across
Left Arm across
Touch Toes
Right leg
Left leg
Quad Stretch
Back Stretch

EXTENDED ACTIVITIES
If Lesson Finishes Early
7 innings will be played, in the event there is additional time instructor will allow for 3 more
innings to be played.
ASSESSMENT OF LESSON
Informal teacher assessment of the level of participation by each of the team members. Instructor
will also assess the intensity, strategy, and demonstration of skills by each team. Students will
also be evaluated on whether or not the teams were evenly divided according to skill level.

Courtney Coffman

School: Andrew Jackson Middle School

Principle: Rhonda L. Donohoe
Teacher: Lora Rawlings
Grade and/Content: 6th,7th, & 8th grade Physical Fitness
Date: 11/6/2014

Planning
The part of my planning and lesson that was most helpful is that the students had a
preconceived knowledge of what baseball, dodgeball, and kick ball were. This made teaching
them a new concept of mat ball easier because they already knew how to play the prior three. I
was able to challenge my students higher order and divergent thinking by having them mix the
rules of all three games into one. Students had to keep the concept of three bases and three outs
while using a kick ball. Students would kick the ball, run to a base and hopefully not get out.
They could be tagged out, hit with the ball and get out or the field could catch the ball and get the
person out. This made students have to remember the rules while implementing three different
techniques of a game. The most important part of my lesson I would change would be having the
rules down pat. I wish my teacher would have met with me and gone over my lesson with me
before I taught. My teacher kept interrupting me and changing my rules while I was trying to
teach. I would have felt much better about the lesson had she actually set down with me and
asked me to change the rules before I started. The CSOs I used fit in perfectly with individual
and team work. Students also displayed basic offensive and defensive strategies and motor skills
that increased physical activity.

Student Response
Students at first were a bit hesitant about mat ball because they had never played it before
and they didnt know what to expect. I could hear several kids saying whats mat ball, how do
you play this? After everyone settled in I explained what mat ball was and students faces went
from discouragement to excitement. They were ready to play and I had no troubles at all. I feel
every student really enjoyed this activity. I heard several laughs including some from myself, and
many people getting excited for their turn to kick. Kids were encouraging each other kick
harder, slow down, run run. I really enjoyed that my students had so much fun.
Strategies
The strategies that worked was dividing the class into two teams so we didnt have a
bunch of other teams waiting to play. The one strategy that I would change is making sure when
students kick they switch off. For example going boy, girl, boy, girl so that way we make sure
everyone gets a turn to kick. I know that my students learned and enjoyed this activity because of
the excitement that filled the room the entire time. They played right up until it was time to go to
their next class.
Assessment
Informal teacher assessment of the level of participation by each of the team members.
Instructor will also assess the intensity, strategy, and demonstration of skills by each team.
Students will also be evaluated on whether or not the teams worked well together and the skill
level produced.