Nicholas Plourde

Indoor Games Unit Plan

November 9, 2015 - November 23, 2015
Grades 9-12
Agawam High 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___9-12___
Unit Outcomes Reference Content to be taught Assessment
MA CF &
NASPE
(By the end of the unit, Standards (include rubrics, quizzes,
students will be able to) etc. in written
by # materials section)

Psychomotor SHAPE Day 1: Execute leading the Teacher Observation

S2.H2.L1 pass in indoor soccer
Perform 5 offensive
strategies that improve
the play of an
individual/team in MA CF Day 2: Execute setting a pick
indoor games by 2.17 in handball Self Checklist
implementing them into
their own performance.

Day 3: Execute the three-man

weave in Speedball
Teacher Observation

Day 4: Execute the give-and-

go in Indoor Boccer

Peer Feedback

Day 5: Execute pivoting in

Ultimate Sponge Ball

Teacher Observation

Cognitive SHAPE Day 1: Describe the impact

S2.H2.L1 that leading the pass can have
Identify the significance & on the level of
that incorporating 5 S4.H4.L1 accomplishment displayed by
offensive strategies has a team in indoor soccer Written Response
on a teams
performance in indoor
games by examining the MA CF
benefit to which is 2.17 Day 2: Describe the effect
amassed from this that setting a pick can have
usage. on the level of
accomplishment displayed by
a team in handball

Day 3: Describe the Role Play

implication that the three-
man weave can have on the
level of accomplishment
displayed by a team in
Speedball
Observation Analytic Rubric
Students Name -

Outcome Great Average Poor

Assessed 3 2 1
Demonstrates Demonstrates Demonstrates inferiority
superiority in the flow mediocrity in the flow in the flow of their
of their performance of of their performance of performance in the
Fluidity the offensive strategy in the offensive strategy in offensive strategy in
focus during indoor focus during indoor focus during indoor
game game game
Shows a high level of Shows a moderate Shows a low level of
skill towards how to level of skill towards skill towards how to
perform the offensive how to perform the perform the offensive
Execution strategy in focus within offensive strategy in strategy in focus within
indoor game focus within indoor indoor game
game
Exhibits sufficient Exhibits standard Exhibits insufficient
awareness for when to awareness for when to awareness for when to
Application carry out the offensive carry out the offensive carry out the offensive
strategy in focus while strategy in focus while strategy in focus while
playing indoor game playing indoor game playing indoor game

Total

Teacher Comments:
Name Block Date

Handball Checklist

Directions: Place a check mark ( ) on the line next to each verbal cue of
setting a pick in handball based on whether you performed these
elements of this tactic during team passing activity.

Verbal Cues

1. Stand upright with feet flat on ground

2. Tuck arms into chest

3. Do not move any part of body

 4. Time screen just before opponent approaches personal space

5. Hold a sturdy stance

Name Block Date

Speedball Exit Slip

Directions: Respond to the following question below by referring to the
three performance elements of the three-man weave that were presented
at the beginning of the lesson.

What is a positive implication that might arise for

a team by executing the three-man weave in a
game of Speedball?
Name Block Date

Ultimate Sponge Ball Homework Assignment

Directions: Write one page on a particular belief you developed about

Ultimate Sponge Ball which really stood out when playing this game
using the lines below.
 Leading the Pass

Key:

- Player

- Defender

- Ball

- Running

- Pass
Verbal Cues:

Place non-kicking foot on the ground directly next to ball

Strike the center of ball with inside of foot

Follow through towards where person receiving the ball is traveling to

 Setting a Pick

Key:

- Player

- Defender

- Ball

- Running
Verbal Cues:

Stand upright with feet flat on ground

Tuck arms into chest

Do not move any part of body

Time screen just before opponent approaches personal space

Hold a sturdy stance

Give-and-Go
 Key:

- Player

- Defender

- Ball

- Running

- 1st Pass

- 2nd Pass

Verbal Cues:

Pass and cut.

 Use a target hand (or foot).

Keep the defender behind you.

Unit Evaluation (grading) System

Skill (25%) - Students will be evaluated on their ability to demonstrate

daily improvement in carrying out the content presented from their
performance in teacher, self, and peer assessments

Knowledge (25%) Students will be evaluated on the level of learning

to which they exhibit in the content presented based on their
performance in verbal/written assessments
Attitude (50%) Students will be evaluated on the behavior they
display towards content presented, peers, and teacher through their
performance in verbal, written, and bodily assessments

References
2008 Olympic games. Final. USA vs Spain. (2014, September 18). Retrieved from
https://www.youtube.com/watch?v=A-9TImKV8Fc

Darst, P. W., Pangrazi, R. P., Sariscsany, M., & Brusseau, T. A. (2012). Dynamic
physical education for secondary school students (7th ed.). San Francisco, CA: Benjamin
Cummings.

Hunt, J. (n.d.). Basketball unit plan. Retrieved from

http://lessons.ctaponline.org/~pjackson/Basketballunit.html

Kruk, C. (2009, November 11). PE Central. Retrieved from

http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=9424#.VkFUz7erTIU

Mango, K. (2001, October 1). PE Central. Retrieved from

http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=821#.VljcVHarTIU

Mitchell, S. A., Oslin, J. L., & Griffin, L. L. (2013). Teaching sport concepts and skills: A
tactical games approach for ages 7 to 18 (3rd ed.). Champaign, IL: Human Kinetics.
 Results of Assessments

During the course of my five-day indoor games unit I used a variety of psychomotor,
affective, and cognitive assessments to measure my students learning. Of these evaluation
instruments, it was the three tangible assessments of the self checklist, exit slip, and homework
assignment that I gained the most data from regarding my students performance on their
attainment of the content presented. It was from these results that I was then able to refine my
teaching in order to better improve the students weaknesses in terms of their overall mastery of
this material.

In relation to the psychomotor domain, the assessment used during this unit that was most
valuable since it allowed for students to critique their own performance of a particular concept
was the self checklist. This was helpful for me not having to observe every learner in my classes
execute the tactic highlighted on this sheet. The only downside to this assessment is that the
students were given the responsibility to mark down whether they carried out the different
features of the movement pattern in focus, where there was a high possibility that some of them
may have been dishonest about their performance when filling out this evaluation instrument.
With regards to the actual results in which were amassed from this worksheet, over 90% of these
individuals checked off that they employed all of the cues associated with this action, whereas
just under 10% of them said that they were incapable of utilizing these strategic components.
This outcome was positive in that it indicated the majority of my students were able to perform
the critical elements of the scheme that was encompassed on this assessment.

For the cognitive domain, the assessment used during this unit that was most beneficial
for gauging the students knowledge in respect to performing a distinct concept presented was
the exit slip. This sheet was essential in getting these learners to critically think about the subject
matter that was in focus by analyzing the significance that the notion involved has in the context
it is being executed in. The negative aspect that can be attributed to this assessment is that it may
be difficult for students to draw connections between performing the movement pattern featured
on this evaluation instrument from the game in which it was intended to be applied in. It is worth
noting the results obtained reveal that 75% of these learners replied to the question posed on this
worksheet accurately, whereas the other 25% of them did not. This outcome was not as high as it
probably should have been due to the fact that students did not take the necessary amount of time
to answer this question in full detail that was expected with the completion of this assessment.

With reference to the affective domain, the assessment used during this unit for which
was most advantageous in the students performance of expressing the judgements they made
about the topics that were introduced was the homework assignment. This gave these adolescents
the opportunity to convey what they were thinking towards the theme that was taught. The one
drawback of this assessment is that for some students it may have been too lengthy of a task to
make them form a reaction relating to any emotions they had concerning a certain activity. The
results gathered from this evaluation instrument were that of approximately 85% of these pupils
attaining full credit for the response they generated relating to their mental outlook on this
movement pattern, whereas 15% of them were unable to earn this standing. This outcome was
around what was anticipated on this assessment in student performance in light of them being
required to do this worksheet on their own time outside of school.

These evaluation instruments were crucial in grading each student as a whole in an effort
to account for all of their learning differences. The role to that of which they had in effectively
teaching students was vital based on the results that were garnered from them upon more
competently being able to meet their developmental needs. That is why during the entirety of this
unit my students were constantly demonstrating growth in their psychomotor, cognitive, and
affective performance at the hand of being held accountable from taking part in such assessments
on a daily basis.