SUNY Cortland Physical Education

Teacher Candidates(s): Stephen Smith School: Strough Middle Date: 11/2/11 (Day 9 of Block Plan)
Lesson Plan
School Grade: 6
Of
NYS/NASPE
Sepak Takraw Standards Bold Teaching Style: Command Practice Reciprocal Self-Check Guided Discovery # in class: 15 max
Inclusion Convergent Divergent Jigsaw Cooperative
Assessment Tool &
Domains Objectives (Be sure to include Situation, Task and Criteria for each objective) Length of class: 30 mins
When it is used
Unit: Sepak Takraw
1. During the lesson focus, students will be able to successfully perform 3 kicks to their team mates Observation by teacher and
Psychomotor 1A / 1
without dropping the ball during the juggling activity. peers within activity
Focus: Partner/team passing
Equipment: 15 soft soccer balls
2. At the end of the lesson, students will show a value for cooperation, by examining their behavior
Affective 2/5 Self-reflection assignment 8-10 Rattan Balls
during the class through a self-reflection assignment.

3. Upon completion of the lesson, students will be able to describe where the name Sepak Takraw References: (e.g. Book, course packet, pg #,
Cognitive 1A / 2 Verbal Assessment complete web address URL):
originated, and be able to identify what type of ball is used in the sport when called upon by the teacher.
http://en.wikipedia.org/wiki/Sepak_takraw
Safety 4. Be aware of other groups around yours, be under control when kicking the ball, if a ball http://www.findsportsnow.com/learn/sepak-
2 /5 Observation by teacher takraw
Statement comes into your area yell “ball” and the activity should stop to avoid injury.
NYS Learning Standard 1 – Personal Health and Fitness NASPE Content Standards – A physically educated person:
1A. Students will perform basic motor and manipulative skills. Students will attain competency in a variety of motor and sports activities. 1. Demonstrates competency in motor skills and movement patterns needed to perform a
1B. Students will design personal fitness programs to improve cardio respiratory endurance, flexibility, muscular strength, endurance, and body composition variety of physical activities.
NYS Learning Standard 2– A Safe and Healthy Environment 2. Demonstrates understanding of movement concepts, principles, strategies and tactics
2a. Students will demonstrate responsible personal and social behavior while engaged in physical activity. as they apply to the learning and performance of physical activities.
2b. Students will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression and communication. 3. Participates regularly in physical activity.
2c. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants. 4. Achieves and maintains a health-enhancing level of physical fitness.
NYS Learning Standard 3– Resource Management 5. Exhibits responsible personal and social behavior that respects self and others in
3a. Students will be aware of and able to access opportunities available to them within their community to engage in physical activity. physical activity settings.
3b. Students will be informed consumers and be able to evaluate facilities and programs. 6. Values physical activity for health, enjoyment, challenge, self-expression, and/or
3c. Students will also be aware of career options in the field of physical fitness and sports social interaction

What is the ongoing fitness theme or emphasis in this lesson?

Health-related Fitness (HRF) Explain how it is developed and where in the lesson it occurs: Skill-related Fitness (SRF) Explain how it is developed and where in the lesson it occurs:
NYS LS 1B This is developed through juggling, or keeping the ball in the air, NYS LS 1A This is developed through using your feet. By having to use one foot to kick,
(Please Bold) between a partner and/or team, using only your feet. (Please Bold) students will develop better balance as they kick the ball to a partner or team
Cardiovascular endurance Balance mate. Juggling the ball, or keeping it in the air, requires students to be light
Muscular strength Coordination on their feet, reacting quickly to the pass they receive, usually only having
Muscular endurance Agility milliseconds to react to where the ball is.
Flexibility Reaction time
Body composition Speed
Power
(i.e. Concepts taught, goals, estimated MVPA through a (i.e. Concepts taught, goals, FITT, etc.)
game/activity, heart rate, RPE, step counts, FITT, etc.)

"Guiding and inspiring youngsters in the process of becoming physically educated and healthy for a lifetime." Last updated on
12/21/2017
SUNY Cortland Physical Education

Adaptations
Lesson Time Organization &
Description Assessments,
Components (mins) Transitions
Reminders
 Juggling alone
Depending on the
amount of students,
x x x x x x
x x x x x x  Students will enter the classroom there may be a group
of three
Instant Activity 5 x x x x x  Pick up a soccer ball, and find their own space
X
(scattered in gym)  They will try to see how many consecutive hits they can keep the ball in the air Remind them to
respect other groups
 Working on foot-eye coordination, reaction time, and ball control space

Introduction,  Hello class, my name is Mr. Smith, I’m going to be your substitute for the day and we will be continuing our lesson on Sepak Takraw.
xxxxxxxx
Signal for
2 xxxxxxx  At any point you hear the whistle blow once, I want you to stop, look, and listen to me for further instruction. If you hear two blows of
Attention, the whistle, you will need to quietly come to me and sit down for further instruction.
X
Hook
 Explanation of how Sepak Takraw got its name.
Partner Demonstration:
 Use visual aid to describe cues
 Demonstration at full speed with equipment (partner selected from students)
Check for
 Slow motion, saying cues understanding on

Demonstration 5
xxxxxxxx
xxxxxxx
 Common faults each activity, and
cue.
Group Demonstration:
X
 Review visual aid and cues Remind them of the
cues.
 Demonstration at full speed with equipment (group members selected from students)
 Slow motion, saying cues
 Common faults
Body of Lesson
(Lesson Focus) Teaching Progressions – Show some of the major tasks/activities listed on your Activity Progression Worksheet within the selected level of
(PC/C/U/P) for the class.
Tasks (Extensions) - Activities for the whole class. Cues (Refinements) Challenges (Applications) - Modifications –
E.g. Hit the ball over the net to your partner 10 – Simple secrets to More game-like chances to Add modifications to make the
times. improve practice the same tasks at the tasks easier and harder according Adaptations
performance. E.g. same difficulty level. E.g. In to the skill level of the students. Assessments,
Low to high 90 seconds, see how many Reminders
times you can hit the ball to
your partner.
X 1. Kick the ball between partners 3 times 1. Eyes on the ball, 1. In one minute, see how
Easier – Allow the ball to bounce
xx xx xx face partner, watch many successful sets of 3 kicks
once Remind them of the
xx xx xx xx the ball contact foot you and your partner can
8 Harder – Kick the ball 6 times, or cues, providing
xx xx xx complete
increase the distance between feedback
(spread across
partners
gym)
Xxx xxx xxx 2. Kick the ball between group members 3 times, 2. Face your target, 2. In one minute, see how Easier – Allow the ball to bounce
xxx xxx split into groups of 3 get underneath the many successful sets of 3 kicks once Remind them of the
8 X ball, follow through your group can complete Harder – Kick the ball 6 times, or cues, providing
(spread across toward target increase the distance between feedback
gym) partners
3. 3. 3. Easier -
Harder -

"Guiding and inspiring youngsters in the process of becoming physically educated and healthy for a lifetime." Last updated on
12/21/2017
SUNY Cortland Physical Education
4. 4. 4. Easier -
Harder -
5. 5. 5. Easier -
Harder -

Activity close
(Optional)

Lesson Closure, xxxxxxxx

Debrief on what was taught, check for understanding, and explain how we will be using different passes to set up our team mates in the next
Hook to Next 2 xxxxxxxx
class.
Lesson X
Pre-planning: Previous instruction in this activity (earlier grade levels)

Evaluation of Post-planning: “Assessment Informs Teaching:” future needs based on assessment results
Lesson
Teacher Reflection Notes:

"Guiding and inspiring youngsters in the process of becoming physically educated and healthy for a lifetime." Last updated on
12/21/2017