Springfield College Physical Education Lesson Plan Template
Name: Date:
Adapted PE Spring 2022 3/30/22
Time: School:
30 minutes Glickman Elementary
Unit: Lesson Focus:
Kickball Kickball Game
Facilities & Space: Class Size & Grade-Level:
Grass Field 10 students, 5th grade
Specialized Equipment: 10 balls, 4 hot spots (bases)
Skill Theme(s): Kicking, running, receiving
Movement Concept(s): Relationships with objects, relationships with people,
Tactical Focus: N/A
Student Learning Objectives (SLO)- By the end of the lesson, students should know (cognitive), be able to do (psychomotor), and feel (affective):
Cognitive: SWBAT properly identify the amount of force required to successfully make a pass to a teammate that is near or far during Activity #3.
National Standard(s) & Grade Level Outcome(s): S2.E2.5
Psychomotor: SWBAT step in opposition when kicking 100% of the time during Activity #3.
SWBAT catch a thrown ball using three of the four critical elements 50% of the time during activity #3.
National Standard(s) & Grade Level Outcome(s): S1.E16.4, S1.E21.5
Affective: SWBAT respectfully give corrective feedback to their partners at least three times during Activities #1 and #2.
National Standard(s) & Grade Level Outcome(s): S4.E3.5
Teaching Objectives- During the lesson, the teacher will:
1. Provide a safe as well as welcoming environment for the student so that they can perform in a comfortable setting to the best of their ability. The teacher
will give positive and individual feedback to the students during each activity to make sure the students feel okay to ask questions.
2. Make sure that the students understand the objectives for the lesson as well as the task objectives for each activity. The teacher will do this by asking the
students to give them a thumbs up or down before starting any activity to ensure that the instructions are clear and questions in the future will be more
specific. If the student does not give a thumbs up or a thumbs down the teacher should speak to the individual privately to make sure they understand the
lesson objective and feel okay to participate.
Vocabulary Use by Teacher and Students During Lesson:
Subject Specific: (Words and or symbols defined for use in the discipline; EX: locomotor skills, axial skills, manipulative skills, affective domain, etc.)
- Open space: area where students should move to when trying to retrieve the ball
- Manipulative skill: The manipulative skill being used today is kicking
-
Words & Phrases: (Words and phrases with subject-specific meanings that differ from meanings used in everyday life; EX: opposition, force, balance)
- Opposite foot opposite hand
-
General Academic: (Vocabulary used across disciplines; EX: compare, analyze, evaluate, etc.)
- Compare: Compare your kick to the previous kick, what are some things you could have done better?
- Feedback: Constructive feedback from partners and from teachers.
-
Special Considerations- What are the physical and/or emotional safety concerns? What is unique about the students in the class?
Due to different unique needs from each student, teachers should be monitoring not only physical behavior but also emotional behavior. Watch for
students who tend to run or cling onto others. If a student is unable to participate in small sided games, they may be able to work on the fundamental skills
for kickball in a separate area.
Resources, Websites, & Supporting References
Advanced Solutions International, I. (2013). National PE standards: Shape America sets the standard. National Physical Education Standards-SHAPE America
Sets the Standards. Retrieved February 25, 2022, from [Link]
Chepko, S., Persse, D., Rettig, B., & Couturier, L. (2013). Grade level outcomes for K-12 Physical Education. SHAPE Grade Level Outcomes . Retrieved
February 23, 2022, from [Link]
Instant Activity: Students will walk onto the field and each get their own individual ball, they will then freely kick the ball and run after it individually in any space
within the [Link] teacher should watch each individual student and instruct them to keep the ball on the ground and be conscious of others when kicking.
This will allow them to warm up their body for kickball.
Organization & Supplemental Materials: 10-15 soccer balls set up around the field.
Introduction, RRE’s & Set Induction:
Introduction: Good morning everyone, welcome to PE, I am (everyone introduces themselves). Today we will be building off of last week’s lesson,
does anyone remember what we did last week? (students will respond with soccer). Awesome, today we are going to be playing another sport that deals
with kicking. Our goal for today is to play kickball as a whole unit and improve our kicking skills.
RRE’S: Before we get started, we need to go over a couple of rules. 1) S’s will respect teacher/students/equipment, 2) S’s do not talk while teacher/other
S’s are talking, 3) T will know S’s are listening by S’s making eye contact with T, 4) S’s will be aware of our surroundings being in a parking lot and
possible cars driving through and other S’s around us, 5) S’s will not kick the object if other S’s or T is in their space, 6) Have fun.
Set Induction: Has anyone played kickball before? Today we are going to try and kick to the best of our ability while also learning the rules to a lifelong
game.
Pre-assessment:
- Every student has a different ability to understand critical elements for kicking and receiving
- Every student has a different physical ability
- Students have behavioral issues and struggle to pay attention
Instructor does/Task description Students do/ Look for(s)
Allotted Time: 3 minutes Feedback:
Task 1: Partner up, underhand roll the ball to partner and partner kick it back to you. Each set of ● Instructor “look fors”
partners should be at least 5 feet apart from each other. - Critical elements for underhand rollin (face target, arm
- have hot spots out like last time so students can know where to stand back, step with opposite foot, release the ball at waist and
- practicing rolling and kicking skills for game knee level)
- one partner is doing 10 consecutive rolls to partner, then switch and is doing 10 kicks - Critical elements for kicking (ready position, step with
- have a demo of teacher partners showing how to roll and kick opposite foot, leap, kick, follow through)
- remind students of critical elements - Watch for how the students are working with their peers
Objective: ( reference the objectives this task will be working towards) (any behavior problems)
rolling and kicking with 25% accuracy - Note if the quick change from rolling to kicking is
Instructional Strategy: challenging for the majority.
command style (explain activity)
visual (demonstrating activity) Universal Design Learning:
kinesthetic Engagement: Students will be able to adjust the position of their
Assessment: hot spots to make it easier by bringing them closer together with
Observe students skills and correct and reinforce them through cues reason or harder by putting the hot spots farther apart. There will
- Rolling: face target, arm back, step with opposite foot, release the ball at waist and knee be more than one type of ball available for students to use.
level Additionally if they are unable to underhand roll the ball to their
- Kicking: ready position, step, leap, kick, follow through partner, they may lightly toss it to them.
Organization & Supplemental Materials: Representation: The students will be given verbal instruction and
balls (b) & hot spots (h) students (s) then the teacher will demonstrate visually with a volunteer student.
The teacher will also reinforce the cues for the critical elements.
hs hs hs hs hs Rolling: face target, arm back, step with opposite foot, release the
b b b b b ball at waist and knee level; kicking: ready position, step, leap,
hs hs hs hs hs kick, follow through. Students may respond either verbally by
speaking informally, visually demonstrating or by pointing.
Action and Expression:
Students will have a teacher demonstration prior to the activity.
The students will be able to ask questions to the teachers during
the activity. Teachers will check for understanding, looking for
thumbs up, thumbs down for answers.
Transition: Students will stay where they are as instructions are explained
Instructor does/Task description Students do/ Look for(s)
Allotted Time: 3 minutes Feedback:
Task 2: Partner up, lightly overhand throw the ball to partner they will then try to catch the ball ● Instructor “look fors”
in the air - Critical Elements for overhand throw (Ready Position,
- have hot spots out like last time so students can know where to stand Side to Target, ArmBack, Step, Rotate, Follow Through)
- practicing catching skills for game - Looking for good behavior when working with partners
- one partner is doing 10 consecutive passes to partner, and using controlled throws, and making eye contact
- have a demo of teacher partners showing how to pass and catch with their partner before throwing the ball
- remind students of critical elements - Look to see if the distance between the partners is too
Objective: catching with 50% accuracy difficult/easy
Instructional Strategy: - “Great job following through on both the throw and the
command style (explain activity) kick”
visual (demonstrating activity) Universal Design Learning:
kinesthetic Engagement: Students will be able to adjust the position of their
Assessment: hot spots to make it easier by bringing them closer together or
observe students skills and correct and reinforce them through cues harder by putting the hot spots farther apart.
- Kicking: ready position, step, leap, kick, follow through
- Overhand throwing: ready position, arm back, step, release, follow through Representation: The students will be given verbal instruction and
Organization & Supplemental Materials: then the teacher will demonstrate visually with a volunteer student.
balls (b) & hot spots (h) students (s) Kicking: ready position, step, leap, kick, follow through. Overhand
throwing: ready position, arm back, step, release, follow through.
hs hs hs hs hs
b b b b b Action and Expression: Students will receive instruction both
hs hs hs hs hs verbally and with a demonstration, teachers will then ask students
questions to check for understanding (Where will you be throwing
the ball from?, What must you do before throwing the ball to your
partner?) Cues for both manipulative skills should be reinforced.
Transition:
Instructor does/Task description Students do/ Look for(s)
Allotted Time: 20 Minutes Feedback:
Task 3: Kickball Game ● Skill Cues for Kicking
For this activity, students will be able to participate in a kickball game. Students will be given o Ready Position
verbal instructions and a visual demonstration. o Step
Rule Changes for the Game: o Leap
● No Outs - All students will have the opportunity to run the bases o Kick
● Bat Through the Lineup - All students will have the opportunity to kick each inning o Follow Through
● Different sized balls will be used for different students (Based on Choice) ● What part of the foot are you kicking with? (Inside)
● Bases will be closer in distance so that the students do not have to run as far ● Promote teamwork/positivity
○ Potentially speeds up game, which allows for more opportunities ● Did you use more force/less force to kick the ball far? (More
Objective: Psychomotor force)
Instructional Strategy: Practice
Assessment: Psychomotor Assessment Universal Design Learning:
Organization & Supplemental Materials: Engagement: Students will have a choice of ball to kick when at
There will be three bases and home plate. The bases will be spread out approximately 40 feet bat. The ball can be either lightly tossed or rolled out. Students will
apart. Students will be split in half for the teams. One of the teachers will be the pitcher. The also all be given opportunities to succeed during the game with
remaining teachers will accompany the students in the field, working in “pairs.” The teachers there being no outs.
will also accompany the kickers and help them around the bases. Representation: Instructions will be given verbally and through a
demonstration.
Action and Expression: Students will have the ability to
demonstrate their skill knowledge through the game. They can
show their learning by verbally speaking or visually performing.
They will each have the opportunity to kick the ball. The teachers
are able to provide feedback and students can learn from watching
one another. There will be a teacher demonstration, as well as the
opportunity for the students to ask questions before and during
gameplay. Teachers will check for understanding and provide
answers when necessary.
Transition: Transition into Lesson Closure
Closure: Teacher Reflection Notes: The lesson went extremely well. There
Great job today everyone!! Can I get a thumbs up from everyone that had fun today? Can were lower numbers in the 2nd-3rd grade class, which allowed for
someone remember what foot we should step with when underhand rolling and overhand more opportunities in each activity. The students enjoyed being
throwing? Who remembers what part of the foot we should kick with? Great job today, see able to pick their ball during the kickball game. This lesson could
everyone next week! have more social interaction between the students if they were
paired up with other students.
Future Needs Based on Assessment Results:
Not every student was able to step in opposition when they kicked
the ball. The students stopped the ball sometimes instead of
kicking it with the roll. It could be beneficial to have the ball start
stationary the first time through the order, followed by pitching it
the second time through the order.
Psychomotor Assessment
Instructions: For the assessor, when the student is kicking, make a check if the student steps in opposition when he/she kicks. If he/she does not, make an X.
Name of Student Attempt One Attempt Two Attempt Three Attempt Four Attempt Five
