Forearm Passing in Volleyball, Schemes and Mind Maps of Physical education

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Learn with Your Class how to Pass: Forearm Passing in Volleyball LESSON # 2 DIRECT TEACHING STYLE Second-Fourth Grade Allyson Barber ED 331 9/28/11 LESSON CONTEXTUAL INFORMATION Lesson Title: Learn with Your Class how to Pass: Forearm Passing in Volleyball Grade: Second-Fourth Grade Skill Level: Developmental Level II Time Required: 50 minutes Day in Unit: 2 out of 5 Content Standards addressed within this lesson: Standard 1: Demonstrates competency in motor skills and movement patters needed to perform a variety of physical activities Standard 2: Demonstrates understanding of movement concepts, principles and tactics as they apply to the learning and performance of physical activities Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity Lesson Objectives:  Psychomotor-  During the following practice tasks: -Partner passing -Passing to a target -Passing with group The students will demonstrate the volleyball forearm pass by: -“Feet” -“Bend” -“Arms flat” -“Contact”  Cognitive-  When asked during the lesson closure, the students will demonstrate the correct action to go with cue words as stated by the teacher.  Affective-  The students will listen to the teacher and follow directions when practicing the skills for the forearm pass during group and partner practice.  The students will demonstrate personal responsibility by: -Following safety rules -Staying in his or her own personal space during practice -Following the rules for the applied activity called “Passing to a Target” Physical Education: Volleyball Unit Forearm Passing 2nd, 3rd, 4th Grade Time: Instruction: Management/Cues: 30 seconds Welcome and overview: Welcome boys and girls! I am so glad you are all here this morning. Today we are going to learn how to pass a ball using our arms for a sport skill. But first, we are going to do our warm-up and fitness activities. -Make sure I have the students attention -“When I say go” will help students transfer into the practice and activities Warm-up activity: First, let’s stretch. Stretching helps our muscles warm up. It elongates our muscles and makes them more elastic making it less likely to pull a muscle.  Reach for toes (Right, Left)  Reach for toes (both)  Leg Hug (Right, Left)  Butterfly  Right arm  Left arm  Reach (across, up, behind) -Students will be seated on the white circle -Address personal space if needed Fitness activity: Great job boys and girls. Now we are going to do fitness stations before we begin our teambuilding lesson. I will explain and demonstrate each station and then you will do each for 30 seconds and then rotate to the next.  Jumping Jacks  Jump 4 Corners  Windmills  Jump and Twist  Kick and Touch  Sliding -“When I say go”, will help students transfer into activities -Separate the class by color groups -Walk around and give feedback -Use music and microphone Bring signs to me, then have students stand on numbers. Lesson focus: 30 seconds Anticipatory set: Thank you boys and girls for standing on a number so quietly. Today we are going to work on passing a ball with our arms. This skill is important for the game of volleyball. We will learn the skill and then we will do a couple of activities passing the ball with partners and in a group. By the end of this lesson you will know and all be skilled at passing a volleyball! -Students on numbers. -I will give them an overview of what we are doing in class today -If students ask why we are using a beach ball or trainer ball instead, it is because of safety issues 1 minute Instruction/demonstration and/or explanation: Now we will go over how to properly pass a volleyball with our arms. I would like you to listen and watch me do the skill. First, you will always move into the path of the ball. Once you are in the path of the ball you need to have your feet staggered and as wide as your shoulders. Then, bend your knees and lean your upper body forward. Clasp your hands together with the sides of your thumbs touching. Then make your arms flat like a table. Then you will contact the ball and you will always direct where you want the ball to go with your shoulders. -Show the students once or twice and go through the detailed steps of the skill so they get a good understanding before using the cue words -Make sure every student can see me 1 minute Guided practice: Now I would like you all to do the skill with me. I am going to add in some cue words to help you learn the steps of passing easier. The first cue word is “feet”. You need to have your feet staggered and as wide as your shoulders. “Feet”. The second cue word is “bend”. You need to bend your knees and lean your upper body forward. “Bend”. The third cue word is “arms flat”. You clasp your hands together with the sides of your thumbs touching. Then make your arms flat like a table. “Arms flat”. The last cue word is “contact”. You will contact the ball and you will always direct where you want the ball to go with your shoulders. “Contact”. Now I am just going to say the cue word as we demonstrate each part of the skill together. -Once students understand what they are suppose to do, demonstrate the skills with cue words to help them remember better and for a shorter, easier way to remember the skill: -“Feet” -“Bend” -“Arms Flat” -“Contact” -Keep going through this process with them and demonstrating it with them until they get it, and once they understand the process and I am using the cue words, have them not only do the cue words with me but say them as well. References: Pangrazi, R. P., & Beighle, A. (2010). Dynamic Physical Education for Elementary School Children (16th ed., pp. 704-706). San Francisco: Benjamin Cummings.