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High School Physical Education
Soccer/Football Spencer Dallaire
Dallaire 2
Table of Contents Unit 1 Soccer
Page
3 Unit Title Page*
5 Soccer Web*
6 Unit Plan*
7 Lesson Plan 1 Ball Control (History Integration)*
10 Power Point*
13 Soccer note worksheet (self produced)*
14 Soccer vocabulary worksheet (self produced)*
15 Soccer informational handouts (self produced)*
17 Soccer position diagram*
18 Lesson Plan 2 Passing* (Reading Comprehension Integration)
21 Lesson Plan 3 Passing/ Trapping (Writing Integration)*
24 Writing assignment*
26 Lesson Plan 4 Shooting*
28 Lesson Plan 5 Headers*
31 Lesson Plan 6 Throw ins*
33 Lesson Plan 7 Corner Kicks (Math Integration)*
35 Field marking worksheet*
36 Field marking answer key *
37 Player position worksheet*
38 Player position answer key*
39 Soccer Math Work Sheet*
41 Soccer math answer key*
43 Lesson Plan 8 Supporting the ball carrier*
46 Lesson Plan 9 Turning with the ball*
49 Lesson plan 10 Positioning to shoot*
52 Lesson Plan 11 Ball control*
54 Lesson Plan 12 Defense Channeling*
57 Lesson Plan 13 Positioning/ Goal keeping*
60 Lesson Plan 14 Heart Rate Monitor (Technology/Math integration)*
62 Computing Target Heart Rate Zones worksheet*
63 Lesson Plan 15 Goal Keeping/ Gathering the ball*
66 Soccer Unit Quiz*
67 Quiz Answer Key*
Unit 2 Flag Football*
68 Flag Football Unit Title page*
70 Flag Football Unit Plan*
71 Flag Football Web*
71 Special Needs
Everyday resources
*Items Self produced other than field diagrams
Outside resources:
Berkowitz, R.J. (2003) Polar E600 HRM. Informational sheet. SVSU Healthy hearts Workshop.
FIFA.COM (2007) Playing football provides health benefits for all.
http://www.fifa.com/aboutfifa/developing/medical/news/newsd=589317.html .(March 15, 2009)
Dallaire 3
Soccer
Description
Soccer is a fast paced invasion game which uses speed, cooperation, and footwork to
inspire competition and physical activity among students. The objective of the game is to
advance a ball into the opposing team’s goal while defending the teams own goal,
without the use of the players hands or arms. The players will develop the ability to
manipulate the ball with their feet and head in order to advance or pass the ball towards
the target (goal) at the oppositions end of the field and .
Dates
September 14- September 18
September 21-September 25
September 28- October 2
Unit Length
15 instructional days
Previous Unit
This is the first unit of the year
Upcoming Unit
Flag Football
Content Standards
M.1.MS.4 Apply all elements of the mature form of the manipulative skills of catch, kick,
foot dribble, and strike with hand and implements in dynamic settings.
M.1.MS.5 Demonstrate elements of the mature form of the manipulative skills of chest
pass, bounce pass, hand dribble, volley, overhead pass, and punt in dynamic settings.
M.1.IG.1 Demonstrate all elements of tactical problems, including off-the-ball
movements (e.g., maintaining possession, attacking goal, creating space, using space in
attack), preventing scoring (e.g., defending space, defending goal), and starting/restarting
play during modified invasion games (e.g., 5 vs. 5, 6 vs. 6, or 11 vs. 11).
M.1.IG.2 Demonstrate all elements of tactical problems, including on-the-ball
movements of scoring (e.g., passing, receiving, shooting, attacking the goal, creating, and
using space), preventing scoring (e.g., defending space, defending goal, winning the
object), and starting/restarting game play (e.g., to initiate play or from sideline) during
modified invasion games (e.g., 5 vs. 5, 6 vs. 6, or 11 vs. 11).
K.2.FB.1 Analyze/synthesize/evaluate internal (prior knowledge) and external feedback
to improve motor skills and movement patterns, fitness, and physical activities in
dynamic settings.
K.2.MS.1 Apply knowledge of the critical elements of movement concepts while
performing non-locomotor skills during participation in target, net/wall, invasion, and
striking/fielding modified games in dynamic settings.
Dallaire 4
K.2.MS.2 Apply knowledge of the critical elements of movement concepts while
performing locomotor skills during participation in target, net/wall, invasion, and
striking/fielding modified games in dynamic settings.
A.3.PE.1 Participate in physical activities that are vigorous in intensity level (i.e., a
minimum of 70% of class time maintaining a minimum of 75% of target heart rate) in
physical education while exploring a wide variety of target, net/wall, invasion,
striking/fielding/running games, rhythmic activities, outdoor pursuits, and fitness-related
activities.
B.5.PS.1 Exhibit behaviors which exemplify each of the personal/social character traits
of responsibility, best effort, cooperation, and compassion in dynamic settings.
Unit Goals
1. Apply an improved understanding of cooperation with peers.
2. Demonstrate manipulative skills associated with controlled movement of balls
using feet knees and head in a dynamic setting.
3. Understand offensive concepts of passing, receiving, fleeing, and dodging
while maintaining control of a ball.
4. Understand defensive concepts of chasing and intercepting.
5. Demonstrate mature form of kicking a ball.
Dallaire 5
Unit web
Dallaire 6
Unit plan
Invasion
Soccer
Day 1 Day 2 Day 3 Day 4 Day 5
Introductory
activity
Seaweed Deal or no
deal
Jump rope Soccer
scatter
Flag drag tag
Fitness
component
Stretches
Calisthenics
Stretches
5 minute run
Stretches
Calisthenics
Stretches
6 minute run
Stretches
Core
strength
Lesson
focus
Ball control passing trapping shooting headers
Game/
Activity
Pac Man
Dribble tag
Passing
relay
Keep away Shooting
challenge
Header
challenge
Day 6 Day 7 Day 8 Day 9 Day 10
Introductory
activity
Soccer
bowling
Team tag Soccer
scatter
seaweed Jump rope
Fitness
component
Stretches
Calisthenics
Stretches
7 minute run
Stretches
Calisthenics
Stretches
9 minute run
Stretches
Plyometrics
Lesson
focus
Throw ins Attacking
corner kicks
Supporting
the ball
carrier
Turning with
the ball
Offensive
strategies
Using target
player for
scoring
opportunities
Game/
Activity
2 v 1 throw
in drill
1/2 field
scrimmage
3 v 3
defensive
game
3 v 3 3 v3 Player
positioning
drill
Day 11 Day 12 Day 13 Day 14 Day15
Introductory
activity
Bulldozers
and builders
Flag tag drag Team tag Soccer
scatter
seaweed
Fitness
component
Stretches
Calisthenics
Stretches
9 minute run
Stretches
Stretches
Stretches
Lesson
focus
shooting Defense
pressure on
the ball
Goal
keeping,
positioning
Heart rate
monitors
Goal
keeping
gathering the
ball
Game/
Activity
1/2 field
scrimmage
1/2 field
scrimmage
Full field
scrimmage
Full field
scrimmage
Full field
scrimmage
Dallaire 7
Grade: 9-12 Class: Physical Education
Unit: Soccer Lesson 1 of unit
Content Focus: Ball control
Content Standards:
M.1.MS.4 Apply all elements of the mature form of the manipulative skills of catch, kick,
foot dribble, and strike with hand and implements in dynamic settings.
K.2.MS.2 Apply knowledge of the critical elements of movement concepts while
performing locomotor skills during participation in target, net/wall, invasion, and
striking/fielding modified games in dynamic settings.
Purpose/ Relevancy: Soccer is the most popular sport around the world. Learning the
game will the skills necessary to play the game will assist the students in a multicultural
perspective. The most basic skill needed to play the game of soccer is ball control. This
lesson will allow students the opportunity to develop or enhance this skill.
Educational Objectives:
Students will demonstrate mature form of foot dribble by dribbling a soccer ball across
the soccer field while maintaining control for 80 of the 100 yard course.
Resources: 30 soccer balls, 20 cones, computer with projector, 2 minute professional
soccer highlights video, PowerPoint presentation, 30 each of the following handouts
notes worksheet, vocabulary worksheet, field diagrams
Activities and procedures
Attendance: 1 min
Change Clothes: 8 min
Introductory Activity: 5 min
Seaweed
Using cones mark a section ten feet away from the wall at each end of the basketball
court. Choose 3-4 chasers. The chasers start in the middle. The rest of the students start
with one hand against the wall at one end of the basketball court. On the teachers signal
the student try to get from one end of the gym past the cones on the other without being
tagged by the chasers or stepping off from basketball court. If a student is tagged or steps
out of bounds he or she must sit down within the playing area and help the chasers tag the
other students without leaving their spots. When the targeted students are down to 3-4
those students become the chasers, everyone stands up and a new game begins.
Fitness component:
Flexibility Exercises (5 min)
Dallaire 8
Shoulder Stretch - Take your right hand and, going over your shoulder, place it as far
down your back as possible. Place your left hand on your right elbow and push backward.
You should feel the stretch in your right shoulder area. Switch arms and repeat.
Upper Arm Stretch - Cross your right arm across your chest toward your left side,
keeping your elbow straight. With the inside of your left elbow or your left hand, push
your right arm back toward your body. You should feel the stretch in your right upper
arm and shoulder. Switch arms and repeat.
Hamstring Stretch - Stand with your feet slightly apart (about 6 inches). Bend over at the
waist and let your upper body hang down. Reach your hands toward the ground. You can
bend your knees slightly. For a deeper stretch, grasp your calves and gently pull your
upper body toward your legs. You should feel the stretch in your hamstring area, or the
back of your thighs.
Thigh Stretch - Stand with your feet slightly apart. Bend your right foot back and up
toward your buttocks, and grasp it with your right hand. Balancing on your left leg, pull
your right foot up with your right hand. To help you balance, pick a stationary spot in
front of you to stare at and lift your free arm out to the side. You should feel the stretch in
your thigh. Release and switch sides.
Calf Stretch - Stand with right leg straight and behind you. Your left leg should be bent in
front of you. Place most of your weight onto your left leg. Push the heel of your right foot
down toward the ground, and slightly shift your weight back keeping your torso upright.
You should feel a stretch in your right calf. For a deeper stretch, you can face a wall and
push against it for leverage. Release and repeat on the opposite side.
Groin Stretch - Sit with your feet in front of you. Place the bottoms of your feet together,
and let your knees fall to the sides. Grasp your ankles and pull your feet toward you, as
close as possible. While holding your ankles, place your elbows on the inside of your
knees and push them down. You should feel the stretch in your groin area.
Calisthenics: 1 min
5 push ups Heads straight
Backs straight arms shoulder length apart bend elbow to 90 degrees then extend them
5 crunches
Lie on your backs; bend your knees, cross your arms on your chest curl up touching your
elbows to your knees and back down
10 bicycles
Lay on backs, touch Right elbow to left knee, and Left elbow to right knee
Anticipatory set: (2 min)
Video of professional soccer
Instructional Method:
PowerPoint introducing soccer (10 min)
History,
Terms
Field
Dallaire 9
Introduce ball control (2 min)
With students sitting in semi circle demonstrate dribbling a soccer ball with the inside of
foot. Use small controlled kicks to maintain control. After demonstration, have a student
demonstrate
Guided Practice:
Pass out soccer balls and ask the students to practice dribbling the balls out to the soccer
field. (2 MIN)
Assessment: (4 min)
Divide the students into four groups. The students will maneuver a ball around cones I a
relay race. The first student will begin dribbling the ball from one touchline to the other
and back while weaving through cones. When the first person returns the next person will
complete the same course.
.
EVALUATION
Re teaching: Remind students that when dribbling a soccer ball the control is
more important that the speed at which the layer travels. (1 min)
Independent Practice: Encourage the students to dribble back to the gym
following one path. (2 min)
Extension Activity: Pac Man dribble students will dribble the ball around the
gym while maintaining control. Four students will try disrupting the control of the other
students. All students must remain on the taped or painted lines on the floor. (4 min)
Change cloths (8 min)
Dallaire 10
Soccer
Mr. Dallaire
History
• Similar games date back to ancient times
• London Football Association established 1863
• First full time league 1885
• Olympic Event 1908
• World Cup 1930
Soccer Time
• 1 game = 90 minutes
– Two 45 minute halves
Field
• Length 100-130 yards
• Width 50-100 yards
• 2 goals
• Touch lines •Goal lines
•Goal Area
•Midline
•Center Mark
•Corner Arc
Object of the game
• Maneuver the ball into the opponents goal
without using hands or arms
Teams
• 11 players each
– 3-5 forwards
– 2-4 Midfielders
– 2-4 Defenders
– 1 Goalkeeper
offense
• Throw in
• Dribble
• Pass
• Trap
Dallaire 11
Defense
• Defending
• Goal tending
terms
Handball
• Indirect Kick
• Direct Kick
• Corner kick
• Throw in
• Header
• Off sides
• Yellow/ Red cards
Indirect kick
• Two people must make contact with the ball
before anyone can score a goal
Direct Kick
• Only one person has to touch the ball in order
to score
Corner Kick
• When a ball is forced out of play across the goal
line, play is started from the corner of the field
nearest the spot where the ball exited the field.
Throw In
• Throw used to put an out of bounds ball back
into play
– Both Feet on ground
– Use both hands
– Throw must originate from behind head
Dallaire 12
Header
• Passing, shooting, redirecting the ball through
contact with the head
Off sides
• Offensive violation
• Offensive player passes the last defensive player
before the ball
Red/ Yellow Card
• Yellow card
– issued for first offense.
– Player must sit out for five minutes
• Red Card
– Issued for major or multiple offense
– Player is ejected from game
– Player is also suspended from next game
Let’s Try It
Dallaire 13
Soccer Notes
History__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Field___________________________________________________________________
________________________________________________________________________
Object of the game ________________________________________________________
________________________________________________________________________
Teams__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Offensive skills -__________________________________________________________
________________________________________________________________________
Defense objective-________________________________________________________
________________________________________________________________________
Dallaire 14
Soccer Vocabulary
Indirect kick-_____________________________________________________________
Direct Kick-_____________________________________________________________
Corner Kick-_____________________________________________________________
________________________________________________________________________
Throw In-_______________________________________________________________
________________________________________________________________________
Header- _________________________________________________________________
Offsides-________________________________________________________________
________________________________________________________________________
Yellow card______________________________________________________________
________________________________________________________________________
Red Card________________________________________________________________
________________________________________________________________________
Dallaire 15
History
•Similar games date back to ancient times
•London Football Association established 1863
•First full time league 1885
•Olympic Event 1908
•World Cup 1930
Field
•Length 100-130 yards
•Width 50-100 yards
•2 goals
•Touch lines
Object of the game
•Maneuver the ball into the opponents goal without using hands or arms
Teams
•11 players each
–3-5 forwards
–2-4 Midfielders
–2-4 Defenders
–1 Goalkeeper
Offense
•Throw in
•Dribble
•Pass
•Trap
Defense
•Defending
•Goal tending
Terms
Handball
•Indirect Kick
•Direct Kick
•Corner kick
•Throw in
•Header
Dallaire 16
•Offside
•Yellow
•Red cards
Indirect kick
•Two people must make contact with the ball before anyone can score a goal
Direct Kick
•Only one person has to touch the ball in order to score
Corner Kick
•When a ball is forced out of play across the goal line, play is started from the corner of
the field nearest the spot where the ball exited the field.
Throw In
•Throw used to put an out of bounds ball back into play
–Both Feet on ground
–Use both hands
–Throw must originate from behind head
Header
•Passing, shooting, redirecting the ball through contact with the head
Offsides
•Offensive violation
•Offensive player passes the last defensive player before the ball
Red/ Yellow Card
Yellow card
–Issued for first offense.
–Player must sit out for five minutes
•Red Card
–Issued for major or multiple offense
–Player is ejected from game
–Player is also suspended from next game
Dallaire 17
Dallaire 18
Grade: 9-12 Class: Physical Education
Unit: Soccer Lesson 2 of unit
Content Focus: Passing
Content integration: Reading Comprehension
Content Standards:
M.1.MS.4 Apply all elements of the mature form of the manipulative skills of catch, kick,
foot dribble, and strike with hand and implements in dynamic settings.
Purpose/ Relevancy:
In order to score a goal in soccer it is necessary to work as a team to advance the ball
into the offensive zone to set it up for a shot. Only accurate passes will allow for the team
to maintain control of the ball.
Educational Objectives:
The students will demonstrate the ability to pass the ball accurately by kicking it with in 3
feet of the intended target 80% of attempts.
Resources: 15 soccer balls, 30 copies
FIFA.COM. “Study: Playing football provides health benefits for all,”
Activities and procedures
Attendance: 1 min
Change Clothes: 8 min
Introductory Activity: 4 min
Deal or no Deal
Instructor is "Howie" and will call different students up one by one to play "Deal or No
Deal." Call out a particular exercise that we will be playing for, such as 15 Jumping Jacks.
After calling out the exercise, ask the student "Deal" or "No Deal" using hand gestures as
seen on the actual show. If the student says "Deal", he/she accepts the exercise and stays
up in front to lead the class in that exercise. But if he/she says "No Deal", he/she will play
Howie in a game of Rock, Paper, Scissors. If the student wins, the class doesn't have to
perform that exercise. But if Howie wins, he/she stays up in front of the class to lead the
exercise. Select 5 or 6 students to play the game.
Fitness component:
Dallaire 19
Flexibility (5 min)
Shoulder Stretch
Upper Arm Stretch
Hamstring Stretch
Thigh Stretch
Calf Stretch
Groin Stretch
5 Minute run
Anticipatory set: 1 min
Can a one Player plan on scoring a goal on his or her own? (NO)
How can a player advance a ball besides dribbling it in her or himself? (Pass it to a
teammate)
Today we are going to work on passing the soccer ball
Instructional Method: (2 min)
Line the students up on the side line. Demonstrate passing the soccer ball by kicking it to
different spots in the gym. Note the difference in power needed to move the ball different
distances. Using a student demonstrate passing the ball back and forth. Be sure and point
out the importance of kicking the ball accurately.
Guided Practice: (4 min)
The students will be paired up. One partner from each pair will step out 10 feet from the
side line. The students will kick the ball back and forth between themselves.
Students will kick the pass the ball back and forth with a partner as they walk out to the
soccer field.
Assessment: (4 min)
Students will create 4 (2 pairs) lines spread out across the soccer field. The students will
compete to get the ball across the soccer field and back by passing it back in forth
between lines. Every student in each line must make contact with the ball. Students are
expected to make passes within a yard of their targeted player.
Literacy: (10 min)
The students will read FIFA.COM article entitles “Study: Playing Football Provides
Health Benefits for all” and use the SQ3R strategy to analyze it.
EVALUATION
Re teaching: The students will circle around the center circle and each try to kick
a soccer ball closest to the center spot. (1 min)
Independent Practice: The students will pass the ball back and forth as they
travel back to the gym. (2 min)
Dallaire 20
Extension Activity: Students will line up in six (3 sets of 2) even lines along the
touchline. The students will perform a relay race across the soccer field passing the ball
between partners from the line next to them.
Change cloths (8 min)
Dallaire 21
Lesson plan
Grade: 9-12 Class: Physical Education
Unit: Soccer Lesson 3 of Unit
Content Focus: Passing/ Trapping
Content Literacy Strategy: Students will choose from one of three raft assignments
Content Standards:
M.1.MS.4 Apply all elements of the mature form of the manipulative skills of
catch, kick, foot dribble, and strike with hand and implements in dynamic
settings.
K.2.MS.1 Apply knowledge of the critical elements of movement concepts
while performing non-locomotor skills during participation in target, net/wall,
invasion, and striking/fielding modified games in dynamic settings.
B.5.PS.1 Exhibit behaviors which exemplify each of the personal/social
character traits of responsibility, best effort, cooperation, and compassion in
dynamic settings.
Purpose/ Relevancy: Soccer is the most popular sport around the world. Learning the
game will the skills necessary to play the game will assist the students in a multicultural
perspective.
Special needs approach: Students with learning disabilities will be allowed to take their
quick writes with them and complete in their other classes, at home, or with the help of
the P.E instructor.
Educational Objectives:
Psychomotor: Students will demonstrate the ability to trap a soccer ball by stopping a
kicked ball with their foot and maintaining control 80% of passes.
Cognitive: The students will demonstrate knowledge of the elements of trapping by
listing three body parts that may be used and 2 of the three elements for each.
Affective: Students will demonstrate cooperation by calling the name of the classmate
they are passing the ball to during the circle drill before 80% of passes.
Resources: 5 soccer balls, 30 jump ropes, 30 raft assignment sheets
Activities and Procedures
Attendance: 1 min
Change clothes: 8 min
Dallaire 22
Introductory Activity: (4 min)
Jump rope
Before students arrive for class spread out individual jump ropes (of different lengths if
you have them) throughout the playing area. As soon as students arrive have them find a
jump rope. When the music starts (or on teachers signal) they can jump rope in any
fashion that they choose.
For example, they could make shapes with the rope on the floor and practice jumping
over and in the rope, or they can jump rope in the normal way by turning it over their
head. If you want them to jump with a partner, that is fine also.
This activity can last as long as the teacher wants it to. This is a great time to assess what
students have learned about rope skipping.
Fitness component Flexibility: (4 min)
Shoulder Stretch
Upper Arm Stretch
Hamstring Stretch
Thigh Stretch
Calf Stretch
Groin Stretch
Calisthenics: 2 min
5 push ups Heads straight
Backs straight arms shoulder length apart bend elbow to 90 degrees then extend them
5 crunches
Lie on your backs; bend your knees, cross your arms on your chest curl up touching your
elbows to your knees and back down
10 bicycles
Lay on backs, touch Right elbow to left knee, and Left elbow to right knee
Anticipatory Set: 1 min
Kick the soccer ball against the wall as had as possible. Ask the students if the passer and
the wall were teammates would that be a good pass. Answer: no
Instructional Method: 5 min
Explain and demonstrate the elements of passing and trapping.
Passing -intentional transfer of the possession of the ball from one player to another
Elements of a good pass:
Non kicking foot planted along side ball at time of impact
Hips and shoulders square to the intended receiver
Kicking foot turned out
Ball struck with the inside of the foot
Dallaire 23
The kicking leg should follow through toward the target
Trapping- Cushioning the impact of the ball with any part of the body besides the arms or
hands
Elements of trapping:
Foot trapping
Move into the path of the ball
Extend foot in front of the body anticipating the arrival of the ball
As contact occurs pull the leg back
Thigh
Move into the path of the ball
Standing on one foot, raise the knee and thigh to meet the ball
Upon contact drop the knee allowing the ball to stick to the thy
Continue dropping the knee until the ball rolls from the thigh to the foot
Chest
Move into the path of the ball
Push chest out to meet the incoming ball
Pull chest back quickly beginning from the waist as the ball begins contact
Guided Practice: (5 min)
The students will get into five groups. Each group will form a circle and pass the ball
across the circle. The students should call the name of the intended target before every
pass.
The students will engage in a modified soccer game. The playing area will be the entire
gym. The blue pads on the wall behind the basketball hoops will be the goals.
Evaluation:
Re teaching: Pass the ball against the wall and trap the rebound, while describing
the elements of passing and trapping mentioned above. (2 min)
Independent Practice: Students will practice passing and trapping against the
wall. (2 min)
Extension Activity: Keep away. Students will divide up into groups of 5. Four
students will form a circle and pass and trap the ball while the fifth student tries to disrupt
the passes. When the student in the middle disrupts a pass by intercepting or kicking the
ball out of the circle, the last student to touch the ball changes places with him or her. (8
min)
Students change (8 min)
Assessment/ literacy: (5 min)
Hand out writing assignment. The students may choose any one of the three possible
writing assignments.
1. You are a new coach trying to put together a soccer program. Make a list of the
equipment you will need. Write a letter to community organizations asking for money to
purchase the equipment, so make sure you justify each piece of equipment you need. List
the equipment, describe the equipment and discuss why it is important to your program.
Dallaire 24
Extra credit: Go online or to a sporting goods store and price all of the equipment you
will need.
2. You are a sports caster covering a soccer game. Write up a 2 minute description of the
events of a soccer game. You may choose to cover an actual game at any level or just use
your creativity to tell the story of greatest game ever imagined. Write as though you are
really speaking on the radio to an audience of listeners.
Extra credit: Read out loud to the class
3. You are an athletic trainer, trying to encourage your clients to participate in a soccer
league for the health benefits. Write a speech describing the benefits of soccer to an
individual’s health. (Muscular, cardiovascular, body composition, etc)
Extra credit: Recite the speech to the class or create a flyer describing the benefits.
Dallaire 25
Soccer Writing Assignment
Due September 30
1. You are a new coach trying to put together a soccer program. Make a list of the
equipment you will need. Write a letter to community organizations asking for money to
purchase the equipment, so make sure you justify each piece of equipment you need. List
the equipment, describe the equipment and discuss why it is important to your program.
Extra credit: Go online or to a sporting goods store and price all of the equipment you
will need.
2. You are a sports caster covering a soccer game. Write up a 2 minute description of the
events of a soccer game. You may choose to cover an actual game at any level or just use
your creativity to tell the story of greatest game ever imagined. Write as though you are
really speaking on the radio to an audience of listeners.
Extra credit: Read out loud to the class
3. You are an athletic trainer, trying to encourage your clients to participate in a soccer
league for the health benefits. Write a speech describing the benefits of soccer to an
individual’s health. (Muscular, cardiovascular, body composition, etc)
Extra credit: Recite the speech to the class or create a flyer describing the benefits.
Dallaire 26
Grade: 9-12 Class: Physical Education
Unit: Soccer Lesson 4 of unit
Content Focus: shooting
Content Standards:
M.1.MS.4 Apply all elements of the mature form of the manipulative skills of catch, kick,
foot dribble, and strike with hand and implements in dynamic settings.
Purpose/ Relevancy: After a team has advanced a soccer ball into the offensive zone by
dribbling and passing, they must be able to shoot the ball into the opposing team’s goal in
order to score.
Educational Objectives:
The students will demonstrate the ability to shoot a soccer ball by shooting it into a
soccer net 8 out of ten attempts.
Resources: 30 balls, 16 cones, 2 goals, 4 hula hoops, 4 paper plates
Activities and procedures
Attendance: 1 min
Change Clothes: 8 min
Introductory Activity: 4 min
Soccer scatter
Pair students up (groups of three will work fine if the class size is odd in number). One
partner has a ball at their feet while the other partner does not. On the teachers signal the
person with the ball dribbles throughout the coned off general space while their partner
runs/jogs all over the area. On the stop signal the person with the ball traps the ball; the
partner without the ball needs to get in position to receive a pass. He/she calls for the ball
(e.g., "Hey, I'm open"), the person with the ball makes a nice inside of the foot pass to the
person and they start moving again. Keep repeating this process and vary it accordingly.
Fitness component:
Flexibility (5 min)
Shoulder Stretch
Upper Arm Stretch
Hamstring Stretch
Thigh Stretch
Calf Stretch
Groin Stretch
6 minute run
Dallaire 27
Anticipatory set: (1 min)
What should you do when you get this close to the goal? (Shoot)
Why? (If you don’t shoot, you won’t score)
Where should you aim when you shoot? (Low it’s harder for the goalie to go down to
make a save)
Instructional Method: (2 min)
Explain and demonstrate the three principles of good shooting
Shoot on target
Hit the target
Keep shot low
Guided Practice: (5 min)
Pair students, and separate partners by twenty yards. Place a line of cones between them.
The students will practice shooting between two cones. Focus on trying to keep the ball
below waist level.
Assessment: Students will line up in front of the 2 goals. Each student will take a shot
retrieve his or her ball and dribble it back to the line. Repeat the process. (4 min)
EVALUATION
Re-teaching: Start students closer to the goal so they can focus more on accuracy
and move them further away as they improve so they can work on power. (2 min)
Independent Practice: Spread the students out along the field fence so they can
practice aiming for a spot on the fence. (2 min)
Extension Activity: Shooting challenge using tape attach four hula hoops to the
fence. Attach a paper plate to the fence near the bottom center of the hula hoop. Divide
the students into 4 groups. The students will practice shooting at the paper plates from 15
yards away. The students will receive 1 point for hitting the hula hoop, 2 points for
hitting the fence inside the hula hoop, 3points for hitting the paper plate. The students can
add up their points at the end. (10 min)
Change cloths (8 min)
Dallaire 28
Grade: 9-12 Class: Physical Education
Unit: Soccer Lesson 5 of unit
Content Focus: Headers
Content Standards:
M.1.IG.2 Demonstrate all elements of tactical problems, including on-the-ball
movements of scoring (e.g., passing, receiving, shooting, attacking the goal, creating, and
using space), preventing scoring (e.g., defending space, defending goal, winning the
object), and starting/restarting game play (e.g., to initiate play or from sideline) during
modified invasion games (e.g., 5 vs. 5, 6 vs. 6, or 11 vs. 11).
Purpose/ Relevancy: In soccer there is more than one way to advance the ball. Using
ones head to redirect a shot or pass can confuse the defense offering an improved
opportunity to score.
Educational Objectives:
Students will demonstrate ability to redirect a soccer ball into the using their head by
knocking a tossed ball into the goal with their heads 8 out of ten times.
Resources: 2 goals, 30 balls, 4 cones, 4 hula hoops, 30 flags
Activities and procedures
Attendence: 1 min
Change Clothes: 8 min
Introductory Activity: (4 min)
Flag drag tag
Use cones to establish the playing area. Place the hula hoops around the perimeter of this
area. Hand out two flags (one for each hand) to all students except 2-4 (depends on class
size--you can have more or less). These students (called the runners) will have one flag in
each hand and will move (i.e., jogging, running, walking, etc.) in the designated area
dragging the flags behind them. The runners' flags must stay in contact with the ground
and behind them at all times. The taggers (who do not have flags) will then "tag" the
runners by "stepping" on their flags with their feet.
Once a runner has his/her flag "stepped on,” he or she must release the "stepped on" flag.
The tagger then takes the "stepped on" flag and places it inside one of the hula hoops.
The runner (whose flag was "stepped on") continues to participate in the game until
his/her other flag is "stepped on". When a runner has no flags left, he/she must step
outside of the playing area and do five jumping jacks before retrieving two flags from the
hula hoops to rejoin the game. Be sure to switch taggers often.
Dallaire 29
Fitness component:
Flexibility (5 min)
Shoulder Stretch
Upper Arm Stretch
Hamstring Stretch
Thigh Stretch
Calf Stretch
Groin Stretch
Core strength (4 min)
Bridge
Lie on your back with your knees bent. Keep your back in a neutral position, not arched
and not pressed into the floor. Avoid tilting your hips. Tighten your abdominal muscles.
Raise your hips off the floor until your hips are aligned with your knees and shoulders.
Hold for three deep breaths. Return to the start position and repeat.
Segmental rotation
Lie on your back with your knees bent and your back in a neutral position. Tighten your
abdominal muscles. While keeping your shoulders on the floor, let your knees fall slowly
to the left. Go only as far as is comfortable. You should feel a stretch, but no pain. Hold
for three deep breaths. Return to the start position. Repeat the exercise to the right.
Modified plank variations
Lie on your stomach. Raise yourself up so that you're resting on your forearms and your
knees. Align your head and neck with your back, and place your shoulders directly above
your elbows. Tighten your abdominal muscles. Raise your right arm off the floor. Hold
for three deep breaths. Repeat with your left arm. Raise your right leg off the floor. Hold
for three deep breaths. Repeat with your left leg.
10 Side planks (5 each side)
Lie on your left side, raising yourself onto your left forearm. Place your left shoulder
directly above your left elbow, keeping your shoulders, hips and knees in alignment. Rest
your right arm along the side of your body. Tighten your abdominal muscles. Hold for
three deep breaths. Repeat on your right side. For added challenge, balance on your left
hand. Raise your hips off the floor and extend your right hand toward the ceiling (B).
Hold for three deep breaths. Repeat on your right side.
10 Diagonal lunges (5 each leg)
Start standing with feet shoulder length apart. Without moving your left foot, lift your
right knee to your chest and turn your upper body place your right floor at 135 degree
angle from your left. Lift it back up twist your body back and return right leg to the
original position. Repeat with the left.
Anticipatory set: (1 min)
What parts of are bodies can we use to advance the soccer ball? (Anything but arms or
hands)
Why is that a problem when trying to redirect a ball into the goal? (Because if the ball is
up in the air we may not be able to reach it with out feet)
Dallaire 30
What else might we use? (Head)
Instructional Method: (3 min)
Demonstrate cranial ball advancement by bounce tossing the ball in the air and
redirecting it using head. Jump up at the ball, Angle head towards opposite side of goal.
Guided Practice (4 min)
Students will spread out in general space, toss their soccer balls into the air, and redirect
the decent of the balls using their heads.
Students will be paired up. One partner will lightly toss the ball toward the other. The ball
will be returned using a header.
Assessment: (5 min)
As the students advance toward the goal, a ball will be toss in their direction. They will
try direct into the goal using their heads. Keep track of successful redirections.
EVALUATION
Re teaching: Demonstrate by having a student tossing a ball around head height
and redirect. (2 min)
Independent Practice: Students can practice individually by tossing the ball up
in the air and redirecting its decent in a particular direction. (2 min)
Extension Activity: Header challenge
Hang four hula hoops from the fence (lowest point shoulder level). Students will form
four lines (1 in front of each hula hoop). The first student from each line will toss the ball
up in the air and redirect it toward the hula hoop using his or her head. If the student hits
the hula hoop he or she scores one point. If he or she gets the ball completely inside o the
hula hoop then that student will score 2 points. (9 min)
Change cloths (8 min)
Dallaire 31
Grade: 9-12 Class: Physical Education
Unit: Soccer Lesson 6 of unit
Content Focus: Throw ins
Content Standards:
M.1.IG.1 Demonstrate all elements of tactical problems, including off-the-ball
movements (e.g., maintaining possession, attacking goal, creating space, using space in
attack), preventing scoring (e.g., defending space, defending goal), and starting/restarting
play during modified invasion games (e.g., 5 vs. 5, 6 vs. 6, or 11 vs. 11).
Purpose/ Relevancy: When the ball goes out of bounds the team which did not touch it
last throws it in using a particular throw. This throw presents an opportunity to advance
the ball away from defensive players and towards the goal. Proper accurate throws are
essential for taking advantage of this opportunity.
Educational Objectives: Students will demonstrate understanding of throw in by listing
three of the four cues verbally when questioned orally during class.
Resources: 20 bowling pins, 15 soccer balls
Activities and procedures
Attendance: (1 min)
Change Clothes: 8 min
Introductory Activity: (4 min)
Soccer bowling
Set 10 bowling pins up on a line spread out across both sides of the gym. Standing behind
this line of pins the students on each side will try to knock the pins on the other side
down by kicking the soccer balls at them. One side wins when all of the pins on the other
side are down. At that time, reset the pins and start again. Students may leave area to
retrieve soccer balls but may not kick the balls until they are back behind the line.
Fitness component:
Flexibility (5 min)
Shoulder Stretch
Upper Arm Stretch
Hamstring Stretch
Thigh Stretch
Calf Stretch
Groin Stretch
Calisthenics (3 min)
7 push ups Heads straight
Dallaire 32
Backs straight arms shoulder length apart bend elbow to 90 degrees then extend them
7 crunches
Lie on your backs; bend your knees, cross your arms on your chest curl up touching your
elbows to your knees and back down
20 bicycles
Lay on backs, touch Right elbow to left knee, and Left elbow to right knee
Anticipatory set: (1 min)
How can you quickly get the ball into play on a throw in? (Player throws ball in to player
who passes it back as the throw in player steps back in bounds)
Instructional Method: (2 min)
Throw in ball. Demonstrate and explain cues.
Use two hands
Take the ball behind the head
Keep two feet on the ground at all times
Throw to the receiver’s foot and move onto field
Guided Practice: (6 min)
Students will throw to a partner, who will trap the ball and return it with a kick. After
five returns the partners will change roles.
Assessment: (2 min)
Ask students to list the four cues for throw ins.
EVALUATION
Re teaching: Review the cues while demonstrating. (2 min)
Independent Practice: The students will recite the cues as they throw the ball in
to their partners. (4 min)
Extension Activity: Divide the students into three lines. In a 20 x 10 yard area,
students will practice throw ins two a partner who will either return the ball to the student
who threw it in. the two players will try to advance the ball across a goal line while
avoiding a defensive player. The defensive player will attempt to keep the ball from
crossing the goal line. After the students have taken a turn they will rotate lines. (10 min)
Change cloths (8 min)
Dallaire 33
Grade: 9-12 Class: Physical Education
Unit: Soccer Lesson 7 of unit
Content Focus: Corner Kicks
Content integration: Soccer math
Content Standards:
M.1.IG.2 Demonstrate all elements of tactical problems, including on-the-ball
movements of scoring (e.g., passing, receiving, shooting, attacking the goal, creating, and
using space), preventing scoring (e.g., defending space, defending goal, winning the
object), and starting/restarting game play (e.g., to initiate play or from sideline) during
modified invasion games (e.g., 5 vs. 5, 6 vs. 6, or 11 vs. 11).
Purpose/ Relevancy: Corner kicks create a scoring opportunity. If the ball is played in
front of the net it can be easily redirected into the goal.
Educational Objectives:
The students will demonstrate the ability to perform a corner kick by kicking a soccer
ball within 1 yard of a targeted player standing in front of the net 80% of attempts.
Resources: 5 scrimmage vests, 30 soccer balls, 30 copies of soccer math work sheets
Activities and procedures
Attendance: (1 min)
Change Clothes: (8 min)
Introductory Activity:
Team tag (4 min)
Have a group of 3-5 students start in various places in the gym or on the field. They are
all wearing scrimmage vests for identification. One of them also has a soccer ball. On the
"go" signal, the player with the ball moves around the space trying to tag as many people
as possible. He or she can pass the ball to teammates in better position to tag runners. By
encouraging more passing, the "team" has a better chance of tagging runners in various
spots on the playing area. If a student gets tagged, have them move to a designated area,
and perform a quick set of exercises (10 jumping jacks, 5 push-ups, 5 sit-ups, etc.) and
then they return to the game. As a warm-up, have one group be "the taggers", then move
into your main activity.
Fitness component:
Flexibility (5 min)
Shoulder Stretch
Upper Arm Stretch
Hamstring Stretch
Dallaire 34
Thigh Stretch
Calf Stretch
Groin Stretch Groin Stretch
7 minute run
Anticipatory set: (1 min)
How can you use a corner kick to score? (Get the ball in font of the net)
Instructional Method: (3 min)
Demonstrate a corner kick use a student to demonstrate the scoring opportunity. The
student redirects the corner kick in front of the net.
Guided Practice: (4 min)
Divide the students into four groups. Each group moves to a corner of the field. The first
person in line runs out in front of the goal. The second person in line kicks the ball to the
first, who redirects the ball into the goal. The first person runs to the back of the line at
the next corner the second person takes the spot of the first person and the third person
performs the corner kick.
Assessment: (4 min)
The students performing the corner kick are expected to kick the ball within 1 yard of the
targeted player.
EVALUATION
Re teaching: If students are struggling to make accurate corner kicks, shorten the
width of the field. It is more important that the students understand how to use the
potential scoring opportunities correctly than be able to make long passes. (2 min)
Independent Practice: Turn the goals sideways so that one end is on the goal line
and the other is in the playing area. The students will try to make score a goal from a
corner kick. (2 min)
Extension Activity: Using 2 students as goalies, divide the rest of the students
into four even teams. Two teams will scrimmage against each other on each half of the
field. The goalies will be neutral. After a team has entered the penalty area with
possession of the ball the other team must take the ball out of the penalty area and return
with possession before they can shoot. (5 min)
Change cloths (8 min)
Dallaire 35
Name the field marking indicated by the number
1_______________________ 7_____________________________
2_______________________ 8_____________________________
3_______________________ 9_____________________________
4_______________________ 10____________________________
5_______________________ 11____________________________
6_______________________
Dallaire 36
Positions Answer Key
Name the field marking indicated by the number
1__Touchline_____________ 7___Goal______________________
2__Penalty Box____________ 8___Corner Arc________________
3__Goal Box______________ 9___Center line_________________
4__Penalty Box Arc________ 10___Goal line_________________
5__Center Spot____________ 11___Penalty Kick Mark_________
6__Center Circle____________
Dallaire 37
Positions
Name the position indicated by the number
1.________________________
2.________________________
3.________________________
4.________________________
Dallaire 38
Field Positions Answer Key
Positions
Name the position indicated by the number
1.__Goal Keeper__________________
2.__Defender_____________________
3.__Mid fielder___________________
4.___Attacker____________________
Dallaire 39
Soccer Math
Using the diagram of the soccer solve the following problems. Show all work.
The formula to find the area of a rectangle is Length x width = area
Find the area of
The Goal Box
Length x width =
______ x ______ = ______m
The Penalty Box
__403 x _16.5_ = _______m
The Entire soccer field
______ x ______ = ______m
Half of the soccer field
______ x ______ = ______m
Dallaire 40
The formula to determine the area of a rectangle is
A= r2
or PI is an irrational number which represents the ratio of the circumference of a circle to
its diameter. An irrational number means that it is a never ending decimal. We generally round it off to 3.14. Therefore the Formula for determining the area of a circle is: A= 3.14 x r
2
Using this formula determine the area of the center circle.
3.14 x ___2
=____
Use the following formula to determine the diameter of the center circle.
D = 2r
Use the following formula to determine the circumference of the center circle.
C = d
Dallaire 41
Soccer Math answer key Using the diagram of the soccer solve the following problems. Show all work.
The formula to find the area of a rectangle is Length x width = area
Find the area of
The Goal Box
Length x width =
18.32 x 5.5 = 100.76 m2
The Penalty Box
40.3 x 16.5 = 664.95 m2
The Entire soccer field
120 x 90 = 10,800 m2
Half of the soccer field
60 x 90 = 5400 m2
The formula to determine the area of a rectangle is
A= r2
or PI is an irrational number which represents the ratio of the circumference of a circle to its diameter. An irrational number means that it is a never ending decimal. We generally round it off to 3.14. Therefore the Formula for determining the area of a circle is: A= 3.14 x r
2
Using this formula determine the area of the center circle.
3.14 x 9.152
= 262.88865 m2
Use the following formula to determine the diameter of the center circle.
D = 2r
2 x 9.15 = 18.30 m
Use the following formula to determine the circumference of the center circle.
C = d
3.14 x 57.462 m
Dallaire 42
Dallaire 43
Grade: 9-12 Class: Physical Education
Unit: Soccer Lesson 8 of unit
Content Focus: Supporting the ball carrier
Content Standards:
M.1.IG.1 Demonstrate all elements of tactical problems, including off-the-ball
movements (e.g., maintaining possession, attacking goal, creating space, using space in
attack), preventing scoring (e.g., defending space, defending goal), and starting/restarting
play during modified invasion games (e.g., 5 vs. 5, 6 vs. 6, or 11 vs. 11).
Purpose/ Relevancy: In a soccer game player’s work together to use space effectively in
order to create passing opportunities for the ball carrier. This creates scoring
Educational Objectives: Student will demonstrate understanding of moving without the
ball by moving into open space, away from defenders, 4 out of five times when their
teammate has possession of the ball.
Resources: 30 soccer balls
Activities and procedures
Attendance: (1 min)
Change Clothes: (8 min)
Introductory Activity: (4 min)
Soccer scatter
Pair students up (groups of three will work fine if the class size is odd in number). One
partner has a ball at their feet while the other partner does not. On the teachers signal the
person with the ball dribbles throughout the coned off general space while their partner
runs/jogs all over the area. On the stop signal the person with the ball traps the ball; the
partner without the ball needs to get in position to receive a pass. He/she calls for the ball
(e.g., "Hey, I'm open"), the person with the ball makes a nice inside of the foot pass to the
person and they start moving again. Keep repeating this process and vary it accordingly.
Fitness component:
Flexibility (5 min)
Shoulder Stretch
Upper Arm Stretch
Hamstring Stretch
Thigh Stretch
Calf Stretch
Groin Stretch
Calisthenics (3 min)
Dallaire 44
10 push ups
Heads straight, backs straight arms shoulder length apart bend elbow to 90 degrees then
extend them
10 crunches
Lie on your backs; bend your knees, cross your arms on your chest curl up touching your
elbows to your knees and back down
30 bicycles
Lay on backs, touch Right elbow to left knee, and Left elbow to right knee
Anticipatory set: (1 min)
How can players without the ball help their teammate who has the ball? (Get into position
to receive a pass)
Where should players go? (Into open space away from the defending players)
Instructional Method: (3 min)
Using two students, demonstrate how to advance the ball when there is a defender present.
Use one student as a teammate to pass ball, while the other tries to intercept the pass. If
the defender is covering the player with the ball move to where the defender cannot see
you but your teammate can. Also, attempt to move so that the defender is not directly
between you and the player with the ball.
Add another player to defend against the player without the ball. The receiver should try
to get between their defender and their teammate, while keeping in mind the strategies
above.
Guided Practice: (5 min)
Divide the students into three lines. 2 students in the outside lines will try to advance the
ball one across the field while maintaining possession. 1 student from the center line will
attempt to steal the ball. The students will rotate lines after every attempt
Assessment: (4 min)
Students without the ball should be moving ahead of or behind the student into open
space.
EVALUATION
Re-teaching: Using students to help demonstrate speeding up and slowing down
to create passing lanes. (2 min)
Independent Practice: Students will travel around in open space in groups of
three. One student will act as a defender as the other two students attempt to pass the ball
between them. The students should take turns as the defender. (2 min)
Extension Activity: Divide the students into two lines on either side of a 30 x 20
meter playing area with a goal. Three players from one line will be the offensive players
while three players from the other players will be defend the goal. Play stops when the
defenders gain control of the ball, the ball goes out of play or the offensive team scores a
goal. When play stops, the players go move to the end of the opposite lines and the next
six players enter the field. (10 min)
Dallaire 45
Change cloths (8 min)
Dallaire 46
Grade: 9-12 Class: Physical Education
Unit: Soccer Lesson 9 of unit
Content Focus: turning with the ball
Content Standards:
M.1.IG.2 Demonstrate all elements of tactical problems, including on-the-ball
movements of scoring (e.g., passing, receiving, shooting, attacking the goal, creating, and
using space), preventing scoring (e.g., defending space, defending goal, winning the
object), and starting/restarting game play (e.g., to initiate play or from sideline) during
modified invasion games (e.g., 5 vs. 5, 6 vs. 6, or 11 vs. 11).
Purpose/ Relevancy: When engaging in the game of soccer it is important to be able to
evade defenders by turning quickly with the ball in order to advance the ball toward the
goal.
Educational Objectives: The students will demonstrate the ability to make quick turns
with the ball by kicking it with the outside of his or her foot to maneuver around a
defender 4 out of five attempts.
Resources
Activities and procedures
Attendance: (1 min)
Change Clothes: (8 min)
Introductory Activity:
Seaweed (4 min)
Using cones mark a section ten feet away from the wall at each end of the basketball
court. Choose 3-4 chasers. The chasers start in the middle. The rest of the students start
with one hand against the wall at one end of the basketball court. On the teachers signal
the student try to get from one end of the gym past the cones on the other without being
tagged by the chasers or stepping off from basketball court. If a student is tagged or steps
out of bounds he or she must sit down within the playing area and help the chasers tag the
other students without leaving their spots. When the targeted students are down to 3-4
those students become the chasers, everyone stands up and a new game begins.
Fitness component:
Flexibility (5 min)
Shoulder Stretch
Upper Arm Stretch
Hamstring Stretch
Thigh Stretch
Calf Stretch
Dallaire 47
Groin Stretch
8 minute run
Anticipatory set: (1 min)
Using two students demonstrate the tactical problem of an oncoming defensive player
blocking the ball handler’s path as well as passing lanes. Dribble the ball into the
defender.
If an offensive player is dribbling down the field and a defensive player is moving toward
him or her blocking his passing lane, what can he or she do to continue advancing the ball?
(Turn quickly)
Instructional Method: (2 min)
Demonstrate receiving a pass and maneuvering around a student using the outside of the
foot. Explain the cues; receive and turn in one move, push the ball with the outside of the
foot.
Guided Practice: (5 min)
The students will be paired together, with partners 10 meters apart. The partners will
practice receiving a pass and turn.
Assessment: (4 min)
The students will form 2 lines 30 yards apart. The first student from one line runs out
toward the instructor, who stands in the middle of his path creating a defensive obstacle.
When the student reaches the instructor he or she will turn around to receive a pass from
the next person in line. When he or she receives the pass the student will turn quickly
around the instructor and pass it to the second person in the next line. At this point do not
try to play defense. The students receiving the ball will repeat the activity going the other
direction. After a student passes the ball he or she moves to the back of the line.
EVALUATION
Re teaching: reemphasizing the cues receive pass, flick with outside of the foot.
The students will follow the instructor around the open space making quick turns with the
outside of the foot when ever he does. (2 min)
Independent Practice: The students will separate back into pairs and spread out
into general space. Practice receiving a pass and turning. Use various objects as potential
defenders. For instance, garbage cans or trees may be obstacles the students can
maneuver around. (2 min)
Extension Activity: 3v3 activity Divide the students into 2 lines on opposite sides
of the 20 yard square. Three students from each side will spread out student to student
across the center of the square. A feeder will pass the ball out to the person in the center
position. The student receiving the ball will try to turn around his or her defender or pass
to a teammate, with the ultimate objective to be getting the ball to a feeder on the
opposite side from where the ball started. (5 min)
Dallaire 48
Change cloths (8 min)
Dallaire 49
Grade: 9-12 Class: Physical Education
Unit: Soccer Lesson 10 of unit
Content Focus: Positioning to shoot
Content Standards:
M.1.IG.2 Demonstrate all elements of tactical problems, including on-the-ball
movements of scoring (e.g., passing, receiving, shooting, attacking the goal, creating, and
using space), preventing scoring (e.g., defending space, defending goal, winning the
object), and starting/restarting game play (e.g., to initiate play or from sideline) during
modified invasion games (e.g., 5 vs. 5, 6 vs. 6, or 11 vs. 11).
Purpose/ Relevancy: When the game of soccer is engaged in appropriately it fosters
teamwork among the players. Students will develop the ability to work together to score a
goal practicing timing and positioning for taking shots.
Educational Objectives:
Students will demonstrate understanding of executing a quick shot on goal by shooting
the ball on the second touch of 80% of passes when inside the penalty area during
shooting activity.
Resources: 30 jump ropes, 15 soccer balls
Activities and procedures:
Attendance: (1 min)
Change Clothes: 8 min
Introductory Activity: (3 min)
Before students arrive for class spread out individual jump ropes (of different lengths if
you have them) throughout the playing area. As soon as students arrive have them find a
jump rope. When the music starts (or on teachers signal) they can jump rope in any
fashion that they choose.
For example, they could make shapes with the rope on the floor and practice jumping
over and in the rope, or they can jump rope in the normal way by turning it over their
head. If you want them to jump with a partner, that is fine also.
Fitness component:
Flexibility (5 min)
Shoulder Stretch
Upper Arm Stretch
Hamstring Stretch
Thigh Stretch
Calf Stretch
Dallaire 50
Groin Stretch
Lower body plyometric exercises 6 each (3 min) Squat Jumps - Stand with feet shoulder-width apart, trunk flexed forward slightly
with back straight in a neutral position. Arms should be in the “ready" position with
elbows flexed at approximately 90°. Lower body where thighs are parallel to ground
and immediately explode upwards vertically and drive arms up. Do not hold a squat
position before jumping up – keep the time between dipping down and jumping up to
a minimum. Land on both feet. Rest for 1-2 seconds and repeat
Prior to takeoff extend the ankles to their maximum range (full plantar flexion) to
ensure proper mechanics
Split Squat Jumps - Stand with feet hip width apart. Take left leg and step back
approximately 2 feet standing on the ball of back foot. Feet should be positioned at
a staggered stance with head and back erect and straight in a neutral position. Lower
body by bending at right hip and knee until thigh is parallel to floor then immediately
explode vertically. Switch feet in the air so that the back foot lands forward and vice
versa.
Tuck Jumps - Stand with feet shoulder-width apart, knees slightly bent, with arms at
sides. Jump up bringing knees up to chest. Land on balls of feet and repeat
immediately. Remember to reduce ground contact time by landing soft on feet and
springing into air.
Box Drill with Rings - Stand with feet slightly wider than hip-width apart with your
body facing the first ring. Hop forward using both feet and land in first ring. Now
hop to the left and land in the ring to the side. Now jump backwards to land in ring
behind you. Finish by jumping to your right to land in final ring. Rest and repeat.
Remember to keep ground contact time between bounds to a minimum.
Anticipatory set: (1 min)
Move close to the goal and ask “If you receive the ball this close to the goal, what should
you do?” (Turn and shoot)
Instructional Method: (2 min)
Demonstrate receiving a pass and shooting. Use a student to defend the goal and
demonstrate again. Allow students to demonstrate.
Guided Practice: (4 min)
Divide the students into eight groups. The first group will be goal keepers, the second and
third groups will be collectors, the fourth and fifth groups will be feeders, and the sixth,
seventh and eighth groups will be shooters. The goal keepers will defend the goal, the
collectors will gather the balls and return them to the feeders, the feeders, will pass the
balls into the shooters who will turn and shoot at the goal. The shooters should trap the
ball with the first contact and shoot immediately with the second contact. Rotate after
every eight shots.
Assessment:
Shooting derby (4 min)
Divide he students into 8 groups. The first group will be goalkeepers; the second group
will be collectors (collecting the balls that go beside or behind the goal). The other 6
groups will be 2 sets each of defenders, shooters, and feeders. One of each set will be at
Dallaire 51
each side of the penalty box. The shooter will move in toward the goal, the feeder will
pass the shooter the ball, the defender will try to intercept the ball, or disrupt the shot, the
goal keeper, will defend the goal, and the collector will collect the shot balls and pass
them back out towards the feeders. Students should trap the ball with the first contact and
shoot with the second contact.
EVALUATION
Re teaching: Demonstrate the receiving the ball and immediately shooting the
ball. Set up for shot with one touch to the right if pass comes from a feeder on the right or
to the left if the pass comes from a feeder on the left. (2 min)
Independent Practice: Against a wall or fence the students can practice
receiving a pass and turning to shoot. If two walls or fences are close enough together,
students can shoot against one, receive the rebound and turn and shoot against the other
continuously. (2 min)
Extension Activity: Using 2 students as goalies, divide the rest of the students
into four even teams. Two teams will scrimmage against each other on each half of the
field. The goalies will be neutral. After a team has entered the penalty area with
possession of the ball the other team must take the ball out of the penalty area and return
with possession before they can shoot. (12 min)
Change cloths (8 min)
Dallaire 52
Grade: 9-12 Class: Physical Education
Unit: Soccer Lesson 11 of unit
Content Focus: Ball control
Content Standards:
M.1.IG.1 Demonstrate all elements of tactical problems, including off-the-ball
movements (e.g., maintaining possession, attacking goal, creating space, using space in
attack), preventing scoring (e.g., defending space, defending goal), and starting/restarting
play during modified invasion games (e.g., 5 vs. 5, 6 vs. 6, or 11 vs. 11).
Purpose/ Relevancy: This activity will develop the students understanding of
cooperation in advancing the ball during soccer activities.
Educational Objectives: The students will demonstrate understanding of the offensive
concept of give and go by receiving a pass from a player behind them with one touch and
passing it within one yard of the same player ahead of them with the second touch.
Resources: 40 cones, 15 soccer balls
Activities and procedures
Attendance: (1 min)
Change Clothes: (8 min)
Introductory Activity: (4 min)
Bulldozers and builders
Scatter cones around half of the soccer field. Set half of them up and turn half of them on
their sides. Divide the students into 2 groups, bulldozers and builders. On the signal the
bulldozers will try to set the cones on their sides, using their hands only, while the
builders try to set up all of the cones that have been bulldozed. Any bulldozer caught
kicking the cones will have to sit out.
Fitness component:
Flexibility (5 min)
Shoulder Stretch
Upper Arm Stretch
Hamstring Stretch
Thigh Stretch
Calf Stretch
Groin Stretch
Calisthenics (3 min)
10 push ups
Dallaire 53
Heads straight, backs straight arms shoulder length apart bend elbow to 90 degrees then
extend them
10 crunches
Lie on your backs; bend your knees, cross your arms on your chest curl up touching your
elbows to your knees and back down
30 bicycles
Lay on backs, touch Right elbow to left knee, and Left elbow to right knee
Anticipatory set: (1 min)
Why is their an advantage to having two offensive players against one defensive player?
(They can work together to beat the defender)
How can two players help each other beat a defender? (Using a one two play, or give and
go)
Instructional Method: (3 min)
Using 2 students demonstrate the give and go. With one student playing defense pass the
ball to the other student, and run ahead to receive the pass. This creates an advantage
because the first pass causes the defender to take focus from the first player and by the
time the defender can gain a defensive position on the receiver he or she has already
passed the ball on back to the first player.
Guided Practice: (4 min)
The students will be divided into groups of three. The groups will spread out in general
space and practice the give and go, rotating positions.
Assessment: (4 min)
In a 2 v2 setting with passive defenders the students will demonstrate timing of the give
and go by receiving a pass and passing it ahead to a teammate.
EVALUATION
Re teaching: Compare the support player position in this lesson to shooter the
positioning to shoot lesson. One touch turn and one touch pass. (2 min)
Independent Practice: To practice the attacker position in a give and go students
can dribble the ball parallel to wall or fence, kick the ball at an angle toward the object
and receive it off the rebound ahead of the point of contact. (2 min)
Extension Activity: Using 2 students as goalies, divide the rest of the students
into four even teams. Two teams will scrimmage against each other on each half of the
field. The goalies will be neutral. After a team has entered the penalty area with
possession of the ball the other team must take the ball out of the penalty area and return
with possession before they can shoot. (10 min)
Change cloths (8 min)
Dallaire 54
Grade: 9-12 Class: Physical Education
Unit: Soccer Lesson 12 of unit
Content Focus: Defense channeling
Content Standards:
M.1.IG.1 Demonstrate all elements of tactical problems, including off-the-ball
movements (e.g., maintaining possession, attacking goal, creating space, using space in
attack), preventing scoring (e.g., defending space, defending goal), and starting/restarting
play during modified invasion games (e.g., 5 vs. 5, 6 vs. 6, or 11 vs. 11).
Purpose/ Relevancy: This lesson will foster higher order thinking skills by forcing
students to understand additional ways to protect the defensive goals. Students will
understand how a mere presence in an area causes a reaction in the opposition.
Educational Objectives: Students will demonstrate understanding of the defensive
strategy of channeling by staying in front and to the strong side of the attacker and
directing him or her towards the touchline 3 out of four attempts.
Resources: 4 hula hoops, 15 soccer balls, 2 soccer goals
Activities and procedures:
Attendance: (1 minute)
Change Clothes: (8 min)
Introductory Activity: (4 min)
Flag Tag Drag
Play on one half of the soccer field.
Hand out two flags (one for each hand) to all students except 2-4 (depends on class size--
you can have more or less). These students (called the runners) will have one flag in
each hand and will move (i.e., jogging, running, walking, etc.) in the designated area
dragging the flags behind them. The runners' flags must stay in contact with the ground
and behind them at all times. The taggers (who do not have flags) will then "tag" the
runners by "stepping" on their flags with their feet.
Once a runner has his/her flag "stepped on," they must release the "stepped on" flag. The
tagger then takes the "stepped on" flag and places it inside one of the hula hoops. The
runner (whose flag was "stepped on") continues to participate in the game until his/her
other flag is "stepped on". When a runner has no flags left, he/she must step outside of
the playing area and do five jumping jacks before retrieving two flags from the hula
hoops to rejoin the game. Be sure to switch taggers often
Dallaire 55
Fitness component:
Flexibility (5 min)
Shoulder Stretch
Upper Arm Stretch
Hamstring Stretch
Thigh Stretch
Calf Stretch
Groin Stretch
9 minute run
Anticipatory set: (1 min)
As a defender, how can you slow the attacker and win the ball? (Guide the attacker into a
particular direction or channel and tackle or steal the ball)
Instructional Method: (2 min)
Using arm gestures explain the concept of channeling the attacker. Close in quickly to
about 2 meters. Stay in front and to one side of the opponent. Channel the attacker to his
or her weak side. Demonstrate using a student as the attacker. Allow two students to
demonstrate.
Guided Practice: (3 min)
Practice block tackling 1v1. In pairs students will use the inside of the same foot to try
gain control of the ball from a standing position.
Divide the students into 2 lines. Students from one line will dribble the ball down field
while a student from the other line tries channel the first player toward the touchline. As
the defender traps the student by the touchline he or she should try to poke the ball out of
play.
Assessment: (4 min)
Check performance of channeling. Defenders should be in front and to the strong side of
the attacker while channeling him or her toward the weak side touchline.
EVALUATION
Re teaching: Students will dribble around in open space. Try to redirect them to
demonstrate how the presence of a defender may impact the path of an attacker. (2 min)
Independent Practice: Pair students. Students will try to maneuver the ball while
their partner tries to change their direction. (2 min)
Extension Activity: Using 2 students as goalies, divide the rest of the students
into four even teams. Two teams will scrimmage against each other on each half of the
field. The goalies will be neutral. After a team has entered the penalty area with
possession of the ball the other team must take the ball out of the penalty area and return
with possession before they can shoot. (6 min)
Dallaire 56
Change cloths (8 min)
Dallaire 57
Grade: 9-12 Class: Physical Education
Unit: Soccer Lesson 13 of unit
Content Focus: Goal Keeping/ Positioning
Content Standards:
K.2.IG.1 Analyze game play, synthesize skills or tactical problems of the game, or
evaluate player performance of tactical problems, including off-the-ball movements (e.g.,
maintaining possession, attacking goal, creating space, using space in attack), preventing
scoring (e.g., defending space, defending goal), and starting/restarting play during
modified (e.g., 5 vs. 5, 6 vs. 6, or 11 vs. 11) invasion games (e.g., compare/contrast
soccer and basketball).
Purpose/ Relevancy: Goal keeping is essential to the game of soccer. In order to be
successful a team must be able to allow fewer goals than they score. This lesson will
inform students on how to position them to be more effect in the goal keeper position.
Educational Objectives: Students will demonstrate understanding of defending the goal
by listing 2 of the three cues for goal tending, move out to narrow the angle, move side to
side and off the line, and in line with the ball and the center of the goal when asked after
guided practice.
Resources:
Activities and procedures
Attendance: (1 min)
Collect Written assignments
Change Clothes: (8 min)
Introductory Activity: (4 min)
Soccer Knock Out
Students will spread out with one soccer ball each in general space inside one half of the
soccer field. On the signal students will dribble around in general and try to tackle other
student’s balls without losing control of their own. If another student makes contact with
your ball, if your ball gets more than three yards away from you, or your ball rolls out of
bounds you are out. When a student is out, he or she dribbles around the perimeter of the
playing area until only one player is left.
Fitness component:
Flexibility (5 min)
Shoulder Stretch
Upper Arm Stretch
Hamstring Stretch
Thigh Stretch
Dallaire 58
Calf Stretch
Groin Stretch
Calisthenics (3 min)
10 push ups
Heads straight, backs straight arms shoulder length apart bend elbow to 90 degrees then
extend them
10 crunches
Lie on your backs; bend your knees, cross your arms on your chest curl up touching your
elbows to your knees and back down
30 bicycles
Lay on backs, touch Right elbow to left knee, and Left elbow to right knee
Anticipatory set: (1 min)
In front of the net with a student acting as an attacker ask the students, “How can a
goalkeeper give the attacker less area to shoot at?” (move out or side ways to narrow the
angle, stay in a line between the ball and the center of the goal)
Allow the attacker to take a shot while the goalkeeper is back toward the goal line. The
come out close to the attacker and let him try to shoot around.
Instructional Method: (4 min)
Use a flashlight to demonstrate exposure. Dim the lights in the gym and shine a flashlight
on an area of the wall that represents the goal. Have a student hold up their hand by the
“goal” and note the amount of light that still shines on the wall. Have the student slowly
walk toward the flashlight and note how more of the light is blocked as the hand gets
closer to the flash light. When the students hand gets to the flashlight note how most or
all of the light is blocked.
The flash light in this scenario represents the attacker and the hand is a goalie
Guided Practice: (4 min)
Remind the students to move out or side ways to narrow the angle, stay in a line between
the ball and the center of the goal.
Divide the students into 4 lines. Two of the lines will be goalkeepers while the other two
will be attackers.
The goal keepers will come out to reduce the open area of the goal as the attackers
attempt to shoot the ball.
Assessment: (4 min)
Hand out paper and pencils. Students will list the three cues for positioning as a goal
tender on the paper, and hand them back in.
EVALUATION
Re-teaching: With students circled around the penalty box. Defend the goal by
standing close to the goal and defend it by moving out toward the ball. (2 min)
Independent Practice: Pair students. Use cones to represent goals. The students
will take turns defending the goal. (2 min)
Dallaire 59
Extension Activity: Divide the students into two teams the students will play a
modified game of soccer on the entire field. (9 min)
Change cloths (8 min)
Dallaire 60
Grade: 9-12 Class: Physical Education
Unit: Soccer Lesson 14 of unit
Content Focus: Heart Rate Monitors
Content Standards: A.3.PE.1 Participate in physical activities that are vigorous in intensity level (i.e., a minimum of 70% of class time maintaining a minimum of 75% of target heart
rate) in physical education while exploring a wide variety of target, net/wall, invasion, striking/fielding/running games, rhythmic activities, outdoor pursuits, and fitness-related activities.
Purpose/ Relevancy: The purpose of this lesson is to introduce personal technology that
can assist students in reaching band maintaining fitness goals. This lesson will also offer
students an understanding of the value of physical activity on personal physical health
Educational Objectives:
Students will demonstrate participation in physical activities that are vigorous in intensity
levels by maintaining a heart rate in their heart rate zone during 70% of time spent
engaged in the class activities.
Resources:
30 soccer balls, 30 Polar E600 Heart rate monitors/ transmitters, 30 Berkowitz
informational sheets, 30 Target Heart Rate work Sheets, 30 pencils
Activities and procedures
Attendance: (1 min)
Change Clothes: (8 min)
Anticipatory set: (1 min)
Do you ever wonder what your heart is doing when you are exercising?
Do you know why physical activity is good for your heart?
Do you know how much is healthy?
During our physical activity today we are going wear heart rate monitors so we can
record the effect of our activity on our heart.
Instructional Method: (8 min)
With every one seated inside the gymnasium hand our Berkowitz informational sheets,
Heart rate monitors (HRM) and transmitters. Following the directions on the
informational sheets lead the students in putting the transmitters on and testing them to
make sure they are working.
Hand out the Target heart rate zone work sheet. Lead the students in filling it out through
# 8. All calculations should be done by hand showing all work. After determining the
student’s target heart rate zones set the HRM using the informational sheets.
Dallaire 61
Guided Practice:
Check the monitors using the manual Data recall section of the informational sheets. Start
a new file after every activity
Introductory Activity: (4 min)
Knock out
The students will dribble around in general space on one half of the soccer field. If the
students ball gets more than 1 yard away or goes out of bounds then he or she is out.
Students may try to knock other players out by kicking their balls out of their control.
When a player is out he or she will dribble around the perimeter of the game area.
Fitness component:
Flexibility (5 min)
Shoulder Stretch
Upper Arm Stretch
Hamstring Stretch
Thigh Stretch
Calf Stretch
Groin Stretch
10 minute run
Divide the students into two teams the students will play a modified game of soccer on
the entire field. (5 min)
Assessment: Use the informational sheets to obtain the information from the HRMs
needed to fill out the chart on the Target heart rate zone work sheet. (5 min)
EVALUATION
Re teaching: Check student’s worksheets to verify that they have their target
heart rate zones figured properly.
Independent Practice: The students can check out the heart rate monitors and
take them home to monitor their heart rate during at home activities
Extension Activity: The students will compare the results of the files developed
for each activity and decide which activity is more likely to increase cardiovascular
health.
Change cloths (8 min)
Dallaire 62
Computing Target Heart Rate Zones
Your heart rate is the amount of times your heart beats in a minute. Heart rate is
computed in beats per minute (BPM). Your target heart rate zone is the heart rate that
should be maintained during exercise to strengthen the cardiovascular system. This
worksheet will help you determine your target heart rate zone.
1. Figure your resting heart rate (RHR). While in a relaxed state, find your pulse in
the neck or in the wrist. Count the pulse for 6 seconds. Multiply that number by
ten. ___ x 10 = ____BPM
RHR
2. Figure your maximum heart rate (MHR) by subtracting your age from 220
220 - ____= ____BPM
Age MHR
3. Subtract your RHR from your MHR to get answer A
____ - ____ = ____
MHR- RHR = A
4. Multiply answer A by 0.60 to get Answer B
___ x 0.60 = ____
A B
5. Multiply answer A by 0.80 to get answer C
____ x 0.80 = ____
A C
6. Add answer B to RHR to get minimum working heart rate (MaxWHR).
____ + ____ = ______
B + RHR = MaxWHR
7. Add answer C to RHR to get your maximum working heart rate (MinWHR).
_____ + _____ = _____
C + RHR = MinWHR
8. Your MinWHR and MaxWHR represent the minimum and maximum limits of
your target heart rate zone. When working out keep your heart rate between
_________ and ________
MinWHR and MaxWHR
9. Heart Rate chart Activity Time in target
zone
Average Heart
Rate
Time Above
Target Zone
Time Below
Target Zone
Total Exercise
Time
Dallaire 63
Grade: 9-12 Class: Physical Education
Unit: Soccer Lesson 15 of unit
Content Focus: Goal keeping/ gathering the ball
Content Standards:
K.2.MS.3 Analyze/synthesize/evaluate knowledge of movement concepts while
performing non-locomotor, locomotor, and manipulative skills during participation in
target, net/wall, invasion, and striking/fielding modified games and outdoor activities in
dynamic settings.
Purpose/ Relevancy: A goal tender has the unique ability in a soccer game to stop the
momentum of the opposition by picking up the ball with his or her hands. This lesson
will instruct students on securing the ball so the opposition cannot shoot it into the goal.
Educational Objectives: Students will demonstrate understanding of goaltending by
collecting the ball and cradling it in the chest 80% of attempts during modified game.
Resources: 30 balls, 2 goals
Activities and procedures
Attendance: 1 min
Change Clothes: 8 min
Introductory Activity: (4 min)
Soccer scatter
Pair students up (groups of three will work fine if the class size is odd in number). One
partner has a ball at their feet while the other partner does not. On the teachers signal the
person with the ball dribbles throughout the coned off general space while their partner
runs/jogs all over the area. On the stop signal the person with the ball traps the ball; the
partner without the ball needs to get in position to receive a pass. He/she calls for the ball
(e.g., "Hey, I'm open"), the person with the ball makes a nice inside of the foot pass to the
person and they start moving again. Keep repeating this process and vary it accordingly.
Fitness component:
Flexibility (5 min)
Shoulder Stretch
Upper Arm Stretch
Hamstring Stretch
Thigh Stretch
Calf Stretch
Groin Stretch
Core strength (4 min)
Dallaire 64
Bridge
Lie on your back with your knees bent. Keep your back in a neutral position, not arched
and not pressed into the floor. Avoid tilting your hips. Tighten your abdominal muscles.
Raise your hips off the floor until your hips are aligned with your knees and shoulders.
Hold for three deep breaths. Return to the start position and repeat.
Segmental rotation
Lie on your back with your knees bent and your back in a neutral position. Tighten your
abdominal muscles. Keeping your shoulders on the floor let your knees fall slowly to the
left. Go only as far as is comfortable. You should feel a stretch, but no pain. Hold for
three deep breaths. Return to the start position. Repeat the exercise to the right.
Modified plank variations
Lie on your stomach. Raise yourself up so that you're resting on your forearms and your
knees. Align your head and neck with your back, and place your shoulders directly above
your elbows. Tighten your abdominal muscles. Raise your right arm off the floor. Hold
for three deep breaths. Repeat with your left arm. Raise your right leg off the floor. Hold
for three deep breaths. Repeat with your left leg.
10 Side planks (5 each side)
Lie on your left side, raising yourself onto your left forearm. Place your left shoulder
directly above your left elbow, keeping your shoulders, hips and knees in alignment. Rest
your right arm along the side of your body. Tighten your abdominal muscles. Hold for
three deep breaths. Repeat on your right side. For added challenge, balance on your left
hand. Raise your hips off the floor and extend your right hand toward the ceiling (B).
Hold for three deep breaths. Repeat on your right side.
10 Diagonal lunges (5 each leg)
Start standing with feet shoulder length apart. Without moving your left foot, lift your
right knee to your chest and turn your upper body place your right floor at 135 degree
angle from your left. Lift it back up twist your body back and return right leg to the
original position. Repeat with the left.
Anticipatory set: (1 min)
Where should the goal keeper be positioned to stop the ball? (In line with the ball)
When you pick up the ball why do you want to hold it securely? (So it doesn’t fall out of
your hands and get kicked into the goal)
Instructional Method: (2 min)
Explain cues:
Get in line with the shot
Take ball into chest
Cradle the ball
Protect the ball
The best way to securely hold the ball is to cradle it in the chest. Ask a student to roll out
a ball, then pick it up and cradle it in the chest. Ask another student to toss a ball out at
medium height, Get in line with the shot and bring it in the chest and cradle it. Ask a
student to demonstrate.
Dallaire 65
Guided Practice: (4 min)
In pairs, the students will practice collecting the ball from hand feeds by their partner.
Assessment: In a one on one setting the students will demonstrate ball collection as a
goal keeper. One student will act as the goal tender. The other student will take a
moderate shot on goal. The goal tender will attempt to gather the ball. The goal tender
will get back in line. The attacker will become the goal tender and the next student will
become the attacker. (4 min)
Students will take soccer unit quiz
(10 min)
EVALUATION
Re-teaching: Demonstrate gathering the ball. Have students perform partner
practice with the ball moving at a reduced speed. (1 min)
Independent Practice: Students can kick the ball against a fence or wall and
practice gathering it as it returns to them. (1 min)
Extension Activity: Divide the students into two teams the students will play a
modified game of soccer on the entire field. (2 min)
Change cloths (8 min)
Dallaire 66
Soccer Quiz
Name______________________ Date_________________
Class Period______
1. T or F Soccer was invented in 1936.
2. T or F The longest lines on the field are the touchlines.
3. T or F Any defensive player can use their hands to stop the ball if they are in the goal
box.
4. If the ball rolls out of bounds over the goal line a _____ is used to restart play
A. corner kick B. throw in C. direct kick D. indirect kick
5. A soccer field is ______ meters long
A. 10-15 B. 45-90 C. 90-120 D. 580
6. Each team is allowed _________ players on the field at a time.
A. 5 B. 11 C. 8 D. 9
7. This is used to restart a game after the ball has rolled out of bounds. ______________
8. When only one player has to touch the ball before scoring. __________________
9. Issued during the first warning from a referee. ___________________
10. At least two players must touch the ball before scoring. ___________________
11. An offensive violation where an attacker passes the last defense person before the ball.
___________________
12. List at least two offensive skills.
Dallaire 67
Soccer Quiz Answer Key
1. T or F Soccer was invented in 1936.
2. T or F The longest lines on the field are the touchlines.
3. T or F Any defensive player can use their hands to stop the ball if they are in the goal
box.
4. If the ball rolls out of bounds over the goal line a _____ is used to restart play
A. corner kick B. throw in C. direct kick D. indirect kick
5. A soccer field is ______ meters long
A. 10-15 B. 45-90 C. 90-120 D. 580
6. Each team is allowed _________ players on the field at a time.
A. 5 B. 11 C. 8 D. 9
7. This is used to restart a game after the ball has rolled out of bounds across the
touchlines. _____Throw in_____________
8. When only one player has to touch the ball before scoring. __direct kick__________
9. Issued during the first warning from a referee. _____yellow card_____________
10. At least two players must touch the ball before scoring. ______indirect kick__
11. An offensive violation where an attacker passes the last defense person before the ball.
____offsides_______________
12. List at least two offensive skills.
Throw in give and go
Dribble shooting
Pass
Trap
Dallaire 68
Flag Football Unit
Description
Flag football is a team invasion sport that requires teamwork cooperation and
communication. Students will develop manipulative skills throwing, place kicking,
punting, and handing off a football in a dynamic setting. Students will also develop an
understanding of strategies needed to advance a football, as well as defensive strategies
needed to defend a goal.
Dates
October 5 – October 9
October 12 – October 16
October 19 – October 23
Unit Length
15 instructional days
Previous Unit
Soccer
Upcoming Unit
Hockey
Content Standards
M.1.MS.4 Apply all elements of the mature form of the manipulative skills of catch, kick,
foot dribble, and strike with hand and implements in dynamic settings.
M.1.MS.5 Demonstrate elements of the mature form of the manipulative skills of chest
pass, bounce pass, hand dribble, volley, overhead pass, and punt in dynamic settings.
M.1.IG.1 Demonstrate all elements of tactical problems, including off-the-ball
movements (e.g., maintaining possession, attacking goal, creating space, using space in
attack), preventing scoring (e.g., defending space, defending goal), and starting/restarting
play during modified invasion games (e.g., 5 vs. 5, 6 vs. 6, or 11 vs. 11).
M.1.IG.2 Demonstrate all elements of tactical problems, including on-the-ball
movements of scoring (e.g., passing, receiving, shooting, attacking the goal, creating, and
using space), preventing scoring (e.g., defending space, defending goal, winning the
object), and starting/restarting game play (e.g., to initiate play or from sideline) during
modified invasion games (e.g., 5 vs. 5, 6 vs. 6, or 11 vs. 11).
K.2.MS.1 Apply knowledge of the critical elements of movement concepts while
performing non-locomotor skills during participation in target, net/wall, invasion, and
striking/fielding modified games in dynamic settings.
K.2.MS.2 Apply knowledge of the critical elements of movement concepts while
performing locomotor skills during participation in target, net/wall, invasion, and
striking/fielding modified games in dynamic settings.
K.2.MS.3 Analyze/synthesize/evaluate knowledge of movement concepts while
performing non-locomotor, locomotor, and manipulative skills during participation in
target, net/wall, invasion, and striking/fielding modified games and outdoor activities in
dynamic settings.
Dallaire 69
A.3.PE.1 Participate in physical activities that are vigorous in intensity level (i.e., a
minimum of 70% of class time maintaining a minimum of 75% of target heart rate) in
physical education while exploring a wide variety of target, net/wall, invasion,
striking/fielding/running games, rhythmic activities, outdoor pursuits, and fitness-related
activities.
B.5.PS.1 Exhibit behaviors which exemplify each of the personal/social character traits
of responsibility, best effort, cooperation, and compassion in dynamic settings.
B.5.PS.2 Exhibit behaviors which exemplify each of the personal/social character traits
of constructive competition, initiative, and leadership in dynamic settings.
Unit Goals
1. Apply an improved understanding of cooperation with peers.
2. Demonstrate manipulative skills of passing, kicking, and punting a football.
3. Understand offensive concepts of fleeing, and dodging while maintaining
possession of a football.
4. Understand defensive concepts of chasing and intercepting.
5. Demonstrate mature form of manipulative skills of handing off, passing, and
receiving, kicking, and punting a football.
Dallaire 70
Flag Football
Day 1 Day 2 Day 3 Day 4 Day 5
Introductory
activity
Seaweed Jump rope Flag tag drag One legged
sumo
Fitness
component
Stretches
8 minute run
Stretches
calisthenics
Core
strength
Stretches
Calisthenics
Stretches
Plyometric
Lesson
focus
Introduction Hiking the
ball
Hand offs Change of
direction
Blocking off
the line
Game/
Activity
Team Tag Hiking relay Hand off
relay
Seaweed Capture the
flag
Day 6 Day 7 Day 8 Day 9 Day 10
Introductory
activity
Seaweed Jump rope Flag tag drag One legged
sumo
Bulldozers
and builders
Fitness
component
Stretches
10 minute
run
Stretches
calisthenics
Core
strength
Stretches
Calisthenics
Stretches
Plyometric
Lesson
focus
Blocking
down field
Angle of
pursuit
Passing catching Pass
blocking
Game/
Activity
Capture the
flag
AOP shoot
out
Target
practice
Sideline
football.
Scrimmage
Day 11 Day 12 Day 13 Day 14 Day15
Introductory
activity
Seaweed Jump rope Flag tag drag One legged
sumo
Bulldozers
and builders
Fitness
component
Stretches
10 minute
run
Stretches
calisthenics
Core
strength
Stretches
Calisthenics
Stretches
Plyometric
Lesson
focus
Passing
routes
Play
development
Kick off
Punting Field goal
Game/
Activity
Scrimmage Scrimmage Longest kick Longest kick Field goal
challenge
Dallaire 71
Modifications will be made for students with special needs.
1. Students with learning difficulties will sit in the front during PowerPoint
presentation.
2. All skills will be demonstrated at least thee times to insure comprehension.
3. During independent practice sessions the instructor will work individually with
students with any special need.
4. Modifications will be made for students with physical disabilities on an individual
basis. For instance a student with impaired mobility will participate in activity
with a modified wheelchair with the help of another student for speed.
Alternative Assignments
The physical education department has collaborated with the media center to develop
educational packets for the students to complete in the event that students are unable to
participate in physical education activity. These packets include work with fiction,
nonfiction, and poetry, all involving health and fitness. If a student is unable to
participate in physical education class for an extended period of time and completes a full
packet, he or she will be allowed to review a sport themed book and complete a report. If
more than three students are unable to participate in physical activity on any given day,
the excess students will return to the gymnasium to complete their packets under the
watch of the instructor. This will keep the media expert from being overwhelmed.
Every Day Resources
Grade book
Pen
Whistle
Watch
Tennis shoes
Dallaire 72
Grade: 9-12 Class: Physical Education
Unit: Flag Football Lesson 1 of unit
Content Focus: Introduction
Content Standards:
K.2.MS.3 Analyze/synthesize/evaluate knowledge of movement concepts while
performing non-locomotor, locomotor, and manipulative skills during participation in
target, net/wall, invasion, and striking/fielding modified games and outdoor activities in
dynamic settings.
Purpose/ Relevancy:
Flag football is a version of American football that is popular worldwide. The basic rules
of the game are similar to those of the mainstream game (often called "tackle football" for
contrast), but instead of tackling players to the ground, the defensive team must remove a
flag or flag belt from the ball carrier ("deflagging") to end a down.This lesson will
introduce the students to the game of Flag Football The students will learn the history
terminology and objective of football.
Educational Objectives: Students will demonstrate an understanding of the movement
concepts of football by listing three of three of them in a written comparison between
soccer and football.
Resources: 30 Flag football handouts, 30 History of Football Handouts, 30 football
terminology handouts, 30 field diagram handouts, 4 cones, 5 scrimmage vests, 1 football
Activities and procedures
Attendance: 1 min
Change Clothes: 8 min
Introductory Activity: (2 min)
Seaweed
Using cones mark a section ten feet away from the wall at each end of the basketball
court. Choose 3-4 chasers. The chasers start in the middle. The rest of the students start
with one hand against the wall at one end of the basketball court. On the teachers signal
the student try to get from one end of the gym past the cones on the other without being
tagged by the chasers or stepping off from basketball court. If a student is tagged or steps
out of bounds he or she must sit down within the playing area and help the chasers tag the
other students without leaving their spots. When the targeted students are down to 3-4
those students become the chasers, everyone stands up and a new game begins.
Fitness component:
Flexibility (5 min)
Shoulder Stretch
Dallaire 73
Upper Arm Stretch
Hamstring Stretch
Thigh Stretch
Calf Stretch
Groin Stretch
8 minute run
Anticipatory set: (3 min)
Watch 1 minute of NFL highlights (http://www.youtube.com/watch?v=oi2gIWDhg00)
We can’t play this in Physical education class, but
Watch flag football highlights (http://www.youtube.com/watch?v=Kyw_UTwVLn0)
This we will be learning how to play
Instructional Method: (10 min)
Handout the informational sheets on the Flag Football, The History of Football and
Football Terminology. Ask a student to read the history out loud. Point out the
similarities between football and soccer. (Offense/defense, 11 players on each team,
advancing a ball across the goal,
Guided Practice: (4 min)
Quick write
Students will write about the similarities between football and soccer. Ask the students to
come up with some of their own. Suggest they look at the hand outs to discover
similarities in the field, history, objective, and terminology.
Assessment:
Players should note similarities in the field size, objective of the game,
EVALUATION
Re-teaching: Jog out to the field and compare the diagram to the actual field
noting the side lines, goal lines, goal posts, and yard markers. (4 min)
Independent Practice: The students will draw a diagram of the football field
labeling the goal posts, side lines, goal lines, yard markers and end zones.
Extension Activity: Team tag (2 min)
Have a group of 3-5 students start in various places in the gym or on the field. They are
all wearing scrimmage vests for identification. One of them also has a football. On the
"go" signal, the player with the ball moves around the space trying to tag as many people
as possible. He or she can pass the ball to teammates in better position to tag runners. By
encouraging more passing, the "team" has a better chance of tagging runners in various
spots on the playing area. If a student gets tagged, have them move to a designated area,
and perform a quick set of exercises (10 jumping jacks, 5 push-ups, 5 sit-ups, etc.) and
then they return to the game.
Change cloths (8 min)
Dallaire 74
The History of Football
The history of American football can be traced to early versions of rugby football and
soccer. Both games have their origins in varieties of football played in the United
Kingdom in the mid-19th century, in which a ball is kicked at a goal and/or run over a
line. Also like soccer, American football has twenty two players on the field of play.
Furthermore, some player position references from soccer are used, such as the term
"halfback" and "fullback".
American football resulted from several major divergences from rugby football, most
notably the rule changes instituted by Walter Camp, considered the "Father of American
Football". Among these important changes were the introductions of the line of
scrimmage and of down-and-distance rules. In the late 19th and early 20th centuries,
game play developments by college coaches such as Eddie Cochems, Amos Alonzo
Stagg, Knute Rockne, and Glenn "Pop" Warner helped take advantage of the newly
introduced forward pass.
The popularity of collegiate football grew as it became the dominant version of the sport
for the first half of the twentieth century. Bowl games, a college football tradition,
attracted a national audience for collegiate teams. Bolstered by fierce rivalries, college
football still holds widespread appeal in the US.
The origin of professional football can be traced back to 1892, with William "Pudge"
Heffelfinger's $500 contract to play in a game for the Allegheny Athletic Association
against the Pittsburgh Athletic Club. In 1920 the American Professional Football
Association was formed. The first game was played in Dayton, Ohio on October 3, 1920
with the host Triangles defeating the Columbus Panhandles 14–0. The league changed its
name to the National Football League (NFL) two years later, and eventually became the
major league of American football. Initially a sport of Midwestern industrial towns in the
United States, professional football eventually became a national phenomenon. Football's
increasing popularity is usually traced to the 1958 NFL Championship Game, a contest
that has been dubbed the "Greatest Game Ever Played". A rival league to the NFL, the
American Football League (AFL), began play in 1960; the pressure it put on the senior
league led to a merger between the two leagues and the creation of the Super Bowl,
which has become the most watched television event in the United States on an annual
basis
Dallaire 75
Flag Football
The sport known in the United States and Canada simply as football is a
competitive team sport known for mixing strategy with physical play. The objective of
the game is to score points by advancing the ball into the opposing team's end zone. The
ball can be advanced by carrying it (a running play) or by throwing it to a teammate (a
passing play). Points can be scored in a variety of ways, including carrying the ball over
the opponent's goal line, catching a pass thrown over that goal line, kicking the ball
through the goal posts at the opponent's end zone, or tackling an opposing ball carrier
within his end zone. The winner is the team with the most points when the time expires.
Flag football was designed as non-contact or limited-contact alternative to the
relative violence of regular football. In touch and flag football, tackling is not permitted.
Offensive players are "tackled" when a defender tags them or removes a flag from their
body.
Linemen can block only around chest area, no chop blocks or blocks below the
waist. Defensive players can get in the path of an offensive player to attempt to grab the
flag. Offensive players can hand block defensive players attempting to grab the flag.
Dallaire 76
Football Terminology
Audible - Changing a play at the line of scrimmage by calling out predetermined set of
signals.
Ball Carrier - Any player who has possession of the ball.
Blitz - A defensive strategy in which a linebacker or defensive back vacates his normal
responsibilities in order to pressure the quarterback. The object of a blitz is to tackle the
quarterback behind the line of scrimmage or force the quarterback to hurry his pass.
Block - Engaging an opponent in an effort to keep him from getting to a specific part of
the field or player.
Cadence / Count - The numbers that a quarterback shouts loudly while waiting for the
ball to be snapped.
Carry - The act of running with the ball. In a game's box score, a runner's rushing
attempts are listed as carries.
Completion - A forward pass that is caught by an eligible receiver.
Center - The offensive lineman who hikes (or snaps) the ball to the quarterback at the
start of each play
Dead ball - The period of time between plays when the ball is no longer in play, which is
determined by the officials signaling the play to be over.
Defense - The unit that is responsible for keeping the opposition out of their end zone.
Down - A play, starting when the ball is put into play and ending when the ball is ruled
dead. Basically, a down is one play
Drive - The series of plays that begins at the time an offense takes possession of the ball
until the point where they either score or turn the ball over to the other team.
Encroachment (off sides) - A foul in which a defender makes contact with a member of
the offense before the snap.
End zone - A 10-yard section stretching the width of the field at both ends of the playing
field.
Extra point (point after touchdown or PAT) - After a touchdown, the scoring team is
allowed to add another point by kicking the football through the uprights of the goalpost.
False start - An infraction in which an offensive player moves before the ball is snapped.
Dallaire 77
Field goal - A scoring play worth three points that involves a place-kicker kicking the
ball through the uprights of the goalpost in the opponent's end zone from anywhere on the
field.
Field position - The ball's location on the field.
First down - The first play of every series.
Forward pass - Throwing the ball so that it ends up further downfield than it started.
Foul - Any violation of a playing rule.
Fumble - When any offensive player loses possession of the football before a play is
blown dead.
Handoff - The act of giving the ball to another player.
Holding - An illegal action where one player keeps another from advancing by grabbing
him and holding him back.
Interception - A pass that is caught by a defensive player, giving his team possession of
the ball.
Line of scrimmage - An imaginary line stretching the width of the field that separates
the two teams prior to the snap of the ball.
Offense - The team that has possession of the football and attempts to advance it toward
the defense's goal line.
Pass - The act of throwing the ball to another player.
Quarterback - The offensive player who receives the ball from the center at the start of
each play before either handing it to the running back, throwing it to a receiver, or
running with it himself.
Running back - An offensive player who runs with the football.
Touchdown - A scoring play in which any part of the ball, while legally in the
possession of a player who is in-bounds, crosses the plane of the opponent's goal line.
Dallaire 78
Football Field Diagram
The field is 100 yards in length and 50 yards wide with end zones (goals) at both ends.
The sideline and end lines surround the field, any play ends once a player or the football
touches either of the lines. There’s a goal post at the end of each end zone that is used for
field goals and conversion points after touchdowns.
Dallaire 79
Grade: 9-12 Class: Physical Education
Unit: Flag Football Lesson 2 of unit
Content Focus: Hiking the ball
Content Standards:
M.1.IG.2 Demonstrate all elements of tactical problems, including on-the-ball
movements of scoring (e.g., passing, receiving, shooting, attacking the goal, creating, and
using space), preventing scoring (e.g., defending space, defending goal, winning the
object), and starting/restarting game play (e.g., to initiate play or from sideline) during
modified invasion games (e.g., 5 vs. 5, 6 vs. 6, or 11 vs. 11).
Purpose/ Relevancy: In order for a play to begin in football the ball must be passed from
the ground in front of the center, between the center’s legs to the quarterback. For
recreational play every player should be able to perform this skill
Educational Objectives:
Students will demonstrate understanding of the skill of hiking a football by hiking a
football with an outstretched non dominant hand, pulling the ball up and back between
their legs and placing it into a partner's hands 4 out of five tries.
Resources: 30 jump ropes, 10 footballs
Activities and procedures
Attendance: 1 min
Change Clothes: 8 min
Introductory Activity: (4 min)
Jump rope
Before students arrive for class spread out individual jump ropes (of different lengths if
you have them) throughout the playing area. As soon as students arrive have them find a
jump rope. When the music starts (or on teachers signal) they can jump rope in any
fashion that they choose.
For example, they could make shapes with the rope on the floor and practice jumping
over and in the rope, or they can jump rope in the normal way by turning it over their
head. If you want them to jump with a partner, that is fine also. This is a great time to
assess what students have learned about rope skipping.
Fitness component:
Flexibility (5 min)
Shoulder Stretch
Upper Arm Stretch
Hamstring Stretch
Dallaire 80
Thigh Stretch
Calf Stretch
Groin Stretch
Calisthenics: 2 min
10 push ups Heads straight
Backs straight arms shoulder length apart bend elbow to 90 degrees then extend them
10 crunches
Lie on your backs; bend your knees, cross your arms on your chest curl up touching your
elbows to your knees and back down
20 bicycles
Lay on backs, touch Right elbow to left knee, and Left elbow to right knee
Anticipatory set: (1 min)
How does a football play start? (The center hikes the ball to the quarterback)
Although the play officially begins as soon as the ball is moved, the offense cannot
advance the ball until the quarterback has possession.
Direct instruction: (min)
Begin by demonstrating the three point stance. With legs spread shoulder length apart and
knees bent, lean forward with the majority of weight on the outstretched non dominant
hand.
Demonstrate getting out of the three point stance by stepping forward as you get up. The
body’s momentum should be forward as it comes up out of the three point stance.
On a line all students will demonstrate the three point stance with their legs shoulder
length apart and their weight on their outstretched non dominant hand. Walk by and
apply slight backward pressure to the shoulder. If the student moves their weight is not on
the outstretched hand.
On a signal the students will launch forward out of the three point stance running forward.
Make sure the students are moving forward out of the three point stance. Practice this at
least three times.
Begin demonstrating hiking the ball by placing the ball in front, entering a three point
stance with the non dominant hand just behind the ball, and the dominant hand on the ball.
Pull the ball back and up between the legs.
Guided Practice: (min)
Divide the students into groups of three. Due to the delicate nature of hand placement, do
not demonstrate with a student and try to make sure the groups of three are of the same
gender. The students will practice hiking the ball. Hike the ball five times and rotate
Assessment: (min)
Students will demonstrate understanding of the skill of hiking a football by hiking a
football with an outstretched non dominant hand, pulling the ball up and back between
their legs and placing it into a partner's hands 4 out of five tries.
Dallaire 81
EVALUATION
Re-teaching: (min) The non dominant hand should be outstretched enough of the
students body weight on it that the student cannot be pushed back with a light push of the
shoulder.
Independent Practice: (min)
The students can hike a football against a wall. Back up to a brick wall, lean forward into
a three point stance and place hand on a football in out in front. Hike the ball back with
one quick motion up against the wall. The ball should create a thud sound.
Extension Activity: (min)
Ball hike relay
Divide students into four groups along the side line. On signal the first student in each
line will hike the ball to the second who will hike to the third. After each person hikes the
ball he or she will run to the back of the line. The first team to move the ball 30 yards in
this manner wins
Change cloths (8 min)
Dallaire 82
Grade: 9-12 Class: Physical Education
Unit: Flag Football Lesson 3 of unit
Content Focus: Hand offs (Ball transition)
Content Standards:
M.1.IG.2 Demonstrate all elements of tactical problems, including on-the-ball
movements of scoring (e.g., passing, receiving, shooting, attacking the goal, creating, and
using space), preventing scoring (e.g., defending space, defending goal, winning the
object), and starting/restarting game play (e.g., to initiate play or from sideline) during
modified invasion games (e.g., 5 vs. 5, 6 vs. 6, or 11 vs. 11).
Purpose/ Relevancy: In order to effectively advance the ball with a running play in
football the offense must be able to transfer the ball from the quarterback to a running
back. This lesson focus on the students ability to hand the ball off
Educational Objectives:
Students will demonstrate the skill of handing off a football by performing it without
dropping the ball and receive the ball arm on the receiving side is up while the other arm
is down 4 out of 5 times.
Resources: 30 flag belts, 60 flags, 6 hula hoops, 15 balls
Activities and procedure.
Attendance: 1 min
Change Clothes: 8 min
Introductory Activity: (4 min)
Flag tag drag
Use cones to establish the playing area. Place the hula hoops around the perimeter of this
area. Hand out two flags (one for each hand) to all students except 2-4 (depends on class
size--you can have more or less). These students (called the runners) will have one flag in
each hand and will move (i.e., jogging, running, walking, etc.) in the designated area
dragging the flags behind them. The runners' flags must stay in contact with the ground
and behind them at all times. The taggers (who do not have flags) will then "tag" the
runners by "stepping" on their flags with their feet.
Once a runner has his/her flag "stepped on,” he or she must release the "stepped on" flag.
The tagger then takes the "stepped on" flag and places it inside one of the hula hoops.
The runner (whose flag was "stepped on") continues to participate in the game until
his/her other flag is "stepped on". When a runner has no flags left, he/she must step
outside of the playing area and do five jumping jacks before retrieving two flags from the
hula hoops to rejoin the game. Be sure to switch taggers often.
Dallaire 83
Fitness component:
Flexibility (5 min)
Shoulder Stretch
Upper Arm Stretch
Hamstring Stretch
Thigh Stretch
Calf Stretch
Groin Stretch
Core strength (4 min)
Bridge
Lie on your back with your knees bent. Keep your back in a neutral position, not arched
and not pressed into the floor. Avoid tilting your hips. Tighten your abdominal muscles.
Raise your hips off the floor until your hips are aligned with your knees and shoulders.
Hold for three deep breaths. Return to the start position and repeat.
Segmental rotation
Lie on your back with your knees bent and your back in a neutral position. Tighten your
abdominal muscles. While keeping your shoulders on the floor, let your knees fall slowly
to the left. Go only as far as is comfortable. You should feel a stretch, but no pain. Hold
for three deep breaths. Return to the start position. Repeat the exercise to the right.
Modified plank variations
Lie on your stomach. Raise yourself up so that you're resting on your forearms and your
knees. Align your head and neck with your back, and place your shoulders directly above
your elbows. Tighten your abdominal muscles. Raise your right arm off the floor. Hold
for three deep breaths. Repeat with your left arm. Raise your right leg off the floor. Hold
for three deep breaths. Repeat with your left leg.
10 Side planks (5 each side)
Lie on your left side, raising yourself onto your left forearm. Place your left shoulder
directly above your left elbow, keeping your shoulders, hips and knees in alignment. Rest
your right arm along the side of your body. Tighten your abdominal muscles. Hold for
three deep breaths. Repeat on your right side. For added challenge, balance on your left
hand. Raise your hips off the floor and extend your right hand toward the ceiling (B).
Hold for three deep breaths. Repeat on your right side.
10 Diagonal lunges (5 each leg)
Start standing with feet shoulder length apart. Without moving your left foot, lift your
right knee to your chest and turn your upper body place your right floor at 135 degree
angle from your left. Lift it back up twist your body back and return right leg to the
original position. Repeat with the left.
Anticipatory set: (1 min)
When a quarterback receives the snap from the center he either has to run it himself or
transfer it to another player. Today we are going to learn how to transfer the ball through
a hand off.
Dallaire 84
Direct instruction: (5 min)
When running with a ball a player should use both arms to cradle the ball in his or her
chest. When handing off the ball the person starting with possession should place it in the
chest of the player who is receiving the ball. The person receiving the ball needs to have
his or her arms in proper position to receive the ball. The arm position of the person
receiving the ball depends on the side of their body from which they are receiving the ball.
If the player giving the ball is on the right, the receiver should receive the ball with his or
her right across the upper chest and left arm across the abdomen. If the coming from the
receiver’s left side than his or her left arm should be across the chest and right arm across
the abdomen. When the ball is placed in the chest the arms should collapse around it and
the hands should wrap around the points. This protects the ball from popping out during
contact with other players.
Demonstrate the way the ball should be held.
Have a student demonstrate holding the ball.
Demonstrate handing the ball off to the student.
Demonstrate receiving the ball from the student.
Guided Practice: (5 min)
Spread out in general space in groups of 2 the students will practice handing the ball off.
First the students will take turns handing the ball off from a stationary position. When the
students are competent at cradling the ball, they will try handing it off to their partner as
he or she runs by. Also, students will hand off the ball to a partner while both players are
running.
Assessment: (4 min)
While the students are working in small groups make sure that that as they receive the
ball arm on the receiving side is up while the other side is down 4 out of 5 times.
EVALUATION
Re-teaching: (2 min) If students struggle with which arm to put up demonstrate
to them how the upper arm creates a barrier to the placement of the ball if the arm on the
receiving side is down.
Independent Practice: (4 min) Students can practice ball transition in small
groups or in pairs.
Extension Activity: (3 min) Divide students into four groups. Each group will
stand in a single file line along the side line. On the signal the first person in each line
will run the ball across the field and back and hand it off to the next person. The first
team with all students crossing the field and back twice wins. Repeat after one minute
rest.
Change cloths (8 min)
Dallaire 85
Grade: 9-12 Class: Physical Education
Unit: Flag Football Lesson 4 of unit
Content Focus: Change of Direction
Content Standards:
M.1.IG.2 Demonstrate all elements of tactical problems, including on-the-ball
movements of scoring (e.g., passing, receiving, shooting, attacking the goal, creating, and
using space), preventing scoring (e.g., defending space, defending goal, winning the
object), and starting/restarting game play (e.g., to initiate play or from sideline) during
modified invasion games (e.g., 5 vs. 5, 6 vs. 6, or 11 vs. 11).
Purpose/ Relevancy: While a ball carrier is advancing the ball it is necessary to change
direction quickly in order to evade defensive players in pursuit.
Educational Objectives: Students will demonstrate change of direction by planting the
outside foot and turning to the inside around 8 out of 10 cones.
Resources: wrestling mat, 40 cones, four footballs, 30 flag belts, 60 flags
Activities and procedures
Attendance: 1 min
Change Clothes: 8 min
Introductory Activity: (4 min)
One legged sumo
On the wrestling mat students the students will start in side the circle holding their
dominant foot with their dominant hand and standing on their non dominant foot. On the
signal students will hop around inside the circle attempting to push other student out of
the circle. If a student’s dominant foot touches the ground, hand and foot lose contact or
the student is pushed out of the circle he or she is out. When a student is out he or she
must balance on his or her dominant foot until only one student is left. Repeat on
opposite feet.
Fitness component:
Flexibility (5 min)
Shoulder Stretch
Upper Arm Stretch
Hamstring Stretch
Thigh Stretch
Calf Stretch
Groin Stretch
Calisthenics
Calisthenics: 2 min
10 push ups Heads straight
Dallaire 86
Backs straight arms shoulder length apart bend elbow to 90 degrees then extend them
10 crunches
Lie on your backs; bend your knees, cross your arms on your chest curl up touching your
elbows to your knees and back down
20 bicycles
Lay on backs, touch Right elbow to left knee, and Left elbow to right knee
Anticipatory set: (1 min)
What is the shorted distance between 2 points? A straight line
If you are trying to evade a defender by curving to the right what do think he or she will
do? Angle to the right in a straight line
If the defender is heading straight at you, a curve is going to allow the defender the
chance to catch you.
However, if you wait until the defender is close and plant your foot and angle to the
opposite direction you may fool him or her long enough to get past.
Direct instruction: (2 min)
When attempting to flee a defensive player and the player is behind you don’t look back
just keep on running. When you look back, your body slows down allowing the defender
to catch up to you. If the defender is directly in front of you, can you run straight?
Of course not you have to attempt to run around the defender. If you make a slight curve
the defender will just cut that direction. You have to try to get around the defender.
First, decide which direction you want to go around them.
Second, plant the opposite foot. If you are planning on moving around the defender to the
right plant your left foot. If you decide to move to the left of your defender, plant your
right foot.
Third, move quickly in to the other direction. If you planted your right foot, angle
forward and to your left. If you planted your left foot, angle forward and to your right.
Demonstrate using a student as a partner. Run at the student plant your foot and turn to
the other side. Have a student demonstrate with the instructor as the defender.
Guided Practice: (4 min)
Divide students into four lines. The front of the line should be on one sideline facing the
other side line. In front of each line should be ten cones spread out across the field.
Students will participate in a relay race across the field and back carrying a football.
When the first person from each line returns, he or she will hand the football off using the
proper technique learned on day 3 of unit.
Assessment: Students plant right foot when moving to the left of a cone, and their right
foot when moving to the left.
EVALUATION
Re-teaching: (4 min): In one line the students will follow the instructor, around
the field. The instructor will avoid the cones using the methods explained above.
Independent Practice: (4 min) The students can practice this on their own by
moving around in general space and changing direction before they hit obstacles.
Dallaire 87
Extension Activity: (12 min) Flag grab tag.
Divide the students into four lines. The front of each line should be on one side line
facing the other on the 5, 15, 25, and 35 yard lines. The first person from each line is the
tagger. He or she will try to get the flags of the other students in their line as they run, one
at a time, to the hash marks on the near side of the field. The students must stay inside
within five yards of the line they are starting on. After every student in line has gone,
change taggers.
Change cloths (8 min)
Dallaire 88
Grade: 9-12 Class: Physical Education
Unit: Flag Football Lesson 5 of unit
Content Focus: Blocking off the line
Content Standards:
M.1.IG.2 Demonstrate all elements of tactical problems, including on-the-ball
movements of scoring (e.g., passing, receiving, shooting, attacking the goal, creating, and
using space), preventing scoring (e.g., defending space, defending goal, winning the
object), and starting/restarting game play (e.g., to initiate play or from sideline) during
modified invasion games (e.g., 5 vs. 5, 6 vs. 6, or 11 vs. 11).
Purpose/ Relevancy: Ball transition takes time. Linepersons must no how to block the
defense in order for the quarterback to have enough time to hand the ball off or for the
receivers to have time to get downfield for a pass.
Educational Objectives: The students will demonstrate understanding of blocking off
the line by stepping forward and up when the ball is moved.
Resources: 6 cones numbered 1-6, 3 footballs
Activities and procedures
Attendance: 1 min
Change Clothes: 8 min
Introductory Activity: (4 min)
Seaweed
Using cones mark a section ten feet away from the wall at each end of the basketball
court. Choose 3-4 chasers. The chasers start in the middle. The rest of the students start
with one hand against the wall at one end of the basketball court. On the teachers signal
the student try to get from one end of the gym past the cones on the other without being
tagged by the chasers or stepping off from basketball court. If a student is tagged or steps
out of bounds he or she must sit down within the playing area and help the chasers tag the
other students without leaving their spots. When the targeted students are down to 3-4
those students become the chasers, everyone stands up and a new game begins
Fitness component:
Flexibility (5 min)
Shoulder Stretch
Upper Arm Stretch
Hamstring Stretch
Thigh Stretch
Calf Stretch
Groin Stretch
Lower body plyometric exercises 6 each (3 min)
Dallaire 89
Squat Jumps - Stand with feet shoulder-width apart, trunk flexed forward slightly with
back straight in a neutral position. Arms should be in the “ready" position with elbows
flexed at approximately 90°. Lower body where thighs are parallel to ground and
immediately explode upwards vertically and drive arms up. Do not hold a squat position
before jumping up – keep the time between dipping down and jumping up to a minimum.
Land on both feet. Rest for 1-2 seconds and repeat
Prior to takeoff extend the ankles to their maximum range (full plantar flexion) to ensure
proper mechanics
Split Squat Jumps - Stand with feet hip width apart. Take left leg and step back
approximately 2 feet standing on the ball of back foot. Feet should be positioned at a
staggered stance with head and back erect and straight in a neutral position. Lower body
by bending at right hip and knee until thigh is parallel to floor then immediately explode
vertically. Switch feet in the air so that the back foot lands forward and vice versa.
Tuck Jumps - Stand with feet shoulder-width apart, knees slightly bent, with arms at sides.
Jump up bringing knees up to chest. Land on balls of feet and repeat immediately.
Remember to reduce ground contact time by landing soft on feet and springing into air.
Box Drill with Rings - Stand with feet slightly wider than hip-width apart with your body
facing the first ring. Hop forward using both feet and land in first ring. Now hop to the
left and land in the ring to the side. Now jump backwards to land in ring behind you.
Finish by jumping to your right to land in final ring. Rest and repeat. Remember to keep
ground contact time between bounds to a minimum.
Anticipatory set: (1 min)
How many of you like comic books?
Have any of you ever seen a movie called the X-men?
Do you remember a character that could create a force field?
Wouldn’t it be easier to score a touchdown if there was a force field in front of the runner?
That is what blockers are.
Direct instruction: (5 min)
In order for the runner to gain yardage he or she has to make it beyond the line of
scrimmage. This is easiest when there is a path without defenders ahead of the runner.
First we need to know where the runner is going to go so the offensive line knows where
to create the hole. That is why we label the holes.
1 hole - To the left of the center
2 hole – to the right of the center
3 hole – to the left of the left guard
4 hole – to the right of the right guard
5 hole – to the left of the left tackle
6 hole – to the right of the right tackle
When a lineperson is opening up one of these holes, he or she needs to move forward and
away form that hole to create a barrier between the defense and the ball carrier. The
linepersons first step should be with the foot closest to the targeted hole to gain position
between the defender nearest to him or her and the runner.
Demonstrate starting out in a three point stance step out with the foot on the side the
runner is suppose to be coming through.
Dallaire 90
Now use a student to help demonstrate as if a runner was coming between you. Now
demonstrate using a student as a runner.
Guided Practice: (5 min)
Divide students into three groups. Each group will practice running plays. The quarter
back will call out the hole the runner will be going through, and then he or she will call
out a cadence, receive the ball from center, and hand it off to the running back before he
or she runs through the hole. The students on the line will practice blocking by stepping
forward with the foot in nearest the targeted hole. The students will rotate through until
every student has had a chance to run the ball.
Assessment: (2 min)
Orally question students to identify the number designated to each hole. For example,
“which hole is between the left tackle and the left guard?” 5
EVALUATION
Re-teaching: (2 min) To ensure that students understand the holes place cones
with numbers 1-6 between the offensive line so the students can see the number in its
place.
Independent Practice: (1 min) The students can watch a football game at home
and describe one play. The student should list the game, the channel, the teams, and the
players involved in the play. A description of the play should also be included.
Extension Activity: (5 min)
Capture the flag
Students will be divided into 2 teams each team will be divide into two groups, guards
and attackers. One guard from each team will be carrying the football. The attackers will
try to get the flag of the student with the football. The guards may block, hand the ball off
or toss it to another guard. The first team to capture the other teams flag wins, Switch
taggers and guards and continue.
Change cloths (8 min)
Dallaire 91
Grade: 9-12 Class: Physical Education
Unit: Flag Football Lesson 6 of unit
Content Focus: Blocking down field
Content Standards:
M.1.IG.1 Demonstrate all elements of tactical problems, including off-the-ball
movements (e.g., maintaining possession, attacking goal, creating space, using space in
attack), preventing scoring (e.g., defending space, defending goal), and starting/restarting
play during modified invasion games (e.g., 5 vs. 5, 6 vs. 6, or 11 vs. 11).
Purpose/ Relevancy: Scoring in flag football requires support for the ball carrier. One
vital method of support is crating space for the runner by blocking ahead of where they
are running.
Educational Objectives: The students will demonstrate blocking down field by running
ahead of the ball carrier and adjusting to maintain position as a barrier between a
defender and a runner 4 out of five runs during the skill related drill.
Resources: 30 cones, 30 flag belts, 60 flags, three footballs, 3 18 foot ropes
Activities and procedures
Attendance: 1 min
Change Clothes: 8 min
Introductory Activity: (4 min)
Bulldozers and builders
Scatter cones around half of the soccer field. Set half of them up and turn half of them on
their sides. Divide the students into 2 groups, bulldozers and builders. On the signal the
bulldozers will try to set the cones on their sides, using their hands only, while the
builders try to set up all of the cones that have been bulldozed. Any bulldozer caught
kicking the cones will have to sit out.
Fitness component:
Flexibility (5 min)
Shoulder Stretch
Upper Arm Stretch
Hamstring Stretch
Thigh Stretch
Calf Stretch
Groin Stretch
Plyometrics:
Lower body plyometric exercises 10 each (3 min)
Squat Jumps - Stand with feet shoulder-width apart, trunk flexed forward slightly with
back straight in a neutral position. Arms should be in the “ready" position with elbows
Dallaire 92
flexed at approximately 90°. Lower body where thighs are parallel to ground and
immediately explode upwards vertically and drive arms up. Do not hold a squat position
before jumping up – keep the time between dipping down and jumping up to a minimum.
Land on both feet. Rest for 1-2 seconds and repeat
Prior to takeoff extend the ankles to their maximum range (full plantar flexion) to ensure
proper mechanics
Split Squat Jumps - Stand with feet hip width apart. Take left leg and step back
approximately 2 feet standing on the ball of back foot. Feet should be positioned at a
staggered stance with head and back erect and straight in a neutral position. Lower body
by bending at right hip and knee until thigh is parallel to floor then immediately explode
vertically. Switch feet in the air so that the back foot lands forward and vice versa.
Tuck Jumps - Stand with feet shoulder-width apart, knees slightly bent, with arms at sides.
Jump up bringing knees up to chest. Land on balls of feet and repeat immediately.
Remember to reduce ground contact time by landing soft on feet and springing into air.
Box Drill with Rings - Stand with feet slightly wider than hip-width apart with your body
facing the first ring. Hop forward using both feet and land in first ring. Now hop to the
left and land in the ring to the side. Now jump backwards to land in ring behind you.
Finish by jumping to your right to land in final ring. Rest and repeat. Remember to keep
ground contact time between bounds to a minimum.
Anticipatory set: (1 min)
In our last class we learned how to create a force filed around the quarterback so he could
get a play off. Wouldn’t it be easier to score a touchdown if there was a force field
around the ball carrier? We can do that also.
Instructional Method: (4 min)
In order to block for the runner the blocker has to maintain a position between the runner
and the defender. The runner just needs a second of interference to get by the defender.
However the blocker also has to avoid becoming an obstacle for the runner also. The
blocker has to be out ahead a couple of yards and adjust to the right or left depending on
what side of the runner the defender is coming from.
Demonstrate using a student as a runner, instructor as a blocker, and cones as defenders.
If the blocker runs across the runner’s path to block a defender the runner should adjust to
the opposite direction to add additional distance between him or her and the defender.
Demonstrate using student as a runner, teacher as blocker, and a student as defender.
Demonstrate using students as runner, blocker, and defender.
Guided Practice: (5 min)
Divide students into 6 groups of five. Three groups will be on each side of the field. One
member of each group on one side of the field will wear a flag belt and carry a ball. The
rest of the students of that students group will surround the ball carrier, holding a rope
about one yard apart. The students must attempt to block for the runner without letting go
of the rope. Each group on the other side will attempt to grab a flag of the ball carrier of
the group directly across from them without crossing the rope. The defense only has one
pass to per carry to grab the flag. Once a defender has passed the ball carrier he or she
Dallaire 93
must continue to the other side. They cannot attack from behind. The teams will trade
offense and defense after each carry. Each student will carry the ball once.
Assessment: (4 min)
Cone off an area 20 yards by 30 yards. Divide students into five groups, three at one end
and two at the other. The students will the center row at the three row end will be ball
carriers. The rows on the other wide will block for them and the 2 rows at the other end
will be defenders. The ball carrier will attempt to cross the field while maintaining all of
his or her flags. One person from each row will go on each carry. Students will rotate one
row clockwise after they have gone. Continue until all students have carried the ball.
Assess the position of the blockers. The blocker should be in front of the runner, between
a defender and the runner.
EVALUATION
Re-teaching: (2 min)
Using a student as the blocker and the teacher as the runner demonstrate blocker
positioning by explaining to the blocker where he or she should be. This should be started
at a slow speed.
Independent Practice: (1 min)
The students can practice non contact blocking by staying together while walking into the
locker rooms.
Extension Activity: (11 min)
Divide students into 6 groups of five. Three groups will be on each side of the field. One
member of each group on one side of the field will wear a flag belt and carry a ball. The
rest of the students of that students group will surround the ball carrier, block for him or
her as he or she tries to cross the field. Each group on the other side will attempt to grab a
flag of the ball carrier of the group directly across from them. The defense only has one
pass to per carry to grab the flag. Once a defender has passed the ball carrier he or she
must continue to the other side. They cannot attack from behind. The teams will trade
offense and defense after each carry. Each student will carry the ball once.
Change cloths (8 min)
Dallaire 94
Grade: 9-12 Class: Physical Education
Unit: Flag Football Lesson 7 of unit
Content Focus: Angle of pursuit
Content Standards:
M.1.IG.2 Demonstrate all elements of tactical problems, including on-the-ball
movements of scoring (e.g., passing, receiving, shooting, attacking the goal, creating, and
using space), preventing scoring (e.g., defending space, defending goal, winning the
object), and starting/restarting game play (e.g., to initiate play or from sideline) during
modified invasion games (e.g., 5 vs. 5, 6 vs. 6, or 11 vs. 11).
Purpose/ Relevancy: During play of any invasion game it is necessary to pursue the ball
carrier. In order to pursue effectively the player must understand the quickest way to get
to the ball carrier.
Educational Objectives: The students will demonstrate understanding of the angle of
pursuit by taking an opponents flag 4 out of five attempts during the pursuit drill.
Resources: 30 jump ropes, 8 cones, 30 flag belts, and 60 flags
Activities and procedures
Attendance: 1 min
Change Clothes: 8 min
Introductory Activity: (4 min)
Jump rope
Before students arrive for class spread out individual jump ropes (of different lengths if
you have them) throughout the playing area. As soon as students arrive have them find a
jump rope. When the music starts (or on teachers signal) they can jump rope in any
fashion that they choose.
For example, they could make shapes with the rope on the floor and practice jumping
over and in the rope, or they can jump rope in the normal way by turning it over their
head. If you want them to jump with a partner, that is fine also. This is a great time to
assess what students have learned about rope skipping.
Fitness component:
Flexibility (5 min)
Shoulder Stretch
Upper Arm Stretch
Hamstring Stretch
Thigh Stretch
Calf Stretch
Groin Stretch
Dallaire 95
Calisthenics: 2 min
10 push ups Heads straight
Backs straight arms shoulder length apart bend elbow to 90 degrees then extend them
10 crunches
Lie on your backs; bend your knees, cross your arms on your chest curl up touching your
elbows to your knees and back down
20 bicycles
Lay on backs, touch Right elbow to left knee, and Left elbow to right knee
Anticipatory set: (1 min)
Gather the students around in a circle spread out far enough someone can run between
them.
Ask one of the faster students to run around the circle while you chase him or her. When
the student starts running, cut through the circle and meet him or her on the other side.
Repeat chasing the student around the outside of the circle.
Which was a more effective method of pursuit? Cutting through the circle.
Why? Because the shortest distance between two points is a straight line.
Direct instruction: (4 min)
If you can determine where the ball carrier is going you can meet him or her there instead
of trying to follow the same path. If you and the ball carrier are twenty yards apart on the
fifty yard line you can’t follow the fifty to where the carrier is and then follow the
carrier’s path. You have to determine how fast he or she is going and angle your path
towards the carrier’s path where they would be when you could catch him or her.
Demonstrate using a student as the ball carrier and the instructor as the pursuer. Have the
ball carrier start running from the same line about fifteen yards apart. Angle your pursuit
ahead of the runner and retrieve one of his or her flags. Use two students to demonstrate.
Guided Practice: (5 min)
Set up two angle of pursuit drills. Place one cone at the start of the each offensive line.
Place another cone about fifteen yards to the right and three yards ahead the first cone
this is the beginning of the defensive line. Twenty yards ahead of the center between the
two lines place 2 cones about five yards apart. Divide the students into four lines, one at
each offensive cone and one at each defensive cone. The students in the offensive line
will attempt to run the ball between the cones twenty yards ahead. The students in the
defensive line will attempt to obtain their flags before they pass the cones. Each student
must start behind the cone for his or her line. Students will rotate to the right between all
four lines.
Assessment: (2 min)
Observe whether the students are able to obtain an opponents flag before he or she passes
the cones.
EVALUATION
Re-teaching: (2 min) You must consider your speed and the other persons speed
when determining your angle of pursuit. The faster the target the more you have to angle
Dallaire 96
your pursuit towards the goal line. If the ball carrier is slow you don’t have to angle very
far ahead of him or her.
Independent Practice: (2 min)
Students will find one way of shortening their pathway home. The students may not cut
through any private property.
Extension Activity: (11 min)
Angle of pursuit shoot-out
Set up two angle of pursuit drills. Place one cone at the start of the each offensive line.
Place another cone about fifteen yards to the right and three yards ahead the first cone
this is the beginning of the defensive line. Twenty yards ahead of the center between the
two lines place 2 cones about five yards apart. Divide the students into four lines, one at
each offensive cone and one at each defensive cone. The students in the offensive line
will attempt to run the ball between the cones twenty yards ahead. The students in the
defensive line will attempt to obtain their flags before they pass the cones. Each student
must start behind the cone for his or her line. Students will rotate to the right between two
lines designated for their teams, one as runner and one chaser. Keep track of how many
flags are captured.
Change cloths (8 min)
Dallaire 97
Grade: 9-12 Class: Physical Education
Unit: Flag Football Lesson 8 of unit
Content Focus: Passing
Content Standards:
M.1.IG.2 Demonstrate all elements of tactical problems, including on-the-ball
movements of scoring (e.g., passing, receiving, shooting, attacking the goal, creating, and
using space), preventing scoring (e.g., defending space, defending goal, winning the
object), and starting/restarting game play (e.g., to initiate play or from sideline) during
modified invasion games (e.g., 5 vs. 5, 6 vs. 6, or 11 vs. 11).
Purpose/ Relevancy: Passing the football can be used as an effective way of advancing
the ball downfield. This lesson will teach the proper technique for throwing a football.
Educational Objectives: The students will demonstrate understanding of the skill of
throwing a football by throwing one into hula hoops hanging on a fence 4 out of 5 times
from fifteen yards away.
Resources:
Activities and procedures
Attendance: 1 min
Change Clothes: 8 min
Introductory Activity: (4 min)
Flag tag drag
Use cones to establish the playing area. Place the hula hoops around the perimeter of this
area. Hand out two flags (one for each hand) to all students except 2-4 (depends on class
size--you can have more or less). These students (called the runners) will have one flag in
each hand and will move (i.e., jogging, running, walking, etc.) in the designated area
dragging the flags behind them. The runners' flags must stay in contact with the ground
and behind them at all times. The taggers (who do not have flags) will then "tag" the
runners by "stepping" on their flags with their feet.
Once a runner has his/her flag "stepped on,” he or she must release the "stepped on" flag.
The tagger then takes the "stepped on" flag and places it inside one of the hula hoops.
The runner (whose flag was "stepped on") continues to participate in the game until
his/her other flag is "stepped on". When a runner has no flags left, he/she must step
outside of the playing area and do five jumping jacks before retrieving two flags from the
hula hoops to rejoin the game. Be sure to switch taggers often.
Dallaire 98
Fitness component:
Flexibility (5 min)
Shoulder Stretch
Upper Arm Stretch
Hamstring Stretch
Thigh Stretch
Calf Stretch
Groin Stretch
Core strength (4 min)
Bridge
Lie on your back with your knees bent. Keep your back in a neutral position, not arched
and not pressed into the floor. Avoid tilting your hips. Tighten your abdominal muscles.
Raise your hips off the floor until your hips are aligned with your knees and shoulders.
Hold for three deep breaths. Return to the start position and repeat.
Segmental rotation
Lie on your back with your knees bent and your back in a neutral position. Tighten your
abdominal muscles. While keeping your shoulders on the floor, let your knees fall slowly
to the left. Go only as far as is comfortable. You should feel a stretch, but no pain. Hold
for three deep breaths. Return to the start position. Repeat the exercise to the right.
Modified plank variations
Lie on your stomach. Raise yourself up so that you're resting on your forearms and your
knees. Align your head and neck with your back, and place your shoulders directly above
your elbows. Tighten your abdominal muscles. Raise your right arm off the floor. Hold
for three deep breaths. Repeat with your left arm. Raise your right leg off the floor. Hold
for three deep breaths. Repeat with your left leg.
10 Side planks (5 each side)
Lie on your left side, raising yourself onto your left forearm. Place your left shoulder
directly above your left elbow, keeping your shoulders, hips and knees in alignment. Rest
your right arm along the side of your body. Tighten your abdominal muscles. Hold for
three deep breaths. Repeat on your right side. For added challenge, balance on your left
hand. Raise your hips off the floor and extend your right hand toward the ceiling (B).
Hold for three deep breaths. Repeat on your right side.
10 Diagonal lunges (5 each leg)
Start standing with feet shoulder length apart. Without moving your left foot, lift your
right knee to your chest and turn your upper body place your right floor at 135 degree
angle from your left. Lift it back up twist your body back and return right leg to the
original position. Repeat with the left.
Anticipatory set: (1 min)
Throw the ball as far as possible or have a football player throw it as the students watch.
A good pass can be an effective method of gaining great yardage in one play.
Instructional Method: (4 min)
Throw with your dominant hand
Dallaire 99
Grip the ball with the middle finger at the top of the laces, and the point of the ball
between the index finger and thumb.
Start with your non dominant foot forward, your weight centered on your dominant foot
and your throwing arm holding extended in opposition to the target. Pull your arm
forward past your ear as you shift your weight to the forward foot. Begin releasing the
ball just past your shoulder. Extend your arm in front of the body and follow through the
opposite hip.
Demonstrate by throwing the ball at hula hoop hanging on the fence.
Choose a student to demonstrate, check his or her form and offer feedback. Describe
what is correct as well as elements of incorrect form.
Ask one more student to demonstrate again offering feedback.
Divide students in pairs. In a single file line one person will throw a football at the fence.
The students will retrieve the thrown balls at the same time, before the partner will throw.
Continue until each student has thrown at least 5 times.
Guided Practice: (5 min)
Divide students in pairs. In a single file line one person will throw a football at the fence.
The students will retrieve the thrown balls at the same time, before the partner will throw.
Continue until each student has thrown at least 5 times.
Assessment: (5 min)
Hang five hula hoops on the on the fence with the students 15 yards away the students
will aim for the hoops.
EVALUATION
Re-teaching: (2 min)
Turn perpendicular to target. Extend non dominant hand forward towards the target and
the dominant hand away from the target creating a T shape. Bring the ball by the ear,
release and follow through to the pocket on the non dominant hip. T, ear, pocket
Independent Practice: (2 min)
The students can locate a ball at home practice playing catch with a parent, sibling, friend,
etc. for twenty minutes at home.
Extension Activity: (12 min)
Divide the students into 2 groups. Each team will try to hit a hula hoop on the fence from
20 yards away. If a student throws the ball inside the hoop they earn 3 points for their
team, hit the hoop 2 points the fence 1 point, and if the ball goes over the fence or hits the
ground before reaching the fence they do not earn any points. The team with the most
points wins.
Change cloths (8 min)
Dallaire 100
Grade: 9-12 Class: Physical Education
Unit: Flag Football Lesson 9 of unit
Content Focus: Receiving a pass
Content Standards:
M.1.IG.2 Demonstrate all elements of tactical problems, including on-the-ball
movements of scoring (e.g., passing, receiving, shooting, attacking the goal, creating, and
using space), preventing scoring (e.g., defending space, defending goal, winning the
object), and starting/restarting game play (e.g., to initiate play or from sideline) during
modified invasion games (e.g., 5 vs. 5, 6 vs. 6, or 11 vs. 11).
Purpose/ Relevancy
In order to advance the football down field it must be caught before it hits the ground.
This lesson will teach the students how to receive a pass
Educational Objectives: The students will demonstrate understanding of the skill
receiving a pass by attempting to catch a ball 4 out of five times in the chest with their
elbows bent an their palms toward their bodies closing their arms around the ball.
Resources: 15
Activities and procedures
Attendance: 1 min
Change Clothes: 8 min
Introductory Activity: (4 min)
One legged sumo
On the wrestling mat students the students will start in side the circle holding their
dominant foot with their dominant hand and standing on their non dominant foot. On the
signal students will hop around inside the circle attempting to push other student out of
the circle. If a student’s dominant foot touches the ground, hand and foot lose contact or
the student is pushed out of the circle he or she is out. When a student is out he or she
must balance on his or her dominant foot until only one student is left. Repeat on
opposite feet.
Fitness component:
Flexibility (5 min)
Shoulder Stretch
Upper Arm Stretch
Hamstring Stretch
Thigh Stretch
Calf Stretch
Groin Stretch
Dallaire 101
Calisthenics: 2 min
10 push ups Heads straight
Backs straight arms shoulder length apart bend elbow to 90 degrees then extend them
10 crunches
Lie on your backs; bend your knees, cross your arms on your chest curl up touching your
elbows to your knees and back down
20 bicycles
Lay on backs, touch Right elbow to left knee, and Left elbow to right knee
Anticipatory set: (1 min)
With the rest of the students watching have a student throw a series of passes. Try to
catch one of them one handed, over handed swatting one to the ground.
“It doesn’t matter how good the throw is, if the receiver cannot catch it no the ball does
not advance.”
Instructional Method: (2 min)
When receiving a pass try to cradle the ball in your chest.
The quarterback should be aiming for the receiver’s chest. As it is traveling toward the
receiver, he or she should have both arms bent up at the elbows with the palms of the
hands facing up. As the ball reaches the receiver he or she should bring the hands toward
the shoulders to trap the ball in the chest.
Toss the ball up in the air and demonstrate this technique.
Ask a student to throw the ball and catch it again
Ask a student to throw the ball to another student. Offer feedback.
Guided Practice: (4 min)
The students will pair up. Each pair will throw the ball between the goal line and the ten
yard line. As students develop accuracy with their throws spread the pairs out further
Assessment: (3 min)
Observe students to make sure they are catching the ball with both arms bent up at the
elbows with the palms of the hands facing up. As the ball reaches the receiver he or she
should bring the hands toward the shoulders to trap the ball in the chest.
EVALUATION
Re-teaching: (2 min) When receiving a pass it try to cradle the ball in your chest.
The quarterback should be aiming for the receiver’s chest. As it is traveling toward the
receiver, he or she should have both arms bent up at the elbows with the palms of the
hands facing up. As the ball reaches the receiver he or she should bring the hands toward
the shoulders to trap the ball in the chest.
Independent Practice: (1 min) The students with access to a ball can play catch
with a parent, sibling, friend, etc. at home.
Extension Activity: (14 min)
Sideline football.
Dallaire 102
Divide the students into 2 teams. Each team will line up along opposite sidelines of the
basketball court at opposite ends. Use rock paper scissors to decide which team will be on
offense first. The first three players of each team will move out onto the court. The
offensive team will try to move the ball across the baseline oat the opposite end. Starting
from behind their own baseline the offensive team can run or pass the ball across the
opposing team’s baseline. If the defense touches a player while running the ball the
offensive team is down the ball is turned over and the next three players from each team
start from the spot of the turn over. When if a player receives the ball they are allowed 2
steps to stop. They can only be downed by contact if or when they continue to move.
Otherwise they can throw the ball down field. The defense can force a turn over by
knocking down a pass or touching a runner. The offense can throw the ball to any player
on their own sideline. That player can throw it to any of his or her teammates on the field,
but cannot run the ball or be downed by contact. The team with the most touchdowns at
the end of the game wins
Change cloths (8 min)
Dallaire 103
Grade: 9-12 Class: Physical Education
Unit: Flag Football Lesson 10 of unit
Content Focus: Pass blocking
Content Standards:
M.1.IG.1 Demonstrate all elements of tactical problems, including off-the-ball
movements (e.g., maintaining possession, attacking goal, creating space, using space in
attack), preventing scoring (e.g., defending space, defending goal), and starting/restarting
play during modified invasion games (e.g., 5 vs. 5, 6 vs. 6, or 11 vs. 11).
Purpose/ Relevancy: While passing the ball is an effective way of advancing the ball
towards the goal, it can only be done if the quarterback is protected long enough to throw
the ball accurately. This lesson focuses on protecting the quarterback during a passing
play.
Educational Objectives: The students will demonstrate the mature form of pass blocking
by protecting the quarterback for 5 seconds four out of five times during a pass blocking
drill.
Resources:
Activities and procedures
Attendance: 1 min
Change Clothes: 8 min
Introductory Activity: (4 min)
Bulldozers and builders
Scatter cones around half of the soccer field. Set half of them up and turn half of them on
their sides. Divide the students into 2 groups, bulldozers and builders. On the signal the
bulldozers will try to set the cones on their sides, using their hands only, while the
builders try to set up all of the cones that have been bulldozed. Any bulldozer caught
kicking the cones will have to sit out.
Fitness component:
Flexibility (5 min)
Shoulder Stretch
Upper Arm Stretch
Hamstring Stretch
Thigh Stretch
Calf Stretch
Groin Stretch
Plyometrics
Lower body plyometric exercises 10 each (3 min)
Dallaire 104
Squat Jumps - Stand with feet shoulder-width apart, trunk flexed forward slightly with
back straight in a neutral position. Arms should be in the “ready" position with elbows
flexed at approximately 90°. Lower body where thighs are parallel to ground and
immediately explode upwards vertically and drive arms up. Do not hold a squat position
before jumping up – keep the time between dipping down and jumping up to a minimum.
Land on both feet. Rest for 1-2 seconds and repeat
Prior to takeoff extend the ankles to their maximum range (full plantar flexion) to ensure
proper mechanics
Split Squat Jumps - Stand with feet hip width apart. Take left leg and step back
approximately 2 feet standing on the ball of back foot. Feet should be positioned at a
staggered stance with head and back erect and straight in a neutral position. Lower body
by bending at right hip and knee until thigh is parallel to floor then immediately explode
vertically. Switch feet in the air so that the back foot lands forward and vice versa.
Tuck Jumps - Stand with feet shoulder-width apart, knees slightly bent, with arms at sides.
Jump up bringing knees up to chest. Land on balls of feet and repeat immediately.
Remember to reduce ground contact time by landing soft on feet and springing into air.
Box Drill with Rings - Stand with feet slightly wider than hip-width apart with your body
facing the first ring. Hop forward using both feet and land in first ring. Now hop to the
left and land in the ring to the side. Now jump backwards to land in ring behind you.
Finish by jumping to your right to land in final ring. Rest and repeat. Remember to keep
ground contact time between bounds to a minimum.
Anticipatory set: (1 min)
What does a quarterback need in order to make a good pass? Time
How does he get time? Protection, blocking
Pass blocking
Instructional Method: (4 min)
When pass blocking it is not necessary to push the defender around. The focus of pass
blocking is maintaining position as a barrier between the defender and the quarterback.
The blocker is just obstructing the defenders movement he or she is trying to disrupt the
defenders view of the quarterback also. So while you still step out to initiate contact with
the defender, you should also be standing up obstructing the view of the quarterback.
Move with the defender to the right and to the left.
Your arms cannot wrap around the defender, nor can you grab his or her jersey. Try to
stay centered in the defenders path and maintain contact.
Guided Practice: (4 min)
The students will pair up, decide who will start out on offense, and face each other in
three point stances ten yards in front of the fence. Upon the whistle the students the
defender will try to get to the fence while the offense player tries to stop him or her. The
students should switch roles after 5 repetitions.
Divide move away from the fence and try it in the open field with the instructor as a
quarterback. The students from the defensive side will attempt to tag the flag from the
instructor while the students on the offensive side try to stop them.
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Assessment: (1min)
The students on offense should be delaying the defense from reaching the quarterback for
at 5 seconds.
EVALUATION
Re-teaching: (2 min) Maintain position as a barrier between the defender and the
quarterback. The blocker is just obstructing the defenders movement he or she is trying to
disrupt the defenders view of the quarterback also. So while you still step out to initiate
contact with the defender, you should also be standing up obstructing the view of the
quarterback.
Move with the defender to the right and to the left.
Your arms cannot wrap around the defender, nor can you grab his or her jersey. Try to
stay centered in the defenders path and maintain contact.
Independent Practice: (1 min) On their own the students can practice getting up
from the three point stance and moving quickly to the left and to the right while back
peddling.
Extension Activity: (13 min) Divide the class into two teams. Play a modified
football game. Each team will have possession of the ball for 2 minutes at a time and
attempt to advance it down field.
Change cloths (8 min)
Dallaire 106
Grade: 9-12 Class: Physical Education
Unit: Flag Football Lesson 11 of unit
Content Focus: Passing routes
Content Standards:
M.1.IG.2 Demonstrate all elements of tactical problems, including on-the-ball
movements of scoring (e.g., passing, receiving, shooting, attacking the goal, creating, and
using space), preventing scoring (e.g., defending space, defending goal, winning the
object), and starting/restarting game play (e.g., to initiate play or from sideline) during
modified invasion games (e.g., 5 vs. 5, 6 vs. 6, or 11 vs. 11).
Purpose/ Relevancy: In order to pass the ball effectively both the quarterback has to throw to the same spot
that the receiver is going to be. This lesson will teach students some methods for
producing effective routes.
Educational Objectives: The students will run passing correct passing routes planting
their outside foot on the turns 4 out of five times during guided activity.
Resources: 15 footballs, 30 copies passing tree, 30 flag belts, 60 flags
Activities and procedures
Attendance: 1 min
Change Clothes: 8 min
Introductory Activity: (4 min)
Seaweed
Using cones mark a section ten feet away from the wall at each end of the basketball
court. Choose 3-4 chasers. The chasers start in the middle. The rest of the students start
with one hand against the wall at one end of the basketball court. On the teachers signal
the student try to get from one end of the gym past the cones on the other without being
tagged by the chasers or stepping off from basketball court. If a student is tagged or steps
out of bounds he or she must sit down within the playing area and help the chasers tag the
other students without leaving their spots. When the targeted students are down to 3-4
those students become the chasers, everyone stands up and a new game begins.
Fitness component:
Flexibility (5 min)
Shoulder Stretch
Upper Arm Stretch
Hamstring Stretch
Thigh Stretch
Calf Stretch
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Groin Stretch
10 min run
Anticipatory set: (1 min)
Put a blindfold on yourself and a student. Send the student out for a pass.
Why did the student miss the pass?
Because the quarterback did not know where he was going, and he did not know where
the ball was being thrown.
This is why we develop passing routes, so the quarterback knows where to throw and the
receiver knows where to be.
Direct instruction: (2 min)
Pass out passing tree.
Describe each route.
Demonstrate running a couple routes.
When running a passing route, make sure every turn is navigated with a quick shift in the
proper direction after a planted foot.
Ask students to demonstrate the couple of routes.
While a student is demonstrating running a passing route, throw the ball to him or her.
Guided Practice: (3 min)
The students will pair up and practice running the passing routes. One student will act as
quarterback calling out the number of the route to run and pass the ball. The other student
will run the route and try to catch the ball. Switch roles every 5 passes.
Assessment: (2 min)
Continue the guided practice activity without looking at the passing tree. Students should
run the correct route 4 out of 5 times.
EVALUATION
Re-teaching: (2 min) The students will run a passing route while the class tries to
figure out which route is being run without looking at the passing tree.
Independent Practice: (1 min) Students will study the tree at home and practice
running the routes.
Extension Activity: (8 min) Divide the class into two teams. Play a modified
football game. Each team will have possession of the ball for 2 minutes at a time and
attempt to advance it down field.
Change cloths (8 min)
Dallaire 108
Passing Tree
Dallaire 109
Grade: 9-12 Class: Physical Education
Unit: Flag Football Lesson 12 of unit
Content Focus: Play Development
Content Standards:
K.2.IG.1 Analyze game play, synthesize skills or tactical problems of the game, or
evaluate player performance of tactical problems, including off-the-ball movements (e.g.,
maintaining possession, attacking goal, creating space, using space in attack), preventing
scoring (e.g., defending space, defending goal), and starting/restarting play during
modified (e.g., 5 vs. 5, 6 vs. 6, or 11 vs. 11) invasion games (e.g., compare/contrast
soccer and basketball).
Purpose/ Relevancy: In order to advance the ball on offense it is necessary for all
players on the field to perform a task in order to mitigate the efforts of the defense as they
attempt to prevent ball advancement.
Educational Objectives: The students will demonstrate understanding of play
development by drawing up plays in small groups which include purposeful instructions
for each offensive players, and execute them properly 4 out of 5 times in a simulated
setting.
Resources: White board, 30 flag belts, 60 flags, 30 blank sheets of paper 30 pencils
Activities and procedures
Attendance: 1 min
Change Clothes: 8 min
Introductory Activity: (4 min)
Jump rope
Before students arrive for class spread out individual jump ropes (of different lengths if
you have them) throughout the playing area. As soon as students arrive have them find a
jump rope. When the music starts (or on teachers signal) they can jump rope in any
fashion that they choose.
For example, they could make shapes with the rope on the floor and practice jumping
over and in the rope, or they can jump rope in the normal way by turning it over their
head. If you want them to jump with a partner, that is fine also. This is a great time to
assess what students have learned about rope skipping.
Fitness component:
Flexibility (5 min)
Shoulder Stretch
Upper Arm Stretch
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Hamstring Stretch
Thigh Stretch
Calf Stretch
Groin Stretch
Calisthenics
Calisthenics: 2 min
20 push ups Heads straight
Backs straight arms shoulder length apart bend elbow to 90 degrees then extend them
20 crunches
Lie on your backs; bend your knees, cross your arms on your chest curl up touching your
elbows to your knees and back down
50 bicycles
Lay on backs, touch Right elbow to left knee, and Left elbow to right knee
Anticipatory set: (1 min)
Can the team just walk up, hike the ball and expect to advance it? No
Why not? Because they need to work together
They need a plan or a pre-designed “play.”
Direct instruction: (4 min)
On the whiteboard using O’s to distinguish offensive players illustrate the job of each
person involved in the offense. Use arrows to illustrate where the ball is carried and
dotted lines to illustrate passes.
Each player on the offensive line should be either pass blocking if it is a passing play, or
run blocking if it is a running play.
Guided Practice: (8 min)
In groups of four students will design at least 2 running plays and 2 passing plays. The
students will draw them out on paper. Each play should include instructions for 11
offensive players.
The groups will come together as 2 large groups and each group will learn the plays
developed by the students.
They students will practice the plays by simulating them without a defense.
Assessment: (1 min)
The students will demonstrate the self developed plays accurately without a defense.
EVALUATION
Re-teaching: (2 min) Develop plays as a class on the white board. Allow the
students to decide the direction of the play and the responsibilities of each player.
Independent Practice: (1 min) Individually, the students will design and
illustrate an offensive play for homework. The play must illustrate instructions for 11
offensive players.
Extension Activity: (11 min) Using the teams assembled for the guided practice
activity, the students will play a modified football game. Each team will have possession
of the ball for 2 minutes at a time and attempt to advance it down field.
Dallaire 111
Change cloths (8 min)
Dallaire 112
Grade: 9-12 Class: Physical Education
Unit: Flag Football Lesson 13 of unit
Content Focus: Special teams kick off
Content Standards:
M.1.IG.2 Demonstrate all elements of tactical problems, including on-the-ball
movements of scoring (e.g., passing, receiving, shooting, attacking the goal, creating, and
using space), preventing scoring (e.g., defending space, defending goal, winning the
object), and starting/restarting game play (e.g., to initiate play or from sideline) during
modified invasion games (e.g., 5 vs. 5, 6 vs. 6, or 11 vs. 11).
Purpose/ Relevancy
When starting a game or restarting a game after a score it is down with a kick-off. The
kick-off presents an opportunity for the return team to advance the ball without using any
downs or for the kicking team to force the receiving team towards their own goal.
Educational Objectives: The students will demonstrate understanding of the skill of
place kicking by kicking the ball 20 yards off a tee.
Resources: 8 footballs, 30 flag belts, 8 kicking tees,
Activities and procedures
Attendance: 1 min
Change Clothes: 8 min
Introductory Activity: (4 min)
Flag tag drag
Use cones to establish the playing area. Place the hula hoops around the perimeter of this
area. Hand out two flags (one for each hand) to all students except 2-4 (depends on class
size--you can have more or less). These students (called the runners) will have one flag in
each hand and will move (i.e., jogging, running, walking, etc.) in the designated area
dragging the flags behind them. The runners' flags must stay in contact with the ground
and behind them at all times. The taggers (who do not have flags) will then "tag" the
runners by "stepping" on their flags with their feet.
Once a runner has his/her flag "stepped on,” he or she must release the "stepped on" flag.
The tagger then takes the "stepped on" flag and places it inside one of the hula hoops.
The runner (whose flag was "stepped on") continues to participate in the game until
his/her other flag is "stepped on". When a runner has no flags left, he/she must step
outside of the playing area and do five jumping jacks before retrieving two flags from the
hula hoops to rejoin the game. Be sure to switch taggers often.
Dallaire 113
Fitness component:
Flexibility (5 min)
Shoulder Stretch
Upper Arm Stretch
Hamstring Stretch
Thigh Stretch
Calf Stretch
Groin Stretch
Core strength (4 min)
Bridge
Lie on your back with your knees bent. Keep your back in a neutral position, not arched
and not pressed into the floor. Avoid tilting your hips. Tighten your abdominal muscles.
Raise your hips off the floor until your hips are aligned with your knees and shoulders.
Hold for three deep breaths. Return to the start position and repeat.
Segmental rotation
Lie on your back with your knees bent and your back in a neutral position. Tighten your
abdominal muscles. While keeping your shoulders on the floor, let your knees fall slowly
to the left. Go only as far as is comfortable. You should feel a stretch, but no pain. Hold
for three deep breaths. Return to the start position. Repeat the exercise to the right.
Modified plank variations
Lie on your stomach. Raise yourself up so that you're resting on your forearms and your
knees. Align your head and neck with your back, and place your shoulders directly above
your elbows. Tighten your abdominal muscles. Raise your right arm off the floor. Hold
for three deep breaths. Repeat with your left arm. Raise your right leg off the floor. Hold
for three deep breaths. Repeat with your left leg.
10 Side planks (5 each side)
Lie on your left side, raising yourself onto your left forearm. Place your left shoulder
directly above your left elbow, keeping your shoulders, hips and knees in alignment. Rest
your right arm along the side of your body. Tighten your abdominal muscles. Hold for
three deep breaths. Repeat on your right side. For added challenge, balance on your left
hand. Raise your hips off the floor and extend your right hand toward the ceiling (B).
Hold for three deep breaths. Repeat on your right side.
10 Diagonal lunges (5 each leg)
Start standing with feet shoulder length apart. Without moving your left foot, lift your
right knee to your chest and turn your upper body place your right floor at 135 degree
angle from your left. Lift it back up twist your body back and return right leg to the
original position. Repeat with the left.
Anticipatory set: (1 min)
What method of ball movement on average moves the ball the farthest? Kick off
Direct instruction: (3 min)
Kicking the ball for distance it is best to lean slightly back in the tea and kick it on center.
If kicking the ball for hang time, so the kicking team can get down to it before the
Dallaire 114
receiving team can return it lean it back to about a 80 degree angle, and kick just below
center
If trying to kick it onsides set the ball up straight and kick it near the top. The kicking
team may use an onside kick in order to regain possession of the ball. The kick near the
top will cause the ball to spin quickly end over end, making it difficult to catch. On a kick
off the ball must travel at least ten yards or be touched by the receiving team before the
kicking team can recover.
Demonstrate all three kicks off a tee.
Ask a student to demonstrate.
After kicking the kicking team should run straight forward each player in his or her own
lane. Maintaining lanes as they run down keeps the return team from running across the
field to an open area.
Guided Practice: (3 min)
Divide the students into groups of four. The groups will spread out around the field. One
student will kick the ball to the other three down field. The students should rotate after
five kicks. Continue until every student has kicked the ball five times.
Practice kickoff and returns. Divide the students into two teams. One team will kick off
to the other and the receiving team will try to return the ball. The kicking team should
focus on maintaining their lanes.
Assessment: (3 min)
The students will each set the ball on the tee leaned back slightly and kick it at least 20
yards.
EVALUATION
Re-teaching: (1 min) Set the ball up on the tee and hit it with the side off the hand
in the three different spots to demonstrate on a smaller scale how the ball will travel.
Independent Practice: (1 min) The students can get organize into groups with a
ball at home and practice place kicking.
Extension Activity: (13 min) Using the teams assembled for the guided practice
activity, the students will play a modified football game. Each team will have possession
of the ball for 2 minutes at a time and attempt to advance it down field. Each team will
start their possession by returning a kickoff.
Change cloths (8 min)
Dallaire 115
Grade: 9-12 Class: Physical Education
Unit: Flag Football Lesson 14 of unit
Content Focus: Special Teams Punting
Content Standards:
M.1.MS.5 Demonstrate elements of the mature form of the manipulative skills of chest
pass, bounce pass, hand dribble, volley, overhead pass, and punt in dynamic settings.
Purpose/ Relevancy: If a team is struggling to gain yardage and on forth down they do
not wish to attempt to pass or run the ball out of fear of giving up good field position they
have the option of punting the ball down field.
Educational Objectives: The students will demonstrate mature form of punting by
releasing the ball not pushing and making contact with the toes of the kicking foot
pointing downfield. The students should be using this form 4 out of 5 attempts during
guided practice.
Resources:
Activities and procedures
Attendance: 1 min
Change Clothes: 8 min
Introductory Activity: (4 min)
One legged sumo
On the wrestling mat students the students will start in side the circle holding their
dominant foot with their dominant hand and standing on their non dominant foot. On the
signal students will hop around inside the circle attempting to push other student out of
the circle. If a student’s dominant foot touches the ground, hand and foot lose contact or
the student is pushed out of the circle he or she is out. When a student is out he or she
must balance on his or her dominant foot until only one student is left. Repeat on
opposite feet.
Fitness component:
Flexibility (5 min)
Shoulder Stretch
Upper Arm Stretch
Hamstring Stretch
Thigh Stretch
Calf Stretch
Groin Stretch
Calisthenics: 2 min
Dallaire 116
10 push ups Heads straight
Backs straight arms shoulder length apart bend elbow to 90 degrees then extend them
10 crunches
Lie on your backs; bend your knees, cross your arms on your chest curl up touching your
elbows to your knees and back down
20 bicycles
Lay on backs, touch Right elbow to left knee, and Left elbow to right knee
Anticipatory set: (1 min)
If you have possession of the ball and it is fourth down and thirty yards to go is it a good
idea to try to run or pass the ball? No
What do the professional teams do min a situation such as that? Punt
Direct instruction: (3 min)
Punting the ball is usually only done on fourth down when the team is out of range of a
field goal and failure to obtain a first down would result in good field position for the
opposing team. The ball is snapped from the center to the punter. The punter should line
up 12 to 13-1/2 yards from the line of scrimmage. For college and the pros, this distance
is between 14 and 15 yards.
Leg Position As you stride with flexed knees, keep your legs together just as you would if you were
walking down the street.
Shoulder position at drop Must be level with a slight lean over your hips. Bend at your waist and knees.
Lower the ball to the foot Your hand and arm should work as a unit in lowering the ball to your foot. As your arm
lowers the ball, release the ball. The ball will drop about 8" to 12" from the time you
release it to the time your foot hits it. If you hold the ball higher and drop it 8"-12", it
will get more height because point of contact is higher. Conversely, if you hold the ball
lower and drop it 8"-12" before you punt it, it will get less height and more distance
because the point of contact is lower.
Release the ball The ball release is very important. The ball must be released from your fingers and
thumb simultaneously. Since the underneath-hold technique has your fingers on the
bottom of the ball and your thumb on top, there is a tendency for your thumb to release
the ball first, causing the ball to roll forward off your hand. Do not push the ball down, let
gravity pull it down.
Bend your knee and cock your leg Bend your knee and bring your foot behind your butt to “cock” your punting leg. The
fast snap of your knee will bring your foot quickly towards the ball. The faster the snap,
the more power you will transfer into the ball. More power creates more distance or
greater hang time.
The Toe Point The toe of your punt foot must point downfield when you make contact with the ball.
Make a straight line from your toe to your ankle. The straighter the line, the better
Dallaire 117
contact your foot will make on the sweet spot of the ball. If you do not point your toe,
your toe will strike the tip of the ball and the ball will spin backwards, resulting in a high,
short punt.
Demonstrate punting the football.
Ask for a student to demonstrate punting a football.
Guided Practice: (4 min)
Divide the students into groups of four. The groups will spread out around the field. One
student will punt the ball to the other three down field. The students should rotate after
five kicks. Continue until every student has kicked the ball five times.
Practice punts and returns. Divide the students into two teams. One team will kick off to
the other and the receiving team will try to return the ball. The kicking team should focus
on maintaining their lanes.
Assessment: (2 min) The students will demonstrate mature form of punting by releasing
the ball not pushing and making contact with the toes of the kicking foot pointing
downfield. The students should be using this form 4 out of 5 attempts during guided
practice.
EVALUATION
Re-teaching: (1 min) leg position , shoulder position at drop, lower the ball to the
foot, release the ball, bend your knee and cock your leg, point the toe
Independent Practice: (1 min) Students can use imagery to work through the
process of punting a ball. If the students have access to a ball at home they can practice
punting into an open area or into a net.
Extension Activity: (15 min) Using the teams assembled for the guided practice
activity, the students will play a modified football game. Each team will have possession
of the ball for 2 minutes at a time and attempt to advance it down field. Each team will
start their possession by returning a punt.
Change cloths (8 min)
Dallaire 118
Grade: 9-12 Class: Physical Education
Unit: Flag Football Lesson 15 of unit
Content Focus: Special Teams Field Goal
Content Standards:
M.1.MS.4 Apply all elements of the mature form of the manipulative skills of catch, kick,
foot dribble, and strike with hand and implements in dynamic settings.
Purpose/ Relevancy: Another method of scoring in the game of football is by kicking a
field goal. This scoring method can be vital in determining the outcome of close games.
Educational Objectives:
The students will demonstrate the mature form of field goal kick by kicking the ball
twenty yards forward and 10 feet high 4 out of 5 attempts.
Resources:
Activities and procedures
Attendance: 1 min
Change Clothes: 8 min
Introductory Activity: (4 min)
Bulldozers and builders
Scatter cones around half of the soccer field. Set half of them up and turn half of them on
their sides. Divide the students into 2 groups, bulldozers and builders. On the signal the
bulldozers will try to set the cones on their sides, using their hands only, while the
builders try to set up all of the cones that have been bulldozed. Any bulldozer caught
kicking the cones will have to sit out.
Fitness component:
Flexibility (5 min)
Shoulder Stretch
Upper Arm Stretch
Hamstring Stretch
Thigh Stretch
Calf Stretch
Groin Stretch
Plyometrics
Lower body plyometric exercises 15 each (3 min)
Squat Jumps - Stand with feet shoulder-width apart, trunk flexed forward slightly with
back straight in a neutral position. Arms should be in the “ready" position with elbows
flexed at approximately 90°. Lower body where thighs are parallel to ground and
immediately explode upwards vertically and drive arms up. Do not hold a squat position
Dallaire 119
before jumping up – keep the time between dipping down and jumping up to a minimum.
Land on both feet. Rest for 1-2 seconds and repeat
Prior to takeoff extend the ankles to their maximum range (full plantar flexion) to ensure
proper mechanics
Split Squat Jumps - Stand with feet hip width apart. Take left leg and step back
approximately 2 feet standing on the ball of back foot. Feet should be positioned at a
staggered stance with head and back erect and straight in a neutral position. Lower body
by bending at right hip and knee until thigh is parallel to floor then immediately explode
vertically. Switch feet in the air so that the back foot lands forward and vice versa.
Tuck Jumps - Stand with feet shoulder-width apart, knees slightly bent, with arms at sides.
Jump up bringing knees up to chest. Land on balls of feet and repeat immediately.
Remember to reduce ground contact time by landing soft on feet and springing into air.
Box Drill with Rings - Stand with feet slightly wider than hip-width apart with your body
facing the first ring. Hop forward using both feet and land in first ring. Now hop to the
left and land in the ring to the side. Now jump backwards to land in ring behind you.
Finish by jumping to your right to land in final ring. Rest and repeat. Remember to keep
ground contact time between bounds to a minimum.
Anticipatory set: (1 min)
What two players have scored more points for the Detroit lions than any other player in
the franchise history? Jason Hanson (1659), Eddie Murray (1113)
What positions do they play? Kicker
Barry Sanders is third with only 659 points in his career.
The top twenty scorers of all time in the NFL scored are kickers.
Instructional Method: (2 min)
The field goal kick is similar to the kick off, although it is usually held on a kicking block
rather than resting on a tee. For safety purposes we will be using a tee.
Starting with your planting (non-kicking) foot next to the tee. Face the goal posts and
walk 3 steps straight back. Draw an imaginary line from where you are standing through
the kicking tee and to the center of the goal posts; make an adjustment so the line goes
through the center of the goal posts. As you face the goal post (for right-footed kickers),
take 2½ steps to the left. This is the general area from which to kick. Minor adjustments
will be made later as you learn adjustment techniques.
Guided Practice: (4 min)
Divide the students into groups of four. The groups will spread out around the field. One
student will punt the ball to the other three down field. The students should rotate after
five kicks. Continue until every student has kicked the ball five times.
Assessment: (4 min)
The students will demonstrate the mature form of field goal kick by kicking the ball
twenty yards forward and 10 feet high 4 out of 5 attempts.
EVALUATION
Dallaire 120
Re-teaching: (1 min) Starting with your planting (non-kicking) foot next to the
tee. Face the goal posts and walk 3 steps straight back. Draw an imaginary line from
where you are standing through the kicking tee and to the center of the goal posts; make
an adjustment so the line goes through the center of the goal posts. As you face the goal
post (for right-footed kickers), take 2½ steps to the left. This is the general area from
which to kick. Minor adjustments will be made later as you learn adjustment techniques.
Independent Practice: (1 min) Students can practice at home kicking into a fence
or a practice net.
Extension Activity: (13 min) Using the teams assembled for the guided practice
activity, the students will play a modified football game. Each team will have possession
of the ball for 2 minutes at a time and attempt to advance it down field. Each team will
start their possession by returning a punt.
Change cloths (8 min)
Recommended