Spencer Dallairespencerdallaire.weebly.com/.../1/4/3/9/14397104/tems308unit_plan.pdf · 7 Lesson Plan 1 Ball Control ... Pac Man Dribble tag Passing relay ... out of bounds he or

High School Physical Education

Soccer/Football Spencer Dallaire

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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)

http://www.fifa.com/aboutfifa/developing/medical/news/newsd=589317.html

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


performing locomotor skills during participation in target, net/wall, invasion, and


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.

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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


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:






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



Content Focus: Passing

Content integration: Reading Comprehension

Content Standards:



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.


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,”


Attendance: 1 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.


Dallaire 21

Lesson plan


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.


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 crunches



10 bicycles


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


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


Push chest out to meet the incoming ball

Pull chest back quickly beginning from the waist as the ball begins contact


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



Content Focus: shooting

Content Standards:



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.


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


Attendance: 1 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


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)


Explain and demonstrate the three principles of good shooting

Shoot on target

Hit the target

Keep shot low


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)


Dallaire 28



Content Focus: Headers

Content Standards:






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.


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


Attendence: 1 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.


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)


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)


Dallaire 31



Content Focus: Throw ins

Content Standards:





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


Attendance: (1 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)


Dallaire 32


7 crunches



20 bicycles



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)


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


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)


Dallaire 33



Content Focus: Corner Kicks

Content integration: Soccer math

Content Standards:






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.


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


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


How can you use a corner kick to score? (Get the ball in font of the net)


Demonstrate a corner kick use a student to demonstrate the scoring opportunity. The

student redirects the corner kick in front of the net.


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)


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



Content Focus: Supporting the ball carrier

Content Standards:





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


Attendance: (1 min)



Soccer scatter








Fitness component:

Flexibility (5 min)

Shoulder Stretch

Upper Arm Stretch

Hamstring Stretch

Thigh Stretch

Calf Stretch

Groin Stretch


Dallaire 44

10 push ups

Heads straight, backs straight arms shoulder length apart bend elbow to 90 degrees then

extend them

10 crunches



30 bicycles



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)


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.


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


Dallaire 46



Content Focus: turning with the ball

Content Standards:






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


Attendance: (1 min)


Introductory Activity:

Seaweed (4 min)









Fitness component:

Flexibility (5 min)

Shoulder Stretch

Upper Arm Stretch

Hamstring Stretch

Thigh Stretch

Calf Stretch

Dallaire 47

Groin Stretch

8 minute run


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)


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.


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


Dallaire 49



Content Focus: Positioning to shoot

Content Standards:






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.


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)









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.


Move close to the goal and ask “If you receive the ball this close to the goal, what should

you do?” (Turn and shoot)


Demonstrate receiving a pass and shooting. Use a student to defend the goal and

demonstrate again. Allow students to demonstrate.


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)







Dallaire 52



Content Focus: Ball control

Content Standards:





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


Attendance: (1 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


10 push ups

Dallaire 53


extend them

10 crunches



30 bicycles



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)


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.


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)







Dallaire 54



Content Focus: Defense channeling

Content Standards:





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)



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





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


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)


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.


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)






Dallaire 56


Dallaire 57



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:


Attendance: (1 min)

Collect Written assignments



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


10 push ups


extend them

10 crunches



30 bicycles



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.


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


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)


Dallaire 60



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


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


Attendance: (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.


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


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.


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



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


Attendance: 1 min



Soccer scatter








Fitness component:

Flexibility (5 min)

Shoulder Stretch

Upper Arm Stretch

Hamstring Stretch

Thigh Stretch

Calf Stretch

Groin Stretch


Dallaire 64

Bridge





Segmental rotation


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.




















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)


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


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)


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



Unit Length

15 instructional days

Previous Unit

Soccer

Upcoming Unit

Hockey

Content Standards















performing non-locomotor skills during participation in target, net/wall, invasion, and








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.


of responsibility, best effort, cooperation, and compassion in dynamic settings.


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


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


Introductory

activity


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


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


Unit: Flag Football Lesson 1 of unit

Content Focus: Introduction

Content Standards:




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


Attendance: 1 min



Seaweed









Fitness component:

Flexibility (5 min)

Shoulder Stretch

Dallaire 73

Upper Arm Stretch

Hamstring Stretch

Thigh Stretch

Calf Stretch

Groin Stretch

8 minute run


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


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,


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.


http://www.youtube.com/watch?v=oi2gIWDhg00

http://www.youtube.com/watch?v=Kyw_UTwVLn0

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



Content Focus: Hiking the ball

Content Standards:






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


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


Attendance: 1 min



Jump rope







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 crunches



20 bicycles



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


Dallaire 82



Content Focus: Hand offs (Ball transition)

Content Standards:






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


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



Flag tag drag














Dallaire 83

Fitness component:

Flexibility (5 min)

Shoulder Stretch

Upper Arm Stretch

Hamstring Stretch

Thigh Stretch

Calf Stretch

Groin Stretch


Bridge





Segmental rotation
























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.


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.


Dallaire 85



Content Focus: Change of Direction

Content Standards:






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


Attendance: 1 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


Dallaire 86


10 crunches



20 bicycles



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.


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.


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.


Dallaire 88



Content Focus: Blocking off the line

Content Standards:






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


Attendance: 1 min



Seaweed








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


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.


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.


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.


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.


Dallaire 91



Content Focus: Blocking down field

Content Standards:





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


Attendance: 1 min









Fitness component:

Flexibility (5 min)

Shoulder Stretch

Upper Arm Stretch

Hamstring Stretch

Thigh Stretch

Calf Stretch

Groin Stretch

Plyometrics:




Dallaire 92






proper mechanics















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.


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.


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.


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.


Dallaire 94



Content Focus: Angle of pursuit

Content Standards:






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


Attendance: 1 min



Jump rope









Fitness component:

Flexibility (5 min)

Shoulder Stretch

Upper Arm Stretch

Hamstring Stretch

Thigh Stretch

Calf Stretch

Groin Stretch

Dallaire 95

Calisthenics: 2 min



10 crunches



20 bicycles



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.


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.


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.


Students will find one way of shortening their pathway home. The students may not cut

through any private property.


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.


Dallaire 97



Content Focus: Passing

Content Standards:






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:


Attendance: 1 min



Flag tag drag














Dallaire 98

Fitness component:

Flexibility (5 min)

Shoulder Stretch

Upper Arm Stretch

Hamstring Stretch

Thigh Stretch

Calf Stretch

Groin Stretch


Bridge





Segmental rotation
























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.


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.


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


The students can locate a ball at home practice playing catch with a parent, sibling, friend,

etc. for twenty minutes at home.


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.


Dallaire 100



Content Focus: Receiving a pass

Content Standards:






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


Attendance: 1 min



One legged sumo







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 crunches



20 bicycles



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.”


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.


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.


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


Dallaire 103



Content Focus: Pass blocking

Content Standards:





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:


Attendance: 1 min









Fitness component:

Flexibility (5 min)

Shoulder Stretch

Upper Arm Stretch

Hamstring Stretch

Thigh Stretch

Calf Stretch

Groin Stretch

Plyometrics


Dallaire 104








proper mechanics















What does a quarterback need in order to make a good pass? Time

How does he get time? Protection, blocking

Pass blocking


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.


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.

Dallaire 105

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.


Dallaire 106



Content Focus: Passing routes

Content Standards:






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


Attendance: 1 min



Seaweed









Fitness component:

Flexibility (5 min)

Shoulder Stretch

Upper Arm Stretch

Hamstring Stretch

Thigh Stretch

Calf Stretch

Dallaire 107

Groin Stretch

10 min run


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.


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.


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.


Dallaire 108

Passing Tree

Dallaire 109



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


Attendance: 1 min



Jump rope









Fitness component:

Flexibility (5 min)

Shoulder Stretch

Upper Arm Stretch

Dallaire 110

Hamstring Stretch

Thigh Stretch

Calf Stretch

Groin Stretch

Calisthenics

Calisthenics: 2 min



20 crunches



50 bicycles



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.”


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.


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


Dallaire 112



Content Focus: Special teams kick off

Content Standards:






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,


Attendance: 1 min



Flag tag drag














Dallaire 113

Fitness component:

Flexibility (5 min)

Shoulder Stretch

Upper Arm Stretch

Hamstring Stretch

Thigh Stretch

Calf Stretch

Groin Stretch


Bridge





Segmental rotation
























What method of ball movement on average moves the ball the farthest? Kick off


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.


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.



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.


Dallaire 115



Content Focus: Special Teams Punting

Content Standards:



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:


Attendance: 1 min



One legged sumo







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 crunches



20 bicycles



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


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.



student will punt the ball to the other three down field. The students should rotate after


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.




start their possession by returning a punt.


Dallaire 118



Content Focus: Special Teams Field Goal

Content Standards:



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.


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:


Attendance: 1 min









Fitness component:

Flexibility (5 min)

Shoulder Stretch

Upper Arm Stretch

Hamstring Stretch

Thigh Stretch

Calf Stretch

Groin Stretch

Plyometrics






Dallaire 119




proper mechanics















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.


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.



student will punt the ball to the other three down field. The students should rotate after


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.




start their possession by returning a punt.


Documents

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