EPHE 311: Mini Soccer Unit Sydney Reisig and Lauren Gateley

Section A02University of Victoria

Table of Contents

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Table of Contents……………………………pg. 1Unit Overview………………………………pg. 2-3Goals for the Unit (Rationale).......................pg. 4Lesson 1: Dribbling………………………….pg. 5-7Lesson 2: Passing and Shooting…………….pg. 8-11Lesson 3: Scrimmage………………………....pg. 12-15Procedural Task Analysis……………………pg. 16Developmental Task Analysis…………...….pg. 16Resources……………………………………...pg. 16

Number

of Lessons

Concept Lesson Objectives

Equipment Needed

Lesson Activities

Assessment

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1 Dribbling

Psychomotor: Successfully dribble a soccer ball across a gym with control.Cognitive: Knowledge of how to properly dribble a soccer ball. (keeping ball close to feet and spatial awareness).Affective: Understand how to play fairly with classmates.

- 25 soccer balls- 25 cones- 15 bowling pins

- Warm Up: Everybody's It Tag- Skill Development:Dribble Knockout- Culminating Activity: Skittles- Closure:Discuss ball control and spacial awareness

Five Point Scale: participation, positive attitude, fair play, personal improvement and encouraging others.

2 Passing/ Shooting

Psychomotor: Successfully execute a controlled pass to a peer and accurately shoot the ball.Cognitive: Knowledge of how to properly pass/ and shoot a soccer ball during a game situation.Affective: Demonstrate the principles of safe passing (eye contact, heads up and communication).

-2 foam balls-15 pinnies-20 cones

- Warm Up: Builders and bulldozers- Skill Development: Basic passing techniques- Culminating Activity: Relay- Closure:Discuss Passing Techniques and Team communication

Think, Pair, Share: The students will talk about what they learned, what they liked about the activity, and what they would like to know more about.

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3 Game Play

Psychomotor: Successfully utilize skills to pass, dribble, and shoot a soccer ball.Cognitive: Knowledge of how to properly execute skills of soccer in a game. Understand the rules of the sport of soccer.Affective: Understand how to safely play with a soccer ball (eyes up, aim for the target and be aware of your surroundings) and using teamwork in a game situation.

- 25 soccer balls- 15 pinnies- 2 softie balls

- Warm up: End Ball- Skill Development: Scrimmage- Culminating Activity: Reflection on skills learned throughout unit- Closure:Discussion

Thumb-o-meter: Ask students for a thumbs up, sideways, or down to indicate how they felt about the unit and how they did.

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RationaleThis unit was designed to meet the curricular requirements for grade 3 PHE.Core Competencies:

● Thinking● Communication● Personal & Social

Big Ideas● Daily participation in physical activity at moderate to vigorous intensity levels

benefits all aspects of our well-being● Movement skills and strategies help us learn how to participate in different

types of physical activity● Having good communication skills and managing our emotions enables us to

develop and maintain healthy relationshipsCurricular Competencies:

● Develop and apply a variety of fundamental movement skills in a variety of physical activities and environments

● Develop and demonstrate safety, fair play and leadership in physical activities

● Apply a variety of movement concepts and strategies in different physical activities

Curricular Content:● Proper technique for fundamental movement skills: locomotor and

manipulative skills● Movement concepts and strategies● Different types of physical activities: games

Unit Objectives

This unit strives to give students a foundational understanding of soccer skills. Upon completion of the unit, students will be able to:

Psychomotor: successfully dribble a soccer ball while keeping their head up (with a focus on soft touches with the feet and keeping the ball close to the feet); successfully shoot a soccer ball into a net (with a focus on accurately hitting a target); develop game play strategies and special awareness (with focus on finding open space).

Cognitive: understand the proper technique involved in dribbling, passing/shooting and game play; understand the rules of soccer (hand-balls, throw-ins, offside, out-of-bounds, etc.); understand the importance of being in the ready position and moving into space.

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Affective: communicate with teammates, play fairly against their opponents, adhere to the rules of soccer. Unit Plan: Soccer: Through active participation in many territory and invasion games students will be able to use both locomotor and non-locomotor skills such as dribbling in motion and stopping into the ready position. Students will be able to manipulate an object to move within a specific area.

Lesson: 1 of 3Date/time: March 25 , 2019

Grade: 3

Topic: Dribbling a soccer ball Equipment:

● Class set of soccer balls. (25)● Cones (25)● Bowling pins (15)

Learning outcomes: TSWBAT… written with skill, condition, criteria Psychomotor: Successfully dribble a soccer ball across a gym with control.

Cognitive: Knowledge of how to properly dribble a soccer ball. (Soft touch with feet, keeping ball close to feet, using both feet, and spatial awareness).

Affective: Understand how to play fairly with classmates.

Introductory Activities: (10 mins) Everybody’s It Tag

- Everyone in the class is it and everyone can get tagged.- When a student gets tagged, they sit down where they are.- When the person who tagged them gets tagged, they stand back up and start playing again.- If too many students are sitting around, the teacher can call “Jail-Break” which allows every student to stand up and keep playing.- If students tag each other at the same time, they do “rock, paper, scissors” to see who has to sit down.

Fitness Development:- Students will be active during the entire class which contributes to cardiovascular and muscle health.

Teaching Points and Cues (for students)- Keep your head up and watch out for people around you.- Tagger knows best (they know better if they tagged you).

Organization (diagram):

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Skill Development: (12mins) Dribble Knockout

- 2 squares- Each student has a ball and is dribbling around the playing area.- The goal of the game is to knock your opponent’s ball away with your feet while still maintaining control of your ball.- When a student’s ball gets knocked away they can do 10 jumping jacks and re-join the game.- If student is unable to dribble they can be a judge, making sure students are joining the correct squares when the ball is knocked away.

Teaching Points and Cues (for students)- Keep your head up when you’re dribbling with your feet.- Keep the ball close to your feet.- Ready position: bend your knees, be ready to pass, shoot, or dribble.- Move into open space to avoid getting your ball getting kicked out of the square.- Some things to remember while dribbling (protect the ball, eyes up, soft touches, keep ball close to your feet).- Be considerate and respectful of your classmates.- Make sure to play fair.-Knock ball out with feet, no hands.

Organization (diagram)

Culminating Activity: (5-10 minutes) Skittles

- Break the class into pairs- Have each pair grab 1 bowling pin and find an area in the gym to place it (at least 2 ft. from the wall).- When the play starts, roll soccer balls into the gym.- Students must dribble the ball around and

Teaching Points and Cues (for students)-Keep the ball close to your feet- Soft touches on the ball.- Practice using both right and left feet.- One student should stay and defend the pin while the other plays offensive and tries to get others pins

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kick the ball into others pins, if your pin gets knocked down your team is out.- The play continues until one team remains.

down.

Organization (diagram):

Closure: Specific questions for students (2-3mins)

What are 3 key points that you learned from today's lesson?

- - Be aware of your surroundings. - - Keep head up.

- Keep ball close to feet when dribbling the soccer ball.- Soft touches on the ball to keep it close to the body.

- Control of ball is important.- How did you make sure to have control of your soccer ball?

- What were some challenges that you encountered?

- How did you encourage others to stay positive when dribbling?

Assessment:- Five Point scale: participation, positive attitude, fair play, personal improvement and encouraging others.

Unit Plan: Soccer: Through active participation in many territory and invasion games students will be able to use both locomotor and non-locomotor skills such as passing in motion and getting the soccer ball effectively to their peers. Students will be able to manipulate an object to move within a specific area.

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Lesson: 2 of 3Date/time: March 25, 2019

Grade: 3

Topic: Passing and shooting Equipment:

● 2 foam balls● 15 pinnies● 20 cones

Learning outcomes: TSWBAT… written with skill, condition, criteria Psychomotor: Successfully execute a pass to a partner or peers. Using both left and right feet and experimenting with the amount of force being used when kicking the ball.Cognitive: Knowledge of how to properly pass and shoot the soccer ball towards a specific target (person or goal) during a game situation.

Affective: Demonstrate the principles of safe passing and shooting (eye contact, heads up, look at target and communication).

Introductory Activities: (10 mins)Builders and bulldozers:

- Teacher will set up cones throughout the gym in sporadic order.

- The cones will either be face up or face down.

- The group is divided into two teams. One team will be the “builders” and the other will be the “bulldozers.”

- The bulldozer team will receive pinnies to distinguish themselves.

- Have all the students line up at one end of the gym, touching the wall.

- When the signal is given, the students with the pinnies will try to flip the cones upside down and the other team, not wearing pinnies, try to flip them facing up.

- At the end of 1.5 minutes, instruct all the students to go back to the wall and count how many are facing up and down.

- The team with the most facing their way wins.- For a fair game where everybody wins, have

one team win a round, then the other, and in the last round create a tie.

Teaching Points and Cues (for students)- Put a pinnie on if the student is on the bulldozer team.- Instruct to be touching the wall- Remind students to keep eyes up when they are running.

Organization (diagram):

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Skill Development: (10mins)Basic Passing Techniques:- Pass with dominant foot ~ Start with ball at feet facing towards your partner. As the student kicks the ball the will try to use the side of the their foot and NOT their toe. Place your left foot directly next to the ball when beginning to kick the ball. Follow through with your foot kicking towards your partner. When receiving the pass have light touch and absorb the pass with your foot. Follow the ball.-Two-touch passing ~ Use the same ideas from the basic right foot pass. Stop the ball with a “first touch” then kick/pass the ball to your partner. So therefore, the student will be touching the ball twice. They will aim to have the ball go to their partner or nearby.- One-Touch Passing~ This pass will have the students using their the ball with their dominant foot with a quicker pass and receive method. The ball will be passed quicker as they don’t get a first touch to control the ball first. The students will be on their toes and have “quick feet” to be able to keep up with the pace of the passes.Inclusive Episode: Visual Impairment- If a student has a visual impairment an some adaptations could include…- Giving that student a ball with a bell so they could more accurately sense where the ball is.- Emphasizing to the whole class to make a connection with their partner, whether saying their name or making eye contact, to know if

Teaching Points and Cues (for students)- Eyes forward.- Make eye contact with your partner and call their name before you pass to them.- Follow through with your foot.- Absorb the force when receiving the ball.- Step into the pass.- Using your non-dominant foot to guide your pass.- Point your body in the direction you want the ball to go.- Soft touches.

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they are ready to receive the ball before passing.- Having a shorter distance between partners to increase the success at the onset to establish confidence in the students.

Organization (diagram):

Culminating Activity: (20 mins) Relay

- Have the class split into 3 teams and instruct them to line up at the far end of the gym.- Set up 4 cones in the middle of the gym.- The first student in each line must weave through the cones and dribble the ball to the end line.- After they have made it to the end line, they must dribble back to the beginning of the cones and pass the ball to the next person in line 3 times.- After three passes, the next student can go.

Teaching Points and Cues (for students)- Stay in control of the ball by keeping the touches light with the ball.- Make eye contact before passing the ball to a peer.- Keep your head up.

Organization (diagram):

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Closure: Specific questions for students (2-3mins)

- What are 3 key points that you learned from today's lesson?

- Can you name the 3 passes that we worked on?- What is your favourite pass and why?

- How did you communicate with your teammates effectively in the game “skittles”?- Was there any strategies you and your partner's used in the game to avoid getting your pins knocked over?

Assessment:- Think, Pair, Share.- The students will talk about what they learned, what they liked about the activity, and what they would like to know more about.

Unit Plan: Soccer: Through active participation in many territory and invasion games students will be able to use both locomotor and non-locomotor skills such as passing in motion, getting the soccer ball to the feet of their teammates, and dribbling the ball while using soft touches and keeping it close the body . Students will be able to manipulate an object to move within a specific area.

Lesson: 3 of 3Date/time: March 25, 2019

Grade: 3

Topic: Scrimmage Equipment:

● 2 Soccer Balls● 15 Pinnies● 2 Softie Balls

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Learning outcomes: TSWBAT… written with skill, condition, criteria Psychomotor: Successfully utilize skills learned in past lessons to pass, dribble, and shoot a soccer ball.Cognitive: Knowledge of how to properly execute skills of soccer in a game. Understand the rules of the sport of soccer.Affective: Understand how to safely play with a soccer ball (eyes up, aim for the target and be aware of your surroundings) and using teamwork in a game situation.

Introductory Activities: (10 mins)End Ball- The students will be two teams of equal players (6 vs 6 using both halves of the basketball court as shown in the diagram) and the objective of the game is for the students to successfully get the ball from one end of the gym to the other without the ball touching the ground or getting intercepted by the other team.- Once students have successfully received a pass they are restricted to only taking two steps with the ball and can only hold the ball for 5 seconds at a time. If the students drop the pass they must give the ball to a player on the opposing team.- The students on the opposing team are able to intercept the pass but have to be at least one step away from the player with the ball and cannot grab it directly from their hands while they have possession.

Fitness Development:- Students will be active during the entire class which contributes to cardiovascular and muscle health. This class also contributes to each student’s daily physical activity needs.

Teaching Points and Cues (for students)- Be aware of the players around you- Keep your head up- Stay within the boundaries- Abide by the rules- Don’t steal the ball when it is already in another student’s hands- Can’t take more than 2 steps with the ball- Can only hold the ball for up to 5 seconds- Remember to always be at least one step away when defending

Organization (diagram):

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Skill Development: (20 mins) Scrimmage- - Divide class into 4 teams.- Provide three teams with different colour pinnies.

- The gym will be split in half using the existing half court line of the basketball court.- The students will play mini games of soccer with 5(ish) students on each team.- The students will be able to use the skills they learned in previous units to demonstrate their abilities in game play.- Every team will play each other once for 5 minutes each.- The students will follow the rules of the game which they have previously taught (hand balls, what to do when the ball goes out of bounds, goalie role, ect)- Adaptation: If one particular team is dominating the game and scoring lots the game could be adapted to making 4 passes before your team can shoot the ball into the net.Inclusive Episode: Mobility issue (Broken leg)- If a student has an issue with mobility requiring adaptations to the game we could include them using different methods such as…- Allowing them to be the referee of the scrimmage (helping the other students with the rules of soccer and making sure all students are being respectful).

Teaching Points and Cues (for students)

- Remember to keep your head up and be aware of the space around you.

- Respect your teammates and classmates.

- Follow the rules.- Be respectful and

demonstrate sportsmanship.- Soft touches on the ball.- If the ball goes out the other

team gets the ball and must pass on the ground to one of their teammates.

- Move into open space.- Ready positions.- Quick feet.

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- Allowing the student to be an outlet pass for both teams (standing on the side line to use as an extra player while avoiding the physical contact of the other students)- The student could also act as the score-keeper and keep score of the games going on.- The students could also act as the teacher’s assistant or the assistant coach and give the other students positive feedback, watch that the students are following the rules of the game, and/or keeping track of the passes each team makes.(These inclusive adaptations work for all of the activities within this lesson)

Organization (diagram):

C Culminating Activity: (15 mins) Discussion:

- The students and teachers will have a class discussion in groups that highlight the strengths of different students throughout the unit.

- The students will discuss their favourite aspects of soccer.

- They will discuss future goals with the sport.

- They can discuss what they disliked about soccer and why they felt this way.

Teaching Points and Cues (for students)- Focusing on aspects of teamwork.- Highlight sportsmanship.

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Organization (diagram): N/A

Closure: Specific questions for students (2-3mins)

- What are techniques that you learned from today's lesson?- Why is it important to watch where the ball goes after you have kicked it?- Why is it important to move into open space and create space without the soccer ball?

Assessment:- Thumb-o-meter, ask students for a thumbs up, sideways, or down to indicate how they felt about the unit and how they did.

Developmental Task Analysis

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Procedural Task Analysis

Resources:

BC's New Curriculum. (n.d.). Retrieved from https://curriculum.gov.bc.ca/curriculum/physical-health-education/3

Braille Bookstore. (n.d.). Retrieved fromhttp://www.braillebookstore.com/Sporting-Goods

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