Rowan Universitydepartment of Health and Exercise Science

UNIT PLAN

ROWAN UNIVERSITYDEPARTMENT OF HEALTH AND EXERCISE SCIENCE

HEALTH & PHYSICAL EDUCATION

Teacher:Nicole Marincola Unit Title: Football
Grade level: 9Number of classes: 10Duration of classes:40minutes; No. of Students: 24

A. Unit Context

Unit guiding framework
This football unit is structured to increase students’ performance level and to provide the students with the knowledge needed to perform at the best of their ability. The unit will incorporate team work and inclusion while learning the rules, formation, skills, and history that are associated with football. A portion of the unit will be dedicated to allowing the students to design and implement offensive and defensive team strategies as well as a class contract, team posters, and cheers.
Student abilities/skill proficiency level:
Football can be considered a complex sport when incorporating regulations and strategies. Many students will understand the basics of football but will require skill practice and the opportunity to apply the skills learned in a competitive game setting. They also may be unclear on the rules and how to play the game. In order to perform the skills, and then apply them in a football game, students will practice skills such as throwing, catching, and running in multiple activities. Each student will be given the opportunity to practice and refine these skills, then apply them in an actual competitive setting.
Anticipated difficulties and how they will be addressed:
Difficulty: Students might not want to participate because they are not interested in football.
Solution: Include and motivate students by assigning them a role on their team. Introduce new and fun activities.
Difficulty: Students do not share the ball or include other team mates during activities and games.
Solution: Set rules and procedures for students to follow that will require every student to have contact with the ball each game.
Difficulty: Students are confused about the rules in the game.
Solution: After a lesson on rules have the students study rules and assess their knowledge through a written cognitive test. Give ample time for applied setting practice games. (See appendix A)
Equipment and Materials:

• Footballs:18 (two different sizes)
• Flag waist bands: 24
• Timer
• Whistle
• CD Player
• Poly Spots: 30
• Cones: 30
• Pinnies: 24 (12 Red and 12 Blue)
• Hula-hoops: 30
• Scoreboard

• Glue
• Poster Paper
• Colored Index Cards

References:

• Dr. Peter Rattigan’s Unit Plan and Class Experiences
• Youtube.com

In Appendices:

• Joel Larriu’s- Cognitive questions, Skill assessment.
• Dan Cargento’s- Micro 1, Cognitive questions, Skill assessment
• James Obrien’s Micro 1, Skill assessment

B. Big Ideas (Standards, Essential Questions, Outcomes, Assessment Evidence)

Unit Goals
Content Statement:

• 2.5.8.A Motor Skill Development Movement Skills and Concepts

Individual and team execution in games, sports, and other activity situations is based on the interaction of tactical use of strategies, positive mental attitudes, competent skill levels, and teamwork

• 2.5.8.B Motor Skill Development

Strategy
Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort.

• 2.5.8.C Motor Skill Development Sportsmanship, Rules, and Safety

Self-initiated behaviors that promote personal and group success include safety practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior, and positive social interaction. / NJCCCS CPIs Addressed:
2.5.8.A.1Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice) into applied settings (i.e., games, sports, dance, and recreational activities).
2.5.8.A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance.
2.5.8.A.4 Detect, analyze, and correct errors and apply to refine movement skills.
2.5.8.B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of settings.
2.5.8.B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for improvement.
2.5.8.C.1Assess player behavior for evidence of sportsmanship in individual, small-group, and team activities.
2.5.8.C.2Summarize types of equipment, products, procedures, and rules that contribute to the safety of specific individual, small-group, and team activities.
Essential Unit Questions: Big Ideas
What are three key components of football? What are the essential skills used in football? How can we apply what we learned to other team sports? What are some standard rules that are used in all team invasion sports? What is a class contract and why is it important when participating in team invasion sports?
Domain / Unit Learning Outcomes / Assessment Evidence
Psychomotor / SWBAT perform football skills, throwing, catching, and running with proper form and technique 90% of the time.
SWBAT participate in basic skill practice sessions, games, and Superbowl Championship.
SWBAT demonstrate at least two offensive team strategies during Superbowl Championship games.
SWBAT compete in championship game while incorporating skills and strategies learned in class. / See Appendix A
Skill test students at the beginning and end of unit
Teacher will observe students each day during practice, games, and Superbowl
Peer assessments and observations
Cognitive / SWBAT recite the rules, formation, and history of football when asked randomly in class.
SWBAT describe the proper way to catch, throw, and run with the ball identifying 90% of key points.
SWBAT identify the different offensive strategy patterns used in football.
SWBAT demonstrate their knowledge on football rules, regulations, and strategies by receiving an 80% or higher on the writtentest. / See Appendix A
Formal cognitive written test
Informal quick writes in the beginning of class
Collaborative review at the end of class
Pop Quiz
Affective / SWBAT cheer on teammates during games and Superbowl
SWBAT encourage, motivate, and support team mates each class during skill practice, games, and culminating activities.
SWBAT provide constructive feedback statements to at least two peers throughout unit.
SWBAT high-five peers after each practice, game, activity, and championship. / See Appendix A
Observation- checklist
Thumbs up - Thumbs down after each lesson
Self - Assessment (TPSR)
Culminating Performance Task(s):
Students will work together and show leadership, cooperation, and responsibility while performing their various roles in the culminating Superbowl Championship. Completion of the unit students will perform at a higher skill and maturity level. Students will contribute to their team through the various roles they were assigned.

C. Daily Lesson Description

Total Length of unit: 10 lessons
Lesson # 1of 10. Title: Introduction to Football and Create a Team
Day 1

1. Introductory activities: (10 Minutes)

Quick Write- What do you know about football worksheet. Collect worksheet and then ask students to line themselves up without talking only using gestures in order from tallest to shortest. Teacher will then count down the line 1..2..3..4..1..2..3..4..1… developing four sport education teams of six students per team. Students will then sit with their teams. Teacher can now use own judgment to alter teams if needed. Instruct students to write down each team members name on a piece of paper. Each team will have a different color piece of paper- Blue, Red, Yellow, and Green.

1. Fitness Activities: See appendix B

1. Learning Focus Activities: (20 Minutes)

• Skill Assessment practice to estimate skill level. See appendix A
• PowerPoint on History, Rules, How to Play, and Skills.

1. Culminating activity: (7 Minutes)

Crossword puzzle on football rules and how to play. Come up with a team name** (Will use next class)** Each student will each come up with name for their team in class.

1. Closure: (3 Minutes) Ask students to think about team logos, mascot, and cheers for next class.

Day 2- Introduction to Football Skills- Throwing and Catching

1. Introductory Activities: (10 Minutes)

Instruct students to get into their sport education teams and ask them to create their team name, mascot, and logo. ** (Can collaborate and use teammates ideas they wrote down from prior class) ** Provide students with an outline and tentative schedule on football unit.

1. Fitness Activities: (5 Minutes) See appendix B

1. Learning Focus Activities: (15 Minutes) Throwing and Catching

Instruct students to observe as throwing and catching is explained and demonstrated. Students will then find a partner and line up along sidelines facing partner. Ask one student to move four steps backwards towards the middle of the gymnasium. Now students will practice throwing and catching. Teacher will circulate providing constructive criticism. Ask students to watch again while teacher demonstrates (or ask a student to demonstrate) while giving them feedback on what was done correctly and what can be improved. Instruct students to resume practicing.Every few minutes suggest that the students should take one large step back creating a bigger space between the partners and increasing the level of difficulty.

1. Culminating Activity: (7 minutes)

Instruct students to get into sport education teams and participate in a throwing and catching relay race. Half of the team on one side of the cones facing the other half of team. Once whistle is blown relay will begin. This activity will focus on the skill throwing and catching. Remind students to concentrate on their form, technique, and accuracy.

1. Closure: (3 Minutes)

Have students take a seat and review the basic skills learned. Ask a few students one at a time to volunteer and demonstrate what they learned by throwing and catching.
Day 3- Introduce Running; Player Positions

1. Introductory Activities: (10 Minutes)

Quick Write- Students will answer the following questions.

1. How would you define running?
2. Is there just one position in football that runs more than the rest? If so what position would that be? If not what positions are required to run the ball on the offensive side?
3. Is there one person who is solely responsible for running the ball?

1. Fitness Activities: (5 Minutes) See appendix B

1. Learning Focus Activities: (15 Minutes)

Demonstrate and explain the proper running technique in football. Introduce the positions in football, their responsibilities on the team, and offensive vs. defensive playing positions. Go over the importance of perfecting proper form and technique while running with the ball. Show clips on youtube of fumbling the ball or losing control of the ball during big plays in the game.

1. Culminating Activity: (5 minutes)

Instruct students to get into sport education teams, half the team on the sideline and the other half in the middle of the gym in between both sidelines. Using one football students will perform drills on running. First drill student runs towards team member and hands them the ball. Then he/she will run towards other side and hand the ball over. Students will be reminded to use proper technique and hold the ball close to their body when running towards team mate. Practice and then instruct students to use this technique in a relay race all teammates must receive the ball twice and then sit down when finished. When finished all students should be sitting and waiting for instruction.

1. Closure: (5 Minutes)

Go over questions students answered for quick write.
Day 4- Skill Review; Offensive/Defensive Strategies

1. Introductory Activities: (10 Minutes)

Instruct students to complete pop quiz on what we learned thus far. Catching, throwing, and running skills, rules, and how to play. 10 question matching. Review the proper form and technique of running, catching, and throwing. See Appendix A

1. Fitness Activities: (5 Minutes) See appendix B

1. Learning Focus Activities: (15 Minutes)

Hand out offensive strategies worksheet that displays three different plays: slant, fly, and post. Instruct students to look them over while teacher explains how to perform each and demonstrates what they look like. Instruct students to practice the plays in their sport education teams, rotating positions. (QB, RB, Center, Receivers) Instruct students to create three new “secret” offensive plays and then practice each strategy. Go over defensive strategies: man-man coverage, blocking, and back pedaling. Back pedal drill relay race.

1. Culminating Activity: (5 minutes)

Explain the three position game. This game is to familiarize the students with the roles of the quarterback, center, and receivers and the different pass patterns. Students will be grouped into threes and rotate between positions QB, center, and receiver. Just as they did when practicing offensive strategies but this will be quick and competitive. Students will keep track of how many completed plays they achieved.

1. Closure: (5 Minutes)

Instruct students to sit and ask them the following questions:

1. What are the names of the three offensive plays we went over?
2. What are the names of the player positions we used today?
3. Did you have fun playing the three position game?

Day 5- Class Contract ; Assign Roles on Team

1. Introductory Activities: (10 Minutes)

Ask students what they think a “class contract” is? Instruct students to get into their sport education groups and using their teams color paper (red, blue, green, and yellow) write down qualities they look for when they are working in groups/teams. As many words they can come up with in 3 minutes. Then each group will share what they wrote. Instruct each group to write what they believe to be their ten most important qualities on color coded index cards. Then we will make a class contract chart by taping the index cards together and going over each of them. (Words to think of... cooperation, trustworthy, honesty, responsible, respectful, fun, support, teamwork, inclusion…) This will be our class contract.

1. Fitness Activities: (5 Minutes) See appendix B

1. Learning Focus Activities: (15 Minutes)

Instruct students from now on to keep in mind our class contact when participating in all games and activities. Have students remain in their sport education teams and designate roles for each person on their team. Roles are: Scorekeeper (keeps score, take notes), referee (watches out for fair play), team manager (manages team, makes sure everyone is included), coach (organizes player positions and takes role), demonstrator (if team member is unsure he/she will demonstrate) and cheerleader (will cheer on team mates, initiate high fives, and motivate.)

1. Culminating Activity: (5 minutes)

Football tag:
This game is a cross between freeze tag and football. Students are picked to be it and when
they tag someone, the tagged person is automatically frozen. In the game there is one football and the student with the football is responsible to hand it off to someone who is frozen.The football acts as the melting ball, when a frozen person is handed the ball he or she is defrosted and once again free. The taggers main goal is to freeze everyone, including the person with the football (melting ball). If he or she accomplishes this the game is over. The runners or free students main objective is to stay defrosted and to keep all their classmates defrosted as well.
Rules: Students are not allowed to throw the football (melting ball). They must hand off the
ball at all times. Once a student is defrosted they get free backs into the game. (

1. Closure: (5 Minutes)

As a group come up with a cheer that we will use at the end of each class. Use clapping, stomping, movement, and energetic phrases. Remind students we will be creating team posters tomorrow and may bring in materials.
Day 6- Team Posters and Cheers

1. Introductory Activities: (10 Minutes)

Return quizzes to students. Instruct students to get into sport education groups andbegin working on their team cheer. Students will work on team cheer and practice it. Remind students to include different movement patterns, levels, and shapes. Be creative!

1. Fitness Activities: (5 Minutes) See appendix B

1. Learning Focus Activities: (20 Minutes)

Students will work on their team posters and include mascot. Glue and poster paper will be the only material provided. Each team will present one at a time by starting off with their cheer and then display poster to the class. Each team will get five minutes to perform cheer and display poster.

1. Culminating Activity: (5 minutes)

Students will then vote for their favorite cheer and poster anonymously and individually. Students may not vote for their own team.

1. Closure: (5 Minutes)

Ask students by raising their hand if they enjoyed making the posters and cheers?
Ask students why they think it is a good idea to create team posters and cheers?
*Remind students to study for test next class.
Day 7- Football Test , Practice Offensive Strategies

1. Introductory Activities: (10 Minutes)

Instant Activity- Students will be instructed to participate in a group problem solving activity. Lap Circle- All students have to become a seat for the person in front of them and also sit down on the person behind them creating a sturdy circle. This is a good opening activity to remind students to trust and support one another.

1. Learning Focus Activities: (15 Minutes)

Football Test – See appendix A

1. Fitness Activities: (5 Minutes) See appendix B

1. Culminating Activity: (8 minutes)

Play a mini game of flag football. 6 on 6. Each team will get to play each team once. Regular rules but short games. Only two minutes each round.

1. Closure: (2 Minutes)

Announce the team winners for the poster and cheers.
Day 8- Skill Testing

1. Introductory Activities: (10 Minutes)

Football Bingo-
This game is designed to help practice and improve football skills. Using hula hoops students will run around the gymnasium collecting footballs and bringing them back to their hula hoop. Once students get three they will yell BINGO and the game starts over again. Passing and tucking the ball while running is required.

1. Fitness Activities: (5 Minutes) See appendix B

1. Learning Focus Activities: (20 Minutes)

Skill Testing- See appendix A

1. Culminating Activity: (5 minutes)

Skill Testing continued- If finished play Flag Tag: Students will wear flag bands around waist and everyone is “IT” students will attempt to take other players flags while protecting their own. Once both your flags are gone you are out. Object is to get the most flags without losing your own.

1. Closure: (5 Minutes)

Stretching Circle- Have students get into a circle and starting with one student ask them to perform a stretch (static or dynamic). Each student will now copy that stretch and hold for 15 seconds. Then repeat going around the circle to each student.
Day 9- Start Superbowl Tournament

1. Introductory Activities: (10 Minutes)

Self-Assessment- TPSR

1. Fitness Activities: (5 Minutes) See appendix B

1. Learning Focus Activities: (20 Minutes)

Superbowl- The games will begin. Each team will play two teams. Each round will be four minutes. The teams that are not playing at the moment will use their assigned roles for the other team playing. Example team B and Cs scorekeeper will keep track of the games score that A and D are playing.
Teams: Match
A vs B
D vs C
C vs A
D vs B

1. Culminating Activity: (2 minutes)

Students will go around and high five each person in class and say something positive.

1. Closure: (3 Minutes)

Hand back Football Test
Ask students if they had fun by a raise of hands
Perform class cheer
Day 10- Superbowl Championship

1. Introductory Activities: (5 Minutes)

All teams will display poster and perform cheer for class. Teams will be given time to choose offensive routes they would like to use on each team.

1. Fitness Activities: (5 Minutes) See appendix B

1. Learning Focus Activities: (20 Minutes)

Super Bowl Continued:
All teams will play each other in 3 minute rounds

1. Culminating Activity: (5 minutes)

The two teams with the most cumulating wins from both days will play each other in a four minute game.

1. Closure: (5 Minutes)

Instruct students to celebrate accomplishments and congratulate winning team.
Shake hands with all class mates
Perform class cheer
Instruct students to sit and then provide them with positive feedback.

APPENDICES (Insert or attach additional documents, e.g., handouts, PowerPoints, worksheets, assessment tools, etc.)