LESSON PLAN

ROWAN UNIVERSITY DEPARTMENT OF HEALTH AND EXERCISE SCIENCE

HEALTH & PHYSICAL EDUCATION

Teacher: Brooke Nessen, Shawn Mantici Keith Lotter, &, Edward Larkin Unit Title: Soccer
Lesson # 2 of 4. Title: Passing a Socce Ball
Grade level: 9-12 Duration of class: 85 minutes (mini-lesson: 20-25 mins)
Number of students: 30

A. Lesson Context

Rationale (relevance of lesson to unit): Passing is an essential skill in soccer to move the ball up the field. Students need to know how to pass the ball so they can be prepared for real game experience.
Anticipated difficulties and how they will be addressed: If a student is injured, they can watch and observe the lesson closely so that they know what to do when they return. They could also be asked to individually identify cues given since they would not be participating in activities.
Resources, Equipment and Materials: 4 cones, soccer balls (about 20)
References: (personal experience)

B. Learning Outcomes, CPIs & Evidence

Learning Outcomes (CPI) / CPI # / Assessment Evidence
Psychomotor: Students will perform a pass with proper mechanics. / 2.5.6.A.1 / Students will be observed.
Cognitive: Students will identify the 3 main passing cues. / 2.5.6.A.1 / Assessment will be based on class discussion led by teacher.
Affective: Students will enjoy practicing the skill of passing. / 2.5.6.A.4 / Teacher will observe students’ attitudes and efforts.

C. Detailed Lesson Description

Timeline / Detailed Lesson Content, Procedures and Instructional Strategies
2 mins
2-3 mins / Introductory Activities:
Review of previous skill learned: Dribbling
·  Ask students what they remember about dribbling.
·  What are the main cues for dribbling? (light touches with inside of feet, keep under control, look at ball if you have to or if no one is around- beginner)
·  What part of your foot should the ball be touching? (inside of foot)
Introduction to Passing:
Have two members demonstrate what passing should look like while describing the proper mechanics to performing a pass. Mechanics should be discussed as follows: Non-dominant foot (foot you’re not kicking with) needs to point in the direction you want the ball to go. Pull kicking leg back just a little bit. Make contact with the ball on the instep (inside) of your foot and follow through. When receiving a pass, give with the ball or “cradle” it with the inside of your foot.
Repeat cues for passing:
·  Head up to see receiver, head down to see ball (beginner)
·  Toe pointed where balls going
·  Hit with inside of foot
5-7 mins
5 mins / Learning Focus Activities:
Partner passing: Students pick a partner and line up across from each other on two designated lines of the gym. One soccer ball is given to each pair. On the first whistle, the student with the ball will pass to their partner. The receiver will stop the ball and prepare to pass the ball back. On the second whistle, the student who now has the ball will return a pass to their partner. Repeat this a minimum of 10 times or until students show progress.
Practice Passing While Moving: Set up four cones across the baseline. Tell the students that the first two cones are together and the second two cones are together for this activity and to line up with their partner, on at each cone. (This will allow more student participation if two sets of partners go at once instead of one.) Student partners will pass back and forth to the other side of the gym and back using both feet. The students are to use their outside foot. If they are on the right, they pass with the right foot. If they are on the left, they pass with their left foot. Allow each set pair of partners to go once or twice before closure.
Culminating Activity: (Students practiced the skills only today. Cooperating teacher plans on covering the other skills first, practicing each one, and then incorporating it into a game.)
5 mins / Closure:
Bring students into the foul area and have them sit down.
Review passing:
·  What are some things you need to do in order to perform a pass properly? (head up to see receiver, head down to see ball (beginner), toe pointed in direction you want ball to go, hit ball with inside of foot)
Review of whole class:
·  Can someone explain how to dribble? (Answers include: keep ball close and controlled, touch ball lightly with insides of feet, look at ball if you have to or if no one is around- beginner)
·  How many players are on the soccer field for each team during a game? (11)
·  How many points is one goal worth? (1)
Give students some positive feedback on their performance and send them into locker rooms to get changed.

D. Reflection

Student Outcomes: All students were willing to practice passing with a positive attitude. Excellent effort was shown by the whole class, and the students, as a group, were able to identify the cues for properly passing the soccer ball. Progression was visible from the first activity to the end of the second.
Teacher Effectiveness: If this were a full lesson, we could’ve added in another practice activity for students to get in more repetitions. It is evident that many have never played soccer before so the practice would be helpful. Also, after another practicing activity, we could’ve done a small- sided, fun passing game. The transition into lines for the second learning focus activity did not happen as smoothly as we would’ve liked. We assumed students would be okay with lining up basically on their own since they just came from those lines for the cooperating teacher’s lesson on dribbling, but we had to go around and line them up again. We could’ve had more student participation if we used more passing lines across the gym from sideline to sideline rather than end line to end line. Other than that though, the lesson worked out well.

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

Completed by:

Brooke Nessen, Edward Larkin,

Keith Lotter & Shawn Mantici