I. Introduction Come time to teach this soccer unit, I will be teaching at Oak Park and River Forest (OPRF) High School located in Oak Park Illinois. A regular school day at OPRF consists of eight periods and goes from 8:00am till 3:15pm. My school days consist of me teaching six classes with two free periods. Bellow is an outline of my schedule. Class 1 8:00am – 8:50am Class 2 8:55am – 9:45am Class 3 9:50am – 10:40am Class 4 10:45am – 11:35am 11:40am – 12:30pm *FREE PERIOD* Class 5 12:35am – 1:25pm Class 6 1:30pm – 2:20pm 2:25pm – 3:15pm *FREE PERIOD*
In addition to teaching physical education I have some extra responsibilities. As a physical education teacher I help maintain my department’s equipment and put up new bulletin boards promoting physical fitness. Throughout the school year I also coach two sports. In the fall I coach field hockey and in the spring soccer. To provide my teams with good equipment, uniforms, and extra playing experiences I organize fund raising events during each of my sports seasons, fall and spring. During the summer I also run and teach a field hockey and soccer camp for all incoming freshman and high school students. Another extra responsibility of mine is hall duty. Three times a week I work hall duty before school and during the last period of the day. My last responsibility is having a homeroom class like most of the other teachers. For one week a semester all homeroom classes meet during first period to take the state standardized tests. It is my responsibility to take attendance, proctor the test, make sure there is no talking, and that nobody is cheating. To run an effective physical education class a teacher must have an attendance, dress, and non-participation policy. Bellow is my policy for each component.
Attendance: Attend class daily and be on time. For each tardy one point will be deducted from the two daily attendance points. Four tardies equals one unexcused absence. After four tardies the student’s parents will be called and informed of the problem. Twelve tardies is equal to three unexcused absences which will results in an “F” for the class. Three unexcused absences and the student will fail the class. An unexcused absence results in a loss of all daily points and those points can not to be made up. Every student has the option to make up any/all excused absence(s). If a student would like to make up their first two excused absences they can attend another gym period during their lunch or study hall. The second option is to do 30 minutes of outside activity in our schools weight room, pool, or intramural sports. If the student chooses to do 30 minutes of outside activity they must write and turn in what they did as well as get the signature of the facility supervisor on staff. If a quiz, test, or assignment was given or due on the day a student had an unexcused absence they will receive no points and will not be able to make the assignment or test.
Dress: Student must wear gym shoes and a uniform to participate in class. Each student must have their first and last name written in permanent marker in the orange space on their shorts and shirt.
1 If a student does not have their uniform they may use a loaner uniform for class. If the student seems to repeatedly need a uniform the teacher will notify the students parents with a call home.
Non-participation: If a student comes to class dressed but does not feel well and decides to sit out they will loose all participation points for the day. If a student neglects to follow directions and partake in the activity all points will be lost for the day. To receive participation points the student must give a minimum of 75% effort, try to learn what is being taught, contribute to all group activities, and respect classmates.
Due to the large number of gym and activity facilities at OPRF I am able to get a whole gym for each of class and field space outside if desired. The first 75% of this soccer unit will be taught in a gym and weather permitting the last quarter will be held outside.
Gym Layout with Key
Outside Field with Key
2 This soccer unit will also use a variety of equipment: shin guards, goalie gloves, jerseys, soccer balls, cones, goals, ball pump, goalie jersey, and foam balls. There will be 25 students in each class and enough equipment for every student to have their own pair of shin guards, jersey, and ball. Our school has 27 pairs of shin guards, 3 pairs of goalie gloves, 27 jerseys, 30 soccer balls, 15 cones, 2 goals, 1 ball pump, 2 goalie jerseys, and 30 foam balls.
There are also a number of physical education competencies that this soccer unit will address:
-Standard #1: A physically educated person demonstrates competency in many movement forms and proficiency in a few movement forms. -Standard #4: Achieves and maintains a health-enhancing level of physical fitness. -Standard #5: Demonstrates responsible personal and social behavior in physical activity settings. -Standard #6: Demonstrates understanding and respect for differences among people in physical activity setting.
3 II. Needs Assessment In the beginning of a unit the teacher will test each student’s level ability. First, I will ask the students if they have any experience playing soccer and if so how much. Then a skills assessment will be done to identify each student’s skill level. During the skills assessment, those students who are not testing will answer a number of questions covering the basic rules of soccer, cues of skills, names of equipment used, etc. (The questions will be in a written test format using multiple choice, true and false, and matching. The students will be told that this “test” is not for a grade.) Identifying each student’s abilities will determine where in the unit plan I will begin teaching as well as the type and number of modifications and extensions I may have to make while teaching. Some additional factors that may impact my unit are the ethnic origins and gender of the students. If there are any student’s from Germany, Mexico, Spain, England, Ireland, any of the South America countries, or Poland they may have a higher ability level then some of the other student’s since soccer is such a popular sport and children begin playing soccer at such a young. Difference in emotional or physical development may make some students appear more or less skilled. During the ninth and tenth grade each student is developing physically, socio-emotionally, and mentally all at different rates. Variations in development can create misconceptions about how skilled or knowledgeable a student may really be. These misconceptions can occur because ninth and tenth grade student’s are focused on their peer identification (the most important,) independence, acceptance from their peers, and more. Another word, puberty has hit and there are many conflicting demands being placed upon students by their peers, school, parents, and society. During this time there may be family conflict, some depression, or learning problem that may create minor explosions or a change in behavior in tern effecting performance during class. Throughout the search for identity many adolescence measure themselves against their peers and the teen culture. This too can affect the way a student performs in physical education. Girls and boys are also beginning to have interest in each other which can create a distraction during class. Both genders can also be very inconsiderate of others by making fun of and/or excluding individuals based upon appearance, popularity status, etc. Each student is developing physically, socio-emotionally, and mentally therefore all of these changes must be considered when teaching.
4 III. Course Outline
A. Origins of the activity. Its development, rules, and regulations
Before the modern day game of soccer, otherwise known as football, a similar type of “kicking game” was played in Egypt around 2000 B.C. (This idea is based off of old tomb paintings found by archeologists.) Around the 3rd century B.C the Chinese began playing this “kicking game” and between the 8th and 19th century England and Scotland adopted the game of soccer. After many centuries passed and more had countries adopted the “kicking game” the modern form of soccer was created. This modern form originated in England during the early 1830’s and grew among the working-class community. In 1857 the first soccer (football) club was established in Sheffield England and soon after they had enough players to establish their own football association in October 26, 1863. During 1862 in Boston the first club soccer team was formed. They called themselves the Oneida and consisted of a regular roster of players, as opposed to the pick-up games commonly played at the time. This team was what influenced clubs to soon spread to other communities. Back in England, in 1872 England and Scotland played the first match between two countries. In 1882 the International Board of Soccer was founded. In 1885 professional soccer was established. 1930 the first World Cup took place in Uruguay. Soccer in the United States: In the United States, the American Football Association began in 1884. Later, the Golden Era (1921 – 1933) came about which was when the American Soccer League was founded (1921.) This league had enough prestige to compete effectively with European players. Later in 1950, America beat England in the World Cup. It was one of the greatest upsets of all time. Professional & Master Level Soccer in the United States: Professional soccer later took off around 1977. Within the United States there are professional men’s and women’s soccer associations in addition to different master levels (Men: Olympic team, U (under) – 23, U-20, U, 18, and U-17. Women’s: Olympic team, U-21, U-19, and U-17. Youth: U-15 boys, U-16 girls, and U-14. Tournaments played by the men are: Lamar Hunt U.S. Open Cup, FIFA World Cup, FIFA Confederations Cup, CONCACAF Gold Cup, and NIKE U.S. Cup. Women’s tournaments: Lamar Hunt U.S. Open Cup, FIFA Women’s World Cup, Olympics, CONCACAF Women’s Gold Cup, NIKE U.S. Women’s Cup. (The Lamar Hunt U.S. Open Cup is the only tournament made up of strictly U.S professional teams.) There are also U-23 Men’s Olympics, U-20 Men’s FIFA, U-19 Women FIFA, U-17 Men’s FIFA, and U-17 Women’s FIFA games.) AYSO (American Youth Soccer Association) is a very popular nation wide (is in 46 of the 50 states) program in the United States. This program is for boys and girls ages 4 – 18 years of ages. International soccer: Currently, soccer is played internationally in Korea, Japan, France, United States, Italy, Mexico, Spain, Argentina, Germany, Sweden, England, Chile, Switzerland, Brazil, France, Turkey, Uruguay, Belgium, Cameroon, China, Costa Rica, Croatia, Denmark, Ecuador, Republic of Ireland, Nigeria, Paraguay, Poland, Portugal, Russia, Saudi Arabia, Senegal, Slovenia, South Africa, and Tunisia. Soccer is also an Olympic sport.
5 Field Size: Regulation size is 105 meters by 68 meters and is played on grass market by touch and goal lines. The field’s center circle must also have a diameter of 9.15 meters and the goal post a length of 7.31 meters with a height of 2.44 meters. Number of Players: The game of soccer is also played with 11 players on the field at one time, one players being the goalkeeper. Size of Ball Used: The soccer ball used must have a circumference of 68 – 71 centimeters and weight of 394 – 453 grams. A junior ball must weigh between 62 and 66 centimeters and weight 340 – 390 grams. Length of Time: The duration of a soccer game lasts 90 minutes with two 45 minute halves. In between the halves there is a fifteen minute break. Junior games may be shortened by five minutes per half. If the score is tied at the end of the 90 minutes there will be a short break before the first fifteen minute overtime begins. If the game is still tied at the end of the first overtime there will be a second overtime, and if the game is still tied at the end of that penalty kicks are taken against each teams goalie. Time-Outs: Each team is allowed one time-out per half. The time-out lasts one minute. Scoring: To score a goal in soccer the ball must pass over the goal line between the opposite teams goal post. The winner is the team with the most goals. Equipment: Players equipment must not include anything that could endanger another player. Studs can be made of leather, plastic, or aluminum and their diameter should not be less than 12.7 millimeters or more than 19 millimeters long. A goalkeepers clothes must stand out from the outfielder’s jerseys. Referees: Referees have control over a game and is in charge of implementing the rules. All rule violations are penalized by the referee according to their severity. Beginning of the Game: The beginning of the game is announced by the referee’s signal. Before the game starts a coin toss is done to decide which half or the field each team will start off on and who will kick off. Once all decisions have been made all players must be in their half of the field, the opponents of the team taking the kick-off are at least 3 meters away from the ball until it is in play. The ball must be stationary in the middle of the circle. The referee gives the start signal. The ball is in play when it is kicked and moves forward. The kicker may not touch the ball a second time until it has touched another player. After a team scores a goal, the kick-off is taken by the other team. Consequences of Playing Violations: 6 1. Direct Kick A direct kick is called against the team whose player kicks, holds, trips, pushes an opponent or attempts those actions. In these cases, a player on the opposite team will perform a direct kick towards the opponent’s goal post from the spot where the violation happened. 2. Penalty: A penalty is called when a player kicks, holds, trips, pushes an opponent or attempts those actions inside the goal or penalty area, regardless of balls position. This kick is made from eleven meters off the team’s goalpost. 3. Indirect Free Kick: This violation is called when a player’s conduct is hazardous or when a player obstructs and opponent or the goalkeeper. It is also called against the goalkeeper for holding the ball for more than six seconds in the penalty area, drops and then picks up the ball without another player coming in contact with it or touches the ball by hand after a pass from a teammate. The player making the kick can’t shoot straight to the opponent team’s goalpost, but has to first pass it on to a teammate. 4. Yellow Card: The referee shows a yellow card to a player who plays aggressively towards an opponent, reacts in an improper manner in words or gestures, causes delays or exits/enters the court without the referee’s permission. 5. Red Card: The referee shows a red card and expels the player from the field if he/she violates the code of sportsmanship, displays unfitting conduct, hits an opponent, uses a hand to block the ball and obstructs the opposite team or is shown a second yellow card at the same game. Throw-ins: A throw-in is taken by the team who did not make the last touch before the ball was kicked or rolled past a side-line. Ball In Play: The ball is in play at all other times including when it rebounds off the goal post, the crossbar, the corner flag, or a referee. Corner Kick: This takes place when a player on the defending team kicks the ball over the goal line on the ground or in the air. The ball is then kicked from defensive team’s corner by a player of the attacking team. Off-Sides: A player is offside if, after the ball is touched by a player, the player is closer to the opponent’s goal line than 2 defensive players, including the goalie. This does not apply to goal kicks, throw-in's or corner kicks. An indirect free kick will take place as a result. Handball: A handball is when a player other then the goalie intentionally touches the ball with the hand or arm to gain control of the ball. A direct free kick will take place as a result.
7 B. Special soccer strategies
Formations: 4-4-2 Formation: 4 defenders, 4 midfielders, and 2 forwards. The 4 midfielders allow you more opportunities to tackle the ball and clear to your goal while the 4 defensemen give you greater defensive capabilities.
4-2-4 Formation: 4 defenders, 2 midfielders, and 4 forwards. The 2 midfielders will assist on both offense and defense. On offense, they will usually assume ‘wing’ positions. On defense, they will drop down in a position and clear passes and move the ball downfield to the forwards.
8 3-4-3 Formation: 3 defenders, 4 midfielders and 3 forwards. This formation is used mostly when you are behind in a game and need to create more scoring opportunities
Communication: Communication is part of what helps bring a team success. Communication can be used by all positions either to inform teammates who is marking which opposing player, if a player is available for a pass, who may be open for a pass, if a player need support, etc.
Offensive Strategies: 1. Keep moving off the ball. . This will help you escape from your opponents marking. . Create a chance to receive a pass from a teammate. . Provide an opening for a teammate to break through. . Change positions with a teammate. 2. Use the sides of the field to advance the ball down the field. This is because defenders tend to group in the center of the field. 3. Anytime the offense is near the goal they should pass often requiring the defense to adjust.
Defensive Strategies: 1. When marking keep your body between the ball and the goal.
C. Skills I will be teaching The skills I will be teaching are: Fast Footwork 1. Inside Roll 2. Outside Roll 3. Side to Side Push-Pull 4. Side to Side Step-On 5. Side to Side Front Roll 6. Pull Instep Push 7. Pull a V 8. Pull & Take with Outside of foot Kicking (cues will be taught) 1. Inside of foot push pass 2. Instep 3. Outside of the ball 4. Lofting the ball Trapping (receiving) (cues will be taught) 1. Sole of the foot 9 2. Inside of the foot 3. Chest Dribbling (cues will be taught) 1. Inside of the foot Heading Throw-in: standing Strategies Principles 1. Attacking a. Depth/support b. Width c. Penetration
2. Defending a. Delay b. Depth/ support c. Width d. Balance Restarts 1. Corner kick 2. Goal kick 3. Throw-in 4. Kickoff
D. Tests I will provide at the end of the unit to assess skill performance and knowledge
At the end of the soccer unit a skills test will be done on each student’s skills for kicking for distance, kicking for accuracy, heading for accuracy, trapping, and dribbling. To assess each student’s knowledge about soccer a written test over the basic soccer rules and skills will be given.
E. Block Plan
Monday Tuesday Wednesday Thursday Friday
1. Warm-ups 2. Passing: to 3. Passing to 4. Passing & 5. Trapping and Safety/ wall, to a a partner Receiving on with the sole of Rules of target the move the foot Soccer 6. Trapping 7. Dribbling + 8. Dribbling 9. Teacher led 10. Shooting with the Controlling and giving a Team practice at targets inside of the the ball pass on the (fundaments foot and chest move and team building)
10 11. Shooting 12. Heading 13. Heading 14. Goal 15. Goal on goal with Getting to a partner Keeping skills Keeping, when an active acquainted to use each skill goalie with the ball
16. Strategies 17. Strategies 18. 1st round of 19. 20. Students role of each offensive and Tournament Championship present projects position on the defensive game to class field
a. Instructional Goal for the Whole Unit: By the end of the soccer unit, the students will be able to perform the basic soccer skills (dribbling, passing, trapping, shooting, marking, heading, and goal keeping), strategies, rules, and safety procedures during tournament play. b. Task analysis: See next page.
11 SOCCER TASK ANALYSIS
12 Physiological Training Background Knowledge Psychomotor Skills/ Psycho/ Social & Conditioning Tactics Concepts
Warm-up Individual Activities
Cool-down
Soccer Rules
Soccer History
Soccer Equipment
Goal Offensive Keeping Strategies Heading Defensive Strategies Shooting Scoring Dribbling Sports- personship Trapping Safety Outside of Passing foot Chest Trap Following Rules Inside of the foot Sole Trap
13 Skill: Passing Objective: During a skills test, each student will demonstrate all the kicking cues correctly two out of three times. Situation: During a skills test. The student will stand 8 feet away from the wall. Task: Kicking at a target. Criteria: Hit the target at least three out of five times using the correct cues. Looking for the students alignment with the ball (near the direct flight of the ball), their base (grounded next to the ball pointed toward the target), whole body position (contact foot raised with toe pointed out, contact leg back with knee bent), contact (using inside of the foot and contacting the ball near its midline), and follow – through (contact foot and left lift after contact.) Critical Elements: - Inside of the foot 1. Alignment: Near the direct flight of the ball. 2. Base: Grounded foot toward target and to the side of the ball and either even or slightly behind the ball, and knees flexed. 3. Whole body position: Contact foot raised with toe pointed out, knee pointed out, and ankle joint locked at 90 degree angle. Contact leg back with knee bent and lower leg almost parallel with the ground with the inside of the foot facing the ground. Head is above the ball, hips and shoulders near 90 degrees to approaching ball. 4. Contact: At the hard area near the heel of the foot and ankle with the inside of the foot facing the approaching ball. Ball contacted near its midline. 5. Follow-through: Contact foot and leg lift after contact. - Instep kick 1. Alignment: Approach the path of the ball from a 45 degree angle. 2. Base: Grounded foot toward target and to the side of the ball and either even or slightly behind the ball, and knees flexed. 3. Whole body position: Contact foot lifted with toe pointed down, knee rotated in, and ankle joint locked. Lift heel upward toward butt, head above the ball, hips and shoulders are approximately 90 degrees to approaching ball. 4. Contact: Hard area on the top of the arch near the midline and either high, middle, or low depending on the desired trajectory. 5. Follow-through: Contact foot and leg left after contact. Extending Tasks: 1. Practice kicking motion without a ball 2. Kick a foam ball 3. Kick a real soccer ball 4. Kick a soccer ball at a wall 5. Kick towards a wall at different distances 6. Kick towards a wall from different directions 6. Kick a soccer ball to a target on the wall 7. Kick a soccer ball to a stationary partner 8. Giving a pass to a partner that is moving back and forth between two cones. 9. Receive and giving a pass within two touches to a stationary partner. 10. Give a pass on the moving (while dribbling) 11. Give a pass to a teammate when there is a defender putting pressure on you. Drills: 1. Using the Wall: - Every student has a ball - Students are kicking against the wall from different distances using both left and right foot.
2. Below the line - Every student has a ball - Students try to kick the ball below the tape line on the wall. - Try with right and left foot. 3. Cliff Hanger Passing: - Every student has a ball - Students put into two groups - Each group students is spread out along a wall. - Cones taped down in a line along the width of the gym creating a “cliff” area. - The students are tying to kick their ball as close as possible to the “cliff” without it going over. Players then run after their ball and mark where their ball stops with a small poly spot. The students continue to try again attempting to get closer to the “cliff.” - The teacher can also change where the cliff is * This drill helps players with the pace of the students passing. O x x O O = Students O O x = Cone (creates the “cliff”) O x x O O O O O O x x O 4. Pass with Pairs - Class is in pairs with one ball per pair - Students pass back and forth at different distances. - Teacher can put a limit to the number of passes the students can have when they have possession of the ball. 5. Triangle Game - Students are in pairs with one ball - For each pair there are three cones in a triangle 2 yards apart. - A player starts by passing the ball through a channel created by the cones. - The other player uses one touch to trap the ball into space and pass the ball through one of the other channels. - Teacher can put a limit to the number of touches the students can have. 6. (Using the instep kick) Starters - Every student has a beach ball - 3 feet away every student runs toward their beach ball on the floor and kick it against the wall. - Try with the right and left foot 7. Tape (using the instep kick) - Tape lines are placed on the wall - Every student has a ball - The students are along the outside of the gym kicking their ball against the wall trying to hit different levels.
15 8. Moving - Students are in pairs - Students give a pass on the ground and then later a pass in the air - Students about 15 feet away from each other - Students kick back and forth while moving from one end of the gym to other. There can be various lines to keep the students moving. x x x x x x 1 2 3 x with # = lines where students pass
9. Corners - Students are in groups of 8 - 4 cones make up a square area - 4 students on the outside of the square, 1 at each cone - 4 other players in the middle of the square - Players in the middle jog toward a person at a corner and call fro the ball. The person at the corner passes their ball to their classmate’s feet. Person in the middle passes it back. * Variation: After the person in the middle receives a ball they pass the ball to someone different on the outside of the square. * Variation: Teacher can take one ball away. When the person in the middle receives the ball they have to give it to the person at a corner who does not have a ball. 10. Fast Feet - Students are in groups of 4 with 2 balls - Three people are in a line. (2 of the three people have a ball) - 4th person stands along. They receive a pass from a student with a ball. After they receive a ball they pass it to the person without a ball. - Right after the student standing alone has passed to the player without a ball the other player with a ball passes to them. X X X
X 11. Opposites - Students are in groups of 5 with two balls - 5 cones are used to make what looks like a 5 on a dice. - One student is at each cone. Each cone has a number 1 -5 - Cones 4 and 2 have a ball. - 4 passes to 5, 5 passes to 1 - Right after 5 gives the pass to 1, 2 passes to 5 and 5 passes 3. Passing is continuous. 1 O O 2
5 O
4 O O 3 12. Ladder - Students are in groups of three with 2 balls - A & C each have a ball 16 - Passes are on the floor AO BO CO - A passes to B - B returns the ball to A - B turns and jogs (“breaks”) to C - C passes to B - B passes to C Modified Games: 1. Receiving Square - Students numbered 1 or 2 and put into partners (they don’t stay partners, it’s just for starting the drill) - 1’s are on the outside of the gym & 2’s are on the inside of the gym - All the 1’s have a ball - Player on the outside starts by passing the ball to their partner. Their partner receives the ball and passes to someone else on the outside. This cycle continues. - Scoring: The inside students count the number of passes they receive. - Students switch positions on the teachers call. 2. Crabwalk Soccer - Students are in 2 two teams, 1 soccer ball - Each team starts at one end of the field on their end line. - The ball will start in the middle of the gym. When the teacher blows their whistle the game begins and the students can move wherever they line on the gym floor. - Every student is in a crab like position (hand behind on the ground, both feet on the ground, and stomach facing the sky) and must stay in that position during the whole game. - The students are only allowed to use their feet to pass the ball to their teammates. This game works on teamwork and passing to a person’s feet. - A goal is scored when the whole ball rolls over the opposing team’s end line. Each goal is worth one point. Modified Games (including other skills): 1. 5 Pass Game - Students are put into teams. For 2 small games - Cones and tape are placed on the floor to separate the playing areas. - There are two neutral players per field. The neutral players are on the end lines. - Teams are trying to make 5 or more consecutive passes to their teammates and the last pass the neutral player must touch the ball for the team to score a point. - Players are NOT allowed to dribble they can ONLY give passes on the ground. - A player (team) does not get credit for a pass if the ball is passed back to the player from where it came from. - Any time the ball goes out of bounds the other team gets possession. - The other team is allowed to intercept the ball. - Scoring: The team with the most points wins 2. Cones - Every student has a ball - Pointed cones are set up all over the gym - The students dribble to a cone and then try to kick it down. - Scoring: The students count the number of cones they knock down. - Scoring: The class can also be timed and each time they try to beat their previous time. 3. Soccer Golf - Every student has a ball - The gym is set up in an obstacle course *Boxes - dribble around 17 *Cones - zigzag through *Hoops - kick through *Poles - kick over - Students are to count their kicks as they go through their course - Students start at different places - Scoring: Complete the course with the fewest number of kicks. Evaluation: The teacher will evaluate each student’s kicking through observation and then record what he/ she saw on a checklist. The checklist will have five columns, one column for each cue, and three rows, one for each trial, for each student. The teacher will walk around to each pair of students to observe and record their performance on the checklist. Cognitive Objective: After the last drill, each pair of students will work together to identify the five kicking cues in the proper progression. Even though the students will be working in pairs each student will have their own “exit slip” to write their answers on. The exit slip is a piece of paper with two or three questions that evaluated the cognitive and/or affective objectives. Then as the students line up they hand the paper to the teacher. (Below is an example of an “exit slip.”) Affective Objective: The students will follow the safety rules given by the teacher and give feedback to their partner about their kicking during drills. The students will be evaluated by use of the “exit slip” explained above in the cognitive objective. There will be two or three questions for the students to answer that pertain to the affective objective.
Exit Slip Name: ______Class: ______
1. List the correct kicking cues in the proper progression 1.
2.
3.
4.
5.
2. How often did you follow the safety rules? Circle your answer.
NEVER SOMETIMES OFTEN ALL THE TIME
Give an example of one way you followed the safety rules today in class.
3. Did you give feedback to your partner about their kicking during the drill at the wall? What did you tell them?
18 Skill: Trapping Objective: Each student will trap the soccer ball three out of five times when passing with a partner during the beginning of class. Situation: During a drill. The students will be 8 feet away from each other. Task: Trapping the soccer ball Criteria: They stop the ball when it is passed to them. Critical Elements: - Sole of the foot 1. Alignment: Position body as near to the direct line with the ball as possible. 2. Whole body position: Ankle of contact foot is flexed with the toe higher than the heel and toe up (this creates a wedge.) Contact leg and foot are extended out. Hips and shoulders near 90 degrees when approaching the ball. Arms slightly away from the body for balance. 3. Ball Contact: The sole of the foot contacts the ball at the top and slightly to the back of the ball. - Inside of the foot 1. Alignment: Position as close to the direct flight of the ball (180 degrees.) 2. Whole body position: Contact foot is raised with toe pointed out, knee is also pointed out, and ankle joint is locked at a 90 degree angle. Draw leg backward from the hip in a straight line. Person’s head is directly above the ball or slightly behind. Hips and shoulders are near 90 degrees to approaching ball, and arms are slightly out for balance. 3. Contact: The soft area on the inside of the foot near the arch contacts the ball. The contact point on the ball is on the top and back (wedging it to the ground.) 4. Follow-through: Contact leg lowers the foot on the ball. - Chest Trap 1. Alignment: Position as near to the direct line with the path of the ball. 2. Base: Feet are in staggered stance with body weight evenly distributed. 3. Whole body position: Knees flexed, hips forward bending backwards, shoulders back, upper chest near parallel with the ground, head away from the body for balance. 4. Contact: At the high flat part of the chest just below the throat and absorb the force. Extending Tasks: 1. Students practice the trapping movements without a ball. 2. Perform trapping movements on a stationary soccer ball. 3. Softly kick a soccer ball towards the wall and trap the ball as it rebounds. 4. Kick a soccer ball hard to towards the wall and trap the ball as it rebounds. 5. Trap a pass from a classmate. 6. While dribbling trap the ball 7. Throw the ball in the air (above the head), run onto the ball, and trap the ball. 8. Trap a pass on the move (while running.) 9. Trap and give a pass in 2 moves. 10. Trap a soccer ball using the chest pass during a throw-in. Drills: (Many of the dribbling and passing drills can be used for trapping.) 1. Stationary: - Every student has a ball - The ball is stationary and the student practices the trapping movement using the sole of their foot. 2. Movement:
19 - Every student has a ball - Students are dribbling around the gym. When the teacher blows her whistle the students trap the ball using the sole of their foot. - Or, the teacher tells the students how many times they must trap the ball on their own command while dribbling. 3. Passing: - Every student has a soccer ball - Students kick at different distances and with different amounts of force towards the wall. When the ball rebounds off the wall they must trap the ball with their feet. 4. Partners - Students are in pairs with one ball - Students are passing and trapping with a partner - Students are at different distances and use different amounts of force.
5. 3 Step Approach - Students are in groups of 3 with one ball in a triangle formation - One student’s starts by passing the ball to the person on their right or left. The student receiving a pass then has three steps to trap and pass the ball to the next person. The 3 step an approach is used for the rest of the drill. For the three step approach, use one foot to trap the ball and the other foot to pass the ball to another classmate. 6. Trapping on the run - Students are in groups of two with one ball - There are three cones in an “L” formation. Each student starts on one end of the L formation. The student who starts with the ball passes it to the middle cone and as the ball is moving their partner is running onto the ball to trap it. Modified Games: 1. Poly Spots: - Each student has a ball - Poly spots are laid on the gym floor - Students dribble to as many poly spots as they can. When they reach a poly spot they must trap their ball on the spot using the sole of their foot. Once they have stopped their ball they continue to dribble onto another poly spot. * Instead of stopping the ball on the poly spot the students can try to pick up as many poly spots as they can. Modified Games (including other skills): 1. 8 vs. 8 - Two teams with one person from each team standing in the semi circle area. (The person in the semi circle in neutral and is playing for both teams.) - The game uses the whole gym and students may not use their hands - There are semi circles made with tape on each side of the gym. These are the goals which the ball must be passed into. - For this game, both teams are only allowed to pass the ball on the ground and trap the ball. NO DRIBBLING. - Players from both teams are allowed to go wherever they line on the gym. - A goal is scored by passing the ball to the person standing in the semi circle. After one team scores a goal they must switch directions and attack their new goal at the other end of the gym. Say the same team scored again, and then they would attack the goal area where they scored first. - The team with the most goals wins. 20 Evaluation: Students will do a self and peer assessments to evaluate trapping. Self and peer assessments will be used to record the number of times the ball was trapped (stopped) and the trapping cues performed. Cognitive Objective: Each student will identify the three types of trapping and give a game example for each. This objective will be evaluated using a written test. The test question is: State the different types of trapping practiced in class and an example and describe one task that required you to trap the ball. The answer is: 1. Sole of foot, 2. Inside of foot, 3. chest trap. For younger students or those students who can not read they may draw the different types of trapping. Affective Objective: During class, the students will exhibit independence and the ability to succeed in groups by participating in cooperative and challenging activities. This objective will be evaluated by teacher observation. The teacher will observe the students behavior and check off whether or not the student exhibited independence and the ability to succeed in groups by participating in cooperative and challenging activities.
21 Skill: Dribbling Objective: During a skills test, the students will dribble through five cones using the correct form and without touching any of the cones with the ball or body parts. Situation: Skills test Task: Dribble through five cones. Criteria: Without touching the five cones with the ball or body parts and the correct dribbling form: alignment (behind the ball), body position (continuous movement with repetitive contact with either foot), and contact (toe of contact foot pointed out and sole of the foot parallel to the ground.) Critical Elements: 1. Alignment to ball: Body is directly behind the ball prior to contact. 2. Whole body position: The body is behind the ball, body is in a continuous movement, and ball is making repetitive contact with either foot. 3. Contact: The toe of the contact foot is pointed out, knee is out, foot is off the ground (only a few centimeters), and sole of the foot is parallel to the ground. Extending Tasks: 1. Practice dribbling movements in one place without a ball. 2. Dribbling with foam ball in place 3. Dribble with a soccer ball in place 4. Dribble a soccer ball in a straight pathway at a slow place. 5. Dribble a soccer ball at a medium pace in a straight pathway 6. Dribble at a fast pace in a straight pathway 7. Dribble a soccer ball in different pathways (zigzag, curved) 8. Dribble a soccer ball through cones 9. Dribble with a defender pressuring you 10. Dribble and shoot Drills: 1. Moving the feet: - Students practice the dribbling movements without a ball 2. Back and forth: - Each student has a ball and their own space - Students practice keeping the ball between their feet - Students dribble at a walk. - Students dribble at a job 3. Red Light Green Light - Every student has a ball - The students with their ball line up along the wall at one end of the gym. (The teacher stands off to the side and calls out red light and green light.) - The students are tying to get to the other end of the gym. - When the teacher said green light the students dribble as far as they can, but right when they hear red light they must trap their ball using the sole of their foot. This continues until everyone has gotten to the other end of the gym. 4. Dribbling around the gym: - Every student has a ball - Students dribble in a straight line across the gym
22 - Students dribble in different pathways at their own pace 5. Dribble through 4 or 5 cones: - Students are in groups of 3 - Dribble through with right foot ONLY - Dribble through with left foot ONLY - Dribble through with using both feet * Can make drill harder by moving the cones closer together 6. Poly Spots: - Each student has a ball - Polly spots are laid on the gym floor - Students dribble to as many poly spots as they can. When they reach a poly spot they must trap their ball on the spot using the sole of their foot. Once they have stopped their ball they continue to dribble onto another poly spot. * Instead of stopping the ball on the poly spot the students can try to pick up as many poly spots as they can. 7. Follow the Leader: - Class is divided into groups of 5, 1 leader and 4 followers - Whatever the leader does (dribbling, footwork moves, change direction or speed) the followers must do the same. - After a few minutes switch leaders. 8. Mine Field: - Every student has a ball - Throughout the gym cones and other objects are laid out on the gym floor. - The students are to dribble through the mine field without touching any of the equipment on the floor with their ball or feet. 9. Musical Balls: - Each student has a ball. - On the teachers command (when the music starts) everyone begins dribbling around the gym. When the music stops every student leaves their ball and runs to find another unattended ball and puts their foot on it (trapping position.) Once the music is on again everyone starts to dribble. - After a rounds take away one soccer ball. Now when the music stops there will be one person who doesn’t find another ball, that student sits down against the wall near the teacher. Continue to take one soccer ball away as each round goes by. 10. Run and Gun - The students are in pairs, with one ball. - The students are to dribble to and around the cone and then dribble back toward his/ her goal and shoot. * ^ O * O * = cone / / O = student \ */ O = partner off to the side /, _, \ = dribbling pathway ^ = where the shot should goes 11. 1 vs. 1 - Two students per grid with one ball - Each student starts at one end of the grid and the ball is placed in the middle. - On the whistle, both students try to get the ball. The student that has possession of the ball trys to dribble the ball over the other persons start line. The person who does not have the ball tried to get the ball from them. Modified Games: 23 1. Knock Out: - Every student has a ball - Students can dribble anywhere and in any direction around the gym. - Each student is trying to “knockout” (kick) their classmates ball away from their feet still keeping possession of their own ball. - Scoring: For each ball a student “knocks out” they get a point. * This game can be made harder by creating an area with cones that the game is played in. The smaller the area the harder to keep control of your ball. 2. Foxes and Rabbits: - 20 dribblers (rabbits) and five stealers (foxes) - Dribblers (rabbits) are dribbling around the gym trying to keep their ball. - Stealers (foxes) are tying to win a ball from one of the dribblers. - If a stealer (fox) wins a ball they try to keep it from the player who lost it. The player who lost the ball can try to win the ball back or they can go after someone else’s ball. - Scoring = for every ball a person takes away they get a point. 3. Four Square: - There are four square areas made by cones in the four corners of the gym. The four squares are the “safe zones.” (When someone is in the square they can not be tagged.) - 20 students have a ball, these are the dribblers. The remaining 5 students do not have a ball and are the taggers. - The dribblers are tying to dribble from square to square without getting tagged. (To make the game harder, the taggers have to steel the dribbler’s ball away instead of having to tag them.) - Students keep their role until the teacher switches the student’s positions. - Scoring: Dribblers, for each square they dribble to they get one point. Taggers, for each person they tag or ball they steel they get one point. Modified Games (including other skills): 1. Steal a Ball - Students are in groups of 4, with 12 balls - The playing area is a large square with 4 coned corners and a common area. - Students can not use their hands - The 4 players start in their squares, on the whistle the students run into the middle and dribble a/ some soccer balls back to their square. (The students devise their own strategy of how to gain the most soccer balls whether it is dribbling one or two soccer balls at a time.) - The players can not tackle other players but they can steal soccer balls from other corners when the person is out of their area. - The first player to have 4 soccer balls in their corner wins Evaluation: The teacher will evaluate every student dribbling through observation during a skills test and/ or a game. The teacher will also record what he/she observed using a checklist. The checklist will have rows with each student’s name and columns with the dribbling cues. The teacher can also have the students do peer assessments using a checklist to evaluate dribbling. For peer assessment, each student would perform three trials and for each trial their partner would record the cues performed. (There would be three rows for three trials and the cues would be in the columns.) The students would also do a peer assessment recording the number of times their ball or body part touched a cone during a trial. Cognitive Objective: At the end of class, the students will identify and describe each dribbling cue in their student log. The teacher will evaluate the student’s knowledge of dribbling by reading each written response. The written responses should contain the three cues and a description of each (alignment: body behind ball before contact, whole body position: body behind the ball and continuous contact with either foot, and contact: contact foot is off the ground with the knee bent and toe pointed out.) 24 Affective Objective: The students practice specific skills as assigned until the teacher signals the end of practice. This objective can be evaluated through teacher observation and recorded with a + or – next to their name for the day.
Skill: Shooting Objective: During a drill, the student will shoot a soccer ball and hit the three targets at three different heights four out of six shots. Situation: During a drill Task: Shooting at targets at three different heights Criteria: The ball will hit the targets four out of six times Critical Elements: - Lofting the ball 1. Alignment: Approach the path of the ball from a 45 degree angle. 2. Base: Slightly to the side and behind the ball. Knees flexed. 3. Whole Body Position: Contact foot lifted with toe pointed down, knee rotated in, and ankle joint locked. Lift heel upward toward butt, head slightly behind the ball, hips and shoulders are approximately 90 degrees to approaching ball. 4. Contact: Hard area on the top of the arch near the midline or high, middle, or low depending on the desired trajectory. 5. Follow-through: Contact foot and leg left after contact. Extending Tasks: 1. Perform shooting motions without a ball 2. Shooting a foam ball 3. Shooting a soccer ball 4. Shooting a soccer ball against the wall 5. Toss a soccer ball in the air and kick it 6. Shooting a soccer ball at different heights marketed on the wall with tape 7. Shooting a soccer ball at targets on the wall 8. Shooting a soccer ball on the move towards a soccer goal 9. Shooting a soccer ball on the move towards a goal with an active goalie inside 10. Shoot a soccer ball in the high or low corner or a soccer goal on the move Drills: 1. Wall - Every student has a ball - Students kick their ball against the wall above a line taped on the wall 2. Strike-Out Shooting - Students are put into pairs with one ball - Partners start 5 yards apart - After every kick received both pairs take three steps back. Students gradually increase distance to 20 yards. - If a person does not receive the ball both players move back to where they began at 5 yards. 3. Roll and Shoot - Students are in partners with one ball - One student gives a light inside pass using the inside of their foot to their partner. Their partner moves into the ball and using the instep kicks the ball to their partner. 4. Volley kick - Students are in partners with one ball - One student tosses the ball the other student volleys. 25 - The student tossing the ball gives an underhand toss at shin level slightly out in front of their partner so that when they extend their leg their foot will hit the ball. 5. Ten Pin Shooting - Every student has a ball - Students are put into groups of three - Each group has a set of 10 pins set up in the bowling formation - Each student has one kick. As a group everyone tries to knockdown all the pins. - To make the drill harder the teacher can place 1 or 2 pins out. Modified Games: 1. Shooting at the wall - 4 people with 2 teams - A line of tape is about 3 feet or higher on the wall and another line is approximately 6 feet from the wall on the ground. - The students are shooting at the wall - One player serves from behind the line on the ground towards the area above the line on the wall. The students try to keep the ball bouncing off the wall switching teams each time. - Both teams try to make is so the ball is hard to return or too hard to kick so that the other team makes a mistake. After one team makes a mistake the other the other team serves. - Errors: 1. Ball bounces out of bounds 2. The ball doesn’t bounce over the line against the wall 3. The ball bounces more then once in the playing area 4. The ball is hit by the same player twice Modified Games (including other skills): 1. Ghostbuster Soccer - 8 students are “ghosts” and protect the cones. They stand around the cones and act as a goalie. When a kick comes towards them they can use any part of their body to block the kick. - 13 students are “ghostbusters” who try to hit the cones that are protected by people (“ghosts.”) - “Ghostbusters” dribble to different cones. When they get to a cone they kick the ball trying to hit the cone. They may not kick their ball if they are 2 feet away from the cone and they may not kick the ball hard because there is a person there. After a “ghostbuster” attempts to kick a cone they must dribble to another cone. - When a “ghostbuster” hits a cone they switch positions with the person protecting the cone. - Scoring: Students keep track of the number of cones they hit Evaluation: The students will so a self assessment to record the number of times their ball hit the target and went above the different taped lines on the wall. Each student will be given a worksheet where they will record the number of times their ball hit a target and went above each line of tape. Before the self assessment begins the teacher will explain, in detail, what the students are to do and write down. The teacher will also use a skills test to evaluate the student’s ability to perform the shooting cues. He/She will have a checklist with each student’s name and shooting cues listed. There will be an area of the gym where the skill testing will take place so that every student is shooting from the same distance and to targets at the same height. The teacher will call students at a time to be tested. Each student will perform three trials. As the student is shooting the teacher will check off the cues performed. The students who are not shooting will be retrieving the soccer balls. Cognitive Objective: Each student will be able to identify at minimum, three out of the five shooting cues on a piece of paper during the conclusion of class. The teacher will evaluate the students by reading what each student wrote on their paper and putting a check next to those students names who were not able to
26 identify three out of t he five shooting cues. The answer to this question will be 1) alignment, 2) base, 3) whole body position, 4) contact, 5) follow-through. Affective Objective: During class, students will experience enjoyment while practicing shooting and enjoy practicing activities to increase skill competence. This objective will be evaluated using a questionnaire. The questionnaire will ask the students 1) What do you feel were your strengths in the shooting activities? 2) What skills or strategies do you need to practice further? 3) How well do you execute the five shooting cues? Discuss how much you have improved since the beginning of the unit?
Skill: Heading
Objective: During a drill the student will perform six continuous headers that are at least 1 foot off their head to them self. Situation: During a drill Task: Heading to them self Criteria: six continuous headers at least 1 foot off their head Critical Elements: 1. Alignment: Near the direct line with the path of the ball. 2. Whole body position: Feet staggered, knees flexed, hips forward bending backwards, shoulders back, upper chest near parallel with the ground, head away from the body for balance. 3. Power: Whole body snaps forward. Arms come back, weight transfers to front foot and the neck snaps moving the head to the ball. 4. Ball Contact: Near the hair line on the forehead. Keep eyes open and focused on the ball. 5. Follow-through: Body continues to move forward Extending Tasks: 1. Hold a soccer ball in both hands and extend the head forward and bring the ball to the forehead still holding the ball with both hands. 2. Head a beach ball 3. Head a beach ball that is tossed to you 4. Head a soccer ball that you’re holding in front of your head 5. Toss a soccer ball up in the air and head it 6. Head a soccer balls many times (continuous) 7. Head a soccer ball to a partner 8. Head a soccer ball tossed to you 9. Head a soccer ball back and forth between you and a partner 10. Head a moving soccer ball into a soccer goal. Drills: 1. Getting used to the soccer ball - Every student has a soccer ball - Each student holds their soccer ball with both hands and extends their head forward and brings the ball to their forehead. 2. Beach Ball Time - Each student has a beach ball - Students hold their beach ball out in front of them and head level and practice heading. - During this drill the students have a piece of colored tape on their head to remind them of where their head should contact the ball. 3. Pairs - Students are in pairs with one beach ball 27 - One student tosses the beach ball to their partner and they head it back to them. 4. How many times? - Every student has a soccer ball - Each student practices heading the soccer ball to them self - They try to see how many times they can continuously head the soccer ball to them self. 5. Targets - Every student has a ball - Students are heading the ball towards targets on the wall
6. Heading pairs - Students are in pairs with one ball - At first: One student tosses the ball to their partner who heads it back to them. - Next: The students head back and forth among themselves (continuous) without tossing the ball before each header. 7. Heading lines - Students are in groups on 4 with one ball - There are two lines of two and the two lines are facing each other about 4 feet apart. - One person in a line starts by tossing the ball to them self and heading it to the first person in the line facing them. After they head the ball to the other person they go to the end of the other line. The first person in the other line (where the ball from the other header is going to) heads it back to the line across from them and then goes to the end of that line. The heading should be continuous.
------(header 1) X X X X ------ (header 2) 8. Throw, Head, Shoot - The students are in groups of three with one ball and there is one goal made of cones for each group. - There is one thrower, one header, and one shooter - Person 1 throws (like a throw-in) to person 2 who heads the ball down to person 3 who shoots the ball at the goal.
_____GOAL______
1 3
2 Modified Games: 1. Soccer tennis - 4 students in two teams per game with one ball - A net is set up dividing the two courts - One team starts with the ball. One person on the team serves (tosses the ball to them self and heads it) to the opposite side of the court diagonal from them first. (Serving always begins on the right side of the court.) If the ball does not go over the net or they do not make contact with the ball after the throw the server has one more chance to serve the ball before they switch and serve from the other side. When the serve goes over the net then the other team heads it back if they can. The game continues.
28 - During this game, there may be only one bounce, after a player on one team touches the ball they can’t touch it again until their teammate has touched it. - The points go to 4 - Once a team gets to four points during the first servers set the opposing team serves the ball. After that game finishes the ball is served by the second player on the first team and after them, the 2nd player on the 2nd team serves.
Modified Games (including other skills): 1. Handball- Heading - Students are in two teams - There are two goals and the game uses the whole gym. The out of bounds lines are the black lines around the gym. - The students are not allowed to carry the ball. - The students throw the ball using the overhand throw (throw-ins) to move the ball. - For a goal to be served, a player must head the ball thrown to them by another player into the goal. - A point is scored when the ball goes into the goal. - When the ball drops to the ground or goes to the other team the ball becomes the other team’s possession. If the ball goes out of bounds a throw-in takes place on the line where the ball went out. Evaluation: The students heading skills will be evaluated during the modified games by way of a checklist. On the checklist, the students names will be in the rows and each heading cue will be listed in the columns. The teacher will check off the cue(s) that were not performed. Cognitive Objective: During the conclusion of class, the students will identify the skill and the skills five cues learned today. To evaluate the students knowledge, during the conclusion of class the students will write in their student logs the skill (heading) and the skills five cues (1.Alignment, 2.Whole body position, 3.Power, 4.Ball Contact, and 5.Follow-through.) The teacher will then look through each log and put a + (the student stated the correct skill and its cues) or – (the student did not know the skill and/ or the cues) near each students name. Affective Objective: During class, the students will follow rules and directions for all activities such as freeze and listen to the teacher when the whistle is blown. This objective will be measured through observation. The teacher will put a check by those students’ names that did not listen to the rules or follow directions.
29 Skill: Goal Keeping Objective: During practice, the student will catch a soccer ball kicked at them two out of three times using the correct kneel and catch cues. Situation: Practice Task: Catch a soccer ball Criteria: Using the correct kneel and catch cues (1. Alignment: direct line of the ball, 2. Base: Kneeling, knee of one leg and foot of the other on the ground on opposite sides of the bath of the ball. Standing the feet are together., 3. Whole Body Position: Kneeling, hands and arms are extended downward in front of the body to receive the ball. Lower leg of the kneeling leg is placed at an angle behind the ball to block it. The head is directly above the ball. Standing, the upper body bends over the waist with both straight lets. The hands and arms extended downward and forward in front of the legs to receive the ball., 4. Absorption: curl the ball to the forearms, biceps, and chest, 5. Ball Contact: Little fingers of both hands are close together, all fingers spread, palms facing the ball) 2 out of 3 times Critical Elements: - Kneel or stand catch 1. Alignment: In the direct line of the ball 2. Base: Kneeling, knee of one leg and foot of the other are placed on the ground on opposite sides of the bath of the ball. Standing the feet are together. 3. Whole Body Position: Kneeling, hands and arms are extended downward in front of the body to receive the ball. Lower leg of the kneeling leg is placed at an angle behind the ball to block it. The head is directly above the ball. Standing, the upper body bends over the waist with both straight lets. The hands and arms extended downward and forward in front of the legs to receive the ball. 4. Absorption: curl the ball to the forearms, biceps, and chest 5. Ball Contact: Little fingers of both hands are close together, all fingers spread, palms facing the ball. - Catch at waist or chest high 1. Alignment: In the direct line of the ball 2. Base: Feet are even in a parallel stance 3. Whole Body Position: Hips and shoulders are parallel with the goal line. Hands and arms are extended together in front of the body reaching forward. 4. Absorption: Contract the hands, forearms, biceps, and then the chest. 5. Contact: Little fingers of both hands are close together, all fingers spread, palms facing the ball. - Ball Head High or above 1. Alignment: In the direct line of the ball 2. Base: From a parallel stance, raise the knee of one leg forward. 3. Whole Body Position: Hips and shoulders are parallel with the goal line, while arms extend upward and forward to the desired height for fielding the ball. 4. Absorption: Ball is brought to chest area. 30 5. Contact: Thumbs of both hands are close together, all fingers are spread apart, and the palms are facing the approaching ball. Extending Tasks: 1. Practice the ready position and go down to one leg 2. Practice the whole kneel and catch movement 3. Practice the kneel and catch with someone rolling a foam ball to you 4. Practice the kneel and catch with someone rolling a soccer ball to you 5. Practice the kneel and catch with someone kicking a soccer ball towards you 6. Practice the kneel and catch twice pretending there has been 2 shots one right after the other 7. Practice the kneel and catch twice with 2 shots one right after the other 8. Catch a ball at waist height as it is tossed to you 9. Catch a ball at waist height that is kicked towards you 10. Kneel and catch a ball then catch a ball at waist height Drills: 1. Ready position and one leg - Students are alone - On the teacher command the students go into the ready position and then to one leg 2. Whole thing - Students are in partners with one foam ball - One person at a time practices the whole kneel and catch movement while their partner observed and then gives feedback on their performance. 3. Roll - Students are in pairs with one ball with one soccer ball - One student practices catching the ball and the other student rolls the ball on the ground 4. Kicking and catch with one soccer ball - Students are in pairs - One student in kicking the ball on the ground towards the catcher. The other partner is the keeper who is going to kneel and catch the ball. 5. Medicine ball - Students with a partner and have one medicine ball. - Both students pass the medicine ball using a 2- hand chest pass and 2-hand overhead pass. 6. Catch-Save Pressure - Students are in groups of 4, 1 goalie and 3 pressure people, with one ball - The goalie stands in the goal made of cones - The three people stand in a line and go one after the other kicking or throwing at the goalie. The goalie is trying to block the shot. 7. Rapid Fire - Students are in groups of 5, 1 goalie and 4 kickers (4 kickers have a ball) - Goalie stands in the goal - The students shoot one ball after another towards the goalie Modified Games: 1. Ghostbuster Soccer - 8 students are “ghosts” and protect the cones. They stand around the cones and act as a goalie. When a kick comes towards them they can use any part of their body to block the kick. - 13 students are “ghostbusters” who try to hit the cones that are protected by people (“ghosts.”) - “Ghostbusters” dribble to different cones. When they get to a cone they kick the ball trying to hit the cone. They may not kick their ball if they are 2 feet away from the cone and they may not kick the ball hard because there is a person there. After a “ghostbuster” attempts to kick a cone they must dribble to another cone. 31 - When a “ghostbuster” hits a cone they switch positions with the person protecting the cone. - Scoring: Students keep track of the number of cones they hit Modified Games (including other skills): 1. 8 vs. 8 - Two teams with one person from each team standing in the goal area. (The person in the goal is the goalie.) - The game uses the whole gym and students may not use their hands - There are semi circles made with tape on each side of the gym. These are the goals are where the ball must go through. Each team defends a goal. - For this game, both teams are allowed to pass and dribble the ball. - Players from both teams are allowed to go wherever they line on the gym. - A goal is scored by shooting the ball towards the goal and the goalie does not catch the shot - The team with the most goals wins. Evaluation: The students will be evaluated through observation during drills Cognitive Objective: During class, the students will be able to identify the five kneel and catch cues. The teacher will evaluate this objective by having the students fill out an exit slip. On this slip of paper it will ask Name the 5 kneel and catch cues practiced in class today. Affective Objective: During class, the students will exhibit independence and the ability to succeed in groups by participating in cooperative and challenging activities. This objective will be evaluated by teacher observation. The teacher will observe the students behavior and check off whether or not the student exhibited independence and the ability to succeed in groups by participating in cooperative and challenging activities.
32 Arrangement of Resources
1. Communicating what’s to be learned:
A. First day of class - Introduce myself - Introduce/ set some of the routines that will be used in class - State and explain the class rules - State the overall objective of the unit - Introduce the unit: soccer
B. As each new skill is introduced - State objectives - State how the skill(s) can be applied to real life situation(s) such as a soccer game. - Explain why the skill(s) are important - State the critical cues & critical elements for the skill(s) - Explain skills in an understandable manner - Provide a demonstration that shows the correct and incorrect way the skill is done. Also use equipment during the demonstration. - Make students aware of safety
C. Setting up drills, modified games, and games - Make sure the games are developmentally appropriate - Make sure modifications and extensions can be made to the class & individual if necessary. - Have the gym set up before class begins and students come in. - Check to see there is enough equipment & space - Make sure those students with personal characteristics effecting the way they learn, communicate, and/or move are able to participate in the drills, modified games, and games. Some specific modifications or equipment arrangement may have to be done when setting up the gymnasium.
2. Maximizing opportunities to respond:
A. Equipment ratio -There will be enough equipment for each person to have their own (i.e. a soccer ball.) There will also be enough cones and gym space to practice.
B. Time occupied by instruction/ demonstration 33 - There will be little instruction and demonstration time because the majority of class time will be spent in task-related activities. - The most important points such as cues and critical elements will be stated in a very specific and understandable manner. - There will be multiple clear and brief demonstrations. - During demonstrations, the teacher will check for understanding. - The majority of questions will be “low-level.” There will be a few “high- level” questions. Most questions will be related to skill and some will entail thinking about soccer strategies.
C. Feedback - Feedback will be specific to the students’ performance and/ or behavior. - Cues will be provided in the form of feedback. - Feedback will be consistent with what the teacher tells the children to think about when practicing the skill. - There will be a consistent message. - Students will give their peers verbal &/or written feedback.
D. Activity - Will fit the skill level of the students - Refinements, simplifications, extensions, and applications will be applied to the activities. - The task will be varied. - Activities will be made fun. - The majority of class will be activity time.
E. Waiting - Waiting time will be minimal to none because routines, rules, and expectations will be established during the first day of class and utilized throughout the year. - Equipment will already be set up to decrease waiting time. - Directions will be specific and simplified as much as possible.
F. Off-task behavior - Off-task behavior will be dealt with using proactive or reactive discipline. (Proactive behavior encompasses positive interaction, eliminating differential treatment, and prompting. Reactive behavior includes ignoring behavior, nonverbal interactions, time-out, person- to-person dialogue, or a call/ written note to the students’ guardian(s).)
G. Changing Activities (transition) - Directions will be specific and simple - Apply a time frame (number of seconds) which the students are to carry out the teachers directions for moving onto the next activity. (Example: Team one, you have 3 seconds to put your soccer ball away and get back to the circle.) - Class organization will be planned for every minute of class prior to teaching so transition time is minimized.
H. Number of trials per student - Each student will have many trials so: 1. The teacher and/or peers can provide written or verbal feedback. 34 2. The movements become familiar. 3. The teacher can see the skill level of each student
3. Provision of feedback:
A. Clarity - Will be short, specific, and simple. - Proper vocabulary will be used depending on the grade level and/or individual. - When making a statement directed toward one/ few students the teacher will use the student(s) first name.
B. Frequency - Feedback about performance and behavior will be given frequently but not all the time because you don’t want to cause information overload and confuse the learner. - During or immediately following performance.
C. Information Value - Directed toward the essential aspects of the skill. - Meaningful - May state what to do differently on the next practice trial. - Determine how well they are progressing toward an objective.
D. Who provides it - Teacher - Classmates - Self: kinesthetic awareness - Checklist
E. Knowledge of results or knowledge of performance - Knowledge of performance will help the students know if the skill was performed correctly using proper cues. - Knowledge of results is helpful because is will provide information about the outcome of the performance. Little emphasis should be placed on the knowledge of results so students value their individual skill performance instead of winning or loosing.
F. Artificial or intrinsic - Intrinsic comes directly from a task and is produced internally.
G. Examples - Julie you did a great job passing the soccer ball to Beth’s feet. - Michael I like that you remembered to dribble back to the end of the line instead of picking up the ball with your hands. - John, great job kicking with your laces. - Susan, excellent throw-in!! Both of your feet were on the ground.
35 Motivation
There are various ways I will plan instructions, drills, and modified games so my students move into activity and work hard at completing the tasks. Throughout instruction I will be enthusiastic and up-beat when explaining drills and modified games in hope of creating excitement and the desire to work hard at the task. Instruction time would also be very short. During instruction time demonstrations would be provided to excite the students. The drills and modified games would also be fun and involve all the students. The success rate would be at least 80% so the students stay motivated during a task and create a sense of competence as well as confidence.
Some of the motivational tools I will use for this soccer unit are: - Feedback on behavior- Giving positive praise to a student in front of their classmates after a rule(s) and/ or routine(s) has been followed. This will encourage and hopefully motivate the student receiving praise as well as other students to follow the rules and/ or routines.
- Feedback on skill- Positive and specific feedback will be given about to the student(s) about their performance. The positive feedback will help create/ increase confidence and competence intern motivating the student(s) to stay involved in the task.
- Measuring skill improvement and progress- This tool can provide evidence of whether or not a student’ skills are improving. If a student can see an improvement in their skills/ skill level it may encourage them to keep practicing.
- Public posting of excellent performance- Each week the teacher could choose a girl and boy from each grade to be the student of the week. The qualifications for student of the week would be sportspersonship, hard work, effort, how well they followed class rules and routines, and helpfulness. On Friday morning the names would be posted for everyone to see. Public recognition helps increase self-esteem and confidence.
- Use a variety of teaching styles- The practice and command styles will be used most often throughout this soccer unit. The reciprocal style will be used some of the time when students will be providing feedback for each other. The inclusion, guided discovery, and convergent styles will be used occasionally throughout the unit.
36 - Designing interesting and challenging activities- When designing interesting activities it is important for the teacher to have the whole class active and relate the activity to something the students would be familiar with. (Example is Ghostbuster soccer.) The activities created need to provide a high level of success but be challenging at the same time. Challenges can also be incorporated into the activity after the students have become comfortable with the task. Challenges help keep the students engaged but only if they are still experiencing some level of success.
Behavioral Management Strategies
1. Strategies for having a well-organized class:
A. Routines that will be established during this unit - Water: Students get a three second drink when they need it, if no one else is at the drinking fountain. - Dress: Students wear their gym uniform or a loaner with running shoes. - Whistle is blown: Students have 3 seconds to freeze, hold equipment being used at their bellybutton, and listen. - Bathroom: There are two passes (one for the boy’s washroom and one for the girl’s washroom.) Look at bathroom procedures below for more information. - Fire/ tornado drill: Put down equipment where you are and line up at the gym doors depending on the drill. Students count off at the door. During a fire drill the students stay in a single file line and exit out the south gym doors, and go to the fence at the end of the field. At the fence the class remains in a single file line. For a tornado, students line up at east gym doors and go into the hallway. In the hallway everyone kneels down to the floor facing the lockers and places their hands cover their head. During both drills there is to be no talking and the drills end when the school bell sounds. - Opening class: Look at opening class. - Later arrivals: Look at late arrivals. - Getting into formations/ groups: Use numbers or squads.
B. Method for attendance - Squads: Each student is assigned a number as well as a squad and specific place in the squad.
37 C. Bathroom procedures - There are two passes (one for the boy’s washroom and one for the girl’s washroom) that are hung on the wall. If warm-up activities or instructions for the day’s activities are not going on, student’s can see if one of the passes in available, and without having to ask for permission, they can take a pass and go to the bathroom. (The student should go up and tell the teacher they are going to the bathroom incase there was a fire or tornado drill.)When they are done they return the pass to the hook. If the students are abusing this privilege in any way the pass system will be eliminated and they will not be able to use the bathroom if it is not an emergency.
D. Handing out and returning equipment - One squad at a time is called on to get equipment. - Use colors of clothing or shoes. - Use favorite sport or school subject. - Use numbers.
E. Provisions when students are using equipment - Equipment to bellybutton when the teacher is talking and/or the whistle is blown. - Use equipment properly; according to the how the teacher equipment is to be used for the drill(s.) - Do not use the equipment to hurt anyone.
F. Opening class - Students will come into class and go right into an activity. After the activity time is up the teacher blows their whistle and students go to their squads for attendance.
G. Class closure 1. Review what was taught that day. 2. Review the cues for skills used that day. 3. Review the importance of the skill(s) used for the day. 4. Class dismissed by squads.
H. Late arrivals - Students who come in late come into the gym and stand against the west wall. After the teacher is done taking the attendance of each squad he/she marks down those students that are late. Points are deducted for each tardy unless the student comes with a pass from a teacher.
I. Good use of space and facility - All space will be used to maximize learning and activity.
2. Classroom rules:
1. Follow the teachers’ directions. 2. Respect others. 3. Keep your hands and feet to yourself. 4. Use all equipment properly. 5. Participate and put forth 100% effort during class every day and all day long.
38 3. Appropriate and inappropriate student behaviors:
A. Appropriate behaviors - Attends class - Helps others - Participating 100% in class - Uses equipment properly - Loose without blaming - Win without bragging - Act with safety - Use appropriate vocabulary - Wear his/her gym uniform - Listens to the teacher - On-task during drills - Follows directions
B. Inappropriate behaviors - Bad behavior (Example: kicking a classmate’s ball) - Not attending class - Not listening to the teacher - Poor sportspersonship - Playing only to win - Poor language - Disrespecting classmate(s) and teacher(s) - Not following directions - Lack of participation and effort - Acting unsafely
C. How to bring about a high level of appropriate behaviors - Create positive interactions - Use prompting - Eliminating differential treatment - Person-to-person dialogue - Nonverbal teacher interaction
4. Management plan for poor behavior:
Depending on the behavior there may be one warning for the first offense and then the second offense would result in a time-out. For the third offense the student sits out for the rest of the day, looses all of the days participation points and the parent(s)/ guardian(s) is called. The fourth offense, the student will be sent to the discipline office and will receive a detention. For a more serious offense such as physical fighting, the student(s) will be sent straight to the discipline office for a detention and the parent(s)/ guardian(s) will be called.
5. Safety:
A. Procedure for addressing safety concerns 1. Review safety guidelines everyday and specific rules before drills. 2. Post safety procedures in the locker room and on the gym walls. 39 3. Enforce and remind individuals during drills about safety. 4. Show the students where the first aid and emergency numbers are posted and inform then about the procedures.
B. Procedures for handling accidents 1. Send a student to get the first aid supplies. 2. Send one person to get the nurse 3. Send a student to call the paramedics if necessary 4. Give first aid in needed, wait for paramedics, and make sure parents are called. 5. Have another physical education teacher watch the class to keep the other students away. 6. Fill out an accident report. 7. Inform your principal about any serious accidents that occur.
C. Accident report (Look at the next page)
D. Release of liability form (Look two pages after this)
40 ACCIDENT REPORT *(QUESTIONS THAT HAVE MULTIPLE OPTIONS CIRCLE ONE THAT APPLIES)* -INJURED PERSON INFORMATION- NAME (last, first, middle) TELEPHONE NUMBER
______AGE SEX Female CLASSIFICATION Student Faculty Visitor ______Male
-ACCIDENT- DATE & HOUR OF ACCIDENT SEVERITY Nondisabling (loss of less than a full day of normal activity) Disabling (loss of one or more full days of normal activity) ______DEPARTMENT SUPERVISING ACTIVITY JURISDICTION On school property Off campus in school-conducted activity ______TYPE OF FACULTY ACTIVITY AT TIME OF ACCIDENT (participating in game, lifting, weight) Athletic or physical education Instruction Exterior walk or sidewalk Street or highway Service or maintenance DETAILS OF ACCIDENT (describe fully the event, conditions, factors that Underdeveloped area contributed to the injury) Other, specify ______
LOCATION Gymnasium Auditorium or library Sports arena or play field Laboratory Swimming pool Cafeteria or dining room ACTION TO PREVENT SIMILAR ACCIDENTS (Indicate if taken) Shower or locker room Public transportation Interior stair or ramp Bldg. exterior or grounds Classroom, lecture hall Other, specify ______
-INJURY- NATURE OF INJURY PART OF BODY INJURED Amputation Exposure/ frostbite Poisoning/internal Generalized Abdomen Hand Bruise Fracture Shock, electrical Skill or scalp Back Finger Burn, scald Foreign body Shock, fainting Eye Pelvis Hip Concussion Heat exhaustion/ Sprain, strains, Nose Other trunk Thigh Open wounds sunstroke dislocation Mouth Shoulder Knee 41 Infection Inhalation Suffocation, Jaw Upper arm Lower leg Other, specify (dust, fumes, drowning, Chest Elbow Ankle ______gases, etc.) strangulation Neck Forearm Foot ______Internal injury Rupture, hernia Spine Wrist Toe Other, specify______
-WITNESSES & THEIR ADDRESSES-
-TREATMENT- EMERGENCY CARE & PATIENT STATUS THIS REPORT PREPARED BY (signature) First aid only, not at hospital or by doctor ______Treatment by school nurse TITLE OR STATUS______Treatment at hospital ADDRESS______Confinement at hospital DATE______LIABILITY FORM
My child ______has my permission to attend the class field trip to______on ______. I assume all responsibility and liability for my child to, during, and from the field trip. In case of an emergency please call ______.
Parent/ Guardians signature ______Parent/ Guardians name printed ______
42 Monitoring System
1. Ways to keep abreast of my students’ progress during the learning experience:
- Individual checklist sheet - Teacher visually monitors and records performance - Students are in pairs using a checklist for performance - Teacher uses an analytic rubric - Each student keeps a journal - Assessments are done every few weeks - The class is video taped a few times throughout the learning experience
43 1. Outline for determining student grades
A. Daily Points: * Attendance = 2 points * Participation = 4 points * Dress = 0 (Students will get a + on days they do dress and a – on those days they do not.) ______6 points total x 20 days in the unit plan = 120 points
B. Psychomotor:
B. Skill Tests: * 40 points - Each test is worth 20 points - 2 skills tests 1. Over dribbling, passing, and trapping 2. Over shooting and heading
C. Soccer team portfolio: * 40 points
D. Written Test * 40 points
E. End of the unit tournament play: * 20 points (Score of 5 = 20 points, score of 4 = 15 points, score of 3 = 10 points, score of 2 = 5 points, score of 1 = 0 points)
______300 total points including the daily points
2. Explanation of each grading method 44 A. Daily Points - Attendance (2): For attending class on time a student gets two points. If a student attends class but is tardy one point is deducted. If a student does not attend class and their absence is unexcused they loose all points for the day and can not make them up. If the absence is excused the days points can be made up. Students can make up points by attending another gym class during their lunch or study hall period. The second option is to do 30 minutes of outside activity in our weight room, pool, or intramural sports. If the student chooses to do 30 minutes of outside activity they must write and turn in what they did as well as get the signature of the facility supervisor on staff. - Dress (0): Each student must dress in their physical education clothing (must have their name on shorts and shirt) or a loaner uniform, and wear gym shoes to get a + near their name for the day. If a student does not have their uniform they will get a – for the day. (The + and – are for the teachers use only.) If a student does not have their uniform they may use a loaner uniform for that period. If the student does not have gym shoes they will have the option of using a loaner pair of shoes or participating in their socks. Note if the student does not like either shoe options, they will only be able to participate in certain activities. As a result, some participation points will be lost but not all. - Participation (4): Participation incorporates student involvement in all activities, following class rules, staying on task, completing in class work, striving for improvement based off of self, peer, or teacher feedback, using appropriate language, and respecting equipment, classmates and the teacher. Participation also relates to the students psychomotor performance. The psychomotor performance will be assessed on a daily bases whether it be on a skills test, teacher observation, student event task sheet, or teacher checklist. - 4 points: The student must always be involved in the activity, follow class rules, stay on task, complete all in class work on days assigned, strive to improve their skills based off of feedback received from peers, teacher, or self. In addition, the student uses appropriate language, and respects equipment, classmates and the teacher to receive all participation points for the day. - 3 points (1 point deducted) = The student is involved in the activities most of the time (not always.) This also goes for following class rules, respecting classmates and the teacher, and using appropriate language. Also, all in-class work is done on days it is assigned. - 2 points (2 points deducted) = Student occasionally participates in class activities, uses appropriate language, follows rules, and respects others. This student has also been sat out once due to poor behavior &/or language once during the class period. Or, the student does not dress in uniform or gym shoes. Also, student does not do all in- class work on the day it is assigned. -1 points (3 points deducted) = Student gives minimal effort (does not stay on task &/or rarely participates class activities), shows very little respect towards classmates &/or teacher, uses inappropriate language frequently, seldom follows teachers directions, and has been sat out more then once during a class period. - 0 points (all points lost) = This student refuses to participate in class work or is sent to the disciplinary office. (A student will be sent to the disciplinary office if they treat others poorly, physically or verbally fight with peers, uses equipment in a harmful manor.) Also, unexcused absences result in a loss of all daily points, and a student with an excused absence will have a zero for the day they missed until it is made up. B. Skill Tests - Look at the page labeled “Soccer Skill Test #1” for an example of a skills test. 45 - The two skill tests will be used to assess the students’ skills and progress over time with different skills. One week before each skills test the teacher will tell the students what the test will cover in addition to the grading rubric. The test material and grading rubric will also be posted on bulletin boards in case a student(s) decide to practice before class or sometime outside of school. - Before the teacher administers the skills test they will demonstrate each test, read and explain the directions on a test sheet, and answer any of the student’s questions. Trials, scoring, and recording will also be reviewed. - During the next class the test results will be discussed and interpreted with the students.
C. Soccer Team Portfolio - For the end of the unit tournament the class will be divided into three teams of eight students. These eight students will play together during the tournament as well as create their soccer team portfolio. - Portfolio Components 1. Title page (States the team name, shows a drawing or their logo and team shirt) 2. Typed table of contents A. Team philosophy B. Name of each player on their team and their position(s) C. Player profiles (on each person) - Include each player’s written opinion of each teammate’s strengths (2-3). (Each player will write down 2-3 strengths about each teammate on separate pieces of paper and attach them to the portfolio before it is turned in.) D. Each team researches and writes a 4-5 page essay about the history of soccer in a foreign country (can not be the United States) and a famous soccer player from the country they chose. In addition to the essay the team must type up a bibliography stating the resources they used. At least on resource must come from a book. There will be a date when each team tells the teacher the country and person their team decided to research. E. Each student on each team includes a journal entry (minimum of three pages typed.) - Discuss what makes a team successful. Explain your reasons. Did you or any of your teammates show some of those attributes? When? How? - What did you contribute most to your team? Explain. - What game play strategies did your team use? Explain. If your team did not use any strategies, what strategy would you have liked your team to use? Explain the strategy and why you would have liked to use it. - The goal of this assignment is to see how well students work individually and together as a team/ group. This assignment also allows those students who stand out in academics but not in physical education to excel. The portfolio also lets students be creative, expand their knowledge, and express their ideas and viewpoints about strategies, their individual play and their teammates, as well as their teams play as a whole. Lastly, the portfolio addresses including English, grammar, and research skills. The journal is also very effective because is gives the students who have a hard time expressing them self or are shy to “speak” in the form of writing.
D. Written Soccer Test - Look at the page labeled “Written Soccer Test” to see an example of a test. 46 - A written test will be given to the students at the very end of the unit, after tournament play. The test will cover rules of the game, skills, strategies, and history of soccer. The goal of this test is to assess each person’s knowledge and skills. E. Tournament play - This is the culminating assessment for the soccer unit. - There are multiple goals and benefits from tournament play. First, the students will get idea of what a regulation game looks like because there will be a referee, painted lines on a soccer field, there will be two teams competing against one another, there will be ball people, and the real soccer rules will apply to every game. Secondly, when a team is not playing, each individuals will perform one of the sideline tasks (taking stats, refereeing, or being a boy/girl ball person) done during a regulation game. The teacher will keep track of game time and is consulted when a referee’s call is being questioned by the players. - During tournament play, the students will be graded on their individual sportspersonship with their team and the opposing team, skills, and strategies. There is a rubric sheet that goes with the teacher’s grading of tournament play. Look at “Tournament Grading Rubric” page. The student’s grade will be based on their individual performance NOT team performance.
Tournament Grading Rubric
Score of 5 = The student always, with very few mistakes, plays the field position (this includes offensive and defensive strategies) they are assigned to or decide to play correctly. They also perform the sideline job assigned to them properly. This student will perform all game skills (passing, trapping, shooting, heading, throw-in etc.) using the cues correctly and in the proper sequence. Also, they give accurate passes to teammates throughout the game; no more then once a game do they give the ball away to an opponent. In addition, they consistently communicate with teammates on the field such as when they are open for a pass or to make them aware of where an opponent is. This person also demonstrates their knowledge of soccer rules and abides by all of them. Lastly, they show sportspersonship towards their teammates by giving words of encouragement and to their opponents by shaking hands at the end of a game.
Score of 4 = The student plays the field position correctly most of the time (including offensive and defensive strategies.) They perform side line jobs correctly with few errors. Most of their passes go to a teammate but sometimes the ball goes to the opposing team. The student displays at least four of the cues for each skill (kicking, dribbling, shooting, throw-in, trapping etc) correctly. Also, they communicate with their teammates sometimes during game play and demonstrate their knowledge of soccer rules and abiding all of them. In addition, they occasionally show sportspersonship towards teammates, by giving words of, encouragement, and towards opponents, by shaking hands with players at the end of the game.
Score of 3 = Half the time, the student plays their field position (offensively and defensively) correctly but makes errors such as being offsides or not marking man to man. When demonstrating skills (trapping, kicking, shooting, heading etc) at least three cues are done correctly. This person occasionally communicates with their teammates during game play. Their performance shows that they know some soccer rules or they might know more but they only abide by some. Some sportspersonship is shown to a few teammates, giving words of encouragement or feedback, and to their opponents, shaking hands.
Score of 2 = The student has a difficult time playing their position therefore they rarely play their position correctly. When performing skills, they demonstrate no more then two cues properly and give up possession consistently. They show very little offensive or defensive strategy throughout the game. This 47 person rarely communicates with their teammates during game play. Their performance illustrates very little knowledge of the soccer rules or, rarely do they abide by the rules. They rarely show sportspersonship to teammates and opponents.
Score of 1 = The student does not play their position correctly what so ever and shows no defensive or offensive ability. They struggle executing more then two cues for all skills and are not able to keep possession of the ball. Also, they never communicate with teammates or show sportspersonship towards teammates or opponents. They demonstrate zero knowledge of soccer rules or fail to abide by them even after a verbal reminder and/ or warning has given by the teacher.
Soccer Skill Test #1 (Dribbling, Passing, and Trapping)
Skill Tests Squad:1. Dribble 1 through Dribble Cones Passing Dribble Passing & Total NAME2. Passing & for Through Accuracy For & Trapping Trapping for all TRIALS3. Dribble and Cones pass Accuracy Pass on the move Tests Michael4. PullosTrapping 5.Trial Passing 1 and Trapping on the Move (Sample Teachers Grading Sheet) Trial 2
Emily Nightengale Trial 1
Trial 2
Julie Just Trial 1
Trial 2
Chris Pruis Trail 1
Trial 2
Meg Umbricht Trial 1
Trial 2 48 General Instructions: The teacher will call a squad to come to the test she/he is at. Then the teacher will assess each student in the squad one at a time. While one person is being assessed the other students in the squad will be timing, collecting soccer balls, receiving or giving a pass. Students in the other squads will be practicing the skills they are going to be tested on.
Skill Tests Instructions: 1. Dribble through cones: Here, the teacher is looking for how long it takes for a student to dribble through a series of cones, how much control the person has of the ball, and how many times the ball or foot touches a cone. There will be a student timing the performer. The time will start after the performer moves and stop after the performer returns back to the starting line.
2. Passing for Accuracy: The will be 4 little goals set up. (The other students in the squad will be standing behind the goals to stop the ball that comes their way.) The performer has four soccer balls and one ball has to go through each goal for the pass to count. There is a start cone where the passes will come from. The teacher is looking to see how accurate the student’s passes are and the passing cues.
3. Dribble and Pass: There will be a starting cone where the performer begins dribbling from. They will dribble till they get into the coned box. In the box they must give a pass, on the move, to each of the three goals surrounding box. The performer will have four balls to pass. The teacher is looking to see how accurate the passes and how much control the performer has over the ball. The teacher is also looking at the dribbling and passing cues.
4. Trapping: There will be three cones and a passer at each cone. The performer will be in the center of the triangle. (Each side is 15 feet wide.) In random order a person at one of the three cones will loudly say, “Pass.” The performer then runs to trap the pass. There will be four passes the performer can receive. The teacher is looking for the trapping cues and how controlled the trap is. The performer will trap the ball 5 times.
5. Passing and Trapping on the Move: Cones will be set up in a zigzag formation and a student will be at each cone. The performer starts at the start cone and gives a diagonal pass to the diagonal cone in front and to the right of them. Then they run straight ahead to the cone in front of them to receive a pass from the person
49 they just gave a pass to. The teacher is looking for passing and trapping cues, accuracy when passing, and how well the student can trap a moving soccer ball.
Skill Test Grading Rubric
The grading scale is 4-0, 4 being the highest and zero being the lowest.
1. Dribble through cones: 4 = 15 -18 seconds to dribble down and back through the cones without a body part or the ball touching the cones more then 2 times. The student demonstrates control of the ball during the whole trial. 3 = 19 – 22 seconds, without touching the cones more then 4 times, and the student demonstrated control of the ball for most (75%) of the trial. 2 = 23 – 26 seconds, without touching the cones mores then 6 times, and the student has control of the ball half (50%) of the trial. 1 = 27 – 30 seconds, without touching the cones more then 8 times and the student very rarely has control of the ball when dribbling. 0 = 31 – 34 seconds, touching the cones 10 times or more and never has control of the soccer ball.
2. Passing for Accuracy: 4 = One soccer ball goes through each goals. (Another word, all four soccer balls went through a goal.) All the passing cues were demonstrated correctly with each pass. 3 = 3 of the four soccer balls went through a goal. Most of the passing cues (three of the four) were demonstrated when passing. 2 = 2 passes went though two different goals. Two of the four passing cues were demonstrated when passing. 1 = 1 pass went through a goal. One of the passing cues was demonstrated each time. 0 = 0 passes went through any of the four goals and none of the cues were demonstrated.
3. Dribble and Pass: 4 = All 4 passes go through a goal, one through each goal and one more through any goal. The student demonstrates all the dribbling and passing cues and has control over the ball.
50 3 = 3 passes go through a goal, one through each goal. Most (three out of four) dribbling and passing cues are demonstrated with each ball. 2 = 2 passes went though two different goals. Two out of four dribbling and passing cues are demonstrated. 1 = 1 pass went through a goal. One of the four cues for each skill (passing and dribbling) were demonstrated went pass. 0 = Zero passes went though the goals and none of the cues were ever seen.
4. Trapping: 4 = The student receives all four passes, demonstrates all the trapping cues each time, and controls the ball very well (the ball stays right next to the foot that trapped it.) 3 = Three out of the four passes are received; the student demonstrates three of the four trapping cues, and usually has control of the ball when trapping the ball. 2 = Student traps two of four passes, demonstrates two of the four trapping cues, and sometimes has control over the ball. 1 = The student receives one of the four passes and demonstrates one of the cues, and occasionally has control over the ball. 0 = The student never receives a pass, never demonstrates any of the cues, and never has control over the ball.
5. Passing and Trapping on the Move: 4 = Four passes are given right to a cone where a person is standing and the performer traps the ball at the cone four times. With every pass and trap each set of four cues is shown and the student has control of the ball when trapping. 3 = Student gives three pass right to a cone and traps the ball three times at the cone. Three of the four cues are demonstrated with each skill when passing and trapping. 2 = Gives two passes right to a cone and receives two passes at a cone. Demonstrates two of the four cues for each skill. 1 = The student gives one pass right to a cone and receives one pass at a cone. One of the four cues is demonstrated with each skill. 0 = None of the passes are received or passed at or to a cone and none of the cues are demonstrated.
51 Written Soccer Test
NAME______Class Period ______
Multiple Choice Instructions: Write the letter (A, B, C, or D) that matches your answer in the space next to each question.
1. ______How does the game restart after a goal has been scored?
A) Kick off B) Goalie kick C) Goalie punts the ball into play D) Goalie passes the ball to one of their players
2. ______What letter represents the soccer goal? A) A B) B A C) C D D) D C B
3. ______What is the referee’s call if the offensive team kicks the ball over the goal line?
A) Goal kick B) Corner kick C) Throw in D) Free kick 52 4. ______What part of your foot should be used to give an accurate pass?
A) Outside B) Inside C) Laces D) Toe
5. ______How many steps can a player take during a thrown-in before the ball is released?
A) 1 B) 2 C) 3 D) As many as they want
6. ______What part of the foot should a player use to kick the ball far and in the air?
A) Laces B) Outside C) Inside D) Toe
7. ______Which choice is not one of the four types of trapping?
A) Toe trap B) Inside of foot trap C) Chest trap D) Outside of foot trap
8. ______What would be the referee’s call if a player’s behavior was hazardous or a player obstructed an opponent or the goalkeeper?
A) Indirect free kick B) Direct kick C) Penalty kick D) Corner kick
9. ______What is the name of the most important women and men’s soccer tournament that countries must qualify to play in?
A) European Cup B) NIKE U.S. Cup C) World Cup D) Gold Cup
10. ______What is the third rule a defender should live by when marking man to man? 53 A) Mark on the side farthest away from the ball B) Mark on the side closest to the ball C) Mark at the angle behind the opponent D) Mark on the side closest to the ball and at the angle behind the opponent
True and False Instructions: Write T (True) or F (False) in the space next to each question.
1. ______The offensive team will do a throw-in if the defensive team kicks the ball over the goal line.
2. ______A referee will call offsides when an offensive player is nearer the opponents’ goal line than the ball at the moment the ball is being played.
3. ______An indirect kick is called against the team whose player kicks, holds, trips, pushes an opponent or attempts those actions.
4. ______The ONLY offensive strategy is to continuously move off the ball.
5. ______The player with the ball has the opportunity to dribble, pass, or shoot the ball.
6. ______During a regulation soccer game there are ONLY 11 players on the field.
7. ______Goalkeepers ONLY need to have the skills to field the ball (catching a shot on goal.)
8. ______A goalie can use their hands to pick up the soccer ball after it has been passed back to them by a teammate.
9. ______The American Soccer League was founded in 1921.
10. ______The nation wide youth soccer program in the United States is called the Youth Soccer Association.
10 Additional Points Instructions: Write your answer legibly in the provided space next to each question.
1. Name the three important principles of attacking in soccer. (3 points)
1. ______
2. ______
3. ______
2. Name the 4 cues of the inside of the foot push pass and give a brief explanation of each cue. (4 points)
1. ______
54 2. ______
3. ______
4. ______
1 . 2 . 3 3. . . Name each of the . . three sections of the . . field. (3 points) . . . . 1. ______. . . . 2. ______. . 3. ______. . 1 . 2 . 3 Answers to the Written Test over Soccer
Multiple Choice
1. A (Kick off)
2. C
3. A (Goal kick
4. B (Inside)
5. D (As many as you want)
6. A (Laces)
7. A (Toe trap)
8. A (Indirect kick)
9. D (World Cup)
10. D (Mark on the side closest to the ball and at the angle behind the opponent)
True and False
1. False (Corner kick)
55 2. True
3. False (Direct kick)
4. False (Use the side of the field to advance the ball & pass anytime they have the ball and are near the goal so the defense adjusts.)
5. True
6. True
7. False (also need clearing skills)
8. False (the goalie can’t touch the soccer ball with their hands if the pass came from a player on their team.)
9. True
10. False (American Youth Soccer Association)
10 Additional Points
1. Question: 3 principles of attacking 1. Depth/ Support 2. Width 3. Penetration
2. Question: 4 cues of the inside of the foot push pass and a brief explanation. 1. Base - Grounded foot 2. Whole body position – Toe out, knee out, ankle locked, tilted position, head 3. Ball contact – Ball contacts the inside area near the foot and ankle. The ball is contacted near its midline. 4. Follow-through – The contact foot and leg lift after contact with the ball.
3. Question: 3 sections of the field 1. Attack 2. Midfield 3. Defense
56 References
1. How to Succeed At Soccer , By Gerhard Bauer
2. www.wusa.com (Women’s United Soccer Association)
3. www.usssocer.com
4. www.soccer.org
5. Personal Guide for Coaches, Players, and Parents, By Jack Grant
6. Soccer Training- Games, Drills, and Fitness Practice, By Nick Whitehead and Malcolm Cook
7. Physical Education Activity Handbook 10th Edition, Neil Schmottlach & Jerre McManama
8. Coaching Beginner Soccer Players, Chip Reed
9. http://twu.edu
57 58 Gym Layout for Skills Test
#4 Trapping o
x KEY o o #5 Passing & Trapping = drinking On The Move #3 Dribble & Pass fountain o-----G oP/R oP/R oP/R = basketball o hoop o o l l o G @ o o @ o o = mat on the wall
@ o-----G #1 Dribble @ Through Cones o o o \ / = double doors o G G going out the gym o----G o---G o = closet @ #2 Passing For Accuracy
O = cone X = performer P/R = passer or receiver @ = start cone @ = finish cone o---G = goal
60