Rowan University Department of Health and Exercise Science s1

LESSON PLAN ROWAN UNIVERSITY DEPARTMENT OF HEALTH AND EXERCISE SCIENCE HEALTH & PHYSICAL EDUCATION

Teacher: Michal Helmstetter Unit Title: Ultimate Frisbee Lesson # 5 of 10. Title: On Ball Defense Grade level: 9-10 Duration of class: 45 min Number of students: 12 A. Lesson Context Rationale (relevance of lesson to unit): Students will learn the basic defensive roles and skills needed to play a full 7v7 match of Ultimate Frisbee Anticipated difficulties and how they will be addressed: Injuries will be avoided by clear organization of activities and direct explanation. Skills may be difficult for students and cause emotional distress so matching students with similar skill levels is necessary for differentiation. Resources, Equipment and Materials: 8 cones, 3 disks, and lined Gym space

B. Learning Outcomes, CPIs & Evidence Learning Outcomes CPI # Assessment Evidence Psychomotor: Students will work together to 2.5 B Students will apply an effective mark 75% apply a mark to an on ball offender and Strategy of the time in practice and 50% of the time controlling the open space down field in a live game Cognitive: Student will explain the tactical 2.5 B Students will be able to answer questions advantage of applying a mark and taking away Strategy about defensive play with 100% accuracy open space Affective: Students will enjoy learning new Students can demonstrate their enjoyment skills and competing against classmates of the unit by actively participating during and even before class begins

C. Detailed Lesson Description Timeline Detailed Lesson Content, Procedures and Instructional Strategies 5 min Introductory Activities:  Have students warm up with Flexibility, Cardio, and Strength  Students start throwing with partners along the sideline of the field Refer to micro 1s in Unit plan appendix 15 Min Instructional Core of Lesson:  Have students gather round to explain the roles of on ball and off ball defenders. o Job of the on ball defender is to limit the open space and stall count  Have students play the 3 Man Mark Game o Break students into groups of 3 o Start with 2 players facing each other about 15 yards apart one with the disk o The third player will set a mark on the person with the disk, o The person with the disk attempts to throw to the other player without being

Revised August 2013 blocked or stalled out. They then quickly follow the throw and become the next defender.  Have students form two single file lines facing each other and perform the passing lines activity o First person in line holds the disk, second person puts a mark on, the offender throws around the mark to the other line and follows their throw, and defender becomes the next offender when the disk returns.  Have students form the Down Field Activity o One student start with the disk on the end zone looking down field. The second person in line starts as the mark. The third person runs down field and receives the pass. The receiver returns the disk and goes to the end of the line. The thrower becomes receiver. The mark becomes the thrower and the next person in line becomes the mark. 20 min Culminating Activity:  3 on 3 game o Break teams down into groups of 3 and have mini games in a round robin tournament 5 Closure:  Have students gather round and answer questions about the lesson o What are the roles of the on and off ball defenders? o How long is a stall count? (10 Seconds) o Was the game fun?  Introduce the off ball defender for next lesson

D. Reflection Student Outcomes: Describe degree to which students met each learning outcome: The first time I performed the activity I found it hard for students to reach the intended learning outcome, however after some alterations to the lesson plan I find that the organization and progression of the lesson can be improved upon. The students need to have semi proficient throwing skills prior the defensive lesson so that the defense can practice at a higher caliber to improve skills. Teacher Effectiveness: What went well? What needs work? What unit modifications are necessary? Things that went well included the intensity of the activity and the challenge for the students. As the students were improving their personal throwing skills it provided the next step up so that student growth could be bolstered. Keeping students involved and getting the attention of the entire class can be difficult so finding a way to organize students can help improve the lesson. With so many groups it is hard to work one on one with every group to assess the skills. If students are having trouble with the throws they can use a modified disk.

Revised August 2013 APPENDICES (Insert or attach additional lesson documents, e.g., handouts, PowerPoints, worksheets, assessment tools, etc.) Ultimate Frisbee Micro I: Flexibility Organization: Have students standing arms length from each other in a circle facing the center. Cross Arm Stretch: Have students bring one arm directly across their body, fully extended and use the other to pull close to their chest. Hold the position for 15 seconds and then switch arms. Hold disk in stretching arm. Arm Over Stretch: Have students bring one arm up and over their head and flex at the elbow. The other arm comes up and pulls the elbow down. Hold the position for 15 seconds and then switch arms. Arms Up Stretch: Have students put both hands on the disk in a C catch position and reach hands up as high as they can. Hold the stretch for 15 seconds. Obliques Stretch: Have students begin by sitting with legs straight out, bring one leg in and over the other leg. Then reach across to the side of the bent leg. Hold the stretch for 15 seconds and then switch. Standing Toe Reach: Have students begin standing, bending at the waist and reaching towards the toes. Hold the stretch for 15 seconds. Hamstring Stretch: Have students begin standing; bring one leg forwards placing heel on the ground. Bend the other leg and slowly put pressure onto the extended leg. Hold stretch for 15 seconds and switch legs. Quadriceps Stretch: Have students begin standing, flex one leg at the knee and grab the foot with ipsilateral hand. Have students’ hold the disk with the contra lateral hand in a forehand grip. Hold the stretch for 15 seconds and switch legs. Arm Circles: Have students stand with arms outstretched to their sides. Swing arms in small circles rotating forwards and slowly get bigger. Extend through full range of motion, then reverse and go from big too small. Palm Stretch: Have students stand in anatomical position with palms facing out. Bring one hand forward and grab the fingers of outstretched hand. Pull back fingers and hold stretch for 15 seconds, then switch. Marking Cognitive Assessment Questions 1. What are the benefits of forcing the disk to one side?  This limits the area in which the offense can utilize the open space. 2. If the on ball defender stands on the left side of the on ball offender it forces the right-handed thrower to make what kind of pass?  This forces the right-handed thrower to make a forehand pass. 3. How long does the on ball defender have to count for a stall count to cause a turn over?  The on ball defender must count out loud from 1 to 10. 4. How close can the defender get while guarding the on ball offender?  You are allowed one disk distance away before violating the disk space rule.

Revised August 2013 5. Whose responsibility is it to make up calls when the disk has been thrown down field? It is everyone’s responsibility to make up calls including the sidelines; the first should be the mark. Credit to Jordan Peoples Micro 1- Cardiovascular Endurance The lesson will be a sort of Frisbee shuttle run. Divide the class into groups and lines, ideally six students per line with half of the line standing across from the other half. Have all the students start with the Frisbee on the same side. The students can all start at the same time. The students will pivot or do a fake throw and then throw a backhand pass to their same separated line. After the pass is thrown the student that threw the Frisbee will proceed to run and get to the back of the their separated line. Students will continue this routine until they end up in the same position that they started. That will conclude the first round. For the second and third rounds, have the students back up a few feet for each following rounds. This will require more accurate throws and a little more running for the students. The second activity will be the same, except that instead of the backhand throw students will now use the forehand throw. For the second activity there will also be three rounds, with students putting more distance between themselves after each round.

Credit to Cody Reilly Micro 1 Strength/ Endurance: Upper Body: 1. Have students get into pairs and collect one frisbee per pair. Have one student get into the pushup position and the other will place the frisbee in the middle of their partner’s back. Have the student perform 10 pushups without allowing the frisbee to fall or slide off their back. This forces the student to maintain the correct pushup form when doing the pushups. If the students cannot perform the pushup they will be given an alternative where they are able to do a pushup with both their knees on the floor. 2. Have each student collect a frisbee and stand straight and hold out the frisbee with straight arms. The exercise is called, “riding the bus” and each student will twist the frisbee back and forth just like they are driving. Students will perform this for 30 seconds and then they can lower their arms and the activity will be complete.

Core: 1. Each student will have their own frisbee and will be seated on the floor. The students then will perform russian twists, this is when the students sit on the floor and raise their legs in the air about 4- 6 inches and while holding the frisbee they will twist to each side and tap the floor each time they twist. If holding their legs in the air is too difficult students can rest their feet on the floor and just perform the twists. The activity will be complete once each student has completed 10 twists to each side of their body. 2. Students then will perform overhead sit ups while holding a frisbee. Each student needs a frisbee and they will lay on the floor while having their knees bent, although feet flat on the floor. Students will hold the frisbee above their head with straightened arms and bend at the core and perform 10 sit ups to complete the activity. Lower Body: 1. Students will get their own frisbee. Holding the frisbee out in front of their body with arms straight, students will perform a squat. Students will be able to understand when performing a squat their feet should be shoulder width apart, bending at their knees, and keeping their back Revised August 2013 straight and bend down till their legs create a 90 degree angle. Students will perform 10 squats for this activity. 2. Students will get in a line along the wall. They will perform a wall sit, where their backs are along the wall and their legs are bent to a 90 degree angle. While holding the wall sit the first person in line will be holding a frisbee and they will pass it all the way down the line. Once the frisbee gets back to the first person the activity will be complete.

Revised August 2013