BAA Football 11
District Name: Quesnel
District Number: #28
Developed by: Bill Clapton/Cyril Tobin
Date Developed: February 22, 2008
Revised:
School Name: Correlieu Secondary School
Principal’s Name: Mr. Cyril Tobin
Board/Authority Approval Date:
Board/Authority Signature:
Course Name: Football 11
Grade Level of Course participants: Grade 9 - 12
Number of Course Credits: 4
Number of Hours of Instruction: 120 hours
Course Synopsis: This course is an introduction to the game of Canadian football including football theory, techniques and training both in and off- season. Students will learn the rules of the Canadian game as well as both offensive, defensive and special teams strategies. Students will learn how to use personal equipment and be instructed in the safe use of that equipment during technical drills. Students will participate in non-contact drills and scrimmages. In addition to Theory students will learn proper technique for blocking, tackling, throwing, catching and kicking the football. Practice of both individual and team skills will be incorporated into lessons. Students will gather an understanding of the history and evolution of the Canadian game.
An additional focus for the course will be off- season football specific training including weight training for strength and power, speed and agility work and body flexibility. Students will learn how to develop and maintain a healthy, vibrant off- season program that helps them achieve performance improvement on the field.
Students will also learn about how football players learn about and take care of their bodies through preventative maintenance and therapy. Special attention will be paid to the dangers of performance enhancing drugs such as steroids and growth hormone. Training supplements and proper training nutrition will be investigated.
This class will satisfy graduation portfolio requirements of 80 hours of physical activity.
Rationale: This class is an alternative to the traditional PE 11 that will allow the students to acquire their 80 hours of physical activity in grades 10, 11 and 12 for their grad transition requirements while providing students with a detailed understanding of Canadian football, sport specific training and nutrition. It is anticipated that many of the students in the course will also be participating in the High school football league and the course will more deeply explore all aspects surrounding the game. The course also provides an opportunity for students who are not participating in games to get a good understanding of the entire game. A football specific course will draw in students who might not otherwise participate in traditional PE course. For example: students with high BMI who can learn that they are athletic and can be active in their lives.
Total 120 hrs
UNIT DESCRIPTIONS:
Unit 1 History and evolution of Canadian Football Time: 5 hrs
UNIT TITLE TIME Unit 1 History and evolution of Canadian Football 5 hrs Unit 2 Rules and Theory 15 hrs Unit 3 Technical drills and specialization of positions 20 hrs Unit 4 Systems and team play 20 hrs Unit 5 Fitness Pre test 3 hrs Unit 6 Resistance Training 13 hrs Unit 7 Speed, Agility and quickness training 13 hrs Unit 8 Flexibility and aerobic training 13 hrs Unit 9 Nutrition/supplements 10 hrs Unit 10 Fitness Post test 3 hrs Unit 11 Student based project 5 hrs
Students will learn the historical basis of the game of football from its origins in Rugby football to its current versions of Canadian and American football. Differences between the two modern games as well as between the amateur game and professional games will be discussed. Students will be responsible for demonstrating knowledge about both the history and the current versions of the game.
Unit 2 Rules and Theory: Time: 10 hrs
Students will gain a thorough understanding of the rules for Canadian Football. Theoretical knowledge of the game such as positions, formations, and alignments, objectives of an offense and defense, and exchange of possession will be explained and discussed. Other topics will include characteristics of a successful Football player and how those attributes can translate into success off the field. Attributes such as discipline, honour, respect, courage, commitment, trust, work ethic, integrity, and unselfishness.
Curriculum Organizer - Personal and Social Responsibility It is expected that students will:
• Explore, rules, routines, and procedures and objectives of the Canadian Football game. • Practice etiquette and apply the fair play philosophy to sport • Gain knowledge and skills that will encourage healthy lifestyle through sport
Unit 3 Technical Drills and Specializing of Positions Time: 20 hrs
Students will advance through Football specific drills both general in nature as well as position specific. General drills will include various footwork drills, a host of blocking techniques such as stalk, drive, reach and trap blocks as well as the safe and proper techniques of tackling. Specific drills will include such skills as position stances, throwing, receiving, handing off, running routes, kicking, punting, long snapping; as well as defending against a blocker, ball carrier, and receiver.
Curriculum Organizer - Movement It is expected that students will:
• Demonstrate the ability to perform general and specific Football Movements to a reasonable degree of competency. • Analyze, evaluate and self evaluate motor skills and apply methods to improve efficiency of movement. • Identify and apply problem solving and decision making strategies to individual competition.
Unit 4 Systems and Team Play Time: 20 hrs
Students will examine, understand, and perform the execution of various plays on offense, defense, and special teams. Students will demonstrate the aptitudes and abilities necessary to work within a team to successfully execute plays. These aptitudes and abilities will include the creation and memorization of what his/her task is during those plays and the duty to carry out those tasks. Students will gain a greater understanding of teamwork and how each person is equally important to the success of the team.
Curriculum Organizer – Application of Movement It is expected that students will:
• Demonstrate the ability to apply general and specific Football Movements in a competitive team oriented environment. • Analyze, evaluate and self evaluate motor skills, decisions and apply methods to improve efficiency. • Apply problem solving strategies to team competition.
Curriculum Organizer - Personal and Social Responsibility It is expected that students will:
• Contribute to a team environment using good interpersonal skills, self confidence, and personal responsibility.
Unit 5 Fitness Pre-Test Time: 3 hours
Students will be measured and evaluated on a series of fitness components including strength in the three major football lifts, flexibility, quickness and agility through drills and speed in the 36.6m dash. Each of these baseline measures will be used in comparison to the Fitness Post-Test measurements to evaluate the students’ progress following a ten week fitness and nutrition program. Students will be expected to maintain a fitness log that tracks the frequency, intensity and volume of their training.
Curriculum Organizer - Awareness and Understanding It is expected that students will:
• explore fitness goals (strength, endurance, power, specific sport training, injury prevention and rehabilitation) necessary to meet individual needs. • identify current individual body measurements and fitness levels as a basis to measure success of demonstration of the principles of training. • identify individual fitness goals. • evaluate and re-evaluate individual fitness goals to determine whether student training programs are meeting individual needs necessary for student achievement.
Unit 6 Resistance training Time: 13 hours
Students will learn proper technique and training methods for different methods of resistance training including body weight training (Calisthenics), weight training with free weights and plyometric training for explosive power. All three of these resistance training forms will be integrated to develop a 10 week training program for each student in the second term of the course. Students will learn and demonstrate safe and effective use of a variety of training equipment including medicine balls, free weights and resistance sleds. Students will be evaluated on their ability to link the training method to the body part being developed and its application to the game of football.
Curriculum Organizer – Application It is expected that students will:
• demonstrate a knowledge and understanding of the muscles being trained during a workout session. • demonstrate a working knowledge and understanding of the principles of training during training sessions.
Curriculum Organizer - Awareness and Understanding It is expected that students will:
• explore a variety of exercises, such as series training, circuit training, pyramid training, basic training without access to a facility, basic plyometrics, Swedish ball activities and medicine ball activities, that will define a well-balanced exercise program to meet their fitness goals. • understand how to complete an effective workout without access to conventional workout equipment. • appreciate the importance and demands of a fitness training schedule in order to achieve success. • understand the efficient and effective body mechanics necessary to execute the exercises so that fitness goals will be achieved, with emphasis on the prevention of injury. • understand the proper use of weights, Swedish ball, medicine balls, cardio equipment and weight- lifting machines. • understand how to track and monitor their progress using workout record sheets and a training log.
Unit 7 Speed agility and quickness training Time: 13 hours
Students will learn how to improve their natural abilities to move their bodies by exploring the mechanics of their current movement and using drills and video to improve speed, agility and quickness. A football specific program of drills will be learned and practiced as part of a balanced program coordinated improving strength and flexibility. Students will be expected to understand and be able to explain how specific drills relate to improving speed, agility or quickness.
Note: It is anticipated that activities from Units 5-10 will run concurrently as part of an overall football specific off-season training program.
Curriculum Organizer – Application It is expected that students will:
• demonstrate the efficient and effective body mechanics necessary to execute the exercises so that fitness goals will be achieved, with emphasis on the prevention of injury. • explore and collaboratively create diverse exercises/routines that will achieve desired goals. • develop the discipline and persistence necessary to attain fitness goals. • analyze and evaluate the effectiveness of their training regime and modify as they see fit. • collaboratively adapt and develop new programs or changes to an existing program based on individual needs. • develop and maintain a personal level of physical fitness. • develop and maintain a positive attitude towards fitness training in the pursuit of lifelong health and wellbeing.
Unit 8 Flexibility and Aerobic Training Time: 13 Hours
Students will learn the importance of flexibility training through stretching and the value of aerobic training as a foundation for game play. Students will be expected to learn specific stretches for major football related muscle groups. During this unit students will be expected to lead the group by demonstrating a specific stretch and explaining what muscle group the stretch is designed to improve the flexibility of. Students will be evaluated on their ability to lead the group and their detailed knowledge of the mechanics of the stretch. Students will have access to several resources to develop their demonstration. It is anticipated that students will accumulate a repertoire of football specific stretches that if employed can lead to lifelong flexibility improvements and injury avoidance. Regular repetition of 20-minute aerobic routines will be employed to improve baseline cardiovascular capacity during the off-season portion of the course.
Curriculum Organizer – Awareness and Understanding It is expected that students will:
• recognize the personal health benefits associated with cardiovascular activities. • identify methods of measuring the effectiveness of cardiovascular activities. • identify what activities best provide students with a cardiovascular workout using heart rates to determine activity effectiveness. • be exposed to non-traditional forms of aerobic fitness that can be incorporated into a fitness plan.
Curriculum Organizer – Application It is expected that students will:
• develop their own aerobic-based fitness goals based on the principles discussed in class. • analyze and evaluate their aerobic-based fitness goals and modify the plan where they see fit. • participate in a wide variety of aerobic activities at the school.
Unit 9 Nutrition/supplements Time 10 Hours
Students will research and present to the class a discussion paper on a specific nutrient or training supplement. Topics will be chosen randomly by the students from a pool of possibilities and include basic vital nutrients such as water and fiber as well as legal and illegal training supplements used by members of the football community. The instructor will model the format of the discussion papers by presenting a paper on the dangers of illegal drugs such as HGH and anabolic steroids. As well students will be expected to maintain a nutrition log that mirrors the training log for the ten-week off-season portion of the course. Students will be expected to modify their diet as they learn the value of certain nutrients during the training period.
Curriculum Organizer – Awareness and Understanding It is expected that students will:
• identify and describe the nutritional principles necessary to enhance achievement toward fitness goals, including differences between protein, carbohydrates, and fats and caloric requirements for an athlete. • identify and describe the nutritional fallacies that are prevalent in North American society. • recognize the dangers of using performance enhancing substances and dieting supplements to achieve one’s fitness goals. • evaluate and re-evaluate nutritional requirements necessary to achieve their fitness goals.
Curriculum Organizer – Application It is expected that students will:
• develop a nutritional plan specific to their fitness goals . • analyze and evaluate the effectiveness of that nutrition plan throughout the semester and modify where they see fit.
Unit 10 Fitness Post Test Time 3 Hours
Students will be re-assessed on all of the same measurements from the fitness pre-test conducted at the beginning of the off-season training period. Students will be expected to write a paper analyzing the changes they see in their physical abilities and they will be asked to arrive at conclusions for those changes based on the training and nutrition logs and the Post Test data.
Curriculum Organizer – Application It is expected that students will:
• re-visit and evaluate body measurements twice throughout the year to compare and contrast training programs which have been successful in achieving individual fitness goals. • complete fitness testing twice during the year, as a pre and post test. • apply decision-making skills to setting appropriate individual goals. • re-assess individual fitness goals to determine whether student training programs are meeting individual needs necessary for student achievement.
Unit 11 Student Based Project Time 5 hrs
Students will be expected to complete a project from a list of choices provided by the instructor. This may include a research project, experiment, or volunteer activity within the community. The goal of this project is to do work that will benefit themselves by benefiting others.
Curriculum Organizer – Personal and Social Responsibility It is expected that students will:
• Complete a project that will identify and describe the benefits of service and volunteer work in the school and community and/or the effect of physiology and performance modifiers on performance and health.
Instructional Components: • Direct instruction • Interactive instruction • Individual projects • Cooperative activities • Experiential learning
Assessment Components: • Completion of Daily Fitness Journals • Completion of Workout Progress Sheets • Completion of sample Training Journal to achieve goals in the areas of nutrition, muscular strength and endurance, and cardiovascular endurance • Completion of a personal Training Journal to achieve goals in the areas of nutrition, muscular strength or endurance, and cardiovascular endurance that the student will try to follow. • Reflection on their Goals and modifications they see as appropriate at the halfway point of the class and at the end. • Student participation each workout day as evaluated on a performance rubric. • Written tests throughout the class.
Students will be evaluated in the following manner:
• 50% - Ongoing Progress Towards Learning Outcomes - based on daily student performance towards their blueprint goals in cardiovascular and muscular strength or muscular endurance areas. Will be marked using a rubric which includes teacher observation and completion of student Training Journal Sheets. • 30% - Completion of class work including Training Journal, Theory assignments, Community project. • 20% - Written Tests - will be given at the completion of each unit and as a final test at the end of the course
Course Teacher: Mr. Bill Clapton
Bill has been involved with football in one capacity or another for 44 years.
1. High School player (St. Thomas More High School) 1964 - 68 2. Junior Varsity and Varsity Football Coach (St. Thomas More High School) 1971 - 73 3. Founding President and football coach Quesnel Minor Football 1976 - 82 4. I have held a variety of positions on the executive of the Q.M.F.A. (President, Vice President, Equipment manager, Head Coach ) 1994 - 2000. 5. I am a certified Football referee and have officiated 2000 - 2007. 6. I organized the original High School Football team beginning in 2004. 7. I have been the Head Coach since 2004. 8. I have the Level one (Coaching Theory) 1978. 9. At university (SFU) I took a number of Kineseology courses including, coaching theory, physical training, injury rehabilitation, etc. 10. I taught a number of P.E. courses at Cariboo Jr. Secondary and Q.J.S. between 1978 and 1981. 11. I am planning to complete a certified Football coaching clinic in 2008, before I offer Football 11.
Possible Learning Resources
Baechle, Thomas R., and Earle, Roger W. Weight Training: Steps to success Human Kinetics Incorporated, Champlaign Illinois, 2006
Brown, Lee E and Ferrigno, Vance A. Training for Speed ,Agility, and Quickness Human Kinetics Incorporated, Champlaign Illinois, 2005
Carmichael, Chris . Food for Fitness GP Putnam and Sons, New York ,2004
Chu, Donald A. Jumping into Plyometrics Human Kinetics Incorporated Champlain Illinois, 2006
Cook, Brian B, and Stewart, Gordon W. Strength Basics Human Kinetics Incorporated, Champlaign Illinois, 1996
Miller, Olivia H. The Stretch Deck Raincoast Books, Vancouver BC, 2002
Oswald, Christopher A, and Bacso, Stanley N. Stretching For Fitness Health And Performance Sterling Publishing Toronto Ontario Canada, 1998
Reed, John T. Coaching Youth Football John T Reed Publishing Alamo California, 2000
Sport Medicine Council of BC. Sports First-Aid: A Guide to Sport Injuries, Vancouver, 1995.
NCCP Coaching Manuals, Coaching Association of Canada, 1990.
Coaching Certification Level 2 Technical manual. Football Canada 1996
BC High School Football Coaches Manual 2006 www.strengthcoach.com - Strength Training www.hc-sc.gc.ca - Health Canada, Canada's Nutrition Guide and Guide to Active Living www. wellnessletter .com – University of Berkeley Wellness Letter