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West Virginia University PETE Unit Plan

Name: Dylan Rowzee

Date: 6-1-15

Unit Activity

Frisbee- Tactical Games Model Level 2

Unit Context

Learner Characteristics: 24 college students

Physical Environment: The rec fields (beside the CPASS building)
Equipment Access: CPASS equipment room
Special Concerns: Proper footwear is required (closed toe, athletic
shoes). Also students are expected to wear clothes that they can move
comfortably in. If it is raining, we will use the basketball courts in the
recreation center to do the lesson.

Standards
Addressed

NASPE Standards for PE

__ Motor Skills & Movement Forms
x Movement Concepts
x Physical Activity
x Health-Related Fitness
x Personal & Social Behavior
Values Physical Activity

Unit Goal

To learn how to create open space and utilize the different throws
in Frisbee to maintain possession that leads to a score.

WV Standards for PE
__ Movement Forms
_x_ Motor Skills
_x_ Physical Activity
_x_ Physical Fitness
__ Personal & Social Behavior

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Unit Objectives

Psychomotor: SWBAT utilize skills and strategies to create open

space and break away from the defense in order to maintain
possession 50% of the time during gameplay.
Cognitive: SWBAT understand which skills to perform and when to
use them in modified games of Frisbee with 70% accuracy as
assessed by cognitive quizzes
Affective: SWBAT effectively participate in the unit cooperatively
while respecting themselves, others, and the equipment 70% of the
time.
Health-Related Fitness: SWBAT increase their cardiovascular
endurance, flexibility, and strength through daily fitness activities,
game play, and practice. Students will be engaged in vigorous
activity during gameplay, which will help them to achieve 30%-50%
of MVPA during each lesson.

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Content Outline

Motor Skills:

Critical Elements:

Instructional Cues:

Forehand Pass

-Make a peace sign,

then turn hand so
palm is up.
-Hang Frisbee on
peace sign .Hold
Frisbee with peace
sign, closed along
inside rim and thumb
on outside/top.
- Curl the rest of the
fingers into your palm.
Elbow in (but not
tight), palm up, face
target.
-Step toward target
with the same foot
you hold the Frisbee
with, snap wrists and
fingers on follow
through.
-Keep palm up
throughout throw
(most common error)

Finger placement, arm

extension, dominant
foot

Backhand Pass

Place the index finger along

the edge, thumb on top and
the other three fingers holding
the edge of the disc
The shoulder of the hand you
are throwing with should face
your target
Bring the disc towards the
body by curling the throwing
arm making sure to keep the
disc level. (Pretend it is a dish
of your favorite ice cream you
do not want to spill)
Extend the arm and snap at
the wrist (still keeping the
disc level) while stepping
towards your target with your
foot (the foot you step with is
the same as you hold the disc
with).
Extend the arm and snap at
the wrist (still keeping the
disc level) while stepping
towards your target with your
foot
See bottom of unit plan

Finger Placement,
Arm Extension, snap
your wrist, dominant
foot

Hammer Throw

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Scope and
Sequence of
Content

Informing Tasks:

Extension Tasks:

Applying Tasks:

Students will be
placed into small
sided modified games
(4v4) that forces them
to utilize the skills
crucial to be
successful in the
game.

After the questioning

period of the lesson
after the first game
the students will
participate in a
practice session to
refine their skills.

Students will be
placed back in their
full sided games with
their new knowledge
and refined skills
necessary for them to
be successful.

The focus will start

with what you are
supposed to do with
the Frisbee in your
hand and what you
are to do when you do
not possess the
Frisbee.

There will be 2 main

drills performed to
refine the students
skill, these drills will
mainly be uneven
benefiting the offense.
(2v1, 3v2). The idea is
to have the offense
with the advantage so
they can refine their
skills for gameplay.

Before the students

leave the class they
will be given a quiz to
test their knowledge
on the lesson. The
quiz will be focused
around the questions
presented during the
informing task. The
quiz will let the
teacher know which
students understand
the content and is
ready to move on.

Students will then be

asked specific
questions on how they
were able to come up
with the best solutions
to be most successful
in the modified
games. This will close
the gap for other
groups who may have
not come to the same
conclusions.

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Block Time Plan

Lesson 1:
Gameplay: 4v4 with
the focus being on
creating open space.
In order to score the
teams need to
complete 3 passes
in a row. Each
passes of 3 will be
worth one point.
Question portionexample- What can I
do to get open to
receive a pass?
Practice:
2v1- 2 offensive
players, one
defensive. One
offensive player will
be the thrower while
the other one is
being defended by
the one defensive
player.
Extension: add a
defender, it is now
2v2.
Game 2: return to
4v4 games
emphasizing on how
to get open, this
time in order to
score the teams
must complete 5
passes in a row.

Lesson 2:
Gameplay: 4v4 with
the focus being on
using the forehand
pass. In order to
score the team has
to complete 3
passes in a row.
Each 3 consecutive
passes is worth one
point.

Lesson 3:
Gameplay: 4v4 with
the focus being on
using the backhand
pass. In order to
score the team has
to complete 3 back
hand passes in a
row. Each 3
consecutive passes
is worth one point.

Question portionExample- How

should I hold the
Frisbee to complete
a forehand pass?

Question portionExample- How

should my fingers be
placed on the
Frisbee to complete
a backhand pass?

Practice:
As a team make a
square and use the
forehand pass to
pass to each other
Extension:
Make a triangle with
your team, the extra
person will be a
defender. The
defender will play
defense on the
Frisbee carrier.
Everyone will take a
turn playing
defense.
Game 2: return to
4v4 games
emphasizing on
using the forehand
pass. In order to
score in this game
teams need to
complete 5 forehand
passes. For every 5
pass sequence the
team will be
awarded one point.

Practice:
2v1- 2 offensive
players, one
defensive. One
offensive player will
be the thrower while
the other one is
being defended by
the one defensive
player.
Extension:
Add a defender to
where it is now 2v2
using the backhand
pass.
Game 2: return to
4v4 games
emphasizing on the
backhand pass. This
time to score a point
the team needs to
complete 5
backhand passes in
a row. Each 5 pass
sequence is worth 1
point.

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Lesson 4:
Gameplay-4v4 with
the focus being on
using the hammer
pass. To score a
point a team needs
make 3 consecutive
hammer passes.
Each 3 pass
sequence is worth
one point.
Question portion:
How should I place
my fingers on the
Frisbee to correctly
throw a hammer
pass?
Practice:
There will be a
triangle perimeter,
with 2 students
standing at 2
different poly spots.
One student will
have a Frisbee and
will use the hammer
throw to pass it to
the other student
that is on the move
to the 3rd poly spot.
When the player on
the move catches
the Frisbee they will
then throw it back to
the other student
who will be on the
move. The students
are to do this until
they are told to stop.
Extension:
Adding on to the
same drill. Now
there will be
defenders added
into the drill.
Game 2-see bottom
of lesson plan

Lesson 5:
Gameplay-4v4 using
the skills and
knowledge
throughout the
entire unit, to score
a point the teams
will need to
complete 3 passes
and then pass into
an end zone, each
score is worth 1
point.

Lesson 6:
Gameplay-4v4 using
the skills and
knowledge learned
throughout the
entire unit. To score
a point the teams
will need to
complete 3 passes
and then pass into
an end zone, each
score is worth 1
point.

Question PortionHow can the person

without the Frisbee
help the Frisbee
carrier?

Question PortionWhat pass works

best in different
situations?

Practice:
There will be a
triangle perimeter,
with 2 students
standing at 2
different poly spots.
One student will
have a Frisbee and
will use the hammer
throw to pass it to
the other student
that is on the move
to the 3rd poly spot.
When the player on
the move catches
the Frisbee they will
then throw it back to
the other student
who will be on the
move. The students
are to do this until
they are told to stop.
Extension:
Adding on to the
same drill. Now
there will be
defenders added
into the drill
Game 2- see the

Practice:
Offensive players,
one defensive. One
offensive player will
be the thrower while
the other one is
being defended by
the one defensive
player
Extension: add a
defender, it is now
2v2.
As a team make a
square and use the
forehand pass to
pass to each other
Extension:
Make a triangle with
your team, the extra
person will be a
defender. The
defender will play
defense on the
Frisbee carrier.
Everyone will take a
turn playing defense.
Game 2- see bottom
of lesson plan

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Instructional
Strategy

Assessment
Procedures

Lesson 7:

Lesson 8:

Lesson 9:

Lesson 10:

Lesson 11:

Lesson 12:

Lesson 13:

Lesson 14:

Lesson 15:

The use of the TGFU Frisbee level 2 unit plan. The students will
start off the lesson by playing in small sided modified games that
will focus on the lesson goals. Then the students will be asked
questions on how to strategize within gameplay, they should be
able to figure that out by playing the initial game to start the
lesson. Next the students will practice the skill being focused on in
an even smaller setting, there will be at least 2 different practice
drills. Finally the students will take what they have learned during
the practice and utilize their skills in another form of gameplay. To
wrap up the lesson the teacher will again ask questions to check
for understanding and have demonstrations to go with them.

A) Psychomotor- Students will be assessed by a team that will

be off to the side, the team assessing will have a rubric
made by the teacher. The rubric will assess how well the
students perform the skill(s) being focused on.
B) Cognitive- students will be assessed on their knowledge of
the different strategies being focused on during the
questioning portion of the lesson.
C) Affective- Students will be assessed using a checklist of
items, such as being on time, knowing their roles for the
day, and wearing their team colors.
D) Health related fitness- students will be assessed by wearing
pedometers that will track their individual activity level. The target
heartrate will be set at 40%

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Resources Used

Books: Soccer 2006 Griffin Mitchell Oslin

Journal Articles:
Electronic Sources: https://www.youtube.com/watch?
v=b7qnA1c5rMA (lesson 4 practice)

Motor Skills
Hammer Throw

Critical Elements
Hold frisbee with forehand grip (palm up, place frisbee on
index finger and grasp with thumb)
Face target, frisbee over shoulder like you are throwing a
football
Throw high and hard, step forward with opposite foot. Snap
wrist, follow through
Defensive player is always between player
Frisbee should be held at slightly more than a 90 degree angle
(not straight up and down over your head)

Right handers throw slightly to the right of your receiver, so the frisbee curves to the
receiver
Lesson 4 Game 2- return to 4v4 games emphasizing on the hammer pass. This time to
score a point the team needs to complete 5 Hammer passes in a row. Each 5 pass
sequence is worth 1 point.
Lesson 5 game 2- Return to 4v4 games, but now the students can use any of the passes
taught during the unit. To score, a team of 4 need to complete 6 consecutive passes and
then pass into the end zone. Each score is worth 2 points, but if the team completes 10
passes in a row and then pass into the end zone they will be awarded 3 points.
Lesson 6 Game 2- Return to full sided games, this time there will be teams of 8 on bigger
size fields. To score, a team of 8 need to complete 6 consecutive passes and then pass
into the end zone. Each score is worth 2 points, but if the team completes 10 passes in a
row and then pass into the end zone they will be awarded 3 points.