TOWSON UNIVERSITY

Physical Education Teacher Education Lesson Plan Format

UNIT LESSON # in UNIT LESSON FOCUS LESSON LENGTH GRADE LEVEL # of STUDENTS
(lesson __of __) (minutes)
Soccer 1 of 2 Teaching Games for 60 minutes 7th grade 20 students
Understanding (TGfU)

National Standards addressed in this lesson:

National Standard:
Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to
movement and performance
Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and
others
Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge,
self-expression, and/or social interaction

Outcomes:
S2.M6.7: Transitions from offense to defense or defense to offense by recovering quickly and communicating with
teammates
S2.M10.7: Uses a variety of shots to hit the ball into open space
S2.M13.7: Analyzes the situation and makes adjustments to ensure the safety of self and others
S4.M4.7: Demonstrates cooperation skills by establishing rules and guidelines for resolving conflicts

Main Objective(s):
I can: successfully demonstrate the skills of trapping, throwing-in, and scoring, as well as demonstrate offensive and
defensive strategies in game situations and can reflect on these experiences (S2.M6.7, S2.M10.7, S2.M13.7, S4.M4.7)

Specific Objectives:
P: I can participate in games while incorporating proper technique for specific skills and tactics (trapping, throw-ins,
offensive strategies, and defensive strategies) (S2.M10.7)
C: I can problem solve during games and reflection to determine the best tactics to use and skills to execute [see
assessment 1] (S2.M13.7)
A: I can cooperate with my classmates in order to create a safe environment and can self-reflect on my individual
performance [see assessment 2] (S4.M4.7)

Assessment(s): (attach actual assessment)

Assessments attached below references

Assessment 1 (Peer-reflection) Alignment: Cognitive Objective

Assessment 2 (Self-reflection) Alignment: Affective Objective

Checklist Log Entry Written Assessment

X Self-Assessment Journal Entry Performance Task
X Peer Assessment Project: Filming Visual Observation
Safety/Rules/Procedures for THIS LESSON:
Safety:
 Be aware of moving (rolling, bouncing, etc.) balls
 Use spatial awareness to avoid collisions, tripping, falling, etc.
 Appropriate dress (tennis shoes, athletic clothing, no jewelry)
 Ensure nothing is obstructing the playing area
 Use the equipment how it is intended (S4.M7.7)
 Make appropriate adjustments to ensure safety (S2.M13.7)
 Hydrate

Teams:
RED-
1. Allee/Ashlyn
2. Chrissy
3. Felipe
4. Ryan
5. Tyler

GREEN-
1. Christian
2. Billy
3. Corey/Megan
4. Jake
5. Rosey

BLUE-
1. Katie
2. Sam
3. Matt
4. Patrick
5. David

ORANGE-
1. Morgan
2. Justin
3. Peter
4. JJ
5. Tibo

Rules of Soccer:
1. 11 players vs. 11 players
2. 90 minute game (two 45 minute halves)
3. Play is started with a kickoff at half field (beginning of game and after a goal)
4. If the ball goes out of bounds over a goal line…
a. Restart with a goal kick if the ball was last touched by the offense
b. Restart with a corner kick if the ball was last touched by the defense
5. If the ball goes out of bounds over a sideline, the ball will be brought back with a “throw-in” from the team that
did not kick it out
 6. Direct kick: when person kicking the ball can score directly off of a free kick; defense must be at least 10 yards
away
7. Indirect kick: when person kicking the ball cannot score directly off of a free kick; another player must touch the
ball before it is scored
8. Penalty kick:
9. Goals count only if the entire ball goes over the goal line (equal to one point)
10. Only the goalkeeper is allowed to use their hands
(Fronske & Heath, 2015)

Model:
Teaching Games for Understanding (TGfU)
Step 1: The Game—Introduction of a modified version of the game
Step 2: Game Appreciation—Students should understand rules (boundaries, scoring, etc.)
Step 3: Tactical Awareness—Students should consider tactics of the game (offensive and defensive strategies)
Step 4: Making Appropriate Decisions—Students should focus on what to do (strategies) and how to do it (appropriate
response)
Step 5: Skill Execution—Focus is on how to execute skills
Step 6: Performance—All of the above should lead to proficient players of the game
(Griffin & Butler, 2005)

Resources/Equipment/Materials (include specific amounts and types)

 8 large cones (to form goals—2 per goal; 4 goals total)
 12 small cones (for boundary purposes)
 4 soccer balls
 5 pinnies of each color (red, blue, green, and orange)

Focus Skill Cues

Trapping

 Tap the ball lightly with a foot to stop it (on top of the ball or on the side) (Fronske & Heath, 2015)

Overhead Throw-in

 Throw comes from behind your head; use both hands and follow through (Fronske & Heath, 2015)

Flick-up

 Roll the ball back toward your body and get your foot under the ball; lift (Fronske & Heath, 2015)

Lesson Vocabulary
Trapping, Overhead Throw-in, Flick-up

E= Extensions R= Remediations SM= Specific Modifications for student/s with a specific disability
Time Plan (include formations/grouping)
2 mins. Introduction: Teachers will introduce themselves and the Teaching Games for Understanding Model

Formation: Students will be called in at the start of class to meet in the middle of the gym and form a semi-
circle around the teachers

“Good morning class! Our names are… Ms. Megan, Ms. Ashlyn, and Mr. Tibo”

“Today we will be participating in the TGfU Model, which stands for Teaching Games for Understanding. It is a
whole, part, whole model, meaning students will be put into game situations right away, then we will bring it
back and discuss the skills, tactics, and strategies we are focusing on. The eventual objective of the model is to
acquire skills to play in a soccer game.”
3 mins. Explanation of Game #1 (and 2)

Formation: Students are still in the middle of the gym, in a semi-circle around the teachers

“Here are the rules for the game you will play…(see below)…Red will play green on court one and orange will
play blue on court two. When you get there, decide as a group what the boundaries will be and how you will
start the game. Also discuss with your groups how you will strategize using tactics. Any questions? Go ahead!”

Rules:
1. No kicking the ball; the ball is moved by rolling
a. Once the ball is stopped (using only the trapping method with foot), the player can pick up the
ball
i. No moving is allowed when a player has the ball, only pivoting
2. One goalie per team and the rest of the players are field players (4 maximum field players per team)
3. Score by rolling the ball between the cones, past the goalie
4. Boundaries are set by teams
5. Teams work together to resolve conflicts (self-refereeing)
6. Teams allow students to successfully work on trapping

Alignment: Step 1: The Game, Step 2: Game Appreciation, and Step 3: Tactical Awareness (Griffin & Butler,
2005).
7 mins. Activity 1: Modified Soccer Game #1 Red vs. Green; Orange vs. Blue

Formation: Students go to their respective court (half-court games)

Students will decide on the boundaries and how to start the game (rock, paper, scissors is a great method)

Teachers will facilitate games and direct students as necessary

E: Students need at least 3 passes before you can score

R: Larger goals so that it is easier to score
SM: Students can take two steps with the ball

Transition to Introduction/Objective(s): Teacher will blow two whistle blasts and say, “meet in the middle of
the gym.”

Alignment: Same as above (Game, Game Appreciation, and Tactical Awareness)

5 mins. Reflection: Go over below questions and have the students think, pair, and share; allow for student discussion

Formation: Students should meet in the middle of the gym and form a semi-circle around the teachers and sit
down

“What soccer skills/tactics were focused on?” (discussion).

 Trapping/stopping the ball
 Moving to open space/ offensive skills
 Interceptions/ defensive skills
 Goalie blocking
“What helped make a successful pass?” (discussion).
 Movement from teammates
 Leading pass
 Short, quick passes
“What prevented a successful pass?” (discussion).
 Attempting to make too long of a pass
 Defense
 Not enough movement
“What helped you intercept passes? (discussion).
 Moving forward to block off more space

Alignment: Step 4: Making Appropriate Decisions (Griffin & Butler, 2005).

2 mins. Reminder of rules (same as game 1)/time to discuss strategies with team

Formation: Students are still in the middle of the gym, in a semi-circle around the teachers

“Does anyone need a reminder of the rules or need any clarification of the rules?” (Rules are below)
“This time, red will play blue on court one and orange will play green on court two. When you get there,
decide as a group what the boundaries will be and how you will start the game. Any questions? Go ahead!”

Rules:
1. No kicking the ball; the ball is moved by rolling
a. Once the ball is stopped (using only the trapping method with foot), the player can pick up the
ball
i. No moving is allowed when a player has the ball, only pivoting
2. One goalie per team and the rest of the players are field players (4 maximum field players per team)
3. Score by rolling the ball between the cones, past the goalie
4. Boundaries are set by teams
5. Teams work together to resolve conflicts (self-refereeing)
6. Teams allow students to successfully work on trapping

Alignment: Step 5: Skill Execution and Step 6: Performance (Griffin & Butler, 2005).
7 mins. Activity 2: Modified Soccer Game #2 Red vs. Blue; Orange vs. Green

Formation: Students go to their respective court (half-court games)

Students will decide on the boundaries and how to start the game (rock, paper, scissors is a great method)

Teachers will facilitate games and direct students as necessary

 E: Students need at least 3 passes before you can score
R: Larger goals so that it is easier to score
SM: Students can take two steps with the ball

Transition to Introduction/Objective(s): Teacher will blow two whistle blasts and say, “take a 3 minute water
break.”

Alignment: Same as above (Skill Execution and Performance)

3 mins. Water break

Formation: Students get a drink of water

3 mins. Explanation of Game #3 (and 4)

Formation: After 3 minutes, the teacher will blow two whistle blasts again and say, “bring it in”; students
should meet in the middle and form a semi-circle around the teachers

“Here are the rules for the new game you will play…(see below)…Red will play orange on court one and green
will play blue on court two. When you get there, decide as a group what the boundaries will be and how you
will start the game. Also discuss with your groups how you will strategize using tactics. Any questions? Go
ahead!”

Rules:
1. No kicking the ball; the ball is moved by rolling or throwing (overhead)
a. Once the ball is stopped (using only the trapping method with foot), the player must use the
“flick-up” to get the ball into their hands
i. Once the ball is in the player’s hands, they can only pivot
2. One goalie per team and the rest of the players are field players (4 maximum field players per team)
3. There are two ways to score
a. Roll the ball between cones, past the goalie
b. Overhead shot into the basketball hoop
4. Boundaries are set by teams
5. Teams work together to resolve conflicts (self-refereeing)
6. Teams allow students to successfully work on trapping, flick-ups, and overhead throws

Alignment: Step 1: The Game, Step 2: Game Appreciation, and Step 3: Tactical Awareness (Griffin & Butler,
2005).
7 mins. Activity 3: Modified Soccer Game #3 Red vs. Orange; Green vs. Blue

Formation: Students go to their respective court (half-court games)

Students will decide on the boundaries and how to start the game (rock, paper, scissors is a great method)

Teachers will facilitate games and direct students as necessary

E: Students need at least 3 passes before you can score

R: Larger goals so that it is easier to score
SM: Students can pick up the ball instead of using “flick-up”

Transition to Introduction/Objective(s): Teacher will blow two whistle blasts and say, “meet in the middle of
the gym.”
 Alignment: Same as above (Game, Game Appreciation, and Tactical Awareness)

5 mins. Reflection: Verbal Group/Peer Reflection (attached below)

Formation: Students will form a semi-circle around the teachers and take a seat

“Turn to a partner and discuss the following questions (see below):”

Discussion Questions:
1. What skills were focused on in this game?
a. How are these skills related to soccer?
2. Are there skills that you feel you still need improvement with?
a. What could help you improve on these skills?
3. What tactics worked well in the games?
a. What tactics did not work well?

Students will discuss what they talked about as a class.

Alignment: Step 4: Making Appropriate Decisions and Step 5: Skill Execution (Griffin & Butler, 2005).
2 mins. Reminder of rules (same as game 3)/time to discuss strategies with team

Formation: Students are still in the middle of the gym, in a semi-circle around the teachers

“Does anyone need a reminder of the rules or need any clarification of the rules?” (Rules are below)
“This time, red will play green on court one and orange will play blue on court two. When you get there,
decide as a group what the boundaries will be and how you will start the game. Any questions? Go ahead!”

Rules:
1. No kicking the ball; the ball is moved by rolling or throwing (overhead)
a. Once the ball is stopped (using only the trapping method with foot), the player must use the
“flick-up” to get the ball into their hands
i. Once the ball is in the player’s hands, they can only pivot
2. One goalie per team and the rest of the players are field players (4 maximum field players per team)
3. There are two ways to score
a. Roll the ball between cones, past the goalie
b. Overhead shot into the basketball hoop
4. Boundaries are set by teams
5. Teams work together to resolve conflicts (self-refereeing)
6. Teams allow students to successfully work on trapping, flick-ups, and overhead throws

Alignment: Step 6: Performance (Griffin & Butler, 2005).

7 mins. Activity 4: Modified Soccer Game #4 Red vs. Green; Orange vs. Blue

Formation: Students go to their respective court (half-court games)

Students will decide on the boundaries and how to start the game (rock, paper, scissors is a great method)

Teachers will facilitate games and direct students as necessary

E: Students need at least 3 passes before you can score

R: Larger goals so that it is easier to score
 SM: Students can pick up the ball instead of using “flick-up”

Transition to Introduction/Objective(s): Teacher will blow two whistle blasts and say, “meet in the middle of
the gym.”

Alignment: Same as above (Performance)

1 min. If time still remains, see back-up activity; if time is up, see closure

10 Back-up Activity: Adding kicking to games 3 and 4

mins.
Formation: Students will still be seated in the middle of the gym and the teacher will go over the new rule
added, which includes kicking. Students go to their respective court (half-court games)

Teachers will facilitate games and direct students as necessary

Rules:
1. The ball is moved by kicking, rolling or throwing (overhead)
a. Once the ball is stopped (using only the trapping method with foot), the player must use the
“flick-up” to get the ball into their hands
i. Once the ball is in the player’s hands, they can only pivot
2. One goalie per team and the rest of the players are field players (4 maximum field players per team)
3. There are two ways to score
a. Roll the ball between cones, past the goalie
b. Overhead shot into the basketball hoop
4. Boundaries are set by teams
5. Teams work together to resolve conflicts (self-refereeing)
6. Teams allow students to successfully work on trapping, flick-ups, and overhead throws

E: Students need at least 3 passes before you can score

R: Larger goals so that it is easier to score
SM: Students can pick up the ball instead of using “flick-up”

Transition to Introduction/Objective(s): Teacher will blow two whistle blasts and say, “meet in the middle of
the gym.”

8 mins Closure/Review: Written Self-Reflection (attached below)

Formation: Students will form a semi-circle around the teachers and take a seat

“Everyone is going to take a few minutes to reflect on today’s games and skills. This is a self-reflection so you
should be thinking of yourself, not your team. Write down your thoughts and bring them to us when you
finish.”

Alignment: Step 4: Making Appropriate Decisions (Griffin & Butler, 2005).

References:

Couturier, L., Chepko, S., & Holt/Hale, S. (2014). National Standards & Grade-Level Outcomes for K-12 Physical
Education. Reston, VA: SHAPE America.

Fronske, H. A., & Heath, E. M. (2015). Teaching Cues for Sport Skills for Secondary School Students (6th ed.). Boston, MA:
Pearson.

Griffin, L. L., & Butler, J. I. (2005). Teaching Games for Understanding: Theory, Research, and Practice. Champaign, IL:
Human Kinetics.
Assessments:

Peer Reflection-

Discuss the following questions with a peer:

1. What skills were focused on in this game?

a. How are these skills related to soccer?
2. Are there skills that you feel you still need improvement with?
a. What could help you improve on these skills?
3. What tactics worked well in the games?
a. What tactics did not work well?

Self-Reflection-

Name _________________________

Self-Reflection

1. What tactics do you feel comfortable with?

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
2. What tactics can you improve on?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
3. What skills do you feel comfortable with?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
4. What skills can you improve on?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
5. Any additional comments?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________