University of Texas at El Paso

Kinesiology Physical Education Teacher Education Kinesiology

4321: Teaching Secondary Physical Education

Learning Experience Plan

Teachers: Jonathan Perez Date: 2-4-20
Grade Level: 5th Time: 1:45 - 2:30
Activities: Spikeball Passing Number of Students: 40-50
Equipment: Spikeballs, poly spots, hula hoops, spikeball nets
Equipment provided by me: none
Facility: AOY Blacktop

OBJECTIVES (2-3 per domain):

Psychomotor:
1. Students will be able to successfully pass the ball to themselves and a partner by
using the proper below chest pass and above chest pass technique.
2. Students will be able to spike the ball towards the net after receiving a pass.

Cognitive:
1. Students will preform an above chest pass or below chest pass depending on the
ball placement.
2. Students will have a total of three or less touches per team to return the ball due
to the three-touch rule.

Affective:
1. Students will be moving around the hula-hoop and spikeball net
2. Students will demonstrate teamwork by passing it to themselves to control the
ball and then to their peer, so they can spike it.

TEKS:
(b) knowledge and skills (1)(C) demonstrate attention to form, power, accuracy, and
follow-through in performing movement skills.

(b) knowledge and skills (1)(K) demonstrate competence in manipulative skills in

dynamic situations such as overhand throw, catch, shooting, hand dribble, foot dribble,
kick, and striking activities such as hitting a softball; and
(b) knowledge and skills (2)(B) identify the importance of various elements of
performance for different stages during skill learning such as form, power, accuracy,
and consistency; and

National Standards:

Standard 1: The physically literate individual demonstrates competency in a variety of

motor skills and movement patterns.

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.

DIAGRAM AND PRE-CLASS ARRANGEMENT (include specifics):

Warm-up Juggle
 Skill building

Skill Application

Lesson Plan Content

Time Content Development Management 1. Task Analysis
and Safety; 2. Teaching
includes cues/Refinement
Transitions
SET Induction/HOOK START SIGNAL:
State something to start lesson One whistle
with to get students hooked into
 what they are about to do.
Attention Getter: STOP SIGNALS
Good afternoon! How are you Multiple whistles
1:45 – today?
1:48 Today we will be practicing passing
and spiking in spikeball.
Transition 1:
Courtyard to
ORIENTATION blacktop across the
street.
Students will get into pairs of
two and spike the ball back and
forth towards each other. When
receiving the ball, students will CUES:
SAFETY:
practice passing the ball up in - Stay in line
the air and spiking it down near Passing: Eyes on the
- Stay behind
the center of the hula-hoop. ball, palms up
the coach
Progression will include rotating - Look both
counter-clockwise and clockwise ways before Refinement:
around the hula-hoop. crossing the
street - Depending on
Students will then get into teams the ball
of two and practice the same placement,
thing, but instead of passing it to use above or
themselves, they will pass it below the
towards their teammate and chest pass
they spike the ball down towards
- Strike with
another team.
Progression will have both palms for
teams going counter-clockwise better control.
and clockwise around the hula- - Don’t pass it
hoop. Transition 2: too high.
Homebase for
instructions.
WARM-UP(includes
purpose)
1:50- Students will jog around the gym
2:00 while performing below chest
passes and above chest passes CUES:
practiced in the previous lesson. Spike: core rotation,
eyes on the ball, palm
strike, hand by ear,
lead foot is on the
opposite side of the
striking hand.

Passing: Eyes on the

ball, palms up
LESSON FOCUS/SKILL
BUILDING ACTIVITY
Students will get into pairs and
practice spiking the ball back Refinement:
and forth. Students will pass the - Spike it to keep
2:00- ball up into the air by performing the ball in play.
2:10 an above chest pass or below - Ball cannot
chest pass depending on how bounce outside
the ball approaches their bodies. the hula-hoop
After the self-pass, students will - Ball can only
spike the ball back towards their bounce once in
partner, which will attempt to do the hula-hoop
the same self-pass, and spike - Aim passes
down pattern. near the hula-
hoop rather
Students will do the same drill, than towards
but rather than be stationary your teammate.
across from their partner, now
they will rotate counter-
clockwise and clockwise.

DIFFERENTIATION
Students can catch the ball
before and after the self-
pass.
STUDENT EXPECTATIONS:
Passing the ball too high or too
far that they will get out of place.
Students will carry the ball.
Students will hit the ball with two
hands like 4-square.
TASK ANALYSIS:
I will walk around and
in between the activity
area to see if students
are using proper
mechanics, legal
strikes, and are staying
within the three-hit rule.
I will be looking for one to
two strikes before the
spike, totaling two to
three hits per side.

Psychomotor:
Students will use proper mechanics
in passing and spiking the ball.

Cognitive:
Students will stay under or at the
three-hit rule of spikeball

Affective:
Students will be continuously
moving around the hula-hoop
mirroring their partner.
Time Content Development Management 1. Task Analysis
2. Teaching
Cues/Refinement
SKILL APPLICATION Transition 3: CUES:
ACTIVITY Homebase at the Spike: core rotation, eyes
center of the on the ball, palm strike,
Four students will now be at a
blacktop facing away
hula-hoop. Students will now be hand by ear, lead foot is on
from the sun for
in teams of two, lining up activity instructions the opposite side of the
against another pair of students. and demonstrations. striking hand.
2:10-
The same process of spiking
2:20 Passing: Eyes on the ball,
the ball and passing will apply,
but this time the student who palms up
receives the ball has to pass it
up towards their teammate, so Refinement:
that they can spike it back to the SAFETY:
Do not touch any - Spike it to keep the
other team. Students have to try ball in play.
equipment other
and stay under or at the three- than those - Ball cannot bounce
hit rule. demonstrating. outside the hula-
hoop
Everybody sit down, - Ball can only
DIFFERENTIATION so I have my eyes on bounce once in the
Students can catch the ball everybody. hula-hoop
before or after the pass if - Aim passes near
they still cannot pass it up the hula-hoop
when receiving the spike or rather than towards
strike it when receiving a your teammate.
pass.

TASK ANALYSIS:
STUDENT EXPECTATIONS: I will walk around and in
Exceed the three hits at first. between the activity area
to see if students are using
 Inaccurate passes towards their proper mechanics, legal
partner. strikes, and are staying
within the three-hit rule.
Forgetting to move clockwise Transition 4:
Homebase to I will be looking for one to two
and counter-clockwise.
debrief, return strikes before the spike,
equipment, line-up, totaling two to three hits per
Psychomotor:
and cross the street side.
Students will use proper mechanics
back to the
in passing and spiking the ball.
courtyard.
Cognitive:
Students will stay under or at the
three-hit rule of spikeball

Affective:
Students will be continuously
moving around the hula-hoop
mirroring their opponents.

Debrief/Closing/Cool Down
2:20- (what, so what, now what):
2:25 Psychomotor
What part of the hand allows you to
better control where you want the
ball to go?

Cognitive:
What are the names of the two
passes used in spikeball?

How many times can one team hit

the ball before spiking the ball back
towards the other team?

Affective:
Was the activity harder when you
all had to move around the hula-
hoop or easier? Why?

Insight/Preview:
Next class we will attempt the
same drills as today, but now on
the actual spikeball net.