Tchoukball

Skills

Throw Catch Shoot Rebound Pass

Eye on target Eyes on target Eyes on rebound Position self at a Eyes on partner
surface corresponding angle
from shooter
Point non-throwing Athletic stance Stay behind Account for distance Lead target
hand to target forbidden area of rebound

Step with opposition Extend arms to reach Position self so Eyes on target Plant foot
for ball rebound will be clear
of opponents
Feet shoulder width Bend elbow Feet shoulder width Athletic stance Throw at partners
chest
Lift throwing hand Catch with hands Lift throwing hand Extend arms to reach Transfer weight to
near ear near ear for ball front foot
Rotate hips Absorb the balls Rotate hips Elbows bend to Follow through
energy absorb the force
Pivot back foot Make diamond with Pivot back foot Catch with hands diamond/pinkies
thumb only, not body together
Shift weight to front Pinkies together for Shift weight to front Pull ball into the body Compensate for
foot under chest catch foot as catch is made movement/distance
Throwing hand over Palms up Throwing hand over Make diamond with Extend arms to catch
shoulder and throw shoulder and throw thumb ball
Flick to follow Spread fingers Step with opposition Pinkies together for Absorb ball energy
through under chest catch

https://www.tchoukballpromo.com/wp-
content/uploads/2018/08/HandoutLeadUpGamesTerryInc_12_07_10.pdf
 Physical Education Lesson Plan
Needed Equipment Instructor: Seth Farfan Major Content: Tchoukball
Tchoukball Date: 9/24/20 Intro/IA/Warm-up: Dynamic Warm-Up and Zombie Tag
Rebound Surface Grade Level: 9th Grade Fitness: Cardiovascular Endurance, Agility, Muscular Strength,
Cones Time: 6:45-7:35 Power
Minutes of instruction: 40 Lesson Focus: Tchoukball Rebound
Students: 30 Game: Hot Potato

Time Lesson Content Organization/Management/Teaching  Student Learning Objectives

CA Physical
Allotted Education
(Include Content
Tasks, Standards Covered:
refinements, Hints (Cognitive, Psychomotor, Affective)
extensions, critical elements, (Include routines, safety issues, grouping  California Content Standards
High Schoolchecks
Coursefor
1 understanding) techniques, transitions, diagrams etc…)  References
Closure Questions  ELD Strategies
1.7 Analyze and evaluate feedback from proprioception, from others, and from the performance of complex motor (movement) activities to
 Common Core State Standards
improve performance in aquatic, rhythms/dance, and individual activities, and dual activities.
Dress: Safety Check: Check areas for hazardous CA Physical Education Content Standards
Allow students 5 minutes to dress materials (basketball courts/gym). Remind
1.1 Combine and apply movement patterns, simple to complex, in aquatic, rhythms/dance, and individual Covered: and dual activities.
into assigned attire and enter students of safety cues i.e. always make sure 1.7 Analyze and evaluate feedback from
gym. the person
2.2 Participate in enjoyable and challenging physical youthat
activities are passing
develop itand
to is lookingthe fiveproprioception,
maintain components offrom others,
physical and from the
fitness.
and has their arms up ready to receive the performance of complex motor (movement)
Intro: ball.
3.10 Identify and utilize the potential strengths of each individual in physical activities. activities to improve performance in aquatic,
30 sec. Welcome students to class, check- rhythms/dance, and individual activities, and dual
in to see how their week
Common Core State Standards (English): is going, Equipment: Teachers will have equipment activities.
and review game plan for the set up prior to the beginning of class.
class. Grades 9-10
Language Standards tchoukballs will be kept in a trashcan until 1.1 Combine and apply movement patterns,
Game-Plan needed to help ensure safety and reduce simple to complex, in aquatic, rhythms/dance, and
 Warm-up
Part 1.B.5. Listening actively to spoken English distractions.
in a range of And
social and academic
surfaces will be contexts
placed individual and dual activities.
 Rebound drill
 Hot ideas
Part 1.C.6. Connecting Potato Students come in and sit in assigned order. 2.2 Participate in enjoyable and challenging
1 min. Teacher quickly takes attendance. physical activities that develop and maintain the
Roll:
Main Instructional Objectives (Measurable): five components of physical fitness.
Using roll cards, attendance will Students will stand up, teacher will walk
COG: Students will be
quickly provide
taken at
onleast
their1assigned
piece of feedback
studentstothrough
peers and discuss warm-up
a dynamic how to improve
and their performance
3.10 Identify and utilize the potential strengths of
spots. game of tag. each individual in physical activities.
PM: Students will actively participate in assigned drills and games for a minimum of 30 minutes.
5AFF: Dynamic Warm-Up & Game:
min. Students will encourage peers to perform toTH: theEnsure
best of correct form through
their abilities California English Language Development
 Utilizing the length of the
basketball court, students will
complete a quick warm-up
focusing on flexibility, agility,
muscular strength, and
cardiovascular fitness.
 Toe Raises (Gastrocnemius)
 Toe Touches (Hamstrings)
 Side Lunges (Quads,
Adductors, Abductors)
 Flamingoes (Quads)
 Butt Kicks
 Shoulder circles
Zombie Tag
Warm up Drill
5 min.
Assign teams to courts for warm-
up drill: Tchoukball Rebound
Groups assigned by shoe color
Transition:
5 min.
Immediately following warm-up
drill, students move to the center
of the court for rules, concepts,
strategies, and safety for Hot
Potato game.
Students will take a seat in the
middle of the court and receive
instructions and demonstrations.
Lesson Focus: Hot Potato Game
demonstration, observation and feedback.
and enthusiasm.
TH: Encourage enthusiasm and participation
beginning with the warm-up.
TH: Students will be in assigned teams for this
drill.
2 groups will form single file lines 5 ft apart on
either side of rebound surface. Ball will be thrown
from the left group and the rootbound will be
caught be the right. Thrower moves to the back of
the other line. Whoever caught it then throws and
does the same, each throw they must switch sides
TH: Teacher will review the following prior to
beginning the games to check for student
Standards/Common Core
Language Standards Grades 9-10
Part 1.B.5. Listening actively to spoken English in
a range of social and academic contexts
Part 1.C.6. Connecting ideas
Main Instructional Objectives (Measurable):
COG: Students will provide at least 1 piece of
feedback to peers and discuss how to improve
their performance
PM: Students will actively participate in assigned
drills and games for a minimum of 30 minutes.
AFF: Students will encourage peers to perform to
the best of their abilities
ELD Strategies:
Demonstrate and model all activities
Check for understanding through questioning and
oral responses
Allow students to work collaboratively with peers
15-20 Teams will be assigned to a court
min. for games.
Students will actively participate
in 15-20 minutes of game play.
During that time, teachers will
provide instructional, positive,
and motivational feedback to
students throughout the activity.
Transition:
Clean-up
When the whistle is blown,
1 min. students will put balls in the
trashcan.
Closure:
Meet in the middle of the court.
Have a seat.
Give someone a high-five, tell
them good job, and make it an
understanding:
Rules:
 Students will form semicircle about
forbidden zone
 They will throw ball at rebound surface
and whoever catches then passes to
someone else.
 Same person cannot be passed ball 2x in a
row
 Ball must rebound out of forbidden zone
Points:
 Catching a ball earns a point
 Dropping a ball loses a point
 Blocking or intercepting someone else’s
ball -5 points
 Person with the ball when music ends
loses 3 points
Goal:
 Student with the most points wins
Progression:
 Round 1: edge of forbidden zone
 Round 2 3 ft from forbidden zone
 Round 3 non-dominant hand
https://www.youtube.com/watch?v=dDJTqDh3vX8
TH: Circulate throughout the gym, providing
instructional and motivational feedback.
TH: Remind students to keep eyes open and
hands up when receiving the ball.
 awesome day!

Physical Education Lesson Plan

Needed Equipment Instructor: Seth Farfan Major Content: Tchoukball
Tchoukball Date: 9/24/20 Intro/IA/Warm-up: Dynamic Warm-Up and Steal the Bacon
Colored Targets Grade Level: 9th Grade Fitness: Cardiovascular Endurance, Agility, Muscular Strength,
Cones Time: 6:45-7:35 Power
Whiteboard eraser Minutes of instruction: 40 Lesson Focus: Shooting
Poly spots Students: 30 Game: Castle Destruction

Time Lesson Content Organization/Management/Teaching  Student Learning Objectives

CA Physical
Allotted Education
(Include Content
Tasks, Standards Covered:
refinements, Hints (Cognitive, Psychomotor, Affective)
extensions, critical elements, (Include routines, safety issues, grouping  California Content Standards
High Schoolchecks
Coursefor
1 understanding) techniques, transitions, diagrams etc…)  References
Closure Questions  ELD Strategies
1.2 Demonstrate proficient movement skills in aquatic, rhythms/dance, and individual and dual activities.
 Common Core State Standards
2.1 Participate in moderate to vigorous physical activity at least four days each week.

3.5 Develop personal goals to improve one’s performance in physical activities.

Common Core State Standards (English):

Language Standards Grades 9-10

Part 1.B.5. Listening actively to spoken English in a range of social and academic contexts

Part 1.C.6. Connecting ideas

Main Instructional Objectives (Measurable):

 Dress:
Allow students 5 minutes to dress
into assigned attire and enter gym.
Intro:
Welcome students to class, check-
30 sec. in to see how their week is going,
and review game plan for the
class.
Game-Plan
 Warm-up
 Poly spot horse
 Castle Destruction
1 min. Roll:
Using roll cards, attendance will
quickly be taken on their assigned
spots.
Dynamic Warm-Up & Game:
5 min. Utilizing the length of the
basketball court, students will
complete a quick warm-up
focusing on flexibility, agility,
muscular strength, and
cardiovascular fitness.
 Toe Raises (Gastrocnemius)
 Toe Touches (Hamstrings)
 Side Lunges (Quads,
Adductors, Abductors)
 Flamingoes (Quads)
 Butt Kicks
 Shoulder circles
Steal the Bacon
Warm up Drill
Assign teams to courts for warm-
Safety Check: Check areas for hazardous
materials (basketball courts/gym). Remind
students of safety cues i.e. always make
sure the person you are passing it to is
looking and has their arms up ready to
receive the ball.
Equipment: Teachers will have equipment
set up prior to the beginning of class.
tchoukballs will be kept in a trashcan until
needed to help ensure safety and reduce
distractions. And surfaces will be placed
Students come in and sit in assigned order.
Teacher quickly takes attendance.
Students will stand up; teacher will walk
students through a dynamic warm-up and
game of tag.
TH: Ensure correct form through
demonstration, observation and feedback.
and enthusiasm.
TH: Encourage enthusiasm and
participation beginning with the warm-up.
TH: Students will be in assigned teams for this
drill.
Groups of 5 will space 10 poly spots about in
front of the rebound surface. Each will take turns
CA Physical Education Content Standards
Covered:
1.2 Demonstrate proficient movement skills in
aquatic, rhythms/dance, and individual and dual
activities.
2.1 Participate in moderate to vigorous physical
activity at least four days each week.
3.5 Develop personal goals to improve one’s
performance in physical activities.
California English Language Development
Standards/Common Core
Language Standards Grades 9-10
Part 1.B.5. Listening actively to spoken English in
a range of social and academic contexts
Part 1.C.6. Connecting ideas
Main Instructional Objectives (Measurable):
COG: Students will demonstrate ability to hit
targets in 4/5 attempts
PM: Students will actively participate in assigned
drills and games for a minimum of 30 minutes.
AFF: Students will encourage peers to perform to
the best of their abilities
ELD Strategies:
Demonstrate and model all activities
Check for understanding through questioning and
oral responses
Allow students to work collaboratively with peers
5 min. up drill: Poly Spot Shooting Drill
assigned by shirt color
Transition:
Immediately following warm-up
5 min. drill, students move to the center
of the court for rules, concepts,
strategies, and safety for Castle
Destruction game.
Students will take a seat in the
middle of the court and receive
instructions and demonstrations.
Lesson Focus: Castle
Destruction Teams will be
15-20 assigned to a court for games.
min.
Students will actively participate
in 15-20 minutes of game play.
During that time, teachers will
provide instructional, positive, and
motivational feedback to students
throughout the activity.
shooting form a poly spot at the surface. After
successfully hitting the surface they must then
move on to the other spots. First to successfully
hit from al spots wins the round
TH: Teacher will review the following prior to
beginning the games to check for student
understanding:
Rules:
 Teams must take no more than 3 steps
and then pass the ball to a teammate
 If the ball touches the floor, turnover.
 No interceptions, no blocking
 Each team must shoot from beyond 7 ft
way and knock all over.
 10 targets for each team will be placed
at the end zones for each side.
Points:
 Each target knocked over is a point
Goal:
 Pass the ball to move across the court
and knock over 10 targets
Progression:
 Round 1: edge of forbidden zone
 Round 2 3 ft from forbidden zone
 Round 3 non-dominant hand
https://www.youtube.com/watch?
v=ZTQNIj7J4fk
 Physical Education Lesson Plan
Needed Equipment Instructor: Seth Farfan Major Content: Tchoukball
Tchoukball Date: 9/24/20 Intro/IA/Warm-up: Dynamic Warm-Up and Keep It Up
Hula Hoops Grade Level: 9th Grade Fitness: Cardiovascular Endurance, Agility, Muscular Strength,
Cones Time: 6:45-7:35 Power
Minutes of instruction: 40 Lesson Focus: Pass Ladder Race
Students: 30 Game: Quarterback

Time Lesson Content Organization/Management/Teaching  Student Learning Objectives

CA Physical
Allotted Education
(Include Content
Tasks, Standards Covered:
refinements, Hints (Cognitive, Psychomotor, Affective)
extensions, critical elements, (Include routines, safety issues, grouping  California Content Standards
High Schoolchecks
Coursefor1 understanding) techniques, transitions, diagrams etc…)  References
Closure Questions  ELD Strategies
1.2 Demonstrate proficient movement skills in aquatic, rhythms/dance, and individual and dual activities.
 Common Core State Standards
2.1 Participate in moderate to vigorous physical activity at least four days each week.

3.5 Develop personal goals to improve one’s performance in physical activities.

Common Core State Standards (English):

Language Standards Grades 9-10

Part 1.B.5. Listening actively to spoken English in a range of social and academic contexts

Part 1.C.6. Connecting ideas

Main Instructional Objectives (Measurable):

COG: Students will demonstrate ability to pass to peers in 4/5 attempts

PM: Students will actively participate in assigned drills and games for a minimum of 30 minutes.

AFF: Students will encourage peers to perform to the best of their abilities
 Dress:
Allow students 5 minutes to
dress into assigned attire and
enter gym.
Intro:
30 sec. Welcome students to class,
check-in to see how their week is
going, and review game plan for
the class.
Game-Plan
 Warm-up
 Pass Ladder
 Quarterback
1 min.
Roll:
Using roll cards, attendance will
quickly be taken on their
assigned spots.
5 min. Dynamic Warm-Up & Game:
Utilizing the length of the
basketball court, students will
complete a quick warm-up
focusing on flexibility, agility,
muscular strength, and
cardiovascular fitness.
 Toe Raises (Gastrocnemius)
 Toe Touches (Hamstrings)
 Side Lunges (Quads,
Adductors, Abductors)
 Flamingoes (Quads)
 Butt Kicks
 Shoulder circles
Keep It Up
Warm up Drill
Safety Check: Check areas for hazardous
materials (basketball courts/gym). Remind
students of safety cues i.e. always make sure
the person you are passing it to is looking and
has their arms up ready to receive the ball.
Equipment: Teachers will have equipment set
up prior to the beginning of class. tchoukballs
will be kept in a trashcan until needed to help
ensure safety and reduce distractions.
Students come in and sit in assigned order.
Teacher quickly takes attendance.
Students will stand up; teacher will walk
students through a dynamic warm-up and
game of tag.
TH: Ensure correct form through
demonstration, observation and feedback. and
enthusiasm.
TH: Encourage enthusiasm and participation
beginning with the warm-up.
TH: Students will be in assigned teams for this drill.
Groups of 6 will line up on the endzone, forming 2
parallel lines facing each other. students will pass the
ball diagonally, running to the front of the side after
throwing. The group will collectively pass the ball all
the way across the court and back.
CA Physical Education Content Standards
Covered:
1.2 Demonstrate proficient movement skills in
aquatic, rhythms/dance, and individual and dual
activities.
2.1 Participate in moderate to vigorous physical
activity at least four days each week.
3.5 Develop personal goals to improve one’s
performance in physical activities.
California English Language Development
Standards/Common Core
Language Standards Grades 9-10
Part 1.B.5. Listening actively to spoken English
in a range of social and academic contexts
Part 1.C.6. Connecting ideas
Main Instructional Objectives (Measurable):
COG: Students will demonstrate ability to hit
targets in 4/5 attempts
PM: Students will actively participate in
assigned drills and games for a minimum of 30
minutes.
AFF: Students will encourage peers to perform
to the best of their abilities
ELD Strategies:
Demonstrate and model all activities
Check for understanding through questioning
and oral responses
Allow students to work collaboratively with
peers
5 min. Assign teams to courts for warm-
up drill: Pass Ladder assigned
by shoe color
Transition:
5 min. Immediately following warm-up
drill, students move to the center
of the court for rules, concepts,
strategies, and safety for
Quarterback game.
Students will take a seat in the
middle of the court and receive
instructions and demonstrations.
Lesson Focus: Quarterback
15-20 Game
min. Teams will be assigned to a
court for games.
Students will actively participate
in 15-20 minutes of game play.
During that time, teachers will
provide instructional, positive,
and motivational feedback to
students throughout the activity.
https://www.youtube.com/watch?
v=sNMEiKS4178
TH: Teacher will review the following prior to
beginning the games to check for student
understanding:
Rules:
 Groups line up behind cone
 First person runs and stands in hoop
 Second person passes ball to them, chest
pass, underhand, and regular respectively
 2 min rounds
Points:
 Catching a ball earns a point while standing
in hoop
 Dropping a ball- no points
Goal:
 Group with the most points wins
Progression:
 Change up groups, rotate by height, age,
TH: Circulate throughout the gym, providing
instructional and motivational feedback.
TH: Remind students to keep eyes open and
hands up when receiving the ball.