UNIT PLAN

PHYSICAL EDUCATION

GENERAL INFORMATION:

Teacher: Travis Hadaway # of Students: 25 Lesson # 3 Facilities: Indoor gym

School: Academy of Excellence Ability Level: high control/utilization Class time: 11-11:50am Reference texts:

Grade: 4th Subject: PE / Health Season: N/A Equipment: 6 nets, 30 paddles,

30 pickleballs, 12 cones, 12 mats, 26 copies of the rules quiz, 26 pens, 26 poly spots, roll of floor tape, 30 heart rate monitors

Central Focus: Pickleball

INTRODUCTION: (Why is this general topic important?)

Pickleball is a game similar to that of tennis or table tennis. It is sort of the middle ground between the two sports. Much like tennis in pickleball
you are given the opportunity to work on your balance, agility, reflexes, and hand eye coordination. Which are all very important skills that can translate to
many other things in your life. Anyone can play pickleball, but it is an excellent sport for older players who have developed physical limitations over time
such as hip, shoulder, knee or other joint pain. Since pickleball is played on a badminton sized court (20’ x 44’) there is a lot less strain on the body
compared to a sport such as tennis. Outside of that pickleball is a fun, competitive game for people of all ages that everyone should have the chance to
experience.

Rationale for selection of content and skills: (Why were your specific activities chosen?)
Since my students are already at a high control/utilization ability level I decided to start teaching them how a game is started and that is with a
serve, from there they will need an understanding of how to return that serve and the easiest way to do so is with a forehand strike. Once they have those
basics down, I figured understanding the general rules for the game would be an important piece. I plan to go more in depth on the rules as we progress
through the lesson. My next lesson will start with the backhand strike, the other form for returning a ball that you use when you don’t have time to get
around the ball. This skill is important to have to participate in a game. Once my students have those basics skills down, they should be ready to rally or
hit the ball back and forth to one another, practicing their forehand and backhand. From there I intend to introduce volleying and the concept of the non-
volley zone, it will be important that a student is able to strike a ball off a bounce and directly out of the air to be successful in the game of pickleball. At
this point my students should have a good understanding of both the physical and cognitive sides of the game, so I will go more in depth on the tactics of
the game to make them more successful at scoring. This seems like a logical progression of activities that will make my students competent pickleball
competitors.

SEQUENTIAL LISTING (Scope) OF ACTIVITIES/SKILLS - Progressive coverage planned – L1=1, 2, 3 / L2=4, 5, 6 / L3=7, 8, 9.

1. Serve 4. Backhand Strike 7. Lob shot

 2. Forehand Strike 5. Volleys / non volley zone 8. Drop shot/additional tactics

3. General rules(cognitive) 6. Rallying / 2 bounce rule 9. Games

ACADEMIC LANGUAGE (Terms associated with the Unit, Lesson Plans, physiological/biomechanical, or motor
learning/development principles)

1. a. Language function- Recall, Demonstrate, Apply

b. Vocabulary- Diagonally, volley, non-volley zone, two bounce rule, lob shot, drop shot, slam.
c. Syntax or Discourse – There will be discourse throughout each lesson during practice, while giving feedback, and closure,
d. Language supports- Printed out diagrams that show someone using good form in a serve and forehand strike, Printed out diagrams
that show the proper form for striking a ball with your backhand in pickleball, Videos that demonstrate how to do a lob, drop, and a slam in
pickleball

2. a. Language function- Recall, Demonstrate, Apply

b. Vocabulary- Diagonally, volley, non-volley zone, two bounce rule, lob shot, drop shot, slam.
c. Syntax or Discourse – There will be syntax during the written quiz I give my students
d. Language supports- Printed out diagrams that show someone using good form in a serve and forehand strike, Printed out diagrams
that show the proper form for striking a ball with your backhand in pickleball, Videos that demonstrate how to do a lob, drop, and a slam in
pickleball

TECHNOLOGY: (How will students use technology in this unit?)

Students will use a heart rate monitor before and after physical activity to see the difference in their resting heart rate versus their heart rate after
exercise.

UNIT GOALS - Broad general outcomes of instruction expressing the common learning expected of all students. (Include more that one objective for
each domain) - Objectives should be measurable and stated as performance objectives.

 Cognitive: (For PE classes – Include motor learning/development concepts/theories that relate to skillful movement, physical activity, and fitness) .
o 1. Students will be able to recall cues that allow them to perform a correct serve.
o 2. Students will demonstrate their understanding of the rules during gameplay
 o 3. Student will apply tactical knowledge during gameplay

 Psychomotor: (For PE classes - Include physiological & biomechanical concept(s) that relate to skillful movement, physical activity, and fitness ).
o 1. Students will be able to execute a serve over a net to the opposite side of the court.
o 2. Students will perform a basic forehand strike
o 3. Students will perform a basic backhand strike

 Affective:
o 1. Students will work together with other students in competition

NATIONAL STANDARDS (SHAPE/AAHE) ADDRESSED (Choose two)

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.

GEORGIA STANDARDS of EXCELLENCE (GSE) ADDRESSED:

PE.4.1o. Strikes an object with a short-handled implement (lollipop paddle or ping pong paddle)
alternating hits with a partner over a low net, line, or against a wall demonstrating mature form
PE4.1m. Volleys underhand using a mature form in small-sided games
PE.4.2d. Applies the concepts of direction and force when manipulating an object.
PE4.2e. Applies simple offensive and defensive tactics and strategies in a variety of activities.

SAFETY PROCEDURES - Specific rules and regulations relevant to your unit

1. Students should only have a racket in their if and when they are participating in an activity, during instruction rackets will be placed on the
ground.

2. When swinging a racket, a student must first check around them to ensure no one is in danger of being hit

3. During games students will communicate with their partner on each hit so it is clear who is going for the ball, this should limit collisions.

Include ALL LESSON PLANS for the unit. (Attach them to the unit plan)

Suggested TEACHING STYLES to be used (at least two):

Command/practice and Reciprocal
DESCRIPTION of STUDENT LEARNING NEEDS: You will have one student in a wheelchair in your class, and one non-English-speaking student.
Describe two strategies for each that will help them to meet the objectives of your unit.
Wheelchair: Strategy 1 – The student should be fine in participating during tasks but may have some issues keeping up in a game. To counter that I will
implement a rule change that allows the student in a wheelchair an additional bounce allowing them more time to get to the ball.
Strategy 2 – If the student is still struggling to be successful, I could potentially modify the equipment to make it easier on them (larger ball, larger
racket, etc.).
Non-English-speaking student: Strategy 1 – Bring in a volunteer interpreter to communicate my instructions
Strategy 2 - Print out instructions for the student to follow along with in their native language so they aren’t lost during the lesson.

ASSESSMENTS/EVALUATION: Include samples of assessments to be used (e.g. written/skill tests). Do not forget to include the assessments
you do in every lesson, then:
1. Create a Rubric to assess a motor skill
2. Create a 5-question quiz that is appropriate for age and topic

How will assessment be used to modify instruction throughout the unit?

Assessment is used in a variety of ways to modify instruction throughout a lesson. As a teacher you should constantly be assessing what you’re
doing. How the lesson is going, are there people struggling? Am I meeting my objectives? How can I change this this to better or ore fun? These thoughts
shape how a lesson progresses and allows opportunity to improve not only in that specific lesson, but future ones as well. You may notice certain things
and have to change or implement new rules or adjust the difficulty level of your lesson depending on how the students are doing. You also modify
instruction according with the feedback you give your students. The better the feedback the more the students improves which may result in further
altering the lesson to accommodate.

“Rainy day or loss of gym” material: If I were to lose my gym on one of these days, I would move my students into a classroom and set up an indoor
table tennis lesson. Table tennis is similar to that of pickleball so I could still teach my students some of the skills necessary to play pickleball. To do this I
would move the desks or table around the room and put them together to simulate a ping pong table. Then using items from my equipment room set up
makeshift nets with small cones and bars that sit on top of them. Then using whatever balls and rackets I have available conduct a lesson on table tennis.

RESOURCES and REFERENCES

1. Children moving text

2. https://www.pecentral.org/lessonideas/ViewLesson.asp?ID=11842#.XdcZ-1dKjIU
3. https://www.pecentral.org/lessonideas/ViewLesson.asp?ID=1987#.Xdc--1dKjIU
4. https://www.pecentral.org/lessonideas/ViewLesson.asp?ID=3997#.XdgqR1dKjIU
5. https://www.pickleball.com/rules-how-to-play-pickleball-s/106.htm
6. http://applecountrypickleball.blogspot.com/2015/12/the-backhand-ground-stroke.html
7. https://www.youtube.com/watch?v=RUatethB8d8
Name:

PHYSICAL EDUCATION LESSON PLAN

Date of Lesson: 11-22-19 Class Time: 11-11:50am

School Name and Grade: Academy of Excellence 4th grade Technology Use: none

Length of Lesson: 50 minutes Number of Students: 25

Equipment/Supplies: 30 pickleball paddles, 30 pickleballs, 6 pickleball nets, roll Description of Facility: Indoor Gym
of floor tape

Central Focus: Pickleball Teaching styles: Command , Practice, and Reciprocal

Cognitive: Language Function: Recall, Demonstrate

1. The student will be able to recall the proper cues for serving and striking
with their forehand
2. The student will be able to demonstrate their understanding of a successful
serve
Vocabulary: Diagonally
Syntax or discourse: There will be discourse all throughout the lesson during
practice, while giving feedback, and during closure.
Language supports: printed out diagrams that show someone using good form
in a serve and forehand strike.

Psychomotor: Prior Academic Knowledge & Skill: Students should already by familiarized with
1. The student will be able to serve a ball over a net, diagonally across a court, using short handled implements to strike an object
in bounds, and clear the no-volley zone
2. The student will be able to demonstrate their competency in forehand
striking by striking a ball continuously, using good form.

Affective: Safety Considerations: Anytime a student has a paddle they should be cautious
1. Students will use teamwork to work together with another student to meet of their surroundings, so other students don’t wind up getting hit with a
a goal paddle. (physical) During challenge tasks some students may struggle more
than others and get discouraged when they don’t do as well. Encourage them
to try again and ensure them that if they continue to practice that they will get
better.

National Standards Addressed: Standard 1: The physically literate individual GSE Assessed: PE.4.1o. Strikes an object with a short-handled implement
demonstrates competency in a variety of motor skills and movement patterns. (lollipop paddle or ping pong paddle)
 alternating hits with a partner over a low net, line, or against a wall
Standard 2: The physically literate individual applies knowledge of concepts, demonstrating mature form
principles, strategies and tactics related to movement and performance. PE.4.2d. Applies the concepts of direction and force when manipulating an
object.

INTRODUCTION TIME
ALLOCATIONS
(Instant/Motivational Activity; Warm-Up & Review; Introduction)

Instant Activity: Mirror Me

Details: Students will pair off into partners both with a scarf. When music begins playing student A will begin
3 minutes
moving around with the scarf to the music while student B mirrors whatever they do. Play songs that change
tempo or speed, so students get a variety of movement. Switch roles of student A and throughout the song.

Introduction: Hello class hope you are all doing well today. Today is a fun day, because we are beginning or
pickleball unit! Pickleball is a fun, competitive game that I think you will really enjoy, but we won’t start playing 1 minute
until a few days from now. Today I would like to focus on some of the skills and rules that are needed for the
game of pickleball. Let’s go ahead and get started.

LESSON BODY TIME Objectives Assessment

ALLOCATIONS Addressed
(Specific and detailed plan to facilitate student learning and skill development)
Informing task: Grip the paddle
Details: While only a small detail it is important that students know how to grip the paddle properly. Start by
giving each student a paddle and have them move out into personal space around the gym. Have the students 80% rule Walk around
hold out their paddle by gripping the blade with their non-dominant hand and hold it so the handle is facing and provide
towards them. Then have them reach out with their dominant hand and grab the handle like they were shaking congruent
someone’s hand. Go around and check the students grip to see if they are holding it correctly feedback
Cues: Handshake

Extending task: Serving form

Details: Using the shakehand grip the students just practiced have them mirror your movements and have
them work on the proper form for serving. Paddle will be in wrist below the waist, Step with foot opposite Same as C1, C2
Same as above
side of serving hand, Lean forward on foot opposite side of serving hand, Hold ball in non-serving hand Serving above
hand will start from behind body and follow through in an upward motion, Drop the ball from non-serving hand
into the swinging motion of serving hand, Point shoulders and body in diagonal direction to opposite side of
court, Slide back leg forward for follow through of serve. Students should mirror you as you go through each of
these steps.
Cues: Aim, below waist, step with opposite foot, lean, hold ball in non-serving hand, drop ball into swinging
motion

Extending task: forehand strike form

Details: Student will now mirror you as you teach them the forehand strike. Face your non-dominant shoulder
to your target, move your feet to where you will receive the ball right next to you (avoid reaching), swing your Same as
C1
arm back, swing low to high through the ball and rotate your wrist, follow through by bring your back foot above
forward. Same as above
Cues: face target, move, arm back, low to high, rotate, follow through

Transition: Gather students and get their help in moving the nets that were off to the side out into space, then
await instruction,

Extending Task: Serve practice

Details: Now that students have practiced their form its time to practice the skill. Set up as many courts as you Same as
C1, C2, P1
can in your gym and divide the class among them. Ideally you want 4 students per court. For 25 students divide above
Same as above
them amongst 6 courts and one court will have an extra student. The students will stand in each of the 4
quadrants, diagonally across from their partner and take turns serving the ball across the net. Important that
you go over rules for a serve here. Primarily that the serve must go diagonally across the court and the ball
must clear the 7’ no volley zone, but also mention that in a game when a team is serving, they rotate spots
after each successful serve. Students should feel free to provide feedback to one another during this activity.
Cues: Aim, below waist, step with opposite foot, lean, hold ball in non-serving hand, drop ball into swinging

Challenge task: Serve challenge

Details: Challenge each group to see how many successful serves they can get in a row. Can they get 10? Can 2 minutes
C1, C2, P1, A1
they get 20? Students will continue taking turns serving the ball across the net and keeping track of how many
times in a row the ball lands in play. Same as above
Cues: Aim, below waist, step with opposite foot, lean, hold ball in non-serving hand, drop ball into swinging

Transition: Gather students and have them move the nets out of the way, but not along the wall. Give each
student a pickleball

Extending Task: Forehand practice

Details: Students will take a paddle and a pickleball and go out and find some wall space. Have students make 80% rule
C1, P2
sure there is enough space between them and the students around them. Demonstrate for the students
Same as above
proper striking form by hitting the ball off the wall continuously a few times, then have the students practice
doing the same. Students should be about 10 feet from the wall.
Cues: face target, move, arm back, low to high, rotate, follow through

Extending task: Forehand practice extension Same as

Details: Increase the difficulty foe the students by backing them up 5 feet then have them continue doing the above C1, P2
same thing. The increased distance should force students to have to move their feet more to get to the ball. If Same as above
you don’t see this back up the distance until you do.
Cues: face target, move, arm back, low to high, rotate, follow through
Challenge task: Accuracy is key
Details: Have students move back in to 10 feet from the wall and have them pick a tile on the wall to be there 2 minutes C1, P2
target, if wall has no tiles mark off a small square with tape for the student to use as a target. Challenge the Same as above
students to see how many times they can hit their target in the span of 1 minute. Have students share will you
how many they got and then challenge them to beat their own score and go another round.
Cues: face target, move, arm back, low to high, rotate, follow through

TIME
CLOSURE ALLOCATIONS

(Wrap Up, Review, Transition)

Who can walk me through how to serve a ball step by step? 5 minutes
Who would like to do the same for a forehand strike?
When I am serving a ball where should I be aiming?
Can I get someone to demonstrate a good serve for me?
Can I please have someone hit the ball off the wall a few times using good forehand form?

ASSESSMENT DESCRIPTION
(explain how you will informally or formally assess each objective)

Informal: Walk around and provide congruent feedback. During closure I will ask questions that relate back to the objectives and have students demonstrate
skills.

Formal: No formal assessment will be given

 Differentiation Based on Student Characteristics
(Specific and detailed plan to modify lesson to meet learning needs of all students)

English Language Learners:

Students below Grade Level:

Students above Grade Level:

Student Exceptionalities
(Specific and detailed plan to modify lesson to meet learning needs of all students)

Physical Conditions:

Behavioral Conditions:

Resources:
https://www.pickleball.com/rules-how-to-play-pickleball-s/106.htm rules
https://www.pecentral.org/lessonideas/ViewLesson.asp?ID=11842#.XdcZ-1dKjIU instant activity
https://www.holmen.k12.wi.us/highschool/Physical_Education/pickleball/Basic_Skills_Handout.pdf cues
Name:

PHYSICAL EDUCATION LESSON PLAN

Date of Lesson: 11-22-19 Class Time: 11-11:50am

School Name and Grade: Academy of Excellence 4th grade Technology Use: none

Length of Lesson: 50 minutes Number of Students: 25

Equipment/Supplies: 30 pickleball paddles, 30 pickleballs, 6 pickleball nets, 26 Description of Facility: Indoor gym
poly spots

Central Focus: Pickleball Teaching styles: Command & Practice

Cognitive: Language Function: Recall, demonstrate

1. The student will be able to recall the proper form for striking a ball with their Vocabulary: volley, non-volley zone, two bounce rule.
backhand Syntax or discourse: There will be discourse all throughout the lesson during
2. The student will be able to demonstrate their understanding of the rules of practice, while giving feedback, and during closure.
the game Language supports: Printed out diagrams that show the proper form for
striking a ball with your backhand in pickleball

Psychomotor: Prior Academic Knowledge & Skill: The student should already have some
1. The student will be able to demonstrate their competency in backhand practice with skills in pickleball, serving/forehand, and have touched on the
striking by striking a ball continuously, using good form basic rules of the game.
2. The student will be able to volley a ball back and forth with a partner

Affective: Safety Considerations: Anytime a student has a paddle they should be cautious
1. The student will be able to work together with other students to reach a of their surroundings, so other students don’t wind up getting hit with a
goal paddle. (physical) During challenge tasks some students may struggle more
than others and get discouraged when they don’t do as well. Encourage them
to try again and ensure them that if they continue to practice that they will get
 better. During rallying students should communicate with their partners on
who has what ball to avoid collisions or striking one another with a paddle.

National Standards Addressed: 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.
GSE Assessed: PE4.1m. Volleys underhand using a mature form in small-sided
games
PE4.1o. Strikes an object with a short-handled implement (lollipop paddle or
ping pong paddle) alternating hits with a partner over a low net, line, or
against a wall demonstrating mature form.
PE.4.2d. Applies the concepts of direction and force when manipulating an
object.

INTRODUCTION TIME
ALLOCATIONS
(Instant/Motivational Activity; Warm-Up & Review; Introduction)

Instant Activity: Follow the leader Indian run

Details: Introduce the activity to children by demonstrating the roles of the leader and follower. The leader's
role is to move in different directions and pathways throughout the space while galloping, marching, crawling,
etc., and in general trying to challenge the follower to travel in variety of different ways. The follower's role is 4 minutes
to attempt to replicate the movements of the leader. Starting with the instructor lead the class in a line around
the gym, after some time has past the person in the back of the line comes up to the front and begins leading
the group in a new movement. As soon as a new person reaches the front the next student begins making their
way up, go until everyone has played the role of leader.

LESSON BODY TIME Objectives Assessment

ALLOCATIONS Addressed
(Specific and detailed plan to facilitate student learning and skill development)
Informing task: Backhand cues
Details: Give every student a paddle and have them spread out into personal space in the gym. Stand where
every student can see you, have your back to your students (but peek over your shoulder and watch them) and 80% rule C1 Walk around
lead them through the correct form for a backhand strike. Start with your dominant shoulder facing your and provide
target, reach the paddle to your hip. Thumb should be next to your hip. Swing low to high through the ball but congruent
make contact when the ball is next to you or in the center of your body. Follow through and rotate your body feedback
back around. Lead students step by step a few times through the cues then have them practice the steps on
their own while you walk around and provide feedback.
Cues: Shoulder towards target, thumb to hip, low to high, follow through, rotate

Extending task: Backhand practice

Details: Hand out a pickleball and have students find some wall space. Make sure there is enough distance
between each student to avoid collisions or getting hit with a paddle. Students will practice their backhand by 80% rule
continuously hitting the ball off of the wall only using their backhand. Before they begin, demonstrate what C1, P1 Same as above
this should look like. Walk around and correct form while students hit. Students should be about 10 feet from
the wall.
Cues: move your feet, shoulder towards target, thumb to hip, low to high, follow through, rotate

Extending task: Backhand practice extension

Details: Increase the difficulty foe the students by backing them up 5 feet then have them continue doing the
same thing. The increased distance should force students to have to move their feet more to get to the ball. If 80% rule
you don’t see this back up the distance until you do. C1, P1 Same as above
Cues: move your feet, shoulder towards target, thumb to hip, low to high, follow through, rotate

Challenge task: How many in a row?

Details: Have students move back in to 10 feet from the wall and have them continue doing what they have
been for the previous two tasks, but this time have students keep track of how many times in a row they can 3 minutes
C1, P1 Same as above
hit the ball off of the wall only after one bounce. Have students set a goal for themselves (5 in a row, 10 in a
row) and see if they can complete it. If they complete their goal have them set another.

Informing task: volleying basics

Details: a volley is a ball hit in the air before it bounces onto the court during a rally. To practice this pair off
students and have them line up on poly spots set up in general space, poly spots should be 10 feet apart. 80% rule
Students will hit underhand back and forth to one another trying to keep the ball in the air. P2, A1 Same as above
Cues: Face target, arm back, low to high, follow through

Transition: Move the six nets out into space so you have six courts set up

Extending task: Volleying over a net.

Details: Students will stay with their partners and go out to a court, 4 people total at a court, 5 at one. Students
will stand on each side of the net and volley straight across to one another. There will be one group of three 80% rule
that rotates between each hit. Walk around and provide feedback to struggling students. Mention the double P2, A1, C2 Same as above
bounce rule during this activity as well as how the non-volley zone works.

Challenge task: How many in a row?

Details: Like the previous challenge task students will test themselves by seeing how many times they can
successfully volley with their partner in a row. Use the same setup as the previous task for this activity. Once 3 minutes
P2, A1
again have students set goals and try their best to meet or exceed them!
Cues: Face target, arm back, low to high, follow through Same as above

Informing task: Rallying

Details: At this point students have the majority of knowledge and skills needed to play the game of pickleball,
but there are a few more things that need to be covered. The students should be ready to have a rally with 10 minutes
other students. Take away a ball from each court so that there is one ball per 4 students. Students will now C1, C2, P1, A1 Same as above
simulate a game without keeping score but focus on making good clean hits over the net rather than trying to
score on their opponent. Rock paper scissors for which team serves first. The first person serves right to left
and continues serving until a fault, then the other person on that team serves until they fault, then the other
team gets to serve, Alternate serving positions after each serve. Also review the double bounce rule which
states each team must play their first shot off of the bounce. That is, the receiving team must let the serve
bounce and the serving team must let the return of the serve bounce before playing it. Once these two
bounces have occurred, the ball can either be volleyed or played off the bounce. Walk around reinforcing cues
and reminding students of rules. For the group of 5 people have 1 person sir out and rotate in after 2 rallies.
Cues: move your feet, shoulder towards target, thumb to hip, low to high, follow through, rotate
face target, move, arm back, low to high, rotate, follow through
Aim, below waist, step with opposite foot, lean, hold ball in non-serving hand, drop ball into swinging motion

TIME
CLOSURE ALLOCATIONS

(Wrap Up, Review, Transition)

One at a time give me the proper steps to follow when striking with my backhand 5 minutes
What are some rules we went over today?
Can anyone define a volley for me?
Can I have two volunteers to show the class volleying back and forth?
Who wants to show the class their backhand strike off a wall?

ASSESSMENT DESCRIPTION
(explain how you will informally or formally assess each objective)

Informal: Walk around and provide congruent feedback. During closure I will ask questions that relate back to the objectives and have students demonstrate
skills.
 Formal: Students will be graded on there backhand strike ability at the end of the lesson in accordance with the skill rubric provided with the lesson

Differentiation Based on Student Characteristics

(Specific and detailed plan to modify lesson to meet learning needs of all students)

English Language Learners:

Students below Grade Level:

Students above Grade Level:

Student Exceptionalities
(Specific and detailed plan to modify lesson to meet learning needs of all students)

Physical Conditions:

Behavioral Conditions:

Resources:
https://www.pecentral.org/lessonideas/ViewLesson.asp?ID=1987#.Xdc--1dKjIU instant activity
https://www.usapa.org/basics-volleys/ volleying
http://applecountrypickleball.blogspot.com/2015/12/the-backhand-ground-stroke.html backhand
 Backhand Stroke (Pickleball)

(GSE) PE5.1.m consecutively strikes an object with a partner using a short-handled implement over a
net, line, or against a wall in small-sided games.

Directions for Performer: At the end of “Backhand day” during a “Pickleball” unit two students will rally
with one another focusing solely on using their backhand stroke. During this rally a peer will observe 4
hits focusing on a single critical element, continue this until all 4 critical elements have been observed.

Peer Observation: During the rally focus on one element at a time. Record a score for 4 hits, then move
on to the next element. You should record a total of 16 hits (4 for each element)

Levels of Success
Critical Elements 1 2 3
Needs Improvement Acceptable Target
Dominant foot/shoulder Fails to step towards the Only one of the two are Both dominant shoulder
towards target target with dominant correctly facing the and foot are facing
(dominant foot=the foot foot, Shoulder does not target (example: foot correctly towards the
on the same side you are face target. steps towards target, but target.
holding the paddle) fails to turn shoulder.
Thumb to hip Doesn’t reach back, Reaches back, but Successfully reaches back
thumb does not go to doesn’t quite reach the with the paddle. Thumb
hip. hip with their thumb. reaches the hip.

Contact No contact is made with Paddle touches the ball, Solid contact with ball is
the ball. but barely. made.

Follow Through Stops after contact/no Continues after contact, Successfully flows
follow through. but fails to reach full through after making
extension. contact.

Rally 1 score ______________ Total points possible = 48

Rally 2 score ______________ A = 38-48

Rally 3 score ______________ B = 27-37

Rally 4 score ______________ C = 20-26

F = <20
Name:

PHYSICAL EDUCATION LESSON PLAN

Date of Lesson: 11-22-19 Class Time: 11-11:50

School Name and Grade: Academy of Excellence 4th grade Technology Use: Students will use a heart rate monitor before and after a
game of pickleball to see how physical activity affects the heart.

Length of Lesson: 50 minutes Number of Students: 25

Equipment/Supplies: 6 nets, 30 paddles, 30 pickleballs, 12 cones, 12 mats, 26 Description of Facility: indoor gym
copies of the rules quiz, 26 pens, 30 heart rate monitors

Central Focus: Pickleball Teaching styles: Command & Practice

Cognitive: Language Function: apply, recall

1. The student will be able to apply tactical knowledge in a game to help them Vocabulary: lob shot, drop shot, slam
be more successful Syntax or discourse: There will be syntax at the begging of the lesson during a
2. The students will be able to recall cues and rules that will help them be written rules quiz
successful in pickleball Language supports: Videos that demonstrate how to do a lob, drop, and a slam
in pickleball

Psychomotor:
1. The student will be able to strike a ball at or between objects
2. The student will be able to perform a overhead slam
Affective:
1. The student will work together another student in a competitive setting.
Prior Academic Knowledge & Skill: Students should have had at least two
classes before this learning the rules and skills necessary to play pickleball.
Forehand and backhand strikes, knowing how to serve, how to grip a paddle,
etc. At this stage students should be able to play a real game of pickleball.
Safety Considerations: During game play students need to be aware of their
surroundings especially when it comes to their teammate, so they don’t end up
hitting them with a paddle or running into one another. (physical)
Some teams will be better than others, students may find themselves losing a
lot. Try to make the teams as even as possible to limit this but encourage
students to just have fun out there regardless of whether or not they win or
lose.
National Standards Addressed: Standard 1: The physically literate individual GSE Assessed: PE4.2e. Applies simple offensive and defensive tactics and
demonstrates competency in a variety of motor skills and movement patterns. strategies in a variety of activities.

Standard 2: The physically literate individual applies knowledge of concepts, PE4.1o. Strikes an object with a short-handled implement (lollipop paddle or
principles, strategies and tactics related to movement and performance. ping pong paddle)
alternating hits with a partner over a low net, line, or against a wall
demonstrating mature
form

INTRODUCTION TIME
ALLOCATIONS
(Instant/Motivational Activity; Warm-Up & Review; Introduction)

Instant activity: Pickleball knockdown

Details: This is a modified version of pizza tag. In this version of the game students will all have a paddle and a
pickleball and walk out into general space. Set boundaries for the students to move around in. Students will
balance their ball on their paddle and walk around within the boundary. The objective is to walk around 3 minutes
keeping the ball balanced on the paddle with one hand and use your other hand to try and knock off other
students balls. If a student knocks off your ball or if you drop it in any way move outside of the boundary do 3
jumping jacks and go back into the game.

Introduction: Hey class thanks for being so good these past couple of days, paying attention, and doing what
I’ve asked of you. You all have gotten a lot better than when we first began and today, we are going to get to
play some real pickleball games! I think you are all ready, but first we are going to go over a few tactics in the 2 minutes
game that will make you more successful and more likely to win! So bear with me a little longer and we will all
get to play soon, but before we get into that please take this quick 5 question quiz about the rules of the game,
so I can make sure you all understand.

LESSON BODY TIME Objectives Assessment

ALLOCATIONS Addressed
(Specific and detailed plan to facilitate student learning and skill development)
Walk around
Informing task: The lob shot and provide
Details: A lob shot is a high hit ball usually over your opponent’s head forcing them back deep on their side of 80% rule congruent
C1, C2
feedback
the court. The most practical time to use the lob shot is when you and your opponent have been rallying for a
while and have slowly gotten closer to the net, surprise your opponent with a lob to throw them off their
game. To practice this skill students will work with a partner and go out onto a court, two groups per court (4
people total) Hitting straight across the net to one another have students dink the ball back and forth to one
another right outside of the no volley zone. On every 3 rd hit a student will lob the ball over their partners head
while attempting to keep in inside the court. Have the student who did not hit it retrieve the ball and begin
hitting with their partner again, then that person will attempt a lob on the third hit.
Cues: Shoulder towards target, paddle back, below waist, low to high, carry the ball, follow through

Informing task: The drop shot

Details: The drop shot is another very effective shot to use to throw your opponent off. It is best used when
your opponent is deeper on their side of the court leaving the area right near their net open. The stroke for this 80% rule
is very similar to the motion of your serve except instead of clearing the no volley zone you are trying to just C1, C2
barely get the ball over the net. To get a feel for this have students first practice without a paddle. Remaining in Same as above
their groups, students will take turns tossing the ball under hand trying to land the ball just over the net.
Cues: face target, step with opposite foot, swing arm back, follow through

Extending task: Drop shot extended

Details: Now that students have a feel for the drop shot have them do the same drill again except this time
with their paddle. Students will bounce the ball in front of them and strike it on its way down trying to put the 80% rule
C1, C2
ball just over the net. Their partner will pick up the ball go back to where they started and do the same
Cues: Face target, step with opposite foot, arm back, swing low to high, follow through Same as above

Informing task: The awkward zone

Details: The awkward zone is the area directly between your opponents. It is often a good idea to hit the ball
there because it can cause confusion for the other team. Often people are not sure who should go for it 80% rule C1, P1, C2
resulting in an easy point for your team. To practice this, have all 4 students on the same side of a court and Same as above
place two cones on the other side that represent people. One at a time, students will walk out to the right half
of the court bounce the ball one time next to their body and attempt to hit a forehand shot in the middle of the
two cones. Students will go retrieve their ball and get back in line.
Cues: face target, move, arm back, low to high, rotate, follow through

Extending task: Awkward zone extended

Details: Now do the same drill but from the left side of the court and work on the backhand strike instead. 80% rule C1, P1, C2 Same as above
(lefties do the opposite)
Cues: Shoulder towards target, thumb to hip, low to high, follow through, rotate

Informing task: Right at um

Details: Another good tactic is to hit a ball directly at an opponent. If they do not have enough time to move
around the ball, they are forced to hit the ball awkwardly usually resulting in a miss or a ball hit easily back to 80% rule
you. To practice this keep the same set up from the previous drill except replace the cones with mats and stand C1, P1, C2
them up to simulate a person standing there. One at a time Student will walk up to the right half of the court, Same as above
bounce the ball one time and attempt to hit a forehand shot directly at the matt. Have students retrieve their
ball and return to the line
Cues: face target, move, arm back, low to high, rotate, follow through

Extending task: Right at um extended

Details: Now do the same drill but from the left half of the court and work on the backhand strike instead. 80% rule
(lefties do the opposite) C1, P1, C2
Cues: Shoulder towards target, thumb to hip, low to high, follow through, rotate Same as above

Informing task: The Slam!

Details: the slam is the hardest hit to return, but also one of the hardest to do successfully. The slam is most
often used when you are right outside of the no volley zone and your opponent returns the ball too high. 80% rule
C1, P2, C2
Usually right over your head. For a slam you want to be facing your target, reach your paddle behind your head,
keep the paddle face up and not sideways, try to make contact close to your body (wait for the ball to be right Same as above
over or next to your head), and snap your wrist down. To practice this skill, have students stand a step or two
outside the no volley zone, lob the ball over their head and slam it onto the court on the opposite side of the
net. All 4 students should be on one side of the net, to going at a time (one standing on each half of the court).
After a slam, students will retrieve their ball and wait for their partner to go before going again.
Cues: Face target, behind head, paddle up, close, smack, snap, follow through

Challenge task: Game time baby!

Details: It is time for the students to put all their hard work into practice! For the remainder of class students Rest of
will play real games to 11 (win by 2). 2 teams at each court. Decide who will serve first with rock paper scissors. class (10-20
If a team wins they will remain at their court, losing teams will walk over to the court to their right and wait for minutes) C1, C2, P1, P2,
A1 Same as above
the game there to finish and play the winners of that court. Do your best to officiate games, settle arguments leave 5
on rules, balls in or out, provide feedback to students, and so on. Have students put on a heart rate monitor minutes for
before playing and take a mental note of their heart rate and have them check it again after a match to see the closure
change.
Cues: games require the combination of each skill, so all cues used in these 3 lessons are relevant

TIME
CLOSURE ALLOCATIONS

(Wrap Up, Review, Transition)

When the opponent is close to the net should you do a drop, or a lob shot? 5 minutes
What type of hit should you use when the ball is over your head?
Can someone name another tactic we worked on today?
Can I please have someone demonstrate a lob shot for me?
Okay now an overhead slam?
 ASSESSMENT DESCRIPTION
(explain how you will informally or formally assess each objective)
Informal: Walk around and provide congruent feedback. During closure I will ask questions that relate back to the objectives and have students demonstrate
skills.

Formal: At the beginning of class students will take a 5-question quiz covering the rules of pickleball.

Differentiation Based on Student Characteristics

(Specific and detailed plan to modify lesson to meet learning needs of all students)

English Language Learners:

Students below Grade Level:

Students above Grade Level:

Student Exceptionalities
(Specific and detailed plan to modify lesson to meet learning needs of all students)

Physical Conditions:

Behavioral Conditions:
Resources:
https://www.pecentral.org/lessonideas/ViewLesson.asp?ID=3997#.XdgqR1dKjIU instant activity
https://www.youtube.com/watch?v=RUatethB8d8 lob video
https://www.youtube.com/watch?v=Y3QNj6qjZCY drop video
https://www.youtube.com/watch?v=Jc60AAFga84 slam video

Pickleball Rules Quiz

1. True or False, A serve should be hit underhand and straight across to the person standing in front of you.
If false explain why-

2. True or False, you are not allowed to strike a ball directly out of the air from inside the no volley zone
If false explain why-

3. Which of the following best describes the double bounce rule?

a. Before you hit a ball you must always let it bounce twice
b. Only on a serve do you wait for the ball to bounce twice before hitting it
c. Each team must play their first shot off of the bounce. That is, the receiving team must let the serve bounce and the serving team must let
the return of the serve bounce before playing it.
d. there is no such thing as a double bounce rule in pickleball

4. How does the rotation for serving work?

a. You start on the left side and serve until you fault then your partner serves until they fault, after that the other team gets the ball
b. Regardless of who scores rotate serves between each team on every serve
c. You start on the right and serve until you fault, then give the ballot the other team
d. You start on the right side and serve until you fault then your partner serves until they fault, after that the other team gets the ball.

5. True or False, Pickleball is a rally scoring game where you get a point every time you win a rally regardless of if your team was serving or
not.
If false explain why-