Physical Education Lesson Plan

Needed Equipment Instructor: Ashley Lima Major Content: Combatives – Striking

10 cones (mark off jail) Date: 10/18/2022 Intro/Instant Activity: Medic Tag
20 sets of punching gloves Grade Level: 7 Fitness: Circuit Training
12 cones (fitness) Day: 1 Lesson Focus: Jab & Cross Punches, Front Kick
Students: 40 Game: Striking H.O.R.S.E.

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

Allotted (Include Tasks, refinements,
extensions, critical
elements, checks for
understanding)
Closure Questions
Hints
(Include routines, safety issues, grouping
techniques, transitions, etc…)
(Cognitive, Psychomotor, Affective)
• California Content Standards
• References
• ELD Strategies
• Common Core State Standards

Check area and ooooooooooooooooooo C.S. 1.3: Combine manipulative, locomotor, and
equipment for safety prior x nonlocomotory skills into movement patterns.
to class. Have the students form a half circle in front C.S. 2.2: Analyze movement patterns and correct errors.
of the teacher. C.S. 5.1: Identify appropriate and inappropriate risks
involved in adventure, individual, and dual physical
1 min. Anticipatory Set: This or Skip to the left side of the gym is you like activities.
That Survey sweet and the right side of the gym if you
like savory. COG: SWBAT distinguish movement patterns to a
Gallop to the left side of the gym if you partner and correct the errors at least 5 times throughout
prefer winter and to the right side of the the class.
gym if you prefer summer. PM: SWBAT perform movement patterns including
skipping 85% of the time in a general area.
Transition: When I say Clump up in front of me. AFF: SWBAT list two inappropriate risks involved in the
“Go”… game of Medic Tag to their partner.

2-3 min. Introductory Activity:
Medic Tag
TH: Give positions out secretly as they
walk into the gym to be more efficient.
We are playing a game of Medic Tag.
There are 4 roles to this game:
Reference:
• https://www.dynamicpeasap.com/lesson-
plan?medic-tag
• KNES 363 (Adaptive Physical Education)

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 • Taggers (3 or 4 students): try to
two finger tag others and whisper
“you’re frozen”
• Medics (2 students): move and two
finger tag the “injured” and
whisper “you’re healed” to get
them back in the game
• Sheriff: sends students they think
are the taggers to jail by two
finger tagging them and
whispering “you’re in jail”, but
can send anyone to jail even other
sheriffs
• Bystanders: anyone leftover
When tagged put your hand in the air
and freeze. If I call prison break,
everyone in jail is now free.

TH: If too many kids are in jail, call “prison

break” and everyone in jail is now free.

TH: Change up locomotor skills (walk,

skip, jog, gallop)
Transition: When I blow Everyone freeze and do not move.
my whistle twice…

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7 min. Fitness: Circuit Training
Transition: When I say
“Go”…
We have a list of exercise
choices at each cone
including abdominal
strength, upper body
strength,
aerobic/cardiovascular
endurance, and flexibility.
You cannot do the same
exercise twice, so pick a
different exercise from the
list when you come to a
card that you have already
been to.
Transition: When I blow
my whistle once…
Transition: When I blow
my whistle once…
Transition: When I blow
my whistle twice…
Go to a cone. No more than 4 people at
each cone.
Choose one exercise from the list.
TH: Let students do that exercise for 20 sec.
and then move them onto the next cone.
Stop your exercise and continue onto the
next cone counterclockwise and
immediately start the next exercise.
TH: Repeat so students go to 8 cones total.
Line up facing the mirror.
C.S. 3.5: Participate in moderate to vigorous physical
activity a minimum of four days each week.
C.S. 4.2: Identify physical activities that are effective in
improving each of the health-related physical fitness
components.
C.S. 5.2: Accept responsibility for individual
improvement.
COG: SWBAT participate in moderate to vigorous
activity for at least 7 minutes within the general area.
PM: SWBAT will be able to list at least 1 exercise that is
effective in improving for each of the health-related
fitness components.
AFF: SWBAT accept responsibility for individual
improvements for each of the health-related physical
components.
Reference:
• KNES 387
Link to print out at bottom.
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Time Lesson Content
Allotted (Include Tasks, refinements,
extensions, critical
elements, checks for
understanding)
Closure Questions
20 min. Lesson Focus:
2 min. Jab:
Discuss the critical
elements:
• Stance: Hands held
chin high. Dominant
hand slightly behind
the opposite hand.
Weight on balls of
the feet. dominant
foot to the rear of
the front foot.
• Weight Transfer:
Back foot to front
foot as arm extends.
• Lead arm snaps
forward and back.
1 min. Explain to the students that
they are to spread out at
least 6ft apart from others
and practice 10 jabs on the
left, 10 jabs on the right,
Organization/Management/Teaching
Hints
(Include routines, safety issues, grouping
techniques, transitions, etc…)
TH: Review and demonstrate each critical
element in front of the students. Teacher
facing the mirror with students behind them.
OOOOOOOOOOOO
X C.S. 2.2: Analyze movement patterns and correct errors.
TH: Emphasize that when making a fist the
thumb wraps around the fingers and not on
the inside.
TH: SAFTEY: Tell students to watch out
for their neighbors when they are punching.
TH: Use a student to demonstrate the jab
with them, while saying the critical elements punching to the group.
aloud.
• Student Learning Objectives
(Cognitive, Psychomotor, Affective)
• California Content Standards
• References
• ELED Strategies
• Common Core State Standards
C.S. 1.5: Demonstrate body management and locomotor
skills needed for successful participation in track and field
and combative activities.
C.S. 5.1: Identify appropriate and inappropriate risks
involved in adventure, individual, and dual physical
activities.
COG: SWBAT demonstrate a jab and a cross with correct
form 4 out of 5 of the times.
PM: SWBAT perform movement patterns of repetitive
jabs and crosses 85% of the time in a general area.
AFF: SWBAT list two inappropriate risks involved in
Reference:
• https://www.dynamicpeasap.com/pages/secondary-
lesson-plans/kickboxing/kickboxing-lesson-plan-1/
• KNES 145 (Cardio Kickboxing)
• https://studylib.net/doc/9029616/physical-
education-lesson-plan
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 and 10 jabs alternating
arms.

Check for Understanding: How many jabs are you going to do on

the left? How many jabs on the right?
What are you doing for the last 10?

2 min. Transition: When I say Find an open space and start practicing.
“Go”…

Transition: When I blow Everyone freeze and do not move.

the whistle twice…

2 min. Cross:
Discuss the critical TH: SAFTEY: Tell students to watch out
elements: for their neighbors when they are punching.
• Stance: Stance:
Hands held chin TH: Use a student to demonstrate the jab
high. Dominant with them, while saying the critical elements
hand slightly behind aloud.
the opposite hand.
Weight on balls of
the feet. dominant
foot to the rear of
the front foot.
• Weight Transfer:
Back foot to front
foot as arm extends.
• Rear arm used with
a shoulder turn and a
pivot on the rear
foot.

1 min. Explain to the students that

they are to spread out at
least 6ft apart from others
and practice 10 crosses on
the left, 10 crosses on the
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 right, and 10 crosses
alternating arms.

2 min. Transition: When I say Find an open space and start practicing.
“Go”…

Transition: When I blow Everyone freeze and do not move.

the whistle twice…

4 min. Now we are going to try
and combine them. Its going
to be similar to a game of
“Simon Says”. When I say
left jab you are going to
demonstrate to me a left jab
or a right cross and so on.
TH: Use a student to demonstrate the
activity as you call the skills.
TH: SAFTEY: Tell students to watch out
for their neighbors when they are punching.
TH: Start off slow until the class is catching
on and then increase the speed of skills
being called.

TH: Remind students to focus on what foot

is in front for each skill and what arm is
punching.

2 min. Now if you are feeling

comfortable with the two
punches, you can add in a
kick.

Front Kick:
Discuss the critical TH: SAFTEY: Tell students to watch out
elements: for their neighbors when they are punching.
• Step with the Look where you are kicking.
opposite foot
followed by
bringing the knee up
with a flexed ankle
and extending the
kick forward.

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2 min. Transition: When I say
“GO”…
When I blow the whistle
twice…
5 min. Explain to students that they
will be doing the same
activity with a partner. One
partner will be giving skills
while the other partner is
performing them. We will
be using mitts so make sure
to aim for the center of the
mitt that your partner is
holding. Make sure to be
giving each other feedback.
You do not have to add in
the Front Kick if you are
not comfortable.
Demonstrate how to
properly perform each skill
with a mitt.
Transition: When I say
“Go”…
5 min. Game: Striking H.O.R.S.E.
Students will be working in
the pairs that they are
already in. They will play a
game similar to H.O.R.S.E.
in basketball. The person
Spread out and practice 10 front kicks on
the left and 10 front kicks on the right.
Clump up in front of me.
TH: You can bring out the punching mitts
for this.
TH: SAFTEY: Pair up students with similar
strengths to reduce risk of injuries.
TH: SAFTEY: Emphasize that it is
important to aim for the center of the mitt.
TH: Emphasize if they are being unsafe
with the mitts, they will lose that privilege
and will complete it by themselves.
Partner up with someone that you think
you have a similar strength as, grab on
set of mitts per group, find an open space,
and start practicing.
TH: SAFTEY: Pair up students with similar
strengths to reduce risk of injuries.
TH: SAFTEY: Emphasize that it is
important to aim for the center of the mitt.
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 with the mitts on will call TH: Emphasize if they are being unsafe
out a sequence with 4 with the mitts, they will lose that privilege
moves. It is the and will complete it in free air.
responsibility of the
puncher to remember those
4 moves and do them in the
correct order. If the puncher
messes up the sequence,
they get a letter. After each
set of moves, the two
students will switch C.S. 1.5: Demonstrate body management and locomotor
positions. skills needed for successful participation in track and field
and combative activities.
Transition: When I say Take your same partner and spread out. C.S. 2.2: Analyze movement patterns and correct errors.
“GO” .. C.S. 5.1: Identify appropriate and inappropriate risks
involved in adventure, individual, and dual physical
When I blow the whistle… You may start the game. activities.

TH: SAFTEY: Where is it okay to practice
the skills that you learned here today? Not
out at recess or in any other class or at
home, the only place you should practice is
here. Don’t worry you will be given plenty
of time.
COG: SWBAT demonstrate a jab and a cross with correct
form 4 out of 5 of the times.
PM: SWBAT perform movement patterns of repetitive
jabs and crosses 85% of the time in a general area.
AFF: SWBAT list two inappropriate risks involved in
punching and kicking to the group.

Closure Questions: How many of you were able to combine References:

movements into a sequence? Who can • Listed below
describe the difference between a jab and
a cross? After playing, what do you think
were some inappropriate risks involved
with kickboxing?
Reference: **Sorry it is listed down here it messes up the format and I do not know how to fix it.

https://static1.squarespace.com/static/5b1eb87efcf7fd511ba120dc/t/5b8ebbb81ae6cf44f6716c34/1536080834029/Revised+Boxing_Muay+Thai+Less
on+Plan+Template.pdf

Circuit Training: https://adcsuf-my.sharepoint.com/:p:/r/personal/ashleylima_csu_fullerton_edu/Documents/FITNESS/FITNESS Circuit Training

Signs.pptx?d=w2e5f4ce679a44236ad9fab92fb31e673&csf=1&web=1&e=oWnIZw

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Game Reference: https://www.youtube.com/watch?v=DBX8LydhWi0