UNIVERSITY OF NEW BRUNSWICK

LESSON PLAN

Teacher: Caelan Quick Date: 26/01/23 Grade Level: 6-8

Course: Physical Education Unit: Lacrosse Content: Scooping and

Cradling

Instructional Objectives (refer to class notes)

CO/SD* (copy/paste from
curriculum document)
DOING – 5. Demonstrate ways
to receive, retain and send an
object with varying speeds,
accuracy and distance using an
implement.
Psychomotor
TSWBAT demonstrate 3 of the 4 critical elements necessary to
successfully complete a scoop when performing the task
TWSBAT maintain control of the ball on 3 out of 4 attempts while
performing the task
TSWBAT demonstrate 3 of the 4 critical elements necessary to
successfully cradle a ball while performing the task

Fitness
(Movement Prep: List names of exercises in common objective i.e., high knees, karioka)

Cognitive
DOING - 6. refine sport TWSBAT identify ¾ critical elements needed to perform a scoop
specific skills through practice TSWBAT identify at what point during a game of lacrosse a player
with small group, unit, and may need to use the skill of scooping
team situations. TSWBAT identify ¾ critical elements needed to perform a cradle
KNOWING - 4. show an TSWBAT identify why cradling is an important skill to develop in
understanding of rules with lacrosse
regard to safety. Show an
understanding of rules in a
game situation.
Personal-Social/Affective
VALUING - 6. demonstrate TSWBAT work with a partner effectively in relay style practice drills
respect while participating co- and group keep away games
operatively in physical activity
with others of various abilities,
interests, and cultural
backgrounds.

Equipment/Materials (list and provide # of each):

 24 Lacrosse Sticks
 24 Lacrosse Balls
 Whistle

Accommodations/Modifications:
Demonstrations for L/R handed individuals:
Teacher demo’s R
Student demo’s L
Note: Place the running time for each of the sections
Initial Position (where teacher and students are in space)
Once students arrive to the gym space and have changed into their appropriate attire the
students will sit in their squads for attendance and await instruction from the teacher
(me).

Time (0-2:300)
Anticipatory Set:
We are going to learn how to perform a scoop of a groundball and how to maintain
possession of a ball using the skill cradling. It is important to learn how to perform a
scoop of a groundball as it is a very common occurrence for beginner lacrosse players to
need to pick up a groundball. It is important to know how to cradle a ball because this
helps a player maintain possession of the ball and avoid turning it over to the opposing
team. We will also review proper hand positioning/grip strength required for these skills
as well as review the basic anatomy of the lacrosse stick from the assigned homework
diagram. Before starting the class, it is important that everyone is alert and aware for the
duration of this class as we will be using lacrosse sticks and balls that are hard and can
cause injury if we are not paying attention. When you hear my whistle, you are to stop
what you are doing and listen for instruction.

Time (2:30-6)
Transition: STOP/GO, what to get, where to take it, how to take it what to do upon
arrival
Students will line up along the sideline of the basketball court and space themselves out
in groups of two, one partner on the line and the other behind.
Time
Movement Preparation (Whole body warm-up/dynamic flexibility/THR)
Whole-body warm-up:
Down/back Ss do the following activities:
Jog
High knees
Butt kicks
Skipping and wrist circles (clockwise) down + skipping and wrist circles
(Counter-clockwise) back
Diagram
S S S S S S S S S S S S
S S S S S S S S S S S S

Time (6-6:30)
Transition: STOP/GO, what to get, where to take it, how to take it what to do upon
arrival
WHISTLE – stop, everyone grab a lacrosse T
stick and ball and bring it into the middle! S S
(Horseshoe shape) S S
S S S S S
Time (6:30-11:30)
Instructional Theory into Practice (ITIP1) (Teaching a Skill)
Teacher or Student Model: Scooping a groundball
LIST 4 Critical Elements (CE) here:
•Position non-dominant hand on butt of stick and dominant hand towards the head, step
forward with Dominant Foot so that the ball is in line with our front foot and creating a
shield with the body. (Dominant Shield)
• Bend at the knees and hinge forward at the hips, Getting both your butt and the butt end
of the stick low to the ground making it so the stick is parallel to the ground. (Butts Low)
•Extend arms away from body contacting the scoop of the lacrosse stick on the floor
about 2 inches behind the ball and finishing the movement once the ball is in the pocket
of the stick. (Extend arms)
•Lifting the head of the stick away from the ground, bringing the head of the stick up
close to your head/chest area. (Head-to-head)

Demonstrations – S left hand, Teacher right hand

Student Physical Response [Transition]:

Students spread themselves out in the gym into open space and begin to practice this skill
while stationary. Perform skill 10 times successfully.

Check for understanding (CFU):

1. Why do we take a step forward to begin this movement?

So that our body can act as a shield when attempting to perform the scoop.

2. Why do we put our dominant hand towards the head of the stick for this skill?

Non-dominant at the base and dominant towards the head of the stick for better stability.

3. Why should we end this movement with the stick close to our face?

Brings the ball closer to our bodies so that a defender has a harder time to steal it right

away.

Time (11:30-12) T
Transition: STOP/GO, what to get, where to take it, S S
how to take it what to do upon arrival S S
WHISTLE – Stop, bring it back into the middle S S S S S
(Horseshoe shape)

Time (12-17)
Instructional Theory into Practice (ITIP1) (Teaching a Skill)
Teacher or Student Model: Cradling
LIST 4 Critical Elements (CE) here:
•Feet shoulder width apart in a good athletic stance. (Ready Position)
•Holding the lacrosse stick with a loose grip, butt end in the non-dominant hand and
dominant hand about 8-10 up the shaft and holding the stick on a 45% angle from the
ground to the dominant side of body. (Loose Grip)
•Bring the head of the stick forward by extending dom. arm away from body, keeping
non-dom. hand close to belly button while rotating head of stick to face the body by
flexing top wrist and extending bottom. (Extend-Flex-Away)
•Rotate the head back towards body while simultaneously flexing dom. arm back towards
body and rotating head away from body by extending dom. wrist and flexing bottom.
(Flex-Extend-Close)

Demonstrations – S left hand, Teacher right hand

Student Physical Response [Transition]:

Students again spread out in the gym and practice cradling technique by themselves,
stationary. Perform skill 10 times successfully.
Check for understanding (CFU):
1. Why is it important that we keep a loose grip while cradling?

The wrists are able to flex/extend in a smooth fluid motion and allows for better control

while cradling.

2. Why do we cradle with the stick off to the side of our body instead of in front?

Because it helps to create a shield from defenders making it harder for someone to steal

the ball from you.

3. Why do we keep our non-dominant hand close to our body?

Helps to maintain control of the stick while cradling.

Time (17-17:30)
Transition TO Centrally Located Position
WHISTLE - Students will find their partner from the warmup and meet along
baseline.

Time (17:30-21:30)
ITIP2 (Practice skill/drill)
Stationary Scoop to dynamic cradling:

Dry Run (Demo/Explanation what practice looks like):

- Partners line up along the baseline with one partner standing on the line placing their
ball on the floor and the other behind them. Partner in the back discards of their ball.
- Partner 1 performs a scoop of the ball and then transitions into a cradle and jogs to far
sideline while maintaining control of the ball. If they lose the ball, they are to perform a
scoop to regain possession and continue cradling.
- Once partner 1 reaches the far side they are to drop their ball on the floor, and then
retrieve it again by scooping it and then returning to partner 2 while cradling on the way
back.
-When Partner 1 reaches partner 2 they must drop the ball on the floor in front of p2, and
p2 then performs the same task as p1.
Pose Challenge
(1- Mass: tell whole class to do this)
As partners, see how many times you can successfully get to the other side and back
without dropping/losing control the ball
(2- Downward Extension; offer to students needing easier task)
If you are struggling with cradling the ball while jogging, slow down your pace and first
attempt walking
(3- Upward Extension; offer to students needing harder task)
Attempt cradling the ball on the non-dominant side of your body while increasing the
speed at which you move from one side to the other.

Safety: Students are to keep their heads up while moving across the floor so as not to run
into anyone else and must maintain control of their ball and stick to not hit anyone. If a
student loses their ball while crossing the gym, they must be sure to retrieve it safely and
not interfere with another student.
Check for understanding (CFU):
1. What is the goal of this activity?

To maintain control of the ball while performing a scoop and transitioning into cradling

2. When would we use a scoop during game play?

When a pass or a shot is missed/dropped

3.Why is it important to be able to cradle while running?

Because when you have the ball in lacrosse the defense is going to be attempting to steal
it from you, by being able to maintain control of the ball while running can create a
space between you and the defenders.

Time (21:30-22)
Transition TO Practice
WHISTLE – Stop, everyone go line up on the baseline of the basketball court with
your partner.

Partners will join another group of partners and be assigned a badminton court.
Two partners will go at one time moving around within the badminton court lines
they will play keep away.
Only p1 will have a ball, the p2 will be attempting to make p1 drop the ball.
If p2 is successful in making p1 loose possession, they will perform a scoop and p3
will then be the partner attempting to make p2 drop the ball.
After 45 seconds if p1 still has possession of the ball, p2 will take control of the ball
and a new partner comes in and attempts to steal the ball.
Continually rotating through and focusing on maintaining possession of the ball by
cradling away from the defender.

Time (how long practice will last) (22-30)

Diagram (Practice set-up for whole class)
Time (30-30:30)
Transition to finish: STOP/GO, what to get, where to take it, how to take it what to
do upon arrival
WHISTLE – Stop, everyone put the lacrosse sticks and balls back on the rack and
meet me in the middle.

Time (30:30-35)
Closure/Cool-Down:
-Skill review
1. What is the goal for this activity?
- To learn to successfully perform a scoop and cradling a ball on each side of the body to
move away from defenders while maintaining control.
2. When do we perform cradling in lacrosse?
-when we have possession of the ball while running up and down the court.

-Concept review
1. What foot do we step forward with when executing a scoop?
- Dominant foot
2. Would it be easier for a defender to knock the ball out of your stick if it is in front of
you or to your side?
- In front of you

-Application of lesson content

The scoop and cradle are the two most essential skills that a beginner lacrosse player can
acquire as these two skills are used very often during game play. The goal of both skills is
to maintain possession of the ball, while the scoop is to also gain possession.
-Next class info
For the next class we will be learning how to perform a pass.