Philosophy

As a Physical Education Teacher, my philosophy is rooted in the principles of inclusion, good and varied feedback, and fostering a lifelong
love for physical activity. I believe that every student should have equal opportunities to participate and excel in physical education, regardless of
their abilities, backgrounds, or interests. I believe in providing constructive and specific feedback that focuses on effort, improvement, and skill
development. I believe that physical education should go beyond the acquisition of skills and knowledge and inspire an active lifestyle.

Introduction / Defense
Creating a Phys. Ed. unit that engages students and sparks an interest in physical activity is a difficult task. One way to do this is to create a
unit that fosters personal investment, excites, and motivates students. To do this, I will utilize a soccer unit created using a sports education model. In
this unit, students will be broken up into small teams with various roles. Roles included are as follows:
 Equipment Manager: Responsible for making sure the team has the necessary equipment for tasks. A list will be posted on the whiteboard
each day for managers to follow.
 Trainer: In charge of communicating and enforcing the safety rules of the day to their team. Must lead their team in a warm-up that they
create. Safety rules will be posted on the board each day.
 Captain: In charge of on field decisions, leads the team out when starting team on team activities, leads cool down and team meetings at the
end of class.
 Scorekeeper: Responsible for the team’s folder, keeping track of their team’s scores and stats, and sometimes operating the camera for some
activities.
 Coach: Responsible for teaching certain drills and overseeing team performance on a daily basis. They are responsible for team morale and
after game handshake.
Each day will follow a fast-paced lesson structure and routine where students get a chance to utilize each of their roles, practice soccer related skills,
and play a team-on-team match. The routine will look something like this: Warm up (Trainer led), Teacher instructed skill and accompanying
activity/drill, Student led drill or activity (Coach), Side vs Side match, Cool Down, and Team Meeting. Students will participate in a final tournament
towards the end of the unit to determine the last team standing and add a little motivation.

Connection to Philosophy
This sports education directed unit directly leads to more inclusion. Small team sizes means that all students are crucial to the team’s
performance. Teams can stay the same throughout the year, allowing for more team cohesiveness and bonding. Also, the various roles to students
who are less interested in athletics that would otherwise not play. This model also benefits assessment and feedback. The student-lead nature of the
routine allows the teacher more flexibility to circulate and offer direct instruction where its needed throughout the class. The teacher has more
opportunity to watch for things like cooperation, fair play, and good sportsmanship. Finally, I believe this approach will help foster a love for soccer
in the students. It encourages student investment by including teams and tournaments, demonstrates some of the social aspects of being on a real
soccer team, and increases exposure to the sport by allowing students to play a soccer match in each lesson.
Assessment Ideas:
Students will participate in daily assessment during the Team Meeting portion of each lesson. Students will participate in a combination of formative
and summative assessment, as well as peer, and self reflection. Feedback is designed to focus on students’ participation and effort in their designated
roles, improving skills, and involvement in activities and matches. For further detail, see attached Assessment table towards the end of this document.

Connection to Physical Education Grade 6 Outcomes * OI= Overarching Idea LO=Learning Outcome
This unit will cover 4 learning outcomes: OI: 1 LO: 1,2,3 Motivation, Structure, Patterns in movements & OI:5 LO: 1 Healthy relationship. Here are
some of the ways this unit connects to the following outcomes.
OI:1 LO:1: Team and personal goal setting, End of Unit Awards, Participation
OI:1 LO:2: Daily routine and responsibilities, Peer assessment, Equipment manager role
OI:1 LO:3: Drills, skill progression, skill assessment
OI:5 LO:1: Peer assessment, End of Unit Awards, Cooperation for activities and matches
 * Students will be introduced to the Sports Education Model, including roles and responsibilities, folders, and tournaments towards
the end of the previous unit.

Date Lesson Title GLO’s Assessment Key Learning Activities Safety Instructional Equipment/ Mot
Planned SLO’s Questions (Enforced by Strategies Resources/
to Teach related to Trainer) Technology
this Lesson

May 6th Passing & OI:1 -Journal (Skill Home Fields and Team Selection: Keeping knees Sports Soccer Balls
What is the Beginning
Receiving LO:1 Goal) Teacher shows students their groups slightly bent Education Cones
proper of the
-Team goal and where their teams will be Direct
technique to Communicate Folders activities.
OI:1 - Observations practicing. Instruction
send an (Includes all Students
LO:2 Proper force
accurate Student Led Warmup: Created by handouts) will be
inside foot Trainer (Will be repeated each class Proper excited.
OI:1 led by Trainer) Footwear
pass? Activities
LO:3
Teacher Instruction: Skill Focus: are
How can we
Passing (Inside foot pass) and engaging.
receive a
Receiving (Stopping the ball under
pass safely
your foot)
and securely?
Drill 1: 4 Corner Keep Away
Coach Led Activity: Two Touch
Box
Team vs Team Match: 4 goals no
goalkeeper. (Score Keeper keeps
score and record)
Cool Down: Walk and Talk
(Combined with Team Meeting to
save time lost from team selection)
Team Meeting: Team name
selection, Team Goal, Journal #1,

May 7th Dribbling & OI:1 -Journal (Why is Student Led Warmup: Created by No Top of the Sports Soccer Balls
How can I Using
Shooting LO:2 Soccer popular Trainer foot shots Education Cones
learn to keep technolog
around the Teacher Instruction: Skill Focus: Direct
the ball close Use proper Folders y will
OI:1: world?) Dribbling (Ball control) and Shooting Instruction
while force (Includes all have
LO:3 - Me to You
 (Self and Peer) (Inside the foot accuracy shot) Adequate Peer Instruction handouts)
moving with students
-Observations Drill 1: Dribbling Serpentine Relay space Soccer Nets
the soccer more
-Video Feedback
ball? Coach Led Activity: Video shooting Proper Class Ipads (1 interested
(Students take turns receiving a pass Footwear per team)
What is the
and shooting on net, scorekeeper will
proper
video tape this with a class Ipad)
technique to
execute a Team vs Team Match: 2 goals and 2
accurate balls per match, no goalkeepers
inside-foot (Score Keeper keeps score and
shot? record)
Cool Down: Captain will lead the
cool down (Must include Jogging and
Stretch)
Team Meeting: Students review the
video and give each other tips,
Journal #2, Me to You

May 8th Throw-in & OI:1 -Journal (Why Student Led Warmup: Created by No power Sports Soccer Balls
What are the Penalty
Goalkeeping LO:3 do you think Trainer shots on net Education Cones
requirements shootouts
communication Teacher Instruction: Skill Focus: Direct
of a proper Adequate Folders are
OI:5 is important in Throw-in (Two hands on, Two hands Instruction
soccer throw- space (Includes all exciting
LO:1 soccer?) down) and Goalkeeping (Body
in? Peer Instruction handouts) and easy
- Observations Proper
positioning) Soccer Nets to use as
-Group How can Footwear
Drill 1: Throw-in and first touch motivatio
discussion goalkeepers Watch for the
Coach Led Activity: Goalie n
work on their net posts
positioning? positioning.
Team vs Team Match: Penalty
shootout. Players rotate as goalkeeper
and practice accurate shooting.
Cool Down: Captain will lead the
cool down (Must include Jogging and
Stretch)
Team Meeting: Journal #3,
Discussion: What skills make a good
goalie?
May 9th Tournament OI:1 -Journal Student Led Warmup: Created by Proper Sports Soccer Balls
What are the Tourname
Starts LO:1 (Follow-up to Trainer Footwear Education Cones
skills that nt play
journal #1 on Peer Skill Breakdown: Students will Cooperative
make a great Watch for the Folders should be
OI:1 skill goal. How select partners and assess each other Learning
soccer net posts (Includes all a good
LO:3 did you do? on the skills taught throughout the
player? handouts) motivator
What surprised No power
unit. Soccer Nets for
OI:5 you?) How can shots on net
Team vs Team: Coach Led 1v1 and students.
LO:1 -Peer Skill teams work
2v2
Breakdown together to
find success? Tournament start 5 on 5: Teams
-Tactics
will begin to play each other in 2-3
Discussion
simultaneous mini games across the
-Observation
gym. Games are 5 min each. Teams
will rotate.
Cool Down: Captain will lead the
cool down (Must include Jogging and
Stretch)
Team Meeting: Journal #4, team
tactics discussion for tournament

May 10th Culminating OI:1 -Final Peer Student Led Warmup: Created by Proper Sports Soccer Balls
What have Winnes of
Event LO:1 Assessment Trainer Footwear Education Cones
we learned? tourname
-Team Goal Tournament 5 on 5 continued: Cooperative
Watch for the Folders nt get to
OI:1 review Teams will begin to play each other Learning
net posts (Includes all select
LO:2 in 2-3 simultaneous mini games handouts) their role
No power
across the gym. Games are 5 min Soccer Nets in next
OI:1 shots on net
each. Teams will rotate. unit.
LO:3
Cool Down: Captain will lead the
cool down (Must include Jogging and
OI:5
Stretch)
LO:1
Award Ceremony: Present the
tournament winner awards and the
two character awards: Sportsmanship
& Effort)
Team Meeting: Final peer
assessment sheet completion, review
team goal
Detailed Relation to Outcomes

Movement Skill Development: Developing physical literacy through movement and active living supports well-being across a lifespan
OI(Organizing Idea): 1
Students analyze motivation and its relationship to personal development and active living. OI:1 LO (Learning Outcome):1
 Students will be setting a team goal that they will work on throughout the unit.
 Journal Question will have students set personal goals.
 Students’ participation and effort will be for marks.
 Coaches are encouraged to motivate their teammates.
 End of unit awards: Hardest working team
Students examine and demonstrate an understanding of structure in physical activity. OI:1 LO:2
 Students will be expected to follow the daily routine and become accustomed to their role and responsibility.
 Students will peer assess their teammates response to their role in the final peer assessment.
 Journal entries will cover why students think soccer is such a popular sport worldwide
 Equipment managers are responsible for gathering required equipment.
Students adapt and apply movement patterns in controlled and dynamic physical activities. OI:1 LO:3
 Students will participate in daily activities and drills that are designed to increase skills used in soccer.
 Students will detail their skill progression in their journals.
 Students will participate in a peer-to-peer skill assessment.
Healthy Relationships: Personal well-being is supported through positive relationships built on communication, collaboration, empathy, and
respect. OI:5
Students consider and describe a variety of perspectives that support the development of healthy relationships. OI:2 LO:1
 Students will assess their peers on their performance as teammates in the final peer assessment.
 End of unit awards: Best Sportsmanship
 Journal entry on communication
 Students must work together and cooperate as a team in team matches or in partners for various activities.
Assessments
Assessment
Brief Description Formative Summative
Tool
Journals are designed as a way of
showing student interactions with
✓ ✓
desired learning outcomes. Students
Journals
respond to question relevant to goal
creation, soccer’s popularity, and
importance of communication.
At the end of the unit, students will do a
peer assessment on themselves and
Final Peer their group members. Assessment will ✓
Assessment be on things like fulfillment of role
responsibility, performance as a
teammate, and effort in drills.
Learning the routines of motion is an
important aspect of this units learning
outcomes. The assessment will have
students assess a partners acquisition
of the skills learned in class. Skills will
be given a score of 0 to 5 based on
Peer Skill ✓
performance. Skills included are ✓
Breakdown
Passing: Inside foot pass
Receiving: Stopping the ball at the foot
Dribbling: Small touches close to body
Shooting: Inside foot accuracy shot
Throw-ins: Technique and touch
Goalkeeping: Stance and positioning
At the start of the unit, students will
create a team goal that they would like
to work on. This goal must be
something they can work on as a team ✓
Team Goal
and can be either physical or social.
Teams will revisit this goal on the
second last class to review how well
they did achieving that goal.
As a formative assessment of their
learning students will perform a Me to
You task. Students will give one positive ✓
Me to You
and one constructive of feedback to
 Sports Ed Soccer Matrix
Final Peer Peer Skill Team Goal
Title Journals Me to You
Assessment Breakdown
Learning Outcomes Type
Formative
(Formative/Summative Summative Summative Summative Formative
)

Weighting 40% 40% 20% N/A N/A

OI:1 LO:1 Students analyze ✓
motivation and its relationship to ✓ ✓
personal development and active
living
OI:1 LO:2 Students examine and
demonstrate an understanding of ✓ ✓
structure in physical activity

OI:1 LO:3 Students adapt and

apply movement patterns in
✓ ✓ ✓
controlled and dynamic physical
activities.

OI:5 LO:1 Students consider and ✓

describe a variety of perspectives
✓ ✓ ✓
that support the development of
healthy relationships

Classroom Management:

The sports education model to Phys Ed. has the benefit of increasing motivation, establishing routines, and requiring peer cooperation. Getting
students engaged is always one of the most difficult aspects to teaching. In P.E students may feel intimidated or nervous to participate if the activities
are too difficult. A sports education model allows for a variety of roles that get all students active. Motivation also comes from group members.
Activities, drills, and Team competitions are highly dependent on team members. Students will motivate each other in order to perform well in these
areas. My hope is that the role approach to the unit will give students the push they need to participate. Another benefit of this method is the
establishment of routines. Students thrive under structure and repetition. Daily routines are carried out by the students and designed to keep the
classroom running efficiently: keep the gym clean (Equipment manager), keep students on task during activities (Coach), motivate students during
games (Captain). The culminating tournament and awards give students another piece of exterior motivation they need to participate and cooperate to
the best of their ability.

Appendix
Peer Skill Breakdown Assessment
Student Name:

Skill 1 2 3 4

Passing

Aim the inside of foot towards the target

Non-kicking foot planted and pointed towards target

Contact (Top of the arch of the ball)

Receiving

Adjust body to face the passer

Trap the ball under your foot

Communicate that you are ready to receive a pass

Dribbling

Short touches with inside and outside of foot

Keep the ball tight while walking

Shooting

Foot placement of non-kicking foot beside the ball

and pointing towards goal.

Strike the top arch of the ball

Follow Through: Allow leg to extend out toward target

Throw-ins

Two feet planted on the ground

Ball thrown overheard with both arms in an arch

Final Peer Assessment

Your Name: Score 1-5

Names of Group Members Team Team Team Team What was your role? Did you like? Why or why not?
_____________________________________________
_____________________________________________
 mate mate mate mate
#1 #2 #3 #4

Role Responsibilities

Team member fulfilled their role properly

every day

Team member came to class prepared

and ready

Team member demonstrated effort and

contributed in Team meetings

Teammate Responsibilities

Team member had a positive attitude

Team member demonstrated

cooperation (passing the ball, positive
motivation)

Team member demonstrated effort in all

activities and matches

Self Reflection Score 1-5

Role Responsibilities

Did you fulfill your role?

Were you ready and prepared for class?

Did you demonstrate effort and

contribute to team meetings?

Teammate Responsibilities

Did you have a positive attitude?

Did you demonstrate cooperation?

Did you demonstrate effort in activities?

Me to You

On the sheet below, give yourself and another team member feedback regarding their performance today. Give you positive and one negative for
yourself and the other person.

Yourself A Teammate
Positive Piece of Feedback about:
 Their skill performance
 Their role in the team
 Their good sportsmanship
Or something else you come up
with
Negative Piece of Feedback about:
 Their skill performance
 Their role in the team
 Their good sportsmanship
Or something else you come up
with