Physical Education 20 Ultimate Frisbee Unit Plan

Cid Padron
Title of Unit and Physical Education, Grade Level Physical Education
Subject: Ultimate Frisbee 20

Teacher: Cid Padron Number of Days 2-3 Days

Unit Overview and Rationale

This unit focuses on learning the skills, strategies, and rules of Ultimate Frisbee, which

consists of focusing on specific skills, such as throwing a frisbee towards specific targets,

throwing it in specific ways, catching the frisbee, finding open space, running specific routes,

and teamwork skills. Students will be assessed based on participation and effort (P.E.),

cooperation, leadership, attitude, and sportsmanship (C.L.A.S), and application, skills, and

knowledge (A.S.K). The unit focuses on helping each other to create a positive environment

for everyone, while ensuring that students are being safe by following the safety standards or

expectations set by the teacher, while working towards leading an active and healthy life.
Physical Education 20: Ultimate Frisbee Unit

Date/ Lesson Title GLO Assessment Key Questions Learning Activities Safety Equipment/
Day SLO Resources/
Technology
Day 1 Introduction A20-5 Who has played Ultimate Astronauts When whistle is blown, Frisbees
to Ultimate C20-1 P.E. Frisbee? Create a circle or square students will stop what
Frisbee and C20-3 (S) boundaries. Students will have they are doing Pinnies
Throwing C20-5 What are the rules and pinnies and they have to tuck
C20-6 C.L.A.S. boundaries of the game? their pinnies. Goal of the game Be aware of how hard they Cones
D20-1 (S) is to grab pinnies from other are throwing
D20-3 How many players are on for players. When players lose their
A.S.K. each team? pinnies they step out of bounds No obstacles in the way
(S) and stand by a pylon or just
How does the game start? outside the boundaries. They Boundaries
Observation can steal a pinnie from outside
(F) How do we score? the boundary and get back in the Teaching students to yell
game. when a disc going towards
How do you defend? somewhere that is not
Introduction of Ultimate aware
How do you gain or lose Frisbee
possession? Teacher will introduce the game
of Ultimate Frisbee by talking
How long can you hold the about how many players there
frisbee for? are in the field, the boundaries,
equipment, and etc.
What are the proper ways of 120 Yards Long and 40 Yards
passing or throwing the Wide. End zone is 25 yards
frisbee?
Proper Throwing Techniques
What is pivoting? Teacher will demonstrate a
variety of ways of throwing the
How many steps can you take frisbee. For instance, Fronthand,
with the frisbee? Backhand, or Tomahawk
throws. After the demonstration,
How is Ultimate Frisbee a students will practice their
team game? throws with partners.
Progression with increasing the
Why is it important to work as distance
a team to be successful in
Ultimate Frisbee? Passing Leader
Have multiple pairs line up
facing each other with different
 lengths of how far they are from
each other from having the
shortest to farthest. Students
will try to aim for the farthest
line by passing the frisbee
without dropping it. When they
drop the frisbee they go to the
start of the line and pairs will be
pushed up.

Passing on the Go
Get students to get into groups
of 4. With each group there will
be 2 lines that are facing each
other with a big gap in between.
One partner runs towards the
other partner that has the disc
and has to catch the disc while
running towards the person in
front of them. Once they catch
the disc, they will throw it to the
person in front of them that is
doing the same thing as them,
which is running towards them

Disc Races
With their group of four,
students will try to race to reach
the finishing line by passing the
disc past the end. Students can’t
move if they have the disc. They
go back from the beginning if
they drop it. Progression,
complete the race with as few
passess possible or as many as
possible
Day 2 Catching/ A20-5 P.E. Why is catching an important Capture the Frisbee When whistle is blown, Frisbees
Defense and C20-1 (S) skill in Ultimate Frisbee Split the class into 4 teams. Split students will stop what
Explanation C20-3 the field into 2-4 sides. The goal they are doing Pinnies
of the game C20-5 C.L.A.S. What is the proper way of of the game is for teams to steal
C20-6 (S) catching the frisbee? frisbees from the other team at Be aware of how hard they Cones
D20-1 their side. If they enter the are throwing
D20-3 A.S.K. Is there one proper way of opposing team's side and get Speaker
(S) catching the frisbee? tagged, they have to go back to No obstacles in the way
 their side and try again. Once
Observation How do you play defence in they enter the safe zone from Boundaries
(F) Ultimate Frisbee? the opposing sides, they cant get
tagged, but as soon as they leave Teaching students to yell
How can you force someone it they can get tagged again. when a disc going towards
to throw the disc in a They have to bring back the somewhere that is not
particular direction? frisbee to the opposing side aware
again if they get tagged while
Why is counting down holding a frisbee. Progression:
important? Students have to throw the disc
and their teammate has to catch
the frisbee to count as their
point

Catching Demonstration
Students will get into pairs.
Teacher will show the variety of
ways of catching the frisbee,
such as the pancake, two handed
rim grab, one handed rim grab,
and a specy (special) catch.
Progress by telling students
what catch they have to do or do
it on the run.

Ultimate Bench
Split the class into two teams.
Assign one catcher per team.
Set a line at the end of each
boundary to act as their
“bench”. Goal of the game is to
get everyone in their team to get
on their bench by catching the
frisbee thrown to them.

Reading the Frisbee

In their pairs, one student will
be the thrower and one person
will be the catcher. The catcher
will face the same direction as
the thrower. The thrower will
throw the frisbee high and it is
the catcher's job to read where
the frisbee will go and have to
 try to catch it. Progress with
having two catchers or one
catcher and one defender.

Defending or under pressure

drill
Get students into groups of 3.
Explain the possession or
defending rules of the game.
Players that have the disc have
10 stalls or counts before they
have to throw the frisbee if they
don't throw it will be a change
of possession.

Explanation of the game

Depending on the field, split the
class into 4 teams to have two
games happening at the same
time. Ultimate in 10 Easy
Rules (adapted from USA
Ultimate) The Field: A
rectangular shape with end
zones at each end. A regulation
field is 100m by 37m, with end
zones 18m deep. Initiate Play:
Each point begins with both
teams lining up on the front of
their respective end zone line.
The defense throws (“pulls”) the
disc to the offense. Scoring:
Each time the offense completes
a pass in the defense’s end zone,
the offense scores a point. Play
is initiated after each score.
Movement of the Disc: The
disc may be advanced in any
direction by completing a pass
to a teammate. Players may not
run with the disc. The person
with the disc (“thrower”) has ten
seconds to throw the disc. The
defender guarding the thrower
(“marker”) counts out the stall
 count. Change of Possession:
When a pass is not completed
(e.g. out of bounds, drop, block,
interception), the defense
immediately takes possession of
the disc and becomes the
offense. Substitutions: Players
not in the game may replace
players in the game after a score
and during an injury timeout.
Non-contact: No physical
contact is allowed between
players. Picks and screens are
also prohibited. A foul occurs
when contact is made. Fouls:
When a player initiates contact
on another player a foul occurs.
When a foul disrupts
possession, the play resumes as
if the possession was retained. If
the player committing the foul
disagrees with the foul call, the
play is redone. Self-Officiating:
Players are responsible for their
own foul and line calls. Players
resolve their own disputes.
Spirit of the Game: Ultimate
stresses sportsmanship and fair
play. Competitive play is
encouraged, but never at the
expense of respect between
players, adherence to the rules,
and the basic joy of play. Link
to the explanation:
Understanding the Sport of
Ultimate | Ultimate Rob

Day 3 Catch that A20-5 What strategy is best to win? Frisbee Tag When whistle is blown, Frisbees
Circle C20-1 P.E. At the start of the game, there students will stop what
Tournament C20-3 (S) Did you communicate with will be two-three taggers. Their they are doing Pinnies
 goal is to tag players with the
frisbee, but they can’t move if
they have the frisbee. When you
get tagged, you join the taggers
by wearing a pinnie. Start
adding more frisbees as more Be aware of how hard they
C.L.A.S.
students join in are throwing
(S)
C20-5 each other? Catch that Circle Tournament No obstacles in the way
A.S.K.
C20-6 Split students into 4 teams or Cones
(S)
D20-1 How can we be safe with our keep the same teams from last Boundaries
D20-3 throws? class. Teams will play in a Speaker
Observation
round robin to see the top 4 Teaching students to yell
(F)
teams. After playing each other, when a disc going towards
the top two teams will play for somewhere that is not
first, while the bottom two will aware
play for third place. Have some
kind of trophy for the winners
 Stage 1: Desired Results
General Outcomes (in full):
● General Outcome A
o Students will acquire skills through a variety of developmentally appropriate movement
activities related to Ultimate Frisbee
● General Outcome C
o Students will positively work together and/or with each other with specific activities
● General Outcome D
o Students will assume responsibility to lead an active way of life through Ultimate Frisbee
Understandings: Essential Questions:
Big picture/ideas after you have unpacked the These address more specifically how you will achieve the
outcomes big picture/ideas
● Students will be able to learn the basic ● Who has played Ultimate Frisbee?
skills of Ultimate Frisbee, which is:
● What are the rules and boundaries of the game?
o Throwing
o Catching ● How many players are on for each team?
● Students will increase their ability to ● How does the game start?
cooperate with others, increase their
teamwork, while being able to have a ● How do we score?
better understanding of fair play
● How do you defend?
● Students will step towards leading an
active and healthy lifestyle, by focusing ● How do you gain or lose possession?
on improving their attitude and effort
● How long can you hold the frisbee for?

● What are the proper ways of passing or throwing the

frisbee?
● What is pivoting?

● How many steps can you take with the frisbee?

● How is Ultimate Frisbee a team game?

● Why is it important to work as a team to be

successful in Ultimate Frisbee?
● Why is catching an important skill in Ultimate
Frisbee
● What is the proper way of catching the frisbee?

● Is there one proper way of catching the frisbee?

 ● How do you play defence in Ultimate Frisbee?

● How can you force someone to throw the disc in a

particular direction?
● Why is counting down important?

● What strategy is best to win?

● Did you communicate with each other?

● How can we be safe with our throws?

Specific Outcomes (in full): Prior understanding…
Students will be able to…
● A10-5: Students have applied and refined
manipulative skills and concepts—effort, space and
● A20-5: Analyze, evaluate and modify relationships—to perform and create a variety of
performance of manipulative skills and activities to improve personal performance
concepts—effort, space and
● C10-1: communicated thoughts and feelings in an
relationships—to perform and create a
variety of activities to improve personal appropriate respectful manner as they relate to
performance participation in physical activity
● C20-1: communicate thoughts and ● C10-3: demonstrated etiquette and fair play
feelings in an appropriate respectful ● C10-5: developed and applied practices that
manner as they relate to participation in
contribute to teamwork
physical activity
● C10-6: identified and demonstrated positive
● C20-3: demonstrate etiquette and fair
behaviours that show respect for self and others
play.
● D10-1: demonstrated a commitment to an active
● C20-4: describe, apply, and practice
lifestyle through participation in and out of class
leadership and followership skills
related to physical activity ● D10-3: selected and applied the rules, routines and
● C20-5: recommend practices that procedures for safety in a variety of activities in all
dimensions
contribute to teamwork.
● C20-6: identify and demonstrate positive
behaviours that show respect for self and
others.
● D20-1: participate regularly in, and
identify, and describe the benefits of, an
active lifestyle
Where does this lead? (Future outcomes in the same
● D20-3: select and apply rules, routines
course, following grade-level classes, etc.)
and procedures for safety in a variety of
activities ● A30-5: Students will be able analyze, evaluate
and adapt performance of manipulative skills and
 concepts—effort, space and relationships—to
perform and create a variety of activities to
improve personal performance
● C30-1: Students will communicate thoughts and
feelings in an appropriate respectful manner as
they relate to participation in physical activity
● C30-3: Students will continue to demonstrate
etiquette and fair play
● C30-5: Students will continue to develop and
apply practices that contribute to teamwork
● C30-6: Students will continue to identify and
demonstrate positive behaviours that show
respect for self and others
● D30-1: Students will learn to model an active
lifestyle
● D30-3: Students will develop and apply rules,
routines and procedures for safety in a variety of
activities from all movement dimensions

Stage 2: Assessments
Cooperation,
Application,
Leadership, Participation
Skills, and
Learn Title Observation Attitude, and and Effort
Knowledge
ing Sportsmanshi (P.E.)
(A.S.K.)
Outco p (C.L.A.S.)
mes Type
(Formative/Summativ Formative Summative Summative Summative
e)
Weighting N/A 20% 30% 50%
A20-5: Analyze, evaluate and
modify performance of
manipulative skills and concepts
—effort, space and relationships x x x
—to perform and create a variety
of activities to improve personal
performance
C20-1: communicate thoughts
and feelings in an appropriate
respectful manner as they relate x x
to participation in physical
activity
C20-3: demonstrate etiquette and
x x
fair play.
C20-4: describe, apply, and
practice leadership and
x x
followership skills related to
physical activity
C20-5: recommend practices that
x x
contribute to teamwork.

C20-6: identify and demonstrate

positive behaviours that show x x
respect for self and others.
D20-1: participate regularly in,
and identify, and describe the x x x
benefits of, an active lifestyle
D20-3: select and apply rules,
routines and procedures for x x x x
safety in a variety of activities

Assessment
Assessment
Assessment Tool Brief Description FOR
OF Learning
Learning
To see how students perform the skills related to
Ultimate Frisbee, as well as, demonstrating ideas
Observation x x
such as teamwork, communication, and how the
skills develop from start to end of the unit.
Application, Students will be assessed on their application of
Skills, and skills and knowledge based on observable student
x
Knowledge behavior and skills based on the rubric. The rubric
(A.S.K.) will be found in Appendix A.
Cooperation, Students will be assessed on their cooperation,
Leadership, leadership, attitude, and sportsmanship based on
Attitude, and observable student behavior and skills based on x
Sportsmanship the rubric. The rubric will be found in Appendix
(C.L.A.S.) A.
Students will be assessed on their participation
Participation and and effort based on observable student behavior
x
Effort (P.E.) and skills based on the rubric. The rubric will be
found in Appendix A.
 APPENDIX A – Teacher/Student Resources
Rubric
P.E. - PARTICIPATION & EFFORT
LEVEL EXAMPLES
Outcomes: A, B, & D
● Demonstrates a strong commitment to an active lifestyle through participation in and out of
class
● 100% effort given for all activities and shows signs of effort (sweat, heavy breathing)
“This is awesome!”
● Great understanding of the positive benefits gained from physical activity
4
● Has developed a personal plan that is self-motivating and encourages ongoing participation “I am exhausted from that activity”
EXCELLENCE
● Demonstrates excellent choices for daily activity within the school and the community “This new game is fun”
● Understands the positive benefits that occur as a result of participation in physical activity

● Has analyzed current physical activity lifestyles and established personally challenging goals to
maintain participation for life

● Demonstrates a commitment to an active lifestyle through participation in and out of class

● Effort occasionally falls below 100% for activities and shows signs of effort (sweat, heavy
breathing)
● Good understanding of the positive benefits gained from physical activity “Whoa... I’m tired from doing that”
3 ● Has thought about a personal plan that is self-motivating and encourages ongoing participation
“That was fun”
AVERAGE ● Can demonstrate some choices for daily activity within the school and the community
“I am glad I tried handball”
● Somewhat understands the positive benefits that occur as a result of participation in physical
activity
● Analyzed current physical activity lifestyles and has thought of goals to maintain participation
for life
“I can’t work hard I have a game tonight”
2 ● Rarely demonstrates a commitment to an active lifestyle through participation in and out of

FAIR class “Sorry I am tired I was up late last night”

● Inconsistent and weak effort just going through the motions, shows little sign of effort (sweat,
“It’s too hot out to run”
heavy breathing)
● Has trouble seeing the positive benefits gained from physical activity. “I’m only playing when the ball is near”
● Very little thought about a personal plan that is self-motivating and encourages ongoing
participation
 ● Cannot demonstrate choices for daily activity within the school and the community.

● Little understanding of the positive benefits that occur as a result of participation in physical
activity
● Rarely analyzes current physical activity lifestyles and has not thought of goals to maintain
participation for life

● Does not commit to an active lifestyle through participation in and out of class

● Very little effort just going through the motions, shows no signs of effort (sweat, heavy
breathing)
● Does not see the positive benefits gained from physical activity
“My gym strip is in the wash”
1 ● Has not thought about a personal plan that is self-motivating and encourages ongoing
participation “this sucks”
WEAK
● Doesn’t make good choices for daily activity within the school and the community. “I don’t like soccer so I don’t want to play”
● Has no understanding of the positive benefits that occur as a result of participation in physical
activity
● Has never analyzed current physical activity lifestyles and never made goals to maintain
participation for life
 C.L.A.S. - COOPERATION, LEADERSHIP, ATTITUDE, SPORTSMANSHIP
LEVEL EXAMPLES
Outcome: C
“Great pass”
● Always shows leadership by assisting with set up and takedown
“You can join our group”
● Always shows leadership by acting as a role model who takes initiative

● Always demonstrates teamwork by being genuinely enthusiastic, supportive, and positive to “What equipment do we need to set up?”
teammates
“Try this when shooting a ball”
4 ● Always demonstrates fair play and sportsmanship in all activities

● Always looks for opportunities to lead and get everyone involved

EXCELLENCE
● Always tries new activities with enthusiasm and positive communication

● Always demonstrates and encourages fair play

● Always communicates appropriately with peers

● Always shows leadership by dressing appropriately for PE class and showing up on time

“That was in you actually scored”

● Often shows leadership by assisting with set up and take down
“Fitness Centre again? Fine”
● Often shows leadership by acting as a role model who takes initiative

● Often demonstrates teamwork by being genuinely enthusiastic, supportive and positive to “Can we get to games now”
teammates
“That part of class was fun”
3 ● Often demonstrates fair play and sportsmanship in all activities

● Often looks for opportunities to lead and get everyone involved

AVERAGE
● Often tries new activities with enthusiasm and positive communication

● Often demonstrates and encourages fair play

● Often communicates appropriately with peers

● Often shows leadership by dressing appropriately for PE class and showing up on time

“Can we get changed now?”

2 ● Rarely demonstrates teamwork, is more of an individual than a team player

FAIR “I forgot my ND shirt”

● Only shows enthusiasm and positive teamwork when pushed by teacher
“I scored all of our teams goals”
● Rarely if ever takes on a leadership role
“NO!!! The score is 6-5”
● Does not communicate positively with others in the class or shows minimal sportsmanship
 ● Helps with equipment when asked but does not show leadership by taking initiative

● Does not always show fair play during game scenarios

● Is often late or not changed appropriately for PE Class

● “You suck at floor hockey”

● Never demonstrates leadership or team work
“FInd your own group”
● Doesn`t help with equipment set up and take down
“I don’t want to go with them”
● Does not demonstrate teamwork- doesn't pass and likes to show off their own skills

● Communicates negatively by complaining when playing new or different activities “I hate this game”
1
● Communicates negatively towards others in class, both in language and in behaviour “Sorry I was late... I was buying food”
WEAK interactions
● Does not demonstrate fair play

● Demonstrates an uncooperative attitude by always needing to be asked to help or participate in

activities
● Demonstrates poor leadership and attitude by always showing up late or not changed properly
 A.S.K. - APPLICATION, SKILLS & KNOWLEDGE
LEVEL EXAMPLES
Outcomes: A, & D
● Makes genuine attempts to improve and apply skills and strategies relevant to activity
“how can I get better at this”
● Consistently applies, refines, analyzes, evaluates, modifies and adapts locomotor skills
and concepts appropriate to the activity “am I doing this right?”
● Knows and plays by the rules at all times
2 ●
●
Displays the basic skills and strategies for the activity
Consistently applies, refines, analyzes, evaluates and modifies to perform and create a
“I understand how to play”

EXCELLENCE variety of activities to improve personal performance “the line is in, in badminton”
● Consistently applies, refines, analyzes, evaluates, modifies and adapts (effort, space and
relationships) to perform and create a variety of activities to improve personal performance
● Understands the importance of physical activity and all the benefits that result from being
active

● Rarely displays the basic skills and strategies for the activity
“This is too hard”
● Rarely applies, refines, analyzes, evaluates, modifies and adapts locomotor skills and
concepts appropriate to the activity “I can’t do this”
● Doesn’t know the rules or doesn’t play by the rules
1 ●
●
Makes little attempt to improve and apply skills and strategies relevant to activity
Rarely applies, refines, analyzes, evaluates and modifies to perform and create a variety of
“I’ve always done it this way”

AVERAGE activities to improve personal performance “No, you are allowed to dribble twice”
● Rarely applies, refines, analyzes, evaluates, modifies and adapts (effort, space and
relationships) to perform and create a variety of activities to improve personal performance “It is only PE it doesn’t matter”
● Doesn’t understand the importance of physical activity and all the benefits that result from
being active

1 2
P.E. ● Does not participate to best
of ability
● Very little effort just going
through motions
● Shows no signs of effort
(sweat, heavy breathing)
● Complains about
participating in learning
activities
● Rarely in class or on time not
● Rarely participates to best
of ability
● Inconsistent and weak
effort just going through
motions
● Shows little sign of effort
(sweat, heavy breathing)
● Shows little or no
excitement to participate in
learning activities
3 4
● Willingly participates to ● Participates to best of ability at
best of ability most of the all times
time
● 100% effort given for all
● Effort occasionally falls activities in class
below 100% for activities
● Shows signs of effort (sweat,
in class
heavy breathing)
● Shows signs of effort
● Is always excited to participate
(sweat, heavy breathing)
in all learning activities
● Is often excited to
● Always in class, on time and
participate in all learning
ready to participate

ready to participate
● Does not get involved in
gameplay at all
● Doesn`t help with equipment
set up and takedown
● Ball hog who doesn't pass
and likes to show off their
skill
● Complains when playing new
or different activities
C.L.A.S. ● Negative to others in class,
behaviour inhibits class
interactions
● Always needs to be asked to
help or participate in
activities
● Always shows up late or not
changed properly
● Doesn’t know the rules or
doesn’t play by the rules
● Rarely displays the basic
skills and strategies for the
activity
A.S.K. ● Makes little attempt to
improve and apply skills and
strategies relevant to activity
● Doesn’t understand the
importance of physical
activity and all the benefits
that result from being active
activities
● Not often in class or on time
● In class on time ready to
rarely ready to participate ● Looks for any chance to get
participate
● Only gets involved in game involved in game play
● Gets involved in game play
play when the ball is near
most times
● More of an individual than a
● Works well with others ● Assists with equipment set up
team player
and take down
● Only shows enthusiasm ● Frequently helps with the
● Great role model who takes the
when pushed by teacher equipment in class
initiative
● Rarely if ever takes on a ● Sometimes takes on a
leadership role leadership role ● Always genuinely enthusiastic,
supportive and positive
● Can be hard on others in ● Displays good
● Exemplifies sportsmanship in
the class or little sportsmanship in most
sportsmanship activities all activities
● Only helps with equipment ● Has good enthusiasm ● Looks for opportunities to get
when continually asked most of the time everyone involved
● Sometimes absent, late or ● At times helps get other ● Tries new activities with
not changed properly for students involved in class enthusiasm
class
● Knows and plays by the
rules at all times
● Makes genuine attempts to
improve and apply skills
and strategies relevant to
activity
● Displays the basic skills
and strategies for the
activity
● Understands the
importance of physical
activity and all the benefits
that result from being active
Ultimate Frisbee Skills Rubric
Throwing
1 Attempts to throw, but
demonstrates NONE of the proper
mechanics or form
2 Attempts to throw, but only
demonstrates SOME of the proper
mechanics or form
3 Attempts to throw, but only
demonstrates MOST of the proper
mechanics or form
4 Attempts to throw, but only
demonstrates ALL of the proper
mechanics or form
Catching Defending Gameplay
Student is NO movement into space and Does NOT communicate with
RELUCTANT in are NOT defending opponents teammates, LACKS
catching the frisbee and is cooperation with teammates,
RARELY able to catch does NOT call for the frisbee,
the frisbee and acts NEGATIVELY
towards teammates
Attempts to MOVE SOME movement into space OCCASIONALLY
towards the flight of the and are SOMEWHAT communicates with teammates,
frisbee, but with defending opponents cooperates with teammates
LITTLE success with OCCASIONALLY, does
tracking and catching OCCASIONALLY call for the
frisbee, and RARELY assists
teammates
SOMETIMES move MOSTLY moving into space Communicates with teammates
toward the frisbee while and are MOSTLY defending REGULARLY, cooperates and
in flight. opponents OCCASIONALLY strategizes
CONSISTENTLY able with teammates, does OFTEN
to catch the frisbee with calls for the frisbee, and
two hands, and OCCASIONALLY assists
OCCASIONALLY with teammates
one hand.
CONSISTENTLY CONSISTENTLY moving ENCOURAGES and
moves toward the frisbee into space and are INITIATES communication,
while in flight. CONSISTENTLY defending cooperates, and strategize with
CONSISTENTLY able opponents teammates, AGGRESSIVELY
to catch the frisbee with calls for frisbee, and assists
one or two hands teammates CONSISTENTLY