Striking with Implements Standards Based Unit Plan
Instructional Strategies I
PE 3000
Dr. Johnson
Andrew Foglia, Paul Capaldo, and Xander Fuccillo
April 23, 2012
Plymouth State University
1
Rationale
In trying to develop the lifelong fitness of our youth and active participation in athletics
throughout a lifetime of these individuals there are some certain skills that students need to be
competent in. One of the most important of these fundamental skills that one should be
competent in their lifetime is striking with an implement. Sports are one example of how
maintaining lifelong fitness can be achieved. There are a large amount of sports that require a
person to strike with an implement which includes things like hockey, baseball, tennis, softball,
golf, and many others that can contribute to a lifetime of participation in athletics. Striking is a
skill that everyone should be learning from the time that they are young so that they will be able
to participate in activities once they become older. Once people start getting older there are not
as many opportunities for them to become physically active. So why not enrich their lives early
and later in life by becoming proficient in striking with an implement. Throughout this unit
students will be taught how to strike with an implement with different forms of implements
while using the correct forms of striking. If the students involved do not use proper form they
may not be getting the full power and accuracy they may need to be competent in the skill.
Therefore in this unit it will be developmentally appropriate for the fifth grade level by having
the students participate in activities that will progress them further in striking and fielding
activities.
All of the activities in this unit will allow the student who is at a fifth grade level of
proficiency to better define the development of their skill acquisition. These striking with
implement skills are also important because according NASPE Publications (2004) in the
Student expectations at the end of the fifth grade the students should be able to demonstrate
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locomotor, nonlocomotor, and manipulative skills which include striking with an implement.
This unit of striking with an implement will help the students be able to articulate a variety of
different striking implements while also learning the different forms and powers of striking. The
main reason why this unit is being taught is to broaden the students skill sets in physical activity
while also encouraging lifelong fitness.
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Standards/ Unit Objectives
Standard 1
Demonstrates competency in motor skills and movement patterns needed to perform a variety of
physical activities. NH Guideline 3
Unit Objectives:
Students will demonstrate the ability to use a variety of different striking skills that can be
applied to striking activities with an implement. (NASPE 1, NH Guideline 3)
Students will demonstrate the ability to use the correct movement patterns to strike a ball with an
implement. (NASPE 1, NH Guideline 3)
Lesson Objectives:
Day 1: Students will demonstrate competency in forehand striking and limb movement while
using a paddle to strike a ball against the wall three consecutive times from 10 feet away.
(NASPE 1, NH Guideline 3)
Day 2: Students will demonstrate competency in overhand striking with a paddle against the wall
using correct form 3out of 5 times. (NASPE 1, NH Guideline 3)
Day 3: Students will demonstrate correct backhand striking mechanics by hitting a ball hanging
from string attached to a volleyball net skeleton correctly 7 out of 10 times. (NASPE 1, NH
Guideline 3)
Day 4: Students will demonstrate competency in forehand striking accuracy by hitting a 10x10
target 7 out of 10 times with correct form from 20 feet. (NASPE 1, NH Guideline 3)
Students will demonstrate competency in overhand striking by hitting a ball over a net with a
paddle successfully with correct form 7 out of 10 times from 20 feet. (NASPE 1, NH Guideline
3)
Students will demonstrate competency in backhand striking by hitting a ball hanging from a
string attached to a volleyball net skeleton with a paddle while using correct form 8 out of 10
times. (NASPE 1, NH Guideline 3)
Day 5: Students will demonstrate their ability to serve a wiffle ball over a net into a designated
area correctly 3 out of 5 times from 20 feet away using an overhand or underhand serves.
(NASPE 1, NH Guideline 3)
Day 6: Students will demonstrate ability to volley a wiffle ball back and forth over a net from
varying distances for a minimum rally number of 3. Students will demonstrate ability to
incorporate all of the skill practiced up to this point. (NASPE 1, NH Guideline 3)
4
Day 7: Students will demonstrate ability to successfully incorporate overhand, backhand,
forehand swings as well as serves in a small sided game situation. (NASPE 1, NH Guideline 3)
Day 8: Students will demonstrate proper swing mechanics by hitting a ball off tee successfully 5
out of 10 times. (NASPE 1, NH Guideline 3)
Day 9: Students will demonstrate proper swing mechanics by hitting a ball off a tee correctly 8
out of 10 times. Students will demonstrate how to hit a ball hanging from a string attached to a
volleyball net skeleton, correctly 6 out of 10 times. (NASPE 1, NH Guideline 3)
Day 10: Students will demonstrate proper swing form by hitting soft toss successfully 6 out of
10 times. (NASPE 1, NH Guideline 3)
Day 12: Students will demonstrate proper swing mechanics by hitting 6 out of 10 soft tosses,
thrown by partner. Students will demonstrate proper mechanics and successfully hit soft toss 6
out of 10 times. (NASPE 1, NH Guideline 3)
Day 13: Students will demonstrate proper swing mechanics in small sided game. (NASPE 1, NH
Guideline 3)
Day 14: Students will demonstrate proper mechanics in a game situation. (NASPE 1, NH
Guideline 3)
Day 15: Students will demonstrate proper mechanics in a game situation. (NASPE 1, NH
Guideline 3)
Standard 2
Demonstrates understanding of movement concepts, principles, strategies, and tactics as they
apply to the learning and performance of physical activities. (NH Guideline 4)
Unit Objectives:
Students will demonstrate an understanding of a proper striking movement concepts and
principles. (NASPE 2, NH Guideline 4)
Students will demonstrate an understanding of activity and small sided game concepts and
principles. (NASPE 2, NH Guideline 4)
Lesson Objectives:
Day 1: Students will demonstrate an understanding for the use of forehand striking and when it
is used by showing proper striking criteria and by also being able to detect their own errors.
(NASPE 2, NH Guideline 4)
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Day 2: Students will demonstrate an understanding for the use of the overhead striking and when
it is used by showing proper striking criteria and by also being able to detect their own errors.
(NASPE 2, NH Guideline 4)
Day 3: Students will demonstrate understanding for the use of backhand strike and when it is
used by showing proper striking criteria and by also being able to detect their own
errors. (NASPE 2, NH Guideline 4)
Day 5: Students will demonstrate and understand serving strategies as well as concepts by
showing proper striking criteria and by also being able to detect their own errors. (NASPE 2, NH
Guideline 4)
Day 7: Students will demonstrate an understanding of rules and regulations of pickle ball and be
able to apply them to game situation by by properly participating in the activity while using the
correct rules and concepts. (NASPE 2, NH Guideline 4)
Day 8: Students will demonstrate understanding of swing cues and principles by using the proper
fundamentals for the given skill. (NASPE 2, NH Guideline 4)
Day 9: Students will demonstrate understanding for swinging cues and principles by using the
proper fundamentals for the given skill. (NASPE 2, NH Guideline 4)
Day 11: Students will demonstrate an understanding of a proper swing and detect error in their
own swing by demonstrating the knowledge of the proper elements of the skill . (NASPE 2, NH
Guideline 4)
Day 12: Students will demonstrate proper swing mechanics when hitting a hanging ball attached
to a volleyball net skeleton 6 out of 10 times while also using personal error detection. (NASPE
2, NH Guideline 4)
Day 13: Students will demonstrate understanding for swinging cues and principles by using the
proper fundamentals for the given skill. (NASPE 2, NH Guideline 4)
Day 14: Students will demonstrate understanding for rules of game and successfully abide to the
rules by complying to the rules and guidelines set for gameplay. (NASPE 2, NH Guideline 4)
Day 15: Students will demonstrate understanding for rules of game and successfully abide to the
rules by complying to the rules and guidelines set for gameplay. (NASPE 2, NH Guideline 4)
Standard 5
Exhibits responsible personal and social behavior that respects self and others in physical activity
settings. (NH Guideline 6)
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Unit Objectives:
Students will respect classmates no matter what their developmental level for striking is by
giving compliments and encouragement to other students while also encouraging them whenever
possible. (NASPE 5, NH Guideline 6)
Students will help other students with error detection to help one another better develop their
striking proficiency. (NASPE 5, NH Guideline 6)
Lesson Objectives:
Day 1: Students will show responsibility by abiding to the safety rules and will respect their
classmates when practicing their striking skills throughout the class while also helping students
with error detection when needed.(NASPE 5, NH Guideline 6)
Day 2: Students will show responsibility by abiding to the safety rules and will respect their
classmates when practicing their striking skills throughout the class while also helping students
with error detection when needed.(NASPE 5, NH Guideline 6)
Day 3: Students will show responsibility by abiding to the safety rules and will respect their
classmates when practicing their striking skills throughout the class while also helping students
with error detection when needed.(NASPE 5, NH Guideline 6)
Day 4: Students will be good teammates with positive sportsmanship during small sided games
while also helping students with error detection when needed.(NASPE 5, NH Guideline 6)
Day 5: Students will show responsibility by abiding to the safety rules and will respect their
classmates when practicing their striking skills throughout the class while also helping students
with error detection when needed.(NASPE 5, NH Guideline 6)
Day 6: Students will demonstrate good sportsmanship while playing in small sided games by
showing respect towards classmates and working well with others while also helping students
with error detection when needed. (NASPE 5, NH Guideline 6)
Day 7: Students will demonstrate good sportsmanship and respect for their classmates during a
game of pickleball when practicing their striking skills throughout the class while also helping
students with error detection when needed.(NASPE 5, NH Guideline 6)
Day 8: Students will show responsibility by being quiet and attentive during instructions. Also
by respecting other students personal space during the activity.(NASPE 5, NH Guideline 6)
Day 9: Students will show responsibility by abiding to the safety rules and will respect their
classmates during the striking activity.(NASPE 5, NH Guideline 6)
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Day 10: Students will show responsibility by abiding to the safety rules when striking the ball
off of the tee and while not striking off of the tee.(NASPE 5, NH Guideline 6)
Day 12: Students will show responsibility by abiding to the safety rules when using striking
implements.(NASPE 5, NH Guideline 6)
Day 13: Students will show responsibility by showing respect towards their classmates during
the class activity.(NASPE 5, NH Guideline 6)
Day 14: Students will show responsibility by abiding to the safety rules and will respect their
classmates during gameplay.(NASPE 5, NH Guideline 6)
Day 15: Students will show responsibility by abiding to the safety rules and will respect their
classmates during gameplay.(NASPE 5, NH Guideline 6)
Standards Addressed:(Day 1-15)
Standard 3
Participates regularly in physical activity.
Standard 4
Achieves and maintains a health enhancing level of physical fitness.
Standard 6
Values physical activity for health, enjoyment, challenge, self-expression, and/or social
interaction.
8
Description of Class Setting
Composition of Class Setting- This striking unit is going to be taught to a fifth grade
elementary class with a total of 20 students. In this class there are 10 boys and 10 girls. The
students possess some basic knowledge of how to strike an object while using an implement but
there technique is rudimentary and not fluid. After saying this, their baseline developmental level
is in the elementary stage of striking with an implement.
Facilities/Space, Equipment, Clothing- Our gymnasium is one regulation sized basketball court
with solid wood floors. There are two small basketball courts that run through the larger court.
There is a divider that splits the gymnasium into two equal halves. At the far end of the gym
there is a stage. One hallway leads up to the gymnasium from the main building. In this hallway
there are locker rooms, offices, and bathrooms. The students are advised to wear activity
appropriate clothing and footwear on days they have physical education class. This means that
both boys and girls need to be wearing active clothing style pants/shorts and shirts. Students will
not be allowed to participate in activities if they do not abide by these rules.
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Length of Unit
The length of our striking with an implement unit is 15, 45 minutes lessons. The first 7
lessons are based off striking with a paddle, it starts with simple skills and leads up to a live
game situation where the students play a doubles game of pickleball. The last 8 lessons of this
unit are based off striking with a bat. Again it starts with skill building and ends with small sided
games such as elephant ball and rag ball. We feel that the two portions of this unit will not only
be fun and effective, but will encourage students to play similar sports outside of school.
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Pre-requisite skills
Pre-requisite skills and concepts that students are expected to be able to perform
Throwing should be between the elementary and mature phase.
 Hand come slightly behind head
 Throw with opposition between stepping leg and throwing arm
 Arm crosses body in follow through
 Use front arm to aim at target
Catching should be between the elementary and mature phase.
 Hands come together on catch
 Catch in athletic stance
 Can accept force of the ball
 Can track ball
 Can move and catch
Running should be between the elementary and mature phase.
 Heal toe relationship
 Noticeable knee bend
 Beginning of flight phase
 Arms are bent
 Arm swing is in opposition
Students should be competent in striking without an implement.




Overhand without an implement
Forehand without an implement
Backhand without an implement
Serving without an implement
Students should have some competency in Baseball fielding skills and the positions.
Students should have mastered and be able to demonstrate spatial awareness throughout
a variety of activities. (NASPE 2, NH 4)
Students should exhibit responsible and respectful personal and social behavior in
physical activity settings. (NASPE 5, NH 6)
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Pre-Assessment Techniques
On day 1 teacher will use a formal assessment to identify the students present level of performance of
striking with a paddle.
On day 9 teacher will film students hitting off a tee and evaluate swing using a formal evaluation.
On day 11 teacher will hand out pre-self evaluation (same as formal evaluation used by teacher on day
9) where students will circle what they think corresponds to their swing. Then watch their swing and fill
out another one and see if it corresponds.
Day 1
Pre Assessment Criteria
Students will volley a wiffle ball back and forth with a partner as many consecutive times as possible.
This will give teacher a baseline of student’s present level of performance.
1) Stand perpendicular to target
Every time
Most of the Time
Sometimes
Rarely
2) Step with opposite foot of striking arm
Every time
Most of the Time
Sometimes
Rarely
3) Open hips and striking arm back
Every time
Most of the Time
Sometimes
Rarely
4) Rotate hips, swing paddle at ball, and keep eye on ball
Every time
Most of the Time
Sometimes
Rarely
5) Follow through
Every time
Most of the Time
Sometimes
Rarely
6) Square stance up to target
Every time
Most of the Time
Sometimes
Rarely
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Day 11
My baseball swing
Name_______________
1. I take a 6 inch step forward in the loading phase.
Every time
Most of the Time
Sometimes
Rarely
2. My hands stay close to my body in the “chop wood” phase and my bat head is out.
Every time
Most of the Time
Sometimes
Rarely
Sometimes
Rarely
Sometimes
Rarely
3. My hips rotate with my hands like in the video.
Every time
Most of the Time
4. I squish the bug with my back foot.
Every time
Most of the Time
5. I “pat my back” with the bat and my hips are fully rotated.
Every time
Most of the Time
Sometimes
Rarely
6. If answered most of the time, sometimes or rarely for any of these questions briefly describe
what is happening when you are not doing it every time.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________.
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Introductory Activities
Day 1 Jive tag (Source: Karyn Misenhiemer Demonstration 2012)
The instructor tells the students to get with a partner and remember that partner. This first partner
will be your high five partner. Next students will have to get with a different partner this new
partner will be there back to back partner. This process is continued until each student has five
different partners that they do different movements with. The instructor then calls out the
movement and the students get with the partner that it correlates with as quickly as possible. The
instructor then calls out something different and the students move around to find their next
partner. This process continues at varying speeds to get the students to move around.
Day 2 Blob Tag (Source: Bob tag. (n.d.). Retrieved from http://physed.tripod.com/blobtag.htm )
PURPOSES/OBJECTIVES: Fitness; Cooperation; Problem-solving and Strategy; and
Communication
EQUIUPMENT: No equipment
FORMATION: Scattered with two students holding hands (i.e., the Blob)
DESCRIPTION: The two students holding hands (i.e., the Blob) run throughout the
gymnasium, trying to tag other students. If a student is tagged, he or she must attach to the Blob
by joining hands to the person who tagged him or her. The only two people who can tag are the
two people on each end of the Blob. The Blob continues to grow as more students are tagged.
Rules include: a) no diving over the Blob; b) no sliding under the Blob; and c) watch out for
others. The Blob must stay connected at all times and work together.
Day 3 Dynamic Stretching (Source: Dynamic flexibility and mobility. (n.d.). Retrieved from
http://orgs.jmu.edu/strength/JMU_Summer_2000_WebPage/JMU_Summer_2000_Sections/9_su
mmer_dynamic_flexibilty.htm )
WALKING HIGH KNEES
Purpose: To flex the hips and shoulders, and stretch the glutes, quads, lower back and
shoulders.
Procedure:
1. Take an exaggerated high step, driving your knee as high as possible, and simultaneously
push up on the toes of your opposite foot.
2. Use the proper arm swing; 90° angle at the elbows, hands swing up to chin level and back
beyond rear pocket.
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WALKING LUNGE
Purpose: To stretch the glutes, hamstrings, hip flexors and calves.
Procedure:
1. Step out with a long stride, striking the heel of your forward foot and extending onto the
toes of your back foot.
2. Complete the cycle by bringing your trail leg through and standing upright.
WALKING STRAIGHT LEG KICKS
Purpose: To stretch the hamstrings, calves and lower back.
Procedure:
1. Walk forward keeping your front leg straight.
2. Kick your leg up and touch your toes to the fingers of your opposite hand.
3. Repeat the cycle with your opposite leg.
WALKING SIDE LUNGE, OVER & BACK
Purpose: To stretch the groin, glutes, hamstrings, and ankles.
Procedure:
1.
2.
3.
4.
Keep your torso upright and take a long stride out to the side.
Lunge out bending your forward knee to 90°while keeping your trail leg straight.
Lower your hips and shift your body weight to the opposite leg.
Recover by bringing your feet together and standing upright.
RUNNING BUTT KICKS (20 reps)
Purpose: To stretch the quadriceps and hip flexors.
Procedure:
1. Begin running by flexing your knee and bringing your heel back and around to your
buttocks.
2. Maintain a slight forward lean throughout the drill, and stay on the balls of your feet.
3. Complete 20 kicks within 10 yards.
RUNNING HIGH KNEES (20 reps)
Purpose: To stretch the glutes, quads, low back and shoulders.
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Procedure:
1. Execute proper running form; keep your elbows at 90° and drive your hands up to chin
level and back to your rear pocket.
2. Stay on the balls of your feet, and drive your knees up as high as possible, and then down
as quickly as possible.
ARM SWINGS, FORWARD AND BACK
Purpose: To stretch the chest, shoulders and upper back.
Procedure:
1. Swing your arms forward, so they cross, and swing them back as far as possible.
2. This drill should be done in a controlled continuous fashion for 10 repetitions.
SIDE BEND, OVER AND BACK
Purpose: To stretch the triceps, upper back, abdominals, and obliques.
Procedure:
1. Bend to one side while holding your opposite arm overhead, quickly reverse direction
and stretch the other side.
2. This drill should be done in a controlled continuous fashion for 10 stretches on each side
of your body.
Day 4 “Nascar race game” (Source: Mr.Loukes Demonstration 2012)
Students will be divided up into 10 groups of 2. Each group stands at the edge of the designated
“race track” which is outlined by cones. Once the teacher has given the “ready set go” signal the
first student does one full lap around the track racing back to their original position. They then
tag the next person waiting to go. That person then runs around, continuing the process until the
instructors tells the students to stop.
Day 5 Dynamic Stretching
Same procedure as day 3
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Day 6 Captains Calling (Source: Captain's calling. (n.d.). Retrieved from
http://familyfun.go.com/playtime/captains-calling-708177/)
Instructions
Setup: Creating a list of seafaring commands might help the first captain, but it isn't necessary.
Some examples: Pull up the lifeboats, Take down the sails, Walk the plank, Mop the decks, Scan
the horizon, Cast a fishing rod, Dance a jig.
First choose a captain. Each round begins with the players standing at attention, giving crisp
salutes. When the captain calls out "At ease," the players can drop their hands to their sides.
The captain begins to call out sailing-themed commands, and the players pretend to do them -but only if the captain has first called out "Attention!" and they have saluted. If a player follows a
command when he was supposed to be at ease, it's man overboard for him. The last crew
member left standing wins and becomes the new captain.
Day 7 Everybody’s it (Source: Dr. Johnson Territorial Activities Class 2011)
Every student is a tagger. If a student’s gets tagged they have to go to designated stations around
the gym that instruct the student to do 10 repetitions of different fitness exercises. Such as pushups, sit-ups, jumping jacks, ect. Once the tagged student completes this they will be able to join
back in the activity.
Day 8 Short obstacle course (Source: Paul Capaldo Demonstration 2012)
Instructor will create a small obstacle course on one side of the gym using different class
equipment. Such as hula hoops, crash mats, cones, poly spots,ect. Students will run one at a time
through the obstacle course continuously until the instructor says to stop. The obstacle course
will make the students change their levels, speeds, and body orientation.
Day 9 Dynamic stretching
Same procedure as day 5
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Day 10 “Messy Rooms” (Source: Messy rooms. (n.d.). Retrieved from
http://www.teachingideas.co.uk/pe/messyrooms.htm )
You will need 20 tennis balls. Split the hall / gym in half and split the class in 2 groups.
The aim of the game is to have the least amount of balls at your side. The children will roll all
their tennis balls to the other side of the room, while the other team tries to pass them all back.
After a fixed amount of time, count up the number of tennis balls on each side.
The side with the lowest number of tennis balls is the winner!
Day 11 Students will fill out checklist about what they think their swing is like before they
examine it.
Day 12 “Run through the Jungle” (Source: Run through the jungle. (n.d.). Retrieved from
http://www.teachingideas.co.uk/pe/runthroughthejungle.htm )
Children are running through the 'jungle' and run into many animals, etc that they need to get
away from. The teacher can give appropriate commands, and the children carry out a suitable
action:






jump over logs
duck under branches
high knees through quicksand
run from the tiger
tip toe past the snake
Talk to the monkeys (ooh, ooh, aah, aah), etc.
Day 13 Dynamic Stretching
Same procedure as day 3
Day 14 Commando (Source: Commando. (n.d.). Retrieved from
http://www.teachingideas.co.uk/pe/commando.htm )
Split the class into two / three teams. Their aim is to reach the opposite side of the hall.
Each team stands in a line at one side of the hall with their legs spread apart. The person at the
back then crawls underneath all of the pairs of legs and then becomes the person at the front.
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Once they have reached the front of the line, the child then has to shout next, so the person at the
back knows when to start. Slow but surely the line starts to move forward!
Here's a tip: make the children stand really close together as its a little easier.
The first team to the opposite end of the hall is the winner.
Day 15 Blob tag
Same procedure as day 2
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Skill and/or Concept Development
Content Analysis
Forehand Striking: A skill that involves striking an object with an implement in a side oriented
forward motion that leads the swing from front to back.
Extension:
No ball. Go through motion
without a striking implement.
Refinement:
Application:
Cues15 Swings
 Stand perpendicular to
target
 Step with opposite foot
of striking arm
 Open hips and striking
arm back
 Rotate hips, swing
paddle at ball, and
keep eye on ball
 Follow through
 Square stance up to
target
No ball. Go through motion
with a striking implement.
Refer to above cues.
15 Swings
Using a ball positioned on a
hitting tee hit the ball off the
tee with correct forehand
striking criteria.
Refer to above cues.
10 Hits
Using a ball hung on a string
Refer to above cues.
from above strike the ball with
proper forehand striking
criteria.
10 Hits
Repeat step using a variety of
striking implements and
different variations of balls.
Repeat step using a variety of
striking implements and
different variations of balls.
Hitting a ball thrown from a
peer using soft toss, strike the
ball using proper forehand
Refer to above cues.
10 Hits
20
striking criteria.
Repeat step using a variety of
striking implements and
different variations of balls.
From an opposing perspective
a peer will slow pitch a ball
and the active student will
strike the ball using proper
forehand striking criteria.
10 Hits
Refer to above cues.
Repeat step using a variety of
striking implements and
different variations of balls.
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Day 1Skill Development (NASPE 1, NH Guideline 3)
Students will learn how to use forehand striking with proper form.
Elements of forehand striking






Stand perpendicular to wall
Step with opposite foot of striking arm
Open hips and striking arm back
Rotate hips, swing paddle at ball, and keep eye on ball
Follow through
Square stance up to target
Culminating/Application Activity:



Day 2-
Students will stand on poly spots 10 feet from wall initially do the movements on air
without a ball 10 times. Then a ball will be introduced.
Students will practice volleying a wiffle ball with themselves against the wall
consistently.
Teacher will observe and give feedback during this session.
Skill Development–(NASPE 1, NH Guideline 3)
Students will learn how to use overhand striking with proper form
Elements of overhand striking






Stand perpendicular to wall
Step with opposite foot of striking arm
Open hips and put striking arm up
Rotate hips, swing paddle at ball, and keep eye on ball
Follow through
Square stance up to target
Culminating/Application Activity:



Students will stand on poly spots 10 feet from wall initially do the movements on air
without a ball 10 times. Then a ball will be introduced.
Students will toss ball and practice overhand strike against wall
Teacher will observe and give feedback
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Day 3Skill Development –(NASPE 1, NH Guideline 3)
Students will learn how to use backhand striking with proper form
Elements of backhand striking




Stand perpendicular to target
Step to target
Pull arm to chest
Swing arm and watch paddle strike ball
Culminating/ Application Activity:



Students will stand on poly spots 10 feet from wall initially and practice the movements
on air without a ball 10 times.
Students will be put in groups of 3-4 and be placed at a ball hanging (at hip level) from
string along the top of volleyball skeleton.
One person will take 10 swings and peers will assess using rubric given by teacher.
Students will be able to go 3 times.
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Day 4
Skill Development – (NASPE 1, NH Guideline 3)
Students will be asked to demonstrate all of the striking forms that they have learned in stations
using proper form.
Elements of forehand striking






Stand perpendicular to wall
Step with opposite foot of striking arm
Open hips and striking arm back
Rotate hips, swing paddle at ball, and keep eye on ball
Follow through
Square stance up to target
Elements of overhand striking






Stand perpendicular to wall
Step with opposite foot of striking arm
Open hips and put striking arm up
Rotate hips, swing paddle at ball, and keep eye on ball
Follow through
Square stance up to target
Elements of backhand striking




Stand perpendicular to target
Step to target
Pull arm to chest
Swing arm and watch paddle strike ball
Culminating/ Application Activity:
Stations
 Students will be broken up into groups of 6-7 and assigned to a starting station
 Station 1-Students will hit ball hanging from string using proper backhand strike form.
 Station 2-Students will hit ball using the forehand strike at a 10x10 target on wall using
proper form.
 Station 3-Students will hit ball using overhand strike over a net successfully with correct
form from 20 feet.
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Day 5Skill Development-(NASPE 1, NH Guideline 3)
Students will learn the proper form components to both the underhand and overhand serve.
Elements of serving:
Overhand Technique







Ready position
Arms drop
Shift weight
Toss ball
Arm up
Contact
Follow through
Underhand Technique
 Face target
 Ball in free hand
 Bowling motion by racquet hand
 Drop ball
 Follow through toward target
Culminating/ Application Activity:






Students will be broken up into 5 groups of 4
Two classmates will stand on one side of the net and two will stand on the other, they
will be facing each other.
Students will practice underhand serving 10 times to their partners on the other side of
the net
Students will practice overhand serving 10 times to their partners on the other side of the
net.
Next students will try to direct their service towards designated areas (cone, hula hoops,
cones, ect.) on the other side of the net that range in size.
Students will keep score of how many services they have successfully made in the
designated zones.
25
Day 6Skill Concept– (NASPE 2, NH Guideline 4)
 Students will incorporate all of striking skills into a game situation.
 Students will refine and enhance moving through pathways
 Students will enhance teamwork with 1 partner
Elements of forehand striking






Stand perpendicular to wall
Step with opposite foot of striking arm
Open hips and striking arm back
Rotate hips, swing paddle at ball, and keep eye on ball
Follow through
Square stance up to target
Elements of overhand striking






Stand perpendicular to wall
Step with opposite foot of striking arm
Open hips and put striking arm up
Rotate hips, swing paddle at ball, and keep eye on ball
Follow through
Square stance up to target
Elements of backhand striking
 Stand perpendicular to target
 Step to target
 Pull arm to chest
 Swing arm and watch paddle strike ball
Overhand Technique







Ready position
Arms drop
Shift weight
Toss ball
Arm up
Contact
Follow through
26
Underhand Technique
 Face target
 Ball in free hand
 Bowling motion by racquet hand
 Drop ball
 Follow through toward target
Culminating/Application Activity:
Doubles Pickle ball






Two players will be on each side of the court.
First service only consists of one serve, otherwise each team gets to serve before having
to give service to other team.
Must score twice to take service from serving team (except 1st serve)
Points are only given when service team scores
Have to score over the No Volley Zone identified by tape on court.(7 feet either side of
net)
Ball goes out of bounds, bounces twice or is hit in the no volley zone it’s a point.
27
Day 7Skill Concept - (NASPE 2, NH Guideline 4)
 Students will learn and be able to successfully play small sided game.
 Students will refine and enhance their movement through different pathways.
 Students will incorporate all of the different shots, and demonstrate when to use them.
Elements of forehand striking






Stand perpendicular to wall
Step with opposite foot of striking arm
Open hips and striking arm back
Rotate hips, swing paddle at ball, and keep eye on ball
Follow through
Square stance up to target
Elements of overhand striking






Stand perpendicular to wall
Step with opposite foot of striking arm
Open hips and put striking arm up
Rotate hips, swing paddle at ball, and keep eye on ball
Follow through
Square stance up to target
Elements of backhand striking
 Stand perpendicular to target
 Step to target
 Pull arm to chest
 Swing arm and watch paddle strike ball
Overhand Technique







Ready position
Arms drop
Shift weight
Toss ball
Arm up
Contact
Follow through
Underhand Technique
 Face target
 Ball in free hand
 Bowling motion by racquet hand
 Drop ball
28

Follow through toward target
Culminating/ Application Activity:




Split up class into teams of two and assign them to different nets in the gymnasium.
The goal of the game is to achieve 10 or more volleys with the two players on the
opposite team.
Students will be encouraged to use all of the shots used to date.
After 5 minutes the groups will rotate
Day 8Skill Development -(NASPE 1, NH Guideline 3)
Students will learn the proper form to swing an implement
Elements of a Swing





Take small step
Rotate hips towards pitcher
Pivot on back foot
Swing keeping arms close to body and bat head out
Follow through
Culminating/Application Activity:
 Students will be placed on poly spots in 4 rows of 5 and practice a swing broken down
into the four steps the cues identify 10 swings x3
 Students will be broken into groups of 2-3 and hit a ball off a tee 5 times while peers
assess based off rubric handed out this each student will get to hit 3 times.
29
Day 9Skill/Concept Development- (NASPE 1, NH Guideline 3)
Students will learn the proper form to swing an implement and strike a ball off of a hitting tee.
Elements of a Swing





Take small step
Rotate hips towards pitcher
Pivot on back foot
Swing keeping arms close to body and bat head out
Follow through
Culminating Activity:

Students will be split up into two groups of 10 and half will be sent to hit ball off tees
using proper form and half will be sent to hit balls hanging from string attached to volley
ball net skeleton.
 At hanging balls station each student will be filmed from the side at one point.
Day 10Skill Development - (NASPE 1, NH Guideline 3)


Refine mechanics of swinging a bat
Move on from hitting a stationary target to a moving target
Elements of a Swing





Take small step
Rotate hips towards pitcher
Pivot on back foot
Swing keeping arms close to body and bat head out
Follow through
Culminating Activity



Students will be broken into groups of 2-3 and sent to 1 of 7 soft toss stations.
All soft toss stations are the same but some use different types of balls to alter timing of
swing.
2 stations in a row are the same, hitting a tennis ball. At the second of the two station
there is a camera looking at the swing, and one behind looking at the swing.
30
Day 11Skill Development - (NASPE 2, NH Guideline 4)



To understand what a proper swing looks like and the components that make it up.
For students to identify things that they can individually work on.
Notice improvement from the first filming on day 9.
Culminating Activity



Students swing will be uploaded and put in a folder for them to open.
They will watch their swing in slow motion and use checklist to help point out things that
they need to practice next class.
Teacher will have watched the videos and have feedback for each student
Day 12Skill Development– (NASPE 1, NH Guideline 3)


Refining and improving swing technique
Applying what was learned in the computer room to their swing
Elements of a Swing





Take small step
Rotate hips towards pitcher
Pivot on back foot
Swing keeping arms close to body and bat head out
Follow through
Culminating Activity:







Students will be broken into 6 groups of 3-4
They will be assigned at one of the 6 hitting stations and stay there until told to rotate
Station 1-Hitting rag ball off tee 5 times each student will get to go 2 times
Station 2-Hitting tennis ball off tee 5 times each student will go twice
Station 3-Hitting ball hanging from string 5 times each student will go twice
Station 4-Soft toss with tennis ball, each student will get 5 swings and get to go twice
Station 5- Soft toss with rag ball, each student will get 5 swings and get to go twice.
Station 6- in hitting tunnel teacher throws pitches from 20 feet away, each student will
get 20 pitches
31
Day 13Skill Concept – (NASPE 2, NH Guideline 4)
The students will play in a modified baseball game that uses a hitting tee that three opportunities
are allowed in order to practice striking the ball.
Understanding and applying rules of 3rd times a charm.
Elements of a Swing





Take small step
Rotate hips towards pitcher
Pivot on back foot
Swing keeping arms close to body and bat head out
Follow through
Culminating/Application Activity:
 Students will be placed into 4 teams of 5.
 They will play a game called 3rd times a charm, where they will hit three calls off the tee
and on the third hit they will run it out. The game is played with baseball/softball rules
that are identified during introduction.
Day 14Skill Concept) - (NASPE 2, NH Guideline 4)
The students will play the game of Elephant ball in order to practice the striking swing.
Understanding and applying rules of Elephant Ball
Elements of a Swing





Take small step
Rotate hips towards pitcher
Pivot on back foot
Swing keeping arms close to body and bat head out
Follow through
Culminating Activity



Students will be placed into two teams of 10
Play with baseball/softball rules
Pitcher bounces medium kickball as pitch, batter hits ball off bounce.
No throwing ball at base runner
32
Day 15Skill Concept – (NASPE 2, NH Guideline 4)
The students will play the game of Rag ball in order to practice the striking swing.
Understanding and applying rules of Rag Ball.
Elements of a Swing





Take small step
Rotate hips towards pitcher
Pivot on back foot
Swing keeping arms close to body and bat head out
Follow through
Culminating/Application Activity:
Rag Ball
 Played with an oversized softball made of rags
 Played with same rules as slow pitch softball.
 Teacher will pitch so game moves quickly
33
Terminology
Implement = A tool or piece of equipment that you use during a task. In this the class
implements used for striking are paddles and bats.
Striking = To deliver a stroke or blow to something.
Forehand= A stroke made with the palm of the hand turned in the direction in which the hand is
moving.
Backhand= A stroke (as in tennis) made with the back of the hand turned in the direction of
movement or a catch made with the arm across the body and the palm turned away from the
body.
Overhand= Made with the hand brought forward and down from above shoulder level.
Serve= The first strike that puts a ball into play in many court games.
Contact= The meeting or touching of surfaces with force, such as the touching of a ball and a
racquet.
Overhead serve= A serve where contact with the ball is made above the shoulders
Underhand serve= A serve where contact with the ball is made under the waist line.
Follow though= To complete a stroke or swing
Hitting Tee= Piece of equipment that keeps a ball in one position.
Soft toss= Striking activity where one person tosses a ball in front of another person who swings
and makes contact with the ball into a net.
Racquet= Implement consisting of a handle attached to an open frame with a network of strings
stretched across it that is used to hit the object in play (as a ball) in various games (as tennis,
badminton, or racquetball)
Reference
word central. In (2007). Merriam-Webster Retrieved from
http://www.wordcentral.com/home.html
34
Class Rules and Safety Hints
Class Rules
1.
2.
3.
4.
5.
6.
When the Teachers hand is up no one is speaking!
NO BULLYING!
Bring sneakers every class
Be a good sport
Give 100% every try!!
No gum, snacks or drinks other that water or Gatorade
Safety Hints for Striking with an Implement unit
1.
2.
3.
4.
5.
Never stand behind anyone that is swinging
Be aware of people standing around you
No swinging anything at a classmate (no joking)
Only swing implement when teacher says that it is time to swing
When playing a game on the field, batting team must stay in
dugout (if inside behind line teacher identifies)
6. No flinging bat after a hit
7. HAVE FUN
http://www.google.com/imgres?q=swinging+a+bat&um=1&hl=en&safe=off&sa=N&biw=1229&bih=548&tbm=isch&tbnid=q2G961Xx_G2-FM:&imgrefurl=http://friendsvilleoptimistclub.com/t-ball_league.html&docid=h2mmhKP67ORv8M&imgurl=http://friendsvilleoptimistclub.com/uploads/28952-Clipart-Illustration-Of-A-Strong-Athletic-Caucasian-Man-In-Uniform-Swinging-ABat-And-Making-Contact-With-A-Baseball.jpg&w=450&h=341&ei=GvR0T-n6N42n0AHA2u29DQ&zoom=1&iact=hc&vpx=462&vpy=12&dur=314&hovh=195&hovw=258&tx=110&ty=97&sig=106879155073538416406&page=1&tbnh=147&tbnw=194&start=0&ndsp=12&ved=1t:429,r:2,s:0
35
Instructional Aids
Appendix A
Instructional Picture







Forehand Strike
Backhand Strike
Overhand Strike
Overhand Serve
Underhand serve
Pickle Ball
Rag Ball
YouTube Video
http://www.youtube.com/watch?v=JwJeR7_M46w&feature=relmfu
36
Technology
The use of technology enhances the learning of skill to inexperienced children very well. It
allows students that are not auditory or instruction style learners to grasp a concept from a
different angle. The use of youtube video may more valuable to a student opposed to the teacher
demonstrating or talking about a skill. Also if children have the chance to see their own mistakes
from a different point of view they can acknowledge on their own what corrections need to be
made. That is why the use of a youtube video and the use of breaking down film of the students
own swing is used in the unit plan. By using these technological means there is a chance for
more learning to take place.
Day 8
The proper swing technique for striking with a bat will be displayed on a youtube video. This
video will be broken down step by step by the teacher. Cues will be given during these steps as
well.
Day 10
The use of two video cameras will capture the students swing form and mechanics. The students
will be filmed from two different angles one from the front and the other from the behind their
swing.
Day 11
The students will use a computer cluster to individually look at their striking mechanics. Their
recorded videos will be accessible by a shared file. By looking at the film it will allow them to
see their own mistakes.
37
Non-Participants
Day 1 –
If the student is not participating in the day’s activity depending on the reason that student will
help the teacher either set-up the classroom or help in whatever way that they are able to do. The
non-participant will have to write a small summary about what happened in the day’s class and
come up with three key points of the class content. The non-participant will also help with peer
assessing other student striking fundamentals.
Day 2If the student is not participating in the day’s activity depending on the reason that student will
help the teacher either set-up the classroom or help in whatever way that they are able to do. The
non-participant will have to write a small summary about what happened in the day’s class and
come up with three key points of the class content. The non-participant will also help with peer
assessing other student striking fundamentals.
Day 3If the student is not participating in the day’s activity depending on the reason that student will
help the teacher either set-up the classroom or help in whatever way that they are able to do. The
non-participant will have to write a small summary about what happened in the day’s class and
come up with three key points of the class content. The non-participant will also help with peer
assessing other student striking fundamentals.
Day 4If the student is not participating in the day’s activity depending on the reason that student will
help the teacher either set-up the classroom or help in whatever way that they are able to do. The
non-participant will have to write a small summary about what happened in the day’s class and
come up with three key points of the class content. The non-participant will also help with peer
assessing other student striking fundamentals.
Day 5If the student is not participating in the day’s activity depending on the reason that student will
help the teacher either set-up the classroom or help in whatever way that they are able to do. The
non-participant will have to write a small summary about what happened in the day’s class and
come up with three key points of the class content. The non-participant will also help with peer
assessing other student striking fundamentals.
38
Day 6If the student is not participating in the day’s activity depending on the reason that student will
help the teacher either set-up the classroom or help in whatever way that they are able to do. The
non-participant will have to write a small summary about what happened in the day’s class and
come up with three key points of the class content. The non-participant will also help with peer
assessing other student striking fundamentals.
Day 7If the student is not participating in the day’s activity depending on the reason that student will
help the teacher either set-up the classroom or help in whatever way that they are able to do. The
non-participant will have to write a small summary about what happened in the day’s class and
come up with three key points of the class content. The non-participant will help to keep score in
the small sided games.
Day 8If the student is not participating in the day’s activity depending on the reason that student will
help the teacher either set-up the classroom or help in whatever way that they are able to do. The
non-participant will have to write a small summary about what happened in the day’s class and
come up with three key points of the class content. The non-participant will also help with peer
assessing other student striking fundamentals.
Day 9If the student is not participating in the day’s activity depending on the reason that student will
help the teacher either set-up the classroom or help in whatever way that they are able to do. The
non-participant will have to write a small summary about what happened in the day’s class and
come up with three key points of the class content. The non-participant will also help with peer
assessing other student striking fundamentals.
Day 10If the student is not participating in the day’s activity depending on the reason that student will
help the teacher either set-up the classroom or help in whatever way that they are able to do. The
non-participant will have to write a small summary about what happened in the day’s class and
come up with three key points of the class content. The non-participant will also help with peer
assessing other student striking fundamentals.
Day 11If the student is not participating in the day’s activity depending on the reason that student will
help the teacher either set-up the classroom or help in whatever way that they are able to do. The
39
non-participant will still analyze their video of themselves from the day they were filmed on
striking
Day 12If the student is not participating in the day’s activity depending on the reason that student will
help the teacher either set-up the classroom or help in whatever way that they are able to do. The
non-participant will have to write a small summary about what happened in the day’s class and
come up with three key points of the class content. The non-participant will also help with peer
assessing other student striking fundamentals.
Day 13If the student is not participating in the day’s activity depending on the reason that student will
help the teacher either set-up the classroom or help in whatever way that they are able to do. The
non-participant will have to write a small summary about what happened in the day’s class and
come up with three key points of the class content. The non-participant will help to keep track of
the scores and innings of the small sided game.
Day 14If the student is not participating in the day’s activity depending on the reason that student will
help the teacher either set-up the classroom or help in whatever way that they are able to do. The
non-participant will have to come up with three awards for the class and then give them.
Day 15If the student is not participating in the day’s activity depending on the reason that student will
help the teacher either set-up the classroom or help in whatever way that they are able to do. The
non-participant will have to come up with three awards for the class and then give them.
40
Modifications for Inclusion
Day 1On the first day of the striking with an implement unit the students are expected to begin by
striking a wiffle ball against a wall and volleying it back to themselves as many times as
possible. In order for a student with a physical disability that does not allow them to use their leg
or both legs the activity can be adapted so that the student can participate. The activity will be
adapted by setting up the student side orientated to a hitting tee so that they can strike the ball off
of the tee. The student will have a bucket of wiffle balls next to them so they can keep resetting
the tee and striking. Although the student will more than likely not be able to return volley the
ball they can still practice striking with the forehand motion by resetting another ball after it has
been struck off the tee. The teacher or a peer will help in the retrieval of the balls that the student
is not able to get due to their impairment.
Day 7Seeing that the students are playing a small sided game of Pickle ball a student with a physical
disability would not be able to participate in the activity. The student with the disability will have
the option to either hit a ball off a stationary hitting tee in another area where they can work on
their various striking techniques or the student can help one of the other groups by helping to
keep score during the game. The teacher will assist the student with the hitting tee if that is the
option that they have chosen.
41
Day 13On this day the students will participate in the game Third Times a Charm. If there is a student
with a physical disability the game will be modified so that student can participate. If the student
has a impairment with the use of one or both legs the student will be allowed a seat or position a
wheel chair where the student can strike the ball off of the hitting tee just as any other student
except instead of running on the third strike the student will have a pinch runner that goes for
them so that they are still involved in the activity and can be a part of the class with their peers.
This will allow the student to work on their striking skills while also be included in the day’s
activity.
42
Evaluation: Student Assessment & Grading
STANDARDS-BASED ASSESSMENT
Grade Level: 5
National
Standard
Lesson Objective Assessed
Students will demonstrate competency in forehand striking and
limb movement while using a paddle to strike a ball against the
wall three consecutive times from 10 feet away.
NASPE 1
NH Guideline
NH3
Assessment Criteria (critical cues or critical skill/knowledge components):






Stand perpendicular to wall
Step with opposite foot of striking arm
Open hips and striking arm back
Rotate hips, swing paddle at ball, and keep eye on ball
Follow through
Square stance up to target
Assessment Task Description:
Students will volley a wiffle ball back and forth with a partner as many consecutive times as possible.
This will give teacher a baseline of student’s present level of performance.
Assessment Rubric
Performance Score
Performance Level Description
Great White Shark
Student steps with opposite foot of striking arm, arm comes back in loading
phase, opens and rotates hips upon contact, follows through and squares up to
target all the time.
Sword Fish
Student completes 3-4 of assessment criteria most of the time
Sting Ray
Student shows some evidence of assessment criteria
Tuna
Student makes an effort to use cues and skills
Barracuda
Student does not attempt any of the taught skills.
43
Students will demonstrate correct backhand striking mechanics by hitting a ball hanging from string
attached to a volleyball net skeleton
CUES: step to target, arm to chest, backhand ball, square up to target
1. Student takes controlled step to their target.
Every time
Most of the time
Some times
Rarely
Some times
Rarely
Some times
Rarely
Some times
Rarely
2. Student pulls arm back to chest when “loading”
Every time
Most of the time
3. Student backhands the ball.
Every time
Most of the time
4. Student squares up to target after hitting ball.
Every time
Most of the time
44
STANDARDS-BASED ASSESSMENT
Grade Level: 5th
Lesson Objective Assessed
National
Standard
Students will demonstrate competency in forehand striking
1
Students will demonstrate competency in overhand striking
1
Students will demonstrate competency in backhand striking
1
Assessment Criteria (critical cues or critical skill/knowledge components):
Elements of forehand
striking






Stand perpendicular
to wall
Step with opposite
foot of striking arm
Open hips and
striking arm back
Rotate hips, swing
paddle at ball, and
keep eye on ball
Follow through
Square stance up to
target
Elements of overhand
striking






NH Guideline
3
3
3
Elements of backhand
striking
Stand perpendicular
to wall
Step with opposite
foot of striking arm
Open hips and put
striking arm up
Rotate hips, swing
paddle at ball, and
keep eye on ball
Follow through
Square stance up to
target




Stand perpendicular
to target
Step to target
Pull arm to chest
Swing arm and watch
paddle strike ball
Assessment Task Description:



The students will have 3 chances at each form of striking
Students will use the respective forms and try to strike a tennis ball off of a hitting
tee
The balls will be struck into an open area and only the form of the striking patterns
will be assessed
Performance
Score
Great White Shark
Swordfish
Sting Ray
Tuna
Barracuda
Assessment Rubric
Performance Level Description
F O B
Striking exceeds the criteria given
Strike form is well done with all of the criteria evident in a
smooth, fluid motion
Striking form is well done with all of the criteria evident
Striking form is missing one or two of the criteria needed
Striking demonstrated one or none of the criteria
45
STANDARDS-BASED ASSESSMENT
Grade Level: 5
Lesson Objective Assessed
National
Standard
Students will demonstrate competency in forehand
1
serving
Students will demonstrate competency in underhand
1
serving
Assessment Criteria (critical cues or critical skill/knowledge components):
Overhand Technique
Underhand Technique












Ready position
Arms drop
Shift weight
Toss ball
Arm up
Contact
Follow through
NH Guideline
3
3
Face target
Ball in free hand
Bowling motion by racquet hand
Drop ball
Follow through toward target
Assessment Task Description:


The students will have 8 serves both overhand and underhand in order to
demonstrate their form of the serves
The students will be assessed on their ability to demonstrate the proper form in the
serves
Performance
Score
Assessment Rubric
Performance Level Description
O
U
Serving exceeds the criteria given
Great White Shark
Swordfish
Strike form is well done with all of the criteria evident in a
smooth, fluid motion
Striking form is well done with all of the criteria evident
Sting Ray
Striking form is missing one or two of the criteria needed
Tuna
Striking demonstrated one or none of the criteria
Barracuda
46
STANDARDS-BASED ASSESSMENT
Grade Level: 5
Lesson Objective Assessed
Students will demonstrate proper swing mechanics by hitting
a ball off tee successfully 6 out of 10 times.
National
Standard
NH Guideline
1
3
Assessment Criteria (critical cues or critical skill/knowledge components):
 Take small step
 Rotate hips towards pitcher
 Pivot on back foot
 Swing keeping arms close to body and bat head out
 Follow through
Assessment Task Description:

Students will be broken into groups of 2-3 and hit a ball off a tee 5 times while peers
assess based off rubric handed out this each student will get to hit 3 times.
Assessment Rubric
Performance
Score
Performance Level Description
Swing is well done with all the criteria evident in a smooth fluid motion
Great White Shark
Swing is done well with most of the following criteria evident.
Swordfish
 Take small step
 Rotate hips towards pitcher
 Pivot on back foot
 Swing keeping arms close to body and bat head out
 Follow through
Swing is demonstrated with at least 3 of the following criteria
Sting Ray
 Take small step
 Rotate hips towards pitcher
 Pivot on back foot
 Swing keeping arms close to body and bat head out
 Follow through
Overhand catch is done with a few of the criteria evident
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Tuna
Barracuda





Take small step
Rotate hips towards pitcher
Pivot on back foot
Swing keeping arms close to body and bat head out
Follow through
None of the criteria are evident in performance
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My baseball swing
Name_______________
1. I take a 6 inch step forward in the loading phase.
Every time
Most of the Time
Sometimes
Rarely
2. My hands stay close to my body in the “chop wood” phase and my bat head is out.
Every time
Most of the Time
Sometimes
Rarely
Sometimes
Rarely
Sometimes
Rarely
3. My hips rotate with my hands like in the video.
Every time
Most of the Time
4. I squish the bug with my back foot.
Every time
Most of the Time
5. I “pat my back” with the bat and my hips are fully rotated.
Every time
Most of the Time
Sometimes
Rarely
6. If answered most of the time, sometimes or rarely for any of these questions briefly describe what is
happening when you are not doing it every time.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________.
Substitute Lesson Plan and Alternative Facility Lesson Plan
See Appendix B
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References
Books
Gallahue, D. L., & Donnelly, F. C. (2007). Developmental Physical Education for all Children +
Journal Access. (4th ed.). Champagne, IL: Human Kinetics.
Hellison, D. R., & Hellison, D. R. (2011). Teaching personal and social responsibility through
physical activity (3rd ed.). Champaign, IL, IL: Human Kinetics.
NASPE. (2001) Moving into the future: National standards for physical education, (2nd ed.) St.
Louis, MO: Mosby.
ISBN 0-88314-909-5
Introductory Activities
Bob tag. (n.d.). Retrieved from http://physed.tripod.com/blobtag.htm
Captain's calling. (n.d.). Retrieved from http://familyfun.go.com/playtime/captains-calling708177/
Commando. (n.d.). Retrieved from http://www.teachingideas.co.uk/pe/commando.htm
Dynamic flexibility and mobility. (n.d.). Retrieved from
http://orgs.jmu.edu/strength/JMU_Summer_2000_WebPage/JMU_Summer_2000_Sections/9_su
mmer_dynamic_flexibilty.htm
Messy rooms. (n.d.). Retrieved from http://www.teachingideas.co.uk/pe/messyrooms.htm
Run through the jungle. (n.d.). Retrieved from
http://www.teachingideas.co.uk/pe/runthroughthejungle.htm
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