UNIT PLAN
ROWAN UNIVERSITY DEPARTMENT OF HEALTH AND EXERCISE SCIENCE
HEALTH & PHYSICAL EDUCATION
Teacher: Nicole Marincola Unit Title: Football
Grade level: 9 Number of classes: 10 Duration of classes: 40 minutes; No. of Students: 24
A. Unit Context
Unit guiding framework
This football unit is structured to increase students’ performance level and to provide the students
with the knowledge needed to perform at the best of their ability. The unit will incorporate team
work and inclusion while learning the rules, formation, skills, and history that are associated with
football. A portion of the unit will be dedicated to allowing the students to design and implement
offensive and defensive team strategies as well as a class contract, team posters, and cheers.
Student abilities/skill proficiency level:
Football can be considered a complex sport when incorporating regulations and strategies. Many
students will understand the basics of football but will require skill practice and the opportunity to
apply the skills learned in a competitive game setting. They also may be unclear on the rules and
how to play the game. In order to perform the skills, and then apply them in a football game,
students will practice skills such as throwing, catching, and running in multiple activities. Each
student will be given the opportunity to practice and refine these skills, then apply them in an
actual competitive setting.
Anticipated difficulties and how they will be addressed:
Difficulty: Students might not want to participate because they are not interested in football.
Solution: Include and motivate students by assigning them a role on their team. Introduce new and
fun activities.
Difficulty: Students do not share the ball or include other team mates during activities and games.
Solution: Set rules and procedures for students to follow that will require every student to have
contact with the ball each game.
Difficulty: Students are confused about the rules in the game.
Solution: After a lesson on rules have the students study rules and assess their knowledge
through a written cognitive test. Give ample time for applied setting practice games. (See appendix
A)
Equipment and Materials:
 Footballs: 18 (two different sizes)
 Flag waist bands: 24
 Timer
 Whistle
Football Unit by Nicole Marincola
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CD Player
Poly Spots: 30
Cones: 30
Pinnies: 24 (12 Red and 12 Blue)
Hula-hoops: 30
Scoreboard
Glue
Poster Paper
Colored Index Cards
References:

Dr. Peter Rattigan’s Unit Plan and Class Experiences


http://www.pecentral.org/lessonideas


http://www.state.nj.us/education/cccs/
Youtube.com
http://www.gobookee.org/
In Appendices:
 Joel Larriu’s- Cognitive questions, Skill assessment.
 Dan Cargento’s- Micro 1, Cognitive questions, Skill assessment
 James Obrien’s Micro 1, Skill assessment
B. Big Ideas (Standards, Essential Questions, Outcomes, Assessment Evidence)
Content Statement:
Unit Goals
NJCCCS CPIs Addressed:
 2.5.8.A Motor Skill Development Movement
Skills and Concepts
Individual and team execution in games, sports,
and other activity situations is based on the
interaction of tactical use of strategies, positive
mental attitudes, competent skill levels, and
teamwork
 2.5.8.B Motor Skill Development
Strategy
Movement skill performance is primarily
impacted by the quality of instruction, practice,
assessment, feedback, and effort.
 2.5.8.C Motor Skill Development
Sportsmanship, Rules, and Safety
Self-initiated behaviors that promote personal
and group success include safety practices,
adherence to rules, etiquette, cooperation,
teamwork, ethical behavior, and positive social
interaction.
2.5.8.A.1 Explain and demonstrate the
transition of movement skills from isolated
settings (i.e., skill practice) into applied
settings (i.e., games, sports, dance, and
recreational activities).
2.5.8.A.2 Apply the concepts of force and
motion (weight transfer, power, speed,
agility, range of motion) to impact
performance.
2.5.8.A.4 Detect, analyze, and correct errors
and apply to refine movement skills.
2.5.8.B.1 Compare and contrast the use of
offensive, defensive, and cooperative
strategies in a variety of settings.
2.5.8.B.3 Analyze individual and team
effectiveness in achieving a goal and make
recommendations for improvement.
2.5.8.C.1 Assess player behavior for
evidence of sportsmanship in individual,
Football Unit by Nicole Marincola
small-group, and team activities.
2.5.8.C.2 Summarize types of equipment,
products, procedures, and rules that
contribute to the safety of specific individual,
small-group, and team activities.
Essential Unit Questions: Big Ideas
What are three key components of football? What are the essential skills used in football? How can
we apply what we learned to other team sports? What are some standard rules that are used in all
team invasion sports? What is a class contract and why is it important when participating in team
invasion sports?
Domain
Unit Learning Outcomes
Psychomotor SWBAT perform football skills,
throwing, catching, and running with
proper form and technique 90% of
the time.
SWBAT participate in basic skill
practice sessions, games, and
Superbowl Championship.
SWBAT demonstrate at least two
offensive team strategies during
Superbowl Championship games.
Assessment Evidence
See Appendix A
 Skill test students at the beginning
and end of unit
 Teacher will observe students each
day during practice, games, and
Superbowl
 Peer assessments and observations
SWBAT compete in championship
game while incorporating skills and
strategies learned in class.
Cognitive SWBAT recite the rules, formation,
and history of football when asked
randomly in class.
SWBAT describe the proper way to
catch, throw, and run with the ball
identifying 90% of key points.
SWBAT identify the different
offensive strategy patterns used in
football.
See Appendix A
 Formal cognitive written test
 Informal quick writes in the beginning
of class
 Collaborative review at the end of
class
 Pop Quiz
SWBAT demonstrate their
knowledge on football rules,
regulations, and strategies by
receiving an 80% or higher on the
written test.
Affective SWBAT cheer on teammates during
games and Superbowl
SWBAT encourage, motivate, and
support team mates each class
during skill practice, games, and
See Appendix A
 Observation- checklist
 Thumbs up - Thumbs down after each
lesson
Football Unit by Nicole Marincola
culminating activities.
 Self - Assessment (TPSR)
SWBAT provide constructive
feedback statements to at least two
peers throughout unit.
SWBAT high-five peers after each
practice, game, activity, and
championship.
Culminating Performance Task(s):
Students will work together and show leadership, cooperation, and responsibility while performing
their various roles in the culminating Superbowl Championship. Completion of the unit students will
perform at a higher skill and maturity level. Students will contribute to their team through the various
roles they were assigned.
C. Daily Lesson Description
Total Length of unit: 10 lessons
Lesson # 1 of 10. Title: Introduction to Football and Create a Team
Day 1
1. Introductory activities: (10 Minutes)
Quick Write- What do you know about football worksheet. Collect worksheet and then ask
students to line themselves up without talking only using gestures in order from tallest to
shortest. Teacher will then count down the line 1..2..3..4..1..2..3..4..1… developing four sport
education teams of six students per team. Students will then sit with their teams. Teacher can
now use own judgment to alter teams if needed. Instruct students to write down each team
members name on a piece of paper. Each team will have a different color piece of paper- Blue,
Red, Yellow, and Green.
2. Fitness Activities: See appendix B
3. Learning Focus Activities: (20 Minutes)


Skill Assessment practice to estimate skill level. See appendix A
PowerPoint on History, Rules, How to Play, and Skills.
4. Culminating activity: (7 Minutes)
Crossword puzzle on football rules and how to play. Come up with a team name** (Will use next
class)** Each student will each come up with name for their team in class.
5. Closure: (3 Minutes) Ask students to think about team logos, mascot, and cheers for next class.
Day 2- Introduction to Football Skills- Throwing and Catching
1. Introductory Activities: (10 Minutes)
Instruct students to get into their sport education teams and ask them to create their team
name, mascot, and logo. ** (Can collaborate and use teammates ideas they wrote down from
prior class) ** Provide students with an outline and tentative schedule on football unit.
2. Fitness Activities: (5 Minutes) See appendix B
Football Unit by Nicole Marincola
3. Learning Focus Activities: (15 Minutes) Throwing and Catching
Instruct students to observe as throwing and catching is explained and demonstrated.
Students will then find a partner and line up along sidelines facing partner. Ask one student to
move four steps backwards towards the middle of the gymnasium. Now students will practice
throwing and catching. Teacher will circulate providing constructive criticism. Ask students to
watch again while teacher demonstrates (or ask a student to demonstrate) while giving them
feedback on what was done correctly and what can be improved. Instruct students to resume
practicing. Every few minutes suggest that the students should take one large step back
creating a bigger space between the partners and increasing the level of difficulty.
4. Culminating Activity: (7 minutes)
Instruct students to get into sport education teams and participate in a throwing and catching
relay race. Half of the team on one side of the cones facing the other half of team. Once
whistle is blown relay will begin. This activity will focus on the skill throwing and catching.
Remind students to concentrate on their form, technique, and accuracy.
5. Closure: (3 Minutes)
Have students take a seat and review the basic skills learned. Ask a few students one at a
time to volunteer and demonstrate what they learned by throwing and catching.
Day 3- Introduce Running; Player Positions
1. Introductory Activities: (10 Minutes)
Quick Write- Students will answer the following questions.
1. How would you define running?
2. Is there just one position in football that runs more than the rest? If so what
position would that be? If not what positions are required to run the ball on
the offensive side?
3. Is there one person who is solely responsible for running the ball?
2. Fitness Activities: (5 Minutes) See appendix B
3. Learning Focus Activities: (15 Minutes)
Demonstrate and explain the proper running technique in football. Introduce the positions in
football, their responsibilities on the team, and offensive vs. defensive playing positions. Go
over the importance of perfecting proper form and technique while running with the ball. Show
clips on youtube of fumbling the ball or losing control of the ball during big plays in the game.
 http://www.youtube.com/watch?v=4ogI_K-JmCc
 http://www.youtube.com/watch?v=Vuvz15OjCVc
4. Culminating Activity: (5 minutes)
Instruct students to get into sport education teams, half the team on the sideline and the other
half in the middle of the gym in between both sidelines. Using one football students will perform
drills on running. First drill student runs towards team member and hands them the ball. Then
he/she will run towards other side and hand the ball over. Students will be reminded to use
proper technique and hold the ball close to their body when running towards team mate.
Practice and then instruct students to use this technique in a relay race all teammates must
receive the ball twice and then sit down when finished. When finished all students should be
sitting and waiting for instruction.
Football Unit by Nicole Marincola
5. Closure: (5 Minutes)
Go over questions students answered for quick write.
Day 4- Skill Review; Offensive/Defensive Strategies
1. Introductory Activities: (10 Minutes)
Instruct students to complete pop quiz on what we learned thus far. Catching, throwing, and
running skills, rules, and how to play. 10 question matching. Review the proper form and
technique of running, catching, and throwing. See Appendix A
2. Fitness Activities: (5 Minutes) See appendix B
3. Learning Focus Activities: (15 Minutes)
Hand out offensive strategies worksheet that displays three different plays: slant, fly, and post.
Instruct students to look them over while teacher explains how to perform each and
demonstrates what they look like. Instruct students to practice the plays in their sport education
teams, rotating positions. (QB, RB, Center, Receivers) Instruct students to create three new
“secret” offensive plays and then practice each strategy. Go over defensive strategies: manman coverage, blocking, and back pedaling. Back pedal drill relay race.
4. Culminating Activity: (5 minutes)
Explain the three position game. This game is to familiarize the students with the roles of the
quarterback, center, and receivers and the different pass patterns. Students will be grouped into
threes and rotate between positions QB, center, and receiver. Just as they did when practicing
offensive strategies but this will be quick and competitive. Students will keep track of how many
completed plays they achieved.
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=3733#.UpUShvWrHng
5. Closure: (5 Minutes)
Instruct students to sit and ask them the following questions:
1. What are the names of the three offensive plays we went over?
2. What are the names of the player positions we used today?
3. Did you have fun playing the three position game?
Day 5- Class Contract ; Assign Roles on Team
1. Introductory Activities: (10 Minutes)
Ask students what they think a “class contract” is? Instruct students to get into their sport
education groups and using their teams color paper (red, blue, green, and yellow) write down
qualities they look for when they are working in groups/teams. As many words they can come
up with in 3 minutes. Then each group will share what they wrote. Instruct each group to write
what they believe to be their ten most important qualities on color coded index cards. Then we
will make a class contract chart by taping the index cards together and going over each of
them. (Words to think of... cooperation, trustworthy, honesty, responsible, respectful, fun,
support, teamwork, inclusion…) This will be our class contract.
2. Fitness Activities: (5 Minutes) See appendix B
3. Learning Focus Activities: (15 Minutes)
Instruct students from now on to keep in mind our class contact when participating in all games
and activities. Have students remain in their sport education teams and designate roles for
Football Unit by Nicole Marincola
each person on their team. Roles are: Scorekeeper (keeps score, take notes), referee
(watches out for fair play), team manager (manages team, makes sure everyone is included),
coach (organizes player positions and takes role), demonstrator (if team member is unsure
he/she will demonstrate) and cheerleader (will cheer on team mates, initiate high fives, and
motivate.)
4. Culminating Activity: (5 minutes)
Football tag:
This game is a cross between freeze tag and football. Students are picked to be it and when
they tag someone, the tagged person is automatically frozen. In the game there is one football
and the student with the football is responsible to hand it off to someone who is frozen. The
football acts as the melting ball, when a frozen person is handed the ball he or she is defrosted
and once again free. The taggers main goal is to freeze everyone, including the person with
the football (melting ball). If he or she accomplishes this the game is over. The runners or free
students main objective is to stay defrosted and to keep all their classmates defrosted as well.
Rules: Students are not allowed to throw the football (melting ball). They must hand off the
ball at all times. Once a student is defrosted they get free backs into the game.
(http://www.pecentral.org)
5. Closure: (5 Minutes)
As a group come up with a cheer that we will use at the end of each class. Use clapping,
stomping, movement, and energetic phrases. Remind students we will be creating team posters
tomorrow and may bring in materials.
Day 6- Team Posters and Cheers
1. Introductory Activities: (10 Minutes)
Return quizzes to students. Instruct students to get into sport education groups and begin
working on their team cheer. Students will work on team cheer and practice it. Remind students
to include different movement patterns, levels, and shapes. Be creative!
2. Fitness Activities: (5 Minutes) See appendix B
3. Learning Focus Activities: (20 Minutes)
Students will work on their team posters and include mascot. Glue and poster paper will be the
only material provided. Each team will present one at a time by starting off with their cheer and
then display poster to the class. Each team will get five minutes to perform cheer and display
poster.
4. Culminating Activity: (5 minutes)
Students will then vote for their favorite cheer and poster anonymously and individually.
Students may not vote for their own team.
5. Closure: (5 Minutes)
Ask students by raising their hand if they enjoyed making the posters and cheers?
Ask students why they think it is a good idea to create team posters and cheers?
*Remind students to study for test next class.
Day 7- Football Test , Practice Offensive Strategies
Football Unit by Nicole Marincola
1. Introductory Activities: (10 Minutes)
Instant Activity- Students will be instructed to participate in a group problem solving activity. Lap
Circle- All students have to become a seat for the person in front of them and also sit down on
the person behind them creating a sturdy circle. This is a good opening activity to remind
students to trust and support one another.
2. Learning Focus Activities: (15 Minutes)
Football Test – See appendix A
3. Fitness Activities: (5 Minutes) See appendix B
4. Culminating Activity: (8 minutes)
Play a mini game of flag football. 6 on 6. Each team will get to play each team once. Regular
rules but short games. Only two minutes each round.
5. Closure: (2 Minutes)
Announce the team winners for the poster and cheers.
Day 8- Skill Testing
1. Introductory Activities: (10 Minutes)
Football Bingo- http://pecentral.org/lessonideas/ViewLesson.asp?ID=4913#.UpabYeIUiFw
This game is designed to help practice and improve football skills. Using hula hoops students
will run around the gymnasium collecting footballs and bringing them back to their hula hoop.
Once students get three they will yell BINGO and the game starts over again. Passing and
tucking the ball while running is required.
2. Fitness Activities: (5 Minutes) See appendix B
3. Learning Focus Activities: (20 Minutes)
Skill Testing- See appendix A
4. Culminating Activity: (5 minutes)
Skill Testing continued- If finished play Flag Tag: Students will wear flag bands around waist
and everyone is “IT” students will attempt to take other players flags while protecting their own.
Once both your flags are gone you are out. Object is to get the most flags without losing your
own.
5. Closure: (5 Minutes)
Stretching Circle- Have students get into a circle and starting with one student ask them to
perform a stretch (static or dynamic). Each student will now copy that stretch and hold for 15
seconds. Then repeat going around the circle to each student.
Day 9- Start Superbowl Tournament
1. Introductory Activities: (10 Minutes)
Self-Assessment- TPSR
2. Fitness Activities: (5 Minutes) See appendix B
Football Unit by Nicole Marincola
3. Learning Focus Activities: (20 Minutes)
Superbowl- The games will begin. Each team will play two teams. Each round will be four
minutes. The teams that are not playing at the moment will use their assigned roles for the
other team playing. Example team B and Cs scorekeeper will keep track of the games score
that A and D are playing.
Teams: Match
A vs B
D vs C
C vs A
D vs B
4. Culminating Activity: (2 minutes)
Students will go around and high five each person in class and say something positive.
5. Closure: (3 Minutes)
Hand back Football Test
Ask students if they had fun by a raise of hands
Perform class cheer
Day 10- Superbowl Championship
1. Introductory Activities: (5 Minutes)
All teams will display poster and perform cheer for class. Teams will be given time to choose
offensive routes they would like to use on each team.
2. Fitness Activities: (5 Minutes) See appendix B
3. Learning Focus Activities: (20 Minutes)
Super Bowl Continued:
All teams will play each other in 3 minute rounds
4. Culminating Activity: (5 minutes)
The two teams with the most cumulating wins from both days will play each other in a four
minute game.
5. Closure: (5 Minutes)
Instruct students to celebrate accomplishments and congratulate winning team.
Shake hands with all class mates
Perform class cheer
Instruct students to sit and then provide them with positive feedback.
APPENDICES (Insert or attach additional documents, e.g., handouts, PowerPoints,
worksheets, assessment tools, etc.)
Appendix A: Unit Assessments
Football Skill Assessments
Football Unit by Nicole Marincola
Students will rotate around gymnasium in their sport teams clockwise. At each station they will perform
the task at designation. The skills that will be assessed are as follows:
Throwing and Catching:
Students will get into pairs. Each student will pass the football back and forth four times, check the box if
preformed correctly and receive a score from 1-4.
Football Skills
Attempts
Football Pass
1
2
3
4
1
2
3
4
Proper Grip
Proper Stance- 45 degree angle
Step with non dominant foot
Follow through/Thumb down
Accuracy- Throw to partner
Total
Football Catch
Keep eyes on the ball
Ready position
Football Unit by Nicole Marincola
Athletic Stance
Catch the ball
Diamond shape hands
Total
Inspired by: Gobookee.org Hawks PE
Running:
Skill Assessment
Have students pair up and hand each an evaluation sheet. They are to peer assess and write one constructive
critique for each task.
Task
1 -basic movements
/poor execution
2- Moderate excution
3- Almost/perfect
execution
Constructive criticism:
Constructive criticism:
Constructive criticism:
Constructive criticism:
Constructive criticism:
Constructive criticism:
Constructive criticism:
Constructive criticism:
Constructive criticism:
Constructive criticism:
Constructive criticism:
Constructive criticism:
High knees
(Assess peers body
posture)
Run
(Assess peers
coordination and
form)
Sprint
(Assess peers strides)
Distances run
(Assess peers stride)
Joel Larriu
Football Route Running Performance Assessment:
The students will be in their respective sport education teams practicing their route running skills as displayed by the
teacher throughout the unit. The teacher will take the place of the quarterback and call a different route for each
student. The student will have to identify the route, run the correct pattern, and display the proper form when running
the respective pattern. Each student only have to run one route to display their ability but may elect to try to run the
same route again if they feel as if they can display better form. The rubric for scoring the students is attached and each
Football Unit by Nicole Marincola
category is ranked in order from least to greatest ability from Unacceptable, Needs Improvement, Acceptable, and
Excellent.
Fade Route
Runs correct route
U
NI
A
X
Steps with correct foot first
X
Attacks the Ball
X
Proper hand placement for catch
X
Tucks ball after catching
X
Button Hook / Curl Route
Runs correct route
U
NI
A
X
Attacks the Ball
X
Proper hand placement for catch
X
Tucks ball after catching
X
In Pattern
U
NI
A
X
X
Proper hand placement for catch
Tucks ball after catching
E
X
Steps with correct foot first
Attacks the Ball
E
X
Steps with correct foot first
Runs correct route
E
X
X
James Obrien
Football Routes Assessment 2 :
Observe students while playing in tournament. Students must utilize at least three different routes during tournament
games.
Dan Caregnato
Football Unit by Nicole Marincola
Cognitive Test Assessment:
Football Exam
Please put your name, date, and class period at the top of the page.
Answer the following questions, multiple choice, true/false, and short answer.
1. Who was the "Father" of football?
a. Walter Johnson
b. Walter Camp
c. Johnson Walt
d. Cam Newton
2. Where was the first football game played and between what two colleges?
a. USA between Harvard and Yale
b. USA between Harvard and McGill University
c. Canada between Harvard and McGill University
d. Canada between Harvard and Yale
3. According to the rules of flag football what is the standard word used by the QB to let the center know
everyone is ready. (Start the play)
a. Set
b. Play
c. Play ball
d. Hike
Football Unit by Nicole Marincola
e. All are used in football
4. There are _______ yards to each down and ______ downs to each offensive turn over, where the
defensive side now has possession of the ball.
a. 20, 4
b. 10, 4
c. 4, 10
d. 4, 20
e. 15, 5
5. How many points are awarded for a touchdown?
a. 7
b. 6
c. 5
d. It depends on the situation
By Nicole
6. When running a post, you run to the....
a. corner of endzone
b. sideline
c. Field Goal Post
7. When running an out route you should run towards the QB.
T or F
8. When receiving a pass below your waist you should put your pinky fingers together and catch it.
T or F
Football Unit by Nicole Marincola
9. A post is a deep pass.
T or F
10. When running a slant, you should make it look like you’re going up field first instead of running the slant
right away.
T or F
By Dan
11. What size stride is used for fast pace and for long distance? Give rationale.
12. What foot is used to start running?
13. Only when running at a full sprint do you lift the right leg with the right foot and vice versa?
14. What part of the foot has to hit the floor first when sprinting?
15. Explain in detail how your upper body should look if running with proper form and technique?
By Joel
16. Teamwork, Cooperation, and Trust are all part of a class contract? T or F
17. Slant, Post, and Back Pedaling are all offensive routes? T or F
18. When losing the ball while already having it in your possession is called Fumble? T or F
19. The running back receives the ball after it is already thrown from the QB? T or F
20. Getting an offside penalty results in losing possession of the ball no matter what? T or F
By Nicole
Football Unit by Nicole Marincola
Appendix B: Unit Daily Activities
Cardiovascular Fitness: (By Joel Larriu) Never received.
Flexibility
Have students will stand on sideline of gymnasium facing the demonstrator. Demonstrate and guide students through
the stretches using the following instructions:
1. Head / Neck rolls- Relax neck, head down and slowly circle your head from left to back to right to front. We will do this
five times to left (clockwise) and five times to the right (counter clockwise)
2. Arm Circles- Arms raised up and straight out to the side starting forward make circular motions in air. Then repeat
going backwards. Students will do 10 forward/10 backward.
3. Triceps- Put right hand palm down on your right shoulder blade. Grab right elbow with left hand and push slightly
backwards. Students will repeat this on the left side and hold each stretch for 20 seconds.
4. Shoulder- Put right arm straight out in front of you grab above the right elbow with left hand and pull right arm across
your body. Hold for 20 seconds and then repeat with left side.
5. Forearm/Wrist Flexor- Arm straight in front of you. Grab hand and pull backwards. Hold for 20 seconds and switch
sides.
6. Quads- Lift up right leg and extend it backwards. Balancing yourself, grab right foot with right hand, bending knee and
slightly pull forwards against your body. Hold this for 20 seconds and then switch. (May have to use something to
balance yourself)
7. Butterfly - Sitting “indian style” Push boot of feet together, sit up straight, and breathe slowly in and out. On exhale
slightly push legs towards the ground with forearm. Hold for 25 seconds.
8. Sit and Reach- (Hamstrings) Sitting straight up, legs straight out in front of you. Slowly reach towards your toes. If you
cannot reach your toes grab your ankles. Knees should be slightly bent. Hold for 25 seconds.
9. Abdominal- Lay on the ground flat and then slowly lift your upper body using your arms and extending your head
Football Unit by Nicole Marincola
back. We will hold this for 20 seconds.
10. Walking Knee Hugs (hip mobility and glute stretch). Rise up onto your toes for each hug to activate your calf muscles
and work your balance. Walking forward grab leg and pull alternating sides each step you take.
11. Backward Skips- This is important because it activates the glutes and increases sprinting power and reduces the risk
of hamstring strains. Swing the arms back, combination of a run and hop but backwards instead of forward. Students
perform stretch while holding football in running position.
12. Dynamic Lunges with a twist- Hip and thoracic spine stretch increase mobility and stability and reduces injury. Just
like a regular lunge but moving forward and when body is lowered right foot forward twist your upper body to the right
and then switch and repeat to the left. Students will hold football in front of body while performing stretch.
Football Strength Conditioning
Upper Body
Push-Ups
Tell the students to align themselves into 5 lines and walk forward so that they are evenly spaced from each
other. Instruct the students on the importance of chest and arm strength in football and demonstrate proper form
of a push-up. Tell the students that they need to count out their repetitions as the teacher yells “down!” to
initiate the action of another repetition. The students will complete one set of 10 repetitions demonstrating
correct form.
Bear Crawl
Tell the students to stand up from their push up positions and while staying in their respective lines, walk back
and turn around in anticipation for further instruction. Stand about 20 yards from where the students are aligned
and demonstrate how to properly perform a “bear-crawl” which is essentially crawling on your hands and feet
(not knees). The students will perform the action up until the teacher and get back in lines. Then, inform the
students to perform the same action returning to their original starting positions.
Core
Crunches
Tell the students to walk back out into the same spacing that they were in for their push-up drill. Next, explain
the importance of core strength and demonstrate how to perform a crunch correctly. Instruct the students to get
down on the ground and using the same format as push-ups, have the students call out the repetitions as you yell
“up!” to initiate the action of another repetition. Perform this action until the students reach 15 repetitions.
Planking
Tell the students to remain seated and demonstrate how to perform a front and side plank. Tell the students that
Football Unit by Nicole Marincola
they must perform a front plank and maintain the position, using proper form, for 30 seconds in front and on
each respective side.
Lower Body
Iron Chairs
Tell the students to stand-up from their plank position and demonstrate how to perform an “iron chair.” An iron
chair is essentially maintaining a squat position at 90 degrees with your arms extended in front of you for an
allotted period of time. Tell the students they have to maintain proper form for 20 seconds. This can be done as
many times as possible to achieve the level of difficulty desired.
Walking Lunges
Tell the students for the last exercise to return to their original line formation that was used for the bear crawls.
Next, demonstrate how to perform a walking lunge with correct form. Perform the motion as long as you want
the students to perform it for (usually about 10-15 yards). Stand at the end destination that you want the students
to perform the activity for and tell them to begin to perform the movement one after the other. When they get to
the end they can turn around and upon instruction, can begin to perform the movement back to their original
starting lines.
James Obrien
Performance Fitness
The students will get into their sport ed. teams. Have one person from each team collect three
footballs for the group. Three students will each grab a ball and form a triangle and another student
will go in the middle of the triangle. The students will be an appropriate distance from each other and
one student will throw the football to the student in the middle of the triangle, the student will then
catch the football and place the ball on the ground, and turn to the next person and that student will
throw the football to them. And one more rotation. Ideally you would like this to be a fast-paced drill,
but the teacher should reiterate that the ball cannot be thrown if the student doesn't have their hands
up. There will be two students not doing anything but they are "on deck" as they are next to go into
the circle. After you are done catching in the middle, you will become a thrower and everyone will
rotate.
In the same sport ed teams, the next activity will be called the "tip drill". This drill has one person be
the quarter back, and two people are defenders. Instruct the quarterback to throw a ball to one of the
defenders, positioned about 8-10 yards away facing the quarterback, and the defender must try to tip
it up to the other defender and that defender will run in the other direction with the ball. This drill
works on accuracy, hand-eye coordination, and agility. Since three people are involved, you can have
everybody go at once, assigning everyone a role and switching accordingly.
Dan Caregnato
Additional Cognitive Assessment-
Football Matching
Football Unit by Nicole Marincola
Pop Quiz
1.
2.
3.
4.
5.
6.
7.
8.
9.
Running
Catching
Throwing
Offensive Strategies
Field goal
Touch Down
Offsides
Safety
National Football Association
a. 6 points
b. Slant, Post, Fly
c. Diamond shape hands
d. 3 points
e. Offense gives 2 pts. to defense
f. Cradle the ball
g. NFL
h. Follow through
i. A foul in football when ball is snapped
10. If a punter increases the angle at which he kicks a football from 45 degrees to 60 degrees, which factor will decrease?
a. Maximum Height
b. Maximum Range
c. Hang Time
Football Unit by Nicole Marincola