Brittni Beeman

Assessment Plan
May 28, 2014
HESP 159
Assessment Plan
1. 6
th
grade, 24 stdents, s!""er nit, inside !# the #!!t $assing, 12 s!""er %alls, 48
"!nes, and 12 $!ly s$!ts.
2. Lesson purpose: Accurate passing of the soccer ball and a target so that when
game play comes around they will have the correct cues to pass to their
teammates. Cots: plant, putter, and push. The students will get a better
understanding of how to do that basic inside of the foot pass so that during game
play or the next lesson progression they will be successful in their passing. This
will also help them during game play because in order to score or win they need
to pass to their teammates. The inside of the foot passing will progress into
aiming at a cone so that not only are they working on their skill, but they are also
working on their accuracy.
. Psychomotor: !"#AT perform passing skills with their feet using the correct
C$T! %inside of the foot, plant, putter, and push&. The students will recogni'e that
accuracy in soccer is important because if they don(t pass it accurately to their
teammate the defense will steal the ball and it will be a turn over. The students
will increase their skill of passing with their inside of the foot with )**+
accuracy rate. As the teacher , will be using the app -bersense that will show the
students passing the soccer ball and it will also break it down in slow motion so
that they can see if they are correctly executing the skill right. "ith this slow
motion video students will be able to see themselves in action to see if they are
properly executing the skills correctly.
.. Cognitive: !"#AT to understand the C$T! and be able to repeat them with a
partner with /*+ accuracy. They will also advance their skills by having a target
that doesn0t move so they will work on accuracy. !tudents will be put in groups
and they will be asked to create a C$T! power point. "ithin this power point
students will have to explain all of the different C$T! and put them in their own
words. They will have discuss what was hardest for them and what was easier for
them and why. This will help the students get different points of view and help
them think of things that they couldn(t think of on their own.
5. Affective: !"#AT have a positive experience and gain skill level in passing
and hitting the target as evidenced by improvement, accuracy, and smiling.
1reviously the students were 2ust taught to pass it back and forth with a partner
but now that the students are applying their knowledge to the game, they will feel
a sense of accomplishment because they will hit down the cones by using the
correct cues. They will be able to help the other students if one of them is having
trouble. They will also feel a sense of competition because they are competing
against their partner so they will try their hardest to get the most cones knocked
over. After each partner is to score the other partner has to give them a high five
and tell them something positive and something to work on for the next attempt.
3or all of the activities the students will be working in pairs or in groups so when
the students get to play games their partners will be recording their scores and
working together on peer teaching and holding each other accountable.
4. Health-related fitness: !tudents will be moving while they are passing so that
they are getting their heart rate up and also cardio. !occer is a lot of running so
doing activities that incorporate movement will help them prepare for game play.
"ith passing and moving these students will be handed a pedometer at the
beginning of class that calculates how many steps they took throughout the
lesson. The goal is that the students have at least 4*+ 561A. The teacher will
hope the students get around ),** steps, and if that number is not met, the
teacher can take the numbers of all the students and find the average with hope
that the ma2ority of the students are around this average.
7ationale for assessment:
This assessment will help the teacher get a better understanding of what the students are
learning cognitively. The teacher will have them right down the cues of the skills because
it is one thing to 2ust kick the soccer ball but for them to know the proper techni8ue was
the whole part of this lesson. 9aving them perform the lesson and say the cues as they are
performing is also another important aspect because they will be saying the cues of the
skill to enhance their success. :astly, recogni'ing what parts of the skill that the teacher
performed wrong will help the students make fewer mistakes in the future.
Assessment
1lease list the three cues to properly pass the ball with the inside of the foot. "ith each
cue please give a brief description of each cue and the different components that it takes
to execute them properly.
).
2.
.
;ach student, one by one, will be asked to perform the skill in front of the teacher and say
the cues as they are doing the skill. They will be asked a few 8uestions about the skills
and how they are used in game play.
The teacher is going to demonstrate the skill and please write down the one part of the
skill that he did not perform.
Assessment <ey
1lease list the three cues to properly pass the ball with the inside of the foot. "ith each
cue please give a brief description of each cue and the different components that it takes
to execute them properly.
). 1lant: =on>kicking foot will be placed next to the ball with your toes pointing
at your target.
2. 1utter: <icking foot winds up backwards and then forward making contact with
the ball and following through.
. 1ush: 1ush the ball with the inside of your foot with ankle locked and toe
pointed outwards.
;ach student, one by one, will be asked to perform the skill in front of the teacher and say
the cues as they are doing the skill. They will be asked a few 8uestions about the skills
and how they are used in game play.
The teacher is going to demonstrate the skill and please write down the one part of the
skill that he did not perform.