KINES 400: Adapted Physical Education

Lesson Plan Template

Name: Elizabeth Sledzinski

Date: April 26, 2016

Time: 10:00am

Setting/Site:.State College Area High School

Activity/Unit/Topic: Football
Student Information:
Grade Level or Age of Individual(s) you are planning this activity for: Grade Level: 11
Student(s) Disability and Implications: (Briefly describe your students disability. List the important implications will you need to remember
when presenting your lesson/activity to your individual.)
Disability Condition
Autism There is no known cause for
autism. Autism is a complex group of
disorders of brain development. There are
varying degrees of autism from mild to
severe. Typically difficulties involve social
interaction, communication verbally and
nonverbally, as well as repetitive behaviors.
Sensory issues may sometimes be
apparent. Several children with ASD find it
difficult to focus. The student falls on the
mild to moderate end of the spectrum.
Auditory Processing Disorder - APD is a

result of a disruption in neural

processing. Intellectual Disabilities
often result in comprehension and
listening difficulties such as APD.
Individuals often have difficulty
processing information when the
presented info is in a noisy

Implications/Adaptations
Due to some focus issues and overstimulation, I decided it would be in
Wills best interest to work separately from a group. This way he will not
feel rushed in his performance. It will give a better opportunity for the
student to concentrate on specific areas/skills of an activity. It limits the
distraction that may be apparent when working in larger groups.

I have not noticed this to be a big issue, but paired with the adaptation
for Autism, I believe it is best to be separated from a group setting. This
way the student is not hearing/getting distracted by several different
conversations that may ensue.

environment. Additionally it can be

difficult to follow directions and
discriminate between different
sounds. Performance in classes
tends to be better when the
instruction is less verbally
centered.

Degree of Assistance/Support Needed: Describe any physical and/or technological assistance or support your individual(s) will need in order
to successfully complete your lesson/activity. Include personnel assistance beyond yourself, when appropriate.
Disability Condition
Autism

Degree of Assistance
Will does not require much assistance. He is a high-functioning student
which allows him to perform tasks at an acceptable level.
Individual practice while learning skills is an appropriate form of
assistance. Additionally, it may be more beneficial to spend extra time on
certain skills to gain an acceptable level of performance.
Will is left-hand dominant, but occasionally displays similar/increased
performance with his left hand.
Demonstrations alongside may be necessary.

APD

Individual(s) Objectives:
Cognitive Student will be able to recall the cues of a proper football pass that include wiping the windshield and flicking the
booger.
Psychomotor Student will be able to execute a series of foot patterns by stepping into the squares of an agility ladder in a given
sequence.
Affective Student will be able to demonstrate cooperation skills by executing each task given and not giving up when mistakes are
made.

Teacher Objectives: To help student become more confident in foot patterns while using an agility ladder.

Equipment: Footballs, Agility Ladder

Protocols: (What are important protocols you will review with the individual(s) at the beginning of the lesson/activity? Script them so it is
exactly what you will be saying)
Every time you throw the ball, wipe the windshield and flick the booger.
Every time the ball is above your waist, use triangle hands.
Every time the ball is below your waist, place pinkies together.
LESSON CONTENT & PROGRESSIONS

Teaching
Cues The
cues are short
quotes of what
you are saying
to students to
remind them of
proper form.

MANAGERIAL STRATEGIES
Organization of space, equipment,
students (diagrams of practice
formations, equipment set up, and
game situations ), including method
for assigning students to groups

Safety Procedures
Checking field, equipment, and
facilities for debris, damage, etc.
What safety procedures will you
take to make sure ALL students are
safe in your class.

Introduction/Set Induction:
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After we warm-up today, we will be working on

the football passing and footwork skills to help
prepare for a game situation!
Instant Activity
To begin, the student will warm up on their choice
of cardio-equipment for at least 10 minutes, as
this is a part of their daily routine. Once Will has
finished warming up, we will move outside to
begin our football activity.

Activity/Task:
Throwing/Catching:
After Will has warmed up, we will stand across
from each other and work on throwing as well as
catching.
I will instruct Will to focus on wiping the
windshield (bringing his arm across his body to
rotate), and flicking the booger (releasing the
ball with a flick). I will also emphasize that the
football should be brought back to a position
behind the head, near the ear before releasing.

Increase your
resistance
level!
Increase your
incline level!

Ensure student is properly using

equipment

wipe the
windshield
flick the
booger

Inform student that they may only

throw the ball to a partner when
their partner is looking at them

football
behind head,
near ear
There will be NO diving to catch any
ball

I will have Will throw a series of three footballs in

a row to me before I return them.
Once Will has practiced throwing and is showing
success, I will then have him focus on catching. I
will explain to Will that if the ball is above his
waist, he should have triangle hands, where his
thumbs and index fingers meet. I will also explain
that when the ball is thrown below the waist, his
pinkies should come together. I will have Will
demonstrate what position his hands should be in
when the ball is above his waist as well as below
his waste.

Student X O Teacher

Ensure that student is warming up

at an appropriate resistance/incline
level

triangle
hands
pinkies
together
Palms are always facing toward the
ball to prevent hand injury

I will then throw Will a series of 3 balls above his

waist. I will ask that Will throws the balls back to
me to continuously work on his passing. The next
series of 3 balls I throw to Will will be below his
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waist.
Once Will shows improved success, I will move
onto the next activity.
Transition Once Will has performed several
repetitions of throwing and catching, I will ask that
he places the balls on the ground off to the side
and out of the way. I will then have him take a
position at the beginning of the agility ladder.

Activity/Task
Agility Ladder:
After Will has moved to the agility ladder, I will ask
that he completes a series of foot patterns. I will
demonstrate how to perform them to assist.
1. The first pattern will be 1 foot in each square,
alternating in each different box.
2. The second pattern will be 2 feet in each
square, always alternating right, left.
3. The third pattern will be inside, outside. At each
box Will will first step with both feet inside the
box, and then outside the next box.
After Will has completed the foot patterns, I will
introduce the topic of running patterns. These
patterns will include:
1. Curl run straight, then turn around
immediately
2. Cut In/Out run straight, then cut at a 90
degree angle in (toward quarterback), or
out (away from quarterback)
3. Slant Run straight, then cut at around a
45 degree angle away from the
quarterback
Once we have gone over these, I will reintroduce
the ball and have Will run a pattern and catch the
ball once the pattern is complete. He will then
return the ball to me by passing using the
aforementioned cues.

Alternate feet
in each box
2 steps in
each box

Student should only throw ball when

target is looking

Inside,
outside
There will be NO diving to catch any
ball

Curl

Ensure student is stepping within

the box

Cut in/Cut
out
Slant

Palms are always facing toward the

ball to prevent hand injury

Turn to
receive the
ball

Closure:
At the end of the lesson, I will review with Will the
cues of throwing and passing.
I will ask What do we want to remember to do
when passing the ball?
I will also ask How do we want our hands if the
ball is above our waist?....below our waist?

Instructors Signature and Date for Approval of Lesson Plan_________________________________________________________________

Instructors Signature and Date After Lesson has been taught________________________________________________________________
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Instructors Comments/Feedback on Lesson:

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