Sport Pedagogy Elementary and Middle School Lesson Plan Template updated 5/14/15

Department of Health, Exercise and Sport Sciences

Sport Pedagogy Lesson Plan Template (Elementary and Middle School)
Delete any items that are not necessary in this plan.
Background Information
Teacher: Julio Cervantes
Date: 10/25/16
School: Cleveland Elementary

Grade Level: 3rd Grade

Lesson Focus: Basketball skills, hand eye

coordination, locomotor skills.

# Of students: 20 students

Equipment and Facilities: 10-20 basketballs, 20

cones, 20 poly spots, 10-20 tennis balls (smaller
balls)
Black top area

Safety Considerations: The blacktop is hard and

when students fall they can potentially hurt
themselves. Although the blacktop area is spacious
students can run in to themselves when not looking at
all times.
Lesson Specifics
Behavioral Contingencies: When students misbehave Previously Learned Skills: Students must have a little
they will receive a warning, I will talk to them and
understanding of basketball; students must know the
explain to them why its important to listen, if the
basic rules of basketball like, not using both hands
misbehavior continues I will ask them to sit out for
while dribbling.
that activity or for a certain period of time until the
teacher feels like it is appropriate for them to return.
If the behavior is really bad I will send them to Ms.
Monique.
Teaching Strategy: Direct teaching, cooperative
Academic Language: Dribble, double dribble, hand
learning, demonstration.
eye coordination.

Student
Objectives:

Psychomotor (P): SWBAT dribble the basketball with both hands 70% of the time during the
lesson.
Cognitive (C): SWBAT recite the cots of dribbling by the end of the lesson
H-R Fitness (H): SWBAT be engaged in 50% of MVPA

Sport Pedagogy Elementary and Middle School Lesson Plan Template updated 5/14/15

Identify which standards are met (at least one State and one National). Delete the ones you do not use.
CALIFORNIA PHYSICAL EDUCATION MODEL CONTENT STANDARDS:
I. Demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
II. Demonstrate knowledge of movement concepts, principles and strategies that apply to the learning and
performance of physical activities.
III. Assess and maintain a level of physical fitness to improve health and performance.
IV. Demonstrate knowledge of physical fitness concepts, principles and strategies to improve health and
performance.
V. Demonstrate and utilize knowledge of psychological and sociological concepts, principles and strategies that
apply to the learning and performance of physical activity.
NASPE PHYSICAL EDUCATION CONTENT STANDARDS a physically literate person:
1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical
activities.
2. Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
3. Demonstrates the knowledge skills to achieve and maintain a health-enhancing level of physical activity and
fitness.
4. Exhibits responsible personal and social behavior that respects self and others.
5. Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction.

Describe the pre-class arrangement Where is everyone/everything and what are they doing?
Teacher: Will be standing in front of the class either on the black top
Students: Will be sitting on their own poly spot. Poly spots will be scattered just enough to give each
student space but not too much.
Equipment: Poly spots will be scattered in a circle-ish area where they will sit. The cones, and hoola
hoops will be laid out either on the black top or grass area where the activity will be held.

Diagram the pre-class arrangement

(Students in their poly spots) X= Teacher

Sport Pedagogy Elementary and Middle School Lesson Plan Template updated 5/14/15

Time

Content Development

5-7
minute
s

Instant Activity:
Hello class I hope we are all doing well.
Today we are going to get started with a
quick activity okay. I need everyone to
stand up and line up hot dog style, ready
set go! I need everyone in a line to get
started, okay the activity we are going to
do is similar to sharks and minos, but the
only difference is that instead of just
saying Go and having everyone run,
the people in the middle are going to
choose who they want to capture and
who they want to have a free walk. For
example, Those who are wearing white
shoes will have a free walk from one
side to the other while the rest have to
run across.
Transition (if necessary):
Water Break

2-3
minute
s
3
minute
s

Set Induction:
Okay class lets get started. Today we are
going to be working on basketball but to
be more specific we are going to work on
our dribble. Each one you will pair up
with a classmate, and those who have an
odd number thats okay you can form a
group of 3. You and your partner will
have a chance to dribble using both
hands. One partner will go first and
dribble the basketball with their right
hand while the other partner is dribbling
a tennis ball or smaller ball. After 30
seconds you will then switch hands and
dribble. After another 30 seconds you
will then switch basketballs and tennis

Management
(Illustration of
formations)
Diagram Instant
Activity

a) Goal Orientation for each

task
CA Standards: 1, 3

xxxxxxxxxxxxxxxxx
x

NASPE Standards: 1,3,4,5

N/A

N/A

Start/Stop Signals:
When I say STOP I
need you all to not
bounce the
basketballs, and I
need you to have
them by your feet
without touching
them with your
hands.

CA Standards: 1, 2 & 3

Grouping Strategies:
students will have the
opportunity to choose
their partners then
with their partners
they have to stand on
3

NASPE Standards: 1, 2 & 3

Sport Pedagogy Elementary and Middle School Lesson Plan Template updated 5/14/15

Time

Content Development

ball with your partner, does that make

sense? Raise your hand if youre
confused? Okay lets get started, ready set
go!
Purpose:
The purpose for this is to make you all
more competent basketball dribblers and
players. Not only that but you are also
getting exercise and with exercising is
thats right healthy and good for you.
Transition (if necessary):
7
minute
s

Lesson Core - Task 1:

Students will face each other. One will
stand on the poly spot dribbling the
basketball while the other partner is
standing in front of them dribbling a
tennis ball or smaller ball. 30 seconds on
each hand then they will switch.

Management
(Illustration of
formations)
the poly spot to
receive their
basketballs.

a) Goal Orientation for each

task

N/A

N/A

Diagram Task 1

CA Standards: 1, 2
Naspe Standards: 1, 3, 4
Teaching Cues for Task 1:
Dribbling: Feet shoulder width
apart, 5 fingers spread out on
basketball, push down on
basketball and repeat the
process.

Demonstration Plan:
The teacher will demonstrate in front of
the whole class. Will have a student
demonstrate as well.

Common Errors Task 1:

1. Some students might not
bounce the ball straight down
2. Some students might not
have the strength to push the
basketball down/ hand might
be too small.

Questions to Check Understanding

Do we bounce the basketball or tennis
ball using both hands? NO!
How long are we bouncing the
basketball, thats right 30 seconds good!
2
minute
s
7-8
minute
s

Transition: (If necessary) Water Break

N/A

N/A

Lesson Core - Task 2:

Similar to Task 1, students are still with
their partner but this time they are going
to dribble to a cone and back to work on
dribbling while being mobile.

Diagram Task 2

CA Standards: 1, 2
Naspe Standards: 1, 3, 4
Teaching Cues for Task 2:

Sport Pedagogy Elementary and Middle School Lesson Plan Template updated 5/14/15

Time

Content Development

Management
(Illustration of
formations)

Demonstration Plan:
Teacher demonstration and student
demonstration as well.

a) Goal Orientation for each

task
Dribbling: Bounce the
basketball using your five
finger, and after every bounce
take steps.

Questions to Check Understanding

Do we dribble using both hands? No!
Do we throw the basketball to our
partner? No!

Common Errors Task 2:

1. Some students might want
to just grab the basketball to
get to the cone asap.
2. Some students hands might
be too small for the basketball
and thus making it harder to
dribble.

Adaptations
Easier: Keep eyes on the ball and baby
steps. Can grab the basketball with two
hands if needed.
Harder: use opposite hand and eyes
forward. Dont use two hands.

N/A
3
minute
s

Transition: N/A
CLOSURE:
Thank you all for participating today.
You all did an amazing job with
dribbling. Can someone with a quiet
hand tell me how to dribble? Good! Now
with another quiet hand, why is it
important to exercise and work on our
dribbling? Awesome thank you. So, for
Thursday we are going to continue to
work on our dribbling so come prepared
okay. Bring it in, Tiger pride on 3.
1,2,3Tiger Pride!!!

N/A
Diagram The
Closure

N/A
N/A

ASSESSMENT TECHNIQUES: Brief description of formal/informal assessment techniques.

References Used: