Soccer Unit Plan

W.R. Myers High School

Physical Education
Grade 9
Ms. Natalie Dollevoet

Subject Area:
PhysEd
Grade Level: Grade
9
Topic:Soccer
Length of Unit (days): 2

Table of Contents
Unit Plan Introduction------------------------------------------------------ pgs. 3-4
Classroom Management Plan--------------------------------------------- pg. 5
Unit Overview------------------------------------------------------------------- pg. 5-6
Assessment Overview------------------------------------------------------ pgs. 7
Unit Calendar Overview --------------------------------------------------- pgs. 7-8
Participation / Rubric -------------------------------------------------------- pg. 9

Subject Area:
PhysEd
Grade Level: Grade
9
Topic:Soccer
Length of Unit (days): 2

Unit Overview
The soccer unit will be completed over a two-day period. The unit builds off of students previous
skills and aims to further strengthen their personal skills in the sport. The unit will include
dribbling, passing, shooting and soccer games. The students will be tasked to push themselves
and develop their skills within the unit. The unit should be approached to explain to the students
that Soccer is a sport that can be enjoyed by all and for life. The game is not complex, but takes
a lot of practice to control the ball and shoot the ball in a sport that you wish. This unit will
provide students with the fundamental skills necessary to be competent in the sport and provide
the students with a foundation to continue playing the sport for life. Throughout the unit, the
guiding questions will help the students make the connections between the sport and healthy
living. The connections will be discussed before and after every lesson, also there will be quick
briefing and questions during skill development.

Unit Rationale
Soccer is a very popular sport in Canada, and also around the world. Soccer is produced on a
world stage and connects people around the globe in ways other sports cannot. Many people
play the sport and enjoy doing so. This introductory unit to Soccer is to get the students to
understand that physical activity is enjoyable and they can do it for life. Childhood obesity is at
an all-time high in our nation and continent, so teachers need to develop the students
knowledge towards health and fitness in order to create a longer future for our students. This
unit makes the connection between physical activity and fitness by proving to the students that
when they push themselves in sport, it benefits them for life. Soccer can be a challenging and
daunting sport to some, but this unit engages all the participants by including skill development,
different types of learning activities and games. The skill development component is a major
part of this unit, as students need to gain the confidence in their skills in order to foster
participation and student engagement. Within this unit, it excludes the skill development of
heading the ball and goal keeping as a way to avoid any injury. Students will have a chance to
develop these skills with their club teams if they want to, but these do not need to be taught at
this grade level. In the end, students will have a good understanding for the game and the skills
necessary to remain confident in their future endeavours in the sport of soccer.

Key Questions
What is the best method to give and receive a pass?
What elements are required in order to make a good kick?
3

Subject Area:
PhysEd
Grade Level: Grade
9
Topic:Soccer
Length of Unit (days): 2
How can the sport benefit ourselves for life?
What are the positive benefits of playing this sport?

Resources
ABCDs of Movement Edmonton Public School. Grade 9 Physical Education
Alberta Education. Program of Studies Grade 9 Phys. Ed.

Major Objectives
The aim of the Kindergarten to Grade 12 physical education program is to enable individuals to
develop the knowledge, skills and attitudes necessary to lead an active, healthy lifestyle.

General Outcome A: Activity

Students will acquire skills through a variety of developmentally appropriate movement
activities; dance, games, types of gymnastics, individual activities and activities in an alternative
environment; e.g., aquatics and outdoor pursuits.
Basic Skills; Locomotor; Nonlocomotor; Manipulative
Application of Basic Skills in an Alternative Environment; i.e., Aquatics and Outdoor Pursuits;
Dance, Games, Types of Gymnastics, Individual Activities

General Outcome B: Benefits Health

Students will understand, experience and appreciate the health benefits that result from physical
activity.
Functional Fitness
Body Image
Well-being

General Outcome C: Cooperation

Students will interact positively with others.
Communication
Fair Play
Leadership
Teamwork

General Outcome D: Do it DailyFor life!

Students will assume responsibility to lead an active way of life.
Effort
Safety
Goal Setting/Personal Challenge
Active Living in the Community

Outcomes in this Unit

4

Subject Area:
PhysEd
Grade Level: Grade
9
Topic:Soccer
Length of Unit (days): 2

General Outcome A
A9 Basic Skills
1 apply and refine locomotor skills and concepts to a variety of activities with increased control
to improve personal performance
2 apply and refine locomotor skills by using elements of body and space awareness, effort and
relationships to improve personal performance
3 apply and refine nonlocomotor skills and concepts to a variety of activities with increased
control to improve personal performance
4 apply and refine nonlocomotor skills by using elements of body and space awareness, effort
and relationships, to improve personal performance
5 apply and refine ways to receive, retain and send an object with increased speed, accuracy
and distance in skills specific to an activity
6 apply and refine manipulative skills by using elements of space awareness, effort and
relationships, with and without objects, to improve performance
Application of Basic Skills
10 apply and refine activity-specific basic skills in a variety of games
11 create and plan activities that emphasize specific strategies and tactics that coordinate effort
with others; e.g., team/fair play, in order to achieve a common activity goal
General Outcome B
B9 Functional Fitness
2 demonstrate, monitor and analyze ways to achieve a personal functional level of physical
fitness
General Outcome C
C9 Communication
1 communicate thoughts and feelings in an appropriate respectful manner as they relate to
participation in physical activity
Fair Play
3 demonstrate etiquette and fair play
Leadership
4 describe, apply, monitor and practise leadership and followership skills related to physical
activity
Teamwork
5 develop practices that contribute to teamwork
6 identify and demonstrate positive behaviours that show respect for self and others
General Outcome D
D9 Effort
1 participate regularly in, and realize the benefits of, an active lifestyle
2 develop a personal plan that encourages participation and continued motivation
Safety
3 select and apply rules, routines and procedures for safety in a variety of activities from all
movement dimensions
4 analyze, design and perform warm-up and cool-down activities
Goal Setting/Personal Challenge
5

Subject Area:
PhysEd
Grade Level: Grade
9

Topic:Soccer
Length of Unit (days): 2
6 determine and articulate challenging personal and team goals based on interests and abilities
7 evaluate different ways to achieve an activity goal, and determine personal and team
approaches that are challenging for both the individual and the group
Active Living in the Community
9 develop strategies to counteract influences that limit involvement in physical activity

Assessment
Participation Unit Rubric 75%
Self-Reflection -- 15%

Considerations/ Differentiated Instruction

Students may need more time for activities

Students may forget change of clothes, be understandable
The gymnasium may be used for events in the school, have a backup plan
Some activities may need to be modified to allow all to participate
Provide a visual demonstration, provide spoken instruction and get students to go
through the movements
Student who need assistance may be able to be provided with that opportunity
Students who have wheelchairs or crutches may still participate with help from others or
their helper
Students may need music as a motivator
Classroom Management Plan:
o
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Let the students know the focus and goal of the unit
Make the guidelines and expectations clear from day one
Always have the weight room ready and safe for the students to use
Have a meeting area in the weight room, such as the mats
The new environment should engage and excite students
Let students choose their partner so they are comfortable and enjoy working out
Focus on topics that the students are interested in spend more time on them
Bring in an outside expert to highlight fitness and nutritional information
Be a positive role model for the students always encouraging them and listening to
their concerns throughout the unit

Subject Area:
PhysEd
Grade Level: Grade
9
Topic:Soccer
Length of Unit (days): 2

Calendar Overview

Day 1: Introduction to Soccer, Game Play

Outcome:
GLO: A, B, C, D
SLO: A 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-10, 9-11, B 9-2, C 9-1, 9-3, 9-4, 9-5, 9-6, D 9-1, 9-2, 9-3,
9-4, 9-6, 9-7, 9-9
Learning Activities:
Students warm up with walk to field, and playing leprechaun tag
Do an introduction of soccer (throw ins, corner kicks, goalie kicks, positions, and rules)
Split players in teams
Game play
Walk back and have students do self reflection exit slip
Instructional Strategies: Direct instruction, Guided Discovery, Cooperative Learning, Fitness
for Life Model, Demonstration
Assessments:
Appropriate clothing and footwear
Awareness of personal and general space
Tell the students to move carefully around the field
Allow time to rehydrate
Watch for overexertion
Safety:
Outline all safety regulations that must be taken while working out (someone spotting, over
lifting, proper technique, potential hazards)
Awareness of others working with each other
Equipment: Whistle, Balls, Cones, Pinnies, Watch
Motivation: Positive Reinforcement, Achievement Goals, Modeling
Day 2: Soccer, Dribbling, Passing
Outcome:
GLO: A, B, C, D
SLO: A 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-10, 9-11, B 9-2, C 9-1, 9-3, 9-4, 9-5, 9-6, D 9-1, 9-2, 9-3,
9-4, 9-6, 9-7, 9-9
Learning Activities:
7

Subject Area:
PhysEd
Grade Level: Grade
9
Topic:Soccer
Length of Unit (days): 2
Students warm up with walk to field, and playing blob tag
Play keep away with the soccer balls.
Do demonstration of how to dribble the ball.
Have students work their way through a cone course, while dribbling the ball. Keeping the ball
close to them and having control.
Demonstrate how to do a proper pass.
Have students pair up and work on passing the ball. Focus on kicking the ball with the inside
of their foot.
Slip players into teams
Game play
Walk back and have students do self reflection exit slip
Instructional Strategies: Direct instruction, Guided Discovery, Cooperative Learning, Fitness
for Life Model, Demonstration
Assessments:
Appropriate clothing and footwear
Awareness of personal and general space
Tell the students to move carefully around the field
Allow time to rehydrate
Watch for overexertion
Safety:
Outline all safety regulations that must be taken while working out (someone spotting, over
lifting, proper technique, potential hazards)
Awareness of others working with each other
Equipment: Whistle, Balls, Cones, Pinnies, Watch
Motivation: Positive Reinforcement, Achievement Goals, Modeling

Subject Area:
PhysEd
Grade Level: Grade
9
Topic:Soccer
Length of Unit (days): 2

Activity/Unit Participation Rubric

5: Activity- development of skills is evident through the entire unit/activity
5: Cooperation- student always interacts positively with others
5: Do it Daily- student always assumes responsibility to lead an active way
of life through effort, safety and goal setting
4: Activity- development of skills is evident through most of the
unit/activity
4: Cooperation- student interacts positively with others most of the time
4: Do it Daily- most of the time, the student assumes responsibility to lead
an active way of life through effort, safety and goal setting
3: Activity- development of skills is evident occasionally through the
unit/activity
3: Cooperation- student occasionally interacts positively with others
3: Do it Daily- the student occasionally assumes responsibility to lead an
active way of life through effort, safety and goal setting
2: Activity- development of skills is minimal through the entire unit/activity
2: Cooperation- student shows minimal positive interaction with others
2: Do it Daily- the student assumes minimal responsibility to lead an active
way of life through effort, safety and goal setting
1: Activity- development of skills is rarely evident through the entire
unit/activity
1: Cooperation- student rarely interacts positively with others
1: Do it Daily- the student rarely assumes responsibility to lead an active
way of life through effort, safety and goal setting
0: Please remember that Physical Education is an activity-based course;
therefore, no marks can be given for no participation.