Archery Unit Plan

Kyle Ross
9th Grade
PE 4000
10/31/12

Rational/Introduction
 I chose to create an archery unit plan designed for the ninth grade. I chose this unit to get

both athletes and non-athletes involved and excited about physical education. Archery is

becoming more and more popular. At the 2012 London Olympics archery had its most viewers

ever. The sport even got airtime on NBC. “But the numbers from London show that people are

fascinated by it, even if many might not understand what's happening beyond the basics – an

archer, a bow, an arrow, a target.” (Reynolds, 2012). Archery is a quickly growing sport and is a

popular lifelong activity for man Americans. “More than 38 million Americans hunt and fish.”

(US Fish and Wildlife Service (USFWS), 2001). All of the students in this class exceed the

minimum 150 minutes per week of physical activity outside of school. This is important because

archery is not as physically active as other units such as fitness. However, I am going to attempt

to use some of the fitness education curriculum model while teaching this unit. The students have

no previous background of archery in a physical education setting. The unit will cover ten days

and start with the basics progressing into more complex skills.

Since this is the first time the students are being taught archery the students are expected

to use extreme caution and show a high level of maturity. The students will have a previous

background of what is expected of them as far as the safety concerns. Archery can be a

dangerous sport which is why students are expected to act mature and safe during the physical

education unit.

The students will learn about basic knowledge and skills of archery needed to allow them

to continue archery after this unit is over. The students will learn skills such as aiming, stance,

how to hold the bow properly, stringing and unstringing of the bow, release, follow through, and

sighting. The students are going to keep of journal of new skills and concepts they learn about

archery in physical education class. The students will hand in the journal to the teacher at the end
of each class. The students will be given a pre and post-test for archery skills to test their

progression. The student will also take a written test on the scoring of the sport. The students will

learn the skills and concepts from watching videos as well as demonstrations in class.

Block Plan

Day 1

Unit Assessment and Grading Criteria: Students will be assessed throughout the unit on the
following areas: Class Participation, Journal Entires

Standard/Guideline Assessed: NASPE Standard 2, NH Guideline 4

Standard/Guideline Addressed: NASPE Standard 4, NH Guideline 2

Lesson Objective: Students will demonstrate their cognitive knowledge of archery by taking a
written test as a pre-assessment. Students will demonstrate their psychomotor knowledge by
learning the proper stance.

Pre- Assessment: The written test will be used by the teacher to assess the knowledge and
background the students have of archery. The test will have 25 multiple choice questions. The
scores will not be used as a mark.

Introductory Activities: Run two laps around the gym. Fitness Tag

Skill/Concept Development (Lesson Focus): This lesson will be focused on assessing the
student’s former knowledge and background of archery. The lesson will also teach students the
introduction to archery related terms as well as stance and its cues. (Feet shoulder width apart,
straddle shooting line, bow shoulder facing target)

Culminating/Application Activity: After the students are finished with the introductory activity
(Fitness Tag), the students will be given a test. The test will include 25 multiple choice
questions. Once the students complete the test the teacher will then show a video that goes over
the introduction to archery and related terms. After the video the teacher will give several
demonstrations using student volunteers to show the proper stance and cues. All students will
have several opportunities to practice their stance without the bow.

Closure: How did the test go? Did you know more or less then you thought about archery? What
are some things you would like to learn during this unit? Can someone demonstrate the proper
stance? What are the cues for the stance?
Assessment: The pre-assessment will be a knowledge-based assessment, students will take a test
with 25 multiple choice question. This is a formal assessment. (Cognitive)

Day 2

Standard/Guideline Assessed: NASPE Standard 6, NH Guideline 5

Standard/Guideline Addressed: NASPE Standard 5, NH Guideline 6

Lesson Objective: Students will demonstrate their cognitive and affective ability by making the
rules for this unit as a class. Students will demonstrate their psychomotor ability by practicing
target orientation, grip and stringing and unstringing of the bow.

Review: Teacher will have students demonstrate the stance so all students can see it. Teacher
will go over cues to remember the stance. (Feet shoulder width apart, straddle shooting line, bow
shoulder facing target)

Introductory Activities: Run two laps around gym. Builders and Bulldozers (Builders stand up
bowling pins, bulldozer knocks them over)

Skill/Concept Development (Lesson Focus): The lesson will be focused on safety and rules for
the class. It will also be focused on target orientation, grip and its cues, and stringing and
unstringing of the bow. Students will write in their journals for homework.

Culminating/Application Activity: Students will participate in the introductory activity. After the
students are warmed up students will go over a review of the stance and cues. Students will come
together as a collective group and formulate a list of rules. After students will learn target
orientation. Next students will watch an I Movie on how to properly string and unstring the bow.
Students will have a chance to practice stringing and unstringing the bow. Finally students will
learn how to properly grip the bow and the proper cues. (Grip bow like holding a glass, touch
thumb to index finger, bow arm to shoulder height, extend bow arm toward target) Student will
get a chance to practice their grip on the bow as the teacher goes around student to student to
check the grip.

Closure: What are the four cues for the grip? As a group was it easy to come up with the
classroom rules? Was it easy to string and unstring the bow?
Assessment: Students will be assessed on their ability to work in a group setting to create a set of
safety rules for the classroom during the archery unit. (Affective) Students will take home their
journal to write about the day (Affective)

Day 3

Standard/Guideline Assessed: NASPE Standard 1, NH Guideline 3

Standard/Guideline Addressed: NASPE Standard 4, NH Guideline 2

Lesson Objectives: Student will demonstrate their psychomotor ability by shooting bow at the
target using proper draw release and follow through techniques.

Review: Teacher will go over a review of grip and the cues of the grip (Grip bow like holding a
glass, touch thumb to index finger, bow arm to shoulder height, extend bow arm toward target)
and target orientation.

Introductory Activities: Run three laps around the gym. Pirate Ship

Skill/Concept Development (Lesson Focus): The focus of this lesson will be to teach students
the proper skills of the draw, release, and follow through. Also students will demonstrate all the
skills they have learned thus far.

Culminating/Application Activity: After the introductory activity and review student will watch
a demonstration from the teacher of proper draw, release and follow through techniques.
Students will then get their own target and bow and practice the skills they have learned to this
point. (Stance, grip, draw, release and follow through) Students will spend the rest of the class
practicing their skills by shooting at their target. Student will write another entry in their journal
for homework

Closure: What is the order of the five main skills? Is it easy to hit the target with the bow? Do
you think this activity would be easier in a controlled environment without wind?

Assessment: Students will take home their journal to write an entry about their day. (Affective)
Students will demonstrate their shooting skills. (Psychomotor)
Day 4

Standard/Guideline Assessed: NASPE Standard 6, NH Guideline 5

Standard/Guideline Addressed: NASPE Standard 3, NH Guideline 1

Lesson Objectives: Students will demonstrate their cognitive abilities to understand the Olympic
archery scoring system.

Review: Teacher will review the proper technique for draw, release, and follow through

Introductory Activities: Run three laps around the gym. Dice Exercise

Skill/Concept Development (Lesson Focus): The focus of this lesson will be to teach the students
how to properly score Olympic archery. The other focus will be Olympic style archery and
competition so student can participate in this sport after school.

Culminating/Application Activity: After students perform Dice Exercise and go over the review
for the day, they will learn how to properly score archery like in the Olympics. The student will
then watch an Olympic match replay to go over the scoring system. Students will then pair up
with another student of their skill level and play a 1v1 match against each other using proper
scoring system. The system is scored 1-10. (white outer, 1; white inner, 2; black outer, 3; black
inner, 4; blue outer, 5; blue inner, 6; red outer, 7; red inner, 8; gold outer, 9; and gold inner, 10)
Students will write another entry is their journal for homework

Closure: Can you tell me what the score for each ring is? Do you like to keep score or play for
fun? Is this something you would watch on TV? And why?

Assessment: Students will take home their journal to write an entry about their day. (Affective)
Student will demonstrate knowledge of the Olympic scoring system by competing in a 1v1
match. (Psychomotor)
Day 5

Standard/Guideline Assessed: NASPE Standard 1, NH Guideline 3

Standard/Guideline Addressed: NASPE Standard 4, NH Guideline 2

Lesson Objectives: Students will demonstrate their psychomotor abilities by using sighting tools
to increase their accuracy Students will demonstrate their improved accuracy by hitting balloons
on the target.

Review: The teacher will go over a review of the Olympic scoring system used in the Olympic
sport of archery.

Introductory Activities: Run three laps around the gym. Seven – Ten minute exercise circuit

Skill/Concept Development (Lesson Focus): This lesson will be focused on the students using
sighting tools with their bow to improve their shooting accuracy. Another focus will be on the
student’s fitness as this lesson does not offer much physical activity during the main lesson.

Culminating/Application Activity: After completing the instant activity and review the student
will learn how to use sighting tool to increase accuracy while using the bow. After the students
watch a demonstration from the teacher they will practice shooting using the sighting tools. The
student will attempt to hit balloon located on the target using these tools. The students will write
a journal entry for homework.

Closure: Can someone explain to me the importance of using the sighting tools? Did you find the
sighting tools helped your accuracy? Did you notice you were breathing heavy during the
exercise circuit? How many balloons did you hit today?

Assessment: Students will take home their journal to write an entry about their day. (Affective)
The teacher will assess students on proper use of sighting tools by the number of balloons the
class broke throughout the period. (Psychomotor)
Day 6

Standard/Guideline Assessed: NASPE Standard 6, NH Guideline 5

Standard/Guideline Assessed: NASPE Standard 2, NH Guideline 4

Standard/Guideline Addressed: NASPE Standard 5, NH Guideline 6

Lesson Objectives: Students will demonstrate their affective ability by working as a team in a
tournament setting archery match. Students will demonstrate their psychomotor ability by
competing with a team member to score the highest amount of points for their team to win the
tournament.

Review: The teacher will give a quick review of all the sighting tools shown to the class and how
they work.

Introductory Activities: Run four laps around the gym. Fitness Tag

Skill/Concept Development (Lesson Focus): The focus of this lesson will be teamwork. Another
focus for this lesson is for students to use proper Olympic scoring system in a competition
setting.

Culminating/Application Activity: After students participate in the instant activity and go over
their review about the sighting tools, student will be split into seven teams of two. Students will
pick a country they would like to represent (interdisciplinary- geography) and participate in a
seven country (team) archery tournament. The tournament will be set up like an Olympic event
and be scored the same way. Student will take home journal to complete another entry.

Closure: Did you find it easier to score points working as a team? Did you have any trouble with
your teammates? Can one person from each country come show me where their country is on
this world map? Was it easy to keep score?
Assessment: Students will take home their journal to write an entry about their day. (Affective)
Students will be assessed based on teamwork skills. (Affective) Students will be assessed based
on proper use of the scoring system. (Cognitive)

Day 7

Standard/Guideline Assessed: NASPE Standard 1, NH Guideline 3

Standard/Guideline Addressed: NASPE Standard 6, NH Guideline 5

Lesson Objectives: Students will demonstrate their psychomotor ability by performing various
trick shots at the target. Students will peer assess and give fellow students point values based
upon shot.

Review: Teacher will go over how s/he thought the last class went. Teacher will discuss the
teamwork skills and the shooting skills the students displayed in the previous class.

Introductory Activities: Run four laps around gym. Builders and Bulldozers (Builders stand up
bowling pins, bulldozer knocks them over)

Skill/Concept Development (Lesson Focus): The lesson will be focused on the students
performing highly skilled shots and trick shots. Safety will be a focus as well.

Culminating/Application Activity: Students will participate in a game of Builders and Bulldozers

prior to running four laps. The students will then listen and take part in the teacher’s review of
the prior class. The students will practice any shot they feel comfortable with trying. After the
students have a chance to practice trick shots and long range/short range shots, if they feel
comfortable the student may perform their best shot for the class. If student gives permission the
students may give the student a score 1-5. 5 being a really cool or tricky shot 1 being an easier
shot. It is important students know they do not have to compete in front of the other students if
they do not feel comfortable. Student will take home their journal to complete another entry for
homework.

Closure: Can someone tell me why it would be important to have a wide range of different types
of shots? Would a trick shot be easier to perform with a sighting tool? For homework find a
YouTube archery trick shot and write a separate journal entry about it.
Assessment: Students will take home their journal to write an entry about their day and a
YouTube video they found. (Cognitive) Students will perform trick shots and other types of
shots during class. (Psychomotor)

Day 8

Standard/Guideline Assessed: NASPE Standard 6, NH Guideline 5

Standard/Guideline Addressed: NASPE Standard 3, NH Guideline 1

Lesson Objectives: Students will demonstrate their cognitive ability by doing a review of the
cues, scoring system and archery related terms for the post-test on Day 10. Students will
demonstrate their psychomotor ability by practicing their shooting for the summative skills test
on Day 9.

Review: Teacher will ask students what they found on YouTube as far as trick shots. Students
will discuss the different shots, what they liked and didn’t like.

Introductory Activities: Run five laps around the gym. Pirate Ship

Skill/Concept Development (Lesson Focus): The focus of the lesson will be to give a student’s
review for the upcoming skills test and cognitive test in the next two classes.

Culminating/Application Activity: After students perform the instant activity and go over the
teacher’s review. The students will do a review of the cues for each skill as well as archery
related terms. The teacher will show a powerpoint of everything that will be covered on the final
test. After the students have finished their review they will practice their shooting skills for the
skills test on Day 9. Students will be given their journal to write their second last journal entry
about today’s review for homework.

Closure: What are the cues for the stance? What are the cues for the grip? What is the follow
through? What is the draw? Do you feel prepared for tomorrow’s skill test?

Assessment: Students will take home their journal to write an entry about their day and take
notes on their review if they choose to. (Affective and Cognitive)
Day 9

Standard/Guideline Assessed: NASPE Standard 1, NH Guideline 3

Standard/Guideline Addressed: NASPE Standard 5, NH Guideline 6

Lesson Objectives: Student will demonstrate their psychomotor abilities by completing a skills
test. (Stance, grip draw, release, and follow through)

Review: Teacher will go over cues and demonstrate each skill one more time so it is fresh in the
students mind before they perform the skills test.

Introductory Activities: Run five laps around the gym. Dice Exercise

Skill/Concept Development (Lesson Focus): The lesson will be focused on the students
completing the skill test. Each student will receive as many attempts they can fit into the 60 min
class to get checked off on every skill.

Culminating/Application Activity: Students will run laps around the gym then play a game of
Dice Exercise. After that the students will have a short review to keep cues and skills fresh in the
student’s minds for the skill test. Students will then have time to practice and have teacher check
them off on the five basic skills. The students will be checked off on stance, grip, draw, release
and follow through. The students will have as many attempts as they can fit in the 60 min. class
period to receive a check for all five skills. Students will take home their journal to complete a
final reflection on their feelings about archery.

Closure: How do you feel you did on the skills test? Did it help to say the cues as you were doing
the skill? What were some of the thing you struggled with? Can someone show me a proper
grip? Can someone show me a proper Stance? Can someone show me a proper draw? Can
someone show me a proper release? Can someone show me a proper follow through?
Assessment: Students will be assessed on the five basic skills of archery in a skills test. The
teacher will use a checklist to mark off the five skills for each student as they successfully
complete them. (Psychomotor) Student will take home their journal and write a final reflection
on how they feel about archery. (Affective)

Day 10

Standard/Guideline Assessed: NASPE Standard 2, NH Guideline 4

Standard/Guideline Assessed: NASPE Standard 6, NH Guideline 5

Standard/Guideline Addressed: NASPE Standard 4, NH Guideline 2

Standard/Guideline Addressed: NASPE Standard 3, NH Guideline 1

Lesson Objectives: Student will demonstrate their cognitive ability by taking a post-test on the
content of archery. The content will include archery related terms, Olympic scoring system, and
cues of each skill.

Review: There will be no review. Students are expected to be prepared for this test.

Introductory Activities: Run five laps around the gym. Seven – Ten minute exercise circuit

Skill/Concept Development (Lesson Focus): The lesson will focus on the students post-test. The
students will complete a written post-test on the things they have learned about archery
throughout the unit.

Culminating/Application Activity: After the students complete their instant activity the students
will complete a written test consisting of 25 multiple choice questions. The questions will be
based on archery related terms, cues of the skills learned in archery, and the Olympic scoring
system. After all students have finished their test they will hand in their journal and have free
time to shoot around with the basketballs.

Closure: What would you have changed about this unit? Would you consider taking up archery
as an extracurricular activity? Are you confident in your archery skills?
Assessment: Students will be assessed on their written post-test. (Cognitive) Students will also
be assessed on their journal (Affective)

Content Analysis – Archery Unit Plan

Extension Refinement Application
A task that adds complexity Qualitative aspect of the A competitive, self-testing,
or difficulty to the prior extension task: cues/points “game-like” or
task: progression, simple to of emphasis: feedback performance focus:
complex. Intra-task or focus. progression, simple to
Inter-task. complex.
Extension Refinement Application
DAY 1 Pre-Assessment/Stance
Pre-Test Students will take a written Written Pre-Test
pre-test without any prior
knowledge of the unit.
Proper Stance Stance Cues Video and teacher
 Feet shoulder width demonstration
apart
Straddle shooting
line
 Bow shoulder facing
target
Non
 Feet close together
 Chest facing target
DAY 2- Safety/Grip/Stringing Unstringing of Bow
Safety and Class Rules Students will work together Class Discussion
as one collective group to
come up with classroom
rules and proper safety
procedures
Proper Bow Grip Grip Cues Discussion with
 Grip bow like demonstration
holding a glass
 Touch thumb to
index finger
 Bow arm to
shoulder height
 Extend bow arm
toward target
Non
 Tightly grip bow
 Bow arm above head
 Do not extend bow
arm
Stringing and Unstringing  Toes pointed ahead Practice stringing the bow
Bow  Hold your bow in 2 times.
your right hand. Student will watch an I
Movie on how to properly
do this.
DAY 3- Draw/Release/Follow Through
Draw  Assume Boy Scout Draw back without an
Salute (thumb and arrow a couple of times
little finger touch), and try to squeeze your
 Hook three fingers shoulder blades together.
onto string at first This will help you to get a
knuckle, good long pull
 Back of hand and
wrist flat,
 Elbow level with
forearm,
 Squeeze shoulder
blades together
Non
 Hook one finger onto
string at first knuckle
 Back of hand and
wrist bent
 Elbow below
forearm
Release  Look down arrow See if you can place at
to target, least 2 arrows within 4
 Aim at spot with inches of each other.
point of arrow,
 Roll fingers off
string,
 Hand stays at anchor
position
Non
 Look at the ground
while shooting
 Snap fingers on
string
 Move anchor hand
up and down
Follow Through  Let the arrow hit the Watch the teachers follow
target before you through and try to copy
change your draw his/her movements
back and release
 position. (Follow
through)
Non
 Change your draw
and release before
shooting the bow
DAY 4- Olympic Scoring System
Scoring System  Learn the point value Discussion with teach
of each shot Watch Olympic archery
 The system is scored match
1-10.
 white outer, 1; white
inner, 2; black outer,
3; black inner, 4;
blue outer, 5; blue
inner, 6; red outer, 7;
red inner, 8; gold
outer, 9; and gold
inner, 10
1v1 to learn scoring  Add up each shot Have students pair up and
 Combine overall play each other to learn
score how to keep track of the
 Use chart to help score.
understand what
color equals what
value
DAY 5- Sighting Tools
Sighting Attach a sighting tool to Watch teacher and other
increase accuracy students use the sighting
 Line up sighting tool to tool to increase accuracy
proper alignment for each shot
Balloon Shooting  Align each shot Using the sighting tool
 Use sighting tool for students will attempt to hit
each shot the balloon
 Keep track of the
number of balloons the
entire class broke
DAY 6- Teamwork/Country Competition
Teamwork Students will work on a A tournament will be held
team of two to try and win a with 7 teams (Countries).
shooting tournament 2 students per team
Competition Students will keep track of Students will write down
score using the Olympic their score after each round
scoring system for the country they
represent.
DAY 7- Trick Shot Practice
Students will have a chance Practice and perform any Students will practice and Unit
to practice any type of shot type of shot demonstrate if they feel Obj
they desire. Students are comfortable. ecti
able to be peer judged if ves
they feel comfortable doing
so SWB
DAY 8- Review AT
Understanding of basic Ask teachers questions and Practice as much as dem
archery skills and concepts practice shooting possible for skills test. onst
learned during this unit Make sure they have all rate
notes for the final test.
com
DAY 9- Skills Test (Psychomotor)
pete
Being able to perform all Students are able to attempt Skills Test (Psychomotor)
five basic skills proficiently a skill as many times as they Teacher Check List ncy
by the end of class can within the 60 minute in 5
class period until they are of
checked off all five. the
Day 10- Final Test (Cognitive) 5
Post test Students will write a test Final Test (Cognitive) basi
25 multiple choice question c
based on archery related skills
terms, cues, scoring system
at
Journal Students will hand in journal Journal (Affective)
the
Students have had a journal
entry to finish for each day end
they have been taught of
archery the
unit during the summative skill test. (NASPE Standard1, NH Guideline 3)

SWBAT explain the scoring system and terms used in archery by scoring a 75% or higher on a written
post-test. (NASPE Standard 2, NH Guideline 4)

SWBAT state what they have learned about archery each day by writing in a journal at the end of each
class. (NASPE Standard 6, NH Guideline 5)

Standards

The standards being assessed are:

NASPE Standard 1, NH Guideline 3:

Demonstrates competency in motor skills and movement patterns needed to perform a variety of
physical activities.

NASPE Standard 2, NH Guideline 4:

Demonstrates understanding of movement concepts, principles, strategies, and tactics as they
apply to the learning and performance of physical activities.

NASPE Standard 6, NH Guideline 5:

Values physical activity for health, enjoyment, challenge, self-expression, and/or social
interaction.

The other standards being addressed are:

NASPE Standard 3, NH Guideline 1:

Participates regularly in physical activity.

NASPE Standard 4, NH Guideline 2:

Achieves and maintains a health-enhancing level of physical fitness.

NASPE Standard 5 NH Guideline 6:

Exhibits responsible personal and social behavior that respects self and others in physical activity
settings.

Composition of Class

Number of Students: 14

 7 Boys

 7 Girls

Grade Level:

 9th Grade

Development Level:

 All fourteen students in the 9th grade physical education class exceed the minimum 150

minutes per week requirement of physical activity at a moderate to high level intensity.
 All fourteen students have zero experience of archery. All the students are considered

beginners. By the end of the archery unit, are expected to have competency of at least

seven of the nine basic skills of archery. All students are expected to have a strong

knowledge of the archery scoring system by the end of this unit.

Facility:

 The school has one large gymnasium. The gym has lines for a basketball court and a

volleyball court. During the unit the target will be set up at the end opposite of the big

stage. The gym is used to hold school assemblies, Christmas concerts and other plays put

on by the students because of the big stage at one end of the gym. The gym has white

walls to make it easy to use a projector to show video aids and PowerPoint’s to the

students during Physical Education class. The gym is also equipped with a white board to

use as a teaching tool for the class. The school also has a full size football field. On days

that the weather is nice enough to go outside the class will use the football field for the

archery unit for a safer alternative.

Length of Class

 60 minutes

Equipment List

 14 Targets

 14 Bows

 70 arrows

 14 pairs of safety goggles

  14 Journals

 14 Pens/Pencils

Clothing

 Students are expected to be in proper physical education closing and must wear sneakers

at all times.

 Students are also expected to wear safety goggles while shooting

Class Rules

 Treat teachers and classmates with respect

 Follow directions

 Play FAIR!

 Use equipment properly and safely

 Keep your hands and feet to yourself

 Participate in all activities

 Use good sportsmanship

 HAVE FUN!

Introductory Activities: (Fitness)

Day 1 – Run two laps around the gym. Fitness Tag

Day 2 – Run two laps around gym. Builders and Bulldozers (Builders stand up bowling pins,
bulldozer knocks them over)

Day 3 – Run three laps around the gym. Pirate Ship

Day 4 – Run three laps around the gym. Dice Exercise

Day 5 – Run three laps around the gym. Seven – Ten minute exercise circuit
Day 6 – Run two laps around the gym. Fitness Tag

Day 7 – Run two laps around gym. Builders and Bulldozers (Builders stand up bowling pins,
bulldozer knocks them over)

Day 8 – Run three laps around the gym. Pirate Ship

Day 9 – Run three laps around the gym. Dice Exercise

Day 10 – Run three laps around the gym. Seven – Ten minute exercise circuit

Pre and Post Test – Used Twice

1. Compared to the bows used throughout the ages, the compound bow is a comparatively recent 20th
century invention. Which one of these features improves its accuracy by providing an extra reference
point while aiming?

Reflexed riser ( position of grip)

Trigger release

Peep sight

Wheels and cams

2. All but one of the following items in the modern archer's tackle box have protective and/or safety
functions. Which one?

Arm guard

Tab

Bow square

False string (stringer or bracer)

3. Robin of Loxley was the undisputed master of the longbow. Of which material were the shafts of Mr
Hood's arrows made?

wood
aluminium

glass fiber

carbon fiber

4. Arrows intended for hunting purposes are usually fitted with which of the following types of point?

Slicer

Broadhead

Shredder

Field point

5. Archery is rich with jargon, and inevitably some of the terminology spilled over into mainstream
English. Which of the following expressions originated from crossbow archery?

Pick a quarrel

Nock it before you try it

Keep tabs on

Get to the point

6. From which characteristic does the recurve bow derive its name?

It was first used in Recurve, a small town in Spain

The unusual trajectory of the arrow

The limb ends curve forward

The draw curve drops sharply after 28 inches

7. The bow and arrow are of special importance to which martial art?

Kyudo

Judo

Karate

Kanjetsu

8. Bowyer and author of the book, "Become the Arrow", Byron Furguson, is known for his skill with
which type of weapon?

Olympic recurve bow

Crossbow

Atlatl

Traditional bare bow

9. Physics! A lighter arrow will always leave a given bow at a higher velocity than a heavier arrow.

True

False

10. Belt, ground, back and bow are all different types of what?

Arrows

Tournaments

Shooting styles

Quivers
11. Should you aim before you anchor?

Yes

No

12. What type of footwear is not recommended when shooting?

steel capped boots

boots

thongs

sandshoes/sneakers

13. On a target archery target, hows many points does the gold or yellow give.

7 and 8

1 and 2

9 and 10

4 and 5

14. What is dry firing?

drawing and releasing without an arrow in the bow

shooting at a clump of dry grass

shooting when it isn't raining

shooting an arrow into the back of another arrow

15. What is another name for the handle of a recurve bow?

limb

riser

sight

grabby thing

16. Other than protection, what is a chest guard used for?

to stop the string from catching on the shirt as it is released

as decoration

so the string doesn't get damaged if it hits the chest

to make the archer look more professional

17. What is another name for the fletches on an arrow?

nocks

piles

vanes

cresting

18. The cresting on an arrow is coloured bands around the stem. Often used for identification.
 True

False

19. If your arrows are dropping low, where should you move your sight?

down

left

up

right

20. Which of these is not a type of bow?

longbow

compound bow

recurve bow

curvybow

21. How long ago have people been using a bow and arrow (according to historians)?

35,000 years ago

10,000 years ago

25,000 years ago

100,000 years ago

22. What year did archery first appear in the Olympics?

1920

1896

1900

1904

23. What year did archery return to the Olympics after it was removed from competition?

1972

1976

1968

1980

24. How fast can competitors fire arrows?

70 mph

200 mph

150 mph

35 mph

25. How many points is the bullseye worth?

10

50
25

Skill Test Check List-

Class Assessment

How many balloons were popped using the sight tool?

Name Stance Grip Draw Release Follow

Through
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Over 50 – A

Over 40 – B

Over 30 – C

Over 20 – D

Less 20 - F

Informal Assessments
Journal – Day 2 – Day 9

Students will write journal entries on Day 2 through Day 9 each night for homework

Class Rules – Day 2

Students will work as a group to create a set of classroom rules so they know what is expected of them
during this unit.

Prerequisite Skills

Walking- All students must be able to do this skill to be able to participate during the health

fitness unit plan and physical education class.

Running- All students must be able to do this skill. Students should have been taught this since

kindergarten in physical education. The speed of the running does not matter.

Biceps and Triceps Strength- All students must have enough strength to hold the bow and draw

the string back.

Concepts

All students should understand the concept of playing dart or the concept of shooting something

towards a target. Most sports have this concept. Ex. Shooting a hockey puck towards the net.

Grading / Student Assessment

NASPE Standard 1, NH Guideline 3

 Worth 50% of total grade for unit

 Assessment # 1 – Class balloon shooting- 20%

  Assessment # 2 – Skill Test- 30%

NASPE Standard 2, NH Guideline 4

 Worth 20% of total grade for unit

 YouTube video homework -5%

 End of Unit Test – 15%

NASPE Standard 6, NH Guideline 5

 Worth 30% of total grade for unit

 Team(Country) Competition(Teamwork) -5%

 Journal- 25%

Instructional Aids

Instructional Video

 Intro to Archery and related terms – Day 1

 Olympic Scoring System – Day 4

I Movie

 Stringing and Unstringing of Bow – Day 2

YouTube Assignment

 Students will find a trick shot video on YouTube for homework – Day 7

Journal Portfolio

 Students will write a journal entry for all 8 of the 10 days during the unit. Day 2

PowerPoint

 Students will have a review for their final test – Day 8

Pick a Country Competition

 Students will pick a country and take part in a team archery competition – Day 6
 Technology

Whiteboard

 Student will use the whiteboard to keep score of the total balloons popped that day if they are a
non-participant – Day 5

Poster

 Student will create a poster of the 5 basic skills of archery if they cannot participate in the skill
test – Day 9
 Modifications for Inclusion

 Physical Disability

 If a student were to have a physical disability and was forced to be in a wheelchair not

many modifications would need to be made. A person in a wheelchair could easily shoot

a bow. The only modifications would take place in the instant activities. We could

modify it to make sure the student gets their heart rate elevated to improve his/her fitness

level.

 Emotional Disability

 If a student was to have recently lost a family member and is dealing with grief we would

make a few minor adjustments. This student could benefit a lot from being given a role

such as teacher assistant or class leader to take he/she’s mind off of things while

participating in physical education class. We would also discuss tactics of what should be

done to help the child with a professional and parents or guardians before doing anything

 Cognitive Disability

 If a student were to have a severe case of autism the student would need an aid. The

student will participate in all the activities with the other students. The modifications for

this student would be that the student would participate only to his/her physical ability
 and comfort level. The student is expected to try every activity and skill being taught

without giving up.

Non-participants

Day 1- Students will be expected to take the written test. Student will take notes on the proper

stance.

Day 2- Students will participate in the making of the rules and will watch the I Movie of the

stringing and unstringing of the bow. Student will draw of picture of the proper grip.

Day 3- The students will pick one participating student and unknowingly assess that student’s

draw, release, and follow through.

Day 4- Student will watch the Olympics video and will draw a target and color it in with the

scoring system displayed.

Day 5- The students will watch the teacher’s demonstration about the sighting tool. The student

will keep track of how many balloons the class pops during the activity for the teacher to use as

an assessment tool. The student will write the final number on the white board

Day 6- student will work with teacher as a team to keep track of points during the competition to

make sure everybody is playing fair.

Day 7- Student will write a paragraph about the coolest trick shot they saw in class. Student will

let teacher know if any students are being unsafe.

Day 8- Student will review and study for the final written test.

Day 9- Student will create a poster of the 5 basic skills of archery

Day 10- Students will be able to do the written post-test

Terminology

Addressing the target: Standing ready to shoot with a proper shooting distance

Arm guard: A piece of leather or plastic that is worn on the inside of the forearm to protect the
arm from the bowstring.

Arrow plate: A protective piece of hard material set into the bow where the arrow crosses it.

Arrow rest: A small projection at the top of the bow handle where the arrow rests.

Bow arm: The arm that holds the bow; this would be the left arm for a right-handed person.

Bow sight: A device attached to the bow through which the archer sights when aiming.

Draw: The act of pulling the bow string back into the anchor position.

End: A specified number of arrows shot at one time or from one position before retrieval of
arrows.

Face: The part of the bow facing the shooter.

Finger tab: A leather flap worn on the drawing hand to protect the finger and provide smoother
release of the bow string.

Handle: The grip at the midsection of the bow.

Hold: Steadily holding the arrow at full draw before release.

Nock: The groove in the end of the arrow in which the string is placed.

Nocking point: The point o the string at which the arrow is placed.

Notch: The grooves of the upper and lower tips of the limbs into which the bow string is fitted.

Pile (point): The pointed metal tip of the arrow.

Release: The act of letting the bow string slip off the fingertips.

Shaft: The long body part of the arrow.

Target face: The painted front of a target, usually replaceable.

Trajectory: The path of the arrow in flight

Vane: Plastic feather of an arrow.

Lake Region Union High School. (2012, July 22). Archery rules and terms. Retrieved from
http://www.lruhs.org/index.php/academics/43-physical-education/98-archery-rules-and-terms

Resources

Bunting, C. (2006). Interdisciplinary teaching thorugh outdoor education. Champagne, IL:

Human Kinetics

DeJong, G., Hensley, L., & Tannehill, D. (2004). National standards for physical education. (2
ed.). Reston: McGraw-Hill.

Dougherty, N. (1993). Principles of safety in physical education and sport. Reston ,VA: The
Alliance.

FunTrivia.. (2012, August 08). Archery. Retrieved from

http://www.funtrivia.com/quizzes/sports/sports_other/archery.html

Guibord, K. (2010, May 25). Teaching cues for archery. Retrieved from
http://www.unicommons.com/node/20620

Haywood, K.M. & Lewis, C.F. (1989). Teaching archery: steps to success. Leisure Press:
A Division of Human Kinetics Publishers.

Keasey, G. & Reichart, N., (1940). Archery: the Barnes sports library. A.S. Barnes &
Company. New York.

Lake Region Union High School. (2012, July 22). Archery rules and terms. Retrieved from
http://www.lruhs.org/index.php/academics/43-physical-education/98-archery-rules-and-terms

McKinney, W.C., (1971). Archery. Wm, C, Brown Company Publishers.

Pszczola, L., (1971). Archery. W.B. Saunders Company.

Reynolds, T. (2012, August 03). Olympic archery is hot sport at london games after 'hunger
games'.Huffington post. Retrieved from http://www.huffingtonpost.com/2012/08/03/archery-
olympics-hunger-games-london_n_1738182.html