UTEP PETE Learning Experience Template

University of Texas at El Paso

Kinesiology Physical Education Teacher Education

TED 4698: Student Teaching All Levels

Learning Experience Plan

Teachers: David Buenrostro Date: 11/19/2019
th
Grade Level: 7 Time: All 7th grade periods
Activities: Throw, catch and Number of Students: 13 to 31
scoop for lacrosse.
Equipment: Lacrosse sticks, furry balls, wiffle balls, cones.
Equipment provided by me: n/a
Facility: Gym

OBJECTIVES (2-3 per domain):

Psychomotor:
1. Students will perform the basic and fundamental skills of Lacrosse with
competence during a throw and catch and scoop game.
2. Students will practice scooping during a team game.

Cognitive:
1. Students will be able to remember the proper forms for skills such as throwing,
cradling, and scooping.
2. Students will understand the rules of the games prepared for them.

Affective:
1. Students will motivate their peers and opponents to do the best they can during
competitions.
2. Students will play fairly during the scooping game.

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TEKS:
§116.23. Physical Education, Grade 7.
(a) Introduction.
(1) In Physical Education, students acquire the knowledge and skills for movement
that provide the foundation for enjoyment, continued social development through
physical activity, and access to a physically-active lifestyle. The student exhibits a
physically-active lifestyle and understands the relationship between physical activity
and health throughout the lifespan.
(b) Knowledge and skills.
(1) Movement. The student demonstrates competency in movement patterns and
proficiency in a few specialized movement forms. The student is expected to:
(A) coordinate movements with teammates to achieve team goals;
(2) Movement. The student applies movement concepts and principles to the learning
and development of motor skills. The student is expected to:
(C) describe the importance of goal setting in improving skill;
(G) use offensive and defensive strategies while playing a modified version of a sport.
(7) Social development. The student develops positive self-management and social
skills needed to work independently and with others in physical activity settings. The
student is expected to:
(B) work cooperatively in a group to achieve group goals in competitive as well as
cooperative settings;
(C) accept decisions made by game officials such as student, teachers, and officials
outside the school;

National Standards:

Standard 1: The physically literate individual demonstrates competency in a variety

of motor skills and movement patterns.
Throws with a mature pattern for distance or power appropriate to the activity in a
dynamic environment. (S1.M2.7)
Throws, while moving, a leading pass to a moving receiver. (S1.M5.7)

Standard 2: The physically literate individual applies knowledge of concepts,

principles, strategies and tactics related to movement and performance.
Varies the speed and/or trajectory of the shot based on location of the object in relation
to the target. (S2.M9.7)

Standard 4: The physically literate individual exhibits responsible personal and social
behavior that respects self and others.
Exhibits personal responsibility by using appropriate etiquette, demonstrating respect
for facilities and exhibiting safe behaviors. (S4.M1.6)
Exhibits responsible social behaviors by cooperating with classmates, demonstrating
inclusive behaviors and supporting classmates. (S4.M1.7)
Independently uses physical activity and exercise equipment appropriately and safely.
(S4.M7.7)

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DIAGRAM AND PRE-CLASS ARRANGEMENT (include specifics):

Jogging around the gym

Stretches and warm-up exercises

Throwing and catching activity

Scooping game activity

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Lesson Plan Content

Time Content Development Management and 1. Task Analysis
Safety; includes 2. Teaching
Transitions cues/Refinement
2 min SET Induction/HOOK START SIGNAL:
Lacrosse was given its name by early 1 Short whistle
French settlers, using the generic term
for any game played with a curved stick STOP SIGNALS
(crosse) and a ball. 3 whistles after” freeze
word”
Attention Getter:
5 whistle blows

4 min ORIENTATION Transition 1:

During today’s lesson we will be Students will be
reviewing and practicing the previous instructed to go to
lacrosse skills learned to be able to play home base “Center of
a lacrosse game and learn how to the court”.
scoop skill required for lacrosse game.
Today you will be split into teams for the
scooping game.

What are Biomechanics? is the study

of the structure, function and motion of CUES:
the mechanical aspects of biological JOGGING: make sure to
systems. In another words, the jog lightly not walking nor
movement that the body can do and sprinting.
how can we apply this movements in ARM STRETCHES: Do not
sports. pull arms too hard.
JUMPING JACKS: Perform
How biomechanics is important in the complete motion. “I and
sports? It incorporates a detailed X”
analysis of sport movements in order to SAFETY: WALKING KNEE HUGS:
minimize the risk of injury and improve I will ask students to Try to press knee towards
sports performance. In other words, the your chest.
respect and maintain
appropriate way to move tour bodies to WALKING LUNGE TWIST:
each other’s space Maintain back straight.
obtain the best result in sports and during the exercises to
avoid injuries. WALKING BUTT KICKS:
avoid any contact Touch your glutes with your
during the warm-up. heels.
CARIOCI: step side to side
8 min WARM-UP (includes purpose) Possible Student
 Jog 1 lap around the gym. Clarification Refinement:
 10 jumping jacks. Make sure rise your I will make sure the
 Arm stretches (10 sec each) knee high enough to students are using proper
 Walking knee hugs be able to hug it. mechanics and correct
 Walking lunge twist Twist your trunk them as needed while
 Walking butt kicks alternating sides “left exercising
and right”

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12 min LESSON FOCUS/SKILL BUILDING Transition 2: CUES:

ACTIVITY After warm-up, HOLDING STICK:
1- For the throw, catch, cradle activity students will be asked Thumbs pointing towards
students will form two lines at the edge to go back to home the stick head.
of the gym. When cue is given in pairs base for instructions Curl hands around stick.
of two students will jog forward about skill building Rest stick on the pad of
simultaneously and pass the ball while activity your fingers
cradling to half court. Then they will go CRADLING:
to the back of the line while the next SAFETY: Loosen your grip. Twist
pair repeats the same drill. I will make I will ask students to your wrists to move head of
sure that students are performing the respect and maintain stick back and forward.
given activity using proper mechanics. each other’s space, to Keep the head of the stick
maintain the at eye level.
equipment on the floor OVERHAND THROW:
STUDENT EXPECTATIONS: next to them unless Keep stick head slightly
It is expected that students are able to other instructions are incline to dominant
throw, catch, cradle using mechanics given to them, and to shoulder while cradling.
learned in previous lesson. be aware of their
surroundings so they Refinement:
Psychomotor: can give and get their Students will be reminded
Students will practice and reinforce all personal space to keep and give space to
skills learned on current and previous needed for the perform the skill
Lacrosse lessons using appropriate activities. movements the appropriate
mechanics. way for drills. Be aware of
your surroundings.
Cognitive:
Student will recall multiple skills from TASK ANALYSIS:
current and previous Lacrosse lessons. I will make sure students
are holding the stick with
Affective: correct mechanics. (holding
Students will engage in collaborative stick with thumbs pointing
play and encourage their peers to work to head of stick and stick
as a team. resting on finger pads).
I will make sure students
are cradling making the
correct twisting motion.
(head of stick slightly
incline to dominant
shoulder while making
wrists twisting motion)

15 min Transition 3:
SKILL APPLICATION ACTIVITY CUES:
I will make teams according the number After skill building
Use basic grip. Cradle
of students per class. For the dodging application students
while moving with the ball.
and scooping activity students will form will be asked to go to
Maintain head of stick at
a circle around the half-court circle. the home base where
ear level. Follow motion
Next to the designated cone areas, instructions and safety
through when shooting.
students will be facing outward of the recommendations will
When catching move the
circle be given for the
head of stick to absorb the
Lacrosse game
ball impact.

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Time Content Development Management 1. Task Analysis

2. Teaching
Cues/Refinement
. When given the signal cue students SAFETY: Bent your knees and hips
will dodge the cone and go and scoop I will let know students and lower the butt of stick
one of the balls that is inside of the that dodge to the same when scooping.
circle. It will be always one ball less side to avoid bumping
than the number of students (e.g. 10 between them. Also, to
players 9 balls). The student that does be aware of their Refinement:
not scoop the ball will be removed from surroundings in order Students will be reminded
the game until a team runs out of to avoid any physical to use the appropriated
members. For safety reasons, no contact between them. techniques and skills
physical contact between the students mechanics of stick and ball
will be allowed. manipulation during the
game.
STUDENT EXPECTATIONS:
Students will be expected to follow the TASK ANALYSIS:
rules and respect their peers at all I will make sure that
times. students are playing the
scooping game while
Psychomotor: putting in practice the skills
Student will play using the skills taught like holding stick, cradling
effectively. scooping and dodging and
Cognitive: correct any incorrect
Students will recall the rules of the techniques or mechanics
games. Using the cues given to perform as needed.
various skills noted.
Affective:
Students will play safely and consider
the well-being of all the players on them.
Team.
Transition 4:
3 min Debrief/Closing/Cool Down (what, After finishing with the
so what, now what): skill application
activities students will
Psychomotor be redirected to home
Did you feel that this activity was base for lesson
physically challenging for you? closing.
Cognitive:
Were you able to remember all the skills
taught to you as you were playing the
game?
What are biomechanics?
How biomechanics benefits you in
sports?
Affective:
Did you find it easy to work as a team?

Insight/Preview:
Tomorrow we will continue with the
lacrosse unit by practicing throw catch
and shooting for lacrosse games

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