Student
Description:
Katy
is 15 year old high school sophomore.
Katy participates in a regular physical education class. Katy suffers from mental retardation and
often has asthma attacks. Katy can
participate in most of the activities that the class does but does not
exemplify proficient skill movements.
She often because very tired during activity and will often stop and
rest. Katy’s effort is very good in the
activities that she likes and enjoys.
Katy can throw and catch but some components of the skill are
lacking. For example she will not turn
her side to the target when throwing.
When catching she will trap the ball against her body. Katy often needs verbal cues when performing
a variety of skills. Katy really lacks
an understanding for the tactical approach to different sports.
Class
Current Level of Performance:
The
class that Katy is in work on many sport related skills as well as fundamental
motor skills that are used in many different sports. For example throwing, catching, and striking are often focused on
heavily. The class often will focus on
fitness components such as aerobics and weight lifting. The skill levels of the students in the
class vary according to the skill that is being focused on. Some students excel more in some sports than
others do. The female population of the
class prefers aerobics, volleyball, and tennis. The males prefer basketball, weight lifting, and flag football. All the students in the class show above
average ability in some sport focused on in the class.
Student’s
Current Level of Performance
Physical & Motor Fitness
Weight Lifting: Katy is able to perform 6 exercises on the Universal machine with
verbal cues and some needed assistance.
Katy needed help with selecting the correct weight when lifting. Katy can also perform 4 exercises using free
weights. She can only do light weight
and needs a spotter. She needs cues along
with guides assistance to complete the exercise. Katy’s strength level seems to be the same as many as her
classmates.
Aerobics: Katy attempts to follow along with the routine but tends to get
off beat as compared to the rest of the class.
The effort that Katy puts fourth during the routines is well above that
of the other students in the class. She
often will stop during the routine in order to rest and catch her breath. Katy does have trouble with executing some
of the steps involved with the routines.
She can perform them with verbal cues and at a slower pace.
Fundamental
Motor Skills
Catching: Katy can track balls that are slow moving, larger size and have a
bright color. Katy seems to have more
success when tracking balls that are tossed directly to her. Katy does not use two hands when catching a
tossed ball. She will use one hand to
touch the ball then she will trap the ball against her body. She successfully perform this 2 out of 5
times.
Throwing: Katy can hold a regulation softball and throw the ball 5
feet. She can throw a tennis ball
slightly farther. Katy demonstrates
better throwing technique when using smaller size balls. Katy using mostly arm when she throws, her
trunk action is very limited. Katy
tends to wind up when throwing in order to make up for the lack of
distance.
Lifetime
Activities
Golf: Katy can hold a golf club using the interlocking
grip. She can swing the club using a
very stiff pattern. Katy demonstrates
very little arm and leg during her swing and stance. She does not have and body rotation which causes the lack of
distance. She can only swing when she
is given verbal cues. She can hit a
ball from a tee using a 6 iron 3 out of 5 times successfully . The ball travels anywhere from 25 to 35
yards and does not bet very high off of the ground. Katy does not follow through and will stop the club during
impact.
Basketball: Katy can dribble a ball several times while standing in one place
but not while moving forward. She make
a regulation basket from 5 feet away 1 out of 5 trials. She can demonstrate a chest pass and a
bounce pass from 10 feet. She can
receive a bounce pass but can handle a chest pass. She can only perform these skills when given verbal cues. Katy does not understand team concepts and
will often stop and watch during a game.
Goals and
Objectives:
Physical and Motor Fitness
Long Term
Plan: Katy will be able to workout at least 2 days
a week using at least 10 different exercises of which are free weights and
machine upon her graduation from high school.
Long Term
Objective: Katy will improve her overall body strength
including upper and lower body.
Short Term
Objective: Katy will be able to workout at least 1 day
a week using Lifts that she already know and at least one new exercise.
Fundamental Motor Skills
Long Term
Plan: Katy will be able to use the catching skill
when needed during a sport related activity by the time she is finished with
high school.
Long Term
Objective: Katy will be able to catch a ball using two
hands and catching the ball away from her body.
Short Term
Objective: Katy will demonstrate a two hand catch and
catching the ball away from her body at least 2/3 of the time.
Lifetime Activities
Long Term
Plan: Katy will be able to play in al least
one-half of basketball upon her completion of her physical education class.
Long Term
Objective: Katy will be able to shoot in a game like
setting.
Short Term
Objective: Katy will be able to make at most of the
shots she attempts when she is not guarded.
Lesson
Plans:
See attached lesson plans
Unit Plan:
Basketball
Week One:
Basic Rules and Passing
Day 1: Basic
Rules and terminology
Passing
Introduction and demonstration
Chest
Pass Drills
·
n Chest pass to a wall
·
n Chest pass to partner
Day 2: Instant Activity(Chest pass with a partner)
Chest Pass review
Bounce Pass demonstration
Bounce Pass Drills
·
n Bounce pass to a target on
the wall.
·
n Bounce pass to a partner.
·
n Bounce pass to a moving
partner.
Day 3: Passing Drills using both types of passes
·
n With a partner alternate
each pass
Modified Passing Game
Week Two: Dribbling and Lay Up shots
Day 1: Instant Activity
Dribbling Introduction & demonstration
Dribbling Drills
·
n Dribble in general space w/
dominate hand.
·
n Use non-dominate hand
Day 2: Instant Activity (dribble in general space)
Dribbling Review
Dribbling Drills
·
n Dribbling while jogging
forward.
·
n Dribble while moving in
zigzag pattern
·
n Dribble using alternate
hands.
Day 3: Dribble review
Introduction to lay up shot
Lay up Drills
·
n Shoot from dominate side
·
n Shoot while dribbling to
basket
Week Three: Lay Up Shot and Jump Shots
Day 1: Lay Up Review
Lay up Drills
·
n Shoot from dominate side
·
n Shoot from non-dominate side
·
n Shoot after receiving a pass
Introduction of jump shot
Day 2: Jump Shot Review
Jump Shot Drills
·
n W/out ball practice shooting
motion.
·
n Shoot the ball to yourself.
·
n Around the world (Game)
Day 3: Instant Activity (Shoot on a basket)
Foul Shooting Drills
·
n Shoot two shots and move.
Station Shooting Drills
Week Four: Modified Games and Strategies
Day 1: Introduction of Offensive strategies.
·
n Stack offense.
Modified Game incorporating skills and strategy used in
class.
Day 2: Introduction of Defensive Strategies
·
n Zone Defense.
Modified Game using both strategies learned in class.
Day 3: Skill Assessment
·
n passing
·
n shooting
·
n dribbling
Modified Games
Lesson Plans for the Unit are as follows:
Radford University Daily Lesson Plan
Activity: aerobicsLesson# 2
Day/Date Teacher: Grade: Instructor:
Performance Objectives: The student will perform aerobics steps without assistance.
Safety concerns/Topics: none
Needed Equipment music, steps
Opening/Introduction Why is fitness important?
How can aerobics help improve fitness?
Main Lesson
Drill 1: The
student will follow the instructor while performing the steps that are
performed.
Extension Tasks:
Use music
Refinement Task:
Remember to count the beat.
Skill/Movement: step taps,
alternating steps.
Teaching Cues:
step up, and count.
Organization: lines
Drill 2: The student will use two or three moves and
put them into a sequence.
Extension Tasks: Incorporate music.
Refinement Task: Remember to make smooth transitions.
Skill/Movement: step tap, alternating step, grapevine.
Teaching Cues:
Count the beat
Organization: Lines.
Application Tasks: perform routine.
Closure/Conclusion: Can someone demonstrate the routine that they put together.
Radford University Daily Lesson Plan
Activity: golf Lesson# 5
Day/Date Teacher: Grade: Instructor:
Performance Objectives; The
student will be able to swing using proper body turn.
Safety concerns/Topics: none
Needed Equipment golf clubs
Opening/Introduction: Can
anyone tell me who Tiger Woods is? We
will work on the golf swing today.
Main Lesson
Drill 1: The student will set up in the proper golf
stance.
Extension Tasks: The
student will turn their hips without using a golf club.
Refinement Task: Remember to replace your shoulders to get
good hip turn.
Skill/Movement: hip turn, shoulder turn
Teaching Cues:
hips, shoulders
Organization: general space
Drill 2: The student will swing using a club.
Extension Tasks:
Swing using hips and shoulders with a club.
Refinement Task: Remember to replace your shoulders to get
good hip turn.
Skill/Movement: hip turn, shoulder turn
Teaching Cues: hips, shoulders
Organization: general space
Application Tasks: swing while trying hit the tee from the ground
Closure/Conclusion: Can someone tell me why the body turn is important
when we swing the club?
Radford University Daily Lesson Plan
Activity: 1 Lesson# 1
Day/Date: 1, November 20, 200 Teacher:
Ryan Grade:10 Instructor: Dumin
Performance Objectives: The student will be able to perform at least three free weight
exercises.
Safety concerns/Topics: spotter when needed,
weights dropping
Needed Equipment:
Free weights
Opening/Introduction: Can anyone tell me what lifting using a free
weight is? Why is weight training
important?
Main Lesson
Drill 1: Lifting stations - 6 stations students will perform 2 sets of
10 reps at each assigned station.
Extension Tasks: After you complete the station perform two
exercises on your own.
Refinement Task: Lift under control.
Skill/Movement: Bicep curl, bench press, squat, shoulder press,
tricep press, and lunges.
Teaching Cues: control the weight
Organization: Stations
Closure/Conclusion: Can anyone tell me one of the exercises that you came up with on
your own?
Radford University Daily Lesson Plan
Activity: throwing Lesson# 4
Day/Date: November 15, 2000 Teacher:
Ryan Grade: 10 Instructor: Dumin.
Performance Objectives: The student will be able to throw various size balls using side
to the target to various targets.
Safety concerns/Topics: flying balls
Needed Equipment:
various types of balls.
Opening/Introduction: Can anyone tell me when we use the throwing skill? What is one thing we should remeber when
throwing?
Main Lesson
Drill 1: Students will throw using a different type
of balls and throw with a partner.
Extension Tasks:
Swith balls after 10 throws with the partner.
Refinement Task: Remeber to turn your side to the target.
Skill/Movement: side to the target, step with opposition.
Teaching Cues: side to the target.
Organization: partners
Drill 2: Throw to a moving partner using a ball of
your choice.
Extension Tasks: Throw using a different ball one that you
would not normally use.
Refinement Task: Remeber to turn your side to the target.
Skill/Movement: side to the target, step with opposition.
Teaching Cues: side to the target.
Organization: partners
Application Tasks: In groups of four make up a game that involves the throwing
skills.
n
Everyone
must make at least two throws.
Closure/Conclusion: Can someone demonstrate what side to the target
means?