ROWAN UNIVERSITY DEPARTMENT OF HEALTH AND …



UNIT PLAN

ROWAN UNIVERSITY DEPARTMENT OF HEALTH AND EXERCISE SCIENCE

HEALTH & PHYSICAL EDUCATION

|Teacher: Ryan Williams Unit Title: Football |

|Grade level: 7-8 Number of classes: 10 Duration of classes: 40 minutes; No. of Students: 20 |

A. Unit Context & Rationale:

|Content Statement(s) |Effective communication is the basis for strengthening interpersonal interactions and relationships and |

| |resolving conflicts. |

| |Working together toward common goals with individuals of different abilities and from different backgrounds |

| |develops and reinforces core ethical values. |

| |Rules, regulations, and policies regarding behavior provide a common framework that supports a safe, welcoming |

| |environment. |

| |Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, |

| |and effort. |

| |Individual and team execution in games, sports, and other activity situations is based on the interaction of |

| |tactical use of strategies, positive mental attitudes, competent skill levels, and teamwork. |

| |Self-initiated behaviors that promote personal and group success include safety practices, adherence to rules, |

| |etiquette, cooperation, teamwork, ethical behavior, and positive social interaction. |

|Big Ideas |What are five rules of football? How are the skills of football performed and used within the game? What are |

| |some strategies used within the game of football? |

|Student abilities/ |The majority of students will be at a Precontrol or Control Level. Most will not have had experience practicing|

|skill proficiency level |football skills or strategies. |

|Anticipated difficulties and how they will be |Experience in football strategy will most likely be low. Strategies will have to be presented and practiced |

|addressed |clearly, slowly becoming more advanced. |

| |Safety may be an issue within the skill deficit between those students experienced and those not because |

| |football is a physical sport. This can be solved by keeping partners within groups at similar skill levels. A |

| |clear and consistent explanation of general classroom safety and game rules will help eliminate this problem. |

|References | |

B. Learning Outcomes, CPIs and Assessment Evidence

|Unit Goals |

|Critical NJCCCS CPIs Addressed in this unit: |

|2.2.8.A.2 Demonstrate the use of refusal, negotiation, and assertiveness skills when responding to peer pressure, disagreements, or conflicts. |

|2.2.8.C.1 Analyze strategies to enhance character development in individual, group, and team activities. |

|2.5.8.A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice) into applied settings (i.e., games, sports, |

|dance, and recreational activities). |

|2.5.8.A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance. |

|2.5.8.A.4 Detect, analyze, and correct errors and apply to refine movement skills. |

|2.5.8.B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of settings. |

|2.5.8.B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for improvement. |

|2.5.8.C.1 Assess player behavior for evidence of sportsmanship in individual, small-group, and team activities. |

|2.5.8.C.2 Summarize types of equipment, products, procedures, and rules that contribute to the safety of specific individual, small-group, and team activities. |

|Domain |Unit Learning Outcomes |Assessment Evidence |

|Psychomotor |Students will demonstrate skills related to football. |Observation during activities, performance assessment, Successful display of |

| |Students will perform skills within practice and games |skills during gameplay. |

| |successfully. | |

| |Students will adapt to the ideas of their team members | |

| |to coexist in the football unit. | |

|Cognitive |Students will describe the cues to football skills. |Daily review, formal written assessment |

| |Students will list the rules of football. | |

| |Students will explain strategies used in football. | |

|Affective |Students will apply strategies learned in a group and |Observation during practice/ gameplay. |

| |game setting. | |

| |Students will take responsibility for their assigned | |

| |role on their sport education team. | |

|Culminating Performance Task(s): |

|Students will display sportsmanship, communication, and follow rules/safety precautions during round robin gameplay. Students will display correct throwing and |

|catching technique, as well as execute pass plays and one on one defense during gameplay. |

C. Daily Lesson Description

|Total Length of unit: 10 lessons* |

|Lesson # 1 of 10. Title: Intro/Running |

|1. Introductory activities: Agility Drills, Box drill (run forward, side shuffle, back pedal, shuffle) in teams, Both activities done while holding a football. |

|2. Instructional core of lesson: Ways to avoid/defend an opponent by changing speed, direction, and use of a fake. |

|3. Culminating activity: Students will be groups of two. They will both wear flags and use their own grid square. One partner will have the ball and try to run |

|to the other side of the grid square without their flag being pulled. Regardless of the result, the student roles will switch and the defense will become the |

|offense, offense becomes defense. |

|4. Closure: Question students about how to carry a football and how to beat an opponent. Tell the students we will do throwing and catching the next two days and|

|ask introductory questions (grip, hand placement during catch) |

* Add additional lessons as necessary for length of unit (from bottom of row, hit tab; copy and paste components)

|Total Length of unit: 10 lessons* |

|Lesson # 2 of 10. Title: Throwing/Catching |

|1. Introductory activities: Flexibility stretches, muscular strength (Appendix 2) |

|2. Instructional core of lesson: Explain the grip used during throwing. Use student demonstration through volunteer. Explain correct throwing motion through cues|

|(Grip, Step, Pull ball back to create 90 degree angle with arm, follow through with wrist pronation towards target) Demonstrate the diamond hand placement for |

|catching, with emphasis on eye contact throughout the catch. |

|3. Culminating activity: Students get a partner with similar skill level on their team. They stand about 10 yards apart. The partner without the ball puts their |

|hands up chest high in the diamond position. The partner with the ball tries to throw the ball to their partner’s hands. If the partner has to move their hands |

|to attempt a catch, no point is awarded. If they do not have to move their hands to attempt a catch, a point is earned. Partners switch roles every other throw. |

|Performance assessment of the throw will also be taken. Each student will perform 5 throws and will be graded on technique, and accuracy. |

|4. Closure: Have students list the cues to throwing. Ask them how to place hands when catching, and what the most important aspect of catching is. Ask the |

|students to list the ways to beat an opponent. Tell them we will continue throwing and catching the next day. |

|Total Length of unit: 10 lessons* |

|Lesson # 3 of 10. Title: Throwing/Catching |

|1. Introductory activities: Flexibility and Muscular Strength (Appendix 2) |

|2. Instructional core of lesson: Keep the cues for throwing and catching. Establish a larger step before the step to throw for distance. Also include a follow |

|through step with the back foot for momentum. Also include the over the shoulder catch. Have the students place hands together, pinkies touching, to catch a pass|

|over the shoulder. |

|3. Culminating activity: Have students get together in their sport ed teams. Have each member be quarterback for two throws, one throw to a teammate who runs 10 |

|yards and turns around, and one to a teammate that runs about 30 yards and turns around. Each student will get to be quarter back twice. Performance assessment |

|will also be taken, recording how many catches each student can make out of 5 throws. |

|4. Closure: Reflect on throwing and catching cues. Have students list the new additions to throwing and catching. Also have the students list the ways to beat an|

|opponent by running. Next class will incorporate pass plays. |

|Total Length of unit: 10 lessons* |

|Lesson # 4 of 10. Title: Pass Plays |

|1. Introductory activities: Muscular Strength and Cardio (Appendix 2) |

|2. Instructional core of lesson: Explain the general idea of pass plays and demonstrate basic routes. Demonstrate the breakdown of the feet and change of |

|direction on certain routes. Include the fly, the stop, the flag, the slant and the post. On routes with change of direction, demonstrate how a fake can be added|

|as well as a change of speed. Emphasize eye contact with receivers and correct hand placement. Emphasize to passers that the ball must be thrown where the |

|receiver is going, not where they are. |

|3. Culminating activity: Students get into pairs and run these routes in their grid square. Take turns running all the routes, then the receiver becomes the |

|passer. |

|4. Closure: Review the routes, as well as throwing cues and catching form. Ask what students can add to the routes to help beat defenders. Next class will |

|include more pass plays. |

|Total Length of unit: 10 lessons* |

|Lesson # 5 of 10. Title: Pass Plays II |

|1. Introductory activities: Muscular Strength and Cardio (Appendix 2) |

|2. Instructional core of lesson: Demonstrate more complex routes to the students such as the in, out, fade, and the combination route of slant, fly, and fade |

|Introduce passers to throwing the ball when the receiver begins their change of direction, once again throwing the ball where the receiver is running and not where|

|they are upon release. |

|3. Culminating activity: Have students get into pairs and run these routes. Have passers practice leading their runners, and receivers adding fakes, and changes |

|of speed into their routes. Switch roles after a 5 routes. Once both have been quarterback, students will get into their teams and practice running routes. Each|

|member will be quarterback for two plays. |

|4. Closure: Ask students to demonstrate any route named. Ask them where the passer wants to throw the ball, and how the receiver can lose a defender. Also have |

|them name the passing cues and what the most important cue for the receiver is. Explain that the next class will begin defense. |

|Total Length of unit: 10 lessons* |

|Lesson # 6 of 10. Title: Run Defense |

|1. Introductory activities: Agility Drills, Muscular Strength, Cardio (Appendix 2) |

|2. Instructional core of lesson: Describe and Demonstrate technique for defending an opponent that has the ball. Introduce cues for defense; stand square to the |

|opponent, be in an athletic stance on the balls of your feet, look at and follow their trunk movement to avoid a fake. |

|3. Culminating activity: Students get with a partner of similar skill and go to a grid square. One partner will have the ball and try to run from one end to the |

|other while the partner without the ball tries to get the runner’s flag. Roles switch after each turn. |

|4. Closure: Review the cues of a defender. Ask students to list the ways you can beat an opponent. Express to students that the next class will cover pass |

|defense. |

|Total Length of unit: 10 lessons* |

|Lesson # 7 of 10. Title: Pass Defense |

|1. Introductory activities: Agility Drills, Muscular Strength, Cardio (Appendix 2) |

|2. Instructional core of lesson: Applying the cues of run defense and applying them to one on one during a pass play. Demonstrate how a defender never wants their|

|opponent to get behind them when playing a one on one type defense. They use a back pedal to stay facing their opponent so they can watch and react to their |

|route. The students use their agility practiced in their introductory activities to stick with a receiver. |

|3. Culminating activity: Students get into their teams. One student is quarterback, one is a receiver and one is a defender. The defender tries to defend the |

|receiver from catching a pass. Once a play has been run, the defender goes out, the receiver becomes defense, the quarterback becomes the receiver, and a member |

|that sat out becomes quarterback. |

|4. Closure: Ask students to list the ways to beat an opponent. Ask them to review and list the cues to defending an opponent with and without the ball. Have |

|students also list the cues for throwing and catching. |

|Total Length of unit: 10 lessons* |

|Lesson # 8 of 10. Title: Round Robin Day 1 |

|1. Introductory activities: Agility Drills, Students will have a few minutes to practice plays before game play. |

|2. Instructional core of lesson: For students to complete games using sportsmanship, respect of teammates and opponents, following rules and safety rules, and |

|communicating with their teammates. |

|3. Culminating activity: Round Robin gameplay featuring teams playing each other team once. |

|4. Closure: Review gameplay asking how students used cues to effectively throw, catch, evade an opponent, or defend an opponent. |

|Total Length of unit: 10 lessons* |

|Lesson # 9 of 10. Title: Round Robin Day 2 |

|1. Introductory activities: Agility Drills, Students will have a few minutes to practice plays before game play. |

|2. Instructional core of lesson: For students to complete games using sportsmanship, respect of teammates and opponents, following rules and safety rules, and |

|communicating with their teammates. |

|3. Culminating activity: Round Robin gameplay featuring teams playing each other team once. |

|4. Closure: Review gameplay asking how students used cues to effectively throw, catch, evade an opponent, or defend an opponent. |

|Total Length of unit: 10 lessons* |

|Lesson # 10 of 10. Title: Awards |

|1. Introductory activities: Formal Assessment of skills, rules, and strategies |

|2. Instructional core of lesson: Effectively display football knowledge. |

|3. Culminating activity: Awards ceremony. |

|4. Closure: Review what unit has covered, and introduce the next unit. |

D. (Reflection)

|Student Outcomes: Students displayed correct form and technique of skills through skills assessment and in-game performance. Students were able to list the ways |

|to beat a defender, as well as techniques to stop an offender with ball. Students were able to list the cues for each skill as well as explain various receiver |

|routes. Students were able to list the rules of football. Students were able to apply offensive and defensive strategies to gameplay settings with no or little |

|guidance from the instructor. Students were also able to adapt plays according to their opponent in order to be successful during gameplay. |

|Teacher Effectiveness: Students were able to develop skills and strategies to the game. Students did not have enough game time to fully display their |

|capabilities, and also had a lack of practice time within their teams. Another unit would be more successful with more practice time for the teams and one or two |

|more days of gameplay. |

APPENDICES

|Appendix 1: Unit Assessments |

|Ryan Williams |

|Football Cognitive Assessment |

|Pass Plays |

| |

|Running a slant route features a receiver: |

|Running straight ahead |

|Running about 10 yards and stopping |

|Running about 5 yards, then running on a diagonal towards the middle of the field |

|Running about 10 yards, then running straight towards the nearest sideline |

|Running a fly route features a receiver: |

|Running about 10 yards and stopping |

|Running about 10 yards, then running on a diagonal towards the nearest sideline |

|Running straight ahead |

|Preparing for a pass right away without moving |

|Running a stop route features a receiver: |

|Running about 10 yards and turning around |

|Running behind the quarterback |

|Running about 10 yards, then running straight across the field in front of the quarterback |

|Running about 15 yards, then running on a diagonal towards the middle of the field |

|Running a post route features a receiver: |

|Running straight ahead |

|Running about 5 yards, then running back towards the quarterback on a diagonal |

|Running about 10 yards, then running straight towards the nearest sideline |

|Running about 15 yards, then running on a diagonal towards the middle of the field |

|Running an out features a receiver: |

|Running straight ahead |

|Running about 10 yards, then running straight towards the nearest sideline |

|Running about 10 yards, then running on a diagonal towards the nearest sideline |

|Running about 5 yards, then running on a diagonal towards the middle of the field |

| |

|Answers: C, C, A, D, B |

| |

|Skills Assessment: Throwing |

|Have students stand in partners, about 10 yards away from each other. Students are to throw 5 passes in a row to their partner. Students are to be graded on the |

|completion of throwing cues (Grip, Step, Pull ball back to create 90 degree angle with arm, follow through with wrist pronation towards target) as well as accuracy|

|of the throw. They get 1 point for technique and 1 point if their partner does not have to move to catch the ball. A total of 10 points can be achieved. |

|Skills Assessment: Catching |

|Students are to stand in partners about 10 yards away from each other. Each partner will attempt to catch 5 passes in a row. They are to get 1 point for correct |

|form attempted, and 1 point for a catch. Total of 10 points can be achieved. |

|Willy Volz |

|Football Rules Assessment |

|An offensive player commits a false start when he/she: |

|Pushes an opposing player |

|Yells at an official |

|Grabs the opponents jersey |

|Moves forward before the ball is snapped |

|A receiver needs to maintain possession of the football and have 1 foot on the ground for a catch to be complete. T/F |

| |

|A Touchdown is worth _____ points |

|3 |

|6 |

|8 |

|7 |

|If an offensive player passes the ball forward to a receiver after passing the line of scrimmage, what would be the resulting call? |

|Illegal forward pass |

|Offside |

|Holding |

|No Call, play stands as finished |

| |

|An interception is a live ball, and can be returned for a touchdown. T/F |

|Answers: D,T,B,A,T |

|John Cosgrove |

|Assessment Questions |

|1. When carrying the football you want the ball on the inside arm away from the defender? |

|True or False. |

|2. When receiving a catch above the waist the thumbs are turned ___ and below the waist the thumbs are turned ____. |

|3. When gripping a football you want your thumb opposite you middle finger with the rest of your fingers spread across the laces? |

|True or False. |

|4. What is the most common stance used in football? |

|A. 2-point stance  B. 5-point stance  C. 4-point stance  D. 3-point stance |

|5. Is shotgun formation when the quarterback is right behind the center? |

|True or False. |

|Appendix 2: Unit Daily Activities |

|Ryan Williams |

|FLEXIBILITY |

| |

|Upper Body |

|Fin It – Shoulders |

|Have students individually bend their elbow so that their arm creates a right angle. Then have student s put the top of their wrist on their hip while keeping the|

|arm at a right angle. Students then turn elbow in towards their belly button. Hold this stretch for 30 seconds. Repeat with opposite arm and hip. |

|One Arm Up, One Arm Under – Shoulders |

|Have each student hold the football in one hand. Instruct students to put the ball behind their head, with their elbow pointing to the sky. Then, have students |

|put their opposite arm behind their back, elbow facing the ground, and try to grab the football. Hold for 30 seconds and switch arms so that the top arm is on |

|bottom and bottom arm is on top. |

|Scaps – Upper Back |

|Have students start with the football in their right hand. Have them hold both arms out straight to the front. Then instruct students to pull their elbows |

|straight back, staying on the same horizontal plane. Then have students return to the starting position and switch the hand that holds the football. Repeat 10 |

|times total. |

|Leg Over – Lower Back |

|Have each student lie on their back. Have students put their right leg over their body, touching their foot to the ground on the opposite side. Make sure that |

|the students’ legs stay straight. Also make sure that the students keep the shoulder that is on the same side as the leg over as close to the ground as possible. |

|Hold for 5 deep breathes, then change sides. |

|Core |

|Trunk Stretch – Core, Lower Back |

|Have students lie on their stomachs with their hands right below the shoulders in push up position. Then instruct them to straighten their arms, leaving |

|everything from their trunk to their legs straight. Hold for 30 seconds. |

|Opposite Leg Opposite Arm – Core, Shoulders, Legs |

|Have students get on their hands and knees. Then have them hold the football in their left arm held close to the chest. Have them raise their right leg straight |

|back, and bring the football to their ear. Then have them change roles, holding the football in their right arm, lifting their left leg straight back. Repeat 10 |

|times total. |

|Lower Body |

|Hamstring Stretch |

|Instruct students to get into a sitting position where their backside is on their calves. Then have them straighten one leg, and reach for that foot with the |

|opposite arm. Have students hold the football in the hand opposite the straight leg, and reach for that foot with the football. Hold for 30 seconds and switch |

|legs. |

|Quad Stretch |

|Have students sit with their legs straight out in front of them. Then have them take their right foot and pull it back so that it is at their hip. Then have the |

|students lean as far back as they can towards the floor. Hold for 30 seconds and switch. |

|Calf Stretch |

|Have the students lie flat on their stomachs. Then have them place their hands directly under their shoulders in push up position. Instruct students to |

|straighten their arms and rise up on their right foot’s toes. Have them rest their other foot on the right ankle. Hold for 30 seconds and switch foot roles. |

|Groin Stretch |

|Have students sit with their legs straight out. Then have them band their knees and try to bring the soles of their shoes together so that they touch (place flat |

|on each other, outer portion of the foot to the ground). Ho Willy Volz |

|Activity Type: Cardiovascular |

|“Oh-No’s” |

|Players will line up in 4 lines with the ones in front 5 yards away and facing the line. A coach will act as the Quarterback and stand between the middle lines |

|facing the players 5 yards away. The coach snaps the ball and the 4 players begin backpedaling, after 5-10 yards the coach turns to the left or right and the |

|players turn and run in that direction. The coach then quickly turns the other direction and the players follow. The key is to properly execute last turn by |

|quickly twisting your whole body and looking away from the ball for a split second. This is a more effective turn because it is faster than opening up the hips to|

|the ball while turning. The coach can also throw a ball up for a player to catch to simulate an interception. Once the first 4 players are in, the next 4 go out |

|and the process repeats. |

| |

|Gassers |

|Players split up in 2 rows standing behind each other on the sideline. Each row will have to run across the field and back twice each time they go. Each row goes|

|individually and a coach can set a time that needs to be met to encourage effort. |

|ld for 30 seconds. |

|John Cosgrove |

|Micro 1 (Football) |

|Strength |

|Upper Body |

|1. Divebomber pushups - Begin with your hands and feet on the floor and your hips raised, so your body forms an inverted V.  Lower your shoulders, then glide your |

|chest forward, bringing it between your hands and up toward the ceiling.  Keep hands 2 to 3 inches wider than your shoulders and your knees and hips 2 to 3 inches |

|off the floor.  Reverse the move, bringing your hips back toward the ceiling.  We will do this for 5 repetitions as it can be challenging.  This will help to |

|improve upper body strength while increasing flexibility. |

|2. Football pushups - Begin by placing the ball on the floor in front of you.  Laying it long ways will make the exercise more difficult.  Assume pushup position |

|placing hands on each side of the football.  Using the ball as a base try and attempt 5 pushup repetitions.  This will require a lot of arm strength as well. |

|Lower Body |

|1. Squat Shuffle - The feet should be be slightly wider than shoulder width.  Students then squat down to about 90 degrees with the football in their hands out in |

|front of them and begin shuffling to their left for 10 steps while maintaining squatting position.  After they have done 10 steps to the left they will then repeat|

|back to the right all while maintaining squatting position.  The key in this exercise is for everyone stay low. |

|2. Stationary Lunge Jump - Students will begin with feet slightly apart flat on the ground standing up.  They should jump up slightly leading with the right leg |

|forward a few feet and the left leg back a few feet.  They can do this while holding the football.  This will put them in lunging position.  Now they should lower |

|down at a controlled speed until their knee grazes the floor.  As they come back up slightly they should jump again and now lead with the left leg, bringing the |

|right back.  They should slowly lower their body controlled until their knee touches the floor and repeat 10 times total. |

|Core |

|1. Windmills - Students will lie on their back with their arms in the "T" position for stability.  Students will place football between their feet and then lift |

|their legs so that they are perpendicular to the floor and rotate their hips, keeping them in contact with the floor, so that their legs move from left to right, |

|in a "windshield wiper" motion. They should make sure to move in a slow and controlled manner. We will do this for 10 repetitions. |

|2. Jackknife - Students should lie down on their back and extend their arms above their head holding the football firmly. Simultaneously they should lift their |

|arms and legs toward the ceiling, until their fingertips (or football) touch their toes (if they can). Slowly return to the starting position. We will do this for |

|10 repetitions. |

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