KIN 414 – High School Physical Education

SPORT LESSON PLAN

(Long distance running) Track & Field Unit
TEACHER: Mr. Polk
DATE: 12/15/17
UNIT: Sprinting
SKILL FOCUS: Long distance running
TIME / PERIOD: (50 minutes)
GRADE: 9th
NUMBER OF STUDENTS: (40 Students)
EQUIPMENT AND FACILITIES NEEDED: a well rested body. Water bottle, `5-15 lb. kettlebell, 30 lb. resistance band, android phone
stopwatch app

California State Standards Addressed (Write them out and give number)

1. Psychomotor (Physical) Domain: High school course 2#1.2 –Demonstrate proficient movement skills in combative, gymnastic /tumbling,
and team activities.

2. Cognitive (Mental) Domain: High school course#2.5-Jusify the use of particular physical activities to achieve desired fitness goal.

3. High school course 2#3.6-Identify the effects of individual differences, such as age, gender, ethnicity, socioeconomic status, and culture,
on performance in physical activity.

4. Affective (Social) Domain: #4-Demonstrates knowledge of physical fitness concepts, principles, and strategies to improve health and
performance. #5-Demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies as applied to
learning and performance of physical activities.

TIME CONTENT & METHOD MANAGEMENT CUE

STRATEGY WORDS/PROMPTS
 KIN 414 – High School Physical Education

POINTS TO
STRESS
Times Each section should include 2 or more activities that accurately use the How will you do the What key
for recommended times in parentheses (adjust as needed). Fitness following? words/phrases will
each Development can be independent of lesson focus, or you may combine  Attention you use to help
activity fitness activities that support your lesson focus (example: warm-up kick  Where students learn and
boxing routine, abdominal exercises, etc... or soccer speed dribbling,  Transition understand the
passing relays, etc…). Do not put, “students will take a lap.”  Grouping of content? Write them
students next to the
 Handing out appropriate activity.
equipment
 Etc.
(What you use depends
on what you are doing
with students.)
Introductory Activities (3-5 min): Add a brief description of activity. 20 sec. holds

5min  1. Students complete stretching exercises alone or with others, and perform a slow jog around as-
signed area. Stretches include calf stretch, groin stretch, quad-stretch, hamstring-stretch, and
shoulder stretch. (Quadriceps, lower back, hamstring, calves stretch)
 Students should jog for 1 minute, stretch, jogs for 2 minutes, etc.

Fitness Development (10-15 min): Specify fitness skills. The students will be in Sit nice and tall, with
15min. 1 fast resistance bands rows-take a seat on the ground. And with your 8 rows of set 4 with 10 bend elbows and
legs extended, place the center of the band behind the soles of your feet. feet in between each pull the band toward
Grab the bands w/ (b) hands, arms extended and palms facing each other other no one gets in your body,
each other’s space. squeezing your
2.kettlebell swing-the student will bend at the waist and grasp the KB shoulder blades
handle w/(b) hands. Everyone should put together.
The palms should be facing their body, and the torso should be near their hands out like an
parallel to the ground airplane to make sure The shoulders
everyone has enough should be pulled
space within their down and back
classmate—No should be tight as
accidents would well the core before
 KIN 414 – High School Physical Education

happen. starting the exercise

Lesson Focus/ Sequence of Skill Development/Game (20-25 min):

(Here, describe specifically what the students will be doing)
The class shall start out with a stretching activity to get our bodies ready for todays lesson plan.
25 min. And then I shall ask every one to get in 8 rows of set 10 to start our fitness development activity.
And it would consist of fast-pace resistance bands and kettle bell swing to help strengthen their
muscles and aerobic levels for the upcoming fartlek activity. And we shall end our session with a
quick stretches of our legs and lower lumbar area.

Game Activity
Fartlek-we are running on in the forest area to get a feel of the different types of terrain on a long
distance course.—it a period of running fast running intermixed with periods of slower
running.(jogging & sprinting)
Lesson Closure (1 min):  The back
The goal for this week is to start learning how to properly breathing, posture, and should be
1 min good pace for long-distance running on different types of terrains. I decided to get concave with
my class some muscle stress and aerobic time with some simple KB movements the chest out,
and resistance bands exercise. I felt that if I gotten the muscles warmed up that shoulders
they would be more than ready for the lesson focus of long distance running.. The directly above
next lesson plan would deal more with field events like shot-put and disc the hips, and
throwing.. the chin
slightly tucked
 The arms set the
cadence for
the legs and
should move
forward-and-
back bent at a
constant 90-
dogres
angle. Hands
should be
cupped, thumbs
ups, and moves
slightly across
the chest
towards the
navel. The
KIN 414 – High School Physical Education

shoulders should
stay "square" an
d not swing
forward and
back, or shrug.
 The foot
should strike
the ground net
in what is
called a 'mid-
stance
position.' The
heel makes
contact, but the
weight should
be forward
towards the
ball of the foot,
not back
towards the
heel.
 KIN 414 – High School Physical Education

Evaluation / Assessment Procedures:

I will utilized a norm chart to help better assess my class progress with
the times to make sure everyone is progressing at a steady rate by the
end of the semester.

Inclusion: How will you modify your lesson for special needs students?

ADHD student-I would try my best to keep him/her engaged throughout the activity so no one else loses focus on the task
at hand.
Visual Impaired student-I would have my student helper guide them with the movements of the stretches and exercise( in
their on space not to fay from the rest of the class.) I would want them to feel at ease to move around freely with confidence
Epilepsy student-I would have blankets, pillows and towels for clean –up—We won’t be doing any high terrain running but
a simple high knees marches with close supervision on my part.
Auditory impaired- I would have task card techniques or have most things written down a erase board for them.

RESOURCES
https://www.completetrackandfield.com/cross-country-assessment-primary-physical-components/ retrieved 12/15/2017

www.exercisegoals.com/high-knees-exercsie.html retrieved 12/15/17

 KIN 414 – High School Physical Education

https://healthyliving.azcentral.com/lateral-shuffle-exercsie retrieved 12/15/17

Carr.G. (1999). Fundamentals of Track and Field (2ed) Human Kinetics Champaign, IL retrieved 12/17/17
Darst, Pangrazi, Sariscsany & Brusseau (2012). Dynamic Physical education for Secondary School Students (8th ed.). San Francisco retrieved
12/17/17

http://www.coacheseducation.com/lessonplans/john-tansley-june-01-page10.php retrieved 12/17/2017

LIFESTYLE LESSON PLAN

(Balancing life) Jumping rope Unit
TEACHER: Mr. Polk
DATE: 12-13-17
UNIT: Jumping
SKILL FOCUS: Balancing Life
TIME / PERIOD: (50 minutes)
GRADE: 9th
NUMBER OF STUDENTS: (40 Students)
EQUIPMENT AND FACILITIES NEEDED: chalk, hula hoop, physical body of determination, timer, 8 ft. rope

California State Standards Addressed (Write them out and give number)

5. Psychomotor (Physical) Domain: High school course 1-1.12-Demonstrates independent learning of movements

6. Cognitive (Mental) Domain: High school course 1-2.2-Particpates in enjoyable and challenging physical activities that develop and
maintain the five components of physical fitness 3.5-Develop personal goals to improve one’s performance in physical activities

7. Affective (Social) Domain: High school course 2#: #4-Demonstrates knowledge of physical fitness concepts, principles, and strategies to
improve health and performance. #5-Demonstrate and utilize knowledge of psychological and sociological concepts, principles, and
strategies as applied to learning and performance of physical activities
8.
 KIN 414 – High School Physical Education

TIME CONTENT & METHOD MANAGEMENT CUE

STRATEGY WORDS/PROMPTS
POINTS TO
STRESS
Times Each section should include 2 or more activities that accurately use the How will you do the What key
for recommended times in parentheses (adjust as needed). Fitness following? words/phrases will
each Development can be independent of lesson focus, or you may combine  Attention you use to help
activity fitness activities that support your lesson focus (example: warm-up kick  Where students learn and
boxing routine, abdominal exercises, etc... or soccer speed dribbling,  Transition understand the
passing relays, etc…). Do not put, “students will take a lap.”  Grouping of content? Write them
students next to the
 Handing out appropriate activity.
equipment
 Etc.
(What you use
depends on what you
are doing with
students.)
Introductory Activities (3-5 min): warm up stretches

5 min 1. Runners stretch-step your right foot forward and lower into a lunge,
placing your fingertips on the floor (b) breathe in, then, in one motion,
exhale as you straighten your right leg. Slowly return to the lunge position.
Rep. 4x.switch sides
2.Side standing lats. Stretch-stand with feet far apart. Place one arm on
one side of thigh. Put opposite arm overhead.(b) Using arm held overhead,
lean and reach over head to other side of body until stretch is felt 20sec.
hold
3.Waist stretch-lie supine on the ground. Bend knees and place feet flat on
floor. (b) Rotate both knees and hip to one side until stretch is felt. 20sec.
 KIN 414 – High School Physical Education

hold

Fitness Development (10-15 min): balancing your lower extremities

15min. 1.Flamingo stand-each students would see’s how long they could stand
like a flamingo..1min-5mim the goals.
2.Each child grabs a hula hoop and bring it overhead—then sticks out one
leg and balance on try lowering their body to a slight squat (crouch)
3. The students will grab a piece of 8 ft. rope and try to mimic a tight
ropewalker above a net at a circus.

Lesson Focus/ Sequence of Skill Development/Game (20-25 min):

(Here, describe specifically what the students will be doing)
Skill -
10 min  We shall hula-hoop for 10 seconds.
 Standard burpees- squat thrust, is
a full body exercise used in strength training
and as an aerobic exercise. The basic movement is performed in four steps
10min everyone stays on and known as a "four-count burpees": Begin in a
standing position. Move into a squat position with your hands on the
ground. 5x
 Walking hula-hoop-5x
Game Activity

Balancing the beanbag on various parts of the body-balance the beanbag on the head. Move
around, keeping the beanbag in place. Sit down, lie down, and turn around,etc

1 min. Lesson Closure (1 min):

The goal for this week is to start learning how to properly balancing utilizing our
God given bodies. We would start the class with basic lower body stretches for
engaging the core for good balancing. The next lesson plan would deal more with
learning how to eat for good health.
 KIN 414 – High School Physical Education

Evaluation / Assessment Procedures:

I would have my students perform Peer assessments of each other’s
during and after the lesson of the day. We shall take turns watching a
fellow classmate perform a balancing and hula hoop exercise without any
problems. And they shall be rate by a fist scale ex picture-

Inclusion: How will you modify your lesson for special needs students?
The modifications my students whom lacked balance: I would make sure that these students increase the width of their
base of support, lower their center of gravity, and I would have a helper for my blind students.
 KIN 414 – High School Physical Education

RESOURCES
Tamarkin,S (2014) https://greatist.com/fitness/how-to-do-the-perfect-burpee retrieved 12/12/2017
https://www.lessonplanet.com/ retrieved 12/13/17

Zakrajsek,D, D., Carnes, L., & Pettigrew, F.E. (2003). Quality lesson Plans for secondary physical education (Vol. 2). Champaign, IL: Human
Kinetics. Retrieved 12/14/17

Darst, Pangrazi, Sariscsany & Brusseau (2012). Dynamic Physical education for Secondary School Students (8th ed.). San Francisco retrieved
12/14/17
Metzler, M. (2011). Instructional Models for Physical Education (3rd ed.). Scottsdale, AZ retrieved 12/15/17