Physical Education 10

Broomball Unit Plan

EDSE 447/448/451Michelle KilbornFebruary 10, 2010

Will Young 1052279

Table of Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Concept Brainstorming Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Cognitive Question Bank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Appendix A: Affective Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Unit-At-A-Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Materials and Equipment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Learning Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Exception Learner Adaptations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Lesson Plan # 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Lesson Plan # 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Lesson Plan # 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

Appendix B: Diagram of Obstacle Course for Ball Handling . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Appendix C: Diagram of Outbreak Drill for Passing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

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Introduction

The following is an adapted Broomball unit plan of five consecutive classes for a grade

ten Physical Education class that will take part solely in the gymnasium for the entire unit.

Broomball is a six versus six game that usually takes place on the ice, inside or outside, but I

have adapted it to occur in the gymnasium for the grade ten Physical Education class. All

materials needed will be accounted for as well should be checked prior to the lesson being

taught, just in case of missing or any malfunctions in the equipment for that day.

Rationale

As a professional, my teaching philosophy encompasses three domains; Respect,

Professionalism, and Safety. I believe as a teacher if you do not respect yourself, you will find it

difficult, and almost impossible to respect someone else. It is true that respect has to exist

between two people in every healthy relationship. It does not matter if you are dealing with

someone in a professional manner, or in a personal relationship. You have to respect the beliefs,

ideas and morals of your students, your colleagues and your school. Before anyone will take any

stock in what you are saying, respect has to be established, or your arguments and explanations

will simply fall on deaf ears. Next is Professionalism, which for me, covers a broad area.

Within Professionalism, I think the way you dress, and present yourself is important. I think you

should look, dress, and act like a professional. This can be demanding in some cases for a

physical educator, switching back and forth between the classroom and the gymnasium, with

little or even no time to change. But I think at the very least the effort should be put forth, and an

example could be set in place for your students. The final domain is Safety. Safety has the

potential to become a negative issue both in the physical education realm and throughout the

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entire school. Before a student can learn they have to feel both physically and emotionally safe

and comfortable in their learning environment. By taking extra precautions through planning the

structure and environment of your class with an attentiveness to detail, safety for both you and

your students can be achieved. Remaining consistent throughout all three of these domains will

yield a professional, getting the most from their students, representing the school as a positive

nurturing environment for everyone involved.

This unit of broomball is appropriate and relevant with the Physical Education Program

of Studies in a number of ways. The activity itself is listed under the games dimension of

activity options for teaching grades seven to twelve in the physical education curriculum.

Broomball is an excellent source to achieve goals in both locomotor and non-locomotor

movements. It also can be used to incorporate individual skill, teamwork, cooperation and fair

play. Broomball can be used both as a vehicle to teach many different specific outcomes as well

as an excellent way to test each learner in each domain; Psychomotor, Affective and Cognitive.

This unit will encompass the psychomotor domain as each student will perform skills

built on one another in a progressive manner leading up to, and including aspects of an actual

game of broomball. The affective domain will be addressed in a formative assessment style

checklist that will be conducted by the teacher all week. This assessment will include fair play,

cooperation in partners and small groups. The cognitive domain will be involved through a

verbal question and answer format for each student based on rules, strategies and equipment.

This will also be a formative style of process giving the students that first answered their

questions wrong the ability to re-test their knowledge of broomball.

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Broomball Concept Map

5

Fair Play3 on 2 with

Chaser2 on 1

Incorporate game rules and game scenarios

Strategies

In Partners

Trapping and controlling the

ballTarget

Shooting

And

Passing

Individual Skill

Obstacle Course for ball control

Keep away

Safety Concerns

Spacing

Broomball

FUN

Obstacle Course relay for speed

Cooperation

Communication

Passing

Movement

Assessment Plan

This unit of Broomball will account for six percent of the overall mark for each student in

the grade ten Physical Education course. There will by one assessment each in the psychomotor

domain, the affective domain and the cognitive domain. Because this unit is based on a

progression of skills, the psychomotor domain will test the proficiency of passing, an essential

skill each student will need to learn in order to progress throughout many types of drills and into

a game play situation. The passing test will be completed in partners while they navigate the

passing obstacle course. This will be assessed using a rubric for each student with the option for

re-testing that will have to be scheduled with me after school, or for a later date. Its weighting

will be worth fifty percent of the entire broomball unit, which will only be three percent of their

entire mark in Physical Education.

The testing that will take place in the affective domain will again be a formative

assessment process. With a checklist, students will be assessed on cooperation in their

partnerships, and within the class as a whole. Students will also be assessed on fair play during

the obstacle course relay, a larger group drill that will be based on fairness, not skill, again in a

checklist format. This will be weighted as thirty four percent for the unit, and only two percent

of their overall mark. The final test will be a verbal question and answer session testing the

cognitive domain within broomball. In a one on one format with each student, I will ask each

student one question, starting towards the end of the week with the opportunity to re-test if they

answer incorrectly. This verbal question will be based on rules, equipment, player positions,

strategies, and anything else that we covered during the handball unit. This will be weighted as

sixteen percent of the unit and two percent of their overall mark. I know the psychomotor

domain is weighted a little high and that the cognitive domain is weighted a little low, but I will

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balance this out in a different unit. Here are two samples of the assessment-based criteria that

the students will be tested with.

The following is a question bank that I will draw from to ask students in a one on one

format about Broomball for cognitive assessment:

1. Name four positions that players play in the game of Broomball?

2. How many people are on the floor legally at one time during a Broomball game?

3. During a game we adapted for our class that if you throw your broom, the other team will

receive two goals. During a real game what happens if any player throws their broom?

4. What surface is Broomball typically played on?

5. What effective offensive strategy is used to score a goal in Broomball?

6. What is the difference between right and left handed brooms?

7. The ball used in the gymnasium for Physical Education is different than the one used on the

ice. What is the main difference?

8. Where did Broomball originate?

9. What does centering the ball mean, and where does it happen on the floor?

10. How many players are on the floor during “sudden death”?

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The following is a checklist that I will use to assess the students within the affective

domain. It will be used to assess them on fair play.

Appendix A:

Yes No

Is the student addressing others in a negative manner?

Does the student get down on other classmates when they cannot perform a skill?

Does the student complain about who the members are in their activity or group?

Is the student changing the rules or limitations to better suit his/her own preferences?

Is the student’s temper an issue?

Is the student encouraging with other classmates? (bonus mark)

Is the student being a “ball hog” during partner drills?

Is the student showing the equipment with respect?

Is the student giving partner feedback that will be beneficial to recipient? (bonus)

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9

10

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Materials and Equipment

The equipment that I will need for warm-up activities and to teach the unit of Broomball

is 30 Broomball sticks, 30 soccer balls, 6 blue pinnies, 6 green pinnies, 6 yellow pinnies and 6

red pinnies. We will also need 4 beach balls, 28 pylons, 12 hula-hoops (various sizes), 10 blue

folding gymnasium mats, 1 large dry-erase board with markers (two different colors), 30 hockey

sticks, 5 soft hockey balls, 16 “slowpitch-sized” balls and 12 gator balls.

Learning Resources

Gymnasium broomball rules and equipment, Retrieved February 5, 2010 from

www.broomball.com/gym_broomball/

A study guide for everything about broomball, Retrieved February 5, 2010 from

www.belleville.k12.wi.us/bhs/physed/studyg/broomball.htm

Alberta Center for injury Control and Research (July 2008). Safety Guidelines for physical activity.

Edmonton Alberta, AB: Author. www.acicr.ualberta.ca/

South Australia Sharks broomball homepage (July 2006). Basa: South Australia, Retrieved February 7,

2010 from www.basa.org.au/drills.php

Bloomington California Broomball league rules, Retrieved February 5, 2010 from

www.broomballteams.com/rules.cfm

Edmonton Broomball Association league rules (2009). Retrieved February 5, 2010 from

www.ebabroomball.com/rules.html

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Jenawesome, “Best of Broomball” February 24, 2008, online video clip. Youtube.com, Retrieved

February 6, 2010 from www.youtube.com/watch?v=kQ0crj5dB-8

Alberta Learning (2000). Physical education guide to implementation K-12. Edmonton, AB:

Author. http://education.alberta.ca/teachers/program/pe/resources/pe-guide.aspx

Alberta. Alberta Education. Heart Health: a resource for senior high school physical Education

Edmonton Alberta 2006

Adaptations for the Exceptional Learner

If there is someone in my class that is a paraplegic in a wheelchair, I will have to make

appropriate adaptations for that student so they and others will be able to fully participate in any

and every planned activity. Instead of trying to incorporate any drill to suite a wheelchair, I will

take the approach to make the skill or task relative for everyone involved. All participation

during this class will have the student remain in their wheelchair. For warm-ups the alteration

during the first lesson for safety will be instead of touching the wall, each team can have a

designated area to enter, away from the wall. Other alterations will include a simple change of

rules in each warm-up activity so the activity is not based on skill and everyone will be equally

involved and effective. Other changes will be the equipment used, by using a beach ball during

ultimate sponge ball, the ball will be in flight longer and the game will give everyone the same

chances to participate. All the warm-up activities are simple in nature to have everyone active

and constantly moving and interacting.

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During the main activities, the student can try to use a regular Broomball stick if they so

choose for ball control, if it is long enough (which it should be) I can change the head on to a

longer broom handle so they will be able to reach the ball around their individual space. Once

we get into locomotor situations with partners, I can have each partnership travel from

designated lines, back and forth, in their own area, so there will not be any one student in

another’s space. When it comes to the keep away situations, I can change it so you have to use

your ball to knock away someone else’s, and if you get eliminated you will have to stick handle

your ball to and around a pylon and back to get back in to the game. No winners, everyone is

still always participating.

In activities that incorporate defense in one versus two and two versus three situations,

the defense will have to remain in a designated area until all members on offense enter a

designated zone then the defenders can approach. This will allow time for both the offense to get

set-up, and for sufficient spacing for the student in the wheelchair to maneuver within the zone.

The goal for all obstacle courses will be skill, not time, and they will be made fore everyone to

participate. Target shooting will be based on progression and if there are students that choose no

to try the more advanced stations than that will be completely fine, other stations will be there for

their practice. At the end of the week, once we progress into game situations, I can change it so

there will be one court for more proficient players and one court for less proficient players

instead of the king’s court idea, not limiting any team to stay on one court allowing everyone to

participate at their own comfort and ability.

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BroomballFor Physical Education 10

Monday March 14, 2010 (semester 2)

Teacher Name: Mr. Young

Class: Grade 10 Physical EducationUnit: Broomball lesson 1 of 5Time of Day: Block 1: 8:35-9:55

Intended Results: General Learning

Outcomes: A – ActivityC – CooperationD – Do It Daily For Life

Specific Learning Outcomes: A10-1: Apply and refine locomotor skills and concepts – effort space and relationships – to perform and create a variety of activities to improve personal performance A10-3: Apply and refine nonlocomotor skills and concepts – effort space and relationships – to perform and create a variety of activities to improve personal performance C10-3: Demonstrate etiquette and fair playC10-6: Identify and demonstrate positive behaviours that show respect for self and othersD10-3: Select and apply rules, routines and procedures of safety in a variety of activities

Pre-Class Set-up (Background Information): I have to do a little bit of research to become familiar with the history and the rules of broomball. I will also have to make sure there is enough equipment to use and that it is safe and in good, working condition.

Learning Resources/Equipment Needed: For the warm-up activity, we will need 30 hockey sticks and 5 soft hockey balls. For the main activities, the class will need 30 Broomball sticks, 30 soccer balls,

Heart Health: a resource for senior high school physical Education.

www.belleville.k12.wi.us/bhs/physed/

studyg/broomball.htm

www.acicr.ualberta.ca/

Physical Education Guide to Implementation

Teaching Styles: Start the class in a command style approach, and then move to guided discovery, practice style and reciprocal style.

Assessment Strategies: Observation: To see if they hold the equipment properly – hand placement, height on stick.Verbal feedback: regarding safety – question and answer format to make sure students are aware of no contact with other players, no “slap shots” and keep your broom below your waist. Nothing for marks in this class.

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Student Learning Objectives: The students will . . . get to know the origin of Broomball, work on ball control through a variety of activities and progressions while remaining safe in all activities with themselves and others.

Teacher Objectives: I will . . . define what is and is not safe for the equipment we are using, keeping an encouraging and fun learning environment, remaining aware of time management.

Major Activities and Breakdown for a(n) 80 Minute Class:

Warm-up (5 min total): Wall hockey activity. Split the class up into 2 equal teams. The object of the game is to shoot the ball against the wall which is the opposing team’s goal. After the wall is hit once, the person that hit the wall with their shot will call out “hit” and their whole team will run back to the wall that they are defending. Once their entire team touches their wall, they will receive one point. The goal area is the entire width of the wall below waist height. Each team is allowed as many goalies as they want. There is no goal crease and only goalies may use their hands to block the ball. The game is continuous so the opposing team can score at any time during the transition. (This activity is from the Heart Health resource binder)

Transition to put away equipment and meet as a group with me: 1 min

Main Part (59 min total): Tell the class we are doing Broomball as the next unit and introduce it with the history of the game 3 min. Every one will get sticks and organize themselves on four separate lines, arms width apart facing me 2 min. With my demonstration, we will go over the proper ways to hold the Broomball stick for both right and left handed people. We will also address safety issues for the Broomball unit 5 min. Transition for everyone to get a soccer ball along with their stick and back to their place in their lines 2 min. We will now work on ball control skills in a non-locomotor fashion, “dribbling” the ball on each side, in front and back and forth, trying to maneuver their ball with their head up 5 min. Next, I will have the students do the same skills, but this time in locomotion, walking around the gymnasium, avoiding other people, their sticks, and their balls. This will progress into jogging 6 min. I will now change the activity into a keep away game, within the boundaries of the basketball court 5 min. Next, I will split the class into four equal groups, putting each group into a quadrant which will be one of the halves of the 2 cross court volleyball courts. Everyone will still have their stick and ball. It will be another game of keep away, but this time if the students lose their ball, they will still play the game, but only to knock other balls away from other players. The last person to remain with a ball in each quadrant wins (if over really quickly, they can play again). Including transition 15 min.

Transition to get a drink and partner up each having 2 sticks and 1 ball per partnership standing 15 feet apart from their partner, facing their partner: 3 min.

Our nest activity is trapping the ball in a non-locomotor fashion. They will pass the ball directly to their partner, and their partner will have to trap the ball with their stick, controlling it. This will be done on both sides of the body, and in front. I will circulate the class to give out tips on

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absorbing the pass with arms, wrists and a slight turn into the ball as you receive it 8 min. Remaining in their partnerships, the entire class will travel in a large clockwise circle, first walking then on my delegation, into a jog, all the while practicing trapping the ball this time under controlled locomotion 5 min.

Grand Finale (15 min total): Do a verbal session wrap-up asking the class (as a whole) questions about when Broomball was invented, and by whom (. Strategies that worked and did not work for both locomotor and non-locomotor ball control, both by themselves and in partners. Also ask the winners of the keep away/knockout game what worked for them to keep their ball with against so many other people 5 min. Get changed: 10 min. Classroom Management Techniques: At first give instructions when everyone is close. As they spread out throughout the gymnasium, I will circulate throughout everyone; both to give effective constructive feedback and to use proximity to keep the students on task and to keep the class safe.

Adaptations/Alternatives: Physical Adaptations for a paraplegic student. All participation during this class will have the student remain in their wheelchair. For warm-up, instead of touching the wall, each team can have a designated area to stand in, away from the wall. During the main activities, the student can try to use a regular Broomball stick if they so choose for ball control, if it is long enough (which it should be) I can change the head on to a longer broom handle so they will be able to reach the ball around their individual space. Once we get into locomotor situations, instead of travelling in a circle, I can have each partnership travel from designated lines, back and forth, in their own area, so there will not be any one student in another’s space. When it comes to the keep away situations, I can change it so you have to use your ball to knock away someone else’s, and if you get eliminated you will have to stick handle your ball to and around a pylon and back to get back in to the game. No winners, everyone is still always participating.

If I find that there are an odd number of people that day, all partnership situations can be changed to groups of three with no other alterations needed. If I find time is becoming an issue, the last 2 activities of trapping can easily be altered and even done tomorrow.

Safety Issues/Considerations: At the beginning of class I have dedicated time to explain that the head of the broom should be kept below the users’ waist at all times. There is no hitting and no contact at any point with other people’s bodies or sticks. Everyone will have to keep their head up so you can look around anytime you will be moving through space, to avoid other people. Something that I will re-iterate all week long.

Closure/Review/Wrap-Up/Homework: The grand finale will cover the wrap-up, and there is no homework for tomorrow’s class, so nothing has to be covered today in this area.

Reflection Notes: What Worked? What didn’t? What’s Next? Who’s on Track?

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BroomballPhysical Education 10

Tuesday March 15, 2010 (semester 2)

Teacher Name: Mr. Young

Class: Grade 10 Physical EducationUnit: Broomball lesson 2 of 5Time of Day: Block 1: 8:35-9:55

Intended Results: General Learning

Outcomes: A – ActivityC – CooperationD – Do it Daily for Life

Specific Learning Outcomes: A10-1: Apply and refine locomotor skills and concepts – effort space and relationships – to perform and create a variety of activities to improve personal performance A10-3: Apply and refine nonlocomotor skills and concepts – effort space and relationships – to perform and create a variety of activities to improve personal performance A 10-5: Apply and refine manipulative skills and concepts-effort, space and relationships-to perform and create a variety of activities to improve personal performanceC10-3: Demonstrate etiquette and fair playC10-6: Identify and demonstrate positive behaviours that show respect for self and othersD10-3: Select and apply rules, routines and procedures of safety in a variety of activities

Pre-Class Set-up (Background Information): I will have to go early to draw the obstacle course out on a white board, and make sure all the equipment and pinnies are there and in working order.

Learning Resources/Equipment Needed: For warm-up activity we will need 4 gator balls, 6 blue pinnies, 6 green pinnies, 6 yellow pinnies and 6 red pinnies and possibly 4 beach balls for the adaptation. For the main lesson, we will need 30 Broomball sticks, 30 soccer balls,

Heart Health: a resource for senior high school physical Education.

www.belleville.k12.wi.us/bhs/physed/

studyg/broomball.htm

www.acicr.ualberta.ca/

Physical Education Guide to Implementation

Teaching Styles: Command, practice and reciprocal styles are going to be used throughout the entire class and guided discovery with feedback from me on certain tasks.

Assessment Strategies: Checklist to evaluate cooperation with partners and with other students in class (ongoing) (see appendix A).

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Student Learning Objectives: The students will. . . successively navigate an obstacle course for individual ball control, partake in partner passing through progressions of non-locomotor and locomotor passing, execute defensive jabs and incorporate offense and defense for the first time in a 2 vs.1 drill.

Teacher Objectives: I will . . . define what is and is not safe for the equipment we are using, keeping an encouraging and fun learning environment, remaining aware of time management.

Major Activities and Breakdown for a(n) 80 Minute Class:

Warm-up (5 min total): Ultimate Sponge Ball. Divide the class into equal teams of 6 and and out pinnies. Blue will play Green on court 1 and Yellow will play Red on court 2. Each court will have 2 sidelines and 2 goal lines. Each team begins at their own goal line with one team starting with the ball. The object is to move the ball all the way down the playing area in bounds and make a successful pass to a teammate behind the opponent’s goal line. This will be a point and once a point is scored, the opposite team will pick up the ball and try to score a point. The rules are simple; the player without the ball can’t run with it, only pivot and throw. Defenders can’t take it away from the person with the ball only while it is thrown. If a player or the ball goes out of bounds the ball always goes to the defense.

Transition to set-up the obstacle course and get Brooms and soccer balls, one of each per person 5 min.

Main Part (55 min total): Gather everyone in and have a quick review of yesterday’s lesson for holding the stick properly, reminding the students to keep their head up whenever possible and mention safety tips again that the head of the broom should be kept below the users’ waist at all times. There is no hitting and no contact at any point with other people’s bodies or sticks 3min. Have the students go through the obstacle course constantly reminding them that it is for control, not for speed. Each student will repeat the course 3 times. I will give the students the option that if they want to go a fourth time as fast as they want they can do so (see appendix B) 16 min.

Transition to move all the equipment to the side and partner up with 2 brooms and 1 ball for every partnership 1 min.

The next drill is passing in partners. One partner will be on the sideline of the basketball court, facing their partner whom is across the gymnasium standing on the other sideline of the basketball court. Here we will practice long, stationary passing 4 min. Next we will progress so that the partner you are passing to will start close to you and you will have to lead them with a pass as if in an “outlet” situation during a game. Each partner will switch after 5 attempted passes in a row, switching back and forth from passer to receiver 5 min. Next in the same set-up, the passer will be moving, and they will pass to their stationary partner switching back and forth from passer to receiver 4 min.

Transition to gather everyone to the baseline of the basketball court and explain the next activity 1 min.

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Remaining in partners, the next activity will be the final progression of passing where both the passer and the receiver are moving. Each partner will start on the baseline of the basketball court, and on opposite sidelines move down the gymnasium leading each other with passes back and forth across the gymnasium. Once they get to the other end, whoever has the ball will pick it up and both partners will go to the outside of the basketball court and come back to the starting point and go again 5 min.

Transition, once each group get back to one end of the gymnasium I will send them to go get a drink and then to gather back as a group to the center of the gymnasium 3 min.

The next activity will be our first look at defense. In partners I will introduce the “jab attack” as a tool to poke the ball away from the offense. One partner will start off with the ball and will stick handle it back and forth in a stationary position. The defender will just come in, with both hands on their stick and in a lunge, will poke the ball away from the offense, switching from offense to defense after each attempt 3 min. In the same format, the next progression will have the offense move towards the defender as well as stick handling back and forth while the defender tries to poke it away 3min.

Transition to make groups of three keeping their brooms, and only keeping 1 ball for every group putting the unused balls away and finding an area that they can work in for 2 offenders and 1 defender 2min.

In their groups it will just be a game of keep away in a 2 vs. 1 format. The defender can use the “jab attack” to steal the ball and every time there is a turnover, or after 5 complete passes the defense will switch with one of the offense making sure that everyone will cycle through as a defender 5 min.

Grand Finale (15 min total): Gather everyone in and ask the class for their feedback of what worked when completing passes in non-locomotor and locomotor movements and what didn’t work. Review the “jab attack” and have the students put their brooms and balls away 5 min. Get changed 10 min. Classroom Management Techniques: At first give instructions when everyone is close. As they spread out throughout the gymnasium, I will circulate throughout everyone; both to give effective constructive feedback and to use proximity to keep the students on task and to keep the class safe.

Adaptations/Alternatives: Physical Adaptations for a paraplegic student. All participation during this class will have the student remain in their wheelchair. For the warm-up activity, I can replace the ball being used with a beach ball, so the flight time is longer and easier to track. I can also make a rule that everyone has to touch the ball before a goal can be scored. During the main activities of the class, there will be little need for alterations just perhaps a longer broom handle if needed to reach the ball, but it might not be necessary. I would check to see if the student using the wheel chair wants to be pushed through the obstacle course, but that will always be the students’ choice. The lesson is planned in such a way that there will be enough

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spacing using the entire gymnasium for almost every activity. For the 2 vs. 1 activity, I can make the rule that the passer has to be stationary, allowing the defense more opportunity to intercept, steal the ball.

If I find that there are an odd number of people that day, all partnership situations can be changed to groups of three. Just a simple alteration of people placement throughout a couple of the activities and everything should go smoothly.Safety Issues/Considerations: Building on yesterday’s lesson, I will review the safety issues at the beginning of class. Again that the head of the broom should be kept below the users’ waist at all times. There is no hitting and no contact at any point with other people’s bodies or sticks. Everyone will have to keep their head up so you can look around anytime you will be moving through space, to avoid other people.

Closure/Review/Wrap-Up/Homework: The grand finale will cover the wrap-up, and there is no homework for tomorrow’s class, so nothing has to be covered today in this area.

Reflection Notes: What Worked? What didn’t? What’s Next? Who’s on Track? Who Needs More Help?

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BroomballPhysical Education 10

Wednesday March 16, 2010 (semester 2)

Teacher Name: Mr. Young

Class: Grade 10 Physical EducationUnit: Broomball lesson 3 of 5Time of Day: Block 1: 8:35-9:55

Intended Results: General Learning

Outcomes: A – ActivityC – CooperationD – Do it Daily for Life

Specific Learning Outcomes: A10-1: Apply and refine locomotor skills and concepts – effort space and relationships – to perform and create a variety of activities to improve personal performance A10-3: Apply and refine nonlocomotor skills and concepts – effort space and relationships – to perform and create a variety of activities to improve personal performance C10-3: Demonstrate etiquette and fair playC10-6: Identify and demonstrate positive behaviours that show respect for self and othersD10-3: Select and apply rules, routines and procedures of safety in a variety of activities

Pre-Class Set-up (Background Information): Make sure all the equipment is there, usable and ready to go. To save on transition time, I will set-up targets for the lesson along the outside of the gymnasium walls so not to interfere with the warm-up.

Learning Resources/Equipment Needed: 30 Broomball sticks, 30 soccer balls, 6 blue pinnies, 6 green pinnies, 6 yellow pinnies and 6 red pinnies, 16 “slowpitch-sized” balls, 12 gator balls and 16 pylons.

Heart Health: a resource for senior high school physical Education.

www.belleville.k12.wi.us/bhs/physed/

studyg/broomball.htm

www.acicr.ualberta.ca/

Physical Education Guide to Implementation

Teaching Styles: Start the class in a command style approach, and then move to practice style and reciprocal style switching back and forth for the entire lesson.

Assessment Strategies: Checklist to evaluate cooperation with partners and with other students in class (ongoing) (see appendix A).Student Learning Objectives: The students will . . . continue to work on passing using a progression of skills to make long passes, add an offensive attack through shooting, and incorporating some basic Broomball skills into beginner level game situations.

Teacher Objectives: I Will. . . try to keep a positive, safe and encouraging learning environment, trying to keep the students on task, remaining aware of time management, all the while trying to keep things fun.

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Major Activities and Breakdown for a(n) 80 Minute Class:

Warm-up (5 min total): The class will be split up into 4 teams of 6, wearing pinnies to establish what team they are on, red, blue, green and yellow. Each team will have 4 pylons that they have to guard, with a ball sitting on top of each cone and 4 gator balls in their hands to use to throw at the other teams pylons. The object of the game is to knock off a different teams’ ball. Each ball that one team knocks off is 1 point. Once all the balls are off, the game is reset, and each team returns to their pylons. The game field will be a square, with each team’s pylons sitting on one edge of the square, with no boundaries to the game. Rules like no guarding your pylons and you can steal other teams balls can be adjusted or added on the fly to make the game more challenging.

Transition time to put the pylons away, and for everyone to get a broom, partner up and get one ball per partnership 3 min.

Main Part (57 min total): The first activity that the class will be doing will be a fast break outlet drill. Person A will start with the ball on the corner of the baseline and the sideline of the basketball court. They will shoot the ball against the wall at an angle towards person B who will be inside the basketball court towards the center of the court, just off the baseline. As soon as person A shoots the ball, they will turn and run straight up the sideline. Person B will retrieve the ball and lead person A with a long outlet pass to the other end of the court. Person B will then jog to the other baseline and they will switch roles and come back. The drill will be continuous, and there should be a little rest time once each group goes there and back, to wait for the court to open up. As soon as the pass is completed the next partners will go (see appendix C) 12 min.

Drink break, as each student gets back they will each get a ball and a broom and I will explain the next activity 3min.

The next activity will be shooting at various targets around the gymnasium. It will be station shooting, so each station will be a different type of shot. There will be six stations, with five people at each station. There will be 2 station # 1s, 2 station # 2s, and 2 station # 3s, for more practice and less crowding at each station, and each group will visit station 1, station 2, and station 3. Each station will be practiced for 6 min. Station 1 will be straight shooting at a small target and a big target from various distances, wherever the shooter feels comfortable from. Each shooter will shoot once, go collect their ball, and cycle in one after another. Station 2 will be a tip in drill, where one player will shoot towards a goal, and another player will try to tip the ball with their stick into the net. Station 3 will be a one-time or quick shot of a pass, where one player will pass the ball to the shooter, and the shooter will shoot the ball without stopping it. In stations 2 and 3, the passer can pass to everyone twice, and then cycle through so everyone will have a turn passing. At each whistle, the rotation will be 1 to 2, 2 to 3 and 3 to 1. Each person will visit each station once 18 min.

Transition time to get all of the stations cleaned up and out of the way for the next drill 3 min.

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After everything is cleaned up, I will gather everyone in, and explain the next activity which will be a three man weave. To begin the drill, everyone will be on the baseline of the basketball court, in groups of three. Player A will be on one sideline, player B in the center, and player C on the other sideline. Player B will start with a ball and all three players will jog down the court at the same time. Player B will pass to player C leading him/her up the sideline and player B will jog to player C’s position. Player C will receive the ball, and pass across to player A, leading him/her down the sideline, and player C will follow his/her pass. Player A will receive the ball and pass it to player B, leading him/her down the sideline. This rotation will be repeated until all three players get to the end of the court. Once they get to half, the next group will go. After each group gets to the end, they will pick up their ball and come back to the beginning, outside of the drill so not to interfere, and line up to go again. There will be a little rest for each group before they go, so fatigue will not be a factor in their skill execution 11 min.

For the next activity I will keep everyone in their groups of five and switch to a 3 vs. 2 activity. This activity will build on yesterday’s jab attack lesson, just with more people per group. In their groups it will just be a game of keep away in a 3 vs. 2 format. The defenders can use the “jab attack” to steal the ball and every time there is a turnover, or after 5 complete passes the defense will switch with two of the offense, making sure that everyone will cycle through as a defender 10 min.

Grande Finale (15 min total): Bring everyone in and go over the 3 different types of shots that were practiced. Also talk about spacing which will be huge once we get into game situations at the end of the unit, and verbally quiz the class for feedback about what spacing works and what does not 5 min. Go get changed 10 min. Classroom Management Techniques: At first give instructions when everyone is close. As they spread out throughout the gymnasium, I will circulate throughout everyone; both to give effective constructive feedback and to use proximity to keep the students on task and to keep the class safe.

Adaptations/Alternatives: Physical Adaptations for a paraplegic student. All participation during this class will have the student remain in their wheelchair. For the warm-up activity, I can instill the rule that there is no guarding, or defending your pylons with the balls on top, but create a shot line that you cannot cross to throw. This will give everyone an equal opportunity to participate without taking away from the intended activity. During the break out activity, I can have the group that is going to receive the ball start further ahead if it is easier not to run for some students while they are trying to receive a pass. Other than that, every other drill should be doable again always supplying the student with a longer broom of need be.

Safety Issues/Considerations: Again keeping it consistent with the previous lessons, the head of the broom should be kept below the users’ waist at all times. There is no hitting and no contact at any point with other people’s bodies or sticks. Everyone will have to keep their head up so you can look around anytime you will be moving through space, to avoid other people.

Closure/Review/Wrap-Up/Homework: The grand finale will cover the wrap-up, and there is no homework for tomorrow’s class, so nothing has to be covered today in this area.

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Reflection Notes: What Worked? What didn’t? What’s Next? Who’s on Track? Who Needs More Help?

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