UTEP PETE Learning Experience Template

University of Texas at El Paso

Kinesiology Physical Education Teacher Education

KIN 4320 Teaching Secondary Physical Education

Learning Experience Plan

Teachers: Carlos Silva Date: 11/14/19
Grade Level: 6th-8th Time: 10:19-11:09 am
Activities: Spike Ball Number of Students: 45
Equipment: Hula-hoops, poly spots, Tennis Balls, spike ball equipment.
Equipment provided by me: Task sheets, pencils, spike ball equipment.
Facility: Indoor Gym.

OBJECTIVES (2-3 per domain):

Psychomotor:
1. Students will be able to strike the ball onto their target consistently
2. Students will be able to apply passing and striking techniques to simulate a game of
spike ball.

Cognitive:
1. Students will recall and apply previously learned concepts for skill application.
2. Students will identify the importance of positioning and striking the ball with an open
hand.

Affective:
1. Students will reflect on their performance and will grade themselves.
2. Students will share their experience on spike ball and what they learned.

TEKS:

116.24.b.1. (A) coordinate movements with team mates to achieve team goals

116.22.b.1(J) keep an object in the air without catching it in a small group such as volleyball and
football

116.23.b.2.(E) Make appropriate changes in performance based on feedback;

116.24.b.1.(G) combine skills competently to participate in modified versions of team and individual
sports

National Standards:

1) S2.M13: Analyzes the situation and makes adjustments to ensure the safety of self and others.
(S2.M13.7)
2) S4.M3.8: Provides encouragement and feedback to peers without prompting from the teacher.
(S4.M3.8)
3) S1.M19.6: Strikes, with an implement, a station- ary object for accuracy and distance in activities
such as croquet, shuffle- board and golf. (S1.M19.6)
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4) DIAGRAM AND PRE-CLASS ARRANGEMENT (include

specifics):

Figure 1: Resistance band warm up Figure 2: Skill building. Spike ball target Practice.

Teacher

Student

Ball

Hula-hoop

Figure 3: Skill application, students will simulate a game of spike ball, only this time the
objective is to keep the ball moving with 4 people.

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Lesson Plan Content

Time Content Development Management and 1. Task Analysis
Safety; includes 2. Teaching
Transitions cues/Refinement
10:24- SET Induction/HOOK START SIGNAL:
10:26 What other sports or activities One whistle.
Am require you to strike the ball with STOP SIGNALS
(4min) your hand? Four square and Two consecutive
volleyball are great examples to whistles.
compare to spike ball because they
both have similar goals and Transition 1:
technicalities. Students are moving to a
Attention Getter: poly spot and taking a
Hands on knees eyes on me. seat.
ORIENTATION SAFETY:
The purpose of today’s lesson is for Students need to keep
students to learn how to strike the their hand to themselves
ball for a spike ball game. At the and stay quiet.
end of the lesson we will combine
passing and striking to play a Possible Student
modified version of the game. The Clarification Needed
way we will know if we are ready for Only one person per poly
the game is by evaluating ourselves spot for this part of the
with a task sheet, students will class/
practice the skill before completing Modifications
the task sheet. CUES:
Special ed students will Follow the leader.
get to fins a poly spot
10:27- WARM-UP(includes purpose) Keep the band
first, but they will seat at
10:35   Students will get a partner and grab 1 the front of the class. controlled.
am (7 resistance band. Then they will find a Flex the muscle
min) spot with enough space for both Transition 2: targeted.
students. For the next 10 minutes of Students stay at poly Refinement:
the workout students will perform spots, but this time they Don’t move around he
each exercise 30 seconds and switch will need a partner. 2
are.
with their partners. There will be a 5 people per spot.
Beware of your space.
second time in between exercises so
No pushing each other
students can set up for the following SAFETY:
exercises. No pushing each other,
they don’t both have to
10:36- be standing exactly on
10:51 LESSON FOCUS/SKILL
BUILDING ACTIVITY the poly spot. CUES:
am
(14min Students will stay in partners from High five the ball.
the last activity. Students will be Possible Student
) Clarification Use your momentum.
prompted to fins a station with a
cone and a tennis ball. Students will Find a partner and share Loosen your arms.
review the proper striking a poly spot with them until
technique, then they will attempt to instructed to do Refinement:
apply it on their own. Students will something else. Don’t punch the ball.
take turns every 10 attempts until Flex your knees and
the teacher wants them to stop. Modifications
After students have practiced the SPED students will be elbows.
skill enough, they will self-check assigned a partner who is Move your body when
with the task sheet provided by me. willing to help them or you strike.
knows them already.
DIFFERENTIATION
Flexible pace learning: students
who complete the tasks earlier than
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the rest of the students can keep

practicing the skill with both hands
and can take a couple of steps
back from the target to make it TASK ANALYSIS:
more challenging. Students will do a self-
check task, students will
STUDENT EXPECTATIONS: practice the skill for 5-8
Students should be focused on the minutes. Then they will
activity because they are going to evaluate their
have both of their hands to practice. performance with the
Students also know they are going task sheet.
to be evaluated so they should be
trying their best.

Psychomotor: Students practice

striking techniques with both hands.
Cognitive: Students learn striking
steps and form.
Affective: Students modify their
performance based on their
evaluation and feedback.
Time Content Development Management 1. Task Analysis
2. Teaching
Cues/Refinem
ent
10:52- SKILL APPLICATION Transition 3: CUES:
11:03 ACTIVITY Students will leave Where is my team?
the cone stations, Keep the ball high.
am Students will be prompted to
and find a hula
(11min find a hula-hoop and make hoop, 4 people per
) groups of 4 people. In these hula hoop and they
groups they will have to will seat down for Refinement:
simulate a match of spike ball, instruction. Don’t aim at your
but instead of trying to take out partners aim at the
the other team, they are going SAFETY: hula hoop.
to try to keep the ball alive for Don’t step on the
as long as they can. The hula hoops, and Don’t punch the
purpose of this game is to get don’t run to a hula ball.
hoop, just walk and
students to connect prior
sit down.
Keep the game
knowledge to striking and use controlled.
them to simulate a spike ball Possible Student
game. Clarification
DIFFERENTIATION Don’t touch the hula TASK ANALYSIS:
hoop yet, and don’t Groups of students will
Flexible pace learners:
play around with the be asked what was the
Groups who can keep the highest passing streak
equipment.
ball alive for 15 or more they had and will be
touches inside the hula- evaluated by this. All
hoop will get a spike ball net Modifications teams should be able
to practice on. Students SPED students will to do at least 5
who are not ready for the be put in a team consecutive passes by
where players are
game simulation can stay at the end of class.
more
the cone station and knowledgeable Striking technique and
practice. So they can assist form will be assessed
STUDENT EXPECTATIONS: the student. by having students
Students will focus on trying to shadow the technique.

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get 15 passes or more so they

can try the spike ball net.
Some students may not have
acquired enough experience
so they may want to still
practice the hula-hoop.
Psychomotor: Striking, passing
and movement around hula-hoop.
Cognitive: Students have to
remember correct form and
technique.
Affective: Students need to
communicate and support each
other to get more passes. Transition 4:
11:04-
11:06 Students will help
Debrief/Closing/Cool put equipment away
am (2
min) Down (what, so what, now and take a seat
what): around the teacher
Psychomotor for debriefing.
What is the proper striking
technique? Did you follow the
movement steps?
Cognitive: Why do we step
when we strike? Do we always
follow the same technique?
Affective: What kind of feedback
did you need? Did you give any
feedback?
Insight/Preview:
IN the next class of spike ball you
will get to play a small tournament
where the top 4 teams will get to
play in the giant spike ball net. .
Name:
Date: Class:
Spike Ball Spiking Technique
Task: Practice hitting the cone with the correct striking technique. 5 attempts per hand. Students need to
evaluate their striking technique, stance and target acquisition with the criteria provided. Marking the box
with a checkmark means they met the criteria, marking it with a X or cross mark means they didn’t meet
the criteria.
Criteria Left hand Right Hand
Stance:
1) Feet shoulder width apart, knees flexed and, on their toes (ready to move).
2) Arms in ready position, torso leaning forward slightly.

Striking:
1) Student brings arm back before striking the ball and takes a step forward with leading leg.
2) Student uses the palm of the hand to make contact with the ball and follows through across the body with the
arm.

Target Acquisition:
1) Ball hits the target directly after making contact with the palm but does not nock it over.

Cues: Ball placed in the center of the chest.

Whip action with the arm.
Staggered feet.

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Follow through.