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Sport Pedagogy Elementary and Middle School Lesson Plan Template updated 2/10/15
Department of Health, Exercise and Sport Sciences

Sport Pedagogy Lesson Plan Template (Elementary and Middle School)
Background Information
Teacher: Richard Bergstrom
Date: 4/16/15
School: Cleveland Elementary
Grade Level: 4th
Lesson Focus: Badminton
# of students: 20
Facilities: Outside (blacktop) basketball court.

Equipment: 6 badminton racquets, 18 birdies, 1
hula-hoop, 2 basketballs, 3 frisbees, 3 footballs,
10 cones
Safety Considerations:
Students must be aware of their surroundings at
all times. Students must respect each others
personal space. Equipment should never be
thrown at another student unless it involves a
student throwing an object for the intended
purpose of catching it. Physical injuries,
bullying, or any misbehavior will be reported to
the person in charge on campus.
Lesson Specifics
Behavioral Contingencies: Misbehaving, playing
with equipment when told not to, talking when
shouldnt be talking, touching others, and
calling others inappropriate names are all
examples of behaviors that arent tolerated.
NEW policy: 1st offense: sit out for a few
minutes. 2nd offense: sent inside.
Previously Learned Skills: badminton forehand

and backhand swing into a target
!1
Teaching Strategy: Station teaching
Student
Objectives
:
Academic Language: birdie, badminton,

forehand, backhand, swing, strike, center,
racquet
Psychomotor (P): SWBAT perform the activities at each station and show a mature
pattern of the movements required at each station.
Cognitive (C): SWBAT show an understanding of the skills and recall the cues of the
cues while performing the skills.
Affective (A): SWBAT respect other students personal space and play fairly with
other students.
H-R Fitness (H): SWBAT participate in MVPA at least 50% of the lesson time.
CALIFORNIA PHYSICAL EDUCATION MODEL CONTENT STANDARDS:

I. Demonstrate the motor skills and movement patterns needed to perform a variety of physical
activities.
II.Demonstrate knowledge of movement concepts, principles and strategies that apply to the
learning and performance of physical activities.
III.Assess and maintain a level of physical fitness to improve health and performance.
IV.Demonstrate knowledge of physical fitness concepts, principles and strategies to improve health
and performance.
V.Demonstrate and utilize knowledge of psychological and sociological concepts, principles and
strategies that apply to the learning and performance of physical activity.
NASPE PHYSICAL EDUCATION CONTENT STANDARDS a physically literate person:

1. Demonstrates competency in motor skills and movement patterns needed to perform a variety
of motor skills and movement patterns.
2. Applies knowledge of concepts, principles, strategies and tactics related to movement and
performance.
3. Demonstrates the knowledge skills to achieve and maintain a health-enhancing level of physical
activity and fitness.
4. Exhibits responsible personal and social behavior that respects self and others.
!2
5. Values physical activity for health, enjoyment, challenge, self- expression, and/or social
interaction.
Describe the pre-class arrangement

Teacher: Standing in front of homebase (sideline of the basketball court)
Students: Sitting on homebase (sideline of the basketball court)
Equipment: 4 stations set up: basketball, badminton, frisbee, and football.
Diagram the pre-class arrangement
!3
Time
Content Development
6 min.
Instant Activity: Frogs Across the Pond

This activity will need 4 cones for
boundaries and 1 polyspot (lilies) for
each student. Students will be divided
into 2-4 groups and lined up at one of
the boundaries. A frog will be chosen
and will not have a polyspot. The rest of
the students in each group are the
tadpoles, who will each have a polyspot.
The object is to get all the frogs in
each group across the pond (the other
side). To get across the pond, tadpoles
must place their lilies in the pond and
in front of the frogs for them to step on.
As the frog jumps from 1 lily pad to the
next, the tadpoles must quickly pick up
the used lily pads and continue to place
them in front of their frog, building a
path across the pond. When the frog
reaches the other side of the pond, the
game begins again with a new frog.
Management
(Illustration of
formations)
Diagram Instant
Activity
* Diagram below
!4
a) Goal Orientation for

each task
CA Standard II and V and
NASPE Standards I, II, and IV
because students must work
together and use tactics to
achieve a goal. Students
will have to use some
locomotor movements to
get from one area to
another.
Time
2 min.
Content Development
Set Induction:
Today is the last day of Tiger Pride.
Todays activities will include
activities we learned throughout the
semester. I have 4 stations set up
that include basketball, frisbee,
badminton, and football.
Purpose:
The purpose of this station lesson is
so that students have an opportunity
to refine the skills they have learned
from each sport during the semester.
1 min.
Transition
After the instant activity, I will have
the students on homebase and let
them choose their own partner for
the next activity.
Management
(Illustration of
formations)

each task
Start/Stop Signals:
Go to start
Freeze to put
equipment down
and stop what
theyre doing.
Grouping
Strategies:
I will number
students off 1-4. 1s
will start at the
basketball station.
2s will start at the
badminton station,
3s will start at
frisbee station, and
4s will start at the
football station.
N/A
!5
N/A
Time
17
min.
Content Development
Management
(Illustration of
formations)
Lesson Core - Task 1:

Diagram Task 1
Basketball: Students will form a line * Diagram below
near the half-court line. The first
student in line will dribble the
basketball through cones towards the
basket and go up for a lay-up.
Another student standing near the
basket will rebound the shot and pass
it to the next person in line. The
rebounder will get in line and the
shooter will be the new rebounder. To
dribble, students must use their wrist
and fingertips to push and pull the
basketball. To pass, students are to
use the 3 passes they learned during
the basketball unit: bounce pass,
chest pass, and overhead pass.
Shooting a basketball follows the
acronym BEEF ball, eyes, elbows,
and follow through.
Badminton: There will be 5 polyspots
evenly spaced around a hula-hoop.
One student per polyspot. 3 birdies
will be next to a polyspot. Students
are to strike the birdies with the
racquets into the hula-hoop. To
challenge themselves, students can
take a step back if they make it
inside the hula-hoop and step
forward if they miss it. For holding
the racquet, use the shake hands
grip. To strike the birdie, 1) pinch
birdie, 2) face sideways toward
target, 3) eyes on birdie, 4) pull
back, and 5) follow through.
Frisbee: Students are to throw the
frisbee to another person within their
group. Or they can get form a circle
and throw the frisbee to each other.
!6

each task
CA Standard I-V and NASPE
Standards I-V because
students are involved in a
cumulative review of all the
skills learned during the
entire semester.
Time
Content Development
Management
(Illustration of
formations)
1 min.
Transition: Students will assist in

collecting equipment and putting
them away. Students will return to
home base for lesson closure and sit
quietly.
N/A
3 min.
CLOSURE:
Diagram The
Review:
Closure
I hope everyone enjoyed the last day * Diagram below
of Tiger Pride. I saw a lot of
improvement today when everyone
practiced at the stations. I just want
to do a little review before were all
finished here. What was the most
difficult skill this semester? What
made it difficult? Can you tell me the
cues for that skill? Show me how to
perform that skill.
References Used:
Pecentral.org
Sparkpe.org
!7

each task
N/A
N/A
Instant Activity
Basketball station
Badminton station
!8
Frisbee station
Football station
!9
Closure
!10

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Sport Pedagogy Elementary and Middle School Lesson Plan Template updated 2/10/15

Department of Health, Exercise and Sport Sciences

School: Cleveland Elementary

Grade Level: 4th

Lesson Focus: Badminton

Facilities: Outside (blacktop) basketball court.

Previously Learned Skills: badminton forehand

Teaching Strategy: Station teaching

Academic Language: birdie, badminton,

CALIFORNIA PHYSICAL EDUCATION MODEL CONTENT STANDARDS:

NASPE PHYSICAL EDUCATION CONTENT STANDARDS a physically literate person:

Describe the pre-class arrangement

Diagram the pre-class arrangement

Instant Activity: Frogs Across the Pond

a) Goal Orientation for

a) Goal Orientation for

Lesson Core - Task 1:

a) Goal Orientation for

Transition: Students will assist in

a) Goal Orientation for

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