Physical Education Program

Kicking for distance and distance zones lesson.

Lesson 4

 

Previous  Next

 

Lesson Home

 

1. Objectives (Specific, Behavioral, Assessable):

A.      Students: 

a.      By the end of the class students will be able to properly demonstrate and be able to repeat the cues associated with kicking for distance.

1.      Shoelaces (contact made with the shoelaces)

2.      Behind the ball (contact is made behind the ball)

3.      Under the Ball (contact is made on the lower half of ball)

4.      Step-Hop (approach of the kick is one step, a hop with non-dominant foot and kick)

                        b.   All Students will be able to score at least 10 points in the Numbered Distance Zone activity.

           

 

B.      Teacher Objective:

a.      Give clear directions and check for understanding at least four times during the period.

b.      Teacher will establish management protocols of boundaries, signals, and the use of equipment.

                       

2.  Instant Activity: “Kick-Outs”

This game is played with half the class on one team and half the class on another. Each team is broken down into pairs. One of the two in the pair is a kicker and one is a shagger. Each Team has enough balls for each pair. The game is played on one half of the gym while the other half is used to practice previously learned skills. The first pair from each team steps up to a line that teacher designates and kicks a ball trying to hit inside a hoola-hoop taped to the wall. If one or both of the players hit inside the hoola-hoop then the other player is deemed out. For example: if the first kicker on team A hits it into the hoop than the first kicker on team B is out. If both of the first kickers hit inside the hoop than both first kickers are out. The shagger or second kicker retrieves the ball and pair continues to practice area. When each first kicker in each pair has gone through the rotation then it is the second kickers turn to kick. If another rotation is made than only those kickers that were not out can kick. A student may not kick in consecutive rotations unless his/her partner is out. Only three pairs on both teams may be waiting at a time, the rest of the team and those who got out, should be practicing (on the other half of the court) different skills learned throughout the week, which could be changed as the teacher deems necessary. The game is played until all the students on one team are out or until the time allotted for activity is over.

Helpful Hint: give each pair a number so students can be easily called when it is their turn to be in line. If both of the players in the pair are out than call the next number for that team. 

            Note: This is not an elimination game, players that get out go to practice area.

3.  Set Induction:

Who has ever seen a golfer hit a golf ball a really long way? What does it look like? (Wait for answers) Where on the ball does the golf club hit? (Should say behind the ball, if not) Does it hit the back of the ball? Would the golfer hit it on the top of the ball? (Should say no but make sure the students knows the golfer is trying to hit it a long way if they say yes). Does the golfer hit it on the bottom part of the ball? (Should say yes). What about the clubface, does the golfer hit it straight on or at an angle? (Use hands to demonstrate, students should say straight). Well today were going to working turning are foot into a golf club so we can kick a ball a real long way.  

           

4.  Content Development -- see next page

 

5.  Closure:

·          Close your eyes and show me what your foot should look like when kicking for distance, stopping at where you should contact the ball.

·          What do we have to remember when kicking a ball for distance? Shoelaces, Behind the Ball, Under the Ball, Step-Hop.

·          Raise your hand if you scored 10 points in our game? How many scored more?

6.  Equipment: (for a class of 30 students)

·          30 foam soccer balls or something to kick 

 

 

 

 

 

 

 

·          Two Hula-hoops  

·           Masking Tape

·          9 Cones     

7.  Protocol:

·          Freeze: Stop where you are, don’t retrieve your ball.

·          Go: Continue activity or assessment.

·          Bring it in: Leave equipment where it is and huddle around teacher.

·          Always be enthusiastic about P.E.

 

 8.  Class Rules: (elementary)

·          Follow all protocol.

·          Respect others at all times.

·          Be courteous

·          Use nice language.

1st offense: Verbal warning

2nd offense: Sit out until ready to participate appropriately

3rd offense for same day: Go to office until teacher has time to talk about offense.

Depending on type of offense levels could be skipped. Example: fighting can be an automatic 3rd offense.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4.  Content Development:

 

 

MAF

Extensions

Refinements (Cues)

Challenges

Scatter equipment in 6 hoops outside of the perimeter of Gym. 

Mark boundaries with cones on edges of gym.

 

 

 

 

Informing Task:

 Go get a ball and begin kicking it against the wall without a step.

 

Mark a line 10 feet away from the wall students are kicking at. Mark another line 7ft up on the wall. This is a slope of 37° the maximal slope for distance.

Students spread out along the wall where both lines are marked.

1. I want you to start kicking the ball below the line with your good foot. (dominant foot)

 

 

Start with left on side of ball kick with right.

Opposite if you’re left footed.

 Kick the ball on top half of the ball to make it have no arc.

 

Make sure you are kicking the ball with your laces and not your toes. So you need to have your knee above the ball and then extend your leg.

 See if you can kick it below the line with your laces 8 times in a row.

 

 

 

 

 

2. Start kicking the ball above the line with your good foot. (dominant foot)

 Kick the ball on the lowest part of the ball to make it have the most arc possible.

 

Make sure you are kicking the ball with your laces and not your toes. So you need to have your knee above the ball and then extend your leg.

 Count the number of times you kick the ball above the line.

 

 

 

 

 

3. Start kicking the ball as close to the line as you can with your good foot. (dominant foot)

Kick the ball on the lower half to raise it up enough to hit the line.

 

Make sure you are kicking the ball with your laces and not your toes. 

 See if you can hit the line

 

 

 

4. Try to kick the ball so it goes directly in front of you using your good foot. (dominant foot)

 Make sure you’re kicking the ball directly behind the ball so it goes straight ahead.

 

 

 

 

 

 

  

5. Imagine you are trying to kick the ball as far as you can. Show me by kicking the ball at the wall where the ball would hit to go the farthest.

 Make sure you are kicking the lower part of the ball and directly behind the ball to hit the line, because that is where it would go the farthest.

 How many times can you kick the ball and hit the line?

 

 

 

6. Imagine you a trying to kick the ball as high as you can. Show me by kicking the ball at the wall where the ball would hit to go the highest.

 Make sure your foot is hitting the ball as low as possible to make it go high.

 How high can you kick above the line?

 

 

 

 

 

 

7. Imagine you a trying to kick the ball as low as you can in the air. Show me by kicking the ball at the wall where the ball would hit to go the lowest.

 Make sure your foot is hitting the ball as high as possible to make it go low.

 How low can you kick the ball below the line?

Informing Task:

 Now lets see how far we can kick the ball.

 

Have students find a partner before giving informing task by color of eyes. One partner should stand on the baseline closest to teacher and one partner should stand on the farthest baseline to the teacher. Be sure to identify the correct lines.

Only one out of the pair should have a ball at this time.   

8. Kick the ball as far as you can without a step.

 Make sure you’re using your laces, you’re kicking behind the ball and your foot is hitting the lower half of the ball for the most distance possible.

 How far can you kick the ball? Can you kick it all the way across the gym?

 

 

 

 

9. Kick the ball as far as you can with one step up to the ball.

 To complete your approach do a step, kick and a hop with the leg you’re kicking with.

Can you kick it farther than your last one? 

 

 

10. Kick the ball as far as you can with three steps up to the ball.

 

 

 

 

Your final step should be with the leg opposite than the one kicking than a hop on the same leg to complete the kick.

 Can you kick it farther than your last one? 

Informing Task:

 Now lets begin the kicking for distance game.

 

While students were doing last task begin setting up cones one the sideline of the gym. Five cones should be evenly placed baseline to baseline. The first cone closest to students is one point, second two and so on down the line.

Students do not need to move from last activity because they are already in the right place.         

Be sure the students put all balls back in the equipment basket when finished.

 

Begin kicking the ball as far as you can in the air to see how many points you can get in four tries.

 

Points only count when hit in the air.

 

Kick the ball back in fourth with the same partner until you each kick four times, then add up your scores.

 

When your kicking make sure your kicking with your laces, behind the ball, your kicking foot is hitting the lower half of the ball and your non kicking foot is doing the step hop to finish the technique.

 How many points can you get in four tries?

Closer/Assessment

·          Close your eyes and show me what your foot should look like when kicking for distance, stopping at where you should contact the ball.

·          What do we have to remember when kicking a ball for distance? Shoelaces, Behind the Ball, Under the Ball, Step-Hop.

 Created by Jeremy Huffman, Brian Viafore, Tammy Perrine, CWU PETE program, winter 2003