Passing to a Wall or Target

1. Objectives (Specific, Behavioral, Assessable)

A. Student: 

1. By the end of the class, students will be able to pass a soccer ball to a target accurately at least 3 out of 5 times, by using the 2 types of ways to pass and the cues presented below.

a. Shoelaces: the students will pass the ball using the top of their foot, their shoelaces.

b. Inside: the students should pass the ball with the inside of their foot.

c. Shoulders Square: the students will keep their shoulders square to the target that they are passing to.

d. Follow Through: the students will follow through with their kicking foot pointing at the target.

2. Students will understand the cues presented in class by analyzing their passing techniques through a video camera.

B. Teacher:

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

2. Health and Fitness EARLs:

1. The student acquires the knowledge and skills necessary to maintain an active life: movement, physical fitness, and nutrition:

1.1 Develop fundamental and complex movement skills, as developmentally appropriate.

1.2   Safely participates in a variety of developmentally appropriate physical activities

2. -The student acquires the knowledge and skills necessary to maintain a healthy life: recognize patterns of growth and development, reduce health risks, and live safely.

2.1 Recognize patterns of growth and development.

2.2. Acquire skills to live safely and reduce health risks.

3. NETS EARLs:

(3) Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

The students will work together to video tape each other doing the soccer skills. They will give each other feedback on their observations. This will increase individual learning by observing the cues to see if their peer is doing them correctly which helps the observer learn the skills cognitively. The performer will also learn from the feedback of the observer to increase the learning others.

(4) Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

The student will view the video tape of his/her performance to determine if the skills were done correctly. They will also watch a few professional soccer players perform the same skills on youtube and compare and contrast their performance with theirs. Then the student will write up a summary of what they can improve on and what they are doing well.

4. Instant Activity:

Freeze tag: Three students should be selected to be it. The rest of the students can spread out in general space. On the command of go, the taggers should tag all the people they can. Once someone is tagged they must stand still until a student tosses them a beanbag and they catch it and toss their beanbag to the other person. Then the frozen person is now in the game again. (Sets them up to hear the set induction about passing.) Switch taggers every minute or two.

5.  Set Induction:

How many of you boys and girls have had to pass something before? Sometimes you pass someone a piece of paper, or a beanbag like we did in our instant activity; other times you pass someone a napkin, or a bowl of peas. Still other times you might be trying to pass a class in school. Today we are going to learn a way of passing something, but instead of using our hands, like in most types of passing, we will be using our feet. In the game of soccer, the only part of you that can touch the ball is your feet if the ball is in bounds and you arenÕt the goalie. The game of soccer is won and lost by how well teammates can pass the ball around to each other. The pass is the most basic element in soccer and happens the most often. The pass sets up scoring opportunities and when it is performed correctly can be very pretty to watch. Today we are going to be learning how to pass a soccer ball to a target on the wall or to a stationary object.

6.  Content Development -- see next attached page

7.  Closure/Assessment:

Have the students stand in front of you and ask the class, Can anyone tell me by raising their hand and waiting to be called on, what are the two kinds of ways to pass, and what is one of the three cues we learned today? Do this for all three cues, having all the students demonstrate them as they say them.

- What is one of the three ways we learned to pass today? That’s right, with the top of our shoelaces. Let’s all demonstrate this.

- What is another way that we learned to kick the ball today? Good Job! Kicking with the inside of our foot. Let’s all demonstrate this together.

- What is one of the cues regarding how to pass? Excellent, we need to square our shoulders with our target. On the count of three, if you were kicking the ball to me, square your shoulder. 1,2,3.

- What is our second cue for making an accurate pass? ThatÕs it, Follow through. Lets all pretend that we are passing a ball, show me those beautiful follow throughs.

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

1. 30 soccer balls

2. 30 beanbags

3. One bucket

4. 10 bowling pins

5. 10 Polly spots

6. 12 cones (or stationary objects)

7. 4 Hula hoops

8. 6 sheets of paper with a number 1, 2, or 3 taped on three of the cones.

9. Bag of blow up balloons

10. Masking tape

11. Video camera

12: Television

9. Protocol

Stop = Stop whatever you are doing, put hands on hips and face the teacher

Grapes = Bring it in to the teacher, gather around and listen.

Go = Begin the task previously described.

10. Class Rules:

- Be respectful of everyone at all times

- Follow instructions

- Be enthusiastic

- Do not wear your own shoes (Put yourself in other people's shoes, ethe idea of considering how someone else might feel and showing deference to them.)

Content Development*

MAF/Instructional technique		Extensions	Refinements		Applications
Have three of the walls have a station at them for the balloons, the bowling pins, and for the cone goals. Station#1: Tape ten blown up balloons to the wall, evenly spaced out on the wall. Then tape a parallel line to the wall about 15 yards away from it. Have balloons ready to refill in case another one is popped on the wall. Cone with #1 sign should signify this is the first wall. Station #2: Set up ten bowling pins against a wall, having them evenly spaced out form each other width wise. Tape a line about ten yards away from the bowing pins running parallel to the wall. Cone with #2 sign should signify this is the second wall. Station #3: Set up 10 cones evenly spaced out from each other against the third wall. Then tape a parallel line to the wall that is 20 yards away from the cones. Cone with #3 sign should signify this is the third wall. The fourth wall of the gym should be used for the first part of the instruction. Cone with #4 sign should signify this is the fourth wall. All of the soccer balls should be contained within the 4 hoops. The bucket should contain the beanbags from the instant activity.
Informing Task: When I say go, I want you to quickly and quietly go and get a soccer ball and then find a spot on the fourth wall, marked by the fourth cone. Go.
Informing Task: When I say go, begin passing the ball at a spot on the wall using the inside of your foot. Go
	1. Take one large step away from the wall and begin trying to pass the ball at the spot on the wall continuously, when the ball comes back to you, pass it again. Start over when you get out of control.			The first cue for passing that you need to use is keeping your shoulders square. Your shoulders should be parallel to the part of the wall you are passing to. You should be using the inside of your foot to form a parallel line with the wall in order to be accurate with your pass.		How many times can you continuously pass the ball before it gets out of control, using only the inside of your foot?
	2. Take as many steps back from the wall as you feel comfortable and begin passing the ball at the spot you chose. Still try to pass while the ball rolls back to you. Use good crisp passes for this to take place.			Remember, you must follow through keeping your foot parallel to the wall in order to have and accurate pass, this is the follow through for the inside of the foot pass.		How far back can you go from the wall and still be accurate?
	3. If this is too easy for you, try using your non-dominant foot.			Remember to keep your shoulders square to your target.		Can you close your eyes and still know where you need to pass?
						How close can you get to the wall? See how fast you can continuously pass the ball to yourself.
Informing Task: When I say go I want you to begin passing the ball at the same spot you chose before, now just use the top of your foot where your laces are, Go.
	1. Take one large step away from the wall and begin trying to pass the ball at the spot on the wall continuously, when the ball comes back to you, pass it again. Start over when you get out of control.			The same cue of keeping your shoulders square applies to this style of pass too. Your shoulders should be parallel to the part of the wall you are passing to. You should be using the top of your foot to form a perpendicular line with the wall in order to be accurate with your pass		How many times can you continuously pass the ball before it gets out of control, using only the inside of your foot?
	2. Take as many steps back from the wall as you feel comfortable and begin passing the ball at the spot you chose. Still try to pass while the ball rolls back to you. Use good crisp passes for this to take place.			Remember, you must follow through keeping your foot perpendicular to the wall the entire swing and follow through, in order to have and accurate pass.		How far back can you go from the wall and still be accurate?
	3. If this is too easy for you, try using your non-dominant foot.			Remember to keep your shoulders square to your target.		How close can you get to the wall? See how fast you can continuously pass the ball to yourself.
Informing Task: Grapes. Line up in a straight line facing me please. When I say go I want you and your group to find the cone marked with your groupÕs number. Once you arrive, pick an object to pass at and begin practicing whatever pass you feel the most comfortable with. Listen for the command to rotate. When you rotate you will move to the station to the right of you. Go.
- Have the students number off one through three to form three groups of ten. The students should then go to the station with their group number on it. Rotate them every five minutes after that. Station four is skipped in the rotation. - The teacher should now walk around and give individualized instruction, looking for the cues covered. - Tape and extra balloons should be left near that station so the students can repost and blow up a new balloon. -
Informing Task: Grapes. When I say go, quickly and quietly place your soccer ball in the hula hoop you got it from and come back and sit down in front of me. Go
Closure/Assessment
Have the students stand in front of you and ask the class, Can anyone tell me by raising their hand and waiting to be called on, what are the two kinds of ways to pass, and what is one of the three cues we learned today? Do this for all three cues, having all the students demonstrate them as they say them. - What is one of the three ways we learned to pass today? That’s right, with the top of our shoelaces. Let’s all demonstrate this. - What is another way that we learned to kick the ball today? Good Job! Kicking with the inside of our foot. Let’s all demonstrate this together. - What is one of the cues regarding how to pass? Excellent, we need to square our shoulders with our target. On the count of three, if you were kicking the ball to me, square your shoulders. 1,2,3. - What is our second cue for making an accurate pass? That’s it, Follow through. Let’s all pretend that we are passing a ball, show me those beautiful follow throughs.

Lesson created by: Matthew McDowell

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