By Michael Ertel
Physical Education Teacher
Buffalo Public Schools
NYS AHPERD Executive Council Member
Email: [email protected]
LinkedIn: https://www.linkedin.com/in/mikeertel/
Twitter: @MikeErtel10
Physical Education Teacher
Buffalo Public Schools
NYS AHPERD Executive Council Member
Email: [email protected]
LinkedIn: https://www.linkedin.com/in/mikeertel/
Twitter: @MikeErtel10
My name is Michael Ertel, and I teach elementary physical education at the Buffalo Public Schools in Buffalo, NY. I have taught health and physical education (HPE) for six years while coaching youth soccer at various elite levels. As a current practitioner serving HPE along with an ardent games-based advocate, I hope to contribute a unique perspective to this blog to serve all disciplines of the profession.
It is clear from the original work of Bunker and Thorpe (1982), that teaching games for understanding (TGfU) was an intentional games-based curriculum model developed for secondary-school students. Rovegno (2010), Memmert and Konig (2007), and other scholars, however, provide a structured framework that transfers the hallmark themes of TGfU to an elementary school setting. This TGfU framework will be of value to pre-service and in-service teachers and is outlined by the following sections contained below: an analysis of the themes encompassed in the model with direct applications to elementary physical education; and a curriculum foundation with an accompanying block schedule for a 4th or 5th-grade TGfU soccer unit.
Major Themes of TGfU and Relation to Elementary Physical Education
Rovegno (2010) highlighted major themes consistent in the TGfU literature at the secondary level. Analyzing these themes from an elementary physical education lens will enable practitioners of younger students to feel comfortable and more confident applying TGfU principles in their settings.
THEME 1: Instructional Adjustments/Modifications
The modification of equipment, game structures, and instructional groupings is well documented and widely encouraged within the physical education community. Whether it is a teacher candidate in an elementary methods course or a seasoned master teacher, the modification of lessons to meet the unique needs of all students is critical. All students deserve an equal opportunity to attain competency in the skills, tactics, and strategies contained within each physical education class. Combining common principles between TGfU and the Universal Design for Learning (UDL) framework will allow physical educators to accentuate multiple means of expression, representation, and engagement within an emotionally and physically safe learning environment.
Although TGfU is an accessible learner-centered model of physical education, teachers of elementary students may need to consider the instructional approach they employ for skill interventions and equitable learning opportunities across the spectrum of ability levels within their class. “TGfU advocates isolated drills and instructions common to more traditional approaches to address poor technical skill execution within the game (Bunker and Thorpe 1986; Kirk and MacPhail 2002). This could be seen in the practice task interjected between the introductory and final games for a TGfU approach” (Renshaw et. al, 2016 p. 17). To avoid decontextualizing skill acquisition in an isolated task, the teacher can manipulate the constraints (rules, time, space, equipment) to simplify the techniques for elementary students who are executing poor technical skills within a game. For example, if some students are struggling with the accuracy of a push pass within a small-sided game of soccer, a teacher could provide a restraining line or “free zone” that allows students the opportunity to attain a higher degree of success with the technique.
Please refer to the block schedule below to understand how instructional modifications and adjustments can be planned and executed within an elementary physical education TGfU soccer unit.
THEME 2: Teaching for Understanding
Teaching games to students should not be isolated teaching sports skills, but rather games instruction is a means to teach critical skills and apply meaningful tactics and strategies that are foundational to many sports and activities played around the world (Rovegno, 2010). To be clear, game-sense, TGfU, play-practice, or any other games-based curriculum or pedological model is not to be confused with a games and activities or “roll the ball out” approach whereby no substantive learning or transfer takes place. Despite the abundance of research documenting the successes of models-based practices in the profession and the equally critical bevy of literature on the multi-activity model, many teachers apply this one-size-fits-all approach around the world. The traditional “skill and drill” lesson is an approach that Thorpe et. al (1986) laments. This is where a modified game at the end of the lesson is used to allow children to practice the learned isolated skills. GBA research has shown that this type of approach is not the most effective way to produce skillful players in any physical activity environment. Ultimately, elementary students must be afforded the time to learn and practice necessary skills and tactics within game-like situations that foster the knowledge needed to support skillful gameplay.
How do we know that learning is taking place with our elementary school students teaching games for understanding in physical education? As a practitioner in the field, the use of inquiry-based reflective questioning serves numerous purposes to demonstrate positive student outcomes. Posing thought-provoking questions to your students can deepen interest and curiosity, assess knowledge and understanding, and redefine tasks for students with a wide range of abilities (Grout and Long, 2009). Through these tenants, a master teacher can effectively and efficiently utilize and balance well-planned convergent (open) and divergent (closed) questions within each TGfU lesson to garner an understanding of the content for your students.
To understand how reflective questioning can be used within an elementary PE teaching games for understanding a soccer unit, please refer to the block schedule and pedometer journal prompt and rubric for assessment 1.
THEME 3: Progression of Skills
Development and progression are crucial to any curriculum and therefore an important consideration at the elementary level. In the lower grades, students need to be able to perform basic skills and movement patterns to effectively play the games that use those same skills. While it may be argued that some measure of skills must be acquired before children can play games, the level of skill competency necessary for game contexts is unclear and vastly debated. Robertson (1977) postulated that the skills of a child within physical education must be strong enough to offset possible regression in a more difficult game-like environment. More recently, Rovegno (2010) expanded Rink’s (2005) levels-based approach questioning the lower standard of learning basic movement patterns or skills before infusing them into a tactical game. More research is needed regarding progression and the targeting of specific skills in elementary settings and how quickly and successfully they can be applied to a games-based environment.
Each day of the block schedule below provides explicit examples of progressions of soccer-specific skills within an elementary TGfU unit. These skills are also measured in the pre and post-test assessment along with assessments 2 and 4 while connecting with objectives 1 and 12-20.
THEME 4: Relevance and Transfer
One of the main issues that Bunker and Thorpe, (1982) considered when devising the tenants of TGfU was that a large percentage of unmotivated and sedentary secondary students had poor game skills and could not transfer these skills to make high-order tactical decisions during organized play. To understand tactical elements within games and activities, students at the elementary level must recognize their own, their teammates’, and their opponents’ perspectives (Rovegno, 2010). Most readers of this blog have considerable experience teaching, coaching, or at least observing children play games and sports in various environments. Coming from a soccer background, it is frustrating to see U6 recreational soccer where the children chase after the ball like bees swarming around a hive to find their queen. One or two children are dominating this game based on their physical capabilities, not their skillful play. This type of game is not meaningful, relevant, and does not provide any sort of tactical knowledge or adaptability for transfer and development. Additionally, it is not appropriate to place elementary children into regulation-sized competition for the sake of experiencing the game. These two examples illustrate inappropriate applications of games, and our elementary students deserve better. Practitioners should instead engage students with new skills or activities presented with challenging tasks that require focus and exploration to cultivate a reasonable level of success (Sun et. al, 2008).
Relevancy and transfer for an elementary TGfU soccer unit are contained in assessments 1 and 3 in the below chart.
THEME 5: Appreciation of the Path Towards Physical Literacy
Games-based curriculum and pedalogical model researchers have also touted the importance of game appreciation. Connecting self-determination theory Ryan & Deci (2000) can help us better understand the implications of cultivating a student-centered learning environment for elementary school children in Physical Education. More specifically, early deliberate play in elementary physical education can increase a student’s intrinsic motivation leading to more appreciation for physical activities over time (Ryan & Deci, 2000). Physical educators can facilitate appreciation through their TGFU instructional practices utilizing co-created and child-designed games. Games-based approaches and co-created child-designed games in elementary physical education do not leave children to fend for themselves without the supervision and guidance of a qualified practitioner. Instead, however, teachers can pose challenges and problems for students to solve collaboratively in an inquiry-based climate. For example, an elementary teacher can provide specific tactical situations for players to solve within a modified soccer game such as numbers up/down situations. This effective practice can enhance social and emotional learning competencies, create a sense of ownership and autonomy, and most importantly, place the student at the center of the learning experience. While TGfU and other approaches alike may optimize psychomotor and tactical understanding of games and sport, the opportunity to address the affective domain and game appreciation cannot be overlooked. This will allow each student to learn and experience success in, through, and about movement to pursue their lifelong pathway towards physical literacy.
Developing student appreciation and personal/social behavior outcomes of the domain in elementary physical education are referenced below in objectives 4, 5, 8, 9, and 10.
It is clear from the original work of Bunker and Thorpe (1982), that teaching games for understanding (TGfU) was an intentional games-based curriculum model developed for secondary-school students. Rovegno (2010), Memmert and Konig (2007), and other scholars, however, provide a structured framework that transfers the hallmark themes of TGfU to an elementary school setting. This TGfU framework will be of value to pre-service and in-service teachers and is outlined by the following sections contained below: an analysis of the themes encompassed in the model with direct applications to elementary physical education; and a curriculum foundation with an accompanying block schedule for a 4th or 5th-grade TGfU soccer unit.
Major Themes of TGfU and Relation to Elementary Physical Education
Rovegno (2010) highlighted major themes consistent in the TGfU literature at the secondary level. Analyzing these themes from an elementary physical education lens will enable practitioners of younger students to feel comfortable and more confident applying TGfU principles in their settings.
THEME 1: Instructional Adjustments/Modifications
The modification of equipment, game structures, and instructional groupings is well documented and widely encouraged within the physical education community. Whether it is a teacher candidate in an elementary methods course or a seasoned master teacher, the modification of lessons to meet the unique needs of all students is critical. All students deserve an equal opportunity to attain competency in the skills, tactics, and strategies contained within each physical education class. Combining common principles between TGfU and the Universal Design for Learning (UDL) framework will allow physical educators to accentuate multiple means of expression, representation, and engagement within an emotionally and physically safe learning environment.
Although TGfU is an accessible learner-centered model of physical education, teachers of elementary students may need to consider the instructional approach they employ for skill interventions and equitable learning opportunities across the spectrum of ability levels within their class. “TGfU advocates isolated drills and instructions common to more traditional approaches to address poor technical skill execution within the game (Bunker and Thorpe 1986; Kirk and MacPhail 2002). This could be seen in the practice task interjected between the introductory and final games for a TGfU approach” (Renshaw et. al, 2016 p. 17). To avoid decontextualizing skill acquisition in an isolated task, the teacher can manipulate the constraints (rules, time, space, equipment) to simplify the techniques for elementary students who are executing poor technical skills within a game. For example, if some students are struggling with the accuracy of a push pass within a small-sided game of soccer, a teacher could provide a restraining line or “free zone” that allows students the opportunity to attain a higher degree of success with the technique.
Please refer to the block schedule below to understand how instructional modifications and adjustments can be planned and executed within an elementary physical education TGfU soccer unit.
THEME 2: Teaching for Understanding
Teaching games to students should not be isolated teaching sports skills, but rather games instruction is a means to teach critical skills and apply meaningful tactics and strategies that are foundational to many sports and activities played around the world (Rovegno, 2010). To be clear, game-sense, TGfU, play-practice, or any other games-based curriculum or pedological model is not to be confused with a games and activities or “roll the ball out” approach whereby no substantive learning or transfer takes place. Despite the abundance of research documenting the successes of models-based practices in the profession and the equally critical bevy of literature on the multi-activity model, many teachers apply this one-size-fits-all approach around the world. The traditional “skill and drill” lesson is an approach that Thorpe et. al (1986) laments. This is where a modified game at the end of the lesson is used to allow children to practice the learned isolated skills. GBA research has shown that this type of approach is not the most effective way to produce skillful players in any physical activity environment. Ultimately, elementary students must be afforded the time to learn and practice necessary skills and tactics within game-like situations that foster the knowledge needed to support skillful gameplay.
How do we know that learning is taking place with our elementary school students teaching games for understanding in physical education? As a practitioner in the field, the use of inquiry-based reflective questioning serves numerous purposes to demonstrate positive student outcomes. Posing thought-provoking questions to your students can deepen interest and curiosity, assess knowledge and understanding, and redefine tasks for students with a wide range of abilities (Grout and Long, 2009). Through these tenants, a master teacher can effectively and efficiently utilize and balance well-planned convergent (open) and divergent (closed) questions within each TGfU lesson to garner an understanding of the content for your students.
To understand how reflective questioning can be used within an elementary PE teaching games for understanding a soccer unit, please refer to the block schedule and pedometer journal prompt and rubric for assessment 1.
THEME 3: Progression of Skills
Development and progression are crucial to any curriculum and therefore an important consideration at the elementary level. In the lower grades, students need to be able to perform basic skills and movement patterns to effectively play the games that use those same skills. While it may be argued that some measure of skills must be acquired before children can play games, the level of skill competency necessary for game contexts is unclear and vastly debated. Robertson (1977) postulated that the skills of a child within physical education must be strong enough to offset possible regression in a more difficult game-like environment. More recently, Rovegno (2010) expanded Rink’s (2005) levels-based approach questioning the lower standard of learning basic movement patterns or skills before infusing them into a tactical game. More research is needed regarding progression and the targeting of specific skills in elementary settings and how quickly and successfully they can be applied to a games-based environment.
Each day of the block schedule below provides explicit examples of progressions of soccer-specific skills within an elementary TGfU unit. These skills are also measured in the pre and post-test assessment along with assessments 2 and 4 while connecting with objectives 1 and 12-20.
THEME 4: Relevance and Transfer
One of the main issues that Bunker and Thorpe, (1982) considered when devising the tenants of TGfU was that a large percentage of unmotivated and sedentary secondary students had poor game skills and could not transfer these skills to make high-order tactical decisions during organized play. To understand tactical elements within games and activities, students at the elementary level must recognize their own, their teammates’, and their opponents’ perspectives (Rovegno, 2010). Most readers of this blog have considerable experience teaching, coaching, or at least observing children play games and sports in various environments. Coming from a soccer background, it is frustrating to see U6 recreational soccer where the children chase after the ball like bees swarming around a hive to find their queen. One or two children are dominating this game based on their physical capabilities, not their skillful play. This type of game is not meaningful, relevant, and does not provide any sort of tactical knowledge or adaptability for transfer and development. Additionally, it is not appropriate to place elementary children into regulation-sized competition for the sake of experiencing the game. These two examples illustrate inappropriate applications of games, and our elementary students deserve better. Practitioners should instead engage students with new skills or activities presented with challenging tasks that require focus and exploration to cultivate a reasonable level of success (Sun et. al, 2008).
Relevancy and transfer for an elementary TGfU soccer unit are contained in assessments 1 and 3 in the below chart.
THEME 5: Appreciation of the Path Towards Physical Literacy
Games-based curriculum and pedalogical model researchers have also touted the importance of game appreciation. Connecting self-determination theory Ryan & Deci (2000) can help us better understand the implications of cultivating a student-centered learning environment for elementary school children in Physical Education. More specifically, early deliberate play in elementary physical education can increase a student’s intrinsic motivation leading to more appreciation for physical activities over time (Ryan & Deci, 2000). Physical educators can facilitate appreciation through their TGFU instructional practices utilizing co-created and child-designed games. Games-based approaches and co-created child-designed games in elementary physical education do not leave children to fend for themselves without the supervision and guidance of a qualified practitioner. Instead, however, teachers can pose challenges and problems for students to solve collaboratively in an inquiry-based climate. For example, an elementary teacher can provide specific tactical situations for players to solve within a modified soccer game such as numbers up/down situations. This effective practice can enhance social and emotional learning competencies, create a sense of ownership and autonomy, and most importantly, place the student at the center of the learning experience. While TGfU and other approaches alike may optimize psychomotor and tactical understanding of games and sport, the opportunity to address the affective domain and game appreciation cannot be overlooked. This will allow each student to learn and experience success in, through, and about movement to pursue their lifelong pathway towards physical literacy.
Developing student appreciation and personal/social behavior outcomes of the domain in elementary physical education are referenced below in objectives 4, 5, 8, 9, and 10.
Curriculum Foundation and Block Plan for a TGfU Elementary Soccer Unit
Unit: Soccer No. of Days: 10___ Name: Michael Ertel
Grade Level: 4th Grade Class Size: 24 Length of Class: 40 minutes
Special Considerations: There are no special considerations for this 4th or 5th-grade class.
Skills/Concepts to be taught: Dribbling, passing, shooting, receiving, combination play, spatial awareness, 1v1 attacking and defending
Facilities and Equipment needed: Large gymnasium, 24 soccer balls, cones, small soccer goals, large soccer goals, scrimmage vests, pedometers
Media or other equipment: Computer, projector, smartboard
Grade Level: 4th Grade Class Size: 24 Length of Class: 40 minutes
Special Considerations: There are no special considerations for this 4th or 5th-grade class.
Skills/Concepts to be taught: Dribbling, passing, shooting, receiving, combination play, spatial awareness, 1v1 attacking and defending
Facilities and Equipment needed: Large gymnasium, 24 soccer balls, cones, small soccer goals, large soccer goals, scrimmage vests, pedometers
Media or other equipment: Computer, projector, smartboard
Objective |
Learning Domain |
NYS/National Standards |
Explanation |
1) The students will correctly pass a soccer ball through a one-yard gate 7 out of 10 times while standing 10 yards away. |
Psychomotor |
NYS 1 and National 1 |
Due to the specificity of the instep drive during a modified soccer game, this objective aligns with anchor standard 1 and strand 1 of the NYS Learning Standards for 4th-grade outcomes. Also, physically literate soccer players need to perform the instep drive competently during a modified soccer game which connects SHAPE America standard 1 with this objective. |
2) During a modified game of soccer, the students will effectively apply their knowledge of the offside rule by not receiving a pass in an offside position. |
Cognitive |
NYS 2 and National 2 |
The offside rule requires a mature knowledge of the tactics and strategies of soccer and therefore connects to anchor standard 2 and strand 2 of the NYS Learning Standards for 4th-grade outcomes. Additionally, SHAPE America standard 2 connects with the application of the offside during a modified game of soccer to become a physically literate performer. |
3) The students will apply their knowledge of dribbling in soccer to evaluate their peers' dribbling skill competency during a slalom dribbling drill. |
Cognitive |
NYS 2 and National 2 |
NYS Learning standard 2 strand 1 aligns with this cognitive objective for students to apply their knowledge of dribbling a soccer ball to evaluate their partner. Also, SHAPE America standard 2 connects with this objective to use knowledge of concepts related to the performance of dribbling to effectively evaluate their peer. |
4) The students will value a soccer game as an opportunity to use verbal and non-verbal communication skills that develop positive peer relationships. |
Affective |
NYS 4 and National 4 |
This effective objective is directly aligned to standard 4 strand 2 of the NYS Learning Standards by demonstrating civility, cooperation, and communication skills to develop peer relationships within a soccer game. Furthermore, this objective can apply to SHAPE America standard 4 to develop responsible and social behavior in communication and standard 5 to recognize the value of a soccer game for social interaction. |
5) The students will respond positively following the conclusion of a modified soccer game, regardless of the result, by displaying positive sportsmanship towards their teammates and competitors. |
Affective |
NYS 4 and National 4 |
NYS Learning Standard 4 strand 2 directly links to this affective performance objective by using sportsmanship following a game to foster social awareness and relationship skills. Additionally, SHAPE America standard 4 applies to this objective as a physically literate individual must respond and exhibit social behavior that respects self and others after a game, regardless of the result. |
6) The students will identify the health-related physical fitness components that contribute to success in soccer and benefits their health. |
Cognitive |
NYS 3 and National 3 |
This cognitive domain objective aligns with NYS and National Standard 3. Students must use their knowledge of health-related physical fitness components and connect them with successful performance in soccer while recognizing their application towards a health-enhancing level of physical activity and fitness. |
7) The students will analyze and break down their own technical elements of a push pass during a passing exercise. |
Cognitive |
NYS 2 and National 2 |
NYS and National Standard 2 capture this cognitive domain objective by having students apply knowledge of previously learned skills towards a self-assessment to improve future performance. This objective explicitly interweaves physical literacy that is emphasized in the national standards. |
8) The students will examine how receiving a pass with different surfaces impacts their next technical and tactical action during a game of soccer. |
Cognitive |
NYS 2 and National 2 |
This objective aligns with NYS Standard 2 and National Standard 2 by understanding how different surfaces of receiving a pass apply towards the next technical and tactical decision during a soccer game. These concepts as referenced in the standards directly correlate with an understanding of how technical skills relate to tactical decision making. |
9) The students will accept responsibility for their interactions and behaviors with peers and teachers during the soccer unit. |
Affective |
NYS 4 and National 4 |
NYS and National Standard 4 connect with this objective by taking ownership of their behaviors that has an impact on their own performance and peers’ attitudes towards working with them during a soccer unit. |
10) All students will use behaviors that involve others to contribute towards an inclusive and equitable learning environment during skill acquisition. |
Affective |
NYS 4 and National 4 |
This affective objective aligns with NYS and National Standard 4 by connecting positive inclusive behaviors that show respect for all classmates regardless of ability levels. By showing respect for others, you are exhibiting respect for yourself. |
11) All students will demonstrate an appreciation for the benefits that playing soccer has on health-related physical fitness components and a personal physical fitness plan. |
Affective |
NYS 5 and National 5 |
NYS and National Standard 5 are most closely connected with this objective by students understanding and recognizing the healthy-enhancing benefits that soccer has. Furthermore, soccer can be incorporated into someone’s overall personal fitness plan to achieve physical literacy and lifelong movement. |
12) The students will be able to effectively improvise 1v1 dribbling moves to beat a defender during a modified game of soccer. |
Psychomotor |
NYS 1 and National 1 |
This psychomotor objective directly relates to a difficult skill of 1v1 dribbling moves to achieve competency during a soccer game. NYS and National Standard 1 are most notably connected with the variety of motor skills and movement patterns that encompass dribbling moves. |
13) After observing the demonstration, the students will perform a 20-yard lofted pass with their dominant foot to their teammates 6 out of 10 times. |
Psychomotor |
NYS 1 and National 1 |
NYS and National Standard 1 apply to this explicit psychomotor objective by utilizing observation and future performance of specific skills to gain minimum competency during skill acquisition. |
14) All students will correctly execute an instep drive shot with both feet during a game situation in soccer. |
Psychomotor |
NYS 1 and National 1 |
NYS and National Standard 1 connect with this objective as correctly executing an instep drive shot with both feet correlates to a critical soccer competency for game situations. |
15) The students will demonstrate proper receiving technique by trapping a pass with the inside of their foot from their teammate within a 3-yard box 8 out of 10 times. |
Psychomotor |
NYS 1 and National 1 |
This explicit psychomotor objective underscores the critical nature of a player's first touch while receiving a pass. Competency in motor skills and movement patterns as written in NYS and National Standard 1 connects directly to performing this skill in isolation and as a part of a soccer game. |
16) The students will display effective ball manipulation skills to escape tight areas of congestion during a modified game of soccer. |
Psychomotor |
NYS 1 and National 1 |
NYS and National Standard 1 capture this psychomotor objective by connecting agility, coordination, and technical skills of soccer with competency in a variety of motor skills and movement patterns. The diversity of this skill lends itself to meeting the broad range of standard 1. |
17) The students will demonstrate explosive agility, speed, and reaction time without the ball while engaged in a modified game of soccer. |
Psychomotor |
NYS 1 and National 1 |
This movement pattern of sprinting coupled with the skill-related components of agility and speed are critical in soccer and connects with NYS and National Standard 1. Competent players can quickly change direction and sprint after a given stimulus to positively impact the next action during the game. |
18) The students will be able to correctly identify and execute a give-and-go combination with their teammate during a modified game of soccer. |
Psychomotor |
NYS 1, 2 and National 1, 2 |
This objective encompasses two standards as it uses skills and strategies to execute a specific combination play during a soccer game. NYS and National Standard 1 connect the skill of passing. NYS and National Standard 2 connects the concept of a give-and-go combination play. |
19) The students will successfully perform the correct defending technique by stopping their partner from scoring 6 out of 10 times during a 1v1 challenge. |
Psychomotor |
NYS 1 and National 1 |
NYS and National Standard 1 connect with this explicit objective during a 1v1 challenge by integrating the competency of stopping their partner by using a specific defensive movement pattern. |
20) During a soccer game, the students will recognize when and how to make a forward run with and without the ball using spatial awareness and cues. |
Psychomotor |
NYS 1, 2 and National 1, 2 |
NYS and National Standard 1 and 2 apply with this psychomotor objective. Understanding when to make a forward run directly relates to the concepts in standard 2 while the actual movement pattern of running connects with standard 1. |
TGfU Assessments
CATEGORY |
Objective |
Assessments |
Instrument |
Domain |
PRE-TEST |
All students will correctly execute an instep drive shot with both feet during a game situation in soccer. |
Using a gameplay rubric, students will be assessed by the teacher during a 4v4 modified soccer match on how they correctly execute an instep drive shot with both feet. |
Rubric |
Psychomotor |
ASSESSMENT 1 |
All students will demonstrate an appreciation for the benefits that playing soccer has on health-related physical fitness components and a personal physical fitness plan. |
All students will have pedometers tracking their steps for every class during the soccer unit. They will use the data they collect from their pedometers to write a journal entry using prompts that demonstrate their understanding of health-related physical fitness components, their soccer application, and the long-term health benefits of utilizing data as a part of a personal physical fitness plan. |
Pedometer and Rubric |
Affective |
ASSESSMENT 2 |
The students will be able to correctly identify and execute a give-and-go combination with their teammate during a modified game of soccer. |
Using a gameplay rubric, students will be assessed by the teacher during a 4v4 modified soccer match on how well they utilize proper techniques, tactics, and strategies to execute a give-and-go combination. |
Rubric |
Psychomotor |
ASSESSMENT 3 |
The students will identify the health-related physical fitness components that contribute to success in soccer and benefits their health. |
Following a modified soccer game, students will be handed an exit slip. The prompt will utilize their knowledge of health-related physical fitness components while connecting them to how successful they were during the game and how health-related components impact their overall health and well-being. |
Exit Slip |
Cognitive |
ASSESSMENT 4 |
The students will be able to effectively improvise 1v1 dribbling moves to beat a defender during a modified game of soccer. |
Using a gameplay rubric, students will be assessed by the teacher during a 4v4 modified soccer match on how well they utilize proper techniques of running with the ball to improvise and beat a defender 1v1 using a dribbling move. |
Rubric |
Psychomotor |
ASSESSMENT 5 |
During a soccer game, the students will recognize when and how to make a forward run with and without the ball using spatial awareness and cues. |
Using a gameplay rubric, students will be assessed by the teacher during a 4v4 modified soccer match on how well they recognize and execute cues to make a forward run into open space. |
Rubric |
Psychomotor |
POST-TEST |
All students will correctly execute an instep drive shot with both feet during a game situation in soccer. |
Using a gameplay rubric, students will be assessed by the teacher during a 4v4 modified soccer match on how they correctly execute an instep drive shot with both feet. |
Rubric |
Psychomotor |
Block Schedule
DAILY INSTRUCTION |
DAY 1 |
DAY 2 |
DAY 3 |
DAY 4 |
DAY 5 |
PEDALOGICAL MODEL |
TGFU |
TGFU |
TGFU |
TGFU |
TGFU |
CONTENT (WHAT?) |
Dribbling to Find Space and Ball Manipulation |
Running with the ball and beating an opponent on the dribble |
Executing short and intermediate passing |
Executing longer distance passing |
Receiving ground passes |
LEARNING ACTIVITIES (HOW?) |
Warm-up/Set: Free dribbling in space while teacher demonstrates and calls out ball manipulation and other locomotor movement patterns. Modify the number of patterns and dribbling techniques based on competency. Learning Activity 1: Non-elimination knock-out dribbling game. Modify space based on ability level. Question: How can you protect the ball from your opponent while you dribble in an open area? Learning Activity 2: 1v1 Endzone soccer game focusing on specific ball manipulation skills. Modify endzone size and activity time. Closure: Cooldown PNF stretching while teacher collects exit slips |
Warm-up/Set: Cone speed dribbling competition. Modify distance based on skill level. Learning Activity 1: 1v1 Gauntlet Dribbling Progression. Modify defender's pressure based on ability level. Learning Activity 2: 4v4 Modified soccer game with dribbling endzones. Add neutral players to make it easier for the attacking team to score. Closure: Debrief about the most important aspects of dribbling a player in a 1v1 situation. Question: What is your favorite move to beat a defender 1v1? Why? |
Warm-up/Set: Gates passing game. Modify the size of gates and time limit based on passing ability. Question: What is one strategy that you can your partner can use to increase your score for the next round? Learning Activity 1: 3v1 possession to cone goals. Modify the rules of the defender to make it more or less difficult for students Learning Activity 2: 2v2 game to gated goals. Modify field size and the time limit of matches Question: How do you know when to pass or dribble? Closure: Students provide one specific compliment to a peer on passing ability |
Warm-up/Set: Ladders passing competition. Modify distance of passing based on ability level. Learning Activity 1: A long passing game in end zones with pressure defenders. Add or subtract the number of defenders to modify. Question: Do you think shorter or longer passes are easier to complete? Why? Learning Activity 2: Modified soccer game with 3 zones. Goals are worth two if the pass comes from the first zone. Modify the size of zones to match the ability level of long passes. Closure: Collect and discuss pedometer readings |
Warm-up/Set: Partner touch box passing game. Increase or decrease the size of the box to modify for the first touch. Discuss rules of soccer. Learning Activity 1: 2v2 possession game with 4 outside bumpers. Restrict touches or change space to meet student’s needs. Learning Activity 2: 4v4 modified game with bumpers and four goals. Change conditions of bumper players to modify while bringing out the topic. Question: Is it easier or more difficult to take a clean first touch when space is smaller? Why? Closure: Cooldown stretching of major leg muscles |
ASSESSMENTS |
Exit Slip |
Game Play Rubric focused on dribbling |
Teacher Observation |
Pedometer Reading |
Teacher Observation |
DAILY CONTENT |
DAY 6 |
DAY 7 |
DAY 8 |
DAY 9 |
DAY 10 |
PEDALOGICAL MODEL |
TGFU |
TGFU |
TGFU |
TGFU |
TGFU |
CONTENT (WHAT?) |
Receiving longer distance passes |
Finishing in and around the penalty area |
Small group attacking |
Small group defending |
4v4 Soccer Festival |
LEARNING ACTIVITIES (HOW?) |
Warm-up/Set: Large Dutch windows passing exercises. Modify the size of the windows to practice effective first touch. Learning Activity 1: Soccer horseshoes. The first touch who lands closest to the cone receives a point. Play for time, not points. Modify rules of different feet striking the ball or distance of cones. Question: What can you do before you touch the ball to touch the ball closer to your target? Learning Activity 2: 4v4 modified soccer game with 2 targets on each end. Modifications include space, number of targets, and time limit to score. Closure: Collect pedometer readings and explain pedometer journal assignment. |
Warm-up/Set: Explain pre and post-test format. Marbles shooting game with a partner. Switch partners after each minute to gain repetition. Learning Activity 1: 3v3 penalty box shooting game with the goalkeeper. Coach switches players after 30 seconds. Modify the size of the grid based on ability level. Question: When you are in the penalty area, do you need more power or accuracy to score? Show me what that looks like. Learning Activity 2: 4v4 modified soccer match with goalkeepers in full-sized goals. Modify the size of the field for more shooting opportunities for players. Closure: Debrief on shooting pre-test results |
Warm-up/Set: 2v2 game with endzones. Increase endzone size to meet skill level. Learning Activity 1: 2v2+2 game to small goals. Neutral players increase the attacking opportunities for combination play and movement off the ball. Learning Activity 2: 4v4 modified soccer match to small goals. Add neutral players if players need more attacking opportunities. Closure: Discuss with a partner how to complete a give-and-go combination. Teacher feedback on attacking gameplay rubric. |
Warm-up/Set: 3v1 keep away. Modify the size of the grid to encourage many defensive opportunities and actions. Learning Activity 1: 2v1 break out transitions to small goals. Change defenders often to maximize intensity and technique of defending. Learning Activity 2: 3v2, 2v1 transition numbers down defending game to large goals. Modify the time limit for the attacking team to score based on the varying success of defensive players. Question: How do you create a numerical advantage when you are attacking during a soccer game? Closure: Stretching of major muscle groups with a partner |
Warm-up/Set: Divide players up into pre-allotted teams and explain the post-test and 4v4 festival format. Review the rules of soccer. Learning Activity 1: 4v4 matches with goalkeepers. 3-minute games. Teams rotate so they can play each other at least once. All soccer rules for gameplay apply to this festival. No standings are kept. The focus for this culminating event is using past instruction to score as many goals as possible with your team. Question: What is one way to show appreciation for your opponent’s following a soccer game? Closure: Debrief on shooting post-test and provide feedback for future performance |
ASSESSMENTS |
Pedometer Reading and Journal |
Pre-Test Game Play Rubric |
Game Play Rubric focused on movement without the ball and combination play |
Game Play Rubric Focused on defensive skills |
Post-Test Game Play Rubric |
ANCILLARIES AND SUPPLEMENTS
Pre and Post-Test Rubric for Gameplay
LEVEL |
1. Basic Skills |
2. Offensive Skills |
3. Movement Without the Ball |
4. Defensive Skills |
4 |
Consistently uses effective passing, receiving, and shooting skills |
The player initiating play effectively passes the ball and moves to open space to receive a pass 3 times. |
Consistently moves to open space, with good timing and clear intent to create a passing lane. |
Consistently moves to intercept the ball or make passing difficult for the offensive players. |
3 |
Usually uses effective passing, receiving, and shooting skills. |
The player initiating play effectively passes the ball and moves to open space to receive a pass 2 times. |
Usually moves to open space to create a passing lane. |
Usually moves to intercept the ball or make passing difficult for the offensive players. |
2 |
Sometimes uses effective passing, receiving, and shooting skills. |
The player initiating play passes the ball and moves to open space to receive a pass 1 time. |
Sometimes moves to open space. |
Sometimes moves to intercept the ball or make passing difficult for the offensive players |
1 |
Seldom uses effective passing, receiving, and shooting skills |
The player initiating play passes the ball and never moves to open space to receive a pass. |
Seldom moves to open space |
Seldom moves to intercept the ball or make passing difficult for the offensive players. |
Modified Soccer Game Playing Scoring Guide
Consistently = 90% or above
Usually = 75% – 89%
Sometimes = 50% – 74%
Seldom = below 50%
Pedometer Journal Prompt and Rubric for Assessment 1
Using your pedometer readings during the soccer unit, create a journal entry that describes your reactions to how you interpreted your data throughout the unit. What health-related physical fitness components contributed to your variance of data on particular days of the unit? How do these health-related components contribute to your overall health and wellness? Additionally, how does your pedometer data contribute to your personal physical fitness plan?
Journal Rubric
Consistently = 90% or above
Usually = 75% – 89%
Sometimes = 50% – 74%
Seldom = below 50%
Pedometer Journal Prompt and Rubric for Assessment 1
Using your pedometer readings during the soccer unit, create a journal entry that describes your reactions to how you interpreted your data throughout the unit. What health-related physical fitness components contributed to your variance of data on particular days of the unit? How do these health-related components contribute to your overall health and wellness? Additionally, how does your pedometer data contribute to your personal physical fitness plan?
Journal Rubric
Points |
- |
4 |
The physically literate student completed the entire journal entry. They accurately documented ALL the components, relevant feedback, and results in which they were able to achieve individually and collectively with their classmates. They wrote a thoughtful reflection. They speak about if they will continue to play soccer in the future. They have no grammatical errors in their writing. |
3 |
The physically literate student completed the entire journal entry. They accurately documented MOST of the components, relevant feedback, and results in which they were able to achieve individually and collectively with their classmates. They wrote a thoughtful reflection. They speak about if they will continue to play soccer in the future. They have a few grammatical errors in their writing. |
2 |
The physically literate student completed part of the journal entry. They accurately documented SOME of the skills components, relevant feedback, and results in which they were able to achieve individually and collectively with their classmates. They wrote a competent reflection. They do not speak about if they will continue to play soccer in the future. They have several grammatical errors in their writing |
1 |
The physically literate student completed part of the journal entry. They accurately documented FEW of the skills components, relevant feedback, and results in which they were able to achieve individually and collectively with their classmates. They wrote a poor reflection. They do not speak about if they will continue to play soccer in the future. They have many grammatical errors in their writing. |
Scoring Guide
4 – Exceptional
3 – Above Expectations
2 – Satisfactory
1 – Needs Improvement
Exit Slip Prompt for Assessment 3
What health-related physical fitness components contributed to your success during the modified game of soccer? How can these component(s) impact your performance during the game and overall health and well-being?
Modified Game Play Scoring Rubric for Assessments 2, 4, 5
4 – Exceptional
3 – Above Expectations
2 – Satisfactory
1 – Needs Improvement
Exit Slip Prompt for Assessment 3
What health-related physical fitness components contributed to your success during the modified game of soccer? How can these component(s) impact your performance during the game and overall health and well-being?
Modified Game Play Scoring Rubric for Assessments 2, 4, 5
Level |
1. Basic Skills |
2. Offensive Skills |
3. Movement Without the Ball |
4 |
Consistently uses effective dribbling passing, receiving, and shooting skills. |
The player initiating play consistently effectively passes the ball and moves to open space to receive a pass. |
Consistently moves to open space, with good timing and clear intent to create a passing lane. |
3 |
Usually uses effective dribbling passing, receiving, and shooting skills |
The player initiating play usually effectively passes the ball and moves to open space to receive a pass. |
Usually moves to open space to create a passing lane. |
2 |
Sometimes uses effective dribbling passing, receiving and shooting skills |
The player initiating play sometimes passes the ball and moves to open space to receive a pass. |
Sometimes moves to open space. |
1 |
Seldom uses effective dribbling passing, receiving, and shooting skills. |
The player initiating play seldom passes the ball and never moves to open space to receive a pass. |
Seldom moves to open space. |
Modified Soccer Game Playing Scoring Guide
Consistently = 90% or above
Usually = 75% – 89%
Sometimes = 50% – 74%
Seldom = below 50%
References
Bunker, D., & Thorpe, R. (1982). A model for the teaching of games in secondary schools. Bulletin of Physical Education, 18(1), 5–8
Grout, H. & Long, G. (2009) Improving Teaching & Learning in Physical Education. Berkshire: Open University Press
Memmert, D. & König, S. (2007). Teaching Games in Elementary Schools. International Journal of Physical Education.
Renshaw, I., Araújo, D., Button, C., Chow, JY., Davids K., & Moy, B. (2016) Why the Constraints-Led Approach is not Teaching Games for Understanding: a clarification, Physical Education and Sport Pedagogy, 21:5, 459-480, DOI: 10.1080/17408989.2015.1095870
Rink, J. (2005). Teaching physical education for learning. McGraw-Hill Education.
Roberton, M. A. (1977). Developmental Implications for Games Teaching. Journal of Physical Education and Recreation, 48(7), 25–25. https://doi.org/10.1080/00971170.1977.10621106
Rovegno, I. (2010). A Model for TGfU in Elementary-School Physical Education. More Teaching Games for Understanding. https://doi.org/10.5040/9781718208964.ch-012
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
Sun, H., Chen, A., Ennis, C., Martin, R., Shen, B. (2008). An Examination of the Multidimensionality of Situational Interest in Elementary School Physical Education. Research Quarterly for Exercise and Sport, 79(1), 62–70. https://doi.org/10.1080/02701367.2008.10599461
Thorpe, R.D., Bunker, D. J. & Almond, L. (1986). Rethinking games teaching. Loughborough University of Technology.
Consistently = 90% or above
Usually = 75% – 89%
Sometimes = 50% – 74%
Seldom = below 50%
References
Bunker, D., & Thorpe, R. (1982). A model for the teaching of games in secondary schools. Bulletin of Physical Education, 18(1), 5–8
Grout, H. & Long, G. (2009) Improving Teaching & Learning in Physical Education. Berkshire: Open University Press
Memmert, D. & König, S. (2007). Teaching Games in Elementary Schools. International Journal of Physical Education.
Renshaw, I., Araújo, D., Button, C., Chow, JY., Davids K., & Moy, B. (2016) Why the Constraints-Led Approach is not Teaching Games for Understanding: a clarification, Physical Education and Sport Pedagogy, 21:5, 459-480, DOI: 10.1080/17408989.2015.1095870
Rink, J. (2005). Teaching physical education for learning. McGraw-Hill Education.
Roberton, M. A. (1977). Developmental Implications for Games Teaching. Journal of Physical Education and Recreation, 48(7), 25–25. https://doi.org/10.1080/00971170.1977.10621106
Rovegno, I. (2010). A Model for TGfU in Elementary-School Physical Education. More Teaching Games for Understanding. https://doi.org/10.5040/9781718208964.ch-012
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
Sun, H., Chen, A., Ennis, C., Martin, R., Shen, B. (2008). An Examination of the Multidimensionality of Situational Interest in Elementary School Physical Education. Research Quarterly for Exercise and Sport, 79(1), 62–70. https://doi.org/10.1080/02701367.2008.10599461
Thorpe, R.D., Bunker, D. J. & Almond, L. (1986). Rethinking games teaching. Loughborough University of Technology.
