Physical Education Lesson Plan - Essay Example

(A) UNIT LESSON PLANS GOAL (Long Term) will be able to develop cardiorespiratory endurance, which will enhance oxygen uptake and lower health hazards, through aerobic training. Lesson #1: Physical Education: Ball Game: Basket Ball. Number of Students: 20 Specific Objectives (Short Term): By the end of this lesson, students will (a) perform the warm up exercises with 100% accuracy; (b) increase their level of fitness by running (through sprinting) one lap around the field track without stopping; (c) participate in lead-up games and activities to prepare them to play basket ball; (d) dodge opponents actively; (e) pass the basket ball to others; (f) shoot the basket ball correctly; (g) and run actively all through the game. Teaching and Learning Materials: Basket balls; Basket ball charts showing the court and player positions; whistle; Presentation (Lesson Procedure) (a) Introduction (Warm up Activities) (5 minutes) > Soft jogging; Frog jumps; running (sprinting) round the track once (b) Development (Main Activity) (40 minutes) Step 1: The teacher explains rules of the game (and demonstrates how to play basket ball). Students listen, take down the points. Step 2: Demonstration on how to throw/shoot the basketball. Students listen and later practise in pairs. Step 3: The teacher demonstrates how to dodge the opponents in basket ball. Students listen, watch and practise in groups of four. Step 4: The teacher divides the whole class into two teams and positions students in preparation for a Mini Basket Ball Game. The students get into groups and positions and play the game while the teacher observes and helps those who are still having difficulties, especially those with health problems (the sick). (c) Conclusion (Cool down) (5 minutes) > hopping on one leg; walking on toes; and Head rotating / twisting Lesson #2: Physical Education: Athletics: Long and High Jump. Number of Students: 20 Specific Objectives (Short Term): By the end of this lesson, students will (a) perform the basic warm up exercises with 100% accuracy; (b) increase their level of fitness by ascending and descending stair cases or highland while running; (c) participate in all lead-up activities to prepare them to jump; (d) master the rules of performing long and high jump; (e) perform long and high jumps following the instructions; Teaching and Learning Materials: Ropes, Flexaform (a very wide mattress for landing where there is no sand or snow pit); Two standing posts (poles) for rope height adjustment; Tape measure; Charts showing the fields. Presentation (Lesson Procedure) (a) Introduction (Warm up Activities) (5 minutes) > Jogging at the spot; Press ups (Push ups); Ascending and Descending Stairs or highland whilst running; (b) Development (Main Activity) (40 minutes) Step 1: The teacher explains rules of performing long and high jumps, with simple demonstrations. Students listen, take down the points. Step 2: The teachers demonstrates how to perform long jump. Students listen, watch and later line up to practice. Step 3: The teacher demonstrates how to perform high jump. Students listen, watch and line up to practice. Step 4: The teacher sets a Long Jump mini competition in which every student participates. As they jump, he observes and takes down the lengths of the jumps for each student. He also pays close attention to the performance of those with health problems. (c) Conclusion (Cool down) (5 minutes) > Foot rotating; Waist bending and rotating; Chin ups and downs Lesson #3: Physical Education: Gymnastics: Ballet Dance. Number of Students: 20 Specific Objectives (Short Term): By the end of this lesson, students will (a) perform the warm up exercises with 100% accuracy; (b) increase their level of fitness by running while carrying their friends or something on their backs; (c) participate in lead-up games and activities to prepare them to dance Ballet; (d) master the rules of playing ballet; (e) dance ballet in response to music; (f) demonstrate cooperation by dancing uniformly with others. Teaching and Learning Materials: Musical Instrument; Ballet Music Disc; Presentation (Lesson Procedure) (a) Introduction (Warm up Activities) (5 minutes) > Running softly; Sit ups; running with weight on their backs (b) Development (Main Activity) (40 minutes) Step 1: The teacher explains rules of dancing ballet with simple demonstrations. Students listen, take down the points. Step 2: The teachers demonstrates how to dance ballet aerobically. Students listen and later practice as a whole class first, then into two groups of ten; and finally into four groups of five. Step 3: The teacher divides the whole class into two teams / groups and positions students in preparation for a Mini Ballet dance competition. The students get into groups and positions and play the game while the teacher observes, records performance and helps those who are still having difficulties. (c) Conclusion (Cool down) (5 minutes) > free jogging; walking on toes; and Head rotating / twisting Lesson #4: Physical Education: Ball Game: Football. Number of Students: 20 Specific Objectives (Short Term): By the end of this lesson, students will (a) perform the warm up exercises with 100% accuracy; (b) increase their level of fitness by sprinting one lap around the field track without stopping; (c) participate in lead-up activities to prepare them for playing football; (d) dodge opponents actively; (e) pass the basket ball to others; (f) shoot the basket ball correctly; (g) and run actively all through the game. Teaching and Learning Materials: ropes, balls, whistle, chart showing positions of the players Presentation (Lesson Procedure) (a) Introduction (Warm up Activities) (5 minutes) > Skipping; Free jogging; Running two laps round the field track (b) Development (Main Activity) (40 minutes) Step 1: The teacher explains rules of the game (and demonstrates how to play football). Students listen, take down the points. Step 2: The teachers demonstrates how to shoot / pass the ball to each other. Students listen and later practice in pairs. Step 3: The teacher demonstrates how to dodge the opponents in football. Students listen, watch and practice in groups of four. The teacher observes and helps. Step 4: The teacher divides the whole class into two teams and positions students in preparation for a Mini Football game. The students get into the groups and positions and play the game while the teacher observes and helps those who are still having difficulties. (c) Conclusion (Cool down) (5 minutes) > Skipping; free jogging and foot rotating Lesson #5: Physical Education: Ball Game: Football. Number of Students: 20 Specific Objectives (Short Term): By the end of this lesson, students will (a) perform the warm up and cool down exercises with 100% accuracy; (b) increase their level of fitness by running at the spot with both increased and decreased speed; (c) participate in lead-up activities to prepare them to run in both short and long distances; (d) master the rules of running for both short and long distances; (e) run to cover different distances. Teaching and Learning Materials: whistle; the field track Presentation (Lesson Procedure) (a) Introduction (Warm up Activities) (5 minutes) > Frog jumps and walks; Sit ups; Running at the spot with increased and reduced speed. (b) Development (Main Activity) (40 minutes) Step 1: The teacher explains rules of the activity. Students listen, take down the points. Step 2: The teachers demonstrates how to run for both short and long distances. Students listen and later practise as a whole class, then in groups of ten; and finally in groups of five. Step 3: The teacher divides the whole class into groups of ten and sets up different distances which the groups are going to participate in. He wants to select the first four winners in each group to go into the semi finals, where two students from each group are going to participate in the finals. Students listen, go into groups, line up and compete in running. His grouping and activities are conscious of those who have health problems (the sick). The teacher observes and performs performance. (c) Conclusion (Cool down) (5 minutes) > Waist bending; skipping; and walking on toes. Lesson #6: Physical Education: Field Games: Shot put and Discus. Number of Students: 20 Specific Objectives (Short Term): By the end of this lesson, students will (a) perform the warm up exercises with 100% accuracy; (b) increase their level of fitness by vigorously running two laps round the field track; (c) participate in lead-up activities to prepare them to throw the Shot Put and Discus; (d) master the rules for throwing Shot Put and Discus; (e) throw the shot put and discus accurately Teaching and Learning Materials: ropes, shot puts, discus and tape measures Presentation (Lesson Procedure) (a) Introduction (Warm up Activities) (5 minutes) > Skipping; Free jogging; Running two laps round the field track (b) Development (Main Activity) (40 minutes) Step 1: The teacher explains rules of the activities. Students listen, take down points. Step 2: The teachers demonstrates how to hold and throw the Shot Put. Students listen and later practise individually. Step 3: The teacher demonstrates how to throw the Discus. Students listen, watch and practise individually. Step 4: The teacher lines up the class to practise intensively to throw both the Shot put and discus. Students listen, line up and practise while the teacher observes, helps, measures the throws and records performance. (c) Conclusion (Cool down) (5 minutes) > jogging; walking on toes; and hopping on one leg Lesson #7: Physical Education: Ball Game: Volleyball. Number of Students: 20 Specific Objectives (Short Term): By the end of this lesson, students will (a) perform the warm up exercises with 100% accuracy; (b) increase their level of fitness by running whilst carrying each other or something on their backs; (c) participate in lead-up activities to prepare them to play Volley ball; (d) pass the Volley ball to others correctly; (e) shoot the Volley ball correctly; (f) master the rules of playing Volley ball; (g) and run actively all through the game. Teaching and Learning Materials: volley balls, whistle; chart showing the positions. Presentation (Lesson Procedure) (a) Introduction (Warm up Activities) (5 minutes) > jogging; pull ups; Running whilst carrying each other (b) Development (Main Activity) (40 minutes) Step 1: The teacher explains rules of playing Volley ball. Students listen, take down points. Step 2: The teachers demonstrates how to pass and receive the Volley ball. Students listen and later practise in pairs. Step 3: The teacher demonstrates how to shoot the ball across the net in order to make points. Students listen, watch and practise in groups of four. Step 4: The teacher divides the whole class into two teams and positions students in preparation for a Mini Volley game. The students get into groups and positions and play the game while the teacher observes, records performance and helps those who are still having difficulties. (c) Conclusion (Cool down) (5 minutes) > hopping on one leg; walking on toes; and Head rotating / twisting Lesson #8: Physical Education: Gymnastics: Cycling. Number of Students: 20 Specific Objectives (Short Term): By the end of this lesson, students will (a) perform the warm up exercises with 100% accuracy; (b) increase their level of fitness by running at the spot with both increased and decreased speed; (c) participate in lead-up activities to prepare them for Cycling; (d) master the rules of the activity; (e) cycle bicycles actively and correctly; (f) demonstrate cooperation with others throughout the cycling process. Teaching and Learning Materials: Both Stationary and mobile bicycles Presentation (Lesson Procedure) (a) Introduction (Warm up Activities) (5 minutes) > Sit ups; Frog jumps and walks; Running at the spot with different speed (b) Development (Main Activity) (40 minutes) Step 1: The teacher explains rules of the activity. Students listen, take down the points. Step 2: The teacher demonstrates how to cycle using a stationary bicycle. Students listen and later practise individually. Step 3: The teacher demonstrates how to cycle using a mobile bicycle. Students listen, watch and practise as a whole class. The teacher observes and makes corrections. Step 4: The teacher lines up the whole class in preparation for a Mini Cycling Competition around the field track. The students line up and compete while the teacher observes, records and helps those who are still having difficulties. (c) Conclusion (Cool down) (5 minutes) > Foot rotating; Waist bending and rotating; Chin ups and downs Assessment Mode: At the end of the unit, students will be tested using acceptable tools on the heart beat rate, oxygen exchange rate, muscle contraction capacity and breathing rates. The level of insulin might also be measured in those who have diabetes, etc. (B) DISCUSSING THE PHYSIOLOGICAL ADAPTATIONS THAT THE CHILDREN WILL EXPERIENCE BY THE END OF THE TRAINING UNIT (a) The Bioenergetic adaptation to exercise training According to Kang (2008), Bioenergetic adaptation explains the science behind energy metabolism (carbohydrates, fats and proteins) into accessible and inclusive formats designed for exercise for health, fitness, nutrition and weight management - a situation which Plowman (2001) very much supports. It emphasizes the role of exercise in enhancing energy utilization and improving glucose response and insulin sensitivity. In this way it helps in curbing diabetes and obesity. Therefore, students' exercise training will reduce the intensity and prevalence of obesity and diabetes amongst themselves through bioenergetic adaptation. On the other hand, Plowman (2001), states that children need to be exposed to exercise (such as running, jogging and cycling) to assist them find many activities they enjoy and give them options to closely match their metabolism as they mature. Plowman (2001) stresses the fact that the metaboloism system helps to produce Adenosine Triphosphate (ATP) energy which is used directly by human cells to produce muscle contractions. ATP is generated through three processes, one of which is Oxygen (O2) System. This means abundance of oxygen through the respiratory system, which is boosted through exercise, as Szmatlan-Gabry (2006) states, is essential to the development of the child. (b) The Circulatory and Respiratory adaptation to exercise training According to Sheel (2002), the respiratory system is capable of meeting the substantial demands for ventilation and gas exchange and the cardiopulmonary interactions imposed by long-term endurance exercise. Plowman (2001) agrees with Sheel (2002) by stating that Oxygen supplied by the respiratory system and transported by the cardiovascular system is used to in muscle cells to produce ATP. Specific Respiratory Muscles (RM) training improves the endurance and strength of the respiratory muscles in healthy humans. Exercize Physiology (2003) states that exercises {such running, swimming, cycling as Plowman (2001) states} and physical activity allow the cardio-respiratory system to strengthen and lung capacity to increase uptake, making the heart's job slightly easier and build the body of the adolescent in a way that fits healthy growth in them. On the other hand, Thompson (2006) states that the respiratory system helps the Medulla Oblongata too control the body's pH. monitors and corrects problems with the pH. It controls acidity from excess Carbon dioxide by increasing Oxygen exchange. This adaptation makes it easier for exercise training to be the right dosage for the health and well being of students. (c) The Musculoskeletal adaptation to Cardiorespiratory endurance. Sheel (2002) agree with Plowman (2001) that muscles are very important in the development of the cardiorespiratory endurance. Type I (Plowman (2001) calls it Slow twitch muscles) muscles are aerobic in nature and more energy efficient and use both fat and carbohydrates as energy sources. Endurance training makes changes in these muscles. There is increase in muscle cell sizes, numbers, mitochondria; increase in various metabolic enzymes in muscle cells; increase in capillaries in muscles. Therefore, as Shalon (2001) and Rafolth (2008) state, increased regular exercise stimulates the Cardiorespiratory system, lungs and muscles which improve work capacity in endurance activities leading to increase in the health of individuals (through lowered high blood pressures and decreased resting rates of the heart. This leads to increased blood supply to the body cells, where the net increase in oxygen amounts from the blood will be availed. Increase in oxygen creates health environments in children. BIBLIOGRAPHY Exercise Physiology (2003). Exercise Effect. 10th December, 2008. from Thinkquest. http://library.thinkquest.org/03oct/0403/TQEnglish/physicalfitness.htm Kang, J. (2008). Bioenergetic Primer for Exercise Science. 5th December, 2008. from Humankinetics.com/products/showProduct.cfmisbn=9780736062411 Plowman, S. (2001). Children Aren't Miniature Adults: Similarities and Differences in Physiological Responses to Exercise Part 2* VOL:i, NO.6 VOL 5. Nt,. 6 November and December, 2001 ACSM'S Health and Fitness Journal Rafolth, R. (2008). Cycling Performance Tips: Exercise Physiology: The Cardiovascular System and Conditioning: Delivering Oxygen to the Muscle: Delivering Oxygen to the Muscle cells 5th December, 2008 from http://www.cptips.com/exphys.htm Sheel, A. William. (2002). Respiratory Muscle Training in Healthy Individuals: Physiological Rationale and Implications for Exercise Performance. 32(9):567-581, 2002. 5th December, 2008, from Sports Medicine. http://www.sportsmedicine.adisonline.com/pt/re/spo/abstract.00007256-200232090-00003.htm;jsessionid=J3CGy4LBhFvQBL5mF68gtzTxz85GbQQL1FDq9cTKn1JB86wLMBYp!273838506!181195628!8091!-1 Szmatlan-Gabry, U. (2006). Changes in Aerobic and Anaerobic Capacity of Junior Ice Hockey Players in Response to Specific Training Journal of Human Kinetics. Volume 15, 2006, 75-82. Thompson, N. (2006). Cardiovascular System. 10th December, 2008. from Thinkquest http://library.thinkquest.org/03oct/0806/TQEnglish/cardiovascularsystem.htm Read More