Physical Education Unit Plan
Physical Education Unit Plan
Physical Education Unit Plan
Tchoukball
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Tchoukball: TABLE OF CONTENTS
Defense
Introduction 3
Program of Studies 3
Assessment 4
Developing Relationships 6
Motivation Techniques 6
Desired Results 9
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Unit Plan Defense
INTRODUCTION
Every Physical Education teacher desires to have engaged, excited, and active students. It is well
known that part of what can help motivate students is trying something new and exciting, while
at the same time not overwhelming the students. That is why when I teach Tchoukball for the
first time, I will ensure to scaffold; keeping students engaged, learning new things, and feeling
confident.
Throughout the unit, students will be challenged – as is the nature of Tchoukball – to keep up a
PROGRAM OF STUDIES
Throughout the unit I will be assessing multiple outcomes from the Alberta Program of Studies
to ensure that students are learning and are experiencing success. The GLOs and SLOs that will
be central to this unit are laid out in the table below. For more information on how I will be
assessing each outcome please see the ‘assessment’ section at the end of this package.
GLO SLO
A: Students will acquire skills through a - A10–1 apply and refine locomotor
variety of developmentally appropriate skills and concepts – effort, space and
movement activities relationships - to perform and create
a variety of activities to improve
personal performance
- A10-5 apply and refine manipulative
skills and concepts – effort, space and
relationships – to perform and create
a variety of activities to improve
personal performance
C: Students will interact positively with - C10–1 communicate thoughts and
others feelings in an appropriate respectful
manner as they relate to participation
in physical activity
- C10–3 demonstrate etiquette and fair
play
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- C10–4 describe, apply, monitor and
assess leadership and followership
skills related to physical activity
- C10–5 develop and apply practices
that contribute to teamwork
D: Students will assume responsibility to lead - D10-1 demonstrate a commitment to
an active way of life an active lifestyle through
participation in and out of class
- D10-6 analyze current physical
activity lifestyles and establish
personally challenging goals to
maintain participation for life
ASSESSMENT
In order to accurately and reliably collect information on student learning I will be applying a
wide variety of assessment tools throughout the unit. Students will receive peer feedback, group
feedback and teacher feedback, and will get multiple chances to self-assess as well. Assessments
will range from formative to summative, as well as many showing overlap between the two. By
implementing such a wide variety of assessments, I aim to compile as much data as possible,
giving students a fair mark. As was stated above, please see pages 10-12 for a more in-depth
The aim of the K-12 physical education program is to enable individuals to develop the
knowledge, skills, and attitudes necessary to lead an active, healthy lifestyle. Physical activity is
vital to all aspects of normal growth and development, and the benefits are widely recognized.
desire for lifelong participation in physical activity by providing activity opportunities. As is true
with all areas of school and development, students will be coming into PE with a wide range of
skill levels. However, it is harder in PE for students to hide their variance in skill, thus creating
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the potential for students to feel embarrassed. I strive to create an environment where students
feel comfortable being themselves, and to realize that by collaborating with and playing
alongside their classmates, everyone will grow. This unit will help create this ideal environment
by encouraging cooperation and providing opportunities for growth for students of all skill levels
and abilities.
The Grade 10s have already developed a few healthy routines in my Phys-Ed class, and
this unit will encourage them to continue to uphold these routines. These routines allow for a few
forms of assessment in addition to hitting both of the ‘D’ outcomes discussed in the unit. Upon
entry to the gym and after changing, students are expected to participate in a brief warm-up
game. Students know that this warm-up game is included in their overall participation grade for
the day, and as such put in a solid effort most days. I vary the game each day, and do not repeat
games within the same month. After warm-up, students grab their duotangs that contain the daily
workouts. I also write the workout of the day on the board, and we spend the next 10-15 minutes
completing this. Students are required to log their results from the workout, their heart rates, and
create goals for future workouts. These early routines serve to not only encourage good physical
activity habits, but create a classroom culture of excellence and a good work ethic. These first
few minutes of each lesson also allow me to go around and interact with each student
individually, checking in on how they are feeling and providing words of encouragement where
needed.
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DEVELOPING RELATIONSHIPS
The development of relationships is perhaps the most central aspect to having a handle on
classroom management. The Tchoukball unit will foster the development of relationships
between myself and students as well as between students. Throughout interaction daily during
the warm-up games, the workouts, and the lessons, I will form strong relationships with students.
In addition, by inserting myself into some of the games and showing both my strengths and
weaknesses related to Tchoukball, I will relate to students and show that everyone has
MOTIVATION
Central to PE 10 is the topic of motivation. Although motivation can be seen as a challenge in all
PE classes, it can be particularly challenging for Grade 10 students as the course is required for
graduation. Many students might not feel fully comfortable in the gym due to insecurity, social
standings, and a perceived lesser skill level. As was mentioned above, PE differs from most
subjects in that students’ abilities are on display for all to see and cannot be hidden by remaining
silent during class and not sharing test marks. Through the routines developed in the class and
the Tchoukball games I hope to inspire students to participate for whichever reason they choose.
I believe that there are many forms of motivation (i.e., social, opportunity-driven, or wellness
reasons) and that no reason has any less value than any other. By incorporating a variety of group
games, different workouts, and warm-up activities, I hope to encourage students to find their
own unique form of motivation. There are a variety of different skills involved in Tchoukball,
and I strongly believe that there is something for everyone in the game.
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Grade: Grade 10 Physical Education Unit: Tchoukball Dates: March 1st to March 9th.
Date Lesson Title GLOs SLOs Learning Assessment Safety Instruction Equipment MOT
Activities al
Strategie
s
March 1st Intro to D D10-1 Warm-Up –
Rock, Paper,
-Workout -Safety -Direct -Timers for First day
(Monday) Tchoukball A D10-6 Scissors Relay Duotang through Instructio WU of unit –
C A10-1 Workout - Gold
LA1 – Tchouk
introductio n -Duotangs new and
A10-5 Tag (Intro to
-Observation n of rules - TGFU -Tchoukballs shiny
1 C10-1 rules of or Rhino
Tchoukball) -Exit Slip
C10-3 LA2 – 1 v. 1 balls
Tchoukball -Tchouck
nets
March 2nd ‘Getting D D10-1 Warm-Up –
Body Part
-Workout -Reminder -Direct -Timers for Lesson is
(Tuesday) Comfortabl A D10-6 Balance duotang to keep Instructio WU high
e with C A10-1 Workout – Red
head up n - Duotangs activity
Tchoukball’ A10-5 -Observation during TGFU - and
2 C10-1 LA1 – Tunnel tunnel ball Tchoukballs/ involves
Ball
C10-3 -NO Rhino balls competiti
LA2 – 2 v. 2 contact -Tchouk Nets on
Tchoukball
during the
game
March 3rd ‘Becoming D D10-1 Warm-Up – -Workout -Safety -TGFU. -Timers for Will want
Bears and
(Wednesday) Friends A D10-6 Buffalos duotang through WU to be
with C A10-1 Workout - Grey presentatio -Duotangs prepared
LA1 – -Observation
Tchoukball’ A10-5 Research/present n of rules -Laptops for
3 C10-1 ation (5 mins of -Poly spots presentat
pres.) on a -Presentation
C10-4 different rule of
(Rubric)
Tchoukball -Tennis balls ion,
C10-5 Tchoukball competiti
(assigned by me)
LA2 – Poly on
Spot Tchoukball
March 4th ‘Tchoukball D D10-1 Warm-Up – -Workout -No -TGFU. -Timers for Games
Waspital
(Thursday) is my A D10-6 Work-Out -
Yellow
duotang Contact WU involving
Bestie’ C A10-1 LA1 – Rebound -Duotangs competiti
A10-5 Relay -Observation -Tchouk Nets on and
LA2 – 2 v. 2
4 C10-1 Tchoukball -Tchoukballs personal
LA3 – Circle -Fist of 5 on
C10-3 challenge
Juggle confidence in
C10-5 skills
March 5th ‘I Think I D D10-1 Warm-Up – -Workout -No contact -TGFU. -timers for Working
Tootsie Transfer
(Friday) Might Love A D10-6 Workout - duotang during -Direct WU with team
Tchoukball’ C A10-1 Orange game Instructio -Duotangs to create
LA1 – Reveal of -Observation
A10-5 teams for -Keep head n -Team name/che
5 C10-1 tourney, creation up lists/roles ers, first
of team names, -Presentation
C10-4 cheers, etc.
of team name
-Teach how -Tchoukballs time
C10-5 LA2 – Full-court to properly -Tchouk Nets playing
Tchoukball & cheer
LA3 – Debrief, dive the full
review of rules, game
presentation of
team
names/cheers
March 9th 1st Annual D D10-1 Warm-Up – -Workout -reminder -Sports -Timers for Tournam
‘Create the
(Monday) Chinook A D10-6 Rules’ Tag duotang of rules of Education WU ent day!
‘Yotes C A10-1 Workout - Blue -Observation Tchoukball. . -Duotangs All work
LA1 – Review of -pedometer
Tchoukball A10-5 teams, team -Work with -Tournament up to this
names and counts
6 Tournament C10-3 team to board point has
cheers -inclusion of
C10-4 LA2 –
franchise
ensure -Tchoukballs led to this
C10-5 TCHOUCKBAL everyone is -Tchouk nets moment
L TOURNEY! player
moving and
-use of team
safe
cheer
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Stage 1 – Desired Results
Established Goals:
GLO A: Students will acquire skills through a variety of developmentally appropriate movement activities
How to use both locomotor and non-locomotor Demonstrate appropriate fundamental movement skills
skills in the Tchoukball setting related to Tchoukball
How to interact and collaborate positively with Apply learned locomotor and non-locomotor skills
peers to create a team environment.
Collaborate with a diverse group of peers.
How to assume and fill the roles they are given
in a situation/activity Demonstrate followership and leadership skills in a
tournament setting
The importance of physical activity, developing
good/healthy habits, and leading an active life. Maintain a vigorous activity level for short periods of
HITT workouts
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Tchoukball Assessment Matrix
Participation/Skills
Workout Tchoukball Rule
Title / Fist of Five Exit Slip
Duotangs Presentation
Learning Attitude
Outcomes Type
(Formative/Summative Summative Summative Summative Formative Formative
)
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Assessment Tool Overview
Assessment
Assessment Assessment
Assessment Tool Brief Description FOR
AS Learning OF Learning
Learning
To encourage daily activity, students
will record which workout was done,
Workout the date it was done on, their X
Duotangs time/score, a self-evaluation out of 5, X
their heart rate (HR) and their HR after
one minute
Each group will be assigned a rule of
Tchoukball to research/present. Their
presentation must include the rule,
Tchoukball Rule what happens when the rule is broken, X
X
Presentation and what purpose the rule serves.
Presentations will be given in class, and
individual participation/cooperation
within the group will be considered.
PE requires high degrees of
participation, cooperative attitudes, and
Participation/ X X
the end goal is a growth in skill. Each
Skills/Attitude
day students will be given a mark out of
5 based on these three things.
This serves mainly for me to decide
which direction to go in, which skills
need more work, and which students
might need more individual
Fist of Five instruction/esteem boosts. I will ask
X
students to show a fist of five about
how they feel about their skill
progressions and understanding of the
game at the end of day 4
As assessment for their learning,
students will be asked to complete an
exit slip at the end of day 1. This slip will
Exit Slip help me identify who is understanding
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the rules, as well as self-assess the
students cooperation and willingness to
learn/try new things