Pickleball Unit Plan Unit Plan 1l38

Pickleball Unit Plan Jabish Brook Middle School-BPS 7th Grade-Boys and Girls 3/19/15- 4/8/15 Christian Chenail

Unit Outcomes

Referenc e MA CF & NASPE Standard s

Content to be taught

Assessment

by #

Psychomotor

SHAPE

By the end of this unit students will be able to:

S1.M12. 7

Successfully using the following strokes within tournament play with a partner to be successful: Forehand, backhand, drive, drop shot, drop serve.

S1.M14. 7

Forehand stroke Backhand stroke Drop shot Serve

  

Rules Officiating calls Strategy

 

Team work Sportsmanship



Teacher observation



True and false quiz



Daily teacher observation Writing assignment

S1.M16. 7 MACF 2.8

2.9

Cognitive

SHAPE

By the end of this unit students will be able to:

S2.M7.7

Identify the rules, strokes, officiating calls, and strategies found in pickleball.

   

S2.M9.7 S4.M6.7 MACF 7.5

2.14

Affective

SHAPE

By the end of this unit students will be able to:

S1.M7.7

Show and identify what good team work and sportsmanship are by explaining them in a writing assignment. Maintain being respectful to others, equipment and themselves as well as be prepared and show sportsmanship daily.

S5.M6.7 MACF

2.15 7.7 7.6



Unit Outcomes

Referen ce MA CF & NASPE Standar ds

Content to be taught

Assessment

by #

Psychomotor

SHAPE

By the end of this unit students will be able to:

S1.M12 .7

Successfully using the following strokes within tournament play with a partner to be successful: Forehand, backhand, drive, drop shot, drop serve.

S1.M14 .7 S1.M16 .7 MACF 2.8

2.9

Day 1- grip, paddle control, serving.



Teacher observation

Day 2-Review serving, introduce forehand.



Teacher Observation

Day 3-Review forehand, introduce backhand.



Teacher Observation



Teacher Observation



Wins and losses Schedule sheet



Wins and losses Schedule sheet



Tournament Bracket/Peer Assessment



CFU during closure



CFU



Teacher observation and CFU



Informal CFU



Informal questioning



True or False Quiz



Peer Assessment

Day 4-Using forehand, backhand, and serve within doubles play. Day 5/6-Review game play, introduce drop and drive strokes.

Day 7-9- Season Game Play

Day 10-11Tournament Play

Cognitive

SHAPE

By the end of this unit students will be able to:

S2.M7. 7

Identify the rules, strokes, officiating calls, and strategies found in pickleball.

S2.M9. 7 S4.M6. 7 MACF

Day 1- History of pickle ball, serving rules Day 2- Review serving rules

Day 3-Rules of king and queen of the court.

7.5

2.14

Day 4-Officiating calls/hand signals and rules.

Day 5/6-Skill cues of drive and drop strokes. Day 7/9Officiating/rules/scorin

Unit Evaluation Grading System 20%-Teacher observation   

Involved within the pickle ball drills/season play/tournament play. Follows rules and directions appropriately as well as making calls as an official Shows Sportsmanship and Team work

30%-Class/Home Work    

Skills Peer Assessment True and False Quiz Team Work and Sportsmanship writing assignment Gym in use assessment

50%-Attendance 

Prepared for class, goes “above and beyond” with every task/assignment, can be self-directed and cooperates with everyone in class, extends sense of responsibility by giving and being helpful to others, trustworthy with the set up and break down of equipment.

Participation and Grading Rubric Level/Gra de 0 1

2

Expectation/Description Unprepared for class Sitting out due to lack of honesty regarding changing clothes or little to no effort in participating in class, when participating is off-task, cannot maintain appropriate behavior according to class rules, constantly disruptive, does not accept responsibility for actions, Reckless with use of equipment in that the safety of themselves and/or others is compromised. Prepared for class, but do to persistent inappropriate behavior, receives multiple time outs, distracts other students from completing their task, denied access to use the equipment, possibly removed from class.

3

4

5

6-7

8-9

10

Prepared for class but receives multiple time outs, gives poor effort, needs continues prompting/supervision from the teacher, distracting to other students, minimal participation, can only use equipment with supervision/in a group. Prepared for class but receives one time out, puts in poor effort after time out, most of participation comes from prompting from the teacher, shows minimal respect for others and the equipment. Prepared for class but receives 1 time out, but gives good effort after sitting out, needs some prompting from the teacher to participate, can operate equipment with minimal supervision, behavior is satisfactory. Prepared for class, gives average effort, can work independently with the equipment, participates in all activities but doesn’t challenge their abilities, respectful to themselves and others OR late to class. Prepared for class, gives noteworthy effort, works independently and in groups with minimal to no off task behavior, respects others, themselves, the equipment, and the teacher, effort is equal to their abilities. Prepared for class, goes “above and beyond” with every task/assignment, can be self-directed and cooperates with everyone in class, extends sense of responsibility by giving and being helpful to others, trustworthy with the set up and break down of equipment.

Psychomotor Peer Assessment

Name of Player:__________________________ Skill Observed

PICKLEBALL PEER ASSESSMENT Student 2 out of 3 1 out of 3 performed attempts attempts the skill 3

0 out of 3 attempts

out of 3 attempts Legal Serve Forehand Stroke Backhand Stroke Clear Shot Drop Shot

Name of Observer:________________________ Grading -Each Skill is worth two points for performing it 3 out of 3 times for a total of 10 points -1.5 points for performing the skill 2 out of 3 times -1 point for 1 out of 3 attempts -.5 points for 0 out of 3 attempts

Name:_______________________

Teamwork and Sportsmanship Writing Assignment

1. What would you consider to be good teamwork? Give an example of good team work. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. Define what sportsmanship is and give two examples of good sportsmanship that you have seen in either physical education, sports you play, or in sports you have watched. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Name:____________________ Pickle Ball Quiz Directions: Circle the answer of whether or not the statement is true or false.

1. The pickle ball has to bounce on each side of the court once before volleying. True or False 2. Pickle does not use rally scoring. True or False 3. Both teammates must serve in doubles play. True or False 4. You may enter the non-volley zone if the pickle ball bounces in it first. True or False 5. A drive stroke is when the ball lands close to the net. True or False 6. A Drop shot is when the ball lands close to the net. True or False 7. A legal serve can land anywhere on the other side of the net. True or False 8. The raising of the official’s forearms and backhands facing forwards means the pickle ball was out of play. True or False 9. When the official’s arms and finger tips are extended towards the ground means that the pickle ball was out of play. True or False 10. When the official’s arms are crossed at chest level it is the signal for the end of the game. True or False ________Out of 10 Correct ________Quiz Grade Gym In Use Assessment

Name:________________________ Video Assessment Video Assessment

Observed a lot

Observed sometimes

Observed a little

Not observed

Forehand Serve Back Hand Serve Forehand Backhand Forehand Drive Backhand Drive Forehand Drop Backhand Drop Ready Position

List the strategies observed below. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Write about what you learned from this video below. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Resources     

http://www.shapeamerica.org/standards/pe/ MACF

http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=205 http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=144 http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=97

 

http://newcombeestate.com/amenities/country-club/tennis-tips/eight-tennis-shots/ http://www.teamusa.org/USA-Volleyball/Grassroots/SportKit/Player-Resources/Guide-tovolleyball-basics/Official-Hand-Signals

Results of Assessments When it came to my physcomotor peer assessment of the skills I was somewhat pleased with the results but there were also many faults to the way it was istered. The students overall did rather well with the assessment but there was also a lot of students who are excellent skill wise but did not show on

the assessment. When giving any assessment of this type I should have stressed the importance of the tossers job and how it will correlate to the hitters grade. Also once I have given the directions to this assessment I gave some to those who were performing it and I should not have really done this if I wanted to see what students were truly capable of or truly learned. In the future I would use this assessment again but I would completely change the way I presented it so that students had a better understanding of how it should be done.

The results of the cognitive true or false quiz came back very positive most students received at least a 70 or seven out of ten except for a for outliers who are students who generally struggle with listening and or was not present to classes. I was really happy with students doing well on this test because it showed that my quick reviews at the beginning of classes and questions during closure were hopefully getting across to the students. In the future I may modify the assessment too have more of a variety and maybe include scoring as well as rules to king and queen of court because that was a game they were involved in a lot as well as just doubles.

The results of the affective sportsmanship/teamwork writing assignment homework were rather wide across the board, some student’s exceled while some put little to no effort into the assignment. I thought this would be an easier assignment for the students but it did not go as great as I had expected. Something that I think I should have done and will do in the future is instead of it being a check mark grade I should have it out of ten points and each of the two questions being five points each. As well as putting a point value I would also have a pre done writing assignment so that I could show the length/detail/neatness of a 10 out of 10 assignment. I would use this assessment again for this unit as well as maybe some others as well but like the physchomotor assessment I would present the material/assignment in a better fashion.