The level of developmental stage for the children in this grade
These children are in the preoperational stage ranging between two and seven years. At this stage, they are growing into young children, and their bodies need an exercise that promotes coordination, body strength, and cognitive development. Besides, the effective development occurs at this stage and should be nurtured properly. One way of nurturing this is through playing associatively and cooperatively.
Coordination and teamwork
Number of students
The number of students is approximately twenty to twenty-five students
Kickball and four bases
The fundamental skills being taught to the student
Kickback game is going to help in developing different sets of skills for these children. Besides, it will provide motor skills in the development of these children. Kickback is a crucial game since it will help the children develop cooperation skills, community building and offering the children a platform where they can learn the importance of working together for the success of the entire group (Sport for Children and Youth, 2010). Additionally, it is also vital for the healthy development of children. By following the rules of the game which ensure fair play, children will start learning to conform to societal rules which govern human behavior (Messner, 2011). More importantly, the game lays more focus on fun rather than winning or losing. Kickback is a multi-faceted game, providing an opportunity for the children to celebrate winning together and greater participation in a group event.
National State Standard
The first standard states that a person who is physically literate should be able to show competency levels regarding motor skills and the movement of patterns.
The second standard states that a person who is physically literate should apply knowledge of strategies, tactics, concepts, and ideas that concern movement, mobility, and performance.
Section 2: Lesson Introduction
Description of the lesson
Kickball is a game played with two teams of 9 players each that try to outscore the other teams with more runs than the other teams rounding the bases and crossing home plates many times as possible (Harrist, 2011). First, the teacher sets-up the area in which the students will play kickball, and then the teacher will demonstrate the way to play kickball with the students.
1. Pitcher= on the mound
2. Catcher= behind home plate
3. 1st baseman= just a few feet from the 1st base
4. 2nd baseman= only a few feet from away from the the2nd base toward 1st base
5. 3rd baseman= a few feet away from 3rd base
6. Shortstop= between 2nd and 3rd base
7. Leftfielder= outfield behind 2nd and 3rdplate
8. Centerfielder= field behind 2nd base
9. Right fielder= field behind 1st and 2nd base
The team that gets to wins first decides if they will kick or field first.
Once that happens, the kicking team will stand in the order in which they will kick the ball while the fielding team takes different field positions.
The pitcher is in control of the game, and the game commences when the pitcher rolls the ball to the child up to the bat, the kicker. The play halts when the ball is thrown back to the pitcher.
After three outs or nine runs have been scored, the team will switch tasks. Circumstances that call for outs include the following (How to Play Kickball, 2010):
When the kicker kicks a fly ball, and before it catches the ground, someone manages to catch it. Note: However, when a fly ball is in the air, the base runners have to remain on base until after the ball is caught (called tag-up) before they can advance to the next base.
The base-player has control over the ball and a foot on the base before the base-runner reaches the base.
The base-runner is tagged on his or her body by a fielder with the ball before s/he arrives at the base. Note: If the base-runner must advance because of another runner or kicker behind, it is called a force-out and the fielding team only has to tag the base to call an out.
If there is no runner or kicker behind, it is not a force, and the fielder with the ball must tag the base-runner.
One base-runner has to pass another.
A base-runner intentionally interferes with a fielder trying to recover the ball.
The ball must roll on the ground to cross over the plate. And the pitcher must stand behind the pitching mound until the ball is kicked, the kicking must be booted with a foot. All boots must go behind the home plate okay to step on home plate to kick the ball, and no bunting the balls allowed contacting the ball without fully extending the leg.
Kickball Skills Building Activities
The following methods can be used to teach the basic core skills. Start with the smaller groups and then advance to larger groups as the students learn the skills.
Partner Time Students practice in groups of two. Demonstrate the skills before the students begin
Example A: Throwing and catching Students practice throwing and catching the ball (or bean bag) to each other; when a signal is given, partners step further away from each other.
Example B: Throwing and catching Place targets on walls or ground and have students throw at targets.
Triple Team Students are divided into of 3 groups with a specific task. Demonstrate the skills before the students begin
Example A: Kicking, fielding, and pitching Set up a home base for each group of students. The students are divided into kicking, fielding, or pitching positions. Switch positions after each kick or when a signal is given.
Example B: Throwing and fielding (Pickle) - Two students throw the ball between two bases. One student attempts to run between the bases and beat the throws to the bases.
Group Time - Students are arranged in groups of three, each has a role.
Safety concerns, rules, and protocols to follow during the lesson
There are some safety concerns, rules, and protocols which will be followed during this lesson. First, it is essential to develop strategies needed for the prevention of unhealthy working situations (Perkins &Gil, 2011). In the current program, there will be several protocols which will ensure that no child is excluded or disrespected in any way.
Classroom Management and class rule and consequences
1. No hitting/kicking/pushing in class.
2. No running/spitting/talking in class.
3. If rules are broken the consequences are
4. A verbal warning
5. Second is a written warning
6. Third, you will not play with the class in the activity
When dealing with any challenging behavior on the part of the child, I will focus on the behavior of the child instead of the child and no harsh terms such as bad will be used to refer to the child. When talking to the children and instructing them, I will use a calm and respectful tone. It is essential to intervene clearly and decisive when there is any form of discrimination among the children.
Students will be deemed to have mustered the intended skill when they learn to work collectively as a group and as a team. Once that has been noted, then we can move to another task.
Section Three: Home-School Connection
Communication is an essential tool for the success of any activity. In the current lesson, flyers and emails will be used for communication purposes with the students parents. The email or the flyer will explain and expound on some of the activities that the family could do when they are at home to reinforce and enhance the skills that have been established through the current lesson.
The following is an example of the message that will be sent to parents
The Pre-K and 1st-grade physical education class are going to be having a family fun day. Parents and family members are requested to volunteer in several ways. The first way is through playing normal football with your child daily for a couple of minutes. This will make the children to be synched up. When parents take an active role in the game, instead of watching or facilitating it, provides the parent with an opportunity to model healthy behavior. Another benefit of adult participating is that it enhances the participation of children who may be nervous to play the game. These children will feel included and be inclined to participate fully in the game. The second way through which parents will help is by being volunteers in the setting up of the kickback activities. Kickback is a highly involving game, as such; parents should help in ensuring that the children are well hydrated while playing the game. Parents will also be responsible for passing water bottles to the students. The fourth way through which parents will help will be in designing the childs tee shirt and shorts. One team will be playing with black while the other will wear purple.
Thanks for your cooperation.
Section Five: Lesson Accommodations
There are going to be several modifications and adaptations of the game for different scenarios:
First, for those children who are suffering from a physical disability, for example, those who use wheelchairs to move from place to another will have to be included and involved.
Although students who are disabled and depend on wheelchairs cannot be weak, their upper bodies are strong enough. For such students, they will be in positions where there is little movement. Additionally, I will also ask some students to help in pushing the wheelchair of a student who may be disabled.
Kickback is an outdoor game; therefore, alterations have to be made to the schedule in case the weather changes. When there is rain and the field cannot be used, an alternative game such as jump rope, which can be played indoors, will be played instead.
There will also be students from different grades who will be participating in this lesson
Kickback will be a fun and interactive game which will assist the children to cooperate and learn from one another. Children will learn to work as a team and assist one another since it is a group team game. Kickback game is an organized activity emphasizing fun, team spirit, and team building. Instead of measuring success by the number of scores that one group has over the other, kickback emphasizes on the entire team being involved together in tackling the problem.
Cote, Jay; Hay, J (2002). "Children's Involvement in Sport: A developmental perspective". Psychological Foundations of Sport: 484502.
Harrist, Chris (2011). "Implementing Sports-based Positive Youth Development". Youth Development Initiative. 1 (11): 13.
Hastie, Peter (2012). Foundations of Moving and Learning Retrieved from https://content.ashford.edu/ San Diego, CA. Bridgepoint Education Inc.
http://www.kids-sports-activities.com/how-to-play-kickball.htmlMessner, Michael (2011). "Gender Ideologies, Youth Sports, and the Production of Soft Essentialism". Sociology of Sport Journal. 28.2: 151170.
Perkins, Daniel F. & Gil G Noam. (2007). Characteristics of sports-based youth development programs. New Directions for Youth Development, No 115. Fall. Wiley Periodicals, Inc
Sport for Children and Youth (2010): Fostering Development and Strengthening Education. pp. 1117
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