Lesson Plan

of  

NYS/NASPE

Standards

Teacher Candidates(s):   Nicole DeSalvia  LABC

School:

Bold Teaching Style:       Command        Practice              Reciprocal          Self-Check           Guided Discovery

                                           Inclusion          Convergent       Divergent            Jigsaw                  Cooperative

Domains

Objectives (Be sure to include Situation, Task and Criteria for each objective)

Assessment Tool &

When it is used

Length of class:      mins

Psychomotor

1A / 1,2

1. Students will be able to successfully pass the ball to their team mates in a game like setting and also move to space with a walk, trot, canter or gallop. Students must keep mallet in their right hand at all times.

Unit: Polo

Focus: History/Concepts of Polo

Affective

2A / 5

2. Students will respect each-others space and play according to the rules given by the instructor.

Equipment: Polo Pillows

Cognitive

2C/ 2

3. Students should be able to recite the cue for passing the ball- "slow and smooth", and be able to differentiate each kind of pass- (off side, near side, fore hand, backhand, kkneck shot, offside belly shot, and tail shot) They should also be able to identify potential safety hazards.

References:  (e.g. Book, course packet, pg #, complete web address URL): 

Safety Statement

2  / 5

4. Rules of Polo- you may hook another opponent's mallet, but may not have any deliberate contact with opponent or their pony. You may also bump an opponent. In class we will use an elbow tap for safety. Angle must be less than 45°.

NYS Learning Standard 1 – Personal Health and Fitness

1A. Students will perform basic motor and manipulative skills. Students will attain competency in a variety of motor and sports activities.

1B. Students will design personal fitness programs to improve cardio respiratory endurance, flexibility, muscular strength, endurance, and body composition

NYS Learning Standard 2A Safe and Healthy Environment 

2a. Students will demonstrate responsible personal and social behavior while engaged in physical activity.

2b. Students will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression and communication.

2c. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants.

NYS Learning Standard 3Resource Management

3a. Students will be aware of and able to access opportunities available to them within their community to engage in physical activity.

3b. Students will be informed consumers and be able to evaluate facilities and programs.

3c. Students will also be aware of career options in the field of physical fitness and sports

NASPE Content Standards – A physically educated person:

1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

2. Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities.

3. Participates regularly in physical activity.

4. Achieves and maintains a health-enhancing level of physical fitness.

5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction

What is the ongoing fitness theme or emphasis in this lesson?

Health-related Fitness (HRF)

NYS LS 1B

            (Please Bold)

Cardiovascular endurance                               Muscular strength

Muscular endurance                                        Flexibility

Body composition

Explain how it is developed and where in the lesson it occurs:

Skill-related Fitness (SRF)

NYS LS 1A

            (Please Bold)

Balance                                                   Coordination

Agility                                                  

Reaction time

Speed                                                  

Power

Explain how it is developed and where in the lesson it occurs:

(i.e. Concepts taught, goals, estimated MVPA through a game/activity, heart rate, RPE, step counts, FITT, etc.)

(i.e. Concepts taught, goals, FITT,  etc.)


Lesson Components

Time (mins)

Organization &

Transitions

Description

Adaptations Assessments, Reminders

Instant Activity

http://www.sportpolo.com/images/Video/Polo_Practice.mpg   videooo

Introduction, Signal for Attention,

Hook

1

use music- something western/riding music while students practice a walk, trot, canter and gallop

Hook- fun facts about Polo- first recorded game of polo 600BC

Demonstration

Demonstrate how to hold stick, and "horse", demo walk, trot, canter, and gallop- various speeds

Demonstrate forehand pass, on right and left

Demo backhand pass, on right and left

Demo neck shot- under "horse" neck

Demo Offside Belly shot- under "horse" belly (between legs)

Demo Tail Shot- strike behind you

All passes must be hit Slow and smooth for control and accuracy

Body of Lesson

(Lesson Focus)

Teaching Progressions – Show some of the major tasks/activities listed on your Activity Progression Worksheet within the selected level of (PC/C/U/P) for the class.  

Tasks (Extensions) - Activities for the whole class. E.g. Hit the ball over the net to your partner 10 times.

Cues (Refinements) – Simple secrets to improve performance. E.g. Low to high

Challenges (Applications) - More game-like chances to practice the same tasks at the same difficulty level. E.g. In 90 seconds, see how many times you can hit the ball to your partner.

Modifications –

Add modifications to make the tasks easier and harder according to the skill level of the students.

Adaptations Assessments, Reminders

1. "Near Side Hit" (Left of Horse) pass

1. Swing Slow and Smooth

1. Make 10 controlled passes to a partner

Easier - close distance

Harder -  far distance

2. "Off Side Hit" (Right side of horse) pass

2. Swing Slow and Smooth

2. Make 10 controlled passes to a partner

Easier - close distance

Harder -  far distance

3. "Neck Shot" (in front in front of "neck")

3. Swing slow and Smooth

3. Make 10 controlled passes to a partner

Easier - close distance

Harder -  far distance

4. "Tail Shot" (behind horses tail)

 "Belly Shot" (under belly/between legs)

4. Swing slow and Smooth

4. Make 10 controlled passes to a partner

Easier - close distance

Harder -  far distance

5. POLO GAME!! 4 on 4 game, teams line up in numerical order, ball is rolled out from the sideline. Students may use all passes shown prior to the game, and may play defense with and elbow tap to get their oponent away from the ball. The goal is to score between two cones.

5. Use any of the passes we just learned, remember to swing slow and smooth

5. Minimum of 2 passes before a shot

Easier -  no pass minimum

Harder -  4 passes

SAFETY-- be aware of mallets, dont swing too high, bumps with elbow TAP only.

Activity close (Optional)

DIVOT STOMPING-- stomp divots to country beat- bring it in

Lesson Closure,

Hook to Next Lesson

Review types of passing, cues for pass-- Next class.. TOURNAMENT PLAY

Evaluation of Lesson

Pre-planning: Previous instruction in this activity (earlier grade levels)

Post-planning: “Assessment Informs Teaching:” future needs based on assessment results

Teacher Reflection Notes: