Class: Grade 8-9 Date: November 29th, 2017

Title: Training for Excellent in Sports (Belly Baseball)

Lesson Number 6 out of ___ Total in Unit

Objective of Lesson (in own words):

To teach students how to play in belly baseball and one cooperative game. Students will use
different skills, such as running, throwing, kicking, tagging, dodging and swinging. Students will
also be able to recognize that these games will require different skills and a good strategy might
help students progress in the games and help team success.

Learner Outcomes (Program of Studies) Plan for Diversity

Training for Excellent in Sports Outcome Diversity will be planned for in the
1. Cooperate in groups and team assessment portion of the lesson where focus
situations. will be based on students’ individual
2. Demonstrate enhanced performance by abilities.
building strength, power, speed,
flexibility and conditioning (Fitness and
Conditioning Development)
3. Demonstrate an ability to make active
contributions to team
success

Prerequisite Knowledge, Skills, Strategies Preliminary Matters (Announcements,

and Attitudes etc.)

Previous experience in soccer & baseball may Discuss rules:

help students with the game. Prior knowledge
of cooperative games may be beneficial for
students in understanding the importance of
each game. Positive attitude towards the games
and physical fitness will aid students in
enjoying the lesson.
Rule #1: 1 whistle means stop and NO
touching equipment, 2- whistles means go
Rule #2: students will have to play fair
within the rules of the game.

Warm up (5-10 mins all students)

Rock Paper Scissors Baseball
Equipment need —4 pylons for bases, pinnies for each umpire. Set up 4 bases as in
baseball
Choose 3-5 students (depending on the size of the class) to be the umpires
Umpires should either be wearing a pinnie or holding a ball to indicated they are an umpire.
All students, except the umpires run (walk, hop, skip, gallop, crawl, ect) to first base.
Students must beat an opponent in rock paper scissors to move onto the next base. If they lose
they stay at their current base until they beat someone.
When the students make it to home plate, they challenge an umpire. If they beat the umpire, they
score a point. If they lose to the umpire, the umpire scores a point.
Then the students keep going around the bases until time is up
The student with the most points win and the Umpire with the most points wins

Belly Baseball
Equipment needed — 3 Large gymnastics crash mats, 1 playground ball or soccer ball, 1
large pylon

Divide the class into two teams. Teams will pitch (roll the ball) to the other team. Pick one
person to roll the ball to 3 batters then switch. The pitcher will roll the ball to the batter who
must kick it in play (the ball must land between 1st and 3 rd base) to advance to the base. Fielders
must tag the baserunner or the base (crash mat) to get the out. If the fielding team catches the ball
in the air, the person that kicked the ball is out. Any base runners must go back to the base they
were standing on when the kicker kicked the ball. There is no limit to the number of base runners
on each base. Every time a player crosses home plate, you get 1 point. Once everyone has kicked
the ball, switch the teams around.

Assessment

I plan to assess the students through formative measures and observations mostly. Anecdotal
notes will be taken for each individual student and how they are meeting expectations.
- The criteria students are to meet are the following as per the Alberta Program of Studies
Training for Excellent in Sports Outcomes:
A. Cooperate in partner and in small group situations
B. Apply game skills in a variety of modified and informal games situations
C. Understand basic games rules and apply them in games situations
- Students will also be assessed for participation and effort based on their individual
abilities as well

Below is a possible scale to be incorporated into the assessment which will take place over the
course of a few gym classes
1. Cooperate in partner and in small group situations
a. Seldom Sometimes Usually Always
2. Apply skills in a variety of modified and informal games situations
a. Seldom Sometimes Usually Always
3. Understand basic games rules and apply them in games situations
a. Few Some Most All
Reflection
What went well? Most students played in both games different games and loved the warmup. I
think the students enjoyed hotdog tag and steal the bacon game. Most the students were involved
and engaged in all the games. I went over the instruction and demonstrated the games for the
students. This will avoid any confusion when the games start. Most students never played hotdog
tag before and gave me excellent feedback after class. Steal the bacon game was similar to a
game the students played previously in combatives. Students already had an idea of what is
required for the game and it went smoothly.
What did not work well? Most of the games worked well. I think some students did not want to
participate in the games. Once these students see how engaged the other students participating in
the game they want to participate. I try to start the game and then go and talk to the students that
do not want to participate. I encourage them to join the game with the other students. Students
usually want to try nee exciting games.
What can I improve on? I switched the number of taggers and runners for hotdog tag. However,
the first game did not work out as planned with more taggers than runners. In round 2 I switched
the taggers and runners to the same amount and it worked well. Next time, I will keep the same
amount and see if the game will work.