Lesson Plan Title: Introduction to Wrestling

Date: Feb 27

Subject: Phys Ed Grade: 9

Topic: Wrestling Essential Question: Why should wrestling be taught

in a school-setting?

Estimated duration of lesson: 55 minutes Materials: 2 wrestling mats (18-25 students)

Stage 1- Desired Results – you may use student friendly language

- Students will be able to understand introductory information and skills for wrestling
- Students will be able to wrestle safely and prevent potential hazards

- 9.4 Skill-related Fitness

- Implement personal plans for improvement of a self-selected skill-related component of fitness (power,
agility, speed, reaction time, balance, and coordination) as it applies to complex movement skills used in a
sport or activity of interest (e.g., power in the legs to increase vertical jump for volleyball spike, agility for
avoiding a pin in wrestling, balance used in ballet, coordination used in juggling or cup stacking).
- 9.11 Prevention & Care
- Apply an understanding of how to prevent (e.g., using proper technique) and care for a variety of movement
activity- related injuries (e.g., sprains, breaks, contusions, skin irritations, concussions).

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.
- Analyze proper technique of arms, legs, body position
- Students have an understanding of when and why to use certain moves
- Student understands and implements moves safely while also preventing potential hazards before, during,
and after activity

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.
- At the end of the unit
- Written test on history, rules and terminology
Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students) 2 min

- discuss history of wrestling (dominance, cultures)
- may use arms and legs to hold opponents above or below waist
- origins can be traced to Europe but Indigenous groups also had their own variation
- Olympics, U Sport
- one of the oldest competitive sports (cave drawings of wrestling found early as 3000 BC)

- AKA Catch as catch can

Main Procedures/Strategies:
- Warm Up Game (10 min): Circle Drill (students lie in circle on stomachs. One student gets up and hurdles
each student in circle. Once student is hopped over, that student gets up and hurdles each student until they
return to original space)
- Dynamic Warm Up (5 min)
- Indian Leg Wrestling (10 min)
- 1. Players lie down side-by-side, with their backs on the ground, heads in opposite directions
- 2. Players simultaneously lift their legs three times
- 3. Each time their legs are raised the players must shout 1, 2, 3, Go!
- 4. On the third attempt, players lock their leg with the others at the knee or ankle, and attempt to push the
opponent's leg forwards
- 5. Once a player flips his opponent completely over, the match ends, and the winner is declared.
- Referee’s Position
- chin up, butt leaning towards heels (cat/cow), bend in elbows
- Half Nelson (10 min)
- The half nelson is done using only one hand, by passing it under the arm of the opponent and locking the
hand on the opponent's neck. In addition, the hand not being used should be holding the opponent's other
wrist in so that they can not post the hand or peel the half nelson off.
- British Bulldog (10 min)
- 2 players are in the middle (taggers) while the other players try to reach from one end of the mat to the
other
- If the taggers are able to pin the backs of one of the other players to the mat then the pinned player
becomes a tagger
- Closing remarks (1 min)
Adaptations/Differentiation:
- less skilled: breakdown specific areas to hold on opponent
- more skilled: teach counter moves

Closing of lesson:
- review history and learned moves
Personal Reflection:

- After completing the lesson I realized that I need to research the wrestling moves in more depth so that I am
more confident with teaching the specifics of the move. I would also research the referee rules and point system
so that I can explain to the students when the move can be used to show control over the opponent. The
students enjoyed the games and the opportunity to compete.

M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)