UTEP PETE Learning Experience Template

University of Texas at El Paso

Kinesiology Physical Education Teacher Education

TED 4698: Student Teaching All Levels

Learning Experience Plan

Teachers: Shaun Calderon Date: October 8th, 2019
Grade Level: 5th-3rd Time: 8:00-10:15AM.
Activities: Anatomical and Number of Students: 35-45
biomechanics fundamentals of
a jump shot in basketball / Hot
Spots and Long Shots game.
Equipment: Basketballs, Cones, poly spots
Equipment provided by me: Whistle, Watch
Facility: Glen Cove Elementary School- Blacktop

OBJECTIVES (2-3 per domain):

Psychomotor:
 Students will be able to demonstrate their ability in dribbling the basketball with
both hands without traveling.
 Students will progressively improve their ability to perform a layup and a jump
shot from a variety of distances using the preparation, execution, and follow
through concept.
 Students will participate in an activity called ‘Hot Spots & Long Shots’

Cognitive:
 Students will be recalling their understanding of the basic anatomical
movements involved in the game of basketball.
 Students will be able to recall some of the basic biomechanical principles they
have been introduced too.
 Students will understand the rules and boundaries of all activities that they
participate in.

Affective:
 Students will show respect and maturity towards all of their peers while
participating in the activity.
 Students will show enthusiasm for both themselves as well as their classmates
when participating in all activities.

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TEKS:
§116.5. Physical Education, Grade 3. §116.6. Physical Education,
Grade 4§116.7. Physical Education, Grade 5.
(N) demonstrate on cue key elements of hand dribble, foot dribble, kick and strike such as
striking balloon or ball with hand
(K) demonstrate key elements in manipulative skills such as volleying, hand dribble, foot
dribble, punt, striking with body part, racquet, or bat.
(K) demonstrate competence in manipulative skills in dynamic situations such as
overhand throw, catch, shooting, hand dribble, foot dribble, kick, and striking activities
such as hitting a softball; and
K) demonstrate competence in manipulative skills in dynamic situations such as overhand
throw, catch, shooting, hand dribble, foot dribble, kick, and striking activities such as
hitting a softball; and
(D) describe key elements of mature movement patterns of throw for distance or speed
such as catch, kick, strike, and jump

National Standards:
Combines traveling with manipulative skills for execution to a target (e.g., scoring in
soccer, hockey and basketball). (S1.E1.5c)

Combines manipulative skills and traveling for execution to a target (e.g., scoring in
soccer, hockey and basketball). (S1.E26.5)

Passes and receives with hands in combination with locomotor patterns of running and
change of direction and speed, with competency, in invasion games such as basketball,
flag football, speedball or team handball. (S1.M4.6)

Combines traveling with manipulative skills of dribbling, throwing, catching and striking
in teacher- and/or student-designed small-sided practice tasks. (S1.E6.4)

Dribbles and travels in generalspace at slow to moderate jogging speed, with control of
ball and body. (S1.E17.3)

Dribbles in selfspace with both the preferred and the nonpreferred hands using a mature
pattern. (S1.E17.4a)

Dribbles in general space with control of ball and body while increasing and decreasing
speed. (S1.E17.4b)

Dribbles with the feet in generalspace at slow to moderate jogging speed with control of
ball and body. (S1.E18.3)
Dribbles with the feet in general space with control of ball and body while increasing and
decreasing speed. (S1.E18.4).

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DIAGRAM AND PRE-CLASS ARRANGEMENT (include specifics):

Skill Building:
Once I have finished my quick review of the anatomical movements covered all
week, I will once again split the class into groups of 3-5 by counting them off.
Each group will alternate practicing dribbling with both hands, and performing the
prep, execution and follow through phase of a jump shot and lay up in order to
help them warm up and prepare for the final activity.

Students will line up at their designated cone and the first in line will dribble and
attempt a jump shot within the designated area using the three phases we
covered. Regardless of outcome, the student will then get their own rebound and
dribble back to the three-point line and pass to the next in line while they go to the
back of the line. This fast-paced process will repeat for a few minutes and I will
switch it to dribbling with nondominant hand, walking, jogging, layups only, jump
shots only, etc.

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Skill Application:

Students will apply the skills they have learned by participating in an activity called ‘Hot Spots & Long
Shots’. Each court will have a cone numbered 1-4. Students will remain in their assigned teams of 3-5.
Each team will be lined up by their team cone just inside the half court line.
There will be poly spots on the floor located near the rim around the layup/close shot area. smaller
cones scattered inside the three-point line. And a few large cones scattered along the three-point lines.

Students will take turns attempting shots anywhere they’d like along the court. If they miss a shot, they
must get the rebound and dribble and pass the ball to the next person in line. However, if they make a
shot in the poly spot area, they must grab one of the poly spots and take it back to their team. If a
student makes a shot from inside the three-point line they must collect one of the smaller cones and
take it back to their team. If a student makes a three-point shot, they must collect one of the larger
cones and take it to their team. The team that collects the most equipment, wins that round.

Poly spots= 1 point

Small cones = 2 points

Large cones = 3 points

The team that wins, gets to travel to the next court. The losing team stays on the court and faces the
winner that traveled to that court. The Goal is to try to win on every court.

*** 3-5 minutes each round***

***If there is a tie, paper, scissors, rock will decide who travels and who stays. ***

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Lesson Plan Content

Time Content Development Management Task Analysis
and Safety; 2. Teaching
includes cues/Refinement
Transitions
SET Induction/HOOK: START SIGNAL:
Good Morning Stars, today we are Quick Whistle/music Warm Up CUES:
going to continue with our basketball
unit. Today we are going to apply Don’t crash into each
everything we have learned with a other when moving.
fun and fast paced team activity
STOP SIGNALS
Long whistle Keep your Back straight
called hot spots and long shots. (pushups)
Count by __ (different
ORIENTATION: math multiples)
Students will progressively practice Transition 1: Point to the portable
and improve their fundamental Students start to walk Point to the PFA
basketball skills throughout the on the blacktop Lunge to the portable
week. following the painted Lunge to the PFA
Today, the students will once again arrows and will then Right leg up and left leg
recall the anatomical movements do a variety of flat (vice versa)
and biomechanics concepts used in locomotor skills that I Arms across chest (sit
basketball that they covered on all will call out until all ups)
week before applying those classes are outside. Knees bent (sit ups)
movements using the prep, Once all classes are
(10 execution, follow through concept outside, I will split the Refinement:
mins once again in a team competition classes in half. Boys Everyone must participate.
activity called Hot Spots. will find a painted dot No participation means
on the court to my left timeout which means
WARM-UP: Get the students’ and the girls will find students could potentially
hearts pumping and body loosened a painted dot to my lose their ‘Fun Friday’
for the days lesson. right (or vice versa). privileges.
Instant warm up: Everyone must count
SAFETY: whatever multiples I call
Walking Stay in your spot out (Ex: Boys count by 5’s
Jogging Be aware of to 50, Girls count by 7’s to
Skipping surroundings. 70, etc.)
Galloping Don’t crash into each Constant disruption of the
Side Shuffle other when class will lead to class
performing the dojo notification to
*Students perform whichever locomotor skills in students’ parents.
upper body movement I call space.
out while the rest of the Be aware of any
classes arrive outside* potential mud or
equipment set up on
the field when
Standing/sitting/laying down running.
on spot:
Lunge (both legs). Possible Student
Reach overhead and point in Clarification:
both directions. Conditioning path-
Butterfly stretches.
students tend to get ----------------------------
confused when doing
Figure four stretches (Sit and the conditioning lap if
reach). not clear which lap
Sit ups you want done (big
Push Ups kids, little kids, PFA,
backstop etc.).

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Conditioning: ---------------------------
Big Kids/little kids Jungle Gym Lap. Transition 2: CUES:
------------------------------------------- Once students finish
their lap, they will sit Dribble with your finger
down in their class tips
10-12 LESSON FOCUS/SKILL lines.
mins BUILDING ACTIVITY:
Toes, and shoulders
Once Coach Hernandez, and Following instruction, facing target.
Coach Ortega take their students will
transition from their
classes to their areas, I will Shooting hand behind ball.
class line to their
once again review the basic designated practice Supporting hand on the
anatomical movements spot. I will count off side of the ball.
performed in basketball (wrist 3-5 students to each
flexion, plantar flexion, etc.) cone depending on Elbow under the ball.
number of students.
I will once again have the Focus on the back of the
Two groups of 3-5 rim/front of the rim/ square
students mimic the will be on each half of (depending on shot).
movements with me prior to the court using the
touching any equipment. same basket for their The further you are, the
jump shot and/or
. more power you need in
layup. your shot.
Once I have finished my quick
review of the anatomical movements Flex the wrist on release.
SAFETY:
covered all week, I will once again Stay aware so you
split the class into groups of 3-5 by Plantar flex feet into
don’t potentially hit ground to produce force.
counting them off. with each other with
Each group will alternate practicing ball.
dribbling with both hands, and Extend the legs to produce
Be careful when power on jump shot.
performing the prep, execution and entering the paint
follow through phase of a jump shot that you don’t collide
and lay up in order to help them Stabilizing elbow at 90
with the other team. degrees.
warm up and prepare for the final Get your own
activity. rebound. Hold follow through.
Students will line up at their **Must emphasize to
designated cone and the first in line Hold middle fingers
be careful when directed at the target until
will dribble and attempt a jump shot moving in space and
within the designated area using the the ball hits the rim.
be aware of
three phases we covered. surroundings**
Regardless of outcome, the student Ensure ball travels with
will then get their own rebound and Backspin.
Possible Student
dribble back to the three-point line Clarification:
and pass to the next in line while Project the ball in an
Some students may angle/arch the shot.
they go to the back of the line. This need more individual
fast-paced process will repeat for a guidance in
few minutes and I will switch it to performing a proper
dribbling with nondominant hand, jump shot or layup. Refinement:
walking, jogging, layups only, jump Stay within the
shots only, etc. boundaries.

DIFFERENTIATION Everyone must participate.

3rd grade gets simpler multiples
in the warm up.

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UTEP PETE Learning Experience Template

Those who are severely TASK ANALYSIS:

struggling to understand the Students are using proper
flicking motion that creates the form and technique when
backspin, can practice by practicing their dribbling
throwing the ball in the air and and shooting techniques.
catching it.
Students are able to apply
the fundamental
I will have struggling students movements that were
aim strictly for the square on the covered throughout the
backboard to help them develop activity on a consistent
the accuracy. As well as basis (wrist flexion, plantar
encourage them to shoot from flexion, etc.)
closer distances until they are
able to develop that strength and Students are following the
confidence. prep, execution, and
follow through phases
when performing the
jump shot and the layup.
STUDENT EXPECTATIONS:
I expect to see many of my students Students are able to at
struggle at first but will eventually least hit the backboard
begin to persevere as they keep and rim and are not doing
trying to improve the skill. airballs on a consistent
basis.
Some students will naturally be
.
better than others, but I will be
constantly reassuring all of my
students that the only person they
are competing with is themselves.

Some students will be reluctant to

shoot from further distances if they
are given the option to have a free
choice. I will try to encourage them
to shoot from all distances.

Psychomotor:
Students practicing their ability to
perform proper dribbling and
shooting technique.

Cognitive:
Identifying individual and team
errors that the students’ are
performing when they initially start
(forgetting to hold follow through,
pushing the ball instead of flexing
the wrist upon release, etc.)

Affective:
Students working together within
their teams to help each other
improve while also remaining kind to
those who are struggling.

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Time Content Development Management Task Analysis

Teaching
Cues/Refinement
17-20 SKILL APPLICATION Transition 3: CUES:
mins ACTIVITY: Students will Say your score out loud
Students will apply the skills they transition from their as a team to avoid
have learned by participating in an skill building areas confusion.
activity called ‘Hot Spots & Long back to the red
Shots’. Each court will have a cone canopy for Dribble with your finger
numbered 1-4. Students will remain instructions on their tips
in their assigned teams of 3-5. Each skill application
team will be lined up by their team activity. Toes, and shoulders
cone just inside the half court line. facing target.
There will be poly spots on the floor Student
located near the rim around the demonstrations. Shooting hand behind
layup/close shot area. smaller cones ball.
scattered inside the three-point line.
And a few large cones scattered Students will then Supporting hand on the
along the three-point lines. transition from the side of the ball.
Students will take turns attempting instruction area back
shots anywhere they’d like along the to their designated
court. If they miss a shot, they must Elbow under the ball.
team area for the first
get the rebound and dribble and
round. Focus on the back of the
pass the ball to the next person in
line. However, if they make a shot in rim/front of the rim/
the poly spot area, they must grab square.
one of the poly spots and take it
back to their team. If a student The further you are, the
makes a shot from inside the three- more power you need in
point line they must collect one of the your shot.
smaller cones and take it back to
their team. If a student makes a Flex the wrist on release.
three-point shot, they must collect
one of the larger cones and take it to Plantar flex feet into
their team. The team that collects the SAFETY: ground to produce force.
most equipment, wins that round. Stay at your
designated court Extend the legs to
Poly spots= 1 point area. produce power on jump
Be aware of other shot.
Small cones = 2 points team on court.
Large cones = 3 points Stabilizing elbow at 90
**Must emphasize to degrees.
be careful when
The team that wins, gets to travel to
the next court. The losing team stays
moving in space and Project the ball in an
on the court and faces the winner be aware of angle/arch the shot
that traveled to that court. The Goal surroundings**
is to try to win on every court. Hold follow through.
Possible Student Hold middle fingers
*** 3-5 minutes each round*** Clarification: directed at the target until
the ball hits the rim.
***If there is a tie, paper, scissors, Going over the three
rock will decide who travels and who phases of a jump Ensure ball travels with
stays. *** shot and a layup Backspin
once again.
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UTEP PETE Learning Experience Template

**Losing team will return equipment

to the playing area for the next round *I will have a couple
as the winning team travels** volunteers help
demonstrate what is
DIFFERENTIATION: to be expected. *
Refinement:
Those that are struggling will Only one student from
each team allowed on the
be encouraged to aim for the court at a time.
poly spots only until they
develop the strength, Reminding students Attempt both long and
coordination, and of the anatomical close shots.
movements covered
confidence. at the beginning of TASK ANALYSIS:
unit as well as the
importance of the
basic basketball Students are using proper
STUDENT EXPECTATIONS:
biomechanical technique when dribbling
I expect my students to participate
concepts we covered through the course.
in the activity to the best of their
ability while making gradual as well.
Students are being
improvements throughout the
consistent when
lesson.
Transition 4: performing the
Students transition preparation, execution,
I also expect my students to be
from their hot spots and follow through
enthusiastic, and respectful to both
area back to the red phases of a jump shot.
themselves and their peers
canopy at the Students are all
throughout the duration of the
conclusion of the participating in the activity
lesson.
activity so they may to the best of their ability.
Students are applying
I expect my students to understand get their closing
feedback/debriefing some of the new concepts
to try shooting from a variety of
they learned (arch shot,
distances even if it means they are questions before I let
backspin, follow through,
stepping out of their comfort zone. them get water and
go line up at the etc.)
pickup spot with the
rest of the grade. Students are able to hit
shots from different
distances and not just
from up close (poly
spots).

Students are at least

hitting the hoop and not
airballing consistently.

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UTEP PETE Learning Experience Template

Psychomotor:
Participating in the dribbling and
shooting in both the skill building
and hot spots activity.

Cognitive:
Understanding the rules, scoring,
transitions, boundaries, and
fundamentals of the activity/skill.

Students having an Understanding

that the way they release the ball
will significantly impact whether
they make the shot or not.

Affective:
Students working together as a
class to help motivate each other
while also remaining kind to those
who are struggling.

Debrief/Closing/Cool Down
2-5
mins Psychomotor:
I will demonstrate some of the
anatomical movements that I
covered and ask who can recall
what they are and what they are
used for in basketball.

I will have some of my students

recall some of the new concepts
we covered (back spin, elbow
angle, etc.) by creating simple
scenarios for them to answer.
(EX: If I am always shooting the
ball and it is consistently a line
drive and hitting the front of the
rim, how could I fix it?

Ans: Add more projection/arc to

the shot.

Cognitive:
I will have students explain and/or
demonstrate all three phases
(prep, execution, follow through) of
a jump shot.

Affective:

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What did you think was the hardest

part of the activities we have
covered thus far?

Insight/Preview:
Next time we will continue to work
on improving our basketball skills
by continuing to practice our
fundamental skills and participating
in an activity that mimics a real
game (knock out).

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