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 9th, 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 /
ultimate shooting game.
Equipment: Basketballs, Cones,
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
 Students will progressively improve their ability to perform a jump shot from a
variety of distances using the preparation, execution, and follow through
concept.
 Students will participate in an activity called ‘the ultimate shooting game’

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
are 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 students demonstrate a basic understanding of the movements and
concepts and their uses, I will split the class into groups of 3-5 by counting them
off.
Each group will alternate practicing dribbling with both hands, and performing the
execution and follow through phase of a jump shot

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, shooting from
further distance, etc.

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Skill Application:
Students will apply the skills they have learned by participating in an activity called
the ‘Ultimate Shooting Game’. 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 just outside the three-point line.
Students on each team will take turns taking jump shots along the designated
areas.
Once the student attempts their shot, they must get their rebound and chest or
bounce pass the ball to the next person in line. If a student makes a shot, his/her
entire team yells out their score (ex:1,2, etc.)

The team that scores the most after a few minutes, 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.

***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 learn Don’t crash into each
about the fundamental shooting other when moving.
sequence that is going to have you
STOP SIGNALS
Long whistle Keep your Back straight
all shooting like Steph Curry in no (pushups)
time. Count by __ (different
math multiples)
ORIENTATION: Transition 1: Point to the portable
Students will progressively practice Students start to walk Point to the PFA
and improve their fundamental on the blacktop Lunge to the portable
basketball skills throughout the following the painted Lunge to the PFA
week. arrows and will then Right leg up and left leg
Today, the students will recall the do a variety of flat (vice versa)
anatomical movements they covered locomotor skills that I Arms across chest (sit
on Monday before applying those will call out until all ups)
movements using the prep, classes are outside. Knees bent (sit ups)
execution, follow through concept Once all classes are
10 mins once again. Students will also be outside, I will split the Refinement:
introduced to some of the basic classes in half. Boys Everyone must participate.
biomechanical principle things to will find a painted dot No participation means
consider when performing a jump on the court to my left timeout which means
shot/playing basketball in general. and the girls will find students could potentially
a painted dot to my lose their ‘Fun Friday’
WARM-UP: Get the students’ right (or vice versa). privileges.
hearts pumping and body loosened Everyone must count
for the days lesson. SAFETY: whatever multiples I call
Instant warm up: Stay in your spot out (Ex: Boys count by 5’s
Be aware of to 50, Girls count by 7’s to
Walking surroundings. 70, etc.)
Jogging Don’t crash into each Constant disruption of the
Skipping other when class will lead to class
Galloping performing the dojo notification to
Side Shuffle locomotor skills in students’ parents.
space.
*Students perform whichever Be aware of any
upper body movement I call potential mud or
out while the rest of the equipment set up on
classes arrive outside* the field when
running.
Standing/sitting/laying down Possible Student
on spot: Clarification:
Lunge (both legs). Conditioning path-
Reach overhead and point in students tend to get
both directions. confused when doing
the conditioning lap if
Butterfly stretches. not clear which lap
Figure four stretches (Sit and you want done (big
reach). kids, little kids, PFA,
Sit ups backstop etc.).

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UTEP PETE Learning Experience Template

15 Push Ups --------------------------- CUES:

mins Conditioning: Transition 2:
Big Kids/little kids Jungle Gym Lap. Once students finish Dribble with your finger
their lap, they will sit tips
-------------------------------------------
down in their class
lines. Toes, and shoulders
LESSON FOCUS/SKILL facing target.
BUILDING ACTIVITY: Following instruction,
Once Coach Hernandez, and students will Shooting hand behind ball.
transition from their
Coach Ortega take their
class line to their Supporting hand on the
classes to their areas, I will designated practice side of the ball.
review the basic anatomical spot. I will count off
movements performed in 3-5 students to each Elbow under the ball.
basketball (wrist flexion, cone depending on
number of students. Focus on the back of the
plantar flexion, etc.)
rim/front of the rim/
Two groups of 3-5 square.
I will once again have the will be on each half of
students mimic the the court using the The further you are, the
movements with me prior to same basket for their more power you need in
jumpshot. your shot.
touching any equipment.
Flex the wrist on release.
I will then Introduce the SAFETY:
preparation, execution, and Stay aware so you Plantar flex feet into
follow through concept of a don’t potentially hit ground to produce force.
with each other with
jump shot
ball. Extend the legs to produce
Be careful when power on jump shot.
Prep= entering the paint
Student squares up to the that you don’t collide Stabilizing elbow at 90
basket by aligning their body’s with the other team. degrees.
**Must emphasize to
midline to the basket.
be careful when Hold follow through.
moving in space and
Execution= be aware of Hold middle fingers
Student performs the jump by surroundings** directed at the target until
generating power from their the ball hits the rim.
Possible Student
legs, hips, knees, and ankles
Clarification: Ensure ball travels with
in order to drive themselves Some students may Backspin.
off the ground whilst the need more individual
muscles of the shoulder, guidance in Project the ball in an
elbow and wrists produce the performing a proper angle/arch the shot.
jump shot.
shooting motion.

Follow Through= aims to Refinement:

improve students’ accuracy in Stay within the
boundaries.
a shot by concentrating on the
hand control, elbow alignment, Everyone must participate.
release technique, arc on the
ball, and ball rotation.
Students ensure that following
the shot, their arm, wrist, and
fingers, are facing the basket
at a 45-60-degree angle while
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UTEP PETE Learning Experience Template

simultaneously extending the TASK ANALYSIS:

shooting elbow as well.
Students hold this position Students are using proper
form and technique when
until the ball hits the rim and/or
practicing their dribbling
ground. and shooting techniques.

Once students demonstrate a basic Students are able to apply

understanding of the movements the fundamental
and concepts and their uses, I will movements that were
split the class into groups of 3-5 by covered throughout the
counting them off. activity on a consistent
Each group will alternate practicing basis (wrist flexion, plantar
dribbling with both hands, and flexion, etc.)
performing the execution and follow
through phase of a jump shot Students are following
the prep, execution,
Students will line up at their
and follow through
designated cone and the first in line
will dribble and attempt a jump shot phases when
within the designated area using the performing the jump
three phases we covered. shot.
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, shooting from
further distance, etc.

DIFFERENTIATION
3rd grade only uses their
dominant hand.
3rd grade gets longer skill building
time
3rd grade gets simpler multiples
in the warm up.

Those who are severely

struggling to understand the
flicking motion that creates the
backspin, can practice by
throwing the ball in the air and
catching it.

I will have struggling students

aim strictly for backboard to help
them develop the accuracy.

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UTEP PETE Learning Experience Template

STUDENT EXPECTATIONS:
I expect to see many of my students
struggle at first but will eventually
begin to persevere as they keep
trying to improve the skill.
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.

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

Cognitive:
Identifying individual 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.

Time Content Development Management Task Analysis

Teaching
Cues/Refinement
15 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 the ultimate shooting back to the red
game. 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 just outside the activity. Toes, and shoulders
three-point line. Students on each Students will then facing target.
team will take turns taking jump transition from the
shots along the designated areas. instruction area back Shooting hand behind
Once the student attempts their shot, to their designated ball.
they must get their rebound and team area for the first
chest or bounce pass the ball to the round.
Supporting hand on the
next person in line. If a student
side of the ball.
makes a shot, his/her entire team
yells out their score (ex:1,2, etc.)
The team that scores the most after Elbow under the ball.
a few minutes, gets to travel to the
next court. The losing team stays on Focus on the back of the
the court and faces the winner that rim/front of the rim/
traveled to that court. The Goal is to square.
try to win on every court.

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UTEP PETE Learning Experience Template
***If there is a tie, paper, scissors,
rock will decide who travels and who SAFETY:
stays. *** Stay at your
designated court
DIFFERENTIATION: area.
Be aware of other
team on court.
Those that are struggling will
be allowed to move closer if **Must emphasize to
necessary. be careful when
moving in space and
Those who are severely be aware of
surroundings**
struggling will be allowed to
practice their layups (only
severely struggling instances Possible Student
– consistently missing Clarification:
basketball court completely) Going over the three
phases of a jump
STUDENT EXPECTATIONS: shot once again.
I expect my students to participate *I will have a couple
in the activity to the best of their volunteers help
ability while making gradual demonstrate what is
improvements throughout the to be expected. *
lesson. Reminding students
I also expect my students to be of the anatomical
enthusiastic, and respectful to both movements covered
themselves and their peers
at the beginning of
throughout the duration of the unit.
lesson.
I expect my students to understand Transition 4:
that this is a noncompetitive Students transition
activity and the most important from their designated
thing is to improve the skills being obstacle course area
worked as opposed to finishing the back to the red
drills as fast as possible. canopy at the
conclusion of the
activity so they may
get their closing
feedback/debriefing
questions before I let
them get water and
go line up at the
pickup spot with the
rest of the grade.
The further you are, the
more power you need in
your shot.
Flex the wrist on release.
Plantar flex feet into
ground to produce force.
Extend the legs to
produce power on jump
shot.
Stabilizing elbow at 90
degrees.
Project the ball in an
angle/arch the shot
Hold follow through.
Hold middle fingers
directed at the target until
the ball hits the rim.
Ensure ball travels with
Backspin
Refinement:
Only one student from
each team allowed on the
court at a time
TASK ANALYSIS:
Students are being
consistent when
performing the
preparation, execution,
and follow through
phases of a jump shot.
Students are all
participating in the activity
to the best of their ability.
Students are applying
some of the new concepts
they learned (arch shot,
backspin, follow through,
etc.)
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UTEP PETE Learning Experience Template

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

Cognitive:
Understanding the rules,
transitions, boundaries, and
fundamentals of the activity/skill.
Students Understanding how 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
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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.)

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

Affective:
What did you think was the hardest
part of the activity?

Did you all have fun?

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Insight/Preview:
Next time we will continue to work
on improving our basketball skills
by continuing to apply some of the
basic anatomical movements and
biomechanical concepts we
already introduced while also
participating in a game that will put
everything that we have learned
thus far into use.

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