Lesson 1

Outcome Focus: Complex Manipulative Skills

4.7 Select and apply performance cues to combine and refine manipulative
(sending, receiving, and accompanying objects) skills in increasingly complex
movement activities such as lead-up games, including throwing.
Learning Focus:
• Say performance cues (think-aloud) while performing movement skills
to support skilful performance.
• Throw a ball at a stationary target.
Assessment and Evaluation: Check for understanding by questioning and
observing throughout the lesson.
Students fill out a self assessment tool at the end of class.
Organization and Management Considerations: soft foam balls, hard
foam balls, bean bags, pylons, hula hoops, gym mats. Conversation about
waiting until everyone has thrown before balls can be retrieved.
Opening for Learning Learning Experience
Indicators: Say performance cues 1. Invite students to choose a ball
(think-aloud) while performing in order to explore throwing on
movement skills to support skilful their own at the wall. If they
performance. can, have them catch the ball
after it reflects off the wall.
2. Line students up and review
the performance cues of
throwing a ball overhand.
a. Start off with teacher
demonstration
b. Students then demonstrate
performance cues to each
other.
3. Put students into pairs and
have them practice throwing to
each other while saying the
performance cues aloud. Have
advanced students create
targets in different places.
Development of Learning Learning Experience:
Indicators: Throw a ball at a 1. Give each pair a target
stationary target. (different objects like gym
mats, pylons, hula hoops, etc
with predetermined points
placed on them) and have
them place the target on one
side of the gym.
2. Instruct students to stand on
the other side of the gym and
try to hit the targets on the
other half of the gym with a
variety of balls to select from.
a. Students may keep track of
their points if they choose.
3. Once everybody has thrown all
of the balls into the other side,
they may go and retrieve their
balls. Stress that nobody goes
to get their ball until all of the
balls have been thrown
a. Each time students go to
retrieve their balls; they
must use different
locomotor patterns to travel
to and from the picking up
their balls.
4. After a few rounds of throwing
the ball, have students move
the targets to other locations.
Closure for Learning
Pose questions and/or provide needed information to reinforce the lesson
focus:
Have students get into partners and discuss strategies for hitting a target
when throwing.
1. What is the best way to place your feet when trying to throw to a
target?
2. What should your posture look like while throwing?
3. What are the performance cues to think about when throwing
underhand? Overhand?
Reflection: what will I do if students do not get the concept of today’s lesson?

Lesson 2 (Hit the Wall Ball rewritten)

Outcome Focus:
4.7 Select and apply performance cues to combine and refine manipulative
(sending, receiving, and accompanying objects) skills in increasingly complex
movement activities such as lead-up games, including throwing.
Learning Focus: Throw a ball at a target as a stationary opponent tries to
block or deflect the throw.
Throw a ball at a target as an opponent tries to block or deflect the throw.
Assessment and Evaluation: Ask students questions for understanding of
throwing at a guarded target and for blocking a target.
Organization and Management Considerations: Pylons, different sized
balls, bean bags, gym mats; discussion with students about being careful
where they are throwing the ball (not high enough to hit people in the head.
Keep balls below waist.
Opening for Learning Learning Experience
Indicators: Throw a ball at a target 1. Remind students of the
as a stationary opponent tries to throwing overhand and
block or deflect the throw. underhand performance cues
that they discussed in the
previous lesson.
2. Break students into partners
and have each person gather a
pylon or other piece of
equipment that can be used as
a target and a ball or beanbag
of their choice.
3. Instruct students to choose a

Development of Learning
Indicators: Throw a ball at a target
as an opponent tries to block or
deflect the throw.
distance apart from each other
and have each person in the
pair place the target close to
them but not directly behind
them.
4. Each student will take turns
attempted to hit their partner’s
target with the ball or beanbag.
5. The job of the person playing
defence is to try to deflect the
ball from hitting their own
target without moving his/her
feet. Students may use any
part of their body to try to stop
the ball from hitting the target.
6. Gather students back into the
large group and discuss
strategies for both trying to hit
the opponents target and for
trying to deflect the ball from
hitting the target.
Learning Experience:
1. Students will be playing a
variation of hit the wall ball;
have a number of students
gather pylons and gym mats (4
per each half of the gym) and
place the targets in similar
places on each side of the gym
so that the targets are equal on
either side.
2. Divide students into two equal
teams and assign each team a
side.
 3. Have players on each team
select a partner from the other
team and line up in the middle
on either side of the middle line
of the gym.
4. Explain to students that the
person on the opposing team
that they selected as their
partner is who they will be
“competing” with.
5. The object of the game is to hit
a target of the other team with
a ball or beanbag. Once a
player hits an opposing team’s
target, their partner on the
other team must run to the
wall at the back of their playing
area and do 4 to 6 reps of any
activity that they wish to do
(jumping jacks, sit ups, etc).
6. Students may keep a personal
score if they choose.
Encourage students to keep as
many of their team players as
possible from having to go to
the back wall.
7. Allow students the chance to
move their targets around
during different, teacher
approved, intervals of the
game.
Closure for Learning
Pose questions and/or provide needed information to reinforce the lesson
focus:
Have students get into pairs and discuss 2 ways to deflect the ball and 2
ways to hit an opponent’s target. Then come back into the full group and
have some student volunteers demonstrate how to use the strategies that
they discussed.
Reflect: If students do not get the concepts of today’s focus; what will I do?

Lesson 3
Outcome Focus: 4.7 Select and apply performance cues to combine and
refine manipulative (sending, receiving, and accompanying objects) skills in
increasingly complex movement activities such as lead-up games, including
throwing.
Learning Focus: Throwing a ball at a target as an opponent tries to block or
deflect the throw.
Assessment and Evaluation: Questioning throughout the lesson; teacher
assessment during the lesson and self assessment at the end of the lesson.
Organization and Management Considerations: hula hoops, pylons,
foam balls, waffle balls, bean bags, have a discussion about only throwing to
a person when they are looking. Also remind students about the discussion
from last lesson about not throwing at people’s heads.
Opening for Learning Learning Experience
Indicators: Throwing a ball at a 1. Review the performance cues
stationary target of underhand and overhand
throwing.
2. Introduce the game called
group juggle.
a. Students will form a circle of
8 to 10 people. They will
each stand with their hands
out in front of them.
b. One student will start with a
beanbag and will call a
student’s name that has
his/her hands out and will
then throw the beanbag to
that student. The student

Development of Learning
Indicators: Throwing a ball at a target
as an opponent tries to block or
deflect the throw.
will catch the beanbag and
proceed to throw it to
another student who is
holding his/her hands out.
Once the person as received
and thrown the beanbag,
they will keep their hands
down and keep in mind who
threw the beanbag to them
and who they proceeded to
throw to.
c. Once all students have
received the beanbag once,
they will continue to throw
to each other in the same
pattern as the initial one.
3. Add in more beanbags as the
students catch onto the game.
4. Provide further challenges like
using non-dominant hand for
proficient players.
Learning Experience:
1. Gather students into the large
group and explain the rules of
the game:
a. There will be 2 teams of four
at each station. The teams
must set up three pylons
inside their hula hoops and
will place a waffle ball on
each pylon.
b. One team will be the
offence and the other team
will be the defence. The
 defence must try to knock
the waffle balls off of the
pylon by throwing a foam
ball at the ball or pylon. The
defence will set up around
the hula hoop and try to
block the foam ball from
making contact.
c. Once all three foam balls
have been knocked over,
the teams switch and the
defence become offence
and vice versa.
2. Divide the class into teams of
four.
3. Ask 1 team out of 2 to get the
equipment and set it up.
4. Play the game.
5. Have the students to put the
equipment away and gather as
a large group.
Closure for Learning
Pose questions and/or provide needed information to reinforce the lesson
focus:
Ask the students questions for deeper understanding of offence and defence
skills when guarding/trying to hit a stationary target. Have students relate
their understanding to the game that they played. Have students discuss
what they enjoyed most about the game.
Reflect: If the students do not understand the concepts of this lesson, what
will I do?