Post on 06-Feb-2018
Running Head: PHYSICAL EDUCATION LESSON PLAN: DRIBBLING A BALL
Physical Education Lesson Plan: Dribbling a Ball
De Lynn Bell
May 9, 2016
Ashford University
PED 212 Foundation of Movement & Motor Activities
Instructor: Thad Walker
PHYSICAL EDUCATION LESSON PLAN: DRIBBLING A BALL
Physical Education Lesson Plan: Dribbling a Ball
Lesson Information
Research has shown that kindergarten is a good time to teach skills because children at
this age, although still developing their motor skills, are more apt to engage in physical activity:
they have more competence than skill (LeGear et al., 2012, p. 1). While their confidence makes
it easier for new skills to be the introduced, teachers should scaffold activities to help build
competence as well as confidence. In other words, young children need help to build
competence in a skill. According to Rultenberg et al., “Most complex motor actions that people
perform (e.g., driving a car, lacing one’s shoes) consist of a series of simpler movements that are
executed in a specific order” (2013, p. 608). The tasks in this lesson plan allow young learners to
hone their dribbling skills by helping them understand the process of the action.
This lesson plan is for new learners in kindergarten who are starting to develop their fine
motor skills. Their emerging coordination is beginning to develop. The class size for this
activity is 26. There is one classroom teacher, one assistant, and one inclusion teacher to assist
students who have special needs.
For this lesson, kindergarten students will learn how to dribble a ball. The primary
learning objective includes their recognition of the difference between dribbling and bouncing.
In addition, they will also recognize and demonstrate the terms ‘near’ and ‘far.’ According to
SHAPE America, rather than just bouncing the ball, they are attempting second contact (2013, p.
7). The goal is to have them make contact with the ball several times in quick succession. The
Mississippi state standard addressed in the lesson states that students will “Demonstrate
PHYSICAL EDUCATION LESSON PLAN: DRIBBLING A BALL
competency in motor skills and movement patterns/concepts needed to perform a variety of
physical activities (2013, p.14).
Lesson Introduction
During this lesson the students will work with partners as they learn to dribble a ball.
There are four tasks that the students must complete prior to the culminating activity. To start,
the students will identify the sound of a bounce, which is loud, and the sound of a dribble, which
is softer and more rhythmic. In the second task, they will demonstrate the difference between
near and far, which are useful terms in understanding that dribbling involves closer proximity to
the body. For the third task, the students show that they can bounce the balls, thus again
demonstrating the term ‘far.’ For the fourth and final task, the students will practice dribbling,
with goal of making second and subsequent contacts with the ball. The overall learning objective
is “As a result of this lesson, students will be able to demonstrate how to dribble a ball.”
Because it is better to help them understand that the difference between loud and soft and
easier for them to collect the balls, the lesson will be given in the gym. The students will work
with partners so that they can take turns retrieving the balls and giving each other feedback
during the tasks. Each pair of students will have a basketball or other softballs, whichever is
available. However, basketballs are preferred as they make the loudest noise and are better to
demonstrate loud and soft.
Students will be instructed to listen for the teacher’s instruction. When the teacher wants
the students to listen, she will put her hands up. Students who do not listen or continue to talk
must put their ball in front of them and face the teacher. This will let the teacher know that the
students are listening. Students who are continually disruptive must sit with the teacher’s
PHYSICAL EDUCATION LESSON PLAN: DRIBBLING A BALL
assistant until it is clear that they are able to listen and follow the rules. Students who follow
directions during all of the tasks will earn a basketball sticker as a reward.
During the tasks, each partner in each pair will have a turn with the ball. The teacher will
model how to hand the ball to a partner and have the students demonstrate they understand what
to do. The teacher will also model for the students what is inappropriate behavior with the help
of the assistant and have the students respond to why the behavior would be inappropriate. Once
the rules are clear, then the teacher can begin the lesson.
Classroom Management Procedures
Before beginning the lesson plan tasks, it is important to ensure that classroom
management procedures are in place. To do this, start with the physical environment. For this
lesson, the students will have class in the gym. Since the gym is a large area, define the space
where the students will be working. As the students are working with partners, tape off the area
where each pair should stand. This will be the starting point for the activities. Ensure that each
space is large enough to where the students can have work comfortably together. After
establishing the space and before beginning the lesson, give the students these rules.
1. Freeze! When this cue is given, students must stop, be very still, look at, and listen to
the teacher.
2. Space! When this cue is given, students must make sure that they are arms’ length
away from other students. This ensures that students stay in their own space and do
not irritate others.
3. Clean! This cue tells students that it is time to clean up their learning space. Designate
helpers to pick up balls and put them back where they belong. (p.e.central, 2015).
PHYSICAL EDUCATION LESSON PLAN: DRIBBLING A BALL
In addition, review with the students that they should not throw a ball or bounce a ball
toward someone else unless they have their attention. Have students discuss why this is
important.
Lesson Procedure
To start the lesson, basic cues and vocabulary must be taught. Use the classroom
management cues get the students’ attention. Say, “Freeze!’ wait for the students to look up, and
then say the word ‘near’ and curl your arms into the chest. Then, have the students do the same.
Next, say the word ‘far’ and extend the arms out as much as possible. Have the students do the
same. Discuss with the students how thunder and rain sound, and say that thunder is ‘loud’ and
rain is ‘soft.’ Clap loudly and ask the students how that sounds. Next, make a tapping noise on a
desk or other surface. Have the students tell you which sound you are making.
For the set induction, say, “Today, we are going to learn about dribbling. First, can
anyone show me how to bounce a ball?” Have the students demonstrate their skills. Next, say,
“When you bounce, the ball can go really high and it can bounce sometimes far away. Dribbling
isn’t really big bounces. It’s the opposite: little bounces.”
For the first task, have students turn around and face opposite of you. Have them put their
basketballs between their feet. Then, ask them to listen as you bounce a ball. Have them tell you
what it sounds like, and listen for words like ‘thunder,’ ‘clap,’ and ‘boom.’ After that, dribble
the ball and have the students tell you what it sounds like, listening for words like ‘pitter-patter’
and ‘tap-tap.’ Have them pick up their balls and turn around to face you. Show them dribbling
and then bouncing, differentiating between rain and thunder. Ask them to clap the sound of a
bounce, which is thunder and then the sound of a dribble, which is rain.
PHYSICAL EDUCATION LESSON PLAN: DRIBBLING A BALL
For the second task, say, “Now that you know what a dribble sounds like, let’s practice
‘near’ and ‘far’. Tell me what far is. If something like the moon is far, then what is near?” Ask
the students to pick up their basketballs and hold them near. Next, have the students hold the
basketballs close to them. Tell them that you are going to say the words ‘near’ or ‘far’ and they
have to hold their basketballs either close to them or far away from them as possible. Now, say,
“Freeze!” to get the student’s attention.
Next, for task three, instruct the students to bounce their basketballs far away. Give them
some time to practice making big, far away bounces, and then go and pick up their balls. Ask
them to think about the sound that the basketballs make when they are bounced far away. After
this, for task four demonstrate to the students that dribbling is near, not far. Ask them to remind
you again of the sound of dribbling. Demonstrate dribbling for the students and have them
practice dribbling. Remember that the goal for them is to try and make the ball bounce twice to
attempt second contact. Again, say, “Freeze!” to get the students’ attention. Ensure that they are
with their partners, paying attention, and listening actively.
Finally, for the culminating activity, tell the students that they are going to play a game
like Simon Says where they have to listen closely for instructions. Call the game “Near, Far:
Rain, Thunder.” Ask the students to remind you what near is and what far is. Then, have the
students demonstrate how to make the sound of rain and then the sound of thunder with their
basketballs. Start the game, alternating between saying “Rain, Thunder, Rain, Thunder, Near,
Far…” Increase or decrease the speed of the instructions based on students’ skill and ability
level. For students with physical disabilities, ensure that they have a partner to work with. The
game, although no points are given, gives the students an opportunity to practice dribbling and
bouncing, recognizing the difference between them, and then holding the ball close to them or at
PHYSICAL EDUCATION LESSON PLAN: DRIBBLING A BALL
a distance as directed. Observation and a checklist should be used as the assessment tools for
each child.
Home-School Connection
To reinforce the skill, parents can help their students at home. The following email details what
they could do.
Lesson Accommodations and Modifications
Students with physical disabilities should be encouraged to participate, as this lesson can
be modified to meet their needs. Full inclusion for students with special needs requires more
than simply having them watch (Tripp, Rizzo, & Webert, 2007, p. 32). Instead, it involves
finding ways to teach them the skill; actually having them to participate. For this lesson, students
with physical challenges do not have to use basketballs. If they are in a wheelchair and have
Dear Parents,
In class we are learning how to dribble a ball! This is an important and fun skill that helps your growing children to develop their motor skills. To help them, you can practice this at home, even if you don’t have a ball or go outside! How can you do this, you might ask? Sitting at the table, have them tap their fingers lightly on the table. This will remind them that dribbling a ball is quieter than bouncing a ball. While dribbling is quiet, bouncing is loud, so have them tap, tap, tap and then clap, clap, clap! This can be done at any time at home and would help them to remember what they are learning in class.
Of course, the best place to dribble and bounce is at a basketball court. The school’s outdoor court is open year round. In addition, the Family YMCA located near the center of town has basketball lessons for children of all ages. Finally, let me suggest that you go outside and dribble and bounce. There’s no hoop needed, just the ground and a few minutes of family time!
As always, thank you for helping your child to develop, learn, and have fun!
PHYSICAL EDUCATION LESSON PLAN: DRIBBLING A BALL
mobility issues, they can bounce a smaller ball on a table, and like their peers, aim to make a
second contact to dribble the ball.
If several children from another, older class come during the activity, it would be
beneficial to have them serve as peer tutors by demonstrating how to dribble and taking time to
practice with the younger students. “With the cross-age tutor, the younger tutee might perform
better than with a same-age peer” (Cervantes et al., 2013, p. 44). This type of interaction could
also be helpful with students who have demonstrated poor behaviour. If the younger students
respond well to older ones, it may be helpful to have older student visit regularly.
Although the gym is an ideal place for this lesson, if a gym is unavailable, classroom
modifications can be made. The first tasks can be taught by having the students tap and clap the
sounds so that they understand the difference a dribble and a bounce makes. Then, smaller, softer
balls that are suitable for indoors can be used to teach the skill. While a larger area is best, the
concepts behind the skill can be taught in a classroom setting.
Conclusion
These collective tasks and culminating activity help young learners to develop their
motor skills. In addition, it teaches them common terms and helps them to make connections,
thus strengthening their cognitive skills as well. As, Henninger points out, “When the motor
skill is directly related to the task being learned, children can understand concepts more
completely and quickly” (2009, p. 335). In this case, the task is the motor skill, and this lesson
incorporates learning terms like ‘near,’ ‘far,’ and ‘loud’ and ‘soft’ with the action of dribbling a
ball.
PHYSICAL EDUCATION LESSON PLAN: DRIBBLING A BALL
References
Cervantes, Carlos M., Lauren J. Lieberman, Betsy Magnesio, and Julie Wood. 2013. PEER
TUTORING: Meeting the demands of inclusion in physical education today. Journal of
Physical Education, Recreation & Dance 84, (3) (03): 43-48
Henninger, M.L. (2009). The importance of motor skills. Excerpt from Teaching Young
Children: An Introduction. Retrieved on May 7, 2016, from
http://www.education.com/reference/article/importance-motor-skills/
LeGear, M., Greyling, L., Sloan, E., Bell, R. I., Williams, B., Naylor, P., & Temple, V. A.
(2012). A window of opportunity? motor skills and perceptions of competence of
children in kindergarten. The International Journal of Behavioral Nutrition and Physical
Activity, 9(1), 29-29. doi:10.1186/1479-5868-9-29
MDE. (2013). Mississippi Physical Education Framework. Retrieved on April 16, 2016 from
http://www.mde.k12.ms.us/docs/curriculum-and-instructions-library/mississippi-
physical-education-framework.pdf?sfvrsn=0
P.E.Central. (2015). Creating a positive learning environment. Retrieved on May 9, 2016, from
http://www.pecentral.org/climate/perules.html
Shape America (2013). Grade Level Outcomes for K-12 Physical Education. Retrieved on April
16, 2016, from http://www.shapeamerica.org/standards/pe/upload/Grade-Level-
Outcomes-for-K-12-Physical-Education.pdf
Tripp, A., Rizzo, T. L., & Webbert, L. (2007). Inclusion in physical education: Changing the
PHYSICAL EDUCATION LESSON PLAN: DRIBBLING A BALL
culture. Journal of Physical Education, Recreation & Dance,78(2), 32-36,48.