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Swimming

8th Grade

Portage Central Middle School

HPHE 4480

Bruce Boyer, Mike Cracchiolo

Erik Frank, Stephanie Hoff

Tim Hollenbeck, Brad McDougal

Doug Raak, Bret Van Zanten

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Table of ContentsIntroduction

1. General Purpose…………………………………………………………………………...22. Unit Justification………………………………………………………………………......23. NASPE Standards…………………………………………………………………………24. Overall Unit Outcomes……………………………………………………………………25. Rules………………………………………………………………………………………36. Behavior Contingency Plan……………………………………………………………….37. References…………………………………………………………………………………3

Block Plan…………………………………………………………………………………………4Task Analyses

1. Sculling…………………………………………………………………………………..192. Treading Water Scissor Kick……………………...……………………………………..203. Treading Water Whip Kick………...…………………………………………………….214. Treading Water Rotary Kick……………………………………………………………..225. Reaching Assist…………………………………………………………………………..236. Throwing Assist………………………………………………………………………….247. Basic Flutter Kick..………………………………………………………………………358. Backstroke………………………………………………………………………………..369. Basic Kick………………………………………………………………………………..5310. Freestyle…………………………………………………………………………………66

Cognitive Exam1. Test……………………………………………………………………………………….792. Key………………………………………………………………………………………81

Skills Test1. Treading Water…………………………………………………………………………..762. Freestyle………………………………………………………………………………….773. Backstroke………………………………………………………………………………..78

Worksheets1. Word Search...……………………………………………………………………………372. Worksheet Reading…………….………………………………………….See Attachment3. Worksheet Questions......…….…………………………………………………………..674. Worksheet Questions Key…..……………………………………………………………68

Lesson Plans1. Day 1 Lesson Plan………………………………………………………………………...52. Day 2 Lesson Plan……………………………………………………………………….253. Day 3 Lesson Plan……………………………………………………………………….384. Day 4 Lesson Plan……………………………………………………………………….545. Day 5 Lesson Plan……………………………………………………………………….696. Day 6 Lesson Plan……………………………………………………………………….83

Progress Report…………………………………………………………………………………..91Assessment/Evaluation Plan……………………………………………………………………..93

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IntroductionGeneral Purpose:

The purpose of the Swimming unit is to provide students with the skills and knowledge needed to be successful in Swimming. The goal of this unit is to encourage students to perform an activity that they can not only perform outside of a Physical Education setting, but also something that they can do well into adulthood with using proper equipment, being noodles, kick boards, pool buoy, and life buoy, to help them be successful. They will also learn some safety procedure about how to help a distressed swimmer, active drowning (someone in a panic), and passive drowning (unconscious). Each student will practice cooperation and teamwork through various class activities and games. The importance of being respectful, reliable and giving best effort will be stressed throughout the unit.

Unit Justification:

According to the Subject Matter Model, students in 8th graders should be participating in activities that will equip them with lifetime sports skills. In aquatics, students should be able to demonstrate mature form of basic aquatic skills of freestyle and backstroke in a controlled setting, and assisting a distressed swimmer. Our Swimming unit will allow students to develop these skills and strategies. Once they learn these skills and strategies, they can apply them for the rest of their lives in order to maintain a lifetime of physical activity.

Swimming is appropriate for 8th grade because it is a sport that can be practiced by participants of all ages and is considered a lifetime sport. Skills and strategies learned in swimming can also be applied to other sports or activities.

NASPE Standards Emphasized in this Unit:

Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.Standard 5: Exhibit responsible personal and social behavior that respects self and others in physical activity settings.Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Overall Unit Outcomes:

The main objective of the unit is to increase the student’s skill level by using the correct form as described in the unit. The students will also be required to follow all safety rules 100% of the time with a zero tolerance policy (because of the dangerous situations). We will be using a pre and post-test to check the students understanding of the unit throughout.

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Rules

1. Do not swim or enter the pool unless a lifeguard is present. B.PS.08.012. Do not run on the pool deck. B.PS.08.013. No horseplay in or around pool. B.PS.08.024. Diving into the pool from the pool deck is prohibited. B.PS.08.015. Do not get onto the diving board or starting blocks at any time. B.PS.08.026. Always give your best effort in skills. B.PS.08.017. Never enter the pool with an open wound or infection. B.PS.08.018. Keep body under control at all times inside the pool. B.FB.08.019. Use equipment like noodles, kickboards, etc properly at all times. B.PS.08.01

Behavior Contingency Plan

First offense- Conversation with student of what is happening and why it needs to stop. Second offense: Give student an alternative activity. Third offense: Student will be sent to the office.

References

Internet

How to Tread Water for Beginning Swimmer. (2012). Retrieved January 27, 2013, from http://www.youtube.com/watch?v=kFmOtf_Ew1w

How to Teach Kids to Swim: Teaching a Child to Tread Water When Swimming. (2007). Retrieved March 24, 2012, from http://www.youtube.com/watch?v=GvAd3s5869Y

Book

American Red Cross. (2009). Swimming and Water Safety (3rd ed.). Yardley, PA: Staywell

American Red Cross. (2009). Water Safety – Instructor’s Manual. Yardley, PA: Staywell

Mood, D.P., Musker, Frank, F.F., & Rink, J.E. (2011). Sports and Recreational Activities (15th ed.). New York, NY: McGraw-Hill

ArticleJefferies, S., Jefferies, C., & Donohue, S. (2012), The effect of real-time

feedback on swimming technique. Journal of the International Society of Swimming Coaching, 2 (2), 41-47

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PCMS Block Plan Day 1: MDE/NASPE Standards 1 & 2

Movement Prep: Dynamic warm-up in pool

Skills: Sculling, treading water, reaching assist, throwing assist

Concepts: Force, leg rotation, safety

Activities: Scissors kick, whip kick, rotary kick, reaching assist

Closure/Cool Down: Review of critical points and preview of next day.

Day 2: MDE/NASPE Standards 2


Skills: Flutter kick, Backstroke

Concepts: Streamline position, alternating, force

Activities: Wall kicks, kick board practice, arm cycles, backstroke




Skills: Flutter kick, Backstroke

Concepts: Arm stroke and leg kick, body position

Activities: Streamline, gutter flutter, gutter flutter with arms, musical corners




Skills: Freestyle

Concepts: Arm stroke and leg kick, body position, breathing

Activities: Kick and breathe, upper body build up, push off plus positioning, red light green light

Closure/Cool Down: Review of critical points and reminder of cognitive and skill testing the next day.

Day 5: MDE/NASPE Standards 1 & 2


Skills: none

Concepts: Cognitive test, skills test

Activities: Written cognitive test and skill test treading, freestyle, backstroke.

Closure/Cool Down: Review cognitive quiz

Day 6: MDE/NASPE Standards 1 & 2


Skills: none

Concepts: Review all skills in culminating games.

Activities: Sharks and minnows, red light green light, nautical capture the flag, cannon ball

Unit closure/Cool Down: Thanks you

Swimming 8th Grade

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Western Michigan HPER Lesson Plan Format

Teacher: Mr. Boyer & Van Zanten Grade/Unit: 8 th Grade Swimming

Lesson Focus (skill): Treading Water Day (1-6): 1 National Standards (1-6): 1 & 2

Daily Instructional Objectives (A, C, C)NOTE: Daily objectives must be UNIQUE to each LP

Each objective must be linked to GLCE/MMC ExpectationsPsychomotor (1 for fitness/movement preparation, each skill taught and culminating activity):Each student will demonstrate correct TA form of sculling 2/3 times during student response. M.MS.08.05

Each student will elevate their heart rate into the THR zones by participation in the movement preparation whole body warm up on 4/5 exercises. A.PE.08.01

Each student will perform the correct steps to the treading water scissors kick 2/3 times during treading water with scissors kick. M.MS.08.04

Each student will perform treading water whip kick with the correct force to keep just their head above the water during treading water with whip kick 3/4 times. M.MS.08.04

Each student will correctly rotate their legs during the treading water rotary kick 2/3 times. M.MS.08.04

Each student will check-call-care and specify someone specifically to call 9-1-1 every time they perform the reaching assist. M.AQ.08.07

Cognitive (knowledge/purpose of skill(s), culminating activity, concept/s):3 out of 4 students will apply knowledge of the 4 most critical points of sculling by participating during the students’ response 2/3 times. K.AQ.08.03

3 out of 4 students will apply knowledge learned when called upon during CFU by answering the correct question of the scissors, whip, and rotary kick. K.AQ.08.03

4 out of 5 students will understand the importance of safety by participating in the CFU during reaching and throwing assist and giving the correct answer. K.AQ.08.04

4 out of 5 students will apply knowledge of how to check-call-care by correctly doing so every time they are performing the reaching assists in practice setting. K.AQ.08.06

Personal-Social:Each student will choose to participate during treading water by finding a spot along the edge that they feel comfortable holding on at and using the noodle if needed when pushing away from the edge 2/3 times. B.RP.08.01

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Each student will demonstrate cooperation by not horse playing in the water when acting as a distressed swimmer during the reaching assist 3/4 times. B.PS.08.01

Each student will provide feedback to their partner by reminding them of the four most critical points if they are struggling or forgetting during the reaching assist 2/3 times. B.FB.08.01

Equipment Needed:32 noodles spread/laid out along the deep end of the pool, 1 ring buoy, whistle

Safety Considerations:Watch out for other around you, know your limit, no horse playing, no running

Transition: Mr. Van Zanten & Ms. Hoff announcing in the locker room 7:47:30-7:48:00You have 30 seconds to get dressed and out on the pool deck

Anticipatory Set: Mr. Van Zanten 7:48:00-7:48:15Why is treading water a useful survival skill? Treading water uses little energy and use different types of treading to still propel you in a certain direction.

Took a little bit longer than planned since it is a quiz question and we wanted the students to understand what we were asking for.

Statement of Objective: 7:48:15-7:48:30Today we are going to go learn three different kicks on how to tread water being the scissors kick, whip or frog kick, and rotary or egg beater kick and if we have time at the end we will learn how the reaching assist.

ITIP 1 (Mr. Van Zanten teaching w/Mr. Boyer and Teacher on each side demonstrating)Skill:Sculling

Teacher Model (4 critical elements/key points):7:48:30-7:49:00

Cup Out In Figure 8

Transition:

7:49:00-7:49:30When I say go, everyone spread out on the bench and start sculling with your arm. Ready go

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Student Response (without equipment if possible):

7:49:30-7:50:00Students will demonstrate Sculling on the bench by following the teacher model while all teachers are providing feedback.

Questions (CFU):

7:50:00-7:50:151. Why do you think we would scull with our hands? To keep yourself balanced2. Why do we scull instead of doggy paddle? Uses less energy 3. How far down should are hands be sculling at? Just below the water surface

Transition: 7:50:15-7:50:45Everyone come back in close where you can see and hear me

The students were all on one bench spread out and we just had them stay where they were because they didn’t go far and could still hear and see me

ITIP 1 (Mr. Van Zanten teaching w/Mr. Boyer and Teacher on each side demonstrating)Skill: Scissors Kick


Scull Legs in Front Forward Ankles Toes Pointed Legs out Back Backwards

Transition:

7:51:15-7:51:45When I say go, everyone spread out on the bench and demonstrate treading water using the scissors kick. Ready go


7:51:45-7:52:15Students will demonstrate scissors kick on the bench by following the teacher model while all teachers are providing feedback.

Originally lesson was written with bleachers that had no back support so this would have been easy to lean back and perform, but we found out on pre-test day students would be on deck

sitting along a single bench against a wall. Thought we would still go with this, but it didn’t work out very well since students could not fully extend their legs without falling forward. Only other

option I can think of is getting them in the water and using a noodle so they can focus just on

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their feet kicking and not worried about going under or anything else so they can focus on form.Questions (CFU):

7:52:15-7:52:301. How should your ankles be with the scissors kick? Front ankle flexed, back ankle pointed2. Where should the water level be at when we are treading water? Enough to keep our head

up3. What are the legs doing during scissor kick? Kicking front leg forward and back leg

backwards


ITIP 1 (Mr. Van Zanten teaching w/Mr. Boyer and Teacher on each side demonstrating)Skill: Whip Kick


Scull Legs in 90° Ankles Flexed Legs out Heels out

Transition:

7:52:15-7:52:45When I say go, everyone spread out and demonstrate treading water using the whip kick on the bench. Ready go


7:52:45-7:53:15Students will demonstrate whip kick on bench by following the teacher model while all teachers are providing feedback.

Questions (CFU):

7:53:15-7:53:301. After bringing our legs in what should be done next? Ankles out 2. How hard should you be bringing your legs back together? Hard enough to keep your

head above water3. Can any of you think of a reason on why the whip kick might be a disadvantage while

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treading water? It makes you bob up and down Would be better to ask after students had performed skill in the water


ITIP 1 (Mr. Van Zanten teaching w/Mr. Boyer and Teacher on each side demonstrating)Skill: Rotary Kick (egg beater)


Scull Legs in 90° Ankles Rotate Knee Legs out Alternate

Transition:

7:54:30-7:55:00When I say go, spread out and demonstrate treading water using the rotary kick on the bench. Ready go


7:55:00-7:55:30Students will demonstrate rotary kick on bench by following the teacher model while all teachers are providing feedback.

Questions (CFU):

7:55:30-7:55:451. Can anyone think why they say this is the most efficient kick when treading water?

Provides continuous support 2. What directions do your legs move? Left moves clockwise and right counter clockwise3. When does our leg recover? While the other one is kicking

Movement Preparation Information (Mr. Boyer)

Transition:

7:55:45-7:56:15

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When I say go, I need everyone who is dressed walk to the pool, get into your squads along the side and then get in the pool, and those who are not dressed to participate to start walking the bleachers. Ready go.This was not the best way to get the kids in the pool, as soon as the words came out of my mouth two students jumped into the pool via a cannonball. I should have used a better transition that stressed safety when getting into the pool.

Whole-body warm-up: The students have a hard time staying quit during the movement prep, I think it is because they just got into the pool and are cold but all they wanted to do was talk. Had to tell them several times to stop talking and pay attention.

High knees/Butt Kicks 7:56:15-7:57:00 Frankenstein kicks/Leap 7:57:45-7:58:30

Check your heart rate I forgot this HR check here. A skip/B skip 7:59:15-8:00:00 Bound jump/Sprint 8:00:45-8:01:30

Check your heart rate 8:03:45-8:04:30I remembered the second HR check but forgot to tell them where they should be in order to be in the target HR zone.

Transition:

8:04:30-8:05:00When I say go, everyone spread out along the side of the pool in the deep end where there is a noodle, and if you are not a strong at treading water stay close to the mid line. Ready go

ITIP 2 (Mr. Boyer on deck teaching, & Mr. Van Zanten in water demo w/2 other teachers)Force

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Activity/Drill:Treading water with scissors kick

Centrally located position: Here we used the deep end of the pool but it was hard because everyone was so spaced out and the diving board made it hard to see everyone along the one end of the pool.Spread out along the edge of the pool holding on to the gutter with enough self space between each student.

Dry run/walk-through (explain practice set-up):8:05:00-8:05:30

While face sideways from the edge holding on to the gutter with one hand perform the scissors kick following the four critical points being scull, legs in, ankles, and legs that we learned for 30 seconds

Push off from the wall but close enough to where you can grab it if needed and tread using the scissors kick for another 30 seconds.

Show students how to place the noodle around them and only use if you need it. This went well but it is hard to see proper leg kick underwater from above the water, and it would be even harder to do it with only two teachers.

Pose Challenge:

8:05:30-8:05:45(+) Tread water with your hands in the air.(-) Tread water with a noodle when pushing away from the wall

Safety:

8:05:45-8:06:15 Watch out for other around you by not hitting them. If you are going under, don’t grab onto anybody else and quickly come back to the wall Students that they will be going up and down and not to get alarmed

Questions (CFU) about drill/activity, challenge, concept/s:8:06:15-8:06:30

1. How should our ankles be when using the scissors kick? Front ankle flexed and back ankle pointed

2. If you don’t feel comfortable using the scissors kick what can you use to help you? A noodle

3. What type of force should you use with the scissors kick? Enough to keep your head above water

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I know I used questions to check but I think I used some questions that I thought of in the moment as I was seeing students doing things I would ask them questions for clarity.

Transition:

8:06:30-8:07:00When I say go, hold on to the gutter with one hand and start practicing the scissors kick. Ready goI used a whistle to help get every ones attention and have them refocus on me. It worked really well.Practice (time, formation diagram): 8:07:00-8:08:15Students will perform the scissors kick for 30 seconds holding on to the gutter, have 15 seconds to push off the gutter, and tread water using the scissors kick for another 30 seconds.

Transition: 8:08:15-8:8:45Everyone back to where you were on the edge.Again use of whistle to refocus students works.

ITIP 2 (Mr. Boyer on deck teaching, & Mr. Van Zanten in water demo w/2 other teachers)Force

Activity/Drill: This activity went about as well as the scissor kick activityTreading water with whip kick

Centrally located position:Spread out along the edge of the pool holding on to the gutter with enough self space between each student.


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While facing the edge holding on to the gutter with two hands perform the whip kick following the four critical points being scull, legs in, ankles, and legs out that we learned for 30 seconds

Explain the difference between the scissors kick and whip kick Push off from the wall but close enough to where you can grab it if needed and tread

using the whip kick for another 30 seconds.

Pose Challenge:

8:09:15-8:09:30(+) Tread water with hands above the head(-) Tread water with a noodle when pushing away from the wall

Safety:



1. When should your legs come apart? When you are straightening your legs to force them back down.

2. If you feel comfortable with the whip kick what should you do when you push away from the wall? Tread water with hand up out of the water

3. How much force should you use? Enough to keep your head above water but adjusting your kick speed.It was hard to ask and hear answers to questions being so spread out. Should have had them come together and spread back out as needed.

Transition:

8:10:00-8:10:30When I say go, face the side of the pool, hold on to the gutter with two hands and start practicing the whip kick. Ready go

Practice (time, formation diagram): 8:10:30-8:11:15Students will perform the whip kick for 30 seconds holding on to the gutter, have 15 seconds to push off the gutter, and tread water using the whip kick for another 30 seconds.

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Transition: 8:11:15-8:11:45Everyone back to where you were on the edge.

ITIP 2(Mr. Boyer on deck teaching, & Mr. Van Zanten in water demo w/2 other teachers)Leg rotation

Activity/Drill: This activity was a lot more challenging to the students. The rotary kick in and of itself is harder to master then the other two kicks but I think introducing it to the students was still good. Treading water with rotary kick

Centrally located position:Spread out along the edge of the pool holding on to the gutter with enough self space between each student.


While facing the edge holding on to the gutter with two hands perform the rotary kick following the four critical points being scull, legs in, ankles, and legs that we learned for 30 seconds changed CE’s to scull, 90 degrees, Rotate knee, Alternate.

Explain difference between scissor kick, whip kick, and rotary kick. Push off from the wall but close enough to where you can grab it if needed and tread

using the rotary kick for another 30 seconds.

Pose Challenge:

8:12:15-8:12:30(+) Tread water with hand up in the air out of the water(-) Tread water with a noodle when pushing away from the wall(-) If you are having trouble with the rotation of the feet, do one foot at a time Had a lot of

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students use this technique to help learn what each leg is doing seperatly.

Safety:



1. How should your legs be rotating? Alternating at your knees2. How far from the wall should you be pushing away from? Enough so that you can tread

water without kicking and close enough so you can still grab it in case you need to reach it.

3. What angle should your knees and hips be at when they are close to your body? 90°Again a lot of the questions to checks I used were developed from what I saw the students doing. If many of them were having a problem I asked about those items.

Transition:

8:13:00-8:13:30When I say go, face the side of the pool, hold on to the gutter with two hands and start practicing the rotary kick. Ready go

Practice (time, formation diagram): 8:13:30-8:14:45Students will perform the rotary kick for 30 seconds holding on to the gutter, have 15 seconds to push off the gutter, and tread water using the rotary kick for another 30 seconds.

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Transition:

8:14:45-8:15:15When I say go, grab your noodle go over to the shallow end of the pool near the back corner of the women’s locker room, and place your noodle in the corner. Ready goThis transition went really well as it not only got the students where we wanted them but also the equipment.

ITIP 1 (if time permits, if not go straight to cool down) (Mr. Van Zanten)Skill: Reaching Assist

Did have some time, but not enough to go over and skill, so we discussed the three different types of drowning listed in CFU 4-6 for 2 minutes before cool down since asked specifically

cover with the students by Mrs. Overhuel.Teacher Model (4 critical elements/key points):

8:15:15-8:15:45 Check-Call-Care Brace Extend (demonstrate noodle, arm, leg, and shepherd hook) Pull

Questions (CFU):

8:15:45-8:16:001. Why do you want to brace yourself? So that the victim doesn’t pull you in.2. Why don’t you want to swim in after someone? They will pull you under3. What is the most important step? Check-Call-Care4. What is a distressed swimmer? Can continue breathing & may call for help with floating,

sculling or treading water. Body position of horizontal or diagonal with little to no

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forward progress.5. What is the action of someone actively drowning? Struggle to breath and cannot call out

for help with arms to side alternately moving up & down. Body position of vertical with no forward movement and 20-60 seconds before submerging.

6. What does passive drowning look like? Not breathing with no movement of the arms and legs. Body position of horizontal or vertical; face down, face up, or submerged with no forward movement.

ITIP 2 (Mr. Van Zanten)Safety

Activity/Drill: Reaching AssistDidn’t have time to get to.

Centrally located position:Spread out along the edge of the pool with one partner in the pool and the other one outside of the pool with enough self space between each student.


The student outside of the pool will perform the reaching assist to their partner using their arm using the 4 most critical points.

Student will then use a noodle as an object to assist their partner using the 4 most critical points.

Students will then switch positions so everyone gets a chance to assist a victim If your partner forgot one of the critical points being check-call-care, brace, extend, and

pull, remind them by providing feedback after they have performed the task

Pose Challenge:

8:16:30-8:16:45(+) Victim struggles hard(-) Victim relaxes and is more receptive to be rescued

Safety:

8:16:45-8:17:00Watch out for other students around you not to kick them when laying down.Don’t hit your partner or other students with the noodles


1. What is the first thing that you will do every time? Check-Call-Care2. How hard is the victim going to make it for the rescuer? Easy enough so it is not difficult

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for the rescuer, but not hard enough that it puts the rescuer in danger.3. Why is it important to brace the victim? They will be tired from trying to stay afloat and

could possible pass out

Transition:

8:17:15-8:18:30When I say go, everyone find a partner, spread out along the side of the pool, and one of you get out of the water and grab a noodle.

Practice (time, formation diagram): 8:18:30-8:20:30Students will practice reaching assist once with their arm, and once with the noodle. Students will then rotate positions.

ITIP 1 (if time permits, if not go straight to cool down) (Mr. Van Zanten)Skill: Throwing Assist

Didn’t have time to get toTeacher Model (4 critical elements/key points):

8:20:30-8:21:00 Check-Call-Care Stride Step Throw

Questions (CFU):

8:21:00 -8:21:151. Why do you want to step on the rope? To hold the rope so it doesn’t get away from you2. Why don’t you want to wrap the rope around you? You will fall in when you throw it or

the victim will pull you in.

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3. Why do you throw the object over the victims head? So you don’t hit them and possibly knock them unconscious.

4. What should you do if you don’t throw the rope far enough? Pull it back in quickly and reset.

Student Response:This will be a demonstration only by the teacher so the students can be aware of how it is done since there is only one ring buoy on desk.

Transition:

8:21:15-8:21:45Everyone come over to the shallow end of the pool and give yourself personal space for cool down

Cool Down: In the pool (Mr. Van Zanten) Right leg back 8:21:45-8:22:00 Left leg back 8:22:00-8:22:15 Right leg hug 8:22:15-8:22:30 Left leg hug 8:22:30-8:22:45 Spread your legs and lean to the left 8:22:45-8:23:00

o Lean to the right 8:23:00-8:23:15 Right arm across 8:23:15-8:23:30 Left arm across 8:23:30-8:23:45 Right arm back 8:23:45-8:24:00 Left arm back 8:24:00-8:24:15 Arm circles forward 8:24:15-8:24:30

o Backwards 8:24:30-8:24:45While stretching ask a few students which kick they felt the most comfortable using and why.What are the four critical points when treading water? Scull, legs in, ankles, and legs outMention that next class we are going to be learning how to perform the backstroke with the correct arm motions and kick.Importance to use the correct force when treading water so you head stays just above water so you are not using too much energy Rotation of your legs with the rotary kick one is in while the other is out.What is the first thing you do when you see a distressed, active drowning, or passive drowning swimmer? Check-Call-Care.

Mr. Boyer and Van Zanten will quickly get changed and head out to the hallway making sure the students do not leave before the bell rings.

National StandardStandard 1 - Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.

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Standard 2 - Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

GLCEM.MS.08.04 Apply mature form of the manipulative skills of catch, kick, foot dribble, and strike with hand and implements in controlled settings.M.MS.08.05 Demonstrate mature form of the manipulative skills of chest pass, bounce pass, hand dribble, volley, and punt in controlled settings.M.AQ.08.07 Demonstrate assisting a distressed swimmer in controlled settings.K.AQ.08.03 Apply knowledge of critical elements of aquatic skills: front crawl, backstroke, breaststroke, and treading in controlled settings.K.AQ.08.04 Apply knowledge of critical elements of assisting a distressed swimmer in controlled settings.K.AQ.08.06 Apply knowledge of critical elements of how to get help in simulated emergency practice in controlled settings.A.PE.08.01: Participate in physical activities that are vigorous in intensity level (i.e., a minimum of 70% of class time sustaining a minimum of 70% of target heart rate) in physical education while exploring a wide variety of target, net/wall, invasion, striking/fielding/running games, rhythmic activities, outdoor pursuits, aquatics, and fitness-related activities inside physical education.B.FB.08.01: Apply, independently, internal (prior knowledge) and external feedback to improve motor skills and movement patterns, fitness, and physical activities in dynamic settings.B.PS.08.01: Exhibit behaviors which exemplify each of the personal/social character traits of responsibility, best effort, cooperation, and compassion in dynamic settings.B.RP.08.01: Choose to participate, independently, in activities that are personally challenging in dynamic settings.

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TASK ANALYSIS Skill: Sculling

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MOVEMENT SEQUENCE MOVEMENT CUES

1-Head up out of the water, arms out to the side with elbows bent, hands cupped.

Ready Position

2- Hands in a cupping shape with forearms and hands just below the surface

Cup*

3- Move forearms out with hand facing out thumbs down

Out*

4- Move forearms back in while rotating forearms so hands are facing in with thumbs up.

In*

5- Continue sweeping forearms in a figure 8 motion

Figure 8*

* 4 Most Critical Points.

TASK COMPLEXITY VARIABLES

LEARNER: 8th grade(GLCE)/MMCE M.MS.08.05 Demonstrate mature form of the manipulative skills of chest pass,

bounce pass, hand dribble, volley, and punt in controlled settings.

SKILL: Discrete Serial Continuous

(CRITERION) 4/5 2/3 2/3

ENVIRONMENT:(CONDITION)

Calm pool

Isolated Variables: Sculling on ownControlled Variables:Dynamic Variables: Self space so you are not hitting or kick anyone

CHECKLIST

Student Cupping Out In Figure 81.2.3.4.

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VISUAL DESCRIPTION: Make a continuous sweeping movement with the forearms and hands just below the surface in front of the body. With the shoulders relaxed and the elbows away from the body, move the forearms out then back in. Rotate the forearms and hands as a single unit so the palms push the water in both directions.

TASK ANALYSIS Skill: Treading Water Scissor Kick

6-8


1- Head up out of the water, arms out to the side with elbows bent with your feet down

Ready position

2- Cupping you’re hands move them towards you and away from you in a figure eight motion

Scull*

3- Bring your legs close together while keeping your knees slightly bent

Legs in* Front leg forward

4- Flex the ankle of the front leg and point the toes of the back foot.

Ankles* toes pointed

5- Extend the front leg forward and the back leg back backward, but not completely straight

Legs out* back leg back

6- Forcefully press the legs together until they are nearly straight

Scissor



LEARNER: Middle School(GLCE)/MMCE M.MS.08.0 Apply mature form of the manipulative skills of catch, kick, foot dribble,

and strike with hand and implements in controlled settings.


(CRITERION) 4/5 2/3 2/3


Calm Pool

Isolated Variables: Treading water by your selfControlled Variables:Dynamic Variables: Self space do you don’t hit or kick anyone

CHECKLIST

Student Scull Legs In Ankles Legs Out Time1.2.3.4.*Time= Treading Water for 5 minutes

TASK ANALYSIS

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VISUAL DESCRIPTION: Starting in the ready position, scull your arms by cupping your hands waive them in a figure 8 motion across the top of the water. Bring your legs together with your front ankle flexed and back ankle pointed. Extend your front leg forward and your back leg backwards then forcefully press your legs together until they are nearly straight and repeat while sculling.

Skill: Treading Water Whip Kick6-8


1- Head up out of the water, arms out to the side with elbows bent, keep your hips and knees straight

Ready Position


Scull*

3- As you are sculling pull your legs in by bend your hips and knees at a 90° angle

Legs in* 90 degrees

4- Keep your ankles flexed as you separate by moving them out away from each other

Ankles* Flexed

5- Straighten your hips and legs Legs out* heels out6- Forcefully bring your legs back together Whip* 4 Most Critical Points.


LEARNER: 8th GradeMMCE M.MS.08.04 Apply mature form of the manipulative skills of catch, kick, foot dribble,


SKILL: Discrete Serial Continuous(CRITERION) 4/5 2/3 2/3


Calm Pool

Isolated Variables: Treading water by yourselfControlled Variables:Dynamic Variables: Self space so you don’t hit or kick anyone

CHECKLIST


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VISUAL DESCRIPTION: Starting in the ready position, scull your arms by cupping your hands waive them in a figure 8 motion across the top of the water. Keeping your legs together and bring them up by bending your hips and knees, separate your ankles, straighten your legs while forcing them back together, and repeat while sculling.

TASK ANALYSIS Skill: Treading Water Rotary Kick

6-8


1- Head up out of the water, arms out to the side with elbows bent, keep your hips and knees straight

Ready Position


Scull*

3- Bring your legs in so your hips are flexed and your knees are bent at a 90° with your knees slightly wider than your hips

Legs in* 90 Degrees

4- Keep your ankles pointed as your leg comes in and flexed as your leg goes out

Ankles* Rotate Knee

5- Rotate your leg at the knee out in a circular motion left foot going clockwise and right foot going counter clockwise

Legs out* Alternate

6- One leg kicks, the other leg recovers to kick immediately

Recover

* 4 Most Critical Points. TASK COMPLEXITY VARIABLES

LEARNER: 8th Grade(GLCE)/MMCE M.MS.08.04 Apply mature form of the manipulative skills of catch, kick, foot dribble,



(CRITERION) 4/5 2/3 2/3


Calm Pool

Isolated Variables: Treading water by yourselfControlled Variables:Dynamic Variables: Self space so you don’t hit or kick anyone

CHECKLIST


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VISUAL DESCRIPTION: Starting in the ready position, scull your arms by cupping your hands waive them in a figure 8 motion across the top of the water. Bring your legs in with your knees slightly wider than your hips. Rotate legs at the knees one leg at a time making circular movements with the foot and lower leg by left going clockwise and right counter clockwise. As one leg kicks, the other leg recovers, and repeat while sculling.

TASK ANALYSIS Skill: Reaching Assist

6-8


1- Check the scene for unsafe conditions, get someone to call 9-1-1, and care for the victim

Check-Call-Care*

2- Find an object to extend to victim Object2- Brace yourself on a pool deck or pier surface Brace*4- Extend object to the victim Extend* 5- Slowly and carefully pull them to safety Pull*6- Grab victim behind their arm pit, lift up and help support

Support



LEARNER: 8th GradeMMCE M.AQ.08.07 Demonstrate assisting a distressed swimmer in controlled settings



Calm pool, object to reach

Isolated Variables: Practice by yourselfControlled Variables: Reaching to a partnerDynamic Variables:

CHECKLIST

Student Check-Call-Care Brace Extend Pull Accuracy1.2.3.Accuracy= placing the object at a position where the victim can reach it

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VISUAL DESCRIPTION: After you Check-Call-Care, find an object to extend out to the victim if they are not close enough to reach. Brace yourself by kneeling or laying down outside of the water and extend the object to the victim. After the victim has grasped the object slowly and carefully pull the victim in and support them to the wall.

TASK ANALYSIS Skill: Throwing Assist

6-8


1- Check the scene for unsafe conditions, get someone to call 9-1-1, and care for the victim

Check-Call-Care*

2- Find an object to throw to the victim Object2- Get in a stride position with the leg opposite the throwing arm forward.

Stride*

4- Step on the end of the line with the forward foot avoid getting tangled in the line

Step*

5- Get victim’s attention to let them know you are throwing an object

Shout

6- Bend your knees and throw the object underhand so the line drops within reach

Throw

7 – Slowly pull victim to safety keeping weight low and back away from the water

Pull*

8- Grab victim behind their arm pit, lift up and help support

Support

* 4 Most Critical Points. TASK COMPLEXITY VARIABLES

LEARNER: 8th GradeMMCE M.AQ.08.07 Demonstrate assisting a distressed swimmer in controlled settings



Calm pool, object to throw

Isolated Variables: Practice by yourselfControlled Variables: Throwing to a partnerDynamic Variables:

CHECKLIST

Student Check-Call-Care Stride Step Pull Accuracy1.2.3.4.*Accuracy= Throwing the object past the victim with the rope in reach

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VISUAL DESCRIPTION: After Check-Call-Care, find an object to throw and get into a stride position. Step on the rope with your front foot and get the victims attention. Bend your knees and underhand toss the object so the object goes over the victims head and the rope is right next to them. Slowly pull the victim in to safety keeping your weight back and low so you don’t fall in and support the victim to the wall.


Teacher: Mr. McDougal & Mr. Raak Grade/Unit: 8 th Grade Swimming

Lesson Focus (skill): Backstroke & Flutter Kick Day (1-6):_2_ National Standards (1-6): 1 & 2


Each objective must be linked to GLCE/MMC ExpectationsPsychomotor (1 for fitness/movement preparation, each skill taught and culminating activity):Each student will tread water 2/3 minutes in the movement preparation to raise their heart rate 70% of maximum. A.PE.08.01 Each student will perform the backstroke to TA form in 4/5 attempts during the backstroke challenge. M.AQ.08.04Each student will apply the four critical points of the backstroke during the color race activity in 4/5 attempts. M.AQ.08.04

Cognitive (knowledge/purpose of skill(s), culminating activity, concept/s): Backstroke, safety4/5 students will demonstrate comprehension of pool safety by correctly answering questions when randomly called upon about entering and exiting the pool. K.AQ.08.024/5 students will identify one of the acceptable times to use the flutter kick. K.AQ.08.034/5 students will demonstrate knowledge of the backstroke when randomly called upon to answer questions about TA form. K.AQ.08.034/5 students will complete the entire word search and turn it in the next class period. K.PS.08.02

Personal-Social:Each student will demonstrate best effort by attempting and completing the color race activity in 4/5 attempts. B.RP.08.01

Equipment Needed:32 noodles, 32 Kick Boards, 32 pool buoys laid out along length of pool, whistle, *Equipment that is needed will be set up before class alongside the edge of the pool for students to use when in the pool.

Safety Considerations:Stay within your own personal space and work within your own ability level, no diving in shallow end, no running on pool deck.

Transition: Mr. McDougal & Ms. Hoff will be in the locker rooms telling students they have 1 minute to get out on the pool deck and be in their squads on the bench. 7:47:00-7:47:30*Added to this because the attendance procedure went completely different we numbered off students by 3’s to help the transition to get them into the pool faster and worked better and saved time.Anticipatory Set: 7:48:00-7:48:15Can anyone tell me a swimming stroke performed in the Olympics? Those are all great examples but my favorite swimming stroke is the backstroke.

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Statement of Objective: 7:48:15-7:48:30Today we are going to learn and practice all elements of the backstroke including the flutter kick, steam line position, and proper arm movements.

ITIP 1Skill: Flutter Kick (Mr. McDougal teaching w/Mr. Raak and Teacher in pool demonstrating)


Drive Snap Toes Alternate

Transition: 7:49:00 -7:49:30When I say go, where you are at on the bench extend your legs and show me the flutter kick in the air. Ready Go.

Student Response (without equipment if possible): 7:49:30-7:50:00Probably should have done this response on the edge of the pool instead of the bench due to students falling off the bench.Students will demonstrate flutter kick by following the teacher model and four critical points.

Questions (CFU): Flutter kick 7:50:00-7:50:151. How should the toes be when performing the flutter kick? Pointed2. How far under the water should your kick take place? Directly under the surface.3. What strokes will use the flutter kick? Freestyle and Backstroke.

Transition: 7:50:15-7:50:30Everyone come back in close sitting on the bench where you can hear me.

ITIP 1Skill: Backstroke (Mr. Raak teaching w/Mr. McDougal and Teacher in pool demonstrating)ok

Teacher Model (4 critical elements/key points): 7:50:30-7:51:00 Thumb Pinky Slide Push

Transition: 7:51:00-7:51:30When I say go, everyone stand up and find personal space on the pool deck in this area and show me the arm motion of the back stroke. Ready Go.

Student Response (without equipment if possible): 7:51:30-7:52:00Went well and liked how Mr. Raak incorperated the flutter kick along with it.Students will demonstrate the arm movement used during the backstroke while standing in the shallow end of the pool.

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Questions (CFU): Backstroke 7:52:00-7:52:151. What finger exits the water first when pulling your hand out of the water? Thumb

2. What finger is first to reenter the water in the backstroke? Pinky 3. What type of kick is used in the backstroke? Flutter Kick

Movement Preparation Information (Mr. Raak) TimeTransition: 7:52:15-7:53:15When I say go, I need everyone who is dressed to participate and walk to the pool, get into groups of 4 quickly, and those who are not dressed to participate need to begin walking the bleachers. Ready go.This transition went really well. Happy with the result. Made a strong point of how to get in to the pool correctly by the two foot entry and students responded well.

Whole-body warm-up:Check resting heart rate 7:53:15-7:53:30

High knees 7:53:30-7:54:15 Butt kicks 7:54:15-7:55:00 Frankenstein kicks 7:55:00-7:55:45 Leap 7:55:45-7:56:30 A skip 7:56:30-7:57:15 B skip 7:57:15-7:58:00 Bound jump 7:58:00-7:58:45 Run/sprint 7:58:45-7:59:15 Tread water 7:59:15-8:00:00

Had to cut this a little bit short due to the attendance issue but still want to make sure that it gets done as a good review from the previous lesson.

Transition: 8:00:00-8:00:30When I say go, I want squads 1 and 2 to walk across the pool and everyone to spread out on the wall all the way down the pool and wait for further instruction. Ready Go.

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ITIP 2 (Mr. McDougal on deck teaching, & Mr. Raak in water demo w/2 other teachers minimum)Switched this to Mr. McDougal in the pool instructing along with Mr. Frank and Mr. V while Mr. Raak monitored walkers on the bleachers. Applies to all ITIP 2 teaching responsibilities.Flutter Kick Challenge

- Force

Activity/Drill:Flutter kick practice

Centrally located position:Half the class will be along the bleacher side-wall of the pool with Mr. Raak in front middle of the group with the other half on the bench side wall of the pool with Mr. McDougal in front middle of the group.

Dry run/walk-through (explain practice set-up): 8:00:30-8:01:30 Students will practice floating on their back while holding on to the wall and simultaneously

using the flutter kick. If students have difficulty floating on their own and holding the wall they can use a noodle

or kick board to support their back Equipment will be set up prior to class beginning.

Pose Challenge: 8:01:30-8:02:00(+) Hold on to the wall in a fashion that will create a more streamline position(-) Use a noodle or kick board to practice the flutter kick in the backstroke

Safety: 8:02:00-8:02:15 Watch out for other students around you by not running into them. Be sure to use one of the floatation devices if you are even slightly unsure about your

abilities.

Questions (CFU) about drill/activity, challenge, concept/s: Flutter kick challenge worked in the concept question of “how will using the flutter kick help you in the backstroke? Streamline and rotating the body.”

8:02:15-8:02:301. What can you use to help you if you do not feel comfortable? A kick board or noodle2. In what position should your body be in during the backstroke? Streamline position (head

straight, body in a horizontal line, right below surface of the water.)3. What kick should be used in the backstroke? Flutter Kick

Transition: 8:02:30-8:02:45When I say go, I want everyone to hold on to the gutter and practice the flutter kick. Ready Go.

Practice (time, formation diagram): 8:02:45-8:04:45Students will demonstrate the flutter kick for 1 minute while holding on to the gutter. Then the teachers will pose a challenge if the students find that easy and have the students get into a more streamline position and practice the flutter kick for another minute.

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Transition: 8:04:45-8:05:00Everyone stop and hold on to the wall and listen for further instruction.

ITIP 2Kick board Flutter Kick (Mr. McDougal on deck teaching, & Mr. Raak in water demo w/2 other teachers minimum)

- Force, Streamline positionActivity/Drill:Flutter Kick Practice

Centrally Located Position:Half the class will be along the bleacher side wall of the pool with Mr. Raak in front middle of the group with the other half on the bench side wall of the pool with Mr. McDougal in front middle of the group.

Dry run/walk-through: 8:05:00-8:06:00 Students will practice using the flutter kick to get from one side of the pool to the other

while holding a kick board with both arms crossed at their chest. Explain the concept of streamline position and how it will help them glide more efficiently

through the water. Could have explained the concept a little bit better but did talk about it as an important

The students on the pool length near the bleachers will go first then the other half will go when the first half of the students reach the other side.

Equipment will be set up prior to class beginning.

Pose Challenge: 8:06:00-8:06:15

31

(+) Get to the other side quicker than the time before(-) Move to the shallow end where student can touch the bottom to stop.

Safety: 8:06:15-8:06:45 Watch out for the swimmers around you and don’t run into them. If you are having a hard time, move down to the shallow end where you can touch. Do not get alarmed if you get water splashed on your face during the flutter kick. Listen for other students or teacher to tell you when to stop so you do not run into the other

side of the pool.

Questions (CFU) about drill/activity, challenge, concept/s: 8:06:45-8:07:15What is the purpose of creating a streamline position? To help a swimmer glide through the water more efficiently. Because we didn’t explain very thoroughly students had a hard time responding to the question.

1. If you don’t feel comfortable using the kick board when doing the flutter kick, what should you do? Move down to the shallow end where you can touch if you need to.

2. How will you know when to stop kicking and look for the wall on the other side? Either students or teachers near you will tell you when to stop.

3.

Transition: 8:07:15-8:07:30When I say go, I want the swimmers on the pool side closest to the bleachers to flutter kick with the kick board towards the other side. Ready Go.

Practice (time, Formation, Diagram): 8:07:30-8:11:30Students will demonstrate the flutter kick across the ends of the pool while the other half of the swimmers are holding on to the gutters at the other side informing the students kicking when to stop. Then switch. See picture from ITIP 2 above for formation. Equipment will also be set up on the side for use.

Transition: 8:11:30:8:12:00Everyone stop where they are and put their kick board back on the side of the pool and get in a position where you can hear me. * During this time check heart rate again to see if students are in THR Zone.

ITIP 2Arm cycles (Mr. Raak on deck teaching, & Mr. McDougal in water demo w/2 other teachers minimum)

- Arm rotation, streamline position

Activity/Drill:Backstroke practice

Centrally located position:Half the class will be along the bleacher side wall of the pool with Mr. Raak in front middle of the group with the other half on the bench side wall of the pool with Mr. McDougal in front middle of the group. Dry run/walk-through (explain practice set-up): 8:12:00-8:13:00

Students will place a buoy between their legs to keep their lower half afloat.

32

Students will then propel themselves by practicing the arm motion of the backstroke Equipment will be set up prior to class beginning.

Pose Challenge: 8:13:00-8:13:15(+) Remove the buoy and attempt to using the flutter kick and arm movement(-) Use pool gutter as extra support

Safety: 8:13:15-8:13:30 Watch out for other students around you by not running into them. Be sure to use one of the floatation devices if you are even slightly unsure about your

abilities. If you are using the gutter be safely spread out in your own personal space. Listen for other swimmers or teachers to tell you when to stop so you don’t run into the side

of the pool.

Questions (CFU) about drill/activity, challenge, concept/s: Arm cycles 8:13:30-8:13:451. How can you use the buoy to help you practice the backstroke? Place the buoy between

knees to support lower body in the water2. What can you do if this skill is too difficult for you? Use both the buoy and gutter to support

legs and core3. How should your hands enter and exit the water? Thumbs up at the exit and pinky’s down

entering the water

Transition:Could have been more efficient. Added to time constraint. Applies to all ITIP 2 transitions 8:13:45-8:14:00When I say go, grab a pool buoy nearest to you on the pool deck. Find self-space on the wall and put the buoy between your legs near your thighs and practice the arm cycles across the pool.

Practice (time, formation diagram): 8:14:00-8:16:00Students will demonstrate the use of the arms in the backstroke while swimming across the length of the pool using only their arms. The swimmers will have a pool buoy between their legs to keep them from kicking which will be set up on the side of the pool readily available to them. See diagram above for formation.

Transition: 8:16:00-8:16:15Everyone put their pool buoy back on the pool deck and get in a position where you can hear Mr. McDougal.

ITIP 2 Didn’t get to this due to timeFull backstroke practice (Mr. Raak on deck teaching, & Mr. McDougal in water demo w/2 other teachers minimum)

- Force, streamline position, pathway

Activity/Drill:Stroke Count

Centrally located position:Students are spread out along the edge of the pool in the corner with teacher in front middle of all

33

the students.

Dry run/walk-through (explain practice set-up): 8:16:15-8:17:15 Students will be split up on each side of the pool all the way along the length of the pool. Students will practice the full motion of the back stroke incorporating the flutter kick and the

arm stroke and count how many arm cycles they use to get across the pool. Once they get across, their partner will go and try to beat that number. Each student will try to beat their own personal best each time they go across the pool.\

Pose Challenge: 8:17:15-8:17:30(+) Attempt to use fewer arm cycles than the time you went before.(-) Use a pool buoy to help stay afloat.

Safety: 8:17:30-8:17:45 Stronger swimmers in the deeper end and more inexperienced swimmers in shallower water. If do not feel comfortable yet do not be afraid to use a floatation device.

Questions (CFU) about drill/activity, challenge, concept/s: Color races 8:17:45-8:18:001. What can you do if you are still uncomfortable with the backstroke? You may use a

floatation device to aid in maintaining proper form2. How will you know if it is your turn to swim? Teacher will call out a characteristics that

applies to you3. How often should your legs be kicking in the backstroke? Every second the stroke is being

performed

Transition: 8:18:00-8:18:00When Mr. Raak says go, the students closest to the bleachers will go first and the students across from them will tell them when to stop and look for the gutter.

Practice (time, formation diagram): 8:18:00-8:23:30Students will demonstrate all elements of the backstroke going from side to side of the pool while being split into two groups without using any equipment unless necessary. Students will try to use fewer strokes each time they swim across the pool This drill will last for 7 minutes. See picture from ITIP 2 above for formation. Equipment will also be set up on the side for use.

Transition: 8:23:30-8:24:00STOP! When I say go, everyone come down to the shallow end and quickly get into groups of 4 to do our cool down. Ready Go.

Cool Down: (Mr. McDougal)Check heart rate (THR = 130-170) 8:24:008-8:24:15

Right leg back 8:24:15-8:24:30 Left leg back 8:24:30-8:24:45 Right leg hug 8:24:45-8:25:00 Left leg hug 8:25:15-8:25:30 Spread your legs and lean to the left 8:25:30-8:25:45

o Lean to the right 8:25:45-8:26:00

34

Right arm across 8:26:00-8:26:15 Left arm across 8:26:15-8:26:30 Right arm back 8:26:30-8:26:45 Left arm back 8:26:45-8:27:00 Arm circles forward 8:27:00-8:27:15

o Backwards 8:27:15-8:27:30

When the students are static stretching, ask them as a group how comfortable they feel with the backstroke.Also check for understanding and preview the freestyle flutter kick. Express to the students how similar the two flutter kicks are. Remind students to grab the word search from the bench on their way to the locker room. It will be due on day three and will be collected at the beginning of the class.

National StandardStandard 1 - Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.Standard 2 - Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

GLCEB.RP.08.01 choose to participate, independently, in activities that are personally challenging in dynamic settings.K.AQ.08.02 apply knowledge of critical elements of safe water entry and exit in controlled settings.K.AQ.08.03 apply knowledge of critical elements of aquatic skills: front crawl, backstroke, breaststroke, and treading in controlled settings.

35

M.AQ.08.04 demonstrate mature form for the basic aquatic skill of backstroke in controlled settings.A.PE.08.01 participate in physical activities that are vigorous in intensity level (i.e., a minimum of 70% of class time sustaining a minimum of 70% of target heart rate) in physical education while exploring a wide variety of target, net/wall, invasion, striking/fielding/running games, rhythmic activities, outdoor pursuits, aquatics, and fitness-related activities inside physical education

36

TASK ANALYSIS Skill: Basic Flutter Kick

HSMS

Visual Description: Students will enter pool and grab the rail. Facing water (prone position), Students will then kick alternating legs using their feet to snap down into the water


1- Grab rail Assume prone position Rail Face down2- Slowly start to move legs up and down Legs3- As a leg lifts towards surface bend knee Bent knee4- Drive leg down into water Drive *5- Snap knee straight Straight snap*6- As knee straightens point toes away Toes*7- Alternate legs Alternate*8- Repeat Repeat** 4 Most Critical Points.

TASK COMPLEXITY VARIABLESLEARNER: 8th grade, M.AQ.08.04High School GLCE?SKILL: Discrete Serial Continuous(CRITERION) 4/5 2/3 2/3ENVIRONMENT:(CONDITION)

Indoor pool

Isolated Variables: Holding drain/gutterControlled Variables: using kickboardDynamic Variables: Fatigue swimming

CHECKLISTList 4 most critical points (critical elements or CEs) in column headers & accuracy (if appropriate)

Student Drive Straight snap toes Alternate Repeat1.2.3.4.

TASK ANALYSIS Skill: Backstroke

37

MS

Visual Description: In supinated position, students will use all four limbs simultaneously to propel body through the water kicking the entire time while alternating arms movement to move backward.


1- Legs kick continuously Legs2- Lifts thumb out of water Thumb*3- As arm is straight up rotate hand Rotate4- As arm is about to enter the water the pinky should hit

Pinky*

5- Once in the water bring hand to side of body Side*6- Push hand down to waist Push*7- Arms should be opposite each other (one in the air and one pushing the water)

Opposite arms

8- Repeat 1-7 to propel self backward Repeat* 4 Most Critical Points.

TASK COMPLEXITY VARIABLES fixLEARNER: 8th Grade, M.AQ.08.04SKILL: Discrete Serial Continuous(CRITERION) 4/5 2/3 2/3ENVIRONMENT:(CONDITION)

Calm pool

Isolated Variables: Arm cycles out of waterControlled Variables: Backstroke with arms only and pool buoy while in poolDynamic Variables: Swimming side to side of pool with no assistance


Student Thumb Pinky Side Push1.2.3.4.

38

39


Teacher: Ms. Hoff & Mr. Frank Grade/Unit: 8 th Grade Swimming Lesson Focus (skill): Review backstroke, teach flutter kick Day (1-6): Day 3 National Standards (1-6): 1 & 2


Each objective must be linked to GLCE/MMC ExpectationsPsychomotor (1 for fitness/movement preparation, each skill taught and culminating activity):-Each student will analyze his or her THR zone by checking the heart rate during the movement preparation when instructed by the teacher 4 of 5 times. A.PE.08.01-Each student will correctly perform the backstroke (TA form) during the student response as directed by the teacher 2/3 times M.AQ.08.04-Each student will correctly perform the flutter kick (TA form) during the student response as directed by the teacher 2/3 times. M.AQ.08.03

Cognitive (knowledge/purpose of skill(s), culminating activity, concept/s):- 3 of 4 students will apply the knowledge of how to properly execute the backstroke (TA form) when participating in the student response as directed by the teacher. K.AQ.08.03-3 of 4 students will apply knowledge of the importance of the flutter kick when participating in student response when randomly called upon by the teacher. K.AQ.08.03

Personal-Social:-Each student will demonstrate responsibility by using the kickboard properly 5/6 minutes during the activities. B.PS.08.01-Each student will participate in the activities to challenge themselves and practice the skills to improve independently 2/3 times. B.RP.08.01

Equipment Needed: 32 kickboards, 4 noodles, speaker system, CD player, CLEAN mix CD

Safety Considerations: Watch for others around you; be aware of where the deep end is, no running on deck, no goofing around in the pool.

Transition: (As students are coming out of locker room) Please come turn your word-search into Mr. Raak and find a seat on the bench and wait for Mr. Frank to begin.

7:47:30-7:48:00Anticipatory Set: Does anyone remember what stroke we learned last class? Backstroke good.

Statement of Objective: Today we are going to be reviewing the backstroke as well as learning the flutter kick used to perform the free style stroke.

7:48:00-7:48:30

ITIP 1 (Ms. Hoff teaching, Mr. Frank and other teachers spread out to demonstrate to all students on bench)

40

Skill: Flutter Kick

Teacher Model:ExtendBendKickPush

7:48:30-7:49:00Transition: When I say go, I want everyone to practice the flutter kick with your hands. Go

7:49:00-7:49:30(Added this to better help the students understand what their feet are supposed to do.)*Numbered off students quickly to get them in groups, could have been more effective if done when the other teacher was taking attendance.Transition: Great job everyone, now I want group 1 to come and sit down on this wall, group 2 to come sit on this wall and group 3 to come sit on this wall. When you are sitting on the wall you are going to lean back with your feet in the water and practice what your body and legs are doing with the flutter kick. Go.

7:49:30-7:50:30Student Response: Students will briefly work on the flutter kick on the bench, followed by sitting on the ledge of the pool. (Better to have the students do it sitting on the side than trying to do it on the bleachers-safety issues. This also allowed the students to lean back and feel the kick from their hips)

7:49:30-7:50:00Questions:

Is the flutter kick more effective when your feet are stiff or relaxed? RelaxedWill the flutter kick make everyone move an equal distance? No, it depends on size and flexibilityWhen should your toes be pointing up? When your legs begin to come to the surface

7:50:00-7:50:30

Transition: When I say go, I want you to get into the pool safely and get onto the lane line that is in front of your group. Wait to hear what exercise we will be doing first.

7:50:30-7:51:30

Movement Preparation Information (Ms. Hoff will lead movement prep, Mr. Frank will be in the pool along with 1 other teacher at the halfway mark to let students know when to switch exercises) *Changed original movement prep from day 1 to just strictly treading water to help the students prepare for the post test and it also gets the students heart rate up.*Should have students tread water in the deep end and not the shallow end, many students were cheating and touching the bottom of the pool. Whole-body warm-up:Check heart rate 7:51:30-7:51:45Tread water 7:51:45-7:54:45Check Heart rate 7:54:45-7:55:00

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Transition: When I say go, I want you to quietly come in close so you can see and hear me. Go.7:55:00-7:55:30

Reverse ITIP Skill: Backstroke (Ms. Hoff teaching, Mr. Frank and other teachers spread out to demonstrate for all students)

Questions:What should your legs be doing during the backstroke? Kicking continuously.As you arm is about to enter the water, what finger should hit? PinkyShould both arms be going back at the same time? No, they should be opposite.

7:55:30-7:56:00Student Response: Students will stand up and participate in the practice of the backstroke where they are standing in the shallow end.

7:56:00-7:56:30

Teacher Model: ThumbPinkySidePush

7:56:30-7:57:00Transition: When I say go, I want you to find your own space on the gutter that is nearest where your group is and look back up at me. Go.

7:57:00-7:57:30Reverse ITIP **Spent a lot more time here working on the flutter kick because many of the students were not understanding the bending of the knee and quickness of the feet. Kept stopping the students and asking more questions and giving corrective feedback

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Skill: Flutter Kick (Ms. Hoff teaching, Mr. Frank and other teachers spread out to demonstrate for all students)

Questions:How should your toes be? PointedWhat part of your body does your flutter kick use the most of? The hipsShould the kick be long or short and quick? Short and quick

7:57:30-7:58:00Student Response: Students will lean their elbows on the gutter and practice doing the flutter kick.

7:58:00-7:58:30

Teacher Model: DriveSnapToesAlternate

7:58:30-7:59:00Transition: When I say go, I want you to stand back up and face me. Go.

7:59:00-7:59:30

ITIP 2 (Mr. Frank will be teaching, Ms. Hoff will be in the pool demoing as well as one other teacher.)Streamline(Did mention the streamline concept but wish I would have mentioned it more then I did. I think it would have helped the students understand the importance of keeping their heads back and hips up)

Activity/Drill: Group laps

Centrally located position: Students will hold on the gutter while the teacher explains the drill.

Dry run/walk-through (explain practice set-up): The teacher will send the students off based on group numbers (1,2,3). Each group will perform the backstroke down to the other side of the pool and wait for the other two waves of groups. While the students are waiting, they are to hold onto the gutter and practice one of the three treading kicks.( Did not do this because of the 4 minute tread test and the big emphasis on legs in the lesson plan I did not want to sacrifice form for fatigue)

7:57:30-7:58:00

Pose Challenge: If you can easily perform the backstroke, count to see how many arm strides you have to take before you get to the other end and try to reduce that and get to the other side in the same amount of time. If you are having difficulties, focus on floating on your back and performing the proper arm movements.( Did mention but did not see any students counting. When asked the students openly admitted to not counting strokes.)

7:58:00-7:58:15

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Safety: Be careful of others next to you. Also, watch towards the other end that you do not hit your head on the wall.

7:58:15-7:58:30

Questions (CFU) about drill/activity, challenge, concept/s:What should you be aware of when you are doing this drill? Others around you and where you are towards the other end.What should you do while you are waiting to go again? Practice one of the treading kicks.What squad is going first? Squad 1

7:58:30-7:59:00

Transition: When I say go, I want you to quickly and quietly get into you groups. There should be 11 groups of 3. Make sure that you form a line with your group facing me. Wait for me to release the different groups to perform the drill. Go.

7:59:00-7:59:30

Practice (time, formation diagram): Students will perform the backstroke going across the short length of the pool on the shallow end.

7:59:30-8:03:30

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Transition: When I say go, I want you to find space on the gutter and look at me. Go.8:03:30-8:04:00

ITIP 2 (Mr. Frank will be teaching, Ms. Hoff will be in the pool demonstrating, other teachers will be watching the students and providing feedback)

Activity/Drill: Gutter Flutter


Dry run/walk-through (explain practice set-up): The students will find their own space on the gutter. The students will hold with arms crossed and face relaxed in arms onto the gutter lifting their body to be towards the top of the water. Students will then practice fluttering until the teacher says stop.

8:04:00-8:04:30

Pose Challenge: If you can easily perform the flutter kick, remove one hand and try to do the flutter kick. If you are having difficulties, continue to hold onto the gutter and focus on moving your feet slowly and possibly one at a time to get a feel for it. ( challenged students by lowering

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head into water to introduce exhale under water. This helped some feel more comfortable during the use of kick boards)

8:04:30-8:04:45

Safety: Be careful of others next to you. Make sure there is enough room between you and the person next to you so you do not kick them.

8:04:45-8:05:00

Questions (CFU) about drill/activity, challenge, concept/s:Are we holding onto the gutter with two hands or just one? Both, only one hand if it is too easy.Do you want to be very close to the person next to you? No, don’t want to kick each other.How long are we doing the flutter kick while holding the gutter? 30 seconds.

8:05:00-8:05:30

Transition: When I say go I want you to find self-space along the gutter. Hold onto the gutter and look up at me so I know you are ready. Go.

8:05:30-8:06:00

Practice (time, formation diagram): Students will hold onto the gutter for 30 seconds practicing the flutter kick, then have a 15 second break.

8:06:00-8:08:00

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Transition: When I say go, I want you to stand on your feet and look back up at me and wait for the next activity. Go.

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Activity/Drill: Gutter Flutter Arms Extended


Dry run/walk-through (explain practice set-up): The students will find their own space on the gutter. The students will bring their body up towards the surface of the pool. The students will hold onto the gutter with their hands and arms extended. Students will then practice their flutter.

8:09:30-8:10:00

Pose Challenge: If you can easily perform the flutter kick, remove one hand and try to do the flutter kick. If you are having difficulties, continue to hold onto the gutter and focus on moving your feet slowly and possibly one at a time to get a feel for it.

8:10:00-8:10:15


8:10:15-8:10:30

Questions (CFU) about drill/activity, challenge, concept/s:What are our arms doing with this activity? Extended out still holding onto gutterDo we want our body to be relaxed or tense? RelaxedHow should our toes be again? Pointed

8:10:30-8:11:00


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Transition: When I say go I want you to stand back up and look up at me. Go8:12:00-8:12:30


Activity/Drill: Gutter Flutter Extended Arms Breathing


Dry run/walk-through (explain practice set-up): The students will find their own space on the gutter. The students will hold with arms crossed and face relaxed in arms onto the gutter lifting their body to be towards the top of the water. Students will practice the flutter with their face in the pool while blowing bubbles and taking breaths as needed.

8:12:30-8:13:00

Pose Challenge: If you can easily perform the flutter kick, remove one hand and try to do the flutter kick. If you are having difficulties, continue to hold onto the gutter and focus on moving your feet slowly and possibly one at a time to get a feel for it. (as noted above some students were very comfortable while others were not. Having the extensions help slowly get more and more students to put their heads in the water. I thought it was a great point to introduce breathing which I also did)

8:13:00-8:13:15


8:13:15-8:13:30

Questions (CFU) about drill/activity, challenge, concept/s:What should you be doing when your face is in the water? Blowing bubblesWhen you are taking a breath, should you lift your head completely out of the water? No, try to take a breath to the side.

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8:13:30-8:14:00


8:14:00-8:14:30


8:14:30-8:16:30Transition: When I say go I want the number 1’s and 3’s to swim over to this side and the number 2’s to swim to this side. When you get there I want you to stand facing me. Go.

8:16:30-8:17:00


Activity/Drill: Kickboard Flutter(I felt this progression was very effective and smooth. Bad habits were pointed out with bringing your head straight out of the water but for a beginning swim class I would allow it to have the students concentrate on the kick and not the breathing)Centrally located position: Students will hold on the gutter while the teacher explains the drill.

Dry run/walk-through (explain practice set-up): The number 1 students will start with the kick board. They will hold the kickboard out in front of them and practice the flutter kick. The number 1 students will hand the kickboard off to someone in group 2 and group 2 will practice the flutter kick across the pool. Group 2 will hand the kickboard to group 3 and group 3 will flutter kick to the other end. Each student will get 2 chances. The students that are waiting will hold onto the gutter and practice the flutter kick.

8:17:00-8:17:30

Pose Challenge: If you can easily do this, work on rotating your hips or count how many times you can flutter before you get to the other side. If this is too hard, take your time going across and focus on what your feet are doing.

8:17:30-8:17:45

Safety: Be careful of others next to you. Make sure there is enough room between you and the person next to you so you do not kick them. Watch for the person on the wall that you are handing the kickboard off to. Do not splash others!

8:17:45-8:18:00

Questions (CFU) about drill/activity, challenge, concept/s:

What group starts with the kickboard? Group 1Who does group 1 hand the kickboard off to? Group 2How are we holding the kickboard? Out in front of our body

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8:18:00-8:18:30

Transition: When I say go, I want group 1 to grab the kickboard and get ready to go. Go8:18:30-8:19:00

Practice (time, formation diagram): Students will practice the flutter kick with the kickboards going back and forth the width of the pool switching with the other 2 groups.

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Transition: When I say go, I want the person with the kickboard to place it back on the deck and

look up at me so I know you are ready. Go.8:21:00-8:21:30


Activity/Drill: Kickboard Flutter with Breathing


Dry run/walk-through (explain practice set-up): The number 1 students will start with the kick board. They will hold the kickboard out in front of them and practice the flutter kick. The number 1 students will hand the kickboard off to someone in group 2 and group 2 will practice

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the flutter kick across the pool. Group 2 will hand the kickboard to group 3 and group 3 will flutter kick to the other end. Each student will get 2 chances. As the students are practicing the flutter, they are to practice blowing bubbles and taking side breaths. The students that are waiting will hold onto the gutter and practice the flutter kick. (should have stated more clearly that the students heads should be in the water and when breathing the head stays in the water. Some students weren’t comfortable at this stage and we continued a few more laps to get them more comfortable with the board and turning their heads)

8:21:30-8:22:00

Pose Challenge: If you can get the breathing down, try to take a breath after every arm cycle. If you are having difficulties breathing, focus on taking a breath every time without lifting your head completely out of the water.

8:22:00-8:22:15

Safety: Be careful of others next to you. Make sure there is enough room between you and the person next to you so you do not kick them. Watch for the person on the wall that you are handing the kickboard off to. Do not splash others!

8:22:15-8:22:30

Questions (CFU) about drill/activity, challenge, concept/s:(not sure if it is the content of my inexperience but I thought it was very hard to get students to listen and answer the questions to check. This was most likely because the students were split. Even with putting my self in a good location I felt that there were too many distractions with equipment and other teachers. I would have liked to bring the students in to discuss but learning from previous classes this causes for alot of interim and waiting.

When is it most effective to take a breath? After 1 arm cycleWhat group is starting with the kickboard? The first group that has 2 groups on their side of the poolHow are we holding the kickboard? Out in front of our body

8:22:30-8:23:00

Transition: When I say go, I want the group that is up first to grab the kickboard and get ready to go. Go

8:23:00-8:23:30

Practice (time, formation diagram): Students will practice the flutter kick with the kickboards going back and forth the width of the pool switching with the other 2 groups.

8:23:30-8:25:30

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Transition: When I say go, I want the person with the kickboard to place it up on the deck. The rest of you, I want you to go where you were when we were doing the movement prep. Go.

8:25:30-8:26:00Cool Down: In the pool (Mr. Frank)

Right leg back 8:26:00-8:26:15Left leg back 8:26:15-8:26:30Right leg hug 8:26:30-8:26:45Left leg hug 8:26:45-8:27:00

As the students are stretching, the teachers are going to ask a few questions:What are the four critical points to do the backstroke?Is everyone going to go the same speed with the flutter kick?What are the four critical elements of the flutter kick?What is the importance of the flutter kick?( I thought our closure and questions to check were very good)

*8:27:00 Students will be dismissed to go to the locker room. (Proper planning and the opportunity to see others teach before me helped with my time management. We stayed on track)Mr. Frank and Ms. Hoff will have two students pick up the kickboards and put them back in the basket before they return to the locker room. The two teachers will then go to the hallway and release the students when the bell rings. ( I did have the students put away the equipment with a little encouragement and reminding)

**IF TIME**ITIP 2 (Ms. Hoff will explain the game that the students will play, Mr. Frank as well as one other teacher will demonstrate.)Body Rotation/Propel

Activity/Drill: Musical Corner Kickboard (we did not get to the game. Time flys when teaching)

Centrally located position: Students will be holding onto the gutters while the teachers explain


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the activity.

Dry run/walk-through (explain practice set-up): Students will have to swim from one corner of the pool to the other corner of the pool using the flutter kick and kickboard. The teachers will play music for 30 seconds. The students have to try and make it to a corner before the music turns off. If the student does not make it in time, then the student must go to the center of the pool and tread water for that round. The student will then be able to go back into the game.

Pose Challenge: If you have no problem doing the flutter kick and feel comfortable not using the kickboard, try to do this activity without it. Try to see if you can make it the long length of the pool within the allotted time. If you are having trouble, try to make it to the short lengths of the pool.

Safety: Be careful of others next to you. Make sure that you are not kicking others or pushing others.

Questions (CFU) about drill/activity, challenge, concept/s:What happens if you do not make it to the corner of the pool before the music turns off? Go to center and tread waterWhat skill are we working on when we are playing this activity? Flutter KickShould you push someone out of the way to get to that corner in time? No

Transition: When I say go I want you to grab your kickboard if you are using it off the deck and find your own personal space in the pool. You cannot start in a corner you have to start in the middle of the pool. Go.

Practice (time, formation diagram): Students will participate in the musical corner kickboard game.

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GLCE:K.AQ.08.03 apply knowledge of critical elements of aquatic skills: front crawl, backstroke, breaststroke, and treading in controlled settings.M.AQ.08.03 demonstrate mature form for the basic aquatic skills of front crawl and breaststroke in controlled settings.M.AQ.08.04 demonstrate mature form for the basic aquatic skill of backstroke in controlled settings.A.PE.08.01 participate in physical activities that are vigorous in intensity level (i.e., a minimum of 70% of class time sustaining a minimum of 70% of target heart rate) in physical education while exploring a wide variety of target, net/wall, invasion, striking/fielding/running games, rhythmic activities, outdoor pursuits, aquatics, and fitness-related activities inside physical education.B.PS.08.01 apply, independently, appropriate behaviors, which exemplify each of the personal/social character traits of constructive competition, initiative, and leadership in dynamic settings.B.RP.08.01 choose to participate, independently, in activities that are personally challenging in dynamic settings.

National Standards: 1.Demonstrates competency in motor skills and movement patterns needed to perform a

variety of physical activities2.Demonstrates understanding of movement concepts, principles, strategies, and tactics as

they apply to the learning and performance of physical activities.

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TASK ANALYSIS Skill: Basic Kick

6-8

Visual Description: Students will enter pool and grab the rail. Students will then kick alternating legs using there feet to snap down into the water


1- Grab rail Rail2- Slowly start to move legs up and down Legs3- As a leg lifts towards surface bend knee Bent knee4- Drive leg down into water Drive *5- Snap knee straight Straight knee6- As knee straightens point toes away Toes*7- Alternate legs Alternate*8- Repeat Repeat** 4 Most Critical Points.

TASK COMPLEXITY VARIABLESLEARNER: Middle School (8th Grade) M.AQ.08.03SKILL: Discrete Serial Continuous(CRITERION) 4/5 2/3 2/3ENVIRONMENT:(CONDITION)

Calm pool

Isolated Variables:Controlled Variables: DistractionsDynamic Variables: Fatigue

CHECKLISTStudent Drive Toes Alternate Repeat

1.2.3.4.


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Teacher: Mr. Hollenbeck Grade/Unit: 8 th Grade swimming Lesson Focus (skill): Freestyle Stroke Day (1-6): 4 National Standards (1-6): 2 (Green = Good Red = Recommended Revision)


Each objective must be linked to GLCE/MMC ExpectationsPsychomotor (1 for fitness/movement preparation, each skill taught and culminating activity):

Each student will elevate their heart rate into their target heart rate zone for 4 out of 5 minutes during the movement preparation and dynamic exercises A.PA.08.01.

Each student will demonstrate proper form (TA Form) of the freestyle stroke 2/3 times during student response M.AQ.08.03.

Each student will demonstrate proper form (TA Form) of the freestyle stroke 2/3 times during the push off position drill M.AQ.08.03.

Each student will demonstrate proper form (TA Form) of the freestyle stroke 2/3 times during the kick and breathe drill M.AQ.08.03.

Each student will demonstrate proper form (TA Form) of the freestyle stroke 2/3 times during the Upper Body Build up drill M.AQ.08.03.

Each student will demonstrate proper form (TA Form) of the freestyle stroke 2/3 times during the Culminating Activity M.AQ.08.03.

Cognitive (knowledge/purpose of skill(s), culminating activity, concept/s):

Each student will demonstrate the knowledge of the four critical points of the freestyle stroke by properly demonstrating it during student response 2/3 times. K.AQ.08.03

3 of 4 students will demonstrate the knowledge of the freestyle stroke by answering questions in the questions to check when called upon. K.AQ.08.03

Each student will demonstrate the knowledge of the freestyle stroke by using proper form in the station work and culminating activity “Pool Party Pick-up” 3/4 times K.AQ.08.03.

3 out of 4 students will correctly answer 80% of the questions of the worksheet handed out at the end of class. K.AQ.08.02

Personal-Social:

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Each student will demonstrate best effort by actively participating in 3/4 of the stations/culminating activity involving the freestyle stroke K.PS.08.01.Each student will demonstrate responsibility by cleaning up equipment after the culminating activity for 2/3 minutes K.PS.08.01.

Each student will demonstrate cooperation by following instructions during the drills, and the culminating activity 3 of 4 times K.PS.08.01.

Equipment Needed:34 knee boards, 20 noodles, whistle, 6 cones

Safety Considerations:Make sure you are aware of your surroundings, including people around you and walls of the pool.

TimeAnticipatory Set: Who here can tell me which stroke they think is the fastest stroke in swimming? 7:48:00-7:48:15

Statement of Objective: The freestyle stroke is commonly considered the fastest stroke in swimming! Today we are going to review treading and backstroke and then learn how to swim using the freestyle stroke.

7:48:15-7:48:30Liked the anticipatory set, kids all want to swim fast! Don’t forget to continually review previous skills.

Movement Preparation Information Time

Did not do it this way! In order to save time and get kids into the pool, I went right from the lesson intro above into the 5 minute tread. The 5 minute tread was the movement prep, and I used this time to “overlap” previously learned material: CE’s of treading, the flutter kick, as well as backstroke skills. Then, by the time the five minute tread was over we could transition right into a short backstroke practice time then continue with freestyle stroke information.

Transition:

When I say go, I need everyone who is dressed to participate to walk to the pool, get into your squads along the side and then get in the pool, and those who are not dressed to participate to start walking the bleachers. Ready go.

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7:48:30-7:48:45Numbered students of 1-3, so that after the 5 minute tread I could send them to ideal spots in the pool to practice backstroke.

Whole-body warm-up:

High knees 7:48:45-7:49:30 Butt kicks 7:49:30-7:50:15 Frankenstein kicks 7:50:15-7:51:00

Leap 7:51:00-7:51:45 A skip 7:51:45-7:52:30 B skip 7:52:30-7:52:15 Bound jump 7:52:15-7:53:00 Run/sprint 7:53:00-7:53:45 Swim across freestyle 7:53:45-7:54:30 Swim across backstroke 7:54:30-7:55:15

Check your heart rate 7:55:15-7:55:30

More like:

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Transition

When I say go I want everyone to get back into your squads along the side of the pool. Ready, Go. 7:55:30-7:55:45“Ones and twos on this side, threes on the other side of the pool across from a set of ones and twos” was an easier/more efficient set up to transition into and practice with.

Times are off from this point on, since adjustment of movement prep

Activity #1: Review Backstroke

Activity/Drill:Practice Backstroke

Centrally located position:From deep end baseline, students scattered across deep end finishing their 5 minute tread. We did this last time, so review expectations and assign them spots once tread is over.

Dry run/walk-through (explain practice set-up): 8:04:30-8:05:15 1’s backstroke towards 3 on opposite side of pool. Once 1’s get near, 3’s tell the 1’s they’re approaching the wall, and then it’s the 3’s turn

to backstroke towards the 2 across from them. 2 let 3 know when they’re nearing the wall, then it’s the 2’s turn to go. Repeat this cycle for 2-4 minutes

Pose Challenge: 8:05:15-8:05:30(+) How many arm cycles does it take you to get to the opposite end?(-) Focus on proper form and keeping head up and out of water.

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Safety: 8:05:30-8:06:00 Provide each other space along edge to switch swimmers. Take breaks to catch breath as necessary; don’t push yourself too hard. Don’t touch classmates while working on the backstroke!

Questions (CFU) about drill/activity, challenge, concept/s: 8:06:00-8:06:301. What part of your hand leaves the water first? (Thumb)2. Which part of your hand enters water first? (Pinky)3. Which kick are we using? (Flutter Kick)

Transition: 8:06:30-8:07:00When I say go, half of you go to the other side of the pool with (the other teacher) and find a spot on that edge. Let me have you five head down there. Ready, go. Did groups with 1-3 instead, that worked out better for ALL the practice runs.

Practice (time, formation diagram): 8:07:00-8:09:30Students will perform backstroke while receiving feedback from instructors.

Transition: 8:09:30-8:10:00Everyone find an edge. (Once quiet) Now bring it in back her to this baseline (forming semicircle).

Activity #2 : Kicking and Breathing.ITIP 2 (Mr. Hollenbeck out of water teaching, Mr. V in water demo)

Activity/Drill:Kick & Breath

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Centrally located position:At station 2 (middle of pool), instructor up against edge of pool, students standing or treading along either side of demo. Brought students to form a semicircle at shallow end baseline of pool. Everyone could stand, as well as easily see and hear me.

Dry run/walk-through (explain practice set-up): 8:10:30-8:11:00 Grabbing on to edge of pool, perform flutter kick with stomach down towards bottom of

pool. Upward extension for those who got bored while waiting. Face down in water while kicking. Breathe out while face underwater, turn head

sideways so mouth is out of water to inhale. Face back down after breathing in air. Repeat.

Pose Challenge: 8:11:00-8:11:15(+) Extend one arm off edge/out of water and rotate trunk simulating breathing during freestyle stroke.(-) Practice exhaling underwater and coming up for air in vertical position, holding on to edge of pool.

Safety: 8:05:30-8:06:00 Provide each other space along edge to come up for air. Take breaks to catch breath as necessary; don’t push yourself too hard. Don’t touch classmates while working on breathing techniques!

Questions (CFU) about drill/activity, challenge, concept/s: 8:06:00-8:06:301. Are we lifting our heads up forward or sideways in this drill? (Sideways)2. Which kick are we using while holding the wall? (Flutter)3. Do we exhale/let air out above water? Or below the surface? (Below/in water)

Transition: 8:06:30-8:07:00When I say go, half of you go to the other side of the pool with (the other teacher) and find a spot on that edge. Let me have you five head down there. Ready, go. Did groups with 1-3 instead, that worked out better for ALL the practice runs.

Practice (time, formation diagram): 8:07:00-8:09:30Students will perform flutter kick while holding on to a kickboard and practicing breathing while swimming.

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Transition: 8:09:30-8:10:00Everyone find an edge. (Once quiet) Now bring it in back her to this baseline (forming semicircle).

ITIP 1 Reviewed backstroke before introducing freestyle stroke. Practiced that for 3-4 minutes.Skill: Freestyle Stroke

Teacher Model (4 critical elements/key points): Face down Out Pull Flutter 7:55:45- 7:56:30

Those 4 CE’s were good, but more specific feedback was necessary to incorporate proper breathing and rhythm into stroke.

Transition: When I say go I want everyone to find their own space at least arms length away and demonstrate the freestyle stroke.

7:56:30-7:57:00

Student Response:Students will demonstrate the proper freestyle stroke, executing the four critical points, inside the pool at this time.

7:57:00-7:57:45

Questions (CFU):

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1. When doing the freestyle stroke where should your head be facing? (Down towards bottom of pool)

2. What type of kick do you want to use in the freestyle stroke? (Flutter kick)

3. When doing the freestyle stroke what are you doing with your arms as they go through the water? (Reaching out and pulling water back)

7:57:45- 7:58:45

Transition: When I say go, I want 1’s and 2’s on that end of the pool, and 3’s on this side across from a pair. Ready, go.

7:58:45-7:59:00

Activity #3: Hand form and arm motion

ITIP 2 (Mr. Hollenbeck out of water teaching, Mr. V. in pool demoing)

Activity/Drill:Upper Body Build Up

Centrally located position:From shallow end baseline, students in semicircle.

Dry run/walk-through (explain practice set-up): 8:10:00-8:10:45

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Swimming sideline to sideline Face may not be above water; emphasizing upper body form and technique while

breathing.o Cupped hands, fingers togethero Extending arm, reaching forwardo Hand entry into watero Hand to hip; pulling water behind & under you

Slow and controlled, proper form. Return to line or repeat.

Pose Challenge: 8:10:45-8:11:00(+) How many cycles does it take you to reach the other end of the pool?(-) Try it out just standing, or laying down outside of the water

Safety: 8:11:00-8:11:30 Watch where you are swimming; no collisions! Provide person in front of you in line time and space to practice. Rest as needed.

Questions (CFU) about drill/activity, challenge, concept/s: 8:11:30-8:12:001. What is the emphasis of this station? (Upper body form)2. Are our hands opened? Or cupped?3. Should I see a lot of splashing? (No, controlled movements)

Transition: 8:12:00-8:12:30When I say go, the first person in each line may make their way towards the other end of the pool. Wait there until everyone in your line makes it there. Ready, go.

Practice (time, formation diagram): 8:12:30-8:15:00Students (in lines of 3-4) practice hand and arm motions of freestyle stroke for remainder of time in drill/station.

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Transition: 8:15:00-8:15:30Everyone back down here along the edge. Now when I say go, everyone find a spot along that sideline; shallow end OR deep end. Go.

Culminating Activity: Pool Party Pick-upWe ended up not playing this game. It seemed too complicated, and we didn’t know how we wanted students to swim back with items in their hands. We played “Nautical Red Light-Green Light instead, and that was way more simpler and lots of fun too!

ITIP 2 (One teacher outside of the pool)

Activity/Drill:Pool Party Pick-up

Centrally located position:Outside of pool, middle of sideline-edge near students.

Dry run/walk-through (explain practice set-up): 8:15:00-8:15:45 Everyone, thanks for coming to my pool party, but as you can see you all, and the rest of

my Western friends, made a mess in here (kickboards and noodles scattered all over pool behind them by teachers).

We need to clean up this mess NOW! You must perform the freestyle stroke on your way to pick up an item.

Only allowed to retrieve one item at a time. Once you have an item, bring it out side of the pool to your squad’s home base: Squad

one over there squad 2 here, squad 3 over there. When you hear the double whistle (demo) that means all the items are collected, so return

to home base and count how many items you picked up.

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Pose Challenge: 8:15:45-8:16:00(+) Whichever squad collects the most items wins!(-) If you are not strong with the freestyle stroke you may tread by your home base and organize/count items.

Safety: 8:16:00-8:16:30 No stealing items from anyone once they have possession of it. Be aware of your surroundings! No bumping into each other. Keep splashing to a minimum!

Questions (CFU) about drill/activity, challenge, concept/s: 8:16:30-8:17:001. Which stroke are we utilizing on our way to pick up an item? (Freestyle)2. Can you steal items from opposing squads?3. What does the double whistle mean?

Transition: 8:17:00-8:17:45I need everyone with one hand on the wall by their home base. Once I blow the whistle, you may begin picking up the pool! Tweet!

Practice (time, formation diagram): 8:17:45-8:21:15Play 1-3 rounds, depending on time left and spent each game.

Transition: 8:21:15-8:21:45Everyone come over to the shallow end of the pool and give yourself personal space for cool down. Did not have time for cool down

Cool Down: In the pool (Mr. Hollenbeck) Right leg back 8:21:45-8:22:00 Left leg back 8:22:00-8:22:15 Right leg hug 8:22:15-8:22:30

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Left leg hug 8:22:30-8:22:45 Spread your legs and lean to the left 8:22:45-8:23:00

o Lean to the right 8:23:00-8:23:15 Right arm across 8:23:15-8:23:30 Left arm across 8:23:30-8:23:45 Right arm back 8:23:45-8:24:00 Left arm back 8:24:00-8:24:15 Arm circles forward 8:24:15-8:24:30

o Backwards 8:24:30-8:24:45

While students stretch/cool down, review with them the major aspects of the freestyle stroke: Four critical points: face down, arm out, pull water, and flutter kick. Explain your body position during the freestyle stroke. (Facing bottom, head forward)Do we breathe facing forward or towards the side? (Side)Should our hands be open? (No, cupped)Next class we will be playing or skill testing (Day 5)

Ms. H. collects word search papers and hands out new take-home assignment.

National StandardStandard 2 - Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

GLCEM.AQ.08.03: Demonstrate mature form for the basic aquatic skills of front crawl and breaststroke in controlled settings.A.PA.08.01: Participate in physical activities that are vigorous in intensity level (i.e., a minimum of 70% of class time sustaining a minimum of 70% of target heart rate) in physical education while exploring a wide variety of target, net/wall, invasion, striking/fielding/running games, rhythmic activities, outdoor pursuits, aquatics, and fitness-related activities inside physical education.K.AQ.08.03: Apply knowledge of critical elements of aquatic skills: front crawl, backstroke, breaststroke, and treading in controlled settings.K.PS.08.01: Analyze behaviors which exemplify each of the personal/social character traits of responsibility, best effort, cooperation, and compassion in dynamic settings.

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TASK ANALYSIS Skill: Freestyle Stroke

6-8

Visual Description: Students will use all four limbs simultaneously to propel body through the water kicking the entire time while alternating arms movement to achieve a front crawl.


*1- Lay in prone position with face down, towards bottom of the pool.

Position

*2- Legs kick continuously *Flutter*3- Reach one arm out of water, rotating that shoulder above surface.

*Out

*4- Bring that arm, bent at elbow, into the water, thumb down, pulling on the resistance

*Pull

*5- As that arm pulls raise the other arm out of the water; rotating shoulder, trunk and hips

Out of water

6- While rotating body and reaching with arm, rotate head sideways to take a breath out of water

*Breath

7- Bring the second arm into the water pulling on the resistance

Pull

8- Repeat 2-4 alternating arms Repeat

TASK COMPLEXITY VARIABLESLEARNER: High SchoolSKILL: Discrete Serial Continuous(CRITERION) 4/5 2/3 2/3ENVIRONMENT:(CONDITION)

Calm pool

Isolated Variables:Controlled Variables: DistractionsDynamic Variables: Fatigue


Student Flutter Out Pull Breath Trail1.2.3.4.Trial=Swimming the width of the pool

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NAME: SCORE: /14 Swimming Worksheet

DIRECTIONS: Read through the pages given and correctly answer the following questions.

1) What does the term “sculling” actually refer to? (1 point)

2) Why is treading water an important personal safety skill? (1Point)

3) When using the rotary kick during treading, while one leg kicks what is the other leg doing immediately after? (be specific, 1 point)

4) What is the body position of the freestyle stroke? (1 point)

5) What are the 3 parts of the “power phase” in the freestyle? (3 points)

6) According to the reading, what are the acceptable breathing rates for the freestyle? (1 point)

7) In what year was the backstroke introduced? (1 point)

8) Explain the recovery part of the backstroke. (2 points)

9) What is the most popular kick used for both the freestyle and backstroke? (1 point)

10) Why is the law of inertia important when it comes to “gliding” during the backstroke? (2 points)

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NAME: SCORE: /14 Swimming Worksheet (ANSWER KEY)

DIRECTIONS: Read through the pages given and correctly answer the following questions.

1) What does the term “sculling” actually refer to? (1 point)movements of the arms and hands that manipulate the flow of water.

2) Why is treading water an important personal safety skill? (1Point)allows swimmers to remain upright in deep water with the head out of the water

3) When using the rotary kick during treading, while one leg kicks what is the other leg doing immediately after? (be specific, 1 point)

the other leg recovers to kick immediately after the first leg kick. Kick just hard enough to keep the head out of the water.

4) What is the body position of the freestyle stroke? (1 point)Prone (face-down), horizontal and streamlined

5) What are the 3 parts of the “power phase” in the freestyle? (3 points)Catch, Mid-pull, and Finish.

6) According to the reading, what are the acceptable breathing rates for the freestyle? (1 point)Swimmers may either breathe during each arm cycle (e.g., each time their right arm

recovers) or every 11/2 arm cycles (alternating the side on which they breathe).

7) In what year was the backstroke introduced? (1 point)1902

8) Explain the recovery part of the backstroke. (2 points)Start the recovery by lifting the arm from the water, hand first with the palm facing

inward. Relax the wrist so that the thumb leaves the water first. This arm position allows the large muscles on the back of the upper arm to relax. In the recovery, the arm moves almost perpendicular to the water (Fig. 6-12, B). Body roll helps make this easier. Keep the arms to the side of the head. Keep the arm straight but relaxed in the recovery. Midway through the recovery, rotate the hand so that the little finger enters the water first.

9) What is the most popular kick used for both the freestyle and backstroke? (1 point)Helps maintain stability as the body rolls.

10) Why is the law of inertia important when it comes to “gliding” during the backstroke? (2 points)

If the swimmer glides for too long, it will require more energy to resume stroking. If the swimmer begins stroking too soon, the propulsion of the previous arm and leg action will be reduced.

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Teacher: All Grade/Unit: 8th /Swimming Lesson Focus (skill): Post-Test

Day (1-6): 5 National Standards (1-6): 1 & 2

Psychomotor (1 for fitness/movement preparation, each skill taught and culminating activity):Each student will elevate their heart rate into the THR zones by participation in the movement preparation, and dynamic flexibility on 4/5 exercises. A.PE.08.01

Each student will us correct TA form treading water using their choice of scissors, whip, or rotary kick during skill test protocol treading water 2/3 times. M.MS.08.04

Each student will demonstrate the four critical points of the freestyle to TA form while participating in lane swimming in 4/5 trials. M.AQ.08.03

Each student will perform the backstroke (TA Form) with the flutter kick across the pool during the skills test protocol for backstroke successfully 2/3 times. M.AQ.08.04

Cognitive (knowledge/purpose of skill(s), culminating activity, concept/s):4 out of 5 students will correctly answer 7 out of 10 questions on the post cognitive test related to TA form and technical instruction. K.AQ.08.03

Personal-Social:Each student will transition quickly to the next skill test protocol and follow the instructions of the teacher 2/3 times. B.PS.08.02

Each student will demonstrate responsibility by transitioning from the pool to the bleachers in 10 minutes before taking the cognitive assessment. B.PS.08.01

Equipment Needed: 32 pencils, 32 cognitive test, 6 cones, Student checklist

Safety Considerations: Watch out for other students during transition, and when swimming skill test protocol

Transition: 7:45:00-7:48:00Pick up assignment from Day 4 as they come into the locker room

Statement of Objective: 7:48:00-7:48:30Today we are going to be doing our post test and we are going to start with skill testing in the pool, hurry and dry off then finish with the cognitive test on the bleachers.

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Skipped movement prep due to lack of time and not wanting to go over with Mrs. Overhuel needing to be gone by 8:10

Movement Preparation Information Time FormationTransition:

7:48:30-7:49:00When I say go, I need everyone who is dressed walk to the pool, get into your squads along the side and get in the pool. Those who are not dressed to participate go to the ladder and start walking the bleachers. Ready go.

Whole-body warm-up: High knees/Butt Kicks 7:49:00-7:49:30 Frankenstein kicks/Leap 7:49:30-7:50:00

Check your heart rate 7:50:30-7:50:45 A skip/B skip 7:50:45-7:51:15 Bound jump/Sprint 7:51:15-7:51:45 Freestyle/Backstroke 7:51:45-7:52:15

Check your heart rate 7:52:15-7:52:30

Transition: 7:52:30-7:53:00When I say go, go to your first assigned testing are of treading water, freestyle, or backstroke. Ready go.

ITIP 2Force

Activity/Drill: Skill Test Protocol Treading Water

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Centrally located position:Students will spread out just past the maroon mid line of the pool into the deep end and the purple cone. Mr. Boyer & Van Zanten will be outside of the pool evaluating students.

Dry run/walk-through (explain practice set-up):Treading water using one of the three kicks that you have learned using the 4 critical elements

Pose Challenge:N/A

Safety: 7:53:00-7:53:15Give yourself enough space so you are not going to be bumping into anyone

Questions (CFU) about drill/activity, challenge, concept/s:N/A

Practice (time, formation diagram): 7:53:15-8:10:15Students will tread water for 5 minutes between the mid line in the deep end of the pool and the purple cone. 5 minutes at each station with 1 minute to rotate/dry run/safety.

Transition: (In practice for STP Treading Water)Rotate to Freestyle

Only hands full of students were not able to tread water for 5 minutes, but you could see that they students were getting tired near the last minute or so with their form starting to lack.

Things we saw was a doggy style arm movement instead of sculling, and the biggest mistaken kick was a flutter kick, not a treading water kick, instead of one of the three being scissors, whip,

and rotary.ITIP 2Streamline

Activity/Drill: Skill Test Protocol Freestyle

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Centrally located position:Students will be standing in groups of three, with their backs facing the bleachers. They will be between two cones set up prior to the lesson beginning. Mr. Cracchiolo will be standing in front of the group in the middle of the three groups, while Mr. Frank and Hollenbeck will be at the ends taking date from the edge of the pool.

Dry run/walk-through (explain practice set-up):Students will use the freestyle to swim across the pool using the 4 critical elements taught during instruction.

Pose Challenge:N/A

Safety: Do not begin freestyle until teacher signals you to begin Stay spread out and within the cones Be alert of other swimmer in close proximity


Practice (time, formation diagram):Students will swim across the pool using the freestyle learned in class, staying between the gutter and red cone. Students will do this for 5 minutes at this station with 1 minute to transition after.*See diagram STP Treading Water for formation and set up.

Transition:Rotate to Backstroke

(In practice for STP Treading Water)If we could do this differently for the freestyle, we would’ve found a better way to relay

information back and forth between the teacher in the pool and the person writing down all the data. Also something we could’ve done differently was found a better way to get the students

names instead of asking them every time finished what their names were. The things I liked were the fact that when we did get the students names down everything went smoothly and it was very easy and efficient the way we kept data. Making a mark for every time they didn’t accomplish a

skill was very efficient and easy way to collect data.

ITIP 2Force

Activity/Drill: Skills Test Protocol Backstroke

Centrally Located Position:

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Students will be spread out along the wall between the red and yellow cones on the opposite side of the pool that freestyle and treading water stations are on. Mr. McDougal will be at one end and Mr. Raak will be at the other side of the pool for monitoring while Mrs. Hoff will be taking data from the edge of the pool.

Dry Run/Walk Through:Students will use the backstroke to swim across the pool using the 4 critical elements taught during instruction.

Pose Challenge:N/A

Safety:- Give yourself enough space so you do not run into anyone else swimming.- Stay between the cones for this station to prevent interrupting the other stations.


Practice (time, formation diagram):Students will swim across the pool using the backstroke learned in class, staying between the red and yellow cones. Students will do this for 5 minutes at this station with 1 minute to transition after.*See diagram STP Treading Water for formation and set up.

Consistently we saw that students did really well at making sure their thumbs and pinkies were correctly exiting and entering the pool. However a lot of the students still were not getting the

push part of the arm motion down and bending their elbods. Most of them kept their arms locked and swung their arms. Felt that overall the students really improved by taking the course and

cognitively understood the critical points of the backstroke.ITIP 2Cognitive Assessment

Would have done cognitive assessment before movement prep and getting in the pool, but our lifeguard had to leave at 8:10

Transition: 8:10:15-08:20:00Ok now that we have finished with the skills testing we need everyone to head to the locker rooms and get changed. You will have almost 10 minutes to get showered and changed, once you are changed go out to the hallway and come back in through the bleacher entrance. Everyone needs to be out in the bleacher section of the pool by 8:20 The Transition went really smooth the students understood they needed to be out of the pool by 8:10. One student did cut his foot in the locker room but everyone still came out and took the test in plenty of time.

Activity/Drill: Cognitive Test

Centrally located position: Locate all students in the bleachers closest to the entrance.

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Dry run/walk-through: 08:20:00-08:20:15OK you guys are ready to take your unit test. Make sure everyone has a writing utencil? Make sure that you are spread out we have the whole bleachers so there is plenty of room. Once you are finished with the test please hand it in here and sit in this section of the bleachers away from everyone still testing.I felt like we had pretty good control of them during this period, they spread out across the bleachers and once they finished we had a separate section for those students.

Pose Challenge: Good luck everyone and try your best.

Safety:N/A

Questions (CFU) about drill/activity, challenge, concept/s: 8:20:15-8:21:001. Should you have anyone sitting near you while you are taking the test? No

2. What do you do with your test and pencil when you are done? Turn it in to Mr. Boyer3. Where do you sit once you have finished with the test? In the section of the bleachers closest to the door.

Transition: Ok you may begin taking your test once you receive your copy and make sure you put your name on it.

Test: 8:21:00-8:36:00

POOL

Waiting Test Test TestArea Area Area Area

STAIRS

STAIRS

STAIRS

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Transition: 8:36:00-8:37:00Time is up turn in your test and pencil, and we will see you tomorrow

We had about five minutes left in the period once the last test was turned in so we started going through the answers to the test. We made it about ¾ of the way when we had to dismiss the students.

If time permits we will go over the answers to the cognitive test.

National StandardStandard 1 - Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.Standard 2 – Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

GLCEM.MS.08.04 Apply mature form of the manipulative skills of catch, kick, foot dribble, and strike with hand and implements in controlled settings.M.AQ.08.03 Demonstrate mature form for the basic aquatic skills of front crawl and breaststroke in controlled settings.M.AQ.08.04 Demonstrate mature form for the basic aquatic skill of backstroke in controlled settings.A.PE.08.01: Participate in physical activities that are vigorous in intensity level (i.e., a minimum of 70% of class time sustaining a minimum of 70% of target heart rate) in physical education while exploring a wide variety of target, net/wall, invasion, striking/fielding/running games, rhythmic activities, outdoor pursuits, aquatics, and fitness-related activities inside physical education.K.AQ.08.03 Apply knowledge of critical elements of aquatic skills: front crawl, backstroke, breaststroke, and treading in controlled settings.B.PS.08.01 Exhibit behaviors which exemplify each of the personal/social character traits of responsibility, best effort, cooperation, and compassion in dynamic settings.B.PS.08.02Aapply, independently, appropriate behaviors which exemplify each of the personal/social character traits of constructive competition, initiative, and leadership in dynamic settings.

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SKILL TEST PROTOCOL: Treading Water8th Grade Swimming

Process: The skill test will be done on treading water to make sure that students are using the 4 critical points for the skill. The students will be tested on treading water for five minutes. This will be done on day five in the swimming pool. Students are rotating between three different stations with 10-11 students in each group.Students arrive: What to do: Students only treading water at this station. When students arrive, all students will hold on to the side of gutter. Each student will attempt to tread water for 5 minutes. As soon as the five minutes are up, the instructor will make the students aware and they will come back to the gutter waiting for rotation. Instructor watches for the 4 critical points and making sure they don’t touch the side or the bottom while each student treads water. Where they are: In the water three to four feet away from each other and the side of the poolNumber of times: Students will be given 3 cycles to demonstrate the 4 critical points while continuously treading water for five minutesTime: Each student has five minutes to complete and pass treading waterWhat is used to assess: 4 CE checklist, swimming pool, 6 cones

S = students T = instructor -- = pool edge/gutter = cone Treading Water ChecklistStudent Name Scull Front Forward

/90°/90°Toes Pointed

/Flexed/Rotate KneesBack Backwards/Heals

out/AlternateTime

1. 2. 3. Teacher places a check in the box if the student does NOT perform a critical element correctlyTime=treading for 5 minutes=3 points, 4 minutes=2 points, 3 minutes=1 pointsEach critical element is worth 1 point, time is worth 3 pointMax # of points earned on three treading water= skill grade (max treading water score=15)Needs Improvement (0-9) Satisfactory (10-12) Mastered (13-15)

SKILL TEST PROTOCOL: BackstrokePCMS: 8th Grade Swimming

Process: The skill test will be done on the backstroke to make sure that students are using the 4 critical points for the skill. The students will be tested by swimming the backstroke in waves for five minutes. This will be done on day five in the swimming pool. Students will be rotating between three different station with 11-12 students per group. What to do: Students will enter the water feet first. Once in the water, all students will hold on to the side of the wall. Students will be placed in 3 lines of 4 or less. Students will swim down to the other end of the wall in waves of three. When the last students reaches the wall the students will swim back in waves of 3 to where they started. Students will repeat this process for 5 minutes and then rotate to the next station. Instructors will look for the 4 critical points and making sure they look for consistency within the stroke. Where they are: Water: in lines of 4 or less facing the other side of the pool.Number of times: Students will be give 3 opportunities to demonstrate the 4 critical pointsTime: Each student will be in lines of three and swim in waves across the pool. This process will be repeated for 5 minutes.What is used to assess: 4 CE checklist, swimming pool, cone or board

TreadingS S S S S S T

T S S S S S

FreestyleT

S S S T S S S S T

S S S S

BackstrokeS S S

S S S S S S S ST T T

S = studentsT = instructor- = pool edge ... = stroke

Back Stroke ChecklistStudent Name Thumb Pinky Side Push Time1. 2. 3. Teacher places a check in the box if the student does NOT perform a critical element correctlyTime= 5 minutes (minimum of 2 laps)Each critical element is worth 1 pointMax # of points earned on Back Stroke = skill grade (max Backstroke score=15)Needs Improvement (0-9) Satisfactory (10-12) Mastered (13-15)

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SKILL TEST PROTOCOL: Freestyle Stroke8th Grade Swimming

Process: The skill test will be done on the freestyle stroke to make sure that students are using the 4 critical points of the skill. The students will be tested on swimming the width of the pool thee times (over & back). This will be done on day five in the swimming pool. Students are rotating among three different stations with 11-12 students in each group.

Students arrive: What to do: Students only performing freestyle stroke at this station. When students arrive, all students will hold on to the side of gutter. Each student will execute the freestyle stroke the width of the pool. As soon as the swimmer returns to the side they started, they will come back to the gutter waiting for rotation. Instructor watches for the 4 critical points and making sure they don’t touch the side or the bottom while performing freestyle stroke. (lines of 4)

Where they are: along the pool gutter.

Number of times: students will have three trips across the pool to use the four critical points of freestyle stroke.

Time: each student has 1 minute to complete three attempts.

What is used to assess: 4 CE checklist, swimming pool. Students go one at a time, beginning when person in front reaches half way down pool

S = studentsT = instructorFreestyle Stroke:Student Name Flutter Out Pull Breath Trials1. 2. 3. Teacher places a check in the box if the student does NOT perform a critical element correctlyTrials= Swimming the length of the pool.Each critical element is worth 1 point, time is worth 1 point (5pt max/OTR)Max # of points earned on freestyle stroke = skill grade (max freestyle score=15)Needs Improvement (0-9) Satisfactory (10-12) Mastered (13-15)

Swimming Quiz (17 pts)

(True/false) If false, correct statement to make true. (2 pts)1. When performing the freestyle stroke, you use only your arms.

2. When using the flutter kick in different strokes, why is it important to make the body as long as possible? (1 pt)

a) Reduce dragb) Increase dragc) Longer strokesd) Balance

3. When pushing the hand through the water toward the waist should the swimmer’s fingers be together or apart? (1 pt)

4. What should the feet be doing when performing the freestyle stroke? (1 pt)

5. When should the swimmer breathe during the freestyle stroke? (1 pt)

6. Explain why treading water is a useful survival skill. (2 pts)

7. Who must be present in the pool area besides the teacher? (1 pt)

8. Explain why it is not safe to enter the pool with an open wound or infection. (2 pts)

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9. List 3 of the 4 critical elements to the flutter kick. (3 pts)1. 2. 3.

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10. List 3 types of leg motions used when treading water. (3 pts)1. 2. 3.

EXTRA CREDIT: (1 pt)

11. What do the flags signify to the swimmer as s/he swims under them?

Course Rating(THIS PART WILL NOT BE GRADED)

*Please rate the following questions on a scale of 1 to 5 (5 being very high and 1 being very low) and briefly explain your reasoning.

1) How would you rate the content covered in class and what would you change?Rating: Explain: 2) Do you feel that by participating in the swimming unit you became a better swimmer?Rating: Explain: 3) How do you feel the WMU Student Teachers did as a whole throughout the swimming unit?Rating: Explain:

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Swimming Quiz (17 pts)

(True/false) If false, correct statement to make true. (2 pts)1. When performing the freestyle stroke, you use only your arms.

False, when performing the freestyle stroke, you use your arms and legs

2. When using the flutter kick in different strokes, why is it important to make the body as long as possible? (1 pt)

a) Reduce dragb) Increase dragc) Longer strokesd) Balance

3. When pushing the hand through the water toward the waist should the swimmer’s fingers be together or apart? (1 pt) Fingers should be together to cut through the water better.

4. What should the feet be doing when performing the freestyle stroke? (1 pt)Kicking

5. When should the swimmer breathe during the freestyle stroke? (1 pt)Every 1 or 1 ½ arm cycle or 2 or 3 arm strokes

6. Explain why treading water is a useful survival skill. (2 pts)Treading water uses little energy and you can use different types of treading to still propel yourself in a certain direction.

7. Who must be present in the pool area besides the teacher? (1 pt)Certified life guard at all times

8. Explain why it is not safe to enter the pool with an open wound or infection. (2 pts)You can spread the infection and/or diseases to other students and also contaminate the pool.

9. List 3 of the 4 critical elements to the flutter kick. (3 pts)1. Extend 2. Bend 3. Kick

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4. Push

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10. List 3 types of leg motions used when treading water. (3 pts)1. Scissors kick 2. Whip kick 3. Rotary kick or Egg Beater

EXTRA CREDIT: (1 pt)

11. What do the flags signify to the swimmer as s/he swims under them?This tells the swimmer that he or she is approaching the wall and should prepare for a flip turn or finish.

Course Rating(THIS PART WILL NOT BE GRADED)

*Please rate the following questions on a scale of 1 to 5 (5 being very high and 1 being very low) and briefly explain your reasoning.

1) How would you rate the content covered in class and what would you change?Rating: Explain: 2) Do you feel that by participating in the swimming unit you became a better swimmer?Rating: Explain: 3) How do you feel the WMU Student Teachers did as a whole throughout the swimming unit?Rating: Explain:

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Teacher: All Grade/Unit:8 th Grade Swimming Lesson Focus (skill): Play DayDay (1-6): 6 National Standards (1-6): Standards 1 & 2


Each objective must be linked to GLCE/MMC ExpectationsPsychomotor (1 for fitness/movement preparation, each skill taught and culminating activity):Each student will demonstrate proper form (TA Form) of the back stroke 2/3 times during the nautical capture the flag activity M.AQ.08.04.

Each student will demonstrate proper form (TA Form) of the freestyle stroke 2/3 times during the nautical capture the flag activity M.AQ.08.03.

Each student will demonstrate proper form (TA Form) of the flutter kick 2/3 times during the nautical capture the flag game M.AQ.08.03.

Each student will elevate their heart rate into their target heart rate zone for 4 out of 5 minutes during the movement preparation and dynamic exercises A.PA.08.01.

Cognitive (knowledge/purpose of skill(s), culminating activity, concept/s):3 of 4 students will demonstrate the knowledge of the four critical points of the freestyle stroke, the back stroke, and the flutter kick by answering the questions to check when called upon K.AQ.08.03.

3 of 4 students will demonstrate the knowledge of the four critical points of the freestyle stroke, the back stroke, and the flutter kick by participating in the nautical capture the flag game K.AQ.08.03.

Personal-Social:Each student will demonstrate best effort by completing all of the activities of the freestyle stroke, back stroke and flutter kick 3 of 4 times K.PS.08.01.

Each student will demonstrate responsibility by cleaning up equipment after the culminating activity 3 of 4 times K.PS.08.01.

Each students will demonstrate cooperation by following instructions during culminating activities 3 of 4 times K.PS.08.01.Equipment Needed: 33 kickboards, leg buoys, noodles, and 2 water polo balls.

Safety Considerations:Make sure you are aware of your surroundings, including people around you and walls of the pool.

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TimeAnticipatory Set: Does everyone remember what we have learned the last 5 classes?

Statement of Objective: Good. Today we are going to put together all of that knowledge and use our skills that learned.

7:48:15-7:48:30

Questions to check (CFU)

1. When doing the freestyle stroke when do we kick or feet? (the whole time)2. When doing the back stroke where should we be looking? (Up)3. When doing the freestyle what is the proper body position? (Streamlined)

Movement Preparation InformationTransition: (Teacher TBA based on amount Mr.C is suppose to teach) When I say go, I need everyone who is dressed to participate to walk to the pool, get into your squads along the side, and then get in the pool feet first (minimal splashing). Those who are not dressed to participate, head over and start walking the bleachers. Ready, go.

7:48:30-7:48-45

Whole-body warm-up:11. High knees

7:48:45-7:49:30

12. Butt kicks 7:49:30-7:50:15

13. Frankenstein kicks7:50:15-7:51:00

14. Skip 7:51:00-7:51:45

Check THRZ15. Bound Jump 7:51:45-7:52:30

16. Run/sprint 7:52:30-7:53:15

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17. Tread 3 minutes7:53:15-7:56:15

18. Backstroke across7:56:15-7:57:00

Transition:When I say go, I want everyone to get back into your squads along the side of the pool. Ready, go!

7:54:45-7:55:00

The movement prep went very well. I did some review questions to check while students were treading water. We also changed the movement prep a little bit. Instead of doing all of the dynamic exercises, we decided as a group to do some down and backs using the back stroke and the freestyle stroke after they treaded water because they would be using these strokes during the activities.

ITIP 2 (Teachers: TBA based on amount Mr.C is suppose to teach)

Activity/Drill:Nautical Capture the Flag

Centrally located position:Along the side of pool near students, who are in their movement prep groups.

Dry run/walk-through (explain practice set-up): 8:04:30-8:05:15Identify flags being defended and/or capturedOffensive/defensive ends“Jail”How to rescue from jail

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5 second rule for wall

Pose Challenge: 8:05:15-8:05:30(+) Keep track of how many people you rescue from jail + flags you capture(-) Keep track of how many people you tag out while treading on defense

Safety: 8:05:30-8:06:00Watch where you’re swimming; no collisions!Just TAG people to get them out! Only one hand necessary for out.No pulling, pushing, or intentional splashing during the game.

Questions (CFU) about drill/activity, challenge, concept/s: 8:06:00-8:06:301. How do you get someone out/in jail? (Tag with one hand when they’re on your side)2. How long can you hang on the wall to rest? (5 seconds, or jail!)3. Are you allowed to pass the flag once you’ve stolen it? (Yes, incomplete pass = TO)

Transition: 8:06:30-8:07:00When I say go, I want this half of the class on that end of the pool, the rest of you stay down here. Ready, go!

Play(time,formationdiagram): 8:07:00-8:011:30Students will play Nautical Capture the Flag for 4-7 minutes or as time allows.

Transition: 8:09:30-8:10:00(Double whistle) When I say go, I need everyone to return to their movement prep position. One person on each team please remove their flag from the pool so I can come around and collect them. Ready, go.

Transition: Now we are going to play a new game. Who has played sharks and minnows before?8:10:00-8:11:00

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Equipment Needed: Noodles for teachers to pass to students incase of emergency.

Safety Considerations: Be aware of others around you. Do not kick others, splash others, or jump into the pool if others are in front of you.

I decided that this game would be too confusing to do because of all the rules involved, and we did not have anything that we could use to separate who would be on which team. So instead of doing the nautical capture the flag, I decided to do the red light green light game. If I were to play this game I would have to tried to find a little easier way to do things. It could be done if its modified.

STRATEGYActivity/Drill: Sharks and Minnows (Teacher TBA Mr.C?)

Centrally located position: Students will hold on to the gutter while the teacher explains the drill.

Dry run/walk-through (explain practice set-up): The game will be played within the restrictions of the cones. One student will be the shark while all the other students are the minnows. The “shark” will start on one side of the pool and the “minnows” will be on the other side. The “shark” will say “Shark Attack” and the “minnows” must swim to the side of the “shark” using a stroke taught in class and try not to get tagged by the “shark.” If the “minnow” gets tagged by the “shark” then they become the “shark”. As the game goes on, more “minnow” will become “sharks” to make the game more challenging. The only way for a “shark” to tag a “minnow” is on the head gently.

The explaination went well, but I should have explained to them before the game started that they could not run across the pool in the shallow end. Not very many students did it but there was a point where I had to go over and stop them from doing that. The students did well tagging everyone by tapping everyone on the head. They did a very good job of following the rules.

8:11:00-8:11:30

Pose Challenge: Add more sharks to add challenge. Move so you have to come closer to the shark. 8:11:30-8:11:45Safety: Watch for others around you. Try not to get kick or splash anyone or hit anyone in the face. Sharks may only tag minnows on the head. 8:11:40-8:12:00the safety went well the students were very safe we had no issues with that. Questions (CFU) about drill/activity, challenge, concept/s:

5. When do you know to go if you are a minnow? Shark says “Shark Attack”6. What is the object of the minnow? To make it to the other side of the pool without

being tagged by the shark7. What is the object of the game if you are the shark? To tag the minnows.

8:12:00-8:12:30Transition: When I say go I want the shark to start on this side of the pool and the minnows to go to the other side of the pool. Wait for the shark to start the game. Go.

8:12:30-8:13:00

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The transition for this game went well. The students understood what to do. I told everyone to come on the side of the pool I was on and get a space on the gutter. Then I asked if anyone wanted to volunteer to be the sharks and a good amount of students volunteered so I picked 3 of them. Practice (time, formation diagram): Students will participate in the sharks and minnows game.

8:13:00-8:18:30

Transition: When I say go I want you to swim over to the shallow end. When you get there I want you to get into a line with 2 students behind you. Go.

8:18:30-8:19:00

Transition: If time permits students will be grouped into mail and female groups. 8:19:30-8:20:00

ITIP 2 (Teacher TBA)

Activity/Drill: Canon Ball ContestWe did not do the cannon ball contest.

Centrally located position: Students will be in the shallow end while the teacher explains the drill.

Dry run/walk-through (explain practice set-up): The students will go in groups of 3. The students will be spread out enough in the deep end to create self space. Each of the 3 students will try and do their best cannon ball into the water. Each round, one person will be pulled to go to the next round. The girls will be grouped with the girls and the boys will be grouped with the boys. This way there will be one boy and one girl that win the title. The students that are waiting will go to the shallow end and go to the side of the student that they feel will make the bigger splash (right side, left side, or the middle of the pool). The students then practice treading water when they get there. There will be a group of students on deck as well to keep the contest going. The teachers will name off the three students that will be going each time to make the contest fair.

8:20:30-8:21:00

Pose Challenge: Try to make your canon ball bigger than the other students. Try to tread water while you are waiting without touching your feet on the bottom/taking a rest.

8:21:15-8:22:00

Safety: Watch out for others around you. Do not do a canon ball if someone is in the pool in front of you. Make sure everyone is paying attention so no one gets hurt.

8:22:00-8:22:30

Questions (CFU) about drill/activity, challenge, concept/s:

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What are you doing while you are waiting for your turn? Going to the side of the student that you think will make the bigger splash, then treading. How do you know what group you are in? Listen to the teachers, they will call them off. Should you do a canon ball if there is someone in the pool right in front of you? NO!

8:22:30-8:23:00

Transition: When I say go, I want the group that is going first and the group that is going second to come up on the deck. I want the first group to get ready to go. I want the students that are not going yet to get in the shallow end and choose the side that you think will make the bigger splash. Go.

8:23:00-8:23:30

Practice (time, formation diagram): Students will participate in the canon ball contest. 8:23:30-8:25:00

Transition: When I say go, I want you to find space on the gutter that is closest to me and look at me. Go.

8:25:00-8:25:30

Closing Remarks: We want to thank you all for being such great students and helping us learn to be better teachers in our futures. We hope you had as much fun as we did!

*Students dismissed to locker room 8:26:30

Extra Game if neededThe other games we did were we did the red light green light game, which went well. They already had a good idea how to play it so all of the transitions went well. We didn’t play this game too long. They started getting fairly bored with it so we changed the game.

ITIP 2

Activity/Drill: Red light green light

Centrally located position: Students will be along the one side of the swimming pool holding onto a gutter.

Dry run/walk-through (explain practice set-up): Students will start on the one end of the pool, then when the whistle blows once the students will use the freestyle or back stroke to get to the other side as fast as they can. When the whistle blows twice the students stop and tread water. If they do not stop they have to freestyle back and start over. The game ends when the students touch the other side of the pool.

Pose Challenge: The challenge is to get the other side using different strokes backstroke, or freestyle.

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Safety: Watch out for others around you, and make sure you are aware of the walls so that you do not run into them.

Questions (CFU) about drill/activity, challenge, concept/s: What happens when the whistle blows once?(go) What do you do when the whistle blows twice ? (stop and tread) What happens when you do not stop fast enough( go back to start)

Transition: When I blow the whistle once everyone start swimming using the freestyle stroke. (Whistle)

The final game we did was at the end of class we decided to do a synchronized swimming game that lasted about 5 to 10 minutes. Mr. Frank decided to lead the game. This game went very well the students liked it and they came up with some great ideas.

If I were to re do the lesson I would probably give more time to the synchronized swimming game because it went so well and everyone didn’t get a chance to participate because of time.

GLCE:K.AQ.08.03 apply knowledge of critical elements of aquatic skills: front crawl, backstroke, breaststroke, and treading in controlled settings.M.AQ.08.03 demonstrate mature form for the basic aquatic skills of front crawl and breaststroke in controlled settings.M.AQ.08.04 demonstrate mature form for the basic aquatic skill of backstroke in controlled settings.A.PE.08.01 participate in physical activities that are vigorous in intensity level (i.e., a minimum of 70% of class time sustaining a minimum of 70% of target heart rate) in physical education while exploring a wide variety of target, net/wall, invasion, striking/fielding/running games, rhythmic activities, outdoor pursuits, aquatics, and fitness-related activities inside physical education.B.PS.08.01 apply, independently, appropriate behaviors, which exemplify each of the personal/social character traits of constructive competition, initiative, and leadership in dynamic settings.B.RP.08.01 choose to participate, independently, in activities that are personally challenging in dynamic settings.

National Standards: 1.Demonstrates competency in motor skills and movement patterns needed to perform a variety

of physical activities2.Demonstrates understanding of movement concepts, principles, strategies, and tactics as they

apply to the learning and performance of physical activities.

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Pre-TestDear Parent/Guardian,

Greetings from the Physical Education majors at Western Michigan University! For our Physical Education Methods: Teaching Skills course we participated in a four-week field experience at Portage Central Middle School. This past February we worked with your child in their first hour Physical Education class, teaching and learning basic swim skills. Skills covered include: treading water, the backstroke, and freestyle stroke.

This progress report is designed to share your child’s performance during this unit of instruction.PCMS students earned grades according to their physical demonstration of skills (psychomotor), their knowledge of material (cognitive), and behavior (personal-social); showing responsibility, cooperation, and effort throughout the unit. On the following page you will find child’s grade in each of those domains, the weight of each domain, as well as scores for each skill taught.

If you have any questions regarding your child’s grade or the swim unit in general, please contact our professor Dr. Suzan Ayers at [email protected] or 269-387-2712.

It was a pleasure working with your child; we hope that they enjoyed the experience as much as we did!

Sincerely,

WMU Students

Domain Grade Earned

Psychomotor (60%)

Cognitive (30%)

Personal-Social (10%)

Final Unit Grade

Comments:

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Skills Score Mastered Satisfactory Needs Improvement

Freestyle Stroke (13-15) (10-12) (0-9)Backstroke (13-15) (10-12) (0-9)

Treading Water (13-15) (10-12) (0-9)Post-Test

Skills Score Mastered Satisfactory Needs Improvement

Freestyle Stroke (13-15) (10-12) (0-9)Backstroke (13-15) (10-12) (0-9)

Treading Water (13-15) (10-12) (0-9)

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Progress ReportPrepared for:

Portage Central Middle School

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Assessment & Evaluation Plan

Justification

The three domains that we graded on were psychomotor, cognitive, and personal/social behavior. There were a total of 45 points possible in the psychomotor domain with it accounting for 60% of the final grade. The skills that we taught the students were the three different kicks associated with treading water, backstroke, and freestyle. We wanted most of the focus being directed toward the actual skill development related to swimming, so that is why there is a high emphasis on psychomotor. There was a total of 51 points possible in the cognitive domain, with it accounting for 30% of the final grade. We weighted this domain as such because the students need to understand specific terminologies, concepts, strategies, and techniques related to swimming in order to be successful. There was a total of 30 points possible in the personal/social behavior domain with it accounting for 10% of the final grade. The most important personal social behaviors we were looking for were best effort and responsibility. We weighted this domain as such to emphasize the importance of safety, with swimming in deep water and we wanted to minimize all possible risks and to avoid any behavioral issues.

Domains

Domains Assessed On PointsPsychomotor–60% Freestyle 15

Backstroke 15Treading Water 15

Cognitive–30% Word search 20Worksheet 14

Cognitive test 17Personal Social–10% D1 Daily Objective 5

D2 Daily Objective 5D3 Daily Objective 5D4 Daily Objective 5D5 Daily Objective 5D6 Daily Objective 5

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Objective Day Standard Measurement WeightEach student will demonstrate the four critical points of the freestyle to TA form while participating in lane swimming in 4/5 trials. M.AQ.08.03

5 1 Skill test 60

Each student will perform the backstroke (TA Form) with the flutter kick across the pool during the skills test protocol for backstroke successfully 2/3 times. M.AQ.08.04

5 1 Skill test 60

Each student will us correct TA form treading water using their choice of scissors, whip, or rotary kick during skill test protocol treading water 2/3 times. M.MS.08.04

5 1 Skill test 60

4 out of 5 students will correctly answer 7 out of 10 questions on the post cognitive test related to TA form and technical instruction. K.AQ.08.03

5 2 Test 30

4/5 students will complete the entire word search and turn it in the next class period. K.PS.08.02

2 2 Word search 30

3 out of 4 students will correctly answer 80% of the questions of the worksheet handed out at the end of class. K.AQ.08.02

4 2 Worksheet 30

Each student will demonstrate best effort by completing all of the activities of the freestyle stroke, back stroke and flutter kick 3 of 4 times K.PS.08.01

6 5 Checklist 10

Each student will demonstrate responsibility by using the kickboard properly 5/6 minutes during the activities. B.PS.08.01

2 5 Checklist 10

Each student will choose to participate during treading water by finding a spot along the edge that they feel comfortable holding on at and using the noodle if needed when pushing away from the edge 2/3 times. B.RP.08.01

1 5 Checklist 10

Grading ScaleA 90-100%B 80-89%C 70-79%D 60-69%F 0-59%

Assessments Page #Word Search 37

Worksheet Reading See AttachmentWorksheet 67

Worksheet Key 68Cognitive Test 79

Cognitive Test Key 81Skill Test Treading Water 76

Skill Test Freestyle 77Skill Test Backstroke 78

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Documents

ITIP 1 (Mr. Van Zanten teaching w/Mr. Boyer and Teacher on ...homepages.wmich.edu/~sayers/PCMS swim unit s13.docx · Web viewExplain difference between scissor kick, ... lift up