Running Head: PHYSICAL EDUCATION LESSON PLAN: DRIBBLING A BALL

Physical Education Lesson Plan: Dribbling a Ball

De Lynn Bell

May 9, 2016

Ashford University

PED 212 Foundation of Movement & Motor Activities

Instructor: Thad Walker

PHYSICAL EDUCATION LESSON PLAN: DRIBBLING A BALL

Physical Education Lesson Plan: Dribbling a Ball

Lesson Information

Research has shown that kindergarten is a good time to teach skills because children at

this age, although still developing their motor skills, are more apt to engage in physical activity:

they have more competence than skill (LeGear et al., 2012, p. 1). While their confidence makes

it easier for new skills to be the introduced, teachers should scaffold activities to help build

competence as well as confidence. In other words, young children need help to build

competence in a skill. According to Rultenberg et al., “Most complex motor actions that people

perform (e.g., driving a car, lacing one’s shoes) consist of a series of simpler movements that are

executed in a specific order” (2013, p. 608). The tasks in this lesson plan allow young learners to

hone their dribbling skills by helping them understand the process of the action.

This lesson plan is for new learners in kindergarten who are starting to develop their fine

motor skills. Their emerging coordination is beginning to develop. The class size for this

activity is 26. There is one classroom teacher, one assistant, and one inclusion teacher to assist

students who have special needs.

For this lesson, kindergarten students will learn how to dribble a ball. The primary

learning objective includes their recognition of the difference between dribbling and bouncing.

In addition, they will also recognize and demonstrate the terms ‘near’ and ‘far.’ According to

SHAPE America, rather than just bouncing the ball, they are attempting second contact (2013, p.

7). The goal is to have them make contact with the ball several times in quick succession. The

Mississippi state standard addressed in the lesson states that students will “Demonstrate

PHYSICAL EDUCATION LESSON PLAN: DRIBBLING A BALL

competency in motor skills and movement patterns/concepts needed to perform a variety of

physical activities (2013, p.14).

Lesson Introduction

During this lesson the students will work with partners as they learn to dribble a ball.

There are four tasks that the students must complete prior to the culminating activity. To start,

the students will identify the sound of a bounce, which is loud, and the sound of a dribble, which

is softer and more rhythmic. In the second task, they will demonstrate the difference between

near and far, which are useful terms in understanding that dribbling involves closer proximity to

the body. For the third task, the students show that they can bounce the balls, thus again

demonstrating the term ‘far.’ For the fourth and final task, the students will practice dribbling,

with goal of making second and subsequent contacts with the ball. The overall learning objective

is “As a result of this lesson, students will be able to demonstrate how to dribble a ball.”

Because it is better to help them understand that the difference between loud and soft and

easier for them to collect the balls, the lesson will be given in the gym. The students will work

with partners so that they can take turns retrieving the balls and giving each other feedback

during the tasks. Each pair of students will have a basketball or other softballs, whichever is

available. However, basketballs are preferred as they make the loudest noise and are better to

demonstrate loud and soft.

Students will be instructed to listen for the teacher’s instruction. When the teacher wants

the students to listen, she will put her hands up. Students who do not listen or continue to talk

must put their ball in front of them and face the teacher. This will let the teacher know that the

students are listening. Students who are continually disruptive must sit with the teacher’s

PHYSICAL EDUCATION LESSON PLAN: DRIBBLING A BALL

assistant until it is clear that they are able to listen and follow the rules. Students who follow

directions during all of the tasks will earn a basketball sticker as a reward.

During the tasks, each partner in each pair will have a turn with the ball. The teacher will

model how to hand the ball to a partner and have the students demonstrate they understand what

to do. The teacher will also model for the students what is inappropriate behavior with the help

of the assistant and have the students respond to why the behavior would be inappropriate. Once

the rules are clear, then the teacher can begin the lesson.

Classroom Management Procedures

Before beginning the lesson plan tasks, it is important to ensure that classroom

management procedures are in place. To do this, start with the physical environment. For this

lesson, the students will have class in the gym. Since the gym is a large area, define the space

where the students will be working. As the students are working with partners, tape off the area

where each pair should stand. This will be the starting point for the activities. Ensure that each

space is large enough to where the students can have work comfortably together. After

establishing the space and before beginning the lesson, give the students these rules.

1. Freeze! When this cue is given, students must stop, be very still, look at, and listen to

the teacher.

2. Space! When this cue is given, students must make sure that they are arms’ length

away from other students. This ensures that students stay in their own space and do

not irritate others.

3. Clean! This cue tells students that it is time to clean up their learning space. Designate

helpers to pick up balls and put them back where they belong. (p.e.central, 2015).

PHYSICAL EDUCATION LESSON PLAN: DRIBBLING A BALL

In addition, review with the students that they should not throw a ball or bounce a ball

toward someone else unless they have their attention. Have students discuss why this is

important.

Lesson Procedure

To start the lesson, basic cues and vocabulary must be taught. Use the classroom

management cues get the students’ attention. Say, “Freeze!’ wait for the students to look up, and

then say the word ‘near’ and curl your arms into the chest. Then, have the students do the same.

Next, say the word ‘far’ and extend the arms out as much as possible. Have the students do the

same. Discuss with the students how thunder and rain sound, and say that thunder is ‘loud’ and

rain is ‘soft.’ Clap loudly and ask the students how that sounds. Next, make a tapping noise on a

desk or other surface. Have the students tell you which sound you are making.

For the set induction, say, “Today, we are going to learn about dribbling. First, can

anyone show me how to bounce a ball?” Have the students demonstrate their skills. Next, say,

“When you bounce, the ball can go really high and it can bounce sometimes far away. Dribbling

isn’t really big bounces. It’s the opposite: little bounces.”

For the first task, have students turn around and face opposite of you. Have them put their

basketballs between their feet. Then, ask them to listen as you bounce a ball. Have them tell you

what it sounds like, and listen for words like ‘thunder,’ ‘clap,’ and ‘boom.’ After that, dribble

the ball and have the students tell you what it sounds like, listening for words like ‘pitter-patter’

and ‘tap-tap.’ Have them pick up their balls and turn around to face you. Show them dribbling

and then bouncing, differentiating between rain and thunder. Ask them to clap the sound of a

bounce, which is thunder and then the sound of a dribble, which is rain.

PHYSICAL EDUCATION LESSON PLAN: DRIBBLING A BALL

For the second task, say, “Now that you know what a dribble sounds like, let’s practice

‘near’ and ‘far’. Tell me what far is. If something like the moon is far, then what is near?” Ask

the students to pick up their basketballs and hold them near. Next, have the students hold the

basketballs close to them. Tell them that you are going to say the words ‘near’ or ‘far’ and they

have to hold their basketballs either close to them or far away from them as possible. Now, say,

“Freeze!” to get the student’s attention.

Next, for task three, instruct the students to bounce their basketballs far away. Give them

some time to practice making big, far away bounces, and then go and pick up their balls. Ask

them to think about the sound that the basketballs make when they are bounced far away. After

this, for task four demonstrate to the students that dribbling is near, not far. Ask them to remind

you again of the sound of dribbling. Demonstrate dribbling for the students and have them

practice dribbling. Remember that the goal for them is to try and make the ball bounce twice to

attempt second contact. Again, say, “Freeze!” to get the students’ attention. Ensure that they are

with their partners, paying attention, and listening actively.

Finally, for the culminating activity, tell the students that they are going to play a game

like Simon Says where they have to listen closely for instructions. Call the game “Near, Far:

Rain, Thunder.” Ask the students to remind you what near is and what far is. Then, have the

students demonstrate how to make the sound of rain and then the sound of thunder with their

basketballs. Start the game, alternating between saying “Rain, Thunder, Rain, Thunder, Near,

Far…” Increase or decrease the speed of the instructions based on students’ skill and ability

level. For students with physical disabilities, ensure that they have a partner to work with. The

game, although no points are given, gives the students an opportunity to practice dribbling and

bouncing, recognizing the difference between them, and then holding the ball close to them or at

PHYSICAL EDUCATION LESSON PLAN: DRIBBLING A BALL

a distance as directed. Observation and a checklist should be used as the assessment tools for

each child.

Home-School Connection

To reinforce the skill, parents can help their students at home. The following email details what

they could do.

Lesson Accommodations and Modifications

Students with physical disabilities should be encouraged to participate, as this lesson can

be modified to meet their needs. Full inclusion for students with special needs requires more

than simply having them watch (Tripp, Rizzo, & Webert, 2007, p. 32). Instead, it involves

finding ways to teach them the skill; actually having them to participate. For this lesson, students

with physical challenges do not have to use basketballs. If they are in a wheelchair and have

Dear Parents,

In class we are learning how to dribble a ball! This is an important and fun skill that helps your growing children to develop their motor skills. To help them, you can practice this at home, even if you don’t have a ball or go outside! How can you do this, you might ask? Sitting at the table, have them tap their fingers lightly on the table. This will remind them that dribbling a ball is quieter than bouncing a ball. While dribbling is quiet, bouncing is loud, so have them tap, tap, tap and then clap, clap, clap! This can be done at any time at home and would help them to remember what they are learning in class.

Of course, the best place to dribble and bounce is at a basketball court. The school’s outdoor court is open year round. In addition, the Family YMCA located near the center of town has basketball lessons for children of all ages. Finally, let me suggest that you go outside and dribble and bounce. There’s no hoop needed, just the ground and a few minutes of family time!

As always, thank you for helping your child to develop, learn, and have fun!

PHYSICAL EDUCATION LESSON PLAN: DRIBBLING A BALL

mobility issues, they can bounce a smaller ball on a table, and like their peers, aim to make a

second contact to dribble the ball.

If several children from another, older class come during the activity, it would be

beneficial to have them serve as peer tutors by demonstrating how to dribble and taking time to

practice with the younger students. “With the cross-age tutor, the younger tutee might perform

better than with a same-age peer” (Cervantes et al., 2013, p. 44). This type of interaction could

also be helpful with students who have demonstrated poor behaviour. If the younger students

respond well to older ones, it may be helpful to have older student visit regularly.

Although the gym is an ideal place for this lesson, if a gym is unavailable, classroom

modifications can be made. The first tasks can be taught by having the students tap and clap the

sounds so that they understand the difference a dribble and a bounce makes. Then, smaller, softer

balls that are suitable for indoors can be used to teach the skill. While a larger area is best, the

concepts behind the skill can be taught in a classroom setting.

Conclusion

These collective tasks and culminating activity help young learners to develop their

motor skills. In addition, it teaches them common terms and helps them to make connections,

thus strengthening their cognitive skills as well. As, Henninger points out, “When the motor

skill is directly related to the task being learned, children can understand concepts more

completely and quickly” (2009, p. 335). In this case, the task is the motor skill, and this lesson

incorporates learning terms like ‘near,’ ‘far,’ and ‘loud’ and ‘soft’ with the action of dribbling a

ball.

PHYSICAL EDUCATION LESSON PLAN: DRIBBLING A BALL

References

Cervantes, Carlos M., Lauren J. Lieberman, Betsy Magnesio, and Julie Wood. 2013. PEER

TUTORING: Meeting the demands of inclusion in physical education today. Journal of

Physical Education, Recreation & Dance 84, (3) (03): 43-48

Henninger, M.L. (2009). The importance of motor skills. Excerpt from Teaching Young

Children: An Introduction. Retrieved on May 7, 2016, from

http://www.education.com/reference/article/importance-motor-skills/

LeGear, M., Greyling, L., Sloan, E., Bell, R. I., Williams, B., Naylor, P., & Temple, V. A.

(2012). A window of opportunity? motor skills and perceptions of competence of

children in kindergarten. The International Journal of Behavioral Nutrition and Physical

Activity, 9(1), 29-29. doi:10.1186/1479-5868-9-29

MDE. (2013). Mississippi Physical Education Framework. Retrieved on April 16, 2016 from

http://www.mde.k12.ms.us/docs/curriculum-and-instructions-library/mississippi-

physical-education-framework.pdf?sfvrsn=0

P.E.Central. (2015). Creating a positive learning environment. Retrieved on May 9, 2016, from

http://www.pecentral.org/climate/perules.html

Shape America (2013). Grade Level Outcomes for K-12 Physical Education. Retrieved on April

16, 2016, from http://www.shapeamerica.org/standards/pe/upload/Grade-Level-

Outcomes-for-K-12-Physical-Education.pdf

Tripp, A., Rizzo, T. L., & Webbert, L. (2007). Inclusion in physical education: Changing the

PHYSICAL EDUCATION LESSON PLAN: DRIBBLING A BALL

culture. Journal of Physical Education, Recreation & Dance,78(2), 32-36,48.