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Name/Title: Lesson Plan Guide for Middle/High School PE
Purpose of Event: To share a possible guide with folks who are responsible for delivering
developmentally appropriate PE lessons to middle/high students.
Suggested Grade Level: 6-12
Description of Idea
August 30, 1998
Copyright &copy 1998, PE Central
Typically, middle/high school teachers have students sit in squad lines after dressing for PE.
This format makes it convenient to take roll and organize students into teams, etc.
Unfortunately, this practice can eat up time in which students could be active, warming up, or
mentally preparing for a lesson. The following is a suggested outline for a middle or high
school lesson that may be helpful to those in certain teaching situations or conditions. It is
understood that this may not work in all situations and environments.
Lesson Plan Suggestions
Students will often times straggle in from changing in the locker rooms, therefore a traditional
instant activity at this time may be highly ineffective. Have some simple tasks for the students
to do that may be interesting to them, and can be done alone or in twos or threes. You can take
roll as students straggle in, and be ready for a traditional instant activity when the bell rings as
all students are supposed to be in the gym by a certain time or by the bell.
Example: Volleyball Warm-up
Have volleyballs out and ready to go. Put instructions on the wall that go something like this:
Please take a ball and practice your forearm bump to yourself. Focus on the cues:
elbows locked, hands together, and thumbs pointed at the floor. They are posted on
the wall just in case you forget. Find a spot on the wall and see how many
consecutive bumps you can get to hit this spot (may want to put targets up). If you
feel successful with this find one or two other people and go for a record bumping
back and forth. Use only bumps, any other kind of hit and you must start over on
your record.
Ken
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Applications
Refinements
Extensions
Stand
Open
Break
How
Same
Jump
Toss
Both
Can
Lesson
In
Depending
Assessment:
The
Have
closure.
Example:
Everyone
Today
As
This
should
A
Any
the
spike
the
next
effectiveness
team
final
you
overhead
the
many
close
arms
spike
segment
the
hand
straight
task
facing
middle
your
we
class
be
Focus
that
get
ball
jump
part
students
phase
that
stop
Game
Atlanta
Closure
worked
except
more
up.
to
that
hit
on
times
wrist
is
the
How
the
does
up
high
the
of
up.
you
of
how
with
higher
high
breaking
what
and
is
of
ball
and
the
game
like
wall
the
over
floor
can
jump
not
of
gold
help
into
not
do
on
your
were
hit
this
hitting
and
gym,
you
to
as
your
lesson
portion
IState
spiking,
you
with
and
hit
go
the
with
like.
can
the
know
medal
you
bounce
aactivity
lesson
hit
on
up
are
with
few
over
you
meet
lesson
ball.
toss
air,
aelbow
you
for
and
the
an
The
bring
hit
focus
doing
volleyball
of
and/or
inches
finals
an
and
have
the
bring
open
and
is
spiking
ball
break
off
hit
the
heading
lesson
is
games
will
open
in
high.
should
rope
going
tomorrow
the
and
hit
ball
to
already
hand.
expert
the
show
your
off
your
depend
the
in
wall
focus.
hand
dodge
gather
that
between
cannot
higher
equipment
for
the
you
ahave
arms
wall
what
wrist,
row?
analysis.
straight
with
students
the
set
ground
cannot
may
we
Spiking
on
ball
all
get
ain
(close
up
down
locker
the
both
brisk
the
what
will
bringing
of
the
play
is
numerous
you
and
back
students
get
before
the
ball?
your
play
air?
learn
to
palms.
and
dodge
the
pace.
room
out.
ityou
get
equipment
the
to
for
should
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use
students
your
you
what
ityou?
floor)?
out.
You
you
have
ball.
5-10
Lift
standards
set
them
hand
make
for
you
for
can
allow
may
both
learned
minutes.
have
into
to
this
the
down
have
contact
only
help
arms
with
for
the
next
learned.
in
any
learned
maximal
you
want
over
bins.
up
athis
class.
with
slanty
one
at
jump
the
to
Please
You
lesson?
the
in
the
on
This
spend
ball.
practice
You
rope
class
same
need
one
ball.
come
should
are
5-10
(or
conversations
today.
time
toopportunities
the
net)
know
over
minutes
be
and
commentator
As
between
extremely
here
what
toss
I went
in
when
with
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they
this
and
the
aro
ba
qs
You can now do a group instant activity that is fun and gets the students communicating and
engaged in your lesson.
Example: Instant Activity: Partner pull-up
Sit down facing a partner quickly. Clasp wrists and see if you can pull each other up at the same
time. Find another pair and see if you can pull 4 up at one time. If you get 4, go to 8, etc.
You will notice that this activity has nothing to do with volleyball. This part of the lesson may
or may not relate to the lesson focus which is coming up next. These activities tend to motivate
and energize the class, and usually take 2-3 minutes.
You have your students where you want them now. Thus, it is time for a set induction to
engage their minds in your lesson.
Example: Set induction for spiking (your lesson focus).
Do you remember watching volleyball in the Olympics this summer. What is one of the most
exciting ways that players scored points in the Olympic Volleyball games? That's right, spiking!
Today we are going to learn how to spike the volleyball so that we too can score this way.
The next part of your lesson is: The lesson focus!
Planning the lesson focus is very much like developing an elementary lesson plan. You have a
skill that you would like to focus on and teach for the day. Teach one cue at a time and keep a
brisk pace so that students do not become bored. A bored middle school student can become
your worst nightmare in a hurry. Take this into account by having numerous application tasks,
refinement cues, and extensions of tasks. Shoot for middle of the road, and vary the tasks to
meet the needs of the more and less skilled.
On the next page you will find an example of this in a format that should look very familiar to
you. It is by no means complete, but gives you an idea of how this might be approached at this
level. A highly skilled student might go through these 5 in 2-3 minutes, whereas a less skilled
individual may continue to work their way up to application #2 in 5 minutes.
**It is extremely important during this part of the lesson to focus on individual skill
development by using the cues for feedback. Students will improve if they focus on their own
individual skill development versus comparing themselves to their peers. Middle and high
school students are heavily into social comparisons at this time, and we should not compound
this problem by magnifying it by the design of our lessons.
Example: Spiking lesson focus