UNIVERSITY OF MINNESOTA – TWIN CITIES
School of Kinesiology (2011)
Ultimate Frisbee
KIN 6596
Adapted from Resources by Keith Lambert (Fall- 2012)
1.
Title of the unit- Ultimate Frisbee
2.
Student characteristics and the implications of these characteristics for the unit
2.1 Grade level / previous experience
 This unit is designed for 9th grade students in the 9th grade physical education course
 Some students will have prior experience in Middle School classes while other will not.
 The length of this unit will be set so students have adequate practice time to develop the
skills related to Ultimate Frisbee and be able to play the game to practice their skills.
 Scoring and various strategies will carry over from the previous Football Unit.
 All students, regular education or with special education services, will benefit from
demonstrations, models, visuals, and watching their peers.
2.2 Class size / type of groupings anticipated
 Class size will vary from 25-35 students per class
 Individual, partner, small groups (3-5), and teams (6-7) activities are anticipated.
 Students will be allowed to pick partners and small groups during activities. During actual
gameplay and tournament teams determined by the teacher referring to the student’s skill
levels.
 Students at higher skill levels will be asked to demonstrate and peer-teach students of lower
skills levels.
 Regardless of skill level, all students will be expected to demonstrate good sportsmanship to
peers and teammates.
 Students will be encouraged each day to try their best at all skills and activities.
2.3 Level of development in all four areas (physical, social, emotional, and intellectual)
2.31 Physical
The physical development levels of students will vary greatly. This will be particularly
in their heights, weights and strength. At this stage of development students may have
not hit their growth spurts yet while others may be quite mature already. This will
cause times of awkwardness in coordination and may affect their agility and speed as
they go down the field as well as hand-eye coordination when trying to catch the
Frisbee. Some students have mastered the fundamental manipulative, locomotor, and
non-locomotor skills that are used within the game while others have not mastered
them. Emphasis will be placed on the mastery of catching and throwing skills. Students
may look to master either catching skills or throwing to help develop into a better
player for their team. Extra help will be provided to lower skilled students by the
teacher and those peers who have mastered the skills. Fitness elements pertaining to
health will be addressed regularly throughout this unit, specifically cardiovascular
health.
2.32 Social
The importance of peer groups will affect the students to generally stay close to their
friends and be reluctant to interact with students outside of that group. At this age
students also with demonstrate self-conscious about their looks while in physical
activity. In this 9th grade setting students will also experience many new faces from
different middle schools. Groupings will make by choice and assigned by the teacher.
Students will be encouraged to display good sportsmanship and to work cooperatively
with others and not just friends. Students will also be accountable to any put-downs
towards lower skilled students and are instead encouraged to accept the ability level
UNIVERSITY OF MINNESOTA – TWIN CITIES
School of Kinesiology (2011)
and be responsible to help them with skills they are struggling with. Focus will be on
interacting with teammates to develop better skills and strategies for in game
improvement. Competition will be added as motivation for some.
2.33 Emotional
At this level students strive for acceptance and a place within peer groups. Often times
students will suffer from low-esteem and behavior problems may arise due to low-selfesteem and the need for acceptance. Lack of participation could occur from students
who are embarrassed at their skills and from boredom of those with higher skills levels.
This could also result in behavioral problems from lack of motivation towards the
activity. All students will be encouraged to do their best and to accept the ability levels
of all other students. Students with higher skill levels might benefit from peer teaching
those with lower ability levels. All students will be role models to one another in the
classroom by making smart choices, keeping attitudes in the right place and by trying
their hardest each day. Ways to students to become good role models is to honor out of
bounds calls by players, recognizing a good play by either team, refraining from
inappropriate language and movements, and helping/ encouraging
classmates/teammates. Goal is to have everyone motivated to want to engage in unit.
2.34 Intellectual
At this level students now have the capability concrete and abstract thinking processes.
This includes but not limited to critical thinking, transfer of learning, high level
problem solving and development of strategies. The focus will be for students to apply
Ultimate Frisbee skills in developing specific strategies for the betterment of the team
and as a player. Students will learn this through auditory, visual and kinesthetic
learning techniques to increase the success rate of student learning and their abilities.
Peers and directed teaching may be needed to help those students who are being
challenge and not understanding skills and rules as well. Students with language
challenges may need additional assistance when rules and strategies are being taught as
well as on written tests. Visual aids and demonstrations will be critical to teaching
specific rules, strategies, and skills.
3.
Facilities and equipment
3.1 Space required [indoor / outdoor]
Outdoor Soccer/Football Field with four Ultimate Frisbee fields (on occasion 8 fields)
3.2 Surface markings required
Fields will be marked of by tall cones indicated out of bounds and two end zones
Cones used to mark off certain activities
3.3 Equipment and supplies required
35 Frisbees
36 tall cones
48 small soccer cones
8 foam footballs
20 mesh pennies
14 hula hoops
Poster size diagram of an Ultimate Frisbee Field
Clipboard
Whiteboard and markers
Whistle
Tournament Charts
Handouts of skill diagrams and cues
UNIVERSITY OF MINNESOTA – TWIN CITIES
School of Kinesiology (2011)
4.
Safety considerations & care of equipment
Previous established class safety rules and courtesies applied
Correct shoes while outside to prevent from slipping and turning ankles
Be aware of students around keeping arms distance away while practicing skill drills
Not throwing directly at person with strength when they are under 10 feet away
No stepping on or throwing Frisbee into ground upon frustration
Do not throw Frisbee away from field areas
No climbing, pushing, hitting and grabbing students while attempting to guard or catch Frisbee
No kicking or throwing cones
Be aware of field out of bounds and running into other fields as well as the track around fields
Retrieve errant Frisbees from other fields when play is not by errant Frisbee. Also make sure
students are aware of your presence on field by calling it out.
Keep Frisbees away from bleachers as well as any other equipment across the fields
Stay off fields that are in play if done early with a game.
5.
Subject matter content
5.1 Psychomotor skills in order of progression –
Forehand Throw
- Hold Frisbee with palm up. Make peace sign and hold Frisbee on rim with middle
Finger. Index finger should be pointing towards middle of Frisbee
- Bring elbow in of throwing arm with palm up and facing target
- Step toward target with opposite foot, snap wrists and fingers as you release
Frisbee
- Keep palm up through entirety of skill
Pancake Catch
- Two-handed Catch
- Have palms facing each other at right angles
- Get body in front of Frisbee
Rim Catch
- One or two-handed catch
- Used when Frisbee is above head or near ground
- Catch by using hand(s) on leading edge of Frisbee
Backhand Throw
- Use dominant hand- place index finger along edge of Frisbee, thumb on top
and other three fingers holding edge of Frisbee
- Bring disc towards body by curling arm back- make sure to keep disc level
- Extend Arm towards target, step with same foot as throwing with, and snap
Wrist as you release Frisbee
Throwing Power
Agility footwork and quickness
Throwing for Distance/Judgment of flight of Frisbee
Group passing
3 on 3 game play
Gameplay- teams of 6 vs. 6 (depending on size of class team sizes might vary)
UNIVERSITY OF MINNESOTA – TWIN CITIES
School of Kinesiology (2011)
5.2
5.3
Cognitive - knowledge, rules, strategy
5.21 Rules
Field of Play- traditional field – 70 yards by 40 yards with 25 yard end zones
Initiate Play- start in respective end zones- defense throws to offense
Scoring – When team passes into end zone
Movement of Disc- No running with disc must pass within 10 seconds
Change of Possession- When pass not completed (out of bounds, drop, block
or interception occurs)
Non-contact- No physical contact between players
Fouls- when a player initiates contact another player a foul occurs. When a foul
disrupts possession, the play resumes as of the possession was retained. If
player committing foul disagrees with foul call, play is redone
Self-refereeing- Players are responsible for their own foul calls and line calls,
players resolve their own disputes.
Spirit of the game- Ultimate Frisbee stresses sportsmanship and fair play.
Competitive play is encouraged but should adhere to rules, keep respect among
all players and basic joy of play.
5.22 Ultimate Frisbee skills
Cue words for catching and throwing skills
Knowledge throwing power, judgment of flight, and passing skills
Situations for use of correct runs, catches, and throws
5.23 Basic etiquette of Ultimate Frisbee
Ability to come to fair compromise on disputes
Honor fouls and line/out of bound calls from all players
5.24 Basic Ultimate Frisbee Strategy
Use of quick short passes to effectively move disc down field
Use of long throws only when needed and has can to be effective
Using players in position suited for them- better throwers throw disc while better
catchers make runs and catch disc
Communicate with teammates
Balance across the field- spread out players to keep from clustering
5.25 Skill related fitness concepts used in Ultimate Frisbee
Agility
Reaction time
Endurance
Anaerobic/Aerobic power
Affective - attitudes, values, appreciation
5.31 Adherence to all class rules and directions
5.32 Proper use and handling of Frisbees and cones
5.33 Sportsmanship- being respectful of other students of all ability levels, demonstrate
positive behavior when handling disputes and honoring calls
5.34 Positive attitude towards exercise by participating in class activities
5.35 Encouragement through working cooperatively with all students
5.36 Fun and enjoyment of physical activity
5.37 Respect safety of others by following rules and safety precautions
5.38 Value the game as an activity to engage in vigorous physical activity
UNIVERSITY OF MINNESOTA – TWIN CITIES
School of Kinesiology (2011)
6.
Learning activities - teacher/student activities to be used in order to achieve the objectives - all
activities should clearly reflect the requirements or purpose of the unit
6.1 Psychomotor - drills, lead-up games, stations, task cards, tournaments, etc.
6.11 Teacher and student demonstration of each skill taught
6.12 Partner throwing and catching drills to practice skills across from one another
6.13 Lead up activities to practice particular skills and strategies
6.131 Long distance throws two partners in cone boxes across field
6.132 Hula hoop target practice
6.133 Keep away within box with teams of three
6.14 Mini ultimate Frisbee game on smaller field with teams of three
6.15 Round robin tournament of smaller teams using Sport Education Model
6.2 Cognitive - explanations, visual aids, study sheets, tests
6.21 Skills taught individually, skills learned through explanation and broken down cues to
each skill
6.22 Ultimate Frisbee handout that includes the rules, dimensions and cues to each skill
6.23 Testing through demonstration of skills- rubric attached at bottom
6.24 Teacher developed questions pertaining to Ultimate Frisbee (skills, rules & strategies)
6.25 Final test based on the rules, skills, and strategies of Ultimate Frisbee
6.3 Affective - activities, strategies for implementation
6.31 All students will all serve as Referees for their games
6.32 Students will be placed in teams of differing ability levels
6.33 Discussion to encompass all aspects of Ultimate Frisbee
6.34 Students will effectively use communication skills to solve disputes
6.1 Lickety-Split Frisbee
Citation
Frisbee® Games & Activities (2010) Retrieved July 30th, 2012, from
http://www.nrgbalance.org/documents/Frisbee-Games-Activities.pdf
Explanation: Students will find a partner and stand a determined distance apart such as 15
feet. Object is to throw discus back and forth and successfully catch Frisbee in 2 minutes.
Team scores a point for every successful pass and catch.
Diagram:
Related Objective:
Psychomotor- students will use proper form when using different throwing
and catching skills
Modifications:
Catching disc under a leg, behind the head, or with one hand earns two points
Shorter or longer rounds as well as shorter or longer distance between partners
Safety:
Make sure to stay two arm’s length away from other students on respective sides
Keep throwing power down during short distances
6.2 Long Toss Relay
Citation
O’Neil, T. (March 2012). In conversation during student observation of Ultimate Frisbee
unit at North St. Paul High School with high school physical education teacher. North St.
Paul, MN.
Explanation: Students will be placed groups of 6 and find one of the five fields for this
activity. Fields will be set up in triangular fashion with triangles made out of cones at each
point. Triangles will be set up 30 yards away from one another. One player will be each
triangle From a team while the other three sit out. Groups switch players in triangles after a
round. Object is to pass disc from each other in a clockwise fashion. Groups score for every
Successful time the disc makes it back to the starter. If pass is dropped or goes out of
UNIVERSITY OF MINNESOTA – TWIN CITIES
School of Kinesiology (2011)
triangle boundary, player closet grabs it and becomes the starter. Rounds will be 1 and
a half minutes. Each group will combine their scores from each round.
Diagram:
Related Objective:
Cognitive- students will use knowledge of throwing power and accuracy for the betterment
of their throws
Modifications:
Have two players in each triangle. These two will be on opposite teams. Goal is starter to
pass to teammate in other triangles successfully. Scoring- if successful pass is made.
Safety:
Adequate space must be provided between fields
Proper safety techniques when playing modified game.
6.3 Distance Competition
Citation
Disc Skills, Games, and Activities- © Australian Flying Disc Association (2012)
Retrieved July 30, 2012 from
http://www.afda.com/resources/Disc+Skills,+Games+and+Activities.pdf
Explanation: students will get into groups of 4 each having a disc. Cones will be set
up as a throwing line. Students will go one at a time in their groups upon instruction.
Farthest throw wins in the group. Students will be instructed when to retrieve discs.
Diagram:
Related Objective:
Psychomotor- students will use proper form of throwing skills to achieve further
throws
Modifications:
Only forehand or backhand throws
Throws measured by where they land, not where they stop
Place hoops in field to promote as targets
Safety:
Students adhere to rule that they only retrieve discs when teacher instructs
6.4 Double Box
Citation
Disc Skills, Games, and Activities- © Australian Flying Disc Association (2012)
Retrieved July 30, 2012 from
http://www.afda.com/resources/Disc+Skills,+Games+and+Activities.pdf
Explanation: Same as Ultimate Frisbee but with teams of three. Fields will be the
size 20 yards in width and 20 yards in length with two 5 yard end zones. Teams use
same rules as ultimate apply. Score by catching disc in end zone. Pennies will be
provided for half of students. Switch teams to different fields after 5 minutes of play.
Diagram:
Related Objective:
Cognitive- knowledge of the strategy to use short quick passes to move disc
successfully down field to score.
Modifications:
Larger or smaller fields
Allow only one teammate into an end zone
Use foam football instead of a Frisbee- used to help teach rules and strategies
Safety:
Adhere to all rules of Ultimate Frisbee
Non-contact means no contact at all between players
UNIVERSITY OF MINNESOTA – TWIN CITIES
School of Kinesiology (2011)
6.5 Frisbee Tossback
Citation
Frisbee and Volleyball Activities (March 2009) Retrieved July 30, 2012 from
http://www.peuniverse.com/Clipboards/ClipboardDetails/tabid/81
/IndexID/3874/Default.aspx
Explanation: students will partner up with one other person. Students will line up across
From each other to start. After each successful throw and catch made one student will move
back one step. Goal is for student stepping back after each successful throw/catch to reach
line marked off by cones.
Diagram:
Related Objective:
Affective- teams will adhere to only one step back by not cheating by taking more than one
step and only stepping when a successful throw/catch occurs.
Modifications:
Have students start at goal line and instead stepping back step forward for a successful
throw/catch
Make teams of three instead of two
Safety:
Allow 10 feet of distance between other students on different teams
Call out errant Frisbees if they are going at someone who is unaware of it.
7.
Unit calendar - block plan –Provided at bottom of unit plan
8.
Lesson Plans- Developed from Unit Plan activities and objectives
9.
Assessment and Evaluation - tools or procedures which will indicate when the behavior
specified in the unit objective has been achieved
9.1 Psychomotor - skill tests, task completion, checklists, rubrics
9.11 Skill tests- during tournament time observe and if necessary take students aside to
demonstrate ultimate Frisbee skills. Skills rubric on bottom of unit plan entails
scoring within each skill.
9.12 Task completion- successfully score and participate in all activities and games.
9.13 Checklist- Individuals implement rules of the game.
9.2 Cognitive - written tests, strategy implementation, verbal response
9.21 Ultimate Frisbee Handout with worksheet
9.22 Final test of rules, skills and strategies
9.23 Verbal response to teacher when recalling elements of the game
9.3 Affective - cooperation, respect, etc.
9.31 Proper handling of all equipment especially Frisbees used
9.32 Positive attitudes for respect and cooperation with all other students. Lack of
Participation and negative attitudes will effect participation grades.
9.33 Follow rules of all activities- cheaters will be marked
9.4 Overall grading scheme/weighting for the specific unit and how the unit fits into the overall
quarter, trimester, etc. evaluation plan
9.41 Participation points- 10 points will be awarded each day of unit. Loss of points consists
not dressing properly (2 points), cooperation and respect for students (2 points),
adherence to rules of activities (2 points), and participation (4 points).
10x 10= 100 points total for unit
9.42 Skill assessments (use skill rubric)
Forehand throw- 4 points possible
UNIVERSITY OF MINNESOTA – TWIN CITIES
School of Kinesiology (2011)
Backhand throw- 4 points possible
Pancake catch- 4 points possible
Rim Catch- 4 points possible
Demonstration of throwing power variations- 4 points possible
9.43 Cognitive assessments
Ultimate Frisbee Worksheet- 5 points possible
Final test- 10 points possible
9.44 Demonstration of proper knowledge of rules, skills, strategies while in various
Tournaments- 25 points possible
9.45 Make-up points- Written summary of activity performed outside of class for each day
of excused absences- maximum two days . Unexcused absences will follow School
Policy Guidelines. Excused absences exceeding two days will be dealt with through
Department Policy. Maximum of 20 points possible.
9.46 Summary of Point/Grading scale of 150 points
135 points and above = A
120 points and above = B
105 points and above = C
90 points and above = D
9.47 This is one of five units during the course of a trimester. Each unit carries a weight of
150 points. Another 100 points for a trimester are based on fitness elements.
10.
11.
Motivation techniques - strategies used to promote enjoyment, success, and adherence
10.1 Intrinsic - success, challenge, self-confidence, etc.
Activities will be set up to the favor of ability levels of the students. Activities will allow
each student to enjoy them their way. Examples include allowing them to pick friends for a
lot of the activities most likely placing them with someone of their skill levels and letting
them go at the pace they choose while performing the activities. Students will also be
encouraged to challenge themselves within the activities.
10.2 Extrinsic - competition, awards, unique drills / warm-ups, etc.
Each activity is set up to challenge students with each other and against one another.
Activities are set up to challenge students against each other either in teams or groups.
Tournaments will be set up to provide competitive situations and allow them to utilize all
of their skills. Awards will be provided to winners of tournaments and those how displayed
sportsmanship by adhering to rules the greatest. Warm-ups and activities will be
continuously be switched to enhance levels of participation.
Relationship to Standard(s) at the appropriate level – either District or NASPE
11.1 NAPSE standards- All standards met throughout 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 activity
Standard 3: Participates regularly in physical activity
Standard 4: Achieves and maintains a healthy enhancing level of physical fitness
Standard 5: Exhibits 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
11.2 Explain the relationship of the unit plan to the standard(s)
These standards were though of throughout the process of creating this Unit Plan. The goal
of this unit was to reproduce effective use the developmental categories of psychomotor
skills, cognitive skills, and affective skills. Through correct teaching and implementation of
UNIVERSITY OF MINNESOTA – TWIN CITIES
School of Kinesiology (2011)
these categories as they relate to the game it allows all standard to be met by participation
in the activities and games. The unit was designed so that students could demonstrate
achieving these standards through adherence of the activities and participation.
12.References - minimum of four resources used in developing the unit with complete citation
Frisbee® Games & Activities (2010) Retrieved July 30th, 2012, from
http://www.nrgbalance.org/documents/Frisbee-Games-Activities.pdf
O’Neil, T. (March 2012). In conversation during student observation of Ultimate Frisbee
unit at North St. Paul High School with high school physical education teacher. North St.
Paul, MN.
Disc Skills, Games, and Activities- © Australian Flying Disc Association (2012)
Retrieved July 30, 2012 from
http://www.afda.com/resources/Disc+Skills,+Games+and+Activities.pdf
Frisbee and Volleyball Activities (March 2009) Retrieved July 30, 2012 from
http://www.peuniverse.com/Clipboards/ClipboardDetails/tabid/81
/IndexID/3874/Default.aspx
National Association for Sport and Physical Education. (2004) Moving into the future:
National standards for physical education (2nd ed.). Reston, VA: Author.
High School PE lesson ideas- TGFU Grid Ultimate Frisbee (Winter 2006) Submitted by
Duell, K. E., Retrieved July 30, 2012 from
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=6802
Spletzer, E. (2009) Pickle-ball- A sample unit plan. Retrieved July 30, 2012 from
https://moodle2.umn.edu/course/view.php?id=5172
Lund, J. L. & Kirk, M.F. (2010-2nd ed.). Performance assessment for middle and high
school physical education. Champaign, IL: Human Kinetics. ISBN-13:
9780736083607
UNIVERSITY OF MINNESOTA – TWIN CITIES
School of Kinesiology (2011)
Keith Lambert
Unit: Ultimate Frisbee block plan
Day 1
Content
P- practice of
throwing and
catching skills
C- Basic cues
words to skills
A-Practicing skills
at safe distance
from others
Objectives
P- Gain a basic
feel for throwing
and catching
skills
C- Understand
what cues words
are for
A-properly
handle and
throw Frisbee
Activities
-teacher
demonstration of
skills
-Partner
throwing and
catching drills
- Activity 6.1Lickety-Split
Frisbee
Day 2
Content
P-practice
throwing and
catching skills,
implement long
distance throws.
C- Gain a
knowledge of
throwing power in
different throwing
skills
A-proper safety
techniques when
throwing around
classmates
Objectives
P- develop
throwing skills
through
implementation
of longer throws
C- understand
when to use long
throws
A-demonstrate
proper safety
around students
Activities
-Partner throwing
and catching
-Long distance
throws with
partners across
field in cone
boxes
-Activity 6.3Distance
Competition
University of Minnesota- Kinesiology Department
Grade- 9th
Summer 2012
Day 3
Content
P- practice
throwing and
catching skills
while working on
agility and
coordination
through
movement
C- Gain knowledge
about using long
throws and how to
aim
A-understand
sportsmanship
between other
students
Objectives
P- demonstrate
ability to run and
catch disc as well
as throw from that
spot
C- understand use
of long throws as
well as
demonstrate
knowledge about
accuracy/aiming.
A-Use acceptable
behavior while
participating in
activity
Activities
-Partner Catch
-hula hoop target
practice
-Activity 6.2-Long
Toss Relay
Day 4
Content
P- practice
passing skills as
a group
C- gain
knowledge
about different
strategies on an
individual
A-adhere to
directions and
rule of activity
Objectives
P-use throwing
and catching
skills as a group
of students
effectively
C-demonstrate
strategies to
improve
success of
passes
A-follow rules
and directions
by not cheating
Activities
-Three person
catch
-Keep awayteams of three
-Activity 6.5Frisbee
Tossback
(modified
version with
three players)
Day 5
Content
P- practice all skills
of Ultimate and
gain feel for
gameplay
C- Learn rules of
Ultimate Frisbee
etiquette of the
game
A-adhere to rules
and directions, use
encouragement,
and positive
sportsmanship
Objectives
P-Demonstrate
ability to play
ultimate Frisbee
as a team
C-understand
rules while in
gameplay
A-follows rules of
the game.
Demonstrates
proper etiquette
and
sportsmanship
Activities
-Teacher
demonstration of
rules and
strategies
-Team Catch (6
players-split into
3’s after
completed)
-Activity 6.4Double Box
-Ultimate Frisbee
handout
UNIVERSITY OF MINNESOTA – TWIN CITIES
School of Kinesiology (2011)
Day 6
Beginning of
Class- review
of handout
Teacher
instruction of
ways to
improve for
students
Content,
objectives and
Activities stay
the same as
Day 5
Added
Activities
-Double Box
will be played
in round robin
tournament
format with
teams selected
by teacher
Day 7
Content
P-use of
throwing and
catching skills in
game
C-use strategies
in gameplay.
Remembering
rules and
etiquette
A-adhere to
rules, respect
safety of
students,
participate as an
active member
of your team
Objectives
P-use of skills to
score within
game
C-implement
strategies during
gameplay and
demonstrate
etiquette
A-follow rules of
game, handle
disputes
positively, show
active
participation
Activities
-Team warm-up
of skills
-Ultimate
Frisbee games
on four fields
Day 8
Content
Same as Day 7
Objectives
Same as Day 7
Activities
-Team warmup of skills
-Start of
Ultimate
Frisbee
tournament of
8 teams as set
up by teacher
Day 9
Content
Same as Day 7
&8
Objectives
Same as Day 7
&8
Activities
-Team warmup of skills
-Continue
tournament
between
teams
Day 10
Content
P-use of throwing and
catching skills with proper
cues
C-recall all skill cues, rules
and strategies in gameplay
A-adhere to rules, respect
safety of students, positive
sportsmanship/cooperation,
value game as a fun and as
physical activity
Objectives
P-Demonstrate cues of all
skills
C-demonstrate rules and
strategies as well as proper
cues
A-demonstrated proper
adherence to
sportsmanship, rules, and
cooperation in gameplay.
Activities
-Final Test
-Tournament play- final
matches
-As tournament is play- skill
assessment of students
-Closing discussion about
Ultimate Frisbee
UNIVERSITY OF MINNESOTA – TWIN CITIES
School of Kinesiology (2011)
Skills Rubric
4- Student performs skills with no or few observable errors in
technique
3- Student performs skills with good technique and has most aspects
of skills down. Student also shows ability to self-correct errors
2- Student performs some techniques of skills with many errors.
Student needs assistance to help correct errors
1- Student performs skills ineffectively and unable to perform
correctly. Student requires assistance from others to participate
Table used to score skills example
Student
Keith
Jim
Forehand
Throw
4
4
Backhand
Throw
2
4
Pancake Catch
Rim Catch
4
2
3
1