UTEP PETE Learning Experience Template

University of Texas at El Paso

Kinesiology Physical Education Teacher Education

Kinesiology 4321: Teaching Secondary Physical Education

Learning Experience Plan

Teachers: Randall Ramos Date: 5/18/20
Grade Level: 9-12 Time: 9:00-10:00 am
Activities: self-defense Number of Students: 13
Equipment:
Equipment provided by me:
Facility: Home

OBJECTIVES (2-3 per domain):

Psychomotor:
1. Students will be able to learn and improve balance position while working
on different defensive situations.
2. Students will be able to understand and perform the basic defensive
movements.

Cognitive:
1. Students will be given the opportunity to practice in whatever order they
choose.
2. Students will be able to explain the benefit from learning self-defense.

Affective:
1. Students will gain more self confidence in being able to defend
themselves.
2. Students will be able to respect the activeness of self-defense and further
pursue other classes.

TEKS:
(1) (A) apply physiological principles related to exercise and training such as warm-
up/cool down, overload, frequency, intensity, specificity, or progression
(1) (B) apply biomechanical principles related to exercise and training such as force,
leverage, and type of contraction.
(4) (C) demonstrate the skill-related components of physical fitness such as agility,
balance, coordination, power, reaction time, and speed

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UTEP PETE Learning Experience Template

National Standards:
(S2.H2.L1) Uses movement concepts and principles (e.g., force, motion, rotation)
to analyze and improve performance of self and/or others in a selected skill.
(S2.H3.L1) Creates a practice plan to improve performance for a self-selected
skill.
(S3.H4.L1) Evaluates - according to their benefits, social support network and
participation requirements activities that can be pursued in the local environment.
(S5.H2.L2) Chooses an appropriate level of challenge to experience success and
desire to participate in a self-selected physical activity.

DIAGRAM AND PRE-CLASS ARRANGEMENT (include specifics):

Defensive drills:

Free Flow:

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UTEP PETE Learning Experience Template

Lesson Plan Content

Time Content Development Management 1. Task Analysis
and Safety; 2. Teaching
includes cues/Refinement
Transitions
SET Induction/HOOK START SIGNAL:
Today you all will learn some Start of music/ 1
basic self-defense techniques. whistle
There are benefits of learning
self-defense, other than STOP SIGNALS
protecting yourself. You can Stop music/ 2
9:00 improve your balance, whistles
to confidence and physical and
9:02 mental health.
(2 Transition 1:
mins) Attention Getter: Students will meet
Explain attention getter and try it me in the middle of
out. (2 claps/ whistles) the gym for
instruction.

ORIENTATION CUES:
For the lesson today we will go SAFETY: Try to bring knees to
over several basic defensive Don’t move too fast chest.
moves that can help yourself in Don’t use all your Keep leg straight when
certain situation. We will practice strength kicking.
the skills and have an activity to Allow partner to Get to 90-degree angle
further practice such skills. perform move before pushing up.
Possible Student
WARM-UP (includes Clarification Refinement:
purpose) Some clarification Take your time to warm
9:03- up.
9:10 Start off by jogging in place or on the arm up might
small laps -45 sec to 1 min be the shoulder Perform each exercise
(7min)
High knees – 20 taps, I will correctly.
Pushups -12 demonstrate or
Shoulder taps – 30 show a video/
pictures to show
Toe touches – 30 sec
how to perform it.
Stand straight kick – 20
Jumping jacks - 25
Possible Modification
Needed
Some modifications
will be doing
pushups on your
knees or at an
incline. Straight
kicks can be raising
leg(s) as far up as
possible.

LESSON FOCUS/SKILL
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UTEP PETE Learning Experience Template

BUILDING ACTIVITY
I will explain each defensive Transition 2: CUES:
9:11- technique and them Students will meet
-Start in balance
9:31 me in the middle of
demonstrate it or the students to position.
(20 the gym.
mins) see. -End in balance
Balance position – feet shoulder position.
width apart, dominant foot back. -Keep hips at 45-
Weight even distributed and degrees.
weight on the balls of your feet. SAFETY: -Twist body when
Hips turn 45-degrees to Don’t go fast kicking or hitting.
assailant. Arms are up, elbows Don’t use full
tuck, fists clenched or open strength
Allow for partner to Refinement:
hand. Stay aware of
perform move.
Straight across wrist grab (single surroundings.
hand) – balance position. Stay focused.
Establish distance between you keep on trying move to
and the attacker by backing Possible Student understand it.
away/ resisting attacker. Turn Clarification
thumb side of hand toward Students may need
weakest link of attacker. Pull extra clarification
your hand through attacker’s with each move. I
weakest link- sideways motion, will have them
not a tugging motion. Balance partner up and
practice one at the TASK ANALYSIS:
position and back away.
same time while I Students will be
Release from lapel and choke – walk around and
lower balance position. Once visually assessed. I will
observe and give
balance has been attained, you feedback. be looking for how their
swim through the assailant’s hips are facing their
grasp by reaching up and over Possible Modification partner. I will also be
the attacker’s arms with one of Needed looking for their
your arms. Once tour elbow Some modifications balance position before
I will have for and after a move is
risen above the attacker’s arms.
students is to move performed. And if they
You aggressively drive your at a slower pace.
elbow down and to your side. are crossing their feet
Establish a
The power generated is typically dominant position or not. I will also be
enough to break a wo hand lapel the student is looking for how bring
grab or choke hold. comfortable with and their arms or legs
Knee lift – balance position. work from that. forward to perform a
Square hips to assailant. Raise strike. If it looks
leg so thigh is parallel to ground. comfortable or
Front snap kick – balance awkward.
position. Square hips to
assailant. Raise back leg so
thigh is parallel to ground.
Extend leg toward target. Kick
with ball of foot (toes up).
Open hand blow – balance
position. Square hips to
assailant. Pull back arm (striking
arm) into position while
establishing open hand. Strike
target (similar to putting a shot)
Backward elbow blow – balance
position. Drive back foot
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UTEP PETE Learning Experience Template

between assailant’s legs. Extend

some-side arm straight out with
palm up (leg and arm are in
opposition). Make fist and cover
with other hand. Drive elbow
back into solar plexus of
assailant. Continue to strike.

Students will find a partner to

practice drills with or perform
them individually. If individually
they will have to imagine certain
situations.

Students will practice each drill

10 times each one.

DIFFERENTIATION
Students will be given time to be
able to go through the drills at
their own pace. So that they can
learn the correct form and be
able to practice that for a well
enough time to learn the move.

STUDENT EXPECTATIONS:
I expect students to be fully
engaged but still on the
uncomfortable side of trying new
moves. I also expect them to be
able to perform the general moves,
but just have a few minor
adjustments to work on.

Psychomotor:
Students using the proper balance
position as well as strikes and
releases.
Cognitive:
Students who are watching their
partner perform the move, will be
able to see it first hand to further
learn.
Affective:
Students will learn something new
and be able to further learn skills.
And will be more confident in
themselves.
Time Content Development Management 1. Task
Analysis
2. Teaching
Cues/Refine
ment
SKILL APPLICATION Transition 3: CUES:
ACTIVITY Students will meet Stay in balance
me in the middle of
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UTEP PETE Learning Experience Template

9:32- Free flow activity. Individually you the gym. position.

9:42 will practice each defensive Keep arms up.
(10 movement we went over. Like Don’t cross your feet.
mins) shadow boxing you will imagine Move same side foot
an assailant coming at you or first.
SAFETY:
attacking from behind. Whatever Keep safe distance
move you choose you will from objects and Refinement:
perform and then back away and people. When getting tired
side shuffle in a half circle ending Be aware of keep simple positions.
in balance position. When moving surroundings. You don’t have to start
side to side, whatever side your Don’t perform fast.
moving towards the same side movements at full Slow down
foot moves first and the other speed. movements if getting
follows. The same goes for confused.
Possible Student
moving back for forward. Stay focused.
Clarification
Students will
Set a timer for 10 mins and probably need TASK ANALYSIS:
practice performing the moves clarification on the I will visually overserve
and moving. Keep balance in whole activity. I will the students. I will be
mind while moving. show a looking for how they
demonstration and begin and end in
DIFFERENTIATION then have some balance position. How
Students will be allowed to students try it while I they move in balance
explain to the class position. And how they
practice at their own pace. They
what to do. perform each defensive
will also be able to ask questions
technique, and if they
on what to do or how to perform Possible Modification should speed up or slow
something. I will also have more Needed down.
complex drills if needed. Some modifications
I will have if for the
STUDENT EXPECTATIONS: students to move
I expect students to look awkward slower. I will also be
and uncomfortable at first. But once able to modify the
they get focused on practicing the techniques to better
movements, they will start to gain an compliment how the
understanding of striking or breaking student is able to
a hold and escaping. move their body.

Psychomotor:
Students working on their defensive
movements while working on
balance as well.
Cognitive:
Students creating different situations
in their head, and being able to
determine which movements to use.
Affective: Transition 4:
9:43- Students will be able to gain extra Students will meet
9:49 focus in situations from practicing it be in the middle of
(6min with a partner or individually. the gym for closing
s) remarks.
Debrief/Closing/Cool Down
(what, so what, now what):
Psychomotor (at least 2)
Can someone explain to me what the
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UTEP PETE Learning Experience Template

balance position is?

Can one of you show me how to
perform the snap kick?

Cognitive: (at least 2)

Can someone explain why self-
defense is important?
How has practice helped you with
learning these techniques?

Affective: (at least 2)

How do you feel after learning these
new moves?
Do you feel like you may further
pursue other defensive classes?

Insight/Preview:
Next class we will be going over
yoga that its benefits.