Jazlyn Vereen & Spencer Robles

University of South Florida

PET 4442 - Secondary Instructional Design & Content
Sport Education Model Unit Plan
Target Games - Bowling

Class Demographics
 9th Grade
32 students
Low skilled students
Content depth vs. content breadth philosophy
Lessons are 60 minutes long - plan for 40 minutes of instruction

A. Game Analysis:

The sport we will be working on is a target game and more specifically, bowling. It is
important to teach this sport in physical education because it is a great indoor activity that
allows the student to improve their skills individually rather than rely on teammates.
Bowling is something that a lot of students do on field trips or during birthday or family
events. Additionally, students gain skill-related fitness components as well as learn about
sportsmanship. Staying positive during bowling and displaying good sportsmanship
during this unit is vital in teaching the students life lessons of overcoming adversity and
displaying a positive mindset inside and outside of the classroom.

B. Game Dynamics:

Modified rules
● Five frames instead of the typical 10 frames of bowling.
● Ramps available for students with disabilities to allow for a higher success rate.
Modified equipment
● Hollow/Weighted Bowling Pins
● Rubber Bowling Balls
● Lanes
Modified boundaries
● Boundaries will be displayed using a bowling mat laid out on the gym floor
● Students will start at a distance 10 feet closer to the pins.
Scoring scheme
● Strikes will be marked as “X”
● Spares will be marked as “/”
● When a strike is bowled, the bowler is awarded the score of 10 (for knocking
down all ten pins), plus he gets to add the total of his next two rolls to that frame.
● For a spare, the bowler gets the 10, plus the total number of pins knocked down
on the next roll only.
Modifications to prevent domination, foster equal participation
● Students are allowed to bowl closer to the pins if needed and can use bumpers.
● If a student rolls a strike, that student must allow another teammate to bowl for
them on their next bowl.
Size of teams (based on class demographics)
 ● 8 Teams of 4 students = 32
Duration of games (consider instructional time)
● Games will last from 15-20 minutes. This will allow for all the students to bowl
and get at least 5 frames (if not more) in.
Number of teams and why
● 8 teams
● This allows students to have maximum participation
How teams will be selected and why
● Teams will be selected randomly at the beginning of the unit by picking numbers
out of a hat. This allows for total randomization and staying away from one or
two teams becoming dominant.
Plan for progressively removing modifications throughout season
● Throughout the season, teams will start to move back to the standard bowling
distance.
C. Other duties

List the other duties that students will assume during the unit/season
● Target Judge
● Pin Restacker
● Ball Returner
● Safety Judge

Describe what each other duty will entail

● Target Judge - Determine specific point values of bowls.
● Pin Restacker - Replace struck pins to appropriate positions.
● Ball Returner - Returns bowling ball to rolling area. Records pin count
● Safety Judge - Make sure participants are behind the shooting line. Determine
when participants may resume bowling.

Types and number of other duties are dictated by the sport and number of team members
● Scorekeeper - Writes down the score of the bowler.
● Technique Coach - Watches and studies the bowlers technique and strategy.
● Conflict Resolution Team - Solves issues in scoring and fouls during a game of
bowling.
● Photographer (if available)

D. Miscellaneous Sheets

Season schedule
Day 1 (Pre-season) Team Formation & intro to bowling

Day 2 (Pre-season) Role Stations & Binders

Day 3 (Pre-season) Practice Skills

Season / Day Game # Lane Home Team Away Team Duty Team

Regular Season 1 1 Blue vs. Red Orange

Day 1

1 2 Purple vs. Yellow Green

2 1 Green vs. Orange Red

2 2 Blue vs. Purple Yellow

Regular Season 3 1 Yellow vs. Green Purple

Day 2

3 2 Orange vs. Red Blue

4 1 Blue vs. Yellow Green

4 2 Purple vs. Red Orange

Regular Season 5 1 Yellow vs. Orange Purple

Day 3

5 2 Blue vs. Green Red

6 1 Red vs. Green Blue

6 2 Orange vs. Purple Yellow

Regular Season 7 1 Blue vs. Orange Green

Day 4

7 2 Yellow vs. Red Purple

8 1 Green vs. Purple Blue

8 2 vs.

Tournament 9 1 TBD vs. TBD TBD

Day 1
Tournament 10 2 TBD vs. TBD TBD
Day 2

Standings/statistics sheet

Tournament schedule

List of award certificates (provide one example)

● Tournament Champion - Team
● Top Game by Individual
● MVP
● Most Improved
● Top Conflict Resolution
● Best Scorekeeper
● Best Pin Restacker
● Best Safety Judge
Unit Focus/Content Area: Bowling Pre-Season (Day 1)
Lesson #: 1 of 8 Date of Lesson: N/A
______________________________________________________________________

Grade Level: 9th Cooperating Teacher (CT): N/A

Skill Theme: Target Games University Supervisor (US): Dr. Sara Flory
Interdisciplinary Focus: Force Prepared By: Jazlyn Vereen
______________________________________________________________________

Psychomotor:
State - PE.912.M.1.5 Apply strategies for self improvement based on individual
strengths and needs.
National - Standard 1. The physically literate individual demonstrates competency in a
variety of motor skills and movement patterns.
Objective - SWBAT demonstrate proper skills needed during the end activity.

Cognitive:
State - PE.912.C.2.24. Analyze the mechanical principles as they apply to specific course
activities.
National - Standard 2. The physically literate individual applies knowledge of concepts,
principles, strategies and tactics related to movement and performance.
Objective - SWBAT understand the concepts of the Sport Education model and also how
it is going to look during the entire bowling unit.

Affective:
State - PE.912.R.5.4. Maintain appropriate personal, social and ethical behavior while
participating in a variety of physical activities.
National - Standard 4. The physically literate individual exhibits responsible personal
and social behavior that respects self and others.
Objective - SWBAT act appropriately and respectfully during the entire class period

Teacher Objective: The teacher’s objective is to properly instruct and remind the students of
their roles when they’re playing and also not playing.
______________________________________________________________________

Assessment Plans:

Psychomotor:

· WHAT are you assessing? The student’s ability to use skills in tower takedown

· WHEN? (What Task #?) During the last task

 · HOW? (What tools are you using?) Teacher Observation.

Cognitive:

· WHAT are you assessing? The students understanding the sport ed unit

· WHEN? (What Task #?) During the closure.

· HOW? (What tools are you using?) Checking for understanding/discussion

Affective:

· WHAT are you assessing? The student’s ability to act appropriately and respectfully

· WHEN? (What Task #?) throughout the full duration of class.

· HOW? (What tools are you using?) Teacher observation

______________________________________________________________________

Materials Needed:
· 8 Bowling Lanes (mats)
· 80 Bowling Pins
· 100 Bowling Balls (various sizes)
· Whistle to cue students

Other Resources:
· Siedentop, D., Hastie, P. A., & Mars, H. V. der. (2020). Complete guide to sport education.
Champaign, IL: Human Kinetics.

___________________________________________________________________________________

Physical Safety Considerations:

· Appropriate footwear must be worn (no open toed shoes, flip flops, or sandals)
· Activity area must be free of all obstacles, and surface must provide safe footing and
traction
· Boundary lines must be communicated to students
 · Parts of the body to be tagged must be clearly defined (i.e., hands, arms, shoulders, back, side of
hips, legs)
Emotional Safety Considerations (ie. Grouping, skill level, student relationships…):
· Group students related to their skill levels.
· Try to group students of all genders together.
· Group students who work well together and try to keep students with outstanding issues
apart to avoid conflict.
How will you adapt/modify instruction and activities for students with disabilities?
· Autism- visuals, schedule board, token economy, peer buddy, assign less difficult skill themes
· Deaf- visuals, semi-circle, peer buddy
· VI- proximity from peers, peer buddy, physical guidance, sound sources
· ID- decrease running distances, assign less difficult skill themes, peer buddy
· OHI- decrease running distances
· Orthopedic Impairments- decrease running distances, assign less difficult skill themes
Pre-Class Set-up (Visual Diagram):

___________________________________________________________________________________

Instructional Plan

Task #1: Intro on Bowling

Time: 5-10 minutes
Materials/Equipment:
Description: Okay class we will be starting a bowling unit where we will be getting into teams and soon
competing in tournaments. Bowling goes all the way back to the 1600s in North America. It is one of the
most popular recreational activities in the United States. The objective of bowling is to score the most
points by knocking down pins with a ball rolled down a lane. Bowling can be played individually or
between teams (up to five players.) Most games last for about 10 frames but we will probably do about
5 frames per game so everyone has a chance to bowl.

Transition to the next task: Can i have one person please pass these sheets around to each student

Task #2: Rules Sheet

Time: 5 minutes
Materials/Equipment:
Description: The rules for our bowling season will be almost the same as regular bowling. Each player
will get two rolls per frame.
Scoring:
- The number of pins knocked down by the player’s first delivery is marked next to the small
square in the upper right corner of that frame.
- The number of pins knocked down on the second delivery is marked inside the small square
- If none of the pins are knocked down after two deliveries, the player marks the score sheet with
a minus sign.
- If a player scores a strike, mark an X in the small square in the upper right corner of that frame
- The final score for that frame is 10 plus however many pins are knocked down in the
next two deliveries
Fouls:
- A foul occurs when any part of the player’s body goes beyond the foul line during or after a
delivery
- If pins are knocked over, they will not be recorded

Task #3: Team Formation

Time: 2 minutes
Materials/Equipment: Teamshake
Description: Okay class we will now be getting into our teams that you will be with for the rest of this
season.
- Red
- Blue
- Yellow
- Purple
- Orange
- Green
- Pink
- Black
Now that you are with your teams, please pick your roles for the team and your responsibility roles
while you are the “duty” team. Additionally, pick names, think about a “jersey” or come up with
appropriate cheers for your team.

Transition to the next task: Now we will play one of our favorite games for the rest of the class.

Task #4: Tower Takedown

Time: 10-15 minutes
Materials/Equipment: cones, gator balls, tennis balls
Management:
Description: On each side, there are a row of cones with tennis balls on top of the cones. Students must
try to throw the gator ball across the court without crossing the center line and knock down the
opponent’s ball sitting on the cone (tower). A tower is completely destroyed once the tennis ball is off
the top of the cone. Students can also play defense and guard their towers by standing in front of them
and catch the balls as they’re being thrown. The team who knocks down all of the opposing teams tower
first wins.
Next round we’re going to add another rule: If you catch a ball while defending your tower, you are
able to rebuild one of your towers.

___________________________________________________________________________________

Lesson Closure (scripted): Are you excited to start this bowling season? Who can tell me some rules that
we will be following for bowling? What are some ways we can show positive sportsmanship? Okay next
class we will be getting with our teams to work on our team binders and watching some videos. Have a
great rest of your day!

Unit Focus/Content Area: Bowling Pre-Season (Day 2)

Lesson #: 2 of 8 Date of Lesson: N/A
______________________________________________________________________

Grade Level: 9th Cooperating Teacher (CT): N/A

Skill Theme: Target Games University Supervisor (US): Dr. Sara Flory
Interdisciplinary Focus: Force Prepared By: Jazlyn Vereen
______________________________________________________________________

Psychomotor:
State - PE.912.M.1.5 Apply strategies for self improvement based on individual
strengths and needs.
National - Standard 1. The physically literate individual demonstrates competency in a
variety of motor skills and movement patterns.
Objective - SWBAT demonstrate proper skills needed during the end activity.

Cognitive:
State - PE.912.C.2.24. Analyze the mechanical principles as they apply to specific course
activities.
National - Standard 2. The physically literate individual applies knowledge of concepts,
principles, strategies and tactics related to movement and performance.
Objective - SWBAT understand the concepts of the Sport Education model and also how
it is going to look during the entire bowling unit.

Affective:
State - PE.912.R.5.4. Maintain appropriate personal, social and ethical behavior while
participating in a variety of physical activities.
National - Standard 4. The physically literate individual exhibits responsible personal
and social behavior that respects self and others.
Objective - SWBAT act appropriately and respectfully during the entire class period
Teacher Objective: The teacher’s objective is to properly instruct and remind the students of
their roles when they’re playing and also not playing.
______________________________________________________________________

Assessment Plans:

Psychomotor:

· WHAT are you assessing? The student’s ability to use skills in practice

· WHEN? (What Task #?) During the last task

· HOW? (What tools are you using?) Teacher Observation.

Cognitive:

· WHAT are you assessing? The students understanding the sport ed unit

· WHEN? (What Task #?) During the closure.

· HOW? (What tools are you using?) Checking for understanding/discussion

Affective:

· WHAT are you assessing? The student’s ability to act appropriately and respectfully

· WHEN? (What Task #?) throughout the full duration of class.

· HOW? (What tools are you using?) Teacher observation.

______________________________________________________________________

Materials Needed:
· 8 Bowling Lanes (mats)
· 80 Bowling Pins
· 100 Bowling Balls (various sizes)
· Whistle to cue students
Other Resources:
· Siedentop, D., Hastie, P. A., & Mars, H. V. der. (2020). Complete guide to sport education.
Champaign, IL: Human Kinetics.

___________________________________________________________________________________

Physical Safety Considerations:

· Appropriate footwear must be worn (no open toed shoes, flip flops, or sandals)
· Activity area must be free of all obstacles, and surface must provide safe footing and
traction
· Boundary lines must be communicated to students
· Parts of the body to be tagged must be clearly defined (i.e., hands, arms, shoulders, back, side of
hips, legs)
Emotional Safety Considerations (ie. Grouping, skill level, student relationships…):
· Group students related to their skill levels.
· Try to group students of all genders together.
· Group students who work well together and try to keep students with outstanding issues
apart to avoid conflict.
How will you adapt/modify instruction and activities for students with disabilities?
· Autism- visuals, schedule board, token economy, peer buddy, assign less difficult skill themes
· Deaf- visuals, semi-circle, peer buddy
· VI- proximity from peers, peer buddy, physical guidance, sound sources
· ID- decrease running distances, assign less difficult skill themes, peer buddy
· OHI- decrease running distances
· Orthopedic Impairments- decrease running distances, assign less difficult skill themes
Pre-Class Set-up (Visual Diagram):

___________________________________________________________________________________

Instructional Plan
Introduction: Today you will be getting with your teams and working on your team binders. I will also be
meeting with all the different roles. We will watch some videos of professional bowlers and at the end
should be able to practice your rolls.

Task #1: Team Binders

Time: 5-10 minutes
Materials/Equipment: binder/handouts
Description: Please take some time with your teammates to go over your team binders. Go ahead and
- Read your fair play code of conduct
- Sign fair play agreement
- Sign Coach’s/Player’s Contract
- Sign Referee contract
- Read responsibilities, rules and look over schedule
Some of the sheets that are used in this binder will need to be turned in daily while others will not.

Task #2: Individual Roles

Time: 5-10 minutes
Materials/Equipment:
Management:
Description: Okay class, I will be calling you over by your individual roles. If I am not meeting with you,
please finish up your team binders and then you can practice your bowls with your teammates.

● Target Judge
○ Your responsibility will be determining the specific point values of bowls
by other players. You will signal these point values to the scorekeeper.
● Pin Restacker
○ Your responsibility will be replacing struck pins to appropriate positions.
Please pay attention so that players are not waiting an excessive amount of
time before they can bowl again.
● Ball Returner
○ Your responsibility will be returning the bowling ball to rolling area and
recording pin count. Please either walk the ball back to the player bowling
or gently roll it back to them.
● Safety Judge
○ Your responsibility is to make sure participants are behind the shooting
line. Determine when participants may resume bowling.

● Scorekeeper
○ Record scoring performance as it occurs
○ Compile scores
○ Turn over final records to the teacher
● Technique Coach - Watches and studies the bowlers technique and strategy.
● Conflict Resolution Team - Solves issues in scoring and fouls during a game of
bowling.
 ● Photographer (if available)

Task #3: Bowling Videos

Time: 5-10 minutes
Materials/Equipment: projector
Description: Students will watch professionals use different techniques to bowl. Notice how each bowler
has a different technique to how they bowl. Some of these professionals use their left or right hand and
some use one or two hands to bowl.
Watch
Watch

Task #4: Begin Practicing

Time: 10 minutes
Materials/Equipment: lanes, pins, rubber bowling balls
Description: Go ahead and get with your teams again. Find an open lane and begin practice your rolls.
You will not need to track your score. Today, i am just looking to see who needs help with their
approach.

___________________________________________________________________________________

Lesson Closure (scripted): Bring it in class. I hope yall were able to finish your team binders and come up
with ideas for your jerseys. Remember Captains to return your binders to the blue tote at the end of
every class. Next class we will be working more on practicing and skills. Great job today see you next
class!

Unit Focus/Content Area: Bowling Pre-Season (Day 3)

Lesson #: 3 of 8 Date of Lesson: N/A
______________________________________________________________________

Grade Level: 9th Cooperating Teacher (CT): N/A

Skill Theme: Target Games University Supervisor (US): Dr. Sara Flory
Interdisciplinary Focus: Force Prepared By: Jazlyn Vereen
______________________________________________________________________

Psychomotor:
State - PE.912.M.1.5 Apply strategies for self improvement based on individual
strengths and needs.
National - Standard 1. The physically literate individual demonstrates competency in a
variety of motor skills and movement patterns.
Objective - SWBAT demonstrate ways they can improve their bowling technique during
our first regular season game.

Cognitive:
State - PE.912.C.2.26 Evaluate skill patterns of self and/or partner by detecting
and correcting mechanical errors.
 National - Standard 2. The physically literate individual applies knowledge of concepts,
principles, strategies and tactics related to movement and performance.
Objective - SWBAT understand that by fixing their technique during bowling, they can
improve their scores and knock down more pins.

Affective:
State - PE.912.R.5.4. Maintain appropriate personal, social and ethical behavior while
participating in a variety of physical activities.
National - Standard 4. The physically literate individual exhibits responsible personal
and social behavior that respects self and others.
Objective - SWBAT act appropriately and respectfully whether they win or lose their
game of bowling.

Teacher Objective: The teacher’s objective is to properly instruct and remind the students of their roles
when they’re playing and also not playing.
______________________________________________________________________

Assessment Plans:

Psychomotor:

· WHAT are you assessing? The student’s ability to play an entire round of bowling using our
sport education model.

· WHEN? (What Task #?) During the full duration of class.

· HOW? (What tools are you using?) Teacher Observation.

Cognitive:

· WHAT are you assessing? The students understanding of the different roles they can play in
class during the sport education model.

· WHEN? (What Task #?) During the closure.

· HOW? (What tools are you using?) Checking for understanding.

Affective:

· WHAT are you assessing? The student’s ability to resolve conflicts during their bowling
lessons.
 · WHEN? (What Task #?) throughout the full duration of class.

· HOW? (What tools are you using?) Teacher observation.

______________________________________________________________________

Materials Needed:
· 8 Bowling Lanes (mats)
· 80 Bowling Pins
· 100 Bowling Balls (various sizes)
· Whistle to cue students

Other Resources:
· Siedentop, D., Hastie, P. A., & Mars, H. V. der. (2020). Complete guide to sport education.
Champaign, IL: Human Kinetics.

___________________________________________________________________________________

Physical Safety Considerations:

· Appropriate footwear must be worn (no open toed shoes, flip flops, or sandals)
· Activity area must be free of all obstacles, and surface must provide safe footing and
traction
· Boundary lines must be communicated to students
· Parts of the body to be tagged must be clearly defined (i.e., hands, arms, shoulders, back, side of
hips, legs)
Emotional Safety Considerations (ie. Grouping, skill level, student relationships…):
· Group students related to their skill levels.
· Try to group students of all genders together.
· Group students who work well together and try to keep students with outstanding issues
apart to avoid conflict.
How will you adapt/modify instruction and activities for students with disabilities?
· Autism- visuals, schedule board, token economy, peer buddy, assign less difficult skill themes
· Deaf- visuals, semi-circle, peer buddy
· VI- proximity from peers, peer buddy, physical guidance, sound sources
· ID- decrease running distances, assign less difficult skill themes, peer buddy
 · OHI- decrease running distances
· Orthopedic Impairments- decrease running distances, assign less difficult skill themes
Pre-Class Set-up (Visual Diagram):

___________________________________________________________________________________

Instructional Plan

Introduction: Our skills I want us to work on today are rolling the bowling ball. Afterwards, we
are going to be getting into some small games to help with recording the score and your rolls.
First, I want us to get with our groups and begin a warm-up activity.

Task #1: Group Warm-up

Time: 5 minutes
Materials/Equipment: rubber bowling balls, lanes, pins
Description: Students will get with their team to start warming up. Go ahead and work on aiming for
your arrow and rolling with a 4 - step process.

Transition to the next task: freeze everyone look at me

Task #2: Go over the proper way to roll

Time: 5 minutes
Materials/Equipment:
Description: To properly roll the bowling ball, you will need to start with your dominant foot on the
middle dot on the approach. It is important to keep your feet closely together to maintain alignment.
Take about 4 steps. You will want to aim to throw your bowling ball at one of the arrows on the lane.
● Push off the ball on your first step, stepping with your right foot first for right-handed
players
● Have the ball be parallel to your ankle at the 2nd step, and start to bend at your knees
● Be at the top of your backswing by your third step
● Bring the ball back through and release by the end of your slide.
 ○ With 5 steps, it's basically the same thing, only you'll start with your left foot
instead, and the ball won't move for that first step.

Task #3: Perfect Rolls

Time: 5 minutes
Materials/Equipment: pins, bowling balls, lanes
Description: Students will work on the 4-step process. If needed they can add extra steps to their
process. Have your teammates assess if you are following the cues needed for a roll.

Partner Check
- Did your partner step with dominant foot first?
- Did your partner bend their knees on their second step?
- Did your partner have a backswing on their third step?
- Did your partner follow through?

Task #4: Practice Game

Time: 5 minutes
Materials/Equipment: pins, bowling balls, lanes
Description: Now that you have your rolls down, go ahead and to a practice game within your team. This
time I want you all to practice keeping score during each frame. The rest of the season every roll will be
recorded.

___________________________________________________________________________________

Lesson Closure (scripted): Great job today class! Who can tell me some of the cues needed in the 4 step
process? Why is it important to follow through? Please have your captain turn in your partner check slip
and return the binders to the blue tote. Next class we will be starting our regular season game days. See
you tomorrow!

Unit Focus/Content Area: Bowling Regular Season Game Day

Lesson #: 4 of 8 Date of Lesson: N/A
___________________________________________________________________________________

Grade Level: 9th Cooperating Teacher (CT): N/A

Skill Theme: Target Games University Supervisor (US): Dr. Sara Flory
Interdisciplinary Focus: Force Prepared By: Spencer Robles
___________________________________________________________________________________

Psychomotor:
State - PE.912.M.1.5 Apply strategies for self improvement based on individual strengths and
needs.
National - Standard 1. The physically literate individual demonstrates competency in a variety of
motor skills and movement patterns.
 Objective - SWBAT demonstrate ways they can improve their bowling technique during our first
regular season game.
Cognitive:
State - PE.912.C.2.26 Evaluate skill patterns of self and/or partner by detecting and correcting
mechanical errors.
National - Standard 2. The physically literate individual applies knowledge of concepts,
principles, strategies and tactics related to movement and performance.
Objective - SWBAT understand that by fixing their technique during bowling, they can improve
their scores and knock down more pins.
Affective:
State - PE.912.R.5.4. Maintain appropriate personal, social and ethical behavior while
participating in a variety of physical activities.
National - Standard 4. The physically literate individual exhibits responsible personal and social
behavior that respects self and others.
Objective - SWBAT act appropriately and respectfully whether they win or lose their game of
bowling.
Teacher Objective: The teacher’s objective is to properly instruct and remind the students of their roles
when they’re playing and also not playing.
___________________________________________________________________________________

Assessment Plans:

Psychomotor:

· WHAT are you assessing? The student’s ability to play an entire round of bowling using our
sport education model.

· WHEN? (What Task #?) During the full duration of class.

· HOW? (What tools are you using?) Teacher Observation.

Cognitive:
 · WHAT are you assessing? The students understanding of the different roles they can play in
class during the sport education model.

· WHEN? (What Task #?) During the closure.

· HOW? (What tools are you using?) Checking for understanding.

Affective:

· WHAT are you assessing? The student’s ability to resolve conflicts during their bowling
lessons.

· WHEN? (What Task #?) throughout the full duration of class.

· HOW? (What tools are you using?) Teacher observation.

______________________________________________________________________

Materials Needed:
· 8 Bowling Lanes (mats)
· 80 Bowling Pins
· 100 Bowling Balls (various sizes)
· Whistle to cue students

Other Resources:
· Siedentop, D., Hastie, P. A., & Mars, H. V. der. (2020). Complete guide to sport education.
Champaign, IL: Human Kinetics.

___________________________________________________________________________________

Physical Safety Considerations:

· Appropriate footwear must be worn (no open toed shoes, flip flops, or sandals)
· Activity area must be free of all obstacles, and surface must provide safe footing and
traction
· Boundary lines must be communicated to students
 · Parts of the body to be tagged must be clearly defined (i.e., hands, arms, shoulders, back, side of
hips, legs)
Emotional Safety Considerations (ie. Grouping, skill level, student relationships…):
· Group students related to their skill levels.
· Try to group students of all genders together.
· Group students who work well together and try to keep students with outstanding issues
apart to avoid conflict.
How will you adapt/modify instruction and activities for students with disabilities?
· Autism- visuals, schedule board, token economy, peer buddy, assign less difficult skill themes
· Deaf- visuals, semi-circle, peer buddy
· VI- proximity from peers, peer buddy, physical guidance, sound sources
· ID- decrease running distances, assign less difficult skill themes, peer buddy
· OHI- decrease running distances
· Orthopedic Impairments- decrease running distances, assign less difficult skill themes
Pre-Class Set-up (Visual Diagram):

___________________________________________________________________________________

Instructional Plan

Task #1: Warm-Ups & Practice (Day 4)

Time: 5 Minutes
Materials/Equipment: Bowling Lane, Bowling Ball, 10 pins
Management: Teams of 4
Description: Practice 5 frames of bowling. Make sure everyone on your team has equal opportunity to
practice. Make sure you practice with the correct technique and try to explore some different ways to
bowl that could potentially help you bowl better scores.
Day 5 W/U Focus: Curved Bowl
Cue/Directions: Okay now that you have the straight shot down, let’s try to practice curving a bowling
ball. You will want to start several inches from the foul line, which is about 4 or so steps away from the
release. Line your feet up with the arrow on the lane you are aiming for. You want to aim for the arrow
not the pin. You will have the same approach as any standard shot. The only change is in your follow-
through and your hand. Release the ball at the bottom of your swing, pulling your thumb out before
your fingers.
· The standard way to hook the ball is to place your two fingers and a thumb in the three holes as

normal. In other words, change nothing.

· Some people choose to not put their thumb in the ball at all, and instead sort of cup the ball on

their palm and/or wrist as they swing the ball back and release it in the follow-through. And yet a few

choose to only place one finger (the index finger) in the slot and palm the ball, spinning in the same

motion on the release. However, you risk the ball turning in your grip, and that can lead to sprained

wrists and fingers.

Rotate your fingers up along the outside of the ball as you release, directing the ball's spin with your
fingers. Continue moving your hand up on your swing to direct the ball down the lane, finishing in a
handshake position. Ideally, you want to go from a 4 o'clock position to a 7 o'clock position

Day 6 W/U Focus: 4-6 Split Roll

Cue/Directions: Our focus today will be on trying to master hitting the 4-6 split bowl. Obviously, our goal
is to get a strike every time you bowl. When you get the opportunity to knock a 4-6 split in your games,
try to implement your strategy you were using during our warm up. I think the best way is to aim for one
pin so that once the one pin is hit, it will have enough force to hit the remaining pin.

Day 8 W/U Focus: 7-10 Split Bowls

Cue/Directions: This bowl is almost impossible to hit. Although, similar to the 4-6 split, when you get the
opportunity to knock a 7-10 split in your games, try to implement your strategy you were using during
our warm up. I think the best way is to aim for one pin so that once the one pin is hit, it will have enough
force to hit the remaining pin.

Day 9 W/U Focus: Revisit Curved Bowls

Cue/Directions: Just like how we did it earlier in this unit. Remember to aim for the arrow and not the
pins. Also, remember you will have the same approach as any standard shot. The only change is in your
follow-through and your hand. Release the ball at the bottom of your swing, pulling your thumb out
before your fingers.

Day 11 W/U Focus: Aim

Cue/Directions: Today we will revisit the ways to accurately roll the bowling ball.
 ● Try to roll the ball over the second arrow from the gutter
● If you hit the second arrow and the ball travels too far right, move your feet further right
● If the ball travels too far left, move your feet further left
● Move the way the ball misses

Day 12 W/U Focus: Spinning

Cue/Directions: Determine where the pocket is. The pocket is the space between two pins that you
want to target with the ball. If you're right-handed, the pocket is the space between the number 1 pin
(the foremost pin) and the number 3 pin (the pin just behind and to the right of number 1). If you're left-
handed, your pocket is between the number 1 and number 2 pin (the pin just behind and to the left of
number 1).
Keep your arm and wrist straight during the backswing. You will not impart spin by bending or twisting
your wrist or arm at this point.[9] Instead, it is through proper delivery and release of the ball that you
will impart the spin that results in a "hook."
Release the ball as your arm moves between the laces and toe of your forward-sliding shoe. Maintain a
constant grip as your hand moves into the forward swing, passing the heel of your sliding shoe (the left
foot for right-handed bowlers), and then release the ball as it passes the laces. This is the optimum point
for momentum to carry the ball onto the lane.
Make sure your thumb is the first finger out of the ball. The spin comes from your fingers as they release
the ball, rather than the wrist. Releasing the thumb first lets the ball roll off the hand, which is where it
gets the torque it needs for spin.
Rotate your hand just slightly from the wrist at the moment of release. A small, 15-degree rotation
(counterclockwise for right-handed bowlers and clockwise for left-handed) helps add spin . Imagine
positioning your hand as if coming into a handshake.

Day 13 W/U Focus: Revisit Split Bowls

Cue/ Directions: Many of you have noticed that you may have split bowls during your tournament.
Remember to aim for one pin so that once the one pin is hit, it will have enough force to hit the
remaining pin.

Transition to the next task: Now that we have had about 10 minutes of warm up time, it is time to get
into your games. Please grab your team binder and get with your team and wait for instruction.

Task #2: Games round 1 of 3

Time: 15 minutes
Materials/Equipment: Bowling Lane, Bowling Ball, 10 pins
Management: Teams of 4
Description: This will be our first official set of games of the season. The last few games we have played
were all pre season games and were used to get us acclimated to the sport education model. So this will
be Game 1 of 3 today. Go ahead and split up into your groups and get in the correct lane. Remember to
focus on your teams rolls as this will help the games move more quickly and smoothly.

Transition to the next task: Now that the first game has come to an end. Remember to fill out your
score sheets and place them in the green folder. Once you have done that, go ahead and get into game
two and get started. Remember to have the off duty team members following their rules of the game.
The more they stay on task, the easier it will be to get through our three, full length games today.

Task #3: Games round 2 of 3

Time: 15 Minutes
Materials/Equipment: Bowling Lane, Bowling Ball, 10 pins
Management: Teams of 4
Description: Go ahead and get into your correct lanes and get started. This will be our second official
game of the season. The first game you played earlier today and now this game are the start of your
season scoring. Again, remember to focus on your teams rolls as this will help the games move more
quickly and smoothly.

Transition to the next task: Now that the second game has come to an end. Remember to fill out your
score sheets and place them in the green folder. Once you have done that, go ahead and get into game
three and get started. Remember to have the off duty team members following their rules of the game.
The more they stay on task, the easier it will be to get through our three, full length games today.

Task #4: Games round 3 of 3

Time: 15 Minutes
Materials/Equipment: Bowling Lane, Bowling Ball, 10 pins
Management: Teams of 4
Description: This will be our last set of official games today. By now, I hope that you all understand the
sport education model and can help out a teammate or classmate if they’re still confused. Go ahead and
get started on your third set of games to wrap up your day.

___________________________________________________________________________________

Lesson Closure (scripted): How do you all feel about your first official day of bowling sport education
model? You have now been learning and practicing for about 3 days. If you still have a question or are
still unclear about something or unsure about your role on the team, please feel free to ask! The more
you understand, the smoother this will run and therefore will make you all enjoy your time here better.
Next class will look a lot like today. You will have time for a short warm up, and then we are going to
play another three games. Those of you who only had one game or not a game today at all, will be
scheduled for two games tomorrow. Keep practicing when you can and continue thinking of ways you
can improve your score. See you next class.

Unit Focus/Content Area: Mid Season Practice #1 (Day 7)

Lesson #: 5 of 8 Date of Lesson: N/A
___________________________________________________________________________________

Grade Level: 9th Cooperating Teacher (CT): N/A

Skill Theme: Target Games University Supervisor (US): Dr. Sara Flory
Interdisciplinary Focus: Force Prepared By: Spencer Robles
___________________________________________________________________________________

Psychomotor:
 State - PE.912.M.1.19 Use correct body alignment, strength, flexibility and coordination in the
performance of technical movements.
National - Standard 1. The physically literate individual demonstrates competency in a variety
of motor skills and movement patterns.
Objective - SWBAT demonstrate a new skill during the mid-season practice.
Cognitive:
State - PE.912.C.2.26 Evaluate skill patterns of self-and/or partner by detecting
and correcting mechanical errors.
National - Standard 2. The physically literate individual applies knowledge of concepts, principles,
strategies and tactics related to movement and performance.
Objective - SWBAT detect and analyze errors by their partners and team members in practice.
Affective:
State - PE.912.R.5.3. Demonstrate sportsmanship during game situations.
National - Standard 4. The physically literate individual exhibits responsible personal and social
behavior that respects self and others.
Objective - SWBAT show good sportsmanship and respect towards others during our entire
bowling regular season.

Teacher Objective: The teacher’s objective is to properly instruct and remind the students of their roles
when they’re playing and also not playing.
___________________________________________________________________________________

Assessment Plans:

Psychomotor:

· WHAT are you assessing? The student’s ability to bowl using the curved bowl technique

· WHEN? (What Task #?) During the full duration of class.

· HOW? (What tools are you using?) Teacher Observation.

Cognitive:
 · WHAT are you assessing? The students understanding of the different roles they can play in
class during the sport education model.

· WHEN? (What Task #?) During the closure.

· HOW? (What tools are you using?) Checking for understanding.

Affective:

· WHAT are you assessing? The student’s ability to resolve conflicts during their bowling
lessons.

· WHEN? (What Task #?) throughout the full duration of class.

· HOW? (What tools are you using?) Teacher observation.

______________________________________________________________________

Materials Needed:
· 8 Bowling Lanes (mats)
· 80 Bowling Pins
· 100 Bowling Balls (various sizes)
· Whistle to cue students

Other Resources:
· Siedentop, D., Hastie, P. A., & Mars, H. V. der. (2020). Complete guide to sport education.
Champaign, IL: Human Kinetics.

___________________________________________________________________________________

Physical Safety Considerations:

· Appropriate footwear must be worn (no open toed shoes, flip flops, or sandals)
· Activity area must be free of all obstacles, and surface must provide safe footing and
traction
· Boundary lines must be communicated to students
· Parts of the body to be tagged must be clearly defined (i.e., hands, arms, shoulders, back, side of
hips, legs)
Emotional Safety Considerations (ie. Grouping, skill level, student relationships…):
· Group students related to their skill levels.
· Try to group students of all genders together.
· Group students who work well together and try to keep students with outstanding issues
apart to avoid conflict.
How will you adapt/modify instruction and activities for students with disabilities?
· Autism- visuals, schedule board, token economy, peer buddy, assign less difficult skill themes
· Deaf- visuals, semi-circle, peer buddy
· VI- proximity from peers, peer buddy, physical guidance, sound sources
· ID- decrease running distances, assign less difficult skill themes, peer buddy
· OHI- decrease running distances
· Orthopedic Impairments- decrease running distances, assign less difficult skill themes
Pre-Class Set-up (Visual Diagram):

___________________________________________________________________________________

Instructional Plan

Task #1: Coaches lead teams in warm ups & practice

Time: 10 Minutes
Materials/Equipment: Bowling Lane, Bowling Ball, 10 pins
Management: Teams of 4
Description: Practice 5 frames of bowling. Make sure everyone on your team has equal opportunity to
practice. Make sure you practice with the correct technique and try to explore some different ways to
bowl that could potentially help you bowl better scores. Try to implement the curved bowl and see if
you are able to knock more pins down consistently.

Transition to the next task: Now that we have had about 10 minutes of warm up time and to practice
your curved bowls, We are going to work on a new skill of bowling. If you've ever seen bowling on TV or
really good bowler at the bowling alley, it’s likely that they use the curved bowl technique.

Task #2: Teacher & coaches introduce new skills (curved bowl)
Time: 20 minutes
Materials/Equipment: Bowling Lane, Bowling Ball, 10 pins
Management: Teams of 4
Description: The curved bowl technique might be difficult to some but easier to others. You will want to
start several inches from the foul line, which is about 4 or so steps away from the release. Line your feet
up with the arrow on the lane you are aiming for. You want to aim for the arrow not the pin. You will
have the same approach as any standard shot. The only change is in your follow-through and your hand.
Release the ball at the bottom of your swing, pulling your thumb out before your fingers. Rotate your
fingers up along the outside of the ball as you release, directing the ball's spin with your fingers.
Continue moving your hand up on your swing to direct the ball down the lane, finishing in a handshake
position. Ideally, you want to go from a 4 o'clock position to a 7 o'clock position

Transition to the next task: Now that we have had some practice time with curving the ball, we are
going to spend a few more minutes practicing and then we are going to stay in our teams and do a little
scrimmage.

Task #3: Extra practice & scrimmage against another team

Time: 15 Minutes
Materials/Equipment: Bowling Lane, Bowling Ball, 10 pins
Management: Teams of 4
Description: Practice your curved bowls some more here so you feel comfortable using this technique in
a regular season game. We are going to stay in our teams and scrimmage another team. Our off-duty
teams are still in their team roles and help the team playing. The better we are at this, the more time for
practice we will have.
___________________________________________________________________________________

Lesson Closure (scripted): How do you all feel about the curved bowl? Does anyone think they’ll use this
technique more than the straight bowl? Why would it be important to learn how to curve the ball down
the lane? (call on student) the curved bowl can help you knock down pins in a certain way that allows
the pins to kick over to one side or the other to knock down a far pin. Overall, good job today curving
the ball. In a week or so, we will revisit this and give you some more time to practice. Continue
implementing both techniques during the season.

Unit Focus/Content Area: Bowling Mid Season Practice #2 (Day 10)

Lesson #: 6 of 8 Date of Lesson: N/A
___________________________________________________________________________________

Grade Level: 9th Cooperating Teacher (CT): N/A

Skill Theme: Target Games University Supervisor (US): Dr. Sara Flory
Interdisciplinary Focus: Force Prepared By: Spencer Robles
___________________________________________________________________________________

Psychomotor:
State - PE.912.M.1.5. Apply strategies for self-improvement based on individual strengths and
needs.
National - Standard 1. The physically literate individual demonstrates competency in a variety of
motor skills and movement patterns.
Objective - SWBAT apply and demonstrate the new skills learned in mid-season practice.
Cognitive:
State - PE.912.C.2.26 Evaluate skill patterns of self-and/or partner by detecting
and correcting mechanical errors.
National - Standard 2. The physically literate individual applies knowledge of concepts, principles,
strategies and tactics related to movement and performance.
Objective - SWBAT detect and analyze errors by their partners and team members in practice.
Affective:
State - PE.912.R.5.4. Maintain appropriate personal, social and ethical behavior while
participating in a variety of physical activities.
National - Standard 4. The physically literate individual exhibits responsible personal and social
behavior that respects self and others.
Objective - SWBAT act appropriately and respectfully whether they win or lose their game of
bowling.

Teacher Objective: The teacher’s objective is to properly instruct and remind the students of their roles
when they’re playing and also not playing.
______________________________________________________________________

Assessment Plans:

Psychomotor:

· WHAT are you assessing? The student’s ability to play an entire round of bowling using our
sport education model.

· WHEN? (What Task #?) During the full duration of class.

 · HOW? (What tools are you using?) Teacher Observation.

Cognitive:

· WHAT are you assessing? The students understanding of the different roles they can play in
class during the sport education model.

· WHEN? (What Task #?) During the closure.

· HOW? (What tools are you using?) Checking for understanding.

Affective:

· WHAT are you assessing? The student’s ability to resolve conflicts during their bowling
lessons.

· WHEN? (What Task #?) throughout the full duration of class.

· HOW? (What tools are you using?) Teacher observation.

______________________________________________________________________

Materials Needed:
· 8 Bowling Lanes (mats)
· 80 Bowling Pins
· 100 Bowling Balls (various sizes)
· Whistle to cue students

Other Resources:
· Siedentop, D., Hastie, P. A., & Mars, H. V. der. (2020). Complete guide to sport education.
Champaign, IL: Human Kinetics.

___________________________________________________________________________________

Physical Safety Considerations:

· Appropriate footwear must be worn (no open toed shoes, flip flops, or sandals)
 · Activity area must be free of all obstacles, and surface must provide safe footing and
traction
· Boundary lines must be communicated to students
· Parts of the body to be tagged must be clearly defined (i.e., hands, arms, shoulders, back, side of
hips, legs)
Emotional Safety Considerations (ie. Grouping, skill level, student relationships…):
· Group students related to their skill levels.
· Try to group students of all genders together.
· Group students who work well together and try to keep students with outstanding issues
apart to avoid conflict.
How will you adapt/modify instruction and activities for students with disabilities?
· Autism- visuals, schedule board, token economy, peer buddy, assign less difficult skill themes
· Deaf- visuals, semi-circle, peer buddy
· VI- proximity from peers, peer buddy, physical guidance, sound sources
· ID- decrease running distances, assign less difficult skill themes, peer buddy
· OHI- decrease running distances
· Orthopedic Impairments- decrease running distances, assign less difficult skill themes
Pre-Class Set-up (Visual Diagram):
___________________________________________________________________________________

Instructional Plan

Task #1: Warm-Ups & Practice

Time: 10 Minutes
Materials/Equipment: Bowling Lane, Bowling Ball, 10 pins
Management: Teams of 4
Description: Practice 5 frames of bowling. Make sure everyone on your team has equal opportunity to
practice. Make sure you practice with the correct technique and try to explore some different ways to
bowl that could potentially help you bowl better scores. Try and figure out how to be the most effective
when it comes to having a 4-6 split.

Transition to the next task: Now that we have had about 10 minutes of warm up time, we are going to
practice a few different pin locations to help us bowl for a better score.

Task #2: Bowling for a better score

Time: 15 minutes
Materials/Equipment: Bowling Lane, Bowling Ball, 10 pins
Management: Teams of 4
Description: This practice time will be used to used to practice different bowling skills to help improve
your scoring. By practicing different scenarios and pin locations. It will help you feel more comfortable
when you get into situations during a frame where pins might be in different locations. Have your pin
setters set up pins in different locations and give you a scenario where you could knock down all the
puns, therefore bowling for a better score.
___________________________________________________________________________________

Lesson Closure (scripted): Good job today of really dialing in your techniques. Keeping good
fundamentals while bowling will lead to a consistently higher scores. We are getting close to our final
tournament so be ready to bowl your best games.

Unit Focus/Content Area: Bowling Final Tournament

Lesson #: 7 of 8 Date of Lesson: N/A
______________________________________________________________________

Grade Level: 9th Cooperating Teacher (CT): N/A

Skill Theme: Target Games University Supervisor (US): Dr. Sara Flory
Interdisciplinary Focus: Force Prepared By: Spencer Robles
______________________________________________________________________

Psychomotor:
State - PE.912.M.1.5. Apply strategies for self improvement based on individual strengths and
needs.
National - Standard 1. The physically literate demonstrates competency in a variety of motor
skills and movement patterns.
 Objective - SWBAT demonstrate ways they can improve their bowling technique during our skills
challenge day.
Cognitive:
State - PE.912.C.2.24. Analyze the mechanical principles as they apply to specific course
activities.
National - Standard 2. The physically literate individual applies knowledge of concepts,
principles, strategies and tactics related to movement and performance.
Objective - SWBAT understand that by fixing their technique during bowling, they can improve
their scores and knock down more pins.
Affective:
State - PE.912.R.5.5. Demonstrate appropriate etiquette, care of equipment, respect for
facilities and safe behaviors while participating in a variety of physical activities.
National - Standard 4. The physically literate individual exhibits responsible personal and social
behavior that respects self and others.
Objective - SWBAT display proper etiquette and care for the equipment during the entirety of
the bowling lesson.

Teacher Objective: The teacher’s objective is to properly instruct and remind the students of their roles
when they’re playing and also not playing.
______________________________________________________________________

Assessment Plans:

Psychomotor:

· WHAT are you assessing? The student’s ability to play an entire round of bowling using our
sport education model.

· WHEN? (What Task #?) During the full duration of class.

· HOW? (What tools are you using?) Teacher Observation.

Cognitive:

· WHAT are you assessing? The students understanding of the different roles they can play in
class during the sport education model.
 · WHEN? (What Task #?) During the closure.

· HOW? (What tools are you using?) Checking for understanding.

Affective:

· WHAT are you assessing? The student’s ability to resolve conflicts during their bowling
lessons.

· WHEN? (What Task #?) throughout the full duration of class.

· HOW? (What tools are you using?) Teacher observation.

______________________________________________________________________

Materials Needed:
· 8 Bowling Lanes (mats)
· 80 Bowling Pins
· 100 Bowling Balls (various sizes)
· Whistle to cue students

Other Resources:
· Siedentop, D., Hastie, P. A., & Mars, H. V. der. (2020). Complete guide to sport education.
Champaign, IL: Human Kinetics.

___________________________________________________________________________________

Physical Safety Considerations:

· Appropriate footwear must be worn (no open toed shoes, flip flops, or sandals)
· Activity area must be free of all obstacles, and surface must provide safe footing and
traction
· Boundary lines must be communicated to students
· Parts of the body to be tagged must be clearly defined (i.e., hands, arms, shoulders, back, side of
hips, legs)
Emotional Safety Considerations (ie. Grouping, skill level, student relationships…):
· Group students related to their skill levels.
· Try to group students of all genders together.
 · Group students who work well together and try to keep students with outstanding issues
apart to avoid conflict.
How will you adapt/modify instruction and activities for students with disabilities?
· Autism- visuals, schedule board, token economy, peer buddy, assign less difficult skill themes
· Deaf- visuals, semi-circle, peer buddy
· VI- proximity from peers, peer buddy, physical guidance, sound sources
· ID- decrease running distances, assign less difficult skill themes, peer buddy
· OHI- decrease running distances
· Orthopedic Impairments- decrease running distances, assign less difficult skill themes
Pre-Class Set-up (Visual Diagram):

___________________________________________________________________________________

Instructional Plan

Task #1: Warm-Ups & Practice

Time: 10 Minutes
Materials/Equipment: Bowling Lane, Bowling Ball, 10 pins
Management: Teams of 4
Description: You are going to have about 10 minutes of practice time and then we are going to get into
our tournament. Our tournament is going to be a round robin style and double elimination.

Transition to the next task: It is now time to get into our first games of the tournament. Remember to
have the off duty team members following their rules of the game. The more they stay on task, the
easier it will be to get through our games today.

Task #2: Tournament Games 1

Time: 20 minutes
Materials/Equipment: Bowling Lane, Bowling Ball, 10 pins
Management: Teams of 4
Description: This will be our first set of games of the tournament. Remember to try and implement all of
the different skills and strategies we have learned over the past week. Doing this will help you land
bigger scores and propel you to win the tournament.

Transition to the next task: Now that the first game has come to an end, remember to fill out your score
sheets and place them in the green folder. Once you have done that, go ahead and get into game two of
the tournament and get started. Remember to have the off duty team members following their rules of
the game. The more they stay on task, the easier it will be to get through our three, full length games
today.

Task #3: Tournament Games 2

Time: 20 Minutes
Materials/Equipment: Bowling Lane, Bowling Ball, 10 pins
Management: Teams of 4
Description: This will be our second set of games of the tournament. Remember to try and implement all
of the different skills and strategies we have learned over the past week. Doing this will help you land
bigger scores and propel you to win the tournament.

Transition to the next task: Now that our second set of games has come to an end. Remember to fill
out your score sheets and place them in the green folder. Once you have done that, go ahead and stay
into your groups so we can award some MVP’s from the day.

Task #4 Day 2 of Tournament

Same format as above format

___________________________________________________________________________________

Lesson Closure (scripted): Good job today in our first day of our tournament. I saw some awesome
scores today and it shows from you all working on proper technique and skills to be able to bowl those
high scores. Tomorrow is going to look exactly like today and is going to be our last day of the
tournament. So keep improving and keep working hard. I want to shout out student A and student B as
the MVP of our first day of the tournament. Good job you too!

Unit Focus/Content Area: Bowling Awards Day

Lesson #: 8 of 8 Date of Lesson: N/A
______________________________________________________________________

Grade Level: 9th Cooperating Teacher (CT): N/A

Skill Theme: Target Games University Supervisor (US): Dr. Sara Flory
Interdisciplinary Focus: Force Prepared By: Jazlyn Vereen
______________________________________________________________________

Psychomotor:
State - PE.912.M.1.5 Apply strategies for self improvement based on individual
strengths and needs.
 National - Standard 1. The physically literate individual demonstrates competency in a
variety of motor skills and movement patterns.
Objective - SWBAT demonstrate the skills needed for bowling 80% of the time.

Cognitive:
State - PE.912.C.2.26 Evaluate skill patterns of self and/or partner by detecting
and correcting mechanical errors.
National - Standard 2. The physically literate individual applies knowledge of concepts,
principles, strategies and tactics related to movement and performance.
Objective - SWBAT understand that by fixing their technique during bowling, they can
improve their scores and knock down more pins.

Affective:
State - PE.912.R.5.4. Maintain appropriate personal, social and ethical behavior while
participating in a variety of physical activities.
National - Standard 4. The physically literate individual exhibits responsible personal
and social behavior that respects self and others.
Objective - SWBAT act appropriately and respectfully whether they win or lose their
game of bowling.

Teacher Objective: The teacher’s objective is to properly instruct and remind the students of their roles
when they’re playing and also not playing.
______________________________________________________________________

Assessment Plans:

Psychomotor:

· WHAT are you assessing? The student’s ability to play an entire round of bowling using our
sport education model.

· WHEN? (What Task #?) During the full duration of class.

· HOW? (What tools are you using?) Teacher Observation.

Cognitive:

· WHAT are you assessing? The students understanding of the different roles they can play in
class during the sport education model.

· WHEN? (What Task #?) During the closure.

 · HOW? (What tools are you using?) Checking for understanding.

Affective:

· WHAT are you assessing? The student’s ability to resolve conflicts during their bowling
lessons.

· WHEN? (What Task #?) throughout the full duration of class.

· HOW? (What tools are you using?) Teacher observation.

______________________________________________________________________

Materials Needed:
· 8 Bowling Lanes (mats)
· 80 Bowling Pins
· 100 Bowling Balls (various sizes)
· Whistle to cue students

Other Resources:
· Siedentop, D., Hastie, P. A., & Mars, H. V. der. (2020). Complete guide to sport education.
Champaign, IL: Human Kinetics.

___________________________________________________________________________________

Physical Safety Considerations:

· Appropriate footwear must be worn (no open toed shoes, flip flops, or sandals)
· Activity area must be free of all obstacles, and surface must provide safe footing and
traction
· Boundary lines must be communicated to students
· Parts of the body to be tagged must be clearly defined (i.e., hands, arms, shoulders, back, side of
hips, legs)
Emotional Safety Considerations (ie. Grouping, skill level, student relationships…):
· Group students related to their skill levels.
· Try to group students of all genders together.
 · Group students who work well together and try to keep students with outstanding issues
apart to avoid conflict.
How will you adapt/modify instruction and activities for students with disabilities?
· Autism- visuals, schedule board, token economy, peer buddy, assign less difficult skill themes
· Deaf- visuals, semi-circle, peer buddy
· VI- proximity from peers, peer buddy, physical guidance, sound sources
· ID- decrease running distances, assign less difficult skill themes, peer buddy
· OHI- decrease running distances
· Orthopedic Impairments- decrease running distances, assign less difficult skill themes
Pre-Class Set-up (Visual Diagram):

___________________________________________________________________________________

Instructional Plan

Introduction: Today is the last day of our bowling unit. We will be having our award ceremony and
participate in a fun skills challenge at the end of class.

Task #1: Award Ceremony

Time: 5-10 minutes
Materials/Equipment:
Management: Have students sit with their teams
Description: We will be going over our awards for the bowling unit season. When you hear your name
please come up and grab your certificate and a goodie bag.
● Tournament Champion - Team
● Top Game by Individual
● MVP
● Most Improved
● Top Conflict Resolution
 ● Best Scorekeeper
● Best Pin Restacker
● Best Safety Judge

Task #2: Collect Homework/Handouts

Time: 2 minutes
Materials/Equipment: handouts
Description: Have your team captains collect all the handouts/homework from the season and bring
them to me

Task #3: Feedback About Bowling Unit

Time: 5 minutes
Materials/Equipment: N/A
Description: So after we have gone through the entire season what do you think was positive during
your experience? What was your favorite day/activity? What would you change if you were to teach
this? Did you improve in your skills? Did you feel as though your responsibilities can help you outside of
class?

Transition to the next task:

Task #4: Skills Challenge

Time: 10-15 minutes
Materials/Equipment:
Description: you will bowl all 5 frames using whatever rule the teacher has picked. So for our first rule
we will be using our:
- Bowling with non-dominant hand
- Bowling with one leg
- Only a curve/spin ball counts
- Strikes
_________________________________________________________________________

Lesson Closure (scripted): I hope everyone had a blast during the skill challenge as well as the award
ceremony. Thank you for participating and having good sportsmanship. I will be reviewing the feedback
you gave me for future years and units. Next week we will be starting a new unit. Have a great rest of
your weekend.