Teacher Candidate(s): Jack-Henry Whalen School: SUNY Cortland Date: 4/26/2023

Unit/Activity: Cardio Kickboxing (Day 6) Grade: 8th

Central Focus (entire lesson segment): # in class: 10

Students will be able to create a 5 minute cardio kickboxing routine, using 3 types of basic punch, and 2 types of basic kick,
perform the full 5 minute cardio kickboxing routine, and provide positive encouragement to peers without prompting from
the teacher.

Lesson Focus: Other Cardio Kickboxing Movements

National Outcomes:
Demonstrates correct technique for basic skills in at least 2 self-selected individual-performance activities
Lesson Plan
NYS/National (S1.M24.8)
1 of 5
Standards Describes and applies mechanical advantage(s) for a variety of movement patterns (S2.M12.8)
Designs and implements a warm-up/cool-down regimen for a self-selected physical activity (S3.M12.8)
Provides encouragement and feedback to peers without prompting from the teacher (S4.M3.8)
NYS Outcomes :
Demonstrates mature forms of specialized skills in a variety of fitness activities. (NY.S2.3.8)

Applies movement concepts, locomotor and/or manipulative skills in a variety of physical activities.
(NY.S2.1.8)

Demonstrates civility by cooperating with classmates in physical activity settings. (NY.S4.2.7)

Objectives
Assessment Tool Length of class: 20 mins
Situation / Task / Criteria

Teaching Styles:
Psychomotor During the lesson, students will perform the body movement they created with Performance of skill Command
1/1 Practice
Domain their group (Task 3) to the class. (Checklist)
Discovery

During the lesson, students will give 1 type of positive feedback and 1 point
of constructive feedback to a peers on their new movement for cardio
Affective
4/4 kickboxing upon teacher’s prompt. Positive Feedback Sheet
Domain

During the lesson, students will (in a group) create a movement with their
2/2
group (Task 2) that they can use during their cardio kickboxing routine.
Cognitive
Exit Slip
Domain List of Dodge, Knee, Elbow, Defensive Position, Combo
Academic
Language Used

Fitness Objective At the beginning of the lesson, students will discuss and analyze which warmup Equipment:
Perform the “better”
Health/Skill 1/3 is, in their opinion, the “better” warmup for reducing chances of injury, and Warm-up Cards
warmup choice, Exit slip
PM/Cogn perform that warmup. Attitude and willingness to learn

 Common Core CC Standard

Standards

Make sure you have at least 4 feet of clear space around you before performing References(e.g. Book, course packet, pg #, complete web address
Safety Statement / any kickboxing skills. URL):
https://www.womenshealthmag.com/fitness/g40179691/
kickboxing-workout-exercise/
New York State Standards (2020) – Click the link to find the outcomes under each standard National Standards – The physically literate individual:
1. Demonstrates competency in a variety of motor skills and movement patterns.
Standard 1: Demonstrates competency in a variety of motor skills and movement patterns. 2. Applies knowledge of concepts, principles, strategies and tactics related to
Standard 2: Applies knowledge of concepts, principles, strategies, and tactics related to movement and performance. movement
Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. and performance.
Standard 4: Exhibits responsible personal and social behavior that respects self and others. 3. Demonstrates the knowledge and skills to achieve and maintain a health-
Standard 5: Recognizes the value of physical activity for overall wellness, enjoyment, challenge, and/or self-expression. enhancing
Standard 6: Recognizes career opportunities and manages personal and community resources related to physical activity and fitness to achieve and level of physical activity and fitness.
maintain overall wellness. 4. Exhibits responsible personal and social behavior that respects self and others.
5. Recognizes the value of physical activity for health, enjoyment, challenge, self-

Adaptations,
Lesson Time Organization Assessments, Reminders
Description
Components (mins) CFU, Academic Language,
Alignment to objectives

 Two warmups on board, students will come in, discuss the two warmups with a partner or small group about
which is better, and then begin to perform the warmup they decide is better for reducing chances of injury.

Warmup #1: (Better warmup, exercise then stretch)

2x:
10 x Squats
10 x Lunges (5 on each leg)
10sec x Arm circles Forwards
10sec x Arm circles Backwards
5 x Pushups

** Sit Down **
10 sec Reach to your right leg (Both Sides) CFU: Why did you choose the
warmup that you chose?
10 sec Reach to your left leg (Both Sides)
20 sec Reach to the middle Fitness Obj: Choosing better
** Stand up** warmup
10 sec Arm Across Stretch (Both Sides)
Instant Scattered Groups
Activity 3 min of 2-3
10 sec Quad Stretch (Both Sides) Safety: Make sure you have at
20 sec Reach down and touch your toes least 4 feet of clear space around
you before performing any
warmup skills.
Warmup #2: (Worse, stretch then exercise)
When stretching, make sure you
don’t feel any pain. If you do
** Sit Down ** relax or back off stretch slightly.
10 sec Reach to your right leg (Both Sides)
10 sec Reach to your left leg (Both Sides)
20 sec Reach to the middle
**Stand up**
10 sec Elbow above head, pull down (Both Sides)
10 Arm Across Stretch (Both Sides)

1x:
20 sec x High knees
20 sec x Butt kicks
10 x Squats
5 x Pushups

Transition On signal, students will group together to listen to instructor

I - My name is Mr. Whalen. Today we will be working on our other movements for our cardio kickboxing
routines.
SA- My signal for attention will be two claps, when I do this, stop what you’re doing and look at me for further
Introduction, direction.
Signal for H - When performing a routine or cardio kickboxing workout, punches and kicks are great core movements, CFU: How many feet are you
XXXXXXXXX
Attention, 1 min however other movements fill the time between. going to make sure you have
Hook, T P - Students will perform the body movement they created with their group around you to be safe?
Expectations C - In a group, students will come up with another body movement you can use while cardio kickboxing
A - Students will give feedback to a peer on their cardio kickboxing routine (on paper) upon teacher’s prompt
F- Students will decide which warm-up is better, and perform it (IA)
SS- Make sure you have at least 4 feet of clear space around you before performing any kickboxing skills.
Transition

 Fitness
Activity N/a Students will perform a warmup of their choice (of choices on board) doing the IA

Transition

Teaching Progressions – Show some of the major tasks/activities listed on your Activity Progression Worksheet.

Learning Tasks Cues (Refinements) – Variations / Modification –

Adaptations,
a) For each learning task, please describe demonstrations and/or Simple words to Add variations to the learning tasks to make it
Assessments, Reminders
questions that will facilitate student learning and engagement. improve performance easier and harder according to needs and
CFU, Academic Language,
b) Describe the learning task. E.g. Hit the ball over the net to your and understanding. abilities of the students (lower and higher
Alignment to objectives
partner 10 times. E.g. Eyes at target skilled students).

a. Task: Types of Movements

To perform any punch, students will begin by standing in an athletic stance. The action of punching
involves movement of the entire body. To make a movement effective, one needs to get as much energy as
possible behind the part of the body that they are using, while also staying in control of their body.
Dodge: “Duck, Under, Up”
Student will start in an athletic stance, with their arms and fists at eye level. The student on cue will begin a
dodge. The student will keep their arms in a defensive position, bend their knees to duck, shit their body
weight to the side while still low, and then stand back up to the other side.
- Demonstrate skill
- Have students attempt once on each side broken with cues, and twice
on each side without cues at full speed on instructor command
Common mistakes:
- Don’t move far enough under to where a punch would go overhead and to the side
Elbow: “Step, Elbow, Control”
Student will start in an athletic stance, with their arms and fists at eye level. The student will take a
contralateral step to the arm they are performing the elbow with. In this forward stance, twist the hips,
bringing the weight off the back foot while simultaneously extending the elbow up to eye level. The fist of
the arm performing the elbow will be next to the ear of that side. AL: Dodge, Elbow, Knee,
Defensive Position (Who can
- Demonstrate skill demonstrate a defensive
5 min Task #1
- Have students attempt once on each side broken with cues, and twice position?)
on each side without cues at full speed on instructor command
Common mistakes: CFU: What are the cues of the
- If you don’t use control, you can injure your shoulder or your lats. skill? (ask after each one, before
instructing individual practice)
Knee: “Step, Drive, Down”
Student will start in an athletic stance, with their arms and fists at eye level. The student will take a Safety: Make sure you have at
contralateral step to the arm they are performing the knee with. In this forward stance, twist the hips, least 4 feet of clear space around
bringing the weight off the back foot while simultaneously driving the back leg up in a knee. After the knee you before performing any
is driven upward, the leg that just performed a knee will lower back down to standing position again. kickboxing skills.
- Demonstrate skill
- Have students attempt once on each side broken with cues, and twice
on each side without cues at full speed on instructor command
Common mistakes:
- If one doesn’t twist hips the knee will have no power behind the drive

Demo of skill:
-Show each part and cue slowly and explain -Demo from side view 2-3 times
-Demo front view 1-2 times
-Review common mistakes



































 b. Students will work through through Dodge: “Duck,
skills with the teacher, following cues, and Under, Up” Easier - When individually practicing,
XXXXX practicing individually when the teacher students can perform the skill broken
instructs to do so. down with cues by themselves
XXXXX Elbow: “Step,
Elbow, Control” Harder - When individually practicing,
Body of T students can do more than 2 times on each
Lesson Knee: “Step, Drive, side at full speed
(Lesson Focus) Down”

Transition Tell students to come get into groups of 3 (2 is ok) and spread out (Give each group a number)

a. Task: New Types of Movements CFU: What should each group

When in groups, explain what the task in groups is. Explain different things that students can come up with come up with for your skill?
Task #2
(Name, sound to add, etc.) How much time do you have to
do this?

b. 1. Athletic Stance
Explain: In groups, students will create a 2. Poper Fist
movement (new skill or combo) of their 3. Control your
own design. This movement will be used movements
in your cardio kickboxing routine at the AL: Combo
XX. XX end of the unit. Groups will have 3
minutes to do this. This skill will be Easier - In groups, students can design a simple Cognitive Obj: ability to come up
performed to the class while non- movement
XX with a movement
4 min performing groups will fill out the
Harder - In groups, students can design a
XX XX Affective positive feedback sheet. This complex movement or combination of
Safety: Make sure you have at
will be performed to the class in the next least 4 feet of clear space around
movements
T task. you before performing any
Things for groups to come up with: kickboxing skills.
- Movement
- Name for movement
- Be creative (add a sound to the
movement)
-
Transition Students stay in groups (Pass out Affective Feedback sheets)

Task #3 a. Explain and demonstrate task with a movement not seen amongst students

1. Athletic Stance
Assessment & Objective:
b. One group at a time, each group will perform 2. Poper Fist
-Affective: Peer Feedback Sheet
XX. XX the movement that they created. Students will 3. Control your
- Psychomotor: Performance,
perform their skill between (sandwich) 2 movements Easier - Students can use easier/basic skills to
Checklist
XX movements (kick or punch of their choice). sandwich their skill between
4 min Students will have 20-30 seconds to decide as a
Safety: Make sure you have at
XX XX group which two skills will go on either end of Harder - Students can use more complicated
least 4 feet of clear space around
their movement. skills to sandwich their skill between
you before performing any
T
kickboxing skills.
Students watching performances will fill out
positive feedback sheet on other groups

Students will spread out individually

Transition

Task #4 a. Put skills together in a sequence

 b. As a class, using the new movements and 1. Athletic Stance Easier - Students can slow down each
CFU: If you choose to, how can
skills already known (punches and kicking), we 2. Poper Fist movement to make sure they are performing the
you make this task more
X X X. X. X will design patterns and perform the patterns to 3. Control your technique correctly, increase time between
difficult?
(Rest begin the basis of a cardio kickboxing routine movements movements
of X. X. X. X. X
Safety: Make sure you have at
time) Harder - Students can reduce the time they take
least 4 feet of clear space around
T between movements and exert themselves more
you before performing any
while performing the routine (bouncing on balls
kickboxing skills.
of feet)

Transition Come back to baseline (group back together)

Lesson
Review examples of other movements (include what students came up with) Cognitive Assessment:
Closure,
1 min Next Class: We will be combining and practicing all of our skills Exit Slip (name of your new
Hook to Next
Take and complete exit slip skill)
Lesson

Pre-planning: Previous instruction in this activity (earlier grade levels)

Post-planning: “Assessment Informs Teaching:” future needs based on assessment results

Students should move on to planning their Cardio Kickboxing Routine

Evaluation of Teacher Reflection Notes:

Lesson
Break down and discuss fitness activity with points that you want to make right after IA. All students were successful in filling out both affective feedback sheet as well as exit slip. Activities
#2-#3 took shorter than expected, do not mention combo when first performance happens- let all groups perform, then explain what a combo is, then allow them all to make a combo with
their movement for 30sec-1min and then go through the performances of the combos.

(Include any assessment, task cards, exit slips you used): Describe and number
Instructional
Supports Students were all successful in answering questions and filling out exit slip information.

EXIT SLIP:

Name: Date:

Fill out the questions to the best of your ability below:

1a. Which warmup did you choose? (Circle)

Warmup #1 Warmup #2

1b. Why did you chose that warmup?

_____________________________________________________________________

2. In Task #3 what was the name of the skill that you and your group came up with?

______________________________________________________________________
AFFECTIVE FEEDBACK SHEET

Observer Name: Date:

Group #___: Group #___:

1 Point of Positive Feedback: 1 Point of Positive Feedback:

______________________________________ _______________________________________

1 Point of Constructive Feedback: 1 Point of Constructive Feedback:

______________________________________ _______________________________________

Group #___: Group #___:

1 Point of Positive Feedback: 1 Point of Positive Feedback:

______________________________________ _______________________________________

1 Point of Constructive Feedback: 1 Point of Constructive Feedback:

______________________________________ _______________________________________

PSYCHOMOTOR CHECKLIST (Instructor assessment)

Group # Name of Original Creative Sound Did every member
Movement Movement of group perform
the movement
1 __/3
2 __/3
3 __/3
4 __/3