kh7470 Sportfolio

SPORTFOLIO
FLAG FOOTBALL
Dante R Williams
KH7470
Dante R Williams
KH7470 – Dr. Lund
Sportfolio – Flag Football
July 26, 2016
Flag Football
Rationale
The Unit of Flag Football focuses on game form before learning a skill, and highlights
psychomotor movements to enable the students on the ball skill execution. The student’s
tactical knowledge is also improved, which creates more opportunity for successful execution
of motor skills. This unit challenges the problems the game presents for scoring, preventing
scoring, and restarting play, as well as the psychomotor movements and skills that are
necessary to increase chance of success. Each lesson has a specific tactical problem that is
expressed throughout the content of the lesson.
The objectives for this unit are broken down into three domains. Objectives in the
cognitive domain are, students will learn rules and strategies for flag football, will know
common offensive patterns used by the QB and receivers in a flag football game. In the
psychomotor domain the students will learn the basic skills (and their critical elements) of flag
football needed to maintain possession, score and to get possession back when ball is lost. In
the affective domain, students will show good sport behavior in a cooperative game, where all
students are given an opportunity to learn and play and are positively encouraged by their
teammates.
Georgia Performance Standards

● Demonstrates competency in motor skills and movement patterns needed to perform a
variety of physical activities
● Demonstrates understanding of movement concepts, principles, strategies, and tactics

as they apply to the learning and performance of physical activities.
● Exhibits responsible personal and social behavior that respects self and others in
physical activity settings.
● Values physical activity for health, enjoyment, challenge, self-expression, and/or social
interaction.
Student Learning Outcomes
Georgia Performance Element Learning Goal of unit Domain

Standard
Demonstrates competency in Demonstrates The student will be able to Psychomotor

motor skills and movement competence while complete an overhand throw
patterns needed to perform a performing skills in a to an moving target 10 yards
variety of physical activities variety of settings or away 8 out of 10 times, after
activities including sport, completing a 3 step drop.
rhythms, and other
lifetime and recreational
activities.
Demonstrates competency in Performs skills, which at Student will use correct form Psychomotor
motor skills and movement a level of competency, when catching a football and
patterns needed to perform a contributes to health fleeing (weaving) through
variety of physical activities related fitness. cones for 8 out 10 successful
trials.
Demonstrates understanding Integrates a variety of Students will demonstrate Cognitive

of movement concepts, strategies, tactics, knowledge of the tactics of
principles, strategies, and concepts, and skills defensive gameplay by
tactics as they apply to the during sports and identifying the defensive
learning and performance of activities. coverage on video clip of class
physical activities. play
Demonstrates understanding Integrates a variety of Students will demonstrate Cognitive

of movement concepts, strategies, tactics, knowledge of offensive tactics
principles, strategies, and concepts, and skills by writing on an exit slip the
tactics as they apply to the during sports and correct way to advance the
learning and performance of activities. ball down the field in a scoring
physical activities. position.
Exhibits responsible personal Exhibits the ability to Students will consistently Affective
and social behavior that decipher between support and use encouraging
respects self and others in ethical and unethical language toward every
physical activity settings. behavior. teammate, every
teacher/coach, and as well as
the opponents everyday
Exhibits responsible personal Demonstrates the ability The student will show good Affective
and social behavior that to apply the rules and sportsmanship during the
respects self and others in etiquette of various game by being honest about
physical activity settings. physical activities the rules, even if it costs their
regardless of societal or
cultural differences. team a point
Essential Questions
Unit Goal Essential Questions
The student will be able to complete an How can I correct an overhead throw that
overhand throw to an moving target 10 yards consistently lands short of my intended
away 8 out of 10 times, after completing a 3 target (teammate)?
step drop.
Student will use correct form when catching How can improving skill-related components
a football and fleeing (weaving) through in addition with psychomotor skills increase
cones for 8 out 10 successful trials. my chances of success in game play?
Students will demonstrate knowledge of the How can my defensive teammates effectively
tactics of defensive gameplay by identifying defend against a deep passing attack from
the defensive coverage on video clip of class the opposing offense?
play.
Students will demonstrate knowledge of What strategies can we develop to play

offensive tactics by writing on an exit slip the effectively during a game to minimize
correct way to advance the ball down the mistakes?
field in a scoring position.
Students will consistently support and use How can I effectively communicate with my
encouraging language toward every teammates and teacher/coach to implement
teammate, every teacher/coach, and as well offensive and defensive strategies?
as the opponents every day.
The student will show good sportsmanship Why is it important to work with my
during the game by being honest about the teammates and follow the orders of the
rules, even if it costs their team a point. referee’s to play a more effective game of
flag football?
Culminating Activity
A Round Robin tournament with small-sided games will be used as the culminating
activity. This is an effective way to ensure students have an opportunity to combine their
psychomotor skills and knowledge (rules and tactics), and respect for others. By observing and
assessing student’s multiple times, with round robin tournament play, I will be able to
accurately and fairly assess the actual level of competence that students obtain. The primary
goal is to have students apply knowledge and skills in a meaningful game.
The type of learning students will demonstrate will be knowledge, comprehension,

application, and evaluation.
Essential Knowledge
In the psychomotor domain, students will need to learn and perform the following
● Overhand throw a football to a target
● Catch a football
● Fleeing and chasing
● Running routes
● Flag pulling
Regarding the cognitive domain, students will be taught
● Various tactics associated with invasion games (Flag football)
● The rules and how to advantageously apply them towards scoring opportunities
● What correct form (critical elements) looks like for catching and passing the football
using the overhand throw so they may help themselves and other students become
better players
● To apply the rules to the game for an overall more efficient game play for all teams
involved
In the aspect of the affective domain, students will be proficient in
● Fair play and to not purposely violate rules to win
● Demonstrate respect for others during game play
● Only allow positive comments made to teammates, opponents, coaches/teachers, and

officials
Essential Skills
Essential Skill Critical elements
Overhand throw 1. Arm & elbow in extension at shoulder

2. Turn non-throwing side to target
3. Step with opposition
4. Rotate body to face target
5. Throw with arm swing forward
overhead
6. Follow through & release across body
Catching 1. Body faces incoming throw

2. Knees bent, shoulder-width apart
3. Thumbs face together for balls above
waist, thumbs face away for balls
below the waist
4. “Soft” hands reach for ball, absorb
impact, bring ball towards chest or
stomach
Graphic Organizer
Cognitive Knowledge
Psychomotor Skills
Rules for Flag Football
Overhead throw
Defensive tactics
Catching
Offensive tactics
Running routes
Flag Pulling
Flag
Football
Affective Traits Fitness Components

Cooperation with others Cardiovascular Fitness
Fair Play
Respect for others
Safety
Assessment Logs
Flag Football Log
Name: ______________________ Date: ________________________

Class Period: _____________
Directions: As soon as you enter the gym, pick up your log and a pencil and work in pairs. Follow
the directions for each station and record your personal best at each station. Use your records
to set new personal best goals each week. Be sure to set a new goal for each station.
Station Date – Date – Date – Date – Date –

Goal / Best Goal / Best Goal / Best Goal / Best Goal / Best
40 yard dash:
record time
Shuttle:
record time
Catching:
record
number of
catches (out
of 5)
Throwing:
record
number of
completed
throws (out
of 5)
Squat: record
number
completed in
1min.
Peer-Assessment of Overhead Football Pass
Directions:
In today’s games, when a person is playing flag football, teammates will code the overhead
football pass. Each time your teammate throws an overhead pass, you should tally the pass in
either the successful or unsuccessful column. Tally marks should look like this: ////
Use the space to the right of the table to jot down any notes to help give feedback to
your teammate. When the game is over, please share your data with the passer and help set a
specific improvement goal.
Name of performer_____________________________________
Evaluator___________________________
Performer’s Team Name_______________________________________
Overhead Football Successful execution Unsuccessful Notes

Pass execution
Short Pass: Successful
execution requires
completion of pass no
deeper than 7 yards
Intermediate Pass:
Successful execution
requires completion
of pass within 8-14
yards
Long Pass: Successful
execution requires
completion of pass
within 15 or more
yards
Short passes: Successful __________ / total attempts __________ = __________ %
Intermediate passes: Successful __________ / total attempts __________ = __________ %

Long passes: Successful __________ / total attempts __________ = __________ %
Improvement goal for the next game:

_______________________________________________________
Peer-Assessment of Catching
Directions:
In today’s games, when another student is playing flag football, teammates will code catching
the football. Each time your teammate catches a pass, you should tally the catch in either the
successful or unsuccessful column. Tally marks should look like this: ////
Evaluator___________________________
Catching Successful execution Unsuccessful Notes

execution
Short distance catch:
requires a catch of a
pass no deeper than 7
yards
Intermediate distance
catch: Successful
execution requires a
catch of a pass within
8-14 yards
Long distance catch:
pass of 15 or more
yards
Short catches: Successful __________ / total attempts __________ = __________ %

Intermediate catches: Successful __________ / total attempts __________ = __________ %
Long catches: Successful __________ / total attempts __________ = __________ %

______________________________________________________________________________
Diagnostic Assessment
The diagnostic assessment students will be performing for this flag football unit is the
overhand throw. This skill is what most players use during game play and is a skill that is most
likely to predict successful game play. Information from this assessment will give baseline data
for the overhand throw skill on each student and allow the instructor to accurately instruct and
teach the skill at the depth required. Peer assessment of this skill will be beneficial to the
student evaluating because they will learn the cognitive knowledge of the skill, its tactics, and
how to apply them into game play.
Diagnostic Peer-Assessment of Overhand throw
Directions:
Pair in groups of two, Partner-A students line up 10 feet away from a hula hoop spread out
along the gym wall. On the command “go” from instructor, all students will see how many
times they can throw their NERF football into the hoop in 60 seconds from 10 feet away. Use
tally marks in the appropriate box to indicate a recording. Partner-B will evaluate and record,
then switch with partner-A after completed.
Date: _____________________________________
Performer Evaluator Successful execution Unsuccessful

(Using overhand execution (Using
throw, Ball passes overhand throw, Ball
through hula hoop in doesn’t pass through
60 seconds) hula hoop in 60
seconds)
Name: Name:
Name: Name:
Block Plan
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
Peer assess Student throw Task Sheet
Diagnostics overhead Throw Peer logs
assessment of assessment- Teach offensive
Overhand Teach catching catching Peer-assess tactics
football catching
pass/throw Peer assess Student
throwing throwing logs Peer assess throw Peer assess
throw
Teach defense Task Sheet Student Plickers quiz Task Sheet
tactics throwing logs
Student Student throwing Rearrangement
Constructed throwing logs Self-assess -flag logs quiz
Response quiz pull and
Peer assess dodging tactics Teach flag pull Self-asses flag
Peer-assess throwing pull
catching Exit ticket slip Peer assess catch Practice games
Power point Task Sheet True/False quiz Task Sheet Activity Log
presentation
Practice games Practice games Practice games Practice games
Practice games with peer with peer with peer with peer
collection of collection of collection of collection of
Self-assess flag statistics statistics statistics statistics
Officiate a game Announcing a
Tournament Game Tournament play,
play, emphasis Tournament emphasis on Written Exam
on offensive play, emphasis Tournament communicating
route running on throwing play, emphasis with teammates
tactics passes to open on defensive about position
targets coverage tactics responsibilities
Teacher-
directed Teacher-directed Teacher- Teacher-directed
assessment of assessment of directed assessment of
game play game play assessment of game play
game play
Game play GPAI Qualitative rubric
Throw rubric Game play
rubric
Student Assessments
Assessments used to assess unit goals
Psychomotor Cognitive Affective
Diagnostic Overhand throw Peer collection stats rubric Responsibility level checklist
GPAI Written exam – matching Activity log
Student throwing log Plickers Exit ticket slip
Overhand throw rubric Power Point presentation
Peer assessment catching Announcing a game
Self-assessment flag pulling Officiating
Peer assessment throwing Written exam – True / False
Flag football & fitness Task Rearrangement questions

Sheet
Constructed response
Assessments
Diagnostic Peer-Assessment of Overhand throw
Directions:
Pair in groups of two, Partner-A student’s line up 10 feet away from a hula hoop spread out
along the gym wall. On the command “go” from instructor, all students will see how many
times they can throw their NERF football into the hoop in 60 seconds from 10 feet away. Use
tally marks (Tally marks look like this /////) in the appropriate box to indicate a recording.
Partner-B will evaluate and record, then switch with partner-A after completed.
Date: _____________________________________
Performer Evaluator Successful execution Unsuccessful

(Using overhand execution (Using
throw, Ball passes overhand throw, Ball
through hula hoop in doesn’t pass through
60 seconds) hula hoop in 60
seconds)
Name: Name:
Name: Name:
The Art of Flag Pulling – True /False Quiz
Name:_______________ Date:_______________
Period: _______________
True or False: Place a T in the designated location for true statements and a
F in the designated location for false statements.
_______1. When tracking a defender it is important to watch their hips for
sudden changes in direction.
_______2. It is not permitted to physically tackle an opponent.
_______3. When pulling a flag of an opponent it is a penalty to grab their
shirt in the process of grabbing the flag.
_______4. It is acceptable to trip an opponent when trying to pull their flag.
________5. It is not important to breakdown before pulling an opponents
flag.
Name three cues of properly pulling an opponent’s flag
1.
2.
3.
The Art of Flag Pulling – Answers
Name: _______________ Date: _______________
Period: _______________
Directions: True or False: Place a T in the designated location for true statements and a
F in the designated location for false statements.
T 1. When tracking a defender it is important to watch their hips for
sudden changes in direction.
T 2. It is not permitted to physically tackle an opponent.
T 3. When pulling a flag of an opponent it is a penalty to grab their
shirt in the process of grabbing the flag.

F 4. It is acceptable to trip an opponent when trying to pull their flag.
F 5. It is not important to breakdown before pulling an opponents
flag.
Name three cues of properly pulling an opponent’s flag
1. Breakdown
2. Pull top of the flag
3. Firmly grab flag and pull down
Peer Collection Statistic Rubric – Flag Football:

Directions: Use this sheet to record scores – just mark when you observe the skill being used
Names of players Overhand Throw

Completed pass Inbounds and Error
played
Names of players Successful Catch Error

Team 1 Team 2
5 completed throws and
catches
Use this sheet to record scores – just mark when you observe the skill being used.
Names of players Flag Pull

Player tackled? Penalty for grabbing Error
clothing
Flag Football & Fitness Log/Task Sheet
Name: ______________________ Date: ________________________

40 yard dash:
record time
Shuttle:
record time
Catching:
record
number of
catches (out
of 5)
Throwing:
record
number of
completed
throws (out
of 5)
Squat: record
number
completed in
1min.
Peer-Assessment of Overhead Football Pass
Directions:
In today’s games, when a person is playing flag football, teammates will code the
overhead football pass. Each time your teammate throws an overhead pass, you should tally
the pass in either the successful or unsuccessful column. Tally marks should look like this: ////
Evaluator___________________________
Overhead Football Successful execution Unsuccessful Notes

Pass execution
Short Pass: Successful
execution requires
completion of pass no
deeper than 7 yards
Intermediate Pass:
requires completion
of pass within 8-14
yards
Long Pass: Successful
execution requires
completion of pass
within 15 or more
yards
Short passes: Successful __________ / total attempts __________ = __________ %
Intermediate passes: Successful __________ / total attempts __________ = __________ %
Long passes: Successful __________ / total attempts __________ = __________ %

Peer-Assessment of Catching
Directions:
In today’s games, when another student is playing flag football, teammates will code
catching the football. Each time your teammate catches a pass, you should tally the catch in
either the successful or unsuccessful column. Tally marks should look like this: ////
Evaluator___________________________
Catching Successful execution Unsuccessful Notes

execution
Short distance catch:
pass no deeper than 7
yards
Intermediate distance
catch: Successful
execution requires a
catch of a pass within
8-14 yards
Long distance catch:
pass of 15 or more
yards
Short catches: Successful __________ / total attempts __________ = __________ %
Intermediate catches: Successful __________ / total attempts __________ = __________ %
Long catches: Successful __________ / total attempts __________ = __________ %

GPAI: Game Performance Assessment Instrument
Directions:
Instruct students which teams they are assigned and be playing with. 3 teams total with 2
playing against each other and the team left over serving as the officials for that game. 8
minutes per half. Follow the criteria below and assess students as they rotate and take turns
playing quarterback to assess the overhand throw during game play.
GPAI Football Overhand Throw and Catch
Evaluator: ___________________ Date: _____________________
1. Decision made Criteria: Throw –Player attempts to throw to open target

Catch – Player attempts to
Receive pass with intent to catch
2. Skill execution Criteria: Throw – Accurate throw, delivers catchable ball

Catch–aligns thumbs together or away for
appropriate catch, brings ball into body
3. Base Criteria: Player returns to a recovery position between skill

Attempts
Decision Made Skill Execution Base

Students A IA E IE A IA
Key: A = appropriate IA = inappropriate E =efficient IE = inefficient

Exit Ticket – Flag Football
Football Safety
Name: ______________ Date: _______________
Period: _______________
What is flag pulling?
Why is it important to avoid contact in flag football?
What are some ways to avoid physical contact?
It is important to keep your ________ up. When running the football to
avoid a collision.
What 3 words describe the way your team worked together today?
Exit Ticket – Flag Football – Answers
Football Safety
Name: _______________ Date: _______________
Period: _______________
● What is flag pulling?
Flag pulling is the method the defense utilizes to stop the offense from
proceeding during a play. It doesn’t include physical contact or collisions.
● Why is it important to avoid contact in flag football?
First of all, it is a penalty to make physical contact during the game of
flag football. In addition, it is unsportsmanlike to initiate physical contact. Flag football is a
game that incorporates the skills and strategy of football;
however, it is played in a safe manner.
● What are some ways to avoid physical contact?
Speed, agility, and technique are a few of the ways to avoid physical
contact during a flag football game.
● It is important to keep your Eyes up. When running the football to avoid a collision
Flag Football Written Test
Directions:
From column II select the answer that matches with the statement in Column I. Write the letter
in the space provided.
Matching:
Column I Column II
1. _____ The defender does this to stop A. Teamwork/Working together
the play
2. _____ If the offense is hurting the B. Man press coverage
defense with the deep passing game,
the defense should switch to this style
of coverage
3. _____ is a key element to positive C. Defensive coverage backs
play amongst teammates
4. _____ Offensive crossing patterns are D. Precise Route running
the best for success versus this
defensive coverage
5. _____ This test is a great assessment E. Slow the offensive pace down
for the skill of agility and changing
direction, needed for flag football
6. _____ The ability to jump can be a F. Pulls the flag of ball carrier
useful skill for what position?
7. _____ are key components for G. Deep zone pass defense coverage
offensive success
8. _____ If an opposing team is scoring a H. Shuttle test
lot against another team, the offense
should consider this.
9. _____ If the Quarterback becomes I. Call timeout
injured and/or isn’t playing his/her
best game, the offense should resort
to this option.
10. _____ To solve the frustration of a J. Run the football with running plays
team and /or arguing of teammates,
this can be a great problem solution
to regain positive teamwork and
confidence
Continued….
Short Answer
Directions:
For each of the questions, on another sheet of blank paper, write a paragraph or more to
respond to the prompt.
1. Explain why the overhand throw is so crucial to the success of flag football? Why
wouldn’t the motion of the underhand softball pitch work in flag football?
2. Explain the advantages and disadvantage of playing man coverage defense.
3. Identify whether you would use a deep passing offensive attack and provide a rationale
for your response.
4. Explain why it is essential for players to abide by the ruling of the officials. In your
words, what does “fair play” mean to you? Explain.
5. How does communication, either positively or negatively, influence your teammates?

Matching: Answers
From column II select the answer that matches with the statement in Column I. Write the letter
in the space provided.
Column I Column II
1. ___F__ The defender does this to A. Teamwork/Working together
stop the play
2. ___G__ If the offense is hurting the B. Man press coverage
defense with the deep passing game,
the defense should switch to this style
of coverage
3. __A___ is a key element to positive C. Defensive coverage backs
play amongst teammates
4. ___B__ Offensive crossing patterns D. Precise offensive route running
are the best for success versus this
defensive coverage
5. ___H__ This test is a great E. Slow the offensive pace down
assessment for the skill of agility and
changing direction, needed for flag
football
6. __C___ The ability to jump can be a F. Pulls the flag of ball carrier
useful skill for what position?
7. ___D__ are key components for G. Deep zone pass defense coverage
offensive success
8. __E___ If an opposing team is scoring H. Shuttle test
a lot against another team, the
offense should consider this.
9. __J___ If the Quarterback becomes I. Call timeout
injured and/or isn’t playing his/her
best game, the offense should resort
to this option.
10. ___I__ To solve the frustration of a J. Run the football with running plays
team and /or arguing of teammates,
this can be a great problem solution
to regain positive teamwork and
confidence
Announcing the Game
Directions:
To demonstrate your knowledge of the rules and game tactics, create a script for 8
minutes of Flag Football. Be sure to include comments on several rules such as pass
interference, personal foul for pulling clothing, illegal blocking with your hands, etc.
Additionally, you should describe the plays that you are watching during the game and the
offensive or defensive tactics used to counteract them. Go ahead and have some fun with this
assignment!
Script:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Key important rules in Flag Football:
●
●
●
●
●
Flag Football – Throwing log
Name: ______________________ Date :________________________


Overhand
throws into
target 10
yards away
(as many as
possible in 60
seconds)
Overhand
throws into
target 15
yards away
(as many as
possible in 60
seconds)
Overhand
throws to
moving target
10 yards
away (as
many as
possible in 60
seconds)
Overhand
throws to
moving target
15 yards
away (as
many as
possible in 60
seconds)
Overhand
throw for
distance (best
out of 3 trials)
My Activity Record
Name______________________ Date_______________ Period________
Directions:
Use this form to keep a record of your physical activity outside of school. Remember that the
goal is to be physically active at least five days each week.
Date Activity Type of health- Number of minutes

related fitness
promoted
Flag Football Plickers Quiz
Name__________________ Date_______________
Multiple Choice:
A question will project onto the board, answer that following question by choosing the best
answer and holding the letter of your answer right side up on your plicker card. Keep it held in
the air until the teacher has scanned your card. Once your answer has been record, as indicated
on the screen, you may put your card down and await the next question.
1. “Press coverage” implies for the defenders to:

a. Align 10yards off the route runner
b. Cause an encroachment penalty
c. Align 2-3 yards off the route runner
d. Align behind the route runner on the offensive side of the ball
2. If “Team A” is down 16 points to “Team B”, what can “Team A” do to keep it only a 2
score game?
a. Call the game off and end it
b. Go for a 2-point conversion after scoring a touchdown
c. Go for a 1-point conversion after scoring a touchdown
d. Call a time out
3. How many yards must a team gain to receive a 1st down?
a. 5 yards
b. 10 yards
c. 15 yards
d. 20 yards
4. The most successful throw in flag football is?
a. Underhand pass
b. Shuttle pass
c. Behind the back pass
d. Overhand pass
5. In order for a route runner to have success he/she must possess:
a. Catching ability
b. Knowledge of defender’s alignment pre-snap
c. Knowledge of proper route running and depth to be ran at
d. All of the above
6. If a teammate becomes argumentative and loud with another player on the opposing
team, you should:
a. Voice your opinion along with your teammate and continue the arguing
b. Demand that your teammate be thrown out of the game
c. Try to calm your teammate down, but do not engage in any ill behavior
d. Demand points be taken off the opposing teams score board for their behavior
7. The player who takes the snap from the center and passes the football is known as the:
a. Defensive back
b. Quarterback
c. Linebacker
d. Wide Receiver
8. People regulating rules and fair play during game play in physical education are :
a. Quarterbacks on each team
b. Head Coach on each team
c. Officials (which can be students not playing)
d. Teammates playing with you
9. A key element that can hinder the success of a team’s success:
a. Interceptions thrown by the offense
b. Completed passes by the quarterback
c. Every ball caught by pass catchers
d. Wide receivers showing incredible speed when running routes
10. To increase a player’s catching ability for flag football, he/she should:
a. Perform catching drills 2-3 times per week
b. Run 1-2miles 3-4 times per week
c. Throw the football as much as possible
d. Pull flags 2-3 times per week
Flag Football Plickers Quiz – Answers
Name__________________ Date_______________
Multiple Choice:
Answer the following questions by choosing the best answer and holding the letter of your
answer right side up on your plicker card. Keep it held in the air until the teacher has scanned
your card.
1. “Press coverage” implies for the defenders to:

a. Align 10 yards off the route runner
b. Cause an encroachment penalty
c. Align 2-3 yards off the route runner
d. Align behind the route runner on the offensive side of the ball
2. If “Team A” is down 16 points to “Team B”, what can “Team A” do to keep it only a 2
score game?
a. Call the game off and end it
b. Go for a 2-point conversion after scoring a touchdown
c. Go for a 1-point conversion after scoring a touchdown
d. Call a time out
3. How many yards must a team gain to receive a 1st down?
a. 5 yards
b. 10 yards
c. 15 yards
d. 20 yards
4. The most successful throw in flag football is?
a. Underhand pass
b. Shuttle pass
c. Behind the back pass
d. Overhand pass
5. In order for a route runner to have success he/she must possess:
a. Catching ability
b. Knowledge of defender’s alignment pre-snap
c. Knowledge of proper route running and depth to be ran at
d. All of the above
6. If a teammate becomes argumentative and loud with another player on the opposing
team, you should:
a. Voice your opinion along with your teammate and continue the arguing
b. Demand that your teammate be thrown out of the game
c. Try to calm your teammate down, but do not engage in any ill behavior
d. Demand points be taken off the opposing teams score board for their behavior
7. The player who takes the snap from the center and passes the football is known as the:
a. Defensive back
b. Quarterback
c. Linebacker
d. Wide Receiver
8. People regulating rules and fair play during game play in physical education are:
a. Quarterbacks on each team
b. Head Coach on each team
c. Officials (which can be students not playing)
d. Teammates playing with you
9. A key element that can hinder the success of a team’s success:
a. Interceptions thrown by the offense
b. Completed passes by the quarterback
c. Every ball caught by pass catchers
d. Wide receivers showing incredible speed when running routes
10. To increase a player’s catching ability for flag football, he/she should:
a. Perform catching drills 2-3 times per week
b. Run 1-2miles 3-4 times per week
c. Throw the football as much as possible
d. Pull flags 2-3 times per week
Student Officiating
Directions:
Instruct students what post they will be officiating during game play. Assess engagement during
game play, making appropriate calls to the best of their ability, and knowledge of game play
rules. Place a check mark if student knows competence in field assessed. Have students Only
rotate to a different post once the teacher has instructed to do so.
Student Name Post officiating Student Makes Knows rules of

engaged in appropriate game being
game calls played
Overhand Throw Rubric
Directions:
Observe each student performing the overhand throw for 6 trials & rate each of the steps on a
scale 4 to 0 using the following definitions:
● 4 = Exhibits the behaviors consistently or almost always (4 or more times in a row)

● 3 = Usually exhibits the behaviors (4 out of 6 trials)
● 2 = Behaviors are exhibited sometimes or about half the time
● 1 = Behaviors are exhibited occasionally (2 or fewer out of 6 trials)
● 0 = Nonparticipant or student does not complete the assessment
Name Stance: Extension: Turn & Follow Release:

Lateral Makes and Rotate: through: Bring arm
stance facing “upside As student Swing arm forward
target, knees smiley face” extends forward and releasing
slightly bent with throwing rotate torso football at “1
throwing arm…turn through o’clock or 2
hand and off-shoulder bring o’clock” arm
“picks the pointed at shoulders angle, turn
apple off the target. and hips hand and
tree” squared to wrist over
target. aiming at
target.
Level of Responsibility Checklist
Name: __________________ Date: _____________ Period: _____
Directions:
Check each of the behaviors you used in today’s class.
My Respect:
_____ I did not make fun of others
_____ I did not hog the equipment
_____ I did not interfere with others
_____ I did not interrupt when someone was talking
My Participation:
_____ I followed all directions
_____ I tried my best
_____ I avoided people who were trying to cause trouble
_____ I let others participate
My self-direction:
_____ I encouraged others
_____ My teacher did not need to remind me to keep practicing
_____ Even though I saw someone doing something wrong, I chose to mind my own business
My caring:
_____ I tried to help others
_____ I helped my teacher
_____ I gave someone a compliment
My Improvement goal:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Rearrangement Quiz
Name: ______________________ Date: _________ Period: _____
Directions:
Arrange the following steps in the skill of catching and overhand throwing by writing the letters
in the following space in the correct order. What happens first should be 1 and what happens
last should be 5.
Catching:
Ranking Critical Element
1. _____ A. Thumbs face together for balls above
the waist, thumbs face away for balls
below the waist
2. _____ B. Knees bent, feet shoulder-width apart
3. _____ C. “Soft” hands reach for ball, absorb
impact, bring ball towards chest
4. _____ D. Body faces the incoming throw
Throwing:
1. _____ A. Make “smiley face with throwing
hand” and “pick apple from tree” with
high elbow
2. _____ B. Rotate hips with follow-through
3. _____ C. Body sideways, non-throwing
shoulder faces target
4. _____ D. Step in opposition
Rearrangement Quiz – Answers
Name: ______________________ Date: _________ Period: _____
Directions:
Arrange the following steps in the skill of catching and overhand throwing by writing the letters
in the following space in the correct order. What happens first should be 1 and what happens
last should be 5.
Catching:
1. __D A. Thumbs face together for balls above
the waist, thumbs face away for balls
below the waist
2. __B B. Knees bent, feet shoulder-width apart
3. __A C. “Soft” hands reach for ball, absorb
impact, bring ball towards chest
4. __C D. Body faces the incoming throw
Throwing:
1. __C A. Make “smiley face with throwing
hand” and “pick apple from tree” with
high elbow
2. __A B. Rotate hips with follow-through
3. __D C. Body sideways, non-throwing
shoulder faces target
4. __B D. Step in opposition
Constructed Response Quiz
Name: __________________ Date: ______________ Period: ____
Directions:
For each of the following questions, write in the answer that best completes the statement to
make it a true statement. Some of the blanks will require a single word, while others will
require multiple words.
It takes a distance of _____ to gain a first

1. __________________ down.
An _____ is when the defender catches the
2. __________________ ball that was intended for the offensive
player.
After scoring a touchdown, the offense (on
3. _________ or _______ the next play) has two options of scoring
additional points. These are _____ or _____
A touchdown is worth _____ points, a field
4. _____ , _____ , _____ goal is worth _____, and an extra point is
worth _____.
If the Quarterback gets sacked by a defender
5. ________ , _______ while still in his/her own end zone, a _____ is
awarded to the defense and is worth _____
points.
On 4th down, if the offense feels they cannot
6. ___________________ convert and obtain a first down, they can
instead opt to _____ the ball to the opposing
team.
Constructed Response Quiz - Answers
Name: __________________ Date: ______________ Period: ____
Directions:
For each of the following questions, write in the answer that best completes the statement to
make it a true statement. Some of the blanks will require a single word, while others will
require multiple words.
It takes a distance of _____ to gain a first

1. _________10 yards down.
An _____ is when the defender catches the
2. ________Interception ball that was intended for the offensive
player.
After scoring a touchdown, the offense (on
3. ____1 point or ___2 point the next play) has two options of scoring
additional points. These are _____ or _____
A touchdown is worth _____ points, a field
4. __6 , __3 , __1 goal is worth _____, and an extra point is
worth _____.
If the Quarterback gets sacked by a defender
5. ____Safety , ____2 while still in his/her own end zone, a _____ is
awarded to the defense and is worth _____
points.
On 4th down, if the offense feels they cannot
6. _________Punt convert and obtain a first down, they can
instead opt to _____ the ball to the opposing
team.
Self-Assessment Flag Pulling
Name: __________________ Date: ______________ Period: ________
Directions:
Score yourself based on your consistency performing the critical elements of flag pulling
(tackling). At the end of each self-check, think about what you can do to improve the next time.
Scoring:
4 = Consistently performed this
3 = Most times
2 = Usually performed this
1 = Sometimes performed this
Teaching Cue 1st self-check 2nd self-check 3rd self-check

Date: __________ Date: _________ Date: ________
“Close in to ball
carrier”
“Reach & run”
“Grab the flag, rip

the tag”
“Raise your hand in
class” with flag
Power Point Presentation
Name: _________________ Date: _________ Period: _________
Directions:
In groups of 3, Create and develop a power point and be prepared to present this to the class.
The Power point needs to cover the following regarding flag football:
● List of rules
● Understanding & comprehension of rules
● History of the Flag football
● Knowledge of basic facts and information
● List the critical elements of the overhand throw, in sequential order
● List the critical elements of the overhand throw, in sequential order
Each student should expect to take 2 bullet points and present that information from their
selected bullet points, and use as many slides as needed to present in class. Put your name at
the bottom right corner of all slides you are responsible for.
Diagnostic Overhand Throw Peer-Assessment
Purpose –
● To assess and gain a baseline understanding of which students understand and can
apply the critical elements of the skill of the overhand throw.
● Information will provide a baseline range of students who can successfully execute the
overhand throw compared to those who cannot at the beginning of the unit. Allow
teacher to plan how much time to allocate further assessment/teaching of this skill
throughout the course of the unit.
Assessing the Assessment –

● Peer
Performance –
● Diagnostic assessment: Formative – only looking for baseline data.
Grading Assessment & Rationale -

● Yes – Obtain baseline data for students that have a prior understanding on how to
perform the overhand throw. Students assessing can also take away some cognitive
knowledge on the proper mechanics and form of critical elements being used.
GPAI: Game Performance Assessment Instrument
Purpose
● The GPAI is a comprehensive assessment tool that allows physical education teachers to
measure a student’s ability to execute skills and make tactical decisions during game
play. The GPAI is its very adaptable and the teacher simply “plugs in” the skills and
behaviors linked to the targeted learning outcomes.
● Information provided for feedback to students about how well they are doing relative to
the skill or tactic being observed.
Assessing the Assessment

● Teacher
Performance
● Psychomotor assessment: Formative
o Level of performance expected is acceptable or efficient performance for at least
60% of students to move onto the next skill within the unit.

● Yes – Measure ability of students to execute skills and tactical decisions during game
play, during a chaotic environment. Assessment can be made while students are in
game play practicing their skill set, very efficient way to utilize class time.
Overhand Throw Student Log
Purpose
● The overhand throwing log will assess the skill of overhand throw progressively over a
period of time within the unit
● Information will provide the improvement (or lack of) of the skill over time within the
unit. The teacher can assess and reflect on whether or not teaching and practice time is
sufficient or needs to be increased.

● Self
Performance
o Level of performance expected is to see improvement every time we log as a
class.
o 100% of students need to show improvement from their first log to their last log
date to move onto the next skill within the unit.

● No – Self-assessment. Students should aim to progress and perform better every time
we test.
Overhand Throw rubric
Purpose
● The overhand throwing rubric will assess and rate the critical elements used in the
overhand throw.
● The information is based on a rate scale showing consistency on performance of the
critical elements. The breakdown of each critical element can provide feedback of what
part of the skill the students are weak and need continued practice.

● Teacher
Performance
o Level of performance expected is to see target performance at a score of 3 or at
least a 2 for 70% of the class in order to move to the next skill within the unit

● Yes – Assessment will focus on specific critical elements of skill and show both strengths
and weaknesses within the skill. I can plan out my teaching time to address the critical
elements that need more work, and pair up the lesser students with the more
competent students for peer instruction.
Peer-Assessment Catching
Purpose
● The Peer-assessment will assess total number of successful catches compared to
unsuccessful catches
● Information will provide the student being assessed with data of how well he/she is
performing the skill of catching, whereas the student doing the assessing can learn the
cognitive knowledge of how to properly perform and be successful when executing this
skill.

● Peer
Performance
o Level of performance expected is to see 50% of class have a 60% successful rate
for class on the first peer assessment.
o 100% of students need to show improvement from their first peer-assessment
to their last peer-assessment date to move onto the next skill within the unit.

● No – Peer assessment. Students should aim to progress and perform better every time
we test.
Peer-Assessment Throwing
Purpose
● The Peer-assessment will assess total number of successful throws compared to
unsuccessful throws
● Information will provide the student being assessed with data of how well he/she is
performing the skill of throwing, whereas the student doing the assessing can learn the
cognitive knowledge of how to properly perform and be successful when executing this
skill.

● Peer
Performance
o Level of performance expected is to see 50% of class have a 60% successful rate
for class on the first peer assessment.
o 100% of students need to show improvement from their first peer-assessment
to their last peer-assessment date to move onto the next skill within the unit.

● No – Peer assessment. Students should aim to progress and perform better every time
we test.
Self-Assessment Catching
Purpose
● The Self-assessment will assess catching and its critical elements based off of “cues”
describing the critical element. Data will show progressive improvement on the skill of
catching over time within the time frame of the lesson.
● Information will provide the student with immediate feedback from themselves because
they did the assessing.

● Self
Performance
o Level of performance expected is to see a rating score of at least 2 for the first
self-assessment
o 100% of students need to show improvement from their first self-assessment to
their last self-assessment date, in order to move onto the next skill within the
unit

we test.
Flag Football & Fitness Task sheet
Purpose
● The Self-assessment will assess all essential elements of flag football and fitness
components used in flag football. Data will show progressive improvement on the
essential skills and health-related fitness components over time within the time frame
of the lesson.
● Information will provide the student with immediate feedback from themselves because
they did the assessing. Data will provide teacher with motivating cues to apply towards
the students based on which skill the students need more practice time with.

● Self
Performance
o Level of performance expected is to see average results during the first self-
assessment.
o 100% of students need to show improvement from their first self-assessment to
their last self-assessment date and have a “best goal” recorded, in order to move
onto the next skill within the unit.

we test.
Peer Collection Stats
Purpose
● This assessment will assess the essential elements needed for flag football and collect
the statistical data for successful execution versus unsuccessful execution.
● Information will provide the student with raw quantitative breakdown of data with
student’s strengths and weaknesses regarding the specific skill being assessed.

● Teacher
Performance
● Cognitive assessment: Formative
o Level of performance expected is for all student peers assessing game play to be
accurate and have knowledge in recording their statistical data.
o 70% of class needs to have a 60% successful execution right of skills assessed, in
order to move onto the next skill within the unit.

● No – Peer assessment. Students will gain cognitive knowledge of tactics and rules by
understanding and comprehending the rules to properly score the game. Statistics will
give students a good indication on performance and addresses areas of weakness, which
should lead to addressing the critical elements of the skill with weakness in. Having the
rest of the students in game play practicing their skills and strengthening their affective
knowledge is a very efficient use of class time.
Written exam
Purpose
● This assessment will assess cognitive knowledge, rules play, and offensive and defensive
game play tactics of flag football.
● Information will provide teacher with overall knowledge associated with all 3 domains
at the end of the unit.

● Teacher
Performance
● Psychomotor, Cognitive, & Affective assessment: Summative
o Level of performance expected is for all student to earn a passing score to show
competence of material learned during this unit.
o 60% of class needs to have a 70% grade, in order to move onto the next unit.
o Criteria –

● Yes – Assessment will measure knowledge in all 3 domains will material covered from
the entire unit of Flag Football.
Plickers quiz
Purpose
● This assessment will assess cognitive knowledge of skills, rules, game play tactics, fair
play, etc. utilizing technology to enhance student learning.
● Information will provide the student with immediate feedback of assessment and keeps
students engaged with a fun hands on activity.

● Teacher
Performance
o Level of performance expected is for 70% of class to receive 70% score.
o Class discussion will immediately follow to discuss answers selected.

● Yes – Assessment will measure cognitive knowledge about Flag Football. This technique
involves technology and will keep student engaged for a more hands on assessment.
Power Point Presentation
Purpose
● This assessment will assess cognitive knowledge of skills and their critical elements,
rules, game history, fair play, etc. utilizing technology to enhance student learning.

● Teacher
Performance
o Level of performance expected is for all groups to produce quality presentations
showing competence if in all required fields.
o 100% of class needs to have a 70% score or better, in order to move onto the
next skill within the unit.

● Yes – Assessment will measure cognitive knowledge concerning rule play, history, and
application of skills for Flag Football. This technique involves technology and will keep
student engaged for a more hands on assessment.
Announcing a game
Purpose
play, etc. and allow student to engage with his/her peers during presentation.
● Information will provide the teacher the level of competency students currently have
regarding overall knowledge of flag football

● Teacher
Performance
o Level of performance expected is for a competent presentation to be presented

will keep students engaged 100% of the time because they must call the game and
explain what is happening with some comprehension knowledge about the game.
Plickers quiz
Purpose
play, etc. utilizing technology to enhance student learning.

● Teacher
Performance
o Level of performance expected is for 70% of class to receive 70% score.
o Class discussion will immediately follow to discuss answers selected.
Officiating a Game
Purpose
● This assessment will assess cognitive knowledge of rules and comprehension, game play
tactics, fair play, etc. utilizing students as officials
● Information will provide the student with cognitive knowledge of rule play and inform
instructor strengths and weaknesses of class regarding comprehension of the rules.

● Teacher
Performance
o Level of performance expected is for students to show competence of rule play
and application during game play

● Yes – Assessment will measure cognitive knowledge concerning rules and fair play about
Flag Football. This technique will keep student engaged, by being hands, on, and making
appropriate calls
True / False – Flag Pulling Quiz
Purpose
● This assessment will assess cognitive knowledge of the skill of the flag pull
● Information will provide the student knowledge (cognitive) on how to properly execute
the flag pull. Instructor will be able to see who understands the breakdown and
sequence of trying to pull a flag

● Teacher
Performance
o Level of performance expected is for 70% of class to receive 70% score in order
to move to the next skill within the unit.

● Yes – Assessment will measure cognitive knowledge about Flag Football.
Rearrangement quiz
Purpose
● This assessment will assess cognitive knowledge of the essential skills used in flag
football and the correct sequential order of the critical elements of these skills
● Information will provide the teacher with knowledge of which students know how to
properly execute them, using the critical elements, from start to finish.

● Teacher
Performance
o Level of performance expected is for 70% of class to receive 70% score, in order

will measure sequential order and when to apply critical elements of skills being used.
Constructed Response quiz
Purpose
● This assessment will assess student’s ability to recall specific terms or rules and
assessing student comprehension of the topic
● Information will provide the teacher with knowledge of which students are able to recall
specific information as opposed to recognizing a term or definition

● Teacher
Performance
o Level of performance expected is for 70% of class to receive 70% score, in order

allows students to use the surrounding context to help recall specific terms and/or rules
and formulate into comprehensive knowledge.
Level of Responsibility Checklist
Purpose
● This assessment will assess a list of behaviors that you (instructor) want students to
demonstrate.
● Information will provide the teacher with knowledge of what the different levels
represent and where the students fall within those respective levels

● Self
Performance
● Affective assessment: Formative
o Level of performance expected is for students to respond as accurately and
truthfully as they can.

● Yes – Assessment will measure affective knowledge about Flag Football and allow
students to assess their own behaviors on the field and among teammates to see if any
changes need to made.
Activity Log
Purpose
● This assessment will assess affective behavior of tracking student participation outside
of physical education
● Information will provide the teacher with knowledge of which students are participating
in after school/homework activities.

● Self
Performance
o Level of performance expected is for students to respond as accurately,
truthfully, and so participation.

● Yes – Assessment will measure affective knowledge about the fitness component
related with Flag Football.
Exit Ticket Slip
Purpose
● This assessment will assess affective behaviors and short answers in order to leave the
classroom
● Information will provide the teacher with knowledge of affective relationships between
peers, communication, cognitive knowledge of teamwork.

● Teacher
Performance
o Level of performance expected is for students to respond as accurately and
truthfully as they can.
o 70% of class is expected to score a 70% (or higher) passing score in order to
move to the next skill in the unit.

● Yes – Assessment will measure affective behaviors related to flag football and for
students to assess their behaviors among teammates, coaches, opposing team
members, and determine what is best for team success from an individual player.
Qualitative Rubric
FLAG FOOTBALL RUBRIC
Skill: Poor (1) Fair (2) Good (3) Excellent (4)

Description
Passing: Does not have Does not have Has proper grip of Has proper grip of
Player shows proper grip of proper grip of football, takes football, takes step with
proper form in football, doesn’t football, takes a step with opposition, always
passing the ball step with small step with opposition, throws accurately to
and throws opposition, opposition, throw consistently target
accurately to the doesn’t throw accurately about throws accurately
target accurately to half the time to to target
target target
Catching: Hands aren’t Hands are Hands are Hands are extended in
Player catches ball extended in front extended in front extended in front front of body, ball is
with proper form of body, traps ball of body, traps ball of body, ball is caught with hands
with hands against body, against body, caught with hands above or below the
extended and rarely catches a sometimes catches above or below waist, sometimes
secures it ball thrown to a ball thrown to the waist, catches all of the balls
them. them. sometimes thrown with only using
catches most of hands.
the balls thrown
to them using
hands.
Tackling: Few attempts to Some attempts to Frequent Frequent attempts to
Player reaches for pull flag, can’t pull flag, attempts to pull pull flag aggressively,
opponent’s flag reach flag sometimes reach flag, often reach often reach flag
high near the successfully, flag successfully, flag successfully, successfully, reaches for
waist and does not reaches too low reaches too low for reaches for flag flag high up near the
give up pursuit for flag, & gives up flag, & gives up high up near the belt, & never gives up
easily after some effort belt, & does not easily
give up easily
Rules: Demonstrates a Demonstrates a Demonstrates a Demonstrates a
knowledge of very knowledge of some knowledge of knowledge of all of the
few rules. of the rules. most of the rules. rules.
Sportsmanship: Negative towards Gets down on self, Encourages Encourages teammates,
Player exhibits a teammates, quiet, discourages teammates, stays stays positive, includes
positive attitude argues with other others from trying positive, includes other in game play,
both on and off players or with to play, negative other in game adheres to all rules,
the field coaches, not attitude about play, adheres to shows leadership
interested in team practices or games all rules
play
Communication: Does not Adjusts personal Actively calls for Actively calls for ball,
Player communicate with movement on the ball, listens for Listens for plays and
communicates team or coaches, field due to plays and responds to them, calls
effectively with often runs into communications responds, out to help teammates,
other players and players because of from team and encourages encourages
coaches lack of coaches communication communication
communication
PSYCHOMOTOR
DOMAIN
ASSESSMENTS
COGNITIVE
DOMAIN
ASSESSMENTS
AFFECTIVE
DOMAIN
ASSESSMENTS
GRADING
Matrix - Psychomotor
Unit Goal Diagnostic GPAI Overhand Overhand Peer Assess Catch Peer Assess Throw Self-Ass
Overhand Throwing Throw Pull
Assessment Log Rubric
Student will be
able to
complete an
overhand
throw to an
moving target
10 yards away
8 out of 10
times, after
completing a 3
step drop.
Student will
use correct
form when
catching a
football and
fleeing
(weaving)
through cones
for 8 out 10
successful
trials.
Students will
demonstrate
knowledge of
the tactics of
defensive
gameplay by
identifying the
defensive
coverage on
video clip of
class play.
Students will
demonstrate
knowledge of
offensive
tactics by
writing on an
exit slip the
correct way to
advance the
ball down the
field in a
scoring
position.
Students will
consistently
support and
use
encouraging
language
toward every
teammate,
every
teacher/coach,
and as well as
the opponents
every day.
The student
will show good
sportsmanship
during the
game by being
honest about
the rules, even
if it costs their
team a point.
Matrix - Cognitive
Unit Goal Peer Plickers Power Point Announcing Officiating a True/False - Quiz Rearrangeme
Collection Presentation A Game Game Quiz
Stats
Student will be
able to
complete an
overhand
throw to an
moving target
10 yards away
8 out of 10
times, after
completing a 3
step drop.
Student will
use correct
form when
catching a
football and
fleeing
(weaving)
through cones
for 8 out 10
successful
trials.
Students will
demonstrate
knowledge of
the tactics of
defensive
gameplay by
identifying the
defensive
coverage on
video clip of
class play.
Students will
demonstrate
knowledge of
offensive
tactics by
writing on an
exit slip the
correct way to
advance the
ball down the
field in a
scoring
position.
Students will
consistently
support and
use
encouraging
language
toward every
teammate,
every
teacher/coach,
and as well as
the opponents
every day.
The student
will show good
sportsmanship
during the
game by being
honest about
the rules, even
if it costs their
team a point.
Matrix - Affective
Unit Goal Level of Responsibility Checklist Activity Exi
Log
Student will be able to complete an overhand throw to an

moving target 10 yards away 8 out of 10 times, after
completing a 3 step drop.
Student will use correct form when catching a football and
fleeing (weaving) through cones for 8 out 10 successful trials.
Students will demonstrate knowledge of the tactics of
defensive gameplay by identifying the defensive coverage on
video clip of class play.
Students will demonstrate knowledge of offensive tactics by
writing on an exit slip the correct way to advance the ball
down the field in a scoring position.
Students will consistently support and use encouraging
language toward every teammate, every teacher/coach, and
as well as the opponents every day.
The student will show good sportsmanship during the game
by being honest about the rules, even if it costs their team a
point.
Points & Percentages
Domain Percentage
Psychomotor 60%
Cognitive 30%
Affective 10%
Psychomotor – 250 points Knowledge – 225 points Affective – 45 points
Diagnostic Overhand Throw Written Exam – 100 points Responsibility Level Checklist
– 50 points – 15 points
Plickers quiz – 20 points
GPAI – 100 points Activity Log – 15 points
Power Point Presentation –
15 points Exit Ticket Slip – 15 points
Overhand Throw Rubric –
100 points Announcing a Game – 15
points
Officiating a Game – 15
points
True/False – Quiz – 20 points
Rearrangement Quiz – 20
points
Constructed Response – 20
points
Grading scale
A: 480 - 520 B: 440 - 479 C: 400 - 439 D: 360 - 399 F: 359 and
points points points points below

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SPORTFOLIO

Georgia Performance Standards

● Demonstrates understanding of movement concepts, principles, strategies, and tactics

Georgia Performance Element Learning Goal of unit Domain

Demonstrates competency in Demonstrates The student will be able to Psychomotor

Demonstrates understanding Integrates a variety of Students will demonstrate Cognitive

Demonstrates understanding Integrates a variety of Students will demonstrate Cognitive

Unit Goal Essential Questions

Students will demonstrate knowledge of What strategies can we develop to play

The type of learning students will demonstrate will be knowledge, comprehension,

● Overhand throw a football to a target

● Fleeing and chasing

Regarding the cognitive domain, students will be taught

● Various tactics associated with invasion games (Flag football)

In the aspect of the affective domain, students will be proficient in

● Fair play and to not purposely violate rules to win

● Demonstrate respect for others during game play

● Only allow positive comments made to teammates, opponents, coaches/teachers, and

Overhand throw 1. Arm & elbow in extension at shoulder

Catching 1. Body faces incoming throw

Affective Traits Fitness Components

Name: ______________________ Date: ________________________

Station Date – Date – Date – Date – Date –

Peer-Assessment of Overhead Football Pass

Overhead Football Successful execution Unsuccessful Notes

Short passes: Successful __________ / total attempts __________ = __________ %

Intermediate passes: Successful __________ / total attempts __________ = __________ %

Improvement goal for the next game:

Catching Successful execution Unsuccessful Notes

Short catches: Successful __________ / total attempts __________ = __________ %

Long catches: Successful __________ / total attempts __________ = __________ %

Improvement goal for the next game:

Diagnostic Peer-Assessment of Overhand throw

Performer Evaluator Successful execution Unsuccessful

Psychomotor Cognitive Affective

GPAI Written exam – matching Activity log

Student throwing log Plickers Exit ticket slip

Overhand throw rubric Power Point presentation

Peer assessment catching Announcing a game

Self-assessment flag pulling Officiating

Peer assessment throwing Written exam – True / False

Flag football & fitness Task Rearrangement questions

Diagnostic Peer-Assessment of Overhand throw

Performer Evaluator Successful execution Unsuccessful

The Art of Flag Pulling – True /False Quiz

The Art of Flag Pulling – Answers

Name: _______________ Date: _______________

F in the designated location for false statements.

T 1. When tracking a defender it is important to watch their hips for

sudden changes in direction.

T 2. It is not permitted to physically tackle an opponent.

T 3. When pulling a flag of an opponent it is a penalty to grab their

shirt in the process of grabbing the flag.

F 5. It is not important to breakdown before pulling an opponents

Name three cues of properly pulling an opponent’s flag

2. Pull top of the flag

3. Firmly grab flag and pull down

Peer Collection Statistic Rubric – Flag Football:

Names of players Overhand Throw

Names of players Successful Catch Error

Names of players Flag Pull

Name: ______________________ Date: ________________________

Name: Date: __

Short passes: Successful / total attempts = __ %

Intermediate passes: Successful / total attempts = __ %

Short catches: Successful / total attempts = __ %

Long catches: Successful / total attempts = __ %

Name: _ Date: _

Name: Date: __

Short passes: Successful / total attempts = __ %

Intermediate passes: Successful / total attempts = __ %

Long passes: Successful / total attempts = __ %

Short catches: Successful / total attempts = __ %

Intermediate catches: Successful / total attempts = __ %

Long catches: Successful / total attempts = __ %

Evaluator: _ Date: ___

Name: Date: _

Name: _ Date: _

Name: Date :__

Name______________ Date_ Period__

Name: __________ Date: _ Period: _

Name: __________________ Date: _ Period: _

Name: __________________ Date: _ Period: _

Name: ________ Date: Period:

Name: _____________ Date: _ Period: _____