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© 2006 US Lacrosse Physical Education Curriculum - 1

Welcome to lacrosse!Dear Educator, Whether you are new to the sport of you are already familiar with the “fastest game on two feet,” US Lacrosse is excited to offer this comprehensive co-ed lacrosse physical education curriculum for educators. We envision a world where students in schools everywhere will have the opportunity to experience this exciting, fast-paced team sport, which according to multiple participation studies is the fastest growing team sport in the United States.

• Itiscurrentlyestimatedthatoverahalfamillionmenandwomenareplayinglacrosseattheyouth,highschool,collegiate, and club levels.

• Inthepast5years,lacrosseparticipationforscholasticboysandgirlshasincreasedbynearly80%

• AccordingtotheNationalFederationofHighSchools(NFHS)lacrossehasthefastestgrowthrateofanyhighschoolsportoverthelast10years.

• Since2000,California,Michigan,Connecticut,Florida,Minnesota,andGeorgiahaveachievedstatesanctioningor formal recognition for boys’ and/or girls’ lacrosse.

*Datafromthe2004USLacrosseParticipationSurvey.Forthemostcurrentinformation,goto www.uslacrosse.org/the_sport

By choosing to expose your students to lacrosse in your classroom, you will expand their knowledge of the game, introducethemtoculturaloriginsofAmerica’soldestteamsportandpotentiallygivethemtheopportunitytoparticipatein the sport at a competitive level.

We encourage you to utilize the resources we have provided through the curriculum bundle package, or the individual resources available at our online store at www.uslacrosse.org/store(USLacrossemembersreceivea10%discount).By learning about the rich history of the game, the unique elements of men’s and women’s lacrosse, and the fun of participation in the sport, you can open up a new lifetime sporting experience for your students. A full listing ofrecommendedresourcescanbefoundinAppendixF.

Beyond physical education classUS Lacrosse is committed to supporting its members and the growth of the sport by offering programming for coaches, officials,players,parentsandfans.WecurrentlyofferalargevarietyofnewteamassistanceprogramssuchasourNewStartProgram,YouthEquipmentGrants,Coaches’EducationProgramandothervaluableresourcesshouldyourschoolbereadytopursuefurtheropportunitiesinlacrosse.Pleaseheadtowww.uslacrosse.orgtoestablish,renew,orutilizeyour US Lacrosse membership and take a look at these valuable offerings.

Thank you for your dedication to physical education. We wish you and your students the best.

Sincerely,

JoshuaW.ChristianManagingDirector,Programs&ServicesMarch2006

2 - © 2006 US Lacrosse Physical Education Curriculum

Table of ContentsNational Standards ............................................................................................................................................................................................ 3Preface ................................................................................................................................................................................................................. 4Introduction to the Curriculum ........................................................................................................................................................................ 5Safety and Equipment ...................................................................................................................................................................................... 6About US Lacrosse ............................................................................................................................................................................................ 7Elementary School Lacrosse Overview .........................................................................................................................................................11Elementary School Lacrosse Cross-Curricular Concepts ......................................................................................................................... 12Class Routine .................................................................................................................................................................................................... 13Elementary School Lacrosse Unit Plan ........................................................................................................................................................ 14Elementary School Lesson Plans .................................................................................................................................................................. 16Elementary School Resources ....................................................................................................................................................................... 53Middle School Lacrosse Overview ................................................................................................................................................................ 63Middle School Lacrosse Cross-Curricular Concepts.................................................................................................................................. 64Class Routine ....................................................................................................................................................................................................65Middle School Lacrosse Unit Plan ................................................................................................................................................................66Middle School Lesson Plans .......................................................................................................................................................................... 67Middle School Resources ................................................................................................................................................................................11High School Lacrosse Overview ..................................................................................................................................................................125High School Lacrosse Cross-Curricular Concepts ...................................................................................................................................126Class Routine ..................................................................................................................................................................................................127High School Lacrosse Unit Plan ..................................................................................................................................................................128High School Lesson Plans ............................................................................................................................................................................130High School Resources ................................................................................................................................................................................. 171Appendix A

Overview ................................................................................................................................................................................................................................ 197Brief History .......................................................................................................................................................................................................................... 197Lacrosse Participation ........................................................................................................................................................................................................198International Lacrosse ........................................................................................................................................................................................................199Intercrosse ............................................................................................................................................................................................................................199Professional Lacrosse ........................................................................................................................................................................................................199

Appendix B - Skills ........................................................................................................................................................................................200Grip .........................................................................................................................................................................................................................................200Cradling .................................................................................................................................................................................................................................201Ground Ball/Scoop .............................................................................................................................................................................................................202Change of Hands .................................................................................................................................................................................................................203Catching ................................................................................................................................................................................................................................204Throwing ................................................................................................................................................................................................................................205Underhand Throw ................................................................................................................................................................................................................206Dodge .....................................................................................................................................................................................................................................207Draw .......................................................................................................................................................................................................................................208Face-off .................................................................................................................................................................................................................................209Defensive Stance/Positioning ........................................................................................................................................................................................... 210Shooting ................................................................................................................................................................................................................................211Soft Lacrosse Stick.............................................................................................................................................................................................................212Lacrosse Stick Comparison ..............................................................................................................................................................................................213

Appendix C - Vocabulary ..............................................................................................................................................................................214Appendix D – Men’s Lacrosse Field ........................................................................................................................................................... 218Appendix E – Women’s Lacrosse Field ...................................................................................................................................................... 219Appendix F – Selected Resources for Physical Educators ....................................................................................................................220


National Standards for Physical Education

Physicalactivityiscriticaltothedevelopmentandmaintenanceofgoodhealth.Thegoalofphysical education is to develop physically educated individuals who have the knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity.

Aphysicallyeducatedperson:

Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Standard 3: Participatesregularlyinphysicalactivity.

Standard 4: Achievesandmaintainsahealth-enhancinglevelofphysicalfitness.

Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.


PrefaceAqualityphysicaleducationprogramincludesactivitiestailoredtotheexperience,varyinginterestsandabilitiesofallstudents. This curriculum is planned to ensure frequent practice and sequenced progressions appropriate for each school level. Students who are given many opportunities to practice will soon gain confidence through success.

Lessons include developmentally appropriate individual, partner, and group activities which give students a chance to practice, cooperate, compete, and acquire skills in realistic situations geared towards safety and motivation. This curriculum is designed with both the physical and cognitive development of children in mind. The creators of this curriculum planned activities that allow students opportunities to wok together for the purpose of developing social skills (cooperativeandcompetitive)andresponsiblebehavior.Situationsaredesignedforpurposefulteachingoftheskills.Avariety of resources and teaching styles such as video, posters, music, problem solving, questioning, peer motivation, and self-assessmenthelptoencouragelearningthroughmeaningfulandinterestingactivities.Homework,assignments,andreferences to available information are suggested which make links with other areas of the curriculum, to the community, and with the many roles available for those who become interested in the sport of lacrosse.

When planned and taught with student success in mind, lacrosse is an exciting, challenging and appropriate activity for elementary, middle, and high school co-education classes. Teachers like you add the spark, enthusiasm, and adaptations necessary to make the curriculum work for your school.

We want to hear from you! Please send any feedback, thoughts, or anecdotes about this curriculum via e-mail to [email protected].


Introduction to the CurriculumLacrosse is a unique, fast-paced game that can be enjoyed by boys and girls at all grade levels in physical education class. Because of national and international popularity, exciting opportunities exist within lacrosse for people of all age levels and experience as players, coaches, officials, or spectators.

This curriculum provides a clear sequence of lesson plans that are appropriate for upper elementary, middle, and high schoolco-educationalclasses. It isdesigned to introduceanddevelop the tactical, technical,andcooperativeskillsneeded to enjoy success, and the knowledge to continue participation for those who become interested in the sport of lacrosse.

The statements below represent essential and developmentally appropriate technical and tactical understanding expected for students at elementary, middle, and high school levels. The three units have been developed using a top-down curriculum planning model to represent a total guide for teachers in a school district at all three levels.

Elementary students will understand that lacrosse…

Middle school students will understand that lacrosse…

High school students will understand that lacrosse…

participation requires energy and bodily control. is a passing game that involves awareness of space on the field. has basic offense and defense roles. players need to perform basic individual techniques on the move to experience success. has a unique field organization and basic rules of play. requires safe and responsible play. has a long history and is played internationally.

participation requires energy, agility and stick control. is a team passing game that involves spatial awareness of self and self in relation to teammates. has basic offense and defense roles and tactics. players perform techniques on the move and in conjunction with teammates. has a unique field organization and specific rules of play. requires safe, fair, and responsible play individually and as a team. has a history of men’s and women’s games.

participation requires cardio-respiratory endurance, strength, agility, and neuro-muscular coordination. is a team passing game that involves spatial awareness of self in relation to teammates and opponents. has varied offense, defense and transitional roles and tactics. players choose specific techniques in order to execute appropriate and successful tactics. has a unique and specific field organization and rules of play for men’s and women’s games. requires the ability to self officiate and conduct games safely and fairly. has a history of world, national, college, and youth competition.


Safety and Equipment While men’s and women’s lacrosse differs in several ways (known at US Lacrosse as one sport, two games), thiscurriculum uses universal equipment and rules, and may be used in co-ed environments.

The equipment this curriculum was designed for is known as “soft lacrosse.” Soft lacrosse sticks differ from men’s and women’s lacrosse sticks (see Appendix B) and a larger, softer ball is used. The US Lacrosse Sport ScienceandSafetyCommitteehasdeterminedthatnoprotectiveequipmentisnecessarytobewornwhenutilizingsoftlacrosseballsorsticks.Shouldyouchosetousestandardlacrossesticksandballs,whichisNOTrecommendedforthiscurriculum,thefollowingstatementhasbeenissuedbyUSLacrosse:

Anyclinic,class,orcompetitivelacrosseprogramofferedusingsticksand/orballsotherthanthe“softlacrosse”equipment(oversizeplasticheadandoversized,soft,hollowball)MUSTadheretoplayers’useofall equipment required by either theboys’orthegirls’lacrosserules,dependingonwhichsetofrulesischosenforplay.Programsusing“softlacrosse”sticks and balls should use the non-contact, “soft lacrosse” rules and may opt to use a form of protective eyewear or other protective safety equipment.

Interpretation: Physical education programs that use traditional sticks and balls instead of the soft lacrosse equipment must use the minimal amount of protective equipment required for the set of rules they use. If playing non-contact, girls’ rules, or even soft lacrosse rules but with regular sticks and balls, the students need eye protection and mouthguards. If playing boys’ rules (contact), all protective equipment is necessary.

Asateacher,youareveryawareoftheimportanceofsafetyinyourclasses.Weencourageyoutomakesoftlacrosserules(foundinthiscurriculum)clearearlyintheunit.Ifyouchose,youmayhaveyourstudentsweareyeprotection.

EquipmentToimplementthiscurriculum,youwillneed:

• Onesoftlacrossestickforeverystudent• Atleastonesoftlacrosseballperstudent• Apairofsoftlacrossegoals,standandlacrossegoalsorothergoalsyoumayhaveavailable.Hockeygoalsmake

a good alternative; try to avoid goals that are too large Of note, a standard lacrosse goal has a 6’ x 6’ mouth. Competitive soft lacrosse (known internationally as

intercrosse)utilizesa4’x4’goal).• Optionaleyeprotectionsuchaswomen’slacrossegoggles• InformationonorderingthisequipmentcanbefoundinAppendixF

Equipment care• Alwaysmakesurethattheendcapsofsticksarepresent.Wrappinggriptapearoundlowerportionofstickshaft

may help keep caps in place.• Avoidextremetemperatureswhichmaycausestickstocrack• Ifyouareindoubtofthesafetyofastick,takeitoutofcirculation• Theplasticguard(smallplasticstripthatcanaffixacrossbottomofstickhead)isoptionalandmaybeusedfor

players that are having difficulty with certain skills. The piece folds down snuggly along side of head when not in use.


About US LacrosseVISIONWe envision a future which offers people everywhere the opportunity to discover, learn, participate in, enjoy, and ultimately embrace the shared passion of the lacrosse experience.

MISSIONThe mission of US Lacrosse is to ensure a unified and responsive organization that develops and promotes the sport by providing services to its members and programs to inspire participation, while preserving the integrity of the game.

USLacrossewasfoundedonJanuary1,1998,asthenationalgoverningbodyofmen’sandwomen’slacrosse.AlthoughUS Lacrosse has only recently emerged within the national lacrosse community, a closer look reveals an organization which represents the past and the future of the sport.

US Lacrosse is the result of a three-year strategic initiative to unify all national lacrosse associations in an effort to unify human and financial resources, as well as maximize the efficiency and effectiveness of lacrosse promotion and development. The result is an organization which combines the contributions and talents of individuals formerly involved withanumberofindependentnationalconstituencies,suchastheLacrosseFoundation,theUnitedStatesWomen’sLacrosseAssociation,theNationalJuniorLacrosseAssociation,theUnitedStatesLacrosseOfficialsAssociation,UnitedStatesLacrosseCoachesAssociation,UnitedStatesClubLacrosseAssociation,theCentralAtlanticLacrosseLeagueandNationalIntercollegiateLacrosseOfficialsAssociation.

The mission of US Lacrosse is to ensure a unified and responsive organization that develops and promotes the sport by providing services to its members and programs to inspire participation, while preserving the integrity of the game. We envision a future which offers people everywhere the opportunity to discover, learn, participate in, enjoy, and ultimately embrace the shared passion of the lacrosse experience.

US Lacrosse provides a leadership role in virtually every aspect of the game throughout the United States, and offers a number of programs and information services to its national membership and more than one million lacrosse enthusiasts throughout the country.

US Lacrosse policy is determined by a national board of directors, the officers of which meet monthly to monitor the progressoftheorganization.Men’sandwomen’sdivisionsundertheboardaddresstheissuesspecifictotheplayofeach version of the game; councils within and/or between each division represent each constituency of the game; and committees throughout the organization focus on specific areas of operation.

The US Lacrosse national headquarters is located in Baltimore, and features a three-story administrative center, as well asthesport’snationalarchives,TheLacrosseMuseumandNationalHallofFame.USLacrossecurrentlyemploysastaffof36atitsnationalofficeandbenefitsfromregularvolunteerandinternassistance.

USLacrosse,a501(c)(3)organization,reliesonthegrowingmembershipsupportofover182,000lacrosseplayers,coaches,officialsandenthusiasts fora largeportionof itsoperational funding.Additional fundingprograms includeannual giving, planned giving, foundation and corporate giving, capital drives, grants, advertising and special events.

www.uslacrosse.org

Elementary School Lacrosse UnitGrades 4-6


Elementary Lacrosse OverviewTheelementaryunitintroducesthehistory,fundamentalsandtacticalskillsofthegameoflacrossefor4th,5thand6thgrade students. The focus is acquiring the fundamental skills of cradling, scooping, throwing and catching required to play a small game. The basic tactical concepts of game play at this level are introduced and the social and personal responsibilities of fair and safe play are emphasized.

Unit Objectives

PsychomotorObjectives:

1. Studentswillapplybasicskills(cradle,scoop,throwandcatch)tosmallgamesituations.2. Studentswillperformfourbasicskillsoflacrossewithenoughskilltoplayina3v3game.3. Students will combine skills together to successfully outplay an opponent.

CognitiveObjectives:

1. Students will describe two basic cues for each of the four skills of lacrosse.2. Studentswillexplainhowtomaintainpossessionasateam.3. Students will explain the goal of offense and defense.

AffectiveObjectives:

1. Students will work cooperatively and collaboratively in small groups in practice and small games.2. Studentswilltakeonrolesandresponsibilityinacompetitivesetting.3. Students will practice and recognize good sportsmanship and support each other.4. Studentswillgainconfidenceandself-esteembyfocusingonthebasicelementsofthegame.


Elementary Lacrosse Cross-Curricular ConceptsThis lacrosse unit can be related to many simple cross-curricular concepts. The activities below are just some examples of ways the physical education teacher can work with the class teacher to relate lacrosse to other subject areas.

EnglishLanguageArts• Compare/contrastpaperorchartaboutmen’sandwomen’slacrosse.• Compare/contrastlacrossetoothersports.• Writingabouttheexperienceoflearningnewskills.• Interviewaparentorotherfamilymembertofindouthowmuchtheyknowaboutlacrosse.• Developalacrosseadorbrochuretopromotelacrosseinyourschoolorcommunity.

Math• Studentscanfindoutareaandperimeterofafield.• Countingpasses,consecutively.• Graphingandcharting-numberofcatchesinaminuteoverseveralminutesetc.• Percentages–whatisyourcatchtodroppercentage?• Ratios–dropstocatchesetc.

PhysicalEducation• PhysicalEducationteacherscanpromotetheadditionoflacrossetotheircurrentcurriculumduringParent/Teacher

Night,PTAevents,orduringparent/teacherconferences.• OpenHouseisagoodtimetopromotelacrosseusingapowerpointpresentationforP.E.usingshotsormovie

clips of students playing.• Anafterschoolactivityforparentsandstudentstoplaylacrosse.• Studentscangeneratearticlesfortheschoolnewsletterhighlightinglacrosse.• DistributeastudentdesignedadorbrochuretobesenthomeinformingparentsaboutlacrosseinP.E.• Encouragestudentstodeveloplistsofcontactstopursuelacrosseandpostthisinformationonvariousbulletin

boards throughout the school.

Social Studies• History–Studentscando researchabout thehistoryof thegameof lacrosse,whichwasoriginally aNative

American(Indian)sport• Compare/contrastmen’sandwomen’sgame–Studentscanresearchthedifferencesandsimilaritiesbetween

men’s and women’s lacrosse.• Internationallacrosse–Studentscanresearchthedifferentcountriesthatplaylacrosse.• Lacrosseleagueslocally–clubs,college,communityleagues

Science• CentrifugalForce–cradlingusescentrifugalforcetokeeptheballinsidethepocket• CentripetalForce• Lever–throwingusesthestickshaftasalevertocreateforcetothrowtheball• Catapult

ReadingResources• L is for Lacrosse, an ABC BookbyJohnR.Sardella• The Spirit in the StickbyNeilDuffy• The Warrior by Joseph Bruchac• The Great Ball Game by Joseph Bruchac


Class RoutineItisassumedthatwhileimplementingthiscurriculumteacherswillmaintaintheirnormalclassroutinesandprocedures.Teachers should continue the typical cardiovascular activity, muscular stretching, and other fitness elements of their class. Specific fitness components relating to the curriculum should be added in where appropriate.

Unit Specific Routines and RulesBesides the normal class rules, additional procedures should be introduced to the class when the lacrosse unit is started. These procedures are very situational, so teachers are urged to think through the unit and each lesson and addressthefollowingtopics:

Safety Classorganization Distributing and collecting the equipment each class period Storage and care of equipment Emergency procedures

A Note about Equipment and SafetyThe equipment this curriculum was designed for is known as “soft lacrosse.” Soft lacrosse sticks differ from men’s and women’s lacrosse sticks (see Appendix B) and a larger, softer ball is used. The US Lacrosse Sport Science andSafetyCommitteehasdeterminedthatnoprotectiveequipmentisnecessarytobewornwhenutilizingsoftlacrosseballs or sticks. Should you choose to use standard lacrosse sticks and balls, which is NOT recommended for thiscurriculum,thefollowingstatementhasbeenissuedbyUSLacrosse:

Anyclinic,class,orcompetitivelacrosseprogramofferedusingsticksand/orballsotherthanthe“softlacrosse”equipment(oversizeplasticheadandoversized,soft,hollowball)MUSTadheretoplayers’useofallequipmentrequiredbyeithertheboys’orthegirls’lacrosserules,dependingonwhichsetofrulesischosenforplay.Programsusing“softlacrosse”sticks and balls should use the non-contact, “soft lacrosse” rules and may opt to use a form of protective eyewear or other protective safety equipment.

Asateacher,youareveryawareoftheimportanceofsafetyinyourclasses.Weencourageyoutomaketherules(foundinthiscurriculum)clearearlyintheunit.Ifyouchose,youmayhaveyourstudentsweareyeprotection.

Equipment Care• Alwaysmakesurethattheendcapsofsticksarepresent.Wrappinggriptapearoundlowerportionofstickshaft




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Elementary School Lesson Plan 1Objective: Studentswillbeintroducedtothegameoflacrosse.Studentswillbegivenanopportunity

to hold and begin to cradle a stick with a ball. The student will learn to scoop. Note about this lesson: If your students are extremely new to the game, you may want to

consider breaking this lesson into two sessions.

NationalStandards: 1,2,5

LessonFocus: Introductionoflacrosse,properstickgrip,beginningcradlingmotion,thescoop

KeyTerms: Head,pocket,shaft,neck,buttend,grip,cradle,scoop,groundball. Facility/Equipment: 1softlacrossestickandballperstudent,cones,ifshowingvideomayalsorequireDVD/

VCRplayer(indoors)

Reproducibles/Handouts: Stickdiagrams(reproducible#7,8),Gripdiagram(reproducible#9),CradlingSkillSheet(reproducible#10),ScoopingSkillSheet(reproducible#11),KWLChart–1perstudent(reproducible#1),SkillEvaluationChecklist-1perteacher(reproducible#3)

SafetyRules: Takecareoftheequipmentandyourselves.Beawareofotherswhenusingthestick.Nostick to stick contact or stick to body contact.

Note to Teacher: Please make sure you have read the safety information at the beginning of this curriculum


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sm

en

ts

Te

ac

hin

g P

oin

ts/C

ue

s/O

rga

niz

ati

on

M

od

ific

ati

on

s/C

ha

lle

ng

es

Intr

od

uctio

n

Intr

od

uce

sp

ort

of

lacro

sse

K

ey p

oin

ts:

• N

ative

Am

eri

ca

n r

oo

ts o

f g

am

e

• M

en

’s a

nd

wo

me

n’s

ga

me

are

sim

ilar

bu

t d

iffe

ren

t in

th

eir

ow

n s

pe

cia

l w

ays

• T

he

ve

rsio

n o

f la

cro

sse

pla

ye

d in

th

is

un

it is c

alle

d s

oft

la

cro

sse

K

WL

Ch

art

H

ave

stu

de

nts

fill

ou

t th

e K

an

d W

co

lum

ns

of

the

ch

art

in

div

idu

ally

or

as a

cla

ss

• S

ho

w p

oste

rs

• S

ee

His

tory

Gu

ide

(A

pp

en

dix

A)

• S

ho

w m

en

’s/w

om

en

’s e

qu

ipm

en

t if a

va

ilab

le

– s

tick, p

ad

s,

glo

ve

s, h

elm

et,

eye

pro

tectio

n,

mo

uth

gu

ard

• L

acro

sse

Stick D

iag

ram

s (

rep

rod

ucib

le #

7,

8)

- R

evie

w p

art

s o

f th

e s

tick ,

co

mp

are

an

d

co

ntr

ast

the

diffe

ren

t sticks

• S

ho

w T

his

is L

acro

sse

vid

eo

if

ava

ilab

le

• A

dd

itio

na

l te

ach

ing

aid

s

Ch

eck fo

r p

revio

us

kn

ow

led

ge

C

ha

rt w

ha

t yo

ur

stu

de

nts

w

an

t to

le

arn

Wa

rm-u

p

Stu

de

nts

will

pic

k u

p a

stick

De

mo

nstr

ate

gri

p (

se

e A

pp

en

dix

B;

rep

rod

ucib

le #

9)

Pa

ss o

ut

Gri

p D

iag

ram

(re

pro

du

cib

le #

9)

• P

ick u

p a

stick

• H

ow

mig

ht yo

u h

old

a s

tick?

• S

tre

ss s

oft

ha

nd

s

• W

hic

h h

an

d d

o y

ou

pre

fer

on

to

p?

• T

he

sh

aft

sh

ou

ld lie

acro

ss t

he

fin

ge

rs o

f yo

ur

top

ha

nd

, w

hic

h t

he

n c

url

aro

un

d th

e

sh

aft

. T

he

bo

tto

m h

an

d s

ho

uld

ge

ntly g

rip

th

e b

utt

en

d o

f th

e s

tick

Ch

alle

ng

e s

tud

en

ts w

ith

p

rio

r kn

ow

led

ge

to

sh

are

w

ith

cla

ss

En

co

ura

ge

ho

ldin

g s

tick

co

mfo

rta

bly

on

le

ft a

nd

rig

ht

sid

e

Gu

ide

d I

nstr

uctio

n

De

mo

nstr

ate

cra

dlin

g

(se

e A

pp

en

dix

B ;

re

pro

du

cib

le #

10

) P

ass o

ut

Cra

dlin

g S

kill

Sh

ee

t

(re

pro

du

cib

le #

10

)

• S

tick h

eld

ve

rtic

al fa

ce

ou

t n

ext

to e

ar

on

sa

me

sid

e o

f b

od

y a

s t

op

ha

nd

• E

lbo

ws o

ut,

arm

s a

wa

y f

rom

bo

dy (

as if

hu

gg

ing

a tre

e)

• M

ove

stick f

rom

ea

r to

fa

cin

g in

fro

nt o

f yo

ur

n

ose

. F

ace

of

stick s

ho

uld

no

w b

e tu

rne

d

tow

ard

yo

ur

he

ad

• M

ove

stick b

ack t

he

wa

y it

ca

me

so

th

at

it is

no

w n

ext

to e

ar

Intr

od

uce

ce

ntr

ifu

ga

l fo

rce

co

nce

pt

– w

hy u

se

cra

dle

skill

?

Sa

mp

le a

nsw

ers

: • K

ee

p t

he

ba

ll in

th

e s

tick

• M

ake

it

ha

rde

r fo

r yo

u

op

po

ne

nt

to g

et it a

wa

y

fro

m y

ou

Gu

ide

d I

nstr

uctio

n -

A

ctivity

Ca

rry’n

Cra

dle

• S

tud

en

ts w

ill p

ick u

p a

ba

ll.

• S

tud

en

ts w

ill jo

g a

cro

ss t

he

are

a c

arr

yin

g

the

ba

ll sa

fely

in

th

e s

tick.

On

ce

co

mfo

rta

ble

, stu

de

nts

will

be

gin

to

cra

dle

• S

tud

en

ts w

ill r

un

in

be

twe

en

co

ne

s in

d

iffe

ren

t p

att

ern

s k

ee

pin

g th

e b

all

sa

fely

in

po

cke

t

Stu

de

nts

ca

n f

ollo

w a

pa

rtn

er

an

d m

imic

p

art

ne

r’s m

ove

me

nts

as t

he

y r

un

th

rou

gh

ou

t co

ne

s

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X =

CO

NE

S

Stu

de

nts

wh

o h

ave

pla

ye

d

lacro

sse

be

fore

ma

y b

e

ab

le t

o s

witch

ha

nd

s.

Use

th

ese

stu

de

nts

fo

r d

em

on

str

atio

n.

Fo

r str

ug

glin

g s

tud

en

ts,

yo

u

ma

y w

an

t to

aff

ix t

he

gu

ard

(s

ma

ll re

mo

va

ble

pla

stic

str

ap

) a

cro

ss t

he

lo

we

r p

ort

ion

of

the

he

ad

of

the

stick


Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ea

ch

ing

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

Err

or

De

tectio

n

an

d

Co

rre

ctio

n

Err

or:

Dro

pp

ing

th

e b

all

C

orr

ectio

n:

Oft

en

th

e b

ott

om

ha

nd

is s

tatio

na

ry a

nd

th

e

cra

dle

re

se

mb

les a

win

dsh

ield

wip

er

mo

ve

me

nt.

If

th

e t

op

an

d b

ott

om

ha

nd

s a

re

no

t w

ork

ing

in

un

iso

n,

mo

ve

th

e b

ott

om

ha

nd

u

p t

he

sh

aft

to

12

in

ch

es fro

m t

he

to

p a

nd

co

ntin

ue

to

de

ve

lop

a r

hyth

m o

f th

e a

rms

tog

eth

er

Gu

ide

d I

nstr

uctio

n

De

mo

nstr

ate

sco

op

ing

(s

ee

Ap

pe

nd

ix B

; r

ep

rod

ucib

le #

11

) H

an

d o

ut

Sco

op

ing

Skill

Sh

ee

t (r

ep

rod

ucib

le #

11

)

Sco

op

• L

ow

er

bo

dy,

be

nd

kn

ee

s

• P

ositio

n s

tick a

lmo

st

pa

ralle

l to

th

e g

rou

nd

• P

lace

sa

me

sid

e f

oo

t a

s t

he

to

p h

an

d e

ve

n

with

an

d b

esid

e t

he

ba

ll a

nd

pu

sh

str

on

gly

w

ith

th

e b

ott

om

ha

nd

so

th

at

stick h

ea

d

slid

es u

nd

er

the

ba

ll • P

laye

r’s h

ea

d m

ust

be

dir

ectly o

ve

r th

e b

all

(im

ag

ine

yo

ur

no

se

dri

pp

ing

on

th

e b

all)

• P

ush

stick u

nd

er

an

d th

rou

gh

th

e b

all

• R

ais

e t

he

he

ad

to

wa

rd y

ou

r fa

ce

(a

s if yo

u

we

re g

oin

g t

o k

iss t

he

ba

ll) a

nd

be

gin

cra

dlin

g im

me

dia

tely

*Te

ach

ab

le M

om

en

t:

Wh

en

b

alls

a

re d

rop

pe

d stu

de

nts

m

ust

pic

k

up

th

e

ba

ll b

y

sco

op

ing

/pic

k u

p

Err

or

De

tectio

n

an

d

Co

rre

ctio

n

Err

or:

P

laye

r h

as

difficu

lty

ge

ttin

g

ba

ll in

stick

• C

he

ck th

e p

ositio

n o

f th

e f

oo

t a

nd

he

ad

. O

fte

n t

he

y a

re a

lign

ed

be

hin

d t

he

ba

ll in

ste

ad

of o

ve

r/n

ext

to th

e b

all

• P

laye

rs n

ee

d t

o h

ave

“b

oth

bu

tts d

ow

n”—

the

bu

tt o

f th

e s

tick a

nd

th

eir

bo

dy m

ust

be

lo

w t

o t

he

gro

un

d

• P

laye

r m

ust

pu

sh

his

or

he

r b

otto

m h

an

d

do

wn

so

he

or

sh

e d

oe

s n

ot

pu

sh

, o

r "v

acu

um

" th

e b

all

do

wn

th

e fie

ld

Gu

ide

d

Instr

uctio

n

-

Activity

Sco

op

Pra

ctice

• H

ave

stu

de

nts

pra

ctice

sco

op

ing

up

g

rou

nd

ba

lls o

n t

he

ir o

wn

• T

he

n p

rog

ress t

he

m t

o h

avin

g a

pa

rtn

er

roll

the

ba

ll to

wa

rd e

ach

oth

er,

ta

kin

g

turn

s s

co

op

ing

up

th

e m

ovin

g b

all

Use

sco

op

ing

cu

es fro

m a

bo

ve


Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ea

ch

ing

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

Co

ol D

ow

n/C

losu

re

Stu

de

nts

will

eith

er

mim

ic th

e t

ea

ch

er

or

mim

ic a

pa

rtn

er

cra

dlin

g t

hro

ug

ho

ut

the

re

cta

ng

le a

rea

U

sin

g G

rip

Dia

gra

m h

ave

stu

de

nts

ch

eck

the

ir g

rip

or

the

gri

p o

f a

fe

llow

stu

de

nt

Use

Skill

Eva

lua

tio

n C

he

cklis

t (r

ep

rod

ucib

le #

3)

to s

elf c

he

ck o

r te

ach

er

ch

eck s

kill

ta

ug

ht

in le

sso

n

•

Sh

ow

me

a c

orr

ect

gri

p

•

Wh

ere

do

yo

u h

old

yo

ur

stick w

he

n

ca

rryin

g t

he

ba

ll; c

rad

ling

th

e b

all?

•

Te

ll m

e o

ne

th

ing

yo

u le

arn

ed

fro

m t

he

vid

eo

(if u

se

d)

•

Ha

nd

ou

t S

kill

Sh

ee

ts f

or

gri

p,

cra

dlin

g,

an

d s

co

op

ing

fo

r stu

de

nts

to

ta

ke

ho

me

if y

ou

ha

ve

no

t d

on

e s

o a

lre

ad

y

Stu

de

nts

with

pri

or

skill

s

ca

n le

ad

th

is a

ctivity


Additional Information:Useanysoftballavailable:Gatorball,tennisball,whiffleball,etc.Tennisballcanbeinjectedwithwatertoaddweightyet provide a soft ball.

Alternate Cradling Activities:RedLight,GreenLightObstacleCoursewhilecradlingStickLineDrill–Linefieldusingto5to6lines,5to10yardsapart.Partnerstudents.Firstpartnerrunswithsticktofirstline,switchingstickfromonesideofthebodytotheother.Returntostartline.Repeateachsequencetonextline.Performthisdrilltwice,oncewithoutball,oncewithball.

Alternate Scooping Activities:UndertheBridge–Haveonestudentcreateabridgebyholdingonearmout,proppedupbyhisorherstick.Placeball under “bridge” and let the partner duck under the bridge to scoop the ball up. This reinforces getting low for the ground ball.


Elementary School Lesson Plan 2Objective: Studentswillcontinuetoworkonbasicskillsofcradling,scoopingandbeginswitching

hands.

NationalStandards: 1,2,3,5

LessonFocus: Cradling,scoop,switchinghands

KeyTerms: Cradle,scoop

Facility/Equipment: Stickandballforeachstudent,cones(setupinrectangleandwithlanes)

Reproducibles/Handouts: SkillChecklistEvaluation(reproducible#3),SwitchHandsSkillSheet(reproducible#12)

SafetyRules: Beawareofpersonalspace.Keepyourstickawayfromothers.


Elem

enta

ry S

choo

l Les

son

Plan

2 E

lem

en

tary

Sc

ho

ol

Le

ss

on

Pla

n 2

L

es

so

n S

eq

ue

nc

e

Ac

tiv

itie

s/A

ss

es

sm

en

ts

Te

ch

niq

ue

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

Intr

od

uctio

n

To

da

y w

e a

re g

oin

g to

re

vie

w t

he

skill

s

an

d in

form

atio

n fro

m L

esso

n 1

an

d

pra

ctice

sco

op

ing

an

d c

rad

ling

.

• W

ho

re

me

mb

ers

o

ne

th

ing

fr

om

th

e

intr

od

uctio

n o

r vid

eo

?

Wa

rm-u

p

Re

vie

w s

kill

s f

rom

Le

sso

n 1

H

ave

stu

de

nts

cra

dle

th

rou

gh

ou

t la

rge

a

rea

. T

ho

se

wh

o a

re u

nsu

cce

ssfu

l sh

ou

ld c

on

tin

ue

to

try

to

le

arn

th

e s

kill

of

cra

dlin

g,

bu

t ca

n “

ca

rry”

the

ba

ll in

th

e

stick p

ocke

t if n

ece

ssa

ry.

Re

vie

w c

rad

le c

ue

s fro

m L

esso

n 1

: • T

o c

rad

le t

he

ba

ll, k

ee

p th

e h

ea

d o

f th

e

stick c

lose

to

th

e e

ar

an

d t

he

ba

ll fa

cin

g to

wa

rd y

ou

r h

ea

d

• K

ee

p t

he

stick a

s p

erp

en

dic

ula

r to

th

e

gro

un

d a

s p

ossib

le

• T

he

to

p e

lbo

w w

ill fo

rm a

90°

an

gle

Th

e t

hu

mb

an

d in

de

x f

ing

er

will

e

ncir

cle

th

e s

ha

ft o

f stick.

• T

he

wri

sts

will

be

ro

tate

d b

ack a

nd

fo

rth

• S

tick a

ctio

n is e

ar

to n

ose

an

d b

ack

Re

vie

w s

co

op

cu

es fro

m L

esso

n 1

:

• L

ow

er

bo

dy,

be

nd

kn

ee

s

• P

ositio

n s

tick a

lmo

st

pa

ralle

l to

th

e

gro

un

d

• P

lace

sa

me

sid

e f

oo

t a

s t

he

to

p h

an

d

leve

l w

ith

an

d b

esid

e t

he

ba

ll a

nd

pu

sh

str

on

gly

with

th

e b

otto

m h

an

d u

nd

er

the

ba

ll • P

laye

r’s h

ea

d m

ust

be

dir

ectly o

ve

r th

e

ba

ll • P

ush

stick u

nd

er

an

d th

rou

gh

th

e b

all

• R

ais

e t

he

he

ad

an

d b

eg

in c

rad

ling

im

me

dia

tely

Ch

an

ge

sp

ee

d a

nd

ch

an

ge

d

ire

ctio

n

Wo

rk o

n s

co

op

ing

up

ba

lls

rolli

ng

to

wa

rd,

aw

ay,

an

d

ad

jace

nt

to b

od

y


Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ec

hn

iqu

e P

oin

ts/C

ue

s/O

rga

niz

ati

on

M

od

ific

ati

on

s/C

ha

lle

ng

es

Gu

ide

d I

nstr

uctio

n

De

mo

nstr

ate

sw

itch

ing

ha

nd

s (

se

e

Ap

pe

nd

ix B

; r

ep

rod

ucib

le #

12

) H

an

d o

ut

Sw

itch

Ha

nd

s S

kill

Sh

ee

t (r

ep

rod

ucib

le #

12

)

Ask:

• W

hy w

ou

ld y

ou

wa

nt

to s

witch

ha

nd

s

on

yo

ur

stick?

• H

ow

wo

uld

yo

u t

ake

yo

ur

stick f

rom

o

ne

sid

e t

o t

he

oth

er?

S

tep

s f

or

exe

cu

tio

n:

• P

ut yo

ur

stick v

ert

ica

l a

nd

fa

cin

g

tow

ard

yo

ur

ea

r

• T

o c

ha

ng

e t

he

po

sitio

n o

f h

an

ds:

m

ove

stick a

cro

ss th

e b

od

y t

o t

he

oth

er

sid

e.

As s

tick r

ea

ch

es o

the

r sid

e,

qu

ickly

mo

ve

bo

tto

m h

an

d to

th

e t

op

p

ositio

n t

he

n s

lide

to

p h

an

d q

uic

kly

d

ow

n t

he

sh

aft

• S

ee

cu

es f

rom

Le

sso

n 1

T

ea

ch

ing

po

ints

: • S

co

op

fir

mly

un

de

r th

e b

all

an

d lift

the

stick u

p c

lose

to

th

e b

od

y a

s s

oo

n a

s

po

ssib

le t

o k

ee

p it

aw

ay fro

m t

he

d

efe

nse

• D

efe

nse

mo

ve

with

th

e o

ffe

nse

to

try

to

p

reve

nt

the

m g

oin

g b

y w

ith

th

e b

all

Stu

de

nts

with

mo

re a

bili

ty c

an

sco

op

, zig

za

g a

nd

ch

an

ge

h

an

ds

Activity-C

om

bin

ing

sco

op

ing

, cra

dlin

g,

an

d

sw

itch

ing

ha

nd

s

Re

vie

w s

co

op

an

d c

rad

le.

Stu

de

nts

will

sh

ow

sco

op

actio

n.

Stu

de

nts

will

sco

op

an

d z

igza

g a

rou

nd

th

e c

on

es.

1 v

1 G

rou

nd

ba

ll P

ick-U

p

P

lace

th

e b

all

on

th

e g

rou

nd

in

b

etw

ee

n t

he

off

en

se

an

d t

he

de

fen

se

(g

ive

en

ou

gh

sp

ace

fo

r a

sa

fe

un

op

po

se

d p

icku

p)

Aft

er

pic

kin

g u

p th

e b

all

the

off

en

se

tri

es

ge

t a

rou

nd

th

e d

efe

nse

with

th

e b

all

sa

fely

in

th

e s

tick b

y s

witch

ing

ha

nd

s t

o

sid

e o

f b

od

y o

pp

osite

th

e d

efe

nd

er

Clo

su

re/C

oo

l D

ow

n

Skill

Eva

lua

tio

n C

he

cklis

t o

f g

rip

, sco

op

, cra

dle

, o

r sw

itch

ing

U

se

Skill

Eva

lua

tio

n C

he

cklis

t a

s a

pe

er

or

tea

ch

er

ob

se

rva

tio

n e

xe

rcis

e.

Ha

nd

ou

t S

witch

Ha

nd

s S

kill

Sh

ee

t fo

r d

ay’s

le

sso

n


Alternate Activities:

Scoop Shuttle: Formtwolinesfacingoneanother–minimumtwoineachline.Firstplayerscoopsupball,runstowardsoppositeline,drops the ball in front of the line and continues to the back of the line. The next player scoops up the ball and runs towards opposite line, etc.

Scoop Drill:Manyballsscatteredinthemiddleofthefield.Studentsingroups(nomorethanfourinagroup)linedupalongthesideline.On“go”firststudentineachlinerunstothemiddle,scoopsuponeballandcontinuesrunningtotheoppositesideline, places it in their groups’ hoop, box, designated area. Student stays on the far sideline.Oncetheballisplacedinthedesignatedarea,thenextstudentgoes.Oncealltheballsaretakenfromthemiddlehoop,teachercangivedifferentcues,“allgroupswilltakeaballfromthehooponyour:left,right,straightacross,etc…”


Elementary School Lesson Plan 3Objective: Studentswillworkonbasicskillsofthrowingandcatching.


LessonFocus: Cradling,scoop,passandcatch

KeyTerms: Cradle,scoop,pass,catch,target

Facility/Equipment: Stickandballforeachstudent,cones(setupinrectangleandwithlanes)

Reproducibles/Handouts: CatchingSkillSheet(reproducible#13),ThrowingSkillSheet(reproducible#14),LacrosseAssessmentCards(reproducible#2)



Elem

enta

ry S

choo

l Les

son

Plan

3 E

lem

en

tary

Sc

ho

ol

Le

ss

on

Pla

n 3

L

es

so

n S

eq

ue

nc

e

Ac

tiv

itie

s/A

ss

es

sm

en

ts

Te

ch

niq

ue

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

Intr

od

uctio

n

Ta

lk a

bo

ut

tea

mw

ork

an

d h

elp

ing

yo

ur

tea

mm

ate

s t

o b

e s

ucce

ssfu

l E

nco

ura

ge

co

llab

ora

tio

n

Ask:

• W

ha

t h

ap

pe

ns if

the

ba

ll is

mis

se

d o

r d

rop

pe

d?

(O

the

r sp

ort

s)

Sa

mp

le a

nsw

ers

: • Y

ou

will

lo

se

po

sse

ssio

n

• W

ork

as a

te

am

to

re

ga

in p

osse

ssio

n

Wa

rm-u

p

Ch

oic

e o

f cra

dlin

g a

ctivity w

ith

ch

an

ge

of

ha

nd

s r

evie

w.

Ba

ll m

ust

be

sco

op

ed

wh

en

dro

pp

ed

.

Re

vie

w c

rad

le w

ith

ch

an

ge

of

ha

nd

s

fro

m L

esso

n 2

C

ha

ng

e o

f h

an

ds:

• H

old

yo

ur

stick v

ert

ica

l a

nd

fa

cin

g

tow

ard

yo

ur

ea

r

•

To

ch

an

ge

th

e p

ositio

n o

f h

an

ds:

M

ove

stick a

cro

ss th

e b

od

y t

o t

he

o

the

r sid

e.

As s

tick r

ea

ch

es o

the

r sid

e,

qu

ickly

mo

ve

bo

tto

m h

an

d t

o

the

to

p p

ositio

n t

he

n s

lide

to

p h

an

d

qu

ickly

do

wn

th

e s

ha

ft

Info

rma

l A

sse

ssm

en

t

Gu

ide

d

Instr

uctio

n

De

mo

nstr

ate

ca

tch

ing

(s

ee

Ap

pe

nd

ix B

; r

ep

rod

ucib

le #

13

) S

ho

w c

orr

ect

po

sitio

n o

f stick a

s a

ta

rge

t w

he

n c

atc

hin

g a

pa

ss –

in

fro

nt

of yo

ur

he

ad

45

de

gre

es t

o th

e s

ide

, ve

rtic

al, s

tick s

trin

gs u

p

Ha

nd

ou

t C

atc

hin

g S

kill

Sh

ee

t (r

ep

rod

ucib

le #

13

)

Ca

tch

ing

: • H

old

stick o

ut

as a

ta

rge

t • W

he

n c

atc

hin

g t

he

ba

ll th

e h

ea

d o

f th

e s

tick m

ust g

ive

so

th

at

the

ba

ll is

cu

sh

ion

ed

an

d is p

rote

cte

d in

th

e

stick.

Ima

gin

e c

atc

hin

g a

ra

w e

gg

or

a w

ate

r b

allo

on

If stu

de

nts

a

re su

cce

ssfu

l a

sk

the

m to

tr

y b

oth

th

row

ing

a

nd

ca

tch

ing

usin

g t

he

sticks


Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ec

hn

iqu

e P

oin

ts/C

ue

s/O

rga

niz

ati

on

M

od

ific

ati

on

s/C

ha

lle

ng

es

Err

or

De

tectio

n a

nd

Co

rre

ctio

n

Err

or:

Ba

ll fa

lls /

bo

un

ce

s o

ut o

f stick

C

orr

ectio

n:

• C

he

ck th

e t

imin

g o

f th

e g

ive

mo

tio

n -

o

fte

n t

he

stick is m

ovin

g t

oo

so

on

b

efo

re th

e b

all

arr

ive

s

• B

e s

ure

th

e p

laye

r d

oe

s n

ot e

xte

nd

or

ba

t a

t th

e b

all

as it

arr

ive

s

• C

he

ck th

e t

igh

tne

ss in

th

e g

rip

of

the

to

p h

an

d a

nd

so

fte

n t

o a

bso

rb t

he

m

om

en

tum

of

the

ba

ll • M

ake

su

re t

he

pla

ye

r g

ive

s w

ith

th

e

ba

ll b

efo

re b

eg

inn

ing

to

cra

dle

• C

he

ck to

se

e w

ha

t p

art

of

the

stick is

ma

kin

g c

on

tact

with

th

e b

all

Gu

ide

d

Instr

uctio

n

De

mo

nstr

ate

th

row

ing

(s

ee

Ap

pe

nd

ix B

; re

pro

du

cib

le #

14

) • T

o in

tro

du

ce

, u

se

an

exa

mp

le o

f th

row

ing

a b

ase

ba

ll o

r a

fo

otb

all

on

h

ow

to

th

row

a la

cro

sse

ba

ll T

hro

w

ba

lls b

y h

an

d

Ha

nd

ou

t T

hro

win

g S

kill

Sh

ee

t (r

ep

rod

ucib

le #

14

)

Wh

en

th

row

ing

/pa

ssin

g,

thin

k o

f h

ow

yo

u w

ou

ld t

hro

w a

ba

se

ba

ll/so

ftb

all

or

foo

tba

ll •

Arm

ba

ck, e

lbo

w u

p

• O

pp

osite

fo

ot

• F

ollo

w t

hro

ug

h

• T

he

bo

tto

m h

an

d w

ill lo

ose

ly g

rip

th

e

bo

tto

m o

f th

e s

tick a

nd

will

lo

ose

ly

pu

ll a

nd

gu

ide

s t

he

stick t

ow

ard

s th

e

targ

et

• T

op

ha

nd

pu

sh

es a

t sa

me

tim

e

bo

tto

m h

an

d p

ulls

• T

op

ha

nd

actio

n r

ese

mb

les o

ve

rha

nd

th

row

in

oth

er

sp

ort

s

• F

ollo

w t

hro

ug

h

It is s

ug

ge

ste

d t

ha

t yo

u

pro

gre

ss s

tud

en

ts th

rou

gh

th

row

ing

mo

tio

n f

irst w

ith

ou

t a

stick,

ne

xt

to u

sin

g t

he

sa

me

m

otio

n w

ith

to

p h

an

d o

nly

on

stick,

the

n a

dd

ing

th

e b

ott

om

h

an

d.


Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ec

hn

iqu

e P

oin

ts/C

ue

s/O

rga

niz

ati

on

M

od

ific

ati

on

s/C

ha

lle

ng

es

Err

or

De

tectio

n a

nd

Co

rre

ctio

n

Err

or:

Ba

ll th

row

n in

to t

he

gro

un

d

C

orr

ectio

n:

• H

ave

th

e p

laye

rs s

tart

with

ju

st

the

to

p t

hro

win

g h

an

d o

n th

e s

tick –

e

mp

ha

siz

e t

he

fir

st

mo

tio

n a

s

up

wa

rd,

the

n t

ow

ard

th

e ta

rge

t • R

em

ove

th

e s

tick a

nd

in

str

uct

pro

pe

r fo

ot

an

d b

od

y m

ove

me

nt u

sin

g a

h

an

d t

hro

w o

f a

ba

ll • B

e s

ure

th

e b

otto

m h

an

d is a

ctive

ly

pu

llin

g t

he

en

d o

f th

e s

ha

ft t

ow

ard

th

e

bo

dy

• U

sin

g ju

st

the

to

p h

an

d o

nly

on

th

e

stick,

em

ph

asiz

e th

e w

rist co

ckin

g

into

a s

na

pp

ing

mo

tio

n

If s

tud

en

ts a

re h

avin

g d

ifficu

lty

pu

ttin

g th

e m

otio

n t

og

eth

er,

h

ave

stu

de

nts

th

row

ba

ll o

ve

rha

nd

with

on

e h

an

d o

n t

he

stick.

Aft

er

stu

de

nts

ge

t co

mfo

rta

ble

with

on

e h

an

d,

the

n a

dd

bo

tto

m h

an

d.

Gu

ide

d I

nstr

uctio

n-A

ctivity

Ca

tch

It

• S

tud

en

ts w

ill b

e in

gro

up

s o

f tw

o.

T

he

y w

ill s

tart

ou

t w

ith

an

u

nd

erh

an

d t

oss t

ow

ard

he

ad

of

the

stick b

y t

he

sh

ou

lde

r.

Pa

rtn

er

A

tosse

s t

he

ba

ll u

nd

erh

an

d to

th

e

stick o

f P

art

ne

r B

. O

nce

th

e b

all

is

ca

ug

ht,

th

e p

art

ne

r ca

n t

ry a

n

ove

rha

nd

th

row

ba

ck u

sin

g th

e

stick

• O

nce

th

e b

all

is c

au

gh

t, it sh

ou

ld

be

cra

dle

d o

nce

an

d t

he

n p

asse

d

ba

ck (

If a

va

ilab

le u

se

a w

all)

L

acro

sse

Asse

ssm

en

t C

ard

s

Ha

ve

pa

rtn

ers

fill

ou

t p

re a

nd

po

st

asse

ssm

en

ts fo

r sco

op

ing

an

d

ca

tch

ing

(re

pro

du

cib

le #

2)

Clo

su

re/C

oo

l D

ow

n

Ch

alle

ng

e y

ou

rse

lf a

nd

se

e h

ow

m

an

y t

ime

s y

ou

ca

n p

ass a

nd

ca

tch

w

ith

yo

ur

pa

rtn

er

T

ry p

assin

g a

nd

ca

tch

ing

with

yo

ur

oth

er

ha

nd

on

to

p.

Try

sw

itch

ing

ba

ck a

nd

fo

rth

.


Alternate Activities:Scoop Drills from previous dayRelayRace(SeeMiddleSchoolLesson1)HowManyinaMinute–Timepairsforaminute.Challengethemtoseehowmanycatchestheycancomplete.Havethem record their score. Time them again, challenging them to see if they can improve their score from the first time.Positivelyreinforcegoodeffortandimprovement.


Elementary School Lesson Plan 4Objective: Studentswillworkoncombiningtheskillsofthrowing,catching,cradling,scoopingand

protecting the ball


LessonFocus: Protectionoftheball.Combinationsofpreviouslypracticedskills.

KeyTerms: Cradle,scoop,pass,catch,target,coolandhotdefense* *Note: This is not a term specifically to lacrosse, but is an excellent way for students to

understand what kind of pressure the defender is to put on the attack for any particular activity.

Facility/Equipment: Stickandballforeachstudent,conessetupinrectangleandwithlanes,skillsigns

Reproducibles/Handouts: SkillEvaluationChecklist(reproducible#3)



Elem

enta

ry S

choo

l Les

son

Plan

4E

lem

en

tary

Sc

ho

ol

Le

ss

on

Pla

n 4

L

es

so

n S

eq

ue

nc

e

Ac

tiv

itie

s/A

ss

es

sm

en

ts

Te

ch

niq

ue

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

Intr

od

uctio

n

Ask s

tud

en

ts h

ow

th

ey k

ee

p p

osse

ssio

n o

f th

e b

all

in o

the

r g

am

es s

uch

as b

aske

tba

ll o

r so

cce

r T

alk

ab

ou

t sim

ilar

skill

s in

ea

ch

ga

me

to

p

rote

ct

the

ba

ll fr

om

a d

efe

nd

er

su

ch

as

ke

ep

ing

th

e b

all

aw

ay f

rom

th

em

by d

rib

blin

g.

Sh

ow

ho

w c

rad

ling

ha

s t

he

sa

me

fu

nctio

n

Wh

at

are

so

me

of

the

mo

ve

s y

ou

ma

ke

to

ke

ep

po

sse

ssio

n o

f th

e b

all?

Wa

rm-u

p

Re

vie

w o

f S

kill

s

Th

row

ing

/ca

tch

ing

/sco

op

ing

/cra

dlin

g

Do

ne

in

sta

tio

ns (

2 m

inu

tes a

t fo

ur

co

rne

rs o

f th

e la

rge

re

cta

ng

le a

rea

) (E

lem

en

tary

Re

so

urc

e E

; re

pro

du

cib

le #

5)

• P

ut sig

ns w

ith

skill

cu

es o

n e

ach

of

the

fo

ur

co

rne

rs

• S

tud

en

ts r

ota

te w

ith

th

eir

eq

uip

me

nt

Te

ach

er

sh

ou

ld a

ssig

n e

ve

n n

um

be

rs

in g

rou

ps s

o s

tud

en

ts w

ill h

ave

a

pa

rtn

er

to w

ork

with

at

thro

win

g a

nd

ca

tch

ing

sta

tio

ns

• A

t th

row

ing

an

d c

atc

hin

g s

tatio

ns,

co

ne

s s

et

up

10

ya

rds a

pa

rt (

sim

ilar

to

gri

d in

Le

sso

n 1

)

Gu

ide

d I

nstr

uctio

n -

A

ctivity

Pro

tect

an

d P

ass o

n th

e M

ove

• *

Stu

de

nts

will

be

in

gro

up

s o

f 3

in

a

str

aig

ht lin

e w

ith

on

e b

all

(ap

pro

x. 1

0 f

ee

t a

pa

rt)

• I

nitia

lly,

the

pe

rso

n in

th

e m

idd

le (

x)

will

n

ot

mo

ve

. (c

oo

l d

efe

nse

) • O

1 r

un

s w

ith

th

e b

all,

to

wa

rd b

ut

slig

htly

left

or

rig

ht

of

X,

pro

tects

it

fro

m X

(d

efe

nse

) b

y p

lacin

g b

od

y b

etw

ee

n

op

po

ne

nt

an

d b

all,

th

en

pa

sse

s to

O2

.

Re

pe

at

dri

ll w

ith

ch

an

gin

g p

ositio

ns

1

X--

----

2

Cu

es:

• T

he

mid

dle

pe

rso

n a

lwa

ys r

ep

lace

s th

e

pe

rso

n t

ha

t ju

st

pa

sse

d t

he

ba

ll

• O

2 m

ove

s t

o t

he

mid

dle

an

d O

1 s

tays

wh

ere

th

ey ju

st

ran

to

De

fen

de

r ca

n b

e:

Co

ol –

Sta

tio

na

ry

Wa

rm –

Mo

ve

on

e s

tep

H

ot

– M

ore

pre

ssu

re


Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ec

hn

iqu

e P

oin

ts/C

ue

s/O

rga

niz

ati

on

M

od

ific

ati

on

s/C

ha

lle

ng

es

Clo

su

re/C

oo

l D

ow

n

Pa

ssin

g L

ea

p F

rog

• A

ll stu

de

nts

lin

ed

up

be

hin

d a

t a

ce

rta

in

po

int

in g

rou

ps o

f 2

or

3

• O

ne

stu

de

nt

run

s o

ut

a c

ert

ain

dis

tan

ce

an

d

the

ir g

rou

p m

em

be

r a

t th

e s

tart

ing

po

int

giv

es t

he

m a

pa

ss

• T

he

pa

sse

r th

en

ru

ns o

ut

pa

st

the

ir g

rou

p

me

mb

er

an

d t

o a

po

int

be

yo

nd

th

em

• T

he

gro

up

ke

ep

s r

ep

ea

tin

g th

is u

ntil th

ey

rea

ch

a d

esig

na

ted

po

int

S

kill

Eva

lua

tio

n C

he

cklis

t -

pa

ssin

g a

nd

ca

tch

ing

(re

pro

du

cib

le #

3)

Lo

ok f

or:

• E

ye

s u

p t

o s

ee

gro

up

me

mb

er(

s)

• G

oo

d p

assin

g la

ne

(in

go

od

po

sitio

n s

o

tha

t th

e p

ass is e

asily

re

ce

ive

d)

• G

ive

a g

oo

d t

arg

et

by h

old

ing

stick

ste

ad

y

If

ba

ll is

dro

pp

ed

stu

de

nts

sco

op

it

an

d

co

ntin

ue

or

tea

ch

er

ca

n c

ho

ose

to

ha

ve

g

rou

ps s

tart

ove

r T

ea

ch

er

ca

n u

se

th

is o

pp

ort

un

ity t

o

ide

ntify

wh

at skill

s t

he

stu

de

nt

ne

ed

s t

o

wo

rk o

n

Use

Skill

Eva

lua

tio

n C

he

cklis

t to

se

lf

ch

eck o

r te

ach

er

ch

eck s

kill

ta

ug

ht

in

lesso

n

Use

bo

th h

an

ds


Alternate Activities:LacrosseSkillReviewStations.ElementaryResourceE,reproducible#5


Elementary School Lesson Plan 5Objective: Studentswillworkonprotectingtheballbycreatinganopenspace(passinglane)topass

safely to their teammate. Students will practice offensive spacing and decision making in a triangle pattern.


LessonFocus: Protectionoftheballproperpassinglanes,triangleoffense/offballmovement

KeyTerms: Passinglanes,blocking,cradle,scoop,overhand,throw,catch,target,offballmovement

Facility/Equipment: Stickandballforeachstudent.Conessetoutingridstocreateamplespacingforsmallgames(gridsaresquaresmarkedateachcornerbyconesabout10to15yardssquare).Pinniesorasimilarmarkertodistinguishdefense.

Reproducibles/Handouts: SkillEvaluationChecklist(reproducible#3),LacrosseAssessmentCard(reproducible#2)



Elem

enta

ry S

choo

l Les

son

Plan

5 E

lem

en

tary

Sc

ho

ol

Le

ss

on

Pla

n 5

L

es

so

n S

eq

ue

nc

e

Ac

tiv

itie

s/A

ss

es

sm

en

ts

Te

ch

niq

ue

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

Intr

od

uctio

n

Dis

cu

ss o

ffe

nsiv

e s

tra

teg

ies:

• S

co

re,

an

d m

ain

tain

po

sse

ssio

n

• W

ork

an

d m

ove

to

ge

the

r to

pa

ss th

e

ba

ll d

ow

n th

e f

ield

to

sco

re

Sh

ow

mo

tiva

tio

na

l sig

ns a

nd

pic

ture

s t

o

su

pp

ort

th

e n

otio

n o

f te

am

wo

rk

• W

ha

t is

th

e g

oa

l o

f th

e o

ffe

nse

?

• H

ow

do

yo

u w

ork

with

yo

ur

tea

mm

ate

s

to s

co

re a

nd

ma

inta

in p

osse

ssio

n?

• W

ha

t m

ove

s t

he

ba

ll fa

ste

r—p

assin

g it

to a

te

am

ma

te,

or

run

nin

g it

yo

urs

elf?

Wa

rm-u

p

Use

Skill

Sta

tio

ns (

Ele

me

nta

ry R

eso

urc

e

E;

rep

rod

ucib

le #

5)

Gu

ide

d I

nstr

uctio

n

Pa

ssin

g la

ne

s:

• P

lace

a c

on

e b

etw

ee

n tw

o s

tud

en

ts t

o

sim

ula

te a

de

fen

de

r • T

he

tw

o s

tud

en

ts w

ill t

he

n p

ass t

he

ba

ll b

ack a

nd

fo

rth

with

ou

t th

row

ing

it

ove

r th

e c

on

e.

(Th

is c

rea

tes t

he

co

nce

pt o

f p

assin

g la

ne

s a

nd

avo

idin

g t

he

d

efe

nd

er)

• N

ext,

ad

d a

de

fen

de

r in

pla

ce

of

the

co

ne

• S

ho

w h

ow

fa

r a

de

fen

de

r ca

n r

ea

ch

. • S

ho

w h

ow

a d

efe

nd

er

ca

n t

ry t

o k

no

ck

the

ba

ll d

ow

n b

y e

xte

nd

ing

th

e s

tick

an

d k

ee

pin

g h

is o

r h

er

eye

on

th

e b

all

• T

his

is c

alle

d b

lockin

g

• W

ha

t d

id y

ou

ha

ve

to

do

to

ma

ke

su

re

yo

u d

idn

’t p

ass it

ove

r a

co

ne

?

• W

ha

t d

o I

ha

ve

to

do

no

w t

o m

ake

su

re

I d

on

’t h

ave

my p

ass b

locke

d?

• T

he

de

fen

de

r ca

n s

lide

his

or

he

r h

an

ds d

ow

n t

he

stick fo

r a

lo

ng

er

rea

ch


Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ec

hn

iqu

e P

oin

ts/C

ue

s/O

rga

niz

ati

on

M

od

ific

ati

on

s/C

ha

lle

ng

es

Gu

ide

d I

nstr

uctio

n-

Activity

Mo

nke

y in

th

e M

idd

le/2

v 1

U

se

th

ese

skill

s:

• P

rote

ctin

g B

all

• S

co

op

• C

rad

le

• P

assin

g

• C

atc

hin

g

R

ule

s:

• T

wo

ha

nd

s o

n s

tick a

t a

ll tim

es

• D

efe

nd

er

mu

st

resp

ect

sp

ace

aro

un

d

pla

ye

r w

ith

th

e b

all

(stick m

ay n

eve

r to

uch

th

e b

od

y o

f a

pla

ye

r)

Re

co

mm

en

da

tio

n:

Giv

e e

ach

gro

up

sp

ecific

bo

un

da

rie

s u

sin

g c

on

es

Lo

ok f

or:

• P

rote

ctin

g t

he

ba

ll b

y c

rad

ling

clo

se

to

b

od

y &

aw

ay f

rom

de

fen

de

r • E

ye

s u

p t

o s

ee

te

am

ma

tes

• G

oo

d p

assin

g la

ne

• G

ive

a g

oo

d t

arg

et

by h

old

ing

stick

ste

ad

y

Use

bo

th h

an

ds

Clo

su

re/C

oo

l D

ow

n

3 P

ers

on

Pa

ssin

g o

r P

ass ‘n

’ M

ove

(M

ove

me

nt

in a

tri

an

gu

lar

pa

tte

rn w

ith

in

a lim

ite

d s

pa

ce

de

fin

ed

by c

on

es)

Pla

ce

fo

ur

co

ne

s in

a s

qu

are

, p

ositio

n

thre

e p

laye

rs a

t th

ree

of

the

co

ne

s,

on

e

with

th

e b

all

S

tud

en

ts p

ass th

e b

all

an

d k

ee

p a

b

ala

nce

d tri

an

gle

by r

ep

lacin

g o

ne

a

no

the

r in

a p

atte

rn

So

me

op

tio

ns:

1)

Mo

ve

to

th

e e

mp

ty c

on

e a

fte

r yo

u

pa

ss

2)

Mo

ve

so

th

at

the

y a

re n

eve

r a

t a

co

ne

th

at

is d

iag

on

al to

th

e p

laye

r w

ith

th

e b

all

Ru

les:

No

pa

sse

s d

iag

on

ally

th

rou

gh

th

e

sq

ua

re,

on

ly a

lon

g t

he

ed

ge

s

Use

Skill

Eva

lua

tio

n C

he

cklis

t o

r L

acro

sse

Asse

ssm

en

t ca

rds

Wh

y is it

imp

ort

an

t to

mo

ve

wh

en

yo

u

do

n’t h

ave

th

e b

all?

E

xp

lain

th

at

the

ne

xt a

ctivity w

ill h

elp

th

em

pra

ctice

mo

vin

g s

o t

he

y c

an

ge

t o

pe

n t

o r

ece

ive

a p

ass.

Lo

ok f

or:

• P

assin

g a

nd

th

en

mo

vin

g w

ith

ou

t th

e

ba

ll to

a n

ew

sp

ace

• G

oo

d p

assin

g

• G

ive

a g

oo

d t

arg

et

• M

ovin

g w

ith

a p

urp

ose

U

se

th

is o

pp

ort

un

ity f

or

a p

ee

r a

sse

ssm

en

t o

f skill

s le

arn

ed

to

da

y


Additional Drill: SharksandMinnows–Teacherchoosefoursharkstostandatmidfieldwithoutsticks.Haveremainderoftheclass(minnows)withsticksandballs,lineuponsidelines.Sharkscannotleavetheirspotbutcanwavetheirarmsandpivot.Minnowstrytocradle,run,dodge,avoidbeingtaggedbythesharksandgettotheothersideofthefield.Minnowswhodroptheirballsbecomesharksatthespotwheretheydroppedtheirball.Playuntilthereareonlyfive minnows left.


Elementary School Lesson Plan 6Objective: Studentswilllearnhowtodefendtheballcarrierusingproperfootworkandstickpositioning.


LessonFocus: Ontheballdefense

KeyTerms: Ontheballdefense,marking,shadowing,shuffling

Facility/Equipment: Stickandballforeachstudent;conessetupinzigzagpatternstoallowformaximumactivityofstudentswithinthespace;for2v2gamesmarkareaswithconesasnecessaryforsafety;pinnies or a similar marker to distinguish defense

SafetyRules: Beawareofpersonalspace.Keepyourstickawayfromothers.Maintaincontrolofyourbody.


Elem

enta

ry S

choo

l Les

son

Plan

6 E

lem

en

tary

Sc

ho

ol

Le

ss

on

Pla

n 6

L

es

so

n S

eq

ue

nc

e

Ac

tiv

itie

s/A

ss

es

sm

en

ts

Te

ch

niq

ue

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

Intr

od

uctio

n/W

arm

-up

2

v 1

Ke

ep

Aw

ay T

ow

ard

a T

arg

et

(mo

ve

me

nt

tow

ard

s a

go

al su

ch

as a

lin

e o

r 2

co

ne

s)

Th

e b

all

will

be

ad

va

nce

d b

y t

wo

o

ffe

nsiv

e p

laye

rs p

assin

g t

he

ba

ll to

e

ach

oth

er

su

cce

ssfu

lly a

min

imu

m o

f 2

tim

es.

A p

oin

t is

sco

red

wh

en

th

e b

all

is

ca

rrie

d o

r p

asse

d o

ve

r th

e ta

rge

t.

Te

am

s a

re d

on

e w

he

n d

efe

nd

er

ga

ins

co

ntr

ol o

f th

e b

all

Th

e d

efe

nd

er

ma

y g

et

the

ba

ll b

y:

• B

lockin

g a

pa

ss a

nd

sco

op

ing

it u

p

• B

ein

g f

irst

to s

co

op

up

a d

rop

pe

d p

ass

Lo

ok f

or:

• P

rote

ctin

g t

he

ba

ll

• E

ye

s u

p

• G

oo

d p

assin

g la

ne

• G

ive

a g

oo

d t

arg

et w

ith

th

e s

tick

• M

ovin

g w

ith

a p

urp

ose

to

wa

rds t

he

g

oa

l • A

vo

id t

he

de

fen

de

r

Gu

ide

d I

nstr

uctio

n

It’s

tim

e f

or

de

fen

se

! D

iscu

ss d

efe

nsiv

e s

tra

teg

ies.

Yo

u w

ill

wa

nt

the

stu

de

nts

to

un

de

rsta

nd

th

at

de

fen

se

is t

o s

top

th

e o

the

r te

am

fro

m

ma

kin

g s

ho

ts o

n g

oa

l a

nd

re

ga

in

po

sse

ssio

n.

De

fen

se

s w

ork

an

d m

ove

to

ge

the

r, t

alk

to

ea

ch

oth

er

D

em

on

str

ate

1 v

1:

(with

ou

t sticks)

Se

t u

p c

on

es in

a z

igza

g p

att

ern

10

ya

rds a

pa

rt a

t a

45

de

gre

e a

ng

le.

Ha

ve

a

n o

ffe

nsiv

e p

laye

r a

nd

a d

efe

nsiv

e

pla

ye

r sta

rt a

t o

ne

co

ne

, fa

ce

to

fa

ce

, d

efe

nsiv

e p

laye

r w

ith

ba

ck t

o o

pp

osite

sid

elin

e.

A

s t

he

off

en

se

jo

gs f

rom

co

ne

to

co

ne

th

e d

efe

nse

sh

ad

ow

s th

em

u

sin

g b

ala

nce

d f

oo

two

rk.

Th

is is d

on

e

with

ou

t a

stick.

Pro

pe

r d

efe

nse

te

ch

niq

ue

s a

re s

imila

r to

th

ose

of

a

ba

ske

tba

ll d

efe

nd

er

as lo

ng

as fa

ce

to

fa

ce

po

sitio

n c

an

be

ma

inta

ine

d

Mo

tiva

tio

na

l sig

ns a

nd

pic

ture

s t

o s

up

po

rt

the

no

tio

n o

f te

am

wo

rk.

• W

ha

t is

th

e g

oa

l o

f th

e d

efe

nse

?

• H

ow

do

yo

u w

ork

with

yo

ur

tea

mm

ate

s

to d

efe

nd

?

Aft

er

de

mo

nstr

atio

n,

se

t u

p s

eve

ral se

ts

of co

ne

s a

nd

stu

de

nts

in

gro

up

s o

f fo

ur

to

avo

id la

ck o

f m

ove

me

nt.

Pro

pe

r d

efe

nsiv

e s

tan

ce

ta

ug

ht:

• F

ee

t sh

ou

lde

r w

idth

ap

art

• B

en

d a

t th

e k

ne

es

• B

ack s

tra

igh

t • S

hu

ffle

an

d d

o n

ot

cro

ss f

ee

t w

he

n

face

to

fa

ce

• W

he

n r

un

nin

g W

ITH

th

e o

ffe

nsiv

e

pla

ye

r, fe

et

sh

ou

ld b

e g

oin

g in

th

e

sa

me

dir

ectio

n a

s p

laye

r w

ith

th

e b

all

A p

laye

r ca

nn

ot ru

n a

s

qu

ickly

sid

ew

ays a

nd

b

ackw

ard

as a

n o

pp

on

en

t ca

n r

un

fo

rwa

rd a

t fu

ll sp

ee

d.

W

he

n a

n o

ffe

nsiv

e p

laye

r is

ru

nn

ing

do

wn

th

e m

idfie

ld,

the

de

fen

de

r’s p

ositio

n

ch

an

ge

s a

nd

th

e d

efe

nsiv

e

pla

ye

r ru

ns s

ho

uld

er

to

sh

ou

lde

r w

ith

th

e o

ffe

nsiv

e

pla

ye

r, fe

et

po

inte

d/r

un

nin

g in

th

e s

am

e d

ire

ctio

n a

s th

e

pla

ye

r w

ith

th

e b

all


Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ec

hn

iqu

e P

oin

ts/C

ue

s/O

rga

niz

ati

on

M

od

ific

ati

on

s/C

ha

lle

ng

es

Gu

ide

d I

nstr

uctio

n-

Activity

1 v

1

Usin

g th

e s

am

e s

etu

p a

s a

bo

ve

, n

ow

th

e d

efe

nd

ers

ha

ve

a s

tick

Se

t u

p s

eve

ral se

ts o

f co

ne

s a

nd

stu

de

nts

in

gro

up

s o

f 4

to

avo

id la

ck o

f m

ove

me

nt.

P

rop

er

de

fen

siv

e s

tan

ce

ta

ug

ht:

• F

ee

t sh

ou

lde

r w

idth

ap

art

• B

en

d a

t th

e k

ne

es

• B

ack s

tra

igh

t • S

hu

ffle

an

d d

o n

ot

cro

ss f

ee

t.

At

full

run

nin

g s

trid

e,

fee

t w

ill b

e g

oin

g in

sa

me

dir

ectio

n

• S

tick s

ha

do

ws t

he

off

en

siv

e p

laye

r’s

stick –

str

aig

ht

up

an

d a

t th

e le

ve

l o

f th

e s

tick w

ith

th

e b

all.

Arm

s s

ho

uld

be

re

laxe

d a

s if h

ug

gin

g a

tre

e,

no

t e

xte

nd

ed

an

d lo

cke

d.

• S

tick s

ho

uld

no

t le

an

in

, tw

o h

an

ds o

n

stick a

t a

ll tim

es.

No

te:

It

is im

pro

pe

r fo

r th

e

stick t

o r

ea

ch

acro

ss t

he

bo

dy

of

the

pla

ye

r w

ith

th

e b

all.

R

em

em

be

r:

NO

BO

DY

OR

ST

ICK

C

ON

TA

CT

! T

WO

HA

ND

S O

N S

TIC

K A

T

AL

L T

IME

S

Clo

su

re/C

oo

l D

ow

n

2 v

2

Stu

de

nts

pa

ss th

e b

all,

try

ing

to

ma

inta

in

po

sse

ssio

n w

hile

ke

ep

ing

a c

ert

ain

d

ista

nce

ap

art

. D

efe

nd

ers

ke

ep

bo

dy

an

d s

tick in

go

od

de

fen

siv

e p

ositio

n

Sco

rin

g f

avo

rs t

he

de

fen

de

rs.

On

e p

oin

t e

ve

ry tim

e t

he

de

fen

se

ga

in p

osse

ssio

n

Off

en

se

mu

st

ha

ve

th

ree

su

cce

ssfu

l p

asse

s fo

r a

po

int

to b

e s

co

red

Fo

cu

s o

n D

efe

nse

: • S

tick s

ha

do

ws o

ffe

nsiv

e p

laye

r’s s

tick

• H

ustle

to

be

fir

st

on

a g

rou

nd

ba

ll • B

e r

ea

dy t

o in

terc

ep

t o

r b

lock a

pa

ss

by m

ovin

g fe

et

qu

ickly

to

be

in

po

sitio

n

to in

terc

ep

t


Elementary School Lesson Plan 7Objective: Studentswilllearnhowtododgeanopponentusingasimplefacedodge.


LessonFocus: Usingadodgetobeatanopponentandgotogoal

KeyTerms: Dodging,facedodge(specifically)

Facility/Equipment: Stickandballforeachstudent;pinniesorasimilarmarkertodistinguishdefense;goalsortargets;ifshowingvideo-TV,Video,VCRandindoorfacility

Reproducibles/Handouts: FaceDodgeSkillSheet(reproducible#15)

SafetyRules: Beawareofpersonalspace.Keepyourstickawayfromothers.Twohandsonstickwhenplayingoneononedefense.Maintaincontrolofyourbody.


Elem

enta

ry S

choo

l Les

son

Plan

7

Ele

me

nta

ry S

ch

oo

l L

es

so

n P

lan

7

Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ec

hn

iqu

e P

oin

ts/C

ue

s/O

rga

niz

ati

on

M

od

ific

ati

on

s/C

ha

lle

ng

es

Intr

od

uctio

n

Stu

de

nt d

em

on

str

atio

n o

f 2

v 2

fro

m

pre

vio

us d

ay.

Or,

sh

ow

fiv

e m

inu

te

foo

tag

e o

f m

en

’s o

r w

om

en

’s la

cro

sse

(if

ava

ilab

le)

Lo

ok f

or:

• G

ett

ing

pa

st a

n o

pp

on

en

t • D

efe

nse

Co

mp

are

an

d c

on

tra

st

the

d

efe

nse

in

th

e r

eg

ula

r ve

rsio

n

of

lacro

sse

co

mp

are

d t

o s

oft

la

cro

sse

Wa

rm-u

p

Ta

g:

In a

re

str

icte

d e

nvir

on

me

nt

pla

y a

ta

g

ga

me

with

stick h

eld

clo

se

to

th

e b

od

y

Ta

g o

the

rs w

ith

th

e b

ott

om

ha

nd

S

tud

en

ts s

ho

uld

ke

ep

bo

th h

an

ds o

n

stick a

nd

on

ly t

ake

bo

tto

m h

an

d o

ff

wh

en

it

is n

ee

de

d t

o t

ag

so

me

on

e

Wh

en

a s

tud

en

t is

ta

gg

ed

th

ey s

tep

ou

t o

f th

e p

layin

g a

rea

to

“re

ch

arg

e”

Re

ch

arg

e in

co

rne

rs o

f g

ym

: 1

. S

co

op

pra

ctice

– f

ive

sco

op

s

2.

Th

row

ag

ain

st w

all

five

tim

es

3.

Cra

dle

sh

utt

le, ru

n d

ow

n a

nd

ba

ck

sid

elin

e f

ou

r tim

es

4.

Th

row

an

d c

atc

h f

ou

r tim

es w

ith

a

no

the

r ta

gg

ed

pla

ye

r

Cu

es:

• P

rote

ct

the

ba

ll • G

oo

d b

ala

nce

• K

ee

p h

ea

d u

p

• G

oo

d f

oo

two

rk

Se

e M

idd

le S

ch

oo

l a

nd

Hig

h

Sch

oo

l C

urr

icu

lum

fo

r a

dd

itio

na

l d

od

ge

s


Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ec

hn

iqu

e P

oin

ts/C

ue

s/O

rga

niz

ati

on

M

od

ific

ati

on

s/C

ha

lle

ng

es

Gu

ide

d I

nstr

uctio

n

Te

ach

er

de

mo

nstr

atio

n o

f a

fa

ce

do

dg

e

(se

e A

pp

en

dix

B;

rep

rod

ucib

le #

15

) H

an

d o

ut

Fa

ce

Do

dg

e S

kill

Sh

ee

t (r

ep

rod

ucib

le #

15

) C

lass w

ill b

e d

ivid

ed

in

ha

lf.

Ha

lf o

f th

e

stu

de

nts

will

be

sta

tio

na

ry d

efe

nd

ers

(c

old

) sp

rea

d o

ut

thro

ug

ho

ut

are

a.

Th

e

oth

er

ha

lf w

ill d

od

ge

aro

un

d t

he

sta

tic

de

fen

de

rs.

Th

en

gro

up

s w

ill s

witch

1

v1

Fa

ce

Do

dg

e a

n O

pp

on

en

t D

efe

nd

ers

sta

tio

na

ry a

t firs

t, th

en

ca

n

mo

ve

a f

ew

ste

ps s

ide

to

sid

e (

wa

rm)

Fa

ce

do

dg

e –

Pla

ye

r w

ith

th

e b

all

will

ru

n

tow

ard

s d

efe

nd

er,

pu

ll th

e s

tick a

cro

ss t

he

b

od

y,

an

d d

rive

to

wa

rds t

ha

t sid

e o

f th

e

de

fen

de

r •

Ke

ep

th

e s

tick h

ea

d u

p

• K

ee

p f

ee

t m

ovin

g

• A

vo

id c

olli

sio

ns

• C

ha

ng

es in

sp

ee

d,

dir

ectio

n s

tick

po

sitio

n,

all

co

ntr

ibu

te to

de

ce

ptio

n,

pu

llin

g d

efe

nd

er

aw

ay fro

m in

ten

de

d

pa

th o

f o

ffe

nse

• O

ffe

nsiv

e p

laye

r p

rote

cts

ba

ll b

y

pla

cin

g b

od

y b

etw

ee

n b

all

an

d

de

fen

de

r

Ch

alle

ng

e p

laye

rs t

o s

witch

h

an

ds w

he

n t

he

y p

ull

the

stick a

cro

ss t

he

ir b

od

y fo

r in

cre

ase

d s

tick p

rote

ctio

n

Ch

alle

ng

e p

laye

rs t

o a

dd

a

fake

to

th

e s

ide

of

the

a

pp

roa

ch

be

fore

pu

llin

g s

tick

acro

ss b

od

y

If a

dd

itio

na

l tim

e is a

va

ilab

le

use

La

cro

sse

Skill

Re

vie

w

Sta

tio

n D

rill

(Ele

me

nta

ry

Re

so

urc

e p

ag

e

) fo

r a

dd

itio

na

l p

ractice

of

ba

sic

skill

s

Clo

su

re/C

oo

l D

ow

n

Fo

ur

De

fen

de

r D

od

gin

g

Pla

ye

r w

ith

th

e b

all

face

s f

ou

r sta

tio

na

ry

de

fen

de

rs, sta

nd

ing

in

a lin

e -

15

fe

et

ap

art

O

ffe

nsiv

e p

laye

r d

od

ge

s le

ft a

t d

efe

nd

er

1, ri

gh

t a

t d

efe

nd

er

2,

the

n le

ft a

nd

rig

ht

ag

ain

P

laye

r th

en

jo

ins lin

e a

s d

efe

nsiv

e a

nd

firs

t p

ers

on

in

lin

e n

ow

be

co

me

s d

od

ge

r

Ke

ep

ba

lan

ce

wh

en

do

dg

ing

to

allo

w f

or

the

mo

ve

afte

r a

do

dg

e—

usu

ally

a

co

ntr

olle

d s

ho

t o

r p

ass to

an

op

en

te

am

ma

te


Additional Drill: SharksandMinnowsRelayracesinvolvingdodges


Elementary School Lesson Plan 8Objective: Studentswilllearnhowtoshootaccuratelywithapurpose.


LessonFocus: Throwing(shooting)theballwithaccuracy

KeyTerms: Shoot,throw,crease

Facility/Equipment: Stickandballforeachstudent,cones,signsforstations,varioustargets–cones,smallgoalsetc.,softlacrossegoals(2)oralternativegoaloption

Reproducibles/Handouts: SkillEvaluationChecklist(reproducible#3)

SafetyRules: Beawareofpersonalspace.Keepyourstickawayfromothers.Nevershootwhenanother player is in the path of your shot.


Elem

enta

ry S

choo

l Les

son

Plan

8E

lem

en

tary

Sc

ho

ol

Le

ss

on

Pla

n 8

L

es

so

n S

eq

ue

nc

e

Ac

tiv

itie

s/A

ss

es

sm

en

ts

Te

ch

niq

ue

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

Intr

od

uctio

n

De

mo

nstr

ate

sco

rin

g/s

ho

otin

g

(Ap

pe

nd

ix B

) • T

he

diffe

ren

ce

be

twe

en

a p

ass a

nd

a

sh

ot a

re t

he

ch

an

ge

s in

tra

jecto

ry a

nd

sp

ee

d

• M

ech

an

ica

lly t

he

re is n

o d

iffe

ren

ce

b

etw

ee

n p

assin

g a

nd

sh

oo

tin

g

• H

ow

eve

r, th

e in

ten

de

d r

esu

lts a

re

va

stly d

iffe

ren

t –

a p

ass t

o a

te

am

ma

te

is in

ten

de

d t

o b

e c

au

gh

t w

hile

a s

ho

t o

n g

oa

l is

in

ten

de

d t

o g

et p

ast

the

g

oa

lke

ep

er.

(e

xce

rpte

d f

rom

US

L

acro

sse

Co

ach

es’ L

eve

l 1

On

line

C

ou

rse

) • B

all

ca

n b

ou

nce

in

to o

r g

o d

ire

ctly in

to

go

al

Ho

w d

o y

ou

sco

re?

W

ha

t is

th

e p

urp

ose

of sh

oo

tin

g?

(h

ocke

y/s

occe

r)

Wh

at

do

yo

u th

ink is th

e d

iffe

ren

ce

b

etw

ee

n s

ho

otin

g a

nd

pa

ssin

g?

F

or

info

rma

tio

n a

bo

ut

the

cre

ase

an

d s

oft

la

cro

sse

, se

e M

idd

le S

ch

oo

l S

tud

y G

uid

e

(Mid

dle

Sch

oo

l re

so

urc

e A

; re

pro

du

cib

le

#1

)

Wa

rm-u

p

Pa

ssin

g w

ith

a P

art

ne

r to

a S

pe

cific

T

arg

et

(S

et

by p

art

ne

r h

old

ing

stick in

diffe

ren

t d

ire

ctio

ns)

Cu

es f

or

Th

row

ing

•

Lo

ok f

or

targ

et/stick

•

Fo

llow

th

rou

gh

to

wa

rd t

arg

et

Gu

ide

d I

nstr

uctio

n

Ta

rge

t P

ractice

•

Se

t u

p m

an

y d

iffe

ren

t ta

rge

ts f

or

stu

de

nts

to

sh

oo

t a

t (w

all,

co

ne

s, sm

all

go

al, e

tc.)

Ea

ch

ta

rge

t co

uld

be

fo

r g

rou

ps o

f a

bo

ut 6

• E

mp

ha

siz

e a

ccu

racy-g

ett

ing

ba

ll in

to

“go

al”

or

hittin

g g

oa

l •

With

a b

all,

ea

ch

stu

de

nt w

ill r

un

an

d

take

a s

ho

t

•

With

a p

art

ne

r sta

nd

ing

as a

“co

ol”

de

fen

de

r, d

od

ge

a d

efe

nd

er

an

d t

ake

a

sh

ot

• P

ractice

sh

oo

tin

g a

fte

r re

ce

ivin

g a

pa

ss

Se

e c

ue

s f

or

thro

win

g a

bo

ve

. • K

ee

p y

ou

r e

ye

on

th

e ta

rge

t • M

ake

su

re t

he

stick h

ea

d fa

ce

s t

he

ta

rge

t w

he

n y

ou

sh

oo

t • S

ign

al (t

alk

) fo

r b

all

fro

m p

art

ne

r • A

ccu

rate

pa

ssin

g h

elp

s s

ho

ote

r • C

atc

h a

nd

re

ma

in b

ala

nce

d f

or

the

sh

ot

• I

f co

min

g o

ff o

f a

do

dg

e,

rem

em

be

r a

lso

to

re

ma

in b

ala

nce

d s

o y

ou

ca

n

sh

oo

t

Ch

an

ge

em

ph

asis

to

“s

ho

otin

g f

or

the

op

en

sp

ace

” in

th

e g

oa

l (w

he

re th

e g

oa

lie

is n

ot)

on

ce

stu

de

nts

be

gin

to

h

it th

e t

arg

et a

rea

. Y

ou

ca

n d

o t

his

by:

• P

lacin

g a

je

rse

y in

th

e g

oa

l ca

ge

an

d h

ave

stu

de

nts

sh

oo

t o

n g

oa

l a

t th

e o

pe

n

sp

ace

, n

ot

the

je

rse

y

• H

an

gin

g m

eta

l p

ie t

ins

ne

ar

po

sts

of

go

al to

e

nco

ura

ge

stu

de

nts

to

aim

a

t o

pe

n s

pa

ce

s


Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ec

hn

iqu

e P

oin

ts/C

ue

s/O

rga

niz

ati

on

M

od

ific

ati

on

s/C

ha

lle

ng

es

Clo

su

re/C

oo

l D

ow

n

Fo

ur

Sta

tio

ns

• P

ractice

sh

oo

tin

g a

t sp

ecific

ta

rge

ts

(tw

o s

tatio

ns)

• O

the

r skill

wo

rk (

two

sta

tio

ns)

–

de

cid

ed

by t

he

te

ach

er

Skill

Eva

lua

tio

n C

he

cklis

t S

elf c

he

ck o

r te

ach

er

ch

ecks s

kill

s

lea

rne

d th

rou

gh

ou

t u

nit)


Elementary School Lesson Plan 9Objective: Studentswillreviewallbasicskillsandorganizeteamstoplaya3v3gameonDay10.


LessonFocus: StudentswillworkwiththeteamsthattheywillplaywithduringDay10.Studentswillreview and practice all skills learned up until now.

KeyTerms: Allskills(cradling,passing,catching,dodging,shooting,groundballs(scooping)

Facility/Equipment: Stickandballforeachstudent,cones(gridstocreateamplespacingforsmallgames),cones(forstations),stationsigns,pencils,goals(2),whistle,stopwatch

Reproducibles/Handouts: FairPlayRubric(reproducible#6),ResponsibilitySelf-Assessmentsheet(reproducible#4)foreachstudent,teamroster(createdbyteacher)

SafetyRules: Beawareofpersonalspace.Keepyourstickawayfromothers.Beincontrolofyourbody. Two hands on stick at all times.

RECOMMENDED RULES FOR ELEMENTARY 3 v 3 GAMES:Nogoalkeeperisutilized(foranextrachallenge,usesomeofthegoalmodificationsfromLesson8)

Aplayermayonlyhavetheballinhisorherpossessionforfivesecondsbeforeeitherpassingorshooting.Thefivesecond individual possession limit keeps the players passing and moving.

Two hands must be on stick at all times.

Nosticktobody,sticktostick,orbodytobodycontactisallowed.

Forviolations,theballgoestotheplayeruponwhomthepenaltywascommitted,andplayercommittingthefoulmustmove5feetawayfromtheballinthedirectionheorshecamefrom.

Whenplayresumes,theplayerwiththeballmustpasstheball.Heorshemaynotshootongoal.

Ifspaceistight,teachersmayimplementa“norun”rule.Studentsmuststandwhentheyreceiveapass,similartoultimateFrisbee.

Teachersmayalsochosetoutilizeacreasearoundthegoals.SeeMiddleSchoolStudyGuide(MiddleSchoolresourceA)forinformationaboutthecrease.

Outofbounds-Whenballisthrownorrolledoutofbounds,thisisaturnoverfortheteamthatcausedtheballtogooutof bounds. The nearest player for the other team gets the ball on the sideline, all other players must be five yards away. Heorshemaypassorcradlewhenplayresumes.

Teachermaydecideonrulesforshooting.Someoptions:• xnumberofpassescompletedbeforeshooting• xnumberofplayersmusttouchballbeforeshooting• xnumberofconsecutivecompletedpassesinarowbeforeshooting(extradifficulty)

Teachers should also reinforce taking safe shots—making sure that the shot is not in danger of directly hitting another player.

STARTING PLAY:Playerslineupacrossentireplayingarea(seediagram).Somestartingoptionsforelementaryschoolgamesare:

1) Ballrolledinrandomlybyteacher2) Doacointoss.Thewinningteamstartswithball.Heorshe,aypassonthewhistle. Teachers may also chose to have “half-time” so that teams switch attack directions and possession of ball.3) Executeathrow(seeMiddleSchoolStudyGuide,MiddleSchoolresourceAfordetailsonthethrow.


Elem

enta

ry S

choo

l Les

son

Plan

9E

lem

en

tary

Sc

ho

ol

Le

ss

on

Pla

n 9

L

es

so

n S

eq

ue

nc

e

Ac

tiv

itie

s/A

ss

es

sm

en

ts

Te

ch

niq

ue

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

Intr

od

uctio

n

Intr

od

uce

Fa

ir P

lay R

ub

ric

An

no

un

ce

te

ach

er

cre

ate

d t

ea

ms

Exp

lain

diffe

ren

t sta

tio

ns

Exp

lain

pla

n fo

r L

esso

n 9

an

d L

esso

n 1

0

Re

vie

w r

ule

s f

or

3 v

3 p

lay (

se

e

reco

mm

en

de

d 3

v 3

ru

les a

bo

ve

) R

evie

w o

ff b

all

mo

ve

me

nt-

rem

ind

stu

de

nts

of

tria

ng

le o

ffe

nse

dri

ll fr

om

L

esso

n 5

Exp

lan

atio

n:

Stu

de

nts

will

pra

ctice

skill

s in

th

eir

te

am

s

of

thre

e a

t fo

ur

sta

tio

ns a

nd

will

als

o

rota

te t

hro

ug

h t

o p

ractice

pla

yin

g a

3 v

3

ga

me

T

he

3 v

3 g

am

e s

etu

p w

ill t

he

n b

e u

se

d in

L

esso

n 1

0 w

he

n a

ll th

e te

am

s w

ill p

lay in

a

to

urn

am

en

t o

rga

niz

ed

by t

he

te

ach

er.

T

he

te

ach

er

will

sh

ow

th

e c

lass t

he

Fa

ir

Pla

y R

ub

ric.

Stu

de

nts

will

use

it

in t

he

n

ext cla

ss

3 v

3 G

am

e w

ith

go

als

an

d p

layin

g a

rea

m

ark

ed

by c

on

es o

r lin

es a

s a

pp

rop

ria

te:

X

te

am

att

ackin

g

G

X O

G

O

X O

O

A

A

L

X

O

L

O t

ea

m a

tta

ckin

g

Wa

rm-u

p

Ha

ve

stu

de

nts

se

t u

p s

tatio

ns

Stu

de

nts

will

se

lf-a

sse

ss a

t th

e f

ou

r sta

tio

ns


Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ec

hn

iqu

e P

oin

ts/C

ue

s/O

rga

niz

ati

on

M

od

ific

ati

on

s/C

ha

lle

ng

es

Gu

ide

d I

nstr

uctio

n

Sta

tio

ns a

re:

• C

rad

le/S

co

op

• P

assin

g in

3’s

• S

ho

otin

g

• D

od

ge

/Sh

ad

ow

de

fen

se

• P

ractice

3 v

3

o S

ign

al (t

alk

) cle

arl

y o

n o

ffe

nse

o

Use

all

sp

ace

ava

ilab

le

o M

ust

pa

ss t

o a

ll te

am

ma

tes b

efo

re

sco

rin

g

o A

fte

r a

sco

re b

all

go

es t

o t

he

te

am

th

at

did

no

t sco

re

Sta

tio

ns d

esig

ne

d b

y t

he

te

ach

er

Ro

tate

as:

• S

ix g

rou

ps:

fou

r sta

tio

ns

• T

wo

gro

up

s p

lay 3

v 3

Clo

su

re/C

oo

l D

ow

n

Te

am

Str

ate

gy

• C

ho

ose

a n

am

e

• H

an

d in

Re

sp

on

sib

ility

S

elf-

Asse

ssm

en

t

Stu

de

nts

co

mp

lete

Se

lf-A

sse

ssm

en

t


Elementary School Lesson Plan 10Objective: Studentswillbebrokenupintoteamsandplaymini3v3games


LessonFocus: Demonstrationofskillsfromunit,leadership,supportandresponsibility

KeyTerms: Allskillsandvocabularyfromthisunit

Facility/Equipment: Stickandballforeachstudent,cones(gridstocreateamplespacingforsmallgames),pinnies, goals, video equipment

Reproducibles/Handouts: FairPlayRubric(reproducible#6),KWLChartfromLesson1

SafetyRules: Beawareofpersonalspace.Keepyourstickawayfromothers.Showawarenessforsafety in games


Elem

enta

ry S

choo

l Les

son

Plan

10

Ele

me

nta

ry S

ch

oo

l L

es

so

n P

lan

10

L

es

so

n S

eq

ue

nc

e

Ac

tiv

itie

s/A

ss

es

sm

en

ts

Te

ch

niq

ue

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

Intr

od

uctio

n

Stu

de

nts

co

me

in

an

d d

ivid

e in

to th

e t

ea

ms

fro

m L

esso

n 9

R

em

ind

ab

ou

t p

layin

g fa

irly

. U

se

Fa

ir P

lay

Ru

bri

c

Exp

lain

asse

ssm

en

t fo

cu

s

Me

et in

de

sig

na

ted

are

as

Ha

ve

te

am

s d

iffe

ren

tia

ted

E

mp

ha

siz

e te

am

wo

rk

Wa

rm-u

p

Stu

de

nts

will

wa

rm-u

p in

te

am

s o

n o

wn

V

ide

o t

ap

e w

arm

-up

Gu

ide

d I

nstr

uctio

n

3 v

3 g

am

es w

ith

tw

o g

oa

ls (

Use

wh

at

yo

u

ha

ve

fo

r g

oa

ls)

Eve

ry t

ea

m s

ho

uld

be

in

vo

lve

d in

pla

yin

g

(If

sp

ace

is lim

ite

d,

co

ntin

ue

th

e id

ea

of

sta

tio

ns w

he

re t

ea

ms c

an

pra

ctice

, ra

the

r th

an

ha

ve

stu

de

nts

in

active

) U

se

ba

ske

tba

ll co

urt

if

fie

ld is n

ot

ava

ilab

le

Use

La

cro

sse

Asse

ssm

en

t C

ard

fo

r p

ost-

asse

ssm

en

t o

f sco

op

ing

an

d c

atc

hin

g s

kill

s

(re

pro

du

cib

le #

2)

Vid

eo

ta

pe

ga

me

s

Asse

ss s

ocia

l in

tera

ctio

n/te

am

wo

rk

3 v

3 g

am

e w

ith

go

als

an

d p

layin

g a

rea

m

ark

ed

by c

on

es o

r lin

es a

s a

pp

rop

ria

te

X

G

X O

G

O

X O

O

A

A

L

X

O

L

O

Ca

n u

se

ho

cke

y g

oa

ls if

ava

ilab

le

Se

e r

ule

s fo

r 3

v 3

min

i g

am

es fro

m L

esso

n 9

M

od

ific

atio

n:

Stu

de

nts

on

sid

elin

e m

ay

rece

ive

pa

ss,

the

n th

row

ba

ck

to o

ne

of

the

th

ree

pla

ye

rs o

n

fie

ld f

rom

th

e t

ea

m th

at

pa

sse

d t

he

ba

ll T

ea

ch

ers

ma

y w

an

t to

ha

ve

a

ga

me

pla

n f

or

do

ub

le t

ea

m

po

licy.

Do

ub

le t

ea

min

g is

use

d o

fte

n in

me

n’s

an

d

wo

me

n’s

la

cro

sse

, h

ow

eve

r in

so

ft la

cro

sse

it

is u

su

ally

n

ot

en

co

ura

ge

d.

If

pla

ye

rs

are

fa

mili

ar

with

th

is c

on

ce

pt

an

d b

eg

in in

itia

tin

g d

ou

ble

te

am

s,

tea

ch

ers

will

wa

nt

to

ha

ve

a p

olic

y r

ea

dy

Clo

su

re/C

oo

l D

ow

n

KW

L C

ha

rt:

Ha

ve

stu

de

nts

fill

ou

t th

e L

co

lum

n o

f th

eir

ch

art

an

d c

om

pa

re w

ith

pre

vio

us e

ntr

ies

Dis

cu

ss la

cro

sse

in

th

e fu

ture

(fo

r stu

de

nts

)*

Fa

ir P

lay A

sse

ssm

en

t

Wh

at

did

th

ey le

arn

ab

ou

t th

e s

po

rt o

f la

cro

sse

?

Wh

at

did

th

e c

lass e

njo

y a

bo

ut

the

to

urn

am

en

t?

Wh

at

skill

did

th

ey m

ost lik

e le

arn

ing

?

atta

ckin

g

atta

ckin

g


ResourcesElementary Lacrosse Curriculum


Elementary Resource A - Elementary Reproducible #1 -

Lesson 1, 10 KWL Chart

K

What I Know

W What I Want to Know

L What I Learned

www.uslacrosse.org


Elementary Resource B - Elementary Reproducible #2 -

Lesson2,3,4,9

www.uslacrosse.org


Elementary Resource C - Elementary Reproducible #3 -

www.uslacrosse.org

Ele

men

tary

Lac

ross

e S

kill

Eva

luat

ion

Che

cklis

t Le

sson

1, 2

, 4, 5

, 8

Stu

dent

Nam

e___

____

____

____

____

____

____

___

G

rade

Lev

el__

____

____

___

Dat

e___

____

____

___

1 –

Beg

inni

ng S

tude

nt

Teac

her N

ame_

____

____

____

____

____

____

____

_ 2

– S

atis

fact

orily

lear

ning

the

skill

Ty

pe o

f Ass

essm

ent/

Circ

le:

Sel

f

Pee

r

Teac

her

3 –

Acc

ompl

ishe

d pe

rfor

man

ce o

f the

ski

ll

G

rip (L

esso

n 1)

The

shaf

t sh

ould

lie

acro

ss th

e fin

gers

of y

our t

op h

and,

whi

ch th

en c

url a

roun

d th

e sh

aft.

Th

e bo

ttom

han

d sh

ould

gen

tly g

rip th

e bu

tt e

nd o

f the

stic

k.

Th

e st

ick

shou

ld b

e he

ld v

ertic

ally

to th

e si

de o

f the

bod

y, n

ear

the

ear.

Sco

op (L

esso

n 2)

The

tip o

f the

hea

d of

the

stic

k m

oves

dow

n to

war

ds th

e ba

ll.

To

p ha

nd s

houl

d be

cho

ked

up to

the

stic

k th

roat

.

The

butt

end

of t

he s

tick

will

be

low

to th

e gr

ound

, the

fron

t fo

ot w

ill to

the

side

of t

he b

all.

P

ush

unde

r th

e ba

ll an

d br

ing

it up

qui

ckly

with

the

top

hand

pul

ling

up to

war

ds th

e bo

dy.

D

on’t

stop

you

r fe

et;

keep

mov

ing

thro

ugh

the

pick

up.

B

egin

cra

dlin

g th

e ba

ll w

hile

rais

ing

the

stic

k.

Cra

dle

(Les

son

2)

Th

e he

ad o

f the

stic

k is

clo

se to

the

head

at e

ar le

vel a

nd t

he b

all f

acin

g to

war

d th

e he

ad.

E

lbow

s ou

t, ar

ms

away

from

the

body

.

The

wris

ts w

ill b

e ro

tate

d ba

ck a

nd fo

rth,

the

stic

k sh

ould

mov

e ea

r to

nos

e an

d ba

ck, t

o cr

ate

cent

rifug

al fo

rce.

Sw

itchi

ng H

ands

(Les

son

2)

H

old

the

stic

k ve

rtic

ally

and

faci

ng y

our e

ar.

C

hang

e po

sitio

n of

han

ds a

s th

e st

ick

mov

es a

cros

s un

der

the

chin

to th

e ot

her

side

of t

he b

ody.

S

lide

stic

k do

wn

thro

ugh

bott

om h

and

and

repl

ace

top

hand

to b

otto

m, b

ringi

ng s

tick

back

up

on o

ppos

ite s

ide

of th

e bo

dy.

Thro

win

g/P

assi

ng (L

esso

n 4)

Top

hand

arm

bac

k an

d as

hig

h as

the

ear

or h

ighe

r.

Sho

ulde

r on

bal

l sid

e ro

tate

s ba

ck.

O

ppos

ite fo

ot s

teps

forw

ard,

opp

osite

sho

ulde

r fo

rwar

d, p

oint

bot

tom

of s

tick

tow

ard

targ

et.

Th

e bo

ttom

han

d w

ill lo

osel

y gr

ip th

e bo

ttom

of t

he s

tick

and

will

loos

ely

pull

and

guid

e th

e st

ick

tow

ards

the

targ

et.

B

otto

m h

and

pul

ls to

war

d th

e bo

dy a

s to

p ha

nd p

ushe

s th

e ba

ll to

war

d th

e ta

rget

to c

ompl

ete

the

thro

w.

Fo

llow

thro

ugh.

Cat

chin

g (L

esso

n 4)

Stic

k sh

ould

be

exte

nded

to th

e si

de o

f the

bod

y of

top

hand

.

W

hen

catc

hing

the

ball

the

head

of t

he s

tick

mus

t gi

ve b

ack

tow

ard

ear

so th

at th

e ba

ll is

cus

hion

ed a

nd is

pro

tect

ed in

the

stic

k. I

mag

ine

catc

hing

an

egg

or

wat

er b

allo

on.


Elementary Resource D - Elementary Reproducible #4 -

Lessons: 2, 5, 8, 9 Student Name_____________________________ Grade Level____________ Date______________ Teacher Name_____________________________

Personal and Social Responsibility Self-Assessment Circle the answer you feel describes you best. Questions: Circle Y (Yes), N (No), or S (Sometimes) Yes No Sometimes 1. Did I listen attentively to the teacher Y N S today? 2. Did I listen to fellow students? Y N S 3. Did I take on new challenges with Y N S enthusiasm? 4. Did I work hard to practice my Y N S lacrosse skills? 5. Did I help other students? Y N S 6. Did I work independently without Y N S prompting from the teacher? 7. My goal for the next lesson is: _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Adapted from: Sport Foundations for Elementary Physical Education by Stephen Mitchell, Judith Olsin, and Linda Griffin, 2003, Champaign, IL: Human Kinetics.

Lesson2,5,8,9


Elementary Resource E - Elementary Reproducible #5 -

Lesson4 Lacrosse Skill Review Stations Indoor or Outdoor

Station #1- Rolling Scoop Students pair up and roll the ball to their partner. The partner scoops up the ball using correct technique and then rolls the ball back to his or her partner who repeats the task. Students are told that the ball may not always be stationary on the ground during a game and this station improves the skill of scooping up a moving ball. Station #2- Underhand Toss and Catch Students pair up and toss the ball underhand to their partner. The partner uses correct technique to catch the ball in the pocket of the stick. That partner then returns an underhand throw back to his or her partner. Students are told that sometimes they may receive a soft pass during a game and this station improves that lacrosse skill. Also, this station gives an opportunity for all individuals to succeed in catching the ball as the speed of the throw is diminished. Station #3- Stationary Scoop Students work individually at this station with their stick and a ball. They work on correct technique for scooping up a ball. Students are told to focus on foot placement, grip on their stick, head over the ball, and finishing in the cradle position. Station #4- Throwing Students work individually at this station with their stick and a ball. They work on correct form for throwing a ball with their stick. Students aim at a target on the wall and receive multiple throwing opportunities as they don’t have to chase the ball, it comes right back to them. Station #5- Overhand Throw and Catch Students pair up and throw the ball overhand to their partner. The partner uses correct technique to catch the ball in the pocket of the stick. That partner then returns an overhand throw back to his or her partner. Students are told that sometimes they may receive a hard pass during a game and this station improves that lacrosse skill. Also, this station gives an opportunity for individuals to succeed in catching the ball if they are showing advanced lacrosse abilities.

www.uslacrosse.org


Elementary Resource F - Elementary Reproducible #6 -

Less

ons:

9, 1

0

Fair

Pla

y R

ubric

N

ame

S

uppo

rts

and

enco

urag

es

Sel

f-offi

ciat

es r

espo

nsib

ly

Mak

es a

n ef

fort

to

incl

ude

team

mat

es

with

out a

rgui

ng

e

very

one

in th

e te

am

CIR

CLE

C

OM

ME

NTS

C

IRC

LE

CO

MM

EN

TS

CIR

CLE

C

OM

ME

NTS

__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_ S

usie

Sm

ith

1

2

3

1

2

3

1

2

3

B

ob J

ones

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1=

Stu

dent

sho

ws

this

ele

men

t rar

ely

and

does

not

con

trib

ute

to th

e pr

actic

e or

gam

e in

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www.uslacrosse.org

Middle School Lacrosse UnitGrades 6-8


Middle School Lacrosse OverviewThe middle school unit continues in progression from the elementary unit with further development and understanding of the game of lacrosse. The focus is on basic skill refinement and introduction of game concepts/strategies. These include offensive positioning, defensive positioning and game play. Student will be responsible for fair play and safety with the rules presented.

Unit Objectives


1. Students will demonstrate the following skills; groundball/scoop, cradle, catch, throw, dodging and positions in practice/game situations.

2. Studentswillparticipateactivelyinallpracticeandgamesituations.3. Students will apply skills learned to small game offense and defense situations.


1. Students will describe, using word cues, the skills learned.2. Studentswilldescribeequipmentusedtoplaylacrosse.3. Students will state the historical aspects of the game.4. Studentswillsuccessfullycompletehomeworkandquizchallenges.5. Studentswillunderstandanduseappropriaterules.


1. Students will work responsibly and cooperatively within the class structure.2. Studentswilldemonstratesportsmanshipandfairplayinpracticeandgamesituations.3. Students will participate in cooperative teaching and learning situations.4. Studentswillexplorecontinuingopportunitiesrelatedtothegamewithpeersandteachers.


Middle School Lacrosse Cross-Curricular ConceptsThis lacrosse unit can be related to many simple cross-curricular concepts. The activities below are just some examples of ways the physical education teacher can work with the classroom teacher to relate lacrosse to other subject areas.

EnglishLanguageArts• Compare/contrastpaperorchartaboutmen’sandwomen’slacrosse.• Compare/contrastlacrossetoothersports.• Writingabouttheexperienceoflearningnewskills.• Interviewaparentorotherfamilymembertoseewhatknowledgetheyhaveaboutlacrosse.• Createanadorbrochuretopromotethegameoflacrosseinyourschoolorcommunity.

Math• Studentscanfindoutareaandperimeterofafield.• Geometryofthefield,understandingthearchesandanglesonthefield.Thevaryingtrajectoryoftheball.• Graphingandcharting-numberofcatchesinaminuteoverseveralminutesetc.• Percentages–whatisyourcatchtodroppercentage?• Ratios–dropstocatchesetc.


Night,PTAevents,orduringparent/teacherconferences.• OpenHouseisagoodtimetopromotelacrosseusingaPowerPointpresentationforP.E.usingshotsormovie



Science• Physicsoflacrosse• CentrifugalForce–cradlingusescentrifugalforcetokeeptheballinsidethepocket• CentripetalForce• Lever–throwingusesthestickshaftasalevertocreateforcetothrowtheball• Catapult–Mechanicsofthethrow

Social Studies• History–studentscandoresearchaboutthehistoryofthegameoflacrosse,originallyaNativeAmerican(Indian)

sport.• Compare/contrastmen’sandwomen’sgame–studentscanresearchthedifferencesandsimilaritiesbetween

men’s and women’s lacrosse.• Internationallacrosse–studentscanresearchthedifferentcountriesthatplaylacrosse.• Identitylacrosseleagueslocally–clubs,college,communityleagues.

ReadingResources• L is for Lacrosse, an ABC BookbyJohnR.Sardella• The Spirit in the StickbyNeilDuffy• The Warrior by Joseph Bruchac• The Great Ball Game by Joseph Bruchac



Unit Specific Routines and RulesBesides the normal class rules, additional procedures should be introduced to the class when the lacrosse unit is started. These procedures are very situational so teachers are urged to think through the unit and each lesson and addressthefollowingtopics:


Soft Lacrosse Safety and Equipment While men’s and women’s lacrosse differs in several ways (known at US Lacrosse as one sport, two games), thiscurriculum uses universal equipment and rules, and may be used in co-ed environments.Youcanmaketheunit dynamic by having the students learn about the differences in the two games and the version of the game used in this unit.

The game this curriculum was designed for is known as “soft lacrosse.” Soft lacrosse sticks differ from men’s and women’s lacrosse sticks (see Appendix B) and a larger, softer ball is used. The US Lacrosse Sport Science and SafetyCommitteehasdeterminedthatnoprotectiveequipmentisnecessarytobewornwhenutilizingsoftlacrosseballsorsticks.Shouldyouchosetousestandardlacrossesticksandballs,whichisNOTrecommendedforthiscurriculum,thefollowingstatementhasbeenissuedbyUSLacrosse:




EquipmentTo implement this curriculum, you will need

• Onesoftlacrossestickforeverystudent• Atleastonesoftlacrosseballperstudent• Apairofsoftlacrossegoalsorotherindoorgoalsyoumayhaveavailable(hockeygoalsmakeagoodalternative,

trytoavoidgoalsthataretoolarge)• Of note, a standard lacrosse goal has a 6’ x 6’ mouth. Competitive soft lacrosse (known internationally as

intercrosse)utilizesa4’x4’goal• Optionaleyeprotectionsuchasracquetballgogglesorwomen’slacrossegoggles• InformationonorderingthisequipmentcanbefoundinAppendixF





Mid

dle

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olLa

cros

se U

nit P

lan

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iddl

e S

choo

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se U

nit P

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ay 2

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ay 4

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ay 5

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op

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uest

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oduc

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ry R

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atch

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arm

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ruct

ion

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w/F

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7 G

ame

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re

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m-u

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lay

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esen

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se th

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llow

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Middle School Lesson Plan 1Objective: Thestudentwilldemonstrateagroundball/scoopofalacrosseball.


LessonFocus: Appreciationoflacrossehistory,groundball/scoop

KeyTerms: Lacrossestick,ball,groundball/scoop

Facility/Equipment: 1stick/ballperstudent,hulahoops

Reproducibles/Handouts: GripDiagram(reproducible#10)andScoopingSkillSheet(reproducible#11)

SafetyRules: Spaceawareness,controlstick,bodycontrol


Mid

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ww

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ore

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ert

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atc

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ide

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nstr

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rip

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rep

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ucib

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rou

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atio

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pp

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rep

rod

ucib

le #

11

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xp

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rip

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or

De

tectio

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orr

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or:

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lty g

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stick

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A

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Activity

Ind

ivid

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Stu

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arm

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t to

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eg

ree

s w

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ou

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e g

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art

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ern

ea

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Par

tner

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rill

O

ne s

tude

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ill h

old

the

stic

k ou

t to

his

/her

si

de v

ertic

ally

with

the

ball

unde

r th

e “b

ridge

.” T

he o

ther

sco

opin

g pa

rtne

r w

ill

bend

thei

r kn

ees

to ru

n un

der

the

“brid

ge”

in o

rder

to s

coop

/pic

k up

the

bal

l. C

ompl

ete

5 ti

mes

and

sw

itch

posi

tions

. Thi

s ac

tivity

w

ill e

mph

asiz

e th

e im

port

ance

of b

endi

ng

the

knee

s to

low

er y

our

body

in o

rder

to

scoo

p/pi

ck u

p th

e ba

ll S

hu

ttle

s

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rtn

ers

pa

ir u

p w

ith

an

oth

er

se

t o

r tw

o o

f p

art

ne

rs (

Gro

up

of

4 to

6 s

tud

en

ts

form

ed

).

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de

nt

with

th

e b

all

run

s to

wa

rd

the

op

po

site

lin

e,

dro

ps t

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ba

ll tw

o th

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s

of

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wa

y a

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ss a

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ntin

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s t

o t

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e

nd

of

the

lin

e.

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e n

ext p

ers

on

in

th

e

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po

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e r

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all

an

d

rep

ea

ts a

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n

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es:

be

nd

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ee

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eh

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th

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all,

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(kn

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”, k

ee

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low

an

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tart

cra

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; p

rote

ct b

all

as y

ou

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cce

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wa

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cu

es a

bo

ve

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ue

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orm

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with

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od

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fer

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bo

ve

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ee

p m

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g

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tio

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rna

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alls

: ya

rn b

alls

, g

ato

r skin

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lls,

pra

ctice

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ba

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ve

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om

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sp

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ba

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wa

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th

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ext

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Le

ss

on

Se

qu

en

ce

A

cti

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/As

se

ss

me

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T

ea

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Po

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s/O

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niz

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M

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R

ela

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L

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stu

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ay b

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op

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ach

pla

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icks u

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b

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de

po

sits it in

th

e h

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ns b

ack to

sta

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e a

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pra

ctice

s c

rad

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actio

n

1 v

1 S

co

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G

rou

ps o

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ree

sta

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on

a lin

e,

stu

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sta

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th

e m

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as th

e b

all,

oth

er

two

stu

de

nts

are

sta

nd

ing

with

sticks o

n

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er

sid

e o

f p

ers

on

in

mid

dle

. S

tud

en

t w

ith

ba

ll ro

lls t

he

ba

ll o

ut

on

to t

he

fie

ld a

nd

o

the

r stu

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nts

ru

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ut

for

it,

att

em

ptin

g t

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co

mp

lete

th

e s

co

op

, stu

de

nt

wh

o is

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cce

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l ra

ce

s a

cro

ss t

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lin

e 2

0 y

ard

s

aw

ay.

Pe

rso

n w

ho

did

no

t co

mp

lete

th

e

sco

op

sh

ou

ld p

urs

ue

pla

ye

r w

ith

th

e b

all

an

d a

tte

mp

t to

pla

y d

efe

nse

by m

ark

ing

th

e p

laye

r.

If b

all

is d

rop

pe

d,

eith

er

pla

ye

r m

ay a

tte

mp

t th

e s

co

op

xxxx

xxxx

x

xxx

Re

fer

to c

ue

s a

bo

ve

K

ee

p m

ovin

g

Gro

up

co

op

era

tio

n a

nd

co

mm

un

ica

tio

n

•

•

•

X

x •

X

X

x •

X

X

x •

X

Incre

ase

dis

tan

ce

, a

mo

un

t o

f b

alls

pe

r stu

de

nt,

ch

an

ge

se

qu

en

ce

. F

or

exa

mp

le,

stu

de

nt p

icks u

p e

ach

ba

ll a

nd

de

po

sits

the

m in

th

e h

oo

p,

the

n n

ext

pla

ye

r w

ou

ld

pic

k u

p a

nd

re

turn

th

em

to

th

e m

idd

le

Stu

de

nts

ma

y n

ee

d a

dju

st h

ow

ha

rd t

o

thro

w t

he

ba

ll to

ge

t it o

ut

in f

ron

t o

f th

e

gro

up

. M

ay s

et

the

ba

ll o

ut a

sp

ecific

d

ista

nce

In

do

or

Mo

dific

atio

n:

Te

ach

er

or

pa

rtn

er

ca

n r

oll

ba

ll to

stu

de

nt.

S

tud

en

t sco

op

s

ba

ll, r

un

s to

cre

ase

lin

e o

n g

ym

flo

or

an

d

atte

mp

ts t

o ta

ke

a s

ho

t a

t m

ark

ed

ta

rge

t o

n w

all

. . .


Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ea

ch

ing

Po

ints

/ C

ue

s/O

rga

niz

ati

on

M

od

ific

ati

on

s/C

ha

lle

ng

es

Co

ol D

ow

n/C

losu

re

Cla

ss D

iscu

ssio

n

Qu

estio

n a

nd

An

sw

er

on

cu

es t

o b

e

su

cce

ssfu

l in

do

ing

th

e g

rou

nd

ba

ll/sco

op

H

an

d o

ut

Gri

p D

iag

ram

an

d S

co

op

ing

Skill

S

he

et


Additional Information: TeachermightcollaboratewiththesocialstudiesdepartmentregardingthestudyofNativeAmericansoriginofthegame(seeAppendixA).

Alternate Activities:ScoopDrill(SeeElementaryLesson2)


Middle School Lesson Plan 2Objective: Thestudentwilldemonstratethepropertechniqueofcradling.

NationalStandards: 1,2,3,4,5

LessonFocus: Cradle,controlaball,reviewscoop

KeyTerms: Cradle,stationary,moving,possession,centrifugalforce

Facility/Equipment: 1stick/ballperstudent,cones

Reproducibles/Handouts: CradlingSkillSheet(reproducible#12),LacrosseAssessmentCard(reproducible#2),LacrosseStudyGuide(reproducible#1)

SafetyRules: Spaceawareness,stickcontrol,bodycontrol


Mid

dle

Scho

ol L

esso

n Pl

an 2

Mid

dle

Sc

ho

ol

Le

ss

on

Pla

n 2

L

es

so

n S

eq

ue

nc

e

Ac

tiv

itie

s/A

ss

es

sm

en

ts

Te

ac

hin

g P

oin

ts/C

ue

s/O

rga

niz

ati

on

M

od

ific

ati

on

s/C

ha

lle

ng

es

Intr

od

uctio

n

S

tud

en

t sits w

ith

a p

art

ne

r L

ist

thre

e f

acts

ab

ou

t th

e h

isto

ry o

f la

cro

sse

Sh

are

fa

cts

with

th

e e

ntire

cla

ss

Wa

rm-u

p

Ea

ch

stu

de

nt

ha

s a

stick a

nd

a b

all

Do

10

pic

ku

p/s

co

op

s –

dro

pp

ing

or

rolli

ng

ba

ll in

fro

nt

of yo

urs

elf

Do

10

mo

vin

g p

icku

p/s

co

op

s w

ith

a p

art

ne

r ro

llin

g th

e b

all

Re

vie

w t

ea

ch

ing

cu

es fro

m p

revio

us

lesso

n.

Use

a s

tud

en

t skill

d

em

on

str

atio

n

To

ke

ep

th

e s

tud

en

ts m

ore

active

tim

e t

he

m fo

r o

ne

min

ute

to

se

e

ho

w m

an

y p

icku

p/s

co

op

s t

he

y c

an

co

mp

lete

A

lte

rna

tive

Ba

lls:

Ya

rn b

alls

, g

ato

r skin

ba

lls,

pra

ctice

ba

se

ba

lls,

ten

nis

b

alls

Gu

ide

d I

nstr

uctio

n

R

evie

w c

rad

le (

se

e A

pp

en

dix

B; re

pro

du

cib

le

#1

2)

Re

vie

w t

ech

niq

ue

/cu

es

En

co

ura

ge

use

of e

ith

er

ha

nd

Cu

es:

Bo

th h

an

ds o

n t

he

stick, h

an

ds

wo

rk to

ge

the

r, c

en

trifu

ga

l fo

rce

ke

ep

s

the

ba

ll in

th

e s

tick,

top

ha

nd

co

ntr

ols

th

e s

tick

“sw

ing

th

e b

ucke

t o

f w

ate

r”

“ro

ck th

e b

ab

y”

“re

v th

e m

oto

rcycle

”

Ma

y u

se

a 5

ga

llon

bu

cke

t fille

d w

ith

w

ate

r o

r co

nta

inin

g a

ba

ll to

d

em

on

str

ate

ce

ntr

ifu

ga

l fo

rce

Err

or

De

tectio

n a

nd

C

orr

ectio

n

Err

or:

Dro

pp

ing

th

e b

all

C

orr

ectio

n:

Oft

en

th

e b

ott

om

ha

nd

is s

tatio

na

ry

an

d t

he

cra

dle

re

se

mb

les a

w

ind

sh

ield

wip

er

mo

ve

me

nt.

If

th

e

top

an

d b

ott

om

ha

nd

s a

re n

ot

wo

rkin

g in

un

iso

n,

mo

ve

th

e b

ott

om

h

an

d u

p t

he

sh

aft

to

12

in

ch

es fro

m

the

to

p a

nd

co

ntin

ue

to

de

ve

lop

a

rhyth

m o

f th

e a

rms t

og

eth

er


Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ea

ch

ing

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

Gu

ide

d I

nstr

uctio

n-

Activity

Gro

up

Activity

Sta

tio

na

ry P

ractice

E

ach

stu

de

nt

ha

s a

stick a

nd

his

or

he

r o

wn

sp

ace

C

rad

le w

ith

ou

t th

e b

all

Cra

dle

with

th

e b

all

Mo

vin

g P

ractice

with

a b

all

“Ca

n y

ou

”…

cra

dle

on

th

e m

ove

cra

dle

fro

m lin

e t

o lin

e

cra

dle

hig

h/lo

w

cra

dle

fa

st/slo

w

cra

dle

big

/little

cra

dle

le

ft/r

igh

t Z

igza

g C

rad

le D

rill

O’s

fo

rm o

ne

lin

e,

X’s

sp

rea

d o

ut

sta

nd

ing

with

stick h

eld

up

fo

r d

efe

nse

bu

t p

layin

g n

o

de

fen

se

.

O’s

zig

za

g b

etw

ee

n X

’s g

oin

g “

up

” th

e lin

e w

hile

cra

dlin

g b

all

the

n r

un

in

a s

tra

igh

t lin

e “

ba

ck”

to e

nd

of

line

as t

o n

ot

inte

rfe

re w

ith

th

e t

ho

se

ru

nn

ing

th

e z

igza

g p

att

ern

. R

un

th

rou

gh

tw

o t

ime

s t

he

n s

witch

po

sitio

ns.

Mu

sic

al C

rad

ling

E

ach

stu

de

nt

ha

s a

stick a

nd

ba

ll.

Th

ey m

ove

fre

ely

in

th

e g

rid

cra

dlin

g a

s m

usic

p

lays.

Wh

en

th

e m

usic

sto

ps,

the

y d

rop

th

e

ba

ll a

nd

pic

ku

p/s

co

op

a d

iffe

ren

t b

all.

T

his

is a

co

ntin

uo

us c

ard

iova

scu

lar

activity.

R

evie

w S

co

op

– S

co

op

Dri

ll (s

ee

alte

rna

te

activitie

s b

elo

w)

OO

O

X

X

X

Cu

es: sp

ace

/sa

fety

aw

are

ne

ss,

en

co

ura

ge

stu

de

nts

to

lo

ok f

or

all

ba

lls

Sta

nd

with

ba

ck a

ga

inst

a w

all,

stick

in h

an

d w

ith

ba

ll.

Cra

dle

by m

ovin

g

stick fro

m r

igh

t to

le

ft t

ou

ch

ing

wa

ll w

ith

po

cke

t o

f stick a

t h

ea

d h

eig

ht

Th

is w

ill s

imu

late

“b

ub

ble

” a

rea

w

hic

h a

de

fen

de

r ca

nn

ot

inva

de

to

ste

al th

e b

all

Stu

de

nts

ca

n a

lso

try

th

is lyin

g

do

wn

, cra

dlin

g b

all

ove

r th

eir

bo

dy

fro

m e

ar

to e

ar

Use

mu

sic

to

he

lp e

sta

blis

h th

e

rhyth

m o

f th

e m

ove

me

nt.

If

no

m

usic

is a

va

ilab

le u

se

a w

his

tle

M

ake

up

an

asse

ssm

en

t ta

sk s

he

et

usin

g t

he

“C

an

yo

u”.

T

his

ca

n b

e

do

ne

as a

se

lf o

r p

art

ne

r a

sse

ssm

en

t S

tud

en

ts r

un

in

la

rge

cir

cle

, te

ach

er

atte

mp

ts t

o s

tea

l b

all

as s

tud

en

ts

run

by.

Stu

de

nts

cra

dle

, m

ay

atte

mp

t sp

in m

ove

s t

o p

rote

ct b

all

Ch

an

ge

gri

d s

ize

, m

ake

a

co

mp

etitio

n (

like

mu

sic

al ch

air

s –

e

limin

ate

ba

lls)

for

mo

re a

dva

nce

d

cla

sse

s


Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ea

ch

ing

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

Co

ol D

ow

n/C

losu

re

Ve

rba

l skill

re

vie

w –

ask s

tud

en

ts t

o s

ho

w h

ow

to

pro

pe

rly c

rad

le

Ha

nd

ou

t S

tud

y G

uid

e (

Mid

dle

Sch

oo

l R

eso

urc

e A

; re

pro

du

cib

le #

1)

“Sh

ow

Me

”


Additional Information: Teacher might collaborate with the science department regarding principles of physics related to groundball/scoops. Teacher might collaborate with the music department for preparation of music for guided instruction practice.

Alternate Activities:

LineTouches(IndoorAlternative)–incorporatesturning- Students run to designated lines, turn, and run back- Repeatasdesired- Manyballsscatteredinthemiddleofthefield- Studentsingroups(nomorethanfourinagroup)linedupalongthesideline- On“go”firststudentineachlinerunstothemiddle,scoopsuponeballandcontinuesrunningtothe

opposite sideline and places it in their groups’ hoop, box, designated area. Student stays on the far sideline- Oncetheballisplacedinthedesignatedarea,thenextstudentgoes- Oncealltheballsaretakenfromthemiddlehoop,teachercangivedifferentcues,“allgroupswilltakeaball

fromthehooponyour:left,right,straightacross,etc…”


Middle School Lesson Plan 3Objective: Thestudentswillsuccessfullythrowandcatchalacrosseball.


LessonFocus: Propertechniqueofthrowingandcatching

KeyTerms: Cradle,throw,catch,target,give,overhand,underhand(flip)

Facility/Equipment: 1stick/ballperstudent,hoops,pencils

Reproducibles/Handouts: WordScramble(reproducible#3)

SafetyRules: Space/safetyawareness,stick/ballcontrol


Mid

dle

Scho

ol L

esso

n Pl

an 3

Mid

dle

Sc

ho

ol

Le

ss

on

Pla

n 3

L

es

so

n S

eq

ue

nc

e

Ac

tiv

itie

s/A

ss

es

sm

en

ts

Te

ac

hin

g P

oin

ts/C

ue

s/O

rga

niz

ati

on

M

od

ific

ati

on

s/C

ha

lle

ng

es

Intr

od

uctio

n

Gro

up

s o

f T

hre

e

On

e s

tud

en

t is

th

e o

rato

r T

wo

stu

de

nts

will

de

mo

nstr

ate

th

e s

kill

ta

ug

ht

pre

vio

usly

an

d t

he

ora

tor

will

exp

lain

th

e s

kill

Gro

up

co

op

era

tio

n w

ith

in a

e

sta

blis

he

d t

ime

fra

me

C

ha

llen

ge

th

e g

rou

p t

o

wri

te/d

iag

ram

th

e s

kill

Wa

rm-u

p

Stick R

ela

y

Gro

up

s o

f fo

ur,

tw

o o

n e

ach

sid

elin

e.

Fir

st

pe

rso

n w

ith

ba

ll ru

ns to

op

po

site

lin

e c

rad

ling

, d

rop

s t

he

ba

ll a

pp

roxim

ate

ly f

ive

ya

rds o

ut,

b

efo

re r

ea

ch

ing

th

e o

pp

osite

sid

elin

e,

co

ntin

ue

s r

un

nin

g a

cro

ss s

ide

line

an

d g

ets

in

to

ba

ck o

f lin

e.

Th

e n

ext p

ers

on

ca

nn

ot

be

gin

ru

nn

ing

un

til firs

t p

ers

on

cro

sse

s t

he

sid

elin

e.

P

laye

r #

2 r

un

s o

ut,

sco

op

s t

he

ba

ll u

p,

imm

ed

iate

ly b

eg

ins c

rad

ling

, a

nd

ru

ns f

or

op

po

site

sid

elin

e,

rep

ea

tin

g a

ctio

ns o

f P

laye

r #

1.

Re

lay e

nd

s w

he

n a

ll fo

ur

pla

ye

rs h

ave

re

turn

ed

to

th

eir

ori

gin

al p

ositio

ns.

L

arg

er

gro

up

siz

e

Gu

ide

d I

nstr

uctio

n

R

evie

w c

atc

h

Re

vie

w t

ech

niq

ue

an

d c

ue

s (

se

e A

pp

en

dix

B;

rep

rod

ucib

le #

13

) E

nco

ura

ge

use

of e

ith

er

ha

nd

Cu

es:

two

ha

nd

s o

n t

he

stick,

pre

se

nt

a ta

rge

t, “

rea

ch

fo

r th

e b

all”

, “g

ive

”,

be

gin

cra

dle

aft

er

ca

tch

, p

ass b

ack

Ca

tch

ing

on

diffe

ren

t sid

es o

f th

e

bo

dy a

s w

ell

as d

iffe

ren

t le

ve

ls

Err

or

De

tectio

n a

nd

C

orr

ectio

n

Err

or:

Ba

ll fa

lls /

bo

un

ce

s o

ut o

f stick

C

orr

ectio

n:

Ch

eck th

e t

imin

g o

f th

e g

ive

mo

tio

n -

o

fte

n t

he

stick is m

ovin

g t

oo

so

on

b

efo

re th

e b

all

arr

ive

s

Be

su

re t

he

pla

ye

r d

oe

s n

ot e

xte

nd

or

ba

t a

t th

e b

all

as it

arr

ive

s

Ch

eck th

e t

igh

tne

ss in

th

e g

rip

of

the

to

p h

an

d a

nd

so

fte

n t

o a

bso

rb t

he

m

om

en

tum

of

the

ba

ll M

ake

su

re t

he

pla

ye

r g

ive

s w

ith

th

e

ba

ll b

efo

re b

eg

inn

ing

to

cra

dle

C

he

ck to

se

e w

ha

t p

art

of

the

stick is

ma

kin

g c

on

tact

with

th

e b

all


Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ea

ch

ing

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

Gu

ide

d I

nstr

uctio

n-

Activity

Sta

tio

na

ry P

ractice

S

elf-t

oss a

nd

ca

tch

– 1

0 tim

es w

ith

ou

t a

mis

s

Mo

vin

g P

ractice

P

art

ne

r u

nd

erh

an

d t

oss a

nd

ca

tch

ab

ove

an

d

be

low

th

e w

ais

t –

10

tim

es w

ith

ou

t a

mis

s

Cu

es: ca

tch

, g

ive

, cra

dle

, re

lea

se

S

tre

ss th

e im

po

rta

nce

of sp

ace

to

p

reve

nt

stu

de

nts

fro

m g

ett

ing

hit in

th

e f

ace

S

pa

ce

/sa

fety

aw

are

ne

ss

Tim

e a

ctivity f

or

1 m

inu

te to

se

e

ho

w m

an

y c

on

se

cu

tive

ca

tch

ers

ca

n b

e c

om

ple

ted

U

se

ya

rn b

alls

, b

ea

nb

ag

s, a

ny t

yp

e

of so

ft b

all

Pa

rtn

er

ca

tch

– 5

ya

rds

En

co

ura

ge

th

e s

tud

en

ts to

ca

tch

w

ith

bo

th h

an

ds

Va

ry t

he

he

igh

t o

f th

e to

ss

Gu

ide

d I

nstr

uctio

n

Th

row

R

evie

w o

ve

rha

nd

te

ch

niq

ue

s a

nd

cu

es (

se

e

Ap

pe

nd

ix B

; re

pro

du

cib

le #

14

) In

tro

du

ce

u

nd

erh

an

d th

row

te

ch

niq

ue

(n

ew

skill

). (

se

e A

pp

en

dix

B; re

pro

du

cib

le #

15

) E

nco

ura

ge

use

of e

ith

er

ha

nd

R

em

ind

stu

de

nts

ab

ou

t p

assin

g la

ne

s

(Ele

me

nta

ry L

esso

n 5

Gu

ide

d I

nstr

uctio

n)

Ove

rha

nd

cu

es:

stick s

ho

uld

be

p

ara

llel to

gro

un

d,

top

ha

nd

elb

ow

ou

t a

nd

up

, b

oth

ha

nd

s a

ct

as a

le

ve

r, t

op

h

an

d t

hro

ws fo

rwa

rd,

bo

tto

m h

an

d

pu

lls t

ow

ard

s b

od

y

Un

de

rha

nd

cu

es:

dro

p t

he

stick h

ea

d

an

d “

flip

” th

e b

all

up

in

th

e a

ir,

als

o

sim

ilar

to a

“sh

ove

l p

ass”

like

sh

ove

ling

sn

ow

Err

or

De

tectio

n a

nd

C

orr

ectio

n

Err

or:

Ba

ll th

row

n in

to t

he

gro

un

d

C

orr

ectio

n:

Ha

ve

th

e p

laye

rs s

tart

with

ju

st

the

to

p t

hro

win

g h

an

d o

n th

e s

tick –

e

mp

ha

siz

e t

he

fir

st

mo

tio

n a

s u

pw

ard

, th

en

to

wa

rd t

he

ta

rge

t R

em

ove

th

e s

tick a

nd

in

str

uct

pro

pe

r fo

ot

an

d b

od

y m

ove

me

nt u

sin

g a

h

an

d t

hro

w o

f a

ba

ll B

e s

ure

th

e b

otto

m h

an

d is a

ctive

ly

pu

llin

g t

he

en

d o

f th

e s

ha

ft t

ow

ard

th

e

bo

dy

Usin

g ju

st

the

to

p h

an

d o

nly

on

th

e

stick,

em

ph

asiz

e th

e w

rist co

ckin

g

into

a s

na

pp

ing

mo

tio

n

If s

tud

en

ts a

re h

avin

g d

ifficu

lty

pu

ttin

g th

e m

otio

n t

og

eth

er,

ha

ve

stu

de

nts

th

row

ba

ll o

ve

rha

nd

with

o

ne

ha

nd

on

th

e s

tick.

Aft

er

stu

de

nts

ge

t co

mfo

rta

ble

with

on

e

ha

nd

, th

en

ad

d b

ott

om

ha

nd


Gu

ide

d I

nstr

uctio

n-

Activity

Sta

tio

na

ry P

ractice

O

ne

ha

nd

th

row

an

d c

atc

h w

ith

a p

art

ne

r.

Pa

rtn

ers

fa

ce

ea

ch

oth

er

10

ya

rds a

pa

rt.

To

p

ha

nd

on

ly o

n t

he

stick.

Pa

rtn

er

sh

ow

s a

ta

rge

t a

nd

ca

tch

es t

he

ba

ll u

sin

g p

rop

er

tech

niq

ue

A

dd

bo

tto

m h

an

d a

nd

co

ntin

ue

with

pa

rtn

er

pra

ctice

P

assin

g o

n th

e M

ove

G

rou

ps o

f fo

ur

with

tw

o b

alls

X

1 a

nd

X3

are

sta

tio

na

ry w

ith

a h

oo

p in

th

e

mid

dle

. X

2 a

nd

X4

are

on

th

e m

ove

with

ba

lls.

On

go

, X

2 w

ill p

ass t

o X

1 a

nd

re

ce

ive

an

im

me

dia

te p

ass b

ack.

At

the

sa

me

tim

e,

X4

w

ill p

ass t

o X

3 a

nd

re

ce

ive

an

im

me

dia

te p

ass

ba

ck

Th

ey w

ill th

en

ro

tate

aro

un

d th

e h

oo

p s

o X

2

pa

sse

s to

X3

an

d X

4 p

asse

s to

X1

. T

he

y

rece

ive

an

im

me

dia

te p

ass b

ack a

nd

ro

tate

a

rou

nd

th

e h

oo

p.

On

wh

istle

co

mm

an

d,

X1

a

nd

X3

sh

ou

ld s

witch

with

X2

an

d X

4

Cu

e:

Ho

w m

an

y s

ucce

ssfu

l th

row

s a

nd

ca

tch

es c

an

yo

u d

o c

on

se

cu

tive

ly?

Th

row

ing

an

d c

atc

hin

g u

sin

g e

ith

er

ha

nd

H

ow

ma

ny c

an

yo

ur

gro

up

ca

tch

in

a

ro

w?

U

se

bo

th t

he

ove

rha

nd

an

d

un

de

rha

nd

pa

sse

s (

alte

rna

te)

Tim

e d

rills

/activitie

s to

ke

ep

all

stu

de

nts

active

U

se

th

is d

rill

in a

fu

ture

le

sso

n if

ba

ll h

an

dlin

g s

kill

s a

re w

ea

k

Co

ol D

ow

n/C

losu

re

Pa

rtn

er

Wo

rd S

cra

mb

le

(re

pro

du

cib

le #

3)

Ea

ch

gro

up

ha

s a

wo

rd s

cra

mb

le.

On

ce

th

ey

un

scra

mb

le f

ive

la

cro

sse

wo

rds,

the

y h

an

d it

in

as th

eir

exit p

ass


Additional Information: Teacher might collaborate with the science department regarding principles of physics related to throwing and catching.Teacher might collaborate with the English department regarding word scramble vocabulary.

Alternate Activities:PassingLeapFrog(SeeElementaryDay4)

AdditionalShuttles–CatchingwithStyle–Havestudentsworkonrunningthroughtheircatchduringtheshuttle(asopposedtostandingstationarytoreceivetheball)bydoingsomethingcreativeor“stylish”aftertheyhavemadetheircatch(leaping,spinning,boundingetc.)

FourCorners:Setupfourconesina10yardx10yardsquare.Have3-4studentslineupbehindeachcone.Beginwith one ball passed from the first player in line behind the first cone to the first player behind the second cone, whobeginsrunningbetweenthesecondandthirdcone.Oncecaught,thefirstpersoninthethirdconelinetakesoffandreceivespassfromtheplayerwhojustreceivedtheball.Continueclockwisewithplayersgoingtotheendof the line they just passed to.


Middle School Lesson Plan 4Objective: Toplayinasmall,modifiedgameusingcooldefensethatallowsthestudenttobeginusing

offensive/defensive mindsets.


LessonFocus: Basicoffensive/defensivemovementwithinamodifiedgamearea

KeyTerms: Cradle,throw,catch,pickup/scoop,offensewithandwithouttheball,defenseonandofftheball, cool defense

Facility/Equipment: Paper,markers,balltargets,1stick/ballperstudent,conesortapeformodifiedareas,beanbags

SafetyRules: Space/safetyawareness,stick/ballcontrol,followteachersignalsforallactivityrotations


Mid

dle

Scho

ol L

esso

n Pl

an 4

Mid

dle

Sc

ho

ol

Le

ss

on

Pla

n 4

L

es

so

n S

eq

ue

nc

e

Ac

tiv

itie

s/A

ss

es

sm

en

ts

Te

ac

hin

g P

oin

ts/C

ue

s/O

rga

niz

ati

on

M

od

ific

ati

on

s/C

ha

lle

ng

es

Intr

od

uctio

n

We

lco

me

to

th

e C

rad

ling

Ca

rniv

al

Gro

up

s o

f fo

ur

with

assig

ne

d r

ole

s (

two

ro

ve

rs,

wri

ter,

rin

gm

aste

r)

Ro

ve

rs –

go

an

d c

olle

ct

info

rma

tio

n fro

m o

the

r g

rou

ps t

o b

rin

g b

ack t

o t

he

ir o

wn

gro

up

W

rite

r –

re

co

rds g

rou

p in

form

atio

n o

n p

ap

er

Rin

gm

aste

r –

sh

are

s g

rou

p p

rod

uct

with

th

e c

lass

Ea

ch

gro

up

ge

ts t

wo

sticks,

two

ba

lls,

ma

rke

r a

nd

p

oste

r p

ap

er

Gro

up

ta

sk:

Ta

ke

tw

o m

inu

tes t

o lis

t tw

o la

cro

sse

skill

s le

arn

ed

in

cla

ss a

nd

fo

r e

ach

skill

lis

t tw

o

cu

es fo

r e

ach

skill

O

n “

go

”, r

ove

rs g

o to

an

oth

er

gro

up

to

co

llect

a

skill

to

bri

ng

ba

ck t

o t

he

ir o

wn

gro

up

. W

he

n g

oin

g

to t

he

oth

er

gro

up

s,

the

y ju

st

cra

dle

a b

all

in a

stick.

Th

e w

rite

r w

ill a

dd

th

at

on

to

th

eir

lis

t a

nd

th

e g

rou

p w

ill lis

t tw

o c

ue

s fo

r th

at

skill

. T

his

ro

tate

s s

o e

ach

pe

rso

n is a

ro

ve

r (w

rite

r a

nd

ri

ng

ma

ste

r ta

ke

th

eir

tu

rns a

s r

ove

rs,

etc

) a

nd

all

go

to

diffe

ren

t g

rou

ps c

olle

ctin

g in

form

atio

n.

All

Rin

gm

aste

rs s

tan

d a

nd

sh

are

th

eir

fin

al p

oste

r w

ith

th

e c

lass

Asse

ssm

en

t C

oo

pe

rative

stu

de

nt

asse

ssm

en

t o

f skill

s le

arn

ed

Ro

ve

r m

ust

cra

dle

a b

all

to t

he

oth

er

gro

up

s a

nd

ba

ck to

th

eir

ow

n

Ea

ch

gro

up

sh

ou

ld t

ea

ch

an

oth

er

gro

up

th

e s

kill


Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ea

ch

ing

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

Wa

rm-u

p

Gro

up

s o

f F

ou

r T

ea

ch

er

ha

s f

lat

targ

ets

of

diffe

ren

t siz

es a

nd

le

ve

ls s

et u

p a

rou

nd

th

e t

ea

ch

ing

sp

ace

with

fo

ur

be

an

ba

gs s

et

up

at

lea

st

five

ya

rds a

wa

y f

rom

th

e

targ

et.

E

x:

clo

wn

fa

ce

, p

inw

he

el, b

ulls

eye

, la

cro

sse

go

al

Ea

ch

gro

up

sta

rts a

t o

ne

ta

rge

t

On

go

, th

ey t

ake

tu

rns,

on

e a

t a

tim

e, p

ickin

g u

p a

b

ea

nb

ag

an

d t

hro

win

g it a

t th

e t

arg

et.

G

rou

p

mu

st

rep

lace

th

e b

ea

nb

ag

s a

nd

wa

it f

or

the

ro

tatio

n s

ign

al.

A

ll g

rou

ps r

ota

te t

o a

ll ta

rge

ts

Asse

ssm

en

t V

isu

al te

ach

er

asse

ssm

en

t o

f p

icku

p/t

hro

w d

uri

ng

th

e a

ctivity

Stu

de

nts

mu

st

be

re

min

de

d t

o r

ep

lace

b

ea

nb

ag

s a

nd

wa

it f

or

rota

tio

n s

ign

al

Em

ph

asiz

e th

e u

se

of p

rop

er

skill

-th

ey

are

th

row

ing

by h

an

d, n

ot

usin

g s

ticks

Ad

d p

oin

t va

lue

s to

th

e t

arg

ets

a

nd

ha

ve

gro

up

s k

ee

p s

co

re

Gu

ide

d I

nstr

uctio

n

2 v

2 K

ee

p-A

wa

y G

am

es

Re

vie

w p

assin

g la

ne

s fro

m E

lem

en

tary

Le

sso

n 5

G

uid

ed

In

str

uctio

n

Sta

yin

g in

th

e g

rou

ps o

f fo

ur,

th

ey d

ivid

e in

to tw

o

tea

ms.

Ea

ch

ta

ke

s t

he

nu

mb

er

1 o

r 2

G

am

es a

rea

s a

re d

esig

na

ted

pla

yin

g g

rid

s f

or

ea

ch

2 v

2.

Ga

me

tim

e is f

ou

r m

inu

tes lo

ng

R

ota

te t

he

2’s

A

sse

ssm

en

t P

art

ne

r A

sse

ssm

en

t –

aft

er

ea

ch

ro

tatio

n t

he

g

rou

p c

om

es t

og

eth

er

to d

iscu

ss s

ucce

ssfu

l str

ate

gy

Em

ph

asiz

e th

e u

se

of p

rop

er

skill

. K

ee

p m

ovin

g

Off

en

se

with

th

e b

all

mu

st

try t

o p

ass

aro

un

d t

he

de

fen

se

, n

ot

ove

r th

eir

h

ea

ds (

fin

din

g t

he

pa

ssin

g la

ne

s)

Off

en

se

with

ou

t th

e b

all

mu

st

try to

be

tr

icky t

o g

et

fre

e in

ord

er

to r

ece

ive

(c

rea

tin

g th

e p

assin

g la

ne

s)

De

fen

se

pla

ys “

co

ol d

efe

nse

”.

Th

eir

ta

sk is to

sta

y w

ith

th

eir

pla

ye

r a

nd

wo

rk

to b

lock o

r in

terc

ep

t p

asse

s

Off

en

se

an

d d

efe

nse

te

am

s s

witch

with

ch

an

ge

of

po

sse

ssio

n

Stu

de

nts

will

pa

ss t

he

ba

ll to

a

tea

mm

ate

with

th

e s

tick a

wa

y

fro

m t

he

de

fen

de

r

Co

ol D

ow

n/C

losu

re

Cla

ss c

om

es t

og

eth

er

to r

evie

w s

kill

/str

ate

gie

s

tha

t w

ere

su

cce

ssfu

l p

layin

g 2

v 2

. A

sk fo

r stu

de

nts

to

sh

are

C

ele

bra

te a

jo

b w

ell

do

ne

! H

isto

ry C

ha

llen

ge

fo

r th

e n

ext

lesso

n

To

fin

d t

he

mo

st re

ce

nt

wo

me

n’s

an

d m

en

’s

tea

ms t

ha

t w

on

th

eir

re

sp

ective

Wo

rld

Cu

p title

s

No

te to

te

ach

ers

: U

S L

acro

sse

im

ple

me

nts

, m

an

ag

es a

nd

su

pp

ort

s th

e

US

me

n’s

an

d w

om

en

’s N

atio

na

l T

ea

ms

tha

t co

mp

ete

in

in

tern

atio

na

l p

lay

Info

rma

tio

n a

bo

ut

the

U

S m

en

’s a

nd

w

om

en

’s N

atio

na

l T

ea

ms c

an

be

fo

un

d

at w

ww

.usla

cro

sse

.org

Lis

t a

ll th

e c

ou

ntr

ies t

ha

t p

art

icip

ate

d in

th

e m

en

’s a

nd

w

om

en

’s W

orl

d C

up

W

ha

t co

un

try h

oste

d e

ach

Wo

rld

C

up

?


Additional Information: Teacher might collaborate with the math department regarding use of inductive reasoning needed in this lesson’s closure.Teacher might collaborate with the English and social studies department regarding history challenge.


Middle School Lesson Plan 5Objective: Toplaydefenseusingpropertechnique.


LessonFocus: Properdefensivepositioning

KeyTerms: Footwork,attack(offense),defense,positioning,cool,warmandhotdefense

Facility/Equipment: 2sticks/1ballpertwostudents,cones,pencils

Reproducibles/Handouts: StickTrickTaskSheets(reproducible#4)

SafetyRules: Spaceawareness,stick/ballcontrol,nocontact


Mid

dle

Scho

ol L

esso

n Pl

an 5

Mid

dle

Sc

ho

ol

Le

ss

on

Pla

n 5

L

es

so

n S

eq

ue

nc

e

Ac

tiv

itie

s/A

ss

es

sm

en

ts

Te

ac

hin

g P

oin

ts/C

ue

s/O

rga

niz

ati

on

M

od

ific

ati

on

s/C

ha

lle

ng

es

Intr

od

uctio

n

C

olle

ct

the

His

tory

Ch

alle

ng

e a

ssig

nm

en

t a

nd

d

iscu

ss

Wa

rm-u

p

On

e s

tick/b

all

pe

r stu

de

nt

Ea

ch

stu

de

nt

ha

s a

Stick T

ricks T

ask S

he

et

(re

pro

du

cib

le #

4)

Try

all

the

stick t

ricks a

nd

ha

ve

fu

n

with

th

em

Ca

n y

ou

ma

ke

up

yo

ur

ow

n s

tick

tric

k?

U

se

th

e S

tick T

rick T

ask S

he

et a

s a

p

ee

r a

sse

ssm

en

t w

ith

a p

art

ne

r

Gu

ide

d I

nstr

uctio

n

D

efe

nsiv

e S

kill

s –

Ma

n t

o M

an

De

fen

se

(s

ee

Ap

pe

nd

ix B

) E

mp

ha

siz

e fo

otw

ork

, sh

ad

ow

ing

(m

irro

r)

Co

ol/W

arm

/Ho

t D

efe

nse

(t

ea

ch

ing

te

ch

niq

ue

) T

erm

s u

se

d w

he

n

tea

ch

ing

de

fen

se

to

in

dic

ate

th

e s

tre

ng

th o

r in

ten

sity o

f d

efe

nse

exp

ecte

d d

uri

ng

a

pa

rtic

ula

r d

rill

Co

ol: D

rop

ba

ck d

ista

nce

, e

ye

on

op

po

ne

nt

an

d b

all,

ba

ck to

go

al

Wa

rm:

Sh

ad

ow

ing

, p

layin

g d

ire

ct

de

fen

se

H

ot:

On

e t

ou

ch

aw

ay,

ma

rkin

g

on

e p

laye

r

Cu

es:

little

fe

et,

ath

letic s

tan

ce

, stick

up

to

fo

rce

th

e a

tta

cke

r w

he

re th

ey d

o

no

t w

an

t to

go

, stick u

p in

th

e p

assin

g

lan

e t

o in

terc

ep

t (h

old

with

2 h

an

ds),

w

ork

to

blo

ck p

ass o

r sh

ot

De

fin

e c

oo

l, w

arm

an

d h

ot

de

fen

se

C

ue

s:

mo

ve

fe

et

to p

ositio

n y

ou

rse

lf

as a

de

fen

de

r, d

icta

te w

he

re a

tta

cke

r ca

n m

ove

C

ue

s:

ha

nd

s u

p,

foo

two

rk

Se

e E

lem

en

tary

Le

sso

n 6

–G

uid

ed

In

str

uctio

n f

or

be

gin

ne

r fo

otw

ork

d

rill


Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ea

ch

ing

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

Gu

ide

d I

nstr

uctio

n-

Activity

Pa

rtn

er

De

fen

se

with

ou

t th

e B

all

In a

co

nfin

ed

are

a w

ith

no

sticks,

on

e p

laye

r is

th

e a

tta

ck (

off

en

se

) a

nd

th

e o

the

r is

th

e

de

fen

de

r.

On

“g

o”,

th

e a

tta

cke

r tr

ies t

o g

et

pa

st

the

de

fen

de

r w

ith

ou

t b

ein

g ta

gg

ed

an

d r

ea

ch

a

co

ne

. T

he

y s

witch

jo

bs o

nce

th

e a

tta

cke

r is

ta

gg

ed

or

rea

ch

es t

he

co

ne

. 1

Stu

de

nt

with

a S

tick/b

all

De

fen

de

r h

as n

o s

tick.

Th

e a

tta

cke

r cra

dle

s

with

a b

all

in t

he

ir s

tick.

In

a c

on

fin

ed

are

a,

the

d

efe

nd

er

ke

ep

s t

he

ir h

an

ds u

p a

nd

gu

ard

s t

he

a

tta

cke

r.

Aft

er

on

e m

inu

te,

the

y s

ho

uld

sw

itch

a

tta

ck a

nd

de

fen

se

. A

tta

ck v

ers

us D

efe

nse

D

efe

nd

er

no

w h

as a

stick.

Att

ack p

laye

r h

as a

b

all

in t

he

ir s

tick.

In

a c

on

fin

ed

sp

ace

, th

e

de

fen

de

r w

ork

s o

n p

rop

er

po

sitio

n w

ith

th

eir

fo

otw

ork

an

d s

tick.

Afte

r o

ne

min

ute

, th

ey

sh

ou

ld s

witch

att

ack a

nd

de

fen

se

. D

efe

nse

Ch

alle

ng

e

In a

co

nfin

ed

are

a,

pa

rtn

ers

la

y s

ide

by s

ide

w

ith

th

eir

sticks.

On

th

e w

his

tle

, th

e n

ext g

rou

p

rolls

th

e b

all

in t

he

are

a.

Th

e tw

o p

laye

rs ju

mp

u

p a

nd

try

to

ga

in c

on

tro

l o

f th

e b

all

by d

oin

g a

g

rou

nd

ba

ll/sco

op

. T

he

stu

de

nt

wh

o w

ins th

e

gro

un

db

all/

sco

op

be

co

me

s th

e a

tta

cke

r a

nd

m

ust

co

ntr

ol th

e b

all

for

15

se

co

nd

s.

Th

e o

the

r p

art

ne

r p

lays d

efe

nse

. O

n a

se

co

nd

wh

istle

, th

e a

tta

cke

r w

ill a

tte

mp

t to

pa

ss t

o t

he

ne

xt

gro

up

s w

hile

th

e d

efe

nd

er

atte

mp

ts t

o

blo

ck/in

terc

ep

t th

e p

ass.

Gro

up

s s

ho

uld

ro

tate

an

d r

ep

ea

t

Cu

es: stick u

p –

arm

s o

ut

an

d

rela

xe

d,

“hu

g a

tre

e.”

Arm

s s

ho

uld

n

eve

r b

e lo

cke

d

Cu

es: sa

fety

with

sticks (

sticks s

ho

uld

n

eve

r g

o to

wa

rds t

he

ir o

pp

on

en

t),

sticks u

p –

arm

s o

ut,

de

fen

de

r a

tte

mp

ts t

o d

icta

te w

he

re a

tta

cke

r ca

n

mo

ve

usin

g th

eir

fo

otw

ork

Stu

de

nt sta

nd

s fa

cin

g a

wa

y f

rom

b

all,

stick o

n t

he

gro

un

d.

Oth

er

tea

m s

ays “

go

”, s

tud

en

t p

icks u

p

stick,

turn

s a

rou

nd

, g

ets

ba

ll

Co

ol D

ow

n/C

losu

re

Qu

estio

n a

nd

An

sw

er

Wh

at

are

cu

es f

or

pla

yin

g g

oo

d d

efe

nse

?


Additional Information:Teacher might collaborate with the science department regarding principles of physics related to defensive positioning.


Middle School Lesson Plan 6Objective: Thestudentswilldemonstratepropershootingtechniqueinavarietyofsituations.


LessonFocus: Propershootingtechnique

KeyTerms: Fake,quickrelease,power,followthrough,shotplacement(accuracy)

Facility/Equipment: 1stickperstudent,balls,cones,goals,pencils

Reproducibles/Handouts: PeerAssessment(reproducible#5)

SafetyRules: Space/safetyawareness,stick/ballcontrol


Mid

dle

Scho

ol L

esso

n Pl

an 6

Mid

dle

Sc

ho

ol

Le

ss

on

Pla

n 6

L

es

so

n S

eq

ue

nc

e

Ac

tiv

itie

s/A

ss

es

sm

en

ts

Te

ac

hin

g P

oin

ts/C

ue

s/O

rga

niz

ati

on

M

od

ific

ati

on

s/C

ha

lle

ng

es

Intr

od

uctio

n

Stu

de

nts

wo

rk w

ith

a p

art

ne

r to

co

mp

lete

th

e

skill

s o

n th

e P

ee

r A

sse

ssm

en

t h

an

do

ut.

(r

ep

rod

ucib

le #

5)

Re

vie

w t

he

ke

y p

oin

t th

at

the

stu

de

nts

sh

ou

ld b

e w

atc

hin

g f

or

as t

he

y

co

mp

lete

th

e h

an

do

ut

En

co

ura

ge

stu

de

nt

fee

db

ack

Wa

rm-u

p

Wa

ll B

all

in S

ma

ll G

rou

ps

Th

row

to

th

e w

all

an

d th

e n

ext stu

de

nt

in lin

e

ca

tch

es b

all

off

th

e w

all

Cu

es: re

actio

n t

imin

g

Th

row

an

d c

atc

h to

se

lf (

low

er

leve

l)

Gu

ide

d I

nstr

uctio

n

D

em

on

str

ate

sh

oo

tin

g

(se

e A

pp

en

dix

B)

N

ote

: T

he

re is n

o f

un

da

me

nta

l d

iffe

ren

ce

b

etw

ee

n t

hro

win

g a

nd

sh

oo

tin

g.

Sh

oo

tin

g m

ay

req

uir

e a

qu

icke

r w

rist

sn

ap

, a

nd

diffe

ren

t re

lea

se

po

ints

de

pe

nd

ing

on

lo

w o

r h

igh

sh

ot

se

lectio

n.

Em

ph

asis

sh

ou

ld b

e o

n p

lace

me

nt

(accu

racy)

Cu

es: ste

p w

ith

op

po

site

fo

ot,

sh

oo

tin

g f

rom

th

e c

en

ter

is b

est

loca

tio

n,

to g

et

a c

lea

r sh

ot,

yo

u m

ay

ha

ve

to

fa

ke

ou

t tw

o p

eo

ple

(g

oa

lie

an

d d

efe

nse

), f

ollo

w t

hro

ug

h o

n s

ho

t,

qu

ick r

ele

ase

, sh

ot

pla

ce

me

nt

(accu

racy)

Se

t u

p t

wo

go

als

with

th

ree

stu

de

nts

in

a lin

e b

eh

ind

a c

on

e

Stu

de

nt sh

oo

ts w

he

n te

ach

er

giv

es

the

co

mm

an

d

Stu

de

nt re

trie

ve

s th

e b

all

wh

en

te

ach

er

sa

ys r

etr

ieve

B

all

is g

ive

n t

o n

ext

in lin

e

Go

als

: if y

ou

do

no

t h

ave

la

cro

sse

g

oa

ls,

use

in

do

or

so

cce

r g

oa

ls,

flo

or

ho

cke

y g

oa

ls,

co

ne

s, e

ve

n a

b

ox o

r a

ga

rba

ge

ca

n

Te

nn

is b

alls

are

als

o u

se

ful


Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ea

ch

ing

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

Gu

ide

d I

nstr

uctio

n -

A

ctivity

Sh

oo

tin

g P

ractice

X

1

X5

X

2

X 3

X

4

Stu

de

nts

lin

e u

p in

a s

em

icir

cle

aro

un

d t

he

go

al

ap

pro

xim

ate

ly 8

me

ters

fro

m th

e g

oa

l. T

he

y

take

tu

rns s

ho

otin

g fro

m lin

es 1

-5 u

ntil a

ll stu

de

nts

ta

ke

a s

ho

t fr

om

ea

ch

po

sitio

n.

Th

e

se

qu

en

ce

of

pra

ctice

is f

irst

fro

m t

he

ir k

ne

es,

the

n w

ith

on

e h

an

d s

tan

din

g,

the

n w

ith

tw

o

ha

nd

s s

tan

din

g.

T

ria

ng

le S

ho

otin

g D

rill

1

Gro

up

s o

f 3

X

1•

X

3

X

2

X1

sta

rts w

ith

th

e b

all.

X

1 p

asse

s t

o X

2 a

nd

ru

ns to

X2

’s lin

e.

X2

pa

sse

s t

o X

3 a

nd

ru

ns t

o

X3

’s lin

e.

X3

ta

ke

s a

sh

ot,

re

trie

ve

s b

all

an

d

go

es t

o X

1’s

lin

e.

Tri

an

gle

Sh

oo

tin

g D

rill

2

X1•

X3

X

2

X1

sta

rts w

ith

th

e b

all.

X

1 p

asse

s t

o X

2 a

nd

ru

ns to

X2

’s lin

e.

X2

pa

sse

s t

o X

3 a

nd

ru

ns t

o

X3

’s lin

e.

X3

pa

sse

s t

he

ba

ll to

X1

(w

ho

is

no

w in

X2

’s lin

e)

wh

o t

ake

s a

sh

ot.

X

3 r

un

s

be

hin

d th

e c

ag

e a

nd

re

pla

ce

s o

n X

1’s

lin

e.

Re

min

d X

3 n

ot

to r

ep

lace

be

hin

d

wh

ile X

1 is s

ho

otin

g

Use

ha

nd

s f

irst

with

ou

t sticks (

low

er

leve

l)

Use

alte

rna

te s

oft

ba

lls.

Mo

dific

atio

ns to

Tri

an

gle

Sh

oo

tin

g

Dri

ll:

• T

ake

ou

t X

3.

X1

pa

sse

s to

X2

w

ho

sh

oo

ts (

low

er

leve

l)

• U

se

on

ly X

1 a

nd

X2

in

a g

ive

a

nd

go

situ

atio

n (

low

er

leve

l)


Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ea

ch

ing

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

G

rou

nd

ba

ll/S

co

op

Sh

oo

tin

g C

on

test

Div

ide

cla

ss in

to g

rou

ps o

f 3

-4 s

tud

en

ts

Th

e t

ea

ms s

tan

d a

rou

nd

a c

en

ter

cir

cle

th

at

ha

s m

an

y b

alls

in

sid

e w

ith

go

als

(a

s m

an

y a

s

the

re a

re g

rou

ps)

on

th

e o

uts

ide

ap

pro

xim

ate

ly

10

-15

ya

rds a

wa

y f

rom

th

e c

ircle

. O

ne

pe

rso

n

on

ea

ch

te

am

sta

rts o

ut

as a

de

fen

de

r a

nd

m

ove

s o

ut

ha

lfw

ay b

etw

ee

n th

e h

oo

p a

nd

th

eir

g

oa

l.

On

a “

go

” sig

na

l, th

e f

irst

pe

rso

n in

th

e g

rou

p

run

s in

to t

he

cir

cle

, g

rou

nd

ba

ll/sco

op

s a

ba

ll a

nd

ru

ns to

sh

oo

t o

n t

he

ir g

oa

l.

Th

ey g

o b

ack

tow

ard

s t

he

ir t

ea

m a

nd

be

co

me

th

e d

efe

nd

er.

T

he

pre

vio

us d

efe

nd

er

mo

ve

s t

o t

he

en

d o

f th

e

line

an

d n

ow

th

e n

ext

pe

rso

n g

oe

s.

Th

is

co

ntin

ue

s u

ntil a

ll th

e b

alls

are

go

ne

. A

ny b

all

no

t in

sid

e t

he

cir

cle

ma

y n

ot

be

pic

ke

d u

p.

D

ivid

e c

lass in

to tw

o t

ea

ms (

low

er

leve

l) a

nd

ru

n t

wo

ga

me

s s

ide

by

sid

e in

a s

ma

ller

sp

ace

Co

ol D

ow

n/C

losu

re

An

sw

er

the

ad

jace

nt

qu

estio

n o

n t

he

Pe

er

Asse

ssm

en

t F

orm

Wh

y is s

ho

otin

g a

n im

po

rta

nt

skill

?

Th

is is t

he

ir e

xit p

ass


Additional Information:Teacher might collaborate with the math department regarding angles and shot placement related to shooting.Teacher might collaborate with the science department regarding principles of physics involved with shooting.

Additional Drill:GiveandGo-ShootFormashortline,Player#1infronthasaball.Player#2isstandingtotheleftabout20feetaway.Thereisagoal,straighton20-30feetahead.Player#1throwstheballtoPlayer#2andthencutsforwardandslightlyright,showingstickasatargettoreceiveballback.#2catchestheball,cradles,andimmediatelypassestheballbacktothetarget/stickof#1.#1receivestheballandquickstickshootsatthegoal.#1runsovertotakethe#2positionandreceivethenextball.#2joinstheline.Everycoupleofshots,groupcanretrievetheballs.


Middle School Lesson Plan 7Objective: Studentswillsuccessfullyusedodgingandcuttingskillsinsmallgamesituations.


LessonFocus: Dodging,cutting

KeyTerms: Space,fake,popup,rolldodge,facedodge,cutting,timing,drive,protectstick,challenge opponent, back on line

Facility/Equipment: Sticks,balls,goals,pinnies,cones,lines

SafetyRules: Space/safetyawareness,stickcontrol


Mid

dle

Scho

ol L

esso

n Pl

an 7

Mid

dle

Sc

ho

ol

Le

ss

on

Pla

n 7

L

es

so

n S

eq

ue

nc

e

Ac

tiv

itie

s/A

ss

es

sm

en

ts

Te

ac

hin

g P

oin

ts/C

ue

s/O

rga

niz

ati

on

M

od

ific

ati

on

s/C

ha

lle

ng

es

Intr

od

uctio

n

Skill

Sh

ot

On

e s

tick/b

all

pe

r stu

de

nt

sittin

g in

sp

ace

s o

n

the

flo

or

As s

tud

en

ts e

nte

r, t

he

y p

ick u

p a

stick/b

all

an

d

mo

ve

fre

ely

aro

un

d t

he

ro

om

T

he

y r

evie

w t

he

fo

llow

ing

skill

s:

cra

dle

, th

row

/ca

tch

, p

icku

p/s

co

op

, a

nd

piv

ot

On

te

ach

er

sig

na

l, tu

rn a

nd

sh

oo

t a

t th

e c

lose

st

go

al fr

om

de

sig

na

ted

sp

ots

an

d s

it d

ow

n

Wa

rm-u

p

Tw

o M

inu

te P

op

Up

Ga

me

T

ea

ch

er

ha

s f

ive

qu

estio

ns t

o a

sk t

he

cla

ss.

A

qu

estio

n is a

ske

d,

an

y s

tud

en

t th

at kn

ow

s t

he

a

nsw

er

po

ps u

p.

Th

e c

ha

llen

ge

is t

o f

ind

on

e

qu

estio

n t

he

cla

ss c

an

an

sw

er

at

the

sa

me

tim

e.

Qu

estio

ns:

Wh

ere

sh

ou

ld y

ou

r stick b

e if yo

u a

re

de

fen

din

g o

ff b

all?

W

he

re is t

he

be

st

pla

ce

to

be

wh

en

sh

oo

tin

g o

n g

oa

l?

Wh

ich

ha

nd

is t

he

po

we

r h

an

d in

th

e

sh

ot?

T

he

sh

oo

ter

sh

ou

ld f

ake

ou

t th

e

go

alie

an

d w

ho

els

e?

H

ow

ma

ny p

oin

ts is a

go

al w

ort

h?


Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ea

ch

ing

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

Gu

ide

d I

nstr

uctio

n

D

od

gin

g w

ith

a P

art

ne

r –

Exp

lan

atio

n A

ctivity

1.

Atta

ck p

laye

r d

od

ge

s a

de

fen

de

r fr

om

a

dis

tan

ce

of

10

ya

rds.

Th

e d

efe

nd

er

is

sta

tio

na

ry a

nd

pla

ys c

oo

l d

efe

nse

. A

llow

tim

e

for

ea

ch

pla

ye

r to

do

dg

e.

Be

fore

sw

itch

ing

p

ositio

ns,

the

de

fen

de

r w

ill s

ha

re w

ith

th

e

atta

cke

r w

ha

t w

ork

ed

an

d h

ow

to

im

pro

ve

on

th

eir

do

dg

es.

Sw

itch

ro

les a

nd

do

th

e s

am

e.

2.

Bri

ef

qu

estio

n a

nd

an

sw

er

with

in

div

idu

al

sh

ari

ng

an

d f

ee

db

ack r

ela

ted

to

su

cce

ss

do

dg

ing

. T

ea

ch

er

sh

ou

ld r

evie

w c

ue

s.

3.

Fa

ce

Do

dg

e (

go

rig

ht/g

o le

ft)

No

te:

Th

is is a

re

vie

w fro

m E

lem

en

tary

Le

sso

n

7. (s

ee

Ap

pe

nd

ix B

; re

pro

du

cib

le #

16

) 4

. R

oll

Do

dg

e (

go

rig

ht/

go

le

ft)

N

ote

: T

his

is a

ne

w d

od

ge

to

th

e c

urr

icu

lum

.

(se

e A

pp

en

dix

B;

rep

rod

ucib

le #

17

)

Cu

es:

be

re

ad

y t

o s

ha

re w

ha

t w

ork

ed

o

r d

idn

’t w

ork

wh

en

try

ing

to

ge

t b

y

the

de

fen

de

r C

ue

s:

go

dir

ectly a

t th

e o

pp

on

en

t,

ch

alle

ng

e o

pp

on

en

t b

y f

akin

g w

ith

a

ny o

r a

ll o

f th

e f

ollo

win

g:

fee

t, h

ips,

sh

ou

lde

rs,

he

ad

, e

ye

s,

stick a

nd

sp

ee

d.

Pro

tect

the

ba

ll, a

cce

lera

te

pa

st

the

de

fen

de

r a

nd

ba

ck o

nlin

e a

s

so

on

as p

ossib

le

Tim

ing

is c

ritica

l P

laye

r m

ay c

ha

ng

e h

an

ds a

nd

ro

ll d

od

ge

or

face

do

dg

e

Stu

de

nt sh

ou

ld d

od

ge

on

a lin

e.

On

ce

a

rou

nd

th

e o

pp

on

en

t, th

e s

tud

en

ts

sh

ou

ld lo

ok t

o g

et b

ack o

n o

rig

ina

l co

urs

e, “o

n a

lin

e.”

Th

is s

ea

ls o

ff th

e

de

fen

de

r a

nd

do

es n

ot

allo

w t

he

m t

o

ge

t in

to p

ositio

n a

ga

in

Cu

es:

tim

ing

, w

eig

ht d

ow

n o

n in

sid

e

leg

/fo

ot

to d

rive

off

of,

pro

tect stick,

ste

p b

ack in

with

in

sid

e f

oo

t

With

an

y o

f th

ese

activitie

s,

tea

ch

ers

ma

y c

ho

ose

to

re

mo

ve

th

e

de

fen

de

r’s s

tick

To

in

cre

ase

difficu

lty,

allo

w t

he

d

efe

nd

er

pla

yin

g c

oo

l d

efe

nse

to

m

ove

with

th

e a

tta

cke

r T

ea

ch

ers

ma

y a

lso

re

mo

ve

th

e

atta

cke

r’s s

tick if h

e/s

he

is h

avin

g

difficu

lty w

ith

dis

tan

ce

, fo

otw

ork

, o

r a

cce

lera

tio

n


Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ea

ch

ing

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

Gu

ide

d I

nstr

uctio

n -

A

ctivity

Ha

ve

stu

de

nts

ge

t b

ack in

th

eir

pa

irs,

takin

g

turn

s e

xe

cu

tin

g t

he

do

dg

es

Stu

de

nts

sh

ou

ld t

he

n a

tte

mp

t to

sw

itch

ha

nd

s

as th

ey d

od

ge

T

ea

ch

er

sh

ou

ld p

ositiv

ely

re

info

rce

stu

de

nts

w

ho

sw

itch

ha

nd

s a

s t

he

y d

od

ge

C

utt

ing

D

efin

e a

nd

de

mo

nstr

ate

fo

r stu

de

nts

eff

ective

cu

ttin

g

Do

dg

e a

nd

Pa

ss to

a C

utte

r F

orm

fo

ur

line

s:

atta

ck, d

efe

nd

er

an

d t

wo

cu

ttin

g lin

es

An

att

acke

r d

od

ge

s th

e d

efe

nd

er.

T

he

tw

o

cu

tte

rs m

ove

aw

ay t

he

n c

ut

tow

ard

s t

he

ba

ll.

Th

e a

tta

cke

r m

ust

se

lect

the

mo

re lo

gic

al cu

tte

r to

pa

ss t

o b

ase

d o

n w

he

re t

he

y d

od

ge

Wh

at

do

yo

u d

o w

he

n y

ou

do

n’t h

ave

th

e b

all?

Mo

ve

, tr

y t

o g

et

fre

e

Ho

w d

o y

ou

ge

t fr

ee

? F

ake

, ch

an

ge

d

ire

ctio

n,

ch

an

ge

sp

ee

d

Wh

at

do

we

ca

ll th

is?

Cu

ttin

g

Cu

es:

tim

ing

, fa

ke

op

po

ne

nt

to to

p

ha

nd

sid

e,

we

igh

t d

ow

n o

n fro

nt

foo

t (o

pp

osite

fo

ot

of

top

ha

nd

) to

dri

ve

off

o

f w

he

n t

urn

ing

or

rolli

ng

off

de

fen

de

r,

pro

tect

stick (

ha

nd

sw

itch

), s

tep

ba

ck

in t

igh

t o

n t

he

lin

e a

s q

uic

kly

as

po

ssib

le

Ba

se

d o

n c

lass s

ize

, yo

u w

ill w

an

t to

ru

n tw

o s

tatio

ns

at

the

sa

me

tim

e

Lin

e r

ota

tio

n f

or

this

dri

ll –

att

ack t

o

cu

tte

r 1

to

cu

tte

r 2

to

de

fen

se

an

d

ba

ck to

atta

ck lin

e

Cu

es:

fake

aw

ay fir

st a

nd

cu

t T

O t

he

p

asse

r to

re

ce

ive

, stick u

p t

o “

ask f

or

the

ba

ll”

Re

mo

ve

1 c

utt

er

(lo

we

r le

ve

l)

To

in

cre

ase

difficu

lty,

the

cu

tte

r re

ce

ive

s th

e p

ass a

nd

sh

oo

ts o

n a

g

oa

l.


Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ea

ch

ing

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

3 v

3 G

am

e w

ith

On

e G

oa

l T

ea

ms p

lay in

a d

efin

ed

are

a.

Wh

en

th

ey

co

mp

lete

th

ree

pa

sse

s,

the

y c

an

sh

oo

t o

n t

he

g

oa

l.

Wh

en

a te

am

sco

res,

po

sse

ssio

n g

oe

s to

o

pp

osite

te

am

at

sta

rt lin

e. R

ota

te p

inn

ie t

ea

ms

at

lea

st

thre

e t

ime

s.

Te

ach

ab

le M

om

en

t: A

s y

ou

ob

se

rve

th

e 3

v 3

p

lay,

wa

tch

fo

r o

ff b

all

mo

ve

me

nt

an

d s

pa

cin

g.

Yo

u m

ay d

ete

rmin

e y

ou

wa

nt

to r

evie

w th

e

co

nce

pts

of

tria

ng

le o

ffe

nse

fo

un

d in

E

lem

en

tary

Le

sso

n P

lan

6

Ga

me

ta

sks:

exe

cu

te a

su

cce

ssfu

l d

od

ge

du

rin

g g

am

e p

lay, e

xe

cu

te

su

cce

ssfu

l cu

ts d

uri

ng

ga

me

pla

y a

nd

to

sco

re a

go

al

x

o

xo

xo

__

__

__

__

Ad

d th

ree

co

nse

cu

tive

ly c

au

gh

t p

asse

s to

be

ab

le t

o s

ho

ot

Aw

ard

a p

oin

t fo

r e

ve

ry s

ucce

ssfu

l d

od

ge

P

lay h

alf-c

ou

rt b

aske

tba

ll ru

les:

If

de

fen

din

g te

am

ga

ins p

osse

ssio

n,

the

y m

ust p

ass o

r cra

dle

th

e b

all

ove

r th

e s

tart

lin

e t

o b

eg

in t

he

ir

thre

e p

asse

s a

nd

att

ack o

n g

oa

l

Co

ol D

ow

n/C

losu

re

Ha

ve

stu

de

nts

sh

are

in

th

eir

gro

up

s o

f th

ree

w

he

the

r o

r n

ot

the

y s

ucce

ssfu

lly c

om

ple

ted

th

e

thre

e g

am

e t

asks o

f d

od

gin

g,

cu

ttin

g a

nd

sh

oo

tin

g

Sh

are

th

e s

am

e w

ith

th

e c

lass

Ce

leb

rate

with

a s

ilen

t ch

ee

r “h

an

ds u

p”

Re

min

d t

o r

evie

w S

tud

y G

uid

e f

or

rule

s f

or

ne

xt

lesso

n


Additional Information:Teacher might collaborate with the science department regarding principles of physics related to dodging and cutting.Teacher might collaborate with the math department regarding use of inductive reasoning needed in this lesson’s closure.


Middle School Lesson Plan 8Objective: Toparticipateina5v5gameusingallskillspreviouslytaughtinthisunit.

NationalStandards: 1,2,3,4,5

LessonFocus: Gameplay

KeyTerms: Sportsmanship,safety,dodges,fakes,cuts,useofspace,defensivepositioning

Facility/Equipment: Cones,sticks,balls,pinnies,whistles,pencils,goals

Reproducibles/Handouts: Quiz(reproducible#6);AnswerKey(MiddleSchoolResourceF)

SafetyRules: Nocontact,stickandbodycontrol,spaceawareness


Mid

dle

Scho

ol L

esso

n Pl

an 8

Mid

dle

Sc

ho

ol

Le

ss

on

Pla

n 8

L

es

so

n S

eq

ue

nc

e

Ac

tiv

itie

s/A

ss

es

sm

en

ts

Te

ac

hin

g P

oin

ts/C

ue

s/O

rga

niz

ati

on

M

od

ific

ati

on

s/C

ha

lle

ng

es

Intr

od

uctio

n

We

lco

me

Wa

rm-u

p

Le

g T

ag

S

tud

en

ts s

tan

d in

re

ad

y p

ositio

n f

acin

g a

p

art

ne

r.

Th

e o

bje

ct

is t

o t

ag

th

e in

sid

e o

f th

eir

p

art

ne

r’s le

g.

Fir

st

pe

rso

n t

ha

t m

ake

s f

ive

ta

gs

win

s

Cu

es:

Re

ad

y p

ositio

n,

foo

two

rk,

ag

ility

an

d

rea

ctio

n t

imin

g

Ma

ke

su

re t

his

sta

ys a

“ta

g”

an

d d

oe

s

no

t b

eco

me

a s

lap

Gu

ide

d I

nstr

uctio

n

Te

ach

er

will

re

vie

w b

asic

ru

les a

s p

er

the

stu

dy

gu

ide

pre

vio

usly

re

ce

ive

d.

Th

e t

ea

ch

er

will

use

e

xtr

a s

tud

en

ts/t

ea

ms a

s r

efe

ree

s

5 v

5 G

am

e w

ith

Tw

o G

oa

ls

• R

eco

mm

en

de

d f

ield

siz

e-2

0 x

30

ya

rds

• G

am

e s

tart

s w

ith

a t

oss b

etw

ee

n a

pla

ye

r fr

om

ea

ch

te

am

• S

tud

en

ts s

ho

uld

re

fere

e t

he

ga

me

s a

nd

str

ess s

afe

ty

• T

hre

e a

tte

mp

ted

pa

sse

s b

efo

re a

sh

ot

on

g

oa

l F

or

ad

ditio

na

l ru

le c

lari

fica

tio

n s

ee

Mid

dle

S

ch

oo

l S

tud

y G

uid

e

(Mid

dle

Sch

oo

l R

eso

urc

e A

)

Asse

ssm

en

t Q

uiz

Cu

es:

No

go

alie

, n

o c

on

tact,

bo

dy t

o b

od

y,

stick t

o s

tick,

or

stick t

o b

od

y,

co

ntin

uo

us m

ove

me

nt in

th

e g

am

e,

en

co

ura

ge

th

e u

se

of

sp

ace

, d

od

ge

s,

cu

ts

(to

an

d a

wa

y)

an

d fa

ke

s

Re

qu

ire

sp

ort

sm

an

sh

ip a

nd

sa

fety

w

hile

pla

yin

g

x

x

o

xo

x

o

xo

xo

o

A t

ea

m n

ot

pla

yin

g a

ga

me

will

o

bse

rve

a g

am

e t

ally

ing

use

of

cu

ts,

do

dg

es a

nd

fa

ke

s.

With

in t

he

th

ree

att

em

pte

d p

asse

s,

on

e s

ho

uld

be

to

a m

em

be

r o

f th

e

op

po

site

se

x.

Go

al o

ptio

n:

In o

rde

r to

sco

re t

he

b

all

mu

st b

e c

au

gh

t b

eh

ind

th

e e

nd

lin

e o

f th

e f

ield

, sim

ilar

to u

ltim

ate

fr

isb

ee

Co

ol D

ow

n/C

losu

re

Ma

ke

up

7 v

7 t

ea

ms f

or

the

ne

xt

two

le

sso

ns

Te

am

s a

re r

eq

uir

ed

to

: • M

ake

up

a t

ea

m n

am

e u

sin

g N

ative

A

me

rica

n h

isto

ry

• E

sta

blis

h te

am

co

lors

• W

rite

a te

am

ch

ee

r


Additional Information:TeachermightcollaboratewiththeEnglishdepartmentregardingstudyguidereview(reading,comprehensionandwriting)inpreparationforthequiz


Middle School Lesson Plan 9Objective: Thestudentswilluseskillspreviouslylearnedina7v7game. NationalStandards: 1,2,3,4,5

LessonFocus: Playingsafely,fullclassparticipation

KeyTerms: Safety,rules,positions,strategy,draw/faceoff,spacing

Facility/Equipment: Desirablefieldspaceis50yardsx25yards,sticks,balls,pinnies,goals

Reproducibles/Handouts: StudyGuide(reproducible#1),DrawSkillSheet(reproducible#18),Face-offSkillSheet(reproducible#19)

SafetyRules: Playusingproperdefensivetechnique,nochecking


Mid

dle

Scho

ol L

esso

n Pl

an 9

Mid

dle

Sc

ho

ol

Le

ss

on

Pla

n 9

L

es

so

n S

eq

ue

nc

e

Ac

tiv

itie

s/A

ss

es

sm

en

ts

Te

ac

hin

g P

oin

ts/C

ue

s/O

rga

niz

ati

on

M

od

ific

ati

on

s/C

ha

lle

ng

es

Intr

od

uctio

n

E

ach

te

am

will

pre

se

nt

the

ir t

ea

m n

am

e,

co

lor

an

d c

he

er

to t

he

cla

ss

Wa

rm-u

p

Stu

de

nts

will

wo

rk w

ith

th

eir

te

am

Th

is is a

fre

e w

arm

-up

wh

ere

th

ey h

ave

a s

et

pe

rio

d o

f tim

e t

o p

ractice

as m

an

y s

kill

s a

s t

he

y

ca

n th

ink o

f

Gu

ide

d I

nstr

uctio

n

• R

evie

w t

he

ga

me

ru

les a

nd

po

sitio

ns

• E

xp

lain

th

e d

raw

/fa

ce

-off

(se

e A

pp

en

dix

B;

rep

rod

ucib

le #

18

, 1

9)

• D

iscu

ss d

iffe

ren

ce

s b

etw

ee

n h

ow

th

e g

am

e

be

gin

s f

or

the

me

n’s

an

d w

om

en

’s g

am

e o

f la

cro

sse

—fa

ce

-off

an

d d

raw

, d

iffe

ren

ce

s in

h

ow

th

e f

ield

pla

ye

rs lin

e u

p o

n th

e f

ield

(s

ee

S

tud

y G

uid

e f

or

the

fa

ce

-off

an

d d

raw

ru

les)

(re

pro

du

cib

le #

1)

• D

raw

/fa

ce

-off

als

o o

ccu

rs a

fte

r a

go

al is

sco

red

• H

ave

stu

de

nt p

air

off

in

gro

up

s o

f th

ree

. H

ave

th

em

ta

ke

tu

rns p

racticin

g t

he

dra

w a

nd

th

e f

ace

-off

. T

he

th

ird

pe

rso

n in

th

e g

rou

p

acts

as th

e r

efe

ree

7

v 7

Ga

me

P

lay g

am

es r

ota

tin

g t

ea

ms e

ve

ry 4

min

ute

s.

Re

min

d s

tud

en

ts a

bo

ut

sa

fety

ru

les

Alte

rna

te u

se

of

a d

raw

an

d f

ace

-off

to

sta

rt o

r re

sta

rt p

lay a

fte

r a

go

al

Te

ach

er

ne

ed

s t

o b

e a

wa

re o

f a

nd

in

form

stu

de

nts

of

the

ru

le d

iffe

ren

ce

s

be

twe

en

th

e m

en

’s a

nd

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Additional Information:Teachermightcollaboratewiththeartandsocialstudiesdepartmentregardingteamaffiliation(name,colorsignificanceandcheer).


Middle School Lesson Plan 10Objective: Thestudentswilluseskillspreviouslylearnedina7v7game.

NationalStandards: 1,2,3,4,5,6

LessonFocus: Combiningofskills,teamplay,strategy,draw/face-off,

KeyTerms: Safety,rules,positions,strategy,draw/face-off,spacing

Facility/Equipment: Desirablefieldspaceis50yardsx25yards,sticks,balls,pinnies,goals

Reproducibles/Handouts: StudyGuidefromLesson2(reproducible#1)

SafetyRules: Playusingproperdefensivetechnique,nochecking


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*refertotheUSLacrossewebsitewww.uslacrosse.orgforinformation,particularlyStartaTeam,Membership,andConnectwithyourChapter.

Additional Information:Teacher might collaborate with the guidance department regarding presentation and discussion of further opportunities in lacrosse.


ResourcesMiddle School Lacrosse Curriculum


Middle School Resource A - Middle School Reproducible #1 -

www.uslacrosse.org

Lacrosse Study Guide

HistoryTheAmericanIndiansplayedthegame“baggataway”asamethodofconditioningforwarandasaritualtogainfavorwiththeGreatSpirit.Goalswereoftenseveralmilesapartanddrewentiretribesintocompetitionforseveraldays.FrenchmissionariesinCanadarenamedthegamelacrossebecausethestickresembledabishop’scrosier.TheAmericanwomen’sgamecamedirectlyfromEnglandwheremodifiedruleseliminatedtheroughness,allowingthewomen’s game to place more emphasis on skill and finesse rather than physical contact.

Lacrosse Field and BoundariesUntil recently, in the women’s game only, natural boundaries were used to set the limits of the field. This rule changed in2005.Now,inboththemen’sandwomen’sgames,boundarieshavebeenestablishedtodefinethefield.Forbothgames,therearetwogoals,andacrease(goalcircle)aroundeachgoal,andatthecenterofthefieldamarkingforthedraw(women’sgame)/face-off(men’sgame).Thedimensionsforthemen’sfieldare110yds.longby60yds.wide,andthedimensionsofthewomen’sfieldaremaximum140yardsby70yards,minimum120yardslongby60yardswide.Thewomen’sgamealsoincludesadditionalmarkingsaroundeachgoalknownasthe8mfanandthe12marc.These lines are for women’s game-specific penalties. To learn more about the women’s rules go to www.uslacrosse.org andclickonRulesoftheGame.

Thereisoff-sidesinlacrosse.Formoreinformationaboutoff-sides,pleaseseewww.uslacrosse.organdclickRulesoftheGame.

The TeamTheteamconsistsof10playersinthemen’sgameand12playersinthewomen’sgame.Inthemen’sgame,thepositionsare:

Attack: The attackman’s responsibility is to score goals. The attackman generally restricts his play to the offensiveendofthefield.Agoodattackmandemonstratesexcellentstickworkwithbothhandsandhas quick feet to maneuver around the goal. Each team should have three attackmen on the field during play.

Midfield: The midfielder’s responsibility is to cover the entire field, playing both offense and defense. The midfielder is a key to the transition game, and is often called upon to clear the ball from defense tooffense.Agoodmidfielderdemonstratesgoodstickworkincludingthrowing,catchingandscooping. Speed and stamina are essential. Each team should have three midfielders on the field.

Defense: The defenseman’s responsibility is to defend the goal. The defenseman generally restricts his playtothedefensiveendofthefield.Agooddefensemanshouldbeabletoreactquicklyingamesituations.Agilityandaggressivenessarenecessary,butgreatstickworkisnotessentialtobeeffective. Each team should have three defensemen on the field.

Goal: Thegoalie’sresponsibilityistoprotectthegoalandstoptheopposingteamfromscoring.Agoodgoaliealsoleadsthedefensebyreadingthesituationanddirectingthedefensementoreact.Agoodgoalieshouldhaveexcellenthand/eyecoordinationandastrongvoice.Quickness,agility,confidence and the ability to concentrate are also essential. Each team has one goalie in the goal during play.

Thepositionsforthewomen’sgameare:

THEOFFENSEFirstHome: The first home’s responsibility is to score. Located in front of the goal, the first home must

continually cut toward the goal for a shot, or cut away from the goal to make room for another player. She should have excellent stickwork.

SecondHome: The second home is considered the playmaker. She should be able to shoot well from every angle and distance from the goal.

ThirdHome: The third home’s responsibility is to transition the ball from defense to attack. She should be able to feed the ball to other players and fill in wing areas.

Lesson2


AttackWings: The two wings are also responsible for transitioning the ball from defense to attack. Wings should have speed and endurance and be ready to receive the ball from the defense and run or pass the ball.

Center: The center’s responsibility is to control the draw and play both defense and attack. She should have speed and endurance.

THEDEFENSEPoint: The point’s responsibility is to mark first home. She should be able to stick check, body check and

look to intercept passes. Coverpoint: The coverpoint’s responsibility is to mark second home. She should be able to receive clears, run

fast and have good footwork.ThirdMan: The third man’s responsibility is to mark third home. She should be able to intercept passes, clear

the ball, run fast and have good footwork.DefensiveWings: The two wings are responsible for marking the attack wings and bringing the ball into the attack

area. Wings should have speed and endurance. Goalkeeper: The goalkeeper’s responsibility is to protect the goal. She should have good stickwork, courage

and confidence.

The Game:The object of the game is to advance towards the opponent’s goal by passing and catching the ball and to score points by shooting the ball into the goal. Each goal is one point. The game is started with a draw/face-off and begins withtheofficialswhistle.Aftereachgoalthegameisrestartedinthesamemanner.Youwilllearnmoreinthisunitabout the differences in execution between the face-off and the draw.

Theface-off: Two players line up in the center of the field to execute the face-off. Each team may have two additionalplayersonhashmarksjustinsideeachsidelineparalleltotheface-offpair.Allofotherplayers must be either on their defensive or offensive third of the field.

Thedraw: Inthewomen’sgame,thereisacirclewitha10yardsradiusinthecenterofthefield.Thetwocenters line up on a hash in the center of that circle. Each team may have four additional players lineduparoundthecirclereadytoretrievethedrawonthewhistle.Allotherplayersmustbebehind the restraining lines on their offensive or defensive half of the field.

Brief Description of Rules for Soft Lacrosse(modifiedclassgameplay)Foranyruleviolationplayerswillstand(freeze).Afreeposition/possessionisawardedtotheopposingteamwhena violation occurs. The player committing the violation must move at least five feet from the player with the ball in the direction in which the player came from prior to committing the foul. The player with the ball must pass or shoot the ballwhenplayresumes.Playresumeswiththeofficial’swhistle.

ViolationsThese rules are recommended for modified class game play. Teacher should make students aware that official rules for the men’s or the women’s game are different from how you are playing in class, and may be less restrictive than class rules.Aplayermaynotdothefollowinginthegame:

• Contactanopponent(bypushing,holding,tripping,etc.)• Touchanotherplayer’sstickwithownstickorbody• Enterintothecreasewithbodyorstick*(actualwomen’srule)• Playwithonlyonehandonthestick*• Touchtheballwithhands• Intentionallykicktheball(actualwomen’srule)• Trap,raketheballintothestick,orcovertheballwithstick*(actualwomen’srule)• Goafteragroundballwhentwoopponentsarealreadyplayingit*• Enterthecentercircleondrawoncethewhistlehasstartedthegame*• Othermodification:Classesheldinsideduetoinclementweathercanaddano-runrule.Ifplayerreceivesthe

ball they must stop and throw to a teammate, as in ultimate frisbee.

*Modifiedruleforsafetyinclass.

www.uslacrosse.org


Disputed penalty-The throw:Ifitisunclearwhichplayercommittedthefoul,ortwofoulsarecommittedsimultaneously,athrowcanbeinitiated.Havethepairofstudentsinvolvedlineuphiptohipparalleltothesideline,eachplayeronthesidenearesthisorherowngoal.Tosstheballtowardtheplayersinahigharc.Asyoudothis,blowthewhistle,Thisissimilartoajumpballinbasketball.Playersmaynotmoveuntilthewhistleisblown.Thisisaruleusedinthewomen’sgame.Teachersmayalso choose to use this method to begin play as opposed to utilizing the draw or face-off.

Diagram of the Field and Positions of the X team for the Modified Seven Player Game:

Additional in crease information and indoor modifications:Inbothmen’sandwomen’slacrosse,thecreaseiscircular.Themen’screasehasa9ftradius,andthewomen’screasehasa8.5ftradius.Playersmaygobehindthegoaltoplaytheballorreceiveapass(similartoicehockey).Infact,muchteamstrategyrevolvesaroundfeedingtheballfrombehindthegoaltoplayersinfrontofthegoalforascoringopportunity.Ifplayingoutside,itisrecommendedthatclassesplayusingtheserules.Iftheballgoesoutofbounds behind the goal cage, its recommend that classes use the same out of bounds rules mentioned in Lesson 9, howeverthebehindthegoaloutofboundsrulesinthegamesofmen’sandwomen’slacrossearemorecomplex.Itisalso recommended that teachers enforce a “no stick or body” in the crease rule.

Inside,theremaynotbeenoughspaceforplaybehindthegoal.Arecommendedmodificationwouldbetocreateasemi-circularcreasewitharadiusof8feetorasimilardimensionthatwillworkforthespace,thenestablishanendlineextended out to the sidelines that is even with the straight side of the semi-circle. This endline will be considered a boundary, and no play will occur behind the goal. This is similar to the rules used for the international game of intercrosse, which utilizes soft lacrosse sticks and balls.

www.uslacrosse.org


Middle School Resource B - Middle School Reproducible #2 -

Lesson2,3

www.uslacrosse.org


Middle School Resource C - Middle School Reproducible #3 -

Student Name____________________

Period__________________________ Date____________________________

Teacher Name____________________

Middle School Word Scramble

1. DORGNU LABL ____ ____ ____ ____ ____ ____ ____ ____ ____ ____

2. DECRLA ____ ____ ____ ____ ____ ____

3. SRACEE ____ ____ ____ ____ ____ ____

4. DNSEEFE ____ ____ ____ ____ ____ ____ ____

5. FOSNFEE ____ ____ ____ ____ ____ ____ ____

6. YWBGAGTAAA ____ ____ ____ ____ ____ ____ ____ ____ ____ ____

7. KSICT ____ ____ ____ ____ ____

8. ALBL ____ ____ ____ ____

9. LOGA ____ ____ ____ ____

10. TAUIOCMOMICNN ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____

Lesson 3

www.uslacrosse.org


Middle School Resource CLesson 3

TEACHER KEY – Middle School Word Scramble

1. GROUND BALL 2. CRADLE 3. CREASE 4. DEFENSE 5. OFFENSE 6. BAGGATAWAY 7. STICK 8. BALL 9. GOAL 10. COMMUNICATION

www.uslacrosse.org


Middle School Resource D - Middle School Reproducible #4 -

Lesson5

Student Name_____________________ Period__________ Date____________ Teacher Name____________________

Stick Trick Task Sheet

Check off each skill that you can accomplish! Great work!

1. Carry ball in a figure 8 around legs _____

2. Toss ball up, turn-around one full turn and catch it _____

3. Cradle with eyes closed _____

4. Start cradling standing up, continue cradling as you go down to your knees, continue as you sit down, continue as you lay down on your back. _____

5. Start cradling laying down and stand up continuing to cradle without losing the ball _____

6. One handed toss to self _____ 7. Create your own trick _____

www.uslacrosse.org


Middle School Resource E - Middle School Reproducible #5 -

Lesson6

Period__________ Date__________ Partner 1 Name ____________________ Teacher Name _____________________ Partner 2 Name_____________________

Peer Assessment Worksheet Directions- Working together partners should observe each other and assess each completed skill as either “excellent job,” “looks good,” or “help.” Place a check in the appropriate box. Partner 1 Partner 2 Individual Skills 1. Self toss and catch (10 times) “Excellent job”

“Looks good” “Help!!”

2. Cradle high, low, right, left while “Excellent job” moving (1minute) “Looks good”

“Help!!”

3. Scoop ball--may be stationary or “Excellent job” moving away from you (10 times) “Looks good”

“Help!!” Skills to complete with partner 1. Throw and catch facing each other “Excellent job” (10 times) “Looks good”

“Help!!”

2. Partner 1 fake, then cut toward Partner 2 to receive ball “Excellent job” (5 times) “Looks good” Partners then switch rolls and “Help!!” repeat above

3. Partner 1 receive pass from Partner 2, “Excellent job” dodge by Partner 2 ( 5 times) “Looks good” Partners then switch rolls and repeat “Help!!” above

www.uslacrosse.org


Middle School Resource F - Middle School Reproducible #6 -

Lesson8


Lacrosse Quiz

True or False- Read each statement and place a “T” if the statement is totally true or a “F” if the statement is false. _____1. Touching the ball with your hand is not a violation. _____2. After a goal is scored, the game is restarted by a draw/face-off. _____3. The area around a goal is called the crease/goal circle. _____4. More than 2 opponents playing a ground ball is not a violation. (class rule) _____5. A goal counts as 2 points. _____6. Touching another person’s stick with your stick is a violation. (class rule) 7. List 3 skills used in lacrosse:

1.

2. 3.

8. What are three parts to the catch?

1. 2.

3.

9. Explain the differences/similarities between playing offense and defense. Use complete sentences. Use examples.

www.uslacrosse.org


Middle School Resource FLesson8

TEACHER ANSWER KEY – Lacrosse Quiz

1. False

2. True 3. True 4. False

5. False

6. True

7. Skills: cradle, throw, catch, groundball/scoop, faceoff/draw, marking, shooting, defense, offense, dodge, cut 8. Three parts of the catch: target, give, cradle 9. Differences and similarities in footwork, stick position, body position, on/off ball, spacing, timing.

www.uslacrosse.org


You’ve got SKILL! Great job today in class with your lacrosse skills!

Here’s some information that may interest you.





Middle School Resource G - Middle School Reproducible #7 -

High School Lacrosse UnitGrades 9-12


High School Lacrosse OverviewThis curriculum is designed in order to refine and build lacrosse knowledge while achieving a health enhancing level of physical fitness in order to enjoy and continue to play the game of lacrosse throughout one’s lifetime. The ten lessons in thisunitaredevelopedfor50minuteclassperiods.ItisrecommendedthattheeducatorreviewtheElementaryUnitandtheMiddleSchoolUnittoreviewwhathasbeentaughtpreviouslyandtogleanadditionalideasforyourunit.

Unit Objectives


1. Studentswillperformthebasicskillsoflacrosse:cradle,scoop/pickup,catch,passing,dodging,shadowdefense,andshootinginordertoparticipateinthe“WorldCup”-CulminatingActivity.

2. Studentswillenhancevarioushealth-relatedfitnesscomponents.


1. Students will be able to utilize and explain the basic offensive-defensive tactics and safety precautions in order to participateinthe“WorldCup”-CulminatingActivity.

2. Studentswillbeabletoapplytherulesofthegameinordertoofficiateduringtournamentplay.3. Students will be able to understand the health related benefits of participating in lacrosse.


1. Students will be able to exhibit responsible behavior for safety concerns during all game play and tournament.2. Studentswilldemonstraterespectfortheofficials’callsduringallgamesituationsandtournaments.3. Students will demonstrate cooperation and utilize good sportsmanship in order to promote teamwork.

Across the Curriculum – Interdisciplinary Links to Academia

Historyoflacrosse

Healthbenefitsoflacrosse

Science-Muscleidentification,physicsof:therelease,force,fulcrum,levers

Arts–Creatingteamuniforms

ReadingandWriting• FormativeSelf-Assessments–Lessons1,3,7,and9• UnitProject• SummativeAssessment

*ForallKeyTermsusedthroughouttheunitrefertoVocabularyinAppendixC


High School Lacrosse Cross-Curricular ConceptsThis lacrosse unit can be related to many simple cross-curricular concepts. The activities below are just some examples of ways the physical education teacher can work with the classroom teacher to relate lacrosse to other subject areas.

EnglishLanguageArts• Compare/contrastpaperorchartaboutmen’sandwomen’slacrosse.• Compare/contrastlacrossetoothersports.• Writingabouttheexperienceoflearningnewskills.• Interviewaparentorotheradulttoseewhatknowledgetheyhaveaboutlacrosse.• Createanadorbrochuretopromotethegameoflacrosseinyourschoolorcommunity.• ReadTheSpiritintheStickbyNeilDuffy(seeAppendixF).Havestudentschosefromavarietyofactivitiestoapply

what they learned in the book.

Math• Studentscanfindoutareaandperimeterofafield.• Geometryofthefield,understandingthearchesandanglesonthefield.Thevaryingtrajectoryoftheball.


Night,PTAevents,orduringparent/teacherconferences.• OpenHouseisagoodtimetopromotelacrosseusingapowerpointpresentationforP.E.usingshotsormovie



Science• PhysicsofLacrosse• CentrifugalForce–Cradlingusescentrifugalforcetokeeptheballinsidethepocket.• CentripetalForce• Lever–Throwingusesthestickshaftasalevertocreateforcetothrowtheball.• Catapult–mechanicsofthethrow.

Social Studies• History–Studentscandoresearchaboutthehistoryofthegameoflacrosse–NativeAmerican(Indian)sport.• Compare/Contrastmen’sandwomen’sgame–Studentscanresearchthedifferencesandsimilaritiesbetween

men’s and women’s lacrosse.• Internationallacrosse–Studentscanresearchthedifferentcountriesthatplaylacrosse.• Researchaprofessionallacrosseteam.• Identitylacrosseleagueslocally–clubs,college,communityleagues.

ReadingResources• LisforLacrosse,anABCBookbyJohnR.Sardella• TheSpiritintheStickbyNeilDuffy• TheWarriorbyJosephBruchac• TheGreatBallGamebyJosephBruchac



Unit Specific Routines and RulesBesides the normal class rules, additional procedures should be introduced to the class when the lacrosse unit is started. These procedures are very situational so teachers are urged to think through the unit and each lesson and addressthefollowingtopics:


Soft Lacrosse Safety and Equipment While men’s and women’s lacrosse differs in several ways (known at US Lacrosse as one sport, two games), thiscurriculum uses universal equipment and rules, and may be used in co-ed environments.Youcanmaketheunit dynamic by having the students learn about the differences in the two games and the version of the game used in this unit.

The game this curriculum was designed for is known as “soft lacrosse.” Soft lacrosse sticks differ from men’s and women’s lacrosse sticks (see Appendix B) and a larger, softer ball is used. The US Lacrosse Sport Science and SafetyCommitteehasdeterminedthatnoprotectiveequipmentisnecessarytobewornwhenutilizingsoftlacrosseballsorsticks.Shouldyouchosetousestandardlacrossesticksandballs,whichisNOTrecommendedforthiscurriculum,thefollowingstatementhasbeenissuedbyUSLacrosse:




EquipmentTo implement this curriculum, you will need

• Onesoftlacrossestickforeverystudent• Atleastonesoftlacrosseballperstudent• Apairofsoftlacrossegoalsorotherindoorgoalsyoumayhaveavailable(Hockeygoalsmakeagoodalternative,

trytoavoidgoalsthataretoolarge)• Of note, a standard lacrosse goal has a 6’ x 6’ mouth. Competitive soft lacrosse (known internationally as

intercrosse)utilizesa4’x4’goal)• Optionaleyeprotectionsuchasracquetballgogglesorwomen’slacrossegoggles• InformationonorderingthisequipmentcanbefoundinAppendixF


may help keep caps in place.• Avoidextremetemperatureswhichmaycausestickstocrack.• Ifyouareindoubtofthesafetyofastick,takeitoutofcirculation.• Theplasticguard(smallplasticstripthatcanaffixacrossbottomofstickhead)isoptionalandmaybeusedfor



Hig

h S

choo

l La

cros

se U

nit P

lan

W

eek

Day

1

Day

2

Day

3

Day

4

Day

5

1 In

trodu

ctio

n

His

tory

W

arm

-up

Stic

k, G

rip, C

radl

e/C

arry

G

uide

d In

stru

ctio

n S

coop

, Cat

ch, P

ass,

2

v 2

Kee

p-A

way

C

losu

re

Uni

t Pro

ject

S

elf-A

sses

s/B

asic

Ski

lls

Pre

/Pos

t Ass

essm

ent C

ard

Sum

mar

y Q

uest

ions

E

xit T

icke

t/S

kills

Tic

ket

Lacr

osse

Stic

k D

iagr

am

Intro

duct

ion

S

hutt

le L

ines

W

arm

-up

Offe

nsiv

e Ta

ctic

s G

uide

d In

stru

ctio

n C

uttin

g D

odgi

ng

Giv

e an

d G

o 2

vs.

1

Clo

sure

S

umm

ary

Que

stio

ns

Intro

duct

ion

Fi

gure

8 W

eave

W

arm

-up

Offe

nsiv

e Ta

ctic

s G

uide

d In

stru

ctio

n S

hoot

ing

Clo

sure

S

elf-A

sses

smen

t of S

hots

S

umm

ary

Que

stio

ns

Intro

duct

ion

D

efen

sive

Tac

tics

War

m-u

p La

cros

se S

hutt

le

Gui

ded

Inst

ruct

ion

Def

ense

C

losu

re

Sum

mar

y Q

uest

ions

Intro

duct

ion

D

efen

sive

Tac

tics

War

m-u

p S

hutt

le L

ines

G

uide

d In

stru

ctio

n In

terc

eptio

ns

Tran

sitio

ns

Clo

sure

S

umm

ary

Que

stio

ns

D

ay 6

D

ay 7

D

ay 8

D

ay 9

D

ay 1

0 2

Intro

duct

ion

C

halk

Tal

k W

arm

-up

Sta

r D

rill

Gui

ded

Inst

ruct

ion

Gam

e S

ituat

ions

C

losu

re

Sum

mar

y Q

uest

ions

Intro

duct

ion

V

ideo

(if a

vaila

ble)

W

arm

-up

Pas

sing

, Cat

chin

g, S

coop

ing

Gui

ded

Inst

ruct

ion

Dra

w a

nd F

ace-

off

Moc

k To

urna

men

t Pla

y C

losu

re

Sel

f-Ass

essm

ent o

f Tac

tics

Res

pons

ibili

ties

of

Pla

yers

/Offi

cial

s S

umm

ary

Que

stio

ns

Intro

duct

ion

G

ame

Ann

ounc

emen

ts

War

m-u

p Te

am W

arm

-ups

G

uide

d In

stru

ctio

n To

urna

men

t Pla

y C

losu

re

Sel

f-Ass

essm

ent o

f Tea

m

Sum

mar

y Q

uest

ions

Intro

duct

ion

G

ame

Ann

ounc

emen

ts

War

m-u

p Te

am W

arm

-ups

G

uide

d In

stru

ctio

n To

urna

men

t Pla

y C

losu

re

Sel

f-Ass

essm

ent o

f Te

am

Sum

mar

y Q

uest

ions

Intro

duct

ion

G

ame

Ann

ounc

emen

ts

War

m-u

p Te

am W

arm

-ups

G

uide

d In

stru

ctio

n To

urna

men

t Pla

y C

losu

re

Lacr

osse

Uni

t Tes

t S

umm

ativ

e A

sses

smen

t W

orld

Cup

Aw

ards

Li

fe A

fter

PE

*T

each

er m

ay u

tiliz

e la

cros

se s

kill

stat

ions

(Hig

h S

choo

l Res

ourc

e F,

repr

oduc

ible

#6

)

High

Sch

ool

Lacr

osse

Uni

t Pla

n


Wh

ere

diag

ram

s ar

e p

rese

nted

ple

ase

use

th

e fo

llow

ing

key

:

Pat

h of

bal

l/Bal

l in

air

P

ath

of p

laye

r/S

tude

nt ru

nnin

g

P

ath

of p

laye

r with

bal

l/Bal

l bei

ng c

arrie

d by

stu

dent

Con

e fo

r cor

ner

boun

dary

.

Bal

l

Hoo

p- 3

’ Dia

met

er

Fr

ont o

f go

al

G

oal

G

oal w

ith c

reas

e


High School Lesson Plan 1Objective: Studentswillbeabletoperformthebasicskillsoflacrossewhileworkingwithpartners

and small groups in order to refine their basic knowledge of the sport.


LessonFocus: Reviewandrefinebasicskillsandhistory

KeyTerms: Grip,cradle/carry,scoop/pickup,catching,lowcatch,askingfortheball,passing,pivots

Facility/Equipment: Indoorandoutdoorspacesuchasfieldspace,tennis/hardcourt,thegymoractivityrooms,4conespergroup,1stickandballperstudent,scrimmagevests

Reproducibles/Handouts: HistoryHandout(reproducible#15) UnitProject–1perstudent(reproducible#1) SelfAssessmentforBasicSkills–1perstudent(reproducible#2) TeacherEvaluation–1perclass(reproducible#3) ExitTicket(reproducible#7) SkillsTicket(reproducible#5)

SafetyRules: Emphasizethattherewillbenobodyorstickchecking,coveringonrakingtheball,bodycontact, or kicking the ball.


High

Sch

ool L

esso

n Pl

an 1

Hig

h S

ch

oo

l L

es

so

n P

lan

1

Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ea

ch

ing

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

Intr

od

uctio

n

His

tory

W

ho

cre

ate

d la

cro

sse

?

Wh

ere

did

th

e s

po

rt

be

gin

? N

ative

Am

eri

ca

ns in

No

rth

Am

eri

ca

Wh

at

wa

s t

he

ori

gin

al n

am

e o

f L

acro

sse

?

Ba

gg

ata

wa

y

Se

e H

isto

ry in

form

atio

n in

Ap

pe

nd

ix A

(r

ep

rod

ucib

le #

15

)

Wa

rm-u

p

Re

vie

w t

he

pa

rts o

f th

e s

tick a

nd

th

e g

rip

Stu

de

nts

will

cra

dle

/ca

rry th

e b

all

on

va

rio

us

leve

ls (

hig

h/lo

w)

an

d a

rea

s (

rig

htt

/le

ft)

an

d b

y

sw

itch

ing

le

ft a

nd

rig

ht

ha

nd

s w

hile

mo

vin

g a

t va

rio

us s

pe

ed

s.

In

ad

ditio

n,

use

a v

ari

ety

of

loco

mo

tor

skill

s

Fo

r sp

ecific

me

ch

an

ics o

f th

e c

rad

le (

se

e

Ap

pe

nd

ix B

; re

pro

du

cib

le #

20

)

Se

e S

tick D

iag

ram

(r

ep

rod

ucib

le #

16

, 1

7)

Cu

es:

Ke

ep

stick v

ert

ica

l R

ock th

e f

ace

of

the

stick b

y th

e e

ar

(lik

e r

ockin

g a

ba

by)

Mo

tiva

tio

na

l T

ip –

Use

m

usic

with

a v

ari

ety

of

tem

po

s in

ord

er

to c

ha

ng

e

sp

ee

d f

or

the

cra

dle


Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ea

ch

ing

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

Gu

ide

d I

nstr

uctio

n

Re

gro

up

th

e c

lass f

or

revie

w o

f b

asic

skill

s

Re

vie

w s

co

op

Pic

k U

p o

n t

he

Ru

n D

rill

In p

art

ne

rs, o

ne

stu

de

nt

rolls

ba

ll o

ut

10

-15

ya

rds th

en

ru

ns to

sco

op

/pic

k u

p b

all

wh

ile o

n

the

mo

ve

, p

ivo

ts a

nd

be

gin

s t

o r

un

ba

ck t

o

pa

rtn

er,

pa

sse

s th

e b

all

to t

he

pa

rtn

er.

O

nce

th

e p

art

ne

r re

ce

ive

s t

he

ba

ll, h

e/s

he

will

co

ntin

ue

th

e d

rill

Fo

r sp

ecific

me

ch

an

ics o

f th

e

sco

op

/gro

un

db

all

pic

k-u

p (

se

e A

pp

en

dix

B;

rep

rod

ucib

le #

19

) R

eg

rou

p t

he

cla

ss t

o r

evie

w c

atc

hin

g a

nd

p

assin

g

Fo

r sp

ecific

me

ch

an

ics o

f th

e p

assin

g a

nd

ca

tch

ing

(A

pp

en

dix

B;

rep

rod

ucib

le #

21

, 2

2)

Pa

rtn

er

Pa

ssin

g

Pa

rtn

ers

ca

tch

an

d t

hro

w le

ad

ing

pa

sse

s o

n

the

mo

ve

. A

lso

pra

ctice

pa

ssin

g a

nd

ca

tch

ing

lo

w p

asse

s (

sh

ove

l p

asse

s)

an

d r

eve

rse

p

asse

s

Sco

op

Cu

es:

Ste

p

Stick D

ow

n

Be

nd

kn

ee

s –

he

ad

ove

r th

e b

all

Sco

op

– r

un

th

rou

gh

pic

k u

p

Pa

ssin

g c

ue

s:

Ste

p

Pu

sh

/pu

ll P

oin

t to

ta

rge

t (s

tick)

Pa

ss a

he

ad

Ca

tch

ing

Cu

es:

Ask

Sh

ow

ta

rge

t G

ive

If th

e s

tud

en

t is

pu

sh

ing

th

e

ba

ll a

nd

ha

vin

g d

ifficu

lty

sco

op

ing

/pic

kin

g u

p, sto

p

the

stu

de

nts

an

d s

et

up

th

e

Pa

rtn

er

Bri

dg

e D

rill:

P

art

ne

r B

rid

ge

Dri

ll

.

On

e s

tud

en

t w

ill h

old

th

e

stick o

ut

to h

is/h

er

sid

e

ve

rtic

ally

with

th

e b

all

un

de

r th

e “

bri

dg

e.”

T

he

oth

er

sco

op

ing

pa

rtn

er

will

be

nd

th

eir

kn

ee

s t

o r

un

un

de

r th

e

“bri

dg

e”

in o

rde

r to

sco

op

/pic

k u

p t

he

ba

ll.

Co

mp

lete

5 tim

es a

nd

sw

itch

po

sitio

ns.

Th

is

activity w

ill e

mp

ha

siz

e t

he

im

po

rta

nce

of

be

nd

ing

th

e

kn

ee

s to

lo

we

r yo

ur

bo

dy in

o

rde

r to

sco

op

/pic

k u

p t

he

b

all

Mo

dific

atio

n:

In

tro

du

ce

ca

tch

ing

an

d p

assin

g

pra

ctice

be

fore

in

tro

du

cin

g

the

sco

op

In

ad

ditio

n,

if t

he

stu

de

nt

is

ha

vin

g d

ifficu

lty p

assin

g,

elim

ina

te t

he

pa

ss


Re

gro

up

th

e c

lass

2 v

2 K

ee

p-A

wa

y G

am

e

Assig

n s

tud

en

ts to

sm

all

tea

ms o

f 2

v 2

. T

he

o

bje

ctive

of

the

ga

me

is t

o h

ave

yo

ur

tea

m

with

po

sse

ssio

n o

f th

e b

all

an

d c

om

ple

te 5

p

asse

s w

ith

in a

de

sig

na

ted

are

a.

If th

e b

all

is d

rop

pe

d,

pla

ye

rs a

re t

o s

co

op

th

e

ba

ll.

Wh

ich

eve

r te

am

sco

op

s t

he

ba

ll w

ill

ha

ve

po

sse

ssio

n a

nd

be

gin

th

e f

ive

pa

sse

s

Re

min

d s

tud

en

ts o

f sa

fety

in

an

are

a

de

sig

na

ted

by f

ou

r co

ne

s.

N

O B

OD

Y C

ON

TA

CT

D

istr

ibu

te s

cri

mm

ag

e v

ests

to

te

am

s

In t

he

eve

nt

the

stu

de

nts

a

re h

avin

g d

ifficu

lty

ca

tch

ing

th

e b

all,

yo

u c

an

d

o t

he

fo

llow

ing

dri

lls:

To

ss b

all

just

ab

ove

th

e

he

igh

t th

e s

tud

en

t ca

n

rea

ch

with

stick

Un

de

rha

nd

to

ss th

e b

all

to

pa

rtn

er.

R

ece

ive

rs “

ask”

for

the

ba

ll b

y in

dic

atin

g w

he

re

the

y w

an

t th

e b

all

with

th

eir

stick.

Re

ce

ive

r g

ive

s w

ith

th

e b

all,

th

en

cra

dle

s a

nd

in

o

rde

r to

pa

ss th

e b

all

to

pa

rtn

er

If s

tud

en

ts a

re h

avin

g

difficu

lty p

assin

g a

nd

ca

tch

ing

in

div

idu

ally

, th

ey

ca

n th

row

ag

ain

st

the

wa

ll o

r th

row

to

a s

cri

mm

ag

e

ve

st o

n t

he

gra

ss

In t

he

eve

nt sa

fety

an

d

co

ntr

ol b

eco

me

a c

on

ce

rn,

on

ce

a b

all

is d

rop

pe

d t

he

n

po

sse

ssio

n c

ha

ng

es t

o t

he

o

pp

osite

te

am

C

ha

llen

ge

- C

ou

nt

co

nse

cu

tive

pa

sse

s w

ith

in

yo

ur

tea

m.

Wh

en

yo

ur

tea

m r

eg

ain

s p

osse

ssio

n

ag

ain

, tr

y t

o b

ea

t yo

ur

ow

n

nu

mb

er

Cre

ate

an

d d

isp

lay a

po

ste

r w

ith

th

e S

afe

ty R

ule

s a

nd

a

dd

sa

fety

co

nce

rns a

s t

he

u

nit p

rog

resse

s

Hig

h S

ch

oo

l L

es

so

n P

lan

1

Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ea

ch

ing

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

Intr

od

uctio

n

His

tory

W

ho

cre

ate

d la

cro

sse

?

Wh

ere

did

th

e s

po

rt

be

gin

? N

ative

Am

eri

ca

ns in

No

rth

Am

eri

ca

Wh

at

wa

s t

he

ori

gin

al n

am

e o

f L

acro

sse

?

Ba

gg

ata

wa

y

Se

e H

isto

ry in

form

atio

n in

Ap

pe

nd

ix A

(r

ep

rod

ucib

le #

15

)

Wa

rm-u

p

Re

vie

w t

he

pa

rts o

f th

e s

tick a

nd

th

e g

rip

Stu

de

nts

will

cra

dle

/ca

rry th

e b

all

on

va

rio

us

leve

ls (

hig

h/lo

w)

an

d a

rea

s (

rig

htt

/le

ft)

an

d b

y

sw

itch

ing

le

ft a

nd

rig

ht

ha

nd

s w

hile

mo

vin

g a

t va

rio

us s

pe

ed

s.

In

ad

ditio

n,

use

a v

ari

ety

of

loco

mo

tor

skill

s

Fo

r sp

ecific

me

ch

an

ics o

f th

e c

rad

le (

se

e

Ap

pe

nd

ix B

; re

pro

du

cib

le #

20

)

Se

e S

tick D

iag

ram

(r

ep

rod

ucib

le #

16

, 1

7)

Cu

es:

Ke

ep

stick v

ert

ica

l R

ock th

e f

ace

of

the

stick b

y th

e e

ar

(lik

e r

ockin

g a

ba

by)

Mo

tiva

tio

na

l T

ip –

Use

m

usic

with

a v

ari

ety

of

tem

po

s in

ord

er

to c

ha

ng

e

sp

ee

d f

or

the

cra

dle


Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ea

ch

ing

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

Co

ol D

ow

n/

Clo

su

re

R

eg

rou

p t

he

cla

ss

Su

mm

ary

Qu

estio

ns:

D

escri

be

th

e im

po

rta

nce

of

the

stick p

ositio

n

wh

ile c

rad

ling

. H

ave

se

ve

ral stu

de

nts

co

ach

th

e c

lass

thro

ug

h t

he

cu

es f

or

the

ba

sic

skill

s.

Th

e

cla

ss is t

o m

od

el th

e s

kill

s a

s t

he

y a

re

de

scri

be

d

Dis

trib

ute

Un

it P

roje

ct (r

ep

rod

ucib

le #

1)

Th

is a

ssig

nm

en

t is

du

e L

esso

n 1

0

Se

lf-A

sse

ssm

en

t o

f S

kill

s (

rep

rod

ucib

le #

2)

In a

dd

itio

n,

tea

ch

er

eva

lua

tio

n o

f b

asic

skill

s

ca

n o

ccu

r w

hile

th

e s

tud

en

ts a

re r

evie

win

g th

e

skill

s

Cu

es:

Th

e s

co

op

-

Ste

p,

Stick D

ow

n,

Be

nd

, S

co

op

, R

un

th

rou

gh

T

he

ca

tch

-

Ask,

Sh

ow

Ta

rge

t, G

ive

, C

rad

le

Th

e p

ass -

S

tep

, P

ush

/Pu

ll, P

oin

t


Additional Information:Encourage Sportsmanship!! Throughout the lesson remind your students to be a coach for their partners! Use the cues during the practice time in order to remind the students how to perform the skill.

Motivation–Throughouttheunit,findwaystotalktoindividualswhoshowinterestandenthusiasmandwhoexhibitabove average skills to encourage them to try out for the high school lacrosse team or local club teams. This is to encourage playing lacrosse outside of physical education. Encourage those with a lot of interest but lower skills to playoncommunityleagueteams.Formintramuralteamsandencourageallstudentstoattendandplaytoimprovetheir skills.

Summary questions provided can be answered verbally or as written exit tickets.

RefertoHighSchoolresourcepagesfortheSelf-AssessmentofSkillandTeacherEvaluation.


High School Lesson Plan 2Objective: Studentswillbeabletoutilizebasicoffensivetacticsinordertobeatadefenderwhen

working in small groups.


LessonFocus: OffensiveTactics–Creatingspace,cutting,anddodging

KeyTerms: Offense,creatingspace,passinglanes,dodging(facedodgesandrolldodges),pivots,give and go, defense- cool, warm, and hot, end lines

Facility/Equipment: Indoorandoutdoorspacesuchasfieldspace,tennis/hardcourt,thegymoractivityrooms,approximately40cones(4conespergrid),1stickandballperstudent,scrimmage vests

SafetyRules: • Emphasizenochecking,coveringtheball,bodycontact,orkickingtheball • Bealert–eyesopenand“headsup” • Knowyoursurroundings • Reinforcestickcontrolwhenutilizingdefenders


High

Sch

ool L

esso

n Pl

an 2

Hig

h S

ch

oo

l L

es

so

n P

lan

2

Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ea

ch

ing

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

Wa

rm-u

p

Re

vie

w b

asic

skill

s (

cra

dle

, sco

op

, ca

tch

, p

ass)

usin

g b

oth

ha

nd

s b

y d

oin

g s

hu

ttle

lin

es in

gro

up

s

of

fou

r stu

de

nts

an

d o

n b

all

Te

ach

ers

ma

y a

lso

use

La

cro

sse

Skill

Sta

tio

ns

(Hig

h S

ch

oo

l R

eso

urc

e F

; re

pro

du

cib

le #

6)

Re

min

d s

tud

en

ts o

f cu

es f

rom

Le

sso

n

1

If s

tud

en

ts a

re n

ot

ca

tch

ing

th

e b

all,

d

o a

sim

ple

sh

utt

le t

o p

reve

nt

wa

ste

d tim

e

Intr

od

uctio

n

Re

gro

up

th

e c

lass

Off

en

siv

e T

actics

Ask t

he

stu

de

nts

to

de

fin

e o

ffe

nse

. A

lso

, a

sk t

he

stu

de

nts

wh

at

the

y c

on

sid

er

off

en

siv

e m

ove

s a

nd

skill

s.

Te

ll th

e s

tud

en

ts th

at

“To

da

y,

we

are

go

ing

to

wo

rk o

n c

utt

ing

an

d d

od

gin

g”


Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ea

ch

ing

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

Gu

ide

d I

nstr

uctio

n

Cu

ttin

g

De

fin

e o

ff-t

he

-ba

ll m

ove

me

nt

an

d c

rea

tin

g s

pa

ce

Re

vie

w f

akin

g

Cu

ttin

g D

rill

Fo

rm g

rou

ps o

f th

ree

(tw

o o

ffe

nse

an

d a

co

ol

de

fen

se

) –

all

stu

de

nts

will

ro

tate

po

sitio

ns.

W

ith

in t

he

gri

d,

on

e s

tud

en

t w

ill h

ave

po

sse

ssio

n

of

the

ba

ll w

hile

an

oth

er

stu

de

nt

(th

e r

ece

ive

r) is

be

ing

de

fen

de

d b

y a

co

ol d

efe

nd

er.

T

he

ob

jective

o

f th

e r

ece

ive

r is

to

cu

t/m

ove

in

to o

pe

n s

pa

ce

a

wa

y fro

m t

he

de

fen

de

r b

y f

akin

g th

e d

ire

ctio

n o

f th

e c

ut

or

ch

an

gin

g t

he

sp

ee

d o

f th

e c

ut

in o

rde

r to

re

ce

ive

th

e p

ass f

rom

th

e s

tud

en

t w

ith

th

e b

all;

th

us,

cre

atin

g a

pa

ssin

g la

ne

R

eg

rou

p t

he

cla

ss

Ta

ctica

l O

ffe

nsiv

e M

ove

s:

Do

dg

ing

R

evie

w b

y e

xp

lain

ing

an

d m

od

elin

g th

e f

ace

d

od

ge

, ro

ll d

od

ge

an

d p

rote

ctio

n o

f th

e s

tick

En

co

ura

ge

stu

de

nts

to

sw

itch

ha

nd

s

Fo

r th

e m

ech

an

ics o

f fa

ce

an

d r

oll

do

dg

es,

(se

e

Ap

pe

nd

ix B

; re

pro

du

cib

le #

24

, 2

5)

Do

dg

ing

Lin

e D

rill

B

y u

sin

g t

he

pre

se

t g

rid

s, h

ave

on

e s

tud

en

t sta

nd

in

th

e c

en

ter

of

the

gri

d a

s t

he

co

ol d

efe

nd

er.

T

he

o

the

r tw

o s

tud

en

ts w

ill lin

e u

p b

eh

ind

th

e g

rid

en

d

line

. T

he

fir

st

stu

de

nt

in t

he

lin

e w

ith

th

e b

all

will

a

pp

roa

ch

an

d r

oll

do

dg

e t

he

co

ol d

efe

nd

er

an

d

co

ntin

ue

to

th

e o

pp

osite

sid

e o

f th

e g

rid

. O

nce

th

e s

tud

en

t re

ach

es th

e g

rid

en

d lin

e,

the

stu

de

nt

is to

piv

ot

an

d r

etu

rn u

sin

g a

fa

ce

do

dg

e a

rou

nd

th

e c

oo

l d

efe

nd

er.

O

nce

th

e d

od

gin

g s

tud

en

t is

a

rou

nd

th

e c

oo

l d

efe

nd

er,

th

e d

od

ge

r w

ill p

ass t

he

b

all

to th

e s

tud

en

t w

aitin

g a

t th

e g

rid

bo

un

da

ry.

Th

e s

tud

en

ts w

ill r

ota

te p

ositio

ns

Se

t u

p g

rid

fo

rma

tio

n w

ith

fo

ur

co

ne

s

in o

rde

r to

de

sig

na

te p

layin

g a

rea

D

istr

ibu

te s

cri

mm

ag

e v

ests

fo

r d

efe

nd

ers

Ch

alle

ng

e –

Co

mb

ine

tw

o g

rou

ps o

f th

ree

an

d e

nla

rge

th

e g

rid

s in

ord

er

to p

ractice

cu

ttin

g t

o r

ece

ive

a p

ass

in a

n o

pe

n s

pa

ce

. B

oth

th

e p

assin

g

an

d r

ece

ivin

g s

tud

en

ts w

ill h

ave

a

co

ol d

efe

nd

er

in o

rde

r fo

r th

e

stu

de

nts

to

le

arn

ho

w to

pa

ss a

nd

cre

ate

sp

ace

wh

ile b

ein

g d

efe

nd

ed

O

nce

th

e s

tud

en

ts a

re s

ucce

ssfu

l in

cre

atin

g s

pa

ce

, a

llow

th

e d

efe

nse

to

p

lay a

wa

rm d

efe

nse

C

ha

llen

ge

– O

nce

th

e s

tud

en

ts a

re

su

cce

ssfu

l in

do

dg

ing

, a

llo

w t

he

d

efe

nse

to

exte

nd

th

e r

ea

ch

of

the

ir

stick in

ord

er

to c

ha

llen

ge

th

e

do

dg

e


Re

gro

up

th

e c

lass

Giv

e a

nd

Go

– 2

v 1

R

evie

w t

he

pu

rpo

se

of

the

giv

e a

nd

go

th

rou

gh

e

xp

lan

atio

n a

nd

de

mo

nstr

atio

n.

By u

sin

g t

he

p

rese

t g

rid

s,

the

stu

de

nt

with

th

e b

all

will

mo

ve

fo

rwa

rd a

nd

pa

ss t

o a

te

am

ma

te o

n t

he

sid

elin

e o

f th

e g

rid

an

d im

me

dia

tely

ru

n a

rou

nd

th

e c

oo

l d

efe

nd

er

in o

rde

r to

re

ce

ive

th

e b

all

fro

m t

he

sid

elin

e t

ea

mm

ate

. A

ll stu

de

nts

will

ro

tate

p

ositio

ns

Re

vie

w t

he

sa

fety

ru

les p

rio

r to

ga

me

p

lay.

Dis

trib

ute

on

e s

cri

mm

ag

e v

est

to t

he

g

rou

ps f

or

the

de

fen

de

r

In o

rde

r fo

r th

e p

assin

g s

tud

en

t to

re

ce

ive

th

e b

all

fro

m th

e s

ide

line

, th

e

stu

de

nt co

uld

cu

t o

r d

od

ge

th

e c

oo

l d

efe

nd

er.

D

iscu

ss w

he

n t

o d

od

ge

a

nd

wh

en

to

use

a g

ive

an

d g

o

Ch

alle

ng

e-

On

ce

th

e s

tud

en

ts a

re

su

cce

ssfu

l a

t p

assin

g a

nd

re

ce

ivin

g

the

ba

ll a

rou

nd

th

e c

oo

l d

efe

nd

er,

a

llow

th

e d

efe

nse

to

pla

y a

wa

rm

de

fen

se

wh

ile e

nco

ura

gin

g b

oth

o

ffe

nsiv

e t

ea

mm

ate

s t

o p

ass a

nd

re

ce

ive

on

th

e m

ove

C

ha

llen

ge

- H

ave

offe

nse

ma

ke

d

ecis

ion

wh

eth

er

to u

se

a g

ive

an

d

a g

o o

r d

od

ge

s in

ord

er

to g

et

the

b

all

to th

e o

pp

osite

lin

e

Co

ol D

ow

n/

Clo

su

re

R

eg

rou

p t

he

cla

ss

Su

mm

ary

Qu

estio

ns:

D

escri

be

tw

o o

ffe

nsiv

e m

ove

me

nts

fo

r cre

atin

g

sp

ace

In

a 2

v 1

situ

atio

n, d

escri

be

th

e d

iffe

ren

t o

ffe

nsiv

e

tactics u

se

d to

be

at

the

de

fen

de

r

H

igh

Sc

ho

ol

Le

ss

on

Pla

n 2

L

es

so

n S

eq

ue

nc

e

Ac

tiv

itie

s/A

ss

es

sm

en

ts

Te

ac

hin

g P

oin

ts/C

ue

s/O

rga

niz

ati

on

M

od

ific

ati

on

s/C

ha

lle

ng

es

Wa

rm-u

p

Re

vie

w b

asic

skill

s (

cra

dle

, sco

op

, ca

tch

, p

ass)

usin

g b

oth

ha

nd

s b

y d

oin

g s

hu

ttle

lin

es in

gro

up

s

of

fou

r stu

de

nts

an

d o

n b

all

Te

ach

ers

ma

y a

lso

use

La

cro

sse

Skill

Sta

tio

ns

(Hig

h S

ch

oo

l R

eso

urc

e F

; re

pro

du

cib

le #

6)

Re

min

d s

tud

en

ts o

f cu

es f

rom

Le

sso

n

1

If s

tud

en

ts a

re n

ot

ca

tch

ing

th

e b

all,

d

o a

sim

ple

sh

utt

le t

o p

reve

nt

wa

ste

d tim

e

Intr

od

uctio

n

Re

gro

up

th

e c

lass

Off

en

siv

e T

actics

Ask t

he

stu

de

nts

to

de

fin

e o

ffe

nse

. A

lso

, a

sk t

he

stu

de

nts

wh

at

the

y c

on

sid

er

off

en

siv

e m

ove

s a

nd

skill

s.

Te

ll th

e s

tud

en

ts th

at

“To

da

y,

we

are

go

ing

to

wo

rk o

n c

utt

ing

an

d d

od

gin

g”


Additional Information:Encourage Sportsmanship!! Throughout the lesson, remind your students to be a coach for their partners! Use the cues during the practice time in order to remind the students how to perform the skill.

Assessment–Throughoutthelesson,besuretogivethestudentsfeedbackaboutthefocusofthelessonfortheday.



High School Lesson Plan 3Objective: Studentswillbeabletoperformavarietyofshotsinordertousethemingamelike

situations.Inaddition,studentswillselectandincorporateappropriateoffensivetacticsin order to create scoring opportunities.


LessonFocus: OffensiveTactics–Shooting

KeyTerms: Offense,shooting,shots(overhand,underhand,reverse,quickstick),passinglanes,faking(headandstick),defense(cool,warm,andhot)

Facility/Equipment: Outdoorspacesuchasfieldspace,tennis/hardcourt,preferred. Intheeventindoorspaceislimited,seeadditionalinformationforRainyDayactivitiesfor

the gym or activity rooms. 1stickandballperstudent–scrimmagevests 4conespergroupwithPVCgoals(preferred)orahooporacardboardbox RainyDayActivityEquipment–2cones,CreateShotCuecardusingAppendixBand 1 target posted on the wall per station Reproducibles/Handouts: Self-AssessmentofShots–1perstudent(reproducible#8) TeacherEvaluation–1perclass(HighSchoolResourceC;reproducible#3)

SafetyRules: • Emphasizenochecking,coveringtheball,bodycontact,orkickingtheball • Bealert–eyesopenand“headsup” • Knowyoursurroundings • Emphasizelowshotsatalltimes • Reinforcestickcontrolwhenutilizingdefenders


High

Sch

ool L

esso

n Pl

an 3

Hig

h S

ch

oo

l L

es

so

n P

lan

3

Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ea

ch

ing

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

Wa

rm-u

p

Th

ree

Ma

n W

ea

ve

In

th

ree

lin

es,

gro

up

s o

f th

ree

stu

de

nts

will

re

vie

w c

uttin

g a

nd

re

pla

cin

g b

y p

erf

orm

ing

a

fig

ure

8 w

ea

ve

dri

ll.

Ba

ll b

eg

ins w

ith

ce

nte

r p

ers

on

wh

o p

asse

s to

th

e s

tud

en

t o

n t

he

le

ft

an

d r

un

s b

eh

ind

. X

2 r

un

s to

ask f

or

lea

d p

ass

fro

m X

3.

X3

ru

ns b

eh

ind

X2

an

d t

urn

s t

o

ce

nte

r.

Th

us c

on

tin

ue

do

wn

th

e f

ield

usin

g

the

we

avin

g p

att

ern

Cu

es

• T

his

is lik

e t

he

th

ree

ma

n p

asse

d

we

ave

in

ba

ske

tba

ll • R

ep

lace

to

wh

ere

yo

u th

rew

th

e

ba

ll

Intr

od

uctio

n

Re

gro

up

th

e c

lass

Off

en

siv

e T

actics –

Ask t

he

stu

de

nts

th

e

follo

win

g q

ue

stio

ns

Ho

w d

o y

ou

sco

re a

go

al in

la

cro

sse

?

Wh

at

diffe

ren

t ty

pe

s o

f sh

ots

do

yo

u k

no

w?

E

xp

lain

th

at

tod

ay, w

e a

re g

oin

g t

o p

ractice

p

assin

g la

ne

s a

nd

diffe

ren

t sh

ots


Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ea

ch

ing

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

Gu

ide

d I

nstr

uctio

n

Sh

ots

D

escri

be

an

d m

od

el th

e o

ve

rha

nd

an

d

un

de

rha

nd

sh

ots

S

ee

Ap

pe

nd

ix B

fo

r sh

oo

tin

g s

kill

de

scri

ptio

n

Sq

ua

re S

ho

otin

g D

rill

D

ivid

e t

he

cla

ss in

to g

rou

ps o

f fo

ur.

Ha

ve

on

e

stu

de

nt sta

nd

at

ea

ch

co

rne

r o

f th

e p

rese

t g

rid

w

ith

a h

oo

p in

th

e c

en

ter

of

the

gri

d

(re

pre

se

nts

th

e g

oa

l).

To

sta

rt t

he

dri

ll, h

ave

th

e X

1 s

tud

en

t se

lf to

ss th

e b

all,

ca

tch

an

d

sh

oo

t im

me

dia

tely

at

the

ho

op

. T

he

stu

de

nt

dia

go

na

l w

ill r

etr

ieve

th

e g

rou

nd

ba

ll, p

ass t

he

b

all

to th

e s

tud

en

t o

n h

is o

r h

er

left

. T

he

stu

de

nt w

ill r

ece

ive

th

e p

ass a

nd

im

me

dia

tely

sh

oo

t th

e b

all

to th

e h

oo

p.

Th

e d

rill

will

co

ntin

ue

with

ea

ch

stu

de

nt

ha

vin

g n

um

ero

us

op

po

rtu

nitie

s t

o p

ractice

th

e o

ve

rha

nd

an

d

un

de

rha

nd

sh

ots

R

eg

rou

p t

he

cla

ss

De

scri

be

an

d m

od

el th

e r

eve

rse

an

d q

uic

k

stick s

ho

ts (

se

e A

pp

en

dix

B).

T

he

stu

de

nts

w

ill t

he

n r

etu

rn t

o t

he

Sq

ua

re S

ho

otin

g D

rill

an

d c

on

tin

ue

th

e d

rill

un

til e

ach

stu

de

nt h

as

ha

d a

n o

pp

ort

un

ity to

pra

ctice

re

ve

rse

an

d

qu

ick s

tick s

ho

ts

Ta

ctica

l O

ffe

nsiv

e M

ove

s f

or

Sco

rin

g

Ve

rba

lly r

evie

w t

he

off

en

siv

e m

ove

s p

rio

r to

b

eg

inn

ing

th

e g

am

e.

Esta

blis

h t

ha

t th

e

offe

nsiv

e p

laye

r n

ee

ds t

o d

ete

rmin

e w

he

the

r to

pa

ss, sh

oo

t, o

r ru

n t

he

ba

ll u

po

n t

he

ir

po

sse

ssio

n o

f th

e b

all

Em

ph

asiz

e h

ow

to

use

a h

ea

d o

r stick

fake

in

ord

er

to m

ove

a g

oa

lie in

a

ga

me

situ

atio

n p

rio

r to

exe

cu

tin

g th

e

sh

ot

Be

su

re t

o g

ive

ea

ch

gri

d e

no

ug

h

sp

ace

fo

r sa

fety

pre

ca

utio

ns

Re

ite

rate

th

at

on

e c

an

cre

ate

sp

ace

by c

utt

ing

with

fa

kin

g

dir

ectio

n o

r b

y c

ha

ng

ing

sp

ee

d.

Als

o,

refr

esh

th

e u

se

of

do

dg

es a

nd

cre

atio

n o

f a

giv

e a

nd

go

situ

atio

n

Ch

alle

ng

e –

En

co

ura

ge

th

e

stu

de

nts

to

use

cu

ts in

o

rde

r to

re

ce

ive

th

e p

ass,

as o

pp

ose

d t

o r

etr

ievin

g t

he

g

rou

nd

ba

ll th

en

sh

oo

t th

e

ba

ll


Cu

t, P

ass,

Sco

re G

am

e

In t

he

gro

up

s o

f fo

ur,

alig

n th

e o

ffe

nsiv

e

stu

de

nt 1

(O

1)

with

th

e b

all

on

th

e e

nd

lin

e

with

th

e “

go

al.”

T

he

off

en

siv

e te

am

ma

te 2

(O

2)

will

sta

rt a

t th

e fa

r e

nd

of

the

gri

d w

ith

a

co

ol d

efe

nd

er

(D1

).

Th

e c

oo

l d

efe

nd

er

2 (

D2

) w

ill lin

e u

p f

ive

ste

ps b

eh

ind

th

e O

2.

D2

will

jo

in g

am

e p

lay o

nce

a p

ass h

as b

ee

n m

ad

e

fro

m O

1 t

o O

2.

Th

e o

bje

ctive

of

the

ga

me

is

to c

om

ple

te a

min

imu

m o

f tw

o p

asse

s a

nd

sco

re a

go

al.

On

ce

a g

oa

l is

sco

red

, o

ffe

nsiv

e

an

d d

efe

nsiv

e s

tud

en

ts w

ill r

ota

te p

ositio

n.

Pri

or

to s

tart

ing

th

e g

am

e,

mo

ve

th

e

ho

op

fro

m t

he

ce

nte

r o

f th

e g

rid

to

an

e

nd

lin

e in

ord

er

to c

rea

te a

sm

all

pla

yin

g a

rea

R

em

ind

stu

de

nts

of

sa

fety

ru

les

Dis

trib

ute

2 s

cri

mm

ag

e v

ests

to

ea

ch

g

rou

p

Ch

alle

ng

e –

Sta

rt t

he

ga

me

w

ith

th

e s

tud

en

ts e

ve

nly

m

atc

he

d o

ffe

nse

an

d c

oo

l d

efe

nse

in

ord

er

to

en

co

ura

ge

off

en

siv

e

mo

ve

me

nt

On

ce

th

e s

tud

en

ts a

re

su

cce

ssfu

l, a

llow

th

e

de

fen

se

to

mo

ve

to

a w

arm

d

efe

nse

Co

ol D

ow

n/

Clo

su

re

R

eg

rou

p t

he

cla

ss

Su

mm

ary

Qu

estio

ns:

Exp

lain

th

e fo

ur

typ

es o

f sh

ots

D

escri

be

ap

pro

pri

ate

off

en

siv

e ta

ctics in

ord

er

to c

rea

te s

co

rin

g o

pp

ort

un

itie

s

Se

lf-A

sse

ssm

en

t o

f S

kill

s

(se

e r

ep

rod

ucib

le #

2)

In a

dd

itio

n,

tea

ch

er

eva

lua

tio

n o

f b

asic

skill

s

ca

n o

ccu

r w

hile

th

e s

tud

en

ts a

re p

erf

orm

ing

th

e s

ho

ts

H

igh

Sc

ho

ol

Le

ss

on

Pla

n 3

L

es

so

n S

eq

ue

nc

e

Ac

tiv

itie

s/A

ss

es

sm

en

ts

Te

ac

hin

g P

oin

ts/C

ue

s/O

rga

niz

ati

on

M

od

ific

ati

on

s/C

ha

lle

ng

es

Wa

rm-u

p

Th

ree

Ma

n W

ea

ve

In

th

ree

lin

es,

gro

up

s o

f th

ree

stu

de

nts

will

re

vie

w c

uttin

g a

nd

re

pla

cin

g b

y p

erf

orm

ing

a

fig

ure

8 w

ea

ve

dri

ll.

Ba

ll b

eg

ins w

ith

ce

nte

r p

ers

on

wh

o p

asse

s to

th

e s

tud

en

t o

n t

he

le

ft

an

d r

un

s b

eh

ind

. X

2 r

un

s to

ask f

or

lea

d p

ass

fro

m X

3.

X3

ru

ns b

eh

ind

X2

an

d t

urn

s t

o

ce

nte

r.

Th

us c

on

tin

ue

do

wn

th

e f

ield

usin

g

the

we

avin

g p

att

ern

Cu

es

• T

his

is lik

e t

he

th

ree

ma

n p

asse

d

we

ave

in

ba

ske

tba

ll • R

ep

lace

to

wh

ere

yo

u th

rew

th

e

ba

ll

Intr

od

uctio

n

Re

gro

up

th

e c

lass

Off

en

siv

e T

actics –

Ask t

he

stu

de

nts

th

e

follo

win

g q

ue

stio

ns

Ho

w d

o y

ou

sco

re a

go

al in

la

cro

sse

?

Wh

at

diffe

ren

t ty

pe

s o

f sh

ots

do

yo

u k

no

w?

E

xp

lain

th

at

tod

ay, w

e a

re g

oin

g t

o p

ractice

p

assin

g la

ne

s a

nd

diffe

ren

t sh

ots



RainyDayActivityforShootingSkills-Organizeeachshotintoastation.Provideanexplanationofeachshotateachstation.Also,createcuecardsbyusingtheappendixandusewalltargetsasgoalsforthestudentstoshootat.



High School Lesson Plan 4Objective: Studentswillbeabletoutilizebasicdefensivetacticsofmarkingoffensiveplayersand

blocking shots/passes by working in small groups.


LessonFocus: Defensivetactics–markingandblocking,goalsidepositioning

KeyTerms: Playertoplayer,readyposition/athleticstance,bodypositioning,marking,shadowing,blockingwiththestick,goalsidedefense,forcingoutofthescoringarea,offense(cool,warm,andhot),endline

Facility/Equipment: Indoorandoutdoorspacesuchasfieldspace,tennis/hardcourt,thegymoractivityroomsApproximately40cones(4conespergrid),1stickandballperstudent,scrimmagevests1hooppergroupplusadditionalconespergroupfor2v2WarmOffense/DefenseGame



High

Sch

ool L

esso

n Pl

an 4

Hig

h S

ch

oo

l L

es

so

n P

lan

4

Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ea

ch

ing

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

Intr

od

uctio

n

De

fen

siv

e T

actics

Ask t

he

stu

de

nts

to

de

fin

e d

efe

nse

. A

lso

, a

sk

the

stu

de

nts

wh

at

the

y c

on

sid

er

de

fen

siv

e

mo

ve

s a

nd

skill

s.

Te

ll th

e s

tud

en

ts t

ha

t,

“To

da

y,

we

are

go

ing

to

wo

rk o

n e

ffe

ctive

d

efe

nsiv

e t

actics.”

Wa

rm-u

p

La

cro

sse

Sh

uff

le

Cre

ate

th

ree

la

dd

ers

on

th

e g

rou

nd

with

th

e

eig

ht

sticks.

Ea

ch

la

dd

er

is a

gro

up

. T

he

stu

de

nt is

to

ge

t in

to t

he

“re

ad

y p

ositio

n”

an

d

sh

uff

le in

an

d o

ut

of

the

ru

ng

s o

f th

e la

dd

er.

C

om

ple

te t

he

la

cro

sse

sh

uff

le s

eve

ral tim

es

for

an

eff

icie

nt w

arm

-up

Em

ph

asiz

e s

lidin

g t

he

fe

et

an

d g

ett

ing

th

e b

od

y lo

w

Gu

ide

d I

nstr

uctio

n

Re

gro

up

th

e c

lass

Pla

ye

r-to

-Pla

ye

r D

efe

nse

D

escri

be

, e

xp

lain

, a

nd

mo

de

l p

laye

r-to

-pla

ye

r d

efe

nse

, m

ark

ing

th

e s

tud

en

t w

ith

or

with

ou

t th

e b

all

an

d g

oa

l sid

e p

ositio

nin

g

Pla

ye

r-to

-Pla

ye

r D

efe

nsiv

e F

oo

two

rk D

rill

In

pa

rtn

ers

, th

e o

ffe

nsiv

e s

tud

en

t w

ill u

se

co

ol

offe

nsiv

e m

ove

me

nts

to

cra

dle

th

e b

all

do

wn

th

e f

ield

mo

vin

g in

a z

igza

g p

att

ern

. T

he

d

efe

nsiv

e s

tud

en

t w

ill s

ha

do

w t

he

off

en

siv

e

stu

de

nt d

ow

n t

he

fie

ld b

y u

tiliz

ing

bo

th th

e

stick a

nd

th

eir

bo

dy.

Du

rin

g t

his

dri

ll,

esta

blis

h t

ha

t th

e d

efe

nse

is p

ositio

ne

d g

oa

l sid

e o

f th

e o

ffe

nse

stu

de

nt

Em

ph

asiz

e th

at

the

de

fen

siv

e s

tud

en

t is

to

be

be

twe

en

th

e o

ffe

nsiv

e s

tud

en

t a

nd

th

e g

oa

l (g

oa

l sid

e)

in o

rde

r to

e

ith

er

slo

w th

e o

ffe

nsiv

e s

tud

en

t d

ow

n f

rom

ap

pro

ach

ing

th

e s

co

rin

g

are

a o

r to

fo

rce

th

e o

ffe

nsiv

e s

tud

en

t o

ut

of

the

sco

rin

g a

rea

E

mp

ha

siz

e th

at

this

is a

NO

C

ON

TA

CT

skill

Ch

alle

ng

e –

En

co

ura

ge

th

e

offe

nsiv

e p

laye

r to

mo

ve

d

ow

n t

he

fie

ld u

sin

g w

arm

–

ho

t o

ffe

nsiv

e m

ove

me

nts

w

hile

va

ryin

g p

ace

.


R

eg

rou

p t

he

cla

ss

Blo

ckin

g

Blo

ckin

g D

rill

In t

he

pre

se

t g

rou

p w

ith

gro

up

s o

f fo

ur,

ma

rk

up

a c

oo

l o

ffe

nsiv

e s

tud

en

t (O

1)

with

a

de

fen

siv

e s

tud

en

t (D

1)

on

an

en

d lin

e.

On

th

e

op

po

site

sid

e o

f th

e g

rid

(a

pp

roxim

ate

ly 1

0

ya

rds a

pa

rt)

ma

rk u

p a

n o

ffe

nsiv

e s

tud

en

t (O

2)

with

a d

efe

nsiv

e s

tud

en

t (D

2).

F

rom

a

sta

tio

na

ry p

ositio

n,

O1

be

gin

s w

ith

th

e b

all

an

d a

tte

mp

ts t

o p

ass t

o O

2.

O1

ma

y o

nly

p

ivo

t w

ith

in th

e s

tatio

na

ry p

ositio

n to

pa

ss.

W

hile

O1

is a

tte

mp

tin

g to

pa

ss th

e b

all,

D1

is

usin

g t

he

stick to

blo

ck th

e p

ass.

In

th

e e

ve

nt

the

pa

ss is r

ece

ive

d b

y O

2, D

2 w

ill n

ow

a

tte

mp

t to

blo

ck th

e p

ass b

ack t

o O

1.

In

th

e

eve

nt

the

pa

ss is b

locke

d,

rota

te f

rom

th

e

offe

nsiv

e t

o d

efe

nsiv

e p

ositio

ns.

Co

ntin

ue

th

e

dri

ll u

ntil e

ach

stu

de

nt

ha

s h

ad

th

e o

pp

ort

un

ity

to b

lock,

pa

ss a

nd

re

ce

ive

th

e b

all

Cu

es -

S

tick v

ert

ica

l w

ith

bo

th h

an

ds

Exte

nd

th

e s

tick

Re

ach

up

lik

e a

pe

risco

pe

(b

rin

gin

g

the

ha

nd

s to

ge

the

r a

t th

e b

otto

m o

f th

e s

tick w

ith

th

e fa

ce

of

the

stick

tow

ard

s t

he

ba

ll)

O

1

D

1

D2

O2

Ch

alle

ng

e –

Pe

rfo

rm th

e

dri

ll o

n t

he

mo

ve

. A

llow

a

wa

rm o

ffe

nse

.

Hig

h S

ch

oo

l L

es

so

n P

lan

4

Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ea

ch

ing

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

Intr

od

uctio

n

De

fen

siv

e T

actics

Ask t

he

stu

de

nts

to

de

fin

e d

efe

nse

. A

lso

, a

sk

the

stu

de

nts

wh

at

the

y c

on

sid

er

de

fen

siv

e

mo

ve

s a

nd

skill

s.

Te

ll th

e s

tud

en

ts t

ha

t,

“To

da

y,

we

are

go

ing

to

wo

rk o

n e

ffe

ctive

d

efe

nsiv

e t

actics.”

Wa

rm-u

p

La

cro

sse

Sh

uff

le

Cre

ate

th

ree

la

dd

ers

on

th

e g

rou

nd

with

th

e

eig

ht

sticks.

Ea

ch

la

dd

er

is a

gro

up

. T

he

stu

de

nt is

to

ge

t in

to t

he

“re

ad

y p

ositio

n”

an

d

sh

uff

le in

an

d o

ut

of

the

ru

ng

s o

f th

e la

dd

er.

C

om

ple

te t

he

la

cro

sse

sh

uff

le s

eve

ral tim

es

for

an

eff

icie

nt w

arm

-up

Em

ph

asiz

e s

lidin

g t

he

fe

et

an

d g

ett

ing

th

e b

od

y lo

w

Gu

ide

d I

nstr

uctio

n

Re

gro

up

th

e c

lass

Pla

ye

r-to

-Pla

ye

r D

efe

nse

D

escri

be

, e

xp

lain

, a

nd

mo

de

l p

laye

r-to

-pla

ye

r d

efe

nse

, m

ark

ing

th

e s

tud

en

t w

ith

or

with

ou

t th

e b

all

an

d g

oa

l sid

e p

ositio

nin

g

Pla

ye

r-to

-Pla

ye

r D

efe

nsiv

e F

oo

two

rk D

rill

In

pa

rtn

ers

, th

e o

ffe

nsiv

e s

tud

en

t w

ill u

se

co

ol

offe

nsiv

e m

ove

me

nts

to

cra

dle

th

e b

all

do

wn

th

e f

ield

mo

vin

g in

a z

igza

g p

att

ern

. T

he

d

efe

nsiv

e s

tud

en

t w

ill s

ha

do

w t

he

off

en

siv

e

stu

de

nt d

ow

n t

he

fie

ld b

y u

tiliz

ing

bo

th th

e

stick a

nd

th

eir

bo

dy.

Du

rin

g t

his

dri

ll,

esta

blis

h t

ha

t th

e d

efe

nse

is p

ositio

ne

d g

oa

l sid

e o

f th

e o

ffe

nse

stu

de

nt

Em

ph

asiz

e th

at

the

de

fen

siv

e s

tud

en

t is

to

be

be

twe

en

th

e o

ffe

nsiv

e s

tud

en

t a

nd

th

e g

oa

l (g

oa

l sid

e)

in o

rde

r to

e

ith

er

slo

w th

e o

ffe

nsiv

e s

tud

en

t d

ow

n f

rom

ap

pro

ach

ing

th

e s

co

rin

g

are

a o

r to

fo

rce

th

e o

ffe

nsiv

e s

tud

en

t o

ut

of

the

sco

rin

g a

rea

E

mp

ha

siz

e th

at

this

is a

NO

C

ON

TA

CT

skill

Ch

alle

ng

e –

En

co

ura

ge

th

e

offe

nsiv

e p

laye

r to

mo

ve

d

ow

n t

he

fie

ld u

sin

g w

arm

–

ho

t o

ffe

nsiv

e m

ove

me

nts

w

hile

va

ryin

g p

ace

.


Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ea

ch

ing

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

R

eg

rou

p t

he

cla

ss

2 v

2 W

arm

Offe

nse

an

d D

efe

nse

In

th

e g

rou

ps o

f fo

ur,

ma

inta

in t

he

off

en

siv

e

an

d d

efe

nsiv

e p

ositio

ns f

rom

th

e p

revio

us

dri

ll.

Th

e o

bje

ctive

of

the

ga

me

is t

o h

ave

th

e

offe

nsiv

e s

tud

en

ts c

om

ple

te a

min

imu

m o

f tw

o

pa

sse

s a

nd

sh

oo

t th

e b

all

to t

he

ho

op

. I

n

ord

er

to s

co

re a

go

al, t

he

off

en

siv

e s

tud

en

ts

ne

ed

to

sh

oo

t fr

om

th

e f

ron

t sid

e o

f th

e h

oo

p

or

the

ba

cksid

e o

f th

e h

oo

p.

If

the

ba

ll is

sh

ot

ove

r th

e c

on

es,

the

offe

nsiv

e s

tud

en

ts w

ill

lose

po

sse

ssio

n o

f th

e b

all

an

d t

he

stu

de

nts

w

ill r

ota

te o

ffe

nsiv

e a

nd

de

fen

siv

e p

ositio

ns

Pri

or

to s

tart

ing

th

e g

am

e,

pla

ce

a

ho

op

an

d t

wo

co

ne

s in

th

e c

en

ter

of

the

gri

d.

Th

e c

on

es s

ho

uld

be

pla

ce

d

two

fe

et

fro

m t

he

ho

op

in

op

po

site

d

ire

ctio

ns (

in o

rde

r to

re

pre

se

nt

go

al

po

sts

). T

hu

s c

rea

tin

g a

sm

all

pla

yin

g

are

a s

imila

r to

th

e a

rea

be

hin

d t

he

g

oa

l d

uri

ng

actu

al g

am

e p

lay

.

O1

D

1

(

Fro

nt)

(B

ack)

D

2

O2

R

em

ind

stu

de

nts

of

sa

fety

ru

les

Dis

trib

ute

tw

o s

cri

mm

ag

e v

ests

to

e

ach

gro

up

E

mp

ha

siz

e th

at

the

pu

rpo

se

of

this

g

am

e is f

or

the

de

fen

se

to

ma

inta

in a

p

laye

r-to

-pla

ye

r d

efe

nse

wh

ile

ma

inta

inin

g g

oa

l sid

e p

ositio

nin

g a

nd

a

tte

mp

tin

g t

o b

lock p

asse

s a

nd

sh

ots

Ch

alle

ng

e –

Co

mb

ine

tw

o

gro

up

s f

or

a 4

v 4

situ

atio

n

Co

ol D

ow

n/

Clo

su

re

R

eg

rou

p t

he

cla

ss

Su

mm

ary

Qu

estio

ns:

H

ave

se

ve

ral stu

de

nts

co

ach

th

e c

lass

thro

ug

h b

lockin

g c

ue

s

Esta

blis

h th

e d

iffe

ren

ce

be

twe

en

ma

rkin

g o

n

the

ba

ll a

nd

off

th

e b

all

Ex

pla

in t

he

im

po

rta

nc

e o

f b

ein

g g

oa

l s

ide


High School Lesson Plan 5Objective: Studentswillbeabletoexecuteinterceptionsandtransitionsduringgamesituations

while working in small groups.


LessonFocus: DefensiveTactics–InterceptionsandTransitions

KeyTerms: Defense,interceptions,transitions,offense(cool,warm,hot)

Facility/Equipment: Indoorandoutdoorspacesuchasfieldspace,tennis/hardcourt,thegymoractivityrooms4conespergroup,1stickandballperstudent,scrimmagevests,writeandwipeboard

Reproducibles/Handouts: TeacherTacticalEvaluation–1perclass(reproducible#4)



High

Sch

ool L

esso

n Pl

an 5

Hig

h S

ch

oo

l L

es

so

n P

lan

5

Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ea

ch

ing

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

Wa

rm-u

p

Re

fin

e b

asic

skill

s (

cra

dle

, sco

op

, ca

tch

, p

ass)

usin

g b

oth

ha

nd

s b

y d

oin

g s

hu

ttle

lin

es in

gro

up

s o

f th

ree

stu

de

nts

an

d o

ne

b

all

Th

e b

all

will

sta

rt in

th

e lin

e w

ith

tw

o

pla

ye

rs

Em

ph

asiz

e c

atc

h, cra

dle

, p

ass

Ch

alle

ng

e –

Be

co

mp

etitive

!

Co

un

t co

nse

cu

tive

co

mp

lete

d

pa

sse

s.

On

ce

th

e b

all

is

dro

pp

ed

, sta

rt o

ve

r a

nd

try

to

b

ea

t th

e b

est sco

re f

or

the

lin

e

an

d a

mo

ng

th

e c

lass

Intr

od

uctio

n

Re

gro

up

th

e c

lass

De

fen

siv

e T

actics

Ask t

he

stu

de

nts

to

de

fin

e in

terc

ep

tio

ns.

T

ell

the

stu

de

nts

th

at “T

od

ay, w

e a

re

go

ing

to

co

ntin

ue

to

wo

rk o

n d

efe

nsiv

e

tactics s

uch

as in

terc

ep

tio

ns a

nd

tr

an

sitio

ns”


Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ea

ch

ing

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

Gu

ide

d I

nstr

uctio

n

Inte

rce

ptio

ns

Re

vie

w t

he

im

po

rta

nce

of

ma

rkin

g t

he

stu

de

nt o

ff t

he

ba

ll. E

mp

ha

siz

e b

all

aw

are

ne

ss w

hile

ke

ep

ing

th

e s

tick in

b

etw

ee

n t

he

stu

de

nt

with

th

e b

all

an

d

the

ir m

ark

ed

stu

de

nt w

hile

re

ma

inin

g g

oa

l sid

e.

In

ad

ditio

n,

as t

he

de

fen

de

r o

n th

e

off

ba

ll p

laye

r, b

e r

ea

dy to

an

ticip

ate

th

e

pa

ss fro

m t

he

stu

de

nt w

ith

th

e b

all.

In

terc

ep

tio

n D

rill

In g

rou

ps o

f th

ree

, m

ark

up

on

e o

ffe

nsiv

e

stu

de

nt (O

1)

with

a d

efe

nsiv

e s

tud

en

t (D

).

D is g

oa

l sid

e a

nd

th

e s

tick is b

all

sid

e.

T

he

n, a

pp

roxim

ate

ly 1

0 y

ard

s a

cro

ss fro

m

O1

, a

lign

th

e s

eco

nd

off

en

siv

e s

tud

en

t (O

2)

with

th

e b

all.

O

2 w

ill in

itia

te t

he

dri

ll b

y to

ss, ca

tch

, a

nd

cra

dle

an

d w

ill

imm

ed

iate

ly p

ass t

he

ba

ll to

O1

. A

t th

is

tim

e,

D w

ill a

nticip

ate

th

e p

ass a

nd

mo

ve

th

e s

tick in

to t

he

pa

ssin

g la

ne

an

d m

ove

to

th

e b

all

in o

rde

r to

ma

ke

th

e

inte

rce

ptio

n.

Re

gro

up

th

e c

lass

Tra

nsitio

ns

De

fin

e a

nd

exp

lain

tra

nsitio

ns

Use

a w

ipe

bo

ard

or

a c

ha

lkb

oa

rd w

hile

e

xp

lain

ing

tra

nsitio

ns in

ord

er

for

the

stu

de

nts

to

vis

ua

lize

th

e m

ove

me

nt

of

the

b

all

O

2

O1

D

G

oa

l In

th

e e

ve

nt

tha

t O

1 c

atc

he

s th

e b

all,

e

mp

ha

siz

e f

or

D t

o g

et

into

pro

pe

r d

efe

nsiv

e p

ositio

nin

g in

ord

er

to b

lock

the

re

turn

pa

ss t

o O

2

In t

he

eve

nt

tha

t D

is h

avin

g

difficu

lty a

nticip

atin

g t

he

tim

ing

o

f th

e p

ass,

reo

rga

niz

e t

he

dri

ll to

sta

tio

na

ry p

ositio

ns.

Ha

ve

O

1 a

nd

O2

pla

y c

atc

h

ap

pro

xim

ate

ly 1

0 y

ard

s a

pa

rt.

A

lign

th

e D

ap

pro

xim

ate

ly 3

ya

rds to

th

e s

ide

of

O2

. O

1 w

ill

pa

ss th

e b

all

to O

2;

str

ess t

o

the

D t

o w

atc

h t

he

ba

ll b

ein

g

rele

ase

d f

rom

th

e s

tick in

ord

er

to t

ime

th

e p

ass, so

th

e

inte

rce

ptio

n c

an

occu

r.


Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ea

ch

ing

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

D

ow

n t

he

Lin

e G

am

e

Co

mb

ine

tw

o g

rou

ps o

f th

ree

in

ord

er

to

form

tw

o t

ea

ms o

f th

ree

stu

de

nts

. I

nstr

uct

the

stu

de

nts

to

ma

rk u

p.

On

ce

th

e

stu

de

nts

are

ma

rke

d u

p,

instr

uct

the

stu

de

nts

to

lin

e u

p 1

2 y

ard

s a

pa

rt in

a lin

e

form

atio

n.

Th

e o

bje

ctive

of

the

ga

me

is

for

the

off

en

se

to

pa

ss t

he

ba

ll in

ord

er

“do

wn

th

e lin

e”

to s

co

re a

po

int.

Fo

r e

xa

mp

le O

1 p

asse

s t

o O

2;

O2

pa

sse

s to

O

3.

On

ce

O3

re

ce

ive

s t

he

ba

ll a

po

int

is

sco

red

. T

hu

s t

he

off

en

se

ca

n m

ain

tain

p

osse

ssio

n o

f th

e b

all

an

d c

on

tin

ue

th

e

ga

me

in

th

e o

pp

osite

dir

ectio

n.

Du

rin

g

the

ga

me

, th

e d

efe

nse

is w

ork

ing

on

p

rop

er

bo

dy p

ositio

nin

g, b

lockin

g,

inte

rce

ptin

g,

an

d tra

nsitio

n t

o o

ffe

nse

. If

th

e d

efe

nse

su

cce

ssfu

lly b

locks o

r in

terc

ep

ts t

he

ba

ll, th

e d

efe

nsiv

e t

ea

m

imm

ed

iate

ly b

eco

me

s th

e o

ffe

nsiv

e t

ea

m;

thu

s,

tra

nsitio

n th

e d

efe

nsiv

e t

actics in

to

offe

nsiv

e t

actics a

nd

vic

e v

ers

a f

or

the

o

ffe

nsiv

e t

ea

m.

Th

e o

ve

rall

pu

rpo

se

of

the

ga

me

is t

o b

e a

ble

to

exe

cu

te q

uic

k

an

d s

mo

oth

tra

nsitio

ns fro

m o

ffe

nsiv

e t

o

de

fen

siv

e p

lay a

nd

vic

e v

ers

a.

Re

min

d s

tud

en

ts o

f sa

fety

ru

les

Dis

trib

ute

th

ree

scri

mm

ag

e v

ests

to

e

ach

gro

up

Re

min

d t

he

stu

de

nts

th

at

wh

ile p

assin

g d

ow

n t

he

lin

e t

o

an

ticip

ate

dro

pp

ed

ba

lls o

r o

ve

rth

row

n p

asse

s in

ord

er

to s

eiz

e

the

op

po

rtu

nity f

or

a t

urn

ove

r

Off

en

siv

ely

em

ph

asiz

e th

e t

imin

g a

nd

p

lace

me

nt

of cu

ts a

nd

pa

ssin

g u

nd

er

pre

ssu

re

Re

min

d t

he

de

fen

se

of

pro

pe

r b

od

y

po

sitio

nin

g,

blo

ckin

g,

an

d in

terc

ep

tin

g

co

nce

pts

A

fte

r a

pp

roxim

ate

ly tw

o m

inu

tes o

f g

am

e p

lay r

eo

rga

niz

e t

he

alig

nm

en

t o

f th

e s

tud

en

ts, so

th

at a

ll p

laye

rs

exp

eri

en

ce

th

e d

iffe

ren

t p

ositio

ns in

th

e lin

es

Ch

alle

ng

e –

Ch

an

ge

th

e s

tart

of

the

ga

me

fro

m t

he

to

ss c

atc

h t

o

a r

oll

aw

ay g

rou

nd

ba

ll, t

hu

s

allo

win

g t

he

de

fen

se

to

im

me

dia

tely

ch

alle

ng

e t

he

ba

ll C

ha

llen

ge

– A

dd

a g

oa

l o

r ta

rge

t fo

r th

e o

ffe

nse

to

sh

oo

t a

t in

ord

er

to s

co

re a

go

al

Mo

dific

atio

n:

Wh

en

in

do

or

instr

uctio

n is r

eq

uir

ed

pla

y fo

ur

on

fo

ur

to in

vo

lve

mo

re p

laye

rs

Ro

tate

pla

yin

g t

ime

Co

ol D

ow

n/

Clo

su

re

R

eg

rou

p t

he

cla

ss

Su

mm

ary

Qu

estio

ns:

E

xp

lain

th

e im

po

rta

nce

of

tim

ing

th

e p

ass

to b

e in

terc

ep

ted

. D

efin

e a

nd

exp

lain

tra

nsitio

ns


High School Lesson Plan 6Objective: Studentswillbeabletoutilizedefensiverecoverywhileplayingingamesituations.Also,

students will be able to officiate and play small games by using co-ed lacrosse rules.


LessonFocus: GameSituations–DefensiveRecovery,SmallGamePlay,Officiating

KeyTerms: clear,transition,recovery SeetheStudyGuide(HighSchoolResourceI;reproducible#9)forrules,positions,

lines, and field diagram.

Facility/Equipment: Indoorandoutdoorspacesuchasfieldspace,tennis/hardcourt,thegymoractivityrooms,4conespergroup,1stickandballperstudent,scrimmagevests,chalkboardorwrite and wipe board, 1 whistle per student

Reproducibles/Handouts: StudyGuide–1perstudent(reproducible#9)

SafetyRules: • Emphasizenochecking,coveringtheball,bodycontact,orkickingtheball • Bealert–eyesopenand“headsup” • Knowyoursurroundings • Reinforcestickcontrol • Stopwhenyouhearthewhistleandwaitforinstruction


High

Sch

ool L

esso

n Pl

an 6

Hig

h S

ch

oo

l L

es

so

n P

lan

6

L

es

so

n S

eq

ue

nc

e

Ac

tiv

itie

s/A

ss

es

sm

en

ts

Te

ac

hin

g P

oin

ts/C

ue

s/O

rga

niz

ati

on

M

od

ific

ati

on

s/C

ha

lle

ng

es

Intr

od

uctio

n

“Ch

alk

Ta

lk”

Ru

les,

line

s,

an

d p

ositio

ns fo

r 7

v 7

co

-ed

la

cro

sse

Dis

trib

ute

Stu

dy G

uid

e

(re

pro

du

cib

le #

9)

Use

ch

alk

bo

ard

/wri

te a

nd

wip

e b

oa

rd

wh

ile e

xp

lain

ing

Cre

ate

an

d d

isp

lay a

Ru

les

po

ste

r a

nd

a F

ield

Dia

gra

m

po

ste

r w

ith

th

e lin

es a

nd

p

ositio

ns

Wa

rm-u

p

Sta

r D

rill

Use

a g

rou

p o

f 6

stu

de

nts

Se

e d

iag

ram

fo

r se

t u

p

To

sta

rt -

th

e s

tud

en

t (X

1)

with

th

e b

all

will

d

o a

se

lf-t

oss,

ca

tch

th

e b

all

an

d p

ass to

th

e s

eco

nd

pla

ye

r to

th

e le

ft,

cre

atin

g a

sta

r p

att

ern

F

or

exa

mp

le:

1 p

asse

s t

o 3

3

pa

sse

s t

o 5

5

pa

sse

s t

o 2

2

pa

sse

s t

o 4

4

pa

sse

s t

o 1

T

he

ro

tatio

n is to

go

to

th

e lin

e t

ha

t yo

u

pa

sse

d t

o

X3

X2

X4

X1

X5

E

mp

ha

siz

e o

ff b

all

mo

ve

me

nt a

nd

a

ccu

rate

pa

ssin

g

Cu

e:

Fo

llow

yo

ur

pa

ss

Ch

alle

ng

e –

Lim

it t

he

stu

de

nts

to

ca

tch

, cra

dle

, p

ass in

ord

er

to h

igh

ligh

t q

uic

k b

all

mo

ve

me

nt

an

d

tim

ing

of

cu

ts

Inste

ad

of

follo

win

g t

he

pa

th

of

the

ir p

ass, h

ave

stu

de

nts

ru

n o

ne

po

sitio

n le

ft o

r ri

gh

t to

e

mp

ha

siz

e c

rea

tin

g s

pa

ce


Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ea

ch

ing

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

Gu

ide

d I

nstr

uctio

n

Re

gro

up

th

e c

lass

Ga

me

Situ

atio

ns:

3 v

2 w

ith

a R

eco

ve

ry D

efe

nd

er

Se

t u

p t

he

stu

de

nts

acco

rdin

g t

o t

he

d

iag

ram

T

o s

tart

th

e g

am

e p

lay,

the

stu

de

nt w

ith

th

e b

all

(O1

) w

ill t

oss c

atc

h a

nd

im

me

dia

tely

pa

ss t

he

ba

ll to

an

off

en

siv

e

tea

mm

ate

. A

s s

oo

n a

s th

e b

all

is

rele

ase

d f

rom

th

e s

tick,

the

re

co

ve

ry

de

fen

se

(D

1)

will

ma

rk u

p o

n t

he

op

en

o

ffe

nsiv

e s

tud

en

t.

Th

e o

ffe

nsiv

e s

tud

en

ts

will

co

ntin

ue

ga

me

pla

y u

ntil a

go

al is

sco

red

. O

nce

a g

oa

l is

sco

red

re

-se

t th

e

3 v

2 s

itu

atio

n b

y r

ota

tin

g o

ffe

nsiv

e a

nd

d

efe

nse

po

sitio

ns.

In

th

e e

ve

nt

tha

t th

e

de

fen

siv

e s

tud

en

ts a

ch

ieve

po

sse

ssio

n o

f th

e b

all,

th

e d

efe

nsiv

e s

tud

en

ts a

re to

“c

lea

r” th

e b

all

ou

t to

th

e s

tart

ing

po

int

of

the

ga

me

, th

us r

ece

ivin

g tw

o p

oin

ts.

At

this

tim

e, stu

de

nts

will

ro

tate

fro

m

de

fen

siv

e t

o o

ffe

nsiv

e p

ositio

ns.

S

itu

atio

na

l g

am

e p

lay w

ill c

on

tin

ue

un

til a

ll stu

de

nts

fro

m b

oth

te

am

s h

ave

e

xp

eri

en

ce

d th

e r

eco

ve

ry d

efe

nsiv

e

po

sitio

n

Re

gro

up

th

e c

lass

Exp

lain

th

e s

top

pin

g a

nd

re

sta

rtin

g g

am

e

pla

y d

ue

to

fo

uls

an

d o

ut

of

bo

un

ds.

(Se

e

Stu

dy G

uid

e)

D

1

.O

1

O2

D

2

O

3

D

3

(G

oa

l)

Re

min

d s

tud

en

ts o

f sa

fety

ru

les

Em

ph

asiz

e c

om

mu

nic

atio

n f

or

the

d

efe

nsiv

e t

ea

m

R

em

ind

th

e s

tud

en

ts o

f o

ffe

nsiv

e a

nd

d

efe

nsiv

e t

actics

Em

ph

asiz

e s

top

pin

g o

n th

e w

his

tle

Se

t u

p g

rid

s u

sin

g f

ou

r co

ne

s in

ord

er

to

de

sig

na

te t

he

pla

yin

g a

rea

Use

of

a c

rea

se

is o

ptio

na

l


Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ea

ch

ing

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

S

ma

ll G

am

e P

lay:

4 v

4 U

tiliz

ing

Ba

sic

R

ule

s

Div

ide

cla

ss in

to te

am

s o

f five

. U

se

min

i-fie

lds d

esig

na

ted

by c

on

es a

nd

use

ru

gb

y

sty

le s

co

rin

g,

with

a m

inim

um

of

thre

e

pa

sse

s in

ord

er

to s

co

re.

On

e s

tud

en

t fr

om

ea

ch

te

am

will

off

icia

te w

hile

on

e

stu

de

nt w

ill p

lay o

ffe

nse

, tw

o s

tud

en

ts w

ill

pla

y m

idfie

ld,

an

d o

ne

stu

de

nt w

ill p

lay

de

fen

se

. T

he

ga

me

will

be

gin

with

a s

elf

toss b

y O

1.

Stu

de

nts

will

ro

tate

po

sitio

ns

afte

r a

go

al is

sco

red

, ro

tate

th

e o

ffe

nsiv

e

stu

de

nt

to o

ffic

iatin

g,

the

off

icia

l to

th

e

de

fen

se

, a

de

fen

de

r to

mid

fie

lde

r, a

nd

a

mid

fie

lde

r w

ill p

lay m

idfie

ld a

ga

in.

C

on

tin

ue

th

e r

ota

tio

n u

ntil a

ll stu

de

nts

h

ave

ha

d a

n o

pp

ort

un

ity to

off

icia

te.

X

att

acks

O1

X1

O4

X

4

O

2

X2

O3

X

3

O

att

acks

Dis

trib

ute

wh

istle

s a

nd

scri

mm

ag

e v

ests

to

te

am

s

Ru

gb

y S

tyle

Sco

rin

g –

a g

oa

l is

sco

red

o

nce

th

e b

all

is p

asse

d 3

tim

es a

nd

ca

rrie

d a

cro

ss t

he

en

d lin

e

Ch

alle

ng

e –

Mo

dify t

he

sco

rin

g b

y a

dd

ing

ad

ditio

na

l p

asse

s a

nd

to

pa

ss th

e b

all

acro

ss th

e e

nd

lin

e

Co

ol D

ow

n/

Clo

su

re

R

eg

rou

p t

he

cla

ss

Su

mm

ary

Qu

estio

ns:

H

ow

is th

e b

all

bro

ug

ht

ba

ck in

to p

lay

fro

m g

oin

g o

ut

of b

ou

nd

s u

sin

g th

e g

irls

’ ru

les?

U

sin

g th

e b

oys’ ru

les?

H

ow

do

es p

lay c

on

tin

ue

afte

r a

fo

ul h

as

be

en

co

mm

itte

d?


High School Lesson Plan 7Objective: Studentswillbeabletoapplytheruleswhileplayingandofficiatingmocktournament

games.


LessonFocus: PlayerandOfficiatingResponsibilitiesandMockTournamentPlay

KeyTerms: draw,face-off

Facility/Equipment: Indoorandoutdoorspacesuchasfieldspace,tennis/hardcourt,thegymoractivityrooms4conespergrid,1stickandballperstudent–scrimmagevests1whistleperstudentUSLacrossevideoofMen’s&Women’sWorldCupgameplay&TV/VCR(availableatwww.uslacrosse.org/store

Reproducibles/Handouts: Self-AssessmentofIndividualTeamPlay–1perstudent(reproducible#12) ResponsibilitiesofPlayerandOfficials–1perstudent(reproducible#11)



High

Sch

ool L

esso

n Pl

an 7

Hig

h S

ch

oo

l L

es

so

n P

lan

7

Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ea

ch

ing

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

Intr

od

uctio

n

Vie

w U

S L

acro

sse

Me

n’s

an

d W

om

en

’s

Wo

rld

Cu

p G

am

es (

if a

va

ilab

le)

* C

on

tain

ed

in

bu

nd

le v

ers

ion

of cu

rric

ulu

m

Exp

lain

wh

at’s o

ccu

rrin

g d

uri

ng

th

e

foo

tag

e

Wa

rm-u

p

On

th

e m

ove

– p

art

ne

r p

assin

g, ca

tch

ing

, sco

op

ing

usin

g b

oth

ha

nd

s

Gu

ide

d I

nstr

uctio

n

Re

gro

up

th

e c

lass

Dra

w a

nd

Fa

ce

-Off

D

em

on

str

ate

an

d e

xp

lain

th

e d

raw

an

d

face

-off

. In

gro

up

s o

f 3

, p

ractice

se

ttin

g u

p

an

d e

xe

cu

tin

g a

nd

off

icia

tin

g th

e d

raw

an

d

face

-off

. 2

stu

de

nts

will

pe

rfo

rm t

he

skill

s

wh

ile 1

stu

de

nt

is t

he

off

icia

l.

Ro

tate

p

ositio

ns f

or

all

stu

de

nts

to

be

ab

le t

o

exp

eri

en

ce

exe

cu

tin

g a

nd

off

icia

tin

g t

he

skill

s.

Re

gro

up

th

e c

lass

“Ch

alk

Ta

lk”

Re

vie

w t

he

re

sp

on

sib

ilitie

s o

f th

e p

laye

rs

an

d o

ffic

ials

. (H

igh

Sch

oo

l R

eso

urc

es K

; re

pro

du

cib

le

#1

1)

Mo

ck T

ou

rna

me

nt

Pla

y

Esta

blis

h th

e p

re-s

et

tea

ms o

f 8

stu

de

nts

. F

or

ea

ch

ga

me

se

lect a

n o

ffic

ial fr

om

ea

ch

te

am

to

off

icia

te th

e 7

v 7

ga

me

. B

e s

ure

to

a

lte

rna

te o

ffic

ials

fo

r e

ach

ga

me

. A

llow

e

no

ug

h tim

e t

o p

lay t

wo

12

-min

ute

ga

me

s

with

ha

lf t

ime

s a

t six

min

ute

s in

ord

er

to

rota

te g

am

e o

ffic

ials

.

Re

min

d s

tud

en

ts o

f a

ll sa

fety

ru

les

Esta

blis

h th

e d

iffe

ren

ce

be

twe

en

th

e

dra

w a

nd

th

e f

ace

-off

. R

eite

rate

th

at

the

skill

s a

re u

se

d a

t th

e s

tart

of

the

g

am

e a

nd

afte

r a

go

al is

sco

red

R

em

ind

stu

de

nts

th

at

the

skill

s a

re

exe

cu

ted

with

ou

t b

od

y c

on

tact

Se

e R

esp

on

sib

ilitie

s o

f P

laye

rs a

nd

O

ffic

ials

ha

nd

ou

t (r

ep

rod

ucib

le #

11

) C

rea

te a

nd

dis

pla

y a

Re

sp

on

sib

ilitie

s

Of

Pla

ye

r a

nd

Off

icia

ls P

oste

r D

istr

ibu

te s

cri

mm

ag

e v

ests

to

th

e

tea

ms

Re

min

d a

nd

re

fre

sh

stu

de

nts

of

the

S

afe

ty R

ule

s a

nd

th

e R

ule

s o

f th

e 7

v

7 c

o-e

d la

cro

sse

ga

me

En

co

ura

ge

bo

th th

e f

em

ale

a

nd

th

e m

ale

stu

de

nts

to

e

xp

eri

en

ce

bo

th s

kill

s

Mo

tiva

tio

n –

Su

gg

est

tha

t te

am

s c

rea

te t

he

ir o

wn

te

am

n

am

e a

nd

je

rse

ys w

ith

n

um

be

rs fo

r to

urn

am

en

t p

lay.

B

e s

ure

to

em

ph

asiz

e to

be

cre

ative

, u

niq

ue

an

d

ap

pro

pri

ate

fo

r sch

oo

l a

ttir

e

Ha

ve

th

e t

ea

ms c

atc

h th

ree

p

asse

s e

ach

tim

e p

osse

ssio

n

ch

an

ge

s b

efo

re t

he

y c

an

sh

oo

t o

n g

oa

l

Mo

dific

atio

n f

or

sm

alle

r cla

sse

s: U

se

fiv

e t

o s

ix

stu

de

nts

pe

r te

am

in

ord

er

to

pla

y a

5 v

5 g

am

e

Ch

alle

ng

e-

If t

ime

pe

rmits,

allo

w lo

ng

er

ga

me

tim

e o

r p

lay a

n a

dd

itio

na

l g

am

e


Le

ss

on

Se

qu

en

ce

A

cti

vit

ies

/As

se

ss

me

nts

T

ea

ch

ing

Po

ints

/Cu

es

/Org

an

iza

tio

n

Mo

dif

ica

tio

ns

/Ch

all

en

ge

s

Co

ol D

ow

n/

Clo

su

re

R

eg

rou

p t

he

cla

ss

Su

mm

ary

Qu

estio

ns

Ha

ve

th

e s

tud

en

ts a

sk t

he

qu

estio

ns in

o

rde

r to

cla

rify

an

y m

isco

nce

ptio

ns a

bo

ut

rule

s,

off

icia

tin

g,

etc

. S

elf-A

sse

ssm

en

t o

f In

div

idu

al T

ea

m P

lay

(re

pro

du

cib

le #

12

) A

t th

e e

nd

of

cla

ss,

dis

trib

ute

th

e

Re

sp

on

sib

ilitie

s o

f P

laye

rs a

nd

Off

icia

ls

Ha

nd

ou

t (r

ep

rod

ucib

le #

11

)


High School Lesson Plan 8 and 9Objective: Studentswillbeabletoutilizealltacticalandofficiatingskillsinordertoplayanenjoyable

andcompetitive7v7RoundRobinTournamentforco-edlacrosse.


LessonFocus: 7v7RoundRobinTournament

KeyTerms: Comprehensivereviewofalltermsusedthroughouttheunit

Facility/Equipment: Indoorandoutdoorspacesuchasfieldspace,tennis/hardcourt,thegymoractivityrooms 1 stick and ball per student scrimmage vests or team designed jerseys, student whistles

RoundRobinTournamentSchedule Forindividualplayingfields–2miniPVCgoals(preferred)or2largeconespergoalor2

cardboard boxes as goals Reproducibles/Handouts: SelfAssessmentofTeamPlay–1perstudent(reproducible#12) SelfAssessmentofTacticsandSkills(reproducible#10)



High

Sch

ool L

esso

n Pl

an 8

and

9

Hig

h S

ch

oo

l L

es

so

n P

lan

s 8

an

d 9

L

es

so

n S

eq

ue

nc

e

Ac

tiv

itie

s/A

ss

es

sm

en

ts

Te

ac

hin

g P

oin

ts/C

ue

s/O

rga

niz

ati

on

M

od

ific

ati

on

s/C

ha

lle

ng

es

Wa

rm-u

p

Ha

ve

in

div

idu

al te

am

s d

esig

n, o

rga

niz

e,

an

d e

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Additional Information:Encourage Sportsmanship! Throughout the lesson, remind your students to be a coach for their partners! Use the cues during the practice time in order to remind the students how to perform the skill.



High School Lesson Plan 10Objective: StudentswillbeabletoparticipateinanenjoyableandcompetitiveWorldCup

Championshipandcompleteasummativeassessmentinordertoconcludetheco-educational lacrosse unit.


LessonFocus: WorldCupChampionshipandSummativeAssessment

KeyTerms: Comprehensivereviewofalltermsusedthroughouttheunit.

Facility/Equipment: Indoorandoutdoorspacesuchasfieldspace,tennis/hardcourt,thegymoractivityrooms

1 stick and ball per student, scrimmage vests or team designed jerseys, student whistles WorldCupTournamentSchedule Forindividualplayingfields–2miniPVCgoals(preferred)or2largeconespergoal,or2

cardboard boxes as goals Reproducibles/Handouts: SummativeAssessmentTests–1perstudent(reproducible#14) AnswerKey(HighSchoolResourceO) LifeAfterPELacrosseSheet(reproducible#13) WorldCupAwards–createyourownteamawards



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ResourcesHigh School Lacrosse Curriculum


High School Resource A - High School Reproducible #1 -

Lesson 1


Unit Project

For High School Co-ed Lacrosse

Research and describe differences between men’s and women’s lacrosse. In a five page typed report (double spaced), be sure to identify and explain at least three similarities and three differences between the rules, positions, and fields. Be sure to provide specific details about your examples.

The project is due on the last day of the unit.

www.uslacrosse.org


High School Resource B - High School Reproducible #2 -

Lesson 1, 3

Self-Assessment of Basic Skills Name_______________________________________ Section__________________ Reflect upon your skills in lacrosse. Rate yourself for understanding how to do the skill and your performance of the skill. Understanding of Skill

3 I completely understand how to perform the skill and its cues. 2 I somewhat understands how to perform the skill and its cues. 1 I do not understand how to perform the skill or its cues.

Circle the number that best indicates your knowledge of performing the skill. Grip 1 2 3 Cradle 1 2 3 Scoop 1 2 3 Catch 1 2 3 Pass 1 2 3 Performance of Skill 3 I believe I perform the skill with ease. 2 I believe I can perform the skill some of the time. 1 I believe I have difficulty performing the skill. Circle the number that best indicates your performances of the skill. Grip 1 2 3 Cradle 1 2 3 Scoop 1 2 3 Catch 1 2 3 Pass 1 2 3

www.uslacrosse.org


High School Resource C - High School Reproducible #3 -

Lesson1-10

Skills Assessment

Teacher Observation – Class _____________________________________ Skill being assessed - ___________________________________________ Critical Elements / Cues

1. _________________ 2. __________________ 3.__________________

Name Critical Element

1

Critical Element

2

Critical Element

3

Suggestions for

Improvements

Rubric 3 – Mastered 2 – Developing

1 – Beginning

www.uslacrosse.org


High School Resource D - High School Reproducible #4 -

Lesson1-10

Tactical Assessment

Teacher Observation – Class ________________________________ Tactic being assessed - ____________________________________

Name Performance Rating

Suggestions for Improvement

Rubric 3 – Recognizes and uses tactic at appropriate time 2 – Attempts tactic at appropriate time 1 – Rarely attempts to use tactics

www.uslacrosse.org


High School Resource E - High School Reproducible #5 -Lesson1-10








High School Resource F - High School Reproducible #6 -

Lesson1-10

Lacrosse Skill Review Stations Indoor or Outdoor

Station #1- Rolling Scoop Students pair up and roll the ball to their partner. The partner scoops up the ball using correct technique and then rolls the ball back to his or her partner who repeats the task. Students are told that the ball may not always be stationary on the ground during a game and this station improves the skill of scooping up a moving ball. Station #2- Underhand Toss and Catch Students pair up and toss the ball underhand to their partner. The partner uses correct technique to catch the ball in the pocket of the stick. That partner then returns an underhand throw back to his or her partner. Students are told that sometimes they may receive a soft pass during a game and this station improves that lacrosse skill. Also, this station gives an opportunity for all individuals to succeed in catching the ball as the speed of the throw is diminished. Station #3- Stationary Scoop Students work individually at this station with their stick and a ball. They work on correct technique for scooping up a ball. Students are told to focus on foot placement, grip on their stick, head over the ball, and finishing in the cradle position. Station #4- Throwing Students work individually at this station with their stick and a ball. They work on correct form for throwing a ball with their stick. Students aim at a target on the wall and receive multiple throwing opportunities as they don’t have to chase the ball, it comes right back to them. Station #5- Overhand Throw and Catch Students pair up and throw the ball overhand to their partner. The partner uses correct technique to catch the ball in the pocket of the stick. That partner then returns an overhand throw back to his or her partner. Students are told that sometimes they may receive a hard pass during a game and this station improves that lacrosse skill. Also, this station gives an opportunity for individuals to succeed in catching the ball if they are showing advanced lacrosse abilities.


High School Resource G - High School Reproducible #7 -Lesson1-10

Exit Ticket Name:______________________________ Date: ____________________

Summary Question: Answer:

Scoring Rubric: 3 correct answers– All American, 2 correct answers– All State, 1 correct answer– All High School, 0 correct answers – On the Bench Exit Ticket

Name:______________________________ Date: ____________________


Scoring Rubric: 3 correct answers– All American, 2 correct answers– All State, 1 correct answer– All High School, 0 correct answers – On the Bench Exit Ticket

Name:______________________________ Date: ____________________


Scoring Rubric: 3 correct answers– All American, 2 correct answers– All State, 1 correct answer– All High School, 0 correct answers – On the Bench

Exit Ticket Name:______________________________ Date: ____________________


Scoring Rubric: 3 correct answers– All American, 2 correct answers– All State, 1 correct answer– All High School, 0 correct answers – On the Bench


High School Resource H - High School Reproducible #8 -

Lesson 3

Self-Assessment of Shots

Name___________________________________Section______________ Reflect upon the shots you practiced today. 1. What was your most effective shot? 2. What shot do you need to improve? 3. What could you do to improve this shot?

www.uslacrosse.org


High School Resource I - High School Reproducible #9 -

Lesson6

High School Study Guide andBasic Rules for 7 v 7 Co-Educational Lacrosse

Basic History Lacrossewasknown tobestartedbyNativeAmericans inNorthAmerica. Theoriginalnameof thegamewasBaggataway.Formorehistoricalinformationaboutthegamegotowww.lacrosse.org/the_sport/index.

Health Benefits of Lacrosse•Enhancescardiovascularendurance•Improvesmuscularenduranceforupperbodyandlowerbody•Buildsupperbodystrength•Improvesoverallflexibilityfor:Triceps,deltoids,quadriceps,hamstrings,lats,glutes•Improveshand-eyecoordination,agility,power,speed,reactiontime,andbalance

RulesThe following set of rules was established for co-educational physical education play and to promote safe play as opposedtocompetitivepurposes.Forinformationonmen’sandwomen’straditionallacrosserulesgotowww.lacrosse.org/the_sport/rules.

1.Theplayingfieldshouldbeapproximately25yardsby50yardsfora7v7game.Thisdoesnottakeintoaccountspacebehindthegoal,whichshouldbeaminimumof10yards.Smallgamesshouldbeplayedinaphysicaleducationclass4v4to7v7.

a. DIAGRAMAFieldDiagramand7v7Positions(nottoexactscale)

KEY:

Attack1, 2

Midfielders3, 4, 5

Defenders6, 7

Crease

Goal

X

O

X 1X 2

X 5

X 3

X 6X7

X 4

O1O2

O3

O4

O5

O6O7


High School Resource I - High School Reproducible #9 -Lesson6

2.Playertoplayerdefenseishighlyencouraged.3.Whenthewhistleblowsforafouloroutofboundsball,allplayersmuststandSTILL.Gamewillresumewitha

whistle.4.Fouls a. Body contact b. Stick checking c. Anythingdeemeddangeroustoselforteammates d. Kicking or touching the ball with body e. Coveringtheballwiththestickwhilescooping/pick-up f. Rakingtheball

Ifafouliscommitted,theofficialwillblowthewhistleandallplayerswillstand.Playwillbeginwiththeballbeingawardedtotheplayerthatthefoulwascommittedagainst(aturnoverofpossessionoccurs).Allplayersmustbefiveyardsawayfromthefouledplayer.Onthewhistle,theplayerwiththeballmayrun,pass,orshoot.

Ifa“doublefoul”occurstheofficialwillsetupa“throw”atsideline.Thedefensiveplayerstandsonhisorhergoalside. The official will toss the ball in front and between the two players and blow the whistle. The players will attempt to catch the ball, thus, game play will continue.

5.Unsportsmanlikeconduct-forexamplearguingorfoullanguage.Theplayercommittingthefoulwillberemovedfrom game play for a penalty of 1 minute in a “penalty box.” The official will time the penalty and the player will return to the game once the time is up.

6.Startofgameandaftereachgoal-Theofficialwillalternatethedrawwithtwogirlsincentercircleandtheface-off with two boys in center circles. The official will set up the draw or face-off and the players will perform the skilluponthesoundofthewhistle.SeeDrawandFace-OffSkillSheetsforexecution.a.Positioningofotherplayersontheface-offina7v7game

i. Twoplayersfromeachteammaybelinedup10-15yardsfromtheface-offpair,oneoneachsideofthefieldinthedirectionofthesidelines.Allotherplayersmustbe20yardsawayfromthefaceoffpairinthedirection of the goals.

ii.DIAGRAMBFieldDiagramand7v7PositionsfortheFace-off(nottoexactscale)

KEY:

Attack1, 2

Midfielders3, 4, 5

Defenders6, 7

Crease

Goal

X

O

X 1X 2

X 5

X 3

X 6X7

X 4

O1O2

O3 O4 O

5

O6O7


High School Resource I - High School Reproducible #9 -

Lesson6

b.Positioningoffieldplayersonthedrawina7v7gamei. Teachersmaychosetomarka10yarddiametercircleinthecenterofthefield.Twoplayersfrom

each team may be lined up outside this circle for the draw. They may only enter the circle after whistle beginningthegamehasbeenblown.Theremainingplayersmustbe10yardsawayfromthecentercircle in the direction of either goal.

ii. DIAGRAMCFieldDiagramand7v7PositionsfortheDraw(nottoexactscale)

7.OutofBounds-Theteamthatcausedtheballtogooutofboundswilllosepossession.Therearetwooptions for possession if the ball goes out of play behind the goal. Teachers may chose to utilize the regular out of bounds rule, or may award the ball to whichever team has a player closest to the ball when it goes out of play. The men’s and women’s game have specific rules regarding possession when the ball goes out of bounds behind the goal that differ from out of bounds on the sidelines. See www.lacrosse.org/the_sport/rules for more information.

8.Additionalincreaseinformationandindoormodifications:Inbothmen’sandwomen’slacrosse,thecreaseiscircular.Themen’screasehasa9ftradius,andthewomen’screasehasa8.5ftradius.Playersmaygobehindthegoaltoplaytheballorreceiveapass(similartoicehockey).Infact,muchteamstrategyrevolvesaroundfeedingtheballfrombehindthegoaltoplayersinfrontofthegoalforascoringopportunity.Ifyouareoutside,itisrecommendedthatyouplayusingtheserules.Iftheballgoesoutofboundsbehindthegoalcage,werecommendplayingthesameoutofboundsrules mentioned in Lesson 9, however the behind the goal out of bounds rules in the games of men’s and women’slacrossearemorecomplex.Itisrecommendedthatteachersenforcea“nostickorbody”inthecrease rule.Inside,theremaynotbeenoughspaceforplaybehindthegoal.Arecommendedmodificationwouldbetocreateasemi-circularcreasewitharadiusof8feetoradimensionthatwillworkforyourspace.Thenestablish an endline extended out to the sidelines even with the straight side of the semi-circle. This endline will be considered a boundary, and no play will occur behind the goal. This is similar to the rules used for the international game of intercrosse, which utilizes soft lacrosse sticks and balls.

KEY:

Attack1, 2

Midfielders3, 4, 5

Defenders6, 7

Crease

Goal

X

O

X 1X 2

X 5

X 3

X 6X7

X 4

O1O2

O3

O4

O5

O6O7


High School Resource J - High School Reproducible #10 -

Lesson7

Self-Assessment of Tactics and Skills Name_______________________________________Section__________________ Knowledge of the Tactic

3 I completely understand when to perform the tactic and how to perform it. 2 I partially understand when to perform the tactic and somewhat how to perform it. 1 I do not understand how or when to perform the tactic.

Circle the number that best indicates your knowledge of the tactic/skill. Offensive Skills Cutting 1 2 3 Dodging 1 2 3 Shooting 1 2 3 Transition to offense 1 2 3 Defensive Skills Marking on the ball 1 2 3 Marking off the ball 1 2 3 Blocking passes/shots 1 2 3 Transition to defense 1 2 3 Performance of the tactic

3 I believe I can perform the tactic at the proper time and perform it well. 2 I believe I can perform the tactic with correct timing and skill some of the time. 1 I believe I have difficulty performing the tactic.

Circle the number that best indicates your performance of the tactic/skill. Offensive Skills Cutting 1 2 3 Dodging 1 2 3 Shooting 1 2 3 Transition to offense 1 2 3 Defensive Skills Marking on the ball 1 2 3 Marking off the ball 1 2 3 Blocking passes/shots 1 2 3 Intercepting 1 2 3 Transition to defense 1 2 3 Compliment the person or persons in your class who you feel was/were successful offensively. Be specific. Provide details. Compliment the person or persons in your class who you feel was/were successful defensively. Be specific. Provide details. Who do you think was a good overall player? Why?

www.uslacrosse.org


High School Resource K - High School Reproducible #11 -

Lesson7-10

Responsibilities of Players and Officials Officials: Make appropriate unbiased calls Keep the game moving Use your whistle Know rules and be able to explain them Players: Support your teammates Give your best effort Be respectful of opponents Respect and accept the officials’ decisions Be a good sport Motivate your teammate Be open to suggestions from teammates

www.uslacrosse.org


High School Resource L - High School Reproducible #12 -

Lesson 9

Name:____________________________________________Date: ________________

Self-Assessment of Team Play

1. Evaluate your team’s tournament play.

Rating Scale

1-Beginner 2-RecreationTeam 3-Junior Varsity Team 4-Varsity Team 5-Collegiate Team

2. List your team’s strengths and weaknesses. Provide at least 2 each.

3. Identify your own strengths and weaknesses.

4. How could you improve your individual skills in order to contribute to the success of your team for the World Cup Tournament?

5. Compliment the team you feel played the tournament the most competitively and with the most sportsmanship.

www.uslacrosse.org


High School Resource M - High School Reproducible #13 -

Lesson10

www.uslacrosse.org

Lacrosse after Physical Education

Opportunities to continue your passion for lacrosse are available at many different levels:

• Try out for your High School Team • Play Fall Ball league, Winter Indoor Lacrosse, or Summer

League • Attend a camp • Contact college coaches about collegiate opportunities, varsity

and club level. • Post-collegiate Club Teams • Coach youth leagues • Volunteer coach at the middle schools and high school • Officiating opportunities are available at all levels

For more information about lacrosse opportunities contact:

Your Physical Education Teacher Your High School Lacrosse Coaches

Your Athletic Director or www.uslacrosse.org


High School Resource N - High School Reproducible #14 -

Lesson10

Student Name___________________________________________________________ Period________________________________ Date_____________________________ Teacher Name___________________________________________________________

Lacrosse Unit Test

Section 1 Rules

1. List 2 major fouls of co-educational lacrosse.

2. Describe how to put the ball in-bounds for the girls’ game.

3. Describe how to put the ball in-bounds for the boys’ game.

4. What is the penalty for committing a foul?

5. What do you need to do when you hear the whistle?

6. How do you start the game for the girls’ game?

7. How do you start the game for the boys’ game?

8. What occurs if a “double foul” was committed?

9. List 2 minor fouls of co-educational lacrosse.

10. What type of penalty is given for unsportsmanlike conduct? Provide

examples of unsportsmanlike conduct.


High School Resource N - High School Reproducible #14 -

Lesson10

Section 2 Field Diagram- Draw a field with the lines and label the positions for a 7 vs. 7 game.

Section 3 From your research list 2 differences between the men’s game and the women’s game. List 2 similarities between the games. Be sure to use details in order to explain your answer. Differences- Similarities- Section 4 Who started lacrosse? Where was it started? What was the original name of the game? Section 5 List at least 3 health benefits of playing lacrosse.


High School Resource 0Lesson10

Lacrosse Unit Test – Answer Key

Name: Class: Date: Section 1 Rules

1. List 2 major fouls of co-ed lacrosse. a. Body contact b. Stick checking c. Anything dangerous d. Kicking or touching the ball with body e. Covering the ball with the stick while scooping/picking-up f. Raking the ball g. Unsportsmanlike conduct

2. Describe how to put the ball in-bounds for the girl’s game.

The player closest to the ball will win possession.

3. Describe how to put the ball in-bounds for the boy’s game. The team who caused the ball to go out of bounds will lose possession.

4. What is the penalty for committing a foul?

If a foul is committed, the official will blow the whistle and all players will stand. Play will begin with the ball being awarded to the player that the foul was committed against (a turnover of possession occurs). All players must be five yards away from the fouled player. On the whistle, the player with the ball may run, pass, or shoot.

5. What do you need to do when you hear the whistle?

Stop 6. How do you start the game for the girl’s game?

A Draw 7. How do you start the game for the boy’s game?

A face-off 8. What occurs if a “double foul” was committed?

If a “Double Foul” occurs the official will set up a “throw” at side line. The defensive player stands on his or her goal side. The official will toss the ball in front and between the two players. The players will attempt to catch the ball, thus, game play will continue.

9. List 2 minor fouls of co-ed lacrosse.

Covering, raking, and kicking the ball.



10. What type of penalty is given for unsportsmanlike conduct? Provide examples of unsportsmanlike conduct. The player committing the foul will be removed from game play for a penalty of 1 minute in a “penalty box.” The official will time the penalty and the player will return to the game once the time is up.

An example would be arguing or foul language.

Section 2

Field Diagram - Draw a field with the lines and label the positions for a 7 vs. 7 game.

Field Diagram and 7 vs. 7 Positions (not to exact scale) Section 3 From your research list 2 differences between the men’s game and the women’s game. List 2 similarities between the games. Be sure to use details in order to explain your answer. Differences:

1. The start of the game – girls use a draw, boys use a face off. 2. Out of bounds rule – girls – the closest player to the ball is given possession;

boys – the team who caused the ball to go out of bounds will lose possession.

3. The sticks: the girls’ stick does not have a pocket; the boys stick does. 4. The game time. Girls’ game is timed in halves whereas the boys’ game is

timed in quarters. 5. The lines. The girls’ game use an arch and fan whereas the boys’ game does

not. Also the girls’ game does not have “hard” boundaries and the boys’ game does.

6. The equipment. The girls’ game uses a mouthguard and goggles whereas the boys’ game uses a helmet, shoulder pads, elbow pads, and big gloves.

Similarities- 1. Both use the same ball. 2. Both games have a restraining line and a crease. 3. The positions are similar – Attack, Midfield, Defense, and a Goalie.

Section 4 Who started lacrosse? Where was it started? What was the original name of the game? The native Americans in North America. Baggataway. Section 5 List at least 3 health benefits of playing lacrosse. • Enhances cardiovascular endurance • Improves muscular endurance for upper body and lower body • Builds upper body strength • Improves overall flexibility for: Triceps, Deltoids, Quadriceps, Hamstrings, Lats,

Glutes • Improves hand-eye coordination, agility, power, speed, reaction time, and balance

KEY:

Attack1, 2

Midfielders3, 4, 5

Defenders6, 7

Crease

Goal

X

O

X 1X 2

X 5

X 3

X 6X7

X 4

O1O2

O3

O4

O5

O6O7



10. What type of penalty is given for unsportsmanlike conduct? Provide examples of unsportsmanlike conduct. The player committing the foul will be removed from game play for a penalty of 1 minute in a “penalty box.” The official will time the penalty and the player will return to the game once the time is up.

An example would be arguing or foul language.

Section 2

Field Diagram - Draw a field with the lines and label the positions for a 7 vs. 7 game.

Field Diagram and 7 vs. 7 Positions (not to exact scale) Section 3 From your research list 2 differences between the men’s game and the women’s game. List 2 similarities between the games. Be sure to use details in order to explain your answer. Differences:

1. The start of the game – girls use a draw, boys use a face off. 2. Out of bounds rule – girls – the closest player to the ball is given possession;

boys – the team who caused the ball to go out of bounds will lose possession.

3. The sticks: the girls’ stick does not have a pocket; the boys stick does. 4. The game time. Girls’ game is timed in halves whereas the boys’ game is

timed in quarters. 5. The lines. The girls’ game use an arch and fan whereas the boys’ game does

not. Also the girls’ game does not have “hard” boundaries and the boys’ game does.

6. The equipment. The girls’ game uses a mouthguard and goggles whereas the boys’ game uses a helmet, shoulder pads, elbow pads, and big gloves.

Similarities- 1. Both use the same ball. 2. Both games have a restraining line and a crease. 3. The positions are similar – Attack, Midfield, Defense, and a Goalie.

Section 4 Who started lacrosse? Where was it started? What was the original name of the game? The native Americans in North America. Baggataway. Section 5 List at least 3 health benefits of playing lacrosse. • Enhances cardiovascular endurance • Improves muscular endurance for upper body and lower body • Builds upper body strength • Improves overall flexibility for: Triceps, Deltoids, Quadriceps, Hamstrings, Lats,

Glutes • Improves hand-eye coordination, agility, power, speed, reaction time, and balance


High School Resource P - High School Reproducible #15 -

Lesson1-10

BRIEF HISTORY

Withahistory thatspanscenturies, lacrosse is theoldestsport inNorthAmerica.Rooted inNativeAmericanreligion, lacrossewasoftenplayedtoresolveconflicts,healthesick,anddevelopstrong,virilemen.ToNativeAmericans,lacrosseisstillreferredtoas“TheCreator’sGame.”

Ironically,lacrossealsoservedasapreparationforwar.Legendtellsofasmanyas1,000playersperside,fromthesameordifferenttribes,whotookturnsengaginginaviolentcontest.Contestantsplayedonafieldfromoneto15milesinlength,andgamessometimeslastedfordays.Sometribesusedasinglepole,tree,orrockforagoal, while other tribes had two goalposts through which the ball had to pass. Balls were made out of wood, deerskin, baked clay, or stone.

TheevolutionoftheNativeAmericangameintomodernlacrossebeganin1636whenJeandeBrebeuf,aJesuitmissionary,documentedaHuroncontestinwhatisnowsoutheastOntario,Canada.Atthattime,sometypeoflacrossewasplayedbyatleast48NativeAmericantribesscatteredthroughoutwhatisnowsouthernCanadaandallpartsoftheUnitedStates.Frenchpioneersbeganplayingthegameavidlyinthe1800s.CanadiandentistW.GeorgeBeersstandardizedthegamein1867withtheadoptionofsetfielddimensions,limitstothenumberof players per team, and other basic rules.

NewYorkUniversityfieldedthenation’sfirstcollegeteamin1877,andPhilipsAcademy,Andover(Massachusetts),PhilipsExeterAcademy(NewHampshire),andtheLawrencevilleSchool(NewJersey)werethenation’sfirsthighschoolteamsin1882.Thereare400collegeand1,200highschoolmen’slacrosseteamsfromcoasttocoast.

The first women’s lacrosse game was played in 1890 at the St. Leonard’s School in Scotland. Although anattemptwasmadetostartwomen’slacrosseatSweetBriarCollegeinVirginiain1914,itwasnotuntil1926thatMissRosabelleSinclairestablishedthefirstwomen’slacrosseteamintheUnitedStatesattheBrynMawrSchoolinBaltimore,Maryland.

Men’sandwomen’slacrossewereplayedundervirtuallythesamerules,withnoprotectiveequipment,untilthemid-1930s.Atthattime,men’slacrossebeganevolvingdramatically,whilewomen’slacrossecontinuedtoremaintruetothegame’soriginalrules.Men’sandwomen’slacrosseremainderivationsofthesamegametoday,butare played under different rules. Women’s rules limit stick contact, prohibit body contact, and therefore, require littleprotectiveequipment.Men’slacrosserulesallowsomedegreeofstickandbodycontact,althoughviolenceis neither condoned nor allowed.

Field lacrosse is sometimes perceived to be a violent and dangerous game, however, injury statistics proveotherwise. While serious injuries can and do occur in lacrosse, the game has evolved with an emphasis on safety, and the rate of injury is comparatively low. Ensuring the safety of participants is a major focus for US Lacrosse and itsSportsScienceandSafetyCommittee,whichresearchesinjurydatainthesportandmakesrecommendationstomakethegameassafeaspracticable.Formoresafetyinformationseewww.uslacrosse.org/safety.

AppendicesA-F


Appendix AOverview of the Sport, Brief History, Lacrosse Participation, Camps and Clinics, International Lacrosse, Intercrosse, and Professional Lacrosse

OVERVIEW Lacrosse,consideredtobeAmerica’sfirstsport,wasbornoftheNorthAmericanIndian,christenedbytheFrench,andadaptedandraisedbytheCanadians.ModernlacrossehasbeenembracedbyathletesandenthusiastsoftheUnitedStatesandtheBritishCommonwealthforoveracentury.

Thesportoflacrosseisacombinationofbasketball,soccer,andhockey.Anyonecanplaylacrosse--thebigorthesmall.Thegamerequiresandrewardscoordinationandagility,notbrawn.Quicknessandspeedaretwohighlyprizedqualitiesinlacrosse.Anexhilaratingsport,lacrosseisfast-pacedandfullofaction.Longsprintsupanddownthefieldwithabruptstarts and stops, precision passes, and dodges are routine in men’s and women’s lacrosse. Lacrosse is played with a stick, the crosse, which must be mastered by the player to throw, catch, and scoop the ball.

Today’s lacrosse enthusiasts play this primarily amateur sport for love rather than financial reward. Two professional leagues(NationalLacrosseLeague,indoor;MajorLeagueLacrosse,outdoor)dottheNorthAmericanlandscape.Butlong after the more high profile collegiate athletes have used their skills to enter the professional sports arena, the finest men and women lacrosse players are using their talents in the dynamic amateur competition known as “club” lacrosse.

LacrosseisoneofthefastestgrowingteamsportsintheUnitedStates.Youthmembership(ages15andunder)inUSLacrossehasmorethantripledsince1999tonearly100,000.Nosporthasgrownfasteratthehighschoolleveloverthelast10yearsandtherearenowmorethan130,000highschoolplayers.Lacrosseisalsothefastest-growingsportoverthelastfiveyearsattheNCAAlevelandthat’sjustthetipoftheiceberg.Therearemorethan500collegeclubprograms,the majority of which compete under the umbrella of US Lacrosse and its “intercollegiate associates” level.

OnceaminorpastimeplayedintheshadowsofbaseballstadiumsintheNortheastoftheUnitedStates,lacrossehasbecomeanationalsportwithmorethanahalfmillionactiveplayersfromages5to60.Forthemostcurrentlacrosseparticipationdata,gotowww.uslacrosse.org/the_sport.

BRIEF HISTORY

Withahistorythatspanscenturies,lacrosseistheoldestsportinNorthAmerica.RootedinNativeAmericanreligion,lacrossewasoftenplayedtoresolveconflicts,healthesick,anddevelopstrong,virilemen.ToNativeAmericans,lacrosseisstillreferredtoas“TheCreator’sGame.”

Ironically,lacrossealsoservedasapreparationforwar.Legendtellsofasmanyas1,000playersperside,fromthesameordifferenttribes,whotookturnsengaginginaviolentcontest.Contestantsplayedonafieldfromoneto15milesinlength, and games sometimes lasted for days. Some tribes used a single pole, tree, or rock for a goal, while other tribes had two goalposts through which the ball had to pass. Balls were made out of wood, deerskin, baked clay, or stone.

The evolution of the Native American game into modern lacrosse began in 1636 when Jean de Brebeuf, a Jesuitmissionary,documentedaHuroncontestinwhatisnowsoutheastOntario,Canada.Atthattime,sometypeoflacrossewasplayedbyatleast48NativeAmericantribesscatteredthroughoutwhatisnowsouthernCanadaandallpartsoftheUnitedStates.Frenchpioneersbeganplayingthegameavidlyinthe1800s.CanadiandentistW.GeorgeBeersstandardizedthegamein1867withtheadoptionofsetfielddimensions,limitstothenumberofplayersperteam,andother basic rules.

NewYorkUniversity fielded thenation’sfirstcollege team in1877,andPhilipsAcademy,Andover (Massachusetts),PhilipsExeterAcademy(NewHampshire),andtheLawrencevilleSchool(NewJersey)werethenation’sfirsthighschoolteamsin1882.Thereare400collegeand1,200highschoolmen’slacrosseteamsfromcoasttocoast.

Thefirstwomen’slacrossegamewasplayedin1890attheSt.Leonard’sSchoolinScotland.Althoughanattemptwasmadetostartwomen’slacrosseatSweetBriarCollegeinVirginiain1914,itwasnotuntil1926thatMissRosabelleSinclairestablishedthefirstwomen’slacrosseteamintheUnitedStatesattheBrynMawrSchoolinBaltimore,Maryland.


Men’sandwomen’slacrossewereplayedundervirtuallythesamerules,withnoprotectiveequipment,untilthemid-1930s.Atthattime,men’slacrossebeganevolvingdramatically,whilewomen’slacrossecontinuedtoremaintruetothegame’soriginalrules.Men’sandwomen’slacrosseremainderivationsofthesamegametoday,butareplayedunderdifferent rules. Women’s rules limit stick contact, prohibit body contact, and therefore, require little protective equipment. Men’slacrosserulesallowsomedegreeofstickandbodycontact,althoughviolenceisneithercondonednorallowed.

Fieldlacrosseissometimesperceivedtobeaviolentanddangerousgame,however,injurystatisticsproveotherwise.While serious injuries can and do occur in lacrosse, the game has evolved with an emphasis on safety, and the rate of injury is comparatively low. Ensuring the safety of participants is a major focus for US Lacrosse and its Sports Science andSafetyCommittee,whichresearchesinjurydatainthesportandmakesrecommendationstomakethegameassafeaspracticable.Formoresafetyinformationseewww.uslacrosse.org/safety.

LACROSSE PARTICIPATION

Men’s Participation Inthemen’sgameoflacrossethereareopportunitiesforcollegiateplayersatover400DI,DII,andDIIIcollegesanduniversities.TheNCAA-sponsoredmen’slacrossechampionshiptournamentshaveconsistentlybeeninthetopfiveofnational attendance for collegiate championships.

InadditionthereareawealthofcollegiateclubteamswhomaycompetefortheIntercollegiateAssociatenationaltitlesponsored by US Lacrosse and many junior college sponsored programs.

Atthehighschoollevel,participationisgrowingatunprecedentedspeed.Inthepast5years,lacrosseparticipationforscholasticboysandgirlshasincreasedbynearly80%.

AccordingtotheNationalFederationofHighSchools(NFHS)lacrossehasthefastestgrowthrateofanyhighschoolsportoverthelast10years.

Women’s ParticipationInthewomen’sgameoflacrossethereareopportunitiesforcollegiateplayersatover250DI,DII,andDIIIcollegesanduniversitieswhomayviethroughtheNCAAsponsorednationalchampionship.

InadditionthereareawealthofcollegiateclubteamswhomaycompetefortheIntercollegiateAssociatenationaltitlesponsored by US Lacrosse and many junior college sponsored programs.

Atthehighschoollevel,thewomen’sgameisgrowingasrapidly,ifnotmoresoincertainregionsofthecountry.

Youth and Adult ParticipationAttheyouthandrecreational level, therearethousandsofyouth leaguesand lacrosseprogramsforplayers5-15toparticipate.

Attheadultlevel,thereareover300post-collegiateclubteamsforrecreationalplayerstoparticipateinalmosteverystate in the US.

For the most current lacrosse participation statistics, please see www.lacrosse.org/the_sport/index

Camps and Clinics for Boys and Girls 1. Participantsareprimarilyhighschoolandyouthplayers.2. Theseprogramsareoftenstaffedbycurrentcollegeandhighschoolcoaches.3. Therearemorethan500men’sandwomen’scampsnationally.Acomprehensivelistingofcampopportunitiesis

publishedintheMarchissueofLacrosseMagazine,apublicationofUSLacrosseavailabletocurrentUSLacrossemembers.

4. Themajorityofcampsareheldduringthesummermonths.5. USLacrossealsorunsNationalTeamClinicsforplayersacrosstheUS.Theseclinicsfeatureinstructionfromelite

playersontheUSmen’sandwomen’snationalteams.Formoreinformationgoto www.uslacrosse.org/programs/nationalclinic


INTERNATIONAL LACROSSE

Men’sThe International Lacrosse Federation(ILF)WorldChampionshipisheldeveryfouryears,andrepresentsthepinnacleof lacrosse achievement as the best players from around the world compete for their nation. The U.S. has captured eightILFWorldChampionshipsandfinishedsecondintheninth.TheAmericanshavenotlostagameinChampionshipplaysincethe1978final,a17-16overtimesetbacktoCanada.Thewinningstreakspans32gamesthroughsix ILFtournaments.ForinformationabouttheILFandinternationalplay,gotowww.intlaxfed.org.

Women’sThe International Federation of Women’s Lacrosse Associations(IFWLA)wasformedin1972topromoteanddevelopthegameofwomen’s lacrossethroughouttheworld. InauguralmemberswereAustralia,England,Scotland,Wales and the United States. The number of member countries has doubled as lacrosse has spread.

TheIFWLAWorldCupstartedin1982asaninternationallacrossetournamentthatisheldeveryfouryears,exceptin1989whenithadonlybeenthreeyearssincethe1986IFWLAWorldChampionship.ThefirstWorldCupwashostedinNottingham,England.TheUnitedStatesteamhaswoneveryWorldCupexcept1986and2005whereitfinishedsecondbehindAustralia.The2005IFWLAWorldCup,theseventhchampionship,washostedbyUSLacrosseinAnnapolis,Md.FormoreinformationabouttheIFWLAandwomen’sinternationalplay,gotowww.womenslacrosse.org.

US Men’s and Women’s National TeamsUS Lacrosse coordinates all aspects of the men’s and women’s national teams that represent the United States in sanctionedinternationallacrossetournaments.PresentlyUSLacrossesupportsseniorlevelteamsandUnder-19teamsin both men’s and women’s lacrosse.

TolearnmoreabouttheNationalTeamprograms,www.lacrosse.org/national_teams

INTERCROSSE

Developed more than a decade ago as an introductory, non-contact version of the sport, intercrosse is played in every stateofthecountryandinapproximately39othercountriesaroundtheworldbybothmenandwomen.TheInternationalInterCrosseFederation,basedinQuebec,wasformedin1986topromoteintercrosseandcoordinateregularinternationalcompetition.

Over500,000individualsplayintercrosseintheUS.Versionsofintercrosseareplayedinelementary,juniorhighschooland high school physical education programs. Intercrosse is also played as part of the physical education curriculum of recreational youth leagues and summercamps.

PROFESSIONAL LACROSSE

InNovemberof1986,theNationalLacrosseLeaguewasformedasaviableprofessionalindoorlacrosseleague.Indoorlacrosse, often referred to as “box” lacrosse, is played under a completely different set of rules than field lacrosse. Consequently,thegame’srulesallowamuchhigherdegreeofphysicalcontactthanfieldlacrosse.In200612teamsplayedintheNLL.TheindoorseasonrunsfromJanuarytoApril,andgamesdraw5,000-18,000spectatorspergame.Compensationforplayersaveragesbetween$5,000and$10,000perseason.Denversetarecordforfiveconsecutivesell-outsin2004playingbefore18,000+pergame.ForthemostcurrentdataonNLLfranchisesandparticipation,goto www.nll.com.

MajorLeagueLacrossewasestablishedasaunifiedprofessionalfieldlacrosseleaguein2001.UnliketheNLL,theMLLplaystraditionalfieldlacrossewithafewaddedrulestoenhancetheprofessionalgamesuchasatwo-pointgoalline15yardsfromeachgoalanda60-secondshotclock.Asof2006,10teamsplayedintheMLL.LongIslandLizardswontheinauguralMLLchampionshipin2001.ForthemostcurrentdataontheMLLanditsfranchises,gotowww.majorleaguelacrosse.com.


Appendix B SKILLSConsiderenrollingintheUSLacrosseCoachesEducationProgramLevel1onlinecoursesatwww.uslacrosse.orgtoaccess online video clips of all the skills in the section.

GripThe grip is key to good stick control.

• Theshaftshouldlieacrossthefingersofyourtophand,whichthencurlaroundtheshaft.• Thetophandshouldberesponsibleforholdingthestickandshouldbepositioned2to3inchesbelowthebottom

of the head or throat of the stick.• Thebottomhandshouldgentlygripthebuttendofthestick.• Thestickshouldbeheldverticallytothesideofthebody,neartheear.• Thestickshouldbeheldinthefingertipsofbothhandswiththetipsofthefingersandthumbforbettercontroland

wrist rotation.

Holding a lacrosse stick:The shaft should lie across the fingers of your top hand, which then curl around the shaft. The bottom hand should gently grip the butt end of the stick.


CradlingLacrosse is a game that includes the skills of keep-away, and the ability of a player to maintain possession of the ball in hisorherstickisthemostimportantskilltomaster.Aplayermayrunwiththeballinhisorherstickanywhereonthefield.The ability to run and keep the ball in the pocket of the stick is the basis of all lacrosse ball skills. Throwing, catching, shooting,andpickinguptheballbeginorendwiththecradlingoftheball.Cradlingisthemotionofthestickheadthatcreates a centrifugal force on the ball to keep the ball in the pocket. This force is created by moving both arms and wrists in unison, in a semi-circular motion around the ball.

• Thetophandshouldberesponsibleforholdingthestickandshouldbepositioned2to3inchesbelowthebottomof the head or throat of the stick. The bottom hand should be relaxed and should be placed around the bottom of the handle.

• Thestickshouldbeheldinthefingertipsofbothhandswiththetipsofthefingersandthumbforbettercontrolandwrist rotation.

• Aplayershouldusethetophandtoturnthestickheadinasemi-circularmotion,creatingacentrifugalforceontheball against the pocket. While the top hand wrist curls in and out, the bottom hand should allow the shaft to rotate in the fingers.

• Thispalm-inpalm-outmovementofthetophandisthecradlingmotionthatcreatesacentrifugalforceonthestickhead and keeps the ball in the pocket

• Inthewomen’sgame,thereisaslightdifferenceinthecradleasboththewristandelbowjointsareactivelymovingin unison.

Steps for execution:(righthandontop)

1. Stick held vertical, stick face out, elbows out, arms away from body2. Movestickfromrighteartofacingyournose.Faceofstickisturnedtowardyourhead3. Movestickbacktoear


Groundball/ScoopAgroundballispickeduponthesideofthebodyoppositethetophand.Forexample,ifthegroundballisontheleft,then the hand on the top of the cross is the right hand.

Preparetopickupaballby loweringthebodywithadditionalbendinthekneesandhips,thuspositioningthestickalmost parallel to the ground.

• Theheadofthestickshouldbeaimedattheballandplacedparallel tothegroundby loweringthearmsandslightly bending the knees.

• Placethesamesidefootasthetophandlevelwithandbesidetheballandpushstronglywiththebottomhandunder the ball.

• Theplayer’sheadmustbedirectlyovertheball.• Toscooptheball,thestickshouldbepushedunderandthroughtheball.• Pushdownwiththehandatthebottomofthestickhandleandraisetheheadofthesticktoaverticalposition.• Beginthecradlingmotionasthestickmovesintotheverticalposition.• Teachandpracticethisskillusingalternatinghandsatthetopofthestick.

Steps for execution:

1. Lower body, bend knees, position stick almost parallel to the ground Samesidefootasthetophandisevenwithandbesidetheball.Yourheadmustbedirectlyovertheball2. Pushstickunderand through theballwith thebottomhand, keeping the tophand insamepositiononstick

shaft3. Raisetheheadofthesticktowardyourface(asifyouaregoingtokisstheball)4. Begincradlingimmediately


Change (Switch) of Hands The changing of hands is an important skill needed for stick and ball control.

• Holdyourstickverticallyfacingoutwards.• Tochangethepositionofhandsmovethestickacrossthebodytotheotherside.Asthestickreachestheother

side, quickly move bottom hand to the top position then slide top hand quickly down the shaft. • Stickshouldbeperpendiculartothegroundnexttotheearfacingout.

Steps for execution:(startingrighthandontop)1. Holdyourstickverticalandfacing2. Movestickacrossthebodytotheothersidekeepingyourtopandbottomhandsinthesamepositiononthe

stick3. Asstickreachesotherside,quicklymovebottomhandtothetopposition4. Thenslidetophandquicklydowntheshaft


CatchingCatchingtheballrequiresahighlevelofhand-eyecoordination.Thebasicmechanicsforcatchingaballare:

• Theplayeraskingfortheballshouldprovideatargetforthethrowerbypositioningthestickinornear“theboxposition”(shoulderandeararea).Aplayershouldalwaysexposethegreatestsurfaceareaofthestickaspossibleto give a clear target.

• Astheballcomesintothestick’spocketarea,theplayershouldgivewiththeballasithitsthepocket.This“giving”motioniscreatedbyslightlymovingthestickinthedirectiontheballistraveling.Aplayershouldtrytoseetheballinto the stick by following the path of the ball with his or her eyes until it rolls into the stick’s pocket.

• Givebackwiththestickheadinthesamedirectionastheflightoftheball.• Beginthecradlingmotionaftergivingwiththeball,tokeeptheballinthestickandprotectitfromadefender.• Aplayer’sarmsshouldmovesimilartothenaturalmovementofone’sarmswhenrunning,whichisforwardand

backward. Except when cradling, both arms should move in unison in the same direction.

Steps for execution:(startingrighthandontop)1. Holdthestickoutasatargetinfrontofyourhead45degreestothesideofyourtophand,vertically,stickface

out2. Whencatchingtheballtheheadofthestickmustgivebackovertheshoulderofthetophandsothattheballis

cushionedandisprotectedinthestick.Tophandgivessoftlyasballentersstick.Imaginecatchingaraweggora water balloon

(Note:Fromthecatchingpositionbehindtophandshoulder,youcanmoveintoacradle,passorshoot)


ThrowingThrowing is the act of propelling the ball with control from a stick. During a proper throw, the ball moves along the pocket strings and leaves the stick off of the throw strings at the top of the head.

• Stickinboxposition(areaofhead/shoulder)• Thebodyshouldbeperpendiculartothetargetbypointingthenon-throwingshoulderatthetarget.• Thebottomhandpointsinthedirectionofthetargetwhilethetophandmovesbehindthebodyatearleveljust

likeanoverhandthrow.(Studentscanshowtheirnormalthrowpatternfirstandgothroughthebasicpointsofthrowingaballbyhand.)

• Astheballisthrown,thetrunkrotatesandturnstowardthetarget.Thestickfollowsthroughandthetophandpoints towards the target while the bottom hand pulls back to the body to make a lever action.

• Theballshouldrolloffthetopoftheheadofthestick.Thefinishingpositionofthetopofthestickwillcontroltheheight of the throw. The pulling in of the bottom hand towards the body will give the throw power.

• Astheballleavesthestick,pushoffthebackfoot(thesticksidefoot)andsteptowardsthetargetwithoppositefoot(thenon-sticksidefoot).

Inadditiontothebasicoverhandthrow,therearemanyvariations:• Underhand–tophandonoppositesidehip,headofstickinverted.Thislookslikeashovelingaction(seefollowing

page)• Sidearm–tophandonsamesidehip,headofstickparalleltoground• Flip–tophandinfrontofknees,stickheadinverted• Behindtheback–tophandbehindshoulder• Reverse–tophandbyoppositeshoulder,handinfrontofstickandbackhandedmotion

Steps for execution:(startingrighthandontop)1. Top hand arm back, elbow up, (same position as throwing in other sports) bottom hand on bottom of shaft,

stepping with opposite foot 2. Thebottomhandwilllooselygripthebottomofthestickandwillpullandguidethesticktowardsthetarget.Top

hand pushes at same time bottom hand pulls3. Followthroughwithstickheadaimingtowardtarget,endingonoppositesideofbody


Underhand throw

Steps for execution:1. Stick in ready position by ear2. Dropstickheadandflipballintoair3. Looks like a “shovel pass” like shoveling snow


DodgeThe purpose of dodging is to move a player’s stick and body in such a way that the offensive player can get past a defender and either get free for a shot or cause another defender to move or “slide” away from their own offense onto the ball carrier.

Alldodgesneedtoinclude:• Properbodypositioningoftheoffensiveplayer.Whiledodging,theoffensiveplayermustpositionhisorherbody

between the stick and the defender, thereby maximizing stick protection. • Achangeofrunningpace.Whiledodging,theoffensiveplayermust,atsomepoint,changepacetoaccelerate

past the defender. • Theattackerreturningtothesamepaththatheorshewasonpriortododging(cuttingoffthedefender).

A face dodge is a dodge that keeps the offense facing the defender but involves a strong pull of the stick to one side and then the other to fake the direction of the run.

Steps for execution:1. Approachdefender2. Weightdownonfrontfoot(oppositefootoftophand)todriveoffofwhenturning3. Rolloffdefender,protectstick4. Accelerateandstepbackintightonthelineasquicklyaspossible

A roll dodge is a dodge that turns the stick and player away from the defender and is often used with a change of the top hand to maintain protection of the ball in the stick.

Steps for execution:1. Cradletowardsdefender2. Pullthestickacrossthebodyanddrivetowardstheoppositesideofthedefenderthanyouwerecradling.Your

body protects the ball from defender3.Returnstickbacktooriginalcradlingsideafteryouarebackonlineandpastthedefender


DrawAtthebeginningofeachhalfandaftereachgoal,playersgetinpositionfora“draw,”thewomen’slacrosseversionofa“jump ball.”

• Eachteam’scentermust“toethecenterline”(haveonefoottouchingthecenterlinewithoutgoingoverit);however,they may choose to place both feet on the line.

• Ifaplayer isdrawingwithherrighthandupshewillpositionherself facingthegoalshe isattacking; ifshe isdrawing left hand up, her back will face the goal she is attacking.

• Thebacksidesoftheopposingcenters’sticksarelinedupandtheballisplacedbetweenthem.• Playersmustplaceabitofpressurebetweentokeeptheballinplace.• Oncetheumpireplacestheballbetweenthecenters’sticks,theplayerstakingthedrawmustremainmotionless

untilthewhistleisblown.Allotherplayershavetobeoutsidethecentercircle.• Whenthewhistleblows,thecenterseitherpushandlift(whenyourrighthandisup)orpullandlift(whenyourleft

handisup)theballovertheirheadandintotheairbyrotatingtheirwristsandusingthenaturalrotationoftheirbody. The ball then belongs to the first player to get to it.

Note:Boththedrawandtheface-off/drawaredifficulttoperformwithsticksthathavesolidplasticheadsanddonothave a mesh or laced pocket. Therefore alternating possession of the ball at the start of the game may be easier for players at first.

Righthandupplayer Left hand up player


Face-offFacing-offistheskillusedinthemen’sgameatthestartofthegame,tobegineachquarter,andaftereachscore.Twoplayerswillfaceeachother(whilealsofacingtheirgoal)atthecenterofthefieldwiththeballplacedbetweenthebacksof the head of the stick at ground level. The objective is to maneuver their sticks and bodies to gain possession of the ball by either picking the ball up themselves or directing the ball to the wing players running in from the sides.

Positioning• Priortotheofficialblowingthewhistletostartthefaceoff,eachplayershouldgetinasquattingposition.• Theface-offplayersshouldholdtheirstickinbothhandsandhavebothhandsonthegroundwiththetophand

holdingthestickattheverytop(wheretheshaftandthestickheadmeet),butnottouchingtheplasticofthestickhead.

• Eachface-offplayershouldhavethebackofhisstickfacingtheotherplayer.Theshaftofthestickmustbeparallelto the midline and not extend over the midline. The distance between each stick should be four inches, which is the width of the face-off line. The ball is between the sticks.

• Bothplayerswillbesquattingwiththeirrightfootdirectlybehindtheirrightglovehand.Thatfootcannotextendbeyond where the shaft and stick head meet.

• Theofficialwillindicatetoeachplayertogetreadythen“set”(atthispointnomovementisallowed)andwillblowthewhistletostartplay.Atthispointbothplayerswillmaneuvertheirstickandbodytogainpossessionoftheballby either picking the ball up themselves or directing the ball to the wing players running in from the sides.


Defensive Stance/PositioningNot a necessary comment. Playing good team defense requires good one-on-one coverage, and good individualdefensive play requires proper defensive stance, footwork, agility, and the ability to move in all directions. When a team isnotinpossessionoftheball,playersshouldalwaysbedefendingtheiropponent(marking)Theobjectofanydefenderis to dictate or direct the path of the opponent and prevent a goal or obstruct the opponents’ efforts to shoot on goal.

Properdefensivebodypositioningrequiresdefendersto:• keeptheirbodybetweenthegoalandtheoffensiveplayertheyaremarking.• keeptheirkneesbenttoallowthemtoreactquickly.• keeptheirbodysquaretotheoffensiveplayertoallowthedefendertheabilitytomoveinalldirections.• keeptheirweightontheballsofthefeet–notontheirtoesorbackoftheheels.Adefendershouldbebalanced

and ready to react.• side-shuffle, insteadofcrossingone foot in frontoforbehindtheother, tomaintainbalanceandtheability to

changedirectionswiththeplayertheyaremarking.Adefendermayrunnormallyiftryingtokeepupwithhismarkwhen running hip-to-hip.

Whenteachingdefense:• teachfootworkfirst–Havethedefender’sfeetmatchthesamedirectionastheballcarrier.• teachthebodyposition–Thedefendershouldstandoffoneoftheattacker’shipswhilerunningparalleltotheball

carrier.Mostoftenthedefendershouldpositionherselfonthestrongsticksideoftheattacker,thereforeforcingthe attacker to cradle on her non-dominant side or with her non-dominant hand on top.

• teachstickposition–Carrythestickinaverticalpositionbetweenthedefenderandtheballcarrier.Bereadytoblock the pass when the ball is thrown. Stick checking is not allowed in physical education.

• showhowpatiencewhilemaintainingthispositionlimitstheballcarrier’soptions.• teachtheconceptoftakingspaceawayfromtheballcarrierbygettingyourfeetandbodyinthatspacefirst.• teachadefendertorecoverbyregaininghisorherfootworkandbodypositionfirst.Abeatendefendershould

recover to the place the attacker is moving towards and beat them there instead of playing catch up.• teachadefendernottoopentheirhipsandtonotallowtheattackertodictatetheirpath.


ShootingShooting is a controlled throw toward the goal cage in an attempt to score. The difference between a pass and a shot arethechangesintrajectoryandspeed.Thetechniqueusedtothrowaballandtoshootaballisverysimilar.However,the intended results are vastly different -- a pass to a teammate is to be caught and a shot on goal is to get the ball past the goalkeeper.

Thefollowingarethebasicmechanicsforallshots:• Theshootingstanceissimilartotheoneusedwhenthrowing.• Theshooter’sbodyshouldbeperpendicular to thegoalwith thenonstick-sideshoulderpointingtowardsthe

goal. • Thestickheadmovesawayfromthetargetwhilethebottomhandpointstowardsthetarget.• Theshootershouldpushoffthebackfoot(thestick-sidefoot)andstepinthedirectionofthetargetareawiththe

frontfoot(nonstick-sidefoot)whileturningtheshouldersandrotatingthetrunk.Theshootershouldfollowthroughby extending the top of the stick towards the target and pulling the bottom of the stick in towards the body to create force.

• Whilerotatingthetrunkandshooting,theshootershouldrotatethewristandturnthetophandoverthebottomhand(i.e.,snapthewrist).Bysnappingthewristover,theshooterhelpskeeptheballrevolvingforwardsowhenit hits the ground the line of momentum continues in the same direction, causing the ball to pick up speed.

• Playersshouldpracticeaimingatatarget,forexamplethecornersofagoal,sothattheygetusedtotheideaofaimingawayfromagoalkeeper.(Therewillbenogoalkeepersinthephysicaleducationclassesbutstudentsneedtohaveasenseofaimingforspacesrelativetoeventuallybeatingagoalie.)

Fourshotstaughtthroughoutthecurriculumare:Overhandshot-Samemechanicasoverhandthrow

Underarmshot(shovelshot)-Tophandonoppositesidehip,headofstickinverted.Thislookslikeashovelingaction

Reverse–Tophandisbyoppositeshoulder,tophandknucklesfacingdownonoppositeshoulder.Bottomhandhadstrong “push down” motion and is lined up hand in front of opposite shoulder. This is a backhanded motion. To help students achieve this positioning, have them hold stick in regular throwing position. Then have them roll stick over head to opposite side of body without switching hands. They will now be in the reverse position.

Quickstick-Shooterreceivesafeedfromateammateandimmediatelyreleasestheball forashot.Studentsneedtoconcentrateonfullygivingwhenreceivingtheball,andmakingsuretheyhavecontrolbeforereleasing.Acommonerrorwill be batting at the ball instead of control/immediate release


Soft lacrosse stick (Labeledparts:Shaft,head,pocket,butt-end)

Head

Pocket

Neck

Shaft

Butt-end


Lacrosse Stick ComparisonSoft lacrosse stick, men’s lacrosse stick, women’s lacrosse stick

Soft lacrosse stick Men’s lacrosse stick Women’s lacrosse stick


Appendix C VOCABULARY Ask-Asin“askfortheball.”Aterminlacrossereferringtotheactionofaplayerextendinghisorherstickintotheairto receive a pass in order to communicate to the passer where the ball is to be received and to give the passer a target to aim for.

Attack/Offense - The team or player that has possession of the ball.

Ball (lacrosse)-Roundrubbersphere,7¾to8inchesincircumference,between5and5½ouncesinweight

Ball (soft lacrosse)-Roundrubbersphere;lighter,softer,andlargerthanaregulationlacrosseball.Whenthisballisused, no protective equipment is necessary.

Ball side-Adefenderispositionedbetweenhisorheroffenseandwherevertheballisonthefield.

Baggataway-NativeAmericannameforthegameoflacrosse.

Blocking - Using one’s stick to intercept of interrupt a pass by the opposing team.

Butt end- The bottom of the shaft of a lacrosse stick.

Catching-Primarilytheeye-handcoordinationskillofreceivingtheballintothestick.Thiscanbeatanyheightincludinga ball coming along the ground.

Stick checking - The repeated tapping or repeated push/pull motion of a defender’s stick against another player’s stick in an attempt to dislodge the ball from the ball carrier’s stick. Used in the adult games but not in physical education classes.

Clear-Apassusuallycomingfromthegoalietoadvancetheballfromthedefensiveendofthefieldtotheoffensiveendof the field.

Cool/Warm/Hot defense (teaching technique) - Terms used when teaching defense to indicate the strength orintensity of defense expected during a particular drill.

Cradle - The motion of the stick head that creates a centrifugal force on the ball to keep the ball in the string pocket. Thisforceiscreatedbymovingbotharmsandwristsinunison,inasemi-circularpatternaroundtheball.Arhythmisestablishedwhilerunningthatisnaturaltoone’sstridingsteps.Asaplayerdevelopsthisskill,changesinheight,speed,and rhythm can be developed.

Cradling-Asemi-circularmotionofthestick,creatingacentrifugalforceontheballagainstthepocketusedtoprotectthe ball and keep it away from the defender. While the top hand wrist curls in and out, the bottom hand should allow the shaft to rotate in the bottom hand.

Cover-Placethestickovertheball.Thisisillegalinthewomen’sgame.

Crease / Goal circle-Thecirclewitha8.5foot(women’sgame)or9foot(men’sgame)radiusthatsurroundsthegoal.This is the “home” of the goal keeper and certain rules apply about who can enter the goal circle and when.

Creating space - The process by which off ball attackers move and cut to create open pathways for scoring opportunities.

Critical scoring area -Theareaaroundandbehindthegoal(usually15squareyardsinfrontofthegoaland10squareyardsbehindthegoal)wheretheattackattemptstoexecuteplaystoscoregoals.Thisspaceisalsousedinofficiatingthe women’s game to help keep the shooting space open and safe.


Cutting - The movement of a player to get free from an opponent and to move into enough clear space to receive a safe passfromateammate.Itcanalsobeusedtocreatefreespaceforanotherteammatetomoveinto.

Defense - The team not in possession of the ball that is attempting to prevent the attack from scoring goals.

Defensive recovery - The act of out of position defensive players sprinting quickly into position to either mark an open playerand/orestablishgoal:sidepositioning.

Dodge -Anoffensiveplayerwiththeballmakesamovetogainadvantageandcreateanoffensiveopportunity. Anoffensive skill used to move around an opponent to improve your position. Types of dodges include the face dodge and the roll dodge.

Double team - Two players playing defense on an opponent.

Draw - In thewomen’sgame this skill is used to start thegame, halves, andafter a score. Twoopponents standwith sticks placed at shoulder height. Their sticks are placed back to back with the ball held between the sticks and maintained there with equal pressure from each opponent. When the whistle is blown the ball must go above the players’ heads and it becomes a free ball.

Face-off-Inthemen’sgametheballisplacedonthegroundandtwoopposingplayersmustplacetheirsticksbacktobackapproximately4inchesawayfromeachothersstick.Whenthewhistleblows,thetwoplayersscramblefortheball.Upon possession the other players are released from their area to play and be interactive in the game.

Fakes -Motionscreatedbyalacrosseplayertodeceivetheopponentintogoingadirectionotherthanthatwhichisintendedbytheplayer.Canbedonewithstick,body,orboth.

Fast break-Anattackingteam’sattempttogainnumericaladvantageovertheiropponentsbymovingtheballquicklydownthefield,runningandpassing,towardsthegoal.Itresultsintheattackoutnumberingthedefense,forexample2on1,3on2.

Feed-Apasstoateammateinscoringposition.

Flip-Asynonymfortheunderhandpass/throw.Involvesashovel-likemotion.

Foul/penalty - Women’s game assesses fouls. Men’s game assesses penalties. See rule books for detailedexplanations.

Free space-Animaginarypathfromtheplayerwiththeballtotheoutsideofeithersideofthecreaseorgoalcircle.

Give and go - The ball is passed from a player to a team member. The player then cuts to the goal or an open space and receives the ball back.

Goal - Scoring by putting the ball in the opponent’s net.

Goalkeeper - The player allowed in the goal and the crease whose major role is to stop the ball from going into the goal.

Goal line - The line on the field painted between the two goal posts to indicate the plane of the goal face. The ball must cross this line and the plane of the goal to be a valid goal.

Goal line extended-Animaginarylinethatextendsfromeithersideofthegoallinetothesidelinesofthefield.

Goal side-Adefenderispositionedbetweenhisorheroffenseandthegoalheorsheisdefending.

Grip-Placementofthehandsonthestickinagripandcurlfashion.

Groundball-Aballthathasfallentothegroundinthegameoflacrosse.


Head - The molded plastic top of a lacrosse stick.

Helmet-Protectiveheadgearusedinthemen’sgameandinthewomen’sgameforthegoalieonly.Itisaprotectivepiece of equipment similar to that of a hockey player at the youth level.

Hole - The area immediately outside of the crease in front of the goal.

Interception-Actofadefendingplayermovingintothelineofflightoftheball,andcatchingtheballthatwasbeingpassed from one offensive player to a teammate.

Intercrosse-Anon-contactversionofthegameoflacrosseplayedinternationallyutilizingspecialrulesandsoftlacrossesticks and balls.

Man up - The numerical advantage that results from at least one member of the opposite team serving time in the penalty box(men’sgame).

Man down - The numerical disadvantage that results when a team is outnumbered by at least one player as the result ofoneormoreofitsplayersservingtimeinthepenaltybox(men’sgame).

Marking - The action of a single defender guarding a single attacker closely.

Midfielder-Aplayerwhoplaysbothoffenseanddefenseandcanrunthelengthofthefield.

Neck - The area on a lacrosse stick where the shaft and the head connect.

Off the ball offense (off the ball movement) - The position and play action of the offense on the opposite side of the field from where the ball is. These players are in a good position to help by keeping the defense away from the ball, moving into a position to score or receive a pass, etc.

On the ball offense-Offensivemovesoftheplayerwhoisinpossessionoftheball.

Off the ball defense - Defensive positioning to mark player who is not near the ball.

On the ball defense - The defensive team maintains a close marking or defensive relationship with the player who is in possession of the ball.

Offsides-Ateamfailstokeepthecorrectnumberofplayersinadesignatedpartofthefield(seerulestocheckfortherulesandpenaltiesforthemen’sandwomen’sgames).Toomanyplayersononesideofthefield.

One pass away-Aoffensiveordefensiveplayerisdefinedas“onepassaway”whentheyareoneithersideoftheplayer with the ball and may be the next player to receive a pass or defend a pass from the ball carrier.

Open space - Space created when an offensive player moves out of an area on the field to create an offensive opportunity.

Out of bounds - Ball goes beyond the outer boundaries designated for that game.

Passing lane-Thespacebetweenthepersonwiththeballandthedefender’smark(thepotentialreceiver).Theopenundefended space between two offensive players through which a pass can be safely made.

Pick-Aplayerstandsandblocksthedefensefromgettingtotheplayerwiththeball-similartobasketball.

Pocket - The area inside the head of the stick made of mesh or woven material. The ball is cradled, thrown, caught or scoopedintothisarea.Legaldepthofthepocketdiffersinthemen’sandwomen’sgame.Insoftlacrossesticks,thepocket is plastic.

Quickstick-Catchingtheballandreleasingitquickly,withnocradlingmotionprior.


Rake-Actionofcoveringtheballwiththestickthenrollingthestickbackwardovertheballtocreaterotationwhichallowstheballtorollintothestick(illegalinthewomen’sgame).

Restraining line-Inwomen’slacrosse,apaintedlineacrossthefield30yardsfromeachgoallinemarkingthelimitoftheoffensiveareainwhichonly7offensiveplayersand8defensiveplayers(includingthegoalie)maybelocatedduringan attack on goal.

Soft lacrosse-Anon-contact,co-ed,physicaleducationclassversionofthegameoflacrossewhichdrawsrulesfrommen’s lacrosse, women’s lacrosse, and intercrosse; utilizes soft lacrosse sticks and balls.

Scoop - The act of pushing the head of the stick underneath a ball on the ground in order to bring the ball into the stick.

Shaft - The part of a lacrosse stick gripped by the player and attached to the head.

Shadowing - The process of a defender moving his or her stick to mirror the stick of the attacker being guarded.

Slide-Amovebyadefendertoleaveoneplayertomarkamoredangerousopponentwhosedefenderhasbeenbeaten.Opponentsmightbemoredangerousbecausetheyhavetheball,orbecausetheyareinabetterpositiontoreceivethe ball, or are in a better position relative to the goal. Usually several defenders slide so that the whole defensive team repositions according to the most dangerous players.

Stick-Alsoknownasacrosse,comprisedofthreeparts:head,throat,andshaft.

Throat - The area of a lacrosse stick where the head and shaft meet.

Throwing - The act of propelling the ball with control from a stick. During a proper throw, the ball moves along the pocket strings and leaves the stick off of the throw strings at the top of the head.

Toss-Actofthrowingtheballintheairtoone’sself.

Throw-Passtheballtoateammember.

Transition-Movetheballfromdefensetooffense.

Warding off-Anoffensiveplayerillegallymovesthedefendersstickwithhis/herhand.


Appendix DMEN’S LACROSSE FIELD

END LINE

SID

ELIN

E

WIN

G

AR

EA

WIN

G

AR

EA

SID

ELIN

E

END LINE

DEF

ENSI

VE

ARE

AG

OA

LA

REA

LIM

IT L

INE

5 Y

DS.

110

YD

S.

15 Y

DS.

20 Y

DS.

60 YDS.

6 YDS.

6 YDS.

10 YDS.

20 YDS.

20 Y

DS.

40 Y

DS.

10 Y

DS.

4 IN

.

20 YDS.

6 FT.35 Y

DS.

9' R

AD

IUS

CO

AC

HES

ARE

AC

OA

CH

ESA

REA

TAB

LEA

REA

TEA

M A

REA

TEA

M A

REA

TIM

ER

10 Y

DS.

5 Y

DS.

50 Y

DS.

BEN

CH

ESB

ENC

HES


Appendix EWOMEN’S LACROSSE FIELD


Appendix F SELECTED RESOURCES FOR PHYSICAL EDUCATORS*DenotesHighlyRecommendedresourceforthiscurriculumTextsThe following texts are available at the US Lacrosse online store at www.uslacrosse.org/store(USLacrossemembersreceive10%discount)

• AmericanSportEducationProgram.(2003).Coaching Youth Lacrosse (2nd ed.). Champaign, IL: Human Kinetics. Bruchac, Joseph. TheGreatBallGame,NewYork,NY:DialBooks. Duffy,Neil.(2004).TheSpiritintheStick.VirginiaBeach,VA:DuffyPublishing. Fisher,D.M.(2002).Lacrosse:AHistoryoftheGame.Baltimore.MD:TheJohnsHopkinsUniversity.• Murrell,Greg&Garland,Jim.(2002).TheBaffledParent’sGuidetoCoachingBoys’Lacrosse. Camden,ME:Ragged

Mountain Press, a division of the McGraw-Hill Companies.•Sardella,J.LisforLacrosse:AnABCBook.Baltimore,MD:USLacrosse.•Scott,B.(1978).Lacrosse:TechniqueandTradition.Baltimore,MD:TheJohnsHopkinsUniversity.•Tucker,JaninewithYakutchik. (2003).TheBaffledParent’sGuide toCoachingGirls’Lacrosse.Camden,ME:Ragged

Mountain Press, a division of the McGraw-Hill Companies.•USLacrosse.AManualofMen’sLacrosseDrills.Baltimore,MD:CompiledbyUSLacrosse•USLacrosse.AManualofWomen’sLacrosseDrills.Baltimore,MD:CompiledbyUSLacrosse US Lacrosse. Parents’GuidetotheSportofLacrosse.(11thed.).Baltimore,MD:USLacrosse •Vennum,T,Jr.(1994).AmericanIndianLacrosse:LittleBrotherofWar.Washington,DC:Smithsonian.Yeager,JohnM.,USLacrosse.(2006).OurGame:TheCharacter&CultureofLacrosse.PortChester,NY:DudePublishing,

adivisionofNationalProfessionalRecources,Inc.ThefollowingtextsareavailablethroughHumanKineticsatwww.hkusa.com

•Griffin,L.(1997).Teaching sport concepts and skill: A tactical games approach. Champaign, IL: Human Kinetics.•Launder, A. (2001). Play practice: The games approach to teaching and coaching sports. Champaign, IL: Human

Kinetics.•Mitchell,S.,Olsin,J.,&Griffin,L.(2003).Sport foundations for elementary physical education: A tactical games approach.

Champaign, Ill: Human Kinetics.•Siedentop,D.(2004).Complete guide to sport education. Champaign, IL: Human Kinetics.•Swissler,B.(2004).Winning lacrosse for girls. New York: Chelsea House.

ThefollowingtextsareavailablethroughNASPEathttp://www.aahperd.org/naspe/•Dougherty,N.J.(Ed.). (2002).Physicalactivityandsport for thesecondaryschoolstudent(5nded.). Reston,VA:

National Association for Sport and Physical Education.•Dougherty,N.J.(Ed.).(2002).Principlesofsafetyinphysicaleducationandsport(2nded.).Reston,VA:National

Association for Sport and Physical Education.Online Courses

US Lacrosse Coaches’ Education Program Level 1 (boys’ and girls’). www.lacrosse.org/cep/onlineVideos and DVD’sThe following videos are available at the US Lacrosse online store at www.uslacrosse.org/store

2003 Under 19 Men’s Championship Game. (2003). US Lacrosse.2003 Under 19 Women’s Championship Game. (2003). US Lacrosse.This is Lacrosse! Promotional Video. (2005). US Lacrosse.More Than a Game: A History of Lacrosse. (1998). US Lacrosse.

ThisisasmallselectionofthevideosandDVD’savailablefromUSLacrosse.Pleasevisittheonlinestoreforadditionalreleasesthatmay specifically benefit your program.Websites

US Lacrosse - www.uslacrosse.orgSample of Soft Lacrosse Equipment Retailers+Flaghouse-800.793.7900–www.flaghouse.comSportSupplyGroup–www.sportsupplygroup.comGregLarsonSports–800-950-3320–www.glsports.comBillFritzSports–800-234-1004–www.billfritzsports.comToledoPhysicalEducationSupply–800-225-7749-www.tpesonline.comPalosSports,Inc–800-233-5484–www.palossports.com+OrderedSTXBallequipmentfrommanufacturerin2005Soft Lacrosse Equipment ManufacturersSTX-www.stxlacrosse.com-Softlacrosseproductname:STXBallBrine - www.brine.com-Softlacrosseproductname:McWhipItKeyword Internet Searches(forotherretailersorpricecomparisons)STXBallMcWhipIt

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