Heather DeLude

Unit Topic: Pickleball

Dates of Instruction: 10/10/17-10/20/17
Grade Level: 7th
School Site: Edward Bellamy Middle School

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 Table of Contents:
Unit Outcomes----------------------------------------------------------------------------------------pg 3-4
Grading Policy-------------------------------------------------------------------------------------------pg 5
Pre/Post Test------------------------------------------------------------------------------------------pg 6-7
Study Guide--------------------------------------------------------------------------------------------pg 8-9
Test Answer Key---------------------------------------------------------------------------------------pg
10
Pickleball Homework Sheet-------------------------------------------------------------------------pg 11
Serving Task Sheet-----------------------------------------------------------------------------------pg 12
Peer Assessment of Forehand/Backhand------------------------------------------------------pg 13
Exit Slip for Serving, Forehand and Backhand------------------------------------------------pg 14
Assessments Day 1-----------------------------------------------------------------------------------pg 15
Assessments Day 2-----------------------------------------------------------------------------------pg 16
Assessments Day 3-----------------------------------------------------------------------------------pg 17
Assessments Day 4-----------------------------------------------------------------------------------pg 18
Assessments Day 5-----------------------------------------------------------------------------------pg 19
Assessments Day 6-----------------------------------------------------------------------------------pg 20
Assessments Day 7-----------------------------------------------------------------------------------pg 21
Assessments Day 8-----------------------------------------------------------------------------------pg 22
Rainy Day Lesson Plan--------------------------------------------------------------------------pg 23-25
Lesson Plan Day 1-------------------------------------------------------------------------------pg. 26-32
Lesson Plan Day 2--------------------------------------------------------------------------------pg.33-38
Lesson Plan Day 3-------------------------------------------------------------------------------pg. 39-45
Lesson Plan Day 4-------------------------------------------------------------------------------pg. 46-52
Lesson Plan Day 5-------------------------------------------------------------------------------pg. 53-58
Lesson Plan Day 6-------------------------------------------------------------------------------pg. 59-64
Lesson Plan Day 7-------------------------------------------------------------------------------pg. 65-70
Lesson Plan Day 8-------------------------------------------------------------------------------pg. 71-76
Student Completed Assessments------------------------------------------------------------pg.77-85

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References---------------------------------------------------------------------------------------------pg. 86
Unit Outcomes/State & National Standards/Content/Assessment
Psychomotor, Cognitive, and Affective Domains
Grade/Experience Level: 7th Grade

Unit Outcomes (By MA CF & SHAPE Content to be Taught Assessment (include

the end of the unit the Standards rubrics, quizzes, etc,
student will be able in written materials
to) section)

Psychomotor: SHAPE: S1.M12.7 Day 1: Forehand, Pre-test on forehand

S2.M7.7 Backhand Shots and backhand
Demonstrate a S2.M8.7
variety of pickleball S1.M15.7 Day 2: Serving Peer Evaluation,
skills in individual and S1.M16.7 Pickleball Task sheet
game like settings, MA CF: 2.9, 2.12
including forehand, Day 3: Volleying, Lob Teacher Observation
backhand, volleying, Shot
serving and lob shots
Day 4: Rules of Teacher Observation
properly executed
Pickleball
throughout the
entirety of the unit, Day 5: Rules and rally Effective Game play
and being able to play
properly utilize these
skills in game play. Day 6: Tournament Group Evaluation
Play

Day 7: Tournament Group Evaluation

Play

Day 8: Tournament Post Test

Play

Cognitive: SHAPE: S2.M7.7 Day 1: Forehand and Pickleball pre-test

Develop a knowledge S2.M8.7 Backhand shots administered
of the game of MA CF:
pickleball, including Day 2: Serving, no Pickleball Task sheet,
skills, and strategy volley zone, service making sure it is filled
that would be utilized boxes, cross court out correctly and that
to be successful in a service. the proper skill cues
game of pickleball,
are being performed
while also being
aware of basic rules
Day 3: Volley and the Informal Questioning
and some short
Lob Shot, when you during closure
history of the sport of

3
pickleball. would utilize these
shots in a game

Day 4: Rules of Homework

Pickleball, including assignment as an
etiquette entrance ticket

Day 5: Rules and Rally Turn and Talk with

play with teammate classmate

Day 6: Doubles Exit Slip

Pickleball

Day 7: Doubles Questioning during

Pickleball closure

Day 8: Doubles Pickleball Post-test

Pickleball

Affective: SHAPE: Day 1: Forehand and Teacher Observation

Properly work S4.M1.7 Backhand shots
together as a team S4.M2.7
and utilize proper S4.M3.7 Day 2: Serving Teacher Checklist
pickleball etiquette S4.M4.7
throughout the S4.M6.7 Day 3: Volley and Lob Teacher Rating
entirety of the unit, S5.M5.7 Shot Scale
making sure to S5.M6.7
encourage and MA CF: Day 4: Rules of Teacher Rubric
promote a positive Pickleball, including
learning environment etiquette
for classmates.
Day 5: Rules and Rally Informal Questioning
play with teammate

Day 6: Doubles Self Evaluation Exit

Pickleball Slip

Day 7: Doubles Questioning at

Pickleball Closure

Day 8: Doubles Peer Teammate

Pickleball Evaluation

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 Grading Policy:
Students will receive points for participation, being prepared, their effort,
conduct, and correct completion of all activities, exit slips, homework and
performance on post-test. Total (105 pts)
Participation (16 pts):
Students will participate in class and being engaged throughout all of the games and
activities in the unit. (2pts per day)
Being Prepared (16 pts):
Students will change their clothes and shoes every day into PE clothes. (2pts per day)
Effort (16 pts):
Students will put forth an effort each and every day, making sure that they are trying
even if they are not successful.(2pts per day)
Conduct (16 pts):
Students will be given a grade on how their behavior is, they should not be calling out or
speaking out of turn. (2pts per day)
Completion of activities (16 pts):
All of the students are expected to complete all of the work that goes along with being in
this unit, that includes completing all homework and exit slips. (2pts per day)
Pre and Post Test (25 points)
Students will be given a grade for completing the pretest (5pts) and, at the end they will
be given a grade on how well they perform on the post test (20pts).

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Name:______________________ Date:____________ Block:__________

Pickleball
Pre-Test Post-Test
True or False:
1. The serve must be performed overhand. ______
2. You only have one attempt at a serve. ______
3. You can serve from anywhere on the court. ______
4. You must serve cross-court. _______
5. There is rally serving. ______
6. Pickleball was named after a dog named pickle. _______
Multiple Choice, circle the best answer:
1. How many times can the ball bounce on your side before you must hit it?
a. 1
b. 2
c. 0
d. 3
2. Where on the court do you serve from?
a. Service box
b. Behind the baseline
c. In the No-Volley zone
d. Sideline
3. How do you determine which team starts with the ball?
a. Rock paper scissors
b. Who ever gets to the court first
c. Coin toss
4. What is the one instance you may replay a serve?
a. A let
b. You always can replay it

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 c. You never replay a serve
5. Which of these is NOT a way to score a point?
a. The ball is hit out of bounds
b. The ball bounces twices on your opponent's side
c. The ball bounces in the no-volley zone
d. There is a volley right off of a serve
Matching, write the letter that matches best
1. ____ Forehand a. How you begin a point.
2. ____ Backhand b. When you hit the ball without it bouncing first.
3. ____ Lob c. A shot hit over your opponents head.
4. ____ Serve d. When you hit the ball on the opposite side of your body.
5. ____ Volley e. When you hit the ball on the same side of your body.
Fill in the Blank:
1. The state where pickleball was invented is: _____________
2. Another name for the No-Volley zone is the: _____________
3. You serve from the _______ side on an odd score, and the _____ side on an
even score.
4. The ball must bounce before returning the serve and then must bounce again,
this rule is called the: ____________
5. If a ball bounces on any line that is a part of the court it is considered: ________.

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Pickleball Study Guide
A serve in pickleball must be performed underhand and you must contact the ball
below your waist.
You have only one attempt at a serve, unless it is a let, which is the one time you
are given the opportunity to replay your serve.
A service must be hit from behind the baseline of the court, once it is hit you may
move anywhere you would like in the court.
The service must go cross court, meaning the ball must land in the opposite
service box from where you are hitting from
You may only score a point on your own service
If there is a fault when your opponent is serving, you then get the ball and you
may serve and attempt to score a point.
The game of pickleball was invented in Hawaii, and the inventor named the game
after his dog pickle.
The ball can only bounce once on your side before you must hit it over to your
opponent's side of the court
You must serve from behind the baseline
A game of pickleball starts with a coin toss, the team that wins gets to begin
serving
The one instance you are allowed to replay a serve is if it is a let, meaning the
ball hits the net but still goes to your opponents side.
You can score a point in pickleball if
A serve does not land within the confines of the receiving court
The ball is hit into the net on the serve or any return
The ball is volleyed before a bounce has occurred on each side
The ball is hit out of bounds
A ball is volleyed from the non-volley zone
A ball bounces twice before being struck by the receiver

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 A forehand shot is when the ball is hit on the same side of your body that you are
holding the paddle
A backhand shot is when the ball is hit on the opposite side of your body than
you are holding the paddle
A Lob shot is a shot that is hit over your opponents head
A serve is how you begin a point in a game of pickleball
A volley is when you hit the ball without it bouncing on your side first.
Another name for the no-volley zone is the kitchen
On an even score you serve from the right side of the court (2,4,6,8,10)
On an odd score you serve from the left side of the court (1,3,5,7,9,11)
Games are played to 11 points and you must win by two
After a serve the ball must bounce before it is returned and then bounce again on
the servers side before it can be volleyed, this is called the double bounce rule.
Any time the ball bounces on a boundary line of a court it is considered in, the
whole ball must be out for the ball to be considered out of bounds

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Answer Key:
True or False:
1. F
2. T
3. F
4. T
5. F
6. T
Multiple Choice
1. A
2. B
3. C
4. A
5. C
Matching:
1. E
2. D
3. C
4. A
5. B
Fill in the Blank:
1. Hawaii
2. Kitchen
3. Left, right
4. Double bounce rule
5. In

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 Pickleball Crossword Puzzle

Across:
2. Hitting the ball high and deep in the opponent's court
4. A serve that touches the top of the net and lands in the proper service court (it is replayed without
penalty)
6. The stroke when you are right handed and you hit the ball on the right side of your body
8. The only time someone can score is when they are ________
11. When the serve does not clear the net
12. Hitting the ball back and forth between opposite teams
13. A hard serve like hit to end the point
Down:
1. Game is over when this # is scored or you win by two
3. The stroke when you are right handed and you hit the ball on the left side of your body
5. The number of bounces that need to occur before each side can volley
7. Soft shot that just clears the net and drops into the non-volley zone
9. To hit a ball in the air without first letting it bounce
10. The way you serve
12.The server should start on which side of the court

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 Pickleball Serving!
Name: _____________________________________
Date: _____________________
Objective: Each student should be able to successfully serve a
pickle-ball underhand into the correct cross-court box 4 out of 5 times,
using the underhand serve technique.
Directions: Each student will stand either behind the no-volley line, or
in between the no-volley line and the base line, or behind the baseline and you can choose to
use either your dominant or nondominant hand, you can also choose which box you would like
to serve into, making sure you are on the correct side of the court. There will be groups of 3,
one recorder, one server, and one retriever and you are to rotate after each trial

Serving Challenges Trial 1 Trial 2 Trial 3

Dominant hand from no-volley line (R) ____/5 ____/5 ____/5

Dominant hand from baseline (R) ____/5 ____/5 ____/5

Dominant hand from no-volley line (L) ____/5 ____/5 ____/5

Dominant hand from baseline (L) ____/5 ____/5 ____/5

Non-Dominant hand from no-volley line (R)____/5 ____/5 ____/5

Non- Dominant hand from baseline (R) ____/5 ____/5 ____/5

Non-Dominant hand from no-volley line (L) ____/5 ____/5 ____/5

Non-Dominant hand from baseline (L) ____/5 ____/5 ____/5

When Completed make a pile in front of the chalkboard and continue in a rally with your
group.

SERVING CUES:
Begin in a staggered stance, pickleball paddle in serving hand,
and the ball in the opposite hand
Make contact with the ball in front of your body
No bounce before the ball is hit
Follow through over opposite shoulder

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 Peer Assessment Forehand/Backhand
Name: Partners name: Date:
Directions: Place a Check mark in the box if your partner is able to return the ball back
over the net, leave the box blank if the ball does not make it back over the net.

Type of 1 2 3 4 5 6 7 8 9 10 Total
shot

Forehand
Shots

Backhand
Shots

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Exit Slip on Forehand/Backhand, Serving:

Name:_____________________________________________ Date:_____________

1. List two of the main skill cues for the underhand serve in Pickleball:
a.

b.

2. What is a difference between serving and forehand or backhand hits?

3. Name two rules that there are for serving in the game of Pickleball:
a.

b.

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Day 1 Assessments:
Forehand and Backhand
Psychomotor: Peer Evaluation:
Forehand: Is my classmate:
Hitting the ball from below the waist? Yes No
Stepping into their shot? Yes No
Following through towards their target? Yes No
Returning over the net? Yes No
Backhand: Is my classmate:
Hitting the ball from below the waist? Yes No
Turning the back of their hand towards the net? Yes No
Stepping into the hit? Yes No
Returning the ball over the net? Yes No

Cognitive: Pre Test for Pickleball

Affective: Teacher Observation

Is the student:
Encouraging their partner? Yes No
Respecting themselves and the equipment? Yes No
Making sure to be kind and respectful to others? Yes No

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Day 2 Assessments:
Serving
Psychomotor: Pickleball Task Sheet
Attached above

Cognitive: Informal Questioning at Closure

Where on the court do we serve from? Behind the baseline.
Which box do we serve to? Cross court box, behind the no-volley zone
Where do you follow through after the serve? To your opposite shoulder
Do we bounce the ball before we serve? No

Affective: Teacher Checklist

Is the student:
Helping their partner succeed? Yes No
Making sure to encourage others? Yes No
Paying attention to those around them? Yes No
Being respectful? Yes No

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Day 3: Volley and Lob Shot
Psychomotor: Teacher Observation
Volleying outside of the no-volley zone. Yes No
Properly lobbing over their opponents head. Yes No
Following through across the body. Yes No
Handshake grip on racket. Yes No

Cognitive: Informal Questioning at Closure

Where do we want our lob shot to go? Over our opponents head
What is the difference between a volley and any other pickleball shot? With a volley the
ball doesn't bounce before being hit.
When cant we volley? Right after a serve
When would we utilize a lob shot? When our opponent is close to the net

Affective: Teacher Rating Scale

4: Student is working well with all other classmates, respecting themselves and the
equipment, as well as others, being encouraging, helping others succeed
3: student is performing 3 out of 4 of those skills
2: student is performing 2 out of 4 of the skills
1: student is performing 1 or none of the 4 skills

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Day 4: Rules of Pickleball
Psychomotor: Teacher Rubric
Student serves from the right on even scores, left on odd score
Understands if the ball is in or out of bounds
Student understands the double bounce rule
Student is able to stay out of the no volley zone
4: student displays all four standards
3: student displays 3 of the standards
2: student displays 1 or 2 of the standards
1: student displays none of the standards

Cognitive: Informal Questioning at Closure

Where do we serve from? Behind the baseline
When is a point scored? Only on your own serve
How many hits per side? Only one
How many points do we play to? 11, win by 2

Affective: Teacher Rubric

Student is displaying proper pickleball etiquette by:
Stating the score before each point Yes No
Shaking hands with their opponent at the end of a game. Yes No
Not arguing with a call by a classmate. Yes No
Being respectful of teammates and opponents Yes No

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Day 5: Rules and Rally Play
Psychomotor: Effective Game Play
I will be able to tell if my students are physically able to follow the rules and i can see
their skills and abilities they posses, by watching them as they go through gameplay
and they have the chance to show that they both have the pickleball skills, as well as
the fact that they have the understanding and proper usage of pickleball rules.

Cognitive: Exit slip on rules

What is a forehand shot?
What is a backhand shot?
How do you keep score?
What is one way to score a point in a game of pickleball?
How many chances do you get to perform a serve?

Affective: Turn and Talk

Students will turn and talk to each other about different ways that they used certain skill
cues throughout the day and what different strategies they could use in the next few
days of game play to be successful.

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Day 6: Doubles Play
Psychomotor: Effective Group Play
Is the team:
Communicating as to who is going to hit the ball? Yes No
Using the proper side of the court to serve from? Yes No
Utilizing different hits with the proper skill cues? Yes No
Using a strategy both offensively and defensively? Yes No

Cognitive: Turn and Talk

Students will discuss with their partner an offensive strategy to use in the future, as well
as a strategy they would want to use on defense. This is something that they should be
working on implementing during game play in the last two days of tournament play.

Affective: Teacher Rating Scale

Proficient
- Follows all 4 of the skill cues all of the time
Utilization
- Follows 3 of the 4 skill cues most of the time
Control
- Follows 2 of the 4 skill cues some of the time
Pre-Control
- Follows 1 or none of the skill cues rarely

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Day 7: Doubles Play
Psychomotor: Self Evaluation
Am I following through on all of my shots? Yes No
Am I serving cross court? Yes No
Am I communicating with my teammate? Yes No
Am I attempting shots to make my opponent's move? Yes No

Cognitive: Informal Questioning at Closure

How often are we supposed to announce the score? Before every serve
How many bounces is there allowed before you are to hit the ball? Only one bounce,
unless its outside the no volley zone, then you can hit it right out of the air.
When does the serve switch to the other team? When a fault occurs
How do you know if the ball is out of bounds? It must be completely over one of the
sidelines or the baseline.

Affective: Teacher Rating Scale

1- Student is not being respectful toward themselves, classmates, equipment or the
teacher
2- Student is only being respectful towards 2 of the 4 listed above
3- Student is only being respectful of 3 of the 4 listed above
4- Student is being respectful toward themselves, classmates, equipment and the
teacher

21
Day 8: Doubles Play
Psychomotor: Forehand/Backhand Task Sheet
Students will complete the forehand/backhand task sheet again in hopes that they have
improved their accuracy of the forehand hits. They can also reattempt the serving task
sheet to see if they have improved in that aspect as well.

Cognitive: Pickleball Post Test

Students will retake the Pickleball Test and this time their score will be factored into
their unit grade.

Affective: Rating Scale

1- Student is not being respectful toward themselves, classmates, equipment or the
teacher
2- Student is only being respectful towards 2 of the 4 listed above
3- Student is only being respectful of 3 of the 4 listed above
4- Student is being respectful toward themselves, classmates, equipment and the
teacher

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Rainy Day Lesson Plan

Springfield College Daily Lesson Plan

Name: Heather DeLude Date: Time: 8:48-9:46
School: Bellamy Middle School Lesson #: Rainy Day LP
Facilities: Bellamy Classroom Class Size: 16/18 Grade: 7
Unit/Theme: Pickleball Generic Level : Control/Utilization
Equipment: Projector, pickleball crosswords Focus of Lesson: HIstory/background of
Pickleball
Student Performance Objectives (SPO): (National # ; MA CF # ;
Task/Activity # )
By the end of the lesson, students should be able to:
(P) Properly and accurately fill out a pickleball worksheet with 85% accuracy by the end
of the class period.
(C) Explain what a the difference between a forehand hit and a backhand hit is when
asked by the teacher.
(A) Demonstrate respect throughout all of the activities by completing all tasks and
stating one motivational technique at closure.
Check each objective is it specific? Is it achievable? Is it developmentally
appropriate?
Teacher Performance Objectives During the lesson the teacher will:

Demonstrate withitness by stopping any off task behavior immediately throughout the
lesson with a system of a warning and then sitting out for a minute if the behavior
continues.

Special Considerations What are the safety concerns? What is unique about the
students in this class?
Be aware of other students while doing the activities.
Make sure that the students realize they are in a classroom and not in the gym,
so they need to be aware of this and make sure that they are under control.

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 TIME SEQUENCE OF LESSON ORGANIZATION

0-2 min Students Arriving: When the students arrive

to class they will be reading the whiteboard
and be aware of the fact that class is not
being held in the gym as it is supposed to be,
instead they will be heading to a classroom
and coming in and sitting down at a desk.

2-7 min Warm up: Students will be given a do now: in

which they are to journal about all of their
current knowledge of pickleball. They will
have a set amount of time to write and then
we will take a few minutes to discuss as a
class what they have written down.

Transition- Students will be putting their

journals away and we will be watching some
videos on forehand and backhand pickleball
hits.

7-27 Instruction: Students will be watching the

min following two YouTube videos that are great
examples of what a forehand and a backhand
hit are supposed to look like in a game of
pickleball. Then they will go on to watch a
video of a lob and a serve.
Backhand:
https://www.youtube.com/watch?v=kCHXCln
yVH8
Forehand:
https://www.youtube.com/watch?v=wba_CAa
L_uk
Serve:
https://www.youtube.com/watch?v=O3FlPW8
Urt4
Lob/Dink:
https://www.youtube.com/watch?v=c8XpasxB
rrI

Activity 1: Students will be handed out a

pickleball crossword and they are to work in

24
their small groups to be able to complete the
entire thing before the class time is over. If
the students are unable to finish the
crossword they are to bring it home for
homework and bring it back in completed the
following day.
Demonstration: I will go over the first one to
show the students how this should be done,
and then they are to complete the rest of the
sheet during the remainder of the class
period.
Check for Understanding: How are we
completing this worksheet? How many
people are to be working together?

Closure: We will go over a few of the

questions and talk about the different shots
you would see in a game of pickleball. I will
then tell the students that the next day we will
be back in the gym returning to our regular
activities.

25
 Springfield College Daily Lesson Plan
Name: Heather DeLude Date: 10/11/17 Time: 58 minutes
School: Bellamy Middle School Lesson #: 1 of 8
Facilities: of main gym Class Size: 24, 17, 24 Grade: 6-8
Unit/Theme: Pickleball Generic Level : Control/Utilization
Equipment: 20 Pickleball rackets, 20 Pickleballs, 4 Mini Nets, Cones, Phone, Whistle,
Focus of Lesson: Forehand/Backhand
Student Performance Objectives (SPO): (National # ; MA CF # ;
Task/Activity # )
By the end of the lesson, students should be able to:
(P) Perform at least 7 out of 10 successful forehands when being assessed by your
partner. (National #S1.M14.8; MACF 2.9; Activity 2)
(C) Explain what a the difference between a forehand hit and a backhand hitv is when
asked by the teacher. (National # S3.M7.6.; MACF 2.14; Mini Closure after activity 3)
(A) Demonstrate teamwork throughout the activities by encouraging and motivating your
partner, and stating one motivational technique at closure. (National #: S4.M1.7; MACF
#: 2.15; Activities 1,2,3 and 4).
Check each objective is it specific? Is it achievable? Is it developmentally
appropriate?
Teacher Performance Objectives During the lesson the teacher will:
Provide at least 1 positive feedback every 20 ,throughout the lesson.
Demonstrate withitness by stopping any off task behavior immediately throughout the
lesson with a system of a warning and then sitting out for a minute if the behavior
continues.

Special Considerations What are the safety concerns? What is unique about the
students in this class?
Be aware of other students while doing the activities.
Use communication in the activities so no student gets hit with a racket.
Make sure each student has the string around their wrist so the racket does not
go flying out of their hand.
No running or jumping over the nets, must walk around them.

References: (include page # and/or actual web site address)

Courtier, L., Chepko, S., Holt/Hale, S., National Standards and Grade Level
Outcomes for K-12 Physical Education. Human Kinetics, Champaign, ll. 2014
MACF http://www.doe.mass.edu/frameworks/health/1999/1099.pdf
http://blogs.reeths-puffer.org/niklaschg/files/2009/08/Pickleball-TA-Sheet.pdf

26
 TIME SEQUENCE OF LESSON ORGANIZATION

0-6 Students Arriving: As the students are

coming into the gym they will have 6 minutes
to go and change their clothes and get ready
for class.

Instruction:
6-8 Today we will be learning the two basic hits in
pickleball, the forehand and backhand hits.
This is the basics that most of our pickleball
shots will come from. Pickleball is a lifelong
sport. This means that you can play it at any
age and it is something to keep you active
throughout your life. It is important for you to
experience these kinds of sports and games,
because there will come a time in your life
where you are no longer able to play team
sports like soccer and basketball.
Signals:
Go: Ready, Go, or whistle
Stop: Freeze, or Whistle
Boundaries: The solid red lines on the
outside of the basketball court also marked
by large cones.
Safety: Make sure to stay in your own
personal space, when the whistle is blown
make sure to sit down in your spot and place
the paddle and the ball on the ground right in
front of you.

Activity 1: Forehand/Backhand practice

8-18 In this activity there will be students in groups
of two. One student will toss the ball
underhand over the net to their partner and
their partner is to hit the ball back over the
net and try to have it bounce in bounds. The
first student will have 10 forehand hits, while
their partner records and assesses their hits,
then they will switch. After this the students
will then work on the backhand hit with ten
more tosses each as their partner again

27
assesses if they have correctly hit the ball.
Skill Cues Forehand:
Handshake grip
Nondominant shoulder facing target
Racket moves from low to medium to
high.
Transfer weight from back to front
Racket makes contact with a flat
paddle and at the medium level.
Skill Cues Backhand:
Handshake grip
Dominant shoulder facing target
Racket moves from low to medium to
high.
Transfer weight from back to front
Racket makes contact with a flat
paddle and at the medium level.
Demonstration: I will have two different
students demonstrate, one will show what a
forehand drive would look like and the other
would show what the backhand drive should
look like.
Check for Understanding:
What is the difference between forehand and
backhand swings? Which shoulder is facing
the target
How many hits does each person get?
Extension UP: For the students who are
having an easy time hitting the ball, One of
the teachers can designate a box on the floor
that they are to try and have the ball land in.
Extension DOWN: For the students who are
having a difficult time getting the ball over the
net successfully, I will have them move closer
so that they can be more successful, also I
can have them give lighter tosses to their
partner so it is easier for them to be
successful.

Transition: Have all of the students bring it in

and sit down and wait for the next directions
as to what is next.

28
18-28 Activity 2: Partner Rally:
Students will be competing against each
other to try and keep rallying the ball back
and forth and teams will be trying to see how
many times they can keep the ball going back
and forth without the ball bouncing on the
ground. Just like in the bumping activity the
students will keep track of how many shots
they can get in a row with their partners are
able to get without the pickleball hitting the
ground.
Demonstration: We will have two students
demonstrate what it looks like to volley the
ball back and forth while explaining what the
volley zone is on a pickleball court.
Check for Understanding: Are we trying to
score on our teammate? No
Extension UP: Have the students move
behind the line after every time they volley
the ball so that they are able to also
incorporate movement into their playing and
they are not just standing there hitting the
ball.
Extension DOWN: If the students are having
trouble not letting the ball bounce, then they
can add in the bounce so that the students
are able to be more successful.

Activity 3: Doubles Rally

28-38 In this activity students will be in groups of
four students and they will be bumping the
ball back and forth. The students will be
working on trying to keep the pickleball under
control. The goal of this activity is for the
students to be able to keep the ball going for
the longest amount of time.
Demonstration: I will ask two students
demonstrate what doubles rally is supposed
to look like.
Check for Understanding: Are we trying to
score points on our opponents? No

29
 How are we moving the racket? Low to
medium to high.
Extension UP: Have the students try to keep
a pattern going and keeping the ball moving
the same direction the whole time.
Extension DOWN: Allow the students to
have more than one bounce between the hits
of the pickleball, this will help to make sure
that the students are able to be successful.

Activity 4: Doubles Play (modified)

38-48 The students will begin to get into some
doubles play and they will have one hit per
side to get the ball back over the net. The
students will be split up by ability levels so
that the students will be playing against
others at the same skill level since the class
is such a large variety of skill levels.
Rules:
One hit per side
Start with a forehand hit over the net
as the serve
The ball may bounce once before it is
hit by an opponent
A point is scored if the ball bounces
twice on one side,into the net or the
ball is hit out of bounds
Games will be 5-7 minutes long
depending on time.
The serve rotates so each player
gets a chance to start off a point.
Each student gets 2 serves
You are allowed two faults
before the ball is turned over
to the next person
The serve will rotate clockwise
so both players on one team
will have their two serves and
then the two players on the
other team will have their two
serves
Demonstration: There will be a group of four

30
 students who can show an example of what it
would look like to play out a point and hope to
solve any questions students may have.
Check for Understanding: How is a point
scored? If a ball bounces or it goes out of
bounds
Are we playing to a certain score? No by time
Extension UP: to make this game more
challenging for the students you can have
them make sure to alternate hits between
them and their partners so that all students
are being forced to move.
Extension DOWN: To make this harder for
students you can allow either an extra hit on
each side, so two hits as opposed to one, or
you could allow the students to have two
bounces before a hit instead of just one
bounce.

Transition: Have all of the students pick up

the cones pickleballs, and the rackets and
place them back into the proper places as
well as move the nets off of the court to the
side and bring it into the meeting place for
closure

Closure:
48-52 We will see who had the highest and ask
them what were the mistakes they had made
and how we could fix them.
Ask questions such as how many people can
play on a whole court in singles and how
many can play on a whole court in doubles?
Collect all equipment
Tell the students whether or not they
behaved well and if they did commend them
on that.
Introduce serving so they are ready to go for
the next lesson.Ask them how they think their
games went what strategies went well, what
didnt what they think they should change for
the next time they play.

31
52-58
Transition: The students will go back into the
locker room to change back and be
dismissed to their next class from there.

32
 Springfield College Daily Lesson Plan
Name: Heather DeLude Date: 10/12/17 Time: 58 minutes
School: Bellamy Middle School Lesson #: 2 of 8
Facilities: of main gym Class Size: 24, 17, 24 Grade: 6-8
Unit/Theme: Pickleball Generic Level : Control/Utilization
Equipment: 20 Pickleball rackets, 20 Pickleballs, 4 Mini Nets, Cones, Whistle
Focus of Lesson: Serving
Student Performance Objectives (SPO): (National # ; MA CF # ;
Task/Activity # )
By the end of the lesson, students should be able to:
(P)Perform 4/5 underhand serves with the correct skills in a game of pickleball.
(NSLGO#: S2.M10.6, MACF#: 2.14, Modified game,Exit slip)
(C) Explain how to perform a serve in pickleball by successfully mentioning 3 of the skill
cues on an exit slip at closure. (NSGLO#: S1.M12.6, MACF #: 2.9, Exit slip in closure)
(A) Be respectful and cooperative of all other individuals in the class throughout the
entirety of the lesson by shaking hands with all teammates and opponents at the end of
a match. (NSGLO#: S4.M4.8, MACF#: 2.15, All Activities, Teacher Observation)

Check each objective is it specific? Is it achievable? Is it developmentally

appropriate?
Teacher Performance Objectives During the lesson the teacher will:

Special Considerations What are the safety concerns? What is unique about the
students in this class?
B: 24 students, there is one group of students with a para that need to make sure they
are always on task. One of the students did not want to pick this activity in particular.
C: 16 students. Be mindful of Cammy and Olivia and angel. These students may need
extra help or adaptations in order to be successful.
E: 17 students. A lot of these students had taken badminton so they are somewhat
aware of rules of a net/wall game, make sure reminding the new students as well.
F: Similar group of students to last unit. Make sure the groups are set up fairly and that
there is not that one group standing talking the entire unit, as in past ones.

33
TIME SEQUENCE OF LESSON ORGANIZATION

34
0-6 Students Arriving: As the students
are coming into the gym they will have
6 minutes to go and change their
clothes and get ready for class.

6-8 Instruction:
Serving is one of the main focuses in
the game of pickleball. It is important
because it is how you start a game.
You need to be able to serve a ball in
order to be able to play a game.
Serves in pickleball are a little bit
different than the shots we had
worked on yesterday. When serving
in pickleball, you are not able to
bounce the ball before you hit it. So it
is a hit right out of the air. A serve is
very similar to a forehand hit in that it
is on the same side of your body as
your racket.
Skill Cues-
Face net, feet shoulder width apart
Paddle back
Step forward w/ opposite foot
Drop ball
Hit with upward/outward motion to
target in front of the body
Demonstration: Teacher will do a
demonstration of the activity first and
then will ask if any students are willing
to try and do a demo as well before
8-18 we start the activity.

Activity 1: Serve against the

curtain/wall-
Students will be practicing serving.
You are going to spread out along the
curtain and there will be a piece of

35
 tape on the curtain the height of the
net and you will need to hit it from
behind the line. This will be a quick
warm up. You will start closer to the
net and as needed you will start to
move farther back.
After 3 minutes of this the teacher will
blow the whistle and stop the music.
Teacher will ask a student if they can
name a skill cue for serving.

Demonstration: We will have one

student come up and demonstrate
what it will look like when the students
are working on the skill

Extension up: Move farther back and

18-28 try and still hit the target.

Extension Down: You do not need to

hit the target just hit the curtain

Activity 2:
While the students are still frozen in
their spots the teacher will explain the
activity. The students will get a
partner and there will be 4 people on
a court and one partner of each group
will start serving cross court and once
they serve it over their partner
catches it and serves it back to them.
After 3 minutes of this the students on
both sides will switch sides so that
both groups can practice serving on
each side. Once the students have
served from both sides they will play a
game with their partner across from
them. The game is to hit a serve and

36
 try to land it in the mni box on the
court. If they do hit the mini box then
they get a point. The students are not
hitting the ball back and playing out
the point. They are only serving.

Demonstration:
Teacher will demonstrate the activity
before the activity starts and the
teacher will ask if any of the students
would like to demonstrate as well.

Extension Up:
If it is too easy the students can either
move back or the teacher will put a
line on the court they have to hit past.

Extension Down:
If the original activity is to hard try
28-38 moving closer to each other or ask a
teacher to get rid of the net so that
there is no obstacle in the way of your
serving.

Transition: Students will bring it into

the meeting place for a mini closure to
go over what just they just had
practiced.

Activity 3: Modified Serving Game:

In this game students will be playing
doubles as introduced in the first two
lessons, but this time they will be
playing with a proper serve, and the
only way for a rally to continue is if the
serve is properly hit, following these
pickleball rules:
The serve must be made underhand.

37
 Paddle contact with the ball must be
below the servers waist (navel level).
The serve is initiated with at least one
foot behind the baseline; neither foot
may contact the baseline or court until
after the ball is struck.
The serve is made diagonally cross
court and must land within the
confines of the opposite diagonal
court.
Only one serve attempt is allowed,
except in the event of a let (the ball
touches the net on the serve and
lands on the proper service court; let
serves are replayed).

Demonstration: There will be four

students who volunteer to show an
example of what one rally would look
like with the proper serve.

Extension Up: To make this harder

the students can be asked to make
sure that all of their serves are from
behind the baseline at all times.

Extension Down: If this is too

48-52 complicated for the students we can
allow them to take a step or two in, or
just to try and make the serve over
the net, rather than having them get it
to the proper box.

Transition: Students will be asked to

put their pickleball paddles and balls
away, and then they are to come back
to the net and take it down properly
52-58 with the help of the students who took

38
them down last class once they are
down and in the correct bags, the
students will be asked to come over to
the meeting place for a closure.

Closure:
Collect all equipment
Ask the students what are the key
parts of the serve are
Tell the students that they are going
to work on the volley in the next class
Have the students fill out the following
exit slip

Transition: The students will go back

into the locker room to change back
and be dismissed to their next class
from there.

Springfield College Daily Lesson Plan

39
Name: Heather DeLude Date: 10/13/17 Time: 58 minutes
School: Bellamy Middle School Lesson #: 3 of 8
Facilities: of main gym Class Size: 24, 17, 24 Grade: 6-8
Unit/Theme: Pickleball Generic Level : Control/Utilization
Equipment: 24 Pickleball rackets, 24 Pickleballs, 4 Mini Nets, Cones, Whistle
Focus of Lesson: Volleying
Student Performance Objectives (SPO): (National # ; MA CF # ;
Task/Activity # )
By the end of the lesson, students should be able to:
(P) Properly perform a volley in a game of pickleball, utilizing the proper step towards
the ball and follow through to a target as observed throughout the lesson 5/7 times
through teacher observation.
(C) Be able to describe the difference between a volley and a forehand/backhand shot
in the game of pickleball, as well as describe why it is important that we know how to
volley, and when a volley would be utilized in a game of pickleball with 80% accuracy as
asked in informal questioning at closure.
(A) Respect their teammates, classmates, opponents and equipment properly and
effectively as observed 100% of the time throughout the lesson.
Check each objective is it specific? Is it achievable? Is it developmentally
appropriate?
Teacher Performance Objectives During the lesson the teacher will:
Make sure to move around the classroom effectively and giving more individualized
feedback to the entire class. Dont get too stuck in one area.
Work on creating relationships with the students, making sure that they see I am
enjoying the activity as much as they are.
Special Considerations What are the safety concerns? What is unique about the
students in this class?
B: 24 students, there is one group of students with a para that need to make sure they
are always on task. One of the students did not want to pick this activity in particular.
C: 16 students. Be mindful of Cammy and Olivia and Angel. These students may need
extra help or adaptations in order to be successful.
E: 17 students. A lot of these students had taken badminton so they are somewhat
aware of rules of a net/wall game, make sure reminding the new students as well.
F: Similar group of students to last unit. Make sure the groups are set up fairly and that
there is not that one group standing talking the entire unit, as in past ones.

TIME SEQUENCE OF LESSON ORGANIZATION

40
0-6 Students Arriving: As the students
are coming into the gym they will have
6 minutes to go and change their
clothes and get ready for class.

6-10 Warm-Up:
Students will be getting with a partner
on each side of the net and they will
be hitting the ball back and forth to
each other, beginning with a serve, as
a review of the skills we have learned
the past few classes.

10-13 Instruction: Volleying

Volleying is a different kind of hit than
we have been working on in the past.
Volleying is when you hit the ball
directly out of the air, without it
bouncing on the ground first. This is
different than how we have been
working on our shots in the past few
days. Along with volleying comes the
no volley zone. This is important
because there is a section of the court
in which you are not at all allowed to
volley. This is the small box right in
front of the net. So you must be
behind the no-volley zone (aka the
kitchen) in order to perform a volley.
Or you must let the ball bounce in the
no volley zone, and then you may hit
it either forehand or backhand.

Demonstration: Teacher will do a

demonstration of the activity first and
then will ask if any students are willing
to try and do a demo as well before
we start the activity.

41
13- 25 Activity 1: Volley
For this activity the students will be
working on a volley. I will go over the
no-volley zone, and why this is
important at the beginning of class.
We will talk about the line and how we
can only volley the ball if our whole
bodies and the racket are behind that
line. It is important to make sure that
when we are practicing volleying, we
are also behind that line so we do not
get into bad habits. In our first activity
we will be doing a very similar activity
to the ways we practiced both
forehand, backhand and serving
techniques. One partner will be on
each side of the net and only one
partner will be holding the racket. The
other partner on the other side will be
gently tossing the ball underhand for
their partner to hit it. This time we are
hitting it directly out of the air,
important skills cues to remember
when we are volleying are:
Volleys can be either forehand or
backhand. We will spend time on
both
Same skill cues apply as in the
forehand and backhand, the only
difference is the fact that the ball is
not bouncing before you hit it so you
need to be more on target with your
hits.
Must be performed behind the no
volley zone
One partner will go 10 times forehand
volleys, then the other partner will do

42
 ten forehand and then they will both
do 10 backhand volleys.
Demonstration: I will have the
students stop and look at me and I will
have another student as a partner on
the opposite side of the net.
Extension UP: Make sure that we are
trying to get our partners to move, by
hitting the ball in different spots on the
court.
Extension DOWN: Have the students
move closer to the net, or allow a
bounce when they are trying to hit the
ball.

Transition: Students will be moved

on based on their skill level and ability
to hit a volley I will be moving them on
court by court.

25-37 Activity 2: One Bounce and Lob

Partner A (closest to chalk board drop
hits to partner B( closest to the
curtain) who lobs the ball using
forehand or backhand lob. Return
shot from partner A is a one bounce
hit. Continue with one-bounce to lob.
Switch roles, and we will have five
minutes being able to practice each
role
Demonstration:
Teacher will demonstrate the activity
before the activity starts and the
teacher will ask if any of the students
would like to demonstrate as well.
Extension Up:

43
 If it is too easy the students can also
add in volley shots as long as they are
not in the no volley zone.
Extension Down:
If the original activity is to hard the
students can focus on solely the lob
shot instead of mixing in other shots
which can make it more challenging.
Check for Understanding:
What is the pattern of shots? Regular
hit then a lob
Who is hitting the lob shot at first?
The person on the curtain side of the
court

Transition: Students will be moved

on based on their skill level and ability
to hit a volley I will be moving them on
court by court.

37-48 Activity 3: Modified Doubles

The students will be playing an almost
complete game of doubles. They will
be beginning with a proper serve and
playing out points. The students are
now allowed to volley the ball as long
as it is not in the no-volley zone. We
will play by the following rules:
One attempt at a serve
One bounce per side
If the ball goes out it is a point
If the ball bounces twice it is a
point
If there is a volley in the no volley
zone it is a point
Demonstration: I will be picking a
group of four students to play out
three serves and then I will allow the

44
 students to go off to their own courts
and they will be playing these
modified games for the remainder of
the period.
Extension UP: Have the students
make sure that they go in a pattern so
that every student is forced to hit the
ball at least once. Must serve from
behind the baseline.
Extension DOWN: Allow two
bounces on each side if the teams are
really struggling, allowing them to
become more successful.
Check for Understanding: How are
we scoring a point?
What is the object of the game?
What is one skill cue of a volley?

Transition: Students will be asked to

put their pickleball paddles and balls
away, and then they are to come take
a seat in front of the chalkboard for
closure.

48-52 Closure:
Collect all of the equipment and ask
the students the following questions:
What is the difference between the
volley and the forehand/backhand hits
Where on the court can we not hit
a volley?
Why is it important to know how to
volley the ball
Is volleying harder or easier than
forehand or backhand shots?
How do we control our volleys so
that they stay where we want them to
go?

45
 I will then let the students know that
on Monday we will be going over the
last shot, which is the lob shot and we
will be reviewing some of the rules we
have already learned these past few
days.

Transition: The students will go back

into the locker room to change back
and be dismissed to their next class
from there.
52-58

Springfield College Daily Lesson Plan

Name: Heather DeLude Date: 10/16/17 Time: 58 minutes

46
School: Bellamy Middle School Lesson #: 4 of 8
Facilities: of main gym Class Size: 24, 17, 24 Grade: 6-8
Unit/Theme: Pickleball Generic Level : Control/Utilization
Equipment: 24 Pickleball rackets, 24 Pickleballs, 4 Mini Nets, Cones, Whistle
Focus of Lesson: Smash & Lob Shots
Student Performance Objectives (SPO): (National # ; MA CF # ;
Task/Activity # )
By the end of the lesson, students should be able to:
(P) Demonstrate ability to utilize all of the different types of hits used in a game of
pickleball at least 5 out of 7 attempts of a forehand, backhand, serve, volley, or lob shot,
throughout the entirety of the lesson . (NSGLO#: S1.M14.6, MACF #: 2.9, All Activities,
Skill Check)
(C) Be able to describe what the smash and lob shots are in a game of pickleball,
utilizing the proper skill cues in order to make sure the students are aware of why we
are learning these skills and how this will help them in the future. (NSLGO#: S2.M8.8,
MACF#: 2.14, Modified game/Closure, Teacher Observation)
(A) Be respectful and cooperative of all other individuals in the class throughout the
entirety of the lesson by shaking hands with all teammates and opponents at the end of
a match. (NSGLO#: S4.M4.8, MACF#: 2.15, All Activities, Teacher Observation)
Check each objective is it specific? Is it achievable? Is it developmentally
appropriate?
Teacher Performance Objectives During the lesson the teacher will:
Work on creating relationships with the students, making sure that they see I am
enjoying the activity as much as they are.
Work on Demonstrations and getting explanations just right.
Special Considerations What are the safety concerns? What is unique about the
students in this class?
B: 24 students, there is one group of students with a para that need to make sure they
are always on task. One of the students did not want to pick this activity in particular.
E: 17 students. A lot of these students had taken badminton so they are somewhat
aware of rules of a net/wall game, make sure reminding the new students as well. Keep
them under control.
F: Similar group of students to last unit. Make sure the groups are set up fairly and that
there is not that one group standing talking the entire unit, as in past ones.

TIME SEQUENCE OF LESSON ORGANIZATION

47
0-6 Students Arriving: As the students
are coming into the gym they will have
6 minutes to go and change their
clothes and get ready for class.

6-10 Warm-Up:
Students will be getting with a partner
on each side of the net and they will
be hitting the ball back and forth to
each other, beginning with a serve, as
a review of the skills we have learned
the past few classes, they are now
allowed to volley and hit the ball
without it bouncing.
10-13
Instruction: Today we will be going
over our last two shots the Lob shot
and the smash. These are more
offensive and defensive hits The lob
shot is more of a defensive shot,
because it is used to make your
opponent move around, it is supposed
to give you as the person who hits it
more time, as opposed to just rallying
back and forth. Whereas a smash is
a much more offensive hit and the
goal of a smash is to score a point, or
win the serve depending on who
served the ball to begin with. Skill
cues are as follows:
Lob Shot:
Start with your paddle low and
carry the ball up towards
-finish with your racket close to your
head
-should be more of an underhand hit.
-very defensive type of shot.
13- 25 Smash Shot:

48
 Only overhand shot in pickleball
-must be performed behind the
no-volley zone.
-used in a very offensive type of shot

Demonstration: Teacher will do a

demonstration of each of the lob shot
in order to let the students practice
this shot first, 10 and 10 like we have
worked on in the past few lessons.

Activity 1: Lob
In this activity students will be working
on the lob shot. For this shot they
have the choice to either let the ball
bounce before they hit it, or to hit it
directly out of the air. They will be
practicing the lob as they practiced
the volley, the forehand, backhand
and the serve. One partner will go 10
times, then the other partner will go
10 times. Your partner should have to
reach up over their head in order to
catch the ball. Again as a reminder
the cues for a lob shot are as follows:
Lob Shot:
Start with your paddle low and
carry the ball up towards
-finish with your racket close to your
head
-should be more of an underhand hit.
-very defensive type of shot.
Demonstration: I will have the
students stop and look at me and I will
have another student as a partner on
the opposite side of the net.
Extension UP: Make sure that we are
trying to get our partners to move

49
 backwards by hitting the ball over
their head in attempt to challenge
them and give yourself more time.
Extension DOWN: Have the students
move closer to the net and try to get
them to have the ball go just slightly
over their partners head.
Check for Understanding: Where
are we aiming our lob shots? When in
a game would we utilize a lob shot?
How many times are we hitting the
lob?
25-37
Transition: Students will be stopped
once both partners have completed
their 10 lobs, then I will stop them
where they are have them take a seat
on the ground with the rackets and
pickleball on the floor in front of them
and they will turn their attention to the
middle towards me.

Activity 2: Smash
For this activity the students will be
working on the last and final shot that
we are learning. This is an offensive
shot and the goal is to drive the ball
downward into the ground so that it
can bounce twice before the opponent
has an opportunity to hit the ball. This
can be used at any time in the game.
But similarly to the volley, it must be
performed behind the no-volley zone.
This is one of the only overhand hits
that is performed in a game of
pickleball. This is very important to
make sure to mention to the students,
because all they ever want to do is

50
 overhand serve, because that is what
they are so used to. Again the skill
cues for a smash are as follows:
Smash:
Only overhand shot in pickleball
-must be performed behind the
no-volley zone.
-used in a very offensive type of shot
You will perform ten hits and then
your partner is to perform 10 hits.
Demonstration:
Teacher will demonstrate the activity
in the middle court using one student
as a partner demo. Have the
students get into a position where
37-48 they are most likely to be able to see
and hear what you are saying.
Extension Up:
If it is too easy the students can begin
all the way back at the baseline and
they are to move to where the ball is
being thrown in order to challenge
themselves to see if they can hit the
ball in various places on the court.
Extension Down:
If the original activity is to hard the
students can come closer to the need
if need be so that they are able to be
successful in hitting the pickleball.
Check for Understanding:
What is a smash hit? How in a game
would the smash be affective? Is this
similar to any other type of shot we
have used before? How in a game
would this shot be more effective than
a different one?

51
 Transition: Once students have
completed their rounds of the new
shot, they will be coming over to the
chalkboard and picking up a task
sheet. This I how I am going to
assess my students psychomotor
domain. They will be in groups of
three working on completing the task
sheet and all of the hits.

Activity 3: Modified Doubles

The students will be playing an almost
complete game of doubles. They will
be beginning with a proper serve and
48-52 playing out points. The students are
now allowed to volley the ball as long
as it is not in the no-volley zone. We
will play by the following rules:
52-58 One attempt at a serve
One bounce per side
If the ball goes out it is a point
If the ball bounces twice it is a
point
If there is a volley in the no volley
zone it is a point
Demonstration: I will be picking a
group of four students to play out
three serves and then I will allow the
students to go off to their own courts
and they will be playing these
modified games for the remainder of
the period.
Extension UP: Have the students
make sure that they go in a pattern so
that every student is forced to hit the
ball at least once. Must serve from
behind the baseline.

52
Extension DOWN: Allow two
bounces on each side if the teams are
really struggling, allowing them to
become more successful.
Check for Understanding: How are
we scoring a point?
What is the object of the game?
What is one skill cue of a volley?

Transition: Students will be asked to

put their pickleball paddles and balls
away, and then they are to come take
a seat in front of the chalkboard for
closure.

Closure: At the end of class the

students are going to take a seat in
front of the chalkboard and one last
time we are going to review the 6
different shots that are performed in
the game of pickleball. I will then
state that tomorrow's class we will be
picking partners and you will have a
day to work on all of your pickleball
skills and hits, while also doing a peer
assessment of your teammate. This
is where you will be picking your team
name and you will have the ability to
get extra points if you and your
partner are dressed similarly.

Transition: The students will go back

into the locker room to change back
and be dismissed to their next class
from there.

53
 Springfield College Daily Lesson Plan
Name: Heather DeLude Date: 10/16/17 Time: 58 minutes
School: Bellamy Middle School Lesson #: 5 of 8
Facilities: of main gym Class Size: 24, 17, 24 Grade: 6-8
Unit/Theme: Pickleball Generic Level: Control/Utilization
Equipment: 24 Pickleball rackets, 24 Pickleballs, 4 Mini Nets, Cones, Whistle
Focus of Lesson: Rules and Review of skills
Student Performance Objectives (SPO): (National # ; MA CF # ;
Task/Activity # )
By the end of the lesson, students should be able to:
(P) Demonstrate ability to utilize all of the different types of hits used in a game of
pickleball at least 6 out of 8 times with accuracy throughout the tournament play.
(NSGLO#: S1.M14.6, MACF #: 2.9, All Activities, Skill Check)
(C) Describe how you keep score in a game of pickleball with 8/10 accuracy when
asked to keep score in games and when asked again at closure. (NSLGO#: S2.M8.8,
MACF#: 2.14, Modified game/Closure, Teacher Observation)
(A) Be respectful and cooperative of all other individuals in the class throughout the
entirety of the lesson by shaking hands with all teammates and opponents at the end of
a match. (NSGLO#: S4.M4.8, MACF#: 2.15, All Activities, Teacher Observation)
Check each objective is it specific? Is it achievable? Is it developmentally
appropriate?
Teacher Performance Objectives During the lesson the teacher will:
Work on creating relationships with the students, making sure that they see I am
enjoying the activity as much as they are.
Work on Demonstrations and getting explanations just right.
Special Considerations What are the safety concerns? What is unique about the
students in this class?
B: 24 students, there is one group of students with a para that need to make sure they
are always on task. One of the students did not want to pick this activity in particular.
E: 17 students. A lot of these students had taken badminton so they are somewhat
aware of rules of a net/wall game, make sure reminding the new students as well. Keep
them under control.
F: Similar group of students to last unit. Make sure the groups are set up fairly and that
there is not that one group standing talking the entire unit, as in past ones.

TIME SEQUENCE OF LESSON ORGANIZATION

54
0-6 Students Arriving: As the students
are coming into the gym they will have
6 minutes to go and change their
clothes and get ready for class.

6-10 Warm-Up:
Students will be getting with a partner
on each side of the net and they will
be hitting the ball back and forth to
each other, beginning with a serve, as
a review of the skills we have learned
the past few classes, they are now
allowed to volley and hit the ball
without it bouncing.
10-13
Instruction: Today we are going to be
going over all of the skills we have
worked on the past few days and last
week.

Demonstration: Teacher will do a

demonstration of each of the lob shot
in order to let the students practice
this shot first, 10 and 10 like we have
worked on in the past few lessons.
13- 30
Activity 1: Pickleball Task Sheet
Every student in the class will be
assessed in the psychomotor domain.
The students will be performing
forehand hits, backhand hit, a serve
and a volley. The students will be
working in groups of three on each
court. Possibly two groups at one
court if needed. They will rotate
around there will be one student
performing the different hits, one
student recording, and one student

55
will be tossing and retrieving the
pickleball.
Skill Cues Forehand:

Handshake grip

Nondominant shoulder facing target

Racket moves from low to medium to

high.

Transfer weight from back to front

Racket makes contact with a flat

paddle and at the medium level.

Skill Cues Backhand:

Handshake grip

Dominant shoulder facing target

Racket moves from low to medium to

high.

Transfer weight from back to front

Racket makes contact with a flat

paddle and at the medium level.

Skill Cues Serve:
Face net, feet shoulder width
apart
Paddle back
Step forward w/ opposite foot
Drop ball
Hit with upward/outward
motion to target in front of the body
Skill Cues Volley:
Volleys can be either forehand
or backhand. We will spend time on
both

56
 Same skill cues apply as in the
forehand and backhand, the only
difference is the fact that the ball is
not bouncing before you hit it so you
need to be more on target with your
hits.
Must be performed behind the
no volley zone
Skill Cues Lob:
Start with your paddle low and
carry the ball up towards
-finish with your racket close to your
head
-should be more of an underhand hit.
-very defensive type of shot.
Skill Cues Smash Shot:
- Only overhand shot in pickleball
- Must be performed behind the
no-volley zone.
-used in a very offensive type of shot

Demonstration: I will be picking a

group of students and I will show what
it will look like with the three people
and the roles they are given. Making
30-48 sure that they all know where to go
and how they are to be assessing.
Check for Understanding: How are
we switching?
What is a skill cue of a serve?
What is a skill cue of a forehand?
What is a skill cue of a backhand?
How many trials are we doing?
What is one skill cue of a volley?

Transition: As the students are

finishing up their task sheets they will
be putting them in front of the board

57
 and they will be moving over to a
court and waiting to play doubles.

Activity 2 Modified Doubles

The students will be playing an
almost complete game of doubles.
They will be beginning with a proper
serve and playing out points. The
students are now allowed to volley
the ball as long as it is not in the
no-volley zone. We will play by the
following rules:
One attempt at a serve
One bounce per side
If the ball goes out it is a point
If the ball bounces twice it is a
point
If there is a volley in the no
volley zone it is a point
Demonstration: I will be picking a
group of four students to play out
three serves and then I will allow the
students to go off to their own courts
and they will be playing these
48-52 modified games for the remainder of
the period.
Extension UP: Have the students
make sure that they go in a pattern
so that every student is forced to hit
the ball at least once. Must serve
from behind the baseline.
Extension DOWN: Allow two
bounces on each side if the teams
are really struggling, allowing them to
52-58 become more successful.
Check for Understanding: How are
we scoring a point?
What is the object of the game?

58
 What is one skill cue of a volley?

Transition: Students will be asked to

put their pickleball paddles and balls
away, and then they are to come take
a seat in front of the chalkboard for
closure.

Closure: I will bring all of the students

in, have them put their rackets away
and the balls in the buckets and we
will once more go over all of the skill
cues for all of the hits we have gone
over. Then I will discuss how the next
few days of tournament play are going
to go, then I will discuss how all of the
assessments will be performed.

Transition: The students will go back

into the locker room to change back
and be dismissed to their next class
from there.

59
 Springfield College Daily Lesson Plan
Name: Heather DeLude Date: 10/18/17 Time: 58 minutes
School: Bellamy Middle School Lesson #: 6 of 8
Facilities: of main gym Class Size: 24, 17, 24 Grade: 6-8
Unit/Theme: Pickleball Generic Level: Control/Utilization
Equipment: 24 Pickleball rackets, 24 Pickleballs, 4 Mini Nets, Cones, Whistle
Focus of Lesson: Rules and Review of skills
Student Performance Objectives (SPO): (National # ; MA CF # ;
Task/Activity # )
By the end of the lesson, students should be able to:
(P) Demonstrate ability to utilize all of the different types of hits used in a game of
pickleball at least 6 out of 8 times with accuracy throughout the tournament play.
(NSGLO#: S1.M14.6, MACF #: 2.9, All Activities, Skill Check)
(C) Describe how you keep score in a game of pickleball with 8/10 accuracy when
asked to keep score in games and when asked again at closure. (NSLGO#: S2.M8.8,
MACF#: 2.14, Modified game/Closure, Teacher Observation)
(A) Be respectful and cooperative of all other individuals in the class throughout the
entirety of the lesson by shaking hands with all teammates and opponents at the end of
a match. (NSGLO#: S4.M4.8, MACF#: 2.15, All Activities, Teacher Observation)
Check each objective is it specific? Is it achievable? Is it developmentally
appropriate?
Teacher Performance Objectives During the lesson the teacher will:
Work on creating relationships with the students, making sure that they see I am
enjoying the activity as much as they are.
Work on Demonstrations and getting explanations just right.
Special Considerations What are the safety concerns? What is unique about the
students in this class?
B: 24 students, there is one group of students with a para that need to make sure they
are always on task. One of the students did not want to pick this activity in particular.
E: 17 students. A lot of these students had taken badminton so they are somewhat
aware of rules of a net/wall game, make sure reminding the new students as well. Keep
them under control.
F: Similar group of students to last unit. Make sure the groups are set up fairly and that
there is not that one group standing talking the entire unit, as in past ones.

TIME SEQUENCE OF LESSON ORGANIZATION

60
0-6 Students Arriving: As the students
are coming into the gym they will have
6 minutes to go and change their
clothes and get ready for class.

6-10 Warm-Up:
Students will be getting with a partner
on each side of the net and they will
be hitting the ball back and forth to
each other, beginning with a serve, as
a review of the skills we have learned
the past few classes, they are now
allowed to volley and hit the ball
without it bouncing.

10-13 Instruction: Today we are going to be

going through a ladder tournament.
There will be two teams on each court
and we will be rotating every 5
minutes. The students who are on the
benches on either end of the half of
the gym will be doing assessments
that show improvement throughout
the unit and it focuses on all of the
different material they are to have
learned. It also works as a review for
the test that I will be giving the
following day in hopes that they will be
able to do well. Students will then be
picking their partner and this will be
the person they are working with for
the next three days so they must be
aware of this and they need to know
that this partner is who will have an
effect on their grade.
The pickleball rules we will be playing
by are as follows:
One attempt at a serve

61
 Double bounce rule
Service behind the baseline
Cross court serves
Only score a point on your serve
Any ball on a line is in
One hit per side
One bounce per side
No-volley zone in full effect
Games played for time but
normally played to 11 points
Remember the skill cues for all of the
shots we have gone over:
Skill Cues Forehand:
Handshake grip
Nondominant shoulder facing
target
Racket moves from low to medium
to high.
Transfer weight from back to front
Racket makes contact with a flat
paddle and at the medium level.
Skill Cues Backhand:
Handshake grip
Dominant shoulder facing target
Racket moves from low to medium
to high.
Transfer weight from back to front
Racket makes contact with a flat
paddle and at the medium level.
Skill Cues Serve:
Face net, feet shoulder width
apart
Paddle back
Step forward w/ opposite foot
Drop ball
Hit with upward/outward
motion to target in front of the body
Skill Cues Volley:

62
 Volleys can be either forehand
or backhand. We will spend time on
both
Same skill cues apply as in the
forehand and backhand, the only
difference is the fact that the ball is
not bouncing before you hit it so you
need to be more on target with your
hits.
Must be performed behind the
no volley zone
Skill Cues Lob:
Start with your paddle low and
carry the ball up towards
-finish with your racket close to your
head
-should be more of an underhand hit.
-very defensive type of shot.
Skill Cues Smash Shot:
- Only overhand shot in pickleball
- Must be performed behind the
no-volley zone.
-used in a very offensive type of shot

13-48 Activity 1: Ladder Tournament

We will start with two teams on each
court playing doubles. In all three
classes there is an uneven number of
students so this will work where one
group of partners is off on a bench on
the side of the courts. If students are
on the sides, they will be completing
assessments. They will play with the
above rules and they will be
responsible for keeping their own
scores.

63
 Demonstration: I will be picking a
group of four students to play out
three serves and then I will allow the
students to go off to their own courts
and they will be playing these
modified games for the remainder of
the period.
Extension UP: Have the students
make sure that they go in a pattern so
that every student is forced to hit the
ball at least once. Must serve from
behind the baseline.
Extension DOWN: Allow two
bounces on each side if the teams are
really struggling, allowing them to
become more successful.
Check for Understanding: How are
we scoring a point?
What is the object of the game?
What is one skill cue of a volley?

Transition: Students will be asked to

put their pickleball paddles and balls
away, and then they are to come take
a seat in front of the chalkboard for
closure.

48-52 Closure: I will bring all of the students

in, have them put their rackets away
and the balls in the buckets and we
will once more go over all of the skill
cues for all of the hits we have gone
over. Then I will discuss how the next
few days of tournament play are going
to go, then I will discuss how all of the
assessments will be performed.

64
52-58 Transition: The students will go back
into the locker room to change back
and be dismissed to their next class
from there.

65
 Springfield College Daily Lesson Plan
Name: Heather DeLude Date: 10/19/17 Time: 58 minutes
School: Bellamy Middle School Lesson #: 7 of 8
Facilities: of main gym Class Size: 24, 17, 24 Grade: 6-8
Unit/Theme: Pickleball Generic Level: Control/Utilization
Equipment: 24 Pickleball rackets, 24 Pickleballs, 4 Mini Nets, Cones, Whistle
Focus of Lesson: Rules and Review of skills
Student Performance Objectives (SPO): (National # ; MA CF # ;
Task/Activity # )
By the end of the lesson, students should be able to:
(P) Demonstrate ability to utilize all of the different types of hits used in a game of
pickleball at least 6 out of 8 times with accuracy throughout the tournament play.
(NSGLO#: S1.M14.6, MACF #: 2.9, All Activities, Skill Check)
(C) Describe how you keep score in a game of pickleball with 8/10 accuracy when
asked to keep score in games and when asked again at closure. (NSLGO#: S2.M8.8,
MACF#: 2.14, Modified game/Closure, Teacher Observation)
(A) Be respectful and cooperative of all other individuals in the class throughout the
entirety of the lesson by shaking hands with all teammates and opponents at the end of
a match. (NSGLO#: S4.M4.8, MACF#: 2.15, All Activities, Teacher Observation)
Check each objective is it specific? Is it achievable? Is it developmentally
appropriate?
Teacher Performance Objectives During the lesson the teacher will:
Work on creating relationships with the students, making sure that they see I am
enjoying the activity as much as they are.
Work on Demonstrations and getting explanations just right.
Special Considerations What are the safety concerns? What is unique about the
students in this class?
B: 24 students, there is one group of students with a para that need to make sure they
are always on task. One of the students did not want to pick this activity in particular.
E: 17 students. A lot of these students had taken badminton so they are somewhat
aware of rules of a net/wall game, make sure reminding the new students as well. Keep
them under control.
F: Similar group of students to last unit. Make sure the groups are set up fairly and that
there is not that one group standing talking the entire unit, as in past ones.

TIME SEQUENCE OF LESSON ORGANIZATION

66
0-6 Students Arriving: As the students
are coming into the gym they will have
6 minutes to go and change their
clothes and get ready for class.

6-10 Warm-Up:
Students will be getting with a partner
on each side of the net and they will
be hitting the ball back and forth to
each other, beginning with a serve, as
a review of the skills we have learned
the past few classes, they are now
allowed to volley and hit the ball
without it bouncing.

10-13 Instruction: Today we are going to be

going through a ladder tournament.
There will be two teams on each court
and we will be rotating every 5
minutes. The students who are on the
benches on either end of the half of
the gym will be doing assessments
that show improvement throughout
the unit and it focuses on all of the
different material they are to have
learned. It also works as a review for
the test that I will be giving the
following day in hopes that they will be
able to do well. Students will then be
picking their partner and this will be
the person they are working with for
the next three days so they must be
aware of this and they need to know
that this partner is who will have an
effect on their grade.
The pickleball rules we will be playing
by are as follows:
One attempt at a serve

67
 Double bounce rule
Service behind the baseline
Cross court serves
Only score a point on your serve
Any ball on a line is in
One hit per side
One bounce per side
No-volley zone in full effect
Games played for time but
normally played to 11 points
Remember the skill cues for all of the
shots we have gone over:
Skill Cues Forehand:
Handshake grip
Nondominant shoulder facing
target
Racket moves from low to medium
to high.
Transfer weight from back to front
Racket makes contact with a flat
paddle and at the medium level.
Skill Cues Backhand:
Handshake grip
Dominant shoulder facing target
Racket moves from low to medium
to high.
Transfer weight from back to front
Racket makes contact with a flat
paddle and at the medium level.
Skill Cues Serve:
Face net, feet shoulder width
apart
Paddle back
Step forward w/ opposite foot
Drop ball
Hit with upward/outward
motion to target in front of the body
Skill Cues Volley:

68
 Volleys can be either forehand
or backhand. We will spend time on
both
Same skill cues apply as in the
forehand and backhand, the only
difference is the fact that the ball is
not bouncing before you hit it so you
need to be more on target with your
hits.
Must be performed behind the
no volley zone
Skill Cues Lob:
Start with your paddle low and
carry the ball up towards
-finish with your racket close to your
13-48 head
-should be more of an underhand hit.
-very defensive type of shot.
Skill Cues Smash Shot:
- Only overhand shot in pickleball
- Must be performed behind the
no-volley zone.
-used in a very offensive type of shot

Activity 1: Round Robin Tournament

Today the teams will be participating
in a round robin tournament and I will
be keeping track of scores and
records of all of the teams and
students. We will be playing by all of
the regular pickleball rules, except for
the fact that we will be playing for time
and not to 11. If a team gets to 11
points in 5 minutes that is pretty
surprising and will be interesting to
see. Students are with their same
partners from the day before. The
activity for the students who are out

69
 and not playing in that particular round
will be the posttest so that I can get all
of my students scores for the
measure of student learning.
Demonstration: I will be picking a
group of four students to play out
three serves and then I will allow the
students to go off to their own courts
and they will be playing these
modified games for the remainder of
the period.
Extension UP: Have the students
make sure that they go in a pattern so
that every student is forced to hit the
ball at least once. Must serve from
behind the baseline.
Extension DOWN: Allow two
bounces on each side if the teams are
48-52 really struggling, allowing them to
become more successful.
Check for Understanding: How are
we scoring a point?
What is the object of the game?
What is one skill cue of a volley?

Transition: Students will be asked to

put their pickleball paddles and balls
away, and then they are to come take
52-58 a seat in front of the chalkboard for
closure.

Closure: I will bring all of the students

in, have them put their rackets away
and the balls in the buckets and we
will once more go over all of the skill
cues for all of the hits we have gone
over. Then I will discuss how the next
few days of tournament play are going

70
to go, then I will discuss how all of the
assessments will be performed.

Transition: The students will go back

into the locker room to change back
and be dismissed to their next class
from there.

71
 Springfield College Daily Lesson Plan
Name: Heather DeLude Date: 10/20/17 Time: 58 minutes
School: Bellamy Middle School Lesson #: 8 of 8
Facilities: of main gym Class Size: 24, 17, 24 Grade: 6-8
Unit/Theme: Pickleball Generic Level: Control/Utilization
Equipment: 24 Pickleball rackets, 24 Pickleballs, 4 Mini Nets, Cones, Whistle
Focus of Lesson: Tournament Play
Student Performance Objectives (SPO): (National # ; MA CF # ;
Task/Activity # )
By the end of the lesson, students should be able to:
(P) Demonstrate ability to utilize all of the different types of hits used in a game of
pickleball at least 6 out of 8 times with accuracy throughout the tournament play.
(NSGLO#: S1.M14.6, MACF #: 2.9, All Activities, Skill Check)
(C) Describe how you keep score in a game of pickleball with 8/10 accuracy when
asked to keep score in games and when asked again at closure. (NSLGO#: S2.M8.8,
MACF#: 2.14, Modified game/Closure, Teacher Observation)
(A) Be respectful and cooperative of all other individuals in the class throughout the
entirety of the lesson by shaking hands with all teammates and opponents at the end of
a match. (NSGLO#: S4.M4.8, MACF#: 2.15, All Activities, Teacher Observation)
Check each objective is it specific? Is it achievable? Is it developmentally
appropriate?
Teacher Performance Objectives During the lesson the teacher will:
Work on creating relationships with the students, making sure that they see I am
enjoying the activity as much as they are.
Work on Demonstrations and getting explanations just right.
Special Considerations What are the safety concerns? What is unique about the
students in this class?
B: 24 students, there is one group of students with a para that need to make sure they
are always on task. One of the students did not want to pick this activity in particular.
E: 17 students. A lot of these students had taken badminton so they are somewhat
aware of rules of a net/wall game, make sure reminding the new students as well. Keep
them under control.
F: Similar group of students to last unit. Make sure the groups are set up fairly and that
there is not that one group standing talking the entire unit, as in past ones.

TIME SEQUENCE OF LESSON ORGANIZATION

72
0-6 Students Arriving: As the students
are coming into the gym they will have
6 minutes to go and change their
clothes and get ready for class.

6-10 Warm-Up:
Students will be getting with a partner
on each side of the net and they will
be hitting the ball back and forth to
each other, beginning with a serve, as
a review of the skills we have learned
the past few classes, they are now
allowed to volley and hit the ball
without it bouncing.

10-13 Instruction: Today we are going to be

going through a ladder tournament.
There will be two teams on each court
and we will be rotating every 5
minutes. The students who are on the
benches on either end of the half of
the gym will be doing assessments
that show improvement throughout
the unit and it focuses on all of the
different material they are to have
learned. It also works as a review for
the test that I will be giving the
following day in hopes that they will be
able to do well. Students will then be
picking their partner and this will be
the person they are working with for
the next three days so they must be
aware of this and they need to know
that this partner is who will have an
effect on their grade.
The pickleball rules we will be playing
by are as follows:
One attempt at a serve

73
 Double bounce rule
Service behind the baseline
Cross court serves
Only score a point on your
serve(NOT RALLY SCORING)
Any ball on a line is in
One hit per side
One bounce per side
No-volley zone in full effect
Games played for time but
normally played to 11 points
Odd score serve on left
Even score serve on right
Ball MUST bounce in No volley
zone
Team who starts with the ball is
determined by rock paper scissors.
Remember the skill cues for all of the
shots we have gone over:
Skill Cues Forehand:
Handshake grip
Nondominant shoulder facing
target
Racket moves from low to medium
to high.
Transfer weight from back to front
Racket makes contact with a flat
paddle and at the medium level.
Skill Cues Backhand:
Handshake grip
Dominant shoulder facing target
Racket moves from low to medium
to high.
Transfer weight from back to front
Racket makes contact with a flat
paddle and at the medium level.
Skill Cues Serve:

74
 Face net, feet shoulder width
apart
Paddle back
Step forward w/ opposite foot
Drop ball
Hit with upward/outward
motion to target in front of the body
Skill Cues Volley:
Volleys can be either forehand
or backhand. We will spend time on
both
Same skill cues apply as in the
forehand and backhand, the only
difference is the fact that the ball is
not bouncing before you hit it so you
need to be more on target with your
hits.
Must be performed behind the
no volley zone
Skill Cues Lob:
Start with your paddle low and
carry the ball up towards
-finish with your racket close to your
head
-should be more of an underhand hit.
-very defensive type of shot.
Skill Cues Smash Shot:
- Only overhand shot in pickleball
- Must be performed behind the
no-volley zone.
-used in a very offensive type of shot

13-48 Activity 1: Round Robin Tournament

Today the teams will be participating
in a round robin tournament and I will
be keeping track of scores and
records of all of the teams and
students. We will be playing by all of

75
the regular pickleball rules, except for
the fact that we will be playing for time
and not to 11. If a team gets to 11
points in 5 minutes that is pretty
surprising and will be interesting to
see. Students are with their same
partners from the day before. The
activity for the students who are out
and not playing in that particular round
will be the posttest so that I can get all
of my students scores for the
measure of student learning.
Demonstration: I will be picking a
group of four students to play out
three serves and then I will allow the
students to go off to their own courts
and they will be playing these
modified games for the remainder of
the period.
Extension UP: Have the students
make sure that they go in a pattern so
that every student is forced to hit the
ball at least once. Must serve from
behind the baseline.
Extension DOWN: Allow two
bounces on each side if the teams are
really struggling, allowing them to
become more successful.
Check for Understanding: How are
we scoring a point?
What is the object of the game?
What is one skill cue of a volley?

Transition: Students will be asked to

put their pickleball paddles and balls
away, and then they are to come take
a seat in front of the chalkboard for
closure.

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 Closure: I will bring all of the students
48-52 in, have them put their rackets away
and the balls in the buckets and we
will once more go over all of the skill
cues for all of the hits we have gone
over. Then I will discuss how the next
few days of tournament play are going
to go, then I will discuss how all of the
assessments will be performed.

Transition: The students will go back

52-58 into the locker room to change back
and be dismissed to their next class
from there.

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Pre Test Completed:

78
79
Completed Psychomotor Assessment

80
Completed Exit Slip

81
Completed Post Test

82
83
B Block Test Improvement
Name Pre Test Post Test Difference Kaylee 9 17 +8

Kassandra 8 15 +7 Alex 5 10 +5

Jivan 8 20 +12 Jace 5 21 +16

Madisyn 5 18 +7 Gabe 4 8 +4

Stefan 4 16 +12 Emily 6 21 +15

Janelly 2 17 +15 Jose 3 17 +14

Raluke 4 13 +9 Alex 6 11 +5

Marieanglei 5 12 +7 Eva 4 4 0

Jesamei 10 21 +11 Daysani 3 17 +14

Beatrice 2 12 +11 Alexis 1 11 +10

Raquel 4 19 +15 Lea 7 8 +1

Jaydn 9 21 +12 Sam 8 17 +9

The average amount of point improvement from the pre and post test on
pickleball in my E block class was 9.5. This is a little less than 50% higher
scores on average. The highest amount of improvement being 16 points of
improvement and the lowest being 0 points of improvement. There is an
outlier because one of the students did the same on the posttest than she
did on the pretest, which was not at all normal so that would have an effect
on the overall average. If that score was not included the average
improvement would have been 10 points.

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E Block Test Improvement
Name Pre Test Post Difference
Test

Hayden 10 22 +12

Gabe 10 21 +11

Vianey 6 20 +14

Charlotte 11 21 +10

Tori 8 19 +11

Adam 8 14 +6

Karyna 9 20 +11

Jess 12 11 -1

Lizzy 11 20 +9

Ciara 6 12 +6

Hinata 5 18 +13

Jaden 9 11 +2

Fallyn 10 19 +9

Lauren 10 22 +12

Christian 9 20 +11

Bailey 6 20 +14

Kushi 7 21 +14
The average amount of point improvement from the pre and post test on
pickleball in my E block class was 9.6. This is more than 50% higher
scores on average. The highest amount of improvement being 14 points of
improvement and the lowest being -1 points of improvement. There is an
outlier because one of the students did do worse on the posttest than she
did on the pretest, which was not at all normal so that would have an effect
on the overall average. If this students score was not included, it would
have been an average increase of 10.3 points, which is a slightly larger
difference.
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F Block Test Difference
Name Pre test Post Test Difference Angelina 10 21 +11

Chase 13 22 +9 Sabina 3 21 +18

Heaven 11 20 +9 Emma 9 21 +12

Connor 6 18 +12 Laina 7 21 +14

Marcus 2 18 +16 Olan 4 14 +10

Zach 6 16 +10 Aaron 4 20 +16

Tyler 14 19 +5 Unique 5 18 +13

Kyleigh 3 12 +9 Haileigh 7 18 +11

Elisabeth 6 22 +16 Brandon 4 18 +14

Jadda 10 20 +10 Matt 5 19 +14

Allison 11 21 +10 Mike 7 22 +15

Ella 10 21 +11 Jenna 3 21 +18

The average amount of point improvement from the pre and post test on
pickleball in my F block class was 12 points. This is more than 50% higher
scores on average. The highest amount of improvement being 16 points of
improvement and the lowest being 5 points of improvement. On the
posttest all of the students scored at least a 72% which is alot better than
no one getting over a 50 on the pretest.

86
 References:
Courtier, L., Chepko, S., Holt/Hale, S., National Standards and Grade Level Outcomes for K-12 Physical
Education. Human Kinetics, Champaign, Il. 2014 (pg. )

Massachusetts Comprehensive Health Curriculum Frameworks, Oct 1999

www.usapa.org/rules-summary/

httphttps://www.jmu.edu/kinesiology/hpainstitute/documents/2013/Pickleball%20Season%20Block%2
0Plan.pdf://

http://blogs.reeths-puffer.org/niklaschg/files/2009/08/Pickleball-TA-Sheet.pdf

87