pickleball unit plan nazareth

Unit Plan
Karoline Vavra
Standard 10.4.9 D Analyze factors that affect physical activity preferences of
adolescents.
• skill competence
• social benefits
• previous experience
• activity confidence
NASPE Standard 1 - The physically literate individual demonstrates competency in a
variety of motor skills and movement patterns.
NASPE Standard 2 - The physically literate individual applies knowledge of concepts,
principles, strategies and tactics related to movement and performance.
NASPE Standard 4 - The physically literate individual exhibits responsible personal and
social behavior that respects self and others.
NASPE Standard 5 - The physically literate individual recognizes the value of physical
activity for health, enjoyment, challenge, self-expression and/or social interaction.
Title: Physical Activity Factors That Affect Pickleball As A Preference
Grade: 7th
Mission:
Nazareth Area School District Mission: It is the mission of Nazareth Area School
District to provide students with a comprehensive, challenging, educational program,
which includes a focus on learning, the building of character, the development of skills
and competencies necessary to be successful in life and to shape the future. The program
will be delivered in a safe and orderly environment and will include K - 12 articulated
curricula, research-based classroom best practices, and the integration of technology. The
district will work collaboratively with all stakeholders to efficiently and effectively use
school and community resources responsibly.
Nazareth Area Middle School Building Mission: Nazareth Area Middle School is a
developmentally responsive middle school designed to meet the needs of adolescents
during these years of transitions. We offer a challenging academic and exploratory
curriculum along with opportunities for students’ social and personal growth. Teaming at
each grade level creates smaller learning communities designed to address the unique
needs of middle school students.

Nazareth Area Middle School Physical Education Mission: Our mission is to teach
students about healthy living practices and the importance of maintaining a physically
active lifestyle through self-assessments, hands-on experiences and making connections
to the world around them. We pride ourselves on providing a learning environment that
offers a variety of activities that are safe, inclusive, and exciting.
My Promise: I promise to support student learning by providing challenges and learning
experiences, in which students can analyze specific net games (pickleball). By
participating in pickleball the students will be able to develop the skills and competencies
necessary to be successful in the lifelong pursuit of physical activity.
Stage I.)
Essential Questions
What is adolescence?
-Adolescence is the period of life beginning with puberty and ending with
completed growth. (PDE SAS 2012)
What does skill competence mean?
-Skill competence is mastery of skill. The mastery of skill improves self-efficacy,
or one’s confidence to perform successfully. Several factors that affect self-efficacy
include: skill mastery, modeling, verbal persuasion or encouragement, and emotional
arousal. (PDE SAS 2012)
Why is skill competence important to physical activity?
-Skill competence improves self-concept and self-esteem, and this relates directly
to one’s confidence in his or her ability to participate in regular physical activity, find
employment in physical activity, and develop positive beliefs concerning the benefits of
physical activity. (PDE SAS 2012)
What is previous experience?
-Previous experience is a prior personal learning through observation,
encountering, doing, and testing. (PDE SAS 2012)
How does previous experience affect their participation in activity?
-Succeeding in fun and challenging physical experiences helps people to feel
capable. Practicing and improving physical skills help a person develop a sense of
confidence about their skill. Therefore, practicing correct skill and mastering the form
encourages the learner to perform that skill in future practice and game situations. A
person who is skilled in tennis is more apt to play tennis outside of physical education
class. Someone who is not skilled in basketball may not seek out opportunities to play
basketball. (PDE SAS 2012)
What is activity confidence?
-The ability of a person to perform well in an activity. (PDE SAS 2012)

What social benefits affect activity preferences of adolescents?
-The social benefits of physical activity are a sense of worth and positive
interaction skills. Feeling good about ourselves and having a healthy sense of worth helps
each of us develop to our potential and interact positively with others around us. (PDE
SAS 2012)
Why are social benefits important in physical activity preferences of adolescents?
-Social skills help partners or groups complete a task, build positive feelings in
the participants and increase the likelihood of success. (PDE SAS 2012)
How is skill competence used in pickleball?
-During pickleball, the students will be doing a serve, a backhand, and a forehand
shot. The more the students practice and perform these skills, the better they will get.
While performing these skills, the students will receive positive and constructive
encouragement while they try to achieve skill mastery.
How can previous experience affect the student’s skills and strategies in pickleball?
-Students can use their previous knowledge of net games to help them achieve in
pickleball. The students can use the prior knowledge of using a serve, a backhand, and a
forehand hit. The students can also use the knowledge they learned about strategies when
they played tennis and volleyball. In addition, previous experience can affect the
student’s preference of pickleball. If the student liked the previous net games, then they
are more likely to enjoy pickleball.
What are the social benefits of pickleball?
-Pickleball’s social benefits include being active, meeting new people, gaining
new experiences, finding new hobbies, feeling good about oneself, and building positive
feelings. Also, another social benefit of playing pickleball is working with others while
playing in doubles.
How is participating in pickleball affected by activity confidence?
-Pickleball is affected by activity confidence because the more you like it, the
better you will feel about your skills. For example, if the students enjoy the game of
pickleball, they will want to play it more often and they will want to improve their skills.
Stage II.)
Methods
Cognitive- Written Test
Psychomotor- Teacher Observation Pickleball Skills
Scoring-
Cognitive Written Test: 25 points Teacher Observation Pickleball Skills: 25 points

Stage III.)
Learning Activities
Introduction Activities to Pickleball Paddle:
 Student will bounce object off paddle by themselves.
 Student will bounce object off wall to themselves.
 Student will bounce object off paddle to partner.
Forehand Strike
 Student will strike an object using their dominant hand on your dominant
side.
Backhand
 Student will strike an object using their dominant hand on your non-
dominant side
Serve
 Student will strike an object underhand with no bounce.
 Student will strike an object underhand with no bounce across the court
diagonally.
Game Strategy
 Student will use long hits.
 Student will use short hits.
 Student will return to home position.
 Student will be in ready position.
 Student will hit object at different speeds.
 Student will hit object with different force.
1 v 1 and 2 v 2 Volley
 Student will learn the rules of Pickleball.
 Student will participate in Pickleball game play.
 Student will participate in Pickleball tournament play.
 Student will be a team player while playing Pickleball.

Grading System
Point Value Time Spent Administering the Assessment
Summative Cognitive Assessment: Written
Test: 25 points
Summative Psychomotor Assessment
Teacher Observation: Pickleball Skills: 25
points
Day 6= 10 minutes
Day 6= 20 minutes
Advanced Proficient Developing Unsatisfactory
50-40 Points 39-29 Points 28-18 Points <17 Points

Day 1
Stage I: Essential Questions/Content:
Q: What does skill competence mean?
A: Skill competence is mastery of skill. The mastery of skill improves self-efficacy, or
one’s confidence to perform successfully. Several factors that affect self-efficacy include:
skill mastery, modeling, verbal persuasion or encouragement, and emotional arousal.
(PDE SAS 2012)
Q: What is previous experience?
A: Previous experience is a prior personal learning through observation, encountering,
doing, and testing. (PDE SAS 2012)
Q: Why are social benefits important in physical activity preferences of adolescents?
A: Social skills help partners or groups complete a task, build positive feelings in the
participants and increase the likelihood of success. (PDE SAS 2012)
Q: How is skill competence used in pickleball?
A: During pickleball, the students will be doing a serve, a backhand, and a forehand shot.
The more the students practice and perform these skills, they better they will get. While
performing these skills, the students will receive positive and constructive encouragement
while they try to achieve skill mastery.
Q: How can previous experience affect the student’s skills and strategies in pickleball?
A: Students can use their previous knowledge of net games to help them achieve in
they played tennis and volleyball. In addition, previous experience can affect the
student’s preference of pickleball. If the student liked the previous net games, then they
are more likely to enjoy pickleball.
Stage II: Assessments:
-Diagnostic:
Cognitive- Written Test (25 points)
Psychomotor- Teacher observation of Pickleball (25 points)
Teaching Style: Divergent
(Motor Development) (Interdisciplinary Writing) (Psychological) (Technology)
(Historical)
Stage III: Learning Objectives:
Learning Activities:
 Students will complete cognitive written test.

 Students will watch educational video on Pickleball.
 Students will play 2v2 Pickleball games.
 Teacher will complete the psychomotor assessment by watching each
student play Pickleball.
Specific Objectives:
-Psychomotor: While participating in Pickleball game play, the students will be able to
demonstrate their prior skills of net games characterized by using the forehand, backhand,
serve, 2 v 2 volley and game strategy 50% of the time.
-Cognitive: While filling out the diagnostic written test, the students will be able to
identify skill competence, social benefits, previous experience and activity confidence
that is related to Pickleball characterized by analyzing their previous knowledge of net
games with 50% accuracy.
-Affective: While engaged in the station activities, the students will demonstrate the
virtue of courage characterized by stepping out of their comfort zone and trying
something new that they may be uncomfortable with in the activity (This is fun and
exciting!).
Accommodations and Modifications:
Students with learning disabilities will be provided with simplified written tests. The
teacher will provide assistance to the student by reading the test questions and possible
answers out loud. The teacher will also provide an extended time for student to complete
the test. The test will also be accommodated to their 504/IEP plan. Students with physical
disabilities can also use a bigger ball and/or paddle while playing Pickleball.

DIAGNOSTIC
PSYCHOMOTOR
Assessments

Lesson Plan
Name Karoline Vavra Date:3/24/15
Grade Level__7_____ Lesson 1 of 6
Standard Statement(s): 10.4.9 D Analyze factors that affect physical activity
preferences of adolescents.
• social benefits
Stage I: Essential Questions and Essential Content:
Q: What is adolescence?
A: Adolescence is the period of life beginning with puberty and ending with completed
growth. (PDE SAS 2012)
(PDE SAS 2012)
Q: Why is skill competence important to physical activity?
A: Skill competence improves self-concept and self-esteem, and this relates directly to
one’s confidence in his or her ability to participate in regular physical activity, find

Q: How does previous experience affect their participation in activity?
A: Succeeding in fun and challenging physical experiences helps people to feel capable.
Practicing and improving physical skills help a person develop a sense of confidence
about their skill. Therefore, practicing correct skill and mastering the form encourages the
learner to perform that skill in future practice and game situations. A person who is
skilled in tennis is more apt to play tennis outside of physical education class. Someone
who is not skilled in basketball may not seek out opportunities to play basketball. (PDE
SAS 2012)
Q: What is activity confidence?
A:The ability of a person to perform well in an activity. (PDE SAS 2012)
Q: What social benefits affect activity preferences of adolescents?
A: The social benefits of physical activity are a sense of worth and positive interaction
skills. Feeling good about ourselves and having a healthy sense of worth helps each of us
develop to our potential and interact positively with others around us. (PDE SAS 2012)
they played tennis. In addition, previous experience can affect the student’s preference of
pickleball. If the student liked the previous net games, then they are more likely to enjoy
pickleball.
Q: What are the social benefits of pickleball?
A: Pickleball’s social benefits include being active, meeting new people, gaining new
experiences, finding new hobbies, feeling good about oneself, and building positive
feelings.
Q: How is pickleball affected by activity confidence?

A: Pickleball is affected by activity confidence because the more you like it, the better
you will feel about your skills. For example, if the students enjoy the game of pickleball,
they will want to play it more often and they will want to improve their skills.
Stage II: Assessment(s):
-Diagnostic:
Teaching Style: Divergent
(Motor Development) (Interdisciplinary Writing) (Psychological) (Technology)
Stage III: Learning activity:
 Students will watch educational video on Pickleball.
Equipment:
- YouTube Video
- cognitive written test for each student
- pencil for each student
- pickleball nets (4)
- pickleball paddle for each student
- pickleball balls
- psychomotor teacher observation rubrics
- word wall
-Affective: While engaged in the station activities, the students will demonstrate the
virtue of courage characterized by stepping out of their comfort zone and trying
something new that they may be uncomfortable with in the activity (This is fun and
exciting!).

Time 3 min. Time to change in locker room
Time 2 min. Anticipatory Set (motivational statement to hook
the interest of students): Good morning/afternoon
girls! Today I am going to introduce you to Pickleball!
Pickleball is considered a lifelong sport. It is a modified
version of tennis (Historical), it helps keep people of all
ages active and a game that people of all ages can enjoy.
(Divergent) Throughout this lesson we will work on our
Pickleball skills such as hitting and serving (motor
development) and work on achieving the goal of
improving our Pickleball skills and game play
(Psychological).
Time 2 min. Warm-Up: Two laps around gym and dynamic stretches
(butt kicks, lunges, high knees)
For each episode, provide input/demonstration, adaptations &
accommodations, organization procedures and guided practice criteria.
Time 10 min. diagnostic, 2 min. movie Input/Demonstration and
Organization Procedures:
Instructional Input/Demonstration
(explain the criteria for the learning task
and guided discovery questions that
relate to essential content from above.
Organization Procedures (explain how
you will organize students for the
learning activity, along with diagrams).
The teacher will inform the students that
they will be completing a written test on
their prior knowledge of Pickleball. Each
student will complete the written
Pickleball Diagnostic Test
(Interdisciplinary: Writing).
(Diagnostic test includes Motor
Development, Divergent and
Psychological Questions)
The students will then view a short
YouTube video clip on Pickleball
(Technology).
The teacher will give each student a
pickleball diagnostic test and pencil.
The teacher will tell the students to
spread out and find their own space on
the gym floor to complete their test.
X X X X
X X X X X O
X=student O=teacher
The teacher will go over the directions
of the assessment. The teacher will
also read the questions on the test to

Guided Practice: Checking for student understanding (What questions are you
going to ask and what feedback statements are you going to provide).
-Good job finding your own space to complete your test!
-Keep up the good work!
-I like the way you following directions while taking the test!
Time 20 min. Input/Demonstration and Organization Procedures:
Students will choose one partner to play
Pickleball with. The pair of students will
grab their Pickleball paddles. The
students will then wait to be assigned to a
Pickleball court to play 2 v 2 Pickleball
on. The students will play Pickleball and
demonstrate their Pickleball skills at the
beginning of this unit. The students will
play Pickleball to their best ability. At the
end of the games the students will return
their paddles and ball.
The teacher will go over the directions,
rules and safety precautions of
Pickleball before letting the students
play.
The teacher will assign the different
pairs of students to a Pickleball court
where they will play 2 v 2 Pickleball
games. The teacher will give each court
a Pickleball ball to play with.
*Adaptations & Accommodations for
students with disabilities and English
Language Learners: Students with
learning disabilities will be provided with
simplified written tests. The teacher will
provide assistance to the student by reading
the test questions and possible answers out
loud. The teacher will also provide an
extended time for student to complete the
test. The test will also be accommodated to
their 504/IEP plan.
the students.
The teacher will collect each student’s
test and pencil when everyone is
finished.
The teacher will set up the YouTube
video for all of the students to view.

Language Learners: Students with physical
disabilities can also use a bigger ball and/or
paddle while playing Pickleball
O
X= students O= teacher
The teacher will fill out a diagnostic
psychomotor Pickleball rubric on each
student while they engage in the 2 v 2
Pickleball games.
-Great job using your forehand strikes!
-I like the way you served diagonally across the court!
Time 1 min. Closure: The teacher will tell the students that the next
pickleball lesson will focus on different pickleball skills that are needed to play an
actual game of pickleball.
X X
X X

Day 2
Q; How is pickleball affected by activity confidence?
A: The ability of a person to perform well in an activity. (PDE SAS 2012)
- Formative: exit slip Command/Practice/Self-Check Log
- Formative: Inclusion
(command, practice, self-check)
Motor Learning
Stage III: Learning Objectives:
Forehand Strike:
side.
Backhand Strike:
dominant side.
Serve:

diagonally.
-Psychomotor: While participating in the learning activities, the students will be able to
demonstrate the proper form of a serve, characterized by serving being done underhand
with the paddle below the waist, the server must keep one foot behind the back line when
serving and the ball should be hit into the air without being bounced and executing 80%
of the time.
While participating in the learning activities, the students will be able to demonstrate the
proper form of a backhand strike, characterized by stepping across their body with the
paddle in their dominant hand and following through with the paddle back across their
body and executing 80% of the time.
proper form of a forehand strike, characterized by stepping with their non-dominant foot,
swinging back their arm and hitting the ball underhand and executing 80% of the time.
-Cognitive: While filling out the exit-slip, the students will be able to use a
practice/convergent/self-check log characterized by recording the number of serves,
backhand shots, forehand shots, rating their pickleball skills, explaining how to correctly
serve in pickleball.
-Affective: While participating in the learning activity, the students will be able to
demonstrate the virtue of honesty characterized by recording the number of serves,
backhands, and forehand shots they executed.
Students with learning disabilities will be provided with simplified written worksheet and
or they may work with a partner. Students with physical disabilities will also be able to
use a larger paddle if they would like to.

Practice/Convergent/Self-Check Log
Name:_________________________________ Date:________________
Directions: Write the number of times you were able to correctly execute each skill. Rate
your Pickleball skills by circling the level you feel you are at.
Describe how you execute a serve in Pickleball.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Describe what skills you need to improve on and how you can improve these skills.
________________________________________________________________________
________________________________________________________________________
Serve Ratings
Forehand
Strike
Backhand
Strike
VERY GOOD
GOOD
NEED MORE PRACTICE
VERY GOOD
GOOD
NEED MORE PRACTICE
VERY GOOD
GOOD
NEED MORE PRACTICE

________________________________________________________________________
________________________________________________________________________
How did you demonstrate the virtue of honesty today?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Lesson Plan
• social benefits

-Formative: exit slip- Command/Practice/Self-Check Log
Teaching Style: Command/Practice/Self-Check
Motor Development
Forehand Strike:
side.
Backhand Strike:
dominant side.
Serve:
diagonally.
Equipment:
-pickleball paddle for every student
-pickleball balls
-four pickleball nets
-word wall
-exit slip for every student
-pencil for every student
- Psychomotor: While participating in the learning activities, the students will be able to
of the time.

-Cognitive: While filling out the exit-slip, the students will be able to use a
practice/convergent/self-check log characterized by recording the number of serves,
backhand shots, forehand shots, rating their pickleball skills, explaining how to correctly
serve in pickleball.
girls! Today we are going to work on improving our
basic pickleball skills. We are going to begin by
becoming confortable with using the paddle by
practicing dribbling and then practice more advanced
skills such as our backhand strikes forehand strikes and
serving. By practicing the basic pickleball
skills your confidence in playing pickleball may
improve. (Motor Development)
Time 2 min. Warm-Up: Dynamic stretches (butt kicks, lunges, high
knees) and Static Stretches (arms)
Time 15 minutes Input/Demonstration and Organization Procedures:
The students will practice the basic
pickleball paddle skills on the command
of the teacher. The students will find their
own space to practice the pickleball
paddle skills on command.
(Command/Practice)
The teacher will tell each student to
grab a pickleball paddle and ball. The
teacher will tell the students to find
their own space in the gym. The
teacher will tell the students what to
do on command. The teacher will use a

The students will bounce the ball off the
paddle in their own space.
wall with their paddle.
paddle back and forth with a partner
disabilities will be allowed to use a different
size paddle or ball when practicing the basic
pickleball skills.
whistle to start and stop students from
practicing the different pickleball
paddle skills.
bounce the ball off the paddle in their
own space.
O X X X X
X X X X X
X=student O=teacher
The teacher will blow their whistle.
bounce the ball off the wall with their
paddle.
X X X X X X
O
X=student O=teacher
bounce the ball off the paddle back and
forth with a partner.
X X X X
O X X X X
X=student O=teacher

-Great job dribbling the ball on your paddle!
-Was it difficult to dribble the ball on your paddle at first?
-Did continuing to practice dribbling the ball on your paddle help improve your
confidence when performing this skill?
-I like the way you are able to hit the ball back and forth with your partner!
The teacher will demonstrate a forehand
strike, backhand strike, and serve.
The students will practice their forehand
strike, backhand strike and serve. The
students will practice these skills while
playing 2v2 pickleball games.
The teacher will demonstrate a
forehand strike, backhand strike and
serve.
The teacher will explain to the
students that the pickleball safety
precautions to follow while practicing
their pickleball skills.
The teacher will tell the students that
they will practice their skills playing
2v2 pickleball games.
O
X=student O=teacher
XX
XX

The students will get an exit slip and a
pencil. The students will complete the
exit slip in their own space.
physical disabilities will be able to use a
larger paddle or ball to practice their
pickleball skills with. Students with a
learning disability will be allowed to
work with a partner to complete their
exit slip. The teacher will also read the
directions of the exit-slip out loud.
they will be filling out an exit-slip.
The teacher will make sure each
student has and exit-slip and a pencil.
find their own space to complete the
exit slip. The teacher will explain the
directions of the exit slip and read the
questions out loud. The teacher will
then collect each students’ exit slip and
pencil.
X X X X
O X X X
X=student O=teacher
-Great job using your forehand and backhand strikes!
-When playing a real game of pickleball how should you serve the ball? (diagonally)
-Remember you cannot bounce the ball before you serve it.
Time 1 min. Closure: Great job practicing the basic pickleball skills today!
By continuing practicing your pickleball skills you can improve your confidence in
this activity. Next class we will incorporate these pickleball skills into pickleball
game play strategies.

(Command)
The students will watch the teacher
demonstrate the basic cues of a pickle
ball serve.
The students will line up along the
curtain with a paddle and ball in their
hands.
The students will hold paddle in
dominant hand all at once.
The students will hold the ball in their
opposite hand all at once.
The students will put the foot opposite of
the side their paddle is in forward.
The students will hold the ball out with
the opposite hand all at once.
The students will bring the paddle back
in their dominant hand all at once.
The students will drop the ball slightly in
front of the paddle all at once.
The students will follow through with
their paddle all at once.
The teacher will have every student
stand along the curtain in the gym with
their paddle and ball in their hand.
The teacher will demonstrate a serve
pickleball serve. The teacher will break
down the pickball serve into basic cues
for the students to remember how to
properly serve.
1. hold paddle in dominant hand
2. hold ball in the opposite hand
3. put the foot opposite of the side of
your body that your paddle is on
forward
4.hold the ball out with the opposite
hand
5. bring the paddle back in your
dominant hand
6. drop the ball slightly in front of the
paddle
7. follow through with your paddle
The teacher will then have the students
line up along the curtain with their
paddle and ball.
The teacher will tell the students which
step they will be doing and the whole
class will do that step at the same time.
O X X X X
X=student O=teacher

-Great serve!
- I like the way you followed through with your paddle!
- Are you able to apply more force to the ball when you follow through with your
paddle?
size paddle or ball when practicing the
pickleball serve.

Lesson Plan
• social benefits
-Formative: exit slip- Inclusion

Teaching Style: Inclusion
Forehand Strike:
side.
Backhand Strike:
dominant side.
Serve:
diagonally.
Equipment:
-pickleball balls
-word wall
- Psychomotor: While participating in the learning activities, the students will be able to
of the time.

-Cognitive: While filling out the exit-slip, the students will be able to use an inclusion
style exit slip characterized by recording the type of paddle, size of ball and distance of
serve they preferred to use.
girls! Today we are going to work on improving our
basic pickleball skills.
The students will practice the basic
pickleball paddle skills on the command
of the teacher. The students will find their
own space to practice the pickleball
paddle skills on command.
paddle in their own space.
wall with their paddle.
The teacher will tell each student to
grab a pickleball paddle and ball. The
teacher will tell the students to find
their own space in the gym. The
teacher will tell the students what to
do on command. The teacher will use a
whistle to start and stop students from
practicing the different pickleball
paddle skills.

paddle back and forth with a partner
size paddle or ball when practicing the basic
pickleball skills.
bounce the ball off the paddle in their
own space.
O X X X X
X X X X X
X=student O=teacher
bounce the ball off the wall with their
paddle.
X X X X X X
O
X=student O=teacher
bounce the ball off the paddle back and
forth with a partner.
X X X X
O X X X X
X=student O=teacher

-Great job dribbling the ball on your paddle!
-Was it difficult to dribble the ball on your paddle at first?
-Did continuing to practice dribbling the ball on your paddle help improve your
confidence when performing this skill?
-I like the way you are able to hit the ball back and forth with your partner!
The teacher will demonstrate a forehand
strike, backhand strike, and serve.
The students will practice their forehand
strike, backhand strike and serve. The
students will practice these skills while
playing 2v2 pickleball games.
While playing the 2v2 pickleball games
the students will have different options of
paddles, sizes of balls and the serving
distances to choose from while playing.
Throughout the games the students can
change paddles, balls and serving
distances. (Inclusion)
Paddles- Pickleball paddle, tennis racket,
ping pong paddle
Balls-Pickleball balls, tennis balls, large
wiffle balls
Serving Distances- Baseline, 2 feet in
from baseline, 3 feet in from baseline
The teacher will demonstrate a
forehand strike, backhand strike and
serve.
The teacher will explain to the
students that the pickleball safety
precautions to follow while practicing
their pickleball skills.
they will practice their skills playing
they will have different paddle options
to choose from, ball sizes and serving
distances while playing the 2v2
pickleball games. The teacher will also
tell the students that they can switch
paddles, balls and serving distances
throughout the games.
O

The students will get an exit slip and a
pencil. The students will complete the
exit slip in their own space.
X=student
O=teacher
pencil.
X X X X
O X X X
X=student O=teacher
-Great job using your forehand and backhand strikes!
-When playing a real game of pickleball how should you serve the ball? (diagonally)
-Remember you cannot bounce the ball before you serve it.
Time 1 min. Closure: Great job practicing the basic pickleball skills today!
By continuing practicing your pickleball skills you can improve your confidence in
this activity. Next class we will incorporate these pickleball skills into pickleball
XX XX

Inclusion
Name:________________________________________________ Date:__________________
Answer the following questions.
1) While playing 2v2 pickleball games, which size paddle (pickleball paddle, tennis
racket, ping pong paddle) did you like to use the most and why?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
2) While playing 2v2 pickle games, which size ball (pickleball ball, tennis ball, large
wiffle ball) did you like to use the most and why?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
3) While playing 2v2 pickleball games, which distance (baseline, 2 feet, 3 feet) did
you like to serve from the most and why?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
4) How did you demonstrate the virtue of honesty today?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

Day 3
pickleball.
feelings.
Formative: Reciprocal/Divergent Worksheet
Teaching Style: Reciprocal,Divergent
(physiological, biomechanical)
Stage III: Learning Activities
Game Strategy
 Student will play 1 v 1.

use Pickleball Game Strategies, characterized by using log hits, short hits, returning to
home position, being in the ready position, hitting the object at different speeds and
hitting the object with different force and executing 80% of the time.
-Cognitive: While filling out the Pickleball Strategy reciprocal assessment, the students
will be able to identify the skills and strategies their partner used while participating in
game play, characterized by paying attention and checking the strategies their partner
used and did not use.
-Affective: While participating in the learning activities, the students will be able to
demonstrate perseverance, characterized by continuing to try and never giving up (I can
do this!)
Students with learning disabilities will be read the directions of the assessment and
allowed to work with partner to complete it. Students with physical disabilities will be
allowed to use different sized paddles and/or ball.

YES NO
YES NO
YES NO
YES NO
YES NO
YES NO
Pickleball Strategy (Reciprocal/Divergent)
Your Name:__________________________________
Partners Name:________________________________
Directions: Watch your partner play Pickleball. Check () YES if your partner uses the
Pickleball strategy, check () NO if your partner does not use the Pickleball strategy.
Comment on your partners Pickleball game strategy skills.
Uses long
hits
COMMENTS
Uses short
hits
Returns to
home
position
Is in ready
position
Hits ball at
different
speeds

Hits ball
with
different
force
What pickleball strategy did you think was the most effective to use? Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Describe how you demonstrated perseverance while playing Pickleball.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Lesson Plan
• social benefits
pickleball.
feelings.

-Formative: Reciprocal/Inclusion/Divergent Worksheet
Teaching Style: Reciprocal/Inclusion/Divergent
Physiological, Biomechanical
Game Strategy
Equipment:
-pickleball balls
-word wall
-TV
-Laptop computer
-YouTube Video https://www.youtube.com/watch?v=P6UxEX2BpSs Pickleball Play
(5.0) Showcase
-worksheet for each student
-pencil for each student
use Pickleball Game Strategies, characterized by using log hits, short hits, returning to
home position, being in the ready position, hitting the object at different speeds and
hitting the object with different force and executing 80% of the time.
-Cognitive: While filling out the Pickleball Strategy reciprocal assessment, the students
will be able to identify the skills and strategies their partner used while participating in

game play, characterized by paying attention and checking the strategies their partner
used and did not use.
demonstrate perseverance, characterized by continuing to try and never giving up (I can
do this!)
girls! Today we are going to learn about different
strategies that can be used in pickleball game play. Does
anyone know any strategies that can be used while
playing pickleball? (Divergent) Today we will be
focusing on using long hits, short hits, hitting the ball at
different speeds, which can be controlled by changing
the force we apply to the ball (Biomechanical),
returning to the home position and being in the ready
position.
knees) and Static Stretches (arms) (I will tell the students that it has been
proven by the European Journal of Physiology that doing dynamic stretches
before playing pickleball can help your muscles get ready for game play and
improve performance (Physiological)
The students will sit in front of the TV
and watch a pickleball game play video.
The students will watch the video and
watch for the use of different pickleball
The students will then tell the teacher
which strategies they saw the players use
The teacher will tell the students to sit
closely to the TV. The teacher will turn
on a pickleball game play video. The
teacher will tell the students to pay
attention to the different strategies the
players are using while playing.
After the video is over the teacher will
ask the students what strategies the

-Great job noticing the game strategies the players were using!
-Did the players use long hits and short hits while play?
-Did the players change the speed of their hits?
while they were playing pickleball.
Language Learners: Student with
learning disabilities will be able to sit in
the front row to view the video so they
can hear and see the video easier.
players were using while playing
pickleball in the video.
The teacher will briefly go over the
strategies the students should focus on
while practicing today:
-long hits
-short hits
-returning to home position
-hitting ball at different speeds
-hitting ball with different force
TV
XXX O
XXXXX
X=student O=teacher

The students will find a partner to work
with for the remainder of class. The
students will also get a paddle to play
with.
The students will switch off and on with
their partners while playing either 1v1 or
The student who is not playing will
complete the reciprocal/divergent
worksheet while watching their partner
play pickleball. Partners will switch on
and off during game play.
Language Learners: Students with learn
disabilities will be allowed to work with a
find a partner to work with and will
tell each student to get a paddle.
The teacher will give each student a
reciprocal/divergent worksheet and
will explain the directions of the
worksheet to the student. One student
in each group will get a pencil.
The teacher will assign each group a
court to play 1v1 or 2v2 pickleball
games at. The teacher will tell the
students that when the whistle is
blown each partner will switch roles.
One student will be playing the other
will be completing the worksheet.
At the end of class the teacher will tell
the students to return their equipment
and will collect the students
worksheets and pencils.
X X
O
X=student O=teacher
XX
XX

partner to complete the worksheet.
Students with physical disabilities will be
allowed to use a larger paddle or ball to
play with.
-Good job changing the speed of your hits!
-Did you return to the home position?
Time 2 min. Closure: Great job practicing the pickleball game strategies
today! Next class we will be putting all of the skills, rules and strategies that we have
been learning over the past few classes together and play full pickleball games.

Day 4
Formative: Exit Slip
Teaching Style: Guided Discovery, Convergent
(motor learning)
Stage III: Learning Activities
 Students will review skills/strategies.
 Students will review social benefit, skill competencies, skill confidence,
and how previous experience affects performance of Pickleball.
 Students will work together and create a team environment.
 Students will review the rules of the game.
o Students will watch videos, use the word wall, use their visuals
(posters, whiteboard)
2 v 2 Volley

-Psychomotor: While participating in the learning activities the students will be able to
demonstrate Pickleball skills, strategies and teamwork, characterized by using the serve,
backhand, forehand, varying speed and placement of hits and by using teamwork 80% of
the time.
-Cognitive: While filling out the Pickleball Exit Slip, the students will be able to identify
the rules of Pickleball characterized by answering the questions with 80% accuracy.
-Affective: While engaged in game play, the students will demonstrate the virtue of
teamwork characterized by positive encouragement (Nice work, Good shot), working
together, and being fair.
Students with learning disabilities will have their worksheet read out loud to them.
Students with physical disabilities will be able to use larger paddles and can serve closer
to the net.

Pickleball Rules Exit Slip (Convergent)
Name:_________________________________ Date:___________
Answer the questions by circling true or false
1. Pickleball is a modified version of tennis.
TRUE FALSE
2. When serving in Pickleball you must serve diagonally to your opponent’s court.
TRUE FALSE
3. Pickleball is played by using a racket.
TRUE FALSE
4. In a game of Pickleball you must win by two points.
TRUE FALSE
5. When playing Pickleball the ball is allowed to bounce two times before you hit it.
TRUE FALSE
What are the similarities and differences between pickleball and tennis?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Describe how you used teamwork while playing Pickleball.

_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Lesson Plan
• social benefits

-Formative: Exit Slip
(motor learning)
 Students will review skills/strategies.
 Students will review social benefit, skill competencies, skill confidence,
and how previous experience affects performance of Pickleball.
 Students will work together and create a team environment.
 Students will review the rules of the game.
o Students will watch videos, use the word wall, use their visuals
(posters, whiteboard)
2 v 2 Volley
Equipment:
-pickleball balls
-word wall
-Psychomotor: While participating in the learning activities the students will be able to
demonstrate Pickleball skills, strategies and teamwork, characterized by using the serve,
the time.
-Cognitive: While filling out the Pickleball Exit Slip, the students will be able to identify
the rules of Pickleball characterized by answering the questions with 80% accuracy.

-Affective: While engaged in game play, the students will demonstrate the virtue of
teamwork characterized by positive encouragement (Nice work, Good shot), working
together, and being fair.
girls! Today we are going to review all of the pickleball
skills, strategies and rules that we have been learning
over the past few classes. Throughout this class you will
be playing 2v2 pickleball games. The more we practice
the pickleball skills, strategies and rules while we play
pickleball the better we will become at each of these
aspects of pickleball! (motor learning)
The students will get their team number
and get a paddle and one ball per court.
The students will go to their court and
begin playing. The teams on the inside
courts will rotate clockwise when the
teacher blows the whistle.
they will be playing 2v2 games of
pickleball for the remainder of class.
practice all of their skills while playing
and to play by the correct pickleball
rules. I will ask the students how
pickleball and tennis are similar and
different to review some of the basic
pickleball rules before they play.
(Convergent)
(Answer:
Similar- points served off score, games
can be played in singles and doubles
Different-Must serve diagonally in
tennis, pickleball is played with

paddles, court size)
The teacher will break the students up
into four different teams. The teacher
will tell the students to get their
pickleball paddle and one ball per
court. The teacher will explain that we
will be playing 3-4 minute long games.
When the teacher blows the whistle
the game will end and the students on
the inside court will rotate clockwise.
O
X=student O=teacher
pencil.
X X X X
O X X X
X=student O=teacher
XX
XX

-Nice serve!
-What strategies can you use to score on your opponent?
-I like the way you changed the force of your hit!
Time 1 min. Closure: Great job today girls! Your pickleball skills are really
starting to improve and you are doing a great job following the rules of the game
and incorporating the different pickleball strategies! Next class we will continue to
practice our skills while engaging in more game play!

(Guided Discovery)
Q1: Can you use different strategies to
try and score on your opponents?
Expected Response: Students will try
using long hits and short hits and
return to their home position while
playing.
I will blow my whistle and the
students will stop.
Q2: Can you use any specific strategy
to try to cause your opponent to have
to move all over the court to attempt
to return your strike?
Expected Response: Students will try
and use long hits and short hits and
modify the speed and force of their
O
X=student O=teacher
XX
XX

hits to make their opponent move all
over their court to attempt to return
their strike.
students will stop.
Q3: Can you use any other pickleball
strategies to attempt to score on your
opponents?
Expected Response: The students will
increase communicated with their
teammate to make sure that they
cover their entire court and call out
who is going to return the strike. The
students will modify the speeds of
their returns in order to try and throw
off their opponents and score a point.
students will stop.
The goal of this lesson is to have
students find new ways to score on
their opponents while playing
pickleball. I will ask the students
which strategy they thought worked
the best why engaging in 2v2
gameplay.
pencil.
X X X X
O X X X
X=student O=teacher

-Nice serve!
-What strategies can you use to score on your opponent?
-I like the way you changed the force of your hit!
Day 5
pickleball.
feelings.
- Formative Exit Slip
(Historical)

Stage III: Learning Objectives
2 v 2 Volley
-Psychomotor: While participating in tournament play, the students will be able to use
skills, strategies and teamwork, characterized by characterized by using the serve,
the time.
-Cognitive: While filling out the exit-slip the students will be able to answer the
questions correctly, characterized by reading the paragraph and then thinking critically to
answer the questions.
-Affective: While participating in the learning activity, the students will demonstrate the
virtue of kindness characterized by encouraging one another (Keep going!) (Nice form!).
Students with learning disabilities will be read the formative assessment. Students
with physical disabilities will be allowed to serve closer to the net and have the
option to use a bigger paddle.

Formative Exit Slip
Name: Date:
Directions: Readthe article and then answer the questions
How Did Pickleball Get Its Name?
By: Maeve Rich
So, how did pickleball get its name? This sport very similar to badminton, draws a lot of
attention because of its name.
Pickleball is played using hard paddles and a perforated, plastic ball much like a waffle
ball. Pickleball was invented in Washington in 1965, by two men, US Congressman Joel
Pritchard and businessman Bill Bell. Returning from golf one afternoon, Pritchard and
Bell found their families complaining of boredom. In an effort to combat their collective
families' boredom, Pritchard and Bell set out to create a new game. Thus, the answer to
the question, "how did pickleball get its name?" is revealed. In Pritchard's backyard
Pritchard and Bell modified the game of badminton to suit the haphazard collection of
badminton equipment that Pritchard had. As Pritchard and Bell were playing their new
game with their families, Pritchard's dog Pickles would chase after the balls and hide
them in bushes. The name of the game became "Pickles' Ball" which was then combined
to become "pickleball."
The name pickleball stuck with the game even as Pritchard and Bell along with their
friend Barney McCallum developed official rules and made pickleball into a sport.
1. Explain how Pickleball got its name:

2. Read the following sentence: Pickleball is played using hard paddles and a
perforated, plastic ball much like a waffle ball.
From this sentence, infer what the word perforated means:
3. Do you agree with the name Pickleball? Why or why not?
Lesson Plan
• social benefits

pickleball.
feelings.
-Formative: Formative Exit Slip
(Historical)
2 v 2 Volley
Equipment:
-pickleball balls
-word wall

-Psychomotor: While participating in tournament play, the students will be able to use
skills, strategies and teamwork, characterized by characterized by using the serve,
the time.
-Cognitive: While filling out the exit-slip the students will be able to answer the
questions correctly, characterized by reading the paragraph and then thinking critically to
answer the questions.
-Affective: While participating in the learning activity, the students will demonstrate the
virtue of kindness characterized by encouraging one another (Keep going!) (Nice form!).
girls! Today we are going to be playing competitive 2v2,
3v3 games of pickelball!
they will be playing 2v2 (3v3) games of
pickleball for the remainder of class.
practice all of their skills while playing
and to play by the correct pickleball
rules.

O
X=student O=teacher
pencil.
X X X X
O X X X
X=student O=teacher
XX
XX

-Great job using your backhand!
-In what direction should you be serving the ball?
-I like the way you returned to your home position!
Time 1 min. Closure: Great job today girls! Your pickleball skills are really
starting to improve and you are doing a great job following the rules of the game
and incorporating the different pickleball strategies! Next class we will continue to
practice our skills while engaging in more game play!
Day 6
pickleball.
Pickleball’s social benefits include being active, meeting new people, gaining new
feelings.
A: How is pickleball affected by activity confidence?
Pickleball is affected by activity confidence because the more you like it, the better you
will feel about your skills. For example, if the students enjoy the game of pickleball, they
will want to play it more often and they will want to improve their skills.

Stage III: Learning Objectives
2 v 2 Volley
demonstrate the virtue of cooperation characterized by listening to others ideas (I like
your idea!) and using communication to solve any problems.
Students with learning disabilities will be read the formative assessment. Students
with physical disabilities will be allowed to serve closer to the net and have the
option to use a bigger paddle.

Lesson Plan
• social benefits
Q: What is adolescence?
A: Adolescence is the period of life beginning with puberty and ending with completed
growth. (PDE SAS 2012)

(PDE SAS 2012)
Q: How does previous experience affect their participation in activity?
A: Succeeding in fun and challenging physical experiences helps people to feel capable.
Practicing and improving physical skills help a person develop a sense of confidence
about their skill. Therefore, practicing correct skill and mastering the form encourages the
learner to perform that skill in future practice and game situations. A person who is
skilled in tennis is more apt to play tennis outside of physical education class. Someone
who is not skilled in basketball may not seek out opportunities to play basketball. (PDE
SAS 2012)
A:The ability of a person to perform well in an activity. (PDE SAS 2012)

pickleball.
feelings.
-Diagnostic:
Equipment:
- cognitive written test for each student
- pencil for each student
- pickleball nets (4)
- pickleball paddle for each student
- pickleball balls
- psychomotor teacher observation rubrics

demonstrate the virtue of cooperation characterized by listening to others ideas (I like
your idea!) and using communication to solve any problems.
girls! Today is the last day we will be playing pickleball,
but I am excited at how much all of your skills have
improved over the past few weeks! I hope you enjoyed
playing pickleball and will consider making pickleball
an activity that you will engage in outside of school!
Time 2 min. Warm-Up: Two laps around gym and dynamic stretches
(butt kicks, lunges, high knees)
Time 10 min. diagnostic,Input/Demonstration and Organization Procedures:

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