Lesson Plan | Socioemotional Learning | Skate

Objective

Duration: (10 - 15 minutes)

This stage of the Socioemotional Lesson Plan aims to give students a solid grounding in skateboarding, enabling them to gain essential knowledge about its styles, characteristics, and competitions. Additionally, by discussing these topics, the lesson seeks to cultivate socioemotional skills, such as self-awareness and social awareness, by encouraging students to reflect on their feelings and perceptions surrounding the sport and skate culture.

Objective Utama

1. Identify skateboarding as a sport, exploring its various styles and unique features.

2. Understand skateboarding competitions and recognize significant events and their impact on Canadian sports culture.

Introduction

Duration: (15 - 20 minutes)

Emotional Warmup Activity

Moment of Serenity

Guided meditation focuses the mind and promotes calmness and presence. In this activity, students will be led through instructions to help reduce stress, improve concentration, and prepare mentally for Physical Education class.

1. Have the students sit comfortably in their chairs or on the floor, keeping their backs straight and feet flat on the ground.

2. Instruct them to close their eyes and gently place their hands on their knees or in their laps.

3. Guide them to take deep breaths through their noses, filling their lungs fully, and then exhale slowly through their mouths, repeating this breathing cycle three times.

4. Lead a visualization exercise by asking students to imagine a calm and peaceful spot, like a quiet lake or a sunny park. Encourage them to visualize the details: colors, sounds, and scents.

5. Ask students to focus on the feelings of relaxation and tranquility that this imagined space evokes for a couple of minutes.

6. Slowly guide their attention back to the classroom, helping them retain the calmness and focus they've cultivated.

7. Conclude by inviting students to gently open their eyes and do some light stretches to wake up their bodies and minds.

Content Contextualization

Skateboarding is more than just a sport; it's a vibrant culture that profoundly influences many lives across Canada and beyond. Originating in California as an alternative to surfing, skateboarding has diversified into various styles, like street, vert, and downhill, each presenting its own challenges and characteristics. Major competitions, such as the X Games and its inclusion in the Olympics, have highlighted the skill and creativity inherent in skateboarding. For students, exploring skateboarding can provide not just an understanding of the sport, but also an opportunity for personal expression, development of physical and emotional abilities, and connection to a global community. Discussing skateboarding in class is crucial for highlighting how this sport fosters values like resilience, self-expression, and mutual respect in the context of emotional and social well-being.

Development

Duration: (60 - 75 minutes)

Theory Guide

Duration: (20 - 25 minutes)

1. History of Skateboarding: Share that skateboarding began in California as a way to surf on land when the tide was low. Early skateboarders crafted wooden boards fitted with roller skate wheels.

2. Skateboarding Styles: Describe the major styles of skateboarding, including street (practiced in urban settings), vert (performed on vertical ramps), and downhill (going downhill at speed).

3. Characteristics of Skateboarding: Explain the parts of a skateboard, like the deck, trucks, wheels, and bearings, detailing how each affects the skateboarder's performance.

4. Skateboarding Competitions: Discuss key competitions such as the X Games, Street League Skateboarding (SLS), and skateboarding's presence in the Olympics, emphasizing their significance for the sport's visibility and skateboarders' careers.

5. Skateboarding Culture: Highlight that skateboarding reflects a culture valuing creativity, personal expression, and community, delving into its influence on fashion, music, and visual arts.

Activity with Socioemotional Feedback

Duration: (35 - 40 minutes)

Exploring the World of Skate

In this activity, students will work in groups to research and create a presentation on a specific skateboarding style, examining its features, notable athletes, and key competitions. They should also consider how this style relates to their emotions and socioemotional growth.

1. Form groups of 3 to 4 students.

2. Have each group select a style of skateboarding to research (street, vert, downhill, etc.).

3. Groups should research the style's characteristics, notable athletes, and major competitions.

4. Each group will prepare a visual presentation (like a poster or slide) to share with the class.

5. Encourage students to reflect on how the selected style can foster socioemotional skills such as resilience, creativity, and teamwork.

6. Groups will have 15 minutes to prepare their presentations.

Discussion and Group Feedback

After the presentations, facilitate a group discussion using the RULER method to guide their socioemotional feedback. Start by helping students recognize their emotions during the activity, asking how they felt about group work and presenting. Next, assist them in understanding the causes of those emotions, exploring how teamwork and research can stir different feelings like anxiety or excitement. Invite students to accurately name their feelings, prompting them to use specific terms (e.g., nervous, excited, frustrated). Then, discuss suitable ways to express these emotions during group activities and presentations. Finally, talk about methods to regulate these emotions, such as using breathing techniques, assertive communication, and peer support.

Conclusion

Duration: (10 - 15 minutes)

Reflection and Emotional Regulation

Encourage students to write a paragraph reflecting on the challenges they encountered during the lesson and how they dealt with their emotions. Alternatively, start a group discussion for students to share their experiences. Ask them about moments when they faced difficulties and how they emotionally reacted. Urge them to think about the coping strategies they employed and which ones they would like to improve moving forward.

Objective: This part aims to promote self-assessment and emotional regulation, allowing students to pinpoint effective strategies for managing challenges. This enhances self-awareness and self-control, enabling them to reflect on their responses and learn from their experiences to better their emotional wellbeing and performance.

Glimpse into the Future

Discuss with students the significance of setting personal and academic goals related to the lesson. Ask them to identify a specific skill or topic in skateboarding they wish to enhance or explore. Then, encourage them to set a personal goal for applying this new knowledge or skill outside class, like practicing at a local park or researching a famous Canadian skateboarder.

Penetapan Objective:

1. Broaden understanding of various skateboarding styles.

2. Enhance practical skills in skateboarding, including balance and basic tricks.

3. Conduct research and present information about impactful skateboarders and their contributions to the sport.

4. Engage in local skating events or competitions to apply the knowledge gained.

5. Regularly reflect on personal progress in skateboarding and adjust goals when needed. Objective: This section aims to foster student autonomy and the real-world application of their learning, encouraging ongoing academic and personal development. By establishing clear goals, students can convert their acquired knowledge into direct actions, supporting continuous growth in physical and emotional skills.