ARCHERY STANDARDS-BASED
UNIT OF STUDY
GRADES 4-5
Alabama Department of Education
2006
This is a collaborative project between
The Alabama Department of Education
And
The Alabama Department of Conservation and National Resources
Division of Wildlife and Freshwater Fisheries
The Alabama Department of Education and the Alabama Department of Conservation and Natural
Resources, Division of Wildlife and Freshwater Fisheries does not discriminate on the basis of race, color,
national origin, sex, religion, age or disability in employment or provision or services.
Alabama Department of Education
2006
1
ON TARGET FOR LIFE
GRADES: 4-5
ARCHERY
IMPORTANT NOTE: THIS ARCHERY UNIT MAY BE USED ONLY IN
CONJUNCTION WITH TEACHING A NEW ARCHER INSTRUCTOR’S
COURSE MANUAL PUBLISHED BY THE NATIONAL ARCHERY IN
THE SCHOOLS PROGRAM (NASP). THE INSTRUCTOR MUST BE
AUTHORIZED BY (NASP) PRIOR TO CLASSROOM
IMPLEMENTATION.
Overview: As a result of this unit you will learn the history, physical, emotional, and social
benefits, safety strategies, skills, and techniques of archery necessary to participate in and
enjoy the sport as a lifetime activity.
Note to Instructor: The activities, enhancements, and timeframe in this unit may be
adapted to meet specific student needs. The safety procedures and instructional
guidelines for teaching archery skills from the Teaching a New Archer published by
NASP must be taught.
Refer to the Appendix for adaptations for children with disabilities participating in
archery activities and other supplemental materials to be used with the unit.
Archery Activities in Physical Education for Grades 4-5:
Students apply movement concepts and principles to the learning and development of motor
skills for archery activities that provide the foundation for enjoyment, challenge, self-
expression, and social development and interaction. Through physical (archery) activities the
students gain access to an opportunity for a physically active lifestyle.
Fourth grade students combine nonlocomotor and manipulative skills with body control as they
learn to recognize incorrect form and use correct form of motor skills (in archery activities).
Fifth grade students demonstrate competence such as improved accuracy in manipulative skills
in dynamic situations (archery activities). Basic skills mastered in previous years can now be
used in game-like situations. Students continue to assume responsibility for their own safety
and the safety of others by applying rules, procedures, and etiquette of participation. Students
will be better able to resolve conflicts during games and sports in acceptable ways as they learn
to recognize others’ attributes.
Alabama Department of Education
2006
2
The Goal in Motor Skill Development is fourth and fifth grade students will:
• Demonstrate competency and proficiency in movement forms (used in archery
activities).
• Apply movement concepts and principles to learning and development of (archery
skills).
Fourth Grade Content Standards in Motor Skill Development, the students will:
Skill
1. Demonstrate mature form of nonlocomotor skills including balancing and transferring
of weight (in archery activities).
2. Demonstrate selected manipulative skills while using proper mechanics and accuracy
(when shooting a bow and arrow).
3. Demonstrate control (when shooting a bow and arrow).
1. Demonstrate mature form (when shooting a bow and arrow).
Knowledge
2. Recognize correct and incorrect forms of motor skills (in archery activities).
Application
3. Apply concepts that improve the quality of performance (when shooting an arrow).
4. Adapt combined movement skills (in archery activities).
Fifth Grade Content Standards in Motor Skill Development, the students will:
Skill
1. Perform the critical elements of opposition, balance, weight transfer, and fluid
movement patterns involved in nonlocomotor skills (used in archery activities). l
2. Demonstrate the critical elements of opposition, balance, weight transfer, and fluid
movement patterns involved in manipulative skills (used in archery activities).
Knowledge
3. Describe how movement concepts of time, force, flow, direction, level, pathways, and
relationships impact the complex movement patterns (used in archery activities).
4. Describe the balance and weight transfer (used in archery activities).
1. Recognize basic concepts of game strategies (used in archery activities).
Application
Alabama Department of Education
2006
3
7. Critique elements of fundamental and specialized movement skills to provide feedback
to others (in archery activities).
The Goal in Health-Enhancing Activities (in archery activities) is fourth and fifth grade
students will:
• Exhibit a physically active lifestyle.
• Achieve and maintain a health-enhancing level of fitness.
Fourth Grade Content Standards in Health-Enhancing Activity, the students will:
Skill
5. Identify (archery) activities that correlate with the components of health-enhancing
physical activity (flexibility, muscular endurance, muscular strength, and
cardiovascular endurance).
1. Record participation in (archery) activities that improve identified areas of weakness.
Application
2. Identify resources available in the community that offer opportunities for (archery
activities.
Fifth Grade Content Standards in Health-Enhancing activity, the students will:
Knowledge
1. Identify basic principles of training for physical (archery) activities.
3. Utilize information from a variety of sources to improve skill performance (in archery
activities).
The Goal in Interactive Behavior (in archery activities) is fourth and fifth grade students
will:
• Demonstrate responsible personal and social behavior in physical (archery) activity
settings.
• Demonstrate understanding and respect for differences among people in physical
activity settings.
• Understand that physical activity provides opportunities for enjoyment, challenge, self-
expression, and social interaction.
Fourth Grade Content Standards in Interactive Behavior, the students will:
Knowledge
1. Recognize the attributes that individuals bring to group activities.
Application
Alabama Department of Education
2006
4
1. Collaborate with a partner or small group for a common purpose.
2. Demonstrate a physical activity (archery) as a means of self-expression.
3. Relate positively to people of different backgrounds while participating in (archery)
activities.
4. Apply specific rules, strategies, and etiquette to activities with minimal reminders.
5. Organize a presentation for others that promotes awareness of physical (archery)
activity.
Fifth Grade Content Standards in Interactive Behavior, the students will:
Knowledge
1. Recognize individual differences and similarities while participating in (archery) group
activities.
Application
2. Participate in physical (archery) activities that provide opportunities for enjoyment,
challenge, self-expression, social interaction, and integration of other subject areas.
3. Work independently to improve movement skills (in archery activities).
4. Apply rules, procedures, and etiquette to physical (archery) activities.
Organizer:
How can I be "on target for life" through developing skills and participating in the sport of
archery?
Essential Questions:
• How do I participate in archery in a safe and responsible manner?
• How do I successfully perform archery skills?
• How does participation in archery activities promote my character development?
• How does participation in archery activities enhance my physical, emotional, and social
well being?
Enabling Knowledge
• Safety strategies
• Archery equipment
Alabama Department of Education
2006
5
• Archery technique
• Basic shooting form
• Archery rules
• Scoring procedure
• Archery etiquette and sportsmanship
• History of archery
• Physical, social, and emotional benefits of archery
Enabling Skills and Processes
• Research skills
• Listening skills
• Observation skills
• Hand-eye coordination
• Refinement of motor skills
• Self-evaluation
• Following directions
• Scoring
• Skill improvement through practice
• Effective group participation
• Communication skills
• Cooperation skills
• Practicing responsibility and respect
Alabama Department of Education
2006
6
Instructional Plan 1
Title: Shoot Straight - Be Safe
Number of days: 3 to 4 days
Essential Content:
(1) Archery Skills and Techniques
The Goal of Motor Skill Development in archery activities is the students will:
• Demonstrate competency in movement forms.
• Apply movement concepts and principles to learning and development of motor skills.
Content Standards in Motor Skill Development, the students will:
Skill, Knowledge, and Application
Demonstrate mature form of nonlocomotor skills including balancing and transferring of
weight.
Demonstrate selected manipulative skills while using proper mechanics and accuracy;
Demonstrate control when shooting a bow and arrow.
Describe the balance and weight transfer used in archery activities.
Perform the critical elements of opposition, balance, weight transfer, and fluid movement
patterns involved in nonlocomotor skills used in archery activities.
The Goal of Health-Enhancing Activities in archery activities is the students will:
Achieve and maintain a health-enhancing level of fitness.
Content Standards in Health-Enhancing Activity, the students will:
Skill, Knowledge, and Application
Identify archery activities that correlate with the components of health-enhancing physical
activity (flexibility, muscular endurance, muscular strength, and cardiovascular endurance).
Identify basic principles of training for physical archery activities.
.
Record participation in archery activities that improve identified areas of weakness.
Alabama Department of Education
2006
7
Utilize information from a variety of sources to improve skill performance in archery activities.
(2) Strategies for Archery Safety
The Goal in Interactive Behavior in archery activities is the students will:
• Demonstrate responsible personal and social behavior in physical activity settings.
• Demonstrate understanding and respect for differences among people in physical
activity settings
Content Standards in Interactive Behavior, the students will:
Skills, Knowledge, and Application
Apply specific rules, strategies, and etiquette to activities with minimal reminders.
Demonstrate control when shooting a bow and arrow.
Recognize the attributes that individuals bring to group activities.
Recognize individual differences and similarities while participating in archery activities in a
group.
Demonstrate responsible personal and social behavior in physical (archery) activity settings.
(3) The History of Archery
Health-Enhancing Activity Standard
Students will organize a presentation that promotes awareness for others of archery activities.
Essential Questions:
• How do I participate in archery in a safe and responsible manner?
• How do I successfully perform archery skills?
Enabling Knowledge:
• Safety strategies
• Archery equipment
• Archery techniques
• Basic shooting form
• Archery rules
• Scoring procedures
Alabama Department of Education
2006
8
• History of archery
Enabling Skills and Processes:
• Research skills
• Listening skills
• Observation skills
• Hand-eye coordination
• Refinement of motor skills
• Following directions
• Effective group participation
• Scoring
• Self-evaluation
• Practicing responsibility and respect
Activity 1
Materials:
• Bow rack
• Arrows
• Arrow quiver (e.g., cones)
• Bows
• Masking tape
• Targets
• Whistle
• Safety rules posters
• Clearly defined shooting range
• Archery Journal
Note to Instructor: Refer to the Appendix for information from Teaching a New Archer
Manual and a Glossary of Archery Terms.
You will begin participating in the sport of archery by completing the following activities:
Following your instructor's directions you will establish your dominate eye for shooting by
completing one of the following activities:
• With your index finger point at an object 10 to 20 feet away.
• Close your left eye – if by looking at the object with only your right eye, your index finger
still appears to be pointing at the object, you are right eye dominate.
• Close your right eye – if by looking at the object with only your left eye, your index finger
appears to be pointing at the object, you are left eye dominate.
Alabama Department of Education
2006
9
OR
• Form a circle by touching the tips of both index fingers and thumbs together and extend
your arms.
• With both eyes open, view in the center of the circle an object located 10 to 20 feet away.
• Close your right eye – if the object disappears from your line of vision, you are right eye
dominate.
• Close your left eye – if the object disappears from your line of vision you are left eye
dominate.
Note to the Instructor: Refer to the Appendix for a Shooting Range Diagram.
You will listen to your instructor describe the boundaries and lines of the shooting range.
As a group you will receive your archery equipment and place the bow on the bow rack and
arrows in your quiver.
Note to the Instructor: Refer to the Appendix for Archery Range Rules, Whistle
Commands, and Archery Safety Procedures.
You will discuss with your instructor the procedures for the following "whistle" commands:
a. Two Blasts - Archers may walk to the shooting line.
b. One Blast - Archers may load their bows and begin shooting.
c. Three Blasts - Archers may walk to the target line to retrieve arrows.
d. Four or More Blasts - STOP SHOOTING and put your arrows back in your quivers.
Standing behind the waiting line with your bow in the bow rack and your arrows in the quiver,
you will watch your instructor demonstrate shooting an arrow.
At the sound of two whistles, you will move to the shooting line with your bow and arrows.
At the sound of one whistle, you will load your bow and wait for your instructor to observe
your shooting technique.
With your instructor's consent, you will shoot your remaining arrows, return to the waiting
line, and place your bow on the bow rack.
After hearing the three-whistle command you will walk to the target line.
Standing behind the target line you will observe your instructor demonstrate the procedure for
retrieving arrows from the target.
Advancing to the target in pairs, you will retrieve your arrows from the target and return the
arrows to the arrow quiver.
Alabama Department of Education
2006
10
Archery Journal Entry
Answer the following Open Response question in your Archery Journal:
Archery is a safe and enjoyable lifetime physical activity when safety procedures are followed.
a. Identify four safety procedures you must follow when participating in archery
activities.
b. Explain why is each of these safety procedures is important.
Activity 2
Materials:
• Bow rack
• Arrows
• Arrow quiver (e.g., cones)
• Bows
• Masking tape
• Targets
• Whistle
• Safety rules posters
• Clearly defined shooting range
• Archery Journal
You will review safety procedures and whistle commands with your instructor.
You will be divided into groups of 2 or 3 students.
Following safety procedures and commands you will begin by shooting at a target placed at a
close distance (10 yards). Targets will not be moved back until all students have become
proficient at this distance of ten yards.
You will be striving to develop correct form and technique in your shooting. Your instructor
will assist you in this by making helpful suggestions. You will encourage and assist other
students in your group as they shoot.
As the class progresses, you will be shooting at targets that are moved back based on the ability
of the class.
You will receive a scorecard and direction from your instructor on scoring procedures using
the rings on the target.
Note to the Instructor: Refer to the Appendix for a Sample Archery Scorecard and
Sample Target.
Alabama Department of Education
2006
11
Archery Journal Entry
Record the scores in your Archery Journal for your last end of arrows (3 arrows).
You will also record the following:
List and define the 9 steps of shooting.
Describe two things I learned today as I worked on my archery techniques that will help me
improve my shooting skills.
Activity 3
Note to the Instructor: You may collaborate with the Language Arts, Social Studies,
and/or Media Specialist in the completion of the research activity.
Materials:
• Summary of the History of Archery (Appendix)
• Resource materials on the history of archery
• Computer Lab
• Book-marked Internet sites
You will read a summary of the history of archery provided by your instructor. Choose a topic
from these materials and using reference books from the library or the internet prepare a two
page report on the impact of archery on society at a particular time in history, contrasting the
place archery had then and in the world today.
OR
Select from one of the following topics:
• History of Olympic archery,
• Archery in contemporary bow hunting,
• Compound bow versus recurve bow,
• Compare one historical period of archery with another, or
• Another archery topic with instructor's approval
Note to the Instructor, suggestion for enrichment activities:
Collaborate with the art teacher for students to create a mural depicting a timeline of the
history of archery.
Collaborate with the English teacher in the selection of literature or reading materials that
include archery activities from historical time periods.
Alabama Department of Education
2006
12
Instructional Plan 2
Title: Practice Makes Perfect
Number of days: 6 to 7 days
Essential Content:
(1) Archery Skills and Techniques
The Goal of Motor Skill Development in archery activities is students will:
• Demonstrate competency and proficiency in movement forms.
• Apply movement concepts and principles to learning and development of motor skills.
Content Standards in Motor Skill Development, the students will:
Skill, Knowledge, and Application
Demonstrate mature form of nonlocomotor skills including balancing and transferring of
weight in archery activities.
Demonstrate selected manipulative skills shooting a bow and arrow while using proper
mechanics and accuracy
.
Demonstrate control when shooting a bow and arrow.
Demonstrate mature form when shooting a bow and arrow.
Recognize correct and incorrect forms of motor skills in archery activities.
Apply concepts that improve the quality of performance when shooting an arrow.
Adapt combined movement skills in archery activities.
Demonstrate the critical elements of opposition, balance, weight transfer, and fluid movement
patterns involved in manipulative skills used in archery activities.
Describe how movement concepts of time, force, flow, direction, level, pathways, and
relationships impact the complex movement patterns used in archery activities.
Recognize basic concepts of game strategies used in archery activities.
Critique elements of fundamental and specialized movement skills to provide feedback to
others in archery activities.
Alabama Department of Education
2006
13
Health-Enhancing Activity Standard
Utilize information from a variety of sources to improve skill performance in archery activities.
(2) Strategies for Archery Safety
The Goal in Interactive Behavior in archery activities is the students will:
• Demonstrate responsible personal behavior in physical activity settings.
• Demonstrate understanding and respect for differences among people in physical
activity settings.
Content Standards in Interactive Behavior, the students will:
Skills, Knowledge, and Application
Apply specific rules, strategies, and etiquette to activities with minimal reminders.
Demonstrate control when shooting a bow and arrow.
Recognize the attributes that individuals bring to group activities.
Recognize individual differences and similarities while participating in archery activities in a
group.
Demonstrate responsible personal and social behavior in archery activity settings.
(3) Social Benefits
The Goal in Interactive Behavior in archery activities is the students will:
• Demonstrate understanding and respect for differences among people in physical
activity settings.
• Understand that physical activity provides opportunities for enjoyment, challenge, self-
expression, and social interaction.
• Demonstrate responsible personal and social behavior in physical activity settings.
Content Standards in Interactive Behavior, the students will:
Skills, Knowledge, and Application
Recognize individual differences and similarities while participating in archery activities in a
group.
Collaborate with a partner or small group for a common purpose.
Alabama Department of Education
2006
14
Participate in physical (archery) activities that provide opportunities for enjoyment, challenge,
self-expression, social interaction, and integration of other subject areas.
(3) Physical Benefits
The goal in Health-Enhancing Activities in archery activities is students will:
• Exhibit a physically active lifestyle.
• Achieve and maintain a health-enhancing level of fitness.
Content Standards in Health-Enhancing Activity, the students will:
Skills, Knowledge, and Application
Identify archery activities that correlate with the components of health-enhancing physical
activity (flexibility, muscular endurance, muscular strength, and cardiovascular endurance).
Identify basic principles of training for physical (archery) activities.
Record participation in (archery) activities that improve identified areas of weakness.
Identify resources available in the community that offer opportunities for (archery
activities.
Utilize information from a variety of sources to improve skill performance (in archery
activities).
Interactive Behavior Content Standard
Work independently to improve movement skills in archery activities.
(4) Character Development
The Goal in Interactive Behavior in archery activities is the students will:
• Demonstrate responsible personal and social behavior in archery activities in physical
activity settings.
• Demonstrate understanding and respect for differences among people in physical
activity settings.
• Understand that the physical activity of archery activities provides opportunities for
enjoyment, challenge, self-expression, and social interaction.
Content Standards in Interactive Behavior, the students will:
Skills, Knowledge, and Application
Recognize the attributes that individuals bring to group activities.
Alabama Department of Education
2006
15
Demonstrate an archery activity as a means of self-expression.
Recognize individual differences and similarities while participating in archery group
activities.
Relate positively to people of different backgrounds while participating in archery
activities.
Collaborate with a partner or small group for a common purpose.
Create physical activities that provide opportunities for enjoyment, challenge, self-
expression, social interaction, and integration of other subject areas.
Essential Questions:
• How do I participate in archery activities in a safe and responsible manner?
• How does participation in archery activities promote my character development?
• How does participation in archery activities enhance my physical, emotional, and social
well-being?
Enabling Knowledge
• Safety strategies
• Archery equipment
• Archery techniques
• Basic shooting form
• Archery rules
• Scoring procedures
• Archery etiquette and sportsmanship
• Physical, emotional, and social benefits of archery
Enabling Skills and Processes
• Research skills
• Listening skills
Alabama Department of Education
2006
16
• Observation skills
• Refinement of motor skills
• Self-evaluation
• Effective group participation
• Communication skills
• Cooperation skills
• Sportsmanship
• Practicing responsibility and respect
Activity 1
• Bow rack
• Arrows
• Arrow quiver (e.g., cones)
• Bows
• Masking tape
• Targets
• Whistle
• Safety rules posters
• Clearly defined shooting range
• Score Card
• Archery Journal
As a class you will brainstorm what communication, cooperation, rules, and respect mean to
you and how these will be applied when participating in archery activities.
Depending on the size of your class and the available equipment, you will be placed in a group
of three or four students to share the same target.
Following safety procedures and commands, you and each of your group members will
repeatedly shoot one end (3 arrows) throughout the class period.
You will work on developing proper form and techniques with the assistance of your instructor
and encouragement from your group.
You will record all of your scores on your scorecard.
Archery Journal Entry
Alabama Department of Education
2006
17
You will record the scores in your Archery Journal.
Answer the following Open Response Question in your Archery Journal:
Communication, cooperation, rules, and respect are important to the effective functioning of a
group.
a. Give two examples of how a person uses communication skills and applies these skills
effectively in a group archery activity.
b. Provide two examples of opportunities to cooperate with others in a group archery
activity and explain how these examples impact the group.
Activity 2
Materials:
• Bow rack
• Arrows
• Arrow quiver (e.g., cones)
• Bows
• Masking tape
• Targets
• Whistle
• Safety rules posters
• Clearly defined shooting range
• Score Card
• Archery Journal
You will discuss with your instructor the principles of practice and the importance of practice
in improving your skill in any sport.
To enhance your archery skills through practice, you will be allowed to shoot with a group of
students of your choice.
OR
You may challenge willing classmates to a friendly competition.
Archery Journal Entry
Answer the following Open Response question in your Archery Journal:
Martha is excited about joining an Archery Club. She wants to be on a competitive team but
knows she has to practice in order to improve her shooting skills and reach her goal.
a. List two important principles of practice to be considered when practicing any sport.
Alabama Department of Education
2006
18
b. How can Martha apply these two principles of practice to improve her skill level in
archery?
Activity 3
Materials:
• Bow rack
• Arrows
• Arrow quiver (e.g., cones)
• Bows
• Masking tape
• Targets
• Whistle
• Safety rules posters
• Clearly defined shooting range
• Archery Journal
Note to Instructor: See the Appendix for a tournament diagram.
You will brainstorm with the class positive sportsmanship procedures to follow as a participant
or as a spectator of any team activity. You will practice good sportsmanship during the
following tournament.
You will be placed in a single elimination seeding by your instructor based on your previous
scores recorded on a scorecard and turned in to your instructor.
You will be given three arrows for a practice round.
Following the reviewed safety procedures and commands, you will shoot in a one-on-one
fashion to determine the winner.
You will record your score after each shot.
Archery Journal Entry
Record your scores from the score card in your journal.
Answer the following Open Response question in your Archery Journal:
Ben enjoys participating in sports activities and is a good athlete but he needs to improve his
sportsmanship.
a. Describe three behaviors Ben can demonstrate as a participant in a team activity to
show good sportsmanship.
Alabama Department of Education
2006
19
b. Describe three behaviors Ben can demonstrate as a spectator of a team activity to show
good sportsmanship.
Activity 4
Materials:
• Bow rack
• Arrows
• Arrow quiver (e.g., cones)
• Bows
• Masking tape
• Targets
• Whistle
• Safety rules posters
• Clearly defined shooting range
• “100 Benefits of Exercise” sheet from Appendix
• Archery Journal
You will be placed on a team of three by your instructor. Each team will have students
designated as A, B, and C players as determined by previous scores.
Each team will shoot several rounds to determine the seeding for the follow day.
You will practice good sportsmanship during the following tournament.
You will participate in a double-elimination tournament. Your instructor will post a
tournament diagram.
Two teams will compete at a time. The rest of the class will watch the match and support the
competitors. You may invite other students, parents, and/or staff members to watch the
tournament.
As a class you will brainstorm and make a list of the short- and long-term physical, emotional,
and social benefits of exercise.
OR
Create an individual list of physical, emotional, and social benefits of exercise to share with the
class. Compile a class list.
Your instructor will hand out “100 Benefits of Exercise.”
Compare the class list with the 100 Benefits of Exercise list.
Alabama Department of Education
2006
20
Circle 30 items on either list that have the most relevance to you. Discuss why these benefits
are important.
Chose one physical, one emotional, and one social benefit that can be gained through
participation in archery activities.
In your Archery Journal explain why you chose these benefits and how they are important to
you.
Note to the Instructor: Collaborate with the Language Arts and Media Specialist in the
students’ completion of the following out-of-class activities. These writing activities are
appropriate for a portfolio piece. Refer to the Appendix for the Kentucky Department of
Education Writing Assessment Holistic Scoring Guide.
As an out-of-class assignment you will research the possible physical, emotional, and social
benefits of participating in archery activities. Select and complete one of the following writing
activities.
You will write an article for the school newspaper that will convince students and school staff
of the physical, emotional, and social benefits of participating in archery activities.
OR
You will write a letter to your school-based council convincing them that archery should
become a permanent part of your school’s curriculum. Site and explain the physical,
emotional, and social benefits of participating in archery activities.
OR
You will write a letter to a large business or corporation (e.g., bank, manufacturing company)
in your community requesting funding for an archery club in your school. Site the physical,
emotional, and social benefits students will experience as a result of participating in the sport
of archery. Explain the effect that these benefits will have on the community as a whole.
Archery Journal Entry
Note to the Instructor: Collaborate with the mathematics teacher in the development of
appropriate types of graphs for this activity.
Using all of your recorded scores, create a graph for your journal that demonstrates the change
in your skill level over time.
Alabama Department of Education
2006
21
Activity 5
Materials:
• Bow rack
• Arrows
• Arrow quiver (e.g., cones)
• Bows
• Masking tape
• Targets
• Whistle
• Safety rules posters
• Clearly defined shooting range
• Other materials will be determined by game selected.
• Archery Journal
Assessment Activity
Note to the Instructor: Refer to the Appendix and the Teaching a New Archer manual for
information to use in the development of the archery assessment questions.
You will complete a written test developed by your instructor covering the content learned in
the Archery Unit including but not limited to archery safety procedures, 11 steps to shooting,
archery range, target, equipment. .
Note to the Instructor: Refer to the Appendix for a list of Sample Games and Activities.
During the remainder of the class period(s) you will be participating in archery games for fun.
Resources:
http://www.ping.be/olivier_plcard/medieval/
http://www.horsearchery.com
http://www.centenaryardners.gil.com.au/history.htm
http://library.thinkquest.org/27344/history.htm
http://www.usarchery.org/naapub/history.htm
Alabama Department of Education
2006
22
http://www.schuetzenbund.de/archery/history/histo/histo.htm
http://www.abc.het.au/olympics/archery/about/history.htm
Scoring Guide
Performance
Level
Indicator
Olympian
(4)
-Student identifies at least 4 safety procedures
-Student demonstrates an extensive understanding of why each procedure
identified is important to safety
1
Master
Archer
(3)
-Student identifies four safety procedures
–Student demonstrates a broad understanding of why each of the three safety
procedures is important
Bowman
(2)
-Student identifies three safety procedures
-Student demonstrates a basic understanding of why each safety procedure is
important
Yeoman
(1)
-Student identifies one or two safety procedures
-Student demonstrates a minimal knowledge of safety procedures that are
identified
(0)
-Student response is totally incorrect or irrelevant
See Appendix for Archery Safety Procedures
Alabama Department of Education
2006
23
Scoring Guide
Communication, cooperation, rules, and respect are important to the effective functioning of a
group.
Performance Indicators
Level
Olympian
(4)
-Student identifies two ways a person can use communication skills in a group
archery activity.
-Student demonstrates an extensive understanding of how these skills impact the
function of the group.
-Student proposes two examples of opportunities to cooperate with others in a
group archery activity.
-Student demonstrates an extensive understanding of how these examples impact
the function of the group.
Master
Archer
(3)
-Student identifies two ways a person can use communication skills in a group
archery activity.
-Student demonstrates a broad understanding of how these skills impact the
function of the group.
-Student proposes two examples of opportunities to cooperate with others in a
group archery activity.
-Student demonstrates a broad understanding of how these examples impact the
function of the group.
Bowman
(2)
Student identifies one or two ways a person can use communication skills in a
group archery activity.
-Student demonstrates a basic understanding of how these skills impact the
function of the group.
-Student proposes two examples of opportunities to cooperate with others in a
group archery activity.
-Student demonstrates a basic understanding of how these examples impact the
function of the group.
Yeoman
(1)
Student identifies one way a person can use communication skills in a group
archery activity.
-Student demonstrates minimal understanding of how these skills impact the
function of the group.
-Student proposes one example of opportunities to cooperate with others in a
group archery activity.
-Student demonstrates a minimal understanding of how these examples impact
the function of the group.
(0)
-Student response is totally incorrect or irrelevant.
Alabama Department of Education
2006
24
Scoring Guide
Practice is important for improving skills and reaching goals for participation in any sport.
Performance Indicators
Level
Olympian
(4)
-Student identifies two principles of practice to be considered when practicing
any sport.
-Student demonstrates an extensive understanding of how the application of these
two principles of practice will affect the level of archery skills.
Master
Archer
(3)
-Student identifies two principles of practice to be considered when practicing
any sport.
-Student demonstrates a broad understanding of how the application of these two
principles of practice will affect the level of archery skills.
Bowman
(2)
-Student identifies two principles of practice to be considered when practicing
any sport.
-Student demonstrates a basic understanding of how the application of these two
principles of practice will affect the level of archery skills.
Yeoman
(1)
-Student identifies one principle of practice to be considered when practicing any
sport.
-Student demonstrates a limited or no understanding of how the application of
this one principle of practice will affect the level of archery skills.
(0)
-Student response is totally incorrect or irrelevant.
Alabama Department of Education
2006
25
Scoring Guide
Good sportsmanship needs to be practiced both as a participant and a spectator of a team
activity.
Performance Indicators
Level
Olympian
(4)
-Student describes three behaviors a participant can demonstrate to show good
sportsmanship. This description shows an extensive understanding of good
sportsmanship for participants.
-Student describes three behaviors a spectator can demonstrate to show good
sportsman ship. This description shows an extensive understanding of good
sportsmanship for spectators.
Master
Archer
(3)
-Student describes two behaviors a participant can demonstrate to show good
sportsmanship. This description shows a broad understanding of good
sportsmanship for participants.
-Student describes two behaviors a spectator can demonstrate to show good
sportsman ship. This description shows a broad understanding of good
sportsmanship for spectators.
Bowman
(2)
-Student describes one behavior a participant can demonstrate to show good
sportsmanship. This description shows a basic understanding of good
sportsmanship for participants.
-Student describes one behavior a spectator can demonstrate to show good
sportsman ship. This description shows a basic understanding of good
sportsmanship for spectators.
Yeoman
(1)
-Student describes one behavior a participant can demonstrate to show good
sportsmanship. This description shows a minimal understanding of good
sportsmanship for participants.
OR
-Student describes one behavior a spectator can demonstrate to show good
sportsman ship. This description shows a minimal understanding of good
sportsmanship for spectators.
(0)
-Student response is totally incorrect or irrelevant.
Alabama Department of Education 2006
26
Appendix
Grades 4-5
