Students conduct a structured VOD review of an upcoming opponent, log repeated tendencies with timestamps, and convert their observations into three concrete practice priorities.

Projector or display, 10-minute opponent VOD, Varsity VOD Review & Scouting Report worksheet (1 per student)

1. 1.Warm-Up (5 min): 'What does every college and pro program do before a match? They scout.' Discuss what film study looks like in traditional sports and why decisions — not outcomes — are what you scout.
2. 2.Teacher Model (10 min): Play the first 2 minutes of the VOD. Narrate finding one repeated behaviour aloud: 'Watch their third player — every time they lose the first engagement, they over-rotate. That's the second time. Timestamp it, log it.'
3. 3.Guided Scout (15 min): Play the next segment as a class. Students call out tendencies they spot; class debates whether it's a one-off or a pattern (a pattern needs 2+ occurrences). Log agreed patterns in the Situation / What They Do / How We Exploit It table.
4. 4.Independent Work (15 min): Students complete the Our Decisions table on a segment of their own team's VOD, or continue logging opponent tendencies individually.
5. 5.Convert to Action (5 min): Each student writes three practice priorities that follow directly from the review. Share out — the best priorities name a specific, drillable behaviour.

Students audit their own gaming setup, sleep, and recovery habits against evidence-based standards and commit to one specific, measurable improvement for the month.

Performance & Wellness Self-Audit worksheet, example photos of correct and incorrect desk setups, measuring tape (optional)

1. 1.Warm-Up (5 min): Share a real example of a pro player forced to retire early by wrist injury or burnout. Ask: 'If your career depended on your hands and reaction time, what would you protect?'
2. 2.Mini-Lecture (10 min): Cover the evidence quickly: neutral wrist position and RSI, monitor height and neck strain, the 20-20-20 rule for eye fatigue, and why reaction time measurably drops below 7 hours of sleep.
3. 3.Station Audit (15 min): In pairs, students check each other's actual seated posture at a classroom station against the ergonomics checklist. Partner verifies each item — no self-reporting.
4. 4.Self-Audit (12 min): Students complete the sleep, fuel, and mental game sections of the worksheet individually and honestly.
5. 5.Commit (8 min): Each student writes ONE measurable improvement for the month ('screens off 30 minutes before bed', not 'sleep more'). Volunteers share; class revisits in 4 weeks.

Teams deconstruct what makes a persuasive program pitch, then draft the two hardest sections of their own: the opportunity statement and the success metrics.

Capstone Program Pitch Planner worksheet (1 per team), a short recorded pitch clip (startup or athletics funding pitch), the panel scoring rubric

1. 1.Hook (10 min): Watch the pitch clip. Discuss: 'What made this credible? What was the exact ask? When did they earn your trust — and when did they almost lose it?'
2. 2.Rubric Reveal (5 min): Hand out the exact rubric the panel will score with. Great pitches are engineered against the rubric, not improvised.
3. 3.Team Formation (5 min): Teams of 3–4 assign roles: lead presenter, budget owner, operations owner, Q&A specialist.
4. 4.Work Session (20 min): Teams draft the opportunity statement ('why this school, why now') and success metrics sections of the Pitch Planner. Teacher circulates pushing for specificity: 'Would the athletic director believe that number?'
5. 5.Gallery Critique (10 min): Each team reads its opportunity statement aloud. Every other team offers one strength and one hard question. Teams note the questions — they will be asked again by the panel.