Acknowledgements

Fitness Through Physical Education: A Framework for Physical
   Education in the State of Mississippi

Guidelines for Using Mississippi's Fitness Through Physical
   Education Framework

Mississippi's Fitness Through Physical Education Framework
    Overview Grades K-12

Grade: Kindergarten

Grade: First

Grade: Second

Grade: Third

Grade: Fourth

Grade: Fifth

Grade: Sixth

Grade: Seventh

Grade: Eighth

Grade: Ninth

Grades: 10-12

Individual/Dual Sports

Lifetime Activities

References

The Mississippi Department of Education gratefully acknowledges the contributions of the Fitness Through Physical Fitness Education Revision Committee. The practitioners listed graciously gave of their time, efforts and expertise to develop a Framework for district utilization in developing/enhancing quality physical education programs. The Department is also deeply appreciative each practitioner's employer for allowing them to serve.

Fitness Through Physical Education Revision Committee:

Alison McCoy
Allan A. Simmons
Angela D. Avery
Jesse William Amos
Joseph G. Cole
Kathy L. Estes
Lillian S. Russ
Mae Barnes
Milton D. Wilder
Ora Parker
Pamela A. Kirk
W. Patrice Lovdahl
William Brown
Yvonne B. Cotton
Betty Self

The intent of this document is to afford students in the schools of Mississippi multiple opportunities, through a quality, daily physical education program, to acquire the knowledge base, appreciation, values and moving skills encapsulated in the wellness domain. Educational opportunities to acquire these life skills both in fitness and psychomotor skill development insures each Mississippian an opportunity to have a productive place in our future with Mississippi moving forward - fitness through a physically educated populace.

PHILOSOPHY

The process of education requires the integration of psychomotor, cognitive, and affective learning. As a part of this process, the physical education content area establishes the competencies and skills necessary for all Mississippi students to be physically, mentally, socially and emotionally educated. These skills are sequentially planned, standards’ based, achievable and measurable. They follow current research guidelines regarding fitness/wellness and motor skill acquisition and cannot be achieved by mere random, willing participation.

MISSION STATEMENT

The mission of quality daily physical education is to provide, as an integral part of the total educational process in Mississippi schools, a sequentially planned program which is measurable and results in students who:

• have learned skills and acquired knowledge necessary to perform a variety of physical activities.
• are physically fit.
• participate regularly in physical activity.
• know the implications of and the benefits derived from involvement in physical activities.
• value physical activity and its contributions to a healthy lifestyle.

• A physically educated person:
• Demonstrates competency in many movement forms and proficiency in some movement forms.
• Applies movement concepts and principles to the learning and development of motor skills and  the physiology of motor performance.
• Exhibits a physically active lifestyle.
• Achieves and maintains a health-enhancing level of physical fitness.
• Demonstrates understanding and respect for differences among people in physical activity   settings.
• Demonstrates responsible personal and social behavior in physical activity settings.
• Understands that physical activity provides opportunities for enjoyment, challenge, self-expression, social interactions, and sports participation.
• Applies rules, strategies, techniques, and safety measures in a variety of psychomotor activities.

A1 Observation
A2 Skill Test
A3 Fitness Testing
A4 Checklist
A5 Written test - knowledge
A6 Knowledge Based Written Assignments
A7 Activity logs
A8 Other

This Framework was designed for general use by all physical education teachers in the public schools within the State of Mississippi. It has been developed as a generic model to provide flexibility and consistency for physical education programs in the state. The Framework uses terminology and a format consistent with other curricula within the state. The following is an explanation of how to read and interpret the document.

Philosophy/Mission Statement
 

Fitness as the Primary Thrust of the Curriculum

It may be noted that a very strong emphasis has been placed on fitness. Fitness and wellness may very well be the primary means to justify the need for physical education at all grade levels. Since student fitness levels are the primary thrust of this curriculum, teachers are encouraged to make every effort to teach fitness and wellness. A teacher should not just measure fitness or assume fitness enhancement is occurring during the course of a year.

Goals

Many of the goals chosen for this curriculum were taken directly from the National Association for Sports and Physical Education (NASPE) guidelines for physical education. Some of the NASPE goals were modified and extended to meet what the writers believed to be the specific needs for physical education in the State of Mississippi. These goals provide a generic guidance that can be adopted at all levels of physical education K - 12.

Competencies

Each competency is a direct reflection of the goals of the curriculum. The competencies are the means for achieving the curriculum goals at each grade level listed in this guide. The competencies are intended to be general enough for flexibility in each program, but specific enough for each physical education teacher to create specific lesson objectives.

 Suggested Objectives

Suggested objectives were not written as a complete means to achieving each competency, but to serve as an example of ways in which objectives can be written. Teachers are free to create their own objectives. It is possible that many more objectives will need to be developed to achieve the desired outcomes of each competency. This gives teachers flexibility to adapt each competency to their teaching environment.

 Suggested Teaching Strategies

These "teaching strategies" are also to be considered as examples or recommendations for achieving the suggested objectives. Teachers in physical education settings have a variety of teaching styles, methodologies and facilities that may influence how things will be taught. Therefore, each teaching strategy used should continually be examined relative to the competencies.

Suggested Assessment Methodologies

The assessment methods suggested in this curriculum are also to be considered only as examples for assessing competencies and objectives. Teachers should correlate their assessment methods with the assignments and strategies chosen for instruction.

Guidelines for Successful Curriculum Implementation

It is the consensus of those writing this curriculum that these Implementation Guidelines are essential for providing the best opportunities for the goals of a physical education program to be achieved. It is hoped that these guidelines might not be a burden or hindrance, but rather a means of support for the adverse teaching conditions often presented to physical education teachers.

  TABLE OF CONTENTS

Grades Kindergarten -Three

Kindergarten through grade three are dedicated to the development of fundamental motor skills, manipulative skills and movement experiences. The teaching at each level will focus on basic skills, the value of being physically fit, and the ability to display appropriate behaviors during social situations.

 Grades Four - Five

Grades four and five are dedicated to the development of a variety of manipulative skills that reflect a refined mastery of ball handling skills, refined development of a variety of perceptual motor skills, and the ability to perform dance and tumbling routines. The teaching at this level will focus on the specific knowledge of the value of being physically fit and the ability to display appropriate social behavior during social situations.

Grades Six - Twelve

All grades six - twelve will stress fitness and their potential relationship to current and future wellness of students. A fitness that shall be given to each student three times each year.

Each grade level will have the following emphases:

Grades Six - Eight

Physical Education in Grades six through eight is dedicated to developing competency in many movement forms and their relation to fitness. The focus will be on introducing all skills and knowledge necessary for understanding and participation. The teaching at each level will focus on basic skills, lead up games, and knowledge that will give each student complete competency in each activity.

Grade Six - Team Sports - Skills and Knowledge

Grade Seven - Individual/Dual Sports - Skills and Knowledge

Grade Eight - Lifetime - Activities and Sports

Grade Nine

Ninth grade is dedicated to a course called "personal fitness". This course will be a lab based course that will involve classroom sessions combined with activities that make a clear connection between concepts in fitness and activities. Such concepts include: muscular endurance, flexibility, strength, body composition, and cardiovascular endurance.

Grades Ten - Twelve

Grades ten through twelve are dedicated to the development of proficiency in some movement forms and their relation to fitness. The students will select one course each year and should complete one course in each general category. Each course offered should be no longer than one full semester nor shorter than nine weeks. The variety of what can be offered by each school district will be dictated by the schools’ facilities, equipment, and faculty expertise.

General Categories of Selective Courses

Team Sports Individual/Dual Sports Lifetime Activities Fitness

Basketball Tennis Canoeing Weight training
Softball Pickelball Hunting Aerobics
Volleyball Badminton Biking Conditioning
Ultimate Frisbee Golf Walking/Running
Soccer Bowling Roller Bladeing
Team Handball Table Tennis Swimming
Field Hockey Track and Field Dance
Spend-all Gymnastics Water Sport
Swimming

GOAL I: Demonstrates competencies in many movement forms and proficiency in a few movement forms.

Competency 1: Demonstrate locomotor skills in a developmentally appropriate form.

Objective 1.1: Demonstrate the locomotor movement of walking in a developmentally appropriate form.
Objective 1.2: Demonstrate the locomotor movement of running in a developmentally appropriate form.
Objective 1.3: Demonstrate the locomotor movement of jumping in a developmentally appropriate form.
Objective 1.4: Demonstrate different patterns of movement.

1. Name three locomotor movements and execute them when asked.

2. Travel different ways without touching anyone.

3. Demonstrate a clear contrast between slow and fast speeds.

4. Play a game such as "Jump the Brook" or "High Water".

A1. Students as they walk in a figure 8, a circle, a box.
A1. Observation.
A8. Encourage verbal feedback comparing walking and running.

Competency 2: Demonstrate non-locomotor skills in a developmentally appropriate form.

Objective 2.1: Demonstrate a twist/turn in a developmentally appropriate form.
Objective 2.2: Demonstrate a bend/stretch in a developmentally appropriate form.
Objective 2.3: Demonstrate a swing/sway in a developmentally appropriate form.
Objective 2.4: Demonstrate a push/pull in a developmentally appropriate form.

1. Use the body in different ways to maintain position for different non-locomotor movements.

2. Push or pull an object using different body parts.

3. Move several body parts at the same time using specific non-locomotor movements.

4. Position body and hold for five to thirty seconds.

A1. Observation.
A4. Checklist.

Competency 3: Demonstrate developmentally appropriate manipulative skills.

Objective 3.1: Toss a ball and catch it before it bounces twice.
Objective 3.2: Kick a stationary ball using a smooth continuous kicking motion.
Objective 3.3: Kick a stationary ball using a smooth continuous running approach prior to the kick.

1. Toss a ball at different levels beginning in a low space, to middle space, to high space, and catch it.

2. Throw the ball while walking, and catch it before it bounces twice.

3. Use a variety of balls to practice the skill of a stationary kick - soccer ball, playground ball, football.

A1. Observation.

Competency 1: Demonstrate patterns of movement in a developmentally appropriate form
Objective 1.1: Distinguish between straight, curved, and zig-zag pathways while traveling in various ways.
Objective 1.2: Travel demonstrating a variety of relationships with objects (over, under, through, behind, along side).
Objective 1.3: Change direction quickly in response to a signal.
Objective 1.4: Identify and begin to utilize the technique employed to soften the landing in jumping.

1. Discuss pathways.

2. Move from point to point. How many pathways can you use?

3. Set up an obstacle course using over, under, around and through in small groups using "magic" wands.

4. Have students move within an area, make the area progressively smaller. How is movement affected?

A1. Observation.
A8. Encourage verbal feedback from students.

Competency 2: Demonstrate developmentally appropriate perceptual motor skills.

Objective 2.1: Demonstrate the ability to move in time, with force and in space.
Objective 2.2: Demonstrate ability to balance (static, dynamic).
Objective 2.3: Demonstrate laterality awareness (rightness, leftness).
Objective 2.4: Identify selected body parts, skills, and movement concepts.

1. Name three temps (fast, slow, accelerating, decelerating) and perform them.

2. Name three levels (low, middle, high) and move at those levels. Change levels while moving.

3. Make body shapes such as letters or numbers.

4. Change balance from wide base to small base.

5. Perform the musical game Hokey Pokey.

6. Using a balloon, count how many different body parts can keep the balloon aloft.

A1. Observation.

Competency 1: Engage in moderate to vigorous physical activity.
Objective 1.1: Demonstrate an ability to perform flexibility, muscular strength, and endurance exercises.
Objective 1.2: Demonstrate an ability to perform aerobic activities.

1. As a fitness activity, do the crab walk or seal crawl. ((Do not use duck walk.)

2. While walking, vary the length of the stride. How small a step? How long a step?

3. Play a tag game for aerobic activity.

4. Play hop scotch using hula hoops.

A1. Observation.

Competency 2: Recognize physical activity is good for personal well-being.

Objective 2.1: Show an awareness of proper health and fitness habits.
Objective 2.2: Participate daily in directed vigorous physical activity.

1. Name exercise, rest, and nutritious foods as necessary ingredients for growth and development.

2. Differentiate between healthful and unhealthful habits for eating and exercise.

3. Give a thirty second test for fitness. How many students can keep moving for thirty seconds? Two minutes?

A1. Observation.
A8. Encourage verbal feedback.

Competency 3: Identify likes and dislikes connected with participation in physical activities.

Objective 3.1: Identify feelings that result from participating in physical activities.

1. Identify behaviors controlled by self.

2. Demonstrate methods of changing unwanted feelings.

3. Recognize that physical activity results in good feelings.

A1. Observation.
A8. Encourage verbal feedback from students.

Competency 1: Demonstrate cardiovascular efficiency.
Objective 1.1: Sustain moderate to vigorous physical activity for short periods of time.

1. Students will locate the heart and feel the heartbeat.

2. Name the substance pumped by the heart.

3. Play the game "Fox at Midnight".

A1. Observation.

Competency 2: Identify the physiological signs of moderate physical activity.

Objective 2.1: Recognize change in heart rate during activity.
Objective 2.2: Recognize change in breathing during activity.
Objective 2.3: Perform an aerobic activity and discuss changes.

1. Discuss the changes students think will take place.

2. Have the students do a moderate movement, such as walking, and discuss changes.

3. Have students perform an aerobic activity and discuss changes.

A1. Observation.
A8. Encourage verbal feedback at each stage.

Competency 1: Know and apply rules, activity procedures and safety procedures.
Objective 1.1: Respond to teacher signals for attention.
Objective 1.2: Respond to rule infractions when reminded only once.
Objective 1.3: Listen to and follow directions given to the class for all class activities.

1. Give students instructions increasing the number of steps necessary to follow those instructions.

2. Play a game with few instructions or rules.

3. Play a game with several instructions or rules.

4. Play "Red Light - Green Light" with teacher using signal to go or stop.

A1. Observation.

Competency 2: Demonstrate ability to work in a group setting.

Objective 2.1: Demonstrate willingness to take turns.
Objective 2.2: Demonstrate an ability to share space and supplies with others.
Objective 2.3: Demonstrate an ability to refrain from keeping others from completing tasks.

1. Ask students to use equipment in small groups such as at stations.

2. Play partner games such as "Squirrel in the Tree".

3. Give students an opportunity to have creative time with manipulatives after a time of teacher-directed instruction.

A1. Observation.

Competency 3: Demonstrate an ability to respect supplies and equipment.

Objective 3.1: Demonstrate ability to handle equipment safely.
Objective 3.2: Demonstrate willingness to put away supplies.

1. Ask students to help set rules for equipment.

2. Give students a signal to indicate when equipment should be put down.

3. Instruct students in the proper way to care for equipment and encourage them to take pride in caring for equipment.

A1. Observation.
A8. Encourage verbal feedback about rules for equipment.

Competency 1: Enjoy participating with others.
Objective 1.1: Participate willingly.
Objective 1.2: Complete an assigned task.
Objective 1.3: Choose to be active during free play.

1. Give students opportunities to have skills practice and partners activities.

2. Give specific tasks assignments in a clear and specific manner. As the students work on task, observe, praise, and offer suggestions.

A1. Observation.

Competency 2: Interact positively with students in class regardless of personal differences.

Objective 2.1: Look forward to physical education class.
Objective 2.2: Choose a variety of partners during activities.

1. Select a variety of activities over a period of time so that no area receives too much emphasis. Include developmental exercises, games, movement exploration, folk and dance, manipulative skills, and testing.

2. Provide opportunities for practice in a variety of skills.

3. Correlate with academic subjects.

4. Select activities in progression in order to give children a chance to develop self-esteem.

A1. Observation.

Competency 1: Identify feelings that result from participation in physical activities.
Objective 1.1: Continue to try if unsuccessful.
Objective 1.2: Choose to try new activities.
Objective 1.3: Appreciate that feelings can be expressed through movement.

1. Students will do stretch and bend exercises.

2. Focus on tumbling stunts that need practice such as: Thread the Needle, Crab Walk, Seal Walk, Mule Kicks, Coffee Grinder.

3. Encourage students to jump with others turning the rope.

A1. Observation.

Competency 1: State rules and behavior for the safe use of equipment and apparatus.
Objective 1.1: Name three games mastered in class.
Objective 1.2: Tell how team members can show they are good sports.

1. Before an activity that requires group interaction, discuss feelings and rules that govern social behavior.

2. Focus on behavior as well as knowledge of skill and enjoyment of play.

3. Close with praise for rules set, and rules applied.

A1. Observation.
A8. Encourage verbal feedback.x

GOAL I: Demonstrates competency in many movement forms and proficiency in a few movement forms.

Competency 1: Demonstrate locomotor skills in a developmentally appropriate form.
Objective 1.1: Use a variety of locomotor skills, moving in different directions.
Objective 1.2: Play a game of follow the leader, modeling the teacher’s movements.

1. Walk, run, hop, and skip in forward and sideways directions and change directions quickly in response to a signal.

2. Teacher demonstrates various locomotor movements while students model the action demonstrated.

A1. Observation.
A4. Checklist.

Competency 2: Demonstrate non-locomotor skills in a developmentally appropriate form.

Objective 2.1: Place a variety of body parts in high, middle, and low levels.
Objective 2.2: Form round, narrow, wide and twisted body shapes along with a partner.

1. Students will perform movements to music, remaining in personal space moving from high level to low level such as flying, swimming, rowing, etc.

2. Students will form body shapes along with a partner to make letters, numerals, objects, etc., which are called by teacher.

A1. Observation.
A4. Checklist.

Competency 3: Demonstrate developmentally appropriate ability in manipulative skills.

Objective 3.1: Catch a bouncing ball.
Objective 3.2: Kick a moving ball using a continuous running step.
Objective 3.3: Continuously jump a swinging rope held by others.

1. Toss the ball head high and catch it before it bounces, repeat and toss the ball higher.

2. Teacher rolls ball to student who runs up to kick it.

3. Student will jump a rope swung by teacher and another student for ten times, then assist the teacher in swinging the rope for next student.

A1. Observation.
A4. Checklist.

Competency 1: Demonstrate a developmentally appropriate form in patterns of movement.

Objective 1.1: Travel in forward and sideways directions, using a variety of locomotor and non-locomotor patterns.

1. Students run forward in a straight path, then slide sideways without hesitation in response to a signal.

A1. Observation.
A4. Checklist.

Competency 2: Demonstrate a developmentally appropriate form in perceptual motor skills development.

Objective 2.1: Identify body parts, skills and movement concepts.
Objective 2.2: Maintain balance on a variety of body parts.
Objective 2.3: Demonstrate a clear contrast between slow and fast movement, straight and curved pathways, and high and low levels.

1. Students will touch head, elbows, knees, ankles, etc., when called by the teacher and say the name of the part three times.

2. Students will touch from one to four body parts to the floor without falling, as directed by the teacher.

3. Students jog in place slowly when teacher says "turtle" and fast when teacher says "rabbit".

4. Students hop in a straight or curved path depending on which path picture the teacher holds up.

A1. Observation.

Competency 1: Engage in moderate to vigorous physical activity.
Objective 1.1: Participate in sustained vigorous activity for at least twenty minutes (need not be continuous).
Objective 1.2: Participate in exercises for flexibility and muscular strength.

1. Students will perform the movements which are shown on an aerobic videotape.

2. Students play "magic cars" by pushing carpet square around room until teacher calls "red light".

3. Students will slowly extend arms overhead and hold for a few seconds, relax and reach up again as directed by the teacher.

4. Students perform as many curl-ups as possible in one minute.

A1. Observation.

Competency 2: Recognize that physical activity is good for personal well-being.

Objective 2.1: Choose to be active during free play.
Objective 2.2: Recognize that skill development requires practice.

1. Students will record in log book their physical activities which they engaged in during recess and at home with at least one parent or older sibling, for one week.

2. Students will actively engage in climbing and rolling to recreate story of "Jack and Jill" after it has been read to them.

A7. Activity logs.
A1. Observation.

Competency 1: Demonstrate cardiovascular efficiency.
Objective 1.1: Participate in daily aerobic activity.
Objective 1.2: Tell where the heart is located and describe its approximate size and shape.
Objective 1.3: Name the substances the heart pumps and identify the heart as a muscle.

1. Show pictures and charts which display position, size, and shape of heart.

2. Discuss a healthy heart and how it works.

A3. Fitness testing. (Suggested test: Fitnessgram)
A8. Verbalize the answer to questions asked by teacher.

Competency 2: Identify physiological signs of moderate physical activity.

Objective 2.1: Recognize the change in breathing, heart rate, and body temperature.

1. Count the number of heart beats in ten seconds while standing still, and again after jogging in place.

2. Listen to your partner’s breathing and feel his forehead before and after jogging.

A1. Observation.
A8. Comparison of heart rates before and after activity.

Competency 1: Know and apply rules, procedures, and safety practices.
Objective 1.1: Respond to teacher’s signals for quiet, start, etc.
Objective 1.2: Listen to and follow directions.
Objective 1.3: Respond to rule infractions when reminded once.
Objective 1.4: Obey safety rules.

1. Play game "Start and Stop" where students walk in general space and stop when whistle blows.

2. Play "Scrambled Eggs" where students run/jog in general space when teacher rotates hand over hand (in motion of traveling signal for basketball) for students to move and raise one hand in air for students to stop.

A1. Observation.

Competency 2: Demonstrate ability to work in a group setting.

Objective 2.1: Share materials and space with others.
Objective 2.2: Willingly take turns.
Objective 2.3: Refrain from keeping others from completing task.

1. Work at stations with one ball doing a variety of basketball activities working on skills such as: dribbling, passing, and shooting at low goal.

A1. Observation.

Competency 3: Demonstrate ability to respect supplies and equipment.

Objective 3.1: Handle supplies and equipment appropriately.
Objective 3.2: Select and put away supplies and equipment in an orderly manner.

1. Discuss rules about taking care of supplies and equipment.

2. Inform students as to procedure for getting and putting away.

A1. Observation.

Competency 1: Enjoy participation alone and with others.
Objective 1.1: Actively engage in skill practice.
Objective 1.2: Cooperate as a member of a group.

1. Assign groups and stations, give instructions, and allow sufficient time for practice.

2. Divide students into groups to work together making shapes and creating movements to music.

A1. Observation.

Competency 2: Interact positively with students in class regardless of personal differences.

Objective 2.1: Demonstrate a sense of fair play.
Objective 2.2: Refrain from ridiculing others.

1. Discuss rules at beginning of class and assign selected students the task of assistant judge, umpire, etc.

2. During a cool-down time, ask questions which cause students to think about and understand the feelings of others.

A4. Checklist.

Competency 1: Identify feelings that result from participation in physical activity.
Objective 1.1: Assist partner by observing and giving feedback.
Objective 1.2: Accept suggestions to improve skills to be successful.

1. Allow students to choose partners and give sufficient time to practice skills.
2. Give opportunity for students to express feelings at the beginning of class, in the middle and at the end of class.

Competency 1: State rules and behavior for the safe use of equipment and apparatus.
Objective 1.1: Demonstrate ability to play games by the rules and execute skills correctly.
Objective 1.2: Participate in an activity without injuring self or others and demonstrate a respect for authority.

1. Give students opportunity to play games, assist with judging/umpiring, and practice skills.

A1. Observation.

GOAL I: Demonstrates competency in many movement forms and proficiency in a few movement forms.

Competency 1: Demonstrate a developmentally appropriate form in locomotor movements.
Objective 1.1: Demonstrate an ability to skip, hop, gallop, and slide using mature motor pattern.
Objective 1.2: Participate in a wide variety of activities that involve locomotion.
Objective 1.3: Name five locomotor movements.
Objective 1.4: Execute locomotor movements to a beat, varying tempo.
Objective 1.5: Perform locomotor movements required in games.

1. Define a locomotor movement.

2. Introduce five different locomotor movements.

3. Demonstrate each locomotor movement.

4. Execute locomotor movements to a beat, varying tempo without colliding.

A1. Observation.
A8. Encourage verbal response to question.

Competency 2: Demonstrate developmentally appropriate manipulative skills.

Objective 2.1: Participate in a wide variety of activities that involve the manipulation of various objects.
Objective 2.2: Use the inside or instep of foot to kick a slowly rolling ball into the air, or along the ground.
Objective 2.3: Throw a ball demonstrating a correct overhand technique.
Objective 2.4: Catch, using properly positioned hands, a gently thrown ball.
Objective 2.5: Repeatedly jump a self-turned rope.
Objective 2.6: Bounce a ball using one hand.

1. Have students perform a warm-up activity using the locomotor movement jumping.

2. Have students jump rope individually for a set amount of time.

3. Have students bounce a ball five times using right hand, without moving feet. Bounce the ball while moving.

4. Change to use the left hand.

A1. Observation.
A5. Written test - knowledge. Example: show a picture of overhand throw and underhand throw. Ask the student to circle the picture showing the overhand throw.

Competency 3: Demonstrate a developmentally appropriate form using non-locomotor movements.

Objective 3.1: Participate in a variety of activities that involve non-locomotion.
Objective 3.2: Name three non-locomotor movements.

1. Define a non-locomotor movement.

2. Discuss different non-locomotor movements.

3. Bend and twist to make shapes.

4. Change level and direction quickly on signal.

A1. Observation.
A8. Encourage verbal response to question.

Competency 1: Demonstrate a developmentally appropriate form in patterns of movement.
Objective 1.1: Recognize similar movement concepts in a variety of skills.
Objective 1.2: Combine shapes, levels, and pathways into simple sequences.
Objective 1.3: Name body parts and move them rhythmically on command.
Objective 1.4: Use concepts of space awareness and movement control to run, hop, and skip in different ways in a large group without touching others or falling.
Objective 1.5: Imitate movements of others.

1. Students choose a partner and mirror that partner’s movements.

2. Set up a challenge course which requires sudden change in direction and movement to several levels.

3. Have students get in small groups and set up a challenge course.

A1. Observation.
A4. Checklist.

Competency 2: Demonstrate developmentally appropriate perceptual motor skills.

Objective 2.1: Demonstrate body management skills of balance, agility, and coordination.
Objective 2.2: Demonstrate spatial awareness.
Objective 2.3: Perform perceptual motor activities requiring direction and visualization.
Objective 2.4: Demonstrate awareness of laterality.
|Objective 2.5: Support body weight for climbing, hanging, and momentarily taking weight on the hands.

1. Perform exercises that enhance flexibility in a variety of muscle groups.

2. Travel, changing speeds and directions in response to a variety of rhythms.

3. Play music game "Hokey Pokey".

A1. Observation.

Competency 1: Engage in moderate to vigorous physical activity.
Objective 1.1: Demonstrate skills of dodging, chasing, and fleeing to avoid or catch others in games.
Objective 1.2: Seek participation in gross motor activities of a moderate to vigorous nature throughout the activity period.
Objective 1.3: Participate in a wide variety of activities that involve locomotion, non-locomotion, and manipulation of objects outside of physical education class.

1. Play a tag game.

2. Create a movement sequence with a beginning, middle, and ending.

3. Using the skill of dribbling a soccer ball, have students play keep away.

A1. Observation.
A8. Encourage student response to questions about dribbling.

Competency 2: Recognize physical activity is good for personal well being.

Objective 1.1: Willingly complete physical education activity "homework" assignments.
Objective 1.2: Name the necessary ingredients for growth and development.
Objective 1.3: Name two reasons for exercising daily.

1. Define and discuss that exercise, rest, and nutritious foods are necessary for healthful living.

2. Assign a study of family eating habits at home for one week.

3. Have students name their favorite exercise and the part of the body it exercises.

A1. Observation.
A8. Encourage student participation.

Competency 3: Identify likes and dislikes connected with participation in physical activities.

Objective 3.1: Accept the feelings resulting from challenges, successes, and failures in physical activity.

1. Have students share thoughts and feelings about coping with fear.

2. Discuss the process of changing dislikes to likes or attempting new and challenging activities.

A1. Observation.

Competency 1: Demonstrate cardiovascular efficiency.
Objective 1.1: Sustain activity for continually longer periods of time while participating in chasing or fleeing, traveling activities.
Objective 1.2: Identify the heart as a muscle.
Objective 1.3: Name substance pumped by the heart.
Objective 1.4: Describe the size, location, and shape of the heart.

1. Complete a health related fitness test.

2. Define the term muscle.

3. Include a diagram and/or model of the heart when discussion takes place.

A1. Observation.
A5. Written-test knowledge. Use pictures to illicit correct answers to questions about cardiovascular fitness.
A3. Fitness test (suggested test: Fitnessgram).

Competency 2: Identifies the physiological signs of moderate physical activity.

Objective 2.1: Identify changes in the body during physical activity.

1. Count the number of heart beats in ten seconds while standing still, and again after jogging in place.

2. Listen to your partner's breathing and feel his/her pulse.

3. Play the game "Busy Bee".

A1. Observation.

Competency 1: Know and apply rules, procedures, and safety practices.
Objective 1.1: State reasons for safe and controlled movements.
Objective 1.2: Honestly reports the results of work.
Objective 1.3: Stop activity immediately, at the signal to do so.
Objective 1.4: Respond positively to an occasional reminder about a rule infraction.

1. Play games that involve a series of several rules including safety rules and knowledge rules that require honesty such as Freeze Tag or Dog Catcher.

2. Throwing and catching with a partner playing "One Step". Throw the ball and if the partner catches it, take one step back. When the partner drops the ball, start over again close to the partner.

A1. Observation.
Competency 2: Demonstrate ability to work in a group setting.

Objective 2.1: Recognize the benefits that accompany cooperation and sharing.
Objective 2.2: Identify appropriate behaviors for participating with others in physical activity.
Objective 2.3: Assist partner by sharing observations about skill performance during activity.

1. Play partner activities such as "Goal Ball" using the two hand underhand throw and rolling the ball. One person guards the line, and the other attempts to roll the ball over the line.

2. Parachute activities requiring group cooperation and interaction.

3. Divide students into groups of three for long jump rope activities.

A1. Observation.
A8. Encourage verbal feedback for reasons to cooperate.

Competency 3: Demonstrate an ability to respect supplies and equipment.

Objective 3.1: Use equipment and space safely and properly.
Objective 3.2: Practice specific skills as assigned until the teacher signals the end of activity.

1. Ask students to help set rules for equipment.

2. Signal to stop play with equipment should be the same for all activities.

3. Encourage students to take pride in proper care and use of equipment.

A1. Observation.
A8. Encourage verbal feedback from students when making rules.

Competency 1: Enjoy participating with others.
Objective 1.1: Display consideration of others in physical activity.
Objective 1.2: Cooperate as a member of a group.
Objective 1.3: Perform simple folk dances and learn games with origins from different nationalities.

1. Introduce folk games and folk dances to students.

2. Compare similarities and differences of American activities and international activities. Examples: Hokey Pokey - American

London Bridge - English

A1. Observation.

Competency 2: Interact positively with students in class regardless of personal differences.

Objective 2.1: Be considerate of others in physical activity settings.
Objective 2.2: Demonstrate the elements of socially acceptable conflict resolution.
Objective 2.3: Demonstrate leadership skills during physical activity.

1. Play "Amoeba Tag". "It" tags players. Once tagged, students join hands with "it" to make a chain and only the ends may tag. The hands must remain joined.

2. Role play how students can resolve differences in a positive way.

A1. Observation.
A8. Encourage students’ verbal feedback.

Competency 1: Identify feelings that result from participation in physical activities.
Objective 1.1: Choose to try new activities.
Objective 1.2: Appreciate that feelings can be expressed through movement.
Objective 1.3: Continue to try if unsuccessful.

1. Take the student from a skill that has been mastered to one that is new, such as individually jump rope forward - to jump rope backwards, on one foot, change feet, etc.

2. Dribble a ball with dominant hand then dribble with opposite hand.

3. Perform a variety of tumbling stunts from simple to difficult.

4. Increase the difficulty of skills practice by decreasing size of equipment, size of target, or distance to target.

A1. Observation.
A8. Encourage verbal feedback from students.

Competency 1: Listen to and follow directions to complete skill practice and play games.
Objective 1.1: Name three games mastered in class.
Objective 1.2: State safety rules for running, chasing, and fleeing games.
Objective 1.3: Tell how team members can show they are good sports.

1. Introduce Line up Kickball as a game of cooperation.

2. Introduce Capture the Flag as a chasing, fleeing game with rules knowledge necessary to play the game.

3. Introduce Shark in the Water as a chasing, fleeing game with rules knowledge necessary to play the game.

A1. Observation.
A8. Encourage verbal feedback about rules of these games.

GOAL I: Demonstrates competencies in many movement forms and proficiency in a few movement forms.

Competency 1: Demonstrate a mature form in locomotor skills and non-locomotor skills.
Objective 1.1: Combine locomotor and non-locomotor patterns in time to music.
Objective 1.2: Demonstrate skills of chasing, fleeing, and dodging to avoid or catch others.

1. Have student design dance sequence using locomotor skills to music.

2. Play chasing, fleeing, and dodging games such as "People Dodge", "Freeze and Count Tag", and "Body Part Tag".

A1. Observation.
A2. Skill test.

Competency 2: Demonstrate maturity in manipulative skill development.

Objective 2.1: Receive and/or send an object in a continuous motion.

1. With a partner, have students practice striking a ball repeatedly with a paddle.

2. Continuously dribble a ball, using the hand or feet, without losing control.

A1. Observation.
A2. Skill Test.

Competency 3: Combine movement skills in applied setting.

Objective 3.1: Jump and land for height and distance using mature form.
Objective 3.2: Support, lift, and control body weight in a variety of ways.

1. Jumping to catch a ball thrown from a partner.

2. Manage own body weight while hanging and climbing on playground equipment.

A1. Observation.
A4. Checklist.

Competency 1: Combine movement skills in applied setting.
Objective 1.1: Avoid or catch an individual or object, while traveling.
Objective 1.2: Develop patterns and combinations of movement into repeatable sources.

1. Have students run and catch a thrown ball from a partner.

2. Have students design and combine locomotor and non-locomotor skills into a dance.

A1. Observation.
A4. Checklist.

Competency 2: Demonstrate mature form in perceptual motor skill development.

Objective 2.1: Manipulate body with control, on objects. Examples: balance on scooters, balance boards.

Objective 2.2: Strike a softly thrown, lightweight ball back to a partner, using a variety of body parts, and combinations of body parts.

1. Using scooters, have students balance sitting and lying on stomach while using legs or arms to propel forward or backward.

2. Bump volley as in volleyball or thigh as in soccer.

A1. Observation.
A2. Skill Test.

Competency 1: Engage in moderate to vigorous activity.
Objective 1.1: Seek participation in gross motor activity of a moderate to vigorous nature.
Objective 1.2: Willingly complete physical activity "homework" assignments.

1. Allow students to choose to participate in an activity from a list of teacher approved activities.

2. Send home "activity logs" that students have parents sign which documents participation in activities performed at home.

A7. Activity logs.
A1. Observation.

Competency 2: Recognize physical activity is good for personal well-being.

Objective 2.1: Identify correct warm-up, conditioning, and cool-down techniques and why they are important for the body.
Objective 2.2: Explain and demonstrate different ways to lift, carry, push, and pull objects.

1. Demonstrate and explain the correct lay-out for aerobic activities.

2. Discuss with student how proper techniques can help to prevent injuries. Practice correct form.

Competency 3: Identify likes and dislikes connected with participation in physical activity.

Objective 3.1: Identify activities that contribute to personal feelings of joy.

1. Discuss with students different activities likes and reasons for these choices.

2. Suggest activities that students can choose to perform at home.

3. Have students prepare a list of activities that they would choose to perform at home.

A8. Question/Answer.
A7. Activity logs.
A6. Knowledge based.

Competency 1: Demonstrate cardiovascular efficiency.
Objective 1.1: Maintain continuous aerobic activity for a specific time.

1. Use video "Swamp Stomp" to lead students in an aerobic workout.

2. Have students jump rope in three minute intervals with one minute rest.

A1. Observation.
A8. Perceived exertion: students indicate perceived changes in heart rate.

Competency 2: Identify the physiological signs of moderate activity.

Objective 2.1: Describe healthful benefits that result from regular and appropriate participation in physical activity.

1. Have student check heart rate periodically during physical activity.

2. Explain to student the benefits that physical activity can have on the body.

A1. Observation.
A8. Question/Answer.

Competency 1: Know and apply rules, procedures, and safety practices of physical activity.
Objective 1.1: Identify the rules for participating in activities.

1. Play various games that require students to stop and start on cue.

2. Have students perform certain safety procedures before being allowed to continue game.

A1. Observation.

Objective 2.1: Appreciate the benefits that accompany cooperation and sharing.
Objective 2.2: Be considerate of others in physical activity settings by inviting a peer to take a turn on a piece of equipment before repeating a turn.

1. Have students choose groups by lining up behind student leaders in equal groups.

2. Have students play cooperating games.

A1. Observation. (Example: Were student groups even?)

Competency 3: Respect the need for the proper use of supplies and equipment.

Objective 3.1: Use equipment and space safely and properly.
Objective 3.2: Demonstrate ability to respect supplies and equipment in any physical setting.

1. Allow students to distribute and collect supplies and equipment safely.

A1. Observation.

Competency 1: Enjoy participation alone and with others.
Objective 1.1: Celebrate personal successes and achievements and those of others.

1. Have students work alone throwing and catching with a scoop and beanbag. Then, have students work with a partner or small group. Encourage positive interaction.

2. Have students jump rope using single rope skills with partner. Include partner jumping.

A1. Observation.
A2. Skill Test.

Competency 2: Interact positively with students in class regardless of personal differences.

Objective 2.1: Respect persons from different backgrounds and cultural significance they attribute to various games, dances, and physical activities.

1. Teach international dances and discuss their uniqueness to culture.

2. Discuss contributions of other countries to games/sports in our country.

3. Participate in games or activities from suggested teaching strategy 1.

A1. Observation.
A8. Question/Answer.

Competency 1: Associate positive feelings that result from participation in physical education.
Objective 1.1: Enjoy feelings resulting from involvement in physical education.
Objective 1.2: Recognize differences and similarities in others’ performances.

1. Have students design a game or dance using skills learned.

2. Have students assist those having difficulty in a physical activity.

A1. Observation.
A4. Checklist.

Competency 1: State rules and behaviors for the safe use of equipment and apparatus.
Objective 1.1: Demonstrate the ability to play by rules.
Objective 1.2: Demonstrate the ability to play with others by making intelligent decisions about their own safety.

1. Have students participate in game-type situations.

A1. Observation.

Competency 1: Demonstrate a mature form of locomotor skills.
Objective 1.1: Leap leading with either foot.
Objective 1.2: Maintain proper body alignment during activity.

1. Will leap over various objects in obstacle course - varying heights, widths.

2. Have students use body to form various shapes.

A1. Observation.
A2. Skill Test.

Competency 2: Demonstrate a maturity in manipulative skill development.

Objective 2.1: While traveling, avoid or catch an object. .

1. Will begin to toss ball into air catching and throwing while walking continuously - aware of space/people around them.

A1. Observation.

Competency 3: Acquire beginning skills of a few specialized movement forms.

Objective 3.1: Develop and perform a gymnastics sequence.

1. Will design, record and perform a gymnastics sequence.

A1. Observation.
A2. Skill test.
A7. Activity logs.

Competency 4: Combine movement skills in an applied setting.

Objective 4.1: Jump and land for height.
Objective 4.2: Jump and land for distance using mature motor pattern.

1. Using small balls of tape - jump and place tape on marked (height) wall.

2. Using ropes to mark a distance, jump as far as possible without running.
(Example: Jump the Brook.)

A1. Observation.
A2. Skill Test.

Competency 5: Demonstrate increasing competence in specialized skills.

Objective 5.1: Roll in backward direction without hesitation or stopping.

1. Have students round back and use hands to push body over.

2. Roll backward 3-5 times consecutively.

A1. Observation.
A2. Skill Test.
A7. Activity logs.

Competency 1: Demonstrate mature form in pattern of movement.
Objective 1.1: Perform patterns and combinations of movements in a repeatable pattern.

1. Perform dance patterns to music. (Example: "12th Street Rag".)

A1. Observation.

Competency 2: Demonstrate maturity in perceptual motor skill development.

Objective 2.1: Balance with control on a variety of moving objects.

1. Using balance boards - stand on board without support for five seconds.

A1. Observation.
A4. Checklist.
A8. Taskcards.

Competency 3: Apply critical elements to improve personal performance in fundamental and selected specialized motor skills.

Objective 3.1: Consistently strike a ball with bat or paddle.

1. Monitor individual striking patterns off a tee.
2. Cue proper striking techniques, as students hit a softly tossed ball.

A1. Observation.
A4. Checklist.
A7. Activity logs.

Competency 4: Use critical elements of fundamentals and specific movement skills to provide feedback to others.

Objective 4.1: Recognize general characteristics of movement that can be applied to specific settings.

1. Demonstrate and explain and allow students to practice underhand throw stance and bowling stance.

A1. Observation (peer).

Competency 1: Engage in moderate to vigorous physical activity.
Objective 1.1: Identify physical activities to improve fitness.

1. Encourage students to participate in fitness enhancing, organized physical activities outside of school.

A7. Activity logs.

Competency 2: Recognize that physical activity is good for personal well being.

Objective 2.1: Increase knowledge for healthy lifestyle.

1. Will bring in articles relating to physical activity and healthy lifestyles.

A8. Question/Answer.
A6. Knowledge base written assignment.

Competency 3: Identify benefits derived from physical activity.

Objective 3.1: Describe changes in the body after physical activity.

1. Have students participate in a fitness circuit which includes all the health related components and compare changes in heart rate, breathing rate, and skin temperature.

A8. Taskcard.

Competency 1: Demonstrate cardiovascular efficiency.
Objective 1.1: Maintain continuous aerobic activity for a specific time.

1. Have students jump rope in three minute intervals, and one minute rest for whole class period.

2. Have students perform "step aerobics" for class period.

A1. Observation.

Competency 2: Identify physiological signs of moderate physical activity.

Objective 2.1: Recognize changes in heart rate, breathing, etc., during activity.

1. Discuss recovering heart rate.

A8. Question/Answer.

Competency 3: Meet health related fitness standards as defined by fitness testing (suggested Fitnessgram).

Objective 3.1: Participate regularly in personal fitness program.

1. Have students participate weekly and/or during warm-up activities in the components of fitness.

A4. Checklist.
A3. Fitness Test.

Competency 1: Demonstrate ability to work in a group setting.
Objective 1.1: Control ball in large group setting.

1. Working cooperatively, keep ball in air - in "Keep it Up" game.

A2. Skill Test (count the number hits by group).

Competency 2: Work cooperatively and productively with a partner or small group.

Objective 2.1: Dribble and pass a ball between partners.

1. Partners - As soon as you receive ball, dribble several times - pass to partner who dribbles several times. Both must keep moving.

A1. Observation.
A7. Activity logs.

Competency 1: Enjoy participation with others.
Objective 1.1: Participate in class choice activity.

1. Allow students to choose physical activity from teacher approved activities.

A1. Observation.

Competency 2: Interact positively with students regardless of personal differences.

Objective 2.1: Celebrate personal success and achievements of others.

1. Have students applaud success of self and teammates.

2. Have students encourage partners during fitness testing.

A1. Observation.
A2. Skill Test.

Competency 3: Recognize the attributes that individuals with differences can bring to group activities.

Objective 3.1: Accept and respect the decisions made by game officials, whether they are students, teachers, or officials outside of school.

1. Use peers to officiate lead-up games to sports.

2. Have students evaluate each other on specific skills using task sheets.

A1. Observation.
A4. Checklist.

Competency 4: Experience differences and similarities among people of different backgrounds by participating in activities of national, cultural and ethnic origins.

Objective 4.1: Recognize the role of games, sports, and dance in getting to know and understand others of like and different cultures.

1. Incorporate international games and/or sports.

2. Teach folk and international dances during rhythms unit.

A1. Observation.

Competency 5: Work cooperatively with both more and less skilled peers.

Objective 5.1: Show respect for persons of like and different skill levels.

1. Use peer teaching for skills taught (high skilled students to help lower skilled students).

2. Select high, medium, and low skilled students to work in game situations.

A1. Observation.

Competency 1: Interact socially in a variety of lifetime activities.
Objective 1.1: Participate in a variety of lifetime activities.

1. Keep records of lifetime activities in which students participate outside of class.

A7. Activity logs.

Competency 2: Use physical activity as a means of self-expression

Objective 2.1: Design games, gymnastics routines, and dance sequences that are personally satisfying.

1. Student will design routine to music of interest to him/her.

A6. Written test-knowledge.

Competency 3: Recognize physical activity as a positive opportunity for social and group interaction.

Objective 3.1: Interact with friends while in group activity.

1. Allow students to pick own partner during dance activity.

A8. Participation.

Competency 1: State rules and behavior for the safe use of equipment and apparatus.
Objective 1.1: Follow rules of safety while using equipment and apparatus in daily physical education classes.

1. Review all rules, strategies, techniques and safety measures for each daily activity.
2. Have students assist in determining the rules and consequences for teacher/child design games.

A1. Observation.
A8. Question/Answer.

GOAL I: Demonstrates competency in many movement forms and proficiency in some movement forms.

Competency 1: Demonstrate a mature form in locomotor skills and non-locomotor skills.
Objective 1.1: Jump and land for height/distance, using mature form.
Objective 1.2: Use chasing, fleeing and dodging in a game situation.
Objective 1.3: Create and perform a rhythmic sequence consisting of four locomotor and four non-locomotor movements in a smooth, flowing sequence.

1. Execute a quarter turn in mid-air while jumping and landing.

2. Land in a balance position when jumping from low apparatus.

3. Design a dance using locomotor and non-locomotor skills to music

4. Have students play a chasing, fleeing, and dodging game with twist and turn.

A1. Observation.

Competency 2: Demonstrate maturity in manipulative skills development.

Objective 2.1: Throw a variety of objects demonstrating both accuracy and distance (Frisbees, deck tennis, rings, footballs).
Objective 2.2: Consistently strike a ball, so that it travels in an intended direction at a specific height.

1. Use a variety of objects to strike a ball at a target varying distances.

A1. Observation.
A4. Checklist.

Competency 3: Combine movement skills in applied settings.

Objective 3.1: Design and perform gymnastics and dance sequences that combine traveling, rolling, balancing, and weight transfer into smooth, flowing sequences with international changes in direction, speed, and flow.
Objective 3.2: Demonstrate proficiency in fundamental game and sport skills.

1. Have small groups of students design own dances. Upon completion, have them teach them to the class.

2. Play "Soccer Keep Away".

3. Play "Frisbee Football".

4. Play "Small Group Basketball".

A1. Observation.

Competency 4: Acquire beginning skills of a few specialized movement forms.

Objective 4.1: Develop and refine a creation dance sequence into a repeatable pattern.
Objective 4.2: Develop and refine a gymnastics sequence demonstrating smooth transitions.

1. Teach dances from different eras (Alley Cat, Charlatan, Hustle, Electric Slide, Achy Breaky).

2. Have students deign a gymnastics sequence. Record sequence on paper by using different symbols (cartwheel, roll).

A1. Observation.
A6. Knowledge based written assignment.

Competency 5: Demonstrate increasing competence in more advanced specialized skills.

Objective 5.1: Continuously stick a ball to a wall, or a partner, with a paddle using forehand and backhand stroke.
Objective 5.2: Hand dribble, and foot dribble while preventing an opponent from stealing the ball.

1. Play "Rocket Call Ball".

2. Dribble against opponents - group situation (try to take the ball away from someone else while maintaining control of own ball).

A1. Observation.

Competency 1: Demonstrate a mature form in patterns of movement.
Objective 1.1: Move on a variety of beats with accompaniment.
Objective 1.2: Perform rhythmical patterns.

1. Hand dribble ball to different beats in music.

2. Perform Tinikling, using single step pattern, double step pattern, and hopping.

A1. Observation.
A2. Skill Test.

Competency 2: Demonstrate a mature form in perceptual motor skill development.

Objective 2.1: Travel in and out of balances.
Objective 2.2: Combine time, force, and flow.

1. Rock backward into a shoulder stand; hold the balance for three seconds, and roll either forward or backward (think safety).

2. Find any movement that combines two aspects of the effort concept (time, force, flow).

A1. Observation.
A4. Checklist.

Competency 3: Apply critical elements to improve personal performance in fundamental and selected specialized motor skills.

Objective 3.1: Transfer weight from feet to hand at fast and slow speeds, using large extensions (mule kick and cartwheel).

A1. Observation.
A2. Skill Test.

Competency 4: Use critical elements of fundamental and specialized movement skills to provide feedback to others.

Objective 4.1: Accurately recognize the critical elements of a throw made by a fellow student and provide feedback to that student.

1. Using task sheets, have students analyze different ways of throwing a ball.

A1. Observation.
A4. Checklist.

Competency 5: Recognize and apply concepts that impact the quality of increasingly complex movement performance.

Objective 5.1: Consistently strike a softly thrown ball with a bat or paddle, demonstrating an appropriate grip.
Objective 5.2: Recognize that appropriate practice improves performance.

1. Have students practice striking in various aerial pathways, in gamelike situations using shuttlecock and different levels of targets.

2. Play any lead-up game using sport skills.

A1. Observation.
A4. Checklist.

Competency 6: Recognize general characteristics of movement that can be applied to specific settings (similarity of the ready position in the striking movement form).

Objective 6.1: Identify basic practice and conditioning principles that enhance performance.
Objective 6.2: Execute locomotor skills appropriate to play game and sports situations.

1. Discuss the importance of practicing skills using correct form to improve skill levels for game situation.

2. Explain the importance of conditioning for specific activities.

3. Play chasing/fleeing games or lead-up game to sports.

A1. Observation.
A4. Checklist.

Competency 1: Engage in moderate to vigorous activity.
Objective 1.1: Regularly participate in physical activity for the purpose of developing a healthy lifestyle.

1. Teach chasing/fleeing game (snatch the flag, rip flag).

2. Have students participate in one-on-one skills practice, such as soccer and basketball.

A1. Observation.

Competency 2: Recognize that physical activity is good for personal well-being.

Objective 2.1: Identify proper format for aerobic activities.

1. Explain and demonstrate proper format for aerobic activities.

2. Discuss how warm-up, conditioning, and cool-down help to prevent injuries.

A1. Observation.
A5. Written test - knowledge.

Competency 3: Identify likes and dislikes connected with participation in physical activity.

Objective 3.1: Choose to exercise at home for personal enjoyment and benefits.

1. Suggestions from teachers about specific activities for students to perform at home.

2. Circuit training using different physical activities.

A7. Activity logs.
A1. Observation.

Competency 4: Identify the benefits derived from regular physical activity.

Objective 4.1: Describe healthful benefits that result from regular and appropriate participation in physical activity.

1. Discuss the five (5) components of health-related fitness and explain the importance to body.

2. List different exercises to improve specific areas of fitness.

A8. Question/Answer.
A4. Checklist/taskcard.

Competency 1: Demonstrate cardiovascular efficiency.
Objective 1.1: Participate in vigorous activity for a sustained period of time with heart rate in target training zone.
Objective 1.2: Participate in aerobic exercise.

1. Have students jump rope in three minute intervals with one minute rest periods.

2. Lead class in step aerobics or aerobic dance.

A1. Observation.

Competency 2: Identify the physiological signs of moderate physical activity.

Objective 2.1: Recover from physical activity in appropriate length of time.
Objective 2.2: Identify benefits resulting from participation in different forms of physical activities.
Objective 2.3: Recognize that idealized images of the human body and performance, as presented by the media, may or may not be appropriate to imitate.

1. Discuss and define recovering heart rate.

2. Compare fitness test scores from beginning of year to end of year. Discuss the changes in recovering over a period of time.

3. Explain that the appearance of the body does not necessarily indicate total fitness (heredity, five components of fitness, nutrition).

4. Look at magazines and discuss appearances of celebrities/models and advertisement product.

A1. Question/Answer.
A5. Written test - knowledge.

Competency 3: Identify several activities related to each component of physical fitness.

Objective 3.1: Correctly demonstrate activities designed to improve and maintain muscular strength and endurance, flexibility, and cardiorespiratory functioning.

1. Perform circuit training activities using correct form at different times throughout the school year.

2. Discuss correct form of specific exercises and how to improve and maintain fitness level.

A1. Observation.
A3. Fitness test.

Competency 4: Meet the health-related fitness standards as defined by fitness test.

Objective 4.1: Walk and/or run a one mile distance at the fastest pace possible.
Objective 4.2: Measure the triceps and calf skinfold thicknesses for calculation of the percent of body fatness.
Objective 4.3: Complete as many curl-ups as possible up to a maximum of seventy-five, at a specified pace.
Objective 4.4: Lift the upper body twelve inches off the floor using the muscles of the back, and hold the position to allow for the measurement.
Objective 4.5: Complete as many push-ups as possible at a rhythmic pace (may use modified pull-ups, pull-ups, or flexed arm hand, as another measure of strength).
Objective 4.6: Reach the specified distance on the right and left sides of the body.
Objective 4.7: Touch the fingertips together behind the back, by reaching over the shoulder and under the elbow.

1. Have students participate in fitness testing, twice a year.

2. Have students practice pacing self-using Fitnessgram pacer cassette tape.

A3. Fitness testing (suggested test: Fitnessgram).
A8. Compare fitness test scores from fall and spring semester, and measure differences.

Competency 5: Monitor intensity of exercise.

Objective 5.1: Monitor heart rate before, during, and after activity.
Objective 5.2: Using perceived exertion, measure intensity of exercise.

1. Ask students to count heart beats using ten seconds before, during, and after activity, and comparing findings.

2. Have students perceive their level of intensity for a thirty minute period.

A6. Knowledge based written assignment.

Competency 1: Know and apply rules, procedures, and safety practices to physical activity.
Objective 1.1: Identify the rules for participating in activities with rackets and long handle implements.

1. Explain listening position for rackets and long-handle implements during instructions.

2. Demonstrate proper safety procedure for swinging racket and long-handle implements in a group setting.

A1. Observation.

Competency 2: Work in a group setting.

Objective 2.1: Form cooperative and collaborative relationships.

1. Play "Octopus" where all members of the team grab hands across group and work together to solve puzzle (problem-solving skill).

2. Design and play small group games that involve cooperating with others to keep an object away from opponents (basic offensive and defensive strategy)(e.g., by throwing, kicking, and dribbling a ball).

A1. Observation.

Competency 3: Respect the need for proper use of supplies and equipment.

Objective 3.1: Properly use supplies and equipment in any given situation.

1. Explain proper use of supplies and equipment in all activities.

2. Distribute and collect supplies and equipment safely.

A8. Question/Answer.

Competency 1: Enjoy participation alone and with others.
Objective 1.1: Participate alone and in a group for the enjoyment of physical activities.

1. Perform single rope jumping advance skills.

2. Participate in single long rope jumping and "Double Dutch".

A1. Observation.
A4. Checklist.

Competency 2: Interact positively with students in class regardless of personal differences.

Objective 2.1: Recognize the benefits that accompany cooperation and collaboration.

1. Chooses partner for activity without regard to personal differences.

2. Group different skill levels and backgrounds for specific activities.

Competency 3: Recognize the attributes that individuals with differences can bring to group activities.

Objective 3.1: Accept and respect the decisions made by game officials, whether they are students, teachers, or officials outside school.

1. Use peers to officiate lead-up games to sports.

2. Have students evaluate each other on specific skills using task sheets.

A1. Observation.

Competency 4: Experience differences and similarities among people of different backgrounds by participating in activities of national, cultural, and ethnic origin.

Objective 4.1: Recognize the role of games, sports, and dance in getting to know and understand others of like and different cultures.

1. Incorporate international games and/or sports.

2. Teach folk and international dance during rhythms unit.

A1. Observation.

Competency 5: Work cooperatively with both low and high skilled peers.

Objective 5.1: Show respect for persons of like and different skill levels.

1. Use peer teaching for skills taught (higher skilled students to help lower skill students).

2. Select high, medium, and low skilled students to work in game situations.

A1. Observation.

Competency 1: Associate positive feelings that result from participation in physical education with physical activity.
Objective 1.1: Participate in games, sports, dance and outdoor pursuits both in and outside of school, based on individual interests and capabilities.

1. Select, design, sequence, and modify activity to maximize the learning and enjoyment of children.

2. Choose rhythmic equipment (lummi sticks, ribbons, scarves) to move in time to music.

A8. Self-interest inventory.
A8. Question/Answer.

Competency 2: Enjoy practicing activities to increase skill competence.

Objective 2.1: Design games, gymnastics, and dance sequences that are personally interesting.

1. Design a game that emphasizes self improvement, participation, and cooperation instead of winning and losing.

2. Choose between a game in which score is kept and one that is just for practice.

A1. Observation.
A6. Knowledge based written assignment.

Competency 3: Use physical activity as a means of self-expression.

Objective 3.1: Celebrate personal successes and achievements as well as the successes of others.

1. Emphasize good sportsmanship in specific physical activities.

2. Have students encourage others while working with partner or in groups.

A1. Observation.

Competency 4: Recognize physical activity as a positive opportunity for social and group interaction.

Objective 4.1: Identify the role of games, sports, and dance in getting to know and understand self and others.

1. Have students design game working in small groups.

2. Have students work together using locomotor and non-locomotor skills to design and name a dance.

A1. Observation.
A4. Checklist.

Competency 1: State rules and behavior for the safe use of equipment and apparatus.
Objective 1.1: Follow rules of safety while using equipment and apparatus in daily physical education classes.

1. Review all rules, strategies, techniques, and safety measures for each daily activity.

2. Have students assist in determining the rules and consequences for teacher/child design games.

A1. Observation.
A8. Questions/Answers.

GOAL I: Demonstrates competencies in many movement forms and proficiency in a few movement forms.

Competency 1: Demonstrate mature form for all fundamental manipulative, locomotor and non-locomotor skills.
Objective 1.1: Demonstrate placement accuracy, appropriate speed force with manipulative objects through striking, swinging, trapping, passing, dribbling, kicking, catching, throwing, shooting, rebounding.
Objective 1.2: Demonstrate increased proficiency in locomotor movement skills and non-locomotor skills.

1. Student will shoot a free throw using appropriate preparation, execution and follow through.

2. Student will kick the soccer ball into a defended goal area using correct technique.

A1. Observation.
A2. Skill Test.
A4. Checklist.

Competency 2: Demonstrate increased proficiency through combining basic skills in more advanced team sports.

Objective 2.1: Combine basic movement skills into patterns that afford play proficiency in a variety of team sports.

1. Using the overhead clear shot in badminton, the student will return the shuttlecock over the net.

2. Field a ball using correct technique.

A1. Observation.
A2. Skill Test.
A4. Checklist.

Competency 1: Demonstrate a mature form in patterns of movement.
Objective 1.1: Move on a variety of beats with accompaniment.
Objective 1.2: Perform rhythmical patterns.

1. Hand dribble ball to different beats in music.

A1. Observation.
A2. Skill Test.

Competency 2: Demonstrate a mature form in perceptual motor skill development.

Objective 2.1: Travel in and out of balance
Objective 2.2: Combine time, force, and flow.

1. Rock backward into a shoulder stand; hold the balance for three seconds, and roll either forward or backward (think safety).

2. Find any movement that combines two aspects of the effort concept (time, force, and flow.)

A1. Observation.
A4. Checklist.

Competency 3: Apply critical elements to improve personal performance in fundamental and selected specialized motor skills.

Objective 3.1 Recognize that time and effort are prerequisites for skill improvement and fitness benefits.
Objective 3.2: Transfer weight from feet to hands at fast and slow speeds using large extensions (mule kick and cartwheel).

A1. Observation.
A2. Skill Test.

Competency 4: Use critical elements of fundamental and specialized movement skills to provide feedback to others.

Objective 4.1: Accurately recognize the critical elements of a throw made by a fellow student and provide feedback to the student.

1. Using task sheets, have students analyze different ways of throwing a ball.

2. In game situation, have students discuss strategy of passing ball to others (bounce, pass, chest pass, and overhead pass).

A1. Observation.
A4. Checklist.

Competency 5: Recognize and apply concepts that impact the quality of increasingly complex movement performance.

Objective 5.1: Consistently strike a thrown ball with a bat or paddle, demonstrating an appropriate grip.
Objective 5.2: Recognize that appropriate practice improves performance.

1. Play any lead-up game using sport skills.

A1. Observation.
A4. Checklist.

Competency 6: Recognize general characteristics of movement that can be applied to specific settings (similarity of the ready position in the striking movement form).

Objective 6.1: Identify basic practice and condition principles that enhance performance.
Objective 6.2: Execute locomotor skills appropriate to play game and sports situations.

1. Discuss the importance of practicing skills using correct form to improve skill levels for game situation.

2. Explain the importance of conditioning for specific activities.

3. Play chasing/fleeing games or lead-up games to sports.

A1. Observation.
A4. Checklist.

Competency 1: Engage in moderate to vigorous activity.
Objective 1.1: Regularly participate in physical activity for the purpose of developing a healthy lifestyle.

1. Teach chasing/fleeing games (snatch the flag, rip flag).

2. Have students participate in one-on-one skills practice, such as soccer and basketball.

A1. Observation.

Competency 2: Recognize that physical activity is good for personal well-being.

Objective 2.1: Identify proper format for aerobic activities.

1. Explain and demonstrate proper format for aerobic activities.

2. Discuss how this proper warm-up, conditioning, and cool-down help to prevent injuries.

A1. Observation.
A5. Written test - knowledge.

Competency 3: Identify likes and dislikes connected with participation in physical activity.

Objective 3.1: Choose to exercise at home for personal enjoyment and benefits.

1. Suggestions from teachers about specific activities for students to perform at home.

2. Circuit training using different physical activities.

A7. Activity log.
A1. Observation.

Competency 4: Identify the benefits derived from regular physical activity.

Objective 4.1: Describe healthful benefits that result from regular and appropriate participation in physical activity.

1. Discuss the four (4) components of health related fitness and explain the importance to the body.

2. List different exercises to improve specific areas of fitness.

A8. Question/Answer.
A4. Checklist/taskcard.

Competency 1: Demonstrate cardiovascular efficiency.
Objective 1.1: Participate in vigorous activity for a sustained period of time with heart rate in target training zone.

1. Have students jump rope in three minute intervals with one minute rest periods.

2. Lead class in step aerobics or aerobic dance.

A1. Observation.

Competency 2: Identify the physiological signs of moderate physical activity.

Objective 2.1: Recover from physical activity in appropriate length of time.
Objective 2.2: Identify benefits resulting from participation in different forms of physical activities.
Objective 2.3: Recognize that idealized images of the human body and performance, as presented by the media, may or may not be appropriate to imitate.

1. Discuss and define recovering heart rate.

2. Compare fitness test scores from beginning of year to end of year. Discuss the changes in recovering over a period of time.

3. Explain that the appearance of the body does not necessarily indicate total fitness
(heredity, four (4) components of fitness, and nutrition).

4. Look at magazines and discuss appearances of celebrities/models and
advertisement product.

A8. Question/Answer.
A5. Written test - knowledge.

Competency 3: Identify several activities related to each component of physical fitness.

Objective 3.1: Correctly demonstrate activities designed to improve and maintain muscular strength and endurance, flexibility, and cardiorespiratory functioning.

1. Perform circuit training activities using correct form at different times throughout the school year.

2. Discuss correct form of specific exercises and how to improve and maintain fitness level.

A1. Observation.
A3. Fitness test.

Competency 4: Meet the health-related fitness standards as defined by fitness test.

Objective 4.1: Walk and/or run a one mile distance at the fastest pace possible.
Objective 4.2: Measure the triceps and calf skinfold thicknesses for calculation of the percent of body fatness.
Objective 4.3: Complete as many curl-ups as possible up to a maximum of seventy-five, at a specified pace.
Objective 4.4: Lift the upper body twelve inches off the floor using the muscles of the
back, and hold the position long enough to allow for the measurement.
Objective 4.5: Complete as many push-ups as possible at a rhythmic pace (may use modified pull-ups, pull-ups, or flexed arm hand, as another assessment of strength).
Objective 4.6: Reach the specified distance on the modified sit and reach test on the right and left sides of the body.
Objective 4.7: Touch the fingertips together behind the back, by reaching over the shoulder and under the elbow.

1. Have students participate in fitness testing, twice a year. (Once - if only taught for a semester.)

2. Have students practice pacing self-using Fitnessgram pacer cassette tape.

A3. Fitness testing (suggested test: Fitnessgram).
A8. Compare fitness tests scores from fall and spring semester, and measure differences.

Competency 5: Monitor intensity of exercise.

Objective 5.1: Monitor heart rate before, during, and after activity.
Objective 5.2: Using perceived exertion, measure intensity of exercise.

1. Ask students to count heart beats using ten seconds before, during, and after activity, and comparing findings.

2. Have students perceive their level of intensity for a thirty minute period.

A6. Knowledge based written assignment.

Competency 1: Develop inclusionary behavior skills.

Objective 1.1: Identify the role that different genders and races have contributed to the development and popularity of team sports.
Objective 1.2: Demonstrate cooperation/respect with and for their peers of different gender, race and ethnicity in a team sport setting.

1. Students are placed in teacher-classified social groups in respect to a selected team sport.

2. Students are asked to choose an outstanding sports figure of a different gender or ethnicity to report on their contributions.

A1. Observation.

Objective 1.1: Recognize roles/contributions of team members.
Objective 1.2: Officiate team activities/sports.
Objective 1.3: Follow rules of the team sports/activities.
Objective 1.4: Rotate/participate in different roles/positions during team activities.
Objective 1.5: Utilize physical activity to express appropriate feelings, both cooperatively and competitively.

1. Using a videotape or a team activity, have students tally positive team behavior and behavior that can be modified.

2. After officiating, report to the class the number of rule infractions and how it affected behavior and class ethos.

A4. Checklist.
A1. Observation.

Competency 1: Appreciate social interaction opportunities afforded through team activities and team sports.
Objective 1.1: Know differences in team activities and team sports.
Objective 1.2: Engage in cooperative and competitive activities.

1. In groups, have students identify social benefits of team activities, sports, gymnastics and dance.

2. After a "New Games" activity, such as the Human Puzzle, have students discuss/contrast their activity with a varsity competitive sport.

3. Have students design a movement pattern in time with music that expresses a certain emotion/feeling.

A2. Skills Test.
A6. Knowledge based written assignment.

Competency 2: Participate in team sports, activities, and dance as an avenue to peer interaction and peer validation.

Objective 2.1: Exhibit positive peer interaction.
Objective 2.2: Adhere to rules and regulations of etiquette of various physical activities.
Objective 2.3: Demonstrate appropriate leading and following skills.

1. Allow students to select team leaders based on performance.

2. Allow students to select team leaders based on knowledge of rules and etiquette.

A1. Observation.
A2. Skill Test.
A4. Checklist.
A6. Knowledge based written assignment.

Competency 1: Demonstrate knowledge of rules.
Objective 1.1: Adhere to rules that apply to fundamental skills.
Objective 1.2: Adhere to general rules that apply to team play.
Objective 1.3: Adhere to rules that apply to sportsmanship.

1. During skill instruction, each rule will be explained and demonstrated.

2. Students will officiate activities.

A1. Observation.
A2. Skill Test.

Competency 2: Understand and apply safety measures in a variety of psychomotor activities.

Objective 2.1: Actively participate in team sports without injury.

1. Before participation, the teacher should request students to identify potential safety hazards.

2. Before participation, the teachers should lead a discussion about common sport specific injuries.

A1. Observation.
A5. Written test - knowledge.

Competency 3: Apply strategies and techniques in a variety of psychomotor activities.

Objective 3.1: Demonstrate fundamental techniques specific to team sports.
Objective 3.2: Use basic offensive and defensive strategies in simple play settings.

1. After teacher explanation and demonstration of basic offensive/defensive strategies, the student will demonstrate appropriate techniques through lead-up games such as zone basketball, one-on-one (basketball), and three-on-two drills in soccer.

A1. Observation.
A4. Checklist.
A5. Written test - knowledge.

Course Description: A yearly instructional plan with emphasis on individual and dual sports that integrates the basic aims of fitness and psychomotor skill development and unites with the eight general goals of a physically educated person.

 GOAL I: Demonstrates competencies in many movement forms and proficiency in a few movement forms.

Competency 1: Demonstrate appropriate movement forms for a variety of selected individual and dual sports.
Objective 1.1: Review previously learned basic motor skills that apply to the selected individual and dual sports.
Objective 1.2: Demonstrate new motor skills that apply to the dual sports.
Objective 1.3: Combine basic motor skills and new motor skills to participate in the selected individual and dual sports.

1. A student will demonstrate how to swing a golf club by reviewing the swinging fundamentals of a softball bat and then being taught the different types of grip techniques for golf.

2. A student will demonstrate long jump or standing broad jump techniques by reviewing proper running form and learning proper jumping methods.

A1. Observation.
A2. Skill Test.
A4. Checklist.

Competency 1: Apply appropriate movement forms to the learning and development of selected individual and dual sport.
Objective 1.1: Apply advanced movements for selected individual and dual sports.
Objective 1.2: Demonstrate the principles of training and conditioning for selected individual and dual sports.

1. Students will be taught the critical elements of a racing start in tack and field.

2. Students will list and demonstrate the appropriate training exercises for selected individual and dual sports.

A1. Observation.
A2. Skill Test.
A4. Checklist.
A6. Knowledge based written assignment.

Competency 1: Demonstrate understanding of the importance of individual and dual sports in a physically active lifestyle.
Objective 1.1: Identify the critical aspects of a healthy lifestyle.
Objective 1.2: Analyze personal interests and capabilities in regard to one’s own exercise behavior.
Objective 1.3: Identify opportunities in the school and community for regular participation in physical activity.
Objective 1.4: Participate daily in some form of health-enhancing physical activity.

1. Have students list their personal interests and abilities, and then identify opportunities offered in these areas to meet their fitness needs.

2. Have students demonstrate the correct techniques for warming-up and cooling down in selected individual and dual sports.

A1. Observation.
A4. Checklist.
A7. Activity log.
A6. Knowledge based written assignment.

Competency 1: Demonstrate a knowledge of and achieves a health-enhancing level of physical fitness.
Objective 1.1: Apply the principles of physical fitness during physical activity.
Objective 1.2: Participate in moderate to vigorous physical activity in a variety of settings.
Objective 1.3: Meet the health-related fitness standard for seventh graders.

1. Students will engage in physical activity at the target heart rate for a minimum of twenty minutes.

2. Engage in physical activity two times a week.

3. Students will participate in appropriate strength training exercises for selected individual and dual sports.

A1. Observation.
A3. Fitness test.
A4. Checklist.

Competency 1: Demonstrate, understand, and respect, differences in skill level among people in individual and dual sports.
Objective 1.1: Cooperate and participate with disabled peers and those of different races, genders, races, and ethnicities.
Objective 1.2: Seek out, participate with, and show respect for persons of like and different skill levels.

1. Use more skilled students to instruct the less skilled students in selected individual and dual sports.

2. Insure that students of same gender, race, and skill level are not always placed in the same groups.

A1. Observation.
A4. Checklist.

Competency 1: Demonstrate responsible personal and social behavior during participation in selected individual and dual sports.
Objective 1.1: Exhibit appropriate self-control and good sportsmanship during participation in selected individual or dual sports.
Objective 1.2: Demonstrate supportive behavior to a teammate or opponent in selected individual or dual sports.

1. Require that participating individuals officiate the selected dual or individual sports in which they have participated, or have other students serve as officials.

2. Have students record in journals examples of sportsmanship, both good and bad, they have observed in class.

A1. Observation.
A4. Checklist.
A7. Activity log.

Competency 1: Understand that participation in selected individual and dual sports provides the opportunity for enjoyment, challenge, self-expression, and social interaction.
Objective 1.1: Recognize participation in individual and dual sports as a positive opportunity for social interaction.
Objective 1.2: Demonstrate enjoyment from participation in selected individual and dual sports.

1. After participating in selected individual or dual sport activities, students will write an essay discussing the opportunities for social interaction in the different activities.

2. Students will record in a journal their feelings, good or bad, concerning participation in selected individual and dual sports.

A1. Observation.
A6. Knowledge based written assignment.

Competency 1: Apply rules, strategies, techniques, and safety measures for selected individual and dual sports.
Objective 1.1: Apply the rules for selected individual and dual sports.
Objective 1.2: Apply the strategies and techniques involved in selected individual and dual sports.
Objective 1.3: Exhibit an understanding of proper safety measures for participation in selected individual and dual sports.

1. Have students turn in a list of magazines that contain articles and training tips on selected individual and dual sports.

2. Have official rule books available for students to read on the selected individual and dual sports.

A1. Observation.
A4. Checklist.
A5. Written test - knowledge
A6. Knowledge based written assignment.

Lifetime Sports:

Course Description: A one year course of study emphasizing lifetime sports that correlate with the eight general goals of a physically educated person. These goals integrate with the basic aims of fitness and psychomotor skill development that will influence physical fitness, leading to vigorous and healthy lives well into old age. These activities may be dual or individual and may include outdoor activities such as: biking, jogging, hunting, canoeing, camping, dance, water sports, etc.

GOAL I: Demonstrates competency in many movement forms and proficiency in a few movement forms.

Competency 1: Demonstrate competency in a selected variety of basic skills and movement forms used in lifetime sport activities.
Objective 1.1: Perform the basic skills needed for participation in a variety of lifetime sports activities (Bowling, Tennis, Fitness).
Objective 1.2: Perform the basic movements necessary for participation in a variety of lifetime sport activities.

1. Set up stations to allow students to practice various skills for a particular sport activity.

2. Use various movement forms (locomotor and non-locomotor) as part of the class warm-up activities.

A2. Skill Tests.
A1. Observation.
A4. Checklist.

Competency 2: Demonstrate proficiency in the basic skills and movement forms needed in at least three lifetime sport activities.

Objective 2.1: Demonstrate proficiency in the basic skills and movement forms needed to compete in at least two dual or individual sport activities.
Objective 2.2: Demonstrate proficiency in the basic skills and movement forms needed to successfully participate in at least one outdoor sports activity.

1. Tournament play to include pyramid and ladder tournaments. Do not use game or tournament play as a primary class activity.

2. Use various techniques to encourage students to participate in lifetime sport activities available outside school.

A2. Skill Tests.
A7. Activity logs.
A8. Tournament results.

Competency 1: Apply the basic movement concepts and principles of lifetime sport activities.
Objective 1.1: Know the basic movement concepts and principles of lifetime sport activities.
Objective 1.2: Use the basic movement concepts and principles of lifetime sport activities.

1.. Classroom lecture.
2. Have students practice basic movements taken from a teacher prepared checklist.

A5. Written tests.
A4. Teacher prepared checklists.

Competency 2: Apply the concepts and principles of the physiology of motor performance to lifetime sports activities.

Objective 2.1: Know the basic concepts of human physiology as they apply to motor performance.
Objective 2.2: Use the concepts and principles of the physiology of motor performance as they apply to lifetime sports activities.

1. Classroom lecture.

2. Have students participate in various lifetime sports activities and record physiological changes to the body.

A5. Written test - knowledge.
A4. Teacher prepared checklists.

Competency 1: Actively participates in lifetime sports activities.
Objective 1.1: Willingly and regularly participate in lifetime sports activities.

1. Have students maintain an activity log for a prescribed period of time. The activity log will record their physical activities as well as those of the entire family.

2. As part of an in-class assignment, have students indicate those lifetime sports activities in which they regularly participate.

A7. Activity log.
A8. In-class written assignment.

Competency 1: Use lifetime sports activities to achieve and maintain a health-enhancing level of physical fitness.
Objective 1.1: Know which lifetime sport activities could be used to achieve and maintain a health-enhancing level of physical fitness.
Objective 1.2: Participate in a variety of lifetime sport activities that will help achieve and maintain a health-enhancing level of physical fitness.

1. In a homework assignment, have students identify those lifetime sport activities that positively affect the health-related components of fitness.

2. Have students use Dr. Ken Cooper’s Aerobic Points Charts to record aerobic points acquired from lifetime sport activities during a specified period of time.

A6. Knowledge based written assignments.
A7. Activity logs.
A3. Fitness Testing.

Competency 1: Demonstrate understanding and respect for differences among people in lifetime sport activities settings.
Objective 1.1: Recognize the concept of individuality.
Objective 1.2: Realize the concept of individual contributions to the success of a group.
Objective 1.3: Recognize differences among people based on sex, physical abilities, and physical abnormalities.

1. Have groups within a class complete challenge activities requiring cooperation based on individual contributions.

2. Have students participate in co-education activities and/or activities modified to accommodate individual differences.

A8. Task cards.

Competency 1: Demonstrate responsible personal and social behavior in lifetime sorts settings.
Objective 1.1: Follow the rules and demonstrate good sportsmanship.
Objective 1.2: Respond to inflammatory situations with mature personal control.

1. Classroom lecture on sportsmanship.

2. Class discussion on proper responses to inflammatory situations in lifetime sports activities.

A1. Observation.
A5. Written test - knowledge.
A6. Knowledge based written assignments.

Competency 1: Understand that lifetime sports activities provide opportunities for enjoyment, challenge, self-expression, social interaction, and sport participation.

Objective 1.1: Enjoy regular participation in lifetime sports activities.
Objective 1.2: Recognize that lifetime sports activities can provide opportunities for positive social interaction.

1. Use positive reenforcement during drills and activities to enhance enjoyment.

2. Change groups frequently during a lesson to encourage teamwork and emphasize fun.

3. Incorporate student input into the design of class activities.

Competency 1: Apply rules, strategies, techniques and safety measures in lifetime sports activities.
Objective 1.1: Analyze why rules and etiquette are necessary for competition in lifetime sports activities.
Objective 1.2: Participate in lifetime sports activities using appropriate techniques, strategies, and safety measures for that activity.

1. Classroom lecture.

2. During skill drills, have students evaluate etiquette and safety measures.

3. Have students discuss, in groups, the strategies needed for particular activities.

A5. Written test - knowledge.
A8. Task cards.
A4. Checklist.
A6. Knowledge based written assignments.

 Course Description: A one year instructional plan designed to provide the knowledge, skills and activity opportunities to allow students to acquire a desirable level of physical fitness. Information acquired from personal fitness assessments will be used to assist students in the planning of personal fitness programs to meet their current and future fitness needs.

GOAL I: Demonstrates competency in many movement forms and proficiency in a few movement forms.

Competency 1: Perform a variety of movements which can be used to improve physical fitness.
Objective 1.1: Demonstrate proficiency in at least one movement activity that will improve cardiovascular and muscular endurance.
Objective 1.2: Demonstrate the ability to perform strength building exercises and correctly lift weights.

1. Have students record heart rates achieve for a variety of endurance activities.

2. Homework - have students choose the endurance activity that they think they do most efficiently, and do it at least four times in a seven-day period.|

3. As part of the class warm-up procedures, have students perform strength building exercises, correctly. Rotate the activities so that students perform a variety of exercises.

4. Arrange for the class to go to the school weight room. An athletic coach, or p.e. teacher demonstrates and allows class to practice correct weight lifting procedures.

1. Collect records of heart rates for the endurance activities.

2. Collect and check homework assignments.

3. Have students use the record of heart rates from teaching strategy #1 as part of an explanation of why they chose the homework activity.

4. Teacher observation.

5. In teams of two, let one student perform the lift with the other student acting as technique evaluator and spotter.

Competency 1: Acquire knowledge of and competence in human movement as it applies to maintaining or improving flexibility.
Objective 1.1: Acquire knowledge of correct principles of stretching all muscle groups to maintain/improve flexibility.

Objective 1.2: Demonstrate proficiency in the stretching movements that should be
included in endurance activities.

1. Class lecture.

2. Have students practice proper stretching procedures, then, under close supervision, experiment with improper procedures.

3. Include proper stretching procedures for all muscle groups as part of the warp-up for every class of different activity.

A5. Written test.
A1. Observation.

Competency 2: Assess the physiology of physical movement as it applies to fitness.

Objective 2.1: Document effected physiological changes which occur in the body during exercise.
Objective 2.2: Apply the physiological changes which occur in the body during exercise.

1. Lecture.

2. Have students practice assessing resting heart rate to blood pressure.

3. Experiment with the rate at which different activities effect heart rate, skin temperature, sweating, and blood pressure by having students compile a list of favorite activities. Then perform these activities, record physical changes, document length of performance, as well as using above mentioned measures.

4. Calculate target training zone for exercise heart rates. Students should predict the activity level required to get H.R. into the training zone. Actually perform the activity.

A5. Written knowledge test.
A7. Activity log of favorite activities on which physiological changes were recorded and compared to normal.

Competency 3: Correctly warm-up and cool down prior to and following aerobic and anaerobic exercise.

Objective 3.1: Learn the physiological changes that occur during the warm-up and cool down phase of exercise.

Objective 3.2: Perform appropriate warm-up and cool-down activities prior to and following aerobic and anaerobic exercise.

1. Class lecture.

2. Students will perform an aerobic activity at an estimated intensity sufficient to warm up the body prior to an aerobic workout.

3. Students will perform an aerobic activity at an estimated intensity sufficient to cool the body following an aerobic workout.

A5. Activity log.
A8. Have students check heart rate and compare them to predicted heart rate levels for warm-up and cool down. Turn in task card.

Competency 1: Participate in a variety of health-related and skill-related activities in both school and non-school settings.
Objective 1.1: Be physically active for at least one and one-half hours per day.

1. Students will keep a daily log, signed by their principle guarding, of physical activity engaged in for a seven-day period.

2. Have students participate, at an appropriate intensity level, in a different aerobic activity (can substitute strength or flexibility activity) each day of week for five days or weeks.

A7. Activity log.
A4. Task cards/checklist.

Competency 1: Students will be able to assess individual fitness levels.
Objective 1.1: Assess cardiovascular and muscular endurance, strength, flexibility, and body composition.

1. Conduct a physical fitness on all students, preferably the "Fitnessgram".

2. Retest a separate fitness component on a regular basis.

A8. Standardized fitness test norms.
A7. Activity log. Give students their fitness test scores with room to record additional scores at later dates.

Competency 2: Design a fitness program that meets their individual needs.

Objective 2.1: Incorporate the health-related components of fitness into an individualized fitness program.
Objective 2.2: Use the factors of frequency, intensity, time, and type - correctly as they design a personal fitness program.
Objective 2.3: Use the principle of overload to increase the health related components of fitness (endurance, strength, flexibility, and body composition).
Objective 2.4: Use the principle of progression to increase the health related components of fitness.
Objective 2.5: Use the principle of specific city to increase each health related component of fitness.
Objective 2.6: Use the factor of frequency, intensity, time and type correctly as they design a personal fitness program.

1. Have students identify the health related components of fitness and give three benefits from increasing the fitness levels in that component.

2. Have students identify twenty fitness activities and indicate which health-related component of fitness is least improved by that ability.

3. Using two groups, have students participate in an eight week fitness program. One group exercises at appropriate F.I.T.T. levels and one group exercises at their own desired level.

4. Out of class research paper. What do the experts indicate is enough exercise? One page per component - frequency, intensity, time, and type.

A8. Homework.
A6. Knowledge based written assignment.
A8. Compare pre and post test of fitness levels.
A8. Trade research papers.

Competency 3: Use the principles of physical training (overload, progression, specificity, and individuality) correctly in planning a personal fitness program.

Objective 3.1: Use the principle of overload to design a physical fitness program.
Objective 3.2: Use the principle of progression to design a physical fitness program.
Objective 3.3: Use the principle of specificity to design a physical fitness program.

1. Classroom lecture.

2. Lab assignment. Have students establish target fitness levels in each health-related component of fitness (endurance, strength, flexibility, and body compositions). Using the results of the most recent fitness test, write a program that moved them to their target results.

A5. Written test - knowledge.
A8. Review lab assignment for accurate use of the principles of physical training.

Competency 4: Achieve and sustain an aerobic heart rate in the target training zone for a minimum of twenty minutes.

Objective 4.1: Be able to determine their target training zone for health related fitness.
Objective 4.2: Be able to perceive when they are exercising in their target training zone without counting their pulse.

1. Have students engage in various aerobic activities for various periods of time and monitor their heart rate to determine intensity levels.

2. Once per week, the class activity at the highest intensity level possible, not to exceed the target training zone.

A8. Monitor how many trials students need to accurately predict when heart rate is in the target performance.
A8. Record weekly performance to determine when students are able to meet minimum intensity and time levels.

Competency 1: Acquire knowledge about physical differences among people based on uncontrollable factors, such as heredity and environment.
Objective 1.1: Acquire knowledge about physical differences among people in physical  activities.

1. Teacher led discussion about probable results of children of parents with different and similar genetic make-ups.

2. Have students identify fitness differences between students who have physical, gender or ethnic differences.

A8. Question/Answer.
A6. Knowledge based written assignments.

Competency 1: Participate actively and willingly in-school and out-of-school activities.
Objective 1.1: Demonstrate appropriate response to rules of physical activity.

1. Provide in-class activities that require students to behave appropriately.

2. Allow students to determine the process of taking turns in physical activities.

A1. Observation.

Competency 2: Actively and willingly participate in a variety of activities which increase fitness.

Objective 2.1: Demonstrate appropriate responses to rules of physical activity.

1. Allow students to select a different activity, once per week, to participate in, or a fun fitness activity.

2. Introduce different unique activities to students which are not usually considered to be fitness activities.

A4. Checklist/taskcards.
A5. Written test - knowledge.

Competency 1: Actively and willingly participate in a variety of activities which increase fitness.
Objective 1.1: Be encouraged to experience different physical activities which would encourage the enjoyable participation in physical fitness activities.

1. Allow students to select a different activity once per week to participate in or a fun fitness activity.

2. Introduce different unique activities to students which are not usually considered to be fitness activities.

A4. Checklist/taskcards.
A5. Written test - knowledge.

Competency 1: Apply physiologically sound principles of fitness during physical activity.
Objective 1.1: Participate in a variety of physical activities which increase heart rate, flexibility or overload the muscles.
Objective 1.2: Participate in a variety of activities designed to teach the accepted safety limits of fitness activities.

1. Provide a variety of activities designed to allow students to experience the basic principles of fitness.

2. Monitor heart rate levels during a variety of activities to all students to know which ones require very high rates.

3. Have students review current literature to determine healthy levels of body fat for each student.

A8. Homework assignment.
A4. Checklists.

A Selective Physical Education Program

Students should select a different category each year from the four physical education categories which are: Team Sports, Individual/Dual Sports, Lifetime Activities, and Fitness. Each category may be one academic semester or one academic year.

 Course Description: Team sports - Team sports may include units in Soccer, Basketball, Softball, Volleyball, Flag Football, Ultimate Frisbee, team Handball, Field Hockey, Speedball, Floor Hockey and Frisbee Golf.

 Unit Duration - 9 weeks minimum to 18 weeks maximum. A minimum of 1/2 of the unit should be spent on skill development through skill drills. Less than 1/2 of the unit should be spent on team play.

GOAL I: Demonstrates competencies in many movement forms and proficiency in a few movement forms.

Competency 1: Demonstrate competency and proficiency in skills and fundamentals in team activities.
Objective 1.1: Demonstrate a variety of proficient basic skills necessary to execute participation in the selected sport.
Objective 1.2: Execute proficiency to minimal standards before scrimmage competition is allowed.
Objective 1.3: Executive skills should proceed in a natural sequence from simple to complex.

1. Lead up activities that incorporate skills but do not require full competition.

2. Drills that isolate and combine complex skills.

3. Set up application situations that simulate "real world" situations.

A1. Observation - Teacher observes skills and makes judgments about proficiency.
A2. Use skills tests to identify benchmark proficiency in skill and play areas.

Competency 1: Apply physical concepts and principles to the execution of basic sport skills.
Objective 1.1: Identify and apply critical physical elements that enable the development of skill proficiency.
Objective 2.2: Understand and independently apply mechanical information to their own performance.
Objective 2.3: Use internal and external information to modify movement during performance.

1. As a teacher demonstrates or explains a skill, the elements of biomechanics which apply to the skill are defined.

2. Have students do research projects on why the fundamentals of the particular lifetime sport are commonly accepted.

3. Use videotape for each student to mechanically evaluate their own performance.

A1. Have students use self-observation through videotape.
A5. A written exam on mechanical principles that apply to lifetime basic team skills.
A6. A written research paper on the fundamentals of a selected sport.

Competency 1: Develop an understanding of team sports in relation to a physically active lifestyle.
Objective 1.1: Identify the effects of age, gender, race, ethnicity, socioeconomic status, and culture upon present and future participation in the sport.
Objective 1.2: Able to maintain and improve physical fitness, motor skills, and knowledge about the selected team sport.
Objective 1.3: Understand the ways in which personal characteristics, performance styles, and activity preferences will change over the lifespan.

1.Have students research the possibility of continuing the team sport in their community by examining city leagues, recreational facilities, and service organizations.

2.Take field trips into the community to observe adults who are participating in team sport activities.

3.During instruction, the teacher will discuss the cost and time requirements for future participation within the sport.

A4. Students will make a checklist of skills performed during observation of adult participation.
A5. Students will have a written assignment on the potential future participation of team sports within their community.

Competency 1: Maintain a health enhancing level of physical fitness through team sports participation.
Objective 1.1: Participate in strength training exercises that will enhance fitness and improve sport performance.
Objective 1.2: Participate in cardiovascular exercises that will enhance fitness and improve sport performance.
Objective 1.3: Participate in flexibility exercises that will enhance fitness and improve activity performance.
Objective 1.4: Strive towards a body composition level that will maximize student performance in the selected team sport.

1. At any point during a drill or other class activity that the students are waiting to participate in, they may be directed to engage in a fitness related activity. (Example: As the students stand in line waiting to perform a lay up, the teacher will instruct those waiting to do ten pushups before executing a lay up.)

2. The class may split up into teams. While one group is in scrimmage, the other group may be working with jump ropes or weights.

3. Teachers and students may establish goals for weight loss or weight gain to enhance performance.

A1. Teacher observes and tracks students during class to determine the amount of participation that is fitness related.
A3. Perform fitness tests on students three times during the course.
A7. Students will keep a log on how much activity they participate in which improves fitness.

Competency 1: Demonstrate responsible personal and social behavior in team sports setting.
Objective 1.1: Encourage others to apply appropriate etiquette in all competition circumstances.
Objective 1.2: Take a supportive role within the context of each activity.
Objective 1.3: Respond to inflammatory situations with mature personal control.

1. Role play confrontations that may occur during competition and give instruction on how students should react.

2. During instruction, a teacher should make a lesson objective that focuses on the importance of the supportive role of individuals in relation to team sports objectives. (Example: A good pass in basketball is necessary for setting up a made basket.)

3. Have class rules that stress etiquette and proper social behaviors. (Example: When a student is heard by the teacher or other students to "put down" their classmate, that student has to say two positive things about that person.)

A1. Teacher will observe student behavior.
A4. Students will develop a checklist of positive and negative social behaviors.
A7. Students will keep a log and make entries on sportsmanship behaviors that occur during competition.

Competency 1: Demonstrate understanding for differences among people in team sports settings.

Objective 1.1: Develop strategies for including persons of diverse backgrounds and abilities in physical activity.
Objective 1.2: Recognize the possible influence of participation in team sports on fostering appreciation of cultural, ethnic, gender, and physical diversity.

1. Teacher and students develop scrimmage activities that will get all students involved.

2. Have all students participate in a modified game for the handicapped. (Example: Borrow wheelchairs and conduct a wheelchair basketball game.)

3. Have students write a research report that examines the cultural, ethnic, and gender makeup of people that participate in that different team sport.

A1. Teacher will observe students’ behavior toward persons of diverse backgrounds.
A5. Students will write a report.

Competency 1: Understand that team sports activity provides the opportunity for enjoyment, challenge, self-expression, and social interaction.
Objective 1.1: Enjoy regular participation in lifetime activities.
Objective 1.2: Recognize that team sports can provide opportunities for positive social interaction.
Objective 1.3: Understand that the enjoyment of team sports is likely to encourage future involvement which could reduce stress and produce higher levels of health related fitness.

1. Teachers should design drills and activities that are enjoyable. (Example: Use competition, positive reinforcement, and rewards during drills and scrimmage.)

2. When groups or teams are made for a lesson, emphasize teamwork and fun. (Example: Use balanced groups and change groups frequently.)

3. During instruction, stress the value of team sports in relation to fitness. (Example: Use fitness tests to show they have had fun while improving their fitness levels.)

A1. Teacher will record by survey the students’ reactions or feelings towards competition.
A3. Teacher will use fitness testing to show students that team sports can increase fitness levels.
A4. Teacher will give students a survey on how they have enjoyed the team sport and what could make it more enjoyable.

Competency 1: Understand and apply rules in relation to specific sports skills and activities.

Objective 1.1: Understand why rules are necessary for competition in team sports activities.
Objective 1.2: Apply rules pertaining to successful individual performance. (Example: The double dribbling rule in basketball.)
Objective 1.3: Apply game rules for successful execution of a simulated game or scrimmage.

1. During instruction of team sport skills, the instructor explains any rules pertaining to that skill.

2. During drills using skills, have the students in the role of officiating.

3. Videotape a scrimmage and have the students watch to determine rule violations and their effects on the game.

A1. Teacher will observe students’ ability to officiate.
A5. Students will take a written test over the rules of the game.

Competency 2: Understand and applies strategies necessary for the successful execution of a team sports activity.

Objective 2.1: Have the ability to recognize opponents' defensive and offensive advantages.
Objective 2.2: Understand strategies in relation to opponents for gaining a competitive edge.
Objective 2.3: Understand the requirements for the execution of a particular strategy.

1. Lecture/demonstration of what to look for when calculating a proper strategy.

2. Have drill or scrimmage activities that show a particular weakness which forces students to react and choose strategy.

3. Have students watch and critizue game being played in relation to strategies.

A1. Teacher will observe students’ reactions.
A5. Students will take a written exam on game strategies.
A6. Students will observe game and critizue.

Competency 3: Understand and apply safety principles as they apply to team sports activities.

Objective 3.1: Understand safety rules that apply to each activity.
Objective 3.2: Have a clear understanding of the consequences and risks involved in team sports.
Objective 3.3: Understand the relationship between fitness and safety.

1. Provide a lecture on the importance of safety within an activity.

2. List potential injuries that could occur in participation of the particular team sports activity.

3. Have an athletic trainer guest speaker present the relationship between fitness and safety.

A1. Teacher will observe safety practices of students.
A4. Students will keep a safety checklist.
A5. Students will take a written test on safety rules.

Course Description: Individual/Dual sports may include units in: Tennis, Badminton, Golf, Bowling, Track and Field, Gymnastics, Table Tennis, Bounce, Croquet, Horseshoes, and Dance

Unit Duration - 9 weeks minimum to 18 weeks maximum

GOAL I: Demonstrates competencies in many movement forms and proficiency in some movement forms.

Competency 1: Demonstrate competency and proficiency in skills and fundamentals to individual/dual sports.
Objective 1.1: Demonstrate a variety of proficient basic skills necessary to execute participation in the selected sport.
Objective 1.2: Execute proficiency to minimal standards before scrimmage competition is allowed.Objective 1.3: Understand that execution of skills should proceed in a natural sequence from simple to complex.

1. Lead up game that incorporate skills but do not require full competition.
2. Drills that isolate and combine complex skills.
3. Set up scrimmage situations that simulate "real world" competition.

A1. Teacher will observe skills and makes judgments about proficiency.
A2. Teacher will use skills tests to identify benchmark proficiency in skill and play areas.

Competency 1: Apply physical concepts and principles to the execution of basic individual/dual sports.

Objective 1.1: Identify and apply critical physical elements that enable the development of skill proficiency.
Objective 2.2: Understand and independently apply mechanical information to their own performance.
Objective 2.3: Use internal and external information to modify movement during performance.

1. As a teacher demonstrates or explains a skill, the elements of biomechanics which apply to the skill are identified.

2. Have students do research projects on why the fundamentals of the particular individual/dual sport are commonly accepted.

3, Use videotape for each student to mechanically evaluate their own performance.

A1. Have students use self observation through videotape.
A5. Students will take a written exam on mechanical principles that apply to basic individual/dual sports skills.
A6. Students will be required to write a research paper on the fundamentals of a selected sport.

Competency 1: Develop an understanding of individual/dual sports in relation to a physical active lifestyle.
Objective 1.1: Identify the effects of age, gender, race, ethnicity, socioeconomic status, and culture upon present and future participation in the sport.
Objective 1.2: Feel empowered to maintain and improve physical fitness, motor skills, and knowledge about the selected individual/dual sport.
Objective 1.3: Understand the ways in which personal characteristics, performance styles, and activity preferences will change over the lifespan.

1. Have students research the possibility of continuing the individual/dual sport in their community by examining city leagues, recreational facilities, and service organizations.

2. Take field trips into the community to observe adults who are participating in individual/dual sports activities.

3. During instruction the teacher will discuss the cost and time requirements for future participation within the sport.

A4. Students will make a checklist of skills performed during observation of adult participation.
A5. Students will have a written assignment on the potential future participation of individual/dual sports within their community.

Competency 1: Maintain a health enhancing level of physical fitness through individual/dual sports participation.
Objective 1.1: Participate in strength training exercises that will enhance fitness and improve sport performance.
Objective 1.2: Participate in cardiovascular exercises that will enhance fitness and improve sport performance.
Objective 1.3: Strive towards a body composition level that will maximize student performance in the selected individual/dual sport.

1. At any point during a drill or other class activity that the students are waiting to participate, they may be directed to engage in a fitness related activity.

2. The class may split up into groups. While one group is in activity, the other group may be working with jump ropes or weights.

3. Teachers and students may establish goals for weight loss or weight gain to enhance performance.

A1. Teacher observes and tracks students during class to determine the amount of participation that is fitness related
A3. Teacher will perform fitness tests on students three times during the course.
A7. The students keep an activity log on how much activity they participate in which improves fitness.

Competency 1: Demonstrate responsible personal and social behavior in individual/dual sports settings.
Objective 1.1: Encourage others to apply appropriate etiquette in all competition.
Objective 1.2: Take a supportive role within the context of each activity.
Objective 1.3: Respond to inflammatory situations with mature personal control.

1. Role play situations that may occur during competition and give instruction on how students should react.

2. During instruction, a teacher should make a lesson objective that focuses on the importance of the supportive role of individuals in relation to individual/dual sports objectives. (Example: A good pass in basketball is necessary for setting up a made basket.)

3. Have class rules that stress etiquette and proper social behaviors. (Example: When a student is heard by the teacher or other students to "put down" their classmate, that student has to say two positive things about that person.)

A1. Teacher will observe student behavior.
A4. Students will develop a checklist of positive and negative social behaviors.
A7. Students will keep a log and make entries on sportsmanship behaviors that occur during competition.

Competency 1: Demonstrate understanding for differences among people in individual/dual sports settings.
Objective 1.1: Develop strategies for including persons of diverse backgrounds and abilities in physical activity.
Objective 1.2: Recognize the possible influence of participation in individual/dual sports on fostering appreciation of cultural, ethnic, gender, and physical diversity.

1. Teacher and students develop scrimmage activities that will get all students involved.

2. Have all students participate in a modified game for the handicapped. (Example: Borrow wheelchairs and conduct a wheelchair individual/dual activity.)

3. Have students write a research report that examines the cultural, ethnic, and gender makeup of people that participate in that particular individual/dual sport.

A1. Teacher will observe students’ behavior toward persons of diverse backgrounds.
A5. Students will write a report.

Competency 1: Understand that individual/dual sports activity provides the opportunity for enjoyment, challenge, self-expression, and social interaction.
Objective 1.1: Enjoy regular participation in individual/dual sports.
Objective 1.2: Recognize that individual/dual sports can provide opportunities for positive social interaction.
Objective 1.3: Understand that the enjoyment of individual/dual sports is likely to encourage future involvement which could reduce stress and produce higher levels of health related fitness.

1. Teachers should design drills and activities that are enjoyable. (Example: Use competition, positive reinforcement, and rewards during scrimmage and drills.)

2. When groups or teams are made for a lesson, emphasize teamwork and fun. (Example: Use balanced groups and change groups frequently.)

3. During instruction, stress the value of individual/dual sports in relation to fitness. (Example: Use fitness tests to show they have had fun while improving their fitness levels.)

A1. Record by survey the students’ reactions or feelings toward competition.
A3. Use fitness testing to show students that individual/dual sports can increase fitness levels.
A4. Give students a survey on how they have enjoyed the individual/dual sport and what could make it more enjoyable.

Competency 1: Understand and apply rules to specific sports skills and activities.
Objective 1.1: Understand why rules are necessary for competition in individual/dual sports activities.
Objective 1.2: Apply rules pertaining to successful individual performance.
Objective 1.3: Apply game rules for successful execution of a simulated game or scrimmage.

1. During instruction of individual/dual sports skills, the instructor explains any rules pertaining to that skill.

2. During drills using skills, have the students in the role of officiating or judge.

3. Videotape a scrimmage and have the students watch to determine rule violations and their effects on the game.

A1. Teacher will observe students officiate.
A5. Students will take a written test over the rules of the game.

Competency 2: Understand that individual/dual sports activity provides the opportunity for enjoyment, challenge, self-expression, and social interaction.

Objective 2.1: Enjoy regular participation in individual/dual sports.
Objective 2.2: Recognize that individual/dual sports can provide opportunities for positive social interaction.
Objective 2.3: Understand that the enjoyment of individual/dual sports is likely to encourage future involvement which could reduce stress and produce higher levels of health related fitness.

1. Teachers should design drills and activities that are enjoyable.

2. When groups or teams are made for a lesson, emphasize teamwork and fun. (Example: Use balanced groups and change groups frequently.)

3. During instruction, stress the value of individual/dual sports in relation to fitness.

A1. Record by survey the students' reactions or feelings toward competition.
A3. Use fitness testing to show students that individual/dual sports can increase fitness levels.
A4. Give students a survey on how they have enjoyed the individual/dual sport and what could make it more enjoyable.

Competency 3: Understand and apply safety principles as they apply to individual/dual sports activities.

Objective 3.1: Understand safety rules that apply to each activity.
Objective 3.2: Have a clear understanding of the consequences and risks involved in individual/dual sports.
Objective 3.3: Understand the relationship between fitness and safety.

1. Provide a lecture on the importance of safety within an activity.

2. List potential injuries that could occur in participation of that particular individual/dual sports activity.

3. Have an athletic trainer guest speaker present the relationship between fitness and safety.

A1. Teacher will observe safety practices of students.
A4. Students will keep a safety checklist.
A5. Students will take a written test on safety rules.

Course Description: Lifetime Activities may include units in: Canoeing, Hunting Sports, Biking, Walking/Running, Roller Bladeing, Swimming, Dance, Water Sport.

 Unit Duration - 9 weeks minimum to 18 weeks maximum

 GOAL I: Demonstrates competency in many movement forms and proficiency in some movement forms.

Competency 1: Demonstrate competency and proficiency in skills and fundamentals in lifetime activities.
Objective 1.1: Demonstrate a variety of proficient basic skills necessary to execute participation in the selected activity.
Objective 1.2: Execute proficiency to minimal standards before application is allowed.
Objective 1.3: Understand that the learning of skills should proceed in a natural sequence from simple to complex.

1. Lead up activities that incorporate skills but do not require full application.
2. Drills that isolate and combine complex skills.
3. Set up application situations that simulate "real world" situations.

A1. Teacher will observe skills and makes judgments about proficiency.
A2. Teacher will use skills tests to identify benchmark proficiency in skill and play areas.

Competency 1: Apply physical concepts and principles to the execution of basic lifetime activities.
Objective 1.1: Identify and apply critical physical elements that enable the development of skill proficiency.
Objective 2.2: Understand and independently apply mechanical information to their own performance.
Objective 2.3: Use internal and external information to modify movement during performance.

1. As a teacher demonstrates or explains a skill, the elements of biomechanics which apply to the skill are identified.

2. Have students do research projects on why the fundamentals of the particular lifetime activity are commonly accepted.

3. Use video tape for each student to mechanically evaluate their own performance.

A1. Teacher will have students use self observation through video tape.
A5. Students will take a written exam on mechanical principles that apply to lifetime activity skills.
A6. Students will be required to write a research paper on the fundamentals of a selected lifetime activity.

Competency 1: Develop an understanding of lifetime activities in relation to a physically active lifestyle.
Objective 1.1: Identify the effects of age, gender, race, ethnicity, socioeconomic status, and culture upon present and future participation in the activity.
Objective 1.2: Feel empowered to maintain and improve physical fitness, motor skills, and knowledge about the selected lifetime activity.
Objective 1.3: Understand the ways in which personal characteristics, performance styles, and activity preferences will change over the lifespan.

1. Have students research the possibility of continuing the lifetime activity in their community by examining city leagues, recreational facilities, and service organizations.

2. Take field trips into the community to observe adults who are participating in lifetime activities.

3. During instruction the teacher will discuss the cost and time requirements for future participation within the activity.

A4. Students will make a checklist of skills performed during observation of adult participation.
A5. Students will have a written assignment on the potential future participation of lifetime activities within their community.

Competency 1: Maintain a health enhancing level of physical fitness through lifetime activity participation.
Objective 1.1: Participate in strength training exercises that will enhance fitness and improve activity performance.
Objective 1.2: Participate in cardiovascular exercises that will enhance fitness and improve activity performance.
Objective 1.3: Participate in flexibility exercises that will enhance fitness and improve activity performance.
Objective 1.4: Strive towards a body composition level that will maximize student performance in the selected lifetime activities.

1. At any point during a drill or other class activity that the students are waiting to participate, they may be directed to engage in a fitness related activity. (Example: As the students stand in line waiting to perform dance step, the teacher will instruct those waiting in line to do ten pushups before taking their turn.)

2. The class may split up into groups. While one group is in activity, the other group may be working with jump ropes or weights.

3. Teachers and students may establish goals for weight loss or weight gain to enhance performance.

A1. Teacher observes and tracks students during class to determine the amount of participation that is fitness related.
A3. Teacher will perform fitness tests on students three times during the course.
A7. The students keep an activity log on how much activity they participate in towards fitness improvement.

Competency 1: Demonstrate responsible personal and social behavior in a lifetime activities setting.
Objective 1.1: Encourage others to apply appropriate etiquette in all competition circumstances.
Objective 1.2: Take a supportive role within the context of each activity.
Objective 1.3: Respond to inflammatory situations with mature personal control.

1. Role play situations that may occur during activities and give instruction on how students should react.

2. During instruction, a teacher should make a lesson objective that focuses on the importance of the supportive role of individuals in relation to lifetime activities. (Example: In a dance, someone may have to lead.)

3. Have class rules that stress etiquette and proper social behaviors. (Example: When a student is heard by the teacher or other students to "put down" their classmate, that student has to say two positive things about that person.)

A1. Teacher will observe student behavior.
A4. Students will develop a checklist of positive and negative social behaviors.
A7. Students will keep a log and make entries on etiquette behaviors that occur during activities.

Competency 1: Demonstrate understanding for differences among people in lifetime activities settings.
Objective 1.1: Develop strategies for including persons of diverse backgrounds and abilities in physical activity.

Objective 1.2: Recognize the possible influence of participation in lifetime activities on fostering appreciation of cultural, ethnic, gender, and physical diversity.

1. Teacher and students develop activities that will get all students involved.

2. Have all students participate in a modified activity for the handicapped. (Example: Have students in pairs and while roller bladeing one is blindfolded while the other leads.)

3. Have students write a research report that examines the cultural, ethnic, and gender makeup of people that participate in that different lifetime activities.

A1. Teacher will observe students’ behavior toward persons of diverse backgrounds.
A5. Students will write a report.

Competency 1: Understand that lifetime activities provide the opportunity for enjoyment, challenge, self-expression, and social interaction.
Objective 1.1: Enjoy regular participation in lifetime activities.
Objective 1.2: Recognize that lifetime activities can provide opportunities for positive social interaction.
Objective 1.3: Understand that the enjoyment of lifetime activities is likely to encourage future involvement which could reduce stress and produce higher levels of health related fitness.

1. Teachers should design drills and activities that are enjoyable. (Example: Use competition, positive reinforcement, and rewards during drills and activity.)

2. When groups or teams are made for a lesson, emphasize teamwork and fun. (Example: Use balanced groups and change groups frequently.)

3. During instruction, stress the value of lifetime activities in relation to fitness. (Example: Use fitness tests to show they have had fun while improving their fitness levels.)

A1. Record by survey the students’ reactions or feelings towards lifetime activities.
A3. Use fitness testing to show students that lifetime activities can increase fitness levels.
A4. Give students a survey on how they have enjoyed the lifetime activities and what could make them more enjoyable.

Competency 1: Understand and apply rules or etiquette in relation to specific activity settings.
Objective 1.1: Understand why rules and etiquette are necessary for competition in lifetime activities.
Objective 1.2: Apply rules pertaining to successful individual performance. (Example: Rules for a walking track or pool are explained while etiquette is stressed.)
Objective 1.3: Apply rules/etiquette for successful execution of an activity.

1. During instruction of lifetime activities skills, the instructor explains any rules or points of etiquette pertaining to that skill.

2. During drills using skills, have the students in the role of judging proper etiquette.

3. Videotape an activity and have the students watch to determine rule violations and their effects on others in the activity.

A1. Teacher will observe students’ ability to judge etiquette.
A5. Students will take a written test over the etiquette of an activity.

Competency 2: Understand and apply strategies necessary for the successful execution of a lifetime activity.

Objective 2.1: Have the ability to recognize advantages or disadvantages to decisions made in regard to a particular activity.
Objective 2.2: Understand strategies in relation to a wellness advantage or disadvantage.
Objective 2.3: Understand the requirements for the execution of a particular strategy.

1. Lecture/demonstration of what to look for when calculating a proper strategy.

2. Have activities that show a particular weakness which forces students to react and choose a strategy.

3. Have students design an activity that will maximize fitness benefits within a given time frame.

A1. Teacher will observe students’ reactions.
A5. Students will take a written exam on fitness strategies.
A6. Students will be assigned to design an activity.

Competency 3: Understand and apply safety principles as they apply to lifetime activities.

Objective 3.1: Understand safety rules that apply to each activity.
Objective 3.2: Have a clear understanding of the consequences and risks involved in lifetime activities.
Objective 3.3: Understand the relationship between fitness and safety.

1. Provide a lecture on the importance of safety within an activity.
2. List potential injuries that could occur in participation of the particular lifetime activity.
3. Visit recreation facilities and observe and show points of safety.

A1. Teacher will observe safety practices of students.
A4. Students will keep a safety checklist.
A5. Students will take a written test on safety rules.

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AAHPERD. (National Association for Sports and Physical Education). (1995). National Physical Education Standards: A guide to Control Assessment. Oxdon, MD: AAHPERD

Bennett, J. P. & Rieman, P. C. (1995). Rhythmic Activities and Dance. Champaign, IL: Human Kinetics.

Belk, D. (1994). Teaching Children Games: Becoming a Master Teacher. Champaign, IL: Human Kinetics.

Buschner, C. (1994). Teaching Children Movement Concepts and Skills: Becoming a Master Teacher. Champaign, IL: Human Kinetics.

Carlisle, C. S. & Cole, S. L. (1996). Skillful Movers - Lesson Plans to Accompany Developmental Physical Education for Today's Children. Dubuque, IA: Brown and Benchmark.

Cooper Institute for Aerobics Research. (1992). The Prudential Fitnessgram. Dallas, TX.

Cooper Institute for Aerobics Research.

Corbin, C. B. & Lindsey, R. (1991). Concepts of Physical Fitness and Laboratories. 8th Ed. Dubuque, IA: Wm. C. Brown.

Gallahue, D. (1996). Developmental Physical Education for Today's Children. Madison, WI: Brown and Benchmark.

Graham, G., Holt/Hale, S. & Parker, M. (1993). Children Moving: A Reflective Approach to Teaching Physical Education. 3rd Ed. Mountain View, GA: Mayfield.

Hinson, C. (1995). Fitness for Children. Champaign, IL: Human Kinetics.

Kirchner, G. & Fishburne. (1995). Yearly Programs, Units, and Daily Lesson Plans for Physical Education for Elementary School Children. Dubuque, IA: Brown and Benchmark.

Mood, D., Musker, F. K. & Rink, J. E. (1995). Sports and Recreational Activities for Men and Women. 11th Ed. St. Louis, MO: Mosby Year Book.

Pangrazi, R. P. & Corbin, C. B. (1994). Teaching Strategies for Improving Youth Fitness. Oxon Hill, MD: AAHPERD.

Pangrazi, R. & Dauer, V. (1995). Dynamic Physical Education for Elementary P344 School Children. Needham, MA: Allyn and Bacon.
 

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