K-12 Physical Education Curriculum

1

South Brunswick School District

Curriculum Guide for Physical Education

July 2009 (Revised)

District Mission

South Brunswick Public Schools will prepare students to be life-long learners, critical

thinkers, effective communicators and wise decision-makers. This will be accomplished through

the use of the New Jersey Core Curriculum Content Standards (NJCCCS) at all grade levels. The

schools will maintain an environment that promotes intellectual challenge, creativity, social and

emotional growth and the healthy physical development of each student. ~Adopted 6.16.08

Annual Board Approval of Physical Education Curriculum

August 2009

This curriculum is approved for all regular education programs as specified and for adoption or adaptation by all

Special Education Programs in accordance with Board of Education Policy.

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Physical Education Acknowledgments

The following individuals are acknowledged for their assistance in the preparation of this

Curriculum Guide.

Curriculum Development Team

Elementary Rachel Atzert, Sheree Berk, Brian Burniston, Michael Garcia, Robert Henning Jr., Michael Januszka,

Melissa McCarthy, Rosemary McCormack, Linda Mills, Christina O’Brien, Raymond Ostrowski, Renee Schneider,

Erin Woronicz

Middle School Lisa Bearden, Joann Beasich, Michael DeKok, Sean Edwards, Kelly Forthun, Jennifer Francisco, Carlos Hendricks,

Susan Hurley, Michael Recine, Christopher Ruskie, Craig Schwartz, Dennis Shoro, Kathy Sinclair, Diane Yaeger

High School Jaymee Boehmer, John Coppola, John Harding, Joseph Hoehman, Austin Holman, Edward Homann, Douglas Hunt,

Marlene Huschke, Peter Lestician, Jesse Martinez, Carolynn Massey, Nancy McDonald, Susan McGrath,

Jana Novitch, Mark Prelewicz, Roberta Thomas, Mindy Verderami

Supervisors/Specialists:

Nicholas Scerbo

Richard Chromey

Physical fitness is not only one of the most important keys to a healthy body,

it is the basis of dynamic and creative intellectual activity.

~ John F. Kennedy

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Table of Contents

Overview of Physical Education

! Philosophy/Mission/Goals/Overview K-12 4

! Habits of Mind K-12 4

! Program Delivery K-12 4-6

! Resources K-12 6

! Articulation K-12 6

! Assessment K-12 6

! National Standards for Physical Education 8

! New Jersey Core Curriculum Content Standards 8

Physical Education Curriculum

! Curriculum Scope and Sequence Charts: Elementary

Middle

High School

9

11

12

! Suggested Skills / Activities

Appendix

! Appropriate Practices for Elementary School Physical Education

! Middle School Unit Plans

! High School Unit Plans

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Overview

Statement of Philosophy/Goals

Physical activity is critical to the development and maintenance of good health. The goal of physical

education is to develop physically educated individuals who have the knowledge, skills, and confidence to

enjoy a lifetime of healthful physical activity. It is our goal that our students will know the benefits of

their choice to be involved in physical activity and have a mindset that values physical activity and its

benefits in sustaining healthy lifestyles.

The New Jersey Department of Education combines standards for Health and Physical Education in its

development of standards. The South Brunswick School District recognizes this clear connection but

chooses to separate these content areas in order to emphasize the unique importance of each. This is why

The Physical Education Curriculum was prepared using the National Standards for Physical Education as

well as the New Jersey Core Curriculum Content Standards.

Habits of Mind

The National Association for Sport and Physical Education’s (NASPE) definition of a physically

educated person includes 5 major focus areas:

To pursue a lifetime of healthful physical activity, a physically educated person:

! Has learned skills necessary to perform a variety of physical activities;

! Knows the implications of and the benefits from involvement in physical activities;

! Does participate regularly in physical activity;

! Is physically fit;

! Values physical activity and its contribution to a healthful lifestyle.

Program Delivery

Our Physical Education gymnasiums are effective standards-based environments that foster

understanding of physical fitness, skill development, competition and cooperation through a meaningful

content that provides:

! Instruction in a variety of motor skills that are designed to enhance the physical, mental, and

social/emotional development of every child.

! Fitness education and assessment to help children understand, improve, and/or maintain their

physical well-being.

! Development of cognitive concepts about motor skill and fitness.

! Opportunities to improve their emerging social and cooperative skills and gain a multicultural

perspective.

! Promotion of regular amounts of appropriate physical activity now and throughout life.

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*Physical education is an integral part of the total education of every child from kindergarten through

grade 12. Quality physical education programs are needed to increase the physical competence, health-

related fitness, self-responsibility, and enjoyment of physical activity for all students so that they can be

physically active for a lifetime. Our physical education program aims to provide these benefits by

including the following:

! Skill development

Physical education develops motor skills that allow for safe, successful, and satisfying

participation in physical activities.

! Regular, healthful physical activity

Physical education provides a wide range of developmentally appropriate activities for all

children and youth. It encourages young people to choose to be physically active and aware of

the benefits of such a choice.

! Improved physical fitness

Quality physical education improves cardiovascular endurance, muscular strength, flexibility,

muscular endurance, and body composition.

! Support for other subject areas

Physical education reinforces knowledge learned across the curriculum and serves as a laboratory

for application of content in science, math, and social studies.

! Self-discipline

Physical education facilitates development of responsibility for personal health, safety, and

fitness.

! Improved judgment

Quality physical education influences moral development. Students learn to assume leadership,

cooperate with others, and accept responsibility for their own behavior.

! Stress reduction

Physical activity becomes an outlet for releasing tension and anxiety and facilitates emotional

stability and resilience.

! Strengthened peer relations

Physical education is a major force in helping children and youth socialize with others

successfully and provides opportunities to learn positive social skills. Especially during late

childhood and adolescence, being able to participate in dances, games, and sports is an important

part of youth and peer cultures.

! Improved self-confidence and self-esteem

Physical education instills a stronger sense of self-worth in young people based on their mastery

of skills and concepts in physical activity. They become more confident, assertive, independent,

and self-controlled.

! Experiencing goal setting

Physical education gives children and youth the opportunity to set and strive for personal,

achievable goals.

*Excerpt from Moving into the Future: National Standards for Physical Education

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Delivery of the South Brunswick Physical Education Program

Elementary School:

In grades K-2, students receive a minimum of 60 minutes of Physical Education instruction during a

six day cycle. This is in addition to a daily 30 minute recess period.

In grades 3-5, students receive a minimum of 70 minutes of Physical Education instruction during a

six day cycle. This is in addition to a daily 30 minute recess period.

Middle School:

In grades 6-8, students receive 43 minutes of daily Physical Education instruction during two and

one half trimesters.

High School:

In grades 9-12, students receive 88 minutes of Physical Education instruction, every other day,

during three, of the four, marking periods. Freshmen and sophomores participate in a sequential

curriculum of activities. Juniors and seniors are offered a choice of elective activities, twice each

marking period.

Resources

Elementary Schools

! Moving into the Future: National Standards for Physical Education (NASPE)

! Children Moving: A Reflective Approach to Teaching Physical Education (Graham)

Middle School


! Physical Best Activity Guide (NASPE)

! Teaching Middle School Physical Education (Mohnsen)

! Adventure Curriculum for Physical Education, Middle School (Panicucci)

High School


! Physical Best Activity Guide (NASPE)

! Physical Activity & Sport for the Secondary School Student (Dougherty)

! Adventure Curriculum for Physical Education, High School (Panicucci)

Articulation

The Physical Education teachers throughout the District meet several times each year in Professional

Learning Communities to keep abreast of curricular and program trends and issues.

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Assessment

There are multiple and varied forms of assessment at each grade level. What follows is a list of the key

assessment tools used at each level.

Assessments at the Elementary Level:

! Grades K-2: The development of a skills assessment is underway and will be piloted by all

elementary schools in the fall of 2009.

! Grades 3-5: The development of a skills and fitness assessment is underway and will be piloted

by all elementary schools in the fall of 2009.

Assessments at the Middle Level:

! Fitnessgram (as of 2009-2010)

! Grading Rubric based on participation, preparation, effort/skill, and fitness

Assessments at the High School Level:

! Fitnessgram (as of 2009-2010)

! Grading Rubric based on participation, preparation, effort/skill, written assessments, and fitness

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National Standards for Physical Education

Physical activity is critical to the development and maintenance of good health. The goal of physical education is

to develop physically educated individuals who have the knowledge, skills, and confidence to enjoy a lifetime of

healthful physical activity.

A physically educated person:

Standard 1: Demonstrates competency in motor skills and movement patterns needed to

perform a variety of physical activities.

Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and

tactics as they apply to the learning and performance of physical activities.

Standard 3: Participates regularly in physical activity.

Standard 4: Achieves and maintains a health-enhancing level of physical fitness.

Standard 5: Exhibits responsible personal and social behavior that respects self and others in

physical activity settings.

Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or

social interaction.

New Jersey Core Curriculum Content Standards

The New Jersey Core Curriculum Content Standards for Physical Education were revised in 2009. A

complete copy of the Core Curriculum Content Standards for Health and Physical Education may also be

found at: http://www.state.nj.us/education/aps/cccs/chpe/standards.htm

How to Read the Standards

Each of the standards from the NJ Core Curriculum Content can be “read” as follows:

STANDARD 2.5 (MOTOR SKILL DEVELOPMENT) ALL STUDENTS WILL UTILIZE SAFE,

EFFICIENT, AND EFFECTIVE MOVEMENT TO DEVELOP AND MAINTAIN A HEALTHY,

ACTIVE LIFESTYLE.

Descriptive Statement: This standard enables students to understand how to move and why it is

necessary. When individuals learn to move safely, effectively, and efficiently, and feel comfortable and

confident in the performance of motor skills, they are more likely to participate in health-enhancing forms

of physical activity throughout life. In order to meet this standard, students must participate in a wide

range of developmentally appropriate games, sports, dance, and lifetime recreational activities that will

help students develop and maintain a healthy, active lifestyle.

Sample from

PE

Big Idea Content Standard Grade

Level

CPI: Cumulative Progress Indicator

Movement

Skills 2.5.2

A5

Balance (2)

Health

and PE

5.2 (Motor

Skill

Development)

2 A5 Respond in movement to

changes in tempo, beat, rhythm, or

musical style.

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Physical Education Scope and Sequence: Grades K-5

P = Prepare Students experience a new concept physically without labeling.

I = Introduce Students develop an awareness and experience the new concept, skill, or strategy at a

developmentally appropriate level.

D = Develop Students receive direct instruction with some assessment for developmentally appropriate

mastery.

A = Apply Students apply previously taught skills at a consistent, expected level of performance

without direct instruction.

LOCOMOTOR SKILLS K 1 2 3 4 5

Running I, D I, D I, D A A A

Hopping I, D I, D D A A A

Skipping I, D I, D I, D D, A A A

Galloping I, D I, D D A A A

Chasing P, I D D A A A

Fleeing P, I D D D, A A A

Dodging P, I D D D, A A A

MANIPULATIVE

Throwing I, D D D D D, A A

Catching I, D D D D D, A A

Collecting P I D D D D

Kicking I, D D D D D, A A

Punting P I D D D

Dribbling I, D D D D D, A A

Volleying P, I I D D D D

Striking

(with short handled implements)

P, I I D D D D

Striking

(with long handled implements)

P I D D D D

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NON-MANIPULATIVE K 1 2 3 4 5

Turning P, I, D P, I, D I, D I, D D, A D, A

Twisting P, I, D P, I, D I, D I, D D, A D, A

Rolling P, I, D P, I, D I, D I, D D, A D, A

Balancing P, I, D P, I, D I, D I, D D, A D, A

Transfer of Weight P, I, D P, I, D I, D I, D D, A D, A

Jumping and Landing P, I, D P, I, D I, D I, D D, A D, A

Stretching P, I, D P, I, D I, D I, D D, A D, A

Curling P, I, D P, I, D I, D I, D D, A D, A

PHYSICAL FITNESS

Muscular Strength and

Endurance

P P, I I D D D

Flexibility P P, I I D D D

Cardiovascular P, I I D D D D

At the elementary school level locomotor skills, manipulative and non-manipulative skills are routinely

addressed through active participation in the activities designed by the physical education teachers.

Activity-based fitness is emphasized rather than fitness through formal exercises/calisthenics.

Sample activities for each skill area can be found in the Appendix.

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Physical Education Scope and Sequence: Grades 6-8

At the middle school level, Physical Education instruction is addressed through active participation in a

sequence of activity units. Fitness is adressed through a specific Fitness unit as well as through fitness

activities imbedded in each activity unit.

ACTIVITY

STANDARD 2.5(MOTOR SKILL

DEVELOPMENT)

STANDARD

2.6(FITNESS)

Archery A1-3, B1-2, B5, D1-2, E1 A3, B1, C1

Badminton A1-6, B1-3, B5, C1, D1-2, E1 A1-2, B1, C1-3, C5

Basketball A1-6, B1-2, B5, C1, D1-2, E1 A1-2, B1, C1-3, C5

Creative Games A1-6, B1-6, C1, D1-2, E1 A1-2, B1, C1-2, C5

Fitness A1-6, B1-6, B5, C1, D1-2, E1 A1-6, B1-4, C1-5

Flag Football A1-6, B1-3, B5, C1, D1-2, E1 A1-2, B1, C1-3, C5

Frisbee Golf A1-6, B1-6, C1, D1-2, E1 A1-2, B1, C1-3, C5

Mass Games A1-6, B1-3, B5, C1, D1-2, E1 A1-2, B1, C1-3, C5

Pickleball A1-3, A5-6, B5-6, D1-2, E1 A1-2, B1, C1-2

Ping Pong A1-3, A5-6, B1, B5, C1, D1-2, E1 A1-2, B1, C1-2

Rock Wall A1-7, B1-5, D1-2, E1 A1-2, B1, C1-2, C5

Soccer A1-6, B2-6, C1, D1-2, E1 A1, B1-2, C1-2, C5

Speedball A1, A3-6, B2-6, C1, D1-2, E1 A1, B1-2, C1-2, C5

Team Handball A1, A3-6, B2-6, C1, D1-2, E1 A1, B1-2, C1-2, C5

Tennis A1-6, B1-2, B5, C1, D1-2 A1, B1-2, B5, C1-3, C5

Track and Field A1-6, B1-2, B4-6, D1-2, E1 A1-2, B1, B3, C1-3, C5

Ultimate Frisbee A1-6, B1-6, C1, D1-2, E1 A1-2, B1-2, C1-3, C5

Volleyball A1-6, B1-6, C1, D1-2, E1 A1-2, B1-2, C1-3, C5

Detailed unit plans for each activity can be found in the Appendix.

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Physical Education Scope and Sequence: Grades 9-12

At the high school level, Physical Education instruction is addressed through active participation in a

sequence of activity units. Freshmen and sophomores participate in a sequential program while juniors

and seniors are offered a sequence of elective activities. Fitness is addressed through a specific Fitness

unit as well as through fitness activities embedded in each activity unit.

ACTIVITY

STANDARD 2.5(MOTOR SKILL

DEVELOPMENT)

STANDARD

2.6(FITNESS)

Aerobics A1-5, B1-4, D1, A1-3, B1-2, C1-2, C4-5

Basketball A1-4, B1-3, C1, D1-2 A1-2, B1, C1-2, C4

Dance A1-5, B1-4, D1 A1-3, B1-2, C1-4

Fitness A1-5, B1-4, C1 A1-4, B1-3, C1-6

Flag Football A1-5, B1-2, C1, D1-2 A1-2, B1, C1-2, C4

Frisbee Golf A1-4, B1, B3, D2 A1, C1-2, C4

Golf A1-4, B1-3, D2 C1, C4

Gymnastics A1-5, B1-3, D1 A1-2, B1, C1-2, C4

Project Adventure A1-5, B2, C1, D1-2 A2, C1

Rec. Games A1-4, B1-3, C1, D1-2 A1-2, B1-2, C1-2, C4

Silly Games A1-5, B2, C1, D1-2 A2, C1-2, C4

Soccer A1-5, B2, C1, D1-2 A2, C1-2, C4

Speedball A1-5, B2, C2, D1-2 C1-2, C4

Strength Training A1-5, B1-4, C1, D1-2 A1-4, B1-3, C1-6

Team Handball A1-5, B1-3, C1, D1-2 A1-2, B1-2, C1-2

Tennis A1-2, A5, B2, C1, D1-2 A2, C1

Track and Field A1-4, B1-3, C1, D1-2 A1-2, B1-2, C1, C4

Ultimate Frisbee A1-5, B1-2, C1, D1-2 A1-2, B1, C1-2

Volleyball A1-5, B1-3, C1-2, D1-2 A1-2, B1-2, C1-2

Detailed unit plans for each activity can be found in the Appendix.

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PE

APPENDICES

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ELEMENTARY APPENDIX

LOCOMOTOR SKILLS Sample Activites

Running warm-up activities, tag games, relays, team sports

Hopping station work, dance, games

Skipping dance movements, tag games, relays, parachute

Galloping tag games, dancing

Chasing Pony Express and Snag Tag, etc.,

Fleeing tag games such as Capture the Flag

Dodging games such as Flag Football and Gotcha

MANIPULATIVE

Throwing Castle Ball, Oscar’s Garbage, Bowling

Catching partner work, games such as Team Hand Ball, Football

Collecting Lacrosse, Scoops, Trapping

Kicking Soccer Golf, Swiss Cheese Soccer

Punting Balloon Exploration, Messy Backyard

Dribbling Ball Tag, Treasure Island, Danger Zone

Volleying partner challenges, Hand Tennis, Volleyball

Striking

(with short handled implements)

Tennis, Badminton, Partner Paddle

Striking

(with long handled implements)

Hockey, Golf, T-Ball, Wiffle Ball

NON-MANIPULATIVE

Turning dancing, tag games, team sports

Twisting warm-ups, dancing, throwing

Rolling gymnastics

Balancing gymnastics, general sport skills

Transfer of Weight gymnastics, batting, throwing

Jumping and Landing gymnastics, jump rope, basketball

Stretching warm-ups, yoga, fitness, gymnastics

Curling fitness, frisbee toss

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MIDDLE SCHOOL

UNIT PLANS

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South Brunswick Township Public Schools

Physical Education Unit Plan

TOPIC: Archery

STANDARDS

NASPE Standard 1: Demonstrate competency in motor skills and movement patterns needed to perform a

variety of physical activities.

� NJCCCS: 2.5 A1 Demonstrate mechanically correct form and control when using and combining

movement skills in applied settings.

� NJCCCS: 2.5 A2 Demonstrate how equilibrium, rotation, and range of motion impact performance.

� NJCCCS: 2.5 A3 Apply the impact of various applications of force and motion during physical

activity.

NASPE Standard 2: Demonstrate understanding of movement concepts, principles, strategies, and tactics as

they apply to the learning and performance of physical activities.

� NJCCCS: 2.5 B1 Describe how equilibrium, rotation, and range of motion impact performance.

� NJCCCS: 2.5 B2 Analyze the application of balance and counterbalance when performing or

observing movement skills.

� NJCCCS: 2.5 B5 Discuss the stages of movement skill development and the importance of practice.

� NJCCCS: 2.5 E1 Use specific strategies, including visualization and positive self-talk, to prepare for

physical activity and assess their effectiveness.

NASPE Standard 3: Participate regularly in physical activity.

� NJCCCS: 2.6 C1 Engage in a variety of sustained, vigorous physical activities that enhance each

component of fitness.

NASPE Standard 4: Achieve and maintain a health-enhancing level of physical fitness.

� NJCCCS: 2.6 B1 Recognize signs and symptoms that warrant exercise termination and possible

follow-up with a healthcare professional.



NASPE Standard 5: Exhibit responsible personal and social behavior that respects self and others in


� NJCCCS: 2.5 D1 Analyze participant and observer behaviors for evidence of good sportsmanship.

� NJCCCS: 2.5 D2 Employ general- and activity-specific rules and analyze their impact on

participation.

NASPE Standard 6: Value physical activity for health, enjoyment, challenge, self-expression, and/or social

interaction.

� NJCCCS: 2.6 A3 Predict how factors such as health status, interests, environmental conditions, and

available time impact personal fitness.

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TOPIC: ARCHERY

OBJECTIVES:

Students will know and be able to:

� Manipulate a bow to properly fire an arrow accurately

� Show an understanding for proper safety in an archery unit

� Write and calculate their scores on the chart provided

� Demonstrate an understanding of movement concepts and the use of motor skills.

� Demonstrate the ability to use effective interpersonal skills.

� Demonstrate the ability to use decision-making skills of appropriate goal setting, risk-taking, and

problem solving.

� Responsibly demonstrate positive personal and social behavior.

� Develop the understanding that challenge, enjoyment, creativity, and self/social expression are

important, life-enhancing experiences that are found in creative activities.

� Demonstrate an understanding and respect for themselves, each other, equipment, and the rules of

the activity.

ACTIVITIES:

� Cardio Warm-up and Flexibility

� Teacher lecture and demonstration of proper technique

� Student step by step practice and firing of single arrow

� Explain and practice proper scoring system after shooting two arrows

� Students shoot 4 arrows at a time and record scores

� Top archers tournament and secondary tournaments

ASSESSMENT:

� Teacher observation

� Score sheets to show improvement

� Individual participation

� Peer evaluation/ rubric

� Student questioning

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TOPIC: BADMINTON

STANDARDS:







activity.

� NJCCCS: 2.5 A4 Perform and assess the quality of movement flow in response to dynamic, interactive

environments.

� NJCCCS: 2.5 A5 Compare and contrast the use of movement skills across various forms of physical

activity and transfer a movement skill from one activity to another.

� NJCCCS: 2.5 A6 Detect and correct errors in personal movement performance and modify it in

response to internal and external feedback.












� NJCCCS: 2.5 B3 Compare and contrast the use of space and flow in physical activities.


� NJCCCS: 2.5 C1 Compare and contrast offensive, defensive, and cooperative strategies and use them

effectively in applied settings.






� NJCCCS: 2.6 C2 Perform at the intensity level needed to enhance cardiovascular fitness, as

determined by target heart rate, perceived exertion, and recovery heart rate.


� NJCCCS: 2.6 A1 Summarize the potential short- and long-term physical, social, and emotional

benefits of regular physical activity.

� NJCCCS: 2.6 A2 Differentiate how body systems adapt to acute exercise vs. regular exercise over a

period of time.





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� NJCCCS: 2.6 C3 Monitor physiological responses before, during and after exercise and compare

changes.

� NJCCCS: 2.6 C5 Demonstrate age- and gender-specific progress towards improving each component

of fitness.





participation.




interaction




OBJECTIVES:


� Demonstrate a basic knowledge of safety while using equipment on the court

� Demonstrate the basic skills of badminton

� Demonstrate the basic knowledge of rules of the game

ACTIVITIES:

� Cardio Warm up and Flexibility

� Teacher lecture and demonstration of the serve

� Teacher lecture and demonstration of the clear

� Teacher lecture and demonstration of the smash

� Teacher lecture and demonstration of the drive

� Teacher lecture and demonstration of the drop shop

� Teacher lecture and demonstration of net blocks

� Skill drills and practice

� Teacher lecture and demonstration of rules

� King of the Court Challenge

� Singles and doubles game play

ASSESSMENT:


� Peer evaluation/rubric

� Written test

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TOPIC: BASKETBALL

STANDARDS:







activity.


environments.







NASPE Standard 2: Demonstrate understanding of movement concepts, principles, strategies, and tactics as they

apply to the learning and performance of physical activities.























period of time.






21



changes.


of fitness.





participation.



NASPE Standard 6: Value physical activity for health, enjoyment, challenge, self-expression, and/or

social interaction.




OBJECTIVES:


� Demonstrate proper dribbling technique.

� Demonstrate proper passing technique.

� Demonstrate proper shooting technique.

� Demonstrate proper skills in all game play.

� Respect others’ strengths and weaknesses.

� Physically challenge them in a safe environment.

ACTIVITIES:


� Dribbling lines of five or less (Down and back, zigzag, weak hand, etc.)

� Dribbling relay races (speed dribble, weak hand)

� Passing lines of five or less (chest pass, bounce pass, overhead pass)

� Passing relay races (speed dribble turn then pass (bounce, chest, overhead))

� Star-passing drill (goal: to complete a specified amount of passes in a row)

� Team passing game (no traveling or dribbling with the ball) (2 on 1, 3 on 2, 4 on 3, etc.)

� Control dribble “knockout” game (when eliminated practice dribbling on side)

� Shooting drills (two per basket) (lay-ups, jump shots)

� Shooting relay races (first group to a specified number advances)

� “Knockout” game (when eliminated, practice shooting on another basket)

� Lay-up drills

� Defensive drills

� Games: “No Dribble Basketball,” “3 on 3,” 4 on 4,” etc., “King of the Court.” “Minimum

Passing Before Shooting.”

� Tournament Play

ASSESSMENT:


� Student questioning: (What are the important keys to remember when dribbling? How can you

effectively protect the ball when dribbling in traffic? What are the important keys to remember

when passing? What are the three main passes discussed in class? What are the important keys to

remember when shooting?)


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� Written test


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TOPIC: CREATIVE GAMES

STANDARDS:






activity.


environments.




























� NJCCCS: 2.6 A4 Analyze the positive and negative impacts of technological advances on exercise,

health, and fitness.








of fitness.


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participation.



� NJCCCS: 2.6 B2 Apply training principles to establish a progression of activity that will improve each


� NJCCCS: 2.6 B4 Investigate the physical, behavioral, legal, and competitive consequences of the use

of anabolic steroids and other performance enhancing substances.


interaction.

� NJCCCS: 2.5 B4 Summarize how movement can be made more interesting, creative, or effective.

� NJCCCS: 2.5 B6 Describe the influence of history and culture on games, sports, and dance.




OBJECTIVES:


� Explain the safety rules of each activity.

� Effectively move safely through space while actively participating. This will benefit their

development of spatial awareness.




problem solving.

� Responsibly demonstrate personal and social behavior.




the game.

� Play safe, play fair, and have fun!

ACTIVITIES:


� Various Tag games

� Spud

� Red Rover

� Scooter Relays

� Steal the Bacon

� Mat-ball

� Crazy/Cardio Kickball

� Flag Tag

� Defenders

� Tennis Baseball

� Wizards, Giants, & Gnomes

� Paper, rock, scissor: Challenge tournament

� “Color Games” (includes various obstacle relays)

ASSESSMENT:

� XRDS Physical Education Grading Rubric

� Teacher observations

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TOPIC: FITNESS

STANDARDS:







activity.


environments.





� NJCCCS: 2.5 A6 Create and perform movement activities that combine movement skills into smooth

flowing sequences (e.g., gymnastic routine, interpretative dance, tai chi)










flowing sequences (e.g., gymnastic routine, interpretative dance, tai chi)

















period of time.



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� NJCCCS: 2.6 A5 Describe ways to achieve a healthy body composition through healthy eating and

physical activity.



� NJCCCS: 2.6 B3 Describe and demonstrate various training methods, including isotonic, isometric,

interval, and circuit methods.






changes.

� NJCCCS: 2.6 C4 Use health data and information from internal and external sources, to develop a

personal fitness plan and use technology to evaluate the implementation and outcomes of the plan.


of fitness.





participation.




physical activity.

� NJCCCS: 2.6 A6 Distinguish between facts and fallacies regarding the marketing of fitness products,

services, and information.





� NJCCCS: 2.6 B4 Investigate the physical, behavioral, legal, and competitive consequences of the use

of anabolic steroids and other performance enhancing substances.


interaction.








� NJCCCS: 2.6 A6 Distinguish between facts and fallacies regarding the marketing of fitness products,

services, and information.

OBJECTIVES:


� Demonstrate an understanding of the components of cardiovascular fitness.

� Demonstrate an understanding of the components of muscular strength.

� Demonstrate an understanding of the components of muscular endurance.

� Demonstrate an understanding of the components of flexibility.

27

� Demonstrate an understanding of the components of core body strength.

� Demonstrate an understanding of how proper nutrition, proper health habits affect overall fitness

levels.

� Demonstrate an understanding of proper safety measures associated with fitness training.

� Demonstrate an understanding of proper warm up an cool down techniques and procedures.

CARDIOVASCULAR FITNESS ACTIVITIES:

� Lecture and Demonstration

� Warm up

� Circuit Training

� Jump Rope Training

� Interval Training

� Cross Country Running

� Walking for fitness

� Heart Rate training with pulse monitors

� Target Heart Rates as they apply to warm up, basic aerobic, threshold training, Max VO2, Lactic

Acid tolerance, and power and speed.

� Commercial aerobic activities (Tae-Bo, Power 90, etc.)

� Weight Training

� Plyometrics

� Speed and agility training

� Fitness games

� Dance

MUSCULAR STRENGTH ACTIVITIES

� Warm up and cool down

� Stretching

� Weight Lifting

� Stretch cords

� Kettle bells

� Physio balls

� Balance pads

� Core body activities

� Body weight activities

� Circuit training

� Plyometrics


� Isometric

� Pilates

� Yoga


� Fitness games

� Dance

� Dumb Bells

� Rope Climbing

MUSCULAR ENDURANCE ACTIVITIES

� Weight training

� Stretching

� Calisthenics


� Warm up

� Circuit Training

28

� Jump Rope Training

� Interval Training

� Cross Country Running

� Walking for fitness

� Weight Training

� Commercial aerobic activities (i.e. Tae-Bo, Power 90, etc.)

� Plyometrics


� Fitness games

� Dance

� Medicine Ball Activities

� Balance Pads

� Dumbbells

� Stretch Cords

FLEXIBILITY ACTIVITIES

� Warm up and Cool down


� Stretching

� Yoga

� Pilates

� Meridian Stretching

� Static Stretching

� Physio balls

� Partner stretching

� Medicine Balls

� Balance Pads

� Dance

CORE BODY STRENGTH ACTIVITIES

� Warm up and Cool down


� Stretching

� Yoga

� Pilates

� Meridian Stretching

� Physio balls

� Medicine Balls

� Balance pads

NUTRITION, HEALTH HABITS


� Nutrition and strength gains

� Nutrition and endurance

� Nutrition and sport performance

� Nutrition and recovery

� Effect of negative health habits on general fitness and athletic performance

SAFETY


� Proper use of equipment

� Proper cleaning of equipment after use

� Use of safety equipment

29

� Understanding mechanics, capabilities and training thresholds for personal safety

WARM UP AND COOL DOWN


� Stretching

� Jogging

� Calisthenics

� Jump Rope

� Breathing activities

� Game activity

� Walking

� Pulse meters and pedometers

ASSESSMENT:

� Student Rubric

� Self Evaluation

� Pulse Rate Monitors

� Teacher Observation

� Written tests

� Performance Charts

� Performance tests

� Skill test

30



TOPIC: FLAG FOOTBALL

STANDARDS:







activity.


environments.






flowing sequences










flowing sequences.



















period of time.

31








changes.


of fitness.





participation.




interaction.




OBJECTIVES:


� Demonstrate proper throwing and catching technique.

� Demonstrate proper route running.

� Discuss and demonstrate basic rules and strategy of football game play.

� Apply correct technique to create a cooperative and safe environment.


� Respect others’ strengths and weaknesses.

� Physically challenge themselves in a safe environment.

ACTIVITIES:


� Passing lines (teacher thrown, then student thrown)

� Catching drills

� Partner passing/catching

� “Superstar Football” with scoring zones

� Small-sided games (midfield first downs)

� Games with properly set up positions (line is eligible) One on one offense/defense route

ASSESSMENT:




� Written test


32



TOPIC: FRISBEE GOLF

STANDARDS:







activity.


environments.





























period of time.







33


changes.





participation.




interaction.



OBJECTIVES:


� Demonstrate proper throwing skills with accuracy

� Understand vocabulary associated with the game

� Demonstrate a basic knowledge of game courtesy and safety

� Apply all rules learned to game play including keeping a score card

ACTIVITIES:


� Teacher lecture and demonstration of backhand and underhand throw and forehand pass

� Skill drills and practice - partner hoop drill, relay race with target

� Lead up games for accuracy - can jam, Frisbee horseshoes

� Teacher lecture and demonstration of vocabulary and rules of the game

ASSESSMENT:


� Keep a correct scorecard


� Written test

34



TOPIC: PICKLEBALL

STANDARDS







activity.



















period of time.









participation.


interaction.



OBJECTIVES:



35





the game.

� Demonstrate a basic knowledge of safety while using equipment on the court.

� Demonstrate the basic skills of Pickleball.

� Demonstrate basic knowledge of rules of the game.

ACTIVITIES:



� Teacher lecture and demonstration of the lob

� Teacher lecture and demonstration of the smash

� Teacher lecture and demonstration of the drive



� 1 on 1 tennis ball game using hands only


� King of the Court Challenge in teams of 2-4 students

� 2-4 players per side game play

ASSESSMENT:


� Student participation


� Written test

36

South Brunswick Township Public Schools Physical Education Unit Plan

TOPIC: PING PONG

STANDARDS:







activity.





� NASPE Standard 2: Demonstrate understanding of movement concepts, principles, strategies, and

tactics as they apply to the learning and performance of physical activities.


















period of time.











participation.



37




interaction.






OBJECTIVES:


� Demonstrate a basic knowledge of safety while using equipment

� Demonstrate the basic skills of ping pong

� Demonstrate the basic knowledge of rules of the game

ACTIVITIES:


� Teacher lecture and demonstration of skills- serve, volley, smash, and drop shot

� Teacher lecture and demonstration of rules – faults, serve rotation, scoring

� Singles and doubles play

ASSESSMENT:


� Rules written test


38



TOPIC: ROCK CLIMBING

STANDARDS:







activity.


environments.






flowing sequences.










flowing sequences.

















period of time.




39






participation.


interaction.




OBJECTIVES:


� Understand the importance of team work and self respect to complete the group task

� Manipulate their body in order to climb the rock wall successfully

� Understand the importance of being physical fit in order climb the rock wall.

� Understand the importance of applying all safety rules while climbing

� Give the proper climbing commands while their group is participating in the activity

� Rely on their group to support positive risk taking

� Physically challenge themselves in a safe environment

� Appropriately apply their own strengths and recognize their own weaknesses

ACTIVITIES:


� Safety Lecture and Demonstration of Harnesses

� Safety Lecture and Demonstration of proper Belaying Technique

� Horizontal Wall

� Rock Wall

� Fire Cracker Ladder

� Telephone Pole

� Rope Ladder

ASSESSMENT:




� Written test

� Student rubric

40



TOPIC: SOCCER

STANDARDS:






activity.


environments.


























of fitness.





participation.




interaction.



41




OBJECTIVES:









the game.

� Demonstrate proper technique when dribbling a soccer ball.

� Demonstrate proper technique when passing a soccer ball.

� Demonstrate proper technique when chipping a soccer ball

� Demonstrate proper technique when trapping a soccer ball.

� Demonstrate proper technique when shooting a soccer ball.

� Demonstrate proper technique when heading a soccer ball.

� Demonstrate proper technique when catching the ball as a goalkeeper.

� Demonstrate proper technique when punting the ball as a goalkeeper.


ACTIVITIES:


� Safety Rules, Equipment, & Precautions

� Dribbling Drills

� Passing Drills

� Trapping Drills

� Chipping Drills

� Heading Drills

� Instep Shooting Drills

� Throw-in Drills

� Corner and Goal Kicks

� Goaltending Drills

� Defending

� Small group activities

� Small-sided games (3v3, 4v4, etc.,)

� Class vs. Class games

ASSESSMENT:



42



TOPIC: SPEEDBALL

STANDARDS:






activity.


environments.


























of fitness.





participation.




interaction.


43



OBJECTIVES:







� To learn and practice good sportsmanship and team work

� To acquire self discipline, self-control, and self-confidence.


the game.

� Demonstrate proper technique when dribbling a soccer ball.

� Demonstrate proper technique when passing a soccer ball.

� Demonstrate proper technique when chipping a soccer ball

� Demonstrate proper technique when trapping a soccer ball.

� Demonstrate proper technique when shooting a soccer ball.

� Demonstrate proper technique when heading a soccer ball.

� Demonstrate proper technique when catching the ball as a goalkeeper.

� Demonstrate proper technique when punting the ball as a goalkeeper.

� Demonstrate proper technique when converting the ball from the ground to the air.


ACTIVITIES:



� Dribbling Drills

� Passing Drills

� Trapping Drills

� Chipping Drills

� Heading Drills

� Instep Shooting Drills

� Converting from ground to air drills.

� Throw-in Drills

� Corner and Goal Kicks

� Goaltending Drills

� Defending


� Small-sided games (3v3, 4v4, etc.)


ASSESSMENT:


� Teacher/student observations

� Level of skills and improvement through play.

� Students’ knowledge of rules through play.

44



TOPIC: TEAM HANDBALL

STANDARDS:






activity.


environments.


































of fitness.




45


participation.






interaction.






OBJECTIVES:








problem solving.





the game.

� Students will be able to identify the safety rules of the unit.

� Students will be able to explain how hand-eye coordination, communication skills, team strategy,

and spatial awareness are developmental components used in team handball.

� Students will be able to demonstrate proper technique when performing specific unit skills:

dribbling, passing, shooting, and defending.

� Students will be able to self-assess their progress through game play.

� Students will be able to justify the benefits of team handball as a cardiovascular activity that also

incorporates agility.


ACTIVITIES:



� Dribbling

� Passing (bounce, chest, overhead passes)

� Shooting

� Defending

� Relay activities


� Practice games


ASSESSMENT:



46



TOPIC: MASS GAMES

STANDARDS:







activity.


environments.






























period of time.







47


changes.





participation.


interaction.






OBJECTIVES:



� Apply their own strengths and weaknesses appropriately.

� Respect others strengths and weaknesses.

� Rely on the group to support positive risk taking.

� Identify how fatigue can lead to injury.

� Apply all rules to game play.


� Apply correct technique to create a cooperative and safe environment.

� Work cooperatively and productively in a group to accomplish common goal.

ACTIVITIES:


� Teacher lecture and demonstration of skills


� Small group stations

� Small group game play

� Large group game play

� Tournament play

ASSESSMENT:




� Written Test


48



TOPIC: TENNIS

STANDARDS:







activity.


environments.






























changes.


of fitness.



49



participation.



� NASPE Standard 6: Value physical activity for health, enjoyment, challenge, self-expression, and/or

social interaction




OBJECTIVES:


� Demonstrate a basic knowledge of safety while using equipment on the court.

� Demonstrate the basic skills of Tennis.

� Demonstrate the basic knowledge of rules of the game.

� Successfully play a game of tennis while observing the rules and etiquette of the court.

ACTIVITIES:



� Teacher lecture and demonstration of the forehand stroke

� Teacher lecture and demonstration of the backhand stroke

� Teacher lecture and demonstration of the lob


� Teacher lecture and demonstration of the volley

� Teacher lecture and demonstration of overhead smash

� Teacher lecture and demonstration of rules & strategy

� Teacher lecture of the scoring system

� King of the Court Challenge

� Singles and doubles game play


ASSESSMENT:



� Written test

50



TOPIC: TRACK and FIELD

STANDARDS:







activity.


environments.




























period of time.



� NJCCCS: 2.6 B3 Describe and demonstrate various training methods, including isotonic, isometric,

interval, and circuit methods.





51


changes.


of fitness.





participation.






interaction.






OBJECTIVES:


� Demonstrate proper mechanics for throwing the discus.

� Demonstrate proper mechanics for throwing the javelin.

� Demonstrate proper mechanics for putting the shot.

� Know and demonstrate safety procedures for all throwing events

� Demonstrate proper mechanics for high jumping

� Demonstrate proper mechanics for long jumping

� Demonstrate proper mechanics for distance running

� Demonstrate pacing techniques

� Demonstrate proper mechanics for sprinting

� Demonstrate a sprint start

ACTIVITIES:


� Lead-up drills

� Practice drills

� Practice drills with modified apparatus

� Practice drills with apparatus

ASSESSMENT:

� Student participation in throwing activities.

� Student and teacher observation of mechanics in all throwing events.

� Demonstration of all safety procedures.

� Student participation in jumping activities.

� Student and teacher observation of mechanics in jumping events.

� Student participation in timed runs.

� Student participation in races.

� Student and teacher observation of mechanics in all running events

52



TOPIC: ULTIMATE FRISBEE

STANDARDS:







activity.


environments.































period of time.






53



changes.


of fitness.





participation.


physical activity.






interaction.






OBJECTIVES:


� Demonstrate proper throwing and catching skills.

� Demonstrate a basic knowledge of offensive and defensive skills.

� Apply all rules and skills learned to game play.

ACTIVITIES:


� Teacher lecture and demonstration of backhand throw and catches (thumb up and thumb down)

� Skill drills and practice - line drills, keep a way, cutting drill


� Game play

ASSESSMENT:



54



TOPIC: VOLLEYBALL

STANDARDS:







activity.


environments.































period of time.






55



changes.


of fitness.





participation.






interaction.






OBJECTIVES:


� Understand and apply all rules to game play

� Execute proper Volleyball techniques.

� Practice improving communication skills by working with teammates in the game

� Increase eye hand coordination.

� Demonstrate positive working relationships with each other.


ACTIVITIES:


� Pairs drills (set, bump)

� Circle drills (set, bump)

� Serving drills

� Wall drills (set, bump)

ASSESSMENT:


� Skills rubric


56

HIGH SCHOOL

UNIT PLANS

57



TOPIC: AEROBICS/GROUP EXERCISE/DOUBLE DUTCH

STANDARDS:



� NJCCCS: 2.5 A1 Demonstrate mature, mechanically correct form and control when combining and

modifying movement skills in applied settings.

� NJCCCS: 2.5 A2. Use information from internal and external sources to detect, analyze, and correct

errors in movement skills and patterns used in applied settings.

� NJCCCS: 2.5 A4. Transfer specialized movement skills that use similar patterns from one movement

activity to another.

� NJCCCS: 2.5 A5 Design and perform smooth flowing sequences with intentional changes in direction,

flow, and speed (e.g., martial arts, line dance, roller-blading, swimming).

� NJCCCS: 2.5 B2. Predict changes in movement performance based on the application of balance,

counter balance, weight transfer, and agility.



� NJCCCS: 2.5 A3. Apply and analyze the use of momentum, force, and torque to enhance or change

the performance of movement skills during physical activity.




flow, and speed (e.g., martial arts, line dance, roller, swimming).

� NJCCCS: 2.5 B1. Analyze a movement performance and discuss how each part can be made more

interesting, creative, efficient, and/or more effective.



� NJCCCS: 2.5 B3. Analyze the impact of kinesthetic awareness, “perfect” practice, motivation, and

appropriate challenges in facilitating the learning and refinement of a movement skill.


� NJCCCS: 2.6 C1. Engage in a variety of sustained, vigorous physical activities to enhance each


� NJCCCS: 2.6 C2. Perform at the intensity level needed to enhance cardiovascular fitness, monitor

physiological responses before, during and after exercise, and modify exercise appropriately in

response.


� NJCCCS: 2.6 A1. Predict the short- and long-term physical, social, and emotional benefits and

potential problems associated with regular physical activity.

� NJCCCS: 2.6 A2. Summarize the causes, influences, and responses of body systems during exercise.

� NJCCCS: 2.6 B1. Develop and implement a training program to maximize health benefits and prevent

exercise-related injuries and illnesses.

� NJCCCS: 2.6 B2. Apply training principles to establish a progression of activity that will improve

each component of fitness and justify the use of each principle.





response.

� NJCCCS: 2.6 C4. Demonstrate age and gender-specific progress towards the achievement of fitness

58

goals for each component of health-related and skill-related fitness.

� NJCCCS: 2.6 C5. Modify a fitness plan to accommodate for injury, illness, pregnancy, aging, and

disability.



� NJCCCS: 2.5 D1. Analyze the role, responsibilities, and preparation of players, officials, trainers, and

other participants and recommend strategies to improve their performance and behavior.


interaction.

� NJCCCS: 2.5 B4. Analyze how movement activities reflect culture, era, geography, or historical

context.

� NJCCCS: 2.5 D1. Analyze the role, responsibilities, and preparation of players, officials, trainers,

and other participants and recommend strategies to improve their performance and behavior.

OBJECTIVES:


� Perform fitness walking activities for aerobic endurance.

� Perform dynamic warm up/flexibility exercises.

� Demonstrate proper mechanics of bench stepping.

� Learn and Perform simple patterns of step aerobics.

� Learn and Perform complex combinations of step aerobics patterns.

� Recognize safe and contraindicated forms of exercise.

� Measure heart rate via the carotid and/or radial artery.

� Understand the relationship between heart rate and exercise intensity.

� Perform calisthenics to exercise the abdominal/trunk region.

� Perform calisthenics to exercise the lower body.

� Perform calisthenics to exercise the upper body.

� Perform partnered calisthenics.

� Perform manual resistance exercises with partners.

� Engage in exercises of varying intensities.

� Demonstrate basic jump rope/skipping skills.

� Learn and Practice advanced jump rope/skipping skills.

� Demonstrate proper use of selected equipment for the upper body.

� Demonstrate proper use of selected equipment for the lower body.

� Demonstrate proper use of selected equipment for the abdominal/trunk.

� Practice coordinated efforts to turn Double Dutch rope (single).

� Practice coordinated efforts to turn Double Dutch ropes.

� Measure the timing to enter single rope.

� Measure the timing to enter Double Dutch ropes.

� Demonstrate proper use of the stability ball for the upper body.

� Demonstrate proper use of the stability ball for the lower body.

� Demonstrate proper use of the stability ball for the abdominal/trunk.

� Perform partnered stability ball exercises.

� Perform medicine ball drills.

� Perform ladder drills.

� Perform low level plyometric drills.

� Perform moderate level plyometric drills.

� Perform high level plyometric drills.

59

ACTIVITIES:

� Endurance based fitness walk

� Step specific dynamic warm up and flexibility

� Basic step skills

� Patterns of basic step skills

� "Basic" step, over-the-top, V-step, turn step

� Corner-to-corner, knee lifts, side lifts, back kicks, repeaters

� Back lunges, side lunges, multiples

� L-step, T-step, A-step

� Combinations of step patterns

� Perform calisthenics to exercise the trunk

� Advanced Step skills: 1/4 turns

� Advanced Step skills: power moves

� Advanced Step skills: change of approach

� Heart Rate measurements- manual

� Basic jump rope

� Advanced jump rope

� Circuit training- timed

� Interval training- timed

� Agility drills using ladders

� Medicine ball throws

� Timed jump training

� Jump training using mini hurdles

� Jump training using low ploy boxes

� Turning large single ropes

� Turning Double Dutch ropes

� “Jumping in” single ropes

� “Jumping in” Double Dutch ropes

ASSESSMENT:

� Heart Rate measurement and comparison

� Self assessment

� Peer assessment

� Timed interval/circuit training stations

� Teacher assessment- visual

� Teacher assessment- verbal

� Teacher assessment- written

� SBHS grading rubric

60



TOPIC: BASKETBALL

STANDARDS:











� NJCCCS: 2.5 C1. Demonstrate and assess tactical understanding by using appropriate and effective

offensive, defensive, and cooperative strategies in applied settings.




















response.











response.



61





� NJCCCS: 2.5 D2. Investigate the impact of rules and regulations on the health and safety of

participants.


interaction.




participants.

OBJECTIVES:


� Explain the rules, playing regulations, and boundaries in the sport of basketball.

� Know and understand the different player positions on the court (e.g. point guard, shooting guard,

forward).

� Dribble a basketball correctly using both hands in a stationary position as well as while moving

across the court with proper head and body position.

� Know and be able to demonstrate the three types of passes used in basketball (e.g. chest, bounce,

overhead passes).

� Use proper form shooting from a stationary position.

� Demonstrate the understanding of the three basic shots in basketball (lay-up, foul shot, jump shot).

� Demonstrate the proper defensive stance and position used in a variety of defenses.

� Understand the differences between the different types of defenses used in the game of basketball

(e.g. zones and man to man).

� Develop the inclusion of lead up games and activities for the game of basketball.

� Develop etiquette, scoring and sportsmanship in a regulation game and tournament play.

ACTIVITIES:


� Upper and lower body stretching.

� Verbal rules and boundaries game while stretching (True or False).

� Stationary ball handling drill

� Ball handling drill while in movement

� Dribble knock out

� Lay-up competition.

� Shooting knock out from foul line.

� Shooting knock out from the 3pt line.

� Around the world

� 4 spot shooting competition to 7

� One vs. one roll out

� Metro Hoops drill (defensive slide drill)

� 3 vs.3 competition.

� 5 vs.5 competition.

62

ASSESSMENT:

� Active participation in warm-up, stretching, drills and game play.

� Written packet followed by written quiz on rules and regulations of basketball.

� Effort, attitude, and etiquette in unit of basketball.

63



TOPIC: DANCE

STANDARDS:
































response.





� NJCCCS: 2.6 A3. Describe how preventive healthcare, physiological monitoring, hydration, a safe

environment, and exercising with a partner contribute to safe fitness activities.









64

response.

� NJCCCS: 2.6 C3. Assess personal level of fitness, design a personal fitness plan considering current

health and fitness status, goals and interests, skill level, accessibility and costs, and use technology

to implement, monitor, and evaluate the plan.








interaction.


context.



OBJECTIVES:



� Perform dynamic warm up/flexibility exercises.

� Perform Dance specific warm up/ flexibility exercises.

� Learn and Perform basic contemporary dance moves.

� Learn and Perform complex combinations of dance patterns.

� Learn and practice pt. 1 of choreography of class dance piece.





� Choreograph addition to class dance piece.

� Form groups to create original choreography.

� “4 moves” choreography challenge.

� Old School choreography challenge.

� Contemporary choreography challenge.

� Silly Theme choreography challenge.

� Final project: Group choreography.

� Presentation of Final Project.

� Presentation of class choreography.

� Understand qualities of dance choreography.


ACTIVITIES:


� Dance specific dynamic warm up and flexibility- instructor led

� Dance specific dynamic warm up and flexibility- student led

� Perform exercises for strength/endurance of the Trunk

� Perform exercises for strength/endurance of the Upper Body

� Perform exercises for strength/endurance of the Lower Body

� Basic contemporary dance moves

� Patterns of contemporary dance choreography

� Class choreography, pt. 1

65





� Presentation of class choreography

� Small group work: create addition/ending to class choreography

� Movements and Patterns that create line changes, level changes, tempo changes

� Monitoring intensity of dance moves: Heart Rate measurements- manual

� Small group work: “4 moves” choreography challenge

� Small group work: “Old School” choreography challenge

� Small group work: “Contemporary” choreography challenge

� Small group work: “Silly dances” choreography challenge

� Small group work: choosing music and theme/genre of dance pieces

� Small group work: creating original choreography, 8-8 counts

� Presentation of original choreography

ASSESSMENT:

� Self assessment

� Peer assessment




� Heart Rate measurement and comparison


66



TOPIC: FOOTBALL

STANDARDS:










flow, and speed.
























response.











response.


67







participants.


interaction.




participants.

OBJECTIVES:


� Perform fundamental skills such as catching, passing, running, and kicking.

� Understand and implement basic offensive and defensive strategies, both as a team and as

individuals.

� Implement basic offensive and defensive positions and formations.

� Implement basic scoring principles, rules and understand the penalties for violations of these rules.

� Understand the dimensions of the playing field, boundaries and other areas of importance.

� Identify potential risks and dangers associated with physical activity and describe how to

minimize these risks

� Understand the importance of physical conditioning and its relationship to participation in the

sport of football.

ACTIVITIES:

� Cardio Warm-up and Flexibility (Perform prior to each lesson.)

� DAY 1

Discuss playing field, general rules and scoring procedures. (Handout)

Passing and catching skills

! Grip/throwing technique

! Catching techniques

Lead up activity… Ultimate Football

Debrief, review of days activities, emphasis on rules and scoring.

DAY 2

Review basic passing and catching skills from previous lesson

Introduce proper technique for holding and running with a football

Introduce pass patterns and non-stationary passing and catching.

Introduce offensive and defensive player positions and basic responsibilities.

Identify and discuss potential dangers and risks associated with football and means by which

to reduce them.

Debrief

DAY 3

Review of previous day’s skills and activities.

Introduce and practice different styles of kicking: Kickoff, Punting, Field goals/extra points

Game play introduction and short game play time.

Skills competition: Punt, Pass and Kick

Debrief

DAY 4

Continuation of skills competition.

68

Quiz on rules, scoring and field dimensions

Full game schedule.

Debrief

DAY 5

Full game schedule

Debrief.

ASSESSMENT:

� Skills analysis

� Game observations

� Understanding of basic rules, scoring procedures and team strategy.

� Quiz score

69



TOPIC: FRISBEE GOLF

STANDARDS:
























response.










response.




physical settings.


participants.


interaction.


participants.

70

OBJECTIVES:


� Explain the rules and scoring in Frisbee Golf.

� Demonstrate a variety of throwing techniques.

ACTIVITIES:


� Lead up throwing drills

� Game play

ASSESSMENT:

� Student and teacher observation and evaluation of technique

� Written rules and scoring quiz


71


Physical Education Lesson Plan

TOPIC: GOLF

STANDARDS:




































o NJCCCS: 2.5 D2. Investigate the impact of rules and regulations on the health and safety of

participants.

NASPE Standard 6: Value physical activity for health, enjoyment, challenge, self-expression, and/or

social interaction.


participants.

72

OBJECTIVES:


� Explain the rules and scoring in Golf.

� Understand common golf terminology.

� Understand cause and effect factors that influence ball flight.

� Demonstrate pre- and in-swing fundamentals of the short and long game.

� Demonstrate pre- and in-swing fundamentals of putting.

ACTIVITIES:


� Teacher lecture and demonstration

� Putting practice

� Chipping practice

� Pitching practice

� Driving practice

ASSESSMENT:

� Student and teacher observation and evaluation

� Skills rubric


73



TOPIC: GYMNASTICS

STANDARDS:













�















�






response.











response.



74



NJCCCS: 2.5 D1. Analyze the role, responsibilities, and preparation of players, officials, trainers, and


OBJECTIVES:


� Demonstrate basic ability to perform tumbling and apparatus skills.

� Demonstrate a basic knowledge of safety procedure on mats and equipment.

� Demonstrate a basic knowledge of spotting techniques on mats and equipment.

ACTIVITIES:


o TUMBLING:

� Forward Roll (regular, straddle, pike)

� Backward Roll

� Tripod

� Headstand

� Headstand into forward roll

� Cartwheel

� Round-off

� Dive and forward roll

� Handspring

� Front walkover

� Back walkover

o VAULTING HORSE:

� Squat-vault

� Straddle vault

� Side vault

� Front vault

� Back vault

� Wolf vault

� Mount (knee, straddle, flank)

� Walk

� Turn

� Dismount (jump, flank, round off)

� Backwards Walk

� Knee scale

� V-seat

� Split

� Forward roll

� Cartwheel

� Walk over

o BALANCE BEAM:

� Mount (knee, straddle, flank)

� Walk

� Turn

� Dismount (jump, flank, round off)

� Backwards Walk

� Knee scale

� V-seat

� Split

� Forward roll

75

� Cartwheel

� Walk over

o PARALLEL BARS:

� Mounting

� Swinging (upper arm hand/support position)

� Forward swing to cross – riding – seat

� Shoulder stand

� Elbow scale

� Forward roll in cross-riding-seat

� Front dismount

� Rear dismount

� Kip

ASSESSMENT:

� In skill testing, demonstrate the ability to perform the minimum number of skills in each of the

areas required.

� Demonstrate the ability to properly spot a classmate on various pieces of apparatus and mats.

� Demonstrate the ability to put various skills together to form a routine.

76



TOPIC: PROJECT ADVENTURE –HIGH ELEMENTS

STANDARDS:








flow, and speed.



























participants.


interaction.




participants.

77

OBJECTIVES:

� Students will know and be able to demonstrate an understanding of movement concepts and the

use of motor skills

� Students will know how to properly use a climbing harness

� Students will demonstrate the ability to apply all proper climbing and belaying commands

� Demonstrate the ability to belay as a member of a team

� Actively attempt to climb the high ropes elements in relationship to the “challenge by choice”

philosophy

� Demonstrate responsible personal and social behavior

� Demonstrate the ability to use effective interpersonal skills

� Demonstrate the ability to use decision making skills of appropriate goal setting, risk-taking, and

problem solving

� Understand that challenge, enjoyment, creativity, self-expression and social interaction are

important, life-enhancing experiences and are found in adventure activities

� Demonstrate an understanding and respect for differences

� Play hard, Play safe, Play fun

ACTIVITIES:


� Catwalk

� Two-Line Bridge

� HeeBee-JeeBee

� Multivine

� Swings

� High Wild Woosey

� Horizontal Ladder

� Swingshot

� Flying Squirrel

� Zipline

� Quadraphenia

� Two Ships Passing

� Ladder of Success

ASSESSMENT:

� Self-Assessment Questions/Worksheet

� Goal Setting

� Observation Checklist

� Journal Entry

� Active Participation

78



TOPIC: PROJECT ADVENTURE – LOW ELEMENTS

STANDARDS:








flow, and speed.



























participants.


interaction.




participants.

79

OBJECTIVES:

Students will know and be able to demonstrate an understanding of movement concepts and the use of

motor skills




problem solving





ACTIVITIES:


� TP Shuffle

� Warp Speed

� Human Knot

� Disc Jockeys

� Trolley

� Key Punch

� Acid River

� Junkyard Traverse

� Turning over a new leaf

� The Meuse

� Nuclear Fence

� Herman the Pig

� Spiders Web

� Nitro Crossing

� Bull Ring

� Alligator Pit

� Trust Sequence/Falls

� Everybody Up

ASSESSMENT:

� Self-Assessment Questions/Worksheet

� Goal Setting

� Observation Checklist

� Journal Entry

� Active Participation

80



TOPIC: PICKLEBALL

STANDARDS:






















response.






response.






participants.


interaction.




participants.

OBJECTIVES:


� Demonstrate a proper serve by serving 3 out of 5 serves into the proper service area.

81

� Demonstrate a proper forehand drive by hitting 3 out of 5 returns into the opponent’s court.

� Demonstrate a proper backhand drive by hitting 3 out of 5 returns into the opponent’s court.

� Demonstrate a proper volley shot by hitting 3 out of 5 returns into the opponent’s court.

� Demonstrate a proper smash by hitting 2 out of 4 shots into the opponent’s court.

� Demonstrate the ability to function as a teammate by working in pairs during tournament play.

� Demonstrate basic knowledge of Pickleball court dimensions and recognize the following areas on the

court: non-volley zone, service areas (4), backline (2), and sideline.

� Demonstrate basic knowledge of Pickleball rules including “double bounce” and “faults”, and be able to

referee their own courts.

ACTIVITIES:


� Introduce the Serve, Forehand, and Backhand to students. Highlight service rules. Let students play games

to practice.

� Introduce the Overhead Smash, Lob, Drive and Drop specialty shots to students. Highlight “double bounce”

rule. Let students play games to practice.

� Introduce the volley and pairs play to students. Highlight “non-volley zone” rules.

� Practice play

� Tournament play.

ASSESSMENT:

� Student and teacher observation and evaluation

� Skills rubric


RESOURCES:

� See website: http://alex.state.al.us/lesson_view.php?id=6955

� Includes the following:

o Pickleball Court Diagram Handout

o Pickleball Court Study Guide

o Pickleball Test & Answer Key

o Pickleball Skill Test Handout

82



TOPIC: RECREATIONAL GAMES

STANDARDS:
































response.














83





participants.


interaction.




participants.

OBJECTIVES:


� Explain Badminton rules and scoring.

� Demonstrate basic badminton skills.

� Explain Blongoball rules and scoring.

� Demonstrate the variety of blongo throwing techniques.

� Explain Bocce rules and scoring.

� Demonstrate the basic skills of bocce.

� Explain Horseshoes rules and scoring.

� Demonstrate the proper throwing techniques of horseshoes.

� Explain Pickleball rules and scoring.

� Demonstrate the basic Pickleball strokes.

� Explain Speedball rules and scoring.

� Demonstrate the basic Speedminton strokes.

ACTIVITIES:


� Badminton

� Blongoball

� Bocce

� Horseshoes

� Pickleball

� Speedminton

ASSESSMENT:

� Student and teacher observation and evaluation of basic skills.

� Written quiz on rules and scoring.


� SBS grading rubric

84



TOPIC: SILLY GAMES

STANDARDS:
































response.






participants.


interaction.




participants.

85

OBJECTIVES:

� Students will know and be able to demonstrate an understanding of movement concepts and the

use of motor skills

� Effectively move safely through space while actively participating




problem solving





ACTIVITIES:


� Various Tag Games

� Spud

� Red Rover

� Scooter Relays (variations)

� Hula Hoop Relays

� Tree-Rick Bridge

� Go and Touch Blue

� Ships Captains

� Steal the Bacon

� Simon Says

� Duck Duck Goose

� Concentration

� Kickball Variations

� Frantic (Flag Tag)

� 4 square

ASSESSMENT:

� SBHS PE Grading Rubric

� Self-Assessment Questions

� Written Quiz

86



TOPIC: SOCCER

STANDARDS:










flow, and speed.


















response.







response.








participants.

87


interaction.




participants.

OBJECTIVES:


� Demonstrate proper kicking technique and control with a soccer ball in a group setting while

keeping the ball below the waist level.

� Demonstrate proper kicking technique and control with a soccer ball while lofting it into the air.

� Demonstrate proper short and long passing technique to a partner and teammates

� Demonstrate proper trapping technique in order to regain control of the ball.

� Demonstrate proper technique when heading the ball into the goal or to a teammate.

� Cooperate with each other and work in a group setting while learning/practicing soccer skills and

proper technique.

� Work in modified teams while practicing soccer skills and proper technique during a facilitated

game.

� Recite the basic rules of a soccer games.

� Demonstrate basic knowledge of a soccer field dimensions and recognize the following areas on

the field: center circle, center ling, goal line, and corner arc.

ACTIVITIES:


� Introduce dribbling, short and long passes, and trapping to students. Let students play games to

practice.

� Introduce heading the soccer ball, as well as when to head the ball during game play, to students.

Let students play games to practice.

� Introduce the dimensions of the soccer field, as well as ruling during game play. Let the students

play modified games to practice.

� Game play.

ASSESSMENT:

� Written rules quiz

� Skills rubric


88



TOPIC: SPEEDBALL

STANDARDS:






















flow, and speed (e.g., martial arts, line dance, roller blading, swimming).










response.






response.








89

participants.


interaction.




participants.

OBJECTIVES:


� Discuss the history of speedball including rules and safety

� Incorporate basic skills learned from soccer, football, and basketball

� Demonstrate new skills specific to speedball

� Demonstrate social skills and etiquette specific to speedball

� Demonstrate team concept strategies specific to speedball

� Develop an appreciation for speedball and varied games of this nature as determined by answers

on a questionnaire.

ACTIVITIES:

� Cardio Warm-up and Flexibility Exercises

� Passing and Catching Drills

� Foot Dribbling and Kicking

� Ground Balls and Aerial Balls

� Trapping, Blocking, Guarding and Goalkeeping

� Offensive and Defensive Strategies

� Game Procedures and Modified Games

� Regulation Games

ASSESSMENT:

� SBHS PE grading rubric

� Self-Assessment Questionnaire

� Written Quiz

90


Physical Education Lesson Plan

TOPIC: STRENGTH TRAINING

STANDARDS:




































response.







� NJCCCS: 2.6 A4. Evaluate the role of genetics, gender, age, nutrition, activity level, and exercise type

on body composition.



91



� NJCCCS: 2.6 B3. Compare and contrast the use of drugs, fitness products, and fads to achieve fitness.





response.







disability.

� NJCCCS: 2.6 C6. Discuss the use of body mass index, body fat percentage, and fat deposition as

measures of fitness.






participants.



interaction.


context.




participants.

� NJCCCS: 2.6 B3. Compare and contrast the use of drugs, fitness products, and fads to achieve

fitness.


disability.



OBJECTIVES:


� Perform upper body exercises using selected equipment

� Perform Upper Body exercises using calisthenics’, body weight, stability balls, tubing, other

apparatus

� Perform Complex upper body exercises using Free Weights

� Perform Simple upper body exercises using Free Weights

� Perform lower body exercises using selected equipment

� Perform lower body exercises using calisthenics’, body weight, stability balls, tubing, other

apparatus

� Perform Complex lower body exercises using Free Weights

� Perform Simple lower body exercises using Free Weights

� Perform exercises for the trunk using selected equipment

92

� Perform exercises for the trunk using calisthenics’, stability balls, and other apparatus

� Demonstrate proper form of exercises

� Choose appropriate exercises for select body parts

� Perform partner assisted or resisted exercises

� Demonstrate safe spotting technique

� Recognize safe and contraindicated forms of exercise

� Calculate and compare volume of work performed: Sets and Repetitions

� Engage in exercises of varying intensities

� Design comprehensive, balanced exercise routine for self

� Design comprehensive, balanced exercise routine for others

ACTIVITIES:


� Instruction and Practice: Selected Equipment

� Circuit Training, small groups

� Circuit Training, individual

� Circuit Training, timed intervals

� Instruction and Practice: Bench Press

� Instruction and Practice: Squat

� Instruction and Practice: Bent Over Row, One Arm Row

� Instruction and Practice: Shoulder Press

� Instruction and Practice: Fly

� Instruction and Practice: Lunge

� Instruction and Practice: DB Pullover

� Instruction and Practice: Romanian Dead Lift

� Instruction and Practice: Exercise for the Trunk

� Fitness Games: Muscular Strength

� Fitness Games: Muscular Endurance

� Using Exercise Cards

� Using Exercise Logs/ Journals

� Super Setting

� Giant Setting

� Weight Room Safety, Spotting, and Exercise Technique

� Creating your own workout

� Designing workouts for others

� Training with partners

� Machines vs. Free Weights

� Exercise Myths and Performance Enhancement Supplements discussion

ASSESSMENT:

� Muscular Strength test

� Muscular Endurance test

� Intensity comparison

� Volume comparison

� Exercise Card

� Fitness Log/ Journal

� Self assessment

� Peer assessment




93



TOPIC: TEAM HANDBALL

STANDARDS:






















flow, and speed.














response.











94



response.






participants.


interaction




participants.

OBJECTIVES:


� Demonstrate agility/cardio endurance

� To develop an appreciation for lifetime wellness

� Demonstrate team-building skills.

� Demonstrate eye-hand co-ordination skills using passing, dribbling, jumping running and

catching.

� Demonstrate and develop the rules of the game and good teamwork.

� To develop offensive and defensive strategies.

� To develop a pro-active environment.

� To develop readiness for anticipation, concentrate and control.

� To develop an opportunity for fun play.

� To develop and promote good sportsmanship thru proper sports etiquette.

ACTIVITIES:

� Cardio Warm-ups and Flexibility

� Passing and catching skills to a moving target

� Floor passing to a partner.

� Floor passing to a specific space.

� Cut-throat handball” (3 person game, one against 2)

� Practice basic strokes with a partner (overhand, sidearm & underhand).

� Practice one on one basic shots with partner (passing, kill & ceiling)

ASSESSMENT:

� Crossword puzzle for handball vocabulary.

� Video students using various skills pre-activity & post-skill drills.

� Short games & Full game every other day using all the strokes and shots.


� Skills rubric


95



TOPIC: TENNIS

STANDARDS:

























participants.


interaction.




participants.

OBJECTIVES:


� Demonstrate the proper forehand/backhand grip on the racquet.

� Demonstrate the forehand/backhand groundstroke.

� Demonstrate the forehand/backhand volley stroke.

� Demonstrate the basic knowledge of tennis court dimensions (singles and doubles).

� Participate in an activity that is a lifetime sport.

� Demonstrate proper serve.

� Demonstrate the strategies and rules of both singles and doubles play.

� Demonstrate knowledge of tennis rules, etiquette and sportsmanship.

� Demonstrate ability to function as a teammate by working in pairs during doubles play.

� Demonstrate knowledge of tennis scoring for a game, set and match.

96

ACTIVITIES:

� Cardio Warm-up.

� Strength and flexibility warm-up.

� Introduce the proper grip and have the students tap the ball in the air 10 times.

� Demonstrate and practice tapping the ball down consecutively 10 times.

� Introduce the proper grip and have students rally over the net inside the service boxes (short

court).

� Introduce the serve and have the students practice serving into the proper service area.

� Introduce the volley and have students play games of doubles.

� Modified games with underhand serve and play games to 10.

� Introduce and play “Four Square” tennis game.

� Introduce and play “King of the Court”

� Introduce and play “Tennis baseball” game.

� Introduce and play “Team Singles” game.

� Introduce the ball machine and have students practice groundstrokes.

� Organize singles and doubles tournament play.

ASSESSMENT:

� Self-Assessment Skills Test – Serve/Forehand/Backhand/Volley

� Written quiz on rules, scoring and etiquette of tennis

� Actively participating in warm-up, class drills and game play.

� Skills rubrics



97



TOPIC: TRACK and FIELD

STANDARDS:




























response.












goals for each component of health-related and skill-related fitness deposition as measures of fitness.






98

participants.


interaction.




participants.

OBJECTIVES:


� Demonstrate proper mechanics for putting the shot.

� Demonstrate proper mechanics for high jumping.

� Demonstrate proper mechanics for long jumping.

� Demonstrate pacing techniques.

� Demonstrate proper mechanics for sprinting.

� Demonstrate a sprint start.

� Demonstrate proper relay technique.

ACTIVITIES:


� Lead-up drills

� Practice drills

� Practice drills with modified apparatus

� Practice drills with apparatus

ASSESSMENT:

� Student participation in throwing, jumping and running activities.

� Adherence to all safety procedures.

� Student and teacher observation and evaluation of mechanics in throwing, jumping and running

events.

� Skills rubrics


99



TOPIC: ULTIMATE FRISBEE

STANDARDS:






















flow, and speed.












response.











response.

100






participants.


interaction.




participants.

OBJECTIVES:


� Perform fundamental skills such as catching, throwing.

� Understand and implement basic offensive and defensive strategies, both as a team and as

individuals.

� Implement basic scoring principles, rules and understand the penalties for violations of these rules.

� Understand the dimensions of the playing field, boundaries and other areas of importance.

� Identify potential risks and dangers associated with physical activity and describe how to

minimize these risks.

� Understand the importance of physical conditioning and its relationship to participation in the

sport of ultimate Frisbee.

ACTIVITIES:

� Cardio Warm-up and Flexibility (Perform prior to each lesson.)

DAY 1

Discuss plying field, general rules and scoring procedures. (Handout)

Passing and catching skills

Grip/throwing technique

Catching techniques

Lead up activity… small group game (3 on 3, 4 on 4), circle drills

Debrief, review of days activities, emphasis on rules and scoring

DAY 2

Review basic passing and catching skills from previous lesson

Introduce offensive principles

Introduce defensive strategies: man vs. zone defense, marking players, intercepting, and change of

possession.

Identify and discuss potential dangers and risks associated with activity and means by which to reduce

them.

Debrief

DAY 3

Review of previous day’s skills and activities.

Skills assessment

Quiz: field dimensions, scoring, terminology

Debrief

DAYS 4 and 5

Tournament play

Debrief

101

ASSESSMENT:

� Skills rubric

� Teacher observation and evaluation.

� Written rules quiz


102



TOPIC: VOLLEYBALL

STANDARDS:










flow, and speed.












flow, and speed.














response.




� NJCCCS: 2.6 A2. Summarize the causes, influences, and responses of body systems during exercise.-

2






103




response.






participants.


interaction.


context.




participants.

OBJECTIVES:


� Facilitate the learning of the rules and playing regulations and boundaries of the sport of

volleyball.

� Develop the volleyball serving skill with concentration on the underhand and overhand serve.

� Develop the offensive strategies of volleyball. This includes the skills of serve, forearm pass

(bump), set pass, dink and the spike.

� Develop the defensive strategies of volleyball. This includes the skills of the block and the dig.

� Develop rotation practices for both two line and three line teams.

� Develop the inclusion of lead-up games and activities for the game of volleyball.

� Develop etiquette and sportsmanship and scoring in regulation game and tournament play.

ACTIVITIES:


� Upper body and lower body stretching

� Verbal rules and boundaries game (True or False)

� Stretching with emphasis on hands, arms, and shoulders

� Serve and Catch game

� Keep it up game (Teams in a Circle)

� Forward and backward set, bump, pass drill

� Serve, bump, catch drill with teams in circle

� Modified volleyball game (Unlimited hits, throw serve)

� Practice game- play with scoring, rotation every play.

� Game and tournament play using all rules, boundaries, etiquette learned throughout unit.

ASSESSMENT:

� Service test (5 of 7 in play)

� Set, pass and bump test (4 of 5 successful)

� Skills rubrics

� Written quiz on rules and regulations of volleyball (8 out of 10 questions correct.)

� Active participation in warm-up, stretching, drills and game play.

� Effort, attitude, and etiquette in unit of volleyball.


104



TOPIC: WALKING/FITNESS

STANDARDS:




































response.







� NJCCCS: 2.6 A4. Evaluate the role of genetics, gender, age, nutrition, activity level, and exercise type

on body composition.


105









response.







disability.




interaction.


context.




participants.

� NJCCCS: 2.6 B3. Compare and contrast the use of drugs, fitness products, and fads to achieve

fitness.


disability.



OBJECTIVES:



� Demonstrate proper form of exercises.

� Recognize safe and contraindicated forms of exercise.


� Measure heart rate with the use of heart rate batons.

� Understand the relationship between heart rate and exercise intensity.

� Calculate and compare volume of work performed.

� Engage in exercises of varying intensities.

ACTIVITIES:



� Exercises and drills for Fitness Trail/ Interval Course

� Walk through Fitness Trail/ Interval Course

� Timed Fitness Trail/ Interval Course

� Small group Fitness Trail/ Interval Course

� Large group Fitness Trail/ Interval Course

� Individual Fitness Trail/ Interval Course

106

� Pedometer Training

� Games using Pedometers

� Heart Rate Training- manual

� Heart Rate Training- batons

� Intensity intervals- power walking levels 1-3

� Bleacher drills

� Walking relays

� Walking Circuit Training- Track

� Walk & Play

ASSESSMENT:

� Timed Fitness Trail/ Interval Course

� Heart Rate Log

� Heart Rate Comparison

� Pedometer Log

� Pedometer Comparison

� Self assessment

� Peer assessment





Documents

K-12 Physical Education Curriculum