PEH114-115, 214-215, 314-315, 414-415 PHYSICAL …sharepoint.pthsd.k12.nj.us/ci/Approved Curriculum/PEH114-115,214...badminton serve task sheet ... observation checklist for applied

June 7, 2016

Table of Contents STATEMENT OF PURPOSE/RATIONALE .................................................................................................................................................................... 5

PHILOSOPHY OF HIGH SCHOOL PHYSICAL EDUCATION ............................................................................................................................................ 6

MODIFICATIONS AND ADAPTATIONS ...................................................................................................................................................................... 6

THE LIVING CURRICULUM ....................................................................................................................................................................................... 7

AFFIRMATIVE ACTION ............................................................................................................................................................................................ 7

GENERAL GOALS ..................................................................................................................................................................................................... 8

CHARACTERISTICS OF THE PROGRAM ..................................................................................................................................................................... 9

EVALUATION / ASSESSMENT ................................................................................................................................................................................ 14

PARSIPPANY-TROY HILLS TOWNSHIP SCHOOLS COURSE PROFICIENCIES ................................................................................................................ 16 AEROBICS (Elective) ............................................................................................................................................................................................................ 19 ARCHERY (11TH and 12TH Grade Elective) ............................................................................................................................................................................... 21 BADMINTON ....................................................................................................................................................................................................................... 22

BASKETBALL ....................................................................................................................................................................................................................................... 23 FIELD HOCKEY (Elective) .................................................................................................................................................................................................................... 25

FLOOR HOCKEY ................................................................................................................................................................................................................... 26 GOLF .................................................................................................................................................................................................................................. 27 LACROSSE ........................................................................................................................................................................................................................... 28 PHYSICAL FITNESS/WELLNESS.............................................................................................................................................................................................. 30 RACQUETBALL .................................................................................................................................................................................................................... 34 RECREATIONAL GAMES ....................................................................................................................................................................................................... 35 SOCCER ............................................................................................................................................................................................................................... 38

TENNIS (11th and 12th Grade Elective) .............................................................................................................................................................................................. XIV TOUCH FOOTBALL .............................................................................................................................................................................................................. XIII VOLLEYBALL ........................................................................................................................................................................................................................ 15 STRENGTH AND CONDITIONING .......................................................................................................................................................................................... 16

BIBLIOGRAPHY ..................................................................................................................................................................................................... 20 TEACHER RESOURCES .......................................................................................................................................................................................................... 20 ADDITIONAL SITES .............................................................................................................................................................................................................. 25

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SAMPLE GRAPHICAL SUMMARY ............................................................................................................................................................................... 51

WORKOUT CARD for ............................................................................................................................................................................................. 55 Fitness Self-Reflection ......................................................................................................................................................................................................... 56

Part I: Heart Monitor Data................................................................................................................................................................................................................. 56 Sample Fitness Self-Reflection ............................................................................................................................................................................................. 60 WELLNESS FOR LIFE STUDENT APPRAISAL INSTRUMENT ...................................................................................................................................................... 63 Cardio-respiratory Endurance Activity Log ........................................................................................................................................................................... 65

Minimum Maximum ..................................................................................................................................................................................................................... 68

Heart Rate Based on a 10-Second Count ............................................................................................................................................................... 69 SAMPLE AUTHENTIC ASSESSMENT Development of Personal Fitness Program ...................................................................................................................... 71

Cardio-Respiratory Endurance ..................................................................................................................................................................................................... 72 Muscular Strength and Endurance .............................................................................................................................................................................................. 73 FLEXIBILITY PLAN ........................................................................................................................................................................................................................ 75

Calories/Hour Expended in Common Physical Activities ........................................................................................................................................ 78

t---:-M, ; --+ I I I I I -H I I I I I I BM,- j ...................................................................................................................................................... 81 vv ...................................................................................................................................................................................................................................... 81

Age (years) ...................................................................................................................................................................................................................................... 82 PERSONAL FITNESS PROGRAM RUBRIC ................................................................................................................................................................................ 83 APPENDIX C SELF ASSESSMENT ....................................................................................................................................................................................... 85

GENERIC RUBRIC FOR SPORT UNIT IN PHYSICAL EDUCATION .......................................................................................................................................................... 86 AEROBIC UNIT ASSESSMENT OF LEARNING ...................................................................................................................................................................................... 87 GRADING ........................................................................................................................................................................................................................................... 87 BADMINTON SERVE TASK SHEET ....................................................................................................................................................................................................... 89 BASKETBALL SKILL CHECKLIST ............................................................................................................................................................................................................ 91 PEER SELF-ASSESSMENT BASKETBALL ............................................................................................................................................................................................... 93 PEER ASSESSMENT FORM BASKETBALL ............................................................................................................................................................................................. 94 BASKETBALL EVALUATION FORM ...................................................................................................................................................................................................... 98 FITNESS ASSESSMENT ........................................................................................................................................................................................................................ 99 OBSERVATION CHECKLIST FOR APPLIED SKILLS IN SPORT UNITS .................................................................................................................................................... 101 RATING SCALE SLOWPITCH SOFTBALL ............................................................................................................................................................................................ 102 RATE OF PERCEIVED EXERTION ....................................................................................................................................................................................................... 103 Basketball Lesson 2 Passing the Ball ................................................................................................................................................................................................ 106

HYPERLINKS TO STANDARDS ............................................................................................................................................................................................. 109

STATEMENT OF PURPOSE............................................................................................................................................................................... 110

PHILOSOPHY .................................................................................................................................................................................................... 110

GENERAL GOALS .............................................................................................................................................................................................. 111

II. ADAPTATIONS FOR STUDENTS WITH SENSORY PROCESSING DIFFICULTIES ....................................................................................... 114

II. ADAPTATIONS FOR STUDENTS WITH POOR COORDINATION OR DIFFICULTY WITH MOTOR LEARNING ............................. 116

IV. ADAPTATIONS FOR STUDENTS WITH COGNITIVE DIFFICULTIES ....................................................................................................... 118

V. ADAPTATIONS FOR STUDENTS WITH BEHAVORAL DIFFICULTIES ....................................................................................................... 120

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STATEMENT OF PURPOSE/RATIONALE The 9-12 grades Physical Education curriculum is designed to foster physical and cognitive skills necessary for students to recognize the importance of lifetime physical activity. The high school curriculum provides continuing opportunities for students to become proficient in a variety of motor skills, understand principles of exercise physiology, and demonstrate progress toward achieving a healthy level of fitness.

Students will demonstrate successful completion of the Physical Education curriculum by their ability to accept personal responsibility for their own physical fitness. Students will be able to set and strive toward achievable fitness goals through safe participation in physical activities.

The purpose of this revision is to update the course of study with the New Jersey Student Learning Standards Standards (SLS) for English Language Arts and the New Jersey Student Learning Standards (NJSLS) for Technology, essential questions and enduring understandings.

PHILOSOPHY OF HIGH SCHOOL PHYSICAL EDUCATION This is the last opportunity Physical Educators have to impact how students view physical activity. It is imperative that as we prepare our students for the world beyond school we empower them with the skills and knowledge necessary to lead healthy and physically active lives. Never has it been more important to provide students with the skills and competencies to remain fit and healthy. The times we live in require that we provide a curriculum that meets the individual needs of our students. We must keep pace with changes in technology, society, emerging health issues, and changes in education. As educators we are committed to the role of lifelong learners.

We are committed to providing high-quality daily physical education for all students. Obesity and inactivity are risk factors for all three leading causes of death in the United States. Approximately 38% of adults over 18 years of age do not regularly participate in physical activity.1 We must introduce our students to a wide variety of physical activities so they may acquire the skills necessary to achieve and maintain a health-enhancing level of fitness. We will take advantage of the technology that currently exists, such as computer software, the Internet, and heart rate monitors and pedometers to provide high-quality student assessment in physical education. We are committed to using a variety of standards-based assessment tools to demonstrate student progress and to monitor the effectiveness of our program.

MODIFICATIONS AND ADAPTATIONS

For guidelines on how to modify and adapt curricula to best meet the needs of all students, instructional staff should refer to the following link - http://njcdd.org/wp-content/uploads/2016/08/tools-teacherspart2.pdf. Instructional staff of students with Individualized Education Plans (IEPs) must adhere to the recommended modifications outlined in each individual plan. Additional adaptions for students with decreased mobility, processing difficulties, poor coordination and difficulty with motor learning, cognitive difficulties, behavioral difficulties, and special medical needs is located at the conclusion of this document.

http://njcdd.org/wp-content/uploads/2016/08/tools-teacherspart2.pdf

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THE LIVING CURRICULUM Curriculum guides are designed to be working documents. Teachers are encouraged to make notes in the margins. Written comments can serve as the basis for future revisions. In addition, the teachers and administrators are invited to discuss elements of the guides as implemented in the classroom and to work collaboratively to develop recommendations for curriculum reforms as needed.

AFFIRMATIVE ACTION During the development of this course of study, particular attention was paid to material, which might discriminate on the basis of sex, race, religion, national origin, or creed. Every effort has been made to uphold both the letter and spirit of affirmative action mandates as applied to the content, the texts and the instruction inherent in this course.

GENERAL GOALS Students will:

1. design and participate in a lifetime fitness program.

2. acquire the movement skills to successfully participate in a variety of games and sports.

3. cooperate with others in problem solving and group challenges that carry over to all aspects of life beyond high school.

4. assume responsibility for their own activity experiences.

5. analyze, evaluate and interpret health information.

6. develop positive health practices.

7. provide interdisciplinary instruction connecting student learning with real-world experience.

8. be provided with a supportive environment in which they will learn to appreciate physical activity while they develop lifelong health habits

that will ensure high qualities of life.

9. demonstrate increasingly sophisticated knowledge, skills and practices.

10. become an informed consumer.

11. plan a personal physical activity program that will help them to improve their current fitness and fitness throughout life.

12. exhibit positive behaviors and attitudes both as a spectator and a participant.

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CHARACTERISTICS OF THE PROGRAM 1. The Physical Education course of study is in compliance with the New Jersey’s State requirements and recommendations as to program, content,

procedures and affirmative action. 2. Physical Education will be ¾ credit and Health Education will be ¼ credit.

3. Physical Education is offered daily to each student for three marking periods. Health Education is offered for one marking period.

4. The Physical Education program is coordinated with other courses of study ensures unity with the total school program.

5. The Physical Education program is staffed by fully trained, accredited and certified Physical Education teachers.

6. The program allows for adequate use of gymnasium facilities and outdoor facilities to carry out instruction.

7. Students are provided with an interscholastic athletic program as an expansion of the Physical Education program.

8. Assessment procedures are consistent with policies of the school.

9. Activities listed in this course outline may be modified due to differences in the school’s facilities, staff expertise, and student needs.

EVALUATION/ASSESSMENT Physical Education Department Grade 9-12

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STUDENTS’ GRADES ARE BASED ON THE FOLLOWING:

PHS-PHHS

Analysis of skills which may include: Self-assessment Peer assessment Teacher observation

30%

Written knowledge which may include: Written assessment Homework assignments Tests & Quizzes Rules and gameplay comprehension

20%

Preparation which includes: Wears appropriate attire Arrives on time to class

20%

Follows directions and complies with safety procedures Active engagement and participation in class activities which may include: Sportsmanship Cooperation Performs Warm-ups Performs daily activity to best of ability

30%

Attempting fitness assessments in order to meet criteria reference standards

BENCHMARK ASSESSMENTS

Separately we assess students to gauge progress and inform instruction. Benchmark assessments for students in grades 9-12 Physical Education are administered at the end of marking period for Health, and Driver’s Education. Students complete a comprehensive final exam at the end of marking period four covering their three marking periods of enrollment in Physical Education.

EVALUATION / ASSESSMENT

PHYSICAL EDUCATION GRADING POLICY

6 5 4 3 2 1 0 PARTICIPATION Consistently

participates to best of ability with enthusi- asm and desire

Generally participates to best of ability

Participates, but not working to own ability

Participates below teacher expectation

Not seriously participating Below proficiency level

Participation poor Not attempting to meet proficiencies

Not participating

PREPARATION Always 1X 2X 3X 4X

SKILLS Technically Correct

Attempts with some mechanics

Attempts with poor mechanics

Not participating

WRITTEN KNOWLEDGE

100-90 89-80 79-70 69-60 59-0

1. Participation = students must take part in class activity. 2. Preparations = to promote safety and hygiene. No cutoffs or tank tops. 3. Skills = application of physical skills in testing and game situations. 4. Written Knowledge = average of tests/quizzes on unit activities. 5. Unacceptable conduct leading to a lack of cooperation or unsafe situations may result in a deduction of points in

the area of participation. 6. Physical fitness testing will be reflected in the participation and skills portion of the student’s grade, (i.e.,

achieving a fitness standard or improvement). 7. A positive leadership quality may result in additional points to improve the area of participation. 8. Additional unpreparedness beyond 4 will result in 1 point (each occurrence) from the student’s total marking

period points. POINT DISTRIBUTION HIGH SCHOOL

A 20 - 19 A− 18 B+ 17 B 16 B− 15 C+ 14 C 13 C− 12 D+ 11 D 10 F 9 - 0

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PARSIPPANY-TROY HILLS TOWNSHIP SCHOOLS

COURSE PROFICIENCIES Course: PEH114-115, 214-215, 314-315, 414-415 Title: PHYSICAL EDUCATION GRADES 9 - 12 In accordance with district policy as mandated by the New Jersey Administrative Code and the New Jersey Student Learning Standards, the following are proficiencies required for the successful completion of the above named course.

The student will:

1. demonstrate improvement in strength, flexibility, tone, endurance, relaxation and motor performance by participating daily in class. 2. appreciate the importance of an exercise program in daily life. 3. demonstrate knowledge and understanding of the components of cardiovascular fitness. 4. monitor heart rates and recovery rates before, during and after exercise. 5. perform a variety of aerobic techniques. 6. demonstrate the ability to understand all safety precautions involved in archery. 7. demonstrate the correct technique of stringing and shooting (stance, nocking the arrow, draw, grip, release, follow through and aiming). 8. express knowledge of rules, regulations and scoring procedures for archery. 9. demonstrate basic skills of the forehand, backhand, service and serve with accuracy (badminton). 10. demonstrate proper scoring and express understanding of rules of singles and doubles play. 11. understand a variety of strategies useful in competitive game situations. 12. perform a dribble and lay-up shot. 13. perform multiple passes (chest, bounce). 14. demonstrate proper technique in one-handed push shot or one-handed jump shot. 15. demonstrate mechanically correct skills in an applied setting. 16. understand basic offensive and defensive skills and team strategies. 17. express knowledge of the rules and history of the sport. 18. dribble, pass and drive the ball with appropriate stick handling skills (field hockey). 19. understanding terminology and basic rules and apply them to game situations. 20. display good sportsmanship, respect for others and a proper attitude by following all safety rules. 21. demonstrate an understanding of basic rules and regulations of floor hockey. 22. demonstrate skills of forehand and backhand shots and passing (floor hockey).

show knowledge of floor hockey offensive and defensive strategies.

23. convey knowledge of various golf terms (“putt,” “drive,” “chip,” “birdie,” “eagle”) and rules. 24. know various types of grips. 25. demonstrate the proper use of various clubs. 26. demonstrate the skills of throwing and catching a ball. 27. demonstrate the ability to score a goal. 28. use equipment properly during class competitions following class safety rules. 29. demonstrate knowledge of offensive and defensive positions. 30. demonstrate strategies during competitive play. 31. identify components of health related fitness, e.g., Cardio-Respiratory Endurance (CRE), muscular strength and endurance, flexibility and Body

Mass Index (BMI). 32. identify components of skill related fitness (speed, agility, coordination, balance, power, reaction time). 33. develop and implement a training program to maximize health and prevent injury. 34. apply training principles to establish a progression of activities to improve fitness. 35. engage in a variety of sustained, vigorous physical activities to enhance each component of fitness. 36. perform at the intensity level needed to enhance cardiovascular fitness, monitor physiological responses before, during, and after exercise, and

modify exercise appropriately in response. 37. assess personal level of fitness and design a personal fitness plan considering their current health and fitness status, goals, interests and skill

level. 38. discuss the use of body mass index, body fat percentage and fat deposition as measures of fitness. 39. demonstrate knowledge of rules and safety. 40. demonstrate basic skills of play (grip, stroke) in singles and double play (racquetball). 41. perform skills of racquetball in class competition. 42. demonstrate skills needed to participate in various recreational games and activities. 43. categorize recreational activities as fitness-related or skill-related. 44. recognize cooperative versus competitive recreational activities. 45. identify the cultural origin of various recreational games. 46. demonstrate understanding and competence in executing basic skills of dribbling, passing, trapping, kicking and throwing (soccer). 47. develop an understanding of team positions and responsibilities of each position. 48. develop cognitive understanding of terms used for regulating the game (off-sides, penalty kicks, corner kicks and direct and indirect free kicks,

etc.). 49. demonstrate understanding of the game during active participation and further development of team strategies. 50. demonstrate an understanding of the basic rules and regulations of soccer.

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51. demonstrate correct overhand throwing technique (softball). 52. catch fly balls and field ground balls. 53. demonstrate proper batting techniques. 54. express cognitive understanding of rules and game strategy. 55. apply discrete skills to a competitive game of softball. 56. apply previously learned skills of soccer, touch football and basketball to the hybrid game of speedball. 57. demonstrate proper scoring and express understanding of the rules of the game. 58. understand a variety of strategies useful in invasion game activities. 59. demonstrate basic skills of the forehand, backhand service and serve with accuracy. 60. demonstrate proper scoring and express understanding of singles and doubles play. 61. use a variety of strategies useful in competitive singles and double game situations. 62. follow safety procedures and rules of the game. 63. perform a forward pass, catch a football, punt, blocking and run a basic pass pattern in an applied setting. 64. develop knowledge of team offensive and defensive positions. 65. develop knowledge of offensive and defensive team strategies for invasion games. 66. perform an overhead pass, forearm pass and serve. 67. demonstrate and exhibit basic knowledge of fundamentals during game situations. 68. participate safely, following all rules of the game. 69. understand all safety precautions involved in strength training. 70. perform correct lifting techniques to gain maximum results. 71. identify muscle groups affected by each exercise. 72. understand the difference between muscular strength and endurance. 73. develop a personalized weight training routine considering type, frequency and number of weight training exercises. 74. identify different types of strength training, e.g., circuit, pyramid. 75. participate safely following all rules and teacher directions. 76. perform basic moves from offensive, defensive and neutral positions, e.g., takedown, stand up, half nelson, etc. 77. understand rules, terminology and scoring of a wrestling match.

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AEROBICS (Elective) Essential Question(s): How can participation in a cardiovascular exercise program develop, improve or maintain personal fitness levels? Enduring Understanding(s): Physical activity contributes to building and maintaining a fitness level to enable one to participate in activities of daily living for a lifetime. Taking personal responsibility to develop and maintain physical activity levels provides opportunity for increased health, fitness, enjoyment, challenges, self-expression, and social interaction.

AEROBICS (Elective)

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/ ASSESSMENT

TEACHER NOTES

The student will be able to: Students will: 1. demonstrate improvement in

strength, flexibility, tone, endurance, relaxation and motor performance by participating daily in class.

2.6.12.A.1-4 2.1.12.A.1 2.1.12.B.1 2.2.12.B.1 CRP 3

• follow teacher in stretching routines.

• manually check their heart rate and self-assess their personal behaviors related to health-enhancing fitness.

Teacher observation Student reflection on Fit-Well Exertion and pre- and post- fitness test scores.

Meet age and gender-specific health-related fitness standards defined by criterion referenced standards, e.g., Fitness- gram®.

Fitnessgram® is a trade mark of the Cooper Institute.

Heart rate based on a 10-second count. Students may either count their pulse for 6 seconds and multiply by 10 (simply add a zero to the number they counted), or count for 10 seconds and multiply by six.

Physical Education for Lifelong Fitness, p. 72.

2. appreciate the importance of an exercise program in daily life.

2.5.12.A.1-3 CRP 3

• in small groups, perform dance, yoga, Tae-bo, Pilates and other aerobic/fitness activities.

Ability to identify components of health- related fitness

3. demonstrate knowledge and understanding of the components of cardio-vascular fitness.

2.1.12.B.1-3 2.1.12.C.1 CRP 3

• calculate target heart rate zone.

Compare and contrast heart rates based on level of exertion.

Karvonen Method (heart rate formula), Physical Education for Lifelong Fitness, p. 71.

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AEROBICS (Elective)


Standards

SUGGESTED ACTIVITY


TEACHER NOTES

The student will be able to: Students will: 4. monitor heart rates and

recovery rates before, during and after exercise.

2.6.12.A.1,2,4 RST.11-12.3 CRP 3

• using heart rate monitors, maintain a target heart rate zone during physical activity.

• check heart rate and log their personal heart rate on a log sheet.

Student self-assessment of heart rate data

Log sheet provided by teacher 5. perform a variety of aerobic

techniques. 2.6.12.A.2 CRP 3

• develop an aerobic step routine.

Using criteria identified in a teacher-generated rubric, evaluate an aerobic routine

Example of an aerobics rubric in appendices

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ARCHERY (11TH and 12TH Grade Elective)

Essential Question(s):

How can understanding movement concepts improve my performance? What are the characteristics of fair play? What role does cooperation play in physical activities/sports? How does physical education enhance social, mental,

emotional, and physical well being? Enduring Understanding(s):

Physical activity, sports, dance and/or rhythms can provide opportunities for personal enjoyment, self- expression, challenge, and social interaction. Rules etiquette in physical activity, sports, dance and/or rhythms can make the experience both enjoyable and successful.

ARCHERY (11TH and 12TH Grade Elective)


Standards

SUGGESTED ACTIVITY


TEACHER NOTES

The student will be able to: Students will: 6. demonstrate the ability to

understand all safety precautions involved in archery.

2.1.12.D.1 CRP 3

• follow all teacher’s instruct- tions and rules.

Teacher-structured observation

7. demonstrate the correct technique of stringing and shooting (stance, nocking the arrow, draw, grip, release, follow-through and aiming).

2.5.12.A.1,2,4 2.5.12.B.1-3 CRP 3

• practice shooting techniques during class.

• adjust distance to target based on individual performance.

Shooting process checklist Self-assess ability to increase distance using teacher- generated criteria

8. express knowledge of rules, regulations and scoring procedures for archery.

2.5.12.C.1,2 CRP 3

• participate in archery competitions and tournaments demonstrating their knowledge of rules, regulations and scoring.

Scorecards Student practice record form

Quiz

22 BADMINTON

Essential Question(s): a) How can understanding movement concepts improve my performance? What are the characteristics of fair play?

b) What role does cooperation play in physical activities/sports? How does physical education enhance social, mental, emotional, and physical well-being?

Enduring Understanding(s): Physical activity, sports, dance and/or rhythms can provide opportunities for personal enjoyment, self-expression, challenge, and social interaction. Rules etiquette in physical activity, sports, dance and/or rhythms can make the experience both enjoyable and successful.

BADMINTON


Standards

SUGGESTED ACTIVITY


TEACHER NOTES

The student will be able to: Students will: 9. demonstrate basic skills of the

forehand, backhand, service and serve with accuracy (badminton).

2.512.B.1-3 CRP 3

• practice skills in drills and modified game rules in lead-up activities.

Teacher observation Teacher and peer feedback

Teacher-generated performance checklist

10. demonstrate proper scoring and express understanding of rules of singles and doubles play.

2.5.12.C.1 CRP 3

• keep score during games. Analysis of match score sheets

11. understand a variety of strategies useful in competitive game situations.

2.5.12.C.1-3 2.5.12.A.1,2,4 CRP 3

• use effective offensive and defensive strategies in doubles and singles.


Debriefing after matches

23

BASKETBALL

Essential Question(s): a) How can understanding movement concepts improve my performance? What are the characteristics of play? b) What role does cooperation play in physical activities/sports? How does physical education enhance social,

mental, emotional, and physical well being?

Enduring Understanding(s): Physical activity, sports, dance and/or rhythms can provide opportunities for personal enjoyment, self- expression, challenge, and social interaction. Rules etiquette in physical activity, sports, dance and/or rhythms can make the experience both enjoyable and successful.

BASKETBALL


Standards

SUGGESTED ACTIVITY


TEACHER NOTES

The student will be able to: Students will: 12. perform a dribble and lay-up

shot. 2.5.12.A.1,2,4 2.5.12.B.1-3 CRP 3

• practice dribbling and lay- ups in drills and lead-up activities.

Shooting process checklist: Balance Elbow Extend Follow through

13. perform multiple passes, e.g., chest, bounce.

2.5.12.A.1,2,4 2.5.12.B.1-3 CRP 3

• practice passes in groups and lead-up games.

Peer assess Teacher observation checklist

14. demonstrate proper technique in one-handed push-shot or one-handed jump-shot.

2.5.12.A.1,2,4 2.5.12.B.1-3

• participate in shooting drills and small sided games.

Teacher-generated performance checklist

15. demonstrate mechanically correct skills in an applied setting.

2.5.12.A.1,2,4 2.5.12.B.1-3 2.5.12.C.1-2

• participate in modified games, e.g., sideline games, 3V3 small-sided games.


Peer evaluation during side line activities using teacher- generated criteria

16. understand basic offensive and 2.5.12.B.1-3 • perform different roles as a Ability to communicate with

24

BASKETBALL


Standards

SUGGESTED ACTIVITY


TEACHER NOTES

The student will be able to: Students will: defensive skills and team strategies.

2.5.12.C.1,2 2.6.12.D.1,2 CRP 3

member of a “team.” • identify sport-specific con-

ditioning and training exercises.

teammates (observation recorded)

17. express knowledge of the rules and history of the sport.

2.5.12.B.1-3 2.5.12.C.1,2 CRP 3

• participate in games following rules of the game.

• self-referee game(s).

Open ended questions Officiating

Score sheets

Teacher Observation

25

FIELD HOCKEY (Elective)


b) What role does cooperation play in physical activities/sports? How does physical education enhance social, mental, emotional, and physical well being?


FIELD HOCKEY (Elective)


Standards

SUGGESTED ACTIVITY


TEACHER NOTES

The student will be able to: Students will: 18. dribble, pass and drive the ball

with appropriate stick handling skills (field hockey).

2.5.12.A.1,2,4 2.5.12.B.1-3 CRP 3

• practice stick and ball handling drills.

Teacher observation Skill checklist

19. understanding terminology and basic rules and apply them to game situations.

2.5.12.B.1-3 2.5.12.C.1,2 CRP 3

• set up to attack and score in modified games.

Peer officiating Team score sheets

20. display good sportsmanship, respect for others, and a proper attitude by following all safety rules.

2.5.12.C.1,2 CRP 3

• participation in class activities. Written test on rules and safety

Teacher observation

FLOOR HOCKEY




FLOOR HOCKEY (11th and 12th Grade Elective)


Standards

SUGGESTED ACTIVITY


TEACHER NOTES

The student will be able to: Students will: 21. demonstrate an understanding of

basic rules and regulations of floor hockey.

2.5.12.A.1,2,4 2.5.12.B.1-3 2.5.12.C.1,2 CRP 3

• practice skills during modified game play.

Teacher observation Students will wear goggles and protective equipment at all time

22. demonstrate skills of fore-hand and backhand shots and passing (floor hockey).

2.5.12.A.1,2,4 2.5.12.B.1-3 CRP 3

• practice in groups. Skill checklist

23. show knowledge of floor hockey offensive and defensive strategies.

2.5.12.B.1-3 CRP 3

• game play in restricted areas. Teacher observation Checklist

Peer officiating

GOLF



Enduring Understanding(s):

Physical activity, sports, dance and/or rhythms can provide opportunities for personal enjoyment, self- expression, challenge, and social interaction. Rules etiquette in physical activity, sports, dance and/or rhythms can make the experience both enjoyable and successful.

GOLF (11th and 12th Grade Elective)


Standards

SUGGESTED ACTIVITY


TEACHER NOTES

The student will be able to: Students will: 24. convey knowledge of various

golf terms (“putt,” “drive,” “chip,” “birdie,” “eagle”) and rules.

2.5.12.A.1 CRP 3

• identify various skills performed by other students and teacher.

Written assessment of terms Oral response to teacher questioning technique

25. know various types of grips. 2.5.12.A.1,2 CRP 3

• practice and demonstrate the various types of grips for a golf swing.

Peer assessment of grips Teacher assessment using a performance checklist

26. demonstrate the proper use of various clubs.

2.5.12.A.1,2,4 CRP 3

• practice with various clubs based on distance.

Teacher observation of club selection and performance

LACROSSE

LACROSSE (contingent upon equipment availability)


Standards

SUGGESTED ACTIVITY


TEACHER NOTES

The student will be able to: Students will: 27. demonstrate the skills of

throwing and catching a ball. 2.5.12.A.1,2,4 2.5.12.B.1-3 CRP 3

• throw and catch with a partner. Peer assessment with teacher criteria

Teacher observation checklist

28. demonstrate the ability to score a goal.

2.5.12.A.1,2,4 2.5.12.B.1-3

• practice scoring in drills and modified games.

Checklist

29. use equipment properly during class competitions following class safety rules.

2.5.12.C.1,2 CRP 3

• participate safely in modified games and drills.

Teacher observation checklist Record student performance in an applied setting

Essential Question(s): a) How can understanding movement concepts improve my performance? b) What are the characteristics of fair play? c) What role does cooperation play in physical activities/sports? d) How does physical education enhance social, mental, emotional, and physical well being?


LACROSSE (contingent upon equipment availability)


Standards

SUGGESTED ACTIVITY


TEACHER NOTES

30. demonstrate knowledge of offensive and defensive positions.

2.5.12.A.1,2,4 2.5.12.B.1-3 WHST.11- 12.2 CRP 3

• participate in modified games, playing different positions.

Draw a diagram of positions on the field.

Open-response questions during time outs and at conclusion of game play

31. demonstrate strategies during competitive play.

2.5.12.B.1-3 CRP 3

• use effective game strategies in modified games and class tournaments.

Peer coaching, refereeing and stat/record keeping. Peer review of time outs during game situations. Create offensive/defensive plans for team Analyze opponent’s strengths/weaknesses

Use a Sports Education model

PHYSICAL FITNESS/WELLNESS

Essential Question(s): a) Why is physical fitness important? b) How do you measure and maintain physical fitness? c) How does physical education enhance social, mental, emotional, and physical well-being?

Enduring Understanding(s): Taking personal responsibility to develop and maintain physical activity levels provides opportunity for increased health, fitness, enjoyment, challenges, self-expression, and social interaction.



Standards

SUGGESTED ACTIVITY


TEACHER NOTES

The student will be able to: Students will: 32. identify components of health-

related fitness e.g., Cardio-Respiratory Endurance (CRE), muscular strength and endurance, flexibility and Body Mass Index (BMI).

2.6.12.A.1-4 8.1.12.E.1 WHST.11- 12.2,4,10 RST.11-12.7,9 CRP 2-4, 6-8, 11

• perform health-related fitness activities (aerobics, fitness, weight training, strength and conditioning, pilates, yoga, etc.)

• engage in the Fitnessgram® and TriFit® assessments writing a written reflection and setting future goals based on assessments.

TriFit®/Fitnessgram® testing with student reflection on outcomes

Work folder

Place reflections in work folder

TriFit® is a trade mark of Polar Health-First

33. identify components of skill- related fitness (speed, agility, coordination, balance, power, reaction time).

2.5.12.A.1,2,4 2.5.12.B.1-3 CRP 3

• perform activities to improve skill-related fitness (sprinting, shuttle runs, invasion games, net/wall games, base- running games and weight training).

Debrief: Question students on performance enhanced by speed, agility, etc.

Record times

34. develop and implement a training program to maximize health and prevent injury.

2.6.12.A.1-4 CRP 3

• perform game/activity- specific dynamic warm-up.

Teacher observation



Standards

SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT

TEACHER NOTES

The student will be able to: Students will: 35. apply training principles (FITT)

to establish a progression of activities to improve fitness.

2.6.12.A.1-4 CRP 3

• develop personalize programs for themselves (weight training, wellness room).

Peer assessment of programs. Record all data (weight, sets, reps, time and distance) Teacher/student conference to review work folder contents

Work folder contents

FITT: Frequency Intensity Time Type

36. engage in a variety of sustained, vigorous, physical activities to enhance each component of fitness.

2.1.12.A.1,2 2.1.12.B.1 2.1.12.C.1 2.12.B.1,2 2.5.12.A.1 2.6.12.A.1-4 8.1.12.A.1,4 8.1.12.F.1 SLS.ELA- Literacy. WHST.11- 12.2,4,6,10 CRP 2-4, 6-8, 11

• run the mile, perform PACER test, and utilize bikes, ellipticals and treadmills to increase cardio endurance.

• use the computer software to generate a heart rate report and to design a fitness program.

Fitness test scores Heart rate monitors

Record of time, distance and speed on fitness equipment

Log of heart rate coupled with personal analysis and interpretation

Interdisciplinary Lesson

Log heart rate data for analysis and interpretation.



Standards

SUGGESTED ACTIVITY


TEACHER NOTES

The student will be able to: Students will: 37. perform at the intensity level

needed to enhance cardiovascular fitness, monitor physiological responses before, during, and after exercise, and modify exercise appropriately in response.

2.1.12.A.1,2 2.1.12.B.1 2.1.12.C.1 2.12.B.1,2 2.5.12.A.1 2.6.12.A.1-4 8.1.12.A.1,4 8.1.12.F.1 SLS.ELA- Literacy.WHST.11- 12.2,4,6,10 RST.11-12.7,9 CRP 2-4, 6-8, 11

• use heart rate monitors to perform within target heart rate zone.

• calculate target heart rate zone manually on chart.

• write and record scores and predict future results.

Downloadable reports from E600 heart rate monitors

Record student reflections reviewed in student work folder

Open-ended questions, e.g., have students describe what it feels like to be in the target heart rate zone Target heart rate zone worksheet


Students review, analyzed and interpret heart rate data



Standards

SUGGESTED ACTIVITY


TEACHER NOTES

The student will be able to: Students will: 38. assess personal level of fitness

and design a personal fitness plan considering their current health and fitness status, goals, interests and skill level.

2.1.12.A.1,2 2.1.12.B.1 2.1.12.C.1 2.12.B.1,2 2.5.12.A.1 2.6.12.A.1-4 8.1.12.A.1,4 8.1.12.F.1 SLS.ELA- Literacy. WHST.11- 12.2,4,6,10 RST.11-12.7,9 CRP 2-4, 6-8, 11

• design a fitness program based on their current fitness level and personal goals.

• analyze and interpret computer-generated fitness scores and heart rate data.

Self-reflection on data from TriFit®, heart rate monitors and workout logs

Review of work folder con- taining goal setting and fitness plan focusing on the ability to set realistic goals


39. discuss the use of body mass index, body fat percentage and fat deposition as measures of fitness.

2.1.12.A.1,2 2.1.12.B.1 2.6.12.A.1-4 8.1.12.A.1,4 SLS.ELA- Literacy.SL.11- 12.1,2,4,5 CRP 2-4, 6-8, 11

• calculate BMI using TriFit® or BMI formula.

• discuss analysis of finding.

Self-assess BMI using TriFit® report or American Medical Association (AMA) graph

Interdisciplinary Lesson www.ama-assn.org

http://www.ama-assn.org/









RACQUETBALL



RACQUETBALL


Standards

SUGGESTED ACTIVITY


TEACHER NOTES

The student will be able to: Students will: 40. demonstrate knowledge of rules

and safety. 2.5.12.C.1,2 CRP 3

• participate in a racquetball game demonstrating the ability to follow all safety considerations and rules of play.

Teacher observation checklist Students will use safety equipment (goggles, wrist straps) while participating in all activities

41. demonstrate basic skills of play (grip, stroke) in singles and double play.

2.5.12.A.1,2,4 2.5.12.B.1-3 2.5.12.C.1,2 CRP 3

• practice skills with a partner. Peer assessment Teacher-structured observation with feedback and guidance

42. perform skills of racquetball in class competition.

2.5.12.A.1,2,4 2.5.12.B.1-3 2.5.12.C.1,2 CRP 3

• participate in singles/double tournament play.

Peer officiating and teacher observation

RECREATIONAL GAMES

Essential Question(s): e) How can understanding movement concepts improve my performance? f) What are the characteristics of fair play? g) What role does cooperation play in physical activities/sports? h) How does physical education enhance social, mental, emotional, and physical well being?


RECREATIONAL GAMES


Standards

SUGGESTED ACTIVITY


TEACHER NOTES

The student will be able to: Students will: 43. demonstrate skills needed to

participate in various recreational games and activities.

2.5.12.A.1,2,4 2.5.12.B.1-3 2.5.12.C.1,2 CRP 3

• perform skills in a variety of activities including horse-shoes, punch baseball, bocce, cage ball, whiffle ball, Frisbee, wally ball, team handball, tag games (Four Square, Capture the Flag), etc.

Teacher observation checklist

RECREATIONAL GAMES


Standards

SUGGESTED ACTIVITY


TEACHER NOTES

The student will be able to: Students will: 44. categorize recreational acti-

vities as fitness-related or skill- related.

2.5.12.A.1-4 2.6.12.A.1-4 2.1.12.A.1 CPR 3

• engage in a variety of recreational games.

Response to teacher’s questioning

Recognizing physiological signs of exertion

Fitness-Related: Cardio-respiratory Strength endurance Flexibility Muscular strength

Skill-Related: Agility Power speed Balance Coordination Reaction time

Physical Education for Lifelong Fitness, p. 7

45. recognize cooperative versus competitive recreational activities.

2.5.12.A.1,2,4 2.5.12.B.1-3 2.5.12.C.1,2 CRP 3

• engage in a variety of recreational games selected by the teacher.

Teacher Questions: 1. How did this relate to a

team sport? 2. Did others offer you

help? 3. Did you ask for help if

you needed it?

RECREATIONAL GAMES


Standards

SUGGESTED ACTIVITY


TEACHER NOTES

The student will be able to: Students will: 46. identify the cultural origin of

various recreational games. 2.5.12.C.3 WHST.11-12.2-9 CRP 3

• discuss and identify the origin and cultural significance of various recreational games, e.g., cricket, bocce ball.

• write a report on a game identifying its cultural origin.

Teacher-structured discussion Written report

SOCCER



SOCCER


Standards

SUGGESTED ACTIVITY


TEACHER NOTES

The student will be able to: Students will: 47. demonstrate understanding and

competence in executing basic skills of dribbling, passing, trapping, kicking and throwing.

2.5.12.A.1,2,4 2.5.12.B.1-3 2.5.12.C.1,2 CRP 3

• practice maintaining possession of a ball during a practice task or small-sided game.

Performance checklists (teacher, self or peer)

48. develop an understanding of team positions and responsibilities of each position.

2.5.12.A.1,2,4 2.5.12.B.1-3 2.5.12.C.1,2 CRP 3

• practice each position in small games and sideline soccer.

• develop “on the ball” and “off the ball” game strategies.

Students provide feedback to teammates

Teacher observation during game play

Record performance within the context of game play

49. develop cognitive understanding of terms used for regulating the game (off-sides, penalty kicks, corner kicks and direct and indirect free kicks, etc.).

2.5.12.C.1,2 CRP 3

• officiate games: keeping stats, playing games according to stated rules.

Ability of students to keep score and verbalize rules to teammates

Debriefing by teacher

SOCCER


Standards

SUGGESTED ACTIVITY


TEACHER NOTES

The student will be able to: Students will: 50. demonstrate understanding of

the game during active participation and further development of team strategies.

2.5.12.A.1,2,4 2.5.12.B.1-3 2.5.12.C.1,2 CRP 3

• participate in a class tournament of small-sided soccer games.

League scores, game reports, team stats Peer feedback during games

Teacher debriefing during post game meetings Checklists

51. demonstrate an understanding of the basic rules and regulations of soccer.

2.5.12.A.1,2,4 2.5.12.B.1-3 2.5.12.C.1,2 CRP 3

• participate in modified games following all rules.

officiate class games.

Score keeping Game reports

Teacher observation

SOFTBALL


Enduring Understanding(s): Physical activity, sports, dance and/or rhythms can provide opportunities for personal enjoyment, self- expression, challenge, and social interaction. Rules etiquette in physical activity, sports, dance and/or rhythms can make the experience both enjoyable and successful

SOFTBALL


Standards

SUGGESTED ACTIVITY


TEACHER NOTES

The student will be able to: Students will: 52. demonstrate correct over-hand

throwing technique. 2.5.12.A.1,2,4 CRP 3

• throw a ball the distance of the baseline.

Ability to throw a ball the distance between the bases

Teacher observation and student response to feedback

53. catch fly balls and field ground balls.

2.5.12.A.1,2,4 2.5.12.B.1-3 CRP 3

• practice fielding with a partner.

Peer assessment using teacher- generated criteria

54. demonstrate proper batting techniques.

2.5.12.A.1,2,4 7.RP.1,2 CRP 3

• practice batting in lead-up games (Homerun Derby, 500, etc.).

Score sheets indicating number of hits and points scored

Calculate batting percentages


55. express cognitive understanding of rules and game strategy.

2.5.12.C.1,2 CRP 3

• officiate games and coach teammates.

Peer coaching, ability to formulate team strategies

Analyze opponents’ strengths/weaknesses

S

56. apply discrete skills to a competitive game of softball.

2.5.12.A.1,2,4 2.5.12.B.1-3 2.5.12.C.1,2 CRP 3

• perform skills in an applied setting, improving performance and behavior.

Checklists, game stats and response to corrections by teacher and teammates

SOFTBALL


Standards

SUGGESTED ACTIVITY


TEACHER NOTES

The student will be able to: Students will:

SPEEDBALL

Essential Question(s): a) How can fair play? b) What role does cooperation play in physical activities/sports? How does physical education enhance social,

mental, emotional, and physical well being?


SPEEDBALL


Standards

SUGGESTED ACTIVITY


TEACHER NOTES

The student will be able to: Students will: 57. apply previously-learned skills

of soccer, touch football and basketball to the hybrid game of speedball.

2.5.12.A.1,2,4 2.5.12.B.1-3 2.5.12.C.1,2 CRP 3

• practice skills needed for game (dribbling, drop- kicking, punting, passing, throwing, juggle-catch) in lead-up activities.

Teacher observation, feedback and guidance

Teacher and peer checklists

58. demonstrate proper scoring and express understanding of the rules of the game.

2.5.12.C.1,2 CRP 3

• keep accurate score. • follow rules of game play in

an applied setting.

Score sheets Self-officiating of games

59. understand a variety of strategies useful in invasion game activities.

2.5.12.A.1,2,4 2.5.12.B.1-3 CRP 3

• use effective offensive and defensive strategies in game situations.

• strategize both offensive and defensive plays during game play.

• develop offensive and defensive plays as a team.

Teacher observation and debriefing after games

Sports Education model

TENNIS (11th and 12th Grade Elective) Essential Question(s): a) How can fair play?

b) What role does cooperation play in physical activities/sports? c) How does physical education enhance social, mental, emotional, and physical well-being?


TENNIS (11th and 12th Grade Elective)


Standards

SUGGESTED ACTIVITY


TEACHER NOTES

The student will be able to: Students will: 60. demonstrate basic skills of the

forehand, backhand, service and serve with accuracy.

2.5.12.A.1,2,4 2.5.12.B.1-3 2.5.12.C.1,2 CRP 3

• practice skills and drills with modified game rules in lead- up activities.

Quantitative analytic rubrics to assess correct form on strokes/volleys, appropriate placement of shots and ability to move into position

Teacher observation

61. demonstrate proper scoring and express understanding of singles and doubles play.

2.5.12.C.1,2 CRP 3

• keep score during games and play by the rules.

Match score sheets Written assessment

Quiz on rules of tennis

62. use a variety of strategies useful in competitive singles and double game situations.

2.5.12.A.1,2,4 2.5.12.B.1-3 2.5.12.C.1,2

• HP Teacher observation, debriefing after matches

Tournament Personal Record

Analyze opponents’ strengths/weaknesses

TOUCH FOOTBALL Essential Question(s): a) How can fair play?

b) What role does cooperation play in physical activities/sports? c) How does physical education enhance social, mental, emotional, and physical well-being?


TOUCH FOOTBALL


Standards

SUGGESTED ACTIVITY


TEACHER NOTES

The student will be able to: Students will: 63. follow safety procedures and

rules of game. 2.5.12.C.1,2 WHST.11-12.1 SL.11-12.1,4

• develop a basic knowledge of the game of football and verbalize rules of play.

• reflect on a game they either attended or watched on TV.

Written assessment Open-ended questions

64. perform a forward pass, catch a football, punt, block and run a basic pass pattern in an applied setting.

2.5.12.A.1,2,4 2.5.12.B.1-3

• practice in drills and modified game situations.

Teacher observation Peer checklists

65. develop knowledge of team offensive and defensive positions.

2.5.12.A.1,2,4 2.5.12.B.1-3 WHST.11-12.2

• participate in a variety of positions on offense and defense.

Peer assessment

Teacher observation.

Written assessment

TOUCH FOOTBALL


Standards

SUGGESTED ACTIVITY


TEACHER NOTES

The student will be able to: Students will: 66. develop knowledge of offensive and defensive team strategies for invasion games.

2.5.12.A.1,2,4 2.5.12.B.1-3 2.5.12.C.1,2

WHST.11-12.2 CRP 3

• design plays, properly use personnel and apply offensive and defensive strategies during team competitions.

Prepare a modified play book for team.

Open-ended questions Debriefing

Sports Education model

VOLLEYBALL




VOLLEYBALL


Standards

SUGGESTED ACTIVITY


TEACHER NOTES

The student will be able to: Students will: 67. perform an overhead pass,

forearm pass and serve. 2.5.12.A.1,2.4 2.5.12.B.1-3 CRP 3

• practice skills in small groups, drills and lead-up games.

Student checklist Teacher observation

Modified scoring

Teacher may modify ball (volleyball floater) to enhance skill acquisition

68. demonstrate and exhibit basic knowledge of fundamentals during game situations.

2.5.12.A.1,2,4 2.5.12.B.1-3 2.5.12.C.1,2 CRP 3

• play modified games, self- officiating and keeping score.

Peer assessment Teacher observation

Quiz on rules and scoring

69. participate safely, following all rules of the game.

2.5.12.A.1,2,4 2.5.12.B.1-3 2.5.12.C.1,2 CRP 3

• participate in competitive games in a class tournament safely, treating teammates and opponents with respect.

Teacher-structured observation, game reports and tournament standings

Teacher-generated observation checklist

Students and teacher use checklist to compare and contrast ability to follow rules of play

STRENGTH AND CONDITIONING


Enduring Understanding(s): Taking personal responsibility to develop and maintain physical activity levels provides opportunity for increased health, fitness, enjoyment, challenges, self-expression, and social interaction.



Standards

SUGGESTED ACTIVITY


TEACHER NOTES

The student will be able to: Students will: 70. understand all safety pre-

cautions involved in strength training.

2.5.12.C.1,2 CRP 3

• follow all class rules and teacher directions.

• demonstrate correct spot- ting techniques.

Teacher observation of student behavior in weight room

Teacher records observation

71. perform correct lifting techniques to gain maximum results.

2.5.12.A.1,2,4 CRP 3

• demonstrate proper technique on all equipment.

Teacher observation Peer observation

72. identify muscle groups affected by each exercise.

2.1.12.A.1 2.5.12.A.1-4 WHST.11-12.2 CRP 3

• create a workout to develop a variety of muscle groups.

• create a graph noting improvements in strength.

• be given a muscle group and asked to demonstrate one exercise designed to affect that muscle group.

Weight training logs Record reflection and analysis in work folder

Review of graph written and student analysis




Standards

SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT

TEACHER NOTES

The student will be able to: Students will: 73. understand the difference

between muscular strength and endurance.

2.1.12.A.1 2.6.12.A.1-4 8.1.12.A.1 WHST.11-12.1 RST.11-12.7,9 CRP 2-4, 6-8, 11

• compare and contrast the difference between a one repetition max and a group of sets and repetitions.

• engage in the TriFit® assessment program printing out computerized results, analyzing, interpreting and monitoring progress over time.

Personal assessment of muscular strength and endurance (fitness testing, TriFit®) Review of student-designed training program using teacher-generated criteria

Review of logs for strength and conditioning

41

.

WRESTLING (Elective)





Standards

SUGGESTED ACTIVITY


TEACHER NOTES

The student will be able to: Students will: 74. develop a personalized weight

training routine considering type, frequency and number of weight training exercises.

2.6.12.A.1-4 WHST.11- 12.2,10 CRP 3

• set personal goals based on current level of fitness.

• monitor progression toward personal goals.

Weight training logs Individual self-reflection on progress

75. identify different types of strength training, e.g., circuit, pyramid.

2.1.12.A.1 2.5.12.A.1-4 WHST.11-12.2 CRP 3

• participate in circuit training activities.

• perform conditioning exercises for specific activities and sports.

Self-assessment and reflection Teacher observation

Written examination and quizzes

76. participate safely following all rules and teacher directions.

2.5.12.A.1,2,4 2.5.12.B.1-3 2.5.12.C.1,2 CRP 3

• apply safety precautions as needed.




Standards

SUGGESTED ACTIVITY


TEACHER NOTES

The student will be able to: Students will: 77. perform basic moves from

offensive, defensive and neutral positions, e.g., takedown, stand up, half nelson, etc.

2.5.12.A.1,2,4 2.5.12.B.1-3 CRP 3

• practice with partners of the same size and ability level.

Teacher and peer observation

78. understand rules, terminology and scoring of a wrestling match.

2.5.12.A.1,2,4 2.5.12.B.1-3 2.5.12.C.1,2 CRP 3

• participate and officiate matches.

Peer assessment Teacher observation

Written assessment

43

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Zakrajsek, Dorothy B., PhD, Lois A. Carnes, MEd, and Frank E. Pettigrew, Jr., PhD. Quality Lesson Plans for Secondary Physical

Education. 2nd ed. Champaign, IL: Human Kinetics, 2003.

WEBSITES www.americanheart.org American Heart Association www.ama-assn.org American

Medical Association www.cdc.gov/nchs/about/major/nhanes/growthcharts/charts.htmNational Center for Health Statistics (CDC Growth Charts: USA) www.cjims.org

The Central Jersey Instructional Media Service (online video lending library services)

www.mypyramid.gov/

New Food Pyramid

www.njpep.org New Jersey Education port/Lesson ideas www.njpep.org/classroom/classroomresources/healthpehtml New Jersey Education classroom resources

www.nj.gov/njded/aps/cccs/chpe/ New Jersey Department of Education/Core Curriculum Content Standards

www.nps.k12.nj.us Internet resources for physical education, health and nutrition - annotated resource list of Internet sites for physical education, health education, HIV education, substance abuse education and athletics.

www.pecentral.org Lesson ideas for the physical educator and health educator www.pelinks4u.com Lesson ideas for the physical educator and health educator www.polarusa.com Heart rate monitors

www.state.nj.us/education Click on “Educators”

www.surgeongeneral.gov Office of the Surgeon General 48

http://www.americanheart.org/















http://www.cdc.gov/nchs/about/major/nhanes/growthcharts/charts.htm



















http://www.cjims.org/







http://www.mypyramid.gov/





http://www.njpep.org/








http://www.njpep.org/classroom/classroomresources/healthpehtml


















http://www.nj.gov/njded/aps/cccs/chpe/











http://www.nps.k12.nj.us/







http://www.pecentral.org/







http://www.pelinks4u.com/









http://www.polarusa.com/







http://www.state.nj.us/education







http://www.surgeongeneral.gov/





www.who.gov World Health Organization

ADDITIONAL SITES

American Alliance for Health/Physical Education, Recreation and Dance (AAHPERD) [email protected]:http://www.aahperd.org

New Jersey Association for Health, Physical Education, Recreation and Dance (NJAHPERD) www.njahperd.org

http://www.who.gov/

http://www.who.gov/

http://www.who.gov/

http://www.who.gov/

http://www.who.gov/

http://www.who.gov/

http://www.who.gov/

http://www.aahperd.org/








http://www.njahperd.org/







49

APPENDIX A SAMPLE WORK FOLDERS

FitnessGram Report

Name: JD;

Teacher: Period: Report Date: - Test Date:

Conan, your score on 5 of 6 test items were in or above the Healthy Fitness Zone. Scoring in the Healthy Fitness Zone wi ll help you look and feel better.

Pacer

1 0il8i06: 60

Height

10/18/06: 4' 4"

Weight

10118/06: 61

Body Mass Index

Cur l - Ups

I Oil M l6: 85

Push-Ups

10il8i06: 31

51

SAMPLE GRAPHICAL SUMMARY

Name: ID: 000016246

Test Dates: 12/01/06; 06/08/07 Teacher: Brzezinski

Period: Kbperl Age: 16 Report Date: 06/08/07

CARDIOVASCULAR- FitnessGram 1 mile run

12/01106:8t2S 06/08/07:8:20

52

CARDIOVASCULAR - FitnessGr - arn Pacer

06 / 08/07: 6()

12 /01/ 06 : 8:25 /08/ 07 06 : 8:20

STRENGTH - FitnessGram Push - Ups

06108/07: 20

I2/0tl06: 42

Polar TriFIT

Graphical Swrunar)'

- Rachel Bllr"UCb

Pago

l Y OUT

Facility Name

53

54

F I T N E S S L O G

Name: Target HR: - (60%-80% HR max)

DATE MACHINE PROGRAM TIME CALORIES

55

WORKOUT CARD for

56 Fitness Self-Reflection

Student: Period: Date:

Part I: Heart Monitor Data Look over your heart rate data and answer the following questions.

A. What is your target heart rate zone?

B. What percentage of the time during which data was collected were you in the target heart rate zone?

C. What percentage of time did you spend below your zone?

D. What percentage of time did you spend above your zone?

E. Do you think the activity performed on the day you wore the monitor was beneficial to your cardio-respiratory system? Why or why not?

57

1 of 3

F. If cardio-respiratory endurance is improved by staying in the zone for 60 minutes per day on 5-6 days per week, what types of activities do

you personally plan to participate in during the summer and next school year to maintain or improve your heart and respiratory function?

Part 2: Fitness Assessment Look at your personal results from the Fitnessgram® fitness tests and answer the following questions based on your most recent test results.

A. Place a check mark in the appropriate column for your own fitness results.

58

Test Below Healthy Healthy Zone Exceeds Healthy Cardio-respiratory Mile PACER Mile PACER Mile PACER

Muscular Strength Push Ups Curl Ups Push Ups Curl Ups Push Ups Curl Ups

Flexibility

Body Composition

2 of 3

B. Think about the areas in which you are in the healthy fitness zone or exceed the healthy zone. What do you do that contributes to your good health?

C. Think about the areas in which you scored the lowest. What can you do to improve your fitness in these areas?

59

D. What activity units would you like to participate in during Physical Education next year? List the activity and what areas of fitness you think you would benefit from participation in this unit. (This does not mean that you will be assigned to the unit for the next school year.)

Activity Area(s) of fitness that would be improved by participation in this unit.

3 of 3

60

Sample Fitness Self-Reflection

Student: Period: Date:

61

1 of 2

PART 2: Fitness Assessrn.ent

Look at your personal results from the Fitnessgram® fitness tests and answer the following questions based on your most recent test results. A. Place a check mark in the appropriate column for your own fitness results

TEST Cardio respiratory

BELOW Mile

HEALTHY PACER

HEALTHY Mile

/

ZONE PACER EXCEEDS Mile

HEALTHY PACER

Muscular Strength Push-Ups Curl-ups Push-ups Curl-ups Push-ups

v

Curl-ups

Flexibility

Body Composition ---·--

B. Think about the areas in which you are in the healthy fitness zone or exceed the healthy fitness zone. What do you do that contributes to your good

health?

C. Think about the areas in which you scored the lowest. What can you do to improve your fitness in these areas?

Socc..e... - Q..._"'"d cz.ls""

62

D. What activity units would you like to participate in during Physical Education next year? List the activity and what areas o:f fitness you think you would benefit from participation in this unit. (This does not mean that you "Will be assigned to the unit for the follo'Wing school year.)

ACTIVITY Area(s) of fitness that would be improved by partic!Pation in this unit

-nn,..s C,zrd,o + CZ-r Yl-1 a-nd /e9 s-fr<=>nCJ--+-!1 Ea -.oL.d-ba..JI C!=rd,o -r s-J.renq +.1-, -

Vle•4Af 18,"""

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63

WELLNESS FOR LIFE STUDENT APPRAISAL INSTRUMENT NAME: PERIOD: TEACHER:

Students are to complete the appropriate boxes as they finish each assessment. This form is to be maintained in the Physical Education work folder throughout the entire semester and should be reviewed on a regular basis. Student skill improvement can be monitored over time.

64

Name: Start Date:

65

Cardio-respiratory Endurance Activity Log

Date

Activity

Duration Heart Rate/Pulse During Activity

66

Sample Individual Heart Rate Curve Report

IndividualHeart Rate Curve Report Report Date: Monday, June 04,2007 Teacher: Date Range: Friday, September 01,2006- Saturday,June 30, 2007 Course: Kbper1 Activities: Student:

100

75

%50 25 0 Target Zone 122-163 bpm • Above Zone 0:00_ (0.0%)

0 BelowZone In Zone 32::0515__ ((3691.0.0"'%))

Minutes

HRM: HRM #14 (E600) File Number: 2 Laps: Lap Time Split HR Avg

67

Session Date: 05/21/2007 8:22:21 AM Activity: Ultimate Frisbee 1 5:17 5:17 81 114 TotalTime: 5:20 Average HR: 114 bpm Interval: 5 sec Recovery: 9 bpm TotalBeats: 604 Max HR Acheived: 143 bpm First lap warm-up: No Last lap cool-down: No

Comments:

-

-..-.,..ll"-fC.

. 'HHS PE Page: 1 liSTEN

TO YOIIR BODY

TARGET HEART RATE

(Karvonen Formula)

MINIMUM MAXIMUM

68

Your Age -

Your Maximum Heart Rate =

Your Resting Heart Rate -

Answer =

70% - 85% x

Answer =

Your Resting Heart Rate +

Your Min/Max HR for Aerobics =

YOUR AEROBIC HEART RATE TARGET ZONE IS TO

Minimum Maximum

Source: Physical Education for Lifelong Fitness, p. 7

208

208

16

16

192

192

75

75

117

117

0.70 0.85

81.9

99.45

75

75

156.9

174.45

157 174

HEART RATE CHART Heart Rate Based on a 10-Second Count

Beats Heart Rate Beats Heart Rate 10 60 22 132 11 66 23 138 12 72 24 144 13 78 25 150 14 84 26 156 15 90 27 162 16 96 28 168 17 102 29 174 18 108 30 180 19 114 31 186 20 120 32 192 21 126 33 198

Source: Physical Education for Lifelong Fitness, p. 72 65

APPENDIX B SAMPLE AUTHENTIC ASSESSMENT

66

SAMPLE AUTHENTIC ASSESSMENT Development of Personal Fitness Program

SCENARIO:

You will prepare a personal fitness program based on an evaluation of your current fitness, exercise behavior, and short- and long-term goals.

TASK:

Using the data obtained from the Fitnessgram®, you will select activities and consider long- and shortterm goals for self-improvement.

CRITERIA:

• Collect the data • Analyze and interpret the data • Set goals related to the data • Develop a fitness plan based on personal fitness data

67 Personal Fitness Program for: Date: Teacher:

Cardio-Respiratory Endurance

1) Set personal goals for improving cardio-respiratory endurance.

2) Select activities that will improve your cardio-respiratory endurance.

3) Calculate your target heart rate zone:

Maximum heart rate = 220 - = bpm Maximum heart rate

Target heart rate zone =

to bpm

4) Fill in Program Plan

Activity Duration Intensity Frequency (X day)

S M T W Th F S

Your age

60% intensity = bpm x 0.60 = bpm Maximum heart rate

80% intensity = bpm x 0.80 = bpm

68

Muscular Strength and Endurance

1) Set personal goals for improving muscular strength and endurance.

2) Identify the muscle groups that you want to improve. Select exercises that work the muscle groups identified.

Muscle Group Exercise(s)

3) Determine your starting weight for each exercise by selecting a weight that you can easily perform 10-12 repetitions. Add weight as you progress.

4) Complete the Program Plan for Muscular Strength and endurance.

Exercise

Frequency (X days performed)

Weight

Sets

Repetitions

S M T W Th F S

75

FLEXIBILITY PLAN

1) Set goals for improving flexibility:

2) Describe how a stretch should feel when performed properly

3) Complete the chart for a flexibility program

Stretch

Area of body

Stretched

Duration/Reps

Frequency (X on days performed)

76

S M T W Th F S

BODY COMPOSITION

1) Calculate your Body Mass Index

a) Covert body weight to kilograms Weight _lbs.÷2.2lb. = kg body weight

b) Convert height to meters Height in. x 0.0254 m/in. = height m.

c) Square your height _m x m = m²

d) Calculate BMI by dividing your weight in kg by your height in meters squared

Body weight _kg ÷ height m² = BMI kg/ m² a c

2) Using the CDC BMI growth charts1 and the table below, review your BMI. Is your BMI healthy? Why, or why not?

77 BMI Evaluation Chart2

Weight Status Category Percentile Range

Underweight Less than the 5th percentile

5th percentile to less than the 85th percentile Healthy weight

At risk of overweight 85th to less than the 95th percentile

Overweight Equal to or greater than the 95th percentile 1

2

3) If you are not satisfied with your BMI, set a goal for change. “My target BMI is .”

4) Keep a dietary log for 3 days. Calculate your daily caloric intake.

5) Keep an activity log for the same three days. Estimate the number of calories used during the exercises using the chart provided.3 If one pound equals 3,500 calories, explain the changes you would make to your intake and your output to lose one pound in one week.

78

1 http://www.cdc.gov/nchs/about/major/nhanes/growthcharts/charts.htm 2 http://www.cdc.gov/nccdphp/dnpa/bmi/childrens_BMI/about_childrens_BMI.htm#What%20is%20BMI%20percentile 3

http://www.cdc.gov/nccdphp/dnpa/spotlights/calories_per_hour_table.htm

Calories/Hour Expended in Common Physical Activities

Moderate Physical Activity

Approximate Calories/Hr for a 154 lb

Person1

1 http://www.cdc.gov/nccdphp/dnpa/spotlights/calories_per_hour_table.htm























http://www.cdc.gov/nccdphp/dnpa/bmi/childrens_BMI/about_childrens_BMI.htm#What%20is%20BMI%20percentile
















































http://www.cdc.gov/nccdphp/dnpa/spotlights/#foota



















79

Hiking 370 Light gardening/yard work 330

Dancing 330

Golf (walking and carrying clubs) 330

Bicycling (<10 mph) 290

Walking (3.5 mph) 280

Weight lifting (general light workout) 220

Stretching 180

Vigorous Physical Activity

Approximate Calories/Hr for a 154 lb

Person1

Running/jogging (5 mph) 590 Bicycling (>10 mph) 590

Swimming (slow freestyle laps) 510

Aerobics 480

Walking (4.5 mph) 460

Heavy yard work (chopping wood) 440

Weight lifting (vigorous effort) 440

Basketball (vigorous) 440



+ 73

74

CDC Growth Charts: United States

t---:-M, ; --+ I I I I I -H I I I I I I BM,- j

-- 34 -t-- Body rnass index-for-age percentiles: 34 132I 971!-' 32

J Boys, 2 to 20 years

vv

t-- 30 v v v / 95 th 30

28 v v 85 hth

t-- 26 v v vvv....cv ·-- 28-

t-- I/ !/ 26

2224 v v vvvv v vv

v /

v v _/' v vv

v vv vv

;,-

v 25 75thth

22 t-- v / v I/ p v ]......-- Srnh 24

t-- I// v v /

-· 20 v vv / v vv / vv v vvv vt:: 3S>h'""'rd 1--- 20'8 v

tft------ >4'8'6 p.=;;;;: f== r1:----- - t=::--vv/ v/J v1.- --c----- 1----vv

:1 v::::---t;::: vv v v------ v. v ----- v t:::-- ,.'" r-...... r----:

---

t-- '2 . '2

kg/rn" --- '----- kg/m" 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Age (years)

SOURCE;P<,hli!'.h>Cd DevelopedM.>y :<n, ;,>OOO by !he National Center for Healtt1 Statistle& In c:ollaboratoon with [!!•!• tn.., National Cents.- for Chronic Disease Prevention at>d Htoal1h Ptutnutiufl (2000)

75

PERSONAL FITNESS PROGRAM RUBRIC

CATEGORY 4 3 2 1

CARDIO-RESPIRATORY COMPONENT

Recognizes the correct type of exercise to improve cardio- respiratory endurance. The target heart rate zone is calculated and identified. The program includes 30- 45 minutes of exercise, 5 days per week.

Identifies 2-3 concepts related to cardio-respiratory endurance (Frequency, Intensity, Time and/or Type (FITT)).

Program only addresses one of the concepts related to cardio- respiratory fitness (FITT).

Lacks understanding of FITT principles. Program does not identify the duration of a workout, nor the correct type of physical activities that would improve cardio-respiratory endurance.

MUSCULAR STRENGTH AND ENDURANCE

Recognizes the need to include at least two sets of 8-12 reps per exercise. The program includes 8-10 different exercises and utilizes all major muscle groups. The exercises are performed 2-3 non-consecutive days per week. The intensity is identified by progression.

Identifies 2-3 concepts related to muscular strength and endurance (FITT).

Program only addresses one of the concepts related to muscular strength and endurance (FITT).

Lacks understanding of the FITT principles as they relate to muscular strength and endurance. Appropriate weights/equipment are not identified. Program does not address progression. Muscle groups are neglected or over trained.

FLEXIBILITY

Recognizes the need to perform flexibility at a minimum of 2-3 days per week (ideally 5-7 days per week). Understands that flexibility training can be performed during a warm-up. Identifies the proper intensity for a stretch (slight discomfort). Performs stretches for a minimum of 15-30 seconds, repeating each stretch 2-3 times.

Identifies 2-3 concepts related to flexibility (FITT).

Program only addresses one of the concepts related to flexibility (FITT).

Lacks understanding of flexibility. Does not include stretches for all joints. Does not hold stretches for proper length of time. When incorporated in a warm-up, the type of stretches do not correlate with activity.

BODY COMPOSITION

Calculation for Body Mass Index (BMI) is included. Recognizes that a BMI above or below the health fitness zone has health risks. Identifies need to maintain intake/output balance to achieve and maintain a healthy BMI. Foods are selected from all food groups. Portion control is addressed.

Identifies understanding of at least two concepts related to body composition.

Program only addresses one concept related to body composition.

Lacks understanding of concepts needed to maintain a healthy body composition.

76

APPENDIX C SELF ASSESSMENT

77

GENERIC RUBRIC FOR SPORT UNIT IN PHYSICAL EDUCATION

The following is a generic example of a sport unit rubric that may be used to assess skill and knowledge within a sport unit. The rubric is based on the district grading policy of 6 points per skill per unit and 4 points for knowledge. The 4 points for knowledge are divided between rules and strategy.

Student Period: Unit: Date:

TASK

6

5

4

3

2 1

SKILL

Skill is automatic and performed effectively with few errors at least 75% of time.

Player can perform correctly but is less consistent. Demonstrates good technique about 50 – 75% of the time

Demonstrates most characteristics of skill. Performs with good technique about 25-50% of the time.

Demonstrates some technique but with many errors. Consistency level of less than 25%.

Player can only perform skill when verbal cues are given by teacher or peer.

Player shows little evidence of proper technique and is unable to control object or movement.

KNOWLEDGE

OF RULES

Observes rules without assistance. Resolves disputes correctly.

Needs constant reminders from teacher and peers of rules of the game.

APPLICATION OF STRATEGY

Understands offensive and defensive roles. Can adapt skills to comply with rules of game.

Needs help from teacher or peers to participate

78

AEROBIC UNIT ASSESSMENT OF LEARNING

• Students will work in groups of 6. • The routine will be 2 minutes in length. • Since the routine is “aerobic” performance must effectively raise the heart rates of most participating students into their target heart rate zone

and/or most students should feel that they are working between a 12-16 on the Rate of Perceived Exertion Scale. • The routine must include 6 of the 12 aerobic steps learned in class. • Each of the group members is responsible for demonstrating 1 of the 6 steps. • The group must hand in a written copy of the routine on performance day. The card should list the names of group members, the steps being

performed and the number of repetitions of each step. • Your participation grade will be affected by your active participation in your group presentations and your respectful participation when other

groups are presenting to you.

GRADING

Area 4 points 3 points 2 points 1 point Steps The students incorporated 6

steps into the routine. Steps were clearly explained and demonstrated

The students incorporated 6 steps into the routine but explanation was unclear and/or demonstration was poor

The routine included less than 6 steps. The routine explanation was unclear and/or demonstration was poor

The routine contained less than 3 steps, was not well demonstrated. Most class members could not follow routine.

Participation Participatory expectations were met as both a presenter and performer. Target heart rate and RPE Effectively met.

Participated and performed but did not reach target heart rate or RPE levels necessary for aerobic work out.

Limited participation in routines. Incomplete assessment of target heart rate and RPE.

Did not effective present or perform a routine. Not recording data for assessment of heart rate and RPE

Presentation Directions were clear and leadership was excellent

Directions were somewhat unclear and hard to follow.

The class had a difficult time following the presenters.

The class was not able to follow. The steps were not explained or explained incorrectly.

A for unit – 10 or more points B for unit – 8-9 points C for unit – 6-7 D for unit – 5 points F – less than 5 points

BADMINTON SERVE TASK SHEET STUDENT NAME: INSTRUCTIONS: Tasks 3 and 6 must be checked and initialed by the teacher. Tasks 2, 7, 8, and 9 must be checked and initialed by a classmate. Check the rest of the tasks yourself. Do not move to the next task until you have been checked and passed according to the task conditions.

TASKS CHECK-OFF LIST:

1. Stand behind a line anywhere in the gym and serve 10 times, concentrating on timing the drop and swing.

2. Repeat Task 1, concentrating on the rules. Get a classmate to check your serve according to the rules.

3. Move to a wall area and stand behind the first taped line (7 feet [2.13 meters]) and serve into the wall trying to contact the wall just above

the 5-foot (1.52 meter) line. After five consecutive good serves, move back to the second taped line (25 feet [7.62 meters]) and repeat. Ask you teacher to check you on each task.

4. Stand in the front inside corner area of a court with no net and serve 10 times into the front area of the opposite diagonal court. (Check the wall chart for placement areas.) Four students can serve at the same time on the same court. After serving at least 5 times into the placement area, check the task sheet to show that you have completed the task.

5. Repeat Task 4, serving into the backcourt area.

6. Move to a court with a net. Continue to serve short and low to the front doubles court (see the Chart on page 103 of Quality Lesson Plans

for Secondary Physical Education, Second Edition). When you have served five consecutive good serves, ask your teacher to check you. Four can practice at one time.

1 of 2

7. Repeat Task 6, this time serving to doubles backcourt (see the Chart on page 103 of Quality Lesson Plans for Secondary Physical Education, Second Edition for singles and doubles court lines). When you have served five consecutive good serves, ask a classmate to check you.

8. In partners and in diagonal courts (four to a court), one student serves short and low and the other underhand clears to the deep area of the court. After every five serves, reverse roles. When you think that you are good at both skills, ask a classmate to check you and your partner. You need at least 3 (out of 5) good serves and good clears to pass. Pass Fail

9. Change partners and repeat Task 8, this time using high and deep serves and an overhand clear return. Use the same standards for

passing (3 out of 5 good serves and clears). Pass Fail

10. Serve and clear game. Change partners and take turns serving 5 shuttles. Mix your serves, trying to deceive your partner. Score 1 point if your partner is unable to return a legal serve. Score 1 point for each clear that lands between the singles and doubles backcourt lines. Play 4 rounds of 5 serves each. Enter your scores for serves and clears. Serves Clears

2 of 2 TEACHER: PERIOD:

BASKETBALL SKILL CHECKLIST

STUDENT

DRIBBLE

PASSING SHOOTING

Chest Bounce Shovel Overhead Baseball Foul Shot

Lay-up

82

PEER SELF-ASSESSMENT BASKETBALL

Date: Scorekeeper: Referees:

Team: Team:

Give tally mark for each basket. Multiply by 2 and circle total in box.

Fouls (After 5 fouls tell referees to award a free- throw to opposing team.)

Sportsmanship Rate 0-4 (4 is best rating)

Other Comments:

Date: Scorekeeper: Referees:

Team: Team:

Give tally mark for each basket. Multiply by 2 and circle total in box.

Fouls (After 5 fouls tell referees to award a free- throw to opposing team.)

Sportsmanship Rate 0-4 (4 is best rating)

Other Comments:

83

PEER ASSESSMENT FORM BASKETBALL

STUDENT NAME

# OF SHOTS ATTEMPTED

# OF SHOTS COMPLETED

# OF TURNOVERS

# OF REBOUNDS

# OF ASSISTS

Player 1

Player 2

Player 3

Player 4

Player 5

NAME: DATE:

Rate yourself on the five (5) basketball passes 4 = Can perform in game situation 3 = Can perform in passing lines, but has trouble in the game

2 = Still needs work 1 = Rarely gets ball to a teammate

Chest pass

Bounce pass

Overhead pass

Shovel pass

Baseball pass NAME: DATE:

Rate yourself on the five (5) basketball passes 4 = Can perform in game situation 3 = Can perform in passing lines, but has trouble in the game 2 = Still needs work 1 = Rarely gets ball to a teammate

Chest pass

Bounce pass

Overhead pass

Shovel pass

Baseball pass

1 of 2

85 NAME: DATE:

Rate yourself on the five (5) basketball passes

4 = Can perform in game situation 3 = Can perform in passing lines, but has trouble in the game 2 = Still needs work

1 = Rarely gets ball to a teammate

Chest pass

Bounce pass

Overhead pass

Shovel pass

Baseball pass NAME: DATE:

Rate yourself on the five (5) basketball passes 4 = Can perform in game situation 3 = Can perform in passing lines, but has trouble in the game 2 = Still needs work 1 = Rarely gets ball to a teammate

Chest pass

Bounce pass

Overhead pass

Shovel pass

Baseball pass 2 of 2

98

BASKETBALL EVALUATION FORM Setting: This assessment should be made throughout the entire basketball unit using a formative assessment process. The criteria included should be observed during game play, but can also be used whenever basketball skills are being performed.

Scoring: Rate each criterion using the following scale of 1 to 4. Once all criteria have been rated, total and average the scores if desired. 1. Always demonstrates consistently 2. Demonstrates consistently, but not always 3. Demonstrates on occasion 4. Never demonstrates

Rules, Safety, and Etiquette Displays good etiquette

Praises teammates and opponents on good play and doesn’t get too upset at his/her own performance.

Follows the rules of the game

Interprets the rules of basketball accurately

Appropriately selects and uses equipment

Follows safety procedures and does not put players at risk Basketball Skills

Shoots the ball using the correct stance, movement, technique and follow-through

Dribbles the ball with control

Can perform a variety of passes and uses them appropriately in a game

99

Gets into proper rebound position when the ball is sot at the basket

Makes no errors in scoring

Offensive and Defensive Team Play

Demonstrates understanding of and the ability to play zone and person-to-person defense

Knows how to play his/her position offensively on an out-of-bounds play

Knows how to play his/her position defensively on an out-of-bounds play

Understands the basic offensive plays

FITNESS ASSESSMENT Look at your personal results from the Fitnessgram® fitness tests and answer the following questions based on your most recent test results.

A. Place a checkmark in the appropriate column for your own fitness results.

TEST BELOW HEALTHY HEALTHY ZONE EXCEEDS HEALTHY

Cardio-respiratory Mile PACER Mile PACER Mile PACER

Muscular Strength Push-ups Curl-ups Push-ups Curl-ups Push-ups Curl-ups

100

Flexibility

Body Composition

B. Think about the areas in which you are in the healthy fitness zone or exceed the healthy zone. What do you do that contributes to your

good health?

1 of 2 C. Think about the areas in which you scored the lowest. What can you do to improve your fitness in these areas?

D. What activity units would you like to participate in during Physical Education next year? List the activity and what areas of fitness

you think would benefit from participation in this suit. (This does not mean that you will be assigned to the unit for the next school year.)

101

ACTIVITY Area(s) of fitness that would be improved by participation in this unit

2 of 2

OBSERVATION CHECKLIST FOR APPLIED SKILLS IN SPORT UNITS The skill checklist may be used to assess any given skill within a unit. Using the district grading policy of allocating 12 points per unit for skill assessment, the following is a sample of a skill checklist for batting a softball. The checklist may be modified to meet the needs of any sport-related skill. All skills need to be observed in an applied setting. Grade each cue/skill component on a scale of 0-2

0 = Not Seen 1 = Observed with Feedback and Guidance 2 = Consistently Observed UNIT: softball SKILL: batting DATE:

102

STUDENT

HANDS TOGETHER

KNUCKLES LINED UP

HOLDS BAT AT EAR

ELBOWS OUT

FULL SWING

TRUNK ROTATION

TOTAL POINTS

Ex. John Smith 2 2 1 2 2 1 10

RATING SCALE SLOWPITCH SOFTBALL

SKILL BEGINNING INTERMEDIATE ADVANCED COMMENTS

103 THROWING

CATCHING

FIELDING GROUNDERS

FIELDING FLY BALLS

BATTING

BUNTING

BASE RUNNING

PITCHING

RATE OF PERCEIVED EXERTION Aerobic fitness conditioning is improved ONLY IF you increase your exertion during the aerobic walk/run/bike. Each day estimate how hard you feel your exercise workload is. This feeling should reflect your total amount of exertion and fatigue, combining all sensations and inner feelings of physical stress, effort and fatigue. Focus on the entire body. Try not to underestimate or overestimate your feeling or exertion. Be as accurate as you can.

104

Borg’s RPE SCALE 6 7 very, very light exertion 8 9 very light exertion 10 11 fairly light exertion 12 13 somewhat hard exertion 14 15 hard exertion 16 17 very hard exertion 18 19 very, very hard exertion 20

Training zone is 12-16 on the scale. You must be working at this level to be receiving cardio-respiratory benefit from the exercise. This intensity approximates an intensity of 60-80% of the Target Heart Rate Range using the Heart Rate Reserve method discussed in another fitness article.

APPENDIX D SAMPLE LESSON PLAN

93

Basketball Lesson 2 Passing the Ball

Goal: To identify and practice a variety of passes which will help you move the ball quickly to open players on the floor. Passes will

include: chest pass, overhead pass, baseball pass, shovel pass and bounce pass.

NJSLS: 2.5.12A.2 Demonstrate mature, mechanically-correct form and control when combining and modifying movements.

2.5.12A.2 Use information from internal and external sources to detect, analyze and correct errors in movement skills and patterns in an applied setting.

2.5.12C.2 Summarize the causes, influences and response of body systems during exercise.

Equipment: 1 basketball per 4-5 students 5 HRM

Objectives: Students will be able to:

Psychomotor • execute a variety of basketball passes in a closed environment.

• alter the force/distance of pass based on player’s position. • catch a pass from a teammate.

Cognitive • define passing as an offensive skill. • identify four types of passes used in basketball. • analyze heart rate during physical activity.

Affective • acknowledge variety of skill levels within the class. • communicate with players prior to passing. • display teamwork.

1 of 2

Activity:

ACTIVITY DESCRIPTION OF ACTIVITY Warm-up Two shuffle laps around gym

Dribbling and backward run Lunges

Passing Lines Demonstration of four types of passes: chest, overhead, shovel, baseball. All students will be given the opportunity to practice four passes.

Passing Game All students will be positioned around the gym. Teams will score by passing the ball to the end line with drop or interception of pass.

Closing/Stretching Self-check of passing skills HRM collection

Assessment: HRM printouts from previous day Self-check of passing skills

APPENDIX E NEW JERSEY STUDENT LEARNING STANDARDS

HYPERLINKS TO STANDARDS Standard Content Area State Board

Adoption Date

Required District Implementation of

Revised Curricula

1 Visual and Performing Arts July 9, 2014

September 2015

2 Comprehensive Health and Physical Education

July 9, 2014

September 2015

3 English Language Arts May 4, 2016

September 2017

4 Mathematics May 4, 2016

September 2017

5 Science July 9, 2014

Grades 6-12 Sept. 2016

Grades K-5 Sept. 2017

6 Social Studies July 9, 2014

September 2015

7 World Languages July 9, 2014

September 2015

8 Technology October 1, 2014

September 2015

9 21st Century Life and Careers October 1, 2014

September 2015

http://www.state.nj.us/education/cccs/2014/arts/

http://www.state.nj.us/education/cccs/2014/chpe/

http://www.state.nj.us/education/cccs/2014/chpe/

http://www.state.nj.us/education/cccs/2016/ela/

http://www.state.nj.us/education/cccs/2016/math/

http://www.state.nj.us/education/cccs/2016/science/

http://www.state.nj.us/education/cccs/2014/ss/

http://www.state.nj.us/education/cccs/2014/wl/

http://www.state.nj.us/education/aps/cccs/tech/

http://www.state.nj.us/education/aps/cccs/career/

STATEMENT OF PURPOSE This guide to adaptations and modifications will assist the teacher in planning, and implementing an instructional program which is based on the New Jersey Student Learning Standards for Physical Education, and the child’s IEP. This guide is designed to provide continuity in the implementation of the student’s Individualized Educational Plan, and to meet the Federal legislation through Public Law 94-132 (1975), and Public Law 93-112 (1973) Section 504 of the Rehabilitation Act. The following developed adaptations should be considered when planning instruction.

PHILOSOPHY In keeping with the guidelines for IDEA, the Parsippany-Troy Hills School District is committed to providing Physical Education for all students in an inclusive setting providing the least restrictive environment. The school district ensures that students with disabilities have access to a physical education program that enables them to achieve the same goals in Physical Education as their nondisabled peers. All students are members of a learning community where they have the choice of the most appropriate instructional setting, equal access, dignity, and the opportunity to participate in meaningful physical activity. Students identified by the Child Study Team as having a disability that would impact motor or cognitive development, and who have an Individualized Educational Plan (IEP) will participate in the general physical education setting with adaptations, and modifications. The physical educator will work with the Child Study Team, and support personnel reviewing the IEP, adapting, and modifying instruction as needed. Instruction is designed around the student‘s needs. A multidisciplinary team will determine the appropriate placement of the student.

GENERAL GOALS

Through modifications, adaptations, and effective use of resources, students with disabilities will have the opportunity in the least restrictive environment to:

1. develop motor, and sports skills. 2. actively engage in meaningful learning experiences in the general physical education setting. 3. receive regular evaluation of progress toward IEP goals. 4. receive supplementary aides, and services, as well as instructional support. 5. participate in a learning environment that invites all students to participate in meaningful learning that offers a variety of opportunities for personal success. 6. have the choice of the most appropriate instructional setting, equal access, dignity, and the opportunity to participate in meaningful physical activity. 7. develop/improve social competence. 8. have the opportunity to learn, and perform in the physical, cognitive, and social-emotional domains. 9. engage in meaningful activities in general physical education, sharing equal status, and learning together. 10. have the right to be treated equally, to have choices and to take risks. 11. develop a positive self-concert through relevant physical education experiences. 12. develop personal values that encourage healthy living, and an enhanced productive life. 13. learn physical skills that allow them to participate in, and derive enjoyment from recreational activities throughout their lifetime. 14. prepare students without disabilities for inclusion of peers with disabilities in everyday education.

When students with disabilities were asked, “What is a good day in Physical Education (Goodwin & Watkinson, 2000)?” they said, “…I feel like I belong. Because my peers cheer me on or the teachers say I am doing a good job; I share in receiving the benefits from participation, because I am learning, and improving my skills, and I have confidence in my skills. I like my peers to see that I am doing well in Physical Education

I. ADAPTATIONS FOR STUDENTS WITH DECREASED MOBILITY

CHARACTERISTIC

LIMITING PARTICIPATION

INSTRUCTIONAL

APPROACH

EQUIPMENT

TECHNOLOGY

ENVIRONMENTAL MODIFICATIONS

PERSONNEL/ ACADEMIC

RESOURCES DECREASED MOBILITY • walking aid • manual wheelchair • power wheelchair • slow or unsteady gait Educational classifications which may present with these characteristics: • multiple disabilities • orthopedic impairment • other health impairment • traumatic brain injury Medical diagnoses which may present with these characteristics: • Cerebral Palsy or other neurological disorder • Muscular Dystrophy or

neuromuscular diseases* (see website under Resources)

• Spina Bifida* (see Website)

• Osteogenesis Imperfecta • (brittle bones) • juvenile arthritis

• Consult with related service providers to offer alternate warm-up exercise to address IEP goals

• Determine student capabilities, and underlying components of movement disability; match modifications to student needs

• Follow-up with evaluation of modifications

• Discuss locomotor skills with therapist and choose target skills relative to the child’s current developmental status

• Allow students to select exercises from a list of choices

• Provide frequent opportunities for practice; variability of practice helps in skill acquisition

• Transfer of skills may not occur; provide new opportunities for practice.

• Break skills into smaller parts in stations

• Provide alternate positions for exercise or drills

• Reduce the number of position changes required during an activity

• Add cardboard to walker or wheelchair for hockey, kickball, and/or soccer

• Use alternate balls (e.g., lighter balls, softer balls, dinohydes or slo-mo balls, etc.)

• Use scooters or allow wheelchair to be scooter

• Modify sticks, and rackets to allow for more success in hitting

• Use Velcro® or gloves to modify equipment so students can hold it

• Upper extremity pedaler for cardiovascular training/fitness assessment

• Lower basketball nets or offer alternative net/goal during game play

• Allow use of baseball tees, etc. when necessary

• Power wheelchair • Walkers,

crutches, canes

• Braces/orthotics • Virtual

reality/video games

• Decrease distance required to move

• Set-up “safety zones” during game play (e.g., student with disability allowed in, others not; free pass in, and out)

• Provide clear bound aries

• Consider size, and energy demands of the playing area

• Teachers attend transition meetings

• Child Study Team (CST)

• members Classroom teacher School counselor School nurse Workshops

• Training for one-to-one aides

Related Services: • physical therapist • occupational therapist • behaviorist • speech therapist • medical specialists

Orthopedist Neurologist

Textbooks/Websites: A Teacher’s Guide to Including Students with Disabilities in General Education - Martin Block

Strategies for Inclusion – Lieberman, Houston- Wilson

Right Fielders are People, Too – John Hichwa

Inclusion Through Sports – Ronald Davis

CHARACTERISTIC LIMITING

PARTICIPATION

INSTRUCTIONAL APPROACH EQUIPMENT TECHNOLOGY ENVIRONMENTAL

MODIFICATIONS PERSONNEL/

ACADEMIC RESOURCES • Pair student with pre-selected

peer, and teach them to understand how the disability effects play (e.g., teach them to throw, and catch in a way that peer in wheelchair can reach); vary peer chosen to develop understanding in many classmates

• Ask peer to catch for them • Ask peer to kick for them • Read, and understand Internet

based educational records (Tracker), and medical records as available

• Consult with school nurse, CST, and/or related services providers

• Train and support para-professionals to communicate, interact, and support students in the most appropriate manner

• Train peer buddies to interact with student in a way that everyone feels successful

Children with Osteogenesis Imperfecta: Strategies to Enhance Performance – Holly Cintas, PhD, Lynn Gerber MD Ask therapist for relevant scholarly literature/research. Diagnosis-related books* (for Muscular Dystrophy) http://www.asdk12.org/depts/ape/factsheet/Muscular Dystrophy.pdf Diagnosis-related books* (for Spina Bifida) http://sbaa.omnibooksonline.com/2007/data/papers/16.pdf Adapted PE: EveryBODY Wins Guide Tape – Drake University, Championship Productions NJSLS CD-ROM

http://www.asdk12.org/depts/ape/factsheet/Muscular%20Dystrophy.pdf

http://www.asdk12.org/depts/ape/factsheet/Muscular%20Dystrophy.pdf

http://sbaa.omnibooksonline.com/2007/data/papers/16.pdf


II. ADAPTATIONS FOR STUDENTS WITH SENSORY PROCESSING DIFFICULTIES


PARTICIPATION


MODIFICATIONS

PERSONNEL/ ACADEMIC

RESOURCES SENSORY PROCESSING DIFFICULTIES • vision/perception • auditory – decreased

hearing, hypersensitivity to sound

• kinesthetic/ (movement sense or awareness)

• proprioceptive (position sense or awareness)

• hyper- or hypo-sensitivity to tactile input

Educational classifications which may present with these characteristics: • autism • multiple disabilities • other health impairment • specific learning disability • traumatic brain injury • vision impairment • hearing impairment • emotional disturbance Diagnoses which may present with these characteristics: • Autism, Asperger’s Syndrome, PDD • Down Syndrome • Cerebral Palsy or other neurological disorder

• Use short, clear instruc-tions

• Post instructions on an easel or wall

• Provide visual modeling with student or teacher.

• Use different tempos to teach about moving at different speeds

• Use music or rhythm to teach about timing

• Consider cognitive pro-cessing delays; give extra time for a response

• Provide a variety of warm-up activities that include different weight-bearing positions or “heavy work” (lifting heavy objects, passing a medicine ball, pushing a weighted chair, etc.)

• Provide opportunities, and cues to notice physio-logical effects of exercise in order to develop self-awareness and modulation

• Make beginning, middle, and end of activity clear.

• Verbally reinforce se-quencing

• Carefully consider audit-

• balls with auditory output (e.g., bells, etc.)

• balls/equipment with different textures or weight

• Allow student to wear “earmuffs” or cotton in ear

• Use microphone to direct voice over music system.

• Use equipment that provides auditory feed-back (e.g., stepping on bubble wrap, etc.)

• Use equipment that provides alternate kines-thetic input (e.g., balance discs, balls, soft mats, etc.)

• weighted vests, ankle weights, weighted back-pack

• FM Systems • Videotaping to

allow child to review performance

• Modify light in playing area

• Use centers to reduce group size

• Use clear environ-mental markers (e.g., cones, flags, colorful tape on floor)

• Reduce volume of music in room

• Create smaller areas within larger gym with dividers (may be larger “walls or mats” or with cones and ropes)

• Provide extra space between students

• Provide multiple sen-sory cues for position in space (e.g., raised platform, mat, taped area on floor)

• When rotation through stations is involved, follow logical sequence of patterns, and mark stations clearly

• Use whistle, bells, etc. to mark stop, and start of activities

• CST members • Classroom teacher • School counselor • School nurse Related Services: • physical therapist • occupational therapist • behaviorist • speech therapist • teacher of the hearing

impaired • medical specialists: neurologist ENT psychiatrist Textbooks: A Teacher’s Guide to Including Students with Disabilities in General Education - Martin Block Strategies for Inclusion – Lieberman, Houston-Wilson Right Fielders are People, Too – John Hichwa Inclusion Through Sports – Ronald Davis


PARTICIPATION

INSTRUCTIONAL APPROACH

EQUIPMENT

TECHNOLOGY


PERSONNEL/ ACADEMIC

RESOURCES

ory input such a use of whistles, loud music, etc.

Component (e.g., throwing/catching, visual tracking activities, postural control activities,

anticipating movement of the ball, sequencing of movement, bilateral coordination activity, etc.) • Use picture cards for

reinforcement of verbal directions

• Read, and understand internet based educational records (Tracker), and medical records as available


• Use of American Sign Language as appropriate and is indicated by child’s IEP



The Out-of-Sync Child – Carol Stock Kranowitz Asperger’s Syndrome: A Guide for Parents and Professionals-Tony Attwood

Ask therapist for relevant scholarly literature/research Diagnosis-related books, Adapted PE: EveryBODY Wins Guide Tape – Drake University, Championship Productions NJSLS CD-ROM

·

II. ADAPTATIONS FOR STUDENTS WITH POOR COORDINATION OR DIFFICULTY WITH MOTOR LEARNING


PARTICIPATION


MODIFICATIONS

PERSONNEL/ ACADEMIC

RESOURCES POOR COORDINATION OR DIFFICULTY WITH MOTOR LEARNING • generalized

developmental delay • low muscle tone • Dyspraxia

Educational classifications which may present with these characteristics: • orthopedic impairment • other health impaired • multiple disabilities • specific learning disability

Diagnoses which may present with these characteristics: • Down Syndrome • Developmental

Coordination Disorder* • ADD/ADHD

• Break skills into smaller parts that are achievable, and meaningful.

• Reward effort • Make environment predict-

table when attempting a new skill (e.g., use a tee for batting)

• Gradually remove supports as student achieves success

• Reduce competition while learning new skills.

• Stress participation, and individual goal setting/-achievement

• Provide concise verbal cues while student is performing a skill

• Use hands-on assistance in initial phases of learning; use same method of handling each time to provide consistency in in-put

• Involve self-assessment in the process to develop internalized understanding of new skills

• Follow predictable routine, and allow student to be a leader once routine is mastered

• Use modified equipment for safety (softer balls, brighter colors, etc.)

• Use objects of different sizes, and weights, draw-ing student’s attention to these differences, and their effect on perfor-mance

• Weighted ropes • Ankle weights, weighted

vests • Increased proprioceptive

input from heavy moving/lifting activities

• Video taping

• Use clearly marked boundaries during activities (e.g., cones at the corners when running laps, lines on the floor, floor spots, etc.)

• Structure movement in gym in similar manner from activity to activity (always run around points A, B, and C, etc.)

• Teach in centers rather than using entire gym

• CST members • Classroom teacher • School counselor • School nurse Related Services: • physical therapist • occupational

therapist • behaviorist • speech therapist • medical specialists

orthopedist neurologist

ENT psychiatrist

Textbooks: A Teacher’s Guide to Including Students with Disabilities in General Education - Martin Block Strategies for Inclusion – Lieberman, Houston-Wilson Right Fielders are People, Too – John Hichwa Inclusion Through Sports – Ronald Davis


PARTICIPATION

INSTRUCTIONAL APPROACH

• Break games into smaller parts while learning or after skill mastery (e.g., smaller court size, half court so difference between offense, and defense is clear, etc..

• Emphasize team work. • Ask student “cause, and

effect” questions in order for them to learn to grade or direct movement

• Break skills into compo-nents, and practice each component (e.g., throwing/catching, visual tracking activities, postural control activities, antici-pating movement of the ball, sequencing of move-ment, bilateral coordina-tion activity, etc.)

• Provide clear direction of movement through space

• Include activities for core strength/coordination in each physical education class

• Use picture cards for rein-forcement of verbal direc-tions

EQUIPMENT

TECHNOLOGY


PERSONNEL/ ACADEMIC

RESOURCES

Children with Develop-mental Coordination: Strategies for Success – Cheryl Missiuna, PhD.

Developmental Coordination Disorder – Sharon Cermak, Dawn Larkin Gross Motor Skills in Children with Down Syndrome: A Guide for Parents and Professionals – Patricia C. Winders

Asperger’s Syndrome: A Guide for Parents and Professionals -Tony Attwood

Ask therapist for relevant scholarly literature/research

Adapted PE: EveryBODY Wins Guide Tape – Drake University, Championship Productions

NJSLS CD-ROM


PARTICIPATION


MODIFICATIONS

PERSONNEL/ ACADEMIC

RESOURCES • Read, and understand

Internet based educational records (Tracker), and medical records as available




∗ Developmental Coordination Disorder – movement difficulties not related to any known physical, neurological or behavioral disorders that interfere with performance in one

or more daily activities.

IV. ADAPTATIONS FOR STUDENTS WITH COGNITIVE DIFFICULTIES


PARTICIPATION


MODIFICATIONS

PERSONNEL/ ACADEMIC

RESOURCES COGNITIVE DIFFICULTIES • Academic problems related to

challenges with memory and metacognition

• Challenged in reading, and processing

• Handwriting problems, fine motor challenges

• Difficulty with short, and long-term memory

• Difficulty with social skills; ;poor self-concept

• Varied academic problems related to reading,, writing, language, and math

• Imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations*

Educational classifications which may present with these characteristics:

• Dyslexia (severe difficulty learning to read)

• Dysgraphia (handwriting problems)

• Dyscalculia (math difficulties)

CHARACTERISTIC

LIMITING PARTICIPATION

• Consult with prior and current classroom teachers, and special education faculty regarding how to best provide instructions

• Break instruction into short statements.

• Provide time for processing

• Use pictures for prompts/reminders

• Provide feedback throughout initial practice sessions

• Differentiate instruction • Systematic instruction that

is explicit, intensive, and supportive with scaffolding of skills

• Present skill or skill sets before learning it (modeling)

• Use peer modeling and peer buddies

• Break games into smaller parts while learning or after skill mastery (e.g., smaller court size, half court so difference between offense and defense is clear, etc.)

INSTRUCTIONAL

APPROACH S

• Station cards-breaking down skills

• Vary the size, weight, and texture of catching, and throwing objects, striking implements, and other manipulative equipment

• Teach students how to use equipment safely

• Visual aids/demonstrations, written materials, or pictures

EQUIPMENT

• Use of video and audio clips

TECHNOLOGY

• Provide clear boundaries

• Provide a practice area for students who need additional practice (differentiate instruction)

• Provide extra supervision, have the student stand close to you (proximity)

• Consider how you position students based on individual needs


• CST members • Classroom teacher • School counselor • School nurse Related Services: • physical therapist • occupational therapist • behaviorist • speech therapist Textbooks:

A Teacher’s Guide to Including Students with Disabilities in General Education - Martin Block Strategies for Inclusion – Lieberman, Houston-Wilson Right Fielders are People, Too – John Hichwa Inclusion Through Sports – Ronald Davis Asperger’s Syndrome: A Guide for Parents and Professionals -Tony Attwood

PERSONNEL/ ACADEMIC

RESOURCES

Medical diagnoses which may present with these characteristics:

• Down Syndrome • Prader Willi

Syndrome (genetic disorder, poor muscle tone)

• Turner Syndrome (chromosomal disorder, short height, overweight, abnormal bone development)

• Spina Bifida • Cerebral Palsy • Duchenne Muscular

Dystrophy • Autism/Asperger/PD

D

• Break skills into compo-nents, and practice each

• component (e.g., throwing/catching, visual tracking activities, postural control activities, antici-pating movement of the ball, sequencing of move-ment, bilateral coordina-tion activity, etc.)

• Reward effort, and vary reward system

• Make environment predict-table when attempting a new skill (e.g., use a tee for batting)

• Gradually remove supports as student achieves success

• Reduce competition while learning new skills

• Stress participation, and individual goal setting/-achievement

• Provide concise verbal cues while student is performing a skill

• Use hands-on assistance in initial phases of learning; use same method of handling each time to provide consistency in in-put

NJSLS CD-ROM

V. ADAPTATIONS FOR STUDENTS WITH BEHAVORAL DIFFICULTIES


PARTICIPATION


MODIFICATIONS

PERSONNEL/ ACADEMIC

RESOURCES

BEHAVIORAL DIFFICULTIES • social • emotional

Educational classifications which may present with these characteristics • emotional disturbed • autism • multiple disabilities • traumatic brain injury • specific learning disability

Diagnoses which may present with these characteristics: • Autism/ Asperger’s

Syndrome • “sensory processing

disorder” • Pervasive Developmental

Disorder (PDD) • Cerebral Palsy


PARTICIPATION

• Consult with classroom teacher, and behaviorist regarding behavioral plan, and implementation of strategies within PE program

• Purposeful pairing of students

• Use activities that require teamwork to complete.

• Provide clear directions in multiple ways (i.e. verbal, written, picture prompts etc.)

• Determine student capabilities, and underlying components of sensory processing impairment; match modifications to student needs

• Follow-up with evaluation of modifications

• Constantly review safety rules, assign peers to assist student from using equipment inappropriately


INSTRUCTIONAL

APPROACH • Consult with school nurse,

CST, and/or related services providers

• Tactile balls • Weighted jump ropes • Balls with auditory

output (e.g., bells, etc.) • Balls/equipment with

different textures or weight

• Allow student to wear “earmuffs” or cotton in ear

• Use microphone to direct voice over music system

• Use equipment that provides auditory feed-back (e.g., stepping on bubble wrap, etc.)

• Use equipment that provides alternate kines-thetic input (e.g., balance discs, balls, soft mats, etc.)

• Weighted vests, ankle weights, weighted back-pack

EQUIPMENT

• Videotaping to allow child to review performance

• Technology to

either increase or decrease sensory stimuli (ear muffs, voice amplification, increase light, etc.)

TECHNOLOGY

• Use well defined space • Provide areas for

student to “take a break” when experiencing episodes of hypersensitivity


• CST members • Classroom teacher • School counselor • School nurse Related Services: • physical therapist • occupational therapist • behaviorist • speech therapist • Medical specialists:

Neurologist ENT Psychiatrist

Textbooks: A Teacher’s Guide to Including Students with Disabilities in General Education - Martin Block Strategies for Inclusion – Lieberman, Houston-Wilson Right Fielders are People, Too – John Hichwa Inclusion Through Sports – Ronald Davis

PERSONNEL/ ACADEMIC

RESOURCES Asperger’s Syndrome: A Guide for Parents and Professionals

• Train, and support para-professionals to communicate, interact, and support students in the most appropriate manner


-Tony Attwood

NJSLS CD-ROM

VI. ADAPTATIONS FOR STUDENTS WITH SPECIAL MEDICAL NEEDS

**also see Sensory Processing Difficulties


PARTICIPATION


MODIFICATIONS

PERSONNEL/ ACADEMIC

RESOURCES SPECIAL MEDICAL NEEDS • asthma • allergies • hearing impairment** • vision impairment** • Osteogenesis Imperfecta

(brittle bones) • Muscular Dystrophy • seizure disorder • neuromuscular diseases • obesity



• Know daily medications, and implications for PE activities

• Modify intensity of activities as indicated

• Plan safety measures with school nurse, and related service providers

• Communicate safety measures to ALL staff working in the PE setting

• Train, and support para-professionals to communicate, interact, and support students in the most appropriate manner


• Speech synthesizer • Personal computer • Wireless

microphones • Enlarged print • FM communications

system • Pedometer • Talking

watch/calculator • Digital camera • Digital video camera • Heart rate monitors • Interactive CD-

ROMS

• CST members • Classroom teacher • School counselor • School nurse Related Services: • physical therapist • occupational therapist • behaviorist • speech therapist • teacher of the hearing impaired Medical Specialists: • Orthopedist • Neurologist • ENT • Psychiatrist Medical reference books

BIBLIOGRAPHY

TEXTBOOKS AAHPERD. Physical Best Activity Guide: Elementary Level. Champaign, IL: Human Kinetics, 1999. Active Living Alliance for Canadians with a Disability. Moving to Inclusion. 1995. Attwood, Tony. Asperger’s Syndrome: A Guide for Parents and Professionals. London, England. Jessica Kingsley Publishers, 1998. Bishop, Jason and Simon Driver. “Implementing Service-Learning in Undergraduate Adapted Physical Education.” JOPERD Volume 78 No. 8

October, 2007: 15-19. Block, Martin E., PhD A Teacher’s Guide to Including Students with Disabilities in General Physical Education, 2nd Edition. Baltimore, MD: Paul H. Brookes Publishing Company, 2000. Cermak, Sharon and Dawn Larkin. Developmental Coordination Disorder. Albany, NY. Delmar, 2002. Davis, Ronald W. Inclusion Through Sports: A Guide to Enhancing Sport Experiences. Champaign, IL: Human Kinetics, 2002. Hellison, D. Teaching Responsibility Through Physical Activity. Champaign, IL. Human Kinetics, 2003. Hichwa, John. Right Fielders Are People Too: An Inclusive Approach to Teaching Middle School Physical Education. Champaign, IL: Human

Kinetics, 1998. Kasser, S. Inclusive Games. Champaign, IL. Human Kinetics, 1995. Kelley, Luke E. Adapted Physical Education National Standards. National Consortium for Physical Education and Recreation for Individuals

with Disabilities. Champaign, IL. Human Kinetics, 1995. Kranowitz, Carol Stock. The Out-of-Sync Child. New York, NY. Penguin Group/Skylight Press, 2005. Lieberman, Lauren J. and Cathy Houston-Wilson. Strategies for Inclusion: A Handbook for Physical Educators. Champaign, IL: Human

Kinetics, 2002. Lieberman, Lauren J. and J. Cowart. Games for People with Sensory Impairments: Strategies for Including Individuals of all Ages. Champaign,

IL. Human Kinetics, 1996. Lieberman, Lauren J., Rebecca K. Lytle and Jason A. Clarcq. “Getting it Right from the Start: Employing the Universal Design for Learning

Approach to Your Curriculum.” JOPERD Volume 79 No. 2 February 2008: 32-39. Mastropieri, Margo A. The Inclusive Classroom: Strategies for Effective Instruction. Upper Saddle River, NJ. Merrill, 2000. Missiuna, Cheryl Ph.D. Children with Developmental Coordination: Strategies for Success. Binghampton, NY. The Haywood Press, Inc., 2001. Morris, G. S. D. and J. Stichl. Changing Kids’ Games, 2nd Edition. Champaign, IL. Human Kinetics, 1999. NASPE. Physical Best Activity Guide: Middle and High School Levels. Champaign, IL. Human Kinetics, 2005.

Randazzo, lD. And K. Corless. Activity for Everyone: Children of All Abilities in a Regular Physical Activity Program, 2nd Edition. AAHPERD Publications, 2005. Turnbull, Ann, Rud Turnbull and Michael L. Wehmeyer. Exceptional Lives: Special Education in Today’s Schools-5th Edition. Upper Saddle River, NJ. Pearson Education, Inc., 2007. Winders, Patricia C. Gross Motor Skills in Children with Down syndrome: A Guide for Parents and Professionals. Bethesda, MD. Woodbine House, Inc., 1997. WEBSITES http://www.aahperd.org American Alliance for Health, Physical Education, Recreation, and Dance Adapted Physical Activity Council http://www.pecentral.org PE Central (Lots of lesson plan ideas.) http://www7.twu.edu/~f huettig/ Project INSPIRE: http://www.aahperd.org/naspe National Association for Sport and Physical Education (NASPE) http://www.asdk12.org/depts/ape/factsheet/MuscularDystrophy.pdf Muscular Dystrophy, diagnosis-related books http://sbaa.omnibooksonline.com/2007/data/papers/16.pdf Spina Bifida, diagnosis-related books http://www.ncpad.org/ The National Center on Physical Activity and Disability http://www.flaghouse.com Flaghouse: Special Populations Equipment Catalog http://www.sportime.com Sportime: Abilitations-Adapted Equipment Catalog MEDIA Adapted PE: EveryBODY Wins Guide Tape. Drake University. Championship Productions NJSLS CD-ROM



http://www7.twu.edu/%7Ef

http://www.aahperd.org/naspe

http://www.asdk12.org/depts/ape/factsheet/MuscularDystrophy.pdf


http://www.ncpad.org/

http://www.flaghouse.com/

http://www.sportime.com/

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