Track-n-Field - Shelby County Schools Games 19-20.docx · Web viewExhibits effort during skills lessons, drills, and games. ... Demonstrate pre- and in-swing fundamentals of putting.

Curriculum Map Physical EducationRecreational Game Activities

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction.

Designed with the teacher in mind, the Health, Physical Education and Lifetime Wellness (HPELW) curriculum maps focus on teaching and learning in the domains of Perform, Create, Respond, and Connect. This map presents a framework for organizing instruction around the TN State Standards so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and the SCS HPELW Education curriculum maps provide guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

The SCS HPELW Education curriculum maps are designed to create physically literate students by engaging them both individually and collaboratively in creative practices of applying, creating, communicating, collaborating and reflecting. To achieve these goals the curriculum maps were developed by expert arts teachers to reflect the conceptual framework of the four artistic processes: present, create, respond, and connect.

How to Use the HPELW Education Curriculum Maps

Shelby County Schools 2019/20201 of 22


The SCS HPELW Education curriculum maps are designed to help teachers make effective decisions about what content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. Across all HPELW disciplines, this is generally reflected in the following quarterly framework:

Course Description- This reflects the primary goals of the students to master basic skills and concepts that build upon previous knowledge which occurs as a result of physical activity.

State Standards: Students will be introduced to the following areas : movement, movement concepts, physical activity, fitness and personal/social responsibilities.

Essential Learnings: This section focuses on student outcomes and expectations

Effective Components of HPELW: This section provides State and Local laws,

Assessments: The educator will provide students with content, skill topics, SPIs and suggested timelines, with the appropriate assessment strategy; pre and post skill assessment, teacher observation, product and performance, self analysis, oral and or cognitive quizzes, fitness gram, pacer, student-lead peer modeling, peer observation and portfolio student growth measures.

Physical Education Vocabulary Terms: Educators are provided grade appropriate and content specific terminology used within a HPELW classroom

Essential Guiding Questions: Generally phrased similar to “I Can” statements, this portion identifies the specific performance indicators that are expected for students at a given time within the quarters/semester.

Tennessee-Shelby County Content Standards per grade band.

HPELW Quarterly Pacing Guides: SPIs, suggested timelines content skill, topic and task.

Sample Games and Activities with Literacy connections

Resources And Interdisciplinary Connections- In this column, teachers will find rich bodies of instructional resources/materials/links to help students efficiently and effectively learn the content. Additionally, there are significant resources to engage alignment with the Comprehensive Literacy Improvement Plan (CLIP) and HPELW activities are designed to strengthen authentic development of communication, listening, research, collaboration and content reading literacy in HPELW in supporting the District’ goals for improving student literacy.

Throughout this curriculum map, you will see high-quality activities, strategies and resources to support in ensure that students are able to reach the demands of the standards in the classroom. In addition to the resources embedded in the map, there are some high-leverage (technology, online)resources available for teacher use.

National Standards for K-12 Physical EducationThe goal of physical education is to develop physically literate individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity.



To pursue a lifetime of healthful physical activity, a physically literate individual*:

Has learned the skills necessary to participate in a variety of physical activities.

Knows the implications and the benefits of involvement in various types of physical activities.

Participates regularly in physical activity.

Is physically fit.

Values physical activity and its contributions to a healthful lifestyle.

Standard 1. The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2. The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Standard 3. The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Standard 4. The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5. The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

* Adapted from NASPE. (2004). Moving into the future: National standards for physical education (2nd ed.). Reston, VA: Author, and Mandigo, J., Francis, N., Lodewyk, K.,& Lopez, R. (2012). Physical literacy for physical educators. Physical Education and Health Journal, 75 (3), 27 - 30.

Diamond Conceptual Framework: A K-12 Road Map for Physical Education



The diamond shape helps illustrate the progression of skills and concepts taught in physical education, which are guided by national and state standards and research on physical activity and physical education.

Students should first learn the fundamental skills needed to be successful in physical activities, just as they would need to learn to read before tackling Mark Twain. Next they should experience a variety of activities with the goal of finding a few they enjoy. We wouldn't want them to go through life thinking the only way to stay healthy and fit is by running, playing basketball, and/or lifting weights. Lastly, we want them to become proficient in a few chosen activities with the hope that they will continue to participate in them throughout their lives.



SCS Secondary Physical Education Curriculum Map

This curriculum map has been developed and reviewed by SCS Physical Educators. The objective of the plan is to provide direction to ensure cohesion and full implementation of the Tennessee State Physical Education Standards across the district. Standards 1 and 2 are skill and activity specific and are divided into units within this plan. Standards 3-6 covers a variety of topics for both inside and outside physical education/activity. These standards include fitness, safety/procedures, as well as social/emotional wellness and should be implemented daily throughout the course of the year.

Standard 3: A physically educated person participates regularly in physical activity. These SPI’s focus on activity outside of physical education. The teacher should support and encourage this with students throughout the year.

Standard 4: A physically educated person achieves and maintains a health enhancing level of physical fitness. Fitness SPI’s should be incorporated into each lesson. This can be accomplished through a warm-‐ up activity or in the overall activity.

Standard 5: A physically educated person exhibits responsible personal and social behavior that respects self and others in physical activity. These SPI’s focus on thoughts, feelings and behaviors in physical education and should be implemented and reinforced throughout the year.

Standard 6: A physically educated person values physical activity for health, enjoyment, challenge, self-‐expression and/or social interaction. These SPI’s focus on enjoyment and personal value of physical education and should be implemented and reinforced throughout the year.

When implementing this curriculum map, each physical educator should strive to: Be actively engaged in the instructional process whether in the role of lead or assisting teacher. Use a variety of assessment techniques when determining mastery of the SPI's/Outcomes. This can be accomplished using a combination of formal, informal, peer,

and/or self-assessment, video performances, skill rubrics or cognitive assessment measures. Use best practices when introducing a new skill which includes demonstrating the skill, identifying the critical elements/common mistakes, and then allowing for student

practice in static situations. This process should be accompanied by timely and specific feedback. Use appropriate culminating activities to allow the students to combine multiple skills in game-like situations. This should allow the students to take their skill development

to a higher level by allowing them to apply the skills in dynamic situations Use appropriate classroom management techniques in order to maximize " tasks" and strive to keep the students active for a majority of the lesson. This can be accomplished by minimizing wait-time, planning for smooth/efficient transitions, and creative use of equipment. Engage in reflective analysis of instruction and frequently collaborate with others.

What Does The Curriculum Map Contain?Shelby County Schools 2019/2020

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EXAMPLE

Unit of Instruction

Description

Components and Subcomponents Learning Outcomes Adopted Resources/Connections/Assessments

Core Ideas

These are the high school for the TN State PE Standards Materials. Resources and assessments that are suggested to use to meet

learning outcomes.

These are the main ideas that are suggested to use

while teaching these outcomes.

Unit Assessment: Teacher Observation, Skill Testing, Game Play, Progression of Skills

Cumulative ProgressContent Objectives Instructional Actions

Concepts Skills Activities/Strategies Assessment

Academic Vocabulary:

UNIT 1: CLASSROOM ORIENTATION Quarter 1: Week 1 – Five 55 minute periods to complete

Components and Subcomponents Learning Outcomes Adopted Resources Core Ideas

Personal and Social Responsibility Review the course syllabus and TN Department of Education Learn and understand the classroom rules,




Rules, etiquette, and sportsmanship

Cooperation

Safety

Values Physical Activity

Appreciation

Challenge

objectives, attendance procedures, Rules and Regulations/ Safety/ Extreme weather and/or environmental conditions

Students are assigned lockers and informed about the appropriate uniform/attire to wear during class

Complete and review medical history information –assisting with safety during activity and during different environmental conditions

The student will analyze the effectiveness of personal decision-making as it relates to following school rules and guidelines.

http://tn.gov/education/article/health-pe-wellness-standards

Additional Resourceshttps://dese.mo.gov/sites/default/files/cur-pe-ms-health-related-fitness-2011.pdf

procedures and safety regulations

Use the concepts of health-related and skill-related fitness to connect the benefits each offers to the development of total fitness.

Identify a variety of specific activities design to reduce and manage stress (e.g., aerobics, Pilates, deep breathing, muscle relaxation)

Identify exercise principles of overload, progression, and specificity and how they relate to exercise.

Explain the effects of a sedentary lifestyle on the circulatory, respiratory, muscular, and skeletal systems.

Demonstrate an intermediate level of competence in a variety of physical activities (e.g., gymnastics, aquatics).




Explain why it is important to know and follow rules and follow basic activity

Identify rules, regulations, safety, and how extreme weather

Fundamental SkillsStudents will read, review, and

Students will read and review classroom syllabus and objectives,

• Question/Discussion• Skills Test


https://dese.mo.gov/sites/default/files/cur-pe-ms-health-related-fitness-2011.pdf

https://dese.mo.gov/sites/default/files/cur-pe-ms-health-related-fitness-2011.pdf





and safety rules and explain why they are important.

Rules and etiquette- Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance.

Working with others- Uses communication skills and strategies that promote/team group dynamics

Working with others- Solves problems and thinks critically in physical activity and/ or dance settings, both as an individuals and in groups

Safety- Applies best practices for participating safely in physical activity, exercise and dance.

conditions effects an individual (medical conditions etc.)

Introduction The students will be able to

identify concepts of the rules as they apply to this course—Safety, rules and procedures, participation, medical history, and environmental factors.

Guiding Questions What are your

expectations of yourself this year? Your Teacher? School?

How are you going to accomplish this?

How familiar are you with the district’s Student Code of Conduct?

demonstrate knowledge of classroom rules and procedures, safety, and weather and environmental conditions

attendance procedures, Rules and Regulations/ Safety/ Extreme weather and/or environmental conditions

Activities: Self-reflection (journaling) Syllabus scavenger hunt Point Value partner activity Goal Setting activity

• Group Work• Student DiscussionPull-A-Paragraph (Students pull a topic out of a jar to write about and discuss) that relate to classroom procedures, importance of rules, and consequences for breaking them.Survival Activity (Group)

Classify objects in order of importance

Recite and Repeat Students will recite

Student Code of Conduct during the week to re-emphasize behavioral expectations.

Fill out personal survey.

Academic Vocabulary: Personal Social Responsibility, respect, safety, etiquette, expectations, cooperation, goals, goal setting, regulations, assessment, self-reflection, syllabus

Quarter 1: ASTHMA AWARENESSWeek 3– Five 55 minute periods to complete

State Standards Learning Outcomes Adopted Resources Core Ideas

Explain what asthma is and who is TN Department of Education http://tn.gov/education/article/health-pe-

Understand what asthma is, who is affected by asthma, and how it impacts an individual





affected by it Give examples of when asthma can occur

and how it affects a person List, describe, and give examples of the

medical and social impact of asthma

wellness-standards

Health and Safety Issues—TN.Govhttps://www.tn.gov/education/article/csh-health-and-safety-issuesAdditional Resources:

https://www.ncbi.nlm.nih.gov/ books/NBK7230/

http://www.webmd.com/asthma/ guide/questions-doctor-asthma

https://teenshealth.org/en/teens/ asthma.html?ref=search

medically and sociallyTo develop an understanding of what asthma is as well as how to recognize, treat, andprevent asthma exacerbations.Explain the benefits of physical activity participation.Participate in developmentally appropriate aerobic and anaerobic exercises.Engage in proper warm-up and cool-down procedures.Identify factors that impact participation in physical activity (e.g., health status, facilities, equipment, environment).Identify daily physical activities.




Explain what asthma is and who is affected by it.

Give examples of when asthma can occur and how it affects a person

List, describe, and give examples of the medical and social impact of asthma

S4.H5 Safety- Applies best practices for participating safely in physical activity, exercise and dance.

Identify rules, regulations, safety, and how extreme weather conditions effects an individual (medical conditions etc.)Introduction Explain what asthma is and who

is affected by it Give examples of when asthma

can occur and how it affects a person

List, describe, and give examples of the medical and social impact of asthma

List, identify, and describe the

Fundamental Skills Students will read, review, and

demonstrate understanding of asthma awareness via classroom discussions and activities

Use concepts learned to identify a congested airway

Use materials paper towels, water, straws, food coloring, and cornstarch to simulate a mucus filled bronchial

Students will participate in sample scenarios that identify different possible outcomes for

Students will read and review classroom syllabus and objectives, attendance procedures, Rules and Regulations/ Safety/ Extreme weather and/or environmental conditions

Activities: Asthma Awareness (journaling) Asthma Awareness Worksheet Asthma activity (students use

materials to simulate mucus filled airways and how it affects flow of O2)

• Question/Discussion• Group Work• Student Discussion• Student handout/worksheets• ExperimentQuizAsthma Facts

Annotating Textwww.teenink.com/fiction/realistic.../Please-Just-Let-Me-Breathe/

http://www.everydayhealth.com/


http://www.everydayhealth.com/asthma/asthma-articles.aspx

http://www.teenink.com/fiction/realistic.../Please-Just-Let-Me-Breathe/

http://www.teenink.com/fiction/realistic.../Please-Just-Let-Me-Breathe/

https://teenshealth.org/en/teens/asthma.html?ref=search


http://www.webmd.com/asthma/guide/questions-doctor-asthma


https://www.ncbi.nlm.nih.gov/books/NBK7230/


https://www.tn.gov/education/article/csh-health-and-safety-issues

https://www.tn.gov/education/article/csh-health-and-safety-issues





different triggers that causes asthma flare-ups

someone with asthma. Partner activity (Identify health risks worksheets)

Resources: https://

www.ncbi.nlm.nih.gov/books/NBK7230/

http://www.webmd.com/ asthma/guide/questions-doctor-asthma

https://teenshealth.org/en/ teens/asthma.html?ref=search

asthma/asthma-articles.aspx

www.KidsHealth.org

Academic Vocabulary: Asthma, Triggers, Chronic condition, Bronchial, Mucous, Respiratory, Allergen, Immune system, Exercise induced asthma, flare up, Peak flow

Quarter 1: INDIVIDUAL AND DUAL SPORTSWeeks 4-8 – Five 55 minute periods to complete

Component and Subcomponent Learning Outcomes Adopted Resources Core Ideas Fitness and Physical Activity Motor Skills and Movement Patterns

FPA 7. Identify activities that improve each component of fitness (i.e., health-

TN Department of Education Review safety techniques (including


http://www.KidsHealth.org/














Subcomponent: Games, Sports, & Lifetime Activities

related, skill-related). FPA 8 Calculate and apply resting,

maximum, and target heart rate during various activities (e.g., stretching, strength training, cardio, game play).

MS. 1 Demonstrate competency in activity-specific manipulative skills (e.g., throwing, catching, kicking, striking, etc.) or sport specific skills (e.g. serve, putt, cradle in lacrosse, sprint start, etc.) while participating in game or event.MS. 2 Demonstrate game specific strategies by combining skills (e.g. softball throw to base, volleyball set to hitter, soccer pass to teammate, etc.) .MS. 3 Execute sport skills or strategies in response to the opponent (e.g. running routes, player positioning, guarding).MS. 4 Demonstrate offensive skills and strategies during game play.MS. 5 Demonstrate defensive skills and strategies during game play.


Additional Resourceswww.mountjordanpe.weebly.com/uploads/3/0/7/7/.../fitt_principle_worksheet_1.doc

www.homepages.gac.edu/~abibbs/golfunitplan.doc

http://www.glencoe.com/sites/common_assets/health_fitness/gln_health_fitness_zone/pdf/heart_rate_monitor_activities/cardiovascular_fitness/cardiovascular_fitness_activity_1.pdf

modifications for health conditions, i.e. asthma, obesity), breathing techniques, proper movement forms, i.e. correct stride, arm movements, body alignment: proper warm-up, cool down and stretching.Applies the terminology associated with exercise and participation in selected individual-performance activities, dance, net/wall games, target games, aquatics and/or outdoor pursuits appropriately.

Determine resting, target, and maximum heart rates. Then, provide written and/or oral presentations on how heart rates change over the time of your six-week fitness plan.

Assessment

Fitness/Exercise RubricsContent Standard Proficiency ScalesStandard One Skill Checklists/RubricsFitnessgram




Uses movement concepts and principles (e.g., force, motion, rotation) to analyze and improve

Rules and Terminology(Cognitive) Students use handouts to

Fundamental SkillsStudents will use locomotor skills to properly demonstrate various

•Assess fitness and set goals to maintain and improve fitness levels

•Demonstrate and give examples of

Teacher ObservationPerformance RubricsPerformance ChecklistPeer Observation





http://www.homepages.gac.edu/~abibbs/golfunitplan.doc

http://www.homepages.gac.edu/~abibbs/golfunitplan.doc

http://www.mountjordanpe.weebly.com/uploads/3/0/7/7/.../fitt_principle_worksheet_1.doc

http://www.mountjordanpe.weebly.com/uploads/3/0/7/7/.../fitt_principle_worksheet_1.doc





performance of self and/or others in a selected skill.Consistently perform skills and strategies at a basic level of competencyDemonstrate competency in the basic skills of adventure/outdoor education activitiesDiscuss basic rules and history of a variety of physical activities (i.e., weight training, volleyball, ultimate Frisbee, soccer)Practice safety procedures and appropriate use of equipment when participating in a variety of physical activities Students learn the rules and

terminology of various

complete activities and demonstrate knowledge and understanding of a variety recreational activities

Demonstrate, understand, and provide examples of the rules and proper way to participate in a variety of recreational activities through the use of Classroom Lecture, Power Point, and Discussion

Analyze and reference Vocabulary lists to properly demonstrate and identify a variety of recreational activities/strategies such a chart/diagram

Analyze and reference vocabulary lists to properly demonstrate and identify a variety of recreational activities

Chooses to participate in an activity because of personal enjoyment rather than only when friends are participating.

Enjoys working with others in a sport activity to achieve a common goal.

Golf Distinguish between

different clubs and their functions

Display proper mechanics of the grip

Display proper stance Display proper swing

mechanics

recreational activities.Exhibits effort during skills lessons, drills, and games

Set and reach an attainable goal when practicing proper mechanical grips

Applies skills and strategies in modified games as selected by teacher or developed by student

Participate in golf, demonstrating appropriate movements and techniquesDemonstrates the transition from offense to defense and applies proper techniques of skills

Explains appropriate tactical decisions in a variety of games

Demonstrates the use of appropriate strategies for effecting behavior change regarding physical activity among adults.

Explain the rules and scoring in Golf

Understand common golf terminology

Understand cause and effect factors that influence ball flight

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

Correct Warm-up/Cool-Down

• Use physical fitness test results to set and adjust goals to improve fitness.

Partner activities to learn rules and correct terminology.

Jeopardy

ACTIVITIES:Cardio Warm-up FlexibilityEndurance based fitness walkExercises and drills for Fitness Trail/Interval CourseWalk through Fitness Trail/Interval CoursePedometer TrainingGames using PedometersHeart Rate Training-manualBleacher drillsWalking relays Walking Circuit Training-Track

Connections:Physical Education:Skills, leisure, recreation, movementPsychology:Major motives of life; impacts on mentalhealthEnglish:Writing and researching informationACTIVITIES:Golf

Unit Assessment:QuizzesTestsTask cardsAnecdotal checklist

Additional assessment:Time Fitness Trail/Interval CourseHeart Rate LogHeart Rate ComparisonPedometerPedometer ComparisonsSelf-Assessment

Assessment:

Teacher ObservationPeer ObservationSkills Rubric




Display proper putting techniques

Participate in self-evaluation and feedback

Apply information and statistical data about personal and group performance to develop strategies to improve game play or participation in activity

Tennis Execute strategies,

protocols, and rules Tennis terminology Demonstrate proper warm-

up and cool-down for golf Display proper car of golf

equipment

Explain how participating in golf can be enjoyable and self-challenging

Describe how participating in golf can help one maintain a healthy

Lifestyle Safety

Demonstrate pre- and in-swing fundamentals of putting

Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

TennisDemonstrate the proper forehand/backhand grip on the racquet.

Demonstrate the forehand/backhand groundstroke.

Demonstrate the forehand/backhand volley stroke.

Demonstrate the ability to; serve, return, forehand, and backhand.

Engage in game play and demonstrate knowledge of tennis strategies.

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

Participate in an activity that is a lifetime sport.

Demonstrate proper serve.

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

Grip; overlap, interlock Putting; grip and stance Stance, address the ball, swing Equipment Etiquette and safety Written test; equipment, origin,

regulations, scoring, strategies, terms, safety

Cardio Warm-up and Flexibility

Teacher lecture and demonstration

Putting Practice Chipping Practice Pitching Practice Driving Practice

Use Pitch Shot Task CardGame Play

Tennis Strength and flexibility warm-up Introduce the proper grip and

have the students tap ball in the air 10 times.

Demonstrate and practice tapping the ball down consecutively 10 times.

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

Written test; origin, etiquette, equipment, regulations, strategy, skills, scoring,




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

Bocce Ballhttps://www.youtube.com/watch?v=tMuapXqbXHAhttp://www.backyardbocce.com/basic-rules/

Vocabulary: Golf-Albatross, Birdie, Bogey, Break, Buggy, Bunker, Caddie, Chip, Course, Divot, Drive, Driver, Eagle, Fade, Fore, Flagstick, Green, Hook, Lie, Par, Put , Putter, Rough, Round, Shot, Stoke, ,Swing, TeeTennis- Serve, Server, Singles, Doubles, Set, Match, Overhand, Forehand, Net, Service Box, Deuce, Tiebreak, Love, All, Foot fault, Let, Volley, Smash, Lob, RallyBocce-Bocce, Pallina, foul line, underhand throw

Individual and Dual SportsQuarter 2 Week 10-13 – Five 55 minute periods to complete

Components and Subcomponents Learning Outcomes Adopted Resources Core Ideas

COMPONENT 2: COGNITIVE CONCEPTS (CC)SUBCOMPONENT: MOVEMENT CONCEPTS & PRINCIPLES*Component Extension- Race training, exergaming, high intensity interval training (HIIT).

CC1. Analyze movement concepts and principles to improve performance (e.g., pathways, force, center of gravity CC.6 Explain appropriate tactical decisions in a game situation. (e.g., use of a lob versus a drop; use of a chest pass versus a bounce pass)CC.7 Assess strategies needed to achieve specific effects/outcomes. (e.g., offensive strategies in order to score, defensive strategies to obtain possession, player positioning, etc.)

Component Extension-(Physical Education 2)Recognize strategies & tactics during game play (e.g., professional/collegiate athletics,

www.pelinks4u.org/naspeforum/discus/messages/1239/Golf-1559.pdf)

http://www.sbschools.org/schools/mj/class_pages/specialists/physed/docs/K-12%20PE%20Curriculum.pdf

The intent of this standard is for students to participate in and apply movement skills and concepts in a variety of complex physical activities-games, sports, rhythmic activities/dance, and recreational pursuits.

Explain and apply safety offensive and defensive strategies, game situational strategies, and strategies from effectively working with team members.

Apply appropriate skill technique to enhance performance.

Analyze movement performance and utilize feedback to learn or improve the movement skills of self and





http://www.pelinks4u.org/naspeforum/discus/messages/1239/Golf-1559.pdf

http://www.pelinks4u.org/naspeforum/discus/messages/1239/Golf-1559.pdf

http://www.backyardbocce.com/basic-rules/

http://www.backyardbocce.com/basic-rules/

https://www.youtube.com/watch?v=tMuapXqbXHA

https://www.youtube.com/watch?v=tMuapXqbXHA



opposing team)MS. 1 Demonstrate competency in activity-specific manipulative skills (e.g., throwing, catching, kicking, striking, etc.) or sport specific skills (e.g. serve, putt, cradle in lacrosse, sprint start, etc.) while participating in game or event.MS. 2 Demonstrate game specific strategies by combining skills (e.g. softball throw to base, volleyball set to hitter, soccer pass to teammate, etc.) .MS. 3 Execute sport skills or strategies in response to the opponent (e.g. running routes, player positioning, guarding).MS. 4 Demonstrate offensive skills and strategies during game play.MS. 5 Demonstrate defensive skills and strategies during game play.

others.Analyze the relationships of skills, rules, and strategies in the performance of activities and sports



Concepts Skills Activities/Strategies AssessmentPersonal/ Social Responsibilities

Develop strategies for including persons of diverse backgrounds and abilities in physical activity settings.

Work productively as a group member and contribute to the groups’ success through a variety of noncompetitive duties, such as in the sport education model including, Sport

Track-n-Field

Participate in modified sprints as selected by teacher or developed by student Participate in basic and advanced movements/skills during individual and team play in Track and Field

Identify proper warm-up techniques and reasons for using them

Track Task Cards

ACTIVITIES:Cardio Warm-Up and FlexibilityLead-up DrillsPractice DrillsPractice Drills with modified apparatusPractice Drills with apparatusDemonstrate proper mechanics for putting the shotDemonstrate proper mechanics for high jumpingDemonstrate proper mechanics for long jumping

ASSESSMENT:Teacher ObservationPeer ObservationSkills Rubric

Evaluation of mechanics in throwing, jumping and running.

RESOURCES : https://quizlet.com/23000690/track-field-vocabulary-flash-cards/www.pecentral.org/lessonideas/ViewLesson.asp?


http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=717


https://quizlet.com/23000690/track-field-vocabulary-flash-cards/





education, Officiating, Coaching, etc Select a running events and

describe the differences in the training

Participate in running events of various distances

Demonstrate proper mechanics for sprinting.Demonstrate pacing techniques.Demonstrate a sprint start.Demonstrate proper relay technique.

ID=717

VOCABULARY:Baton, Sprint, Pole Vault, Relay, Hurdles, High Jump, Long Jump, Discus, Marathon, Shot Put, Distance, Pace, Lane, Lap, Record, Triple Jump, False Start, Foul, Disqualify

TEAM SPORTSQuarter-2 Weeks 14-18 – Five 55 minute periods to complete

Components and Subcomponents Learning Outcomes Adopted Resources Core IdeasMotor SkillsComponent: Cognitive ConceptsSubcomponent: Game Rules Fitness and Physical Activity Motor Skills and Movement PatternsSubcomponent: Games, Sports, & Lifetime Activities

CC. 2 Identify critical elements (e.g., opposition, follow through, weight transfer).CC. 3 Justify the importance of each critical element in regards to skill performance (e.g., why, when, how).

CC. 4 Demonstrate rule application during game play.

CC.5 Use appropriate sport specific terminology (e.g. traveling, out-of-bounds, off-sides)

RESOURCES:www.teachpe.com/gcse/Volley_Ball.pdf

https://www.teachervision.com/physical-education-fitness

http://physedteachingresources.weebly.com/volleyball.html

CONNECTIONS:Biology: body systems, anatomy,

Performance of appropriate offensive and defensive skills in a variety of individual/dual and team activities that are developmentally appropriate.

Predict changes in movement performance based on the application of balance,counter balance, weight transfer, and agility.






http://www.teachpe.com/gcse/Volley_Ball.pdf





Component Extension -Self/peer evaluation of skill.

*Component Extension -Officiating, research sport history, develop/organize a tournament.

*Component Extension

-Recognize strategies & tactics during game play (e.g., professional/collegiate athletics, opposing team).

MS. 1 Demonstrate competency in activity-specific manipulative skills (e.g., throwing, catching, kicking, striking, etc.) or sport specific skills (e.g. serve, putt, cradle in lacrosse, sprint start, etc.) while participating in game or event.MS. 2 Demonstrate game specific strategies by combining skills (e.g. softball throw to base, volleyball set to hitter, soccer pass to teammate, etc.) .MS. 3 Execute sport skills or strategies in response to the opponent (e.g. running routes, player positioning, guarding).MS. 4 Demonstrate offensive skills and strategies during game play.MS. 5 Demonstrate defensive skills and strategies during game play.CC.7 Assess strategies needed to achieve specific effects/outcomes (e.g., offensive strategies in order to score, defensive strategies to obtain possession, player positioning, etc.)

*Component Extension

physiology

Chemistry: chemical reactions

Lifetime Wellness: aerobic exercise, fitness, flexibility, muscular strength, leisure, stress, recreation, wellness, exercise, problem-solving, cardiorespiratory, decision-making

Mathematics: speed, distance, angles

Physics: movement, energy, action, reaction, weight transfer, laws of motion, flight, gravity, lift, aerodynamics




Recognize strategies & tactics during game play (e.g., professional/collegiate athletics, opposing team).




Demonstrating mature, mechanically correct form and control when combining and modifying movement skills in applied settings.

Using information from internal and external sources to detect, analyze, and correct errors in movement skills and patterns used in applied settings.

Facilitate the learning of the rules and playing regulations and boundaries of the sport of volleyball.

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

Develop the offensive strategies of volleyball. This includes the skills of serve, forearm pass (bump), set pass, dink and the spike.

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

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

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

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

VolleyballA. Volleyball

1. Serving2. Ball control3. Offense4. Defense5. Strategies, protocols,

and rules6. Personal and social

skills7. Socially acceptable

responses8. Proper warm-up and

cool down9. Care of equipment10. Enjoyable and self-

challenging healthy lifestyle

Basketball11. Dribbling12. Passing13. Shooting14. Offense15. Defense16. Strategies, protocols,

and rules17. Personal and social

ACTIVITIES: Cardio Warm-up and Flexibility Upper body and lower body

stretching Verbal rules and boundaries

game (True or False) Stretching with emphasis on

hands, arms, and shoulders Serve and Catch game Keep it up game (Teams in a

Circle) Forward and backward set,

bump, pass drill Serve, bump, catch drill with

teams in circle Modified volleyball game

(Unlimited hits, throw serve) Practice game- play with

scoring, rotation every play. Game and tournament play

using all rules, boundaries, etiquette learned throughout unit.

Basketball Cardio Warm-up and

Flexibility

ASSESSMENT:Service test (5 of 7 in play)Set, pass and bump test (4 of 5 successful)Skills rubricsWritten quiz on rules and regulations of volleyball (8 out of 10 questions correct.)Active participation in warm-up, stretching, drills and game play.Effort, attitude, and etiquette in unit of volleyball.

ASSESSMENT:Active participation in warm-up, stretching, drills and game play.Written packet followed by written quiz on rules and regulations of




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

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

Dribble a basketball correctly using both hands in a stationary position as well as while movingacross the court with proper head and body position.

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

Use proper form shooting from a stationary position.

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

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

Understand the differences between the different types of defenses used in the game of basketball (e.g. zones and man to man).

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

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

Demonstrate passing skills in game situations

skills18. Socially acceptable

responses19. Proper warm-up and

cool-down20. Care of equipment21. Enjoyable and self-

challenging healthy lifestyle

Basketball

Perform basic basketball skills intraditional game situations:•ball handling•passing•catching•lay-up•rebounding•shooting•pivot

Perform skills in modified gamesand variations.

Flag FootballPassingCatchingBlockingKickingStrategies, protocols, and rulesPersonal and social skillsSocially acceptable responsesProper warm-up and cool-downCare of equipmentEnjoyable and self-challengingHealthy lifestyle

Upper and lower body stretching.

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

Stationary ball handling drill

Ball handling drill while in movement

Dribble knock out Lay-up competition. Shooting knock out from

foul line. Shooting knock out from

the 3pt line. Around the world 4 spot shooting

competition to 7 One vs. one roll out Metro Hoops drill

(defensive slide drill) 3 vs.3 competitions 5 vs.5 competitions

Participate in a game of flag football.

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




Demonstrate catching skills in game situations

Demonstrate blocking skills in game situations

Demonstrate kicking skills in game situations

Execute strategies, protocols, and rules in game situations

Exhibit positive personal and social skills needed to work with others and independently acceptance of the roles and decisions of officials.

Acknowledgment of good play from an opponent during competition.

Respond to challenges, successes, and failures in socially acceptable ways

Demonstrate proper warm-up and cool-down for flag football

Display proper care of flag football equipment

Explain how participating in flag football can be enjoyable and self-challenging

Describe how participating in flag football can help one maintain a healthy lifestyle

Select warm-up activities specific to flag football.

Write an essay about the benefits of football.

Physical Education Glossary of Terms

Aerobic Energy producing system within the muscle that requires oxygen.

Agility The ability to change direction with the least amount of effort and time.

Anaerobic Energy producing system within the muscle that is without oxygen.




Area The number of square units needed to cover a surface.

Cardiovascular Endurance The heart, lungs, and blood vessels work together as a team to allow one to stay active and exercise for a long period of time.

Chart A data display that presents information in columns and rows.

Circuit Training A series of exercises in which a person moves from one station to another.

Coordination The ability to integrate separate motor systems within varying sensory modalities into efficient movement. Coordination is linked to the motor fitness components of balance, speed, and agility.

Dynamic stretching Involves moving parts of the body continuously while gradually increasing reach, speed of movement or both gently through a full range of motion. Stretching performed while in motion.

Equation A mathematical sentence stating that the two expressions have the same value. Also read the definition of equality.

Equation A mathematical sentence stating that the two expressions have the same value. Also read the definition of equality.

Flexibility The muscles’ ability to move a joint through a full range of motion

Instantaneous Rate of Change The rate of change at a particular moment. For a function, the instantaneous rate of change at a point is the same as the slope of the tangent line at that point.

Interval Training A method of training that involves alternating high intensity exercises with recovery periods.

Muscular Endurance The maximum number of repetitions one can push, pull, or carry.

Muscular Strength The maximum amount of weight one can lift, push, pull, or carry at one time.

Plyometrics Exercise involving moving one’s body over distance. It involves rapidly repeating stretching and contracting of muscles (as by jumping and rebounding) to increase muscle power.

Point A specific location in space that has no discernible length or width.

Point A specific location in space that has no discernible length or width.

Resistance Training An activity that places an additional force against the muscle or muscle group.

Square A rectangle with four congruent sides; also, a rhombus with four right angles.

Static Stretching Involves stretching a muscle to the point of mild discomfort by holding it in a maximal stretch for an extended period.

Table A data display that organizes information about a topic into categories using rows and columns.

Target Heart Rate Zone Exercising within a range of 50 to 85% of one’s maximum heart rate.




Width The shorter length of a two-dimensional figure. The width of a box is the horizontal distance from side to side (usually defined to be greater than the depth, the horizontal distance from front to back).


Track-n-Field - Shelby County Schools Games 19-20.docx · Web viewExhibits effort during skills lessons, drills, and games. ... Demonstrate pre- and in-swing fundamentals of putting.

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