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Catherine M. McGee Middle SchoolBerlin, CT School District

Physical Education Curriculum

Sarah LupoErin Boyce

Nate MilbrandtFall 2008

Table of Contents

Step 1 – Contextual CharacteristicsCatherine M. McGee Middle School.................................................................1Berlin, CT School District.................................................................................8Impact..............................................................................................................10

Step 2 – Mission and Philosophy StatementsMission Statement............................................................................................11Philosophy Statement.......................................................................................12

Step 3 – Instructional ModelsOverview of Sport Education Model...............................................................13Utilization of Teaching Styles in Sport Education Model...............................13Sample Sport Education Captain’s Packet.......................................................14Sport Education Model Basketball Lesson Plan..............................................24Sport Education Model Motion Offense Basketball Lesson Plan...................27Overview of Tactical Games Model................................................................35Tactical Concepts.............................................................................................35Utilization of Teaching Styles in Tactical Games Model................................36Tactical Games Model Floor Hockey Lesson Plan..........................................37

Step 4 – Goals and ObjectivesConnecticut Healthy and Balanced Living Standards Middle School Grade 8 Goals................................................................................................................41Sixth Grade Objectives....................................................................................43Seventh Grade Objectives................................................................................45Eighth Grade Objectives..................................................................................47

Step 5 – Organizational FrameworkCalculating Available Instructional Time........................................................49Selecting Units of Instruction..........................................................................50Ranking Units of Instruction............................................................................53Instructional Repetition and Curriculum Map.................................................54Curriculum Map/Block Plan............................................................................56Basketball Scope & Sequence/Unit Objectives...............................................57Soccer Scope & Sequence/Unit Objectives.....................................................59Floor Hockey Scope & Sequence/Unit Objectives..........................................61Flag Football Scope & Sequence/Unit Objectives...........................................63Lacrosse Scope & Sequence/Unit Objectives..................................................65Volleyball Scope & Sequence/Unit Objectives...............................................67Team Handball Scope & Sequence/Unit Objectives.......................................69Softball Scope & Sequence/Unit Objectives...................................................71Field Hockey Scope & Sequence/Unit Objectives..........................................73

Step 6 – Student AssessmentStatement on Assessment.................................................................................75Component Weight..........................................................................................75Standard 9 Basketball Assessment...................................................................76Standard 10 Volleyball Assessment.................................................................77Standard 11 Activity Log.................................................................................78

Standard 12 Fitness Testing Assessment.........................................................79Purpose of Fitness Testing Assessment...........................................................80Standards 13 & 14 Affective Rubric/Assessment............................................81

Step 7 – Technology and EquipmentStatement on Technology................................................................................82Technologies Incorporated into Instruction.....................................................82Equipment........................................................................................................83Equipment Table..............................................................................................84

Step 8 – Program and Teacher EvaluationCurriculum Revision........................................................................................85Student Feedback.............................................................................................85Sample Student Feedback Survey....................................................................86Teacher Evaluation Instrument........................................................................87Purpose of Teacher Evaluation Instrument......................................................89Long-Term Goals.............................................................................................90Professional Development Requirements........................................................90

Step 9 – Extracurricular Physical Education and Community ConnectionsList of Activities..............................................................................................91Berlin Agencies................................................................................................91Methods of Advertisement...............................................................................91

Step 10 – Resources.....................................................................................................92

Catherine M. McGee Middle School

Student EnrollmentTotal Enrollment: 751

5- Year Enrollment Change: -3.5%

Type of SchoolSchool Type: Traditional/Regular

School Grade Range: 6-8

School Need Current and Past School Need

Since Berlin has one public middle school, most of the students are going to return year after year unless they move to a different town.

There is not very much diversity in the school, but it has gone up slightly in the past five years. English is the main language for the vast majority of the students.

Enrollment in Special Programs There is a low enrollment in special programs compared to the state

average for middle schools. School Resources

Instructional Time, Print and Non-Print Materials, School Staff, and Class Size This school is well over the state requirement for instructional time per

year and print and non-print materials. There was a slight increase in staff count, and the majority of the staff is

certified as teachers. The class size is less than the state average, promoting more teacher-

student interactions. School Processes

Selected Subject Areas Not as many hours are devoted to the main academic subjects as the state

average, but the specials classes, such as Physical Education and Music, have more instructional hours.

Student Performance Physical Fitness

The overall physical fitness has increased from 6th grade to 8th grade, and the percentage of students passing is significantly higher than the state average.

To see full contextual characteristics, please visithttp://www.csde.state.ct.us/public/der/ssp/SCH0506/jr003.pdf

http://www.csde.state.ct.us/public/der/ssp/SCH0506/jr003.pdf

Berlin, CT School District

Community Data County: Hartford 2000 Population: 18,125 1990-2000 Population Growth: 8.5% 2000 Per Capita Income: $27,744 Number of Public Schools: 5 Number of Nonpublic Schools: 2

Public School Enrollment as a Percent of Town Population: 18.0%

Public School Enrollment as a % of Total Student Population: 92.6%

Percent of Adults without a High School Diploma in 2000: 13.0%

Adult Education Enrollment in 2004-05 School Year: 27

Number of Adults Receiving Diplomas in 2004-05 School Year: 11

District Need Most of the students (at least 90%) will be returning to the Berlin Public Schools

unless they move to a different town or transfer to a private school. Student Enrollment and Race/Ethnicity

There is not much diversity in the Berlin District, but it has been increasing over the past five years (from 157 students in the 2000-01 academic year to 200 students in the 2005-06 academic year).

They are expecting the enrollment numbers in the schools (elementary, middle, and high schools) to decrease by 2010 (from 3,343 students to 3,201 students).

District Resources The average class size is lower in Berlin than the state average, so the teachers

have a better chance of getting to know their students. Professional Staff Experience and Training

Berlin is dedicated to hiring certified teachers and staff, most of which have at least their Masters Degree.

Resource Ratios The students have more resources (academic computers) to work with in their

schooling. Student Performance

Physical Fitness Almost half of all the students in the Berlin District are passing all four of the

Physical Fitness tests, so fitness is a big emphasis in the Physical Education program.

Connecticut Mastery Test The students are better prepared for the Connecticut Mastery Tests than the

average district. Activities of Graduates

All of the students that graduate from the Berlin District are either moving on to higher education or the working world, so to speak.

District Revenues/Expenditures

Compared to the state average and other PK-12 districts, the Berlin District does not spend as much money on schooling; the schools in Berlin’s DRG spend $6,038 on their schools, while Berlin spends $5,225 on the schools in the district.

Impact

Since about half of the students pass all four physical fitness tests, we should keep emphasizing the fitness aspect as we teach the sport education and tactical games models in the middle school as well as other models in the elementary and high schools. In each lesson, we should remind the students that they still should be getting their daily regular physical activity not just in the Physical Education setting, but also outside the classroom as well.

Because the class sizes are fewer than the state average, there will be more interactions with the students and therefore more attention to their needs in physically, cognitively, and affectively. We can expose them to various activities that hopefully they will pursue outside the classroom. And we are able to interact with them more in order to promote these activities.

There are more hours devoted to Physical Education in Berlin than many other places, but it is critical that we do have more instruction time to emphasize being physically active and introduce the students to more activities. Having Physical Education only twice a week is not enough for the students. There is a lot to learn about team sports, fitness, and other forms of physical activity and the students should have the maximum time possible.

Since almost all of the students come back for each grade we can help them improve upon their fitness. We can expose them to team sports in the middle school as well as other approaches in the elementary and high schools. By having most students remain in the school system, we are able to build upon what we have taught in various grades and try to give the students the best we have to offer in Physical Education.

Because there was an increase in staff count, we could see if we could add another qualified and certified Physical Education teacher. Another Physical Education teacher in the middle school would help to make the classes smaller and focus even more on the students’ development. It would also add a new perspective for the students to experience and they could gain more from the entire Physical Education program.

Mission Statement

The mission of Physical Education at Catherine McGee Middle School is to instill values and enjoyment in lifetime physical activity and promote living a healthy, active lifestyle. The students will walk away with a knowledge of various team sports, fitness activities, and skills, such as teamwork, cooperation, and leadership. The purpose is to provide the students with knowledge, skills, and tactics in a wide variety of team-based activities.

Philosophy

Physical Education supplies students with the knowledge, skills, and tactics in a wide variety of team-based activities. Our students also will receive the tools to live a healthy, active lifestyle. Physical Education fosters the development of the whole child because it addresses all of the learning domains: the psychomotor, the cognitive, and the affective, or social, domains. The students will find enjoyment in various activities and it will motivate them to pursue the activities outside the classroom and throughout life.

The goal of our program is to instill movement patterns and skills in our students while promoting an enjoyment of physical activity, teamwork, and the overall wellness of students. The other Connecticut standards will be adhered to in each and every class and the students will work to achieve these standards.

The students will be assessed on not only to their adherence to the standards, but also on behavior, character, and their readiness to learn and improve their skills. In other words, we will be assessing the students in the psychomotor, cognitive, and affective domains. We will use authentic formative and summative assessments, which include written quizzes as well as rubrics regarding an observation analysis of the improvement of skills, effort, attitude, teamwork, and the ability to follow the classroom rules. Through these assessments the students will be earning a letter grade that will be displayed on the report card for each of the four quarters.

Special accommodations will be made for all individuals requiring diverse needs. These accommodations will include, and not be limited to, placing the student in the least restrictive environment, whether it is inclusion or pull-out classroom settings, and producing individualized Physical Education programs (IPEPs) for students with special needs.

In conclusion, we will focus on reaching each individual so that they get the best and appropriate education in our Physical Education setting.

Overview of Sport Education Model

Sport Education is an instructional model that is designed to mimic athletic seasons. It allows students to participate in individual sport seasons while working as an integral part of a team. With that team, the students will participate regularly in practices, formal competitions, and a culminating tournament. It is a model that also allows students to participate in various roles on sports teams, such as captain, fitness instructor, manager, statistician, referee, and player.

The students will be divided into teams at the discretion of the instructor. The captains of each of those teams will be decided by the instructor as well. Practice formats will be provided by the teacher and implemented by the captains. Authentic assessment takes place during each practice and game to see how the students are improving.

The setup of the model consists of an introductory day in which the teacher sets up the teams and captains as well as gives an overview of roles, rules, and routines. The next four classes are devoted to fitness and practice days, in which they will work on skills and tactics of the game, and those practices are either run by the teacher or the captains and fitness instructors. Before moving on to formal competition, students will be assessed on rules, etiquette, and skills of the game. When the desired outcomes are achieved, then they will move on to formal competitions. Practices and competition will be on alternating days. During practices, the captains will work on deficiencies from prior competitions. But, on the last day of the unit, there will be a culminating event featuring the top two teams. The top two teams will play for the championship while the other teams all participate in formal competitions. For all of these activities, the scoring will be based on skill performance of team members, sportsmanship, attendance, and competition wins and losses.

Utilization of Teaching Styles for Sport Education Model

During the Sport Education Model, we will be using three main teaching styles: practice, self-check, and individual program. The practice teaching style is teacher-centered because the students, in particular the captains, carry out tasks prescribed by the teacher during their practice sessions. Even though this model requires a lot of student-centered activity, the teacher can use this teaching style during the first few days of the unit as well as when they see something that all of the teams can work to improve upon.

Another teaching style we will use is the self-check style. The teacher will prepare a criteria sheet that the captains should adhere to in their practices for their teams. Each team member will be responsible for assessing their own performance against this criteria sheet. Before they can move onto another activity, the teacher will keep an eye on the practices as well as check the students’ criteria sheet to make sure that each task was properly completed.

And finally, the last main teaching style that will be used in this model is the individual program, which is the most student-centered teaching style. A captain and fitness instructor can create a series of practice plans specific to his or her team and their needs. They can use the teacher and/or a variety of approved websites and books as resources, and the teacher must approve of the practice plans before they can be put into action.

CAPTAIN’S PACKET

Catherine M. McGee Middle School

Physical Education Dept.

SPORT______________________________________

TEAM______________________________________

CAPTAIN___________________________________

Captain’s Contract

The captain’s responsibilities are: To organize team practices and games including practice activities, drills,

conditioning exercises, run-throughs of plays and defense, scrimmages, and strategy sessions.

To demonstrate fair play and good sportspersonship at all times. To assign team players responsibilities and positions. To demonstrate good safety practices. To hand in team roster and team color sheets. To remind the team of the practice and game schedule. To review knowledge and skills as needed to prepare for skill challenges,

quizzes, and games. To be a “positive leader” showing enthusiasm and to give encouragement at

all times. To remind and review class make-up procedures should a teammate miss a

practice, game, or assessment. To have each skill checked off by the instructor once completed. To store this captain’s packet in the filing cabinet unless otherwise agreed

upon with the instructor.

I understand and will implement these responsibilities to the best of my ability.

__________________________________________Captain’s signature Date

Team Info & Roster

Team Name

Team Color

Captain

Assistant Captain____________________________

Fitness Trainer______________________________

Manager

Statistician

Other_____________________________________

Other_____________________________________(Choices include referee, scorekeeper, athletic trainer, reporter, make your own)

Players:

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

___________________________

____________________________________

____________________________________

______________________

Team Player Responsibilities

□ Captain – See page 2.□ Assistant Captain – work cooperatively with the captain to plan and execute practices

and competitions. □ Manager - distributes and collects equipment, sets up playing field/court, arranges

substitute for absent players □ Fitness Instructor – leads daily warm-up and possibly cool-down□ Statistician - record, and post team and individual statistics on bulletin boards.□ Referee – familiarize oneself with rules and etiquette of the sport/activity. Several

team members are assigned the role of referee which trades-off throughout the season.

Game Schedule – Prepared by Teacher

Skill/Knowledge Checklist

The instructor will initial each skill once it is satisfactorily completed.

Teacher Initials Task

Game Preparation Criteria

In order for the teams to compete in games, each must fulfill the following criteria:

Completion of the knowledge/skill checklist Written quizzes with a combined average of 80%.

Competition Point System

2 points will be given for each win. 1 point will be given for each tie. 0 points will be given for each loss. 0-10 points for the team’s average on the written quiz (divide average by 10) 0-10 points for the team’s average on skill quizzes (authentic assessment

performed during competitions towards the end of the unit, divide average by 10)

0-5 points for sportsmanship (scored by teacher according to Hellison’s Model or level of involvement scale)

Attendance – 1 point for each day the entire team is present and participating

If a team member is absent from class on a test/quiz day, he/she has three school days from their return to make-up the missed test/quiz. Each PE class day beyond this time will cost the team 1 point.

Practice Plan

Captain: _______________________________________ Date: _________________________

Team:_________________________________________ Activity: _______________________

Practice Plans: Your PE teacher will lead warm-ups. Afterwards, captains may use the remainder of class for a practice which may include additional skill work, strategy planning, scrimmaging, assigning positions; basically what the captain deems necessary for improvement.

Captains MUST submit a written outline of their practice plan prior to each practice. In the space below and on the reverse, outline the practice using both diagrams and written words. Keep the diagrams as simple as possible and use the following symbols when possible.

Symbols: Offensive player – capital letter “O”Defensive player – capital letter “X”Position of ball – capital letter “O” with a line through it: “Ø”Movement of player without ball Movement of player with ballDirection of passPick by offense

Practice Plan:

Extra Practice Request Form

Each team may request extra practices at any time throughout the duration of the season. The captain must fill out this form and hand it to the teacher at least one full class prior to the requested date. Practices must consist of sport skill drills, team strategy, etc. Intra-team scrimmage games are not considered practices.

Captains may set up practices on their own at recess, before or after school. You may request instruction from your physical education teacher and/or equipment. See your physical education teacher to organize this.

Team and Class

Captain

The above team would like to request an extra practice. The goal of the practice

will be to:

I will organize this practice by:

I would like a teacher to:

Teach an additional skill/strategy.

Review a skill/strategy taught.

Captain’s Signature

Approved by

Official Protest Form

Team

Captain

I would like to file a formal protest involving the game which took place on

__________________. The call was made by ____________________________.

I did not agree with this call because

Signature

WARNING: Official protests will only be considered if they involve rule clarification or implementation error. Judgment calls will not be considered. All protests must be written in good faith, with the utmost respect for all persons involved and with a showing of good sportsmanship. Protests must be submitted by 9:00 a.m. the day following the incident. Late protests will not be considered.

In the trenches.......

......being a sport education captain

Congratulations!!!! You have been selected captain. This packet is designed to make your captainship more successful in everything from player relations to practice plans. You must read, sign, and return the entire packet to your physical education teacher. Good luck and never hesitate to ask questions, your PE teacher will more than happy to help.

Things to Consider Practice time is crucial to team improvement since most teams practice the

way they play games. Here are five ideas to help improve practice time.1. Implementing Drills: Gather your team, have them sit down, explain

the practice activity. Be clear and think out what you want to say in advance. Ask for questions and then have everyone begin. If the practice activity is not going well, reconvene the team and make adjustments. That’s OK and quite common.

2. Skill progression: When teaching a new skill or reviewing an old one, start with simple drills/skills, then make it more difficult in small steps. If the first drill you use is difficult, players will be unsuccessful, grow frustrated, and lose confidence.

3. Breakdown: Teach different parts of a complex skill separately, then once a player has mastered all the parts, put them together into the whole skill. For example, the volleyball serve: Teach the toss (without ball first, with ball later), teach the arm swing/shoulder turn, put the whole skill together but use a beach ball and have them serve into a wall so they’re successful, then use a real volleyball into the wall, and lastly, a real volleyball over the net. Sounds complex but IT WILL WORK!!!

4. Equipment: You don’t need to use the “real thing” (real volleyball for example) right away. You can practice a skill without any equipment or use something else which makes the skill easier. Then once your players are prepared, you can switch to the equipment used during games.

5. ACTIVITY TIME is the time players actually spend in activity. Try and design drills so that players are active instead of waiting in lines because the more opportunities player have to touch the ball (object), the more opportunities to improve.

Feedback is the information you give a player about his/her performance. While your team is practicing, take a break and walk around giving feedback. Appropriate feedback is critical to player improvement and good feedback has three characteristics.

1. Is POSITIVE, when telling a player what they need to improve, incorporate a positive comment about what they are already doing well.2. Is Specific, tells the player exactly what needs to be worked on.3. Considers what level of performance the player is at. The feedback you give a highly skilled performer will be different from that which you give to a less skilled performer.Example: “Mary, great job, your volleyball toss is in the right place, now just toss it about a foot higher.”

Team Unity: Teams must work together because conflicts decrease performance and enjoyment. The best way to encourage unity is for players to be supportive, encouraging, and positive towards one another. Even if a player makes a terrible mistake, don’t make them feel worse, tell them they will “get it next time.” If you continually have problems with a certain player, talk with them individually. If problems persist, talk with your PE teacher. Captains DO NOT have the authority to sit players out.

Addressing your team: Whenever you need to talk to your entire team, make certain that they are attentive and listening. If they’re talking, fooling around, or playing with equipment, your point will be lost. If it means waiting a couple minutes before they are ready to listen, do so because if you let your players get away with being disruptive the first time, it will certainly get worse later.

Competitiveness: It is important to remember that skill improvement, enjoyment, personal fitness, and positive social dynamics are our goals, not winning. Don’t let your team become overly competitive or demonstrate poor sportsmanship.

Updates with PE Teacher: Communication between captain and PE teacher are important to preventing problems and making a successful season. Periodically, your PE teacher will ask for a brief conference to discuss the season.

_____________________________________Print Captain’s Name

_____________________________________Captain’s Signature

LESSON PLAN

Instructors: Ms. Boyce, Ms. Lupo, and Mr. Milbrandt

Unit name: Basketball Lesson # 5-Assessment Grade level/skill level: Middle SchoolEquipment/supplies: basketball balls (enough for each student), cones, large cutout numbers, and directions for all 4 stations.

Major movement concept or skills: Dribbling, passing, shooting, and defending

Safety considerations: Provide enough space so the station boundaries do not overlap. Have a basket to hold the basketballs in when they are not being used so no one trips.

Initiation: Introductory GameStandards Domain Objectives Assessment9 The students will be able to

demonstrate the dynamic warm-up techniques being taught to them by the fitness instructor.

Captain Observation-check to make sure your players are properly completing each exercise and correct them if they are not.

Time: 10Description of Learning Experience

A dynamic warm-up will be taught using various stretches that include, light jogging, high knee walking, arm circles, lunges, rear kick jogging, and hamstring stretching.

1) Organization: In a scatter formation around the designated

space in front of the fitness instructor.

2) Teaching cues: Allow enough space between yourself and the

people next to you; stretch so you can feel it, don’t over stretch.

3) Questions to ask: Why is it important to stretch before starting an activity? What will happen to your muscles if you do not stretch them out? Does anyone else have any good stretches they can demonstrate for us?

Lesson Focusstandards Domain Objectives Assessment9

10, 13

The students will be able to perform the basic basketball skills provided at each station effectively.

The students will be able to cooperate with their teammates while performing at the prepared stations.

Captain checklist-the captains will observe their players performing each station and record their successfulness.

Time: Description of Learning Experience

Station 1-Dribble knockout-In the space provided the student’s must dribble around trying to knock the other player’s basketball away from them and defend theirs from being knocked out.Station 2-Form shooting-Using the BEEF technique (balance, eyes, elbow, and follow-through), each player will take 10 shots from the spot chosen by the captain.Station 3-3 Man weave-In groups of 3 the players must successfully complete 3 weaves using first a chest pass and second a bounce pass.Station 4-Defense-Spread out in a

1) Organization: 4 stations and 1 team performing each

station at a time.

2) Teaching cues: Dribbling-use your fingertips, keep the ball at waist level, and keep

your eyes up. Form Shooting-feet shoulder width apart, body

square to the basket, elbow bent, make an L, and follow

designated space, have the players demonstrate the proper defensive stance (body in a squat position with weight placed on your toes and hands out wide). Have them start in the neutral position and with the sound of a whistle ask them to repeated change direction.

through with your fingers pointed downward. Passing-Make a W on the back of the ball, push the bal forward, push the ball towards the ground, finish with your

thumbs pointing down, and make sure to pass it to your

target. Defense-squat position, knees bent hands up and wide, slide, and stay up on your toes.

3) Questions to ask: What part of the hand do you dribble with? What does BEEF stand for? Why should you stay on your toes when playing defense? What strategies did you use in order to stay in the knockout game? How were you successful in performing the 3 Man Weave drill?

Differentiated Instruction/Variations:

Instructor: _Sarah Lupo__________ LESSON PLAN

Unit name: Basketball Lesson #6 Grade level/skill level: Middle School Equipment/supplies: 6 basketballs, pinnies Tactical Challenge(s): Getting open,

Motion offense (This is also a teacher-directed practice within the Sport

Education Model)Major movement concept or skills: Safety considerations:

Cutting, running, setting picks Know where you are at all times. Be aware of others and your

surroundings. References: Guide to Coaching Basketball, http://www.guidetocoachingbasketball.com

Initiation: Good morning boys and girls! How is everyone today? Today we are going to be going over offensive sets. Can anyone tell me why it is important to have an offensive set in basketball? What can we gain on the offensive end from running an effective offensive set?

Introductory GameStandards Domain Objectives Assessment9,10

9,10

Psychomotor: The students will demonstrate tactical strategies on the offensive side of the ball, such as cutting, getting open, and passing, as well as incorporating man-to-man defensive skills.Cognitive: The students will be able to tell me the ways in which a player can get open on the basketball court.

Observation: Watch the students to make sure that they are using techniques from previous lessons to get open.Verbal Questioning: The students will discuss the strategies that they used to get open.

13 Affective: The students will demonstrate responsible and respectful behavior on the basketball court, such as saying if they committed a foul, not throwing elbows, etc.

Observation: Watch the students to make sure that they are following the rules.

http://www.guidetocoachingbasketball.com/

Time: 5-7 minutesDescription of Learning Experience

The students will be split up into teams of five for this activity. Each team will be able to

come up with one play in 15 seconds. Once they come up with their plays, they will be able to use them in a 5v5 setting. This is going to be a very structured game in which they will

keep running their play and figure out variations if their play does not work after a

couple of times on offense.

--------------------Diagram---------------------

X = OffenseD = Defense

1) Organization: The students will be put into groups of five. Two teams

will play each other at a hoop, so there will be two half-court games

going on at the same time. There are four teams total for this activity.

2) Rules: Each team will have 15 seconds to come up with a single play. They will then run it against the defense in a game-form. If the offense shoots and scores, the ball is lost out of bounds, or commits a violation, the ball goes to the defense, just like in a game of basketball. If someone commits a foul, they are expected to stop the play and say that they did so. Then the offense or defense, depending on which team committed the foul, will then take the ball out of bounds and play will resume.

3) Teaching cues [t,t,m,m,s]: - The offense should focus on ways to get open and shoot the high percentage shot.- If the play breaks down, the students should take the ball back to the top of the key and try the play again.- The students should also be able to mix it up on the fly so to speak when the defense knows the play.- Since we have not gone over defense yet, defenders will play man-to-man defense, and they will not only have to watch their man, but also watch the ball and help teammates out if necessary.4) Questions to ask: - How did you get open within the plays that you created?- Were your plays successful?- If your plays were not successful, what can you do to make them better?

Differentiated Instruction/Variations: In typical gyms, there is usually one basketball court, but six hoops. In this situation, we can mark off boundaries with cones if we have at least 4 teams playing on one half of the entire basketball court. If we have 30-40 students, we can make sure to use the four hoops that are on the sides of the court, and not use the hoops that are for the big basketball court. Also, if a team is struggling a lot against another team, we can have that team switch with another team and play on a

http://www.guidetocoachingbasketball.com


different court to even out the competition. If a team has less than five players or more than five players, we can have one person sit out and rotate in on the fly after a team runs a play.

Lesson Focusstandards Domain Objectives Assessment9,10

9, 10

Psychomotor: The students will be able to successfully run a motion offense by using cuts and screens to get themselves and each other open.Cognitive: The students will know how to run a motion offense and all of the alternatives within the play if one option is not open.

Observation: Watch to make sure that the students are performing the play correctly.Verbal Questioning: The students will be able to answer a variety of questions regarding the motion offense.

13 Affective: The students will demonstrate responsible and respectful behavior toward each other on the basketball court.

Observation: Watch to make sure that the students are following the rules.


The students will stay in their teams of five that they were in for the previous activity.

However, they will each be playing against a different team. In this drill, the students will

run the motion offense. Each team will alternate running the play for each scenario.

The defensive team will play very light defense so that the offensive team will be able

to learn how to run the play efficiently.

-----------------Diagram-----------------

1) Organization: The students will be put into

groups of five. Two teams will be learning the offense at a hoop, so there will be two half-court drills going on at the same time. There are four teams total for this

activity.2) Rules: One team will start on offense while the other is on defense. The defensive team will play a very light defense so that the offensive team can learn to run the play efficiently. The

X = OffenseDotted lines = player’s movement

Solid lines = ball movement|-- = Screens

first option is always to get it to a post player (when they are posted up) to score, but I will give many scenarios to the whole class so that they can work on knowing what to do when some options are not open. Also, on the offensive team, the point guard will start with the ball at the top of the key, the post players will be on the wings, and the other two guards will be on the blocks to start the play. Each team will run the play once and alternate; they will do each scenario twice before I call out a new one.

3) Teaching cues [t,t,m,m,s]:

- Point guard starts at the top of the key with the ball.- Post players start on the wings while the guards start on the blocks.- Post players will go to the blocks and set screens for the guards so that they can come up to the wings.- Once the post players set their screens, they will then turn and post up, looking for the ball.- The point guard will pass the ball to one guard on the wing. This becomes the strong side.- The first option would be to pass to the post player on the strong side block for a lay-up.- If this option is not open, the point guard and the strong side post player will screen away so that the other post player will come to the strong side block and the guard on the wing will come to the top of the key.- If the post player that came to the block is not open, then the guard will pass the ball to the guard at the top of the key.- Then the play is run all over again and all of the players should be looking for the available options to score.- Have your feet planted when setting a



screen. Boys should have their hands down when setting a screen while girls cross their arms over their chests.- The defensive players could either switch on the screens or just stay with their own man.4) Questions to ask: - Was this set hard to run or was it easy? Why?- What is the first option?- If the first option is not open then what do we do?- Even though the first option may not be open or some options may not be open, why is it important to keep running the play?- How do we set screens?- If the play breaks down during a game, what do you think we can do to get it running again?- How do we post up our defender?- On defense, is it easier to switch on the screens or stay with your own man? Why? If you switch on screens what is important to consider?

Differentiated Instruction/Variations: In typical gyms, there is usually one basketball court, but six hoops. In this situation, we can mark off boundaries with cones if we have at least 4 teams playing on one half of the entire basketball court. If we have 30-40 students, we can make sure to use the four hoops that are on the sides of the court, and not use the hoops that are for the big basketball court. Also, if a team is struggling a lot against another team, we can have that team switch with another team and play on a different court to even out the competition. Another thing to consider is the fact that some teams may not have five people or they will have more than five people. When this happens, we can have one person sit out for one play and rotate in after each team runs the play once.

Culminating Activity

standards Domain Objectives Assessment9,10 Psychomotor: The students will be

able to run the motion offense successfully in a game-like setting and against man-to-man defense, using all of the options that we have discussed throughout the lesson.

Observation: Watch the students to make sure that they are running the offense correctly and using all of the options available.

9,10 Cognitive: The students will know all of the options available within the motion offense and how to run the play against a defense.

Verbal Questioning: The students will be able to answer questions regarding how to run the play in different scenarios.

13 Affective: The students will demonstrate responsible and respectful behavior on the basketball court, such as saying if they committed a foul, not throwing elbows, etc.

Observation: Watch to make sure that the students are following the rules.


The students will again stay in their same teams of five. However, each team will be playing the only

team that they have not played yet during this class. They will be playing a 5v5 game again, but they must run the motion offense every time they are on offense. The defense will play man-to-man

and try to stop the offensive team from scoring. They will be most likely be going through most of the scenarios that we have gone over during this

lesson.

-----------------Diagram------------------

1) Organization: The students will be put into

groups of five. Two teams will play each

other at a hoop, so there will be two half-court games going on at the same time. There are

four teams total for this activity.

2) Rules: The students will be playing a 5v5 game in which they must run the motion offense each time they are on offense. They probably will experience all of the scenarios that we went over in the previous activity, so they must adjust accordingly. They will then run it against the defense in a game-form. If the offense shoots and scores, the ball is lost out of bounds, or commits a violation, the ball goes to the defense, just like in a game of



X = OffenseD = Defense

basketball. If someone commits a foul, they are expected to stop the play and say that they did so. Then the offense or defense, depending on which team committed the foul, will then take the ball out of bounds and play will resume. If I see that one player always drives to the basket without running the play or is hogging the ball, I will take away four points from that team.

3) Teaching cues (t,t,m,m,s):

- Remember all of the scenarios we went over and recognize them when you come across them in a game setting.- Remember to have your feet planted when setting a screen. Boys should have their hands down when setting a screen while girls cross their arms over their chests.- Run the play as many times as you need to in order to score points.- The defense should communicate on whether they are switching on the screens or staying with their man.4) Questions to ask: - How many times did you run the motion offense each time before you got a shot?- Which teams got the ball to the strong side post player the very first time while running the play?- Which teams went through the play more than three times in one possession?- Remind me: How do we set a screen?

Differentiated Instruction: In typical gyms, there is usually one basketball court, but six hoops. In this situation, we can mark off boundaries with cones if we have at least 4 teams playing on one half of the entire basketball court. If we have 30-40 students, we can make sure to use the four hoops that are on the sides of the court, and not use the hoops that are for the big basketball court. Also, if a team is struggling a lot against

another team, we can have that team switch with another team and play on a different court to even out the competition. Another thing to consider is the fact that some teams may not have five people or they will have more than five people. When this happens, we can have one person sit out for one play and rotate in on the fly after each team runs the play once.

Closing Comments/Wrap-up: Great job today class! I saw some wonderful things today! What did we go over today? Can five people demonstrate the motion offense for the class to see one last time? I hope that you use this offense throughout the unit as well as when you play outside of class. Thank you!

Overview of the Tactical Games Model

The Tactical Games Approach focuses on teaching offensive and defensive tactics, which includes scoring/attacking, preventing scoring, restarts, transitions, and positional responsibilities. It is based on game forms that act as a connection between skills and the actual game itself. It is also designed to keep the students active and to keep the students interested with this different format. Instead of doing a warm-up and waiting to get into a game format, the students start playing games or game-forms right away and are able to apply and build upon their skills as the unit progresses. Through this approach, the students are provided with an easier transition to each sport because for each type of sport (invasion games, net/wall games, fielding/striking games, and target games), the tactics are very similar. The lessons consist of primer games, questioning, practice, and a culminating game.

The primer game is a small-sided game in which the students discover different skills and tactics at work in this game-like environment. It is designed by the teacher to emphasize tactical problems and is done before the lesson focus is introduced. After the primer game, the teacher brings the students in for class discussion. The teacher will ask a series of probing questions designed in such a way that the students derive the meaning. After this questioning period, the teacher directs a “practice session,” in which the focus is on tactical problems and strategies that the students came up with during the primer game and the class discussion. Once the students understand and apply what is taught in the practice session, we can move on to the culminating game. The emphasis during the culminating game is on the tactics and skills that were gone over during the practice session and previous lessons. The culminating game also should have a connection to the primer game because the students can build upon the knowledge and skills that they already had coming into the primer game.

Tactical Concepts

There will be five overall tactical concepts that will be addressed in class. The five concepts are scoring/attacking, preventing scoring/defending, restarts, transitions, and positional responsibilities.

First, the scoring/attacking concept has to do with the offensive aspect of a sport. This includes spacing, shooting at a goal/running to an end zone, communicating, passing, and offensive sets.

The second concept is preventing scoring/defending. This includes protecting different areas on a field/court, marking people in a man-to-man defensive set or a zone defensive set, and preventing the other team from getting a shot off.

The next concept is restarts. Restarts occur when a goal is scored or the other team gets the ball to the end zone. Therefore, we will be going over strategies to counterattack as soon as we restart play.

The fourth concept is transitions, or in other words counterattacks and fast breaks. We will give the students strategies that they can enact when there is a quick change of possession whether it is from a rebound or a steal.

The final concept is positional responsibilities. The students will be taught the positions on the court/field for offense and defense so that they are ready to play any position at any time.

Utilization of Teaching Styles in the Tactical Games Approach

During the Tactical Games Approach, we will be using three main teaching styles: practice, guided discovery, and problem solving. The practice teaching style is teacher-centered and will be utilized during the lesson focus (“practice session”) portion of each lesson. The teacher will design tasks that the students will model, and the teacher will provide a lot of feedback to not only correct students’ technique but also to applaud them of great technique. It is expected that the students use the tactical concepts and strategies taught here in their game-form activities.

Another teaching style that will be utilized is guided discovery, which is student-centered. Each class will begin with a primer game designed for students to discover new tactics and strategies. Through a variety of probing questions, the students will arrive at the focus of the “practice session.” The purpose of these probing questions is that through trial and error students will arrive at the appropriate tactical approach.

And finally, the last main teaching style that will be utilized is problem solving, which is also student-centered. The teacher will set up culminating game-like situations designed for students to solve tactical problems. These tactical problems will not only be from the focus of that day’s lesson, but also from previous lessons in the unit. In other words, this is their opportunity at the end of each class to apply everything that they have learned throughout the unit.

CT Healthy and Balanced Living StandardsMiddle School (Grade 8) Goals

Standard 9: Motor Skill Performance M.9.1. Demonstrate developmentally mature form in the fundamental movement

skills in combinations of closed and open environments during a variety of sports.

M.9.2. Demonstrate developmentally mature applications combining locomotor, nonlocomotor and manipulative skills to participate in developmentally appropriate movement and fitness activities.

M.9.3. Adapt and transfer skills from sport to sport to meet the demands of increasingly dynamic environments.

M.9.4. Develop increasing competence in more advanced specialized skills. M.9.5. Participate in a variety of individual, dual and team tasks, activities,

creative movement, dance, play, games and sports.

Standard 10: Applying Concepts and Strategies M.10.1. Demonstrate an understanding of what the body does, where the body

moves, how the body performs the movement and how this effects the ability to perform a variety of skills in increasingly more complex movement and game forms.

M.10.2. Use self, peer, teacher and technological resources to recognize and suggest performance improvements in self and others.

M.10.3. Demonstrate knowledge of rules, safety practices and procedures as they apply to an increasing range of movement situations.

M.10.4. Construct strategies and tactics which can be implemented in a variety of game forms.

M.10.5.

Standard 11: Engaging in Physical Activity M.11.1. Engage in an increased variety of moderate to vigorous developmentally

appropriate physical activities on a regular basis. M.11.2. Demonstrate an ability to connect the purposes of movements and their

effect on fitness. M.11.3. Use the knowledge of physical activity concepts and apply this

knowledge to increasingly complex movement and game forms. M.11.4. Engage in a variety of appropriate physical activities during and outside

of school that promote the development and improvement of physical fitness level.

M.11.5. Identify why engaging in regular physical activity is important.

Standard 12: Physical Fitness M.12.1. Demonstrate the skills and knowledge to assess levels of physical fitness

and participate in activities that develop and maintain each component. M.12.2. Assess physiological responses to exercise associated with one’s level of

physical fitness and nutritional balance.

M.12.3. M.12.4. Plan a wellness program demonstrating an understanding of basic

exercise (e.g., frequency, intensity, duration) and nutritional principles designed to meet personal wellness goals.

M.12.5. Define what is a health-enhancing level of physical fitness.

Standard 13: Responsible Behavior M.13.1. Understand, participate in he development of, and follow classroom rules,

safety practices and procedures; and apply safe practices, rules, procedures, etiquette and good sportsmanship in all physical activity settings.

M.13.2. Continue to develop skills to participate productively in groups, in both cooperative and competitive activities.

M.13.3. Use cooperation to develop strategies for including all persons, despite individual differences, in physical activity settings.

M.13.4. Develop, recognize, and apply appropriate skills for resolving conflicts peacefully.

M.13.5. Demonstrate respect for others in a physical activity setting regardless of any individual differences.

Standard 14: Benefits of Physical Activity M.14.1. Make decisions about participating in different physical activities based

on feelings and interests. M.14.2. Use physical activity as a means of self- and group expression. M.14.3. Use physical activity as a positive opportunity for social and group

interaction and development of leadership skills. M.14.4. Realize that physical activity and challenges present opportunities for

personal growth. M.14.5. Value the skill competence that results from practice, and use it to try

new activities outside of the school setting. M.14.6. M.14.7. Use physical activity as a way to challenge oneself.

6th Grade Objectives

Standard 9: Motor Skill Performance SWBAT demonstrate competency in locomotor, manipulative, and

nonmanipulative movements in order to apply them to various sports. SWBAT build upon locomotor, manipulative, and nonmanipulative movements

that were learned in the elementary school. SWBAT combine skills to perform complex movements that will be used in a

variety of sports. SWBAT perform basic fundamental skills for each sport. SWBAT participate in a variety of physical activities, such as sports and lifetime

activities.

Standard 10: Applying Concepts and Strategies SWBAT distinguish multiple tactical strategies. SWBAT define rules for various sports. SWBAT analyze movements and tactical strategies. SWBAT build upon tactics introduced to them in various sports. SWBAT construct concepts, strategies, and tactics through the exploration of

physical activities.

Standard 11: Engaging in Physical Activity SWBAT apply learned skills to remain physically active. SWBAT utilize movements and concepts learned in the Physical Education

setting outside of the classroom. SWBAT identify opportunities in the school and community to be physically

active. SWBAT identify critical aspects of a physically active lifestyle. SWBAT identify the negative effects of having a sedentary lifestyle.

Standard 12: Physical Fitness SWBAT define what a health-enhancing level of physical fitness is. SWBAT demonstrate skills that lead to a health-enhancing level of physical

fitness. SWBAT develop and apply the FITT principle to life outside of the Physical

Education setting. SWBAT detect behaviors that negatively affect fitness levels. SWBAT describe why achieving a health-enhancing level of physical fitness is

important.

Standard 13: Responsible Behavior SWBAT demonstrate life-long skills, such as teamwork, cooperation,

communication, and sportsmanship, in all forms of physical activity. SWBAT demonstrate positive social interactions with teammates and opponents

not only in a game situation, but also outside of game situations.

SWBAT know that everyone deserves a fair chance to succeed regardless of skill level or knowledge of the physical activity.

SWBAT demonstrate respect for others regardless of gender, race, culture, socioeconomic status, disabilities, skill level, among other characteristics of different people.

SWBAT know that winning and losing is not everything; being a team player, putting forth the best effort, being a good sport, being respectful of others, and demonstrating the skills, strategies, and tactics correctly matter more than anything else.

Standard 14: Benefits of Physical Activity SWBAT know the negative effects of living a sedentary lifestyle. SWBAT build and maintain self-confidence and self-efficacy. SWBAT develop and maintain a positive self-image. SWBAT find at least two forms of physical activity to pursue outside of the

classroom. SWBAT develop and maintain an intrinsic motivation to pursue various forms of

physical activity throughout the lifespan.


Standard 9: Motor Skill Performance SWBAT demonstrate progression from the utilization level to the proficiency

level of skill performance. SWBAT build upon locomotor, manipulative, and nonmanipulative movements

that were learned in the elementary school as well as the sixth grade. SWBAT apply complex movements used in various sports to other sports both

inside and outside of the Physical Education setting. SWBAT perform more advanced skills for each sport. SWBAT participate in a variety of physical activities, such as sports and lifetime

activities.

Standard 10: Applying Concepts and Strategies SWBAT distinguish multiple tactical strategies. SWBAT define rules for various sports. SWBAT demonstrate improvement of concepts, strategies, and tactics through

exploration, teacher and student feedback, and lessons taught in the Physical Education setting.

SWBAT build upon tactics introduced to them in various sports. SWBAT construct concepts, strategies, and tactics through the exploration of





Standard 12: Physical Fitness SWBAT define what a health-enhancing level of physical fitness is. SWBAT create a plan for physical activity that can be enacted outside of school. SWBAT develop and apply the FITT principle to life outside of the Physical

Education setting. SWBAT accept responsibility for maintaining a healthy lifestyle through sports

and other forms of physical activity. SWBAT describe why achieving a health-enhancing level of physical fitness is

important.

Standard 13: Responsible Behavior SWBAT demonstrate life-long skills, such as teamwork, cooperation,

communication, and sportsmanship, in all forms of physical activity.

SWBAT demonstrate positive social interactions with teammates and opponents not only in a game situation, but also outside of game situations.




Standard 14: Benefits of Physical Activity SWBAT know the negative effects of living a sedentary lifestyle. SWBAT build and maintain self-confidence and self-efficacy. SWBAT develop and maintain a positive self-image. SWBAT find at least two forms of physical activity to pursue outside of the




Standard 9: Motor Skill Performance SWBAT demonstrate proficiency in locomotor, manipulative, and

nonmanipulative movements in order to apply them to various sports. SWBAT build upon locomotor, manipulative, and nonmanipulative movements

that were learned in the elementary school as well as the sixth and seventh grades. SWBAT show a transfer of learning of complex movements used in various

sports to other sports both inside and outside of the Physical Education setting. SWBAT perform more advanced skills for each sport. SWBAT participate in a variety of physical activities, such as sports and lifetime

activities.

Standard 10: Applying Concepts and Strategies SWBAT build upon and combine multiple tactical strategies from the previous

sports that were taught. SWBAT define rules for various sports. SWBAT demonstrate improvement of concepts, strategies, and tactics through

exploration, teacher and student feedback, and lessons taught in the Physical Education setting.

SWBAT build upon tactics introduced to them in various sports. SWBAT construct concepts, strategies, and tactics through the exploration of





Standard 12: Physical Fitness SWBAT assess their own personal fitness level in order to improve upon it. SWBAT create a plan for physical activity that can be enacted outside of school

and taught to peers. SWBAT develop and apply the FITT principle to life outside of the Physical

Education setting. SWBAT accept responsibility for maintaining a healthy lifestyle through sports

and other forms of physical activity. SWBAT describe why achieving a health-enhancing level of physical fitness is

important.

Standard 13: Responsible Behavior

SWBAT demonstrate life-long skills, such as teamwork, cooperation, communication, and sportsmanship, in all forms of physical activity.

SWBAT demonstrate positive social interactions with teammates and opponents not only in a game situation, but also outside of game situations.




Standard 14: Benefits of Physical Activity SWBAT know the negative effects of living a sedentary lifestyle. SWBAT build and maintain self-confidence and self-efficacy. SWBAT develop and maintain a positive self-image. SWBAT find at least one form of physical activity to pursue outside of the



Reference: Rink, Judith., (2008). Designing the Physical Education Curriculum. New York: McGraw-Hill.

Step 5 – Organizational Framework Section 5a - Calculating Available Instructional Time

Number of PE Class Periods & Minutes Per Year

In elementary school, classes for grades K-2 are typically 30 minutes long while for grades 3-5, the typical duration is 40 minutes. Elementary classes typically meet once or twice per week. Grades 6-12 typically meet two times per week for a duration between 40 and 50 minutes. High school groups may choose block scheduling (~90 minutes) but the number of classes per cycle is halved.

Number of Classes per Year

1. Number of days in a cycle (set by instructor).....................................................6_____

2. Number of cycles in a year (180/# of days in a cycle)........................................30____

3. Number of days a class will have PE per cycle...................................................2_____

a. Either 1 or 2 times per week for ES and 2 times per week for MS, HS

4. Number of cycles in a year (step 2) multiplied by number

of PE days per cycle (step 3). This equals the number of “scheduled” PE

classes per year....................................................................................................60____

5. Multiply the number of scheduled PE classes per year (step 4) by 90% for

“actual” number of PE class periods per grade per year (10% of classes are

“lost” due to assemblies, field trips, health screenings, bus drills, etc)..............54____

Number of Instructional Minutes per Year

1. Number of minutes per class period....................................................................40____

a. Elementary school is typically 30 minutes K-3 and 40-45 minutes

4-5. Middle and high school are typically 45 minutes.

2. Total number of minutes per year (step 5 above times # of minutes).................2160__

3. Divide by 60 for number of hours (round to nearest hour).................................36____

Step 5 – Curriculum Framework Your Name: __Erin Boyce_ Section 5b – Selecting Units of Instruction

Selecting Units of Instruction (MS & HS groups only)Step 5b is completely separately by each group member. In the spaces provided

below, EACH group member INDIVIDUALLY writes the name of the content areas they believe should be included in the curriculum. To do this, brainstorm a list of content areas you would like to teach at your grade level and write them under the content area column(s). Next assign each content area a power ranking. To do this, start with unit you perceive is the most important and assign it a ranking equal to the total number of content areas listed. For example, if you have listed 13 content areas and believe field hockey is the most important of 13, assign it a ranking of 13. If social dance is the next most important content area, assign it a ranking of 12.

In a high school offering an elective program, step 4 would not be required. Student choice would determine the content offerings and to some degree, the sequence. Assume however for this project, your high school does not offer an elective program.

Content Area Ranking Content Area Ranking1. Floor hockey 7 21.2. Basketball 9 22.3. Soccer 8 23.4. Flag Football 5 24.5. Lacrosse 4 25.6. Volleyball 6 26.7. Team Handball 3 27.8. Softball 2 28.9. Field Hockey 1 29.10. 30.11. 31.12. 32.13. 33.14. 34.15. 35.16. 36.17. 37.18. 38.19. 39. `20. 40.

Step 5 – Curriculum Framework Your Name: _Sarah Lupo_ Section 5b – Selecting Units of Instruction




Content Area Ranking Content Area Ranking1. Floor Hockey 6 21.2. Basketball 9 22.3. Soccer 8 23.4. Flag Football 7 24.5. Lacrosse 1 25.6. Volleyball 4 26.7. Team Handball 3 27.8. Softball 5 28.9. Field Hockey 2 29.10. 30.11. 31.12. 32.13. 33.14. 34.15. 35.16. 36.17. 37.18. 38.19. 39. `20. 40.

Step 5 – Curriculum Framework Your Name: _Nate Milbrandt_ Section 5b – Selecting Units of Instruction




Content Area Ranking Content Area Ranking1. Floor Hockey 7 21.2. Basketball 9 22.3. Soccer 8 23.4. Flag Football 6 24.5. Lacrosse 3 25.6. Volleyball 5 26.7. Team Handball 4 27.8. Softball 1 28.9. Field Hockey 2 29.10. 30.11. 31.12. 32.13. 33.14. 34.15. 35.16. 36.17. 37.18. 38.19. 39. `20. 40.Step 5 – Curriculum Framework

Section 5c – Raking Units of Instruction

Ranking Units of Instruction (MS & HS groups only)In the space provided, write the name of EACH content area listed in step 4b from

EACH teacher in the first column, even if a content area was only selected once. Next, tally the ranking from step 4b for each group member in the center column. For example, if badminton is ranked 5, 1, 4, and 4, the total point value would be 14. Afterwards, rank each content area from 1-x with the highest point value representing a ranking of one and so on. If two content areas tie for the same rank, write that number twice and skip a rank. For example, if yoga and pilates are tied for third, assign a 3 for each and then a five for the next ranked content area. Go onto the back if necessary. Finally, reorder the content areas from column one such that #1 is on top and so on.

Content Areas(unranked)

Total Point Value

Ranking(1-X)

Content Areas (ranked 1-X)

Floor Hockey 20 3 1. Basketball

Basketball 27 1 2. SoccerSoccer 24 2 3. Floor HockeyFlag Football 18 4 4. Flag Football

Lacrosse 8 7 5. VolleyballVolleyball 15 5 6. Team HandballTeam Handball 10 6 7. SoftballSoftball 8 7 7. Lacrosse

Field Hockey 5 9 9. Field Hockey10.11.

12.13. 14.

15.

16.

17.

18.

19.

20.

21.

Step 5 – Curriculum Framework Section 5d – Instructional Repetition and Curriculum Map

Instructional Repetition : The notion of a spiral curriculum is very powerful, at all grade levels, not just elementary school. After you introduce a content area, it should periodically be reviewed and reinforced at least once more within 2-6 months. Physical educators should AVOID teaching a content area like tennis in the fall and not teaching it again until the next fall. This causes student skill levels to regress and remain stagnant from year to year. Instead, teachers should review skills and concepts periodically throughout the year, potentially introducing limited new content, or use a combination of instruction and game-forms. Remember, there are essential three methods of promoting lifetime activity: building skill competency, exploring various activities, and having fun. Instructional repetition is focused on building skill competency.

For each traditional activity (football, soccer, yoga, etc) being taught in a unit format, that activity must be taught a minimum of 8 lessons per 12 months with at least 2 repetition lessons separated by 2-6 months from other lessons of that unit. You may split the instruction for an activity however you wish, 8:2, 5:5, 3:7. Personally, I favor a longer instructional unit (6 lessons for example) with repetition days (2 lessons) but you could split an activity into two separate instructional units (5 lessons and 5 lessons). You may even split the minimum of 8 lessons into three groupings of lessons per year; the choice is yours. Keep in mind though, the minimum number of lessons allowed on BEST portfolios is 6. By requiring a minimum of 8 lessons per 12 months, this helps prevent a common problem in PE where the curriculum is broad but lacks depth. Teaching many units for 3 or 4 lessons are year shortchanges skill improvement. Students may be exposed to several activities but are they learning? As educators, we must strive to balance depth v. breadth and truly promote learning.

Curriculum Map/Block PlanA curriculum map, also known as a block plan, is a graphical organizer displaying

both the content and sequence of content areas. For this substep, complete the curriculum map as demonstrated in the example. Identify all content units for EACH grade and the corresponding lesson numbers. You may teach some content areas in one grade but not another. In fact, there should be a shifting emphasis over the course of a grade level. Use the ranking of units (step 4c) as a guide for what units to include. SEQUENTIALLY organize each year including all possible content units, assessments, and managerial activities. For example, if on the first day of the year you conduct an orientation to PE, write “Orientation to PE” in the “content” column and “1” in the “Lesson #” column. If next you teach 3 days of cooperative activities, write “Cooperative Activities” in the “content” column and “2-4” in the “Lesson #” column. Remember to include instructional repetition days. If you introduce a unit at the start of the school year, incorporate the repetition lessons at the start of the next school year.

For middle school, complete the curriculum map for grades 6-8. For high school, complete the curriculum map for grades 9-12. Hopefully in high school, you will have instituted an elective model with general requirements. However, for this curriculum, assume there is no elective model and the teacher assigns units based on student interest surveys. Most likely in Connecticut, PE will not be mandatory in all high school grades.

However, plan a four-year sequence and endeavor to make that a reality when you become a teacher.

For elementary school, instead of units, utilize movement education concepts (K-2) and skill themes (4-5). Transition between movement education and skill themes in grade 3. For movement education, utilize whole concepts (levels, pathways, etc) and not subconcepts such high, medium, and low levels. For skill themes, use the subthemes themselves (throw, pass, catch, etc) and not the overall theme, exchange. Remember to include the rhythm and dance, fitness, and gymnastics skill themes. The content, although less specified, is equally important to the other categories. Due to spiral curricular nature of elementary school, review instruction days DO NOT need to be included. In addition, DO NOT sequentially organize the curriculum. List the number of days devoted to each movement education concept or skill theme. Continue the concept or skill theme across each row to highlight the progression of instructional time. Devote the first page to K-2, second page to 3-5.

Step 5 – Curriculum Framework Section 5d – Curriculum Map/Block Plan

GRADE: 6th GRADE: 7th GRADE: 8th

Content: Less. # Content: Less.

# Content: Less. #

Orientation to PE 1 Orientation to PE 1 Orientation to PE 1Fitness Testing 2-10 Fitness Testing 2-10 Fitness Testing 2-10Introduction to Tactical Concepts 11,12 Introduction to

Tactical Concepts 11,12 Introduction to Tactical Concepts 11,12

Floor Hockey 13-26 Flag Football 13-26 Team Handball 13-26Basketball 27-40 Softball 27-40 Lacrosse 27-40Free Choice Days 41,42 Free Choice Days 41,42 Free Choice Days 41,42Soccer 43-56 Volleyball 43-56 Field Hockey 43-56Free Choice Days 57-60 Free Choice Days 57-60 Free Choice Days 57-60

Basketball

Scope and Sequence

GradesContent

Area Skill or Concept Level (1-5)

6

Basket-ball

Dribbling 1 IPassing 1 ILay-Ups 1 IShooting 1 IFree Throw Shooting and Form 1 ICuts & Screens 2 IPick & Roll 2 IOne Dribble and Pull-Up Jump Shot Combo 2 IBox Out and Rebound Combination 2 IBox Out, Rebound, and Outlet Combination 2 IPassing into the Post 3 IPost Moves 3 IDefensive Sets and Spacing 3 IOffensive Sets and Spacing 3 IFull-Court Press and Trapping 3 IFast Breaks 3 I

Do not include level 4 or 5 activities as they are at the discretion of and vary so much from teacher to teacher.

Unit Objectives

Content Area – BasketballStandard 9 – Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities

1. SWBAT demonstrate competency in dribbling, passing, lay-ups, and shooting by the end of the basketball unit.

2. SWBAT demonstrate a proper cut and a proper screen during offensive play.3. SWBAT combine basketball skills in order to perform more complex movements

on the basketball court.4. SWBAT find open spaces and move without the basketball.

Standard 10 – Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities

1. SWBAT identify the offensive and defensive rules of basketball.2. SWBAT utilize various passing techniques into the post and post moves during

various situations in game-like settings.3. SWBAT utilize various offensive and defensive tactical strategies that are taught

in class.4. SWBAT create tactical strategies to use in game-like settings.

Standard 11 – Participate regularly in physical activity1. SWBAT identify the location of opportunities to play basketball outside of the

Physical Education setting.2. SWBAT describe proper selection of clothing, equipment, and footwear that are

necessary for participation in basketball.3. SWBAT create a conditioning workout and a plan for a basketball practice.4. SWBAT describe how their participation in basketball contributes to living a

healthy, active lifestyle.

Standard 12 – Incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness

1. SWBAT describe how basketball is related to maintaining a health-enhancing level of physical fitness.

2. SWBAT utilize the FITT principle in preparing for conditioning and improvement of skill-related fitness during the basketball unit.

3. SWBAT perform the various stretching techniques provided to them during each practice in order to improve their agility, speed, and other components of skill-related fitness.

4. SWBAT relate the workouts from the fitness instructor to not only their participation in basketball but also to outside activities.

Standard 13 – Exhibit responsible personal and social behavior that respects self and others in physical activity settings

1. SWBAT demonstrate respect towards one another and the differences in skill levels.

2. SWBAT describe the various ways of working together as a team in basketball.3. SWBAT demonstrate fair play during small-sided games and other activities in

the basketball unit.4. SWBAT identify the importance of maintaining a safe environment during the

basketball unit.

Standard 14 – Choose physical activity for health, enjoyment, challenge, self-expression, and/or social interaction to sustain a physically active lifestyle

1. SWBAT build self-confidence and self-efficacy through their participation in the game of basketball.

2. SWBAT challenge themselves to improve upon their skill level throughout the unit.

3. SWBAT develop life-long social skills through the team atmosphere within their participation in basketball.

4. SWBAT challenge each of their classmates to perform to the best of their abilities each day throughout the basketball unit.

Soccer

Scope and Sequence

GradesContent


6

Soccer Dribbling 1 IPassing/Trapping with Different Body Parts 1 IHeading 1 IShooting 1 ITackling 1 ICrossing in the Box 2 ICrossing and Heading Combination 2 ICorner and Goal Kicks 2 IThrow Ins/Receiving Throw Ins 2 IOne-Touch Passing/Shooting 2 IPositioning 3 IGive & Go 3 IDefensive Walls 3 IOverlapping Runs 3 IFree Kick Strategies 3 IGoalkeeper Skills 3 I


Unit Objectives

Content Area – SoccerStandard 9 – Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities

1. SWBAT demonstrate competency in dribbling, passing, and shooting by the end of the soccer unit.2. SWBAT effectively execute corner and goal kicks from each side of the field.3. SWBAT properly demonstrate the correct form (overhead throw with two hands and feet must remain on the ground) of a throw-in in soccer.4. SWBAT exhibit various goalkeeping skills by the end of the unit.


1. SWBAT distinguish the different positional placements on the field.2. SWBAT identify the offensive and defensive rules of soccer.3. SWBAT identify different spatial strategies throughout game play.4. SWBAT formulate tactical strategies to use in game-like settings.

Standard 11 – Participate regularly in physical activity1. SWBAT identify the location of opportunities to play soccer outside of the

Physical Education setting.2. SWBAT describe proper selection of clothing, equipment, and footwear for

participation in soccer.3. SWBAT create a conditioning program to utilize throughout the soccer unit.4. SWBAT describe the physical benefits of participation in soccer.


1. SWBAT describe how soccer is related to maintaining a health-enhancing level of physical fitness.2. SWBAT utilize the FITT principle in preparing for conditioning and in improving their skill- and health-related fitness during the soccer unit.3. SWBAT perform the various stretching techniques provided to them during each practice in order to improve speed, balance, and coordination.4. SWBAT relate the workouts from the fitness instructor to not only their participation in soccer but also to outside activities.


1. SWBAT demonstrate respect towards one another and the differences in skill levels.2. SWBAT demonstrate fair play in both the small-sided games and other activities that will be done throughout the soccer unit.3. SWBAT work as a team in order to not only win soccer games, but also to improve upon their skills and to do their best.4. SWBAT display sportsmanship to teammates as well as all of the other classmates regardless of the outcome of the small-sided games and activities.


1. SWBAT build self-confidence and self-efficacy through their participation in the game of soccer.2. SWBAT challenge themselves to improve upon their skills.3. SWBAT develop life-long social skills through the team atmosphere in the soccer unit.4. SWBAT challenge their classmates to perform to the best of their abilities during each Physical Education class.

Floor Hockey

Scope and Sequence

GradesContent


6

Floor Hockey

Moving with the Hockey Stick 1 IDribbling 1 IPassing/Receiving 1 IShooting (wrist shot) 1 ITackling 1 IFace Offs/Restarts 2 IGive & Go 2 IDribbling and Shooting Combination 2 IOne-Touch Shooting Off of a Pass 2 IShooting and Rebounding a Shot Combo 2 IPositioning 3 IOffensive Sets/Overlapping Runs 3 IDefensive Sets 3 IGoalkeeper Skills 3 IPower Plays/Penalty Kills 3 I


Unit Objectives

Content Area – Floor HockeyStandard 9 – Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities

1. SWBAT demonstrate competency in dribbling, passing, and shooting by the end of the floor hockey unit.2. SWBAT demonstrate a transfer of learning from basketball and soccer in order to apply the tactical strategies to floor hockey.3. SWBAT execute power plays and penalty kills by the end of the floor hockey unit.4. SWBAT exhibit various goalkeeping skills by the end of the unit.


1. SWBAT identify the offensive and defensive rules of floor hockey.2. SWBAT identify spatial strategies on a smaller court while playing floor hockey.3. SWBAT distinguish the positional placements and responsibilities on the court.4. SWBAT formulate tactical strategies to utilize in a game-like setting.

Standard 11 – Participate regularly in physical activity1. SWBAT identify the location of opportunities to play floor hockey outside of the


participation in floor hockey.3. SWBAT create a conditioning workout plan to utilize while preparing to play

floor hockey.4. SWBAT describe the physical and affective benefits of participation in floor

hockey.


1. SWBAT describe how floor hockey is related to maintaining a health-enhancing level of physical fitness.2. SWBAT utilize the FITT principle in preparing for conditioning and in improving their skill- and health-related fitness during the floor hockey unit.3. SWBAT perform the various stretching techniques provided to them during each practice in order to improve their speed, agility, and coordination.4. SWBAT relate the workouts from the fitness instructor to not only their participation in floor hockey but also to outside activities.


1. SWBAT respect each other by following all of the safety rules for the floor hockey unit so that no one gets hurt.2. SWBAT work as a team not only to try to win as a team, but also to improve upon their skills and perform to the best of their abilities.3. SWBAT demonstrate sportsmanship to their teammates and fellow classmates regardless of the outcome of the games.4. SWBAT describe the benefits of working as a team rather than individually in team sports.


1. SWBAT build self-confidence and self-efficacy through their participation in the game of floor hockey.2. SWBAT challenge themselves to improve upon their skills.3. SWBAT develop life-long social skills through the team atmosphere in the floor hockey unit.4. SWBAT challenge their classmates to perform to the best of their abilities during each Physical Education class.

Flag Football

Scope and Sequence

GradesContent


7

Flag Football

Throwing 1 ICatching 1 IHiking 1 IHand-Offs 1 IReceiver Routes 1 IKicking and Receiving 2 IHiking and Passing Combination 2 IHiking and Hand-Off Combination 2 IReceiver Routes and Receiving a Pass 2 IReceiver Routes and Running w/ the Football 2 IOffensive Formations 3 IDefensive Formations 3 IBlitzing 3 IOffensive Plays 3 IDefensive Zones/Man-to-Man 3 I


Unit Objectives

Content Area – Flag FootballStandard 9 – Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities

1. SWBAT demonstrate competency in throwing and catching the football by the end of the unit.2. SWBAT demonstrate a transfer of learning of tactical strategies from the previous academic year to this academic year.3. SWBAT execute a variety of receiver routes in practice and in game-like situations.4. SWBAT execute kicking and receiving skills throughout the football unit.


1. SWBAT define the offensive and defensive rules of flag football.2. SWBAT create their own receiver routes during the practices in order to execute them during the game-like situations.

3. SWBAT distinguish between the positional placements and responsibilities on the football field.4. SWBAT create tactical strategies to utilize on the field.

Standard 11 – Participate regularly in physical activity1. SWBAT identify the location of opportunities to play flag football outside of the


participation in flag football.3. SWBAT create a conditioning workout to utilize before playing flag football.4. SWBAT describe the physical and affective benefits for participation in flag

football.


1. SWBAT describe how flag football is related to maintaining a health-enhancing level of physical fitness.2. SWBAT utilize the FITT principle in preparing for conditioning and in improving skill- and health-related fitness during the flag football unit.3. SWBAT perform the various stretching techniques provided to them during each practice in order to improve agility, speed, and coordination.4. SWBAT relate the workouts from the fitness instructor to not only their participation in flag football but also to outside activities.


1. SWBAT respect each other by following all of the safety rules for the flag football unit so that no one gets hurt.2. SWBAT work as a team not only to win as a team, but also to improve upon their skills regardless of the outcomes of the games.3. SWBAT demonstrate sportsmanship to their teammates and fellow classmates regardless of the outcome of the games.4. SWBAT describe the benefits of working as a team rather than individually in team sports.


1. SWBAT build self-confidence and self-efficacy through their participation in the game of flag football.2. SWBAT challenge themselves to improve upon their skills.3. SWBAT develop life-long social skills through the team atmosphere in the flag football unit.4. SWBAT challenge their classmates to perform to the best of their abilities during each Physical Education class.

Lacrosse

Scope and Sequence

GradesContent


7

Lacrosse Cradling/Running 1 IThrowing/Catching 1 IPassing 1 IShooting 1 IPicking Up the Lacrosse Ball Off the Ground 1 IPicking Up the Lacrosse Ball & Cradling/Running Combination

2 I

Picking Up the Lacrosse Ball & Passing Combination

2 I

Cutting without the Lacrosse Ball & Receiving a Pass Combination

2 I

Face offs/Restarts 2 IShooting Off of the Pass 2 IUtilizing Players Behind the Goal 3 IOffensive Strategies 3 IDefensive Strategies 3 IPositions and Spacing 3 IGoalkeeper Skills 3 I


Unit Objectives

Content Area – LacrosseStandard 9 – Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities

1. SWBAT demonstrate competency in throwing, catching, and cradling with the lacrosse stick by the end of the unit.2. SWBAT demonstrate a transfer of learning of tactical strategies from previous units to the lacrosse unit.3. SWBAT execute a variety of cuts during games and other activities.4. SWBAT exhibit a variety of goalkeeping skills.


1. SWBAT define the offensive and defensive rules of lacrosse.2. SWBAT know when to execute a variety of cuts during game-like situations.

3. SWBAT distinguish between positional placements and responsibilities on the lacrosse field.4. SWBAT formulate their own tactical strategies to use in game-like situations.

Standard 11 – Participate regularly in physical activity1. SWBAT identify the location of opportunities to play lacrosse outside of the


participation in lacrosse.3. SWBAT create a conditioning workout plan to execute before participating in

activities during the lacrosse unit.4. SWBAT describe the physical and affective benefits of participation in lacrosse.


1. SWBAT describe how lacrosse contributes to the achievement and maintenance of a health-enhancing level of physical fitness.2. SWBAT utilize the FITT principle in preparing for conditioning during the lacrosse unit.3. SWBAT perform the various stretching techniques provided to them during each practice in order to improve agility, speed, coordination, and other components of skill-related fitness.4. SWBAT relate the workouts from the fitness instructor to not only their participation in lacrosse but also to outside activities.


1. SWBAT respect each other by following all of the safety rules in the lacrosse unit so that no one gets hurt.2. SWBAT demonstrate awareness and acceptance of the skill levels of their peers.3. SWBAT describe the importance of working as a team in the sport of lacrosse.4. SWBAT demonstrate sportsmanship to their peers regardless of the outcome of the lacrosse games.


1. SWBAT build self-confidence and self-efficacy through their participation in the game of lacrosse.2. SWBAT challenge themselves to improve upon their skills.3. SWBAT develop life-long social skills through the team atmosphere in the lacrosse unit.4. SWBAT challenge their classmates to perform to the best of their abilities during each Physical Education class.

Volleyball

Scope and Sequence

GradesContent


7

Volley-ball

Bump 1 ISet 1 ISpike 1 IBlock 1 IUnderhand and Overhand Serves 1 IServe & Dig 2 IBump & Set Combination 2 IBump, Set, Spike Combination 2 IThree-Option Passing & Spike Combination 2 ISpike & Block Combination 2 IFormations on the Court 3 IPositions/Rotations 3 IOffensive Strategies 3 IDefensive Strategies 3 ICommunication throughout Volleyball 3 I


Unit Objectives

Content Area – VolleyballStandard 9 – Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities

1. SWBAT demonstrate competency in the bump, set, and both types of serves by the end of the volleyball unit.2. SWBAT perform a spike to the best of their abilities.3. SWBAT execute a bump and set combination in order to get the ball over the net.4. SWBAT execute a bump, set, spike combination in order to get the ball over the net and get as many teammates involved as possible.


1. SWBAT identify the offensive and defensive rules of volleyball.2. SWBAT distinguish between the formations on the court and the responsibilities at each position within the formations.3. SWBAT know the various rotations that occur throughout a volleyball game.4. SWBAT formulate their own tactical strategies to utilize in game-like situations.

Standard 11 – Participate regularly in physical activity1. SWBAT identify the location of opportunities to play volleyball outside of the


participation in volleyball.3. SWBAT create a conditioning workout to utilize throughout the volleyball unit.4. SWBAT describe the physical and affective benefits of participation in volleyball.


1. SWBAT describe how participation in volleyball contributes to the achievement and maintenance of a health-enhancing level of physical fitness.2. SWBAT utilize the FITT principle in preparing for conditioning during the volleyball unit.3. SWBAT perform the various stretching techniques provided to them during each practice in order to improve coordination, jumping ability, and balance.4. SWBAT relate the workouts from the fitness instructor to not only their participation in volleyball but also to outside activities.


1. SWBAT respect each other by following all of the safety rules in the volleyball unit so that no one gets hurt.2. SWBAT demonstrate awareness and acceptance of the different skill levels of their peers.3. SWBAT demonstrate sportsmanship to their peers regardless of the outcome of the games.4. SWBAT describe the importance of working as a team in the volleyball unit.


1. SWBAT develop self-confidence and self-efficacy through their participation in volleyball.2. SWBAT challenge themselves to improve upon their skills.3. SWBAT develop life-long social skills through the team atmosphere in the volleyball unit.4. SWBAT challenge their classmates to perform to the best of their abilities during each Physical Education class.

Team Handball

Scope and Sequence

GradesContent


8

Team Handball

Team Handball Rules 1 IThrowing/Catching 1 IDribbling 1 IPassing Techniques 1 IShooting 1 IGive & Go 2 IPenalties, Penalty Shots & Free Throws 2 IPivoting and Passing to an Open Teammate 2 IThrow-Ins and Receiving Throw-Ins 2 IThrow-Offs/Restarts 2 IPositions and Spacing 3 IOffensive Strategies 3 IDefensive Strategies 3 IOverlapping and Attacking Runs 3 IGoalkeeper Skills 3 I


Unit Objectives

Content Area – Team HandballStandard 9 – Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities

1. SWBAT demonstrate competency in throwing, catching, and dribbling the handball by the end of the team handball unit.2. SWBAT perform give and go’s with as many teammates as possible in order to move down the court.3. SWBAT demonstrate a transfer of learning from all of the other invasion games that we have covered throughout middle school, including basketball, soccer, floor hockey, flag football, and lacrosse.4. SWBAT exhibit a variety of goalkeeping skills during the team handball activities and game-like situations.


1. SWBAT define the offensive and defensive rules of team handball.

2. SWBAT relate the rules of team handball to the rules of other invasion games, such as basketball and soccer.3. SWBAT distinguish between positional placements and responsibilities.4. SWBAT formulate their own tactical strategies to utilize during game-like situations.

Standard 11 – Participate regularly in physical activity1. SWBAT identify the location of opportunities to play and improve their team

handball skills outside of the Physical Education setting.2. SWBAT describe proper selection of clothing, equipment, and footwear for

participation in team handball.3. SWBAT create a conditioning workout to be utilized before participating in team

handball activities and games each day.4. SWBAT describe the physical and affective benefits of participation in team

handball.


1. SWBAT describe how team handball is related to the achievement and maintenance of a health-enhancing level of physical fitness.2. SWBAT utilize the FITT principle in preparing for conditioning and in improving skill- and health-related fitness during the team handball unit.3. SWBAT perform the various stretching techniques provided to them during each practice in order to improve agility, balance, and coordination.4. SWBAT relate the workouts from the fitness instructor to not only their participation in team handball but also to outside activities.


1. SWBAT respect each other by following all of the safety rules of team handball so that no one gets hurt.2. SWBAT demonstrate awareness and acceptance of the different skill levels of their peers during the team handball unit.3. SWBAT demonstrate sportsmanship to all of their peers regardless of the outcome of the team handball games.4. SWBAT describe the importance of working as a team in the team handball unit.


1. SWBAT develop self-confidence and self-efficacy through their participation in the team handball unit.2. SWBAT challenge their peers to perform to the best of their abilities during the team handball unit.3. SWBAT develop life-long social skills through the team atmosphere in the team handball unit.4. SWBAT challenge each other to improve upon their skills.

Softball

Scope and Sequence

GradesContent


8

Softball Throwing/Catching 1 IFielding Ground Balls 1 ICatching Fly Balls 1 IBatting 1 IPitching 1 IBatting & Base Running 2 ICatching Fly Balls & Hitting Cut-Off Man 2 ICatching a Fly Ball & Base Play 2 IFielding & Base Play 2 ICross-Overs, Fielding Ground Balls, Catching Fly Balls

2 I

Communication 3 IGeneral Positioning/Positioning in Various Scenarios

3 I

Double Play Strategies 3 IOffensive Strategies 3 IDefensive Strategies 3 I


Unit Objectives

Content Area – SoftballStandard 9 – Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities

1. SWBAT demonstrate competency in throwing, catching, and fielding by the end of the softball unit.2. SWBAT demonstrate good hitting mechanics by the end of the softball unit.3. SWBAT execute a double play by the end of the softball unit.4. SWBAT throw pitches from the mound to the catcher behind home plate.


1. SWBAT describe the importance of communication on both offense and defense in softball.2. SWBAT demonstrate knowledge of which base to throw to or who to tag if there is more than one runner on the bases.

3. SWBAT demonstrate knowledge of how many bases to run after hitting the ball into play.4. SWBAT distinguish between situations in which they must have to cover different bases as well as situations in which they must cover the base that they are assigned to cover.

Standard 11 – Participate regularly in physical activity1. SWBAT identify the location of opportunities to play softball outside of the


participation in softball.3. SWBAT create a conditioning workout to utilize during their preparation to play

softball.4. SWBAT describe the physical and affective benefits of participation in softball.


1. SWBAT describe how softball is related to the achievement and maintenance of a health-enhancing level of physical fitness.2. SWBAT utilize the FITT principle in preparing for conditioning during the softball unit.3. SWBAT perform the various stretching techniques provided to them during each practice in order to improve speed, coordination, and power.4. SWBAT relate the workouts from the fitness instructor to not only their participation in softball but also to outside activities.


1. SWBAT respect each other by following all of the safety rules of the softball unit so that no one gets hurt.2. SWBAT demonstrate awareness and acceptance of the different skill levels of their peers during the softball unit.3. SWBAT demonstrate sportsmanship to all of their peers regardless of the outcome of the softball games.4. SWBAT describe the importance of working as a team in the softball unit.


1. SWBAT develop self-confidence and self-efficacy through their participation in the softball unit.2. SWBAT challenge their peers to perform to the best of their abilities during the softball unit.3. SWBAT develop life-long social skills through the team atmosphere in the softball unit.4. SWBAT challenge each other to improve upon their skills.

Field Hockey

Scope and Sequence

GradesContent


8

Field Hockey

Traveling with the Field Hockey Stick 1 IDribbling 1 IPassing/Trapping 1 IShooting 1 ITackling 1 IFace-Offs/Restarts 2 IPenalties/Rules/Safety 2 IGive & Go 2 IFree Hits & Corner Hits 2 ITackling & Getting Out of Pressure 2 IPositioning 3 IOffensive Strategies/Attacking 3 IDefensive Strategies 3 IOverlapping and Attacking Runs 3 IMaintaining Possession 3 I


Unit Objectives

Content Area – Field HockeyStandard 9 – Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities

1. SWBAT demonstrate competency in dribbling, passing, and trapping by the end of the field hockey unit.2. SWBAT shoot the ball to the areas of the goal in which it is hard for the goalkeeper to stop the ball.3. SWBAT demonstrate successful free hits and corner hits.4. SWBAT execute a give and go properly with their teammates in order to move down the field.


1. SWBAT define the offensive and defensive rules of field hockey.2. SWBAT distinguish between positional placements and positional responsibilities on the field hockey field.

3. SWBAT demonstrate a transfer of learning from floor hockey and other invasion games to the field hockey unit.4. SWBAT formulate their own tactical strategies to utilize in a game-like setting.

Standard 11 – Participate regularly in physical activity1. SWBAT identify the location of opportunities to play field hockey outside of the


participation in field hockey.3. SWBAT create a conditioning workout plan to utilize before they participate in

field hockey activities each day.4. SWBAT describe the physical and affective benefits of participation in field

hockey.


1. SWBAT describe how field hockey relates to the achievement and maintenance of a health-enhancing level of physical fitness.2. SWBAT utilize the FITT principle in preparing for conditioning in the field hockey unit.3. SWBAT perform the various stretching techniques provided to them during each practice in order to improve speed, coordination, and balance.4. SWBAT relate the workouts from the fitness instructor to not only their participation in field hockey but also to outside activities.


1. SWBAT respect each other by following all of the safety rules of the field hockey unit so that no one gets hurt.2. SWBAT demonstrate awareness and acceptance of the different skill levels of their peers during the field hockey unit.3. SWBAT demonstrate sportsmanship to all of their peers regardless of the outcome of the field hockey games.4. SWBAT describe the importance of working as a team in the field hockey unit.


1. SWBAT develop self-confidence and self-efficacy through their participation in the field hockey unit.2. SWBAT challenge their peers to perform to the best of their abilities during the field hockey unit.3. SWBAT develop life-long social skills through the team atmosphere in the field hockey unit.4. SWBAT challenge each other to improve upon their skills.

Step 6 – Student Assessment

Statement on Assessment:We will be assessing the students in the psychomotor, cognitive, and affective

domains as well as their adherence to the Connecticut Physical Education Standards. We will be using authentic, formative, and summative assessments in Physical Education, including written quizzes and rubrics regarding the skills, their improvement upon the skills, character, effort, attitude, teamwork, and ability to follow the classroom rules. We will weigh the assessments, making sure that psychomotor, cognitive, and affective domains are all assessed fairly. The skill rubrics and affective assessments will be weighed the heaviest, each at 30%. The written quizzes will constitute 20% of the final grade, while fitness testing and the physical activity journals will each constitute 10% of the final grade. Through these assessments we will be able to determine the students’ letter grades that will go on their report cards at the end of each quarter.

Component Weight:Standard or Assessment Percentage1. Skill Rubrics (Standard 9)....................................................._30%_2. Affective Assessment (Standards 13 & 14).........................._30%_3. Written Quizzes (Standard 10).............................................._20%_4. Fitness Testing (Standard 12)................................................_10%_5. Physical Activity Journal (Standard 11)................................_10%_Use as many or few lines as necessary

Total: 100%

Gr6 Basketball

Shooting Form

Chest Pass

Bounce Pass Dribbling

Rubric: Basketball Critical Elements

A. SHOOTING FORM1. Holds ball with shooting hand behind and under

the ball balanced on your finger pads.2. Position the elbow at a 90 degree angle so it looks

like an “L”.3. Eyes should be looking at the back of the rim.4. Bends knees when preparing to shoot and extends

arm upward.5. Follow through with shooting hand. Fingers

should be pointed to the floor (dead fish).B. CHEST PASS (to partner)1. Fingers spread behind the ball. 2. Step forward with non-dominant foot.3. Elbows out, and push ball forward.4. After release, back of hands face each other and

thumbs should be pointed towards the groundC. BOUNCE PASS (to partner)1. Fingers spread behind the ball.2. Step forward with non-dominant foot.3. Elbows out, push ball more than half way to target4. After release, back of hands face each other and

thumbs should be pointing to the ground.D. DRIBBLING (around cones)1. Keeps head up2. Dribbles with finger pads3. Dribbles below the waist or at the knees if highly

skilled.

BillyCarolIsabellaErinNateSarahDebbieJohnnyKyleMarcKatieJasonMichelleKristenChrisEricNoahMarieOlivia

Hector

Directions: Indicate the appropriate level for each skill.Level 4: All critical elements of the skill are clearly demonstratedLevel 3: 3 of 4 critical elements of the skill are clearly demonstratedLevel 2: 2 of 4 critical elements of the skill are clearly demonstratedLevel 1: 1 of 4 critical elements of the skill are clearly demonstrated

**This assessment aligns with Standard 9 of the Connecticut Physical Education Standards

Reference: WikiPE website

Name: __________________ Date: ______________ PE Class: ________

Volleyball Assessment

Directions: Answer all of these short answer questions on a separate sheet of paper. Please use paragraph form to answer your questions AND if you would like to use a diagram for your answer, please write an explanation to go along with it.

1. Write about the history of volleyball. Include the year invented, the inventor, place of invention, and at least two modifications made over the years.

2. List and explain at least five rules of volleyball. They must be a mixture of offensive and defensive rules.

3. Describe all of the options in the three-option pass.

4. Describe the scoring procedures and subsequent player formations and rotations.

5. List the teaching cues for the bump, set, and spike.

**This assessment aligns with Standard 10 of the Connecticut Physical Education Standards.

McGee Middle School Activity Log

Directions: Write down each form of physical activity that you participated in each day. With each form of physical activity, write the duration of the activity, how the activity made you feel afterwards, and a description of what parts of your body benefited from the activity.

Name: ________________________ Date: ____________________

**This assessment aligns with Standard 11 of the Connecticut Physical Education Standards

Catherine M. McGee Middle School, Berlin CTConnecticut Physical Fitness Test

Student Report Assessment

Name: __________________________ Gender: M F (Circle one)Grade: ____________ Age: ________ Class: ____________

Height (in.): ________ Weight (lb.): ________ Body Mass Index: ______

Met? (Circle one) Y or N

Student Score

Health Standard

Met? Circle one.

Challenge Standard

Met? Circle one.

Muscular Strength/Endurance # of curl-ups completed Y or N Y or N

Upper Body Strength # of push-ups completed Y or N Y or N

Flexibility # of centimeters reached

R: Y or N Y or NL:

Aerobic Endurance Time in minutes/seconds Y or N Y or N

Health Standard: Students who perform at this level demonstrate a healthy level of fitness-related skills for their age group. Generally, students who score in this range engage in physical activity two or more times each week and may be at a reduced risk for certain injuries and diseases that are related to a sedentary lifestyle. The health level for each task is considered to be challenging, yet attainable, standard for most students.Challenge Standard: Students who perform at this level demonstrate exceptional fitness-related skills for their age group. Generally, students who score in this range engage in rigorous physical activities several times per week and may be at reduced risk for certain injuries and diseases that are related to a sedentary lifestyle. The students who perform in this range are motivated to achieve and maintain a high level of fitness.

**This assessment aligns with Standard 12 of the Connecticut Physical Education Standards.

Reference: Connecticut Physical Fitness Test Guide

The Connecticut Physical Fitness Testing Assessment will be incorporated into the student grading; it will constitute 10% of the students’ final grades. It will be incorporated because it is a gauge of the students’ physical health. It is more of a guideline that the students can build upon throughout their time in Physical Education as well as outside of the Physical Education setting. This test is designed to show the students the components of physical fitness and how important they are in living a healthy lifestyle. This test provides a foundation of where each student is at and can be compared to other students at their age level.

Affective Rubric

Student Name ______________________________________

Altruism: The student…______ 4 regularly gives to others unselfishly and is considerate and kind to all______ 3 sometimes gives to others unselfishly and is considerate and kind to all______ 2 rarely shares with others or treats them in a kind or considerate manner______ 1 fails to share or treat others in a kind or considerate manner

Compassion: The student…______ 4 is always aware of and concerned for the feelings of others and deals with others in a kind and sympathetic manner.______ 3 usually has sympathy, understanding, and respect for the concerns and feelings of others.______ 2 rarely considers, respects, or shows an understanding for the feelings and concerns of others.______ 1 does not consider, respect, or show an understanding for the feelings and concerns of others.

Respect: The student…______ 4 always respects of the rights, property, and opinions of others.______ 3 usually respects of the rights, property, and opinions of others.______ 2 sometimes demonstrates consideration, regard, or esteem for the rights, property, or opinions of others.______ 1 does not demonstrate consideration, regard or esteem for the rights, property, or opinions of others.

Tolerance: The student…______ 4 accepts individual differences regardless of their type and makes adjustments to accommodate when appropriate.______ 3 is generally aware of individual differences and makes efforts to accommodate others.______ 2 demonstrates little effort or understanding in dealing with individuals who are different.______ 1 is tolerant of others and/or indiscriminately treats others poorly or with disdain.

Step 7 – Technology and Equipment

Technology:Our role as educators is to prepare students for success as adults. Technology will

undoubtedly grow more prevalent throughout our society and therefore, schools should utilize the latest technology as much as possible. For this assignment, create a Statement on Technology (100-250 words) exploring your school’s beliefs regarding the utilization of technology in PE. Then separately list 5 technologies your school will incorporate into instruction. After each technology, briefly list how you plan to incorporate it (no word requirement)

Statement: The McGee Middle School mission statement on technology is to provide all students

with the tools to effectively utilize various forms of technology to expand their ways of learning. Forms of technology that will be utilized include a website, heart rate monitors, electronic scoreboard, videos, and digital photos. Through the use of these technologies, the students will be able to see and assess their physical performance and find ways to improve their technique. They will be able to set various challenging, but attainable, goals to strive for when improving upon their skills. We strive to keep up with current technologies so that the students can constantly improve and the teachers can constantly find new methods to help the students attain their goals.

Technologies Incorporated into Instruction:1. Example 1 – Website- A website will be set up through the school’s website to display team statistics, scores, and rankings. This will allow families to get involved and see how their children are developing and competing with their designated teams.

2. Example 2 – Heart Rate Monitors- One team at a time will experiment and use a heart monitor during the their fitness instruction in order to become aware of their target and maximum heart rates for activities. With this information the players will understand their body’s response to working at different intensities.

3. Example 3 – Electronic Scoreboard- The electronic scoreboards will be used during each sport unit. The statisticians will not only be responsible for written statistics but keeping the score, time, and etc using the scoreboards.

4. Example 4 – Videos- Not only will fitness videos be implemented during the teams designated fitness time but periodically throughout the units captains will be able to video record their players during practice time in order to get a better look at their teams need for improvement on specific skills.

5. Example 5 – Digital Photos- Digital photos will be taken throughout practice and game play in order to display our sport education model on the Physical Education bulletin board and in the school’s community newsletter.

Equipment:List the physical education equipment your school possesses. This equipment inventory

is helpful in several regards. First, it often serves as a brainstorming tool for creating activities. Second, it allows teachers to track changes over time such as missing, stolen, or broken equipment. Third, it serves as a baseline when requesting new or additional equipment from administration. Finally, teachers can record equipment purchasing suggestions and analyze the success of past purchases. Your equipment inventory should reflect the contextual characteristics of your district.

Complete the equipment table on page two. You should organize the list in a way that makes retrieval easy. For example, organize the equipment into categories or alphabetize it. Make sure you address equipment needs for each unit in your curriculum.

Equipment TableItem Number Item Number

Invasion Equipment Net EquipmentBasketballs 30 Volley Balls 20Soccer Balls 30 Volley Ball Trainers 10Indoor soccer nets 6 Volley ball nets 4Junior size Footballs 15 Tennis Nets 4Foam/Nerf Footballs 15 Tennis Racquets 30Lacrosse Sticks 30Field Hockey sticks 30 Striking/Fielding EquipmentFlag belts/flags 30 Bats 15

Right handed gloves 20Left handed gloves 10

Other Softball softie balls 35Tennis Balls 40+ Bases 8Gator Skin balls 20 Helmets 20Cones (sm and lg) 40+Poly spots 30 Fitness EquipmentPinnies(10 red, 10 blue, 10 green, and 10 yellow)

40 Medicine Balls (5lbs, 7lbs, and 10lbs)

5 each

Protective Goggles 40+ Stability Balls 20Sit and Reach Box 2Gymnastic Mats 5 large

10 smallJump Ropes 30Yoga Mats 30Fitness Steps 20

Step 8 – Program and Teacher Evaluation

A. The curriculum will be revised every five years and updated throughout each school year. During the school year, the Physical Education teachers will be required to attend all of the in-service days and the three district meetings where they will continually update the curriculum.

B. We have created a student feedback worksheet, which covers a broad range of topics that are important to students regarding the Physical Education program. This will be given to them during one of the last classes of each year so that they can evaluate their experience in our Physical Education program. From their feedback, we can work on improving the program over the summer and come back and institute change. (See attached copy of student feedback worksheet)

PHYSICAL EDUCATION STUDENT FEEDBACK SURVEY

Place an X by the statements you believe are true regarding the current Physical Education Program. All answers will be used for improvement purposes only and will remain anonymous.

____ The units of instruction always engage the students.____ Content is developmentally appropriate and is taught in a proper sequence. Develops and implements classroom procedures and routines of responsible student

behavior. ____Uses instructional time effectively to maximize student achievement.____ Course objectives are specific and achievable for all students. ____ Learning objectives/expectations/goals are clearly communicated to students.____ Specific and meaningful feedback is provided to all students.____ Assessment is based upon the student’s mastery of learning objectives.

In the space provided below, provide any additional comments you feel will better the physical education program.

Catherine M. McGee Middle SchoolTeacher Evaluation Instrument

The following chart provides a four-level scoring guide for evaluating teacher performance. Please write the appropriate number in the ratings column to the right of the statement. If the statement is not applicable, place a N/A in the ratings column. At the end of each section there will be space for additional comments.

Teacher’s name: _____________________________Evaluator’s name: ___________________________Date: __________ Class Observed: _____________________

4 3 2 1Exceptional Above Average Average Unsatisfactory

1. Instruction Ratinga. Instruction is based on state and national physical education standardsb. Lesson includes an adequate introductionc. Learning expectations and objectives are clearly expressed to the studentsd. Content and tasks are developmentally appropriate and properly sequencede. Content is presented clearly to students to maximize understandingf. Assessment is an ongoing process throughout each lessong. Lesson presentation is adapted based on student performanceh. Lesson has a good pacei. Lesson includes an adequate closure

Additional Comments:

2. Evidence of Student Learning Ratinga. Assessment is aligned with state and national standardsb. Assessment of student learning is the basis for gradingc. Ongoing formal and informal assessment occursd. Multiple assessment strategies are used to determine student learninge. The means of assessment are clearly communicated to the studentsf. Students show an ability to work independently using creativity and critical

thinkingg. Student progress is communicated regularly at appropriate timesh. Student progress is documented and available for appropriate partiesi. Evidence of in class learning is evident outside the classroom


3. Management/Organization Ratinga. Lesson plans and curriculum are aligned with state and national standardsb. Instructional area is safe and conducive to learningc. Developmentally appropriate equipment is utilized in the classd. Instructional time is maximized through pre-established routinese. A behavior management plan that is equitable is posted for all classesf. Students are constantly monitored and closely supervised `g. Effective and smooth transitions are executedh. Time is used efficiently and effectivelyi. Students remain engaged in physical activity for at least 60% of class time


4. Learning Climate Ratingsa. Promotes lifetime physical activityb. Provides a safe environment that promotes positivity and self-expressionc. Climate promotes respect for all individualsd. Students are praised for positive efforts and contributionse. No negativity present in the classroomf. Students support and encourage each other to succeedg. Students demonstrate respect for their surroundings and their equipment


5. Professionalism Ratingsa. Teacher is an advocate for the professionb. Teacher seeks out and participates in professional development opportunitiesc. Teacher follow professional and ethical standardsd. Teacher interacts appropriately with colleagues and parentse. Teacher collaborates with other professionals in the fieldf. Teacher models appropriate conduct inside and outside the classroomg. Teacher is receptive to feedback


Reference: NASPE Physical education Teacher Evaluation Instrument, NASPE Website

We chose this instrument for teacher evaluation because it encompasses everything that is important to be a quality Physical Education teacher. It does not put too much emphasis on one specific area, but puts emphasis on a variety of areas that are crucial in teaching. The scoring system provides a basis for understanding each element. Also, the additional comments allow for more in-depth feedback. Through this evaluation, a Physical Education teacher can pinpoint areas which need improvement and work to be the best Physical Education teacher that he or she can be.

D. Goal 1: The Physical Education curriculum is constantly being updated and evolving to give all of the students a holistic education physically, cognitively, and affectively.Goal 2: All students will receive an equal opportunity in the Physical Education

environment to not only learn as much as possible but also apply their newfound and older knowledge both inside and outside the Physical Education setting.

Goal 3: All students will have a greater knowledge of fitness and nutritional concepts and how to integrate those with physical activity each and every day outside the Physical Education setting.E. The Physical Education teachers are required to attend all of the in-service days and the

three district meetings where they will continually update the curriculum. They must also attend at least one professional Physical Education conference to broaden their knowledge and remain current in the field.

Step 9-Extra Curricular Physical Education and Community Connections

9a-List of ActivitiesWeekly hiking trips to different trails around the areaKayaking or Canoe trips to the local lakeWake Up and Walk clubMonthly road raceFamily Hoops for Heart/Jump Rope for HeartSchool wide 3 v 3 basketball tournamentFitness triathlonsBiggest Loser CompetitionAfter School additional PE classesIntramurals

9b-3 Agencies

Berlin Parks and Recreation- http://www.town.berlin.ct.us/content/24/292/default.aspxBeginner KarateBeginner/Advanced/Elite FencingTinsel Fun Run

Berlin Basketball Association- http://www.eteamz.com/berlinbasketballassoc/Girls and Boys Development TeamsGirls and Boys Travel Teams

Berlin Midget Football Association- http://www.berlinbears.com/Youth Football LeagueYouth Cheerleading Program

Berlin YMCA- http://www.nbymca.org/berlin_branch/youth.phpT-BallSoccerPunt, Pass, & Kick EventSkiing/Snowboarding ProgramCamp ThundermoonDance Camp

Berlin Kiwanis Club- http://kiwanisberlinct.com/sponsoredprograms.htmlLittle League (boys and girls)Youth Wrestling

9c- Physical Education Bulletin BoardSchool NewslettersPhysical Education Department Website

http://kiwanisberlinct.com/sponsoredprograms.html

http://www.nbymca.org/berlin_branch/youth.php

http://www.berlinbears.com/

http://www.eteamz.com/berlinbasketballassoc/

http://www.town.berlin.ct.us/content/24/292/default.aspx

Step 10 – Resources

PECentral http://www.pecentral.org

The Lesson Plans Page http://www.lessonplanspage.com/PE23.htm

Teaching Ideas http://www.teachingideas.co.uk/pe/contents.htm

Fun-Attic – The Great Games List http://www.funattic.com/game_list.htm

PE Universe http://www.peuniverse.com/

Susan’s Physical Education, Health, and Sports Site http://www.hccanet.org/patricks/index.htm

Frank and Mike’s Physical Education Page http://www.geocities.com/sissio/physical_education.html

Omaha, NE Public Schools: Elementary Physical Education http://www.ops.org/district/CENTRALOFFICES/CurriculumandLearning/

PhysicalEducation/ElementaryPhysicalEducation/tabid/1003/Default.aspx American Alliance for Health, Physical Education, Recreation, and Dance

http://www.aahperd.org Connecticut Association of Health, Physical Education, Recreation, and Dance

http://www.ctahperd.org National Association for Sport and Physical Education

http://www.aahperd.org/naspe wikiPE

http://www.ccsu.edu/physedhltfit/faculty/cummiskey/wikipe.htm State of Connecticut Department of Education: Healthy and Balanced Living Curriculum

Framework http://healthymeals.nal.usda.gov/hsmrs/Connecticut/Healthy&BalancedLiving.pdf

Miami-Dade County Public Schools: Physical Education and Health Literacy http://pe.dadeschools.net/default.asp

PE Zone http://reach.ucf.edu/~pezone/

Great Activities Publishing Company: Helping You Keep Physical with Education https://www.greatactivities.net/index.php?action=newspaper

https://www.greatactivities.net/index.php?action=newspaper

http://reach.ucf.edu/~pezone/

http://pe.dadeschools.net/default.asp

http://healthymeals.nal.usda.gov/hsmrs/Connecticut/Healthy&BalancedLiving.pdf

http://www.ccsu.edu/physedhltfit/faculty/cummiskey/wikipe.htm

http://www.aahperd.org/naspe

http://www.ctahperd.org/

http://www.aahperd.org/

http://www.ops.org/district/CENTRALOFFICES/CurriculumandLearning/PhysicalEducation/ElementaryPhysicalEducation/tabid/1003/Default.aspx

http://www.ops.org/district/CENTRALOFFICES/CurriculumandLearning/PhysicalEducation/ElementaryPhysicalEducation/tabid/1003/Default.aspx

http://www.geocities.com/sissio/physical_education.html

http://www.hccanet.org/patricks/index.htm

http://www.peuniverse.com/

http://www.funattic.com/game_list.htm

http://www.teachingideas.co.uk/pe/contents.htm

http://www.lessonplanspage.com/PE23.htm

http://www.pecentral.org/

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