SOUTH BURLINGTON SCHOOL DISTRICT

SOUTH BURLINGTON VERMONT

PHYSICAL EDUCATION K-12 CURRICULUM

Adopted by the Board of School Directors March 22, 2000 District Mission Statement

The mission of the South Burlington School District, a community committed to excellence in education, is to ensure that each student possesses the knowledge, skills, and character to create a successful and responsible life. We will do this by building safe, caring, and challenging learning environments, fostering family and community partnerships, utilizing global resources, and inspiring life-long learning.

Table of Contents Page

Overview ...... 1 K-12 Physical Education Philosophy ...... 3 Definition of a Physically Educated Person ...... 4 Content Standards and Goals Statement ...... 5 Guide to Physical Education Content Standards ...... 6 Motor Skills Knowledge Physical Fitness Social Interaction Affective Qualities Learning Expectations – K-5...... 11 Learning Expectations – 6-8 ...... 31 Learning Expectations – 9-12 ...... 47 Scope & Sequence ...... 75

APPENDIX Assessment Tool Samples ...... 77 SB District Elementary (K-2) PE Report Card SB District Elementary (3-5) PE Report Card FHT MS PE Report Card FHT MS Basketball Peer Check List FHT MS Gymnastics Self-Evaluation FHT MS Grade 8 PE Self-Evaluation SBHS PE Assessment Forms

Yearly PE Plans ...... 88 Chamberlin (K-5) Elementary School Orchard (K-1) Elementary School Orchard (2-3) Elementary School Orchard (4-5) Elementary School Central (K-2) Elementary School Central (3-5) Elementary School South Burlington (9-12) High School

Daily PE Teacher/Class Schedules ...... 95 Chamberlin Elementary School Orchard (K-1) Elementary School Orchard (2-5) Elementary School Central Elementary School FHT Middle School South Burlington High School

Overview

The Physical Education Program has three major components:

1) PSYCHOMOTOR: locomotives/non-locomotives, spatial relationships (targets), body awareness, body control (balance), physical fitness (speed, endurance, agility, flexibility, strength), rhythms and manipulatives. 2) COGNITIVE: following rules, learning rules, adapting rules, comprehension, intelligent observer, spectator/player, body in movement, safety, social awareness and cultural differences. 3) AFFECTIVE: sportsmanship, team effort, cooperation, sharing, attitude, feelings, etiquette, appreciation and esthetics.

If the program developed from this continuum is successful, our students will be able to:

a) Maximize physical development b) Display desirable social adjustment c) Develop a worthy use of leisure time d) Display desirable health and fitness habits e) Possess a working knowledge of rules, fundamentals and strategies of sports

The intention of the physical education staff of the South Burlington School District is to continue to include a variety of offerings. The Physical Education Department suggests activities in physical education which teach to and support the Vital Results of the Vermont Framework of Standards and Learning Opportunities. These offerings will continually be evaluated and changes will be made to accommodate the changing needs of the district's students. The scope and sequence of activities include team sports, individual/dual activities, physical fitness, gymnastics, dance and games. Through the utilization of these activities it is hoped that the students will be able to lead more productive and satisfying lives.

The purpose of physical education is to involve the learner in a wide range of movement, knowledge, and skill-building experiences. Physical education should contribute to the learner’s growing value system and his/her development of responsible attitudes and behavior essential to a healthy lifestyle. Physical education should promote understanding and appreciation for differences among people in all physical activity settings. Physical education should develop the habit of choosing to regularly participate in physical activity as part of a health-enhancing personal fitness plan. Finally, physical education should expand options for wise use of leisure time.

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TO THE TEACHER:

The purpose of this standard’s based curriculum guide is to assist the teacher in promoting greater student achievement through a better articulation and coordination of the written, taught and tested curriculum.

Standards identify what we want our students to know and be able to do. These standards provide practical, useful reference points for the development of local curriculum and assessment. They are intended as points of reference, not as limitations. Many students will accomplish much more than these standards envision; yet the standards set the targets for what all students should be challenged, encouraged and expected to achieve.

In using this document the teacher must keep in mind the following: - Standards are to be achieved by the end of grades 2, 5, 8 and 12 - The language that children us in defining terms, etc. will be consistent with expectation for their language development, i.e. a 2nd grader’s definitions of the fitness components will not be the same as that of a middle school child - Evidence K-5 and 6-8 applies: assumes that students will continue to use the skills and knowledge in developmentally appropriate activities at the higher grade levels

Physical educators share beliefs about learners and the nature of learning that are evident in their development of instruction in physical education.

• A physical education curriculum must be developmentally appropriate; that is, suitable for the developmental range of the learner in a group, but implemented with careful attention to the needs, interests, and developmental level of individual learners within a group. • Learners are unique, each developing skills and understanding of different rates and from different experiences. • Learners need to be responsible for decision making. Physical educators must be responsible for helping the individual learner develop the ability to make wise and appropriate choices about physical activity now and in the future. • The development of one’s full potential will occur for students who have been instructed to become increasingly independent learners. • The social, emotional, and motor development of each learner can be improved by a trained and experienced teacher who chooses and develops learning experiences based on an understanding of each student and she/he learns. • Each learner can grow in self-esteem, respect for, and an understanding of others.

It is hoped that this guide will serve as a resource for instructional planning and teaching. Each teacher is expected to contribute ideas for activities, assessments which align with the standards, and units, especially those that reflect the integration of curriculum to this document. Most importantly, you are invited to share your ideas for the improvement and enhancement of this curriculum guide. Please share those thoughts with either the department chairperson or the director of instruction.

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SOUTH BURLINGTON SCHOOL DISTRICT K - 12 PHYSICAL EDUCATION PROGRAM

STATEMENT OF PHILOSOPHY

The goal of physical education is to develop skillful movers that are invested in lifetime physical activity. Physical education must not only teach the skills and knowledge important to successful moving, but to do so in a way which fosters the disposition to be physically active outside of school and for the rest of one’s life.

Physical Education is the study of and practice of the science and art of human movement. The physical education program is an integral part of the total educational program. Physical Education contributes to all of the objectives of education in South Burlington schools and provides opportunities for the student to develop physically, mentally, socially and emotionally through planned activities.

Standards-based education makes all teachers accountable for the learning of all of their students. Teachers of children entering the sixth grade will assume all children have achieved the K-5 standards and the teacher of the ninth graders will assume all students have achieved competency in a variety of activities, in meeting the standards from grades 6-8. As a result graduates should be leaving South Burlington High School having developed “COMPETENCY IN MANY MOVEMENT FORMS AND PROFICIENCY IN A FEW MOVEMENT FORMS.”

The various types of activities within the K-12 curriculum are based on age, growth, development and individual needs and differences of our students. These activities are only the tools by which physical fitness, knowledge of different games, desirable social habits and attitudes can be developed. Physical Education provides an environment for learning to compete as well as to cooperate with others in striving for achievement of common goals. Physical Education also provides an arena where positive self-image development and success-oriented activities are offered.

The K-12 program should provide extramurals, intramurals and classroom instruction for all, and/or adaptive and supplemental work for those with special needs. Satisfying and successful experiences in physical education should develop in the individual a desire to regularly participate in activity throughout life. Only through enjoyable and persistent participation will the optimum benefits of physical activity be derived.

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Definition of the Physically Educated Person**

A physically educated person:

HAS learned skills necessary to perform a variety of physical activities

♦ moves using concepts of body awareness, space awareness, effort and relationships ♦ demonstrates competence in combination of manipulative, locomotor and non-locomotor skills performed individually and with others ♦ demonstrates competence in many different forms of physical activity ♦ demonstrates proficiency in a few forms of physical activity ♦ has learned how to learn new skills

IS physically fit

♦ assesses, achieves and maintains physical fitness ♦ designs safe, personal fitness programs in accordance with principles of training and conditioning

DOES participate regularly in physical activity

♦ participates in health enhancing physical activity at least three times a week ♦ selects and regularly participates in lifetime physical activities

KNOWS the implications of and the benefits from involvement in physical activities

♦ identifies the benefits, costs and obligations associated with regular participation in physical activity ♦ recognizes the risk and safety factors associated with regular participation in physical activity ♦ applies concepts and principles to the development of motor skills ♦ understands that wellness involves more than being physically fit ♦ knows the rules, strategies and appropriate behaviors for selected physical activities ♦ recognizes that participation in physical activity can lead to multi-cultural and international understanding ♦ understands that physical activity provides the opportunity for enjoyment, self-expression and communication

VALUES physical activity and its contributions to a healthful lifestyle

♦ appreciates the relationships with others that result from participation in physical activity ♦ respects the role that regular physical activity plays in the pursuit of life-long health and well-being ♦ cherishes the feelings that result from regular participation in physical activity

4 South Burlington School District Content Standards in Physical Education **

A physically educated person:

1) Demonstrates competency in many movement forms and proficiency in a few movement forms. 2) Applies movement concepts and principles to the learning and development of motor skills. 3) Exhibits a physically active healthy lifestyle. 4) Achieves and maintains a health-enhancing level of physical fitness. 5) Demonstrates responsible personal and social behavior in physical activity settings. 6) Demonstrates understanding and respect for differences among people in physical activity settings. 7) Understands that physical activity provides opportunities for enjoyment, challenge, self- expression, and social interaction.

These seven content standards will be used as a basis for which all teachers will be accountable for the learning of their students. These standards identify what we want our students to know and be able to do. These standards provide practical, useful reference points for the development of our local curriculum and assessment. They are intended as points of reference, not as limitations. Many students will accomplish much more than these standards envision; yet the standards set the targets for what all students should be challenged, encouraged, and expected to achieve.

South Burlington Physical Education K - 12 Program Goals

The following are endorsed as goals for physical education in the South Burlington School District and serve as a basis of a sound physical education program:

a) Motor Skills b) Knowledge c) Health-Related Physical Fitness d) Social Skills e) Affective Behaviors

These goals and related activities assist in the implementation of the statement of philosophy and they provide a basis for emphasis in designing the physical education program. The program goals are also useful when deciding which areas to emphasize in grade-level achievements.

These goals are related. One goal may be emphasized over others in response to the needs of students and the community. For the physical education program goals to remain consistent with student needs and changes in society, goals and related activities should be assessed periodically.

** Adapted from “Moving Into The Future – National Standards for Physical Education”, AAHPERD Publication, Mosby, 1995. 5 GUIDE TO PHYSICAL EDUCATION CONTENT

MOTOR SKILLS SBSD Standard 1 Demonstrates competency in many movement forms and proficiency in a few movement forms. K – 5 6 – 8 9 – 12

1. Demonstrates proficiency in 1. Demonstrates proficiency in 1. Demonstrates proficiency in several selected locomotor skills (walking, running, fundamental motor skills (locomotor, dance and sport skills and competency in more hopping, jumping, sliding, galloping, non-locomotor) in increasingly complex dance, gymnastics, and sport skills. skipping, leaping) and non- complex activities. locomotor skills (bending, stretching, twisting, turning, pushing, pulling, swinging, swaying) through individual activities and movement 2. Demonstrates proficiency in several selected challenges. 1. Demonstrates proficiency in dance and sport skills and competency in more 2. Demonstrates proficiency in body fundamental motor skills (body complex dance, gymnastics, and sport skills. control skills (stopping, starting, control skills) in increasingly dodging, rolling, and falling) through complex activities. 3. Demonstrates proficiency in several selected individual activities and movement dance and sport skills and competency in more challenges. 2. Demonstrates proficiency in complex dance, gymnastics, and sport skills. 1. Demonstrates proficiency in fundamental motor skills manipulative skills (throwing, (manipulative skills) in increasing catching, bouncing, rolling, and complex activities. 4. Develops proficiency in selected dance and sports striking with various body parts or activities. implements) through individual activities and movement challenges. 2. Demonstrates competency in 3. Demonstrates competency in a beginning dance, gymnastics, and variety of beginning dance, 5. Evidence K - 5 applies. sports (4th and 5th grade) skills gymnastics, and sport skills and through individual activities and activities. movement challenges. 6. Evidence K - 5 applies. 3. Repeats motor skills and movement sequences in a smooth continuous 4. Evidence K-5 applies. 7. Selects and modifies appropriate skills in manner. increasingly complex movement situations. 4. Moves effectively with a variety of 8. Selects and modifies appropriate skills in equipment. 5. Evidence K-5 applies. increasingly complex movement situations. 5. Moves appropriately to own and 9. Selects and modifies appropriate skills in imposed rhythm. 6. Selects and modifies appropriate increasingly complex movement situations. skills while moving to own and 10-12 Applies movement principles in 6. Controls force in moving self and imposed rhythm. increasingly complex activities. while controlling objects. 7. Selects and modifies appropriate skills while controlling force. 7. Moves effectively in personal and general space. 8. Evidence K-5 applies. 13. Demonstrates proficiency in activities which 8. Moves effectively on and off balance develop skill-related fitness: agility, power, speed, (static and dynamic). 9. Applies movement principles in a reaction time, balance and coordination. 9. Demonstrates proper body variety of activities. 14. Selects and participates in leisure/lifetime sport mechanics for climbing, lifting, 10. Applies movement principles in a and dance activities to promote individual pushing, and pulling. variety of activities. wellness. 12. Demonstrates proper body alignment in a variety of activities 11. Applies movement principles in a variety of activities. 12. Demonstrates competency in activities that develop skill-related fitness: agility, power, speed, reaction time, balance and coordination. Participates in leisure/lifetime sport and dance activities.

6 KNOWLEDGE SBSD Standard 2 Applies movement concepts and principles to the learning and development of Motor skills.

K - 5 6 - 8 9 – 12

1. Applies problem solving skills in 1. Analyzes and processes information 1. Analyzes and processes information and movement related activities. in response to a changing responds through movement to an increasingly environment. complex and changing environment. 2. Evidence K - 5 applies. 2. Discovers facts, limits, and 2. Evidence K- 5 applies. relationships with regards to human performance. 3. Evidence K - 5 applies. 3. Recognizes variation in movement 3. Evidence K- 5 applies. within activities. 4. Evidence K - 5 applies. 4. Demonstrates a knowledge of body 4. Evidence K- 5 applies. awareness (body parts, large muscle groups, the relationship of body parts and potential body movements); space awareness (self and general, direction, pathway, levels, and range); and qualities of movement (force, balance, time and 5. Uses appropriate and sophisticated movement flow). 5. Uses an expanded movement vocabulary i.e. cutting to an open space in game 5. Uses movement vocabulary vocabulary (appropriately) i.e. move play. appropriately, i.e. self-space, to an open space. 6. Evidence 6 - 8 applies. general space. 6. Applies movement principles 6. Applies movement concepts to (qualities of movement) in a variety fundamental motor skills and simple of activities i.e. gravity, force, etc. motor activities (individual and/or 7. Creatively solves increasingly complex movement small group). 7. Creatively solves complex challenges (higher risk, multiple and more 7. Creatively solves movement movement challenges (higher risk complex tasks, changing variables, multiple challenges. and multiple tasks). concepts, and varied group size). 8. Takes responsibility for the safety of self and others in movement environment. 9. Discusses and demonstrates the application of 8. Identifies and begins to respond to 8. Responds appropriately to potential increasingly complex movement concepts to a potential safety hazards in the safety hazards in the movement variety of activities (rules, basic strategies and movement environment. environment. tactics when appropriate). 9. Applies body awareness and spatial 9. Discusses and demonstrates the 10. Uses complex written and/or other creative forms concepts to games, gymnastics and application of movement concepts to to express understanding and feelings relative to beginning sports (4th and 5th grades), a variety of activities (muscle physical education content. and dance-related skills and groups, rules, basic strategies, 11. Evidence 6 - 8 applies. activities. tactics when appropriate). 10. Begins to express in a variety of 10. Expresses an understanding of and forms (verbal, written, drawing) and feelings relative to physical understanding of and feelings education content in a variety of 12. Evidence 6 - 8 applies. relative to physical education verbal and written forms. content. 11. Demonstrates a knowledge of and 13. Consistently demonstrates appropriate care and 11. Recognizes that individual respect for body changes which use of equipment and attire, and creates a safe differences in strength, performance, occur in adolescence, that may environment for activities through this behavior. and flexibility are not gender related result in gender related differences 14. Demonstrates an expanded knowledge base at this age. in strength, performance and regarding possible career opportunities related to flexibility. human performance. 12. Develops movement sequences. 12. Develops movement sequences of increasing complexity. 13. Recognizes that appropriate care 13. Demonstrates appropriate care and and use of equipment and attire use of equipment and attire, and create a safe environment for creates a safe environment for individual activities and movement activities through this behavior. challenges. 14. Explores possible career opportunities related to human performance.

7 PHYSICAL FITNESS

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

K - 5 6 - 8 9 – 12

1. Defines the basics of the four health- 1. Defines and applies the four health- 1. Defines and analyzes the four related fitness components (body related fitness components (body health-related fitness components composition, muscular strength and composition, muscular strength and (body composition, muscular endurance, flexibility, and endurance, flexibility, and strength and endurance, flexibility, cardiorespiratory endurance. cardiorespiratory endurance. and cardiorespiratory endurance). 2. Identifies the physiological effects of 2. Identifies and applies knowledge of 2. Evidence 6 - 8 applies. different levels of exercise (e.g. the physiological effects of different increased heart rate, respiration, levels of exercise on the body. perspiration, body temperature, and muscular soreness). 3. Begins to assess personal fitness 3. Assesses own level of fitness and 3. Assesses, refines, and maintains a levels in each of the four health- formulates and maintains a basic comprehensive personal fitness related components. personal fitness plan which plan. encourages individual growth. 4. Identifies and demonstrates 4. Evidence K - 5 applies. activities which develop each of the 4. Evidence K - 5 applies. four health-related fitness components. 5. Begins to assume personal 5. Demonstrates an awareness of responsibility by setting goals to 5. Assumes personal responsibility by personal responsibility for achieving improve fitness levels through setting goals to improve fitness and setting goals and choosing lifetime sports and activities. levels through lifetime sports and activities to improve and maintain activities. fitness. 6. Evidence K-5 applies. 6. Actively engages in sustained moderate to vigorous activities. 7. Demonstrates a knowledge of the 6. Evidence K - 5 applies. 7. Identifies the relationship between link between nutrition, exercise, nutrition, activity, and fitness. body composition and fitness, and 7. Evidence 6 - 8 applies. identifies the value of foods as an energy source. 8. Identifies and demonstrates the 8. Achieves conscious relaxation in all 8. Discusses and practices stress difference between tense and major body parts. reduction techniques. relaxed muscles. 9. Explains, demonstrates and 9. Explains, demonstrates and 9. Evidence 5 - 8 applies. practices the importance of practices the importance of stretching as a warm-up and cool stretching as a warm-up and cool down activity for the major muscle down activity for an increasing groups. number of muscle groups. 10. Evidence K - 5 applies. 10. Practices correct body posture 10. Evidence K-5 applies. through demonstrating proper body alignment. 11. Identifies and correlates the 11. Identifies people in community who 11. Identifies factors that contribute to relationship between fitness and maintain healthy active lifestyles. one's personal active lifestyle. personal health for youth and adults. 12. Evidence 6 - 8 applies. 12. Expresses a positive attitude toward 12. Practices a healthy active lifestyle. the development and lifelong maintenance of fitness. 13. Implements principles of training into 13. Achieves personal growth on health- 13. Demonstrates an understanding of personal plan to achieve and related fitness components. the principles of improving fitness maintain a high level of health- (e.g. frequency, intensity, and related fitness. duration). 14. Recognizes the benefits of health- 14. Evidence K - 5 applies. 14. Evidence K - 5 applies. related physical fitness.

8 SOCIAL INTERACTION

SBSD Standards 5 Demonstrates responsible personal and social behavior in physical activity settings. 6 Demonstrates understanding and respect for differences among people in physical activity settings.

K - 5 6 - 8 9-12

1. Shows cooperation with others by 1. Shows cooperation with others by 1. Evidence 6 - 8 applies. sharing equipment, taking turns, and supporting and encouraging others sharing ideas with a partner. of different abilities/skill levels, sharing in decision-making with partners and small groups, and showing support for teammates and 2. Demonstrates on-task behavior in opponents. 2. Demonstrates self-direction by small groups without specific (direct) 2. Demonstrates ability to work displaying self-discipline teacher supervision for a short independently, on-task, and period of time. assumes responsibility for action. 3. Performs the following 3. Evidence 6 - 8 applies. communication skills: makes eye 3. Demonstrates the ability to give and contact when talking to another receive honest feedback. person, listens quietly without interrupting when peers or teachers are talking, and speaks at an appropriate time and in an appropriate manner. 4. Evidence K - 5 applies. 4. Demonstrates understanding and 4. Evidence K- 5 applies. respect for differences among people in physical activity settings, including: gender, race, culture, ethnicity, socioeconomic status, body type and varying abilities. 5. Identifies and develops one's 5. Contributes effectively as a group 5. Contributes to positive, group- abilities as a leader or follower in member: shares ideas, respects the dynamic behavior, assuming situations which require directing, ideas of others, attempts to leader/follower roles when guiding, and participating in-group compromise, and communicates appropriate. activities. appropriately. 6. Assists in making rules and 6. Assists in making and following 6. Evidence 6 - 8 applies. assumes responsibility for following rules, procedures, and etiquette that them. are safe and effective for specific activity situations. 7. Begins to develop systematic conflict 7. Continues to develop systematic 7. Evidence 6 - 8 applies. resolution skills: expresses conflict resolution skills: recognizes willingness to listen to opposing the influence of peer pressure, views, engages in compromise and solves problems, resolves collaborates in problem solving a interpersonal conflict with a solution. sensitivity to rights and feelings of others, and handles conflicts that arise with others without confrontation by analyzing causes 8. Demonstrates fair play by: following and potential solutions. 8. Evidence 6 - 8 applies. rules, practicing socially acceptable 8. Demonstrates fair play by: playing behavior, and accepting decisions of by rules without taking advantage of the person in charge. peers, practicing socially acceptable sports conduct, accepting referee's decisions without arguing, evaluating competition by quality of play rather than outcome. 9. Evidence 6 - 8 applies. 9. Works cooperatively with a group to achieve group goals in cooperative as well as competitive settings.

9 AFFECTIVE QUALITIES

SBSD Standards 3 Exhibits a physically active lifestyle. 7 Understands that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction.

K - 5 6 - 8 9-12

1. Engages in a variety of activities that 1. Takes advantage of opportunities to 1. Evidence 5 - 8 applies. promote individual success. participate in physical activities of one's choosing. 2. Demonstrates a sense of joy and 2. Expresses verbal and physical 2. Evidence 5 - 8 applies. appreciation for movement. enthusiasm, joy, and satisfaction in learning activities and when participating in or observing performances. 3. Expresses enjoyment of physical 3. Demonstrates an enjoyment of 3. Identifies and participates in activity by participating in physical physical activity by participating in personally appealing physical activities in and outside of class. physical activities in and outside of activities beyond the classroom. class. 4. Identifies and practices safe 4. Practices safe behavior for self and 4. Evidence 6 - 8 applies. behavior for self and toward others toward others while engaging in in the play environment. learning situations, games, and leisure play. 5. Demonstrates self-confidence by 5. Projects a positive attitude toward 5. Projects a positive attitude toward attempting new activities. personal skill development and development and refinement of improvement. personal skills. 6. Demonstrates an attitude of 6. Evidence K - 5 applies. 6. Evidence K - 5 applies. compassion and encouragement toward partners, classmates, teammates and opponents. 7. Begins to recognize personal 7. Recognizes personal reactions to 7. Identifies personal reactions to reactions to stressful situations. stressful situations. stressful situations and demonstrates strategies for dealing 8. Begins to recognize personal 8. Recognizes personal differences in with them. differences in interest and interest and motivation, intellectual 8. Recognizes and accepts personal motivation, intellectual, and physical and physical ability, and differences in interest and ability, and performance attitude. performance attitude. motivation, intellectual and physical 9. Demonstrates a willingness to 9. Evidence K - 5 continues. ability, and performance attitude. participate with self-control and self- 9. Evidence K - 5 continues. direction in a variety of activities. 10. Demonstrates a willingness to achieve realistic performance goals. 10. Demonstrates an understanding of the relationship between perseverance and achieving realistic 11. Identifies personal strengths and performance goals. weaknesses. 11. Develops strategies to accommodate personal strengths and weaknesses.

10 BALL SKILLS

LEVEL: Grades K - 5

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Throwing and Catching 1 & 2 a. with self b. different levels c. with and without bounces d. off a wall e. at a target 2. Throwing with a Partner 1, 2, 5 & 6 a. Same as above (a-e) 3. Bouncing/Dribbling 1 & 2 a. different levels b. fast and slow c. right and left hands; both hands d. moving and stationary 4. Kicking 1 & 2 a. right and left foot, alternately b. along the ground and in the air c. using different parts of the foot d. applying varying forces 5. Kicking with a Partner 1, 2, 5 & 6 a. Same as above (a-d)

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Throwing 1 & 2 a. accuracy b. force 2. Catching 1 & 2 a. eye-hand coordination 3. Bouncing 1 & 2 a. finger tips and wrists b. force 4. Kicking 1 & 2 a. eye-foot coordination

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Throwing/Catching/Kicking Games & Activities 1, 2, 4, 5, 6 & 7 Equipment Needed:

4 - 24 playground balls 12 - 24 cones

Method of Assessment:

Physical observation and demonstration Other: Oral quizzes

Length of Unit:

Four to Six Weeks

11 BASKETBALL

LEVEL: Grades K - 5

Learning Expectations: Psychomotor: The student will be able to demonstrate: Standards

1. Catching a basketball 1 & 2 2. Passing a basketball 1 & 2 a. two hand chest b. two hand bounce c. two hand overhead d. baseball 3. Pivot 1 & 2 4. Shooting 1 & 2 a. lay-up b. one and two hand set shot c. jump shot d. foul shot e. modified targets 5 Dribbling 1 & 2 a. standard one hand b. through legs c. behind back 6. Defending an opponent 1 & 2

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. History 1 & 2 2. Rules and regulation 1 & 2 3. Team positions 1 & 2 Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Dribble relays 1, 2, 5, 6 & 7 2. Spot shooting 1, 2, 5, 6 & 7 3. Group passing drills 1, 2, 5, 6 & 7 4. Modified games 1, 2, 5, 6 & 7 a. 1 on 1 b. 2 on 2 c. 3 on 3 d. half-court e. full-court Equipment Needed: 12 - 24 balls 2 - 4 baskets 12 - 24 cones 1 dozen pinnies modified equipment (baskets, milk cartons, etc.)

Method of Assessment: Physical demonstration Observation

Length of Unit: Four to Six Weeks 12 COOPERATIVE GAMES

LEVEL: Grades K - 5

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Balancing in different situations 1 & 2 2. Strength (support) - individual/for others 1 & 2 3. Agility 1 & 2 4. Flexibility 1 & 2 5. Moving in space 1 & 2 6. Selected gross motor and non-locomotor skills 1 & 2

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Body awareness 1 & 2 2. Group cooperation and trust 5, 6 & 7 3. Social aspect 5, 6 & 7 4. Strategy - Team/Individual 5, 6 & 7 5. Decision-making 5, 6 & 7 6. Self-esteem 5, 6 & 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Project Adventure 1 - 7 2. New games 1 - 7 3. Team/Class activities - Cooperation 1 - 7 4. Challenge w/little or no competition

Equipment Needed:

Depends on activity Ropes, cones, mats - most commonly used

Method of Assessment:

Informal observation and demonstration

Length of Unit:

Two to Four Weeks

13 CREATIVE DANCE

LEVEL: Grades K - 5

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Dancing independently at different speeds 1 & 2 2. Utilize different body parts 1 & 2 3. Perform creative dance steps at different speeds 1 & 2 4. Change direction while maintaining balance 1 & 2 5. Perform dances at different levels and shapes 1 & 2 6. Six elements of dance

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Teacher and students will modify dance routines and steps to their personal needs in relations to music, space and participants 1, 2, 5, 6 & 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Will demonstrate creative dance routines for classmates, teacher and parents 1, 2, 5, 6 & 7 2. Will perform within the framework established by group 1, 2, 5, 6 & 7

Equipment Needed:

1. Tapes 2. Tape player 3. Props

Method of Assessment:

Physical observation and demonstration

Length of Unit:

Two to Three Weeks

14 CROSS COUNTRY SKIING

LEVEL: Grades K - 5

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Putting on equipment 1 & 2 2. Preparing and identifying trails 1 & 2 3. Diagonal stride 1 & 2 4. Walking with skis 1 & 2 5. Falling and getting up 1 & 2 6. Step turning 1 & 2 7. Ski Skating 1 & 2 8. Double pole 1 & 2

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Identifying conditions and terrain 1 & 2 2. Waxing 1 & 2 3. Safety 1 & 2 4. Exercise and life long fitness applications 1, 2, 4 & 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Touring 1 - 7 2. Simple racing 1 - 7

Equipment Needed:

25 pairs of skis and poles 25 pairs of shoes

Method of Assessment:

Physical observation and demonstration

Length of Unit:

Two to Three Weeks

15 FITNESS TEST

LEVEL: Grades K - 5

Learning Expectations: Psychomotor: The student will be able to demonstrate: Standards

1. Pull-ups 1, 2 & 4 2. Flexed arm hangs 1, 2 & 4 3. Chin-ups 1, 2 & 4 4. Sit-ups (curl ups) 1, 2 & 4 5. 600 yard run/walk 1, 2 & 4 6. Mile walk/run 1, 2 & 4 7. Shuttle run/"Pacers" 1, 2 & 4 8. 50 yard dash 1, 2 & 4 9. V-set/Flexibility 1, 2 & 4 10. Chin Lift 1, 2 & 4 11. Various physical Activities/For Daily Activity logs 1, 2 & 4

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Physical fitness 1, 2 & 4 2. Muscular strength and endurance 1, 2 & 4 3. Cardiovascular and respiratory endurance 1, 2 & 4

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Fitness testing program 1 - 7

Equipment Needed:

Stop watches Tape measure Mats Cones Pull-up bars Erasers and rag balls Marked track Marked mat Pacer Tape Pencils Measuring strips

Method of Assessment:

Test criteria and standards Daily Activity Log/Self Evaluation

Length of Unit:

Ongoing

16 FLOOR HOCKEY

LEVEL: GRADES 3 - 5

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Stick control 1 & 2 2. Stick handling 1 & 2 3. Passing 1 & 2 4. Shooting--Flip, Snap, Sweep 1 & 2 5. Goalie techniques 1, 3 & 4

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Strategy 1, 2, 6 & 7 2. Terminology 1, 2, 6 & 7 3. Safety 5

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Star passing 1 - 7 2. Drills 1 - 7 3. Relays 1 - 7 4. Game play 2, 6 & 7

Equipment Needed:

24 Floor hockey sticks 24 Floor hockey soft pucks 2/4 Goals 12 - 24 Cones

Method of Assessment:

Observation Oral quizzes Physical demonstration

Length of Unit:

Six to Eight Classes

17 GROSS MOTOR SKILLS

LEVEL: Grades K - 5

Learning Expectations:

Psychomotor: (K-2) The student will be able to demonstrate: Standards

1. Demonstrates a mature form of: run, gallop, slide, hop, jump, and skip 1 & 2

Psychomotor: (3-5) The student will be able to demonstrate: Standards

1. Students should be able to demonstrate above basic gross motor skills in combinations and/or in game situations. 1 & 2

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Students will be able to repeat, by grade 2, two or three important parts of each skill. (Example: Skip = a step/hop with arms in opposition) 1 & 2

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Gross Motor Games 5 & 7 2. Gross Motor Activities & Practice 5 & 7

Equipment Needed:

None

Method of Assessment:

Gross Motor Test Informal Observation

Length of Unit:

4 - 6 Weeks

18 GYMNASTICS

LEVEL: Grades K - 5

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

A. Balancing 1 & 2 1. Static and dynamic balancing 2. Animal stances 3. Safety/Shoulder rolls 4. Log roll 5. Egg roll 6. Forward and backward rolls a. tuck/squat b. straddle c. pike d. back extension 7. Tip-up (bipod/tripod) 8. Head stand 9. Elbow stand 10. Hand stand a. donkey kick b. stretch-step-hand down c. kick-ups 11. Hand walking 12. Cartwheels a. one/two hand (near/far hand) 13. Round offs 14. Front and back walk over 15. Front and back hand springs 16. Simple routines 17. Pyramids/Partner balancing

B. Traveling Rings 1 & 2 1. Grip 2. Starting position/mounting 3. Swing position 4. Grasp/Regrasp 5. Use of chalk 6. Finish position 7. Dismounts

C. Pommel Horse Vaulting 1 & 2 1. Squat 2. Straddle 3. Flank/side 4. Front 5. L-seat 6. Support 7. Salutes 8. Scissors 9. Hand Stand D. Parallel Bars 1 & 2 1. Proper grip 2. Straight arm walk 3. Straddle seat straddle 4. Turns 5. Front dismount 6. Side dismount 7. "Skin-the-cat" 8. "Birds-Nest"

19

(Gymnastics-Continued) E. Horizontal/Overhead Ladder 1 & 2 1. Mounting 2. Grips a. rung b. rail 3. Two hand rail slide 4. Forward rail slide 5. Backward rail slide 6. Double hand rail movement a. Forward b. Backward 7. Alternate single hand rung movement a. Forward c. Backward 8. Monkey/alternating bar swing 9. "Twisters" 10. "Fly" crawl 11. Dismounts a. static bent knee drop b. land on balls of feet F. Springboard/Mini Trampoline 1 & 2 1. Jumping Skills a. Approach/Jump b. Air Stunts . 1. Tuck 2. Straddle 3. Pike 4. "Hangs-6"/Heel grab 5. "180 - 360 degrees" G. Climbing Ropes 1 & 2 1. Proper grip 2. Starting position a. sitting b. knees c. standing d. leg and foot position 3. Hang a. straight leg b. bent knees c. inverted 1. single 2. double d. pike e. V-sit/L hang 4. Skin the cat 5. Rope climbing 6. a. single 7. double 8. Peg Board H. Balance Beam (low and high) 1 & 2 1. Walking/Traveling on different levels and directives a. forward b to the side 1. right and left c. backwards d. dip step e. leaping f. toe loops 2. Straddle 3. Lunge

20

(Gymnastics-Continued)

4. Scales 1 & 2 a. front b. knee c. V-sit 5. Dismounts 1 & 2 a. straight jump b. jump with quarter turn c. squat d. straddle e. cartwheel f. round-off 6. Mounts 1 & 2 a. straight arm support b. squat mount c. straddle mount 7. Turns 1 & 2 a. standing b. squat c. the rise turn (toe pivot)

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. History 7 2. Spotting 5 3. Body position 1 & 2

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Simple routines 1 - 7 2. Sportsmanship 1 - 7

Equipment Needed:

Tumbling mats

Method of Assessment:

Physical demonstration/observation

Length of Unit:

Four - six weeks

21 JUMP ROPE

LEVEL: Grades K - 5

Learning Expectations: Psychomotor: The student will be able to demonstrate: Standards

1. Short Ropes 1 & 2 a. Forward, side and backward b. double bounce c. pepper d. single leg or hopping e. cross jumping f. suggested jumps 1. staggered feet 2. alternating feet 3. fast jumping and crossing 4. level jumps (different levels) g. partner jumping 1. face-to-face 2. side to side 3. back-to-back h. timed jumps i. endurance jumps j. jumps to music 2. Long Ropes 1 & 2 a. multiple partners b. run in "front door" c. run in "back door" Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to: 1. Rhythmic coordination 1 & 2 2. Fitness 4

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities: 1. Rope jumping relays 1 - 7 2. Rope jumping to rhymes and music 1 - 7 3. Jump rope for heart 1 - 7 Equipment Needed: One short rope per student Two long ropes Record or tape player Method of Assessment: Physical demonstration Oral quizzes Observation Length of Unit: Two to four weeks Ongoing review throughout school year

22 MOVEMENT EDUCATION

LEVEL: Grades K - 5

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Moving in self and general space w/o colliding 1 & 2 2. Demonstrate gross motor skills 1 & 2 3. Demonstrate non-locomotor skills (bend, twist, etc.) 1 & 2 4. Moving at different levels, speeds, and directions 1 & 2 5. Moving in different pathways (curve, zigzag) 1 & 2 6. Moving with different forces, slow and rhythm 1 & 2 7. Moving and demonstrating different shapes w/body 1 & 2 8. Moving to music/rhythms 1 & 2 9. For 3 - 5: Combinations of the above 1 & 2

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Students should be able to tell what all the above and give a description of each 1 & 2 2. Students should be able to tell how all the skills might be used in activities, exercises, and sports 1 & 2

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Movement activities and games 5, 6, & 7 2. Creative dance 5, 6, & 7 3. Enjoy participation above and with others 5, 6, & 7

Equipment Needed:

CD Player Cones

Method of Assessment:

Informal observation

Length of Unit:

3 to 6 weeks

23 RECREATIONAL GAMES

LEVEL: Grades K - 5

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Proper grips 1 & 2 2. Stance 1 & 2 3. Proper body movements 1 & 2 4. Game or sport specific skills 1 & 3

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. History 1 & 2 2. Rules and regulations of each game 1 & 2 3. Equipment care 1 & 2 4. Scoring 2

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Jumping rope 1 - 7 2. Hula Hoops 1 - 7 3. Frisbee 1 - 7 4. Horseshoes 1 - 7 5. Shuffleboard 1 - 7 6. Parachute 1 - 7 7. Bowling 1 - 7 8. Golf 5 & 7

Equipment Needed:

24 Jump Ropes, Hula Hoops, Bean Bags 12 Frisbees 12 Golf Clubs/6 Dozen /Whiffle Golf Balls 3 - 4 Sets of bowling equipment 1 Set of Horseshoes

Method of Assessment:

Observation Oral quizzes Physical demonstration

Length of Unit:

4 - 8 classes

24 SNOW SHOE SKILLS

LEVEL: Grades 3 - 5

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Correct method of putting on snow shoes 1 & 2 2. Walking and running in correct patterns 1 & 2 3. Moving under control in different directions 1 & 2 4. Regulating speed and foot placement 1 & 2 5. Inclining/Declining 1 & 2 6. Moving within groups and areas 1 & 2

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Uses of snow shoes 3, 4, 5 & 7 2. Care of equipment 3, 4, 5 & 7 3. Moving under control in different directions 3, 4, 5 & 7 4. Regulating speed and foot placement 3, 4, 5 & 7 5. Lifetime Activity 3, 4, 5 & 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Cross-country Trekking 5 & 7 2. Hiking 5 & 7 3. Team Games 5 & 7 4. Scavenger Hunts 5 & 7

Equipment Needed:

Snow shoes for each student Cones Poles (optional)

Method of Assessment:

Physical observation and demonstration

Length of Unit:

2 - 3 Weeks

25 SOFTBALL

LEVEL: Grades K - 5

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Catching a softball 1, 2 a. hand position b. body position c. eye contact d. foot position e. at different levels 2. Throwing a softball 1, 2 a. overhand and underhand techniques b. grip position c. focus on target, backswing, step, pivot, throw, follow-through d. proper stance 3. Hitting a softball 1, 2 a. stance in relation to plate b. grip c. swing 4. Base running 1, 2 5. Partner skills 1, 2 Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to: 1. History 7 2. Rules and regulations 5, 6, 7 3. Team positions 5, 6, 7 4. Scoring 7 Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities: 1. Throw and catch 1 - 7 2. Target toss 1 - 7 3. Pepper 1 - 7 4. Batting tee 1 - 7 5. Modified and/or regulation game 1 - 7 Equipment Needed: Softball diamond Bases Catching equipment Tees Balls, bats and gloves Softball backstop Modified catching equipment Method of Assessment: Physical demonstration Oral quizzes Length of Unit: Three - five weeks

26 SOCCER

LEVEL: Grades K - 5 Learning Expectations: Psychomotor: The student will be able to demonstrate: Standards 1. Foot dribbling 1, 2 2. Kicking 1, 2 a. instep b. heel c. inside edge d. outside edge e. punting 3. Trapping 1, 2 a. sole b. single knee c. double knee d. inside edge e. body 4. Passing 1, 2 a. lead pass b. throw-in c. (see kicking) 5. Tackling 1, 2 a. straight b. side 6. Dodging and faking 1, 2 7. Heading 1, 2 8. Shooting at Target/Goal 1, 2 9. Goalie play 1, 2

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to: 1. History 7 2. Rules and regulations 5, 6, 7 3. Team positions 5, 6, 7 4. Scoring 7 Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities: 1. Line Soccer 1 - 7 2. Dribble relays 1 - 7 3. Circle soccer 1 - 7 4. Full field soccer 1 - 7 5. 2 on 2 /Small group games 1 - 7 Equipment Needed: 12 - 24 soccer balls 1 dozen pinnies 2 goals 12 cones Method of Assessment: Written and/or oral quizzes Physical demonstration of skill Length of Unit: Four - eight weeks

27 STRIKING SKILLS

LEVEL: Grades K - 5

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Beachball/Volleyball a. One hand overhead pass 1, 2 b. Two hand overhead pass 1, 2 c. Bump or dig 1, 2 d. Serves 1, 2 2. Badminton/Tennis a. Forehand swing 1, 2 b. Backhand swing 1, 2 c. Smash/Drops 1, 2 d. Serves 1, 2

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to: 1. History 7 2. Rules and regulations of each game 5, 6, 7 3. Positions 5, 6, 7 4. Rotations 2 5. Scoring 2 Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities: 1. Beachball - Volleyball 1 - 7 2. Volleyball 1 - 7 3. Badminton 1 - 7 4. Tennis 3,4,5,6,7

Equipment Needed:

24 rackets, tennis balls, foam balls, shuttlecocks, beachballs 12 - 24 Volleyballs 2 Standards/wall mountings 1 - 3 Nets

Method of Assessment:

Observation Oral quizzes Physical demonstration

Length of Unit:

Four - Eight Classes

28 THROWING AND CATCHING SKILLS

LEVEL: Grades K - 5

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Catching a softball a. Hand position 1, 3 b. Body position 1, 3 c. Eye contact 1, 3 d. Foot position 1, 3 e. At different levels 1, 3 4. Throwing a softball a. Overhand and underhand techniques 1, 3 b. Grip position 1, 3 c. Target, backswing step, pivot, throw, follow-through 1, 3 d. Proper stance 1, 3

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. History 7 2. Rules and regulations 5, 6, 7 3. Team positions 7 4. Scoring 2

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Throw and catch 1 – 7 2. Target Toss 1 - 7 3. Modified and/or regulation game 1 - 7 4. Softball 1 - 7 5. Team Handball 5, 7

Equipment Needed:

12 - 24 Modified softballs 12 - 24 Modified handballs

Method of Assessment:

Observation Oral quizzes Physical demonstration

Length of Unit:

Four to eight classes 29 VOLLEYBALL

LEVEL: Grades K - 5

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Two hand overhead pass 1, 2 2. Bump or dig 1, 2 3. Serves a. clenched 1, 2 b. open hand 1, 2 c. thumb and forefingers 1, 2 4. Volleying 1, 2

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. History 7 2. Rules and regulations 5, 6, 7 3. Scoring 2 4. Positions 5, 6, 7 5. Rotation 5, 6, 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Wall volleys 1 -- 7 2. Wall serves 1 -- 7 3. Circle taps 1 -- 7

Equipment Needed:

12 - 25 volleyballs Balloons 2 standards Trainer volley balls 1 net Modified nets Beach balls

Method of Assessment:

Physical evaluation of skills Written and/or oral quizzes

Length of Unit:

Two - four weeks

30 AEROBICS

LEVEL: Grades 6 - 8

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Coordinated Arm and Leg Movements 1, 2 & 4 2. Increased Endurance 1, 2 & 4 3. Increased Proficiency in Foot Patterns 1, 2 & 4

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Physical fitness 1, 2 & 4 2. Muscular strength and endurance 1, 2 & 4 3. Cardiovascular and respiratory endurance 1, 2 & 4

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Various Aerobic Exercise Programs 1 - 7

Equipment Needed:

TV VCR Tapes According to Skill Level

Method of Assessment:

Physical Observation and Demonstration Target Heart Rate Monitoring Pre-Unit Knowledge Worksheet

Length of Unit:

3 Weeks

31 BASKETBALL

LEVEL: Grades 6 - 8

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. One-hand Set Shot 1 & 2 2. Chest Pass 1 & 2 3. Bounce Pass 1 & 2 4. Dribbling (left and right) 1 & 2 5. Defending (stance and slide) 1 & 2

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. History 2 2. Rules and regulations 2, 5, & 6 3. Strategy 2, 5, & 6 4. Safety 3, 5, & 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Drills 1 - 7 2. Game Play (2v2/3v3) 2, 6, & 7

Equipment Needed:

45 Basketballs 6 Baskets

Method of Assessment:

Physical observation and demonstration Oral Quizzes

Length of Unit:

2 - 3 Weeks

32 BROOMBALL

LEVEL: Grades 6 - 8

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Stick control 1 & 2 2. Stick handling 1 & 2 3. Passing 1 & 2 4. Shooting – Flip, Snap, Sweep 1 & 2 5. Goalie Techniques 1, 3, & 4

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Strategy 1, 2, 6, & 7 2. Terminology 1, 2, 6, & 7 3. Safety 5

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Drills 1 - 7 2. Game Play 2, 6, & 7

Equipment Needed:

28 Broomball Sticks 14 Broomballs 4 Goals 4 Goalie Sticks

Method of Assessment:

Physical observation and demonstration Oral Quizzes

Length of Unit:

2 Weeks

33 FIELD HOCKEY

LEVEL: Grades 6 - 8

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Dribbling 1 & 2 2. Receiving 1 & 2 3. Passing 1 & 2 4. Tackling 1 & 2 5. Dodging 1 & 2

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. History 2 2. Rules and regulations 2, 5, & 6 3. Formations 2 4. Strategy 2, 5, & 6 5. Safety 3, 5, & 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Drills 1 - 7 2. 3v3/5v5 Games 2, 6, & 7

Equipment Needed:

24 Field Hockey Balls 24 Field Hockey Sticks (34” and 36”) 24 Pair of Shin Guards 12 Cones 2 Field Hockey Goals

Method of Assessment:

Physical observation and demonstration Written Evaluations

Length of Unit:

2-3 Weeks

34 FITNESS TEST

LEVEL: Grades 6 - 8

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Long Hang 1, 2 & 4 2. 1 Minute Jump Rope 1, 2 & 4 3. 4 Minute Run/Walk 1, 2 & 4

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Physical fitness 1, 2 & 4 2. Muscular strength and endurance 1, 2 & 4 3. Cardiovascular and respiratory endurance 1, 2 & 4

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Fitness Testing Program 1 - 7

Equipment Needed:

Stop Watches Mats Ladder Track Cones Jump Ropes

Method of Assessment:

Test criteria and standards

Length of Unit:

1 Week

35 FLOOR HOCKEY

LEVEL: Grades 6 - 8

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Stick control 1 & 2 2. Stick handling 1 & 2 3. Passing 1 & 2 4. Shooting – Flip, Snap, Sweep 1 & 2 5. Goalie Techniques 1, 3, & 4

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Strategy 1, 2, 6, & 7 2. Terminology 1, 2, 6, & 7 3. Safety 5

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Drills 1 - 7 2. Game Play 2, 6, & 7

Equipment Needed:

28 Broomball Sticks 14 Broomballs 4 Goals 4 Goalie Sticks

Method of Assessment:

Physical observation and demonstration Oral Quizzes

Length of Unit:

2 Weeks

36 GYMNASTICS

LEVEL: Grades 6 - 8

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Tumbling Skills 1 & 2 2. Rope Skills 1 & 2 3. Ladder Skills 1 & 2 4. Ring Skills 1 & 2

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Body Position 1 & 2 2. Spotting 5 & 6 3. Safety 3, 5, & 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Simple Routines 1 – 7 2. Sportsmanship 1 – 7

Equipment Needed:

Tumbling mats Crash mats Climbing Ropes Horizontal Ladder Still Rings

Method of Assessment:

Informal observation and demonstration Written material and self-evaluation

Length of Unit:

3 Weeks

37 JUMP ROPE

LEVEL: Grades 6 - 8

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Short Rope Skills 1, 2 & 4 2. Long Rope Skills 1, 2 & 4 3. Partner Jumping 1, 2 & 4

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Physical fitness 1, 2 & 4 2. Muscular strength and endurance 1, 2 & 4 3. Cardiovascular and respiratory endurance 1, 2 & 4 4. Rhythmic Coordination 1 & 2

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Individual Rope Skills 1 – 7 2. Partner Rope Skills 1 – 7

Equipment Needed:

Stop Watch 24 Short Jump Ropes 4 Long Jump Ropes

Method of Assessment:

Physical observation and demonstration

Length of Unit:

2 Weeks

38 LACROSSE

LEVEL: Grades 6 - 8

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Throwing 1 & 2 2. Catching 1 & 2 3. Dodging 1 & 2 4. Ground Ball Pick-up 1 & 2

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. History 2 2. Rules and regulations 2, 5, & 6 3. Formations 2 4. Strategy 2, 5, & 6 5. Safety 3, 5, & 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Drills 1 - 7 2. Small Game Play (3v3/4v4) 2, 6, & 7

Equipment Needed:

24 STX Soft Lacrosse Sticks 12 Soft Lacrosse Balls 12 Cones 2 Goals

Method of Assessment:

Physical observation and demonstration Oral Quizzes

Length of Unit:

2 - 3 Weeks

39 MILE RUN

LEVEL: Grades 6 - 8

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Proper Running Form 1, 2 & 4 2. Breathing Technique 1, 2 & 4 3. Pacing 1, 2 & 4

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Physical fitness 1, 2 & 4 2. Muscular strength and endurance 1, 2 & 4 3. Cardiovascular and respiratory endurance 1, 2 & 4 4. Strategy 2, 5 & 6 5. Safety 3, 5 & 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Progressive Mile Run Training 1 - 7

Equipment Needed:

Stop Watches Track

Method of Assessment:

Personal Time Improvement Written Self-Evaluation

Length of Unit:

3 - 4 Weeks

40 NEW GAMES

LEVEL: Grades 6 - 8

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Balance 1 & 2 2. Strength 1 & 2 3. Agility 1 & 2 4. Flexibility 1 & 2

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Strategy 1, 2, 6, & 7 2. Social Skills 5, 6, & 7 3. Safety 5 4. Group cooperation and trust 5, 6, & 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. New game activities 1 - 7

Equipment Needed:

Specific to the activity

Method of Assessment:

Informal observation and demonstration

Length of Unit:

2 Weeks

41 RECREATIONAL GAMES

LEVEL: Grades 6 - 8

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Proper Grips 1 & 2 2. Stance 1 & 2 3. Appropriate Body Movements 1 & 2 4. Game or Sport Specific Skills 1 & 2

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Rules and Guidelines of Each Game 2, 5, & 6 2. Equipment Care 2 3. Scoring 2

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Ping-Pong 5 & 7 2. Bowling 5 & 7 3. Floor Pong 5 & 7 4. Frisbee Activities 5 & 7 5. Parachute 5 & 7 6. Bean Bag Activities 5 & 7

Equipment Needed:

As needed by activity

Method of Assessment:

Informal observation and demonstration

Length of Unit:

2 Weeks

42 ROLLERBLADE / ROLLERSKATE

LEVEL: Grades 6 - 8

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Skating 1 & 2 2. Coordination 1 & 2 3. Balance 1 & 2 4. Agility 1 & 2

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Safety 3, 5 & 7 2. Cooperation 5 & 6 3. Body and Spatial Awareness 1 & 2 4. Muscular and Cardiorespiratory Endurance 1, 2 & 4

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Roller-skating/Rollerblading 1 - 7

Equipment Needed:

Rollerskates Rollerblades Radio Mats

Method of Assessment:

Individual Participation Observation

Length of Unit:

2 Weeks

43 SOCCER

LEVEL: Grades 6 - 8

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Dribbling 1 & 2 2. Trapping 1 & 2 3. Passing 1 & 2 4. Heading 1 & 2 5. Tackling 1 & 2 6. Goalie Techniques 1, 2, & 3

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. History 2 2. Rules and regulations 2, 5, & 6 3. Formations 2 4. Strategy 2, 5, & 6 5. Safety 3, 5, & 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Drills 1 - 7 2. Game Play 2, 6, & 7

Equipment Needed:

24 Soccer Balls (size 5) 12 Pylons

Method of Assessment:

Physical observation and demonstration Written Evaluations

Length of Unit:

2 Weeks

44 VOLLEYBALL

LEVEL: Grades 6 - 8

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Service 1 & 2 2. Bump 1 & 2 3. Set 1 & 2

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. History 2 2. Rules and regulations 2, 5, & 6 3. Formations 2 4. Strategy 2, 5, & 6 5. Safety 3, 5, & 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Drills 1 - 7 2. Game Play 2, 6, & 7

Equipment Needed:

25 Trainer Volleyballs 2 Volleyball Nets and Stands

Method of Assessment:

Physical observation and demonstration Written Evaluations

Length of Unit:

2 - 3 Weeks

45 WRESTLING

LEVEL: Grades 6 - 8

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Referee’s Position 1 & 2 2. Far Arm, Far Leg Take Down 1 & 2 3. Wrist Roll 1 & 2 4. Sit Out Turn Out 1 & 2 5. Sit Out Turn In 1 & 2 6. Half Nelson 1 & 2 7. Reverse Half Nelson 1 & 2 8. Neck Pry 1 & 2 9. Cradle Pinning Combination 1 & 2 10. Reverse Half Nelson Pinning Combination 1 & 2

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. History 2 2. Rules and regulations 2, 5, & 6 3. Strategy 2, 5, & 6 4. Safety 3, 5, & 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Drills 1 - 7 2. Scrimmage 2, 6, & 7 3. Match 2, 6, & 7

Equipment Needed:

1 Stopwatch 20 Mats

Method of Assessment:

Physical observation and demonstration

Length of Unit:

3 Weeks

46 ARCHERY

LEVEL: Grades 9 - 12

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Skills in shooting archery a) stance 1 – 7 b) nocking the arrow 1 – 7 c) setting the hook 1 – 7 d) holding the bow 1 – 7 e) raising the head 1 – 7 f) raising the unit 1 – 7 g) drawing and anchoring 1 – 7 h) aiming and holding 1 – 7 i) releasing 1 – 7 j) follow through 1 – 7

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Safety in archery 1 – 7 2. Selection, care and maintenance of archery tackle 1 – 7 3. History of Sport 1 – 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Competitive Archery Drills & Games 1 – 7 2. Recreational archery 1 – 7

Equipment Needed:

24 recurved bows 72 arrows 3 targets, stands and faces 24 finger tabs and arm guards

Method of Assessment:

Physical observation and demonstration Written Quiz Student Assessment

Length of Unit:

10 Classes

47 BADMINTON

LEVEL: Grades 9 - 12

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Serving Skills (short & long) 1 – 7 2. Kill Shot, High Clear, and Drop Shot Skills 1 – 7 3. Doubles Strategy 1 – 7 4. Grip 1 – 7 5. Forehand/Backhand Technique 1 – 7 6. Overhead Stroke 1 – 7 7. Drive and Smash Shots 1 – 7

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Singles and Doubles Badminton 1 – 7 2. History of Sport 1 – 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Competitive Doubles Games 1 – 7 2. Singles Tournament 1 – 7 3. Doubles Tournament 1 – 7 4. Drills 1 – 7

Equipment Needed:

12 - 15 Racquets 12 – 15 Shuttlecocks 3 Nets and Courts

Method of Assessment:

Physical observation and demonstration Written Quiz Student Assessment

Length of Unit:

10 Classes

48 BASKETBALL

LEVEL: Grades 9 - 12

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Dribbling – change direction, pace, both hands 1 – 7 2. Passing – chest, bounce, one/two hand, overhead 1 – 7 3. Shooting – lay up (R & L), set shot, jump shot 1 – 7 4. Positioning – offense & defense formations 1 – 7 5. Rebounding -- offense & defense 1 – 7 6. Pivoting 1 – 7

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Man to Man/Zone Defense 1 – 7 2. Game Strategy 1 – 7 3. Terminology & Safety 1 – 7 4. History of Sport 1 – 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Drills 1 – 7 2. Tournament Play 1 – 7 3. 1 on 1 / 2on 2/ 3 on 3 / 4 on 4 1 – 7 4. Half Court Games 1 – 7 5. Taps Contests 1 – 7 6. Game Play 1 – 7

Equipment Needed:

12 Basketballs 12 Cones 3 Baskets 15 Pinnies

Method of Assessment:

Observation and Written Quiz Student Assessment

Length of Unit:

10 Classes

49 BOWLING

LEVEL: Grades 9 - 12

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Stance and Grip 1 – 7 2. Approach and Release 1 – 7 3. Straight Ball 1 – 7 4. Hook Ball 1 – 7 5. Scoring 1 – 7

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Fitting a ball 1 – 7 2. Safety 1 – 7 3. Lane Courtesy 1 – 7 4. Keeping Score 1 – 7 5. Spot Strategy 1 – 7 6. Terminology 1 – 7 7. Values of bowling 1 – 7 8. History of Sport 1 – 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Bowling at pins – 10 frame game 1 – 7 2. Tournament Play 1 – 7

Equipment Needed:

4 Rubber bowling balls 4 Sets of plastic pins Assorted folding mats Scoring sheets

Method of Assessment:

Physical Demonstration Written Quiz Student Assessment

Length of Unit:

10 Classes

50 CROSS COUNTRY SKIING

LEVEL: Grades 9 - 12

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Diagonal Stride 1,2,3,4,5,7 2. Falling and getting up 1,2,3,4,5,7 3. Downhill Technique 1,2,3,4,5,7 4. Snowplow turn 1,2,3,4,5,7 5. Step Turn 1,2,3,4,5,7 6. Herringbone climb/side step 1,2,3,4,5,7 7. Ski Skating 1,2,3,4,5,7 a) Marathon skating b) 2 skate double pole c) 2 skate single pole

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Waxing 1,2,3,4,5,7 2. Safety 1,2,3,4,5,7 3. Terminology 1,2,3,4,5,7 4. Exercise and fitness 1,2,3,4,5,7 5. Proper Attire 1,2,3,4,5,7 6. History of Sport 1,2,3,4,5,7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Cross Country Ski Tour 1 – 7

Equipment Needed:

25 pairs of skis and poles 25 pairs of boots (assorted sizes 8-13)

Method of Assessment:

Physical Evaluation Written Quiz

Length of Unit:

10 Classes

51 FIELD HOCKEY

LEVEL: Grades 9 - 12

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Dribbling 1 – 7 a) grip – straight dribble b) reverse stick 2. Passing – push, drive, flick 1 – 7 3. Fielding and receiving – stick stop 1 – 7 4. Dodges-stick side, non-stick side, scoop, reverse 1 – 7 5. Tackling – straight, stick side, off-side, body position, non-stick jab 1 – 7

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Tactical play for field hockey 1 – 7 2. Strategy 1 – 7 3. Terminology 1 – 7 4. Rules and safety 1 – 7 5. History of Sport 1 – 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Drills 1 – 7 2. Line field hockey 1 – 7 3. Scrimmage situations 1 – 7 4. 5 on 5 and 7 on 7 games 1 – 7

Equipment Needed:

25 field hockey balls 30 field hockey sticks 12 cones 15 pinnies 2 field hockey goals

Method of Assessment:

Observation and Written Quiz Student Assessment

Length of Unit:

10 Classes

52 FLAG FOOTBALL

LEVEL: Grades 9 - 12

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Passing – grip, stance, arm motion, follow through 1 – 7 2. Pass receiving – finger tips, eyes, hand positioning 1 – 7 3. Stance 1 – 7 4. Pass routes 1 – 7 5. Formations – offense, defense 1 – 7

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Strategy 1 – 7 2. Terminology and penalties 1 – 7 3. Rules and safety 1 – 7 4. History of Sport 1 – 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Drills 1 – 7 2. Passing game 1 – 7 3. Modified football games 1 – 7

Equipment Needed:

6 footballs 12 cones 15 pinnies

Method of Assessment:

Observation and Written Quiz Student Assessment

Length of Unit:

7 - 10 Classes

53 FLICKERBALL

LEVEL: Grades 9 - 12

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Passing – grip, stance, arm motion, follow through 1 – 7 2. Pass receiving – finger tips, eyes, hand positioning 1 – 7

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Strategy and positioning 1 – 7 2. Terminology 1 – 7 3. Rules and safety 1 – 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Drills 1 – 7 2. 3 on 2 drills 1 – 7 3. Game situations 1 – 7

Equipment Needed:

6 footballs 2 backboards 15 pinnies

Method of Assessment:

Observation and Written Quiz Student Assessment

Length of Unit:

10 Classes

54 FLOOR HOCKEY

LEVEL: Grades 9 - 12

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Stick Handling 1 – 7 2. Passing 1 – 7 3. Shooting – flip, snap, sweep 1 – 7 4. Goalie techniques 1 – 7

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Strategy 1 – 7 2. Terminology 1 – 7 3. Rules and safety 1 – 7 4. History of sport 1 – 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Drills 1 – 7 2. Game situations 1 – 7

Equipment Needed:

8 floor hockey pucks 35 sticks 2 goals 12 cones 15 pinnies

Method of Assessment:

Observation and Written Quiz Student Assessment

Length of Unit:

10 Classes

55 GATORBALL

LEVEL: Grades 9 - 12

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Soccer skills – kicking, passing, dribbling, tackling 1 – 7 2. Football skills – passing, catching, kicking 1 – 7

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Strategy 1 – 7 2. Terminology 1 – 7 3. Rules and safety 1 – 7 4. Scoring – kick-ups, out of bounds 1 – 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Drills 1 – 7 2. Game situations 1 – 7

Equipment Needed:

2 goals (soccer) 6 soccer balls 12 cones 15 pinnies

Method of Assessment:

Observation and Written Quiz Student Assessment

Length of Unit:

10 Classes

56 GOLF

LEVEL: Grades 9 - 12

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Golf swing skills – using 3,5,9 irons & #3 wood 1 – 5, 7 2. Grip, stance and address position 1 – 5, 7 3. Backswing and body rotation 1 – 5, 7 4. Downswing and follow through 1 – 5, 7 5. Pitching and bunker shots 1 – 5, 7 6. Putting 1 – 5, 7

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Golf Equipment 1 – 5, 7 2. Values of Golf 1 – 5, 7 3. Terminology 1 – 5, 7 4. Golf etiquette 1 – 5, 7 5. History of sport 1 – 5, 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Play round of golf 1 – 7 2. Cooperative games 1 – 7

Equipment Needed:

25 each – 3, 5, 9 irons, 3 woods, putters 6 dozen golf balls – 100 tees 3 dozen plastic golf balls, mats

Method of Assessment:

Physical Demonstration Written Quiz Student Assessment

Length of Unit:

10 Classes

57 GROUP GAMES

LEVEL: Grades 9 - 12

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Specific skills associated with each activity 1 – 7 a) Pickleball 1 – 7 b) Wally Ball 1 – 7 c) Hoop Golf 1 – 7 d) Frisbee Golf 1 – 7 e) Ultimate Frisbee 1 – 7

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Each specific game 1 – 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Activities listed above 1 – 7

Equipment Needed:

Specific to the activity: Assorted Frisbees, Pickleball sets, Wally Ball & Net 6 – 8 Basketballs

Method of Assessment:

Physical Demonstration Student Assessment

Length of Unit:

10 Classes

58 HORSESHOES

LEVEL: Grades 9 - 12

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Stance 1 – 5, 7 2. Grips 1 – 5, 7 3. Throws 1 – 5, 7 4. Follow Through 1 – 5, 7 5. Keeping Score 1 – 5, 7

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Safety 1 – 5, 7 2. Courtesies 1 – 5, 7 3. Terminology 1 – 5, 7 4. History of Sport 1 – 5, 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Horseshoe tournaments 1 – 5, 7 2. Singles & doubles competition 1 – 5, 7

Equipment Needed:

4 sets of horseshoes 8 horseshoe stakes

Method of Assessment:

Physical Demonstration Written Quiz Student Assessment

Length of Unit:

10 Classes

59 INDOOR GAMES

LEVEL: Grades 9 - 12

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

Techniques needed in various games: Floor tennis, whiffleball 1. Hitting 1 – 5, 7 2. Throwing 1 – 5, 7 3. Catching 1 – 5, 7 4. Fielding 1 – 5, 7

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Strategy 1 – 7 2. Terminology 1 – 7 3. Safety 1 – 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Game Play 1 – 7 2. Drills 1 – 7

Equipment Needed:

3 sets of bases 3 volleyballs 15 rackets 6 whiffle balls

Method of Assessment:

Physical Demonstration Written Quiz Student Assessment

Length of Unit:

10 Classes

60 LACROSSE

LEVEL: Grades 9 - 12

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Throwing with stick 1 – 7 2. Catching with stick 1 – 7 3. Fielding ground balls 1 – 7 4. Offensive strategy 1 – 7 5. Defensive strategy 1 – 7

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Strategy and rules 1 – 7 2. Terminology 1 – 7 3. Safety 1 – 7 4. History of Sport 1 – 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Game Situations ( 2 on 2; 2 on 1; 3 on 3) 1 – 7 2. Full game situations 1 – 7

Equipment Needed:

22 lacrosse sticks 12 lacrosse balls 2 lacrosse goals appropriate field markings

Method of Assessment:

Physical Demonstration Written Quiz Student Assessment

Length of Unit:

10 Classes

61 MOUNTAIN BIKING

LEVEL: Grades 9 - 12

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Climbing – variety of terrain (grass, gravel, Pavement, dirt 1 – 7 2. Descending – variety of terrain 1 – 7 3. Cadence development for training effect 1 – 7

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Bicycle Safety 1 – 7 2. Bicycle Maintenance 1 – 7 3. Physiological benefits of cycling 1 – 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Mountain trials course 1 – 7 2. Enduro (endurance) training 1 – 7 3. BMX course 1 – 7

Equipment Needed:

10 bicycles

Method of Assessment:

Physical Demonstration Written Quiz Student Assessment

Length of Unit:

10 Classes

62 ORIENTEERING

LEVEL: Grades 9 - 12

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Reading a compass 1 – 7 2. Take a consistent measurable stride (pace counting) 1 – 7 3. Follow a marked trail 1 – 7 4. Map reading 1 – 7

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Safety 1 – 7 2. Strategy 1 – 7 3. Terminology 1 – 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Orienteering competitions 1 – 7

Equipment Needed:

24 compasses 1 box of 3x5 cards 12 cards 1 box of crayons assorted maps

Method of Assessment:

Physical Demonstration Written Quiz Student Assessment

Length of Unit:

10 Classes

63 PICKLEBALL

LEVEL: Grades 9 - 12

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Pickleball skills a) Alignment on court 1 – 7 b) Serving technique 1 – 7 c) Receiving technique 1 – 7 d) Shot selection 1 – 7

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Rules of game 1 – 7 2. Strategy 1 – 7 3. Terminology 1 – 7 4. History of sport 1 – 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Pickleball competitions and tournaments 1 – 7

Equipment Needed:

16 pickleball racquets 4 whiffle balls 4 nets/standards floor markings

Method of Assessment:

Physical Demonstration Written Quiz Student Assessment

Length of Unit:

10 Classes

64 PHYSICAL FITNESS

LEVEL: Grades 9 - 12

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Personalized fitness approval 1 – 5, 7 2. Personalized exercise prescription 1 – 5, 7 3. Personalized determination of body fat percentage 1 – 5, 7 4. Exercise training concepts 1 – 5, 7

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Effects of warm-up and cool-down 1 – 5, 7 2. Fatigue, clothing 1 – 5, 7 3. Nutrition and diet 1 – 5, 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Interval training 1 – 5, 7 2. Aerobic training 1 – 5, 7 3. Circuit training 1 – 5, 7

Equipment Needed:

Exercise mats Exercise machines Free weights

Method of Assessment:

Physical Demonstration Written Quiz Student Assessment

Length of Unit:

10 Classes

65 RACQUETBALL

LEVEL: Grades 9 - 12

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Forehand stroke 1 – 5, 7 2. Overhead stroke 1 – 5, 7 3. Back wall shot 1 – 5, 7 4. Back hand shot 1 – 5, 7 5. Serves (forehand, drive, lob) 1 – 5, 7 6. Kill shots 1 – 5, 7 7. Game strategy 1 – 5, 7

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Safety 1 – 5, 7 2. Terminology 1 – 5, 7 3. Etiquette 1 – 5, 7 4. History of Sport 1 – 5, 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Singles Competition 1 – 7 2. Doubles Competition 1 – 7 3. Cut-Throat (3 person) racquetball 1 – 7

Equipment Needed:

12 racquets 24 racquetballs

Method of Assessment:

Physical Demonstration Written Quiz Student Assessment

Length of Unit:

10 Classes

66 RECREATIONAL GAMES

LEVEL: Grades 9 - 12

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Cooperation 1 – 5, 7 2. Problem solving techniques 1 – 5, 7 3. Specific game techniques 1 – 5, 7

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Cooperative and problem solving activities 1 – 5, 7 2. Terminology 1 – 5, 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Table tennis 1 – 5, 7 2. Shuffleboard 1 – 5, 7 3. Billiards 1 – 5, 7

Equipment Needed:

3 Table tennis tables/nets 3 Shuffleboard courts/sets of equipment 3 Pool tables

Method of Assessment:

Physical Demonstration Written Quiz Student Assessment

Length of Unit:

10 Classes

67 SOCCER/INDOOR SOCCER

LEVEL: Grades 9 - 12

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Dribbling – inside foot, outside foot 1 – 5, 7 2. Kicking – instep, inside, outside 1 – 5, 7 3. Heading 1 – 5, 7 4. Throw – in 1 – 5, 7 5. Passing – short, power 1 – 5, 7 6. Trapping – side of foot, chest, thigh, inside foot 1 – 5, 7

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Game Strategy 1 – 7 2. Terminology and safety 1 – 7 3. Penalties and free kicks (direct/indirect) 1 – 7 4. History of Sport 1 – 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Drills 1 – 7 2. Line Soccer 1 – 7 3. Game situations (7 vs 7; 11 vs. 11) 1 – 7

Equipment Needed:

12 soccer balls 2 soccer goals 15 pinnies 12 cones 2 mats

Method of Assessment:

Physical Demonstration Written Quiz Student Assessment

Length of Unit:

10 Classes

68 SOFTBALL

LEVEL: Grades 9 - 12

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Throwing – overhand, underhand 1 – 7 2. Catching – body position, hand position 1 – 7 3. Batting – grip, stance, swing plane 1 – 7 4. Fielding – ground balls, fly balls 1 – 7 5. Base Running - situations 1 – 7

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Strategy 1 – 7 2. Terminology 1 – 7 3. Safety 1 – 7 4. History of Sport 1 – 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Drills 1 – 7 2. Game situations 1 – 7

Equipment Needed:

12 softballs 4 softball bats 24 gloves 3 moveable bases

Method of Assessment:

Physical Demonstration Written Quiz Student Assessment

Length of Unit:

10 Classes

69 TABLE TENNIS

LEVEL: Grades 9 - 12

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Grip 1 – 5, 7 2. Strokes – backhand push, forehand push 1 – 5, 7 3. Serves – topspin, sidespin, backspin 1 – 5, 7

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Game Strategy 1 – 7 2. Terminology 1 – 7 3. Scoring 1 – 7 4. History of Sport 1 – 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Singles and Doubles Competition 1 – 7

Equipment Needed:

3 tables and nets 24 paddles 3 dozen ping pong balls

Method of Assessment:

Physical Demonstration Written Quiz Student Assessment

Length of Unit:

10 Classes (Split Session with indoor unit)

70 TEAM HANDBALL

LEVEL: Grades 9 - 12

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Passing 1 – 7 2. Catching 1 – 7 3. Blocking 1 – 7 4. Dribbling 1 – 7 5. Goalie Play 1 – 7

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Scoring & Strategy 1 – 7 2. Terminology & Safety 1 – 7 3. Positioning (offense and defense) 1 – 7 4. History of Sport 1 – 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Drills (3 on 2; 2 on 1) 1 – 7 2. Game situations 1 – 7

Equipment Needed:

2 goals 6 team handballs 12 cones 12 pinnies

Method of Assessment:

Physical Demonstration Written Quiz Student Assessment

Length of Unit:

10 Classes

71 TENNIS

LEVEL: Grades 9 - 12

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Fundamental skills: serve, forehand/backhand strokes 1 – 7 2. Grip 1 – 7 3. Lob Shot 1 – 7 4. Drop Shot 1 – 7 5. Serve and volley 1 – 7 6. Volley shot 1 – 7 7. Return of service 1 – 7 8. Footwork 1 – 7

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Singles and doubles tennis strategy 1 – 7 2. Terminology & Safety 1 – 7 3. Tennis etiquette 1 – 7 4. Keeping Score 1 – 7 5. History of Sport 1 – 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Tennis Doubles Games 1 – 7 2. Tennis lead – up activities 1 – 7 3. Drills 1 – 7

Equipment Needed:

24 racquets 48 tennisballs 3 tennis courts and nets

Method of Assessment:

Physical Demonstration Written Quiz Student Assessment

Length of Unit:

10 Classes

72 VOLLEYBALL

LEVEL: Grades 9 - 12

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Passing – above the face, dig, bump, set-up 1 – 7 2. Serving – overhand, underhand 1 – 7 3. Spiking 1 – 7 4. Blocking 1 – 7 5. Retrieving from net 1 – 7

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Procedures of play 1 – 7 2. Strategies 1 – 7 3. Offense and defense 1 – 7 4. Terminology 1 – 7 5. History of Sport 1 – 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Power volleyball games and tournaments 1 – 7 2. Drills 1 – 7

Equipment Needed:

Volleyball Net and Standards 12 Volleyballs

Method of Assessment:

Physical Demonstration Written Quiz Student Assessment

Length of Unit:

10 Classes

73 WEIGHT LIFTING

LEVEL: Grades 9 - 12

Learning Expectations:

Psychomotor: The student will be able to demonstrate: Standards

1. Lifting techniques – bench press, shoulder press, Leg press, arm/leg curls, dead lift, squat, up right row 1 – 7 2. Breathing techniques 1 – 7 3. Circuit training exercises 1 – 7

Cognitive: The student will gain knowledge and an Standards understanding of the skills and rules pertaining to:

1. Safety and spotting techniques 1 – 7 2. Terminology 1 – 7 3. Types of training/benefits of exercise 1 – 7

Affective: The student will have the opportunity to develop Standards correct attitudes and appreciation of sportsmanship through participation in the following activities:

1. Working in group settings using exercise machines cooperatively 1 – 7

Equipment Needed:

Universal gym weight machine Free weights

Method of Assessment:

Physical Demonstration Written Quiz Student Assessment

Length of Unit:

7 - 10 Classes

74 SOUTH BURLINGTON SCHOOL DISTRICT PHYSICAL EDUCATION

SCOPE & SEQUENCE

Key Explanation:

I = Introduced - Introduction to basic skills, concepts and/or techniques. Beginning to develop foundations for those skills, concepts, and/or techniques. D = Developed - Review, practice and further develop basic skills, concepts, techniques and strategies. Begin to refine and build upon foundations. T = Toward Mastery - Further refinement and application of concepts, skills, techniques and strategies. R = Review & Maintenance - Review, maintenance, and application of skills, concepts, and strategies. Demonstration of a deeper understanding in more complex situations and learning environments. Includes elective opportunities outside of the classroom.

ACTIVITY/UNIT K-2 3-5 6-8 9-12

Aerobics I,D D,T Alpine Skiing R Archery I,D Badminton I,D I,D Ball Skills I,D D,T Baseball R Basketball I I,D I,D,T D,T,R Bowling I,D Broomball I,D D Care/Prev Ath Injuries R Cooperative Games I,D I,D,T Cross Country Running R Cross Country Skiing I,D I,D,T D,T,R Dance I,D I,D,T I,D,T I,D,T,R Field Hockey I,D D,T,R Fitness Test I,D I,D,T I,D,T Flickerball I,D Floor Hockey I,D D,T D,T Football (includes flag) I,D,R Gatorball I,D Golf I,D I,D,R Gross Motor Skills I,D I,D,T Group Games I,D Gymnastics I,D I,D I,D,T I,D,R Horseshoes I,D Ice Hockey R

75

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I = Introduced - Introduction to basic skills, concepts and/or techniques. Beginning to develop foundations for those skills, concepts, and/or techniques. D = Developed - Review, practice and further develop basic skills, concepts, techniques and strategies. Begin to refine and build upon foundations. T = Toward Mastery - Further refinement and application of concepts, skills, techniques and strategies. R = Review & Maintenance - Review, maintenance, and application of skills, concepts, and strategies. Demonstration of a deeper understanding in more complex situations and learning environments. Includes elective opportunities outside of the classroom.

Indoor Games I,D Jump Rope I,D I,D D,T Lacrosse I,D D,T, R Mile Run I,D Movement Education I,D D,T Mountain Biking I,D New Games I,D Orienteering I,D Pickleball I,D Physical Fitness I,D Racquetball I,D Recreational Games I,D D,T D,T D,T Rollerblading/Roller-skating I,D Snow Shoe Skills I,D Soccer I,D I,D D,T D,T, R Softball I,D I,D D,T D,T, R Striking Skills I,D D,T Table Tennis I,D Team Handball I,D I,D Tennis I,D I,D,R Throwing and Catching I,D D,T D,T D,T Track & Field R Volleyball I,D I,D D,T D,T Weight Lifting I,D Wrestling I,D

76 SOUTH BURLINGTON SCHOOL DISTRICT Physical Education Report Card – Grades K-2

Student Name:______Teacher:______Year: 200___

Key: N=Need For Growth P=Progressing A=Achieved

January June 1ST 2nd SB PE PHYSICAL SKILLS (Psychomotor) N P A N P A Standards Demonstrates major characteristics of mature walking, 1, 2 running, hopping, sliding, galloping, skipping, and jumping. Demonstrates ability to travel in different ways in a large 1, 2 group, in different directions, pathways, and levels without bumping into others or falling. Demonstrates elements of striking an object to develop 1, 2 hand-eye-foot coordination. Demonstrates elements of catching, throwing and kicking 1, 2 for distance and accuracy. Demonstrates balance on and off equipment. 1, 2 Demonstrates elements of creative movement: rising and 1, 2 sinking, twisting, using different rhythms and force. January June 1ST 2nd SB PE BEHAVIORAL SKILLS (Affective) N P A N P A Standards Routinely participates in fitness activities of moderate to 3, 4 vigorous nature. Demonstrates ability to control ones own body in space 1, 2, 5 (hands and feet to self). Demonstrates, with teacher reinforcement, classroom rules, 5, 6, 7 procedures and safe practices. Demonstrates social behavior of sharing, caring and 5, 6 respect for others. Accepts the feelings resulting from challenges, successes 7 and failures in physical activity. Demonstrates sportsmanship and teamwork. 5, 6, 7 January June 1ST 2nd SB PE KNOWLEDGE (Cognitive) N P A N P A Standards Understands the concept of exercise, fitness, and health. 3, 4, 7 Demonstrates the ability to repeat rules of activities, events, 5, 7 and games.

Parent Conference Requested Boxes left blank indicate skills not covered that semester

77

SOUTH BURLINGTON SCHOOL DISTRICT Physical Education Report Card – Grades 3-5

Student Name:______Teacher:______Year: 200___

Key: N=Need For Growth P=Progressing A=Achieved January June 1ST 2nd SB PHYSICAL SKILLS (Psychomotor) N P A N P A Standards Participates in physical activity to improve physical fitness. 3, 4, 7 Demonstrates consistent, mature and successful use of 1, 2 striking skills (volleyball, badminton, floor tennis, etc). Demonstrates mature form of throwing, catching and 1, 2 kicking for distance and accuracy. Balances with control/coordination on a variety of objects 1, 2 (floor, beam, large apparatus, snow shoes, skis, etc). Demonstrates mature movement patterns and applies them 1, 2 to activity settings (soccer, cross-country skiing, dance, etc) Demonstrates selected combinations for locomotor, non- 1, 2 locomotor, body control and rhythmical skills. January June 1ST 2nd SB BEHAVIORAL SKILLS (Affective) N P A N P A Standards Demonstrates respect for other student’s abilities through 5, 6, 7 positive verbal and non-verbal behavior. Monitors their own performance and behavior through self- 5, 7 assessment. Demonstrates sportsmanship and teamwork. 5, 6, 7 Demonstrates, with teacher reinforcement, classroom rules, 5, 6, 7 procedures and safe practices. January June 1ST 2nd SB KNOWLEDGE (Cognitive) N P A N P A Standards Attained basic knowledge and skill for lifetime activities. 3, 7 Understands the concept of exercise, fitness, and a healthy 3, 4, 7 lifestyle. Demonstrates the ability to repeat rules of activities, events 5, 7 and games.

Parent Conference Requested Boxes left blank indicate skills not covered that semester

78 F. H. T. Middle School Physical Education Report Card

Name: ______

As a 7th grader, your child takes physical education every other day for two-thirds of the school year. During this fall and winter, your son/daughter has had the opportunity to participate in the following units: Fitness Testing Mile Run Broom Hockey Gymnastics Basketball

In each activity your child has been encouraged to do his/her personal best with no emphasis on peer competition. We try to expose your child to a variety of activities, both team and individual, so he/she may find some physical activity to enjoy and carry with him/her throughout life.

Through your child’s three years here at the middle school, we develop a personal fitness profile card that monitors his/her fitness scores. Also included in this profile is your child’s height and weight as bodily development may affect physical coordination during activity in this age group. (It is not unlikely to see many students grow 5-6 inches in just one year!) On the chart below are your child’s scores for his/her physical fitness testing this year. Again we emphasize to the students to try his/her personal best and try only to improve on his/her own scores from the previous year.

Long Hang Run/Walk Mile Rope Jumping (timed) (distance in 4 minutes Run (number of jumps measured by ¼ mile) (timed) in one minute)

Your child’s physical education grade is based on the following criteria:

10% Written Self-Evaluations 20% Preparedness 20% Achievement 20% Teacher Observation 30% Effort, Attitude, & Cooperation

If you ever have any questions/concerns regarding your child in physical education or the program itself, please feel free to contact us at anytime.

Spencer Noble 652-7148 Anjie Soucy 652-7154

79

FHTMS PE SELF-ASSESSMENT Basketball Shooting Technique Peer-check List

NAME:______

CLASS: NOVA UP

COLOR: BLUE GREY

Appropriate Box Shooting Technique Correct Needs Comments (what to look for) Work

Square to the hoop

On balance

Feet shoulder width apart RH shot right foot forward OR LH shot left foot forward

Knees bent

Shooting hand behind ball

Guide hand on the side

Elbow in

Eyes – looking at basket

80 F. H. T. Middle School GYMNASTICS REVIEW AND SELF-EVALUATION

Name ______Team ______Group Color ______

Please print clearly:

1. You are teaching a classmate how to do a forward roll. Please list at least FIVE key points you would tell him/her so he/she could do a forward roll properly and safely.

2. You are teaching a classmate how to do a backward roll. Please list at least FIVE key points you would tell him/her so he/she could do a backward roll properly and safely.

3. Name 2 of the 3 balancing positions you performed on the mats in class.

4. List FOUR safety guidelines for using the climbing ropes.

5. List FOUR safety guidelines for using the ladder.

For the gymnastics unit, I feel I earned a(n): circle one A B C D F.

I gave myself this grade because ______

______

______.

81 8th GRADE PHYSICAL EDUCATION SELF-EVALUATION

Name______

Team______Circle one: BLUE GREY

Throughout this fall and winter you have been involved in many units. We invite you to evaluate yourself taking under consideration the following:

Effort Attitude Cooperation Personal Achievement Preparedness

Circle one for each unit:

Field Hockey A B C D F

Soccer A B C D F

Broom Hockey A B C D F

Gymnastics A B C D F

Basketball A B C D F

Considering all of the above information, please indicate the grade you feel you have earned for the semester: (circle one)

A B C D F

You feel you earned the above grade because______

______

______

______

82

SBHS PE PEER ASSESSMENT ASSESSMENT DIRECTIONS &TECHNIQUES

1. Communicate with the performer and let them know when to begin each turn..

2. The performer must wait until they receive the OK to begin—eye contact is a must to avoid problems between assessor and performer.

3. Assessor must view performer several times/turns to check and observe all aspects of performance.

4. Assessments should be very detailed as your written comments relate directly to your knowledge base and consequently to assessment ability and grade

5. During the assessment, the performer may be asked to repeat a certain skill for the observer.

6. Observe performer from different angles as this will allow observer to provide comprehensive feedback for performer.

7. A comprehensive assessment provides the course instructor with written evidence of learning demonstrated by peer assessment..

83

BADMINTON ASSESSMENT FORM

Performer ______Assessor______

SKILL CUE EXECUTION Heel of hand at end of FOREHAND GRIP racquet. V on top of grip with index finger in trigger position. Squeezes finger (trigger) on impact. Shake hands grip. Turn the racquet clockwise. V is on left BACKHAND GRIP bevel on grip. Knuckle is on top of grip. Elbows on table. Knees bent. READY Weight on balls of feet. POSITION Feet shoulder-width apart.

ASSESSMENT LEVELS: NI = NEEDS TO IMPROVE * = APPROPRIATE RESPONSE M=MASTERY OF SKILL

84

CIRCUIT ASSESSMENT/PACEMASTER

NAME: OBSERVER: GUIDELINES: RESULTS:

TIME AND SPEED GOALS

ELEVATION/INCLINE

CALORIES BURNED/USED

WARM UP

MAXIMUM TIME OF WORKOUT. Goal of 20 minutes or more.

TIME SPENT IN TARGET TRAINING ZONE

PERSONAL TARGET TRAINING ZONE 220-AGEX 60 AND 70%.

NUMBER OF PAUSES AND LIST THE TIME OF WORKOUT ON SUCH OCCURRENCES.

COOL DOWN

STRETCHING

TIME ON TASK

KNOWLEDGE OF PROGRAM

APPROPRIATE ATTIRE

KNOWLEDGE OF SAFETY PROCEDURES.

85

WALKING ASSESSMENT

NAME: ______OBSERVER: ______

ASSESSMENT LEVELS: TECHNIQUES/CUES NI: Needs Improvement *: appropriate response M: mastery/excellence

FITNESS WALKING TECHNIQUES SPEED: Strolling, brisk walking or STRIDE (NATURAL & fitness/speed/racewalking COMFORTABLE). FOOTWORK—both feet down—footsteps in straight line.

POSTURE—eyes straight ahead, chin up with slight lean forward from the ankle. Shoulders back but relaxed.

ARM SWING Arms bend at elbow and TOTAL BODY TECHNIQUE. in rhythm with steps. 90 bend of elbow

STRETCHING ABILITY (before & after workout

STEPS PER MINUTE

MILES PER HOUR TARGET ZONE PULSE RESTING PULSE

TIME IN TARGET HEART RATE ZONE

TIME ON TASK KNOWLEDGE OF RULES/MECHANICS OF WALKING OBSERVATION ABILITY ASSESSMENT GRADE

86

BOWLING ASSESSMENT

BOWLER’S NAME______ASSESSOR______

EXECUTION PHASE EVALUATION/GRADE NI— Needs Improvement,

* = Appropriate response, m = Excellent response. PREPARATION and STANCE 1. Shoulders level and squared to pins/foul 1. 2. line. 3. 2. Ball alignment/grip/elbows in close to 4. sides. 3. Wrist firm and straight. 4. Left-foot slightly forward for right-handed bowler.

APPROACH: 1st step—push away. 2nd step—ball passing swingside leg. 3rd step—ball top of backswing. 4th step—forward swing and delivery. FOUR STEP APPROACH

AIMING METHODS: Pin bowling Spot bowling

SCORING ABILITY/WRITTEN

TIME ON TASK KNOWLEDGE OF RULES/STRATEGY

PHYSICAL SKILLS/PSYCHOMOTOR

BEHAVIORAL SKILLS/AFFECTIVE

KNOWLEDGE/COGNITIVE

87 Chamberlin Elementary Physical Education Yearly Plan

Classrooms: 19 Minutes: 30/ 2 times per week Adaptive PE: 12 Students Minutes: 20/ 1 time per week

Grades K-2 Grades 3-5

Week #1- Class Organization/ Introduction/ Benefits/ Rules

#2- Cooperative Games Soccer #3- Gross Motor Skills Soccer #4- Movement Skills Soccer

#5- Movement Skills Fitness Challenge #6- Ball Skills/ Soccer Fitness Challenge #7- Ball Skills/ Soccer Make-ups/ Analysis

#8- Upper Body Ball Skills Team Handball #9- Upper Body Ball Skills Team Handball

#10- Creative Dance/ Recreational Games/ Yankee Lanes #11- Creative Dance/ Recreational Games/ Yankee Lanes

#12- Basketball Basketball #13- Basketball Basketball #14- Basketball Basketball #15- Basketball Basketball

#16- Beachball/ Balloons Volleyball #17- Beachball/ Balloons Volleyball #18- Beachball/ Balloons Volleyball

#19- Gross Motor Skills Floor Hockey #20- Gross Motor Skills Floor Hockey #21- Gross Motor Skills Floor Hockey

#22- Outdoor Winter Activities/ Snow Shoes/ X-Country Skiing #23- Outdoor Winter Activities/ Snow Shoes/ X-Country Skiing

#24- Gymnastics Gymnastics #25- Gymnastics Gymnastics #26- Gymnastics Gymnastics #27- Gymnastics Gymnastics

#28- Pillo Polo Striking Skills #29- Pillo Polo Striking Skills

#30- Recreational Games Striking Skills #31- Recreational Games Striking Skills

#32- Recreational Games Recreational Games #33- Recreational Games Recreational Games

#34- Circuit Training Fitness Testing #35- Circuit Training Fitness Testing

#36- Throwing and Catching/ Whiffleball/ Softball #37- Throwing and Catching/ Whiffleball/ Softball

#38- Outdoor Games Outdoor Games

88 Orchard Elementary School Michelle Soules K-1 Physical Education Yearly Plan

Dates Content Standards

September (8 Lessons) Body Awareness 1,2,5,6,7 Movement & Space

October (7 Lessons) Ball Skills / Soccer 1,2,5,6,7

November (6 Lessons) Rhythm & Ropes 1,3,4,5,6,7 Jump Rope for Heart

December (7 Lessons) Ball Striking / Basketball 1,2,5,6,7

January (10 Lessons) Gymnastics 1,2,5,6,7

February (6 Lessons) Dance 1,2,3,4,5,6,7

March (8 Lessons) Striking Skills 1,3,4,5,6,7 Tennis/ Floor Hockey

April (6 Lessons) Volleyball 1,2,5,6,7

May (9 Lessons) Striking & Catching Skills 1,2,5,6,7 Baseball

June (4-6 Lessons) Striking & Catching 1,2,5,6,7 Field Day

89 Orchard Elementary School Jim Wilhite Grades 2-3 Physical Education Yearly Plan

Month Unit/Skill Number of Classes

September Safety/Space & Body Awareness 2 Circle of Courage and Quality Points 1 FITNESSGRAM Introduction & Practice 3 Locomotor Movement 2

October FITNESSGRAM Practice/Evaluations 6 Movement and Manipulation 4 Ball Skills and Soccer 4 November Ball Skills 2 Rope Skills 4

December Ball Skills / Basketball 6 JUMP ROPE FOR HEART 1-2

January Ball Skills / Basketball 2 Gymnastics Skills 8 Gym Show Practice (Enrichment)

February Snow Shoeing or X-C Skiing 6 Rhythms - Dance 2 Gym Shows (Enrichment)

March Rhythms/Dance 4 Ball Skills/ Volleyball 4 Floor Hockey 2

April Floor Hockey 2 Striking Skills/Small Tennis/Badminton 4 FITNESSGRAM Evaluation 2

May FITNESSGRAM Evaluation 2 Striking Skills/Softball 6

June “Catch Up” 2 Field Days 2 “Green Up Day” 1

90 Orchard Elementary School Jim Wilhite Grades 4-5 Physical Education Yearly Plan

Month Unit/Skill Number of Classes

September Safety/Space & Body Awareness 2 Fall Fitness Evaluation Introduction 6 Soccer Skills 4

October Fitness Practice and Final Evaluations 4 Soccer Skills and Small Games 4

November Bicycle Safety (w/ SBPD) 1 Rope Skills (Jump Rope for Heart) 4 Anatomy Review 2

December Jump Rope for Heart 2 Basketball Skills 6 Elk’s Club Shootout (Enrichment)

January Basketball Skills and Games 2 X-C Skiing and/or Snow Shoeing 4 Gym Show Practice (Enrichment)

February Gymnastics and Dance 6 Gym Shows 2 Floor Hockey Skills 2

March Floor Hockey Games 2 Volleyball / Newcomb Skills and Games 6

April Small Tennis Skills and Games 8 Spring Fitness Practice 8

May Lacrosse Skills and Games 6 Final Spring Fitness evaluation 2 Green Up Day Activities 1

June Ball Skills (Striking and Throwing) 6 Field Days 2

91 Central Elementary School Doug Day Grades K-2 Physical Education Yearly Plan

Month Unit/Skill

September Introduction, rules, etc. Team/Class Challenge SPACE – awareness, pathways, directions, levels GROSS MOTOR SKILLS - (Jump, Slide, Skip. Etc.)

October FOOT skills / Soccer Introduction

November BALL SKILLS – Throw, catch, dribble, roll, bounce & December

January WINTER ACTIVITIES X-C Skiing and/or Snow Shoeing

February STRIKING SKILLS – with hands and racquets

March DANCE and CREATIVE MOVEMENT

April GYMNASTICS

May GROSS MOTOR TEST and REVIEW Review, practice, and assess

June BATTING and CATCHING FIELD DAYS

SPECIAL EVENTS New to Our School P.E. Parent Night Ball Skill Night Striking Night Gymnastics Night Annual Dance Night Fall Hike Winter Outing w/ skis or snowshoes

92 Central Elementary School Doug Day Grades 3-5 Physical Education Yearly Plan

Month Unit/Skill

September Introduction, rules, etc. TEAM/CLASS CHALLENGE – Teamwork, Respect, Trust, Sportsmanship SPATIAL AWARENESS – pathways, directions, levels SOCCER

October FITNESS – TAKE HOME FITNESS ANALYSIS BASKETBALL or HOCKEY GAME CREATION

November JUGGLING (Hand – eye coordination) BALL SKILLS – Throw & catch TEAM HANDBALL

December JUMP ROPE STRIKING SKILLS – Volleyball lead-up

January WINTER ACTIVITIES X-C Skiing and/or Snow Shoeing

February STRIKING SKILLS – Tennis

March DANCE and CREATIVE MOVEMENT

April GYMNASTICS

May LACROSSE and GOLF TAKE HOME FITNESS ANALYSIS

June THROW and CATCH – WHIFFLE BALL FIELD DAYS

SPECIAL EVENTS New to Our School P.E. Parent Night Team Handball Night Fall Soccer Game w/ Parents Gymnastics Night Annual Dance Night Fall Hike Winter Outing w/ skis or snowshoes

93 South Burlington High School Grades 9-12 Physical Education Yearly Plan

Unit & Date Burleigh McDonald Jones 1) 9/7-9/17 Field Hockey Flag Football 2) 9/20-10/1 Gatorball Soccer 3) 10/4-10/15 Horseshoes Lacrosse 4) 10/18-10/29 Walking Softball 5) 11/1-11/5 Ultimate Frisbee Golf/Flickerball 2nd Quarter 1) 11/8-11/12 Basketball Weight Training Racquetball 2) 11/15-11/23 Field Hockey Table Tennis Volleyball 3) 11/29-12/10 Fitness Team Handball Floor Hockey 4) 12/13-12/22 Badminton Volleyball Broomball 5) 1/3-1/14 Bowling Pickleball Orienteering 6) 1/17-1/21 Exams Exams Exams 3rd Quarter 1) 1/25-2/11 Indoor Soccer X-C Skiing Weight Training 2) 2/14-2/25 Badminton Pickleball Racquetball 3) 3/8-3/17 Bowling Walleyball Rec. Games 4) 3/20-3/31 Ind. Field Hockey Basketball Pilo Hockey 4th Quarter 1) 4/3-4/14 Tournaments Tournaments Tournaments Combined Classes Combined Classes Combined Classes 2) 4/17-4/21 Ind. Soccer Tourn. Racquetball Tourn. Weight Training 3) 5/1-5/12 Walking Flag Football Fitness 4) 5/15-5/26 Ultimate Frisbee Lacrosse Mountain Biking 5) 5/30-6/2 Horseshoes Softball Golf 6) 6/5-6/9 Exams Exams Exams

94 Chamberlin Elementary School- Physical Education Daily Schedule 1999 - 2000 Mr. Patrick Bose

Monday Tuesday Wednesday Thursday Friday

8:20 Stewart McGrath Milliken Stewart McGrath

8:50 Planning Time A.P.E. A.P.E. A.P.E. Milliken

9:20 Parker Murphy Parmelee Parker A.P.E.

9:50 Parmelee Planning Time Planning Time Murphy A.P.E.

10:20 Rodgers Charbonneau Rodgers Brown Charbonneau

10:50 Brown McKegney Planning Time McKegney Planning Time

11:20 Caruso Planning Time Tan Caruso Tan

11:50 Bonus Recess Planning Time Lunch Planning Time Tournament Grades 3-5 Grades 4/5

12:05 Lunch A.P.E. A.P.E. Lunch Lunch

12:25 Planning Time Lunch A.P.E. A.P.E. Planning Time

1:00 Ely Barone Wales Barone Wales

1:30 Lavalette King/Meehan Ely King/Meehan Buley

2:00 Jacobs Assembly Set-up Buley Jacobs Lavalette

2:30 Bus Duty Bus Duty Bus Duty Bus Duty Bus Duty

A.P.E. = Adaptive PE Session

95 Orchard Elementary School- Physical Education Daily Schedule 1999 - 2000 Mrs. Michelle Soules

Monday Tuesday Thursday

8:00 Prep/Equip Set Up Prep/Equip Set Up

8:40 (K/1) Adams (K) McQuillen/Snow (K) McQuillen/Snow

9:15 (1) Pornelos (K) Genzlinger (K) Genzlinger

9:50 (1) King (1) Casey (1) Casey

10:30 A.P.E. Planning Time (1) King

11:05 A.P.E. (Outside) (10:55) A.P.E. A.P.E.

11:35 Lunch Lunch

12:10 Planning Time Planning Time

12:50 (K/1) Peabody (1) Pornelos

1:25 A.P.E. (K/1) Adams

2:00 A.P.E. (K/1) Peabody

A.P.E. = Adaptive PE Session

96

Orchard Elementary School- Physical Education Daily Schedule 1999 - 2000 Mr. Jim Wilhite

Monday Tuesday Wednesday Thursday Friday

8:35 Gurwicz A.P.E. Bergeron Lawrence Bergeron

9:15 Belisle A.P.E. Wright A.P.E. VandeGraaf

9:50 VandeGraaf Waltien Howley Tate Howley

10:30 Pecor Lawrence Pecor Marcell Wright

11:05 Planning Time Planning Time Planning Time Gurwicz Tate

11:35 Lunch Lunch A.P.E. Lunch Lunch

12:10 4/5 Act. 4/5 Act. Lunch 4/5 Act. 4/5 Act.

12:50 Poor A.P.E. Farnham Planning Time Planning Time

1:25 A.P.E. Hockenbury Poor Belisle Farnham

2:00 Waltien Jewett Marcell Hockenbury Jewett

2:30 Bus Duty Bus Duty Bus Duty Bus Duty Bus Duty

A.P.E. = Adaptive PE Session

97

Central Elementary School- Physical Education Daily Block Schedule 1999 - 2000 Mr. Doug Day

Grades 3 – 5 receive P.E. – 55 minutes per week for 3 consecutive weeks Grades K – 2 receive P.E. – 50 minutes per week for 3 consecutive weeks

Every 4th week, children receive P.E. twice that week (P.E. runs on a four day cycle)

Day 1 Day 2 Day 3 Day 4

8:30-9:25 (4) Potash (3/4) Jewett (4) Carter (3/4) Peterson

9:30-10:25 (3) Ligouri (4) Stine (K) Bliss (K) Agne

10:30-11:25 Planning Time (5) Brakeley (5) Penn/Theiret (5) Cooper

11:30-12:30 Lunch & A.P.E. ->

12:35-1:30 (1) Pecor (1) Leach (2) Weaver (2) Ahern

1:35-2:30 (K) Smith (3) Frost (1/2) Kulholvick (1/2) Miller/Putre

A.P.E. = Adaptive PE Session

98

FHTMS PHYSICAL EDUCATION SCHEDULE 1999-2000**

TIME MON. TUES. WED. THURS. FRI.

7:40 – 8:02 Reading Reading Reading Reading Reading Quest Quest Quest Quest Quest 8th Grade 8th Grade 8th Grade 8th Grade 8th Grade 8:02 – 8:48 Why Not Why Not Why Not Why Not Why Not “Blue” “Grey” “Blue” “Grey” (see below) 8th Grade 8th Grade 8th Grade 8th Grade 8th Grade 8:48 – 9:34 Phoenix Phoenix Phoenix Phoenix Phoenix “Blue” “Grey” “Blue” “Grey (see below)

9:34 – 10:20 6th Grade 6th Grade 6th Grade 6th Grade 6th Grade

10:20 – 11:06 Prep Prep Prep Prep Prep Period Period Period Period Period

11:06 – 11:52 Lunch Lunch Lunch Lunch Lunch

11:52 – 12:38 7th Grade 7th Grade 7th Grade 7th Grade 7th Grade Discovery Discovery Discovery Discovery Discovery

12:38 – 1:24 7th Grade 7th Grade 7th Grade 7th Grade 7th Grade Nova Nova Nova Nova Nova Encore Encore Encore Encore Encore 1:24 – 2:10 Team Team Team Team Team Meeting Meeting Meeting Meeting Meeting

** Schedule Description:

GRADE 8: • Why Not “Blue” = 48students Why Not “Grey” = 48 students • Phoenix “Blue” = 48 students Phoenix “Grey” = 48 students • “Blue” and “Grey “alternate every other Friday, however, the students who have a world language in the morning never have PE on Fridays.

GRADE 7: • There are 3 color groups (white/blue/grey). Each color group has PE for 2/3 of the school year every other day. The other days students are in world language or a guided study. These groups are leveled by world language. • “Blue” group (42 students) has PE from Sept. 1st to March 9th every other day. • “Grey” group (35 students) has PE from Dec.3rd to June 9th every other day. • “White” group (30 students) has PE from Sept. 1st to Dec. 3rd and again from March 9th to June 9th every other day.

GRADE 6: • The entire 6th grade is split into 5 groups of 40 students each. • Each group has PE for only 1 block of 35 consecutive days.

99

SBHS PHYSICAL EDUCATION SCHEDULE 1999-2000**

TIME MON. TUES. WED. THURS. FRI. Period 1 Period 2 7:50 – 8:38 Life Time Life Time Life Time Life Time Life Time Period 1 Activities Activities Activities Activities Activities

8:42 – 9:25 Life Time Life Time 2nd Half of 2nd Half of Life Time Period 2 Activities Activities Block Period Block Period Activities Period 3 Period 4 9:29 – 10:12 Life Time Life Time Life Time Life Time Life Time Period 3 Activities Activities Activities Activities Activities

10:16 – 10:59 Life Time Life Time 2nd Half of 2nd Half of Life Time Period 4 Activities Activities Block Period Block Period Activities

11:03 – 11:28 Lunch Lunch Lunch Lunch Lunch Period 5A

11:28 – 11:54 Prep Prep Prep Prep Prep Period 5B Period Period Period Period Period

11:54 – 12:20 Prep Prep Prep Prep Prep Period 5C Period Period Period Period Period

12:24 – 1:07 Prep Prep Prep Prep Prep Period 6 Period Period Period Period Period Period 7 Period 8 1:11 – 1:54 Life Time Life Time Life Time Life Time Life Time Period 7 Activities Activities Activities Activities Activities

1:58 – 2:43 Life Time Life Time 2nd Half of 2nd Half of Life Time Period 8 Activities Activities Block Period Block Period Activities

Times on block days (Wednesdays and Thursdays) are: 1st Block Periods 1 or 2 7:50 – 9:18 2nd Block Periods 3 or 4 9:26 – 10:50 3rd Block Periods 5 or 6 10:55 – 1:11 (Includes Lunch) 4th Block Periods 7 or 8 1:17 – 2:43

3/21/00 DOI/Physical Education 100