Physical Education Guide Grades 9-12 Ewing Township
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PHYSICAL EDUCATION GUIDE GRADES 9-12 EWING TOWNSHIP PUBLIC SCHOOLS 1331 Lower Ferry Road Ewing, NJ 08618 BOE Approval Date: 12/19/05 Raymond Broach Supervisor: Francis (Bud) Kowal Superintendent TABLE OF CONTENTS Page Affirmative Action Statement 1 Board Policy on Guides 2 Physical Fitness (Grades 9-12) Overview 3 Each of the following individual sport’s section begins on colored paper, followed by information regarding that sport. Archery (Grade 12) Badminton (Grades 11-12) Basketball (Grades 9-12) Field Hockey (Grades 9-10) Flag/Touch Football (Grades 9-12) Floor Hockey (Grades 11-12) Golf (Grades 11-12) Human Anatomy (Grades 9-12) Lacrosse (Grades 9-10) Nutrition (Grades 9-12) Outdoor Picnic Games - Quoits (Grades 11-12) Pickleball (Grades 9 and 12) Racquetball (Grades 10-11) Self Defense (Grades 10-12) Soccer (Grades 9-10) Softball (Grades 9-12) Speedball (Grades 9-12) Team Handball (Grades 10 and 12) Tennis (Grades 11-12) Track And Field Events (Grades 9-12) Tumbling/Stunts (Grades 9-10) Ultimate Frisbee (Grades 9-10) Volleyball (Grades 9-12) Appendices : 1. Round Robin Tournament Playoff Schedule: 6-12 Member Teams 2. “Bringing Adventure Learning Into Physical Education” [Optimal Performance Associates] 3. Possible Cooperative Games 1 AFFIRMATIVE ACTION STATEMENT It is the intention of the Ewing Township Public Schools to provide equal educational opportunities for all students, including equal access to all school facilities, programs, equipment, staff services, financial resources, courses or activities, and other benefits regardless of race, color, creed, religion, sex, ancestry, national origin, social, economic or academic status or physical handicap. 2 BOARD OF EDUCATION Policy File Code: 2230.DP COURSE GUIDES Curriculum guides shall be prepared for each course and/or area to be taught in the schools of this district to assist in the articulation of educational programs (curricula) between and among schools to provide continuous learning. Each guide shall contain objectives to be developed, suggested materials, activities designed to achieve all of these, and evaluation criteria intended to test the extent to which learning objectives have been achieved. The teacher will use the guide as the core of the courses he/she has been assigned to teach. It shall be the responsibility of the Superintendent to ensure that the curriculum guides are being followed. The Board of Education directs that a copy of each guide be maintained in the Office of the Assistant Superintendent for Curriculum and Instruction for review by members of the staff and Board. The Superintendent shall provide new curriculum guides or revisions to existing guides to the Board for study before implementation. By this means, the Board will determine which alterations to courses of study as defined by the law require the approval of the Board. Date: November 22, 1999 N.J.S.A. 18A:33-1 3 PHYSICAL FITNESS (GRADES 9-12) OVERVIEW Health-Related Fitness Components Objectives: The learner will… Activities Assessments Components - list and explain the five health-related fitness components - Lecture/discussion - Quiz (Standard 2.6 A1) - Activity 2-1 - Review Flexibility - explain the different between static and elastic stretching - Rubber bands - Discussion (Standard 2.6 A3) - One v. other - Self assessment - explain the need for flexibility in the joints and muscles - Video - Report (Standard 2.6 A3) - Guest speaker - Observation - demonstrate eight common stretches to increase flexibility (Standard 2.5 A1-5) - Practice - Peer assessment - develop two new stretches for the body with a partner - Cooperative learning (Standard 2.5 B1) - Partner stretch Body Composition - list and describe two ways to determine one’s body - Discussion - Student-generated outcome composition (Standard 2.6 C6) - Activity 8-1 (% of body fat) - Review Cardio-Respiratory - list five ways to raise one’s heart rate, excluding jogging/ - Pair share - Peer assessment Endurance running (Standard 2.6 C2) - Activities 6-3 and 6-4 - Report - determine his/her own Target Heart Rate using the - It’s in the cards - Self assessment formula (Standard 2.6 B2) - Practice - Review assignment - demonstrate proper form on the Stairclimber and life cycle machines (Standards 2.5 A1-5) - Track work - Observation - sustain an elevated heart rate for 20 minutes by jogging - Exercise trail - Check heart rate during laps on the track (Standards 2.5 A3, 2.6 C2) - Fitness freaks - Teach class - develop an aerobic workout routine to music to elevate - Cooperative learning the heart rate (Standard 2.5) - Individual teaches class - Jazz, square, tap, social, line and hip hop dancing 4 Health-Related Fitness Components Objectives: The learner will… Activities Assessments FITT (Frequency, - explain how FITT of exercise will affect one’s cardio- - Activity 12-3 (develop a fitness - Report Intensity, Time, Type) respiratory workout (Standards 2.6 A1-4) program) - Self assessment - Extra credit log - Observation - 1,000 in 20 Muscular Strength - discuss how to improve one’s muscular strength - Myths and fallacy sheet - Discussion (Standards 2.6 B2,3) - Baby bull story - Quiz - explain the theory behind the overload principle - Four stations of different types - Roundtable discussion (Standard 2.6 B3) of exercises - Observation - explain the difference between isokinetic, isometric, - One-rep max variable resistance and free weight exercises (Standard - Report 2.5 B3) - Lifting weights - discuss how to measure muscular strength (Standard - Activity 7-1 2.6 C3) - demonstrate the actual exercises to increase strength in one’s body parts (Standard 2.5 B3) Muscular Endurance - explain the difference between muscular strength and - One push-up v. 10 push-ups - Observation muscular endurance (Standard 2.6 B3) - High repetitions - Self assessment - Circuit workout 5 Skill-Related Fitness Objectives: The learner will… Activities Assessments Components Components - list and explain the six skill-related fitness components - Lecture/discussion - Quiz (Standard 2.6 C3) - Activity 2-1 - Student work Speed - demonstrate ways to improve speed in a given sport - Speed work - Observation (Standard 2.5 C1) - Increased drills - Stop watch - Timed run Agility - list activities where the ability to move quickly with - Shuttle run - Observation changes in direction (Standard 2.5 C1) - Zig-zag run - Self assessment - Agility run Coordination - describe why coordination is important in physical fitness - Alternate racquet face hits - Self assessment (Standard 2.6 C2) - Egg race - Competition Power - give examples of how to improve power (Standards - Dead lift - Observation 2.5 A1-5, B1-4) - Parachute run - Self assessment Balance - demonstrate balance while performing fitness activities - Hopscotch - Self assessment (Standards 2.6 A1-4) - Balance beams - Competition - Skyscrapers Reaction Time - describe ways to improve reaction time in sports - Turn and catch - Self assessment (Standards 2.5 A1-5, B1-4) - Quick hands - Peer assessment Fitness Testing - explain why it’s important to periodically test one’s fitness - Fitness testing - Observation levels (Standards 2.5 B1-4) SKILLS/OBJECTIVES/ACTIVITIES/ASSESSMENTS ARCHERY (GRADE 12) Rationale : Archery is a good activity for developing strength, eye-hand coordination and mental concentration. It can be participated in by both sexes and people of all ages. Skills Objectives: The learner will… Equipment Assessments - Stand - demonstrate proper body and bow position, properly nock - Bows: - Student's performance should the arrow, draw the bow and release the arrow (Standard -- female bow weight be assessed on each of the - Nock 2.5A) about 20 lbs., 26" basic skills and overall - Extend -- male bow weight competence - participate safely in the activity (Standard 2.5 D1,2) about 25-30 lbs. - Draw - A written test should be given to - identify opportunities for participation beyond the class - Arrows evaluate the student's - Anchor (Standards 2.6 C3-5) knowledge of the appropriate - Finger protectors - Tighten/hold rules - Arm guards - Aim - Quivers - Tighten/release - Targets with tripods - Afterhold - Bow stringing and unstringing - Equipment selection and accessories - Point of aim - Point-blank range - Short distance - Long distance Strategies References Safety Rules - Use of range finder - Armbruster, D., et al. Basic Skills in Sports for Men and - Before shooting, make sure all - Scoring Women . St. Louis: Mosby archers are on or behind - Use of skill drills - Regulation target size shooting line - Niemeyr, R. Beginning Archery . Belmont, CA: - Evaluating cluster to - Values: Wadsworth correct faulty -- Gold - 9 points shooting -- Red - 7 points -- Blue - 5 points - Practice rounds -- Black - 3 points -- White - 1 point - Shooting distance Participation Teaching Suggestions/Safety Considerations Ethics Facility Considerations - Class tournaments - In archery, safety is a prime consideration. The command - Record scores accurately - Large open area with adequate teaching style, where the teacher carefully controls the protective covers - Miniature rounds - Acknowledge success of setting is strongly recommended. others - Range round - Avoid loud outburst - Junior Columbia round - Columbia round - American round - Join and participate in activities of national and local archery association tournaments - Camp activities - School intramurals SKILLS/OBJECTIVES/ACTIVITIES/ASSESSMENTS BADMINTON (GRADES 11-12) Skill Objectives: The learner will… Activities Assessments Forehand and Grip - demonstrate