Catherine M. McGee Middle School
Berlin, CT School District
Physical Education Curriculum
Sarah Lupo
Erin Boyce
Nate Milbrandt
Fall 2008
Table of Contents
Step 1 – Contextual Characteristics
Catherine M. McGee Middle School .................................................................1
Berlin, CT School District .................................................................................8
Impact ..............................................................................................................10
Step 2 – Mission and Philosophy Statements
Mission Statement............................................................................................11
Philosophy Statement.......................................................................................12
Step 3 – Instructional Models
Overview of Sport Education Model ...............................................................13
Utilization of Teaching Styles in Sport Education Model ...............................13
Sample Sport Education Captain’s Packet .......................................................14
Sport Education Model Basketball Lesson Plan ..............................................24
Sport Education Model Motion Offense Basketball Lesson Plan ...................27
Overview of Tactical Games Model ................................................................35
Tactical Concepts .............................................................................................35
Utilization of Teaching Styles in Tactical Games Model ................................36
Tactical Games Model Floor Hockey Lesson Plan..........................................37
Step 4 – Goals and Objectives
Connecticut Healthy and Balanced Living Standards Middle School Grade 8
Goals ................................................................................................................41
Sixth Grade Objectives ....................................................................................43
Seventh Grade Objectives ................................................................................45
Eighth Grade Objectives ..................................................................................47
Step 5 – Organizational Framework
Calculating Available Instructional Time ........................................................49
Selecting Units of Instruction ..........................................................................50
Ranking Units of Instruction ............................................................................53
Instructional Repetition and Curriculum Map .................................................54
Curriculum Map/Block Plan ............................................................................56
Basketball Scope & Sequence/Unit Objectives ...............................................57
Soccer Scope & Sequence/Unit Objectives .....................................................59
Floor Hockey Scope & Sequence/Unit Objectives ..........................................61
Flag Football Scope & Sequence/Unit Objectives...........................................63
Lacrosse Scope & Sequence/Unit Objectives ..................................................65
Volleyball Scope & Sequence/Unit Objectives ...............................................67
Team Handball Scope & Sequence/Unit Objectives .......................................69
Softball Scope & Sequence/Unit Objectives ...................................................71
Field Hockey Scope & Sequence/Unit Objectives ..........................................73
Step 6 – Student Assessment
Statement on Assessment .................................................................................75
Component Weight ..........................................................................................75
Standard 9 Basketball Assessment...................................................................76
Standard 10 Volleyball Assessment.................................................................77
Standard 11 Activity Log .................................................................................78
Standard 12 Fitness Testing Assessment .........................................................79
Purpose of Fitness Testing Assessment ...........................................................80
Standards 13 & 14 Affective Rubric/Assessment ............................................81
Step 7 – Technology and Equipment
Statement on Technology ................................................................................82
Technologies Incorporated into Instruction .....................................................82
Equipment ........................................................................................................83
Equipment Table ..............................................................................................84
Step 8 – Program and Teacher Evaluation
Curriculum Revision ........................................................................................85
Student Feedback .............................................................................................85
Sample Student Feedback Survey....................................................................86
Teacher Evaluation Instrument ........................................................................87
Purpose of Teacher Evaluation Instrument ......................................................89
Long-Term Goals .............................................................................................90
Professional Development Requirements ........................................................90
Step 9 – Extracurricular Physical Education and Community Connections
List of Activities ..............................................................................................91
Berlin Agencies ................................................................................................91
Methods of Advertisement ...............................................................................91
Step 10 – Resources .....................................................................................................92
Catherine M. McGee Middle School
Student Enrollment
Total Enrollment: 751
5- Year Enrollment Change: -3.5%
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Type of School
School Type: Traditional/Regular
School Grade Range: 6-8
School Need
 Current and Past School Need
 Since Berlin has one public middle school, most of the students are going
to return year after year unless they move to a different town.
 There is not very much diversity in the school, but it has gone up slightly
in the past five years.
 English is the main language for the vast majority of the students.
 Enrollment in Special Programs
 There is a low enrollment in special programs compared to the state
average for middle schools.
School Resources
 Instructional Time, Print and Non-Print Materials, School Staff, and
Class Size
 This school is well over the state requirement for instructional time per
year and print and non-print materials.
 There was a slight increase in staff count, and the majority of the staff is
certified as teachers.
 The class size is less than the state average, promoting more teacherstudent interactions.
School Processes
 Selected Subject Areas
 Not as many hours are devoted to the main academic subjects as the state
average, but the specials classes, such as Physical Education and Music,
have more instructional hours.
Student Performance
 Physical Fitness
 The overall physical fitness has increased from 6th grade to 8th grade, and
the percentage of students passing is significantly higher than the state
average.
To see full contextual characteristics, please visit
http://www.csde.state.ct.us/public/der/ssp/SCH0506/jr003.pdf
Berlin, CT School District
Community Data
 County: Hartford
 Public School Enrollment as a Percent
of Town Population: 18.0%
 2000 Population: 18,125
 Public School Enrollment as a % of
 1990-2000 Population Growth: 8.5%
Total Student Population: 92.6%
 2000 Per Capita Income: $27,744
 Percent of Adults without a High
 Number of Public Schools: 5
School Diploma in 2000: 13.0%
 Number of Nonpublic Schools: 2
 Adult Education Enrollment in 200405 School Year: 27
 Number of Adults Receiving Diplomas
in 2004-05 School Year: 11
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District Need
 Most of the students (at least 90%) will be returning to the Berlin Public Schools
unless they move to a different town or transfer to a private school.
Student Enrollment and Race/Ethnicity
 There is not much diversity in the Berlin District, but it has been increasing over
the past five years (from 157 students in the 2000-01 academic year to 200
students in the 2005-06 academic year).
 They are expecting the enrollment numbers in the schools (elementary, middle,
and high schools) to decrease by 2010 (from 3,343 students to 3,201 students).
District Resources
 The average class size is lower in Berlin than the state average, so the teachers
have a better chance of getting to know their students.
Professional Staff Experience and Training
 Berlin is dedicated to hiring certified teachers and staff, most of which have at
least their Masters Degree.
Resource Ratios
 The students have more resources (academic computers) to work with in their
schooling.
Student Performance
 Physical Fitness
 Almost half of all the students in the Berlin District are passing all four of the
Physical Fitness tests, so fitness is a big emphasis in the Physical Education
program.
 Connecticut Mastery Test
 The students are better prepared for the Connecticut Mastery Tests than the
average district.
Activities of Graduates
 All of the students that graduate from the Berlin District are either moving on to
higher education or the working world, so to speak.
District Revenues/Expenditures
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Compared to the state average and other PK-12 districts, the Berlin District does
not spend as much money on schooling; the schools in Berlin’s DRG spend
$6,038 on their schools, while Berlin spends $5,225 on the schools in the district.
Impact
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Since about half of the students pass all four physical fitness tests, we should keep
emphasizing the fitness aspect as we teach the sport education and tactical games
models in the middle school as well as other models in the elementary and high
schools. In each lesson, we should remind the students that they still should be
getting their daily regular physical activity not just in the Physical Education
setting, but also outside the classroom as well.
Because the class sizes are fewer than the state average, there will be more
interactions with the students and therefore more attention to their needs in
physically, cognitively, and affectively. We can expose them to various activities
that hopefully they will pursue outside the classroom. And we are able to interact
with them more in order to promote these activities.
There are more hours devoted to Physical Education in Berlin than many other
places, but it is critical that we do have more instruction time to emphasize being
physically active and introduce the students to more activities. Having Physical
Education only twice a week is not enough for the students. There is a lot to learn
about team sports, fitness, and other forms of physical activity and the students
should have the maximum time possible.
Since almost all of the students come back for each grade we can help them
improve upon their fitness. We can expose them to team sports in the middle
school as well as other approaches in the elementary and high schools. By having
most students remain in the school system, we are able to build upon what we
have taught in various grades and try to give the students the best we have to offer
in Physical Education.
Because there was an increase in staff count, we could see if we could add another
qualified and certified Physical Education teacher. Another Physical Education
teacher in the middle school would help to make the classes smaller and focus
even more on the students’ development. It would also add a new perspective for
the students to experience and they could gain more from the entire Physical
Education program.
Mission Statement
The mission of Physical Education at Catherine McGee Middle School is to instill values
and enjoyment in lifetime physical activity and promote living a healthy, active lifestyle.
The students will walk away with a knowledge of various team sports, fitness activities,
and skills, such as teamwork, cooperation, and leadership. The purpose is to provide the
students with knowledge, skills, and tactics in a wide variety of team-based activities.
Philosophy
Physical Education supplies students with the knowledge, skills, and tactics in a
wide variety of team-based activities. Our students also will receive the tools to live a
healthy, active lifestyle. Physical Education fosters the development of the whole child
because it addresses all of the learning domains: the psychomotor, the cognitive, and the
affective, or social, domains. The students will find enjoyment in various activities and it
will motivate them to pursue the activities outside the classroom and throughout life.
The goal of our program is to instill movement patterns and skills in our students
while promoting an enjoyment of physical activity, teamwork, and the overall wellness of
students. The other Connecticut standards will be adhered to in each and every class and
the students will work to achieve these standards.
The students will be assessed on not only to their adherence to the standards, but
also on behavior, character, and their readiness to learn and improve their skills. In other
words, we will be assessing the students in the psychomotor, cognitive, and affective
domains. We will use authentic formative and summative assessments, which include
written quizzes as well as rubrics regarding an observation analysis of the improvement
of skills, effort, attitude, teamwork, and the ability to follow the classroom rules.
Through these assessments the students will be earning a letter grade that will be
displayed on the report card for each of the four quarters.
Special accommodations will be made for all individuals requiring diverse needs.
These accommodations will include, and not be limited to, placing the student in the least
restrictive environment, whether it is inclusion or pull-out classroom settings, and
producing individualized Physical Education programs (IPEPs) for students with special
needs.
In conclusion, we will focus on reaching each individual so that they get the best
and appropriate education in our Physical Education setting.
Overview of Sport Education Model
Sport Education is an instructional model that is designed to mimic athletic
seasons. It allows students to participate in individual sport seasons while working as an
integral part of a team. With that team, the students will participate regularly in practices,
formal competitions, and a culminating tournament. It is a model that also allows
students to participate in various roles on sports teams, such as captain, fitness instructor,
manager, statistician, referee, and player.
The students will be divided into teams at the discretion of the instructor. The
captains of each of those teams will be decided by the instructor as well. Practice formats
will be provided by the teacher and implemented by the captains. Authentic assessment
takes place during each practice and game to see how the students are improving.
The setup of the model consists of an introductory day in which the teacher sets
up the teams and captains as well as gives an overview of roles, rules, and routines. The
next four classes are devoted to fitness and practice days, in which they will work on
skills and tactics of the game, and those practices are either run by the teacher or the
captains and fitness instructors. Before moving on to formal competition, students will
be assessed on rules, etiquette, and skills of the game. When the desired outcomes are
achieved, then they will move on to formal competitions. Practices and competition will
be on alternating days. During practices, the captains will work on deficiencies from
prior competitions. But, on the last day of the unit, there will be a culminating event
featuring the top two teams. The top two teams will play for the championship while the
other teams all participate in formal competitions. For all of these activities, the scoring
will be based on skill performance of team members, sportsmanship, attendance, and
competition wins and losses.
Utilization of Teaching Styles for Sport Education Model
During the Sport Education Model, we will be using three main teaching styles:
practice, self-check, and individual program. The practice teaching style is teachercentered because the students, in particular the captains, carry out tasks prescribed by the
teacher during their practice sessions. Even though this model requires a lot of studentcentered activity, the teacher can use this teaching style during the first few days of the
unit as well as when they see something that all of the teams can work to improve upon.
Another teaching style we will use is the self-check style. The teacher will
prepare a criteria sheet that the captains should adhere to in their practices for their teams.
Each team member will be responsible for assessing their own performance against this
criteria sheet. Before they can move onto another activity, the teacher will keep an eye
on the practices as well as check the students’ criteria sheet to make sure that each task
was properly completed.
And finally, the last main teaching style that will be used in this model is the
individual program, which is the most student-centered teaching style. A captain and
fitness instructor can create a series of practice plans specific to his or her team and their
needs. They can use the teacher and/or a variety of approved websites and books as
resources, and the teacher must approve of the practice plans before they can be put into
action.
CAPTAIN’S PACKET
Catherine M. McGee Middle
School
Physical Education Dept.
SPORT______________________________________
TEAM______________________________________
CAPTAIN___________________________________
Captain’s Contract
The captain’s responsibilities are:
 To organize team practices and games including practice activities, drills,
conditioning exercises, run-throughs of plays and defense, scrimmages, and
strategy sessions.
 To demonstrate fair play and good sportspersonship at all times.
 To assign team players responsibilities and positions.
 To demonstrate good safety practices.
 To hand in team roster and team color sheets.
 To remind the team of the practice and game schedule.
 To review knowledge and skills as needed to prepare for skill challenges,
quizzes, and games.
 To be a “positive leader” showing enthusiasm and to give encouragement at
all times.
 To remind and review class make-up procedures should a teammate miss a
practice, game, or assessment.
 To have each skill checked off by the instructor once completed.
 To store this captain’s packet in the filing cabinet unless otherwise agreed
upon with the instructor.
I understand and will implement these responsibilities to the best of my ability.
__________________________________________
Captain’s signature
Date
Team Info & Roster
Team Name
Team Color
Captain
Assistant Captain____________________________
Fitness Trainer______________________________
Manager
Statistician
Other_____________________________________
Other_____________________________________
(Choices include referee, scorekeeper, athletic trainer, reporter, make your own)
Players:
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
___________________________
____________________________________
____________________________________
______________________
Team Player Responsibilities
□ Captain – See page 2.
□ Assistant Captain – work cooperatively with the captain to plan and execute practices
and competitions.
□ Manager - distributes and collects equipment, sets up playing field/court, arranges
substitute for absent players
□ Fitness Instructor – leads daily warm-up and possibly cool-down
□ Statistician - record, and post team and individual statistics on bulletin boards.
□ Referee – familiarize oneself with rules and etiquette of the sport/activity. Several
team members are assigned the role of referee which trades-off throughout the
season.
Game Schedule – Prepared by Teacher
Skill/Knowledge Checklist
The instructor will initial each skill once it is satisfactorily completed.
Teacher Initials
Task
Game Preparation Criteria
In order for the teams to compete in games, each must fulfill the following
criteria:
 Completion of the knowledge/skill checklist
 Written quizzes with a combined average of 80%.
Competition Point System
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2 points will be given for each win.
1 point will be given for each tie.
0 points will be given for each loss.
0-10 points for the team’s average on the written quiz (divide average by 10)
0-10 points for the team’s average on skill quizzes (authentic assessment
performed during competitions towards the end of the unit, divide average by
10)
0-5 points for sportsmanship (scored by teacher according to Hellison’s Model
or level of involvement scale)
Attendance – 1 point for each day the entire team is present and participating
If a team member is absent from class on a test/quiz day, he/she has three school
days from their return to make-up the missed test/quiz. Each PE class day beyond
this time will cost the team 1 point.
Practice Plan
Captain: _______________________________________ Date:
_________________________
Team:_________________________________________ Activity:
_______________________
Practice Plans: Your PE teacher will lead warm-ups. Afterwards, captains may use the
remainder of class for a practice which may include additional skill work, strategy
planning, scrimmaging, assigning positions; basically what the captain deems necessary
for improvement.
Captains MUST submit a written outline of their practice plan prior to each
practice. In the space below and on the reverse, outline the practice using both diagrams
and written words. Keep the diagrams as simple as possible and use the following
symbols when possible.
Symbols:
Practice Plan:
Offensive player – capital letter “O”
Defensive player – capital letter “X”
Position of ball – capital letter “O” with a line through it: “Ø”
Movement of player without ball
Movement of player with ball
Direction of pass
Pick by offense
Extra Practice Request Form
Each team may request extra practices at any time throughout the duration of the
season. The captain must fill out this form and hand it to the teacher at least one full
class prior to the requested date. Practices must consist of sport skill drills, team strategy,
etc. Intra-team scrimmage games are not considered practices.
Captains may set up practices on their own at recess, before or after school. You
may request instruction from your physical education teacher and/or equipment. See
your physical education teacher to organize this.
Team and Class
Captain
The above team would like to request an extra practice. The goal of the practice
will be to:
I will organize this practice by:
I would like a teacher to:
Teach an additional skill/strategy.
Review a skill/strategy taught.
Captain’s Signature
Approved by
Official Protest Form
Team
Captain
I would like to file a formal protest involving the game which took place on
__________________. The call was made by ____________________________.
I did not agree with this call because
Signature
WARNING: Official protests will only be considered if they involve rule
clarification or implementation error. Judgment calls will not be considered. All
protests must be written in good faith, with the utmost respect for all persons
involved and with a showing of good sportsmanship. Protests must be submitted by
9:00 a.m. the day following the incident. Late protests will not be considered.
In the trenches.......
......being a sport education captain
Congratulations!!!! You have been selected captain. This packet is designed to make
your captainship more successful in everything from player relations to practice plans.
You must read, sign, and return the entire packet to your physical education teacher.
Good luck and never hesitate to ask questions, your PE teacher will more than happy to
help.
Things to Consider
 Practice time is crucial to team improvement since most teams practice the
way they play games. Here are five ideas to help improve practice time.
1. Implementing Drills: Gather your team, have them sit down, explain
the practice activity. Be clear and think out what you want to say in
advance. Ask for questions and then have everyone begin. If the
practice activity is not going well, reconvene the team and make
adjustments. That’s OK and quite common.
2. Skill progression: When teaching a new skill or reviewing an old one,
start with simple drills/skills, then make it more difficult in small
steps. If the first drill you use is difficult, players will be unsuccessful,
grow frustrated, and lose confidence.
3. Breakdown: Teach different parts of a complex skill separately, then
once a player has mastered all the parts, put them together into the
whole skill. For example, the volleyball serve: Teach the toss
(without ball first, with ball later), teach the arm swing/shoulder turn,
put the whole skill together but use a beach ball and have them serve
into a wall so they’re successful, then use a real volleyball into the
wall, and lastly, a real volleyball over the net. Sounds complex but IT
WILL WORK!!!
4. Equipment: You don’t need to use the “real thing” (real volleyball for
example) right away. You can practice a skill without any equipment
or use something else which makes the skill easier. Then once your
players are prepared, you can switch to the equipment used during
games.
5. ACTIVITY TIME is the time players actually spend in activity. Try
and design drills so that players are active instead of waiting in lines
because the more opportunities player have to touch the ball (object),
the more opportunities to improve.
 Feedback is the information you give a player about his/her performance.
While your team is practicing, take a break and walk around giving feedback.
Appropriate feedback is critical to player improvement and good feedback has
three characteristics.
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1. Is POSITIVE, when telling a player what they need to improve,
incorporate a positive comment about what they are already doing well.
2. Is Specific, tells the player exactly what needs to be worked on.
3. Considers what level of performance the player is at. The feedback
you give a highly skilled performer will be different from that which you
give to a less skilled performer.
Example: “Mary, great job, your volleyball toss is in the right place, now
just toss it about a foot higher.”
Team Unity: Teams must work together because conflicts decrease
performance and enjoyment. The best way to encourage unity is for players to
be supportive, encouraging, and positive towards one another. Even if a
player makes a terrible mistake, don’t make them feel worse, tell them they
will “get it next time.” If you continually have problems with a certain player,
talk with them individually. If problems persist, talk with your PE teacher.
Captains DO NOT have the authority to sit players out.
Addressing your team: Whenever you need to talk to your entire team, make
certain that they are attentive and listening. If they’re talking, fooling around,
or playing with equipment, your point will be lost. If it means waiting a
couple minutes before they are ready to listen, do so because if you let your
players get away with being disruptive the first time, it will certainly get
worse later.
Competitiveness: It is important to remember that skill improvement,
enjoyment, personal fitness, and positive social dynamics are our goals, not
winning. Don’t let your team become overly competitive or demonstrate poor
sportsmanship.
Updates with PE Teacher: Communication between captain and PE teacher
are important to preventing problems and making a successful season.
Periodically, your PE teacher will ask for a brief conference to discuss the
season.
_____________________________________
Print Captain’s Name
_____________________________________
Captain’s Signature
LESSON PLAN
Instructors: Ms. Boyce, Ms. Lupo, and Mr. Milbrandt
Unit name: Basketball
Lesson # 5-Assessment
Grade level/skill level:
Middle School
Equipment/supplies: basketball balls (enough for each student), cones, large cutout
numbers, and directions for all 4 stations.
Major movement concept or skills: Dribbling, passing, shooting, and defending
Safety considerations: Provide enough space so the station boundaries do not overlap.
Have a basket to hold the basketballs in when they are not being used so no one trips.
Initiation:
Standards
9
Introductory Game
Domain Objectives
Assessment
The students will be able to
demonstrate the dynamic warm-up
techniques being taught to them by
the fitness instructor.
Captain Observationcheck to make sure
your players are
properly completing
each exercise and
correct them if they
are not.
Time: 10
Description of Learning Experience
A dynamic warm-up will be taught using
various stretches that include, light jogging,
high knee walking, arm circles, lunges, rear
kick jogging, and hamstring stretching.
1) Organization: In a scatter
formation around the designated
space in front of the fitness
instructor.
2) Teaching cues: Allow enough
space between yourself and the
people next to you; stretch so you
can feel it, don’t over stretch.
3) Questions to ask: Why is it important to stretch
before starting an activity? What will happen to
your muscles if you do not stretch them out? Does
anyone else have any good stretches they can
demonstrate for us?
Lesson Focus
standards
Domain Objectives
9
The students will be able to perform the basic
basketball skills provided at each station
effectively.
10, 13
The students will be able to cooperate with their
teammates while performing at the prepared
stations.
Time:
Assessment
Captain checklist-the
captains will observe their
players performing each
station and record their
successfulness.
Description of Learning Experience
Station 1-Dribble knockout-In the
space provided the student’s must
dribble around trying to knock the
other player’s basketball away from
them and defend theirs from being
knocked out.
Station 2-Form shooting-Using the
BEEF technique (balance, eyes,
elbow, and follow-through), each
player will take 10 shots from the
spot chosen by the captain.
Station 3-3 Man weave-In groups of
3 the players must successfully
complete 3 weaves using first a chest
pass and second a bounce pass.
Station 4-Defense-Spread out in a
designated space, have the players
demonstrate the proper defensive
stance (body in a squat position with
weight placed on your toes and
hands out wide). Have them start in
the neutral position and with the
sound of a whistle ask them to
repeated change direction.
1) Organization: 4 stations and
1 team performing each
station at a time.
2) Teaching cues: Dribblinguse your fingertips, keep the
ball at waist level, and keep
your eyes up. Form Shootingfeet shoulder width apart, body
square to the basket, elbow
bent, make an L, and follow
through with your fingers
pointed downward. PassingMake a W on the back of the
ball, push the bal forward,
push the ball towards the
ground, finish with your
thumbs pointing down, and
make sure to pass it to your
target. Defense-squat position,
knees bent hands up and wide,
slide, and stay up on your toes.
3) Questions to ask: What part of the hand
do you dribble with? What does BEEF
stand for? Why should you stay on your toes
when playing defense? What strategies did
you use in order to stay in the knockout
game? How were you successful in
performing the 3 Man Weave drill?
Differentiated Instruction/Variations:
Instructor: _Sarah Lupo__________
LESSON PLAN
Unit name: Basketball
Lesson #6
Grade level/skill level:
Middle School
Equipment/supplies: 6 basketballs, pinnies
Tactical
Challenge(s): Getting open,
Motion offense (This is also a teacherdirected practice within the Sport
Education Model)
Major movement concept or skills:
Safety
considerations:
Cutting, running, setting picks
Know where you are
at all times. Be
aware
of others and your
surroundings.
References: Guide to Coaching Basketball, http://www.guidetocoachingbasketball.com
Initiation: Good morning boys and girls! How is everyone today?
Today we are going to be going over offensive sets. Can anyone tell me
why it is important to have an offensive set in basketball? What can we
gain on the offensive end from running an effective offensive set?
Introductory Game
Standards
Domain Objectives
9,10
Psychomotor: The students will
9,10
13
Assessment
Observation: Watch
demonstrate tactical strategies on the
the students to make
offensive side of the ball, such as
sure that they are using
cutting, getting open, and passing, as
techniques from
well as incorporating man-to-man
previous lessons to get
defensive skills.
open.
Cognitive: The students will be able to Verbal Questioning:
tell me the ways in which a player can
The students will
get open on the basketball court.
discuss the strategies
that they used to get
open.
Affective: The students will
Observation: Watch
demonstrate responsible and respectful the students to make
behavior on the basketball court, such
sure that they are
as saying if they committed a foul, not following the rules.
throwing elbows, etc.
Time: 5-7 minutes
Description of Learning Experience
The students will be split up into teams of five
for this activity. Each team will be able to
come up with one play in 15 seconds. Once
they come up with their plays, they will be able
to use them in a 5v5 setting. This is going to
be a very structured game in which they will
keep running their play and figure out
variations if their play does not work after a
couple of times on offense.
--------------------Diagram---------------------
1) Organization: The students will
be put into groups of five. Two teams
will play each other at a hoop, so
there will be two half-court games
going on at the same time. There are
four teams total for this activity.
2) Rules: Each team will have 15 seconds to come up
with a single play. They will then run it against the
defense in a game-form. If the offense shoots and
scores, the ball is lost out of bounds, or commits a
violation, the ball goes to the defense, just like in a
game of basketball. If someone commits a foul, they
are expected to stop the play and say that they did so.
Then the offense or defense, depending on which team
committed the foul, will then take the ball out of bounds
and play will resume.
3) Teaching cues [t,t,m,m,s]:
- The offense should focus on ways to get open and
shoot the high percentage shot.
- If the play breaks down, the students should take the
ball back to the top of the key and try the play again.
- The students should also be able to mix it up on the fly
X = Offense
so to speak when the defense knows the play.
D = Defense
- Since we have not gone over defense yet, defenders
will play man-to-man defense, and they will not only
have to watch their man, but also watch the ball and
help teammates out if necessary.
4) Questions to ask:
- How did you get open within the plays that you
created?
- Were your plays successful?
- If your plays were not successful, what can you do to
make them better?
Differentiated Instruction/Variations: In typical gyms, there is usually one basketball court, but six
hoops. In this situation, we can mark off boundaries with cones if we have at least 4 teams playing on one
half of the entire basketball court. If we have 30-40 students, we can make sure to use the four hoops that
are on the sides of the court, and not use the hoops that are for the big basketball court. Also, if a team is
http://www.guidetocoachingbasketball.com
struggling a lot against another team, we can have that team switch with another team and play on a
different court to even out the competition. If a team has less than five players or more than five players,
we can have one person sit out and rotate in on the fly after a team runs a play.
Lesson Focus
standards
Domain Objectives
9,10
Psychomotor: The students will be
9, 10
13
able to successfully run a motion
offense by using cuts and screens to get
themselves and each other open.
Cognitive: The students will know
how to run a motion offense and all of
the alternatives within the play if one
option is not open.
Affective: The students will
demonstrate responsible and respectful
behavior toward each other on the
basketball court.
Time: 15-20 minutes
Description of Learning Experience
The students will stay in their teams of five
that they were in for the previous activity.
However, they will each be playing against a
different team. In this drill, the students will
run the motion offense. Each team will
alternate running the play for each scenario.
The defensive team will play very light
defense so that the offensive team will be able
to learn how to run the play efficiently.
-----------------Diagram-----------------
Assessment
Observation: Watch
to make sure that the
students are performing
the play correctly.
Verbal Questioning:
The students will be
able to answer a variety
of questions regarding
the motion offense.
Observation: Watch
to make sure that the
students are following
the rules.
1) Organization: The
students will be put into
groups of five. Two teams
will be learning the offense
at a hoop, so there will be
two half-court drills going
on at the same time. There
are four teams total for this
activity.
2) Rules: One team will start on offense
while the other is on defense. The
defensive team will play a very light
defense so that the offensive team can
learn to run the play efficiently. The
http://www.guidetocoachingbasketball.com
first option is always to get it to a post
player (when they are posted up) to
score, but I will give many scenarios to
the whole class so that they can work on
knowing what to do when some options
are not open. Also, on the offensive
team, the point guard will start with the
ball at the top of the key, the post players
will be on the wings, and the other two
guards will be on the blocks to start the
play. Each team will run the play once
and alternate; they will do each scenario
twice before I call out a new one.
3) Teaching cues
[t,t,m,m,s]:
X = Offense
Dotted lines = player’s movement
Solid lines = ball movement
|-- = Screens
- Point guard starts at the top of the key
with the ball.
- Post players start on the wings while
the guards start on the blocks.
- Post players will go to the blocks and
set screens for the guards so that they
can come up to the wings.
- Once the post players set their screens,
they will then turn and post up, looking
for the ball.
- The point guard will pass the ball to
one guard on the wing. This becomes
the strong side.
- The first option would be to pass to the
post player on the strong side block for a
lay-up.
- If this option is not open, the point
guard and the strong side post player will
screen away so that the other post player
will come to the strong side block and
the guard on the wing will come to the
top of the key.
- If the post player that came to the block
is not open, then the guard will pass the
ball to the guard at the top of the key.
- Then the play is run all over again and
all of the players should be looking for
the available options to score.
- Have your feet planted when setting a
screen. Boys should have their hands
down when setting a screen while girls
cross their arms over their chests.
- The defensive players could either
switch on the screens or just stay with
their own man.
4) Questions to ask:
- Was this set hard to run or was it easy?
Why?
- What is the first option?
- If the first option is not open then what
do we do?
- Even though the first option may not be
open or some options may not be open,
why is it important to keep running the
play?
- How do we set screens?
- If the play breaks down during a game,
what do you think we can do to get it
running again?
- How do we post up our defender?
- On defense, is it easier to switch on the
screens or stay with your own man?
Why? If you switch on screens what is
important to consider?
Differentiated Instruction/Variations: In typical gyms, there is usually one basketball
court, but six hoops. In this situation, we can mark off boundaries with cones if we have
at least 4 teams playing on one half of the entire basketball court. If we have 30-40
students, we can make sure to use the four hoops that are on the sides of the court, and
not use the hoops that are for the big basketball court. Also, if a team is struggling a lot
against another team, we can have that team switch with another team and play on a
different court to even out the competition. Another thing to consider is the fact that
some teams may not have five people or they will have more than five people. When this
happens, we can have one person sit out for one play and rotate in after each team runs
the play once.
Culminating Activity
standards
Domain Objectives
9,10
Psychomotor: The students will be
able to run the motion offense
successfully in a game-like setting and
against man-to-man defense, using all
of the options that we have discussed
throughout the lesson.
Assessment
Observation: Watch
the students to make
sure that they are
running the offense
correctly and using all
of the options available.
9,10
Cognitive: The students will know all
of the options available within the
motion offense and how to run the
play against a defense.
Verbal Questioning:
The students will be
able to answer questions
regarding how to run the
play in different
scenarios.
13
Affective: The students will
demonstrate responsible and respectful
behavior on the basketball court, such
as saying if they committed a foul, not
throwing elbows, etc.
Observation: Watch to
make sure that the
students are following
the rules.
Time: 8-10 minutes
Description of Learning Experience
The students will again stay in their same teams of
five. However, each team will be playing the only
team that they have not played yet during this
class. They will be playing a 5v5 game again, but
they must run the motion offense every time they
are on offense. The defense will play man-to-man
and try to stop the offensive team from scoring.
They will be most likely be going through most of
the scenarios that we have gone over during this
lesson.
-----------------Diagram------------------
http://www.guidetocoachingbasketball.com
1) Organization: The
students will be put into
groups of five. Two
teams will play each
other at a hoop, so there
will be two half-court
games going on at the
same time. There are
four teams total for this
activity.
2) Rules: The students will be
playing a 5v5 game in which they
must run the motion offense each
time they are on offense. They
probably will experience all of the
scenarios that we went over in the
previous activity, so they must
adjust accordingly. They will then
run it against the defense in a gameform. If the offense shoots and
scores, the ball is lost out of bounds,
or commits a violation, the ball goes
to the defense, just like in a game of
X = Offense
D = Defense
basketball. If someone commits a
foul, they are expected to stop the
play and say that they did so. Then
the offense or defense, depending on
which team committed the foul, will
then take the ball out of bounds and
play will resume. If I see that one
player always drives to the basket
without running the play or is
hogging the ball, I will take away
four points from that team.
3) Teaching cues
(t,t,m,m,s):
- Remember all of the scenarios we
went over and recognize them when
you come across them in a game
setting.
- Remember to have your feet
planted when setting a screen. Boys
should have their hands down when
setting a screen while girls cross
their arms over their chests.
- Run the play as many times as you
need to in order to score points.
- The defense should communicate
on whether they are switching on the
screens or staying with their man.
4) Questions to ask:
- How many times did you run the
motion offense each time before you
got a shot?
- Which teams got the ball to the
strong side post player the very first
time while running the play?
- Which teams went through the play
more than three times in one
possession?
- Remind me: How do we set a
screen?
Differentiated Instruction: In typical gyms, there is usually one basketball court, but
six hoops. In this situation, we can mark off boundaries with cones if we have at least 4
teams playing on one half of the entire basketball court. If we have 30-40 students, we
can make sure to use the four hoops that are on the sides of the court, and not use the
hoops that are for the big basketball court. Also, if a team is struggling a lot against
another team, we can have that team switch with another team and play on a different
court to even out the competition. Another thing to consider is the fact that some teams
may not have five people or they will have more than five people. When this happens,
we can have one person sit out for one play and rotate in on the fly after each team runs
the play once.
Closing Comments/Wrap-up: Great job today class! I saw some wonderful things
today! What did we go over today? Can five people demonstrate the motion offense for
the class to see one last time? I hope that you use this offense throughout the unit as well
as when you play outside of class. Thank you!
Overview of the Tactical Games Model
The Tactical Games Approach focuses on teaching offensive and defensive
tactics, which includes scoring/attacking, preventing scoring, restarts, transitions, and
positional responsibilities. It is based on game forms that act as a connection between
skills and the actual game itself. It is also designed to keep the students active and to
keep the students interested with this different format. Instead of doing a warm-up and
waiting to get into a game format, the students start playing games or game-forms right
away and are able to apply and build upon their skills as the unit progresses. Through
this approach, the students are provided with an easier transition to each sport because for
each type of sport (invasion games, net/wall games, fielding/striking games, and target
games), the tactics are very similar. The lessons consist of primer games, questioning,
practice, and a culminating game.
The primer game is a small-sided game in which the students discover different
skills and tactics at work in this game-like environment. It is designed by the teacher to
emphasize tactical problems and is done before the lesson focus is introduced. After the
primer game, the teacher brings the students in for class discussion. The teacher will ask
a series of probing questions designed in such a way that the students derive the meaning.
After this questioning period, the teacher directs a “practice session,” in which the focus
is on tactical problems and strategies that the students came up with during the primer
game and the class discussion. Once the students understand and apply what is taught in
the practice session, we can move on to the culminating game. The emphasis during the
culminating game is on the tactics and skills that were gone over during the practice
session and previous lessons. The culminating game also should have a connection to the
primer game because the students can build upon the knowledge and skills that they
already had coming into the primer game.
Tactical Concepts
There will be five overall tactical concepts that will be addressed in class. The
five concepts are scoring/attacking, preventing scoring/defending, restarts, transitions,
and positional responsibilities.
First, the scoring/attacking concept has to do with the offensive aspect of a sport.
This includes spacing, shooting at a goal/running to an end zone, communicating,
passing, and offensive sets.
The second concept is preventing scoring/defending. This includes protecting
different areas on a field/court, marking people in a man-to-man defensive set or a zone
defensive set, and preventing the other team from getting a shot off.
The next concept is restarts. Restarts occur when a goal is scored or the other
team gets the ball to the end zone. Therefore, we will be going over strategies to
counterattack as soon as we restart play.
The fourth concept is transitions, or in other words counterattacks and fast breaks.
We will give the students strategies that they can enact when there is a quick change of
possession whether it is from a rebound or a steal.
The final concept is positional responsibilities. The students will be taught the
positions on the court/field for offense and defense so that they are ready to play any
position at any time.
Utilization of Teaching Styles in the Tactical Games Approach
During the Tactical Games Approach, we will be using three main teaching
styles: practice, guided discovery, and problem solving. The practice teaching style is
teacher-centered and will be utilized during the lesson focus (“practice session”) portion
of each lesson. The teacher will design tasks that the students will model, and the teacher
will provide a lot of feedback to not only correct students’ technique but also to applaud
them of great technique. It is expected that the students use the tactical concepts and
strategies taught here in their game-form activities.
Another teaching style that will be utilized is guided discovery, which is studentcentered. Each class will begin with a primer game designed for students to discover new
tactics and strategies. Through a variety of probing questions, the students will arrive at
the focus of the “practice session.” The purpose of these probing questions is that
through trial and error students will arrive at the appropriate tactical approach.
And finally, the last main teaching style that will be utilized is problem solving,
which is also student-centered. The teacher will set up culminating game-like situations
designed for students to solve tactical problems. These tactical problems will not only be
from the focus of that day’s lesson, but also from previous lessons in the unit. In other
words, this is their opportunity at the end of each class to apply everything that they have
learned throughout the unit.
CT Healthy and Balanced Living Standards
Middle School (Grade 8) Goals
Standard 9: Motor Skill Performance
 M.9.1. Demonstrate developmentally mature form in the fundamental movement
skills in combinations of closed and open environments during a variety of
sports.
 M.9.2. Demonstrate developmentally mature applications combining locomotor,
nonlocomotor and manipulative skills to participate in developmentally
appropriate movement and fitness activities.
 M.9.3. Adapt and transfer skills from sport to sport to meet the demands of
increasingly dynamic environments.
 M.9.4. Develop increasing competence in more advanced specialized skills.
 M.9.5. Participate in a variety of individual, dual and team tasks, activities,
creative movement, dance, play, games and sports.
Standard 10: Applying Concepts and Strategies
 M.10.1. Demonstrate an understanding of what the body does, where the body
moves, how the body performs the movement and how this effects the ability to
perform a variety of skills in increasingly more complex movement and game
forms.
 M.10.2. Use self, peer, teacher and technological resources to recognize and
suggest performance improvements in self and others.
 M.10.3. Demonstrate knowledge of rules, safety practices and procedures as they
apply to an increasing range of movement situations.
 M.10.4. Construct strategies and tactics which can be implemented in a
variety of game forms.
 M.10.5.
Standard 11: Engaging in Physical Activity
 M.11.1. Engage in an increased variety of moderate to vigorous developmentally
appropriate physical activities on a regular basis.
 M.11.2. Demonstrate an ability to connect the purposes of movements and their
effect on fitness.
 M.11.3. Use the knowledge of physical activity concepts and apply this
knowledge to increasingly complex movement and game forms.
 M.11.4. Engage in a variety of appropriate physical activities during and outside
of school that promote the development and improvement of physical fitness
level.
 M.11.5. Identify why engaging in regular physical activity is important.
Standard 12: Physical Fitness
 M.12.1. Demonstrate the skills and knowledge to assess levels of physical fitness
and participate in activities that develop and maintain each component.




M.12.2. Assess physiological responses to exercise associated with one’s level of
physical fitness and nutritional balance.
M.12.3.
M.12.4. Plan a wellness program demonstrating an understanding of basic
exercise (e.g., frequency, intensity, duration) and nutritional principles designed
to meet personal wellness goals.
M.12.5. Define what is a health-enhancing level of physical fitness.
Standard 13: Responsible Behavior
 M.13.1. Understand, participate in he development of, and follow classroom rules,
safety practices and procedures; and apply safe practices, rules, procedures,
etiquette and good sportsmanship in all physical activity settings.
 M.13.2. Continue to develop skills to participate productively in groups, in both
cooperative and competitive activities.
 M.13.3. Use cooperation to develop strategies for including all persons, despite
individual differences, in physical activity settings.
 M.13.4. Develop, recognize, and apply appropriate skills for resolving conflicts
peacefully.
 M.13.5. Demonstrate respect for others in a physical activity setting
regardless of any individual differences.
Standard 14: Benefits of Physical Activity
 M.14.1. Make decisions about participating in different physical activities based
on feelings and interests.
 M.14.2. Use physical activity as a means of self- and group expression.
 M.14.3. Use physical activity as a positive opportunity for social and group
interaction and development of leadership skills.
 M.14.4. Realize that physical activity and challenges present opportunities for
personal growth.
 M.14.5. Value the skill competence that results from practice, and use it to try
new activities outside of the school setting.
 M.14.6.
 M.14.7. Use physical activity as a way to challenge oneself.
6th Grade Objectives
Standard 9: Motor Skill Performance
 SWBAT demonstrate competency in locomotor, manipulative, and
nonmanipulative movements in order to apply them to various sports.
 SWBAT build upon locomotor, manipulative, and nonmanipulative movements
that were learned in the elementary school.
 SWBAT combine skills to perform complex movements that will be used in a
variety of sports.
 SWBAT perform basic fundamental skills for each sport.
 SWBAT participate in a variety of physical activities, such as sports and lifetime
activities.
Standard 10: Applying Concepts and Strategies
 SWBAT distinguish multiple tactical strategies.
 SWBAT define rules for various sports.
 SWBAT analyze movements and tactical strategies.
 SWBAT build upon tactics introduced to them in various sports.
 SWBAT construct concepts, strategies, and tactics through the exploration of
physical activities.
Standard 11: Engaging in Physical Activity
 SWBAT apply learned skills to remain physically active.
 SWBAT utilize movements and concepts learned in the Physical Education
setting outside of the classroom.
 SWBAT identify opportunities in the school and community to be physically
active.
 SWBAT identify critical aspects of a physically active lifestyle.
 SWBAT identify the negative effects of having a sedentary lifestyle.
Standard 12: Physical Fitness
 SWBAT define what a health-enhancing level of physical fitness is.
 SWBAT demonstrate skills that lead to a health-enhancing level of physical
fitness.
 SWBAT develop and apply the FITT principle to life outside of the Physical
Education setting.
 SWBAT detect behaviors that negatively affect fitness levels.
 SWBAT describe why achieving a health-enhancing level of physical fitness is
important.
Standard 13: Responsible Behavior
 SWBAT demonstrate life-long skills, such as teamwork, cooperation,
communication, and sportsmanship, in all forms of physical activity.
 SWBAT demonstrate positive social interactions with teammates and opponents
not only in a game situation, but also outside of game situations.



SWBAT know that everyone deserves a fair chance to succeed regardless of skill
level or knowledge of the physical activity.
SWBAT demonstrate respect for others regardless of gender, race, culture,
socioeconomic status, disabilities, skill level, among other characteristics of
different people.
SWBAT know that winning and losing is not everything; being a team player,
putting forth the best effort, being a good sport, being respectful of others, and
demonstrating the skills, strategies, and tactics correctly matter more than
anything else.
Standard 14: Benefits of Physical Activity
 SWBAT know the negative effects of living a sedentary lifestyle.
 SWBAT build and maintain self-confidence and self-efficacy.
 SWBAT develop and maintain a positive self-image.
 SWBAT find at least two forms of physical activity to pursue outside of the
classroom.
 SWBAT develop and maintain an intrinsic motivation to pursue various forms of
physical activity throughout the lifespan.
7th Grade Objectives
Standard 9: Motor Skill Performance
 SWBAT demonstrate progression from the utilization level to the proficiency
level of skill performance.
 SWBAT build upon locomotor, manipulative, and nonmanipulative movements
that were learned in the elementary school as well as the sixth grade.
 SWBAT apply complex movements used in various sports to other sports both
inside and outside of the Physical Education setting.
 SWBAT perform more advanced skills for each sport.
 SWBAT participate in a variety of physical activities, such as sports and lifetime
activities.
Standard 10: Applying Concepts and Strategies
 SWBAT distinguish multiple tactical strategies.
 SWBAT define rules for various sports.
 SWBAT demonstrate improvement of concepts, strategies, and tactics through
exploration, teacher and student feedback, and lessons taught in the Physical
Education setting.
 SWBAT build upon tactics introduced to them in various sports.
 SWBAT construct concepts, strategies, and tactics through the exploration of
physical activities.
Standard 11: Engaging in Physical Activity
 SWBAT apply learned skills to remain physically active.
 SWBAT utilize movements and concepts learned in the Physical Education
setting outside of the classroom.
 SWBAT identify opportunities in the school and community to be physically
active.
 SWBAT identify critical aspects of a physically active lifestyle.
 SWBAT identify the negative effects of having a sedentary lifestyle.
Standard 12: Physical Fitness
 SWBAT define what a health-enhancing level of physical fitness is.
 SWBAT create a plan for physical activity that can be enacted outside of school.
 SWBAT develop and apply the FITT principle to life outside of the Physical
Education setting.
 SWBAT accept responsibility for maintaining a healthy lifestyle through sports
and other forms of physical activity.
 SWBAT describe why achieving a health-enhancing level of physical fitness is
important.
Standard 13: Responsible Behavior
 SWBAT demonstrate life-long skills, such as teamwork, cooperation,
communication, and sportsmanship, in all forms of physical activity.




SWBAT demonstrate positive social interactions with teammates and opponents
not only in a game situation, but also outside of game situations.
SWBAT know that everyone deserves a fair chance to succeed regardless of skill
level or knowledge of the physical activity.
SWBAT demonstrate respect for others regardless of gender, race, culture,
socioeconomic status, disabilities, skill level, among other characteristics of
different people.
SWBAT know that winning and losing is not everything; being a team player,
putting forth the best effort, being a good sport, being respectful of others, and
demonstrating the skills, strategies, and tactics correctly matter more than
anything else.
Standard 14: Benefits of Physical Activity
 SWBAT know the negative effects of living a sedentary lifestyle.
 SWBAT build and maintain self-confidence and self-efficacy.
 SWBAT develop and maintain a positive self-image.
 SWBAT find at least two forms of physical activity to pursue outside of the
classroom.
 SWBAT develop and maintain an intrinsic motivation to pursue various forms of
physical activity throughout the lifespan.
8th Grade Objectives
Standard 9: Motor Skill Performance
 SWBAT demonstrate proficiency in locomotor, manipulative, and
nonmanipulative movements in order to apply them to various sports.
 SWBAT build upon locomotor, manipulative, and nonmanipulative movements
that were learned in the elementary school as well as the sixth and seventh grades.
 SWBAT show a transfer of learning of complex movements used in various
sports to other sports both inside and outside of the Physical Education setting.
 SWBAT perform more advanced skills for each sport.
 SWBAT participate in a variety of physical activities, such as sports and lifetime
activities.
Standard 10: Applying Concepts and Strategies
 SWBAT build upon and combine multiple tactical strategies from the previous
sports that were taught.
 SWBAT define rules for various sports.
 SWBAT demonstrate improvement of concepts, strategies, and tactics through
exploration, teacher and student feedback, and lessons taught in the Physical
Education setting.
 SWBAT build upon tactics introduced to them in various sports.
 SWBAT construct concepts, strategies, and tactics through the exploration of
physical activities.
Standard 11: Engaging in Physical Activity
 SWBAT apply learned skills to remain physically active.
 SWBAT utilize movements and concepts learned in the Physical Education
setting outside of the classroom.
 SWBAT identify opportunities in the school and community to be physically
active.
 SWBAT identify critical aspects of a physically active lifestyle.
 SWBAT identify the negative effects of having a sedentary lifestyle.
Standard 12: Physical Fitness
 SWBAT assess their own personal fitness level in order to improve upon it.
 SWBAT create a plan for physical activity that can be enacted outside of school
and taught to peers.
 SWBAT develop and apply the FITT principle to life outside of the Physical
Education setting.
 SWBAT accept responsibility for maintaining a healthy lifestyle through sports
and other forms of physical activity.
 SWBAT describe why achieving a health-enhancing level of physical fitness is
important.
Standard 13: Responsible Behavior





SWBAT demonstrate life-long skills, such as teamwork, cooperation,
communication, and sportsmanship, in all forms of physical activity.
SWBAT demonstrate positive social interactions with teammates and opponents
not only in a game situation, but also outside of game situations.
SWBAT know that everyone deserves a fair chance to succeed regardless of skill
level or knowledge of the physical activity.
SWBAT demonstrate respect for others regardless of gender, race, culture,
socioeconomic status, disabilities, skill level, among other characteristics of
different people.
SWBAT know that winning and losing is not everything; being a team player,
putting forth the best effort, being a good sport, being respectful of others, and
demonstrating the skills, strategies, and tactics correctly matter more than
anything else.
Standard 14: Benefits of Physical Activity
 SWBAT know the negative effects of living a sedentary lifestyle.
 SWBAT build and maintain self-confidence and self-efficacy.
 SWBAT develop and maintain a positive self-image.
 SWBAT find at least one form of physical activity to pursue outside of the
classroom.
 SWBAT develop and maintain an intrinsic motivation to pursue various forms of
physical activity throughout the lifespan.
Reference: Rink, Judith., (2008). Designing the Physical Education Curriculum. New
York: McGraw-Hill.
Step 5 – Organizational Framework
 Section 5a - Calculating Available Instructional Time
Number of PE Class Periods & Minutes Per Year
In elementary school, classes for grades K-2 are typically 30 minutes long while for
grades 3-5, the typical duration is 40 minutes. Elementary classes typically meet once or
twice per week. Grades 6-12 typically meet two times per week for a duration between
40 and 50 minutes. High school groups may choose block scheduling (~90 minutes) but
the number of classes per cycle is halved.
Number of Classes per Year
1. Number of days in a cycle (set by instructor) ..................................................... 6_____
2. Number of cycles in a year (180/# of days in a cycle)........................................ 30____
3. Number of days a class will have PE per cycle .................................................. 2_____
a. Either 1 or 2 times per week for ES and 2 times per week for MS, HS
4. Number of cycles in a year (step 2) multiplied by number
of PE days per cycle (step 3). This equals the number of “scheduled” PE
classes per year ................................................................................................... 60____
5. Multiply the number of scheduled PE classes per year (step 4) by 90% for
“actual” number of PE class periods per grade per year (10% of classes are
“lost” due to assemblies, field trips, health screenings, bus drills, etc) .............. 54____
Number of Instructional Minutes per Year
1. Number of minutes per class period ................................................................... 40____
a. Elementary school is typically 30 minutes K-3 and 40-45 minutes
4-5. Middle and high school are typically 45 minutes.
2. Total number of minutes per year (step 5 above times # of minutes)................. 2160__
3. Divide by 60 for number of hours (round to nearest hour) ................................. 36____
Step 5 – Curriculum Framework
Your Name: __Erin Boyce_
 Section 5b – Selecting Units of Instruction
Selecting Units of Instruction (MS & HS groups only)
Step 5b is completely separately by each group member. In the spaces provided
below, EACH group member INDIVIDUALLY writes the name of the content areas they
believe should be included in the curriculum. To do this, brainstorm a list of content
areas you would like to teach at your grade level and write them under the content area
column(s). Next assign each content area a power ranking. To do this, start with unit
you perceive is the most important and assign it a ranking equal to the total number of
content areas listed. For example, if you have listed 13 content areas and believe field
hockey is the most important of 13, assign it a ranking of 13. If social dance is the next
most important content area, assign it a ranking of 12.
In a high school offering an elective program, step 4 would not be required.
Student choice would determine the content offerings and to some degree, the sequence.
Assume however for this project, your high school does not offer an elective program.
Content Area
Ranking Content Area
1.
Floor hockey
7
21.
2.
Basketball
9
22.
3.
Soccer
8
23.
4.
Flag Football
5
24.
5.
Lacrosse
4
25.
6.
Volleyball
6
26.
7.
Team Handball
3
27.
8.
Softball
2
28.
9.
Field Hockey
1
29.
10.
30.
11.
31.
12.
32.
13.
33.
14.
34.
15.
35.
16.
36.
17.
37.
18.
38.
19.
39.
20.
40.
Ranking
`
Step 5 – Curriculum Framework
Your Name: _Sarah Lupo_
 Section 5b – Selecting Units of Instruction
Selecting Units of Instruction (MS & HS groups only)
Step 5b is completely separately by each group member. In the spaces provided
below, EACH group member INDIVIDUALLY writes the name of the content areas they
believe should be included in the curriculum. To do this, brainstorm a list of content
areas you would like to teach at your grade level and write them under the content area
column(s). Next assign each content area a power ranking. To do this, start with unit
you perceive is the most important and assign it a ranking equal to the total number of
content areas listed. For example, if you have listed 13 content areas and believe field
hockey is the most important of 13, assign it a ranking of 13. If social dance is the next
most important content area, assign it a ranking of 12.
In a high school offering an elective program, step 4 would not be required.
Student choice would determine the content offerings and to some degree, the sequence.
Assume however for this project, your high school does not offer an elective program.
Content Area
Ranking Content Area
1.
Floor Hockey
6
21.
2.
Basketball
9
22.
3.
Soccer
8
23.
4.
Flag Football
7
24.
5.
Lacrosse
1
25.
6.
Volleyball
4
26.
7.
Team Handball
3
27.
8.
Softball
5
28.
9.
Field Hockey
2
29.
10.
30.
11.
31.
12.
32.
13.
33.
14.
34.
15.
35.
16.
36.
17.
37.
18.
38.
19.
39.
20.
40.
Ranking
`
Step 5 – Curriculum Framework
Your Name: _Nate Milbrandt_
 Section 5b – Selecting Units of Instruction
Selecting Units of Instruction (MS & HS groups only)
Step 5b is completely separately by each group member. In the spaces provided
below, EACH group member INDIVIDUALLY writes the name of the content areas they
believe should be included in the curriculum. To do this, brainstorm a list of content
areas you would like to teach at your grade level and write them under the content area
column(s). Next assign each content area a power ranking. To do this, start with unit
you perceive is the most important and assign it a ranking equal to the total number of
content areas listed. For example, if you have listed 13 content areas and believe field
hockey is the most important of 13, assign it a ranking of 13. If social dance is the next
most important content area, assign it a ranking of 12.
In a high school offering an elective program, step 4 would not be required.
Student choice would determine the content offerings and to some degree, the sequence.
Assume however for this project, your high school does not offer an elective program.
Content Area
Ranking Content Area
1.
Floor Hockey
7
21.
2.
Basketball
9
22.
3.
Soccer
8
23.
4.
Flag Football
6
24.
5.
Lacrosse
3
25.
6.
Volleyball
5
26.
7.
Team Handball
4
27.
8.
Softball
1
28.
9.
Field Hockey
2
29.
10.
30.
11.
31.
12.
32.
13.
33.
14.
34.
15.
35.
16.
36.
17.
37.
18.
38.
19.
39.
20.
40.
Ranking
`
Step 5 – Curriculum Framework
 Section 5c – Raking Units of Instruction
Ranking Units of Instruction (MS & HS groups only)
In the space provided, write the name of EACH content area listed in step 4b from
EACH teacher in the first column, even if a content area was only selected once. Next,
tally the ranking from step 4b for each group member in the center column. For example,
if badminton is ranked 5, 1, 4, and 4, the total point value would be 14. Afterwards, rank
each content area from 1-x with the highest point value representing a ranking of one and
so on. If two content areas tie for the same rank, write that number twice and skip a rank.
For example, if yoga and pilates are tied for third, assign a 3 for each and then a five for
the next ranked content area. Go onto the back if necessary. Finally, reorder the content
areas from column one such that #1 is on top and so on.
Content Areas
(unranked)
Floor Hockey
Total Point
Value
20
Ranking
(1-X)
3
Content Areas
(ranked 1-X)
1. Basketball
Basketball
27
1
2. Soccer
Soccer
24
2
3. Floor Hockey
Flag Football
18
4
4. Flag Football
Lacrosse
8
7
5. Volleyball
Volleyball
15
5
6. Team Handball
Team Handball
10
6
7. Softball
Softball
8
7
7. Lacrosse
Field Hockey
5
9
9. Field Hockey
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
Step 5 – Curriculum Framework
 Section 5d – Instructional Repetition and Curriculum Map
Instructional Repetition: The notion of a spiral curriculum is very powerful, at all grade
levels, not just elementary school. After you introduce a content area, it should
periodically be reviewed and reinforced at least once more within 2-6 months. Physical
educators should AVOID teaching a content area like tennis in the fall and not teaching it
again until the next fall. This causes student skill levels to regress and remain stagnant
from year to year. Instead, teachers should review skills and concepts periodically
throughout the year, potentially introducing limited new content, or use a combination of
instruction and game-forms. Remember, there are essential three methods of promoting
lifetime activity: building skill competency, exploring various activities, and having fun.
Instructional repetition is focused on building skill competency.
For each traditional activity (football, soccer, yoga, etc) being taught in a unit
format, that activity must be taught a minimum of 8 lessons per 12 months with at least 2
repetition lessons separated by 2-6 months from other lessons of that unit. You may split
the instruction for an activity however you wish, 8:2, 5:5, 3:7. Personally, I favor a
longer instructional unit (6 lessons for example) with repetition days (2 lessons) but you
could split an activity into two separate instructional units (5 lessons and 5 lessons).
You may even split the minimum of 8 lessons into three groupings of lessons per year;
the choice is yours. Keep in mind though, the minimum number of lessons allowed on
BEST portfolios is 6. By requiring a minimum of 8 lessons per 12 months, this helps
prevent a common problem in PE where the curriculum is broad but lacks depth.
Teaching many units for 3 or 4 lessons are year shortchanges skill improvement.
Students may be exposed to several activities but are they learning? As educators, we
must strive to balance depth v. breadth and truly promote learning.
Curriculum Map/Block Plan
A curriculum map, also known as a block plan, is a graphical organizer displaying
both the content and sequence of content areas. For this substep, complete the curriculum
map as demonstrated in the example. Identify all content units for EACH grade and the
corresponding lesson numbers. You may teach some content areas in one grade but not
another. In fact, there should be a shifting emphasis over the course of a grade level.
Use the ranking of units (step 4c) as a guide for what units to include. SEQUENTIALLY
organize each year including all possible content units, assessments, and managerial
activities. For example, if on the first day of the year you conduct an orientation to PE,
write “Orientation to PE” in the “content” column and “1” in the “Lesson #” column. If
next you teach 3 days of cooperative activities, write “Cooperative Activities” in the
“content” column and “2-4” in the “Lesson #” column. Remember to include
instructional repetition days. If you introduce a unit at the start of the school year,
incorporate the repetition lessons at the start of the next school year.
For middle school, complete the curriculum map for grades 6-8. For high school,
complete the curriculum map for grades 9-12. Hopefully in high school, you will have
instituted an elective model with general requirements. However, for this curriculum,
assume there is no elective model and the teacher assigns units based on student interest
surveys. Most likely in Connecticut, PE will not be mandatory in all high school grades.
However, plan a four-year sequence and endeavor to make that a reality when you
become a teacher.
For elementary school, instead of units, utilize movement education concepts (K2) and skill themes (4-5). Transition between movement education and skill themes in
grade 3. For movement education, utilize whole concepts (levels, pathways, etc) and not
subconcepts such high, medium, and low levels. For skill themes, use the subthemes
themselves (throw, pass, catch, etc) and not the overall theme, exchange. Remember to
include the rhythm and dance, fitness, and gymnastics skill themes. The content,
although less specified, is equally important to the other categories. Due to spiral
curricular nature of elementary school, review instruction days DO NOT need to be
included. In addition, DO NOT sequentially organize the curriculum. List the number of
days devoted to each movement education concept or skill theme. Continue the concept
or skill theme across each row to highlight the progression of instructional time. Devote
the first page to K-2, second page to 3-5.
Step 5 – Curriculum Framework
 Section 5d – Curriculum Map/Block Plan
GRADE: 6th
Content:
Orientation to PE
Fitness Testing
Introduction to
Tactical Concepts
Floor Hockey
Basketball
Free Choice Days
Soccer
Free Choice Days
GRADE: 8th
GRADE: 7th
Less.
#
1
2-10
11,12
13-26
27-40
41,42
43-56
57-60
Content:
Orientation to PE
Fitness Testing
Introduction to
Tactical Concepts
Flag Football
Softball
Free Choice Days
Volleyball
Free Choice Days
Less.
#
1
2-10
11,12
13-26
27-40
41,42
43-56
57-60
Content:
Orientation to PE
Fitness Testing
Introduction to
Tactical Concepts
Team Handball
Lacrosse
Free Choice Days
Field Hockey
Free Choice Days
Less.
#
1
2-10
11,12
13-26
27-40
41,42
43-56
57-60
Basketball
Scope and Sequence
Grades
Content
Area
Basketball
Level
6
(1-5)
Dribbling
1
I
Passing
1
I
Lay-Ups
1
I
Shooting
1
I
Free Throw Shooting and Form
1
I
Cuts & Screens
2
I
Pick & Roll
2
I
One Dribble and Pull-Up Jump Shot Combo 2
I
Box Out and Rebound Combination
2
I
Box Out, Rebound, and Outlet Combination
2
I
Passing into the Post
3
I
Post Moves
3
I
Defensive Sets and Spacing
3
I
Offensive Sets and Spacing
3
I
Full-Court Press and Trapping
3
I
Fast Breaks
3
I
Do not include level 4 or 5 activities as they are at the discretion of and vary so much from teacher to
teacher.
Skill or Concept
Unit Objectives
Content Area – Basketball
Standard 9 – Demonstrate competency in motor skills and movement patterns needed to
perform a variety of physical activities
1. SWBAT demonstrate competency in dribbling, passing, lay-ups, and shooting by
the end of the basketball unit.
2. SWBAT demonstrate a proper cut and a proper screen during offensive play.
3. SWBAT combine basketball skills in order to perform more complex movements
on the basketball court.
4. SWBAT find open spaces and move without the basketball.
Standard 10 – Demonstrate understanding of movement concepts, principles, strategies,
and tactics as they apply to the learning and performance of physical activities
1. SWBAT identify the offensive and defensive rules of basketball.
2. SWBAT utilize various passing techniques into the post and post moves during
various situations in game-like settings.
3. SWBAT utilize various offensive and defensive tactical strategies that are taught
in class.
4. SWBAT create tactical strategies to use in game-like settings.
Standard 11 – Participate regularly in physical activity
1. SWBAT identify the location of opportunities to play basketball outside of the
Physical Education setting.
2. SWBAT describe proper selection of clothing, equipment, and footwear that are
necessary for participation in basketball.
3. SWBAT create a conditioning workout and a plan for a basketball practice.
4. SWBAT describe how their participation in basketball contributes to living a
healthy, active lifestyle.
Standard 12 – Incorporate fitness and wellness concepts to achieve and maintain a healthenhancing level of physical fitness
1. SWBAT describe how basketball is related to maintaining a health-enhancing
level of physical fitness.
2. SWBAT utilize the FITT principle in preparing for conditioning and improvement
of skill-related fitness during the basketball unit.
3. SWBAT perform the various stretching techniques provided to them during each
practice in order to improve their agility, speed, and other components of skillrelated fitness.
4. SWBAT relate the workouts from the fitness instructor to not only their
participation in basketball but also to outside activities.
Standard 13 – Exhibit responsible personal and social behavior that respects self and
others in physical activity settings
1. SWBAT demonstrate respect towards one another and the differences in skill
levels.
2. SWBAT describe the various ways of working together as a team in basketball.
3. SWBAT demonstrate fair play during small-sided games and other activities in
the basketball unit.
4. SWBAT identify the importance of maintaining a safe environment during the
basketball unit.
Standard 14 – Choose physical activity for health, enjoyment, challenge, self-expression,
and/or social interaction to sustain a physically active lifestyle
1. SWBAT build self-confidence and self-efficacy through their participation in the
game of basketball.
2. SWBAT challenge themselves to improve upon their skill level throughout the
unit.
3. SWBAT develop life-long social skills through the team atmosphere within their
participation in basketball.
4. SWBAT challenge each of their classmates to perform to the best of their abilities
each day throughout the basketball unit.
Soccer
Scope and Sequence
Grades
Content
Area
Soccer
Level
6
(1-5)
Dribbling
1
I
Passing/Trapping with Different Body Parts
1
I
Heading
1
I
Shooting
1
I
Tackling
1
I
Crossing in the Box
2
I
Crossing and Heading Combination
2
I
Corner and Goal Kicks
2
I
Throw Ins/Receiving Throw Ins
2
I
One-Touch Passing/Shooting
2
I
Positioning
3
I
Give & Go
3
I
Defensive Walls
3
I
Overlapping Runs
3
I
Free Kick Strategies
3
I
Goalkeeper Skills
3
I
Do not include level 4 or 5 activities as they are at the discretion of and vary so much from teacher to
teacher.
Skill or Concept
Unit Objectives
Content Area – Soccer
Standard 9 – Demonstrate competency in motor skills and movement patterns needed to
perform a variety of physical activities
1. SWBAT demonstrate competency in dribbling, passing, and shooting by the end
of the soccer unit.
2. SWBAT effectively execute corner and goal kicks from each side of the field.
3. SWBAT properly demonstrate the correct form (overhead throw with two hands
and feet must remain on the ground) of a throw-in in soccer.
4. SWBAT exhibit various goalkeeping skills by the end of the unit.
Standard 10 – Demonstrate understanding of movement concepts, principles, strategies,
and tactics as they apply to the learning and performance of physical activities
1. SWBAT distinguish the different positional placements on the field.
2. SWBAT identify the offensive and defensive rules of soccer.
3. SWBAT identify different spatial strategies throughout game play.
4. SWBAT formulate tactical strategies to use in game-like settings.
Standard 11 – Participate regularly in physical activity
1. SWBAT identify the location of opportunities to play soccer outside of the
Physical Education setting.
2. SWBAT describe proper selection of clothing, equipment, and footwear for
participation in soccer.
3. SWBAT create a conditioning program to utilize throughout the soccer unit.
4. SWBAT describe the physical benefits of participation in soccer.
Standard 12 – Incorporate fitness and wellness concepts to achieve and maintain a healthenhancing level of physical fitness
1. SWBAT describe how soccer is related to maintaining a health-enhancing level of
physical fitness.
2. SWBAT utilize the FITT principle in preparing for conditioning and in improving
their skill- and health-related fitness during the soccer unit.
3. SWBAT perform the various stretching techniques provided to them during each
practice in order to improve speed, balance, and coordination.
4. SWBAT relate the workouts from the fitness instructor to not only their
participation in soccer but also to outside activities.
Standard 13 – Exhibit responsible personal and social behavior that respects self and
others in physical activity settings
1. SWBAT demonstrate respect towards one another and the differences in skill
levels.
2. SWBAT demonstrate fair play in both the small-sided games and other activities
that will be done throughout the soccer unit.
3. SWBAT work as a team in order to not only win soccer games, but also to
improve upon their skills and to do their best.
4. SWBAT display sportsmanship to teammates as well as all of the other classmates
regardless of the outcome of the small-sided games and activities.
Standard 14 – Choose physical activity for health, enjoyment, challenge, self-expression,
and/or social interaction to sustain a physically active lifestyle
1. SWBAT build self-confidence and self-efficacy through their participation in the
game of soccer.
2. SWBAT challenge themselves to improve upon their skills.
3. SWBAT develop life-long social skills through the team atmosphere in the soccer
unit.
4. SWBAT challenge their classmates to perform to the best of their abilities during
each Physical Education class.
Floor Hockey
Scope and Sequence
Grades
Content
Area
Floor
Hockey
Skill or Concept
Moving with the Hockey Stick
Dribbling
Passing/Receiving
Shooting (wrist shot)
Tackling
Face Offs/Restarts
Give & Go
Dribbling and Shooting Combination
One-Touch Shooting Off of a Pass
Shooting and Rebounding a Shot Combo
Positioning
Offensive Sets/Overlapping Runs
Defensive Sets
Goalkeeper Skills
Power Plays/Penalty Kills
Level
(1-5)
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
6
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
Do not include level 4 or 5 activities as they are at the discretion of and vary so much from teacher to
teacher.
Unit Objectives
Content Area – Floor Hockey
Standard 9 – Demonstrate competency in motor skills and movement patterns needed to
perform a variety of physical activities
1. SWBAT demonstrate competency in dribbling, passing, and shooting by the end
of the floor hockey unit.
2. SWBAT demonstrate a transfer of learning from basketball and soccer in order to
apply the tactical strategies to floor hockey.
3. SWBAT execute power plays and penalty kills by the end of the floor hockey unit.
4. SWBAT exhibit various goalkeeping skills by the end of the unit.
Standard 10 – Demonstrate understanding of movement concepts, principles, strategies,
and tactics as they apply to the learning and performance of physical activities
1. SWBAT identify the offensive and defensive rules of floor hockey.
2. SWBAT identify spatial strategies on a smaller court while playing floor hockey.
3. SWBAT distinguish the positional placements and responsibilities on the court.
4. SWBAT formulate tactical strategies to utilize in a game-like setting.
Standard 11 – Participate regularly in physical activity
1. SWBAT identify the location of opportunities to play floor hockey outside of the
Physical Education setting.
2. SWBAT describe proper selection of clothing, equipment, and footwear for
participation in floor hockey.
3. SWBAT create a conditioning workout plan to utilize while preparing to play
floor hockey.
4. SWBAT describe the physical and affective benefits of participation in floor
hockey.
Standard 12 – Incorporate fitness and wellness concepts to achieve and maintain a healthenhancing level of physical fitness
1. SWBAT describe how floor hockey is related to maintaining a health-enhancing
level of physical fitness.
2. SWBAT utilize the FITT principle in preparing for conditioning and in improving
their skill- and health-related fitness during the floor hockey unit.
3. SWBAT perform the various stretching techniques provided to them during each
practice in order to improve their speed, agility, and coordination.
4. SWBAT relate the workouts from the fitness instructor to not only their
participation in floor hockey but also to outside activities.
Standard 13 – Exhibit responsible personal and social behavior that respects self and
others in physical activity settings
1. SWBAT respect each other by following all of the safety rules for the floor hockey
unit so that no one gets hurt.
2. SWBAT work as a team not only to try to win as a team, but also to improve upon
their skills and perform to the best of their abilities.
3. SWBAT demonstrate sportsmanship to their teammates and fellow classmates
regardless of the outcome of the games.
4. SWBAT describe the benefits of working as a team rather than individually in
team sports.
Standard 14 – Choose physical activity for health, enjoyment, challenge, self-expression,
and/or social interaction to sustain a physically active lifestyle
1. SWBAT build self-confidence and self-efficacy through their participation in the
game of floor hockey.
2. SWBAT challenge themselves to improve upon their skills.
3. SWBAT develop life-long social skills through the team atmosphere in the floor
hockey unit.
4. SWBAT challenge their classmates to perform to the best of their abilities during
each Physical Education class.
Flag Football
Scope and Sequence
Grades
Content
Area
Flag
Football
Skill or Concept
Throwing
Catching
Hiking
Hand-Offs
Receiver Routes
Kicking and Receiving
Hiking and Passing Combination
Hiking and Hand-Off Combination
Receiver Routes and Receiving a Pass
Receiver Routes and Running w/ the Football
Offensive Formations
Defensive Formations
Blitzing
Offensive Plays
Defensive Zones/Man-to-Man
Level
(1-5)
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
7
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
Do not include level 4 or 5 activities as they are at the discretion of and vary so much from teacher to
teacher.
Unit Objectives
Content Area – Flag Football
Standard 9 – Demonstrate competency in motor skills and movement patterns needed to
perform a variety of physical activities
1. SWBAT demonstrate competency in throwing and catching the football by the end
of the unit.
2. SWBAT demonstrate a transfer of learning of tactical strategies from the previous
academic year to this academic year.
3. SWBAT execute a variety of receiver routes in practice and in game-like
situations.
4. SWBAT execute kicking and receiving skills throughout the football unit.
Standard 10 – Demonstrate understanding of movement concepts, principles, strategies,
and tactics as they apply to the learning and performance of physical activities
1. SWBAT define the offensive and defensive rules of flag football.
2. SWBAT create their own receiver routes during the practices in order to execute
them during the game-like situations.
3. SWBAT distinguish between the positional placements and responsibilities on the
football field.
4. SWBAT create tactical strategies to utilize on the field.
Standard 11 – Participate regularly in physical activity
1. SWBAT identify the location of opportunities to play flag football outside of the
Physical Education setting.
2. SWBAT describe proper selection of clothing, equipment, and footwear for
participation in flag football.
3. SWBAT create a conditioning workout to utilize before playing flag football.
4. SWBAT describe the physical and affective benefits for participation in flag
football.
Standard 12 – Incorporate fitness and wellness concepts to achieve and maintain a healthenhancing level of physical fitness
1. SWBAT describe how flag football is related to maintaining a health-enhancing
level of physical fitness.
2. SWBAT utilize the FITT principle in preparing for conditioning and in improving
skill- and health-related fitness during the flag football unit.
3. SWBAT perform the various stretching techniques provided to them during each
practice in order to improve agility, speed, and coordination.
4. SWBAT relate the workouts from the fitness instructor to not only their
participation in flag football but also to outside activities.
Standard 13 – Exhibit responsible personal and social behavior that respects self and
others in physical activity settings
1. SWBAT respect each other by following all of the safety rules for the flag football
unit so that no one gets hurt.
2. SWBAT work as a team not only to win as a team, but also to improve upon their
skills regardless of the outcomes of the games.
3. SWBAT demonstrate sportsmanship to their teammates and fellow classmates
regardless of the outcome of the games.
4. SWBAT describe the benefits of working as a team rather than individually in
team sports.
Standard 14 – Choose physical activity for health, enjoyment, challenge, self-expression,
and/or social interaction to sustain a physically active lifestyle
1. SWBAT build self-confidence and self-efficacy through their participation in the
game of flag football.
2. SWBAT challenge themselves to improve upon their skills.
3. SWBAT develop life-long social skills through the team atmosphere in the flag
football unit.
4. SWBAT challenge their classmates to perform to the best of their abilities during
each Physical Education class.
Lacrosse
Scope and Sequence
Grades
Content
Area
Lacrosse
Skill or Concept
Cradling/Running
Throwing/Catching
Passing
Shooting
Picking Up the Lacrosse Ball Off the Ground
Picking Up the Lacrosse Ball &
Cradling/Running Combination
Picking Up the Lacrosse Ball & Passing
Combination
Cutting without the Lacrosse Ball &
Receiving a Pass Combination
Face offs/Restarts
Shooting Off of the Pass
Utilizing Players Behind the Goal
Offensive Strategies
Defensive Strategies
Positions and Spacing
Goalkeeper Skills
Level
(1-5)
1
1
1
1
1
2
7
I
I
I
I
I
I
2
I
2
I
2
2
3
3
3
3
3
I
I
I
I
I
I
I
Do not include level 4 or 5 activities as they are at the discretion of and vary so much from teacher to
teacher.
Unit Objectives
Content Area – Lacrosse
Standard 9 – Demonstrate competency in motor skills and movement patterns needed to
perform a variety of physical activities
1. SWBAT demonstrate competency in throwing, catching, and cradling with the
lacrosse stick by the end of the unit.
2. SWBAT demonstrate a transfer of learning of tactical strategies from previous
units to the lacrosse unit.
3. SWBAT execute a variety of cuts during games and other activities.
4. SWBAT exhibit a variety of goalkeeping skills.
Standard 10 – Demonstrate understanding of movement concepts, principles, strategies,
and tactics as they apply to the learning and performance of physical activities
1. SWBAT define the offensive and defensive rules of lacrosse.
2. SWBAT know when to execute a variety of cuts during game-like situations.
3. SWBAT distinguish between positional placements and responsibilities on the
lacrosse field.
4. SWBAT formulate their own tactical strategies to use in game-like situations.
Standard 11 – Participate regularly in physical activity
1. SWBAT identify the location of opportunities to play lacrosse outside of the
Physical Education setting.
2. SWBAT describe proper selection of clothing, equipment, and footwear for
participation in lacrosse.
3. SWBAT create a conditioning workout plan to execute before participating in
activities during the lacrosse unit.
4. SWBAT describe the physical and affective benefits of participation in lacrosse.
Standard 12 – Incorporate fitness and wellness concepts to achieve and maintain a healthenhancing level of physical fitness
1. SWBAT describe how lacrosse contributes to the achievement and maintenance of
a health-enhancing level of physical fitness.
2. SWBAT utilize the FITT principle in preparing for conditioning during the
lacrosse unit.
3. SWBAT perform the various stretching techniques provided to them during each
practice in order to improve agility, speed, coordination, and other components of
skill-related fitness.
4. SWBAT relate the workouts from the fitness instructor to not only their
participation in lacrosse but also to outside activities.
Standard 13 – Exhibit responsible personal and social behavior that respects self and
others in physical activity settings
1. SWBAT respect each other by following all of the safety rules in the lacrosse unit
so that no one gets hurt.
2. SWBAT demonstrate awareness and acceptance of the skill levels of their peers.
3. SWBAT describe the importance of working as a team in the sport of lacrosse.
4. SWBAT demonstrate sportsmanship to their peers regardless of the outcome of the
lacrosse games.
Standard 14 – Choose physical activity for health, enjoyment, challenge, self-expression,
and/or social interaction to sustain a physically active lifestyle
1. SWBAT build self-confidence and self-efficacy through their participation in the
game of lacrosse.
2. SWBAT challenge themselves to improve upon their skills.
3. SWBAT develop life-long social skills through the team atmosphere in the
lacrosse unit.
4. SWBAT challenge their classmates to perform to the best of their abilities during
each Physical Education class.
Volleyball
Scope and Sequence
Grades
Content
Area
Volleyball
Skill or Concept
Bump
Set
Spike
Block
Underhand and Overhand Serves
Serve & Dig
Bump & Set Combination
Bump, Set, Spike Combination
Three-Option Passing & Spike Combination
Spike & Block Combination
Formations on the Court
Positions/Rotations
Offensive Strategies
Defensive Strategies
Communication throughout Volleyball
Level
(1-5)
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
7
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
Do not include level 4 or 5 activities as they are at the discretion of and vary so much from teacher to
teacher.
Unit Objectives
Content Area – Volleyball
Standard 9 – Demonstrate competency in motor skills and movement patterns needed to
perform a variety of physical activities
1. SWBAT demonstrate competency in the bump, set, and both types of serves by the
end of the volleyball unit.
2. SWBAT perform a spike to the best of their abilities.
3. SWBAT execute a bump and set combination in order to get the ball over the net.
4. SWBAT execute a bump, set, spike combination in order to get the ball over the
net and get as many teammates involved as possible.
Standard 10 – Demonstrate understanding of movement concepts, principles, strategies,
and tactics as they apply to the learning and performance of physical activities
1. SWBAT identify the offensive and defensive rules of volleyball.
2. SWBAT distinguish between the formations on the court and the responsibilities at
each position within the formations.
3. SWBAT know the various rotations that occur throughout a volleyball game.
4. SWBAT formulate their own tactical strategies to utilize in game-like situations.
Standard 11 – Participate regularly in physical activity
1. SWBAT identify the location of opportunities to play volleyball outside of the
Physical Education setting.
2. SWBAT describe proper selection of clothing, equipment, and footwear for
participation in volleyball.
3. SWBAT create a conditioning workout to utilize throughout the volleyball unit.
4. SWBAT describe the physical and affective benefits of participation in volleyball.
Standard 12 – Incorporate fitness and wellness concepts to achieve and maintain a healthenhancing level of physical fitness
1. SWBAT describe how participation in volleyball contributes to the achievement
and maintenance of a health-enhancing level of physical fitness.
2. SWBAT utilize the FITT principle in preparing for conditioning during the
volleyball unit.
3. SWBAT perform the various stretching techniques provided to them during each
practice in order to improve coordination, jumping ability, and balance.
4. SWBAT relate the workouts from the fitness instructor to not only their
participation in volleyball but also to outside activities.
Standard 13 – Exhibit responsible personal and social behavior that respects self and
others in physical activity settings
1. SWBAT respect each other by following all of the safety rules in the volleyball
unit so that no one gets hurt.
2. SWBAT demonstrate awareness and acceptance of the different skill levels of
their peers.
3. SWBAT demonstrate sportsmanship to their peers regardless of the outcome of the
games.
4. SWBAT describe the importance of working as a team in the volleyball unit.
Standard 14 – Choose physical activity for health, enjoyment, challenge, self-expression,
and/or social interaction to sustain a physically active lifestyle
1. SWBAT develop self-confidence and self-efficacy through their participation in
volleyball.
2. SWBAT challenge themselves to improve upon their skills.
3. SWBAT develop life-long social skills through the team atmosphere in the
volleyball unit.
4. SWBAT challenge their classmates to perform to the best of their abilities during
each Physical Education class.
Team Handball
Scope and Sequence
Content
Area
Team
Handball
Skill or Concept
Team Handball Rules
Throwing/Catching
Dribbling
Passing Techniques
Shooting
Give & Go
Penalties, Penalty Shots & Free Throws
Pivoting and Passing to an Open Teammate
Throw-Ins and Receiving Throw-Ins
Throw-Offs/Restarts
Positions and Spacing
Offensive Strategies
Defensive Strategies
Overlapping and Attacking Runs
Goalkeeper Skills
Level
(1-5)
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
Grades
8
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
Do not include level 4 or 5 activities as they are at the discretion of and vary so much from teacher to
teacher.
Unit Objectives
Content Area – Team Handball
Standard 9 – Demonstrate competency in motor skills and movement patterns needed to
perform a variety of physical activities
1. SWBAT demonstrate competency in throwing, catching, and dribbling the
handball by the end of the team handball unit.
2. SWBAT perform give and go’s with as many teammates as possible in order to
move down the court.
3. SWBAT demonstrate a transfer of learning from all of the other invasion games
that we have covered throughout middle school, including basketball, soccer, floor
hockey, flag football, and lacrosse.
4. SWBAT exhibit a variety of goalkeeping skills during the team handball activities
and game-like situations.
Standard 10 – Demonstrate understanding of movement concepts, principles, strategies,
and tactics as they apply to the learning and performance of physical activities
1. SWBAT define the offensive and defensive rules of team handball.
2. SWBAT relate the rules of team handball to the rules of other invasion games,
such as basketball and soccer.
3. SWBAT distinguish between positional placements and responsibilities.
4. SWBAT formulate their own tactical strategies to utilize during game-like
situations.
Standard 11 – Participate regularly in physical activity
1. SWBAT identify the location of opportunities to play and improve their team
handball skills outside of the Physical Education setting.
2. SWBAT describe proper selection of clothing, equipment, and footwear for
participation in team handball.
3. SWBAT create a conditioning workout to be utilized before participating in team
handball activities and games each day.
4. SWBAT describe the physical and affective benefits of participation in team
handball.
Standard 12 – Incorporate fitness and wellness concepts to achieve and maintain a healthenhancing level of physical fitness
1. SWBAT describe how team handball is related to the achievement and
maintenance of a health-enhancing level of physical fitness.
2. SWBAT utilize the FITT principle in preparing for conditioning and in improving
skill- and health-related fitness during the team handball unit.
3. SWBAT perform the various stretching techniques provided to them during each
practice in order to improve agility, balance, and coordination.
4. SWBAT relate the workouts from the fitness instructor to not only their
participation in team handball but also to outside activities.
Standard 13 – Exhibit responsible personal and social behavior that respects self and
others in physical activity settings
1. SWBAT respect each other by following all of the safety rules of team handball so
that no one gets hurt.
2. SWBAT demonstrate awareness and acceptance of the different skill levels of
their peers during the team handball unit.
3. SWBAT demonstrate sportsmanship to all of their peers regardless of the outcome
of the team handball games.
4. SWBAT describe the importance of working as a team in the team handball unit.
Standard 14 – Choose physical activity for health, enjoyment, challenge, self-expression,
and/or social interaction to sustain a physically active lifestyle
1. SWBAT develop self-confidence and self-efficacy through their participation in
the team handball unit.
2. SWBAT challenge their peers to perform to the best of their abilities during the
team handball unit.
3. SWBAT develop life-long social skills through the team atmosphere in the team
handball unit.
4. SWBAT challenge each other to improve upon their skills.
Softball
Scope and Sequence
Content
Area
Softball
Skill or Concept
Throwing/Catching
Fielding Ground Balls
Catching Fly Balls
Batting
Pitching
Batting & Base Running
Catching Fly Balls & Hitting Cut-Off Man
Catching a Fly Ball & Base Play
Fielding & Base Play
Cross-Overs, Fielding Ground Balls,
Catching Fly Balls
Communication
General Positioning/Positioning in Various
Scenarios
Double Play Strategies
Offensive Strategies
Defensive Strategies
Grades
8
Level
(1-5)
1
1
1
1
1
2
2
2
2
2
I
I
I
I
I
I
I
I
I
I
3
3
I
I
3
3
3
I
I
I
Do not include level 4 or 5 activities as they are at the discretion of and vary so much from teacher to
teacher.
Unit Objectives
Content Area – Softball
Standard 9 – Demonstrate competency in motor skills and movement patterns needed to
perform a variety of physical activities
1. SWBAT demonstrate competency in throwing, catching, and fielding by the end
of the softball unit.
2. SWBAT demonstrate good hitting mechanics by the end of the softball unit.
3. SWBAT execute a double play by the end of the softball unit.
4. SWBAT throw pitches from the mound to the catcher behind home plate.
Standard 10 – Demonstrate understanding of movement concepts, principles, strategies,
and tactics as they apply to the learning and performance of physical activities
1. SWBAT describe the importance of communication on both offense and defense
in softball.
2. SWBAT demonstrate knowledge of which base to throw to or who to tag if there
is more than one runner on the bases.
3. SWBAT demonstrate knowledge of how many bases to run after hitting the ball
into play.
4. SWBAT distinguish between situations in which they must have to cover different
bases as well as situations in which they must cover the base that they are assigned to
cover.
Standard 11 – Participate regularly in physical activity
1. SWBAT identify the location of opportunities to play softball outside of the
Physical Education setting.
2. SWBAT describe proper selection of clothing, equipment, and footwear for
participation in softball.
3. SWBAT create a conditioning workout to utilize during their preparation to play
softball.
4. SWBAT describe the physical and affective benefits of participation in softball.
Standard 12 – Incorporate fitness and wellness concepts to achieve and maintain a healthenhancing level of physical fitness
1. SWBAT describe how softball is related to the achievement and maintenance of a
health-enhancing level of physical fitness.
2. SWBAT utilize the FITT principle in preparing for conditioning during the
softball unit.
3. SWBAT perform the various stretching techniques provided to them during each
practice in order to improve speed, coordination, and power.
4. SWBAT relate the workouts from the fitness instructor to not only their
participation in softball but also to outside activities.
Standard 13 – Exhibit responsible personal and social behavior that respects self and
others in physical activity settings
1. SWBAT respect each other by following all of the safety rules of the softball unit
so that no one gets hurt.
2. SWBAT demonstrate awareness and acceptance of the different skill levels of
their peers during the softball unit.
3. SWBAT demonstrate sportsmanship to all of their peers regardless of the outcome
of the softball games.
4. SWBAT describe the importance of working as a team in the softball unit.
Standard 14 – Choose physical activity for health, enjoyment, challenge, self-expression,
and/or social interaction to sustain a physically active lifestyle
1. SWBAT develop self-confidence and self-efficacy through their participation in
the softball unit.
2. SWBAT challenge their peers to perform to the best of their abilities during the
softball unit.
3. SWBAT develop life-long social skills through the team atmosphere in the softball
unit.
4. SWBAT challenge each other to improve upon their skills.
Field Hockey
Scope and Sequence
Content
Area
Field
Hockey
Skill or Concept
Traveling with the Field Hockey Stick
Dribbling
Passing/Trapping
Shooting
Tackling
Face-Offs/Restarts
Penalties/Rules/Safety
Give & Go
Free Hits & Corner Hits
Tackling & Getting Out of Pressure
Positioning
Offensive Strategies/Attacking
Defensive Strategies
Overlapping and Attacking Runs
Maintaining Possession
Level
(1-5)
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
Grades
8
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
Do not include level 4 or 5 activities as they are at the discretion of and vary so much from teacher to
teacher.
Unit Objectives
Content Area – Field Hockey
Standard 9 – Demonstrate competency in motor skills and movement patterns needed to
perform a variety of physical activities
1. SWBAT demonstrate competency in dribbling, passing, and trapping by the end of
the field hockey unit.
2. SWBAT shoot the ball to the areas of the goal in which it is hard for the
goalkeeper to stop the ball.
3. SWBAT demonstrate successful free hits and corner hits.
4. SWBAT execute a give and go properly with their teammates in order to move
down the field.
Standard 10 – Demonstrate understanding of movement concepts, principles, strategies,
and tactics as they apply to the learning and performance of physical activities
1. SWBAT define the offensive and defensive rules of field hockey.
2. SWBAT distinguish between positional placements and positional responsibilities
on the field hockey field.
3. SWBAT demonstrate a transfer of learning from floor hockey and other invasion
games to the field hockey unit.
4. SWBAT formulate their own tactical strategies to utilize in a game-like setting.
Standard 11 – Participate regularly in physical activity
1. SWBAT identify the location of opportunities to play field hockey outside of the
Physical Education setting.
2. SWBAT describe proper selection of clothing, equipment, and footwear for
participation in field hockey.
3. SWBAT create a conditioning workout plan to utilize before they participate in
field hockey activities each day.
4. SWBAT describe the physical and affective benefits of participation in field
hockey.
Standard 12 – Incorporate fitness and wellness concepts to achieve and maintain a healthenhancing level of physical fitness
1. SWBAT describe how field hockey relates to the achievement and maintenance of
a health-enhancing level of physical fitness.
2. SWBAT utilize the FITT principle in preparing for conditioning in the field
hockey unit.
3. SWBAT perform the various stretching techniques provided to them during each
practice in order to improve speed, coordination, and balance.
4. SWBAT relate the workouts from the fitness instructor to not only their
participation in field hockey but also to outside activities.
Standard 13 – Exhibit responsible personal and social behavior that respects self and
others in physical activity settings
1. SWBAT respect each other by following all of the safety rules of the field hockey
unit so that no one gets hurt.
2. SWBAT demonstrate awareness and acceptance of the different skill levels of
their peers during the field hockey unit.
3. SWBAT demonstrate sportsmanship to all of their peers regardless of the outcome
of the field hockey games.
4. SWBAT describe the importance of working as a team in the field hockey unit.
Standard 14 – Choose physical activity for health, enjoyment, challenge, self-expression,
and/or social interaction to sustain a physically active lifestyle
1. SWBAT develop self-confidence and self-efficacy through their participation in
the field hockey unit.
2. SWBAT challenge their peers to perform to the best of their abilities during the
field hockey unit.
3. SWBAT develop life-long social skills through the team atmosphere in the field
hockey unit.
4. SWBAT challenge each other to improve upon their skills.
Step 6 – Student Assessment
Statement on Assessment:
We will be assessing the students in the psychomotor, cognitive, and affective
domains as well as their adherence to the Connecticut Physical Education Standards. We
will be using authentic, formative, and summative assessments in Physical Education,
including written quizzes and rubrics regarding the skills, their improvement upon the
skills, character, effort, attitude, teamwork, and ability to follow the classroom rules. We
will weigh the assessments, making sure that psychomotor, cognitive, and affective
domains are all assessed fairly. The skill rubrics and affective assessments will be
weighed the heaviest, each at 30%. The written quizzes will constitute 20% of the final
grade, while fitness testing and the physical activity journals will each constitute 10% of
the final grade. Through these assessments we will be able to determine the students’
letter grades that will go on their report cards at the end of each quarter.
Component Weight:
Standard or Assessment
Percentage
1. Skill Rubrics (Standard 9) ..................................................... _30%_
2. Affective Assessment (Standards 13 & 14) .......................... _30%_
3. Written Quizzes (Standard 10).............................................. _20%_
4. Fitness Testing (Standard 12) ............................................... _10%_
5. Physical Activity Journal (Standard 11) ............................... _10%_
Use as many or few lines as necessary
Total: 100%
Gr6
Rubric: Basketball Critical Elements
Shooting
Form
Basketball
Billy
Carol
Isabella
Erin
Nate
Sarah
Debbie
Johnny
Kyle
Marc
Katie
Jason
Michelle
Kristen
Chris
Eric
Noah
Marie
Olivia
Hector
Chest
Pass
Bounce
Pass
Dribbling
A. SHOOTING FORM
1. Holds ball with shooting hand behind and under
the ball balanced on your finger pads.
2. Position the elbow at a 90 degree angle so it looks
like an “L”.
3. Eyes should be looking at the back of the rim.
4. Bends knees when preparing to shoot and extends
arm upward.
5. Follow through with shooting hand. Fingers
should be pointed to the floor (dead fish).
B. CHEST PASS (to partner)
1. Fingers spread behind the ball.
2. Step forward with non-dominant foot.
3. Elbows out, and push ball forward.
4. After release, back of hands face each other and
thumbs should be pointed towards the ground
C. BOUNCE PASS (to partner)
1. Fingers spread behind the ball.
2. Step forward with non-dominant foot.
3. Elbows out, push ball more than half way to target
4. After release, back of hands face each other and
thumbs should be pointing to the ground.
D. DRIBBLING (around cones)
1. Keeps head up
2. Dribbles with finger pads
3. Dribbles below the waist or at the knees if highly
skilled.
Directions: Indicate the appropriate level for each skill.
Level 4: All critical elements of the skill are clearly demonstrated
Level 3: 3 of 4 critical elements of the skill are clearly demonstrated
Level 2: 2 of 4 critical elements of the skill are clearly demonstrated
Level 1: 1 of 4 critical elements of the skill are clearly demonstrated
**This assessment aligns with Standard 9 of the Connecticut Physical Education Standards
Reference: WikiPE website
Name: __________________
Date: ______________
PE Class: ________
Volleyball Assessment
Directions: Answer all of these short answer questions on a separate sheet of paper.
Please use paragraph form to answer your questions AND if you would like to use a
diagram for your answer, please write an explanation to go along with it.
1. Write about the history of volleyball. Include the year invented, the inventor,
place of invention, and at least two modifications made over the years.
2. List and explain at least five rules of volleyball. They must be a mixture of
offensive and defensive rules.
3. Describe all of the options in the three-option pass.
4. Describe the scoring procedures and subsequent player formations and rotations.
5. List the teaching cues for the bump, set, and spike.
**This assessment aligns with Standard 10 of the Connecticut Physical Education Standards.
McGee Middle School Activity Log
Directions: Write down each form of physical activity that you
participated in each day. With each form of physical activity, write the
duration of the activity, how the activity made you feel afterwards, and
a description of what parts of your body benefited from the activity.
Name: ________________________
____________________
Date:
**This assessment aligns with Standard 11 of the Connecticut Physical Education Standards
Catherine M. McGee Middle School, Berlin CT
Connecticut Physical Fitness Test
Student Report Assessment
Name: __________________________
Grade: ____________
Age: ________
Gender: M F (Circle one)
Class: ____________
Height (in.): ________ Weight (lb.): ________
Body Mass Index: ______
Met? (Circle one) Y or N
Student
Score
Muscular Strength/Endurance
# of curl-ups completed
Upper Body Strength
# of push-ups completed
Flexibility
# of centimeters reached
Aerobic Endurance
Time in minutes/seconds
Health
Standard
Met?
Circle one.
R:
L:
Challenge
Standard
Met?
Circle one.
Y or N
Y or N
Y or N
Y or N
Y or N
Y or N
Y or N
Y or N
Health Standard: Students who perform at this level demonstrate a healthy level of
fitness-related skills for their age group. Generally, students who score in this range
engage in physical activity two or more times each week and may be at a reduced risk for
certain injuries and diseases that are related to a sedentary lifestyle. The health level for
each task is considered to be challenging, yet attainable, standard for most students.
Challenge Standard: Students who perform at this level demonstrate exceptional
fitness-related skills for their age group. Generally, students who score in this range
engage in rigorous physical activities several times per week and may be at reduced risk
for certain injuries and diseases that are related to a sedentary lifestyle. The students who
perform in this range are motivated to achieve and maintain a high level of fitness.
**This assessment aligns with Standard 12 of the Connecticut Physical
Education Standards.
Reference: Connecticut Physical Fitness Test Guide
The Connecticut Physical Fitness Testing Assessment will be incorporated into
the student grading; it will constitute 10% of the students’ final grades. It will be
incorporated because it is a gauge of the students’ physical health. It is more of a
guideline that the students can build upon throughout their time in Physical Education as
well as outside of the Physical Education setting. This test is designed to show the
students the components of physical fitness and how important they are in living a
healthy lifestyle. This test provides a foundation of where each student is at and can be
compared to other students at their age level.
Affective Rubric
Student Name ______________________________________
Altruism: The student…
______ 4 regularly gives to others unselfishly and is considerate and kind to all
______ 3 sometimes gives to others unselfishly and is considerate and kind to all
______ 2 rarely shares with others or treats them in a kind or considerate manner
______ 1 fails to share or treat others in a kind or considerate manner
Compassion: The student…
______ 4 is always aware of and concerned for the feelings of others and deals with others in a kind and sympathetic manner.
______ 3 usually has sympathy, understanding, and respect for the concerns and feelings of others.
______ 2 rarely considers, respects, or shows an understanding for the feelings and concerns of others.
______ 1 does not consider, respect, or show an understanding for the feelings and concerns of others.
Respect: The student…
______ 4 always respects of the rights, property, and opinions of others.
______ 3 usually respects of the rights, property, and opinions of others.
______ 2 sometimes demonstrates consideration, regard, or esteem for the rights, property, or opinions of others.
______ 1 does not demonstrate consideration, regard or esteem for the rights, property, or opinions of others.
Tolerance: The student…
______ 4 accepts individual differences regardless of their type and makes adjustments to accommodate when appropriate.
______ 3 is generally aware of individual differences and makes efforts to accommodate others.
______ 2 demonstrates little effort or understanding in dealing with individuals who are different.
______ 1 is tolerant of others and/or indiscriminately treats others poorly or with disdain.
Step 7 – Technology and Equipment
Technology:
Our role as educators is to prepare students for success as adults. Technology will
undoubtedly grow more prevalent throughout our society and therefore, schools should utilize
the latest technology as much as possible. For this assignment, create a Statement on
Technology (100-250 words) exploring your school’s beliefs regarding the utilization of
technology in PE. Then separately list 5 technologies your school will incorporate into
instruction. After each technology, briefly list how you plan to incorporate it (no word
requirement)
Statement:
The McGee Middle School mission statement on technology is to provide all students
with the tools to effectively utilize various forms of technology to expand their ways of learning.
Forms of technology that will be utilized include a website, heart rate monitors, electronic
scoreboard, videos, and digital photos. Through the use of these technologies, the students will
be able to see and assess their physical performance and find ways to improve their technique.
They will be able to set various challenging, but attainable, goals to strive for when improving
upon their skills. We strive to keep up with current technologies so that the students can
constantly improve and the teachers can constantly find new methods to help the students attain
their goals.
Technologies Incorporated into Instruction:
1. Example 1 – Website- A website will be set up through the school’s website to display team
statistics, scores, and rankings. This will allow families to get involved and see how their
children are developing and competing with their designated teams.
2. Example 2 – Heart Rate Monitors- One team at a time will experiment and use a heart
monitor during the their fitness instruction in order to become aware of their target and
maximum heart rates for activities. With this information the players will understand their
body’s response to working at different intensities.
3. Example 3 – Electronic Scoreboard- The electronic scoreboards will be used during each
sport unit. The statisticians will not only be responsible for written statistics but keeping the
score, time, and etc using the scoreboards.
4. Example 4 – Videos- Not only will fitness videos be implemented during the teams
designated fitness time but periodically throughout the units captains will be able to video record
their players during practice time in order to get a better look at their teams need for
improvement on specific skills.
5. Example 5 – Digital Photos- Digital photos will be taken throughout practice and game play
in order to display our sport education model on the Physical Education bulletin board and in the
school’s community newsletter.
Equipment:
List the physical education equipment your school possesses. This equipment inventory
is helpful in several regards. First, it often serves as a brainstorming tool for creating activities.
Second, it allows teachers to track changes over time such as missing, stolen, or broken
equipment. Third, it serves as a baseline when requesting new or additional equipment from
administration. Finally, teachers can record equipment purchasing suggestions and analyze the
success of past purchases. Your equipment inventory should reflect the contextual
characteristics of your district.
Complete the equipment table on page two. You should organize the list in a way that
makes retrieval easy. For example, organize the equipment into categories or alphabetize it.
Make sure you address equipment needs for each unit in your curriculum.
Equipment Table
Item
Number Item
Invasion Equipment
Basketballs
Soccer Balls
Indoor soccer nets
Junior size Footballs
Foam/Nerf Footballs
Lacrosse Sticks
Field Hockey sticks
Flag belts/flags
30
30
6
15
15
30
30
30
Other
Tennis Balls
Gator Skin balls
Cones (sm and lg)
Poly spots
Pinnies(10 red, 10 blue, 10 green,
and 10 yellow)
Protective Goggles
40+
20
40+
30
40
40+
Number
Net Equipment
Volley Balls
Volley Ball Trainers
Volley ball nets
Tennis Nets
Tennis Racquets
20
10
4
4
30
Striking/Fielding Equipment
Bats
Right handed gloves
Left handed gloves
Softball softie balls
Bases
Helmets
15
20
10
35
8
20
Fitness Equipment
Medicine Balls (5lbs, 7lbs, and
10lbs)
Stability Balls
Sit and Reach Box
Gymnastic Mats
Jump Ropes
Yoga Mats
Fitness Steps
5 each
20
2
5 large
10 small
30
30
20
Step 8 – Program and Teacher Evaluation
A. The curriculum will be revised every five years and updated throughout each school year.
During the school year, the Physical Education teachers will be required to attend all of
the in-service days and the three district meetings where they will continually update the
curriculum.
B. We have created a student feedback worksheet, which covers a broad range of topics that
are important to students regarding the Physical Education program. This will be given
to them during one of the last classes of each year so that they can evaluate their
experience in our Physical Education program. From their feedback, we can work on
improving the program over the summer and come back and institute change. (See
attached copy of student feedback worksheet)
PHYSICAL EDUCATION STUDENT FEEDBACK SURVEY
Place an X by the statements you believe are true regarding the current Physical Education
Program. All answers will be used for improvement purposes only and will remain anonymous.
____ The units of instruction always engage the students.
____ Content is developmentally appropriate and is taught in a proper sequence.
Develops and implements classroom procedures and routines of responsible student
behavior.
____Uses instructional time effectively to maximize student achievement.
____ Course objectives are specific and achievable for all students.
____ Learning objectives/expectations/goals are clearly communicated to students.
____ Specific and meaningful feedback is provided to all students.
____ Assessment is based upon the student’s mastery of learning objectives.
In the space provided below, provide any additional comments you feel will better the physical
education program.
Catherine M. McGee Middle School
Teacher Evaluation Instrument
The following chart provides a four-level scoring guide for evaluating teacher performance.
Please write the appropriate number in the ratings column to the right of the statement. If
the statement is not applicable, place a N/A in the ratings column. At the end of each
section there will be space for additional comments.
Teacher’s name: _____________________________
Evaluator’s name: ___________________________
Date: __________
Class Observed: _____________________
4
Exceptional
1.
a.
b.
c.
d.
e.
f.
g.
h.
i.
3
Above Average
2
Average
1
Unsatisfactory
Instruction
Instruction is based on state and national physical education standards
Lesson includes an adequate introduction
Learning expectations and objectives are clearly expressed to the students
Content and tasks are developmentally appropriate and properly sequenced
Content is presented clearly to students to maximize understanding
Assessment is an ongoing process throughout each lesson
Lesson presentation is adapted based on student performance
Lesson has a good pace
Lesson includes an adequate closure
Rating
Additional Comments:
2.
a.
b.
c.
d.
e.
f.
g.
h.
i.
Evidence of Student Learning
Assessment is aligned with state and national standards
Assessment of student learning is the basis for grading
Ongoing formal and informal assessment occurs
Multiple assessment strategies are used to determine student learning
The means of assessment are clearly communicated to the students
Students show an ability to work independently using creativity and critical
thinking
Student progress is communicated regularly at appropriate times
Student progress is documented and available for appropriate parties
Evidence of in class learning is evident outside the classroom
Additional Comments:
Rating
3.
a.
b.
c.
d.
e.
f.
g.
h.
i.
Management/Organization
Lesson plans and curriculum are aligned with state and national standards
Instructional area is safe and conducive to learning
Developmentally appropriate equipment is utilized in the class
Instructional time is maximized through pre-established routines
A behavior management plan that is equitable is posted for all classes
Students are constantly monitored and closely supervised
Effective and smooth transitions are executed
Time is used efficiently and effectively
Students remain engaged in physical activity for at least 60% of class time
Rating
`
Additional Comments:
4.
a.
b.
c.
d.
e.
f.
g.
Learning Climate
Promotes lifetime physical activity
Provides a safe environment that promotes positivity and self-expression
Climate promotes respect for all individuals
Students are praised for positive efforts and contributions
No negativity present in the classroom
Students support and encourage each other to succeed
Students demonstrate respect for their surroundings and their equipment
Ratings
Additional Comments:
5.
a.
b.
c.
d.
e.
f.
g.
Professionalism
Teacher is an advocate for the profession
Teacher seeks out and participates in professional development opportunities
Teacher follow professional and ethical standards
Teacher interacts appropriately with colleagues and parents
Teacher collaborates with other professionals in the field
Teacher models appropriate conduct inside and outside the classroom
Teacher is receptive to feedback
Additional Comments:
Reference: NASPE Physical education Teacher Evaluation Instrument, NASPE Website
Ratings
We chose this instrument for teacher evaluation because it encompasses everything that is
important to be a quality Physical Education teacher. It does not put too much emphasis on one
specific area, but puts emphasis on a variety of areas that are crucial in teaching. The scoring
system provides a basis for understanding each element. Also, the additional comments allow
for more in-depth feedback. Through this evaluation, a Physical Education teacher can pinpoint
areas which need improvement and work to be the best Physical Education teacher that he or she
can be.
D. Goal 1: The Physical Education curriculum is constantly being updated and evolving to
give all of the students a holistic education physically, cognitively, and affectively.
Goal 2: All students will receive an equal opportunity in the Physical Education
environment to not only learn as much as possible but also apply their newfound and older
knowledge both inside and outside the Physical Education setting.
Goal 3: All students will have a greater knowledge of fitness and nutritional concepts
and how to integrate those with physical activity each and every day outside the Physical
Education setting.
E. The Physical Education teachers are required to attend all of the in-service days and the
three district meetings where they will continually update the curriculum. They must also
attend at least one professional Physical Education conference to broaden their
knowledge and remain current in the field.
Step 9-Extra Curricular Physical Education and Community Connections
9a-List of Activities
Weekly hiking trips to different trails around the area
Kayaking or Canoe trips to the local lake
Wake Up and Walk club
Monthly road race
Family Hoops for Heart/Jump Rope for Heart
School wide 3 v 3 basketball tournament
Fitness triathlons
Biggest Loser Competition
After School additional PE classes
Intramurals
9b-3 Agencies
Berlin Parks and Recreation- http://www.town.berlin.ct.us/content/24/292/default.aspx
Beginner Karate
Beginner/Advanced/Elite Fencing
Tinsel Fun Run
Berlin Basketball Association- http://www.eteamz.com/berlinbasketballassoc/
Girls and Boys Development Teams
Girls and Boys Travel Teams
Berlin Midget Football Association- http://www.berlinbears.com/
Youth Football League
Youth Cheerleading Program
Berlin YMCA- http://www.nbymca.org/berlin_branch/youth.php
T-Ball
Soccer
Punt, Pass, & Kick Event
Skiing/Snowboarding Program
Camp Thundermoon
Dance Camp
Berlin Kiwanis Club- http://kiwanisberlinct.com/sponsoredprograms.html
Little League (boys and girls)
Youth Wrestling
9c- Physical Education Bulletin Board
School Newsletters
Physical Education Department Website
Step 10 – Resources
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PECentral
 http://www.pecentral.org
The Lesson Plans Page
 http://www.lessonplanspage.com/PE23.htm
Teaching Ideas
 http://www.teachingideas.co.uk/pe/contents.htm
Fun-Attic – The Great Games List
 http://www.funattic.com/game_list.htm
PE Universe
 http://www.peuniverse.com/
Susan’s Physical Education, Health, and Sports Site
 http://www.hccanet.org/patricks/index.htm
Frank and Mike’s Physical Education Page
 http://www.geocities.com/sissio/physical_education.html
Omaha, NE Public Schools: Elementary Physical Education
 http://www.ops.org/district/CENTRALOFFICES/CurriculumandLearning/PhysicalEd
ucation/ElementaryPhysicalEducation/tabid/1003/Default.aspx
American Alliance for Health, Physical Education, Recreation, and Dance
 http://www.aahperd.org
Connecticut Association of Health, Physical Education, Recreation, and Dance
 http://www.ctahperd.org
National Association for Sport and Physical Education
 http://www.aahperd.org/naspe
wikiPE
 http://www.ccsu.edu/physedhltfit/faculty/cummiskey/wikipe.htm
State of Connecticut Department of Education: Healthy and Balanced Living Curriculum
Framework
 http://healthymeals.nal.usda.gov/hsmrs/Connecticut/Healthy&BalancedLiving.pdf
Miami-Dade County Public Schools: Physical Education and Health Literacy
 http://pe.dadeschools.net/default.asp
PE Zone
 http://reach.ucf.edu/~pezone/
Great Activities Publishing Company: Helping You Keep Physical with Education
 https://www.greatactivities.net/index.php?action=newspaper