Course Overview: High School Physical Education
9-12 Team Sports 1 #1503350 Team Sports 2 #1503360
Purpose of this document: This curricular resource is designed to support teaching and learning in classrooms across Pasco County and provide a
sequenced, focused curriculum that supports the acquisition of NGSSS in the physical education using Marzano’s Instructional Framework. This
“road map” for instruction is intended for use within a Professional Learning Community (PLC) as a common planning tool. PLC’s should use this
document to jumpstart collaborative discussions around the five guiding questions to plan for student learning.
Each course contains: KEY TERMS
Next Generation Sunshine State Standards:
 A Scope and Sequence with Recommended Pacing
Strand M: Movement Competency
 A Unit Overview with
Strand C: Cognitive Abilities
o Focus, Embedded, and Ongoing Standards by unit
Strand L: Lifetime Fitness
Strand R: Responsible Behaviors and Values
o Know, Understand and Do (KUD) for each unit
o A sample scale within each unit
o A sample assessment task within each unit
Each school or grade level will offer the sports/activities that meet the capabilities of the school’s staff and availability of equipment and facilities.
SCOPE AND SEQUENCE K-2
UNIT TITLE
Basketball
UNIT PACING GUIDE
FOCUS STANDARDS
Quarter 1
Flag Football
PE.912.M.1.15
Semester 1
PE.912.M.1.33
PE.912.M.1.23
PE.912.M.1.35
PE.912.C.2.21 PE.912.C.2.23
Soccer
Volleyball
Quarter 2
PE.912.C.2.26
PE.912.M.1.19
PE.912.L.3.5
PE.912.M.1.31
PE.912.C.2.9 PE.912.C.2.20
PE.912.C.2.25
PE.912.C.2.27
PE.912.M.1.5
PE.912.L.3.4
PE.912.M.1.32
PE.912.C.2.28
PE.912.M.1.10
PE.912.M.1.23
PE.912.L.3.6
PE.912.M.1.2
PE.912.R.6.3
Softball
9-12 Team Sports 1 & 2
DSBPC-OTL 9/2014
9-12 Team Sports 1 & 2
Unpacking the Standards: What do we want students to Know, Understand and Do (KUD)
Focus Standards:
PE.912.M.1.15 Select and apply sport/activity specific warm-up and cool-down
techniques PE.912.M.1.23 Demonstrate proficiency of critical elements when
striking with objects, implements or body parts. PE.912.M.1.31 Demonstrate
advanced offensive, defensive and transition strategies and tactics. PE.912.M.1.32
Apply sport specific skills in a variety of game settings. PE.912.M.1.33 Practice
complex motor activities in order to improve performance. PE.912.M.1.35: Select
proper equipment and apply all appropriate safety procedures necessary for
participation. PE.912.C.2.9: Explain the precautions to be taken when exercising in
extreme weather and/or environmental conditions. PE.912.C.2.20: Identify
appropriate methods to resolve physical conflict. PE.912.C.2.21: Diagram, explain
and justify the use of advanced offensive, defensive and transition strategies and
tactics. PE.912.C.2.23 Apply appropriate technology and analyze data to evaluate,
monitor and/or improve performance. PE.912.C.2.25 Analyze and evaluate the risks,
safety procedures, rules and equipment associated with specific course activities.
PE.912.C.2.28 Interpret and apply the rules associated with specific course activities.
PE.912.L.3.5: Identify the community opportunities for participation in a variety of
physical activities. PE.912.L.3.4 Identify the in-school opportunities for participation
in a variety of physical activities. PE.912.L.3.6 Identify risks and safety factors that
may affect physical activity throughout life. PE.912.R.6.3 Analyze the roles of games,
sports and/or physical activities in other cultures. PE.912.M.1.2 Demonstrate
proficiency of critical elements when striking with objects, implements or body parts.
PE.912.C.2.26 Evaluate skill patterns of self and/or partner by detecting and
correcting mechanical errors. PE.912.C.2.27 Compare and contrast how movement
skills from one physical activity can be transferred and used in other physical
activities. PE.912.M.1.10 Apply sport specific skills in simulation and in real-life
application. PE.912.M.1.5 Apply strategies for self-improvement based on individual
strengths and needs. PE.912.M.1.19 Use correct body alignment, strength, flexibility,
and coordination in the performance of technical movements.
9-12 Team Sports 1 & 2
Embedded Standards:
PE.912.R.5.2 Develop strategies for including persons of diverse backgrounds and
abilities while participating in a variety of physical activities. PE.912.R.5.3
Demonstrate sportsmanship during game situations. PE.912.R.5.4 Maintain
appropriate personal, social and ethical behavior while participating in a variety of
physical activities. PE.912.R.5.5 Demonstrate appropriate etiquette, care of
equipment, respect for facilities and safe behaviors while participating in a variety of
physical activities. PE.912.R.6.1 Discuss opportunities for participation in a variety
of physical activities outside of the school setting that contribute to personal
enjoyment and the attainment or maintenance of a healthy lifestyle.
DSBPC-OTL 9/2014
Ongoing Standards:
MACC.912.A-REI.4.10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which
could be a line). MACC.912.S-ID.1.2 Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range,
standard deviation) of two or more different data sets. LACC.910.SL.1.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Enduring Understanding
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
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The impact of climatic conditions and when to implement precautions.
Sportsmanship and its impact in game-settings.
The rules and history of the sport.
The advanced offensive, defensive, transition strategies and tactics.
The basic fundamental skills of the sport and how they can be transferred and used in other physical activities.
The importance of participation in game settings to individual strengths and needs.
The value of feedback to maximize performance both strategically and physically.
How to use equipment and technology safely and appropriately to further develop one’s skill sets and monitor progress in various sports.
Similarities and differences between various skills used in sports and games.
Know
Declarative knowledge: Facts, vocabulary, information
Within the target movement, students will know…
Basketball
bounce pass, chest pass, dribble, defense, offense, shooting,
overhead pass, layup, violations (foul, travel, double dribble, back
court and carry), key, lane, free-throw line, three point line, jump
ball, man-to-man, zone, baseline, sideline, pivot
Flag Football
pass, catch, dodge, end zone, flag guard, down for possession,
fumble, quarterback, running back, hike, receivers, rush, blitz,
pass patterns, line of scrimmage, offense, defense, punt, kick,
shadow block, touchdown, interception, center snap
Soccer
pass, dribble, in-step, shot, goalkeeper, midfielders, forwards,
defense, offense, defenders, corner kick, throw in, goal kick, hand
9-12 Team Sports 1 & 2
Do
Procedural knowledge: Skills, strategies, and processes that are transferable to other
contexts.
Retrieval
Using the target movement students can…
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Explain precautions to taken when exercising in extreme weather condition.
Identify methods to resolve physical conflict.
Interpret and apply the rules of the sport in game settings.
Participate in lead up games using a variety of relevant game skills.
Diagram, explain and demonstrate advanced offensive and defensive strategies.
Apply strategies to improve performance based on individual strengths.
Demonstrate sport specific skills.
Use equipment properly and safely.
Utilize technology to evaluate and improve skill performance.
Demonstrate correct skill techniques to play team sports and explain rules of the
sport.
DSBPC-OTL 9/2014
ball, penalty, kick off, punt, score, penalty box, foul
Volleyball
pass, set, hit, dig, service (overhand/underhand), foot fault, tip,
service line, net, 10 foot line, rotation, lift, carry, offense, defense,
sideout, block, time out, rally, rally score, net serve
Softball
bases, tag-up, foul, strike, ball, catcher, pitcher, short-stop,
outfield, infield, base-runners, positions, offense, defense, pop-fly,
ground ball, bunt, batting order, bat
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Demonstrate the proper warm-up and cool-down.
Comprehension
Using the target movement students can…
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use the learned skills in game situations.
9-12 Team Sports 1 (Sample) Scale for Benchmark: PE.912.M.1.31
Learning Progression
Score
4.0
In addition to score 3.0 performance, I can demonstrate in-depth inferences and applications that go beyond what was taught (for
example, create something original, teach someone, or use the skill beyond the classroom).
3.5
I can do everything at a 3.0, and I can demonstrate partial success at score 4.0.
3.0
Target
(Benchmark)
2.5
2.0
 9th-12th I can demonstrate advanced offensive, defensive and transition strategies and tactics.
I can do everything at a 2.0, and I can demonstrate partial success at score 3.0.
 I can demonstrate basic offensive and defensive strategies.
1.5
I can do some things at a 2.0 with some success.
1.0
I need prompting and/or support to complete 2.0 tasks, but I will advocate for myself by being specific with my teacher on exactly
what I need help with to move forward in my learning.
9-12 Team Sports 1 & 2
DSBPC-OTL 9/2014
**Teachers can and should develop complex (4.0) learning targets for and along with their students to increase the meaningful, relevant, and authentic application for the students.
INSTRUCTIONAL RESOURCES
o
9-12 Team Sports 1 & 2
ONLINE RESOURCES
o
DSBPC-OTL 9/2014