Table of contents
Subject
pages
Introduction and Purpose of the Curriculum Guide……..…………………………………………………………….……..…3-10
P.E. I Scope and Sequence & Lesson Outline Example……….………………………………………………..…………….…12-18
P.E. I Standards, GLIs, Assessment, & OGT…………………………………………………………………..…………….…20-36
P.E. Sample Unit/Lesson Plans for Flexibility…….………………………………………………………………..……………39-50
National Standards and Grade Level Indicators…………………………………………………………….………………………39-40
Sample Achievement Test Items……………………………………………………………………………………………………41
Sample Achievement Test Items, (Answers/Rubrics)………………………………………………………………………………42-43
Sample Achievement Test Items, (Multiple Choice)………………………………………………………………………………..44-45
Flexibility Sample Lesson/Unit Plans…………….…………………………………………………………………………………46-49
Resources……………………………………………………………………………………………………………………………..50
P.E. Sample Unit/Lesson Plans for Cardiovascular Fitness…… ………………………………………………….………….…53-62
National Standards and Grade Level Indicators……………………………………………………………………….……………53-54
Sample Achievement Test Items……………………………………………………………………………………….……………55
Sample Achievement Test Items, (Answers/Rubrics)………………………………………………………………………………56
Sample Achievement Test Items, (Multiple Choice)………………………………………………………………………………..57
Cardiovascular Sample Lesson/Unit Plans…………………………………………………………………………………………58-61
Resources…………………………………………………………………………………………………………………………….62
2
Introduction
The Columbus Public School District’s Curriculum Guide for Physical Education 9-12 communicates the combined vision of teachers, coordinators,
administrators and higher level educators. Specifically Physical Education I addresses the health related fitness needs for students in the 21st century.
Physical Education II specifically addresses outcomes that emphasize competence in individual and lifetime activities that promote engagement,
strategic play, and social interaction. The Grade Level Indicators, (GLIs) for grades 9-12 were constructed to align to the national standards for
physical education developed by the National Association for Sports and Physical Education (NASPE) and National Health Standards. In addition,
this document supports the Ohio Graduation Test (OGT) by integrating cross curricular content material with physical education grade level
indicators.
The purpose of this curriculum guide is to provide teachers and administrators with age appropriate guidelines and rubrics to assess student
achievement and document student progress in both Physical Education I and II. This document expresses the collaborative work developed by the
following teachers who served on the writing team.
Sheila Evans CPS High School Physical Educator
Gerard Iquina CPS High School Physical Educator
Don Cain CPS Elementary Physical Educator
Kelly O’Brien CPS Middle School Physical Educator
A special note of gratitude goes out to both Diane Barnes, Columbus Public Teacher Coordinator for Health and Physical Education and Phil Ward
PhD. from The Ohio State University who provided the writing team with direction during the developmental stages in creating this document.
In order to implement this curriculum guide to, in your educational environment, the writing team has provided the following explanations and
descriptors as they relate to Physical Education I and II.
The Columbus Public Schools Physical Education 9-12 curriculum guide is aligned with the national standards created by the National Association
for Sports and Physical Education. The following six standards are the driving force of this document and should be evident in teacher’s planning
and daily lessons. The grade level indicators have been written with specific goals in mind but allow teachers the flexibility to plan lessons
accordingly to meet the needs of their students, building space, and access to equipment.
Standard 1: Demonstrates competency in motor skills and movement
patterns needed to perform a variety of physical activities.
Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of
physical activities.
3
Standard 3: Participates regularly in physical activity.
Standard 4: Achieves and maintains a health-enhancing level of physical activity.
Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
Standard 6: Values physical activity for health enjoyment, challenge, self-expression, and/or social interaction.
Assessment - The writing committee has created a four level rubric for every grade level indicator for every NASPE standard in both Physical
Educations I and II. The committee has also provided each teacher with a pre-fabricated Microsoft Excel grade book document. This document may
be downloaded for use on your personal digital assistant, school computer work station, laptop, or home computer.
In addition, the committee thought long and hard on the issue of dress and participation in physical education. We realize that many programs across
the district use or require some type of uniform in their program. As a proper hygiene practice the committee agrees that students need to come to
class prepared for activity, meaning they dress appropriately in active wear. The committee recommends that teachers record dress and use it as one
component of the final grade. The committee recommends that dress should not represent more than 10% of a final grade in a grading period. The
committee recommends this because the content of Physical Education is not what you wear, but what you do. The four level rubrics should be used
to assess a student’s dress grade over a nine or eighteen week physical education course.
As a mathematical example the following would apply:
A student participates in a daily physical education class over a period of eighteen weeks totaling 90 days. If this student has five or fewer dress cuts
he/she would receive a rubric score of 4. If this student had between 6 and 10 dress cuts he/she would receive a rubric score of 3, between 11 and 15
a score of 2, and lower than 15 would equal a score of 1.
The committee encourages all teachers to follow the GLI’s and create a program that actively engages all students through vigorous age appropriate
participation and grades accordingly to performance and cognitive recognition of suitable subject matter. Participation is now incorporated into the
grade level indicator as student’s progress through the desired levels of assessment.
There may also be certain instances when students are unable to meet even the lowest level rubric due to special needs. Students who have been
properly diagnosed by a physician with such diseases or ailments such as: overweight, asthma, pregnancy, allergies, diabetes may have particular
restrictions from participation. Students who fall into theses categories may require alternative assessment to demonstrate proficiency in physical
education. In addition, teachers with students who have IEP’s must follow, by law, the guidelines prescribed within the individual’s educational plan.
Furthermore, the committee has provided a generic health form each student must fill out at the beginning of a students’ nine or eighteen week
physical education course. This health information sheet should also be given to new students who transfer into your program during the course of a
semester or nine week grading period. The intent is for teachers to know their students and there disabilities in the case of an emergency situation.
4
Prerequisite Skills – It is the understanding of the committee that a ninth grade student in a Columbus Public Schools physical education class has
developed certain prerequisite skills needed to be proficient in physical education I and II. It is the committee’s expectation that elementary students
have experienced introductory skills consisting of both convergent movement skills and divergent movement themes. In addition, rhythmic activities
as well as stunts and tumbling have been taught to students at this level. In the upper elementary grades combative activities and lead up games have
been taught to teach students the concepts of fair play, cooperation, and good sportsmanship to prepare students for an appropriate middle school
physical education experience. During middle school, students should have had experiences associated with personal fitness, cooperative activities,
team sports, and possibly an introduction to the beginning chapters outlined in the Fit for Life curriculum.
Delivery of Instruction – Each unit should last between 10 to 20 day units. To stay current with national trends in physical education, different
models of instruction should be used to deliver lessons to students. In addition to the direct instructional model similar the skills based approach;
teachers should use the sport education model as well as the tactical approach model to deliver instruction to their classes. Student assessment occurs
over the course of a lesson or unit opposed to waiting till the end of a unit for final evaluation of skills and knowledge.
Physical Education I – (18 weeks in length) this course is designed to teach students physical education concepts by acquiring knowledge of fitness
benefits and principles. In addition teachers will teach self-management, self-assessment, and goal setting skills to help students develop their own
personal fitness plan. Physical Education I is specifically designed to help students become better independent decision makers relative to their
fitness and exercise habits. To help Columbus Public students meet the Healthy People 2010 outcomes this course is in alignment with the six
standards developed by NASPE. In addition the Columbus Public GLI’s are aligned to the Ohio Graduation Test and cross curricular content should
be implemented into your physical education lesson planning whenever and wherever possible.
Physical Education II - (18 weeks in length) this course is directed to second year physical education high school students. Physical education
teachers and their students will focus on four core classifications of sport systems, they are: Invasion, Net, Fielding/ Run-Scoring, and Target Games.
Each sport system has a separate student scoring rubric to assess student performance.
5
The Purpose of this Curriculum Guide
The purpose of this PE Curriculum Guide is to provide teachers with all of the components and content which, when fully implemented, will lead to
alignment of the Columbus Public Schools curriculum. This guide is based on the Physical Education Studies. It provides assessments and core
strategies, and identifies resources, all of which are aligned to the National Standards, benchmarks and grade level indicators (GLIs).
This curriculum document is designed to be self-sustaining. It provides the essential information and examples that will allow teachers to create
specific lessons to maximize student learning. The strategies contained in this guide are designed to provide guidance to teachers on how to approach
key concepts and skills. This curriculum guide cannot replace good teaching, but it can reinforce and guide teachers to provide all students with
skills, knowledge and experiences they will need to succeed in the Columbus Schools Studies curriculum and on the new Ohio Graduation Test.
PE I
Fitness for Life is a curriculum designed to meet the needs of both student and teacher. There are over 90 different lesson pre-developed for the
teacher to use in the gym. In addition, there are 36 classroom activities that teach students, wellness, nutrition, and how to combat stress. The most
important aspect of Fitness for Life is how to teach students to become independent and responsible for their physical wellness through selfevaluation and personal program planning for a lifetime.
Objectives of Fitness for Life
Knowledge of Fitness Benefits and
Principles
Health related fitness components
Skill related fitness components
Fit formula
Overload and progression
Benefits of activity in reducing risk
of certain diseases.
Self-Management Skills
Taking charge
Self-management
Self-assessment
Goal setting
Time management
Self monitoring skills
Become Physically Active
and Build Fitness
Physical Activity Pyramid
Lifestyle physical activity
Active aerobics
Active sports
Flexibility exercises
Muscle strength and
endurance exercises
Become an Independent Decision Maker
Stairway to lifetime fitness
Doing activity and exercise
Getting fit
Self-assessment of fitness and activity
Self-planning
Lifetime physical activity
Lifetime fitness
6
Physical Education I Students
Standard 1
Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
The intent of this standard is development of the physical skills needed to enjoy participation in physical activities. In the primary years, students
develop maturity and versatility in the use of fundamental motor skills (e.g., running, skipping, throwing, striking) that are further refined, confined,
and varied during the middle school years. In the high school years, these motor skills, now involved into specialized skills (e.g., move to an open
space, passing to a moving target, catching with a glove, or use of a specific tactic), are used increasingly complex movement environments through
the middle school years. On the basis of interest and ability, high school students select a few activities for regular participation within which more
advanced skills are mastered. In preparation for adulthood, students acquire the skills to participate in a wide variety of leisure and work-related
physical activities.
PE I Student expectations
Students who are physically fit feel better, look better, and have more energy for daily educational, work related, and leisure activities. High school
students will gain the knowledge to utilize motor skills and movement patterns in performing both health and skill related fitness components to
combat hypokinetic conditions such as heart disease, high blood pressure, diabetes, osteoporosis and other diseases.
Standard 2
Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical
activities.
The intent of this standard is facilitation of learners’ ability to use cognitive information to understand motor skill acquisition and performance. It
enhances the ability to use the mind to control or direct one’s performance. This includes the application of concepts from disciplines such as motor
learning and development, sport psychology and sociology, biomechanics and exercise physiology. It includes, for example, increasing force
production through the summation of forces, knowing the effects of anxiety on performance, and understanding the principle of specificity of
training. Knowledge of these concepts and principles and of how to apply them enhances the likelihood of independent learning and therefore more
regular and effective participation in physical activity. In high school, emphasis is placed on students’ independently and routinely using a wide
variety of increasingly complex concepts. By graduation, the student has developed sufficient knowledge and ability to independently use his/her
knowledge to acquire new skills while continuing to refine existing ones.
7
PE I Student expectations
High school students will use scientific biomechanical principles and the knowledge from beginning chapters in the FIT for Life Curriculum to build
a personal Stairway to lifetime Fitness. The goal here is to transition students from a level of program dependency by physical education teachers to
a level of personal decision-making and ultimately a level of personal independence of all types of physical activities.
Standard 3
Participates regularly in physical activity.
The intent of this standard is establishment of patterns of regular participation in meaningful physical activity. This standard connects what is done in
the physical education class with the lives of students outside of the classroom. Students make use of the skills and knowledge learned in physical
education class as they engage in regular physical activity outside of the physical education class.
PE I Student expectations
High school students will complete a battery of physical fitness test and examine their data as it relates to the national age appropriate fitness levels.
When students understand personal strength’s and weaknesses then students can begin to create a personal fitness plan that is both appropriate and
meaningful. Meaningful in the sense that students will engage more in activity and track their activity through in a personal activity log.
Standard 4
Achieves and maintains a health-enhancing level of physical fitness.
PE I Student expectations
Students will strive to maintain a level at or above the national fitness levels in all categories (Cardiovascular fitness, muscle strength and muscle
endurance, flexibility, body composition) specified by the Fitness Gram software.
8
Standard 5
Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
The intent of this standard is achievement of self-initiated behaviors that promote personal and group success in activity settings. These include safe
practices, adherence to rules and procedures, etiquette, cooperation and teamwork, ethical behavior, and positive social interactions. Key to this
standard is developing respect for individual similarities and differences through positive interaction among participants in physical activity.
Similarities and differences include characteristics of culture, ethnicity, motor performance, disabilities, physical characteristics (e.g., strength, size,
shape), gender, age, race, and socioeconomic status. High school students initiate responsible behavior, function independently and responsibly, and
positively influence the behavior of other people, avoid and resolve conflicts, recognize the value of diversity in physical activity, and develop
strategies for inclusion of others. High school students begin to understand how adult work and family roles and responsibilities affect their decisions
about physical activity and how physical activity, preferences, and opportunities change over time.
PE I Student expectations
In Fitness for Life students will serve as support personnel to help others stay on task in attaining specified fitness goals. Students must be able to
share equipment and space in a social but educational atmosphere. In addition, students must take on the responsibility for preserving fitness
equipment by returning equipment in the original condition.
Standard 6
Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
The intent of this standard is development of an awareness of the intrinsic values and benefits of participation in physical activity that provides
personal meaning. Physical activity provides opportunities for self-expression and social interaction and can be enjoyment, challenging, and fun. As a
result of these intrinsic benefits of participation, students will begin to actively pursue life-long physical activities that meet their own needs.
PE I Student expectations
It is expected that students will learn through movement education as well as an abundance of book knowledge. For possibly the first time,
Columbus Public Students will be introduced to comprehensive classroom activities that will provide meaning to the overall achievement of wellness
and lifetime fitness. This base of knowledge will give students the tools to change negative attitudes towards wellness and exercise into positive
efforts in improving the national decline of hypokentic conditions.
9
Standard 7
Students will comprehend concepts related to health promotion and disease prevention.
PE I Student expectations
Young adults will be able to evaluate weather conditions in determining if an exercise session is inappropriate or inappropriate to conduct. Students
will have an understanding of basic first-aid principles as it relates to pre and post workouts conditions. Students will comprehend the importance of
nutrition in providing energy for the body and the positive and negative affects food can have on the body.
Standard 8
Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks.
PE I Student expectations
Students will engage in health-related physical activities to meet their age-appropriate standards in all aspects of health-related fitness. They will also
practice proper physical preparation for any type of physical activity to decrease their chances of injury and to prepare the body for exercise.
10
Scope and Sequence
P.E. I
11
Progressive Scope and Sequence for Physical Education I
Course Objectives: The student acquires the knowledge and skills necessary to maintain an active
lifestyle: movement, physical fitness, and nutrition.
Standard 1
Demonstrates
competency in
motor skills and
movement
patterns needed
to perform a
variety of
physical
activities.
Standard 2
Demonstrates
understanding of
movement
concepts,
principles,
strategies, and
tactics as they
apply to the
learning and
performance of
physical
activities.
Standard 3
Participates in
regular physical
activity.
Standard 4
Achieves and
maintains a
health-enhancing
level of physical
fitness.
Course Objective: The student effectively analyzes health and safety information to develop health
and fitness plans based on life goals.
Standard 5
Exhibits
responsible
personal and
social behavior
that respects self
and others in
physical activity
settings.
Standard 6
Values physical
activity for
health,
enjoyment,
challenge, selfexpression,
and/or social
interaction.
Standard 7
Students will
comprehend
concepts related
to health
promotion and
disease
prevention.
Standard 8
Students will
demonstrate the
ability to practice
health-enhancing
behaviors and
reduce health
risks.
Unit I Learning Targets - Introduction to Physical Fitness
3. Students can
explain the benefits of
participation in
physical activities on
various components
of fitness.
1. Students can
demonstrate and
describe the six steps
in the stairway to
lifetime fitness as it
relates to a student’s
personal activity
program goals.
1. Students will strive
to achieve and
maintain personal
fitness goals after a
period of training.
2. Students will
appropriately use and
return physical
education equipment
in activity classes.
2. Students will
assess their physical
fitness status in terms
of cardiovascular
fitness, muscle
fitness, flexibility,
and body
composition.
5. Students will dress
appropriately for
physical activity.
6. Students can
describe and
demonstrate the
importance of proper
dress for physical
activity.
1. Identifies reasons
to participate in
physical activity
3. Reflects on reasons
for choosing to
participate in selected
physical activities.
1. Students can
describe the five
components of
physical fitness and
factors that affect
them all.
4. Students can
demonstrate and
describe basic first
aid care and
prevention principles
related to personal
activity participation.
5. Students will
engage in at least
three upper and lower
body warm up
activities to increase
blood flow and
decrease the
likelihood of injury.
9. Students will
accurately document
fitness data to meet
self-selected goals.
12
Unit 2 Learning Targets – Becoming and Staying Physically Active
1. Students develop
an appropriate
personal fitness
program to engage in
for life.
2. Students develop
realistic short-term
and long-term fitness
goals for
cardiovascular fitness,
muscle fitness,
flexibility, and body
composition.
3. Students can
explain the benefits of
participation in
physical activities on
various components
of fitness.
11. Students
understand and can
apply the principles
of exercise to their
personal fitness
program during
development.
12. Students
understand and can
apply the F.I.T.T.
(Frequency, Intensity,
Time, Type) formula
to their personal
fitness program
during development.
1. Students can
demonstrate and
describe the six steps
in the stairway to
lifetime fitness as it
relates to a student’s
personal activity
program goals.
4. Students can
demonstrate how they
are physically active
in the community.
1. Students will strive
to achieve and
maintain personal
fitness goals after a
period of training.
2. Students will
appropriately use and
return physical
education equipment
in activity classes.
2. Students will
assess their physical
fitness status in terms
of cardiovascular
fitness, muscle
fitness, flexibility,
and body
composition.
5. Students will dress
appropriately for
physical activity.
3. Students will
design and implement
a personal fitness
program based on
information obtained
from the fitness
assessment and in
accordance with
appropriate training
principles.
4. Students can
demonstrate abilities
to monitor and adjust
a personal fitness
program to meet
needs and goals.
6. Students can
describe and
demonstrate the
importance of proper
dress for physical
activity.
1. Identifies reasons
to participate in
physical activity
2. Creates selfrewards for achieving
personal fitness goals.
3. Reflects on reasons
for choosing to
participate in selected
physical activities.
5. Students will
engage in at least
three upper and lower
body warm up
activities to increase
blood flow and
decrease the
likelihood of injury.
6. Students will
assess their intensity
level during exercise
by recording their
pulse rate at rest,
during activity, and
after recovery of an
activity episode.
7. Students will use
personal data to
evaluate program
effectiveness to
increase or decrease
workload related to
their self-selected
goals.
9. Students will
accurately document
fitness data to meet
self-selected goals.
5. Students will strive
to achieve and
maintain the age- and
gender-specific
health-related fitness
standards defined by
the administrative
Fitnessgram guide.
13
Unit 3 Learning Targets – Cardiovascular Fitness and Activities
1. Students will
demonstrate at least a
score of 3 or above on
the rubric for correct
form for
cardiovascular tests.
3. Students can
explain the benefits of
participation in
physical activities on
various components
of fitness.
7. Students can
describe and
demonstrate at least a
score of 3 or above on
the rubric for the
basic biomechanical
principals involved in
developing
cardiovascular fitness.
10. Students can
describe the six
components of skillrelated fitness.
14. Students
understand the
differences and
similarities to aerobic,
active aerobic, and
anaerobic activities
when applying it to
their personal fitness
programs.
4. Students can
demonstrate how they
are physically active
in the community.
2. Students will
assess their physical
fitness status in terms
of cardiovascular
fitness, muscle
fitness, flexibility,
and body
composition.
5. Students will strive
to achieve and
maintain the age- and
gender-specific
health-related fitness
standards defined by
the administrative
Fitnessgram guide.
5. Students will dress
appropriately for
physical activity.
1. Identifies reasons
to participate in
physical activity
8. Students will select
a safe distance
between other
students when
participating in all of
the physical fitness
tests
2. Creates selfrewards for achieving
personal fitness goals.
3. Reflects on reasons
for choosing to
participate in selected
physical activities.
1. Students will
engage in
cardiovascular
physical activities to
meet their age
appropriate target
heart rate zones.
6. Students will
assess their intensity
level during exercise
by recording their
pulse rate at rest,
during activity, and
after recovery of an
activity episode.
6. Students will strive
to maintain age
related cardiovascular
healthy fitness zones
by participating in the
following
cardiovascular tests to
measure their
performance levels.
14
Unit 4 Learning Targets – Flexibility, Muscle Fitness, and Activities
2. Students will
demonstrate at least a
score of 3 or above on
the rubric for correct
form for muscle
fitness tests
3. Students will
demonstrate at least a
score of 3 or above on
the rubric for correct
form for flexibility
tests
4. Students will
demonstrate at least a
score of 3 or above on
the rubric for correct
form in performing
progressive resistance
exercises to build
muscle strength.
3. Students can explain
the benefits of
participation in physical
activities on various
components of fitness.
4. Students can describe
and demonstrate at least a
score of 3 or above on the
rubric for the basic
biomechanical principals
involved in developing
muscular endurance.
5. Students can describe
and demonstrate at least a
score of 3 or above on the
rubric for the basic
biomechanical principles
involved in developing
muscular strength.
6. Students can describe
and demonstrate at least a
score of 3 or above on the
rubric for the basic
biomechanical principals
involved in developing
flexibility.
13. Students can describe
various muscle types and
fibers utilized in muscle
fitness.
15. Students will
demonstrate at least a
score of 3 or above on the
rubric for the overload
principle by exerting the
correct progressive
amount of weight needed
to show gains in strength
as well as preventing
injury.
4. Students can
demonstrate how
they are
physically active
in the community.
2. Students will
assess their physical
fitness status in terms
of cardiovascular
fitness, muscle
fitness, flexibility,
and body
composition.
7. Students will strive
to maintain age
related muscle
strength fitness zones
by participating in the
following muscular
strength test to
measure their
performance levels
8. Students will strive
to maintain age
related muscular
endurance fitness
zones by participating
in the following
muscular endurance
test to measure their
performance levels.
9. Students will strive
to maintain age
related flexibility
fitness zones by
participating in the
following flexibility
test to measure their
performance levels.
1. Students will
demonstrate and offer
safe spotting techniques
to their peers during
weight room lifting
exercises.
2. Students will
appropriately use and
return physical
education equipment in
activity classes.
3. Students will
correctly peer assess
their performance using
checklists.
4. Students will assist
their peers during
physical activity by
prompting teaching cues
to meet desired critical
elements of a skill.
1. Identifies
reasons to
participate in
physical activity
3. Reflects on
reasons for
choosing to
participate in
selected physical
activities.
7. Students can
describe the effects
and safety of
ergonomic aids on
physical fitness.
2. Students engage in
muscular strength
developing physical
activities to meet their
age appropriate
muscle fitness
standards.
3. Students engage in
muscular endurance
building physical
activities to meet their
age appropriate
muscle fitness
standards.
4. Students engage in
flexibility physical
activities to meet their
age appropriate
flexibility fitness
standards.
5. Students will dress
appropriately for
physical activity.
6. Students can describe
and demonstrate the
importance of proper
dress for physical
activity.
7. Students will use
personal data to
evaluate program
effectiveness to increase
or decrease workload
related to their selfselected goals.
15
Unit 5 Learning Targets – Body Composition, Nutrition, and Consumer Health Choices
8. Students can
explain how body
fatness relates to good
health.
9. Students can
explain how physical
activity helps
maintain body fat
levels.
2. Students will
complete a
community service
project related to
accessibility of local
recreation centers,
health clubs and
public parks
2. Students will
assess their physical
fitness status in terms
of cardiovascular
fitness, muscle
fitness, flexibility,
and body
composition.
4. Students can
demonstrate how they
are physically active
in the community.
5. Students will strive
to achieve and
maintain the age- and
gender-specific
health-related fitness
standards defined by
the administrative
Fitnessgram guide.
10. Students will
strive to maintain age
related body
composition zones by
participating in the
following body
composition
assessments to
measure their
performance levels.
6. Students can
describe and
demonstrate the
importance of proper
dress for physical
activity.
1. Identifies reasons
to participate in
physical activity
3. Reflects on reasons
for choosing to
participate in selected
physical activities.
2. Students can
explain the food
guide pyramid and
describe how it can
help you plan for
healthy eating.
3. Students can
explain how reading
food labels can help
you make healthy
food choices
5. Students will
demonstrate an
understanding of the
various illnesses
related to exercise
and wellness, i.e.,
anorexia nervosa,
bulimia, type one and
two diabetes, and
obesity.
6. Students can
describe the six types
of nutrients and the
amounts needed for
good health.
16
Unit 6 Learning Targets – Fitness Program Planning
11. Students
understand and can
apply the principles
of exercise to their
personal fitness
program during
development.
12. Students
understand and can
apply the F.I.T.T.
(Frequency, Intensity,
Time, Type) formula
to their personal
fitness program
during development.
1. Students can
demonstrate and
describe the six steps
in the stairway to
lifetime fitness as it
relates to a student’s
personal activity
program goals.
3. Students can
demonstrate their
participation in all
five active parts of the
Physical Activity
Pyramid.
4. Students can
demonstrate how they
are physically active
in the community.
2. Students will
assess their physical
fitness status in terms
of cardiovascular
fitness, muscle
fitness, flexibility,
and body
composition.
3. Students will
design and implement
a personal fitness
program based on
information obtained
from the fitness
assessment and in
accordance with
appropriate training
principles.
6. Students can
describe and
demonstrate the
importance of proper
dress for physical
activity.
1. Identifies reasons
to participate in
physical activity
2. Creates selfrewards for achieving
personal fitness goals.
3. Reflects on reasons
for choosing to
participate in selected
physical activities.
1. Students can
describe the five
components of
physical fitness and
factors that affect
them all.
8. Students know the
reliable sources on
health-related
information.
4. Students will
develop and describe
a personal fitness plan
using a variety of
sport and leisure
activities.
4. Students can
demonstrate abilities
to monitor and adjust
a personal fitness
program to meet
needs and goals.
17
Physical Education I
Example Lesson Outling
Week
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
Concept
Introduction to Physical Fitness For All
Safe and Smart Physical Activity
Benefits of Physical Activity
Review over Introduction
Introduction Assessment
F.I.T.T. Formula and Basic Principles of Physical Fitness
Self-Management Skills
Lifestyle Physical Activity and Positive Attitude
Becoming and Staying Physically Active Concept Review
Becoming and Staying Physically Active Assessment
Cardiovascular Fitness
Active Aerobics and Recreation
Active Sports and Skill-Related Physical Fitness
Level 2 Activities Review
Level 2 Activities Assessment
Flexibility
Muscle Fitness: Basic Principles and Strength
Muscle Fitness: Muscle Endurance and General Muscle Fitness Information
Level 3 Activities Review
Level 3 Activities Assessment
Body Composition
Nutrition and Physical Activity
Reliable Health-Related and Fitness-Related Sources
Healthy Choices Review
Healthy Choices Assessment
Personal Program Planning
Personal Program Planning Assessment
Final Review
Comprehensive Final
18
P.E. I Standards,
GLIs, Assessment &
OGT
19
Physical Education I
Standard
Standard 1
Demonstrates competency in
motor skills and movement
patterns needed to perform a
variety of physical activities.
GLIs
1.
Students will demonstrate at least a score of 3
or above on the rubric for correct form for
cardiovascular tests. (PACER, Step-Test, One
Mile Run, 12 Minute Run, etc.)
•
•
•
2.
Examples:
12 inch step up during the step test
Continuous motion during the 12 minute run
Correct pacing speed during the PACER test.
Students will demonstrate at least a score of 3
or above on the rubric for correct form for
muscle fitness tests (Push-Ups, Curl-ups,
Trunk Lifts, Pull-ups, etc.)
Examples:
•
3.
•
•
Students will demonstrate at least a score of 3
or above on the rubric for correct form for
flexibility tests (Modified Sit-n-Reach, Trunk
Extension, etc.)
•
•
•
4.
Back Straight during a push-up
Arms fully extended during a pull-up
Arms to the side during a curl-up
Examples:
Leg fully extended for the modified sit-n-reach
Trunk extended no higher than 12 inches
Static extension when performing the modified
sit-n-reach
Students will demonstrate at least a score of 3
or above on the rubric for correct form in
performing progressive resistance exercises to
build muscle strength, i.e. excertubes, free
weights, medicine balls.
•
•
Examples:
Skill performed through a full range of motion
Skill performed at a controlled speed
Assessment
4 – Consistently demonstrates correct
form for cardiovascular tests.
3 – Frequently demonstrates correct
form for cardiovascular tests.
2 – Inconsistently demonstrates correct
form for cardiovascular tests.
1 – Unsuccessfully demonstrates
correct form for cardiovascular tests.
4 – Consistently demonstrates correct
form for muscle fitness tests
3 – Frequently demonstrates correct
form for muscle fitness tests
2 – Inconsistently demonstrates correct
form for muscle fitness tests
1 – Unsuccessfully demonstrates
correct form for muscle fitness tests
4 – Consistently demonstrates correct
form for flexibility tests
3 – Frequently engage in
cardiovascular activities that place their
heart rate in their age appropriate zone.
2 – Inconsistently engage in
cardiovascular activities that place their
heart rate in their age appropriate zone.
1 – Unsuccessfully engages in
cardiovascular activities that place their
heart rate in their age appropriate zone.
4 – Consistently demonstrate correct
form in performing resistance training
activities to build muscle strength.
3 – Frequently demonstrate correct
form in performing resistance training
activities to build muscle strength.
2 – Inconsistently demonstrate correct
form in performing resistance training
activities to build muscle strength.
1 – Unsuccessfully demonstrate correct
form in performing resistance training
activities to build muscle strength.
OGT
Communications: Oral and Visual
Standard A,C
Comprehension Strategies and SelfMonitoring Strategies A, B, C
Informational, Technical and
Persuasive Text C
Research Standard A,E
Communications: Oral and Visual
Standard A,C
Comprehension Strategies and SelfMonitoring Strategies A, B, C
Informational, Technical and
Persuasive Text C
Research Standard A,E
Communications: Oral and Visual
Standard A,C
Comprehension Strategies and SelfMonitoring Strategies A, B, C
Informational, Technical and
Persuasive Text C
Research Standard A,E
Communications: Oral and Visual
Standard A,C
Comprehension Strategies and SelfMonitoring Strategies A, B, C
Informational, Technical and
Persuasive Text C
Research Standard A,E
20
Physical Education I
Standard
Standard 2
Demonstrates understanding of
movement concepts, principles,
strategies, and tactics as they
apply to the learning and
performance of physical
activities.
GLIs
Assessment
OGT
1.
Students develop an appropriate personal
fitness program to engage in for life.
Personal Fitness Portfolio Rubric
Writing Conventions A,B,C
Research Standard A,E
Oral & Visual Standard E,G
Writing Process A,B
2.
Students develop realistic short-term and
long-term fitness goals for cardiovascular
fitness, muscle fitness, flexibility, and body
composition.
Personal Fitness Portfolio Rubric
3.
Students can explain the benefits of
participation in physical activities on various
components of fitness.
4.
Students can describe and demonstrate at least
a score of 3 or above on the rubric for the
basic biomechanical principals involved in
developing muscular endurance.
Essay or open-ended response
questions over the impacts of
participation in selected activities on
various components of fitness.
4 – Consistently demonstrates the
basic biomechanical principals
involved in developing muscular
endurance
3 – Frequently demonstrates the basic
biomechanical principals involved in
developing muscular endurance
2 – Inconsistently demonstrates the
basic biomechanical principals
involved in developing muscular
endurance
1 – Unsuccessfully demonstrates the
basic biomechanical principals
involved in developing muscular
endurance
Concepts of Print, Comprehension A
Writing Conventions A,B,C
Research Standard A,E
Oral & Visual Standard E,G
Writing Process E,F
Concepts of Print, Comprehension A,B
Writing Conventions A,B,C
Writing Process E,F
•
•
•
Examples:
Consistent Push-up Rhythm
Steady Curl-up Cadence
Elbows at 90 degree angle on the down phase
of a push-up
Concepts of Print, Comprehension A
Writing Process F
Acquisition of Vocabulary Standard
A,F
21
Standard 2
Demonstrates understanding of
movement concepts, principles,
strategies, and tactics as they
apply to the learning and
performance of physical
activities.
5.
Students can describe and demonstrate at least
a score of 3 or above on the rubric for the
basic biomechanical principles involved in
developing muscular strength.
Examples:
•
•
6.
Students can describe and demonstrate at least
a score of 3 or above on the rubric for the
basic biomechanical principals involved in
developing flexibility.
•
•
7.
Full range of motion during the exercise
Controlled speed during the exercise
Examples:
Holding a static stretch for 15 – 30 seconds
Feeling a slight pull on the muscle
Students can describe and demonstrate at least
a score of 3 or above on the rubric for the
basic biomechanical principals involved in
developing cardiovascular fitness.
Examples:
•
•
Utilizing general motor skills
Maintaining the heart rate at the target heart
zone
4 – Consistently demonstrates the
basic biomechanical principals
involved in developing muscular
strength.
3 – Frequently demonstrates the basic
biomechanical principals involved in
developing muscular strength.
2 – Inconsistently demonstrate the
basic biomechanical principals
involved in developing muscular
strength.
1 – Unsuccessfully demonstrates the
basic biomechanical principals
involved in developing muscular
strength.
4 – Consistently demonstrates the
basic biomechanical principals
involved in developing flexibility
3 – Frequently demonstrates the basic
biomechanical principals involved in
developing flexibility
2 – Inconsistently demonstrates the
basic biomechanical principals
involved in developing flexibility
1 – Unsuccessfully demonstrates the
basic biomechanical principals
involved in developing flexibility
4 – Consistently demonstrates the
basic biomechanical principals
involved in developing cardiovascular
fitness.
3 – Frequently demonstrates the basic
biomechanical principals involved in
developing cardiovascular fitness.
2 – Inconsistently demonstrates the
basic biomechanical principals
involved in developing cardiovascular
fitness.
1 – Unsuccessfully demonstrates the
basic biomechanical principals
involved in developing cardiovascular
fitness.
Acquisition of Vocabulary Standard
A,F
Concepts of Print, Comprehension
A,B,C
Acquisition of Vocabulary Standard
A,F
Concepts of Print, Comprehension
A,B,C
Acquisition of Vocabulary Standard
A,F
Concepts of Print, Comprehension
A,B,C
22
Standard 2
Demonstrates understanding of
movement concepts, principles,
strategies, and tactics as they
apply to the learning and
performance of physical
activities.
8.
Students can explain how body fatness relates
to good health.
Open-ended response question or
written test
Research Standard A,E
Concepts of Print, Comprehension
A,B,C
Writing Process A,C,F
Writing Applications B,E
9.
Students can explain how physical activity
helps maintain body fat levels.
Open-ended response question or
written test
Research Standard A,E
Concepts of Print, Comprehension
A,B,C
Writing Process A,C,F
Writing Applications B,E
Research Standard A,E
Concepts of Print, Comprehension
A,B,C
Writing Process A,C,F
Writing Applications B,E
Research Standard A,E
Concepts of Print, Comprehension
A,B,C
Writing Process A,C,F
Writing Applications B,E
Research Standard A,E
Concepts of Print, Comprehension
A,B,C
Writing Process A,C,F
Writing Applications B,E
Research Standard A,E
Concepts of Print, Comprehension
A,B,C
Writing Process A,C,F
Writing Applications B,E
Research Standard A,E
Concepts of Print, Comprehension
A,B,C
Writing Process A,C,F
Writing Applications B,E
10. Students can describe the six components of
skill-related fitness.
Open-ended response question or
written test
11. Students understand and can apply the
principles of exercise to their personal fitness
program during development.
Personal Fitness Portfolio Rubric
12. Students understand and can apply the F.I.T.T.
(Frequency, Intensity, Time, Type) formula to
their personal fitness program during
development.
Personal Fitness Portfolio Rubric
13. Students can describe various muscle types
and fibers utilized in muscle fitness.
Open-ended response question or
written test
14. Students understand the differences and
similarities to aerobic, active aerobic, and
anaerobic activities when applying it to their
personal fitness programs.
Open-ended response question or
Personal Fitness Portfolio Rubric
23
Standard 2
Demonstrates understanding of
movement concepts, principles,
strategies, and tactics as they
apply to the learning and
performance of physical
activities.
15. Students will demonstrate at least a score of 3
or above on the rubric for the overload
principle by exerting the correct progressive
amount of weight needed to show gains in
strength as well as preventing injury.
4 – Consistently demonstrates the
overload principle by exerting the
correct progressive amount of weight
needed to show gains in strength as
well as preventing injury.
3 – Frequently demonstrates the
overload principle by exerting the
correct progressive amount of weight
needed to show gains in strength as
well as preventing injury.
2 – Inconsistently demonstrate the
overload principle by exerting the
correct progressive amount of weight
needed to show gains in strength as
well as preventing injury.
1 – Unsuccessfully demonstrates the
overload principle by exerting the
correct progressive amount of weight
needed to show gains in strength as
well as preventing injury.
Communications: Oral and Visual
Standard A,C
Comprehension Strategies and SelfMonitoring Strategies A, B, C
Informational, Technical and
Persuasive Text C
Research Standard A,E
24
Standard
Standard 3
Participates in regular physical
activity.
GLIs
1.
Students can demonstrate and describe the six
steps in the stairway to lifetime fitness as it
relates to a student’s personal activity program
goals. (Doing Activity, Getting Fit, Assessing Fitness,
Assessment
OGT
Personal Activity Program Rubric
Concepts of Print, Comprehension
A,B,C
Writing Process A,C,F
Writing Applications B,E
Research Standard A,E
Concepts of Print, Comprehension
A,B,C
Writing Process A,C,F
Writing Applications B,E
Concepts of Print, Comprehension
A,B,C
Writing Process A,C,F
Writing Applications B,E
Concepts of Print, Comprehension
A,B,C
Writing Process A,C,F
Writing Applications B,E
Self-Planning, Lifetime Physical Activity, Lifetime
Physical Fitness)
2.
Students will complete a community service
project related to accessibility of local
recreation centers, health clubs and public
parks
Community Service Project Rubric
3.
Students can demonstrate their participation in
all five active parts of the Physical Activity
Pyramid.
Personal Activity Papers
4.
Students can demonstrate how they are
physically active in the community.
Personal Activity Papers
25
Standard
Standard 4
Achieves and maintains a
health-enhancing level of
physical fitness.
Assessment
OGT
1.
Students will strive to achieve and maintain
personal fitness goals after a period of
training.
GLIs
Healthy Fitness Zones in all aspects of
Physical Fitness
2.
Students will assess their physical fitness
status in terms of cardiovascular fitness,
muscle fitness, flexibility, and body
composition.
4 – Consistently assesses physical
fitness status in terms of cardiovascular
fitness, muscle fitness, flexibility, and
body composition.
3 – Frequently assesses physical
fitness status in terms of cardiovascular
fitness, muscle fitness, flexibility, and
body composition.
2 – Inconsistently assesses physical
fitness status in terms of cardiovascular
fitness, muscle fitness, flexibility, and
body composition.
1 – Unsuccessfully assesses physical
fitness status in terms of cardiovascular
fitness, muscle fitness, flexibility, and
body composition.
Personal Fitness Program Rubric
Communications: Oral and Visual
Standard A,C
Comprehension Strategies and SelfMonitoring Strategies A, B, C
Research Standard A,E
Concepts of Print, Comprehension A,C
Informational, Technical, and
Persuasive Text C
Writing Process B,F
Writing Conventions A,B,C
Examples:
•
•
•
Step Test for cardiovascular fitness
Body Mass Index for Body Composition
Maximum number of Push-ups for Muscle
Fitness
3.
Students will design and implement a personal
fitness program based on information obtained
from the fitness assessment and in accordance
with appropriate training principles.
4.
Students can demonstrate abilities to monitor
and adjust a personal fitness program to meet
needs and goals.
4 – Consistently demonstrates ability
to monitor and adjust a personal fitness
program to meet needs and goals.
3 – Frequently demonstrates ability to
monitor and adjust a personal fitness
program to meet needs and goals.
2 – Inconsistently demonstrates ability
to monitor and adjust a personal fitness
program to meet needs and goals.
1 – Unsuccessfully demonstrates
ability to monitor and adjust a personal
fitness program to meet needs and
goals.
Research Standard A,E
Acquisition of Vocabulary B,C,F
Writing Conventions A,B,C
Writing Process A,C,F
Communications: Oral and Visual
D,E,G
Research Standard A,E
Acquisition of Vocabulary B,C,F
Writing Conventions A,B,C
Writing Process A,C,F
Communications: Oral and Visual
D,E,G
26
Standard 4
Achieves and maintains a
health-enhancing level of
physical fitness.
5.
Students will strive to achieve and maintain
the age- and gender-specific health-related
fitness standards defined by the administrative
Fitnessgram guide.
6.
Students will strive to maintain age related
cardiovascular healthy fitness zones by
participating in the following cardiovascular
tests to measure their performance levels: (one
mile run, pacer test, 12 minute run, and the
step test).
7.
Students will strive to maintain age related
muscle strength fitness zones by participating
in the following muscular strength test to
measure their performance levels: (1 RM,
push-ups, curl-ups, trunk lifts, pull-ups).
4 – Consistently meets the age- and
gender-specific health-related fitness
standards defined by Fitnessgram.
3 – Frequently meets the age- and
gender-specific health-related fitness
standards defined by Fitnessgram.
2 – Inconsistently meets the age- and
gender-specific health-related fitness
standards defined by Fitnessgram.
1 – Unsuccessfully meets the age- and
gender-specific health-related fitness
standards defined by Fitnessgram.
4 – Consistently strives to maintain
age related cardiovascular healthy
fitness zones
3 – Frequently strives to maintain age
related cardiovascular healthy fitness
zones
2 – Inconsistently strives to maintain
age related cardiovascular healthy
fitness zones
1 – Unsuccessfully strives to maintain
age related cardiovascular healthy
fitness zones
4 – Consistently strives to maintain
age related muscular strength fitness
zones
3 – Frequently strives to maintain age
related muscular strength fitness zones
2 – Inconsistently strives to maintain
age related muscular strength fitness
zones
1 – Unsuccessfully strives to maintain
age related muscular strength fitness
zones
Communications: Oral and Visual
Standard A,C
Comprehension Strategies and SelfMonitoring Strategies A, B, C
Research Standard A,E
Communications: Oral and Visual
Standard A,C
Comprehension Strategies and SelfMonitoring Strategies A, B, C
Research Standard A,E
Communications: Oral and Visual
Standard A,C
Comprehension Strategies and SelfMonitoring Strategies A, B, C
Research Standard A,E
27
Standard 4
Achieves and maintains a
health-enhancing level of
physical fitness.
8.
Students will strive to maintain age related
muscular endurance fitness zones by
participating in the following muscular
endurance test to measure their performance
levels: (push-ups, curl-ups, trunk lifts, pullups).
4 – Consistently strives to maintain
age related muscular endurance fitness
zones
3 – Frequently strives to maintain age
related muscular endurance fitness
zones
2 – Inconsistently strives to maintain
age related muscular endurance fitness
zones
1 – Unsuccessfully strives to maintain
age related muscular endurance fitness
zones
Communications: Oral and Visual
Standard A,C
Comprehension Strategies and SelfMonitoring Strategies A, B, C
Research Standard A,E
9.
Students will strive to maintain age related
flexibility fitness zones by participating in the
following flexibility test to measure their
performance levels: (modified sit-n-reach,
trunk extensions, etc.).
4 – Consistently strives to maintain
age related flexibility fitness zones
3 – Frequently strives to maintain age
related flexibility fitness zones
2 – Inconsistently strives to maintain
age related flexibility fitness zones
1 – Unsuccessfully strives to maintain
age related flexibility fitness zones
Communications: Oral and Visual
Standard A,C
Comprehension Strategies and SelfMonitoring Strategies A, B, C
Research Standard A,E
4 – Consistently strives to maintain
age related body composition fitness
zones
3 – Frequently strives to maintain age
related body composition fitness zones
2 – Inconsistently strives to maintain
age related body composition fitness
zones
1 – Unsuccessfully strives to maintain
age related body composition fitness
zones
Communications: Oral and Visual
Standard A,C
Comprehension Strategies and SelfMonitoring Strategies A, B, C
Research Standard A,E
10. Students will strive to maintain age related
body composition zones by participating in
the following body composition assessments
to measure their performance levels: (BMI,
height/weight charts, etc.).
28
Standard
Standard 5
Exhibits responsible personal
and social behavior that
respects self and others in
physical activity settings.
GLIs
1.
Students will demonstrate and offer safe spotting techniques to their
peers during weight room lifting exercises.
2.
Students will appropriately use and return physical education
equipment in activity classes.
3.
Students will correctly peer assess their performance using
checklists.
Assessment
4 – Consistently demonstrate
safe spotting techniques
3 – Frequently demonstrate
safe spotting techniques
2 – Inconsistently
demonstrate safe spotting
techniques
1 – Unsuccessfully
demonstrate safe spotting
techniques
4 – Consistently returns and
appropriately uses physical
education equipment in
activity classes.
3 – Frequently returns and
appropriately uses physical
education equipment in
activity classes.
2 – Inconsistently returns and
appropriately uses physical
education equipment in
activity classes.
1 – Unsuccessfully returns
and appropriately uses
physical education equipment
in activity classes.
Peer Assessment Rubric
OGT
Concepts of Print,
Comprehension A,B,C
Concepts of Print,
Comprehension A,B,C
Concepts of Print,
Comprehension A,B,C
Writing Process A,B,C
Writing Conventions
A,B,C
Research Standard E
29
Standard 5
Exhibits responsible personal
and social behavior that
respects self and others in
physical activity settings.
4.
Students will assist their peers during physical activity by prompting
teaching cues to meet desired critical elements of a skill.
5.
Students will dress appropriately for physical activity. (i.e. Activity
shoes, pants, shorts, socks, and shirts)
6.
Students can describe and demonstrate the importance of proper
dress for physical activity.
7.
Students will use personal data to evaluate program effectiveness to
increase or decrease workload related to their self-selected goals.
4 – Consistently assist their
peers during physical activity
3 – Frequently assist their
peers during physical activity
2 – Inconsistently assist their
peers during physical activity
1 – Unsuccessfully assist their
peers during physical activity
4 – Consistently dresses
appropriately for physical
activity.
3 – Frequently dresses
appropriately for physical
activity.
2 – Inconsistently dresses
appropriately for physical
activity.
1 – Unsuccessfully dresses
appropriately for physical
activity.
Open-ended Response
Question
4 – Consistently uses
personal data to evaluate
program effectiveness
3 – Frequently uses personal
data to evaluate program
effectiveness
2 – Inconsistently uses
personal data to evaluate
program effectiveness
1 – Unsuccessfully uses
personal data to evaluate
program effectiveness
Research Standard E
Concepts of Print,
Comprehension A,B,C
Research Standard A, E
Writing Applications B, E
Acquisition Of
Vocabulary A,F
Research Standard A,E
Acquisition of Vocabulary
B,C,F
Writing Conventions
A,B,C
Writing Process A,C,F
Communications: Oral
and Visual D,E,G
30
Standard 5
Exhibits responsible personal
and social behavior that
respects self and others in
physical activity settings.
8.
Students will select a safe distance between other students when
participating in all of the physical fitness tests: (step test, push-up
test, PACER, modified sit-n-reach).
9.
Students will accurately document fitness data to meet self-selected
goals.
4 – Consistently select a safe
distance between other
students when participating in
all of the physical fitness tests.
3 – Frequently select a safe
distance between other
students when participating in
all of the physical fitness tests.
2 – Inconsistently select a
safe distance between other
students when participating in
all of the physical fitness tests
1 – Unsuccessfully selects a
safe distance between other
students when participating in
all of the physical fitness tests
4 – Consistently documents
fitness data to meet selfselected goals.
3 – Frequently documents
fitness data to meet selfselected goals.
2 – Inconsistently documents
fitness data to meet selfselected goals.
1 – Unsuccessfully
documents fitness data to
meet self-selected goals.
Concepts of Print,
Comprehension A,B,C
Research Standard E
31
Standard
Standard 6
Values physical activity for
health, enjoyment, challenge,
self-expression, and/or social
interaction.
GLIs
Assessment
OGT
1. Identifies reasons to participate in physical
activity
Open-Ended Response Question
Oral and Visual D,E,G
Research Standard E
Writing Conventions A,B,C
Writing Process A,C,D,F
Writing Application E
2. Creates self-rewards for achieving personal
fitness goals.
4 – Consistently creates self-rewards
for achieving personal fitness goals.
3 – Frequently creates self-rewards for
achieving personal fitness goals.
2 – Inconsistently creates self-rewards
for achieving personal fitness goals.
1 – Unsuccessfully creates self-rewards
for achieving personal fitness goals.
Reflection Essay
Writing Conventions A,B,C
Writing Process A,C,D,F
3. Reflects on reasons for choosing to participate
in selected physical activities.
4. Students will develop and describe a personal
fitness plan using a variety of sport and leisure
activities. (i.e. Swimming, biking, hiking, yoga,
tennis, orienteering, weight training, spinning,
aerobics, martial arts, canoeing, basketball,
volleyball, etc.).
Personal Fitness Plan Rubric
Research Standard E
Writing Conventions A,B,C
Writing Process A,C,D,F
Acquisition Of Vocabulary A,E
Concepts of Print, Comprehension C
Informational, Technical and
Persuasive Text C
Literary Text D
Writing Process A-F
Writing Applications E
Writing Conventions A-C
Research Standard E
Oral and Visual Standard C,E,G
32
Standard
Standard 7
Students will comprehend
concepts related to health
promotion and disease
prevention.
GLIs
Assessment
1.
Students can describe the five components of
physical fitness and factors that affect them
all.
Open-ended response question or
written test
2.
Students can explain the food guide pyramid
and describe how it can help you plan for
healthy eating.
Open-ended response question or
written test
3.
Students can explain how reading food labels
can help you make healthy food choices
Open-ended response question or
written test
4.
Students can demonstrate and describe basic
first aid care and prevention principles related
to personal activity participation. (I.e. blisters,
stages of heat illness, hypothermia and
hyperthermia, and RICE- rest, ice, compress,
elevate).
Students will demonstrate an understanding of
the various illnesses related to exercise and
wellness, i.e., anorexia nervosa, bulimia, type
one and two diabetes, and obesity.
Written test or Portfolio Assessment
6.
Students can describe the six types of
nutrients and the amounts needed for good
health.
Open-ended response question or
written test
7.
Students can describe the effects and safety of
ergonomic aids on physical fitness.
Open-ended response question or
written test
5.
Written test or Portfolio Assessment
OGT
Acquisition Of Vocabulary A,E
Concepts of Print, Comprehension C
Literary Text D
Writing Process A-F
Writing Applications E
Writing Conventions A-C
Acquisition Of Vocabulary A,E
Concepts of Print, Comprehension C
Literary Text D
Writing Process A-F
Writing Applications E
Writing Conventions A-C
Acquisition Of Vocabulary A,E
Concepts of Print, Comprehension C
Literary Text D
Writing Process A-F
Writing Applications E
Writing Conventions A-C
Acquisition Of Vocabulary A,E
Concepts of Print, Comprehension C
Literary Text D
Writing Process A-F
Writing Applications E
Writing Conventions A-C
Acquisition Of Vocabulary A,E
Concepts of Print, Comprehension C
Literary Text D
Writing Process A-F
Writing Applications E
Writing Conventions A-C
Acquisition Of Vocabulary A,E
Concepts of Print, Comprehension C
Literary Text D
Writing Process A-F
Writing Applications E
Writing Conventions A-C
Acquisition Of Vocabulary A,E
Concepts of Print, Comprehension C
Literary Text D
Writing Process A-F
Writing Applications E
Writing Conventions A-C
33
Standard 7
Students will comprehend
concepts related to health
promotion and disease
prevention.
8.
Students know the reliable sources on healthrelated information.
Open-ended response question or
written test
Acquisition Of Vocabulary A,E
Concepts of Print, Comprehension C
Literary Text D
Writing Process A-F
Writing Applications E
Writing Conventions A-C
34
Standard
Standard 8
Students will demonstrate the
ability to practice healthenhancing behaviors and reduce
health risks.
1.
GLIs
Assessment
Students will engage in cardiovascular
physical activities to meet their age
appropriate target heart rate zones.
4 – Consistently engage in
cardiovascular activities that place their
heart rate in their age appropriate zone.
3 – Frequently engage in
cardiovascular activities that place their
heart rate in their age appropriate zone.
2 – Inconsistently engage in
cardiovascular activities that place their
heart rate in their age appropriate zone.
1 – Unsuccessfully engages in
cardiovascular activities that place their
heart rate in their age appropriate zone.
4 – Consistently engages in muscular
strength developing physical activities
to meet their age appropriate muscle
fitness standards.
3 – Frequently engage in muscular
strength developing physical activities
to meet their age appropriate muscle
fitness standards.
2 – Inconsistently engage in muscular
strength developing physical activities
to meet their age appropriate muscle
fitness standards.
1 – Unsuccessfully engages in
muscular strength developing physical
activities to meet their age appropriate
muscle fitness standards.
4 – Consistently engages in muscular
endurance building physical activities
to meet their age appropriate muscle
fitness standards.
3 – Frequently engages in muscular
endurance building physical activities
to meet their age appropriate muscle
fitness standards.
2 – Inconsistently engage in muscular
endurance building physical activities
to meet their age appropriate muscle
fitness standards.
Examples:
a.
b.
c.
2.
Spinning
Aerobic Dance
Aerobic Interval Training
Students engage in muscular strength
developing physical activities to meet their
age appropriate muscle fitness standards.
Examples:
a.
b.
3.
Weight Training
Circuit Training
Students engage in muscular endurance
building physical activities to meet their age
appropriate muscle fitness standards.
Examples:
a.
b.
Weight Training
Circuit Training
OGT
Communications: Oral and Visual
Standard A,C
Comprehension Strategies and SelfMonitoring Strategies A, B, C
Informational, Technical and
Persuasive Text C
Research Standard A,E
Communications: Oral and Visual
Standard A,C
Comprehension Strategies and SelfMonitoring Strategies A, B, C
Informational, Technical and
Persuasive Text C
Research Standard A,E
Communications: Oral and Visual
Standard A,C
Comprehension Strategies and SelfMonitoring Strategies A, B, C
Informational, Technical and
Persuasive Text C
Research Standard A,E
1 – Unsuccessfully engages in muscular
endurance building physical activities to
meet their age appropriate muscle fitness
standards.
35
4.
Students engage in flexibility physical
activities to meet their age appropriate
flexibility fitness standards.
Examples:
a.
b.
c.
Yoga
PNF Stretching
Static Stretching
5.
Students will engage in at least three upper
and lower body warm up activities to increase
blood flow and decrease the likelihood of
injury.
6.
Students will assess their intensity level
during exercise by recording their pulse rate at
rest, during activity, and after recovery of an
activity episode.
Examples:
d.
e.
Maximum Heart Rate Percentage {(208[.70*age]) * Target Percentage}
Heart Rate Monitors
4 – Consistently engages in flexibility
physical activities to meet their age
appropriate flexibility fitness standards.
3 – Frequently engages in flexibility
physical activities to meet their age
appropriate flexibility fitness standards.
2 – Inconsistently engage in flexibility
physical activities to meet their age
appropriate flexibility fitness standards.
1 – Unsuccessfully engages in
flexibility physical activities to meet
their age appropriate flexibility fitness
standards.
Communications: Oral and Visual
Standard A,C
Comprehension Strategies and SelfMonitoring Strategies A, B, C
Informational, Technical and
Persuasive Text C
Research Standard A,E
4 – Consistently engages in at least
three upper and lower body warm up
activities.
3 – Frequently engages in at least
three upper and lower body warm up
activities.
2 – Inconsistently engage in at least
three upper and lower body warm up
activities.
1 – Unsuccessfully engages in at least
three upper and lower body warm up
activities.
4 – Consistently assess their intensity
level during exercise by recording their
pulse rate at rest, during activity, and
after recovery of an activity episode.
3 – Frequently assess their intensity
level during exercise by recording their
pulse rate at rest, during activity, and
after recovery of an activity episode.
2 – Inconsistently assess their intensity
level during exercise by recording their
pulse rate at rest, during activity, and
after recovery of an activity episode.
1 – Unsuccessfully assess their
intensity level during exercise by
recording their pulse rate at rest, during
activity, and after recovery of an
activity episode.
Communications: Oral and Visual
Standard A,C
Comprehension Strategies and SelfMonitoring Strategies A, B, C
Informational, Technical and
Persuasive Text C
Research Standard A,E
Research Standard A,E
Concepts of Print, Comprehension
A,B,C
Writing Process A,B,C
Writing Conventions A,B,C
36
P.E. I Sample
Unit/Lesson Plans for
Flexibility
37
Section table of contents
P.E. Sample Unit/Lesson Plans for Flexibility…….………………………………………………………………..……………39-50
National Standards and Grade Level Indicators…………………………………………………………….………………………39-40
Sample Achievement Test Items……………………………………………………………………………………………………41
Sample Achievement Test Items, (Answers/Rubrics)………………………………………………………………………………42-43
Sample Achievement Test Items, (Multiple Choice)………………………………………………………………………………..44-45
Flexibility Sample Lesson/Unit Plans…………….…………………………………………………………………………………46-49
Resources……………………………………………………………………………………………………………………………..50
38
COLUMBUS PUBLIC SCHOOLS
PHYSICAL EDUCATION CURRICULUM GUIDE
GRADE
LEVEL
9
UNIT
Flexibility
TIME RANGE
No less than 5 days
GRADING PERIOD
ANY
NATIONAL STANDARD (S)
Standard 1, Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 2, Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and
performance of physical activities.
Standard 3, Participates regularly in Physical activity.
Standard 4, Achieves and maintains a health-enhancing level of physical fitness.
Standard 5, Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
Standard 6, Value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
GRADE LEVEL INDICATORS (GLIs)
How does a student demonstrate mastery?
Standard 1: (GLI 7) Students engage in flexibility physical activities to meet their age appropriate flexibility fitness standards.
Standard 1: (GLI 8) Students will engage in at least three upper and lower body warm up activities to increase blood flow and
decrease the likelihood of injury.
Standard 2: (GLI 2) Develops realistic short-term and long-term fitness goals for flexibility.
Standard 2: (GLI 3) Explains the impact of participation in selected activities on various components of fitness.
Standard 2: (GLI 12) Students can describe and demonstrate at least a score of 3 or above on the rubric for the basic biomechanical
principals involved in developing flexibility.
39
Standard 3: (GLI 6) Students will strive to maintain age related flexibility fitness zones by participating in the following flexibility
test to measure their performance levels.
Standard 4: (GLI 1) Maintains appropriate levels of cardiovascular fitness, muscular fitness, flexibility and body composition
necessary for a healthy and productive life.
Standard 4: (GLI 7) Meets the age- and gender-specific health-related fitness standards defined by the administrative Fitnessgram
guide.
Standard 5: (GLI 3) Students will correctly peer assess their performance using checklists.
Standard 5: (GLI 4) Students will assist their peers during physical activity by prompting teaching cues to meet desired critical
elements of a skill.
Standard 5: (GLI 6) Students will accurately document fitness data to meet self-selected goals.
40
SAMPLE ACHIEVEMENT TEST ITEMS
UNIT: Flexibility
Extended Response (4 points)
Standard 2: (GLI 2)
1. Explain why the old saying “No Pain, No Gain” can be detrimental to a flexibility program. Choose three guidelines for flexibility
exercises you consider critical to a flexibility program; defend your choices.
Standard 2: (GLI 3)
2. Discuss what the three types of flexibility exercises are and the main differences between them all. Choose one flexibility exercise
and utilize the fitness target zones to create a sport- or activity-specific flexibility program.
Short Answer (2 points)
Standard 2: (GLI 12)
1. What are the characteristics of flexibility?
Standard 2: (GLI 12)
2. How do the fitness principles of overload, progression, and specificity apply to flexibility?
Standard 1: (GLI 8)
3. Why should you do some mild cardiovascular exercise before stretching?
Standard 5: (GLI 4)
4. Why do you have to be especially careful when a partner helps you stretch?
41
SAMPLE ACHIEVEMENT TEST ITEMS (ANSWERS/RUBRICS)
UNIT: Flexibility
Extended Response (4 points)
Standard 2: (GLI 2)
1. Explain why the old saying “No Pain, No Gain” can be detrimental to a flexibility program. Choose three guidelines for flexibility
exercises you consider critical to a flexibility program; defend your choices.
•
•
•
According to the old saying, to gain flexibility you must stretch until you feel pain. However, you should avoid pain as it could be an indicator of a
serious injury. Instead stretching should be held to the point where the muscles feel tight with little or no discomfort.
The student should pick any of the twelve guidelines for flexibility and give reasons for supporting the one’s chosen. The student might say I believe
the guideline for flexibility stating that it is important to overload when stretching is critical since you must follow this to obtain results. According to
the fitness principles, you need to stretch your muscles longer than normal to increase your flexibility. To achieve this kind of stretch, you usually need
a force greater than your own opposing muscles. For example, when stretching your chest muscles, you need additional force, such as your own body
weight, when you put your arms on either side of a doorframe and lean forward to obtain a good stretch. If you do not overload your muscles when
stretching, you will not obtain the benefits of maintaining or increasing your range of motion.
The student should pick three guidelines for flexibility, giving both what it is and why it is needed as well as the explanation of why the old saying “No
Pain, No Gain” can be detrimental to a flexibility program.
4 points: Answer contains an explanation of the old saying affecting a flexibility program and three guidelines of flexibility.
3 points: Answer contains an explanation of the old saying affecting a flexibility program and two guidelines of flexibility.
2 points: Answer contains an explanation of the old saying affecting a flexibility program and one guideline of flexibility.
1 points: Answer contains an explanation of the old saying affecting a flexibility program or one guideline of flexibility.
0 points: Answer contains none of the above responses or no answer is attempted.
Short Answer (2 points)
Standard 2: (GLI 12)
1. What are the characteristics of flexibility?
• Body Build
• Hypermobility
• Joint Laxity
2 points: Answer contains two of the above responses.
1 point: Answer contains one of the above responses.
0 points: Answer contains none of the above responses or no answer is attempted.
Standard 2: (GLI 12)
2. How do the fitness principles of overload, progression, and specificity apply to flexibility?
• Stretching your muscles longer than normal to increase your flexibility is how you apply the principle of overload to flexibility.
• Gradually increasing your exercise intensity by stretching farther as you gain flexibility is how the principle of progression is applied to flexibility.
• To develop overall flexibility, all the muscles should be stretched that need be is how the principle of specificity is applied to flexibility.
2 points: Answer contains two of the above responses.
1 point: Answer contains one of the above responses.
0 points: Answer contains none of the above responses or no answer is attempted.
42
SAMPLE ACHIEVEMENT TEST ITEMS (ANSWERS/RUBRICS)
UNIT: Flexibility
Extended Response (4 points)
Standard 2: (GLI 3)
2. Discuss what the three types of flexibility exercises are and the main differences between them all. Choose one flexibility exercise
and utilize the fitness target zones to create a sport- or activity-specific flexibility program.
•
•
The three types of flexibility exercises are static stretching, PNF stretching, and ballistic stretching. Static stretching is a slow stretch until the point of
slight pulling or tension and holding it for several seconds. PNF stretching is a stretching technique similar to static except there is a contraction of the
muscle before stretching it to obtain a farther range of motion. It can be done with or without a partner. Ballistic stretching is a series of quick but
gentle bouncing or bobbing motions that are not held for a long time.
The student should pick any of the three flexibility exercises and any type of sport or activity and utilize the fitness target zones to create a flexibility
program. The student might choose static stretching for basketball and say I would stretch each muscle group daily before and after practice, at least 3
times a week. I will be sure it is stretched beyond its normal length and hold each stretch for each muscle group for 15 to 30 seconds with 10 second
rests. 3 or 4 sets with 1 repetition each.
4 points: Answer contains an explanation of the three types of flexibility exercises and utilizes all three fitness target zones in their flexibility program.
3 points: Answer contains an explanation of the two types of flexibility exercises and utilizes all three fitness target zones in their flexibility program.
2 points: Answer contains an explanation of one type of flexibility exercises and utilizes all three fitness target zones in their flexibility program.
1 points: Answer contains an explanation of one type of flexibility exercises or utilizes all three fitness target zones in their flexibility program.
0 points: Answer contains none of the above responses or no answer is attempted.
Short Answer (2 points)
Standard 1: (GLI 8)
3. Why should you do some mild cardiovascular exercise before stretching?
• Increase in body temperature increases flexibility
• To decrease the chance of injuries
2 points: Answer contains two of the above responses.
1 point: Answer contains one of the above responses.
0 points: Answer contains none of the above responses or no answer is attempted.
Standard 5: (GLI 4)
4. Why do you have to be especially careful when a partner helps you stretch?
• A partner may unintentionally stretch you too far that can cause pain.
• A partner may unintentionally stretch you too far and cause injury.
2 points: Answer contains two of the above responses.
1 point: Answer contains one of the above responses.
0 points: Answer contains none of the above responses or no answer is attempted.
43
SAMPLE ACHIEVEMENT TEST ITEMS
UNIT: Flexibility
Multiple Choice
Multiple Choice
Standard 2: (GLI 12)
1. The ability to extend the knee, elbow, or wrist joint past a
straight line is:
a. flexibility
b. hypermobility
c. range of motion
d. muscle boundness
Standard 2: (GLI 12)
4. Static stretching is
a. quick, gentle bouncing or bobbin motions.
b. the amount of movement a joint can make.
c. slow stretching without pain, for several seconds.
d. not recommended for athletes.
Standard 2: (GLI 3)
2. The best balanced exercise program includes:
a. strength exercises of overstretched muscles.
b. strength exercises only.
c. strength and flexibility exercise.
d. Flexibility exercise only.
Standard 2: (GLI 12)
5. When you stretch your muscles farther than your
normally stretch them, you are using the principle of
a. overload
b. progression
c. specificity
d. flexibility
Standard 2: (GLI 3)
3. Which shows good flexibility?
a. hugging your legs to your chest.
b. lifting weights.
c. doing 20 push-ups without stopping.
d. running 5 miles
Standard 2: (GLI 12)
6. Ballistic stretching is acceptable if you:
a. rarely exercise
b. rate low on self-assessment
c. have a partner
d. exercise regularly and rate high on the selfassessment.
44
SAMPLE ACHIEVEMENT TEST ITEMS
UNIT: Flexibility
Multiple Choice
Multiple Choice
Standard 2: (GLI 12)
7. In general, to build flexibility you should stretch until
a. 1 minute passes.
b. the muscle feels loose.
c. the muscle feels a little uncomfortable.
d. it feels painful.
Standard 2: (GLI 12)
8. Static stretching
a. always builds the most flexibility for an athlete.
b. increases flexibility.
c. causes back injuries.
d. causes muscle cramps in the legs.
Standard 2: (GLI 12)
9. Which is a part of the principle of progression for
flexibility?
a. Start with a few hyperextended stretches.
b. Stretch for the longest period you can tolerate.
c. Stretch muscles until they feel tired.
d. Stretch a little farther each day.
Standard 2: (GLI 2)
10. Looseness in the joints allowing bones to move in ways
other than intended is
a. stretching.
b. overload.
c. flexibility.
d. joint laxity.
Standard 2: (GLI 12)
11. Joints are places in the body where
a. ligaments connect muscles to bones.
b. bones come together.
c. muscles are attaches to bones.
d. muscles come together.
Standard 2: (GLI 12)
12. Ballistic stretching is
a. slow stretching without pain, for several seconds.
b. overstretching.
c. gentle bouncing or bobbing motions.
d. leaning into a doorway.
Multiple Choice Answers
1.
2.
3.
4.
5.
6.
b.
c.
a.
c.
a.
d.
7. c.
8. b.
9. d.
10. d.
11. b.
12. c.
45
FLEXIBILITY SAMPLE LESSON/UNIT PLAN
CLASSROOM LESSON 1
Lesson Objectives
1. Describe the components of flexibility.
2. Explain the benefits of good flexibility.
3. Explain the importance of balancing strength and flexibility exercises.
4. Explain how the fitness principles of progression, overload, and specificity apply to flexibility.
Lesson Vocabulary
hypermobility, joint laxity, range of motion (ROM)
Content
Opener: To the whole class, the teacher can provide pictures of people who are flexible and ask students to estimate the amount of
practice needed to become flexible. (Issue of hypermobility could be introduced)
• The class could offer reasons as to why flexibility is important to health and wellness.
Question and statement outline to guide the lesson:
1) Describe the term flexibility.
2) Explain what range of motion is?
3) What major joints in the body benefit from greater range of motion, particularly when it comes to sports partcipation?
4) How do the following joints move: hip, knee, elbow, ankle, and shoulder?
5) What muscle groups require good flexibility? What are the reasons for this?
6) What specific health and wellness benefits do stretching exercises provide?
7) What are characteristics of people who are more flexible than others?
8) What does the term hypermobility mean?
9) Why can hypermobility be a problem?
10) What problems may arise from laxity (overstretched ligaments)?
11) What can occur if you avoid flexibility exercises and do lots of muscle strengthening exercises?
12) Why is it important to strengthen the often weak, unused muscles of the back of the body?
13) Are there muscles of the body that do not need stretching?
14) How do the principles of fitness relate to flexibility?
Closing: Review the terminology covered; highlight the importance of good flexibility in sports, health, and wellness; review the
factors that determine how flexible someone is; emphasize the importance of doing a balanced program of muscle strengthening and
flexibility; finish by stating the importance of following principles of fitness for an effective stretching program.
46
ACTIVITY LESSON 1
Purpose
• Students will understand the benefits of good flexibility.
• Students will identify unsafe versus safe stretches and stretching practices.
Procedure
1. Explain that practicing safe stretching techniques is key to obtaining good flexibility. Review the Guidelines for Safe
Stretching. Mention that certain stretches, such as PNF and dynamic stretches are only for specific situations and must be
done under careful guided conditions to ensure safety. In this lesson, the focus will be on active and static stretching, as
described on the poster.
2. Lead or have a student leader lead the class through a whole-body warm-up lasting three to five minutes. (ex. Walking,
jogging in place, short simple movement cardiovascular game.)
3. Mix the Flexibility Task and Benefit and the Unsafe Stretching Risk cards together. Lead, or have student leaders lead, the
class through each of the 16 cards. When a safe stretch comes up, read the health benefit written on the back of the card.
When a practice that may be unsafe comes up, instead of doing it, read the reason for not performing it.
Teaching Hints
• To increase time on task for experienced students, eliminate step 1 under “Procedure” and simply hang the safety poster at
each group’s area to remind students of safety guidelines.
• Connect the safety guidelines and benefits to the back-saver sit-n-reach test and shoulder test.
• Emphasize that stretching to the point of mild discomfort and backing off slightly (but still feeling the stretch) applies the
overload principle of training to flexibility.
Assessment
• Have students name one or more benefits of good flexibility and relate those benefits to their everyday activities and/or sport
activities in which they participate.
• Offer a worksheet that shows three safe stretches and one unsafe practice. Ask students to identify the unsafe practice and to
write or tell why it is unsafe.
47
CLASSROOM LESSON 2
Lesson Objectives
1. Explain the differences among static stretching, PNF stretching, and ballistic stretching.
2. Describe the fitness target zones for static and ballistic exercises.
3. List the guidelines for doing flexibility exercises safely.
Lesson Vocabulary
ballistic stretching, CRAC, range of motion (ROM) exercise, PNF stretching, static stretching
Content
Opener: In small groups, have the students describe what types of stretches they have done as part of a sports team or any other
type of physical activity warm-up. Have them then discuss the benefits (or harm) these types of stretches might have had.
• Provide each group with a list of several different physical activities and have the students create a list of different stretches
that would be suitable for each physical activity.
Question and statement outline to guide the lesson:
1. What is the difference between range of motion and stretching exercises?
2. What are some exercises that can improve your range of motion?
3. Describe the best types of exercises to use in a warm-up.
4. Can you name the three types of ways to stretch a muscle group?
5. What is meant by the terms static stretching, ballistic stretching, and PNF stretching? How do you perform each one?
6. What does PNF stand for?
7. Describe why static stretching is safer than ballistic stretching.
8. Athletes should perform which type of stretching to improve their flexibility?
9. What are some examples of sport-specific ballistic stretching?
10. What are some guidelines to follow prior to performing a static stretching program?
11. What are some guidelines to follow before performing a ballistic or PNF stretching program?
12. How does the saying “no pain, no gain” apply to flexibility exercises?
13. What are examples of specific stretches people should avoid doing?
Closing: Review the three types of stretching. Ask students to provide an example for each on. Emphasize the importance of
specificity in selecting flexibility exercises to improve sports performances; finish the lesson by focusing on correct technical points
for stretching different muscle groups (lower legs, hamstrings/quadriceps, upper and lower back, and neck).
ACTIVITY LESSON 2
48
Purpose
• Students will explore specific stretches for a physical activity or sport in which they are interested.
• Students will enhance their flexibility through participating in sport- or activity-specific stretches over time and connect the
principle of type (specificity) to the benefits of injury prevention and enhanced performance.
Equipment
• Mats (optional)
• Blank sheets of paper for self-designed specific flexibility pages (optional)
• Pencils
Procedure
1. Review the principle of specificity. Briefly discuss how it applies to flexibility training.
2. Give an overview of the sports and activities for which you have flexibility training worksheets to offer. Ask students to
select one sport or activity to work on flexibility today.
3. Lead, or have student leaders lead, a whole-body warm-up for a minimum of five minutes.
4. Divide class into four groups and send each group to one of the activity areas to practice the stretches shown on the related
sheet. Require students to repeat the stretches according to safety guidelines as time allows. Have students fill in the “muscles
and body part(s) stretched” section individually or as a group.
5. Gather students back into the main group to briefly discuss how they predict that the specific stretches might enhance their
sport performance, if performed frequently enough with appropriate intensity.
Teaching Hints
• If a student is not interested in one of the sports or activities offered, help that student choose appropriate stretches from other
sources, for another sport or activity.
• If possible, have students follow their sport- or activity-specific stretching with the sport or activity itself, both in and outside
of class, and end it with a cool-down that includes some or all of the sport- or activity-specific stretches.
• Over multiple class sessions, have students switch to different activity areas until all four Sport Stretch Pages are completed.
Assessment
• Discuss the “muscles and body parts stretched” section for each sport and stretch.
• Require students to log their sport- or activity-specific flexibility training over the course of one to four weeks. Ask students
to write comments as to how specificity in flexibility training may help them enhance their performance in the sport or
activity.
49
RESOURCES
Corbin, C.B. & Lindsey, R., (2005). Fitness For Life (5 ed.). Champaign, IL: Human Kinetics.
th
National Association for Sport and Physical Education, (2005). Physical Education for Lifelong Fitness (2nd ed.).
Champaign, IL: Human Kinetics.
National Association for Sport and Physical Education, (2005). Physical Best Activity Guide: Middle and High
School Levels (2nd ed.). Champaign, IL: Human Kinetics.
Lund, J.L, Kirk, M. F., (2002). Performance-based assessment for middle and high school physical education.
Champaign, IL: Human Kinetics.
National Association for Sport and Physical Education, (2004). Moving into the future: National standards for
physical education (2nd ed.). Reston, VA: Author.
50
P.E. I Sample
Unit/Lesson Plans for
Cardiovascular Fitness
51
Section table of contents
P.E. Sample Unit/Lesson Plans for Cardiovascular Fitness…… ………………………………………………….………….…53-62
National Standards and Grade Level Indicators……………………………………………………………………….……………53-54
Sample Achievement Test Items……………………………………………………………………………………….……………55
Sample Achievement Test Items, (Answers/Rubrics)………………………………………………………………………………56
Sample Achievement Test Items, (Multiple Choice)………………………………………………………………………………..57
Cardiovascular Sample Lesson/Unit Plans…………………………………………………………………………………………58-61
Resources…………………………………………………………………………………………………………………………….62
52
COLUMBUS PUBLIC SCHOOLS
PHYSICAL EDUCATION CURRICULUM GUIDE
GRADE
LEVEL
9
UNIT
Cardiovascular Fitness
TIME RANGE
No less than 10 days
GRADING PERIOD
ANY
NATIONAL STANDARD (S)
Standard 1, Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 2, Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance
of physical activities.
Standard 3, Participates regularly in Physical activity.
Standard 4, Achieves and maintains a health-enhancing level of physical fitness.
Standard 5, Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
Standard 6, Value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
Standard 7, Students will comprehend concepts related to health promotion and disease prevention.
GRADE LEVEL INDICATORS (GLIs)
How does a student demonstrate mastery?
Standard 1: (GLI 1) Students will demonstrate at least a score of 3 or above on the rubric for correct form for cardiovascular tests. (PACER,
Step-Test, One Mile Run, 12 Minute Run, etc.)
Standard 2: (GLI 2) Develops realistic short-term and long-term fitness goals for cardiovascular fitness, muscle fitness, flexibility, and body
composition.
Standard 2: (GLI 3) Explains the impact of participation in selected activities on various components of fitness.
Standard 2: (GLI 7) Students will assess their intensity level during exercise by recording their pulse rate at rest, during activity, and after
recovery of an activity episode.
53
Standard 3: (GLI 5) Students will complete a community service project related to accessibility of local recreation centers, health clubs and
public parks.
Standard 4: (GLI 4) Designs and implements a personal fitness program based on information obtained from the fitness assessment and in
accordance with appropriate training principles.
Standard 5: (GLI 5) Students will dress appropriately for physical activity. (i.e. Activity shoes, pants, shorts, socks, and shirts).
Standard 5: (GLI 6) Students will accurately document fitness data to meet self-selected goals.
Standard 6: (GLI 2) Creates self-rewards for achieving personal fitness goals.
Standard 7: (GLI 1) Students can describe the three types of nutrients that provide energy and the amounts needed for good health.
54
SAMPLE ACHIEVEMENT TEST ITEMS
UNIT: Cardiovascular Fitness
Extended Response (4 points)
Standard 1: (GLI 1)
After running the pacer test for the first time, you realize your score falls well below your age appropriate fitness zone. You understand the
importance of cardiovascular fitness and the benefits that are associated with CV fitness. Explain with duration and intensity your goals and
personal activity plan you will develop to increase your CV fitness to improve your pacer score.
Standard 7: GLI 1)
Explain the importance of your nutritional intake in regards to your personal fitness program. Use your answer to support two of the following
target goals: weight loss, weight gain, maintaining a certain weight, or providing energy for your daily activities.
Short Answer (2 points)
Standard 2: (GLI 7)
Describe what your heart does during rest, exercise, and recovery from an intense exercise episode.
Standard 5: (GLI 6)
Describe the benefits and importance of keeping a workout journal outside of class.
55
SAMPLE ACHIEVEMENT TEST ITEMS (ANSWERS/RUBRICS)
UNIT: Cardiovascular Fitness
Extended Response (4 points)
Standard 1: (GLI 1)
After running the pacer test for the first time, you realize your score falls well below your age appropriate fitness zone. You understand the
importance of cardiovascular fitness and the benefits that are associated with CV fitness. Explain the FITT principle as it relates to your
personal activity plan you will develop to improve your pacer score and overall CV fitness level.
• The FITT principle including frequency, intensity, time, and types of activities and exercises.
4 points: Answer contains all four principles related to personal fitness program.
3 points: Answer contains three of the four principles related to a personal fitness program.
2 points: Answer contains two of the four principles related to a personal fitness program.
1 point: Answer contains one of the four principles related to a personal fitness program.
0 points: Answer contains none of the four principles related to a personal fitness program or no answer is attempted.
Standard 7: GLI 1)
The body is made up many different bones, muscles, tissues, fluids, and organs. Explain how fat helps to maintain the structure and function of
the body system.
• Fat acts as a buffer to protect bones. Fat helps regulate body temperature. Fat helps to store vitamins and minerals.
4 points: Answer contains explanations of all three roles fat plays in the body with examples of each role.
3 points: Answer contains explanations of all three roles fat plays in the body.
2 points: Answer contains two explanations of the role fat has to play in the body.
1 point: Answer contains one explanation of the role fat has to play in the body.
0 points: Answer contains none of the above responses or no answer is attempted.
Short Answer (2 points)
Standard 2: (GLI 7)
Describe what your heart does during rest, exercise, and recovery from an intense exercise episode.
• During rest your heart pumps enough blood and oxygen to the working systems and muscles of the body. During exercise the heart
works harder to provide more oxygen to the muscles in need. During recovery the heart is efficient if it can quickly return to a normal
resting heart rate within a matter of minutes upon completing an exercise workout session.
2 points: Answer contains an explanation of the heart rate at two out of the three phases of an exercise session.
1 point: Answer contains one explanation of the heart rate any of the three phases of an exercise session.
0 points: Answer contains none of the above responses or no answer is attempted.
Standard 5: (GLI 6)
Describe the benefits and importance of keeping a workout journal outside of class.
• It measures progress and self-assessment of an individual’s performance and it helps to keep the individual on task with workout
sessions.
2 points: Answer contains both self-assessments of performance and acts as a schedule of workout sessions.
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1 point: Answer contains one of the possible two answers mentioned above.
0 points: Answer contains none of the above responses or no answer is attempted.
SAMPLE ACHIEVEMENT TEST ITEMS
UNIT: Cardiovascular Fitness
Multiple Choice
Multiple Choice
Standard 4: (GLI 4)
Standard 2 (GLI 3)
4. What do you need to know to help a student design safe and
13. Which of the following statements is correct?
enjoyable aerobic fitness training sessions.
a. Progression is the way in which an individual should
a. whether or not the student has serious health conditions,
deal with specificity.
such as asthma.
b. Overload provides a greater stress, or load, than the body
b. the student’s current aerobic endurance fitness level.
is used to.
c. the aerobic endurance activities the student prefers.
c. Frequency in the FITT principle is how long an
d. all of the above.
individual exercises.
e. none of the above.
d. Time in the FITT principle is how often an individual
exercises.
Standard 7: GLI 1)
5. Thirst signals the body’s need for water, but
Standard 2: (GLI 3)
a. it is unhealthy to drink during exercise
14. Which of the following fitness tests measures aerobic fitness?
b. this signal is slow to express the need
a. the back-saver sit-and-reach.
c. sodium and potassium concentrations in the blood will
b. the mile run.
decrease as the body becomes dehydrated
c. the curl up.
d. the pull up test.
d. an individual should only drink when he or she feels thirsty
Standard 2: (GLI 2)
15. Corbin and Linsey’s (1993) Stairway to Lifetime Fitness
a. shows how to help a student follow teacher directives
better.
b. outlines developmentally appropriate guidelines for
various age groups.
c. outlines the process through which a student
independently physically active.
d. provides assessment strategies.
Multiple Choice Answers
7. b
8. b
9. c
4. d
5. b
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Sample Cardiovascular Fitness Lesson Plan/ Activity in the Gymnasium
Purpose: Anaerobic vs. Aerobic Students will participate in a variety of activities and when the music stops students will find and take their
heart rates and record heart rates and pedometer steps.
Equipment needed: music and radio, 12 cones, red-yellow-green-white-black floor tape, 6 single jump ropes, 1 blue floor mat, 3 10-15 pound
medicine balls, pencils and record sheet, signs numbered one through eight, and one pedometer for every student.
Relationship to National Standards: Through active participation of eight fitness stations students will determine which stations are aerobic
and which are anaerobic. Prior to the start of the stations students will estimate and rank each station’s level of difficulty related to energy
expenditure. During this discussion of aerobic and anaerobic exercise students will record their resting heart rate. At the conclusion of each
station students will get quiet quickly and on my cue will take and record their heart rate for that particular station. They will also record the
number of steps taken on their pedometers for that station. Students are reminded not to clear their pedometers until the end of class.
Standard 3, Participates regularly in Physical activity.
Standard 4, Achieves and maintains a health-enhancing level of physical fitness.
Procedures: (SIX STUDENTS IN A GROUP – EACH STATION WILL LAST 2 ½ MINUTES)
Station #1 Defensive Basketball Shuffle- Place three sets of cones on the sidelines of the basketball key area. Three students start on the left
side of the key facing the end line. When the music starts students will use the shuffle step in a bent knee defensive position moving side to
side touching their two cones for a total of fifteen touches. Their partner will jump in and perform fifteen shuffle step cone touches. Partners
will alternate until the music stops. When the music stops students will find and take heart rate and record their heart rates and pedometer
steps.
Station #2 Pushups- At this station students will attempt to perform as many sets of pushups of 12 repetitions possible in two and a half
minutes. When the music stops students will find and take heart rate and record heart rate and pedometer steps.
Station #3 Verticle Jump Station- At this station a student will stand in front of a wall and jump straight up touching a colored tape with two
hands that is challenging to their ability level. There should be approximately two to two and a half inches of space between the different
colors of tape. Once again students will alternate with their partner after completing 12 vertical jumps until the music stops. When the music
stops students will find and take heart rate and record heart rate and pedometer steps.
Station #4 Jump Rope- Students will not alternate at this station. All students will jump rope for 2 ½ minutes until the music stops. When the
music stops students will find and take heart rate and record their heart rates and pedometer steps.
Station #5 Sit-ups- Students will switch from spotter to performer after repetitions of 15 sit-ups. After 2 ½ minutes of music students will find
and take heart rate and record their heart rates and pedometer steps.
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Station #6 Modified Plyometrics- With feet slightly apart, students will jump over the tops and in between a set of six cones that are
approximately three feet apart between each cone. The next student in line starts when the student in front of him jumps over the last cone.
Students return to the end of the line and continue until the music stops. Students will find and take heart rate and record their heart rates and
pedometer steps.
Station # 7 Medicine Ball Twist- Students will stand back to back. With feet remaining stationary student A will turn to her right holding the
medicine ball with two hands. Student B will accept the medicine ball on her left hand side with two hands. She will then take the medicine
ball clockwise to her right side and hand off to her partner who will receive the ball on her left side. Students can change directions to work
both sides of the abdominal muscles. And for more of a challenge, students can each take a step away from each other putting more overload
on the working muscles. The skill can also be attempted at shoulder level. When the music stops students will put the medicine balls down
and record their information.
Station #8 Rest, Water, and Observe- Students will get a drink of water, sit down and observe the other stations in action. At the conclusion of
the station they will fill out a Hardest Working Award to the student they think is on task during the duration of 2 ½ minutes. Students will
find and take heart rate and record their heart rates and pedometer steps.
Closure and Assessment: Students will sit in the middle of class in a semi-circle. They will compare their estimations to how they actually
felt after completing the exercise circuit. They will explain any comments related to stations they over estimated in regards to activity
difficulties. Finally, they will look at their heart rate data and differentiate which stations were aerobic and which were anaerobic.
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Sample Cardiovascular Fitness Lesson Plan/ Classroom and Activity
Lesson: 7.2 Building Cardiovascular Fitness
Vocabulary- active aerobic activity, aerobic activity, anaerobic activity
Lesson Objectives
a. Explain the difference between aerobic activity and anaerobic activity.
b. Describe the FIT formula for developing cardiovascular fitness.
c. Explain how to determine a threshold of training and a target zone for building cardiovascular fitness using two different heart
rate methods.
Content (Opener, Teaching Outline [ Question/ Answer Format], Closing
Opener: Ideas to open this lesson can include: In small groups, students are asked to a weekly training program (FIT formula used) designed to
improve aerobic fitness; to the entire class, teacher can have students record their resting heart rate and then estimate how much higher above
the resting value they would need to be in order to improve CV fitness; in small groups students can look at two sets of photos—one showing
aerobic type activities, another showing anaerobic activities—a discussion could follow to ask what distinguishes one set from the other,
whether fitness benefits occur for people in both sets, how long people in each set could continue with the activity before having to stop.
Question outline to guide the lesson:
1
2
3
4
5
6
7
8
9
10
11
12
What does the term aerobic mean? Which type of activities in the Physical Activity Pyramid are aerobic activities?
What advantage do vigorous activities such as active aerobics have over more moderate have over more moderate- intensity activity?
What are the specific national vigorous activity recommendations for teenagers?
How many days of rest is needed between vigorous activity sessions?
What are the training targets for frequency, intensity, and time in order to improve CV fitness?
What are the two methods used to determine your training heart rate?
What are examples of anaerobic activities?
What happens when you exercise anaerobically (without oxygen)?
Why is anaerobic fitness important?
What prescription should someone follow who wants to do anaerobic activity?
What is the purpose of an activity log?
What are the main reasons to self-monitor your activity and your fitness? How can you go about self-monitoring your own physical
activity?
Closing: Review the differences between aerobic and anaerobic activity; emphasize that all moderate-intensity (lifestyle) activity and some
sports are aerobic in nature – they are done at an intensity that allows for long duration sessions: alternatively, anaerobic activities are done
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vigorously resulting in much earlier fatigue; underscore the importance of heart rate and the two methods taught to monitor activity intensity;
finish by stressing how important the behavior of self-monitoring is.
Enrichment
1 Reinforcement 7
2 Taking Charge 7 : Students will have the opportunity to record the time they spend in the physical activities that they are involved in.
Resource Materials
1 OTM 7-D Effect of Exercise on the Heart (CR 7-5)
2 Reinforcement 7 : Combination for Fitness (CR 7-7)
Worksheet
Taking Charge 7 : Learning to Self-Monitor (TC 7-1)
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RESOURCES
American Alliance for Health, Physical Education, Recreation and Dance, (1999). Physical Education for Lifelong Fitness:
The Physical Best Teacher’s Guide. . Champaign, IL: Human Kinetics.
Corbin, C., Lindsey, R., (2005). ). Fitness for Life. (5th ed.). Champaign, IL: Human Kinetics.
Dale, D., McConnell, K., Corbin, C., (2005). Fitness for Life Lesson Plans CD-Rom Print Copy. (5th ed.). Champaign, IL:
Human Kinetics.
Lund, J.L, Kirk, M. F., (2002). Performance-based assessment for middle and high school physical education. Champaign,
IL: Human Kinetics.
National Association for Sport and Physical Education, (2004). Moving into the future: National standards for physical
education (2nd ed.). Reston, VA: Author.
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