Grade 11-12 Physical Education, Semester 1/2, Unit 1 Presidential Fitness Test/Cooperative Games/Leisure Activities Overview Overall Days: 4-8 days (1 day = 52-56 minutes) Content to be learned   

Understand Physical Education Policies and Procedures Participate in the Presidential Fitness Test. Describe the components of working cooperatively and productively.

21st Century Learning Expectations    

Read widely and critically understand a variety of texts. Write and speak effectively with clarity and purpose. Creatively solve problems by acquiring and applying new knowledge. Demonstrate how to be a respectful, knowledgeable, healthy, and ethical member of the school and community.

Essential questions students should be able to answer by the end of the unit.    

What is the relationship between physical activity and a healthy lifestyle throughout one’s life? Why is it important to participate in the Presidential Fitness Assessment? Why is it important to always apply safe practices, rules, and procedures in all physical activity settings? What are the key components for working cooperatively and productively with a partner and/or a group to accomplish a set goal?

Providence Public Schools Physical Education Curriculum Framework Committee

D-37

Grades 11-12 Physical Education, Semester 1/2, Unit 1

Written Curriculum Rhode Island State Standards/Performance Indicators Standard 1 Students will demonstrate competency in many movement forms and proficiency in a few movement forms. Intent of Standard: This standard is what makes physical education unique. Physical education is truly the only subject that has as a focus a child’s psychomotor development with the goal of developing lifetime physical activity habits. Student Performance Indicators: As a result of physical education instruction, students will demonstrate the ability to: Grades 9-12 9-12.S1.1 - show competence (e.g., basic skills, strategies, and rules) in an increasing number of more complex versions in at least three types of movement forms (e.g., individual, team, and recreational activities). 9-12.S1.2 - show proficiency in a few movement forms (e.g. individual, team, and recreational activities). Standard 3 Students will understand the implications of and the benefits derived from involvement in physical activity. Intent of Standard: This standard focuses directly on the impact of physical activity on personal health and wellness. Students will be able to explain why physical activity is a necessary part of their daily lives. Current research about the impact of physical activity on health provides physical educators the rationale to support programs and policies to get people moving and active for life. Physical activity offers many healthful benefits, such as: decreasing the risk of cardiovascular disease, high blood pressure, obesity, diabetes and certain types of cancers; preserving / maintaining the ability to live independently and reduce the risk of falling in the elderly population; enhancing / elevating mood to improve mental health; improving bone health / density; and new evidence is supporting the positive relationship between activity and mental functioning. Student Performance Indicators: As a result of physical education instruction, students will demonstrate the ability to: Grades 9-12 9-12.S3.1 - analyze the physical benefits of regular participation in physical activity (e.g., reduce health risks, disease prevention). 9-12.S3.2 - analyze the emotional benefits of regular participation in physical activity (e.g., increased self-esteem, stress reduction, reduces depression, self-discipline). 9-12.S3.3 - analyze the social benefits of regular participation in physical activity (e.g., cooperation, sportsmanship, teamwork). 9-12.S3.4 - identify the cognitive benefits of regular participation in physical activity (e.g., increases levels of serotonin and endorphins in the brain, producing state of relaxed alertness conducive to learning.) Standard 4: Students will apply physical activity-related skills and concepts to maintain a physically active lifestyle and a health-enhancing level of physical fitness. Intent of Standard: This standard is the foundation for leading a physically active lifestyle. Being physically active requires more than just moving - it requires knowing the type, frequency, duration, and intensity of physical activity to achieve good health and physical fitness. This standard brings together the essential components of D-38

Providence Public Schools Physical Education Curriculum Framework Committee

Grades 11-12 Physical Education, Semester 1/2, Unit 1

physical activity, fitness, and health, and provides the student with the knowledge and ability to engage in healthenhancing physical activity behaviors in and outside of school. Lifelong skills will include how to assess, achieve, and maintain a health-enhancing level of fitness by employing behavioral and cognitive strategies such as selfmonitoring, goal-setting, and reevaluation. Student Performance Indicators: As a result of physical education instruction, students will demonstrate the ability to: Grades 9-12 9-12.S4.1 - participate in the health-related physical fitness assessment. 9-12.S4.2 - show improvement in, meet, or exceed the health-related fitness standards of the assessment tool. 9-12.S4.3 - interpret results of fitness assessment to understand personal health status. 9-12.S4.4 - apply fitness assessment results to develop personal fitness goals and create a detailed plan to achieve those goals to improve personal health status. 9-12.S4.5 - explain how and why participation in a variety of activities can affect fitness and health. 9-12.S4.6 - participate in activities to improve physical skills and fitness (include activities related to each component of health-related physical fitness). 9-12.S4.7 - analyze factors that affect physical activity and apply behavioral and cognitive strategies to adopt and maintain a physically active lifestyle. 9-12.S4.8 - show improvement in, meet or exceed national physical activity recommendations* by participating in physical activities in structured and non-structured settings that promote lifelong fitness and health. 9-12.S4.9 - utilize a variety of technologies to assess, plan, maintain or enhance physical activity level. Standard 5 Students will demonstrate responsible personal and social behavior in physical activity settings. Intent of Standard: This is a global outcome for education. Physical education and physical activity settings are ideal for helping students take responsibility for their actions. Students will learn and understand what it means to be responsible and be given multiple opportunities to take responsibility. Key concepts learned include respect, responsibility, caring, compassion, honesty, cooperation, fair play and perseverance. Student Performance Indicators: As a result of physical education instruction, students will demonstrate the ability to: Grades 9-12 9-12.S5.1 - apply safe practices, rules, and procedures in all physical activity settings. 9-12.S5.2 - explain why and how rules make participation in physical activity safe. 9-12.S5.3 - act independently of negative peer pressure. 9-12.S5.4 - resolve conflicts in appropriate ways. 9-12.S5.5 - work cooperatively and productively with a partner and/or a group setting to accomplish a set goal. 9-12.S5.6 - anticipate potentially dangerous consequences and outcomes of participation in physical activities. 9-12.S5.7 - describe how physical activity can provide opportunities for positive social interaction. 9-12.S5.8 - participate with others in games, sports, and activities to achieve a common goal.

Notes Review activities and skills from grade 10.

Providence Public Schools Physical Education Curriculum Framework Committee

D-39

Grades 11-12 Physical Education, Semester 1/2, Unit 1

Taught Curriculum Learning Objectives Students will be able to:  Measure abdominal strength/endurance, speed and agility, cardiovascular endurance, upper body strength/endurance, and flexibility.  Set goals to improve their scores on each component of the Physical Fitness Test.  Apply fitness assessment results to develop personal fitness goals and to create a detailed plan to achieve those goals to improve personal health status.  Understand the principles of cooperative learning.  Apply the concepts and principles of cooperative learning to a variety of cooperative games.  Utilize critical thinking and problem solving skills while being physically active.  Identify activities that provide personal pleasure in a leisure setting.

Suggested Activities  

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Resources

Warm-ups Presidential Fitness Test (must do 4 tests out of 5) o Curl-ups/partial curl-ups o Push-ups o Sit and reach/v-sit reach o Shuttle run o One mile run/endurance run/walk Fitness Test Activity o Goal Setting o Fitness Plan Cooperative Games o Partner Tag (JM) o Chain Tag (JM) o Group Meg A Pass (JM) o Group Juggle (JM) Leisure Activities o Bocce (PE) o Ladderball (PE) o Corn Hole (PE) o Horseshoes (PE) o Shuffleboard (PE) o Washer (PE)

President’s Challenge James Madison University Seminar (JM) PE Teacher’s Book of Lists pp. 47-51 (PE) Additional Resources  Thrive  PE Central  NASPE Appropriate Practices  NASPE Learning Opportunity  Rhode Island Physical Education Framework

Providence Public Schools Physical Education Curriculum Framework Committee

Grades 11-12 Physical Education, Semester 1/2, Unit 1

Materials (at least 1 per student)       

Cones Mats Blocks for shuttle run Sit and reach box Tape measure Ruler Stopwatch

Instructional Considerations Key Vocabulary agility

attitude

cardiovascular endurance

commitments

conflicts

cooperation

exercise

flexibility

physical activity

risk factors

sedentary

speed

strength

wellness

Teaching Strategies The teacher applies the following appropriate practices:  States clear goals and objectives for student learning and performance.  Forms pairs, groups, and teams in a way that preserves every child’s dignity and self-respect.  Begins class with an anticipatory set warm-up; proceeds to the instructional focus and fitness activities; and closes with a cool-down and a review of instruction objectives.  Plans for skill and concept instruction and provides adequate time for practice, skill development, and feedback based on appropriate skill analysis.  Plans lessons that revisit skills and concepts.  Uses a variety of direct and indirect teaching styles to provide for student success that reflect lesson objectives and content and students’ varied learning styles.  Organizes their classes to maximize opportunities for all children to learn and be physically active.  Uses small-sided games to allow students ample opportunity to participate.  Allows students guided choices in matters such as equipment, rule modification and type of skill practice.  Emphasizes critical-thinking and problem-solving tactics and strategies by using higher-order questions.  Shows enthusiasm for an active, healthy lifestyle.  Helps students practice skills at high rates of success.  Provides feedback for improvement on a consistent basis.  Includes technology to increase the lesson’s effectiveness. Spark Teaching Strategies:  Building a positive learning environment  Organization and management Providence Public Schools Physical Education Curriculum Framework Committee

D-41

Grades 11-12 Physical Education, Semester 1/2, Unit 1

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Maintaining appropriate behavior Giving instructions Challenge by choice Forming groups Increasing MVPA Team teaching

Additional Teaching Strategies:  Brainstorming  Word wall  Journaling  Discussions  Role playing  Demonstrations  Uses concepts of differentiated instruction

Assessed Curriculum Formative Assessments 

Participation Rubric

Summative Assessments     

Presidential Fitness Worksheet Fitness Plan Skills Test Reflection Writing Culminating Project

Notes

D-42

Providence Public Schools Physical Education Curriculum Framework Committee

Grade 11-12 Physical Education, Semester 1/2, Unit 2 Team Sports Overview Overall Days: 25-30 days (1 day = 52-56 minutes) Content to be learned   

Recall offensive and defensive strategies to advance to the next level. Characterize sport-specific skills as they pertain to lifetime activities. Transfer skills, concepts, and movements to a more complex level.

21st Century Learning Expectations    

Demonstrate how to be a respectful, knowledgeable, healthy, and ethical member of the school and community. Utilize a variety of methods and resources to reason and think critically. Apply a variety of technology skills and tools to access information, analyze data, and communicate ideas and information. Become a flexible and collaborative learner able to work in and appreciate diverse groups, environments, and situations.

Essential questions students should be able to answer by the end of the unit.    

What is the relationship between physical activity and a healthy lifestyle throughout one’s life? What skill-specific knowledge/component of fitness will target progression in a specific team sport? What are ways to take responsibility for one’s actions to be a positive role model? Why are sportsmanship, teamwork, and cooperation essential components of team sports?

Providence Public Schools Physical Education Curriculum Framework Committee

D-43

Grades 11-12 Physical Education, Semester 1/2, Unit 2

Written Curriculum Rhode Island State Standards/Performance Indicators Standard 2 Students will apply movement concepts and principles to the learning and development of motor skills. Intent of Standard: This standard complements Standard 1 by teaching students the concepts and principles of motor skills to develop competent and proficient movers in a variety of individual and group activities. Student Performance Indicators: As a result of physical education instruction, students will demonstrate the ability to: Grades 9-12 9-12.S2.1 - apply activity-specific knowledge to develop movement competence or proficiency. 9-12.S2.2 - identify and apply critical elements to enable the development of movement competence or proficiency. 9-12.S2.3 - transfer movement skills, concepts, and principles between activities at a more complex level. 9-12.S2.4 - analyze and apply basic offensive and defensive strategies in games and sports. Standard 3 Students will understand the implications of and the benefits derived from involvement in physical activity. Intent of Standard: This standard focuses directly on the impact of physical activity on personal health and wellness. Students will be able to explain why physical activity is a necessary part of their daily lives. Current research about the impact of physical activity on health provides physical educators the rationale to support programs and policies to get people moving and active for life. Physical activity offers many healthful benefits, such as: decreasing the risk of cardiovascular disease, high blood pressure, obesity, diabetes and certain types of cancers; preserving / maintaining the ability to live independently and reduce the risk of falling in the elderly population; enhancing / elevating mood to improve mental health; improving bone health / density; and new evidence is supporting the positive relationship between activity and mental functioning. Student Performance Indicators: As a result of physical education instruction, students will demonstrate the ability to: Grades 9-12 9-12.S3.1 - analyze the physical benefits of regular participation in physical activity (e.g., reduce health risks, disease prevention). 9-12.S3.2 - analyze the emotional benefits of regular participation in physical activity (e.g., increased self-esteem, stress reduction, reduces depression, self-discipline). 9-12.S3.3 - analyze the social benefits of regular participation in physical activity (e.g., cooperation, sportsmanship, teamwork). 9-12.S3.4 - identify the cognitive benefits of regular participation in physical activity (e.g., increases levels of serotonin and endorphins in the brain, producing state of relaxed alertness conducive to learning.) Standard 5 Students will demonstrate responsible personal and social behavior in physical activity settings. Intent of Standard: This is a global outcome for education. Physical education and physical activity settings are ideal for helping students take responsibility for their actions. Students will learn and understand what it means to be responsible and be given multiple opportunities to take responsibility. Key concepts learned include respect, D-44

Providence Public Schools Physical Education Curriculum Framework Committee

Grades 11-12 Physical Education, Semester 1/2, Unit 2

responsibility, caring, compassion, honesty, cooperation, fair play and perseverance. Student Performance Indicators: As a result of physical education instruction, students will demonstrate the ability to: Grades 9-12 9-12.S5.1 - apply safe practices, rules, and procedures in all physical activity settings. 9-12.S5.2 - explain why and how rules make participation in physical activity safe. 9-12.S5.3 - act independently of negative peer pressure. 9-12.S5.4 - resolve conflicts in appropriate ways. 9-12.S5.5 - work cooperatively and productively with a partner and/or a group setting to accomplish a set goal. 9-12.S5.6 - anticipate potentially dangerous consequences and outcomes of participation in physical activities. 9-12.S5.7 - describe how physical activity can provide opportunities for positive social interaction. 9-12.S5.8 - participate with others in games, sports, and activities to achieve a common goal.

Notes Review activities and skills from grades 9-10.

Taught Curriculum Learning Objectives Students will be able to:  Describe how physical activity can provide opportunities for positive interaction.  Participate with others in team sports to achieve a common goal.  Identify community resources, beyond the school environment, to continue a team sport as a lifetime activity.  Understand how team sports can be enhanced through a strength training program.

Suggested Activities (must teach at least 2 sports)  

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Warm-ups Basketball Skills o Dribble-A-Round (S) o Pass-A-Round (S) o Dribbling o Passing Basketball Activities o Big D (S) o March Madness (S) o Sports Specific Training Basketball Games o Rules o Strategies/Tactics o Game o Tournament

Resources SPARK Curriculum 9-12 (S)  Basketball pp. 1, 3, 19, 21  Hockey pp. 1, 3, 5, 17  Football pp. 1, 3, 19, 21  Ultimate Frisbee pp. 5, 7, 11, 13, 17, 19  Soccer pp. 2, 3, 5, 13, 15, 21, 22  Softball pp. 15, 17  Volleyball pp. 1, 3, 19, 21 Quality Lesson Plans for Secondary PE (Q)  Lacrosse pp. 521-522

Providence Public Schools Physical Education Curriculum Framework Committee

D-45

Grades 11-12 Physical Education, Semester 1/2, Unit 2

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Field Hockey Skills o Dribble-A-Round (S) o Pass-A-Round (S) o Dribbling o Push Passing (PE) o Shooting o Receiving o Tackling Field Hockey Activities o Barrier Bounce (PE) o Bottle Neck (PE) o Sports Specific Training Field Hockey Games o Rules o Strategies/Tactics o Game o Tournament Flag Football Skills o Pass-A-Round (S) o Flag Grab (S) o Snapping o Catching/Passing o Blocking Flag Football Activities o Gridiron (S) o D-Fence (S) o Sports Specific Training Flag Football Games o Rules o Strategies/Tactics o Game o Tournament Floor Hockey Skills o Shooting o Stick handling o Passing Floor Hockey Activities o Peer Passing (Pass-A-Round) (S) o Offense/Defense Formation (Space Out) (S) o Shooting/Goaltending(Shoot-A-Round) (S) o Sports Specific Training

PE Games and Activities Kit for grades 6-12 (PE)  Field Hockey pp. 139, 144145  Softball pp. 289, 293 Ready-to-Use Secondary PE Activities (R)  Volleyball pp. 233-234 Additional Resources  SPARKPE.org  Thrive  PE Central  NASPE Appropriate Practices  NASPE Learning Opportunity  Rhode Island Physical Education Framework  Teaching Team Sports  Steps to Success Activity Series  PhysEdTeacher.com/Team Handball Survival Kit

Providence Public Schools Physical Education Curriculum Framework Committee

Grades 11-12 Physical Education, Semester 1/2, Unit 2

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Floor Hockey Games o Rules o Strategies/Tactics o Game o Tournament Lacrosse Skills o Shooting o Catching and Throwing o Cradling/scooping Lacrosse Activities o End Zone Lacrosse o Possession Lacrosse o Sports Specific Training Lacrosse Games o Rules o Strategies/Tactics o Game o Tournament Soccer Skills o Dribbling o Shooting o Pass and trap o Dribble-A-Round (S) o Pass-A-Round (S) o Shoot-Around (S) Soccer Activities o Boot and Bolt (S) o On the Move (S) o World Cup (S) Soccer Games o Rules o Strategies/Tactics o Game o Tournament Softball Skills o Throwing o Hitting o Fielding Softball Activities o Fielders Choice (S) o Throw the Game (S) o Double Diamond Reverse (PE) o English Rounders (PE)

Providence Public Schools Physical Education Curriculum Framework Committee

D-47

Grades 11-12 Physical Education, Semester 1/2, Unit 2

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o Sports Specific Training Softball Games o Rules o Strategies/Tactics o Game o Tournament Speedball Skills o Passing o Shooting o Dribbling Speedball Activities o Bump Out - Shooting (R) o Keep Away - Passing (R) o Ten Passes - Passing (R) o Indoor Soccer - Dribbling (R) o Sports Specific Training Speedball Games o Rules o Strategies/Tactics o Game o Tournament Team Handball Skills o Shooting o Passing o Dribbling Team Handball Activities o Keep Away o Ten Passes o Shooting/Goaltending (Half court Handball) o Sports Specific Training Team Handball Games o Rules o Strategies/Tactics o Game o Tournament Ultimate Frisbee Skills o Ultimate Personal Best (S) o Fun-Day-Mentals (S) Ultimate Frisbee Activities o Battle Zone (S) o Stack Out (S) o Hold the Force (S) Providence Public Schools Physical Education Curriculum Framework Committee

Grades 11-12 Physical Education, Semester 1/2, Unit 2

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o The Ultimate Master (S) o Sports Specific Training Ultimate Frisbee Games o Rules o Strategies/Tactics o Game o Tournament Volleyball Skills o Volley-A-Round (S) o At Your Service (S) o Serve o Bump o Set o Spike o Block Volleyball Activities o Volley Call II (S) o The “V” League (S) o Seven Up (R) o Top-Notch (R) o Peppering o Touch the Spot o Aerobic V-ball o One to Three o Sports Specific Training Volleyball Games o Rules o Strategies/Tactics o Game o Tournament/Round Robin Hybrid Games Skills o Catching o Throwing o Kicking o Striking o Shooting Hybrid Games Activities o Boccer o Basketball Golf/Soccer Golf/Softball Golf o Foosketball o Sports Specific Training Hybrid Games

Providence Public Schools Physical Education Curriculum Framework Committee

D-49

Grades 11-12 Physical Education, Semester 1/2, Unit 2

o o o o

Rules Strategies/Tactics Tournaments/Round Robin Games

Materials (at least 1 per student)          

Cones Flags and belts, 30 each, multiple colors 30 pinnies (various colors) 10 balls specific to each unit 2 portable goals 20 flying discs 30 lacrosse, floor hockey, field hockey sticks 30 fielding gloves 10 bats Volleyball net/standards

Instructional Considerations Key Vocabulary competition

defense

foul

functional movement

manipulation

off-ball movement

opponent

offense

passing

performance

penalty

sportsmanship

position

record

referee

sport-specific training

sport-specific skills

tactics

tournament

umpire

Teaching Strategies The teacher applies the following appropriate practices:  States clear goals and objectives for student learning and performance.  Forms pairs, groups, and teams in a way that preserve every child’s dignity and self-respect.  Begins class with an anticipatory set warm-up; proceeds to the instructional focus and fitness activities; and closes with a cool-down and a review of instruction objectives.  Plans for skill and concept instruction and provides adequate time for practice, skill development, and feedback based on appropriate skill analysis.  Plans lessons that revisit skills and concepts. D-50

Providence Public Schools Physical Education Curriculum Framework Committee

Grades 11-12 Physical Education, Semester 1/2, Unit 2

        

Uses a variety of direct and indirect teaching styles to provide for student success that reflect on lesson objectives and content and students’ varied learning styles. Organizes their classes to maximize opportunities for all children to learn and be physically active. Uses small-sided games to allow students ample opportunity to participate. Allows students guided choices in matters such as equipment, rule modification, and type of skill practice. Emphasizes critical-thinking and problem-solving tactics and strategies by using higher-order questions. Shows enthusiasm for an active, healthy lifestyle. Helps students practice skills at high rates of success. Provides feedback for improvement on a consistent basis. Includes technology to increase the lesson’s effectiveness.

Spark Teaching Strategies:  Building a positive learning environment  Organization and management  Maintaining appropriate behavior  Giving instructions  Challenge by choice  Forming groups  Increasing MVPA  Team teaching Additional Teaching Strategies:  Brainstorming  Word wall  Journaling  Discussions  Role playing  Demonstrations  Uses concepts of differentiated instruction

Assessed Curriculum Formative Assessments 

Participation Rubric

Summative Assessments      

Checklist Team Sports Written Test Team Sports Reflection Team Sports Skills Test Journal Writing Culminating Project

Providence Public Schools Physical Education Curriculum Framework Committee

D-51

Grades 11-12 Physical Education, Semester 1/2, Unit 2

Notes

D-52

Providence Public Schools Physical Education Curriculum Framework Committee

Grade 11-12 Physical Education, Semester 1/2, Unit 3 Individual Sports Overview Overall Days: 12-15 days (1 day = 52-56 minutes) Content to be learned    

Relate sport specific skills to lifetime activities. Transfer skills, concepts, and movements to a more complex level. Differentiate the principles of biomechanics as they apply to various individual sports. Recognize cross-training applications to various individual sports.

21st Century Learning Expectations   

Utilize a variety of methods and resources to reason and think critically. Demonstrate how to be a respectful, knowledgeable, healthy, and ethical member of the school and community. Become a respectful, knowledgeable, healthy, and ethical member of the school and the community.

Essential questions students should be able to answer by the end of the unit.     

What is the relationship between physical activity and a healthy lifestyle throughout one’s life? What skill specific knowledge/component of fitness can you target that will enable you to progress in a specific individual sport? Why is sportsmanship an important component of an individual sport? What community resources can you access to continue playing individual sports after graduation? What are the basic principles of biomechanics and cross-training?

Providence Public Schools Physical Education Curriculum Framework Committee

D-53

Grades 11-12 Physical Education, Semester 1/2, Unit 3

Written Curriculum Rhode Island State Standards/Performance Indicators Standard 2 Students will apply movement concepts and principles to the learning and development of motor skills. Intent of Standard: This standard complements Standard 1 by teaching students the concepts and principles of motor skills to develop competent and proficient movers in a variety of individual and group activities. Student Performance Indicators: As a result of physical education instruction, students will demonstrate the ability to: Grades 9-12 9-12.S2.1 - apply activity-specific knowledge to develop movement competence or proficiency. 9-12.S2.2 - identify and apply critical elements to enable the development of movement competence or proficiency. 9-12.S2.3 - transfer movement skills, concepts, and principles between activities at a more complex level. 9-12.S2.4 - analyze and apply basic offensive and defensive strategies in games and sports. Standard 3 Students will understand the implications of and the benefits derived from involvement in physical activity. Intent of Standard: This standard focuses directly on the impact of physical activity on personal health and wellness. Students will be able to explain why physical activity is a necessary part of their daily lives. Current research about the impact of physical activity on health provides physical educators the rationale to support programs and policies to get people moving and active for life. Physical activity offers many healthful benefits, such as: decreasing the risk of cardiovascular disease, high blood pressure, obesity, diabetes and certain types of cancers; preserving / maintaining the ability to live independently and reduce the risk of falling in the elderly population; enhancing / elevating mood to improve mental health; improving bone health / density; and new evidence is supporting the positive relationship between activity and mental functioning. Student Performance Indicators: As a result of physical education instruction, students will demonstrate the ability to: Grades 9-12 9-12.S3.1 - analyze the physical benefits of regular participation in physical activity (e.g., reduce health risks, disease prevention). 9-12.S3.2 - analyze the emotional benefits of regular participation in physical activity (e.g., increased selfesteem, stress reduction, reduces depression, self-discipline). 9-12.S3.3 - analyze the social benefits of regular participation in physical activity (e.g., cooperation, sportsmanship, teamwork). 9-12.S3.4 - identify the cognitive benefits of regular participation in physical activity (e.g., increases levels of serotonin and endorphins in the brain, producing state of relaxed alertness conducive to learning.) Standard 5 Students will demonstrate responsible personal and social behavior in physical activity settings. Intent of Standard: This is a global outcome for education. Physical education and physical activity settings are ideal for helping students take responsibility for their actions. Students will learn and understand what it means D-54

Providence Public Schools Physical Education Curriculum Framework Committee

Grades 11-12 Physical Education, Semester 1/2, Unit 3

to be responsible and be given multiple opportunities to take responsibility. Key concepts learned include respect, responsibility, caring, compassion, honesty, cooperation, fair play and perseverance. Student Performance Indicators: As a result of physical education instruction, students will demonstrate the ability to: Grades 9-12 9-12.S5.1 - apply safe practices, rules, and procedures in all physical activity settings. 9-12.S5.2 - explain why and how rules make participation in physical activity safe. 9-12.S5.3 - act independently of negative peer pressure. 9-12.S5.4 - resolve conflicts in appropriate ways. 9-12.S5.5 - work cooperatively and productively with a partner and/or a group setting to accomplish a set goal. 9-12.S5.6 - anticipate potentially dangerous consequences and outcomes of participation in physical activities. 9-12.S5.7 - describe how physical activity can provide opportunities for positive social interaction. 9-12.S5.8 - participate with others in games, sports, and activities to achieve a common goal.

Notes Review activities and skills from grade 10.

Taught Curriculum Learning Objectives Students will be able to:  Describe how physical activity can provide opportunities for positive interaction.  Identify community resources beyond the school environment to continue an individual sport as a lifetime activity.  Possess the skills, knowledge, and disposition to maintain a high level of physical activity independently.

Suggested Activities (must teach at least

Resources

2 sports)  Warm-ups  Badminton Skills o Serve o Clear o Drive o Drop o Smash  Badminton Activities o Rally-A-Round (S) o At Your Service (S) o Rally and Recover (S) o Win The Point (S) o I Got Your Back (S)

SPARK Curriculum 9-12 (S)  Badminton pp. 1, 3, 13, 15, 19 Complete PE Plans for Grades 7-12 (C)  Pickleball pp. 253, 256, 262, 264  Tennis pp. 209, 211 Ready To Use Secondary PE Activities (R)  Table Tennis pp. 196, 200-202  Tennis pp. 207-208, 211 Quality Lesson Plans For Secondary Physical Education (Q)  Golf pp. 447-464

Providence Public Schools Physical Education Curriculum Framework Committee

D-55

Grades 11-12 Physical Education, Semester 1/2, Unit 3

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o Sport Specific Training Badminton Games o Rules o Strategies/Tactics o Games o Tournaments Golf Skills o Grip o Chip o Pitch o Putt Golf Activities o Putting (Q) o Approach Shots (Q) o Full Swing (Q) o Modified Game Play o Sport Specific Training Golf Games o Rules o Strategies/Tactics o Games o Tournaments Pickleball Skills o Forehand o Backhand o Serve o Volley Pickleball Activities o Cutthroat Paddleball (R7-9) o Paddleball Tennis (R7-9) o Sport Specific Training Pickleball Games o Rules o Strategies/Tactics o Games o Tournament Table Tennis Skills o Serve o Forehand o Backhand Table Tennis Activities o Table Tennis Top Gun (PE) o Terminator (PE)

Ready To Use Physical Education Activities 7-9 (R7-9)  Pickleball p. 304  Track and Field pp. 349-351, 355-358, 361-363 Additional Resources  President’s Challenge  Thrive  PE Central  NASPE Appropriate Practices  NASPE Learning Opportunity  Rhode Island Physical Education Framework

Providence Public Schools Physical Education Curriculum Framework Committee

Grades 11-12 Physical Education, Semester 1/2, Unit 3

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o Hit and Get (PE) o Sport Specific Training Table Tennis Games o Rules o Strategies/Tactics o Games o Tournaments Tennis Skills o Forehand o Backhand o Volley o Serve Tennis Activities o Court Martial (R) o Tennis Top Gun (R) o Short Court o Tennis Golf o Sport Specific Training Tennis Games o Rules o Strategies/Tactics o Games o Tournaments Track and Field Skills o Run o Jump o Throw o Hurdles o Relays o Starts Track and Field Activities o Shuttle Hurdle (R7-9) o 55m (R7-9) o 800m (R7-9) o 1 mile (R7-9) o Long Jump (R7-9) o Triple Jump (R7-9) o Shot (R7-9) o Javelin Turbo (R7-9) o Discus (R7-9) o 4x1 Lap Relay (R7-9) o Starts (R7-9) o Sport Specific Training

Providence Public Schools Physical Education Curriculum Framework Committee

D-57

Grades 11-12 Physical Education, Semester 1/2, Unit 3



Track and Field Games o Rules o Strategies/Tactics o Games o Track Meet Preparation

Materials (at least 1 per student)      

30 rackets for each sport (badminton, table tennis, tennis, pickleball) 48 balls or shuttlecocks for each sport (badminton, table tennis, tennis, pickleball) 30 golf clubs 30 golf nets and mats 30 (starting blocks, hurdles, high jump mats, shot put, discus, javelin) 30 yoga mats

Instructional Considerations Key Vocabulary biomechanics

cross training

etiquette

goal setting

recreation

reflection

sedentary

self-monitoring

lifetime activity

Teaching Strategies The teacher applies the following appropriate practices:  States clear goals and objectives for student learning and performance.  Forms pairs, groups, and teams in a way that preserves every child’s dignity and self-respect.  Begins class with an anticipatory set warm-up; proceeds to the instructional focus and fitness activities; and closes with a cool-down and a review of instruction objectives.  Plans for skill and concept instruction and provides adequate time for practice, skill development, and feedback based on appropriate skill analysis.  Plans lessons that revisit skills and concepts.  Uses a variety of direct and indirect teaching styles to provide for student success that reflect lesson objectives and content and students’ varied learning styles.  Organizes their classes to maximize opportunities for all children to learn and be physically active.  Uses small-sided games to allow students ample opportunity to participate.  Allows students guided choices in matters such as equipment, rule modification and type of skill practice.  Emphasizes critical-thinking and problem-solving tactics and strategies by using higher-order questions.  Shows enthusiasm for an active, healthy lifestyle.  Helps students practice skills at high rates of success.  Provides feedback for improvement on a consistent basis.  Includes technology to increase the lesson’s effectiveness. D-58

Providence Public Schools Physical Education Curriculum Framework Committee

Grades 11-12 Physical Education, Semester 1/2, Unit 3

Spark Teaching Strategies:  Building a positive learning environment  Organization and management  Maintaining appropriate behavior  Giving instructions  Challenge by choice  Forming groups  Increasing MVPA  Team teaching Additional Teaching Strategies:  Brainstorming  Word wall  Journaling  Discussions  Role playing  Demonstrations  Uses concepts of differentiated instruction

Assessed Curriculum Formative Assessments 

Participation Rubric

Summative Assessments     

Checklist Individual Sports Written Test Individual Sports Reflection Writing Skills Test Culminating Project

Notes

Providence Public Schools Physical Education Curriculum Framework Committee

D-59

Grades 11-12 Physical Education, Semester 1/2, Unit 3

D-60

Providence Public Schools Physical Education Curriculum Framework Committee

Grade 11-12 Physical Education, Semester 1/2, Unit 4 Components of Fitness Overview Overall Days: 15 -20 days (1 day = 52-56 minutes) Content to be learned   

Identify characteristics of activity needed to maintain health and skill fitness. Understand the importance of safety in all activities, but particularly those that are high risk. Apply F.I.T.T. Principles to individualized fitness plan.

21st Century Learning Expectations   

Demonstrate how to be a respectful, knowledgeable, healthy, and ethical member of the school and community. Utilize a variety of methods and resources to reason and think critically. Apply a variety of technology skills and tools to access information, analyze data, and communicate ideas and information.

Essential questions students should be able to answer by the end of the unit.    

What is the relationship between physical activity and a healthy lifestyle throughout one’s life? How can the F.I.T.T. Principle be applied to different aspects of training? How can you design a personal activity plan to improve health-related fitness based on scientific knowledge? How can a variety of technologies be used to assess, plan, maintain, or enhance physical activity levels?

Providence Public Schools Physical Education Curriculum Framework Committee

D-61

Grades 11-12 Physical Education, Semester 1/2, Unit 4

Written Curriculum Rhode Island State Standards/Performance Indicators Standard 3 Students will understand the implications of and the benefits derived from involvement in physical activity. Intent of Standard: This standard focuses directly on the impact of physical activity on personal health and wellness. Students will be able to explain why physical activity is a necessary part of their daily lives. Current research about the impact of physical activity on health provides physical educators the rationale to support programs and policies to get people moving and active for life. Physical activity offers many healthful benefits, such as: decreasing the risk of cardiovascular disease, high blood pressure, obesity, diabetes and certain types of cancers; preserving / maintaining the ability to live independently and reduce the risk of falling in the elderly population; enhancing / elevating mood to improve mental health; improving bone health / density; and new evidence is supporting the positive relationship between activity and mental functioning. Student Performance Indicators: As a result of physical education instruction, students will demonstrate the ability to: Grades 9-12 9-12.S3.1 - analyze the physical benefits of regular participation in physical activity (e.g., reduce health risks, disease prevention). 9-12.S3.2 - analyze the emotional benefits of regular participation in physical activity (e.g., increased selfesteem, stress reduction, reduces depression, self-discipline). 9-12.S3.3 - analyze the social benefits of regular participation in physical activity (e.g., cooperation, sportsmanship, teamwork). 9-12.S3.4 - identify the cognitive benefits of regular participation in physical activity (e.g., increases levels of serotonin and endorphins in the brain, producing state of relaxed alertness conducive to learning.) Standard 4 Students will apply physical activity-related skills and concepts to maintain a physically active lifestyle and a health-enhancing level of physical fitness. Student Performance Indicators: As a result of physical education instruction, students will demonstrate the ability to: Intent of Standard: This standard is the foundation for leading a physically active lifestyle. Being physically active requires more than just moving - it requires knowing the type, frequency, duration, and intensity of physical activity to achieve good health and physical fitness. This standard brings together the essential components of physical activity, fitness, and health, and provides the student with the knowledge and ability to engage in health-enhancing physical activity behaviors in and outside of school. Lifelong skills will include how to assess, achieve, and maintain a health-enhancing level of fitness by employing behavioral and cognitive strategies such as self-monitoring, goal-setting, and reevaluation. Grades 9-12 9-12.S4.1 - participate in the health-related physical fitness assessment. 9-12.S4.2 - show improvement in, meet, or exceed the health-related fitness standards of the assessment tool. 9-12.S4.3 - interpret results of fitness assessment to understand personal health status. 9-12.S4.4 - apply fitness assessment results to develop personal fitness goals and create a detailed plan to achieve those goals to improve personal health status. D-62

Providence Public Schools Physical Education Curriculum Framework Committee

Grades 11-12 Physical Education, Semester 1/2, Unit 4

9-12.S4.5 - explain how and why participation in a variety of activities can affect fitness and health. 9-12.S4.6 - participate in activities to improve physical skills and fitness (include activities related to each component of health-related physical fitness). 9-12.S4.7 - analyze factors that affect physical activity and apply behavioral and cognitive strategies to adopt and maintain a physically active lifestyle. 9-12.S4.8 - show improvement in, meet or exceed national physical activity recommendations* by participating in physical activities in structured and non-structured settings that promote lifelong fitness and health. 9-12.S4.9 - utilize a variety of technologies to assess, plan, maintain or enhance physical activity level. Standard 5 Students will demonstrate responsible personal and social behavior in physical activity settings. Intent of Standard: This is a global outcome for education. Physical education and physical activity settings are ideal for helping students take responsibility for their actions. Students will learn and understand what it means to be responsible and be given multiple opportunities to take responsibility. Key concepts learned include respect, responsibility, caring, compassion, honesty, cooperation, fair play and perseverance. Student Performance Indicators: As a result of physical education instruction, students will demonstrate the ability to: Grades 9-12 9-12.S5.1 - apply safe practices, rules, and procedures in all physical activity settings. 9-12.S5.2 - explain why and how rules make participation in physical activity safe. 9-12.S5.3 - act independently of negative peer pressure. 9-12.S5.4 - resolve conflicts in appropriate ways. 9-12.S5.5 - work cooperatively and productively with a partner and/or a group setting to accomplish a set goal. 9-12.S5.6 - anticipate potentially dangerous consequences and outcomes of participation in physical activities. 9-12.S5.7 - describe how physical activity can provide opportunities for positive social interaction. 9-12.S5.8 - participate with others in games, sports, and activities to achieve a common goal.

Notes Review activities and skills from grade 10.

Taught Curriculum Learning Objectives Students will be able to:  Analyze factors that affect physical activity.  Apply behavioral and cognitive strategies to adopt and maintain a physically active lifestyle.  Interpret results of fitness assessment to understand personal health status.  Participate in a variety of skill-related and health-related components of fitness activities.  Describe the overload principle and how it applies to a fitness program. Providence Public Schools Physical Education Curriculum Framework Committee

D-63

Grades 11-12 Physical Education, Semester 1/2, Unit 4

Suggested Activities (must teach at least 2 Resources activities)  Warm-ups  Strength/Resistance Training o Grip (F) o Proper Technique (F) o Breathing (F) o Spotting (F)  Strength/Resistance Training Activities o Exercise for the Whole Body(F) o Circuit Training (F) o Pyramid o Core Stability  Cardiovascular Endurance o Fitness walking o Pacer Test o Cardio machines o Target heart rate  Flexibility o Yoga o Core Training o Stability balls o Bosu balls o Sit and Reach o Step Aerobics o Dynabands  Line Dance o Night Fever(S) o Hustle (S) o Cotton-Eyed Joe (S) o Jigsaw (Partner Style)  Square Dance  Zumba  Rhythm applied to music

SPARK Curriculum 9-12 (S)  Weight Training pp. 1-22  Dance p.9 Foundations of Personal Fitness (F)  Strength Training pp. 274-276, 279295, 302-304, 317, 338 Additional Resources  SPARKPE.org  Thrive  PE Central  NASPE Appropriate Practices  NASPE Learning Opportunity  Rhode Island Physical Education Framework  Steps to Success Series

Materials (at least 1 per student)       D-64

Yoga mats Aerobic steps Hurdles (small) Stability balls Pacer Test CD Dynabands Providence Public Schools Physical Education Curriculum Framework Committee

Grades 11-12 Physical Education, Semester 1/2, Unit 4

       

Cardio equipment (treadmills, elliptical, recumbent bikes, bikes) Free weight and weight machines Pedometers Music player Music CDs Bosu balls Dumbbells Heart rate monitors

Instructional Considerations Key Vocabulary aerobic

agility

anaerobic

balance

body composition

cardiovascular endurance

coordination

ectomorph

endomorph

flexibility

frequency

intensity

mesomorph

muscular endurance

muscular strength

overload

power

progression

reaction time

specificity

speed

time

Teaching Strategies The teacher applies the following appropriate practices:  States clear goals and objectives for student learning and performance.  Forms pairs, groups, and teams in a way that preserve every child’s dignity and self-respect.  Begins class with an anticipatory set warm-up; proceeds to the instructional focus and fitness activities; and closes with a cool-down and a review of instruction objectives.  Plans for skill and concept instruction and provides adequate time for practice, skill development, and feedback based on appropriate skill analysis.  Plans lessons that revisit skills and concepts.  Uses a variety of direct and indirect teaching styles to provide for student success that reflect on lesson objectives and content and students’ varied learning styles.  Organizes their classes to maximize opportunities for all children to learn and be physically active.  Uses small-sided games to allow students ample opportunity to participate.  Allows students guided choices in matters such as equipment, rule modification, and type of skill practice.  Emphasizes critical-thinking and problem-solving tactics and strategies by using higher-order questions. Providence Public Schools Physical Education Curriculum Framework Committee

D-65

Grades 11-12 Physical Education, Semester 1/2, Unit 4

   

Shows enthusiasm for an active, healthy lifestyle. Helps students practice skills at high rates of success. Provides feedback for improvement on a consistent basis. Includes technology to increase the lesson’s effectiveness.

Spark Teaching Strategies:  Building a positive learning environment  Organization and management  Maintaining appropriate behavior  Giving instructions  Challenge by choice  Forming groups  Increasing MVPA  Team teaching Additional Teaching Strategies:  Brainstorming  Word wall  Journaling  Discussions  Role playing  Demonstrations  Uses concepts of differentiated instruction

Assessed Curriculum Formative Assessments 

Participation Rubric

Summative Assessments      

Checklist Components of Fitness Written Test Components of Fitness Reflection Components of Fitness Skills Test Journal Writing Culminating Project

Notes

D-66

Providence Public Schools Physical Education Curriculum Framework Committee

Grade 11-12 Physical Education, Semester 1/2, Unit 5 Presidential Fitness Test/Cooperative Games/Leisure Activities Overview Overall Days: 4-8 days (1 day = 52-56 minutes) Content to be learned    

Participate in the Presidential Fitness Test. Describe the components of working cooperatively and productively. Interpret and reflect on the results of fitness assessments to understand personal health status. Organize personal assessments and results to develop a plan to maintain or improve current fitness levels.

21st Century Learning Expectations   

Read widely and critically understand a variety of texts. Write and speak effectively with clarity and purpose. Demonstrate how to be a respectful, knowledgeable, healthy, and ethical member of the school and community.

Essential questions students should be able to answer by the end of the unit.   

What is the relationship between physical activity and a healthy lifestyle throughout one’s life? What are the cognitive benefits of regular participation in physical activity? How can structured and non-structured settings within the community promote lifelong fitness and health?

Providence Public Schools Physical Education Curriculum Framework Committee

D-67

Grades 11-12 Physical Education, Semester 1/2, Unit 5

Written Curriculum Rhode Island State Standards/Performance Indicators Standard 3 Students will understand the implications of and the benefits derived from involvement in physical activity. Intent of Standard: This standard focuses directly on the impact of physical activity on personal health and wellness. Students will be able to explain why physical activity is a necessary part of their daily lives. Current research about the impact of physical activity on health provides physical educators the rationale to support programs and policies to get people moving and active for life. Physical activity offers many healthful benefits, such as: decreasing the risk of cardiovascular disease, high blood pressure, obesity, diabetes and certain types of cancers; preserving / maintaining the ability to live independently and reduce the risk of falling in the elderly population; enhancing / elevating mood to improve mental health; improving bone health / density; and new evidence is supporting the positive relationship between activity and mental functioning. Student Performance Indicators: As a result of physical education instruction, students will demonstrate the ability to: Grades 9-12 9-12.S3.1 - analyze the physical benefits of regular participation in physical activity (e.g., reduce health risks, disease prevention). 9-12.S3.2 - analyze the emotional benefits of regular participation in physical activity (e.g., increased self-esteem, stress reduction, reduces depression, self-discipline). 9-12.S3.3 - analyze the social benefits of regular participation in physical activity (e.g., cooperation, sportsmanship, teamwork). 9-12.S3.4 - identify the cognitive benefits of regular participation in physical activity (e.g., increases levels of serotonin and endorphins in the brain, producing state of relaxed alertness conducive to learning.) Standard 4: Students will apply physical activity-related skills and concepts to maintain a physically active lifestyle and a health-enhancing level of physical fitness. Intent of Standard: This standard is the foundation for leading a physically active lifestyle. Being physically active requires more than just moving - it requires knowing the type, frequency, duration, and intensity of physical activity to achieve good health and physical fitness. This standard brings together the essential components of physical activity, fitness, and health, and provides the student with the knowledge and ability to engage in healthenhancing physical activity behaviors in and outside of school. Lifelong skills will include how to assess, achieve, and maintain a health-enhancing level of fitness by employing behavioral and cognitive strategies such as selfmonitoring, goal-setting, and reevaluation. Student Performance Indicators: As a result of physical education instruction, students will demonstrate the ability to: Grades 9-12 9-12.S4.1 - participate in the health-related physical fitness assessment. 9-12.S4.2 - show improvement in, meet, or exceed the health-related fitness standards of the assessment tool. 9-12.S4.3 - interpret results of fitness assessment to understand personal health status. 9-12.S4.4 - apply fitness assessment results to develop personal fitness goals and create a detailed plan to achieve those goals to improve personal health status. 9-12.S4.5 - explain how and why participation in a variety of activities can affect fitness and health. D-68

Providence Public Schools Physical Education Curriculum Framework Committee

Grades 11-12 Physical Education, Semester 1/2, Unit 5

9-12.S4.6 - participate in activities to improve physical skills and fitness (include activities related to each component of health-related physical fitness). 9-12.S4.7 - analyze factors that affect physical activity and apply behavioral and cognitive strategies to adopt and maintain a physically active lifestyle. 9-12.S4.8 - show improvement in, meet or exceed national physical activity recommendations* by participating in physical activities in structured and non-structured settings that promote lifelong fitness and health. 9-12.S4.9 - utilize a variety of technologies to assess, plan, maintain or enhance physical activity level. Standard 5 Students will demonstrate responsible personal and social behavior in physical activity settings. Intent of Standard: This is a global outcome for education. Physical education and physical activity settings are ideal for helping students take responsibility for their actions. Students will learn and understand what it means to be responsible and be given multiple opportunities to take responsibility. Key concepts learned include respect, responsibility, caring, compassion, honesty, cooperation, fair play and perseverance. Student Performance Indicators: As a result of physical education instruction, students will demonstrate the ability to: Grades 9-12 9-12.S5.1 - apply safe practices, rules, and procedures in all physical activity settings. 9-12.S5.2 - explain why and how rules make participation in physical activity safe. 9-12.S5.3 - act independently of negative peer pressure. 9-12.S5.4 - resolve conflicts in appropriate ways. 9-12.S5.5 - work cooperatively and productively with a partner and/or a group setting to accomplish a set goal. 9-12.S5.6 - anticipate potentially dangerous consequences and outcomes of participation in physical activities. 9-12.S5.7 - describe how physical activity can provide opportunities for positive social interaction. 9-12.S5.8 - participate with others in games, sports, and activities to achieve a common goal. Standard 6 Students will understand that internal and external environments influence physical activity. Intent of Standard: There are many internal and external barriers and promoters to being physically active, such as neighborhood, family lifestyle, self-esteem, peer influence, and technology. Students will understand and value the importance of lifetime physical activity and find ways to analyze and find solutions to constraints to leading an active lifestyle. Student Performance Indicators: As a result of physical education instruction, students will demonstrate the ability to: Grades 9-12 9-12.S6.1 - evaluate appropriate and safe areas within the community to participate in physical activity. 9-12.S6.2 - identify physical activities that can be performed in a variety of settings. 9-12.S6.3 - analyze how media and technology can impact one’s level and type of physical activity. 9-12.S6.4 - explain how the home/family environment can impact one’s level of physical activity. 9-12.S6.5 - design healthy ways to promote physical activity with one’s peers. 9-12.S6.6 - identify youth organizations in the community that offer physical activity programs (e.g., YMCA/YWCA, Recreation departments, PAL). 9-12.S6.7 - analyze a variety of resources to select physical activity information that is reliable and valid. 9-12.S6.8 - identify and analyze how positive and negative emotions can impact physical activity levels, and describe ways to overcome emotional barriers to physical activity. Providence Public Schools Physical Education Curriculum Framework Committee

D-69

Grades 11-12 Physical Education, Semester 1/2, Unit 5

Notes Review activities and skills from grade 10.

Taught Curriculum Learning Objectives Students will be able to:  Measure abdominal strength/endurance, speed and agility, cardiovascular endurance, upper body strength/endurance, and flexibility.  Analyze results of the fitness test.  Understand the principles of cooperative learning.  Utilize critical thinking and problem solving skills while being physically active.  Identify activities that provide personal pleasure in a leisure setting.  Design healthy ways to promote physical activity with one’s peers.

Suggested Activities  

 



D-70

Resources

Warm-ups Presidential Fitness Test (must do 4 tests out of 5) o Curl-ups/partial curl-ups o Push-ups o Sit and reach/v-sit reach o Shuttle run o One mile run/endurance run/walk Fitness Test Activity o Goal Setting o Fitness Plan Cooperatives Games o Partner Tag (JM) o Chain Tag (JM) o Group Meg A Pass (JM) o Group Juggle (JM) Leisure Activities o Bocce (PE) o Ladderball (PE) o Corn Hole (PE) o Horseshoes (PE) o Shuffleboard (PE) o Washer (PE)

President’s Challenge James Madison University Seminar (JM) PE Teacher’s Book of Lists pp. 47-51 (PE) Additional Resources  Thrive  PE Central  NASPE Appropriate Practices  NASPE Learning Opportunity  Rhode Island Physical Education Framework

Providence Public Schools Physical Education Curriculum Framework Committee

Grades 11-12 Physical Education, Semester 1/2, Unit 5

Materials (at least 1 per student)       

Cones Mats Blocks for shuttle run Sit and reach box Tape measure Ruler Stopwatch

Instructional Considerations Key Vocabulary flexibility

physical activity

risk factors

speed

strength

wellness

sedentary

Teaching Strategies The teacher applies the following appropriate practices:  States clear goals and objectives for student learning and performance.  Forms pairs, groups, and teams in a way that preserves every child’s dignity and self-respect.  Begins class with an anticipatory set warm-up; proceeds to the instructional focus and fitness activities; and closes with a cool-down and a review of instruction objectives.  Plans for skill and concept instruction and provides adequate time for practice, skill development, and feedback based on appropriate skill analysis.  Plans lessons that revisit skills and concepts.  Uses a variety of direct and indirect teaching styles to provide for student success that reflect lesson objectives and content and students’ varied learning styles.  Organizes their classes to maximize opportunities for all children to learn and be physically active.  Uses small-sided games to allow students ample opportunity to participate.  Allows students guided choices in matters such as equipment, rule modification and type of skill practice.  Emphasizes critical-thinking and problem-solving tactics and strategies by using higher-order questions.  Shows enthusiasm for an active, healthy lifestyle.  Helps students practice skills at high rates of success.  Provides feedback for improvement on a consistent basis.  Includes technology to increase the lesson’s effectiveness. Spark Teaching Strategies:  Building a positive learning environment  Organization and management  Maintaining appropriate behavior  Giving instructions Providence Public Schools Physical Education Curriculum Framework Committee

D-71

Grades 11-12 Physical Education, Semester 1/2, Unit 5

   

Challenge by choice Forming groups Increasing MVPA Team teaching

Additional Teaching Strategies:  Brainstorming  Word wall  Journaling  Discussions  Role playing  Demonstrations  Uses concepts of differentiated instruction

Assessed Curriculum Formative Assessments 

Participation Rubric

Summative Assessments     

Presidential Fitness Worksheet Fitness Plan Skills Test Reflection Writing Culminating Project

Notes

D-72

Providence Public Schools Physical Education Curriculum Framework Committee