PE Curriculum Map High School

Instructional Guide

High School Physical Education

What’s New and Updated in High School Physical Education

What’sNew This section contains a listing of pages in the map that are new this year. Page Number Description

New Scope and Sequence for PST and Fitness For Life

New Unit Outline Template - General PE

PE Resource List

What’s Updated This section contains a listing of pages in the page that have received substantial content updates for this year. Page Number Description

Updated PD Opportunities

Updated Resources and Tabs

Corrected Errors in Fitness for Life Strand 2

Fitness For Life (10) SEMESTER/TRIMESTER AT-A-GLANCE

PE

Module

Unit 1 Buildinga Fitness Foundation

Unit 2 Skill-Related

Unit 3 Cardiorespiratory Physical Activity

Unit 4 Muscular Fitness and Flexibility

Unit 5 Energy Balance BodyComp. and Nutrition

Unit 6 Wellness Perspective (Physical, Mental, Social)

Unit 7 Fitness Portfolio Activity Log

Physical Activity *May be broken up over the course of the semester. (Fridays, etc.)

Pacing

5-6days

5-6days

5-6days

5-6days

5-6days

5-6days

5-6days

Strands

2, 3, 4

1, 2, 4

3

3

3, 4

3, 4, 5

1, 3, 4

● Health-Rel. Fit. Components ● Benefts ● Terms/Safe guards ● Etiquette ● Risks/Safety ● Environmen tal condit.

● Skill-Related Components ● Movement Concepts ● Skill Developmen t/ Analysis ● Cooperative Skills

● Energy Systems ● Cardiorespirato ry Endurance Concepts ● Heart Rate ● Blood Pressure ● Application - pacing etc.

● Muscle Basics ● M. Endur. Concepts ● M. Strength Concepts ● Training applications ● Injury/Rehab. ● Flexibility

● Body Compos. ● Risk Factors ● Body Image and accept. ● Nutrition ● Energy Bal. Disorders dangers ● Nut./PA Plan

● PA Challenges and Risk Factor ● PA Preferences Success/Desire ● Social/Mental Benefts ● Stress Manag. ● Longevity and Quality of Life

● Fitness Portfolio ● Pre/Post Scores ● Goals/Plan ● Activity Log ● Technology Tracking ● Health-related ftness comp. ● Skill-rel comp.

Fitness for Life Standards

PST (9), ILA, or Other SEMESTER/TRIMESTER AT-A-GLANCE

PE

Module Unit 1 Tennis

Unit 2 DiscGolf

Unit 3 Ultimate Fris.

Unit 4 Soccer

Unit 5 Bowling

Unit 6 Rugby

Unit 7 Badminton

Unit 8 Pickleball

Suggested

3-4days

3-4days

3-4days

3-4days

3-4days

3-4days

3-4days

3-4days

Pacing Unit topics may be substituted, and non-unit days such as Work-out Wednesdays and Friday Fun Days may be incorporated. Refer to the Unit Outline Template on the next page for step-by-step instructions on teaching PST and other sports/ftness units.

High School School PE

TABLE OF CONTENTS Physical Education Overview / PD Opportunities

DWSBA Information / Physical Education Best Practices CVHS, CSD, and BYU Independent Study CANVAS Courses Participation Skills and Techniques - PST (9) PST (9) Sport and Standard Crosswalk Fitness for Life - FFL (10) Fitness for Life (10) Sport & Standard Crosswalk Individual Lifetime Activities Supplemental Standards- Dance

Supplemental Standards- Outdoor Recreation

Supplemental Standards- Strength & Conditioning Supplemental Standards- Yoga

Physical Education Overview

Active Healthy Lifestyle for All Students

The goal of Physical Education (PE) is to develop healthy, responsible students who have the knowledge, skills, and dispositions to work together in groups, think critically, and participate in a variety of activities that lead to a lifelong healthy lifestyle (2016 Utah Health Standards).” In essence PE develops the positive practices of physical and mental health that students learn in health class. In a quality PE class students should be engaging in movement, exercise, playing games, and applying social skills such as following rules, navigating disputes, and encouraging others. Recommendations from physician organizations and from Center for Disease Control suggest that students should be active for at least 60 minutes per day in order to be healthy. A large body of research indicates that what is good for the heart is also good for the brain. Building healthy habits of exercise and physical recreation yields dividends in terms of cognitive acuity, emotional regulation, social integration, as well as physical ftness. 5 Strands of Physical Education Standards 1. Physical Skills: Competency in motor skills and movement patterns 2. Physical Training Knowledge & Application : Application of knowledge to attain effcient movement and performance 3. Understanding: Understanding of components necessary to maintain healthy levels of ftness to support physical activity 4. Social Skills: Developing cooperative skills and positive personal behavior through communication and respect for self and others 5. Values: Appraising the personal value of physical activity as a tool for wellness, challenges, and interacting with appropriate social skills with friends and family

Physical Education Opportunities

PD Opportunities

Links to Additional Resources

● District

● CSD District Day - August ● District (Early Out) Collaboration Meetings: ○ Middle School ○ High School ● Canyons U Link

○ Shared Google Drive Resources ○ PE Resource links ○ USBE Physical Education site ○ USBE PE Core Standards ○ Adapted PE Guidebook ○ Department of Wildlife - contacts for individual lifetime activities such as archery and fshing.

● State Resources

○ Microcredentials ○ Targeted Learning ○ Knowledge Base SHAPE Utah - Spring 2025

● NFHS Learning Center ● OPEN - courses ● Masters In Sport Coaching Leadership Weber State Classes

● National Resources

○ SHAPE America

DWSBA Timeline Window

Semester Schedule

Brighton Trimester Schedule

Pre: Within the frst 3 weeks of the quarter

Pre: Within the frst 3 weeks of the trimester

Post: Within the last 3 weeks of the quarter

Post: Within the last 3 weeks of the trimester

Physical Education Best Practices

What Teachers Do

What Students Do

Skill

Teachers activate prior knowledge to determine misconceptions prior to teaching new content. Helping students uncover their misconceptions and then compare their misconceptions with new learning forces students to address their misconceptions.

Students will compare their beginning knowledge on a topic to their new knowledge, and will be able to discuss/ write how their knowledge on the subject changed over time. Students move their bodies, participating in activities, cooperating with others in class. Students interact cooperatively and positively with each other. Students follow routines and procedures set up by their PE teacher.

Combat Misconceptions

Teachers structure opportunities for ALL students to be actively engaged.

Achieve Engagement

Teachers have frequent positive interactions with students: high fves, thumbs up, “nice catch”, “great job - but remember to dribble waist high.” Teacher has established routines and procedures. • Sets up equipment before class or at the beginning of the day

Create Positive Environment

Effcient Transitions

• Sets up an activity for students to engage in as they are assembling, e.g. stretching/warm up • Attendance is taken as the class is participating. • Has pre-taught signal to bring students back together (e.g. a whistle)

Teacher actively supervises students by being positioned to see all students and by circulating throughout the space. Teacher delivers clear explicit instructions for skills prior to releasing students into that activity. An “I do”, “we do”, “ya’ll do” format is frequently a good choice for effciency and effectiveness in a PE classroom

Students have defned boundaries for activities.

Active Supervision Clear Instructions

Students understand what they are supposed to be doing and why they are doing it.

Fitness For Life (10) SEMESTER/TRIMESTER AT-A-GLANCE

PE

Module

Unit 1 Buildinga Fitness Foundation

Unit 2 Skill-Related

Unit 3 Cardiorespiratory Physical Activity

Unit 4 Muscular Fitness and Flexibility

Unit 5 Energy Balance BodyComp. and Nutrition

Unit 6 Wellness Perspective (Physical, Mental, Social)

Unit 7 Fitness Portfolio Activity Log

Physical Activity *May be broken up over the course of the semester. (Fridays, etc.)

Pacing

5-6days

5-6days

5-6days

5-6days

5-6days

5-6days

5-6days

Strands

2, 3, 4

1, 2, 4

3

3

3, 4

3, 4, 5

1, 3, 4

● Health-Rel. Fit. Components ● Benefts ● Terms/Safe guards ● Etiquette ● Risks/Safety ● Environmen tal condit.

● Skill-Related Components ● Movement Concepts ● Skill Developmen t/ Analysis ● Cooperative Skills

● Energy Systems ● Cardiorespirato ry Endurance Concepts ● Heart Rate ● Blood Pressure ● Application - pacing etc.

● Muscle Basics ● M. Endur. Concepts ● M. Strength Concepts ● Training applications ● Injury/Rehab. ● Flexibility

● Body Compos. ● Risk Factors ● Body Image and accept. ● Nutrition ● Energy Bal. Disorders dangers ● Nut./PA Plan

● PA Challenges and Risk Factor ● PA Preferences Success/Desire ● Social/Mental Benefts ● Stress Manag. ● Longevity and Quality of Life

● Fitness Portfolio ● Pre/Post Scores ● Goals/Plan ● Activity Log ● Technology Tracking ● Health-related ftness comp. ● Skill-rel comp.

Fitness for Life Standards

PST (9), ILA, or Other SEMESTER/TRIMESTER AT-A-GLANCE

PE

Module Unit 1 Tennis

Unit 2 DiscGolf

Unit 3 Ultimate Fris.

Unit 4 Soccer

Unit 5 Bowling

Unit 6 Rugby

Unit 7 Badminton

Unit 8 Pickleball

Suggested

3-4days

3-4days

3-4days

3-4days

3-4days

3-4days

3-4days

3-4days

Pacing Unit topics may be substituted, and non-unit days such as Work-out Wednesdays and Friday Fun Days may be incorporated. Refer to the Unit Outline Template on the next page for step-by-step instructions on teaching PST and other sports/ftness units.

General PE Unit Outline: Use This Template For Teaching a Sport/Fitness Unit

1. Introduce Sport and Skills (Strands 1, 2, and 3) : a. Culture: Describe the history where the sport originated and current significance. b. Key Terminology: List and define essential terms. c. Rules: Outline the basic rules of the sport. d. Safety Guidelines: Explain safety measures and precautions. e. Sportsmanship & Etiquette: Discuss appropriate behavior and sportsmanship. f. Define Outcomes for Unit: (See outcomes in unpacked standards) 2. Present & Model Skills, Cues, and Critical Elements (Strands 1, 2, and 3) : a. Skill Progressions Using Cues: basic to advanced using cues to improve technique. b. Strategy: Offensive, Defensive, Teamwork, Communication. c. Fitness applications: Components of health and skill related fitness. 3. Skill Practice and Feedback (Strands 1, 2, and 3) a. Skills Practice: Conduct practice sessions with continuous feedback. b. Modified Games: Create simplified versions of the sport for practice. c. Feedback Methods: H ow feedback will be given, use rubrics for peer feedback and self analysis to refine skills. d. Technology: Use technology for self-analysis and improvement (video analysis). 4. Concept Practice and Feedback (Teamwork and Communication Strand 4 ) : Examples: Starter, bellringer, small group discussion, debrief discussion, assignment etc. while practicing these skills during modified games, tournaments etc. a. Teamwork: Highlight the importance of teamwork in the sport. b. Strategy: Discuss strategic elements of the game. c. Communication: Emphasize effective communication techniques. d. Conflict Resolution: Provide strategies for resolving conflicts within a team. 5. Formative Assessment (Fitness Strand 3 and Personal Reflections of PA Strand 5) Examples: self-reflection assignment, quiz, think-pair-share, etc. a. Self-Assessment: Rate how personally rewarding the activity is. b. Stress Reduction: Evaluate the level of stress reduction achieved through the activity. c. Barriers: Identify potential barriers to participating in this activity regularly. d. Mental Health: Explore the mental health benefits of participating in the sport. e. Social Health: Discuss the social advantages and opportunities for connection. f. Psychological Benefits: Examine effects and overall well-being improvements. g. Health Benefits Analysis: Compare the health benefits derived from this sport with other activities. h. Elements of Fitness: Discuss both physical fitness and skill-related fitness i. Heart Rate Analysis: Measure and analyze heart rates during activities. 6. Summative Assessment and Evaluation (Strands 1-5) : Examples: Students may be assessed during tournament play or an end of unit activity: a. Instructor Evaluation: Rubric or criteria for evaluating student performance and understanding of unit, may include self-reflections from above.

PST - PE (9)

Strand 1: Motor Skills and Movement Patterns

STRAND 1: MOTOR SKILLS AND MOVEMENT PATTERNS

By the end of high school, students will be college and career ready, as demonstrated by the ability to plan and implement different types of personal ftness programs, demonstrate competency in lifetime activities, describe key concepts associated with successful participation in physical activity, model responsible behavior while engaged in physical activity, and fll a need for self-expression, challenge, social interaction and enjoyment.

PACING SEQUENCING

KEY LANGUAGE USES

See Sport and Standard Crosswalk

Inform & Explain

Participation Skills and Techniques - PE (9): STRAND 1

Students will achieve a level of competency in motor skills and movement patterns.

K-12 LEARNING SEQUENCE

Grade8

Individualized Lifetime Activities

Students will achieve a level of competency in motor skills and movement patterns in a modifed game.

Students will continue to refne activity-specifc movement skills as game play experiences increase in complexity.

END OF STRAND SAMPLE COMPETENCY WITH LANGUAGE EXPECTATIONS

Students will refne activity-specifc movement skills (locomotor, non locomotor, or manipulative) while participating in a lifetime activity. Students will chart pre and post data that shows refnement of an activity-specifc movement skill and complete a refection. (Competency includes nouns, verbs, and key words)

PST - PE (9)

Strand 1: Motor Skills and Movement Patterns

STANDARDS

● PST.1.1 Participate in and/or refne activity-specifc movement skills in fve or more lifetime activities (e.g., outdoor pursuits, individual performance activities, non-traditional, aquatics, net/wall games, or target games) and/or in dance forms (e.g., cultural and social occasions, ballet, modern, hip-hop, tap). ● PST.1.2 Demonstrate individual competency through testing and participation in fve or more lifetime activities and/or in dance forms used in cultural and social occasions. ● PST.1.3 Participate in aerobic and anaerobic activities that will promote health-related ftness. ● PST.1.4 Demonstrate individual competency in one or more aerobic and anaerobic skills that promote health-related ftness. ● PST.1.5 Employ offensive maneuvers to receive a pass in a game setting. ● PST.1.6 Accomplish effcient defensive understanding in a game situation by denying passing zones, or defecting a ball.

CONCEPTS & KEY TERMS (nouns)

SKILLS (verbs)

● Activity-specifc movement skills ● LIfetime activities ○ Dance forms used in cultural and social occasions ● Aerobic and anaerobic activities, skills ● Effcient defensive understanding ● Sport related concepts varied by unit ● Skill related concepts varied by unit ● Promote/enhance health-related ftness ● Health-related ftness goals ● Health related ftness ● Offensive maneuvers

● Participate and/or refne movement skills ● Demonstrate competency ● Participate in activities ● Employ offensive maneuvers ● Accomplish effcient

LEARNING PROGRESSIONS

1. Introduce skill - teach relevant content, terms, and outcomes a. Key terms listed above b. Sport/ftness related terms c. Outcomes - see skills (verbs) listed above 2. Present skills, cues, and critical elements a. Locomotor, non-locomotor, manipulative b. Strategy

PST - PE (9)

Strand 1: Motor Skills and Movement Patterns

c. Fitness application d. Sportsmanship and rules application

3. Model the skill

a. Show skills applied effectively b. Highlight critical elements

4. Practice and Feedback a. Students practice skills in a variety of learning activities and progressions b. Teacher monitors and gives feedback c. Students use rubrics for peer feedback and self analysis to refne skills d. Technology is used for feedback and self analysis (when applicable)

5. Assess the skill(s) and support transfer a. Skill assessment

b. Transition skills from practice to game application c. Support skill transfer with appropriate levels of strategy and game complexity d. Reinforce transfer of skills and physical activities to outside of the classroom e. Make encouraging connections to lifetime benefts of physical activity and wellness.

PST - PE (9)

Strand 2: Effcient Movement & Performance

STRAND 2: Effcient Movement & Performance

By the end of high school, students will be college and career ready, as demonstrated by the ability to plan and implement different types of personal ftness programs, demonstrate competency in lifetime activities, describe key concepts associated with successful participation in physical activity, model responsible behavior while engaged in physical activity, and fll a need for self-expression, challenge, social interaction and enjoyment.

PACING SEQUENCING

KEY LANGUAGE USES

See Sport and Standard Crosswalk

Inform & Explain

Participation Skills and Techniques - PE (9): Strand 2

Students will apply knowledge to attain effcient movement and performance.

K-12 LEARNING SEQUENCE

Grade8

Individualized Lifetime Activities

Students will achieve a level of competency in motor skills and movement patterns in a modifed game.

Students will continue to refne activity-specifc movement skills as game play experiences increase in complexity.

END OF STRAND SAMPLE COMPETENCY WITH LANGUAGE EXPECTATIONS

Students will choose one of the following activities to demonstrate competency: ● Organize the stages of learning a motor skill or identify examples of dance forms. ● Identify skill-specifc cues for a variety of physical activities. ● Use movement concepts and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in a selected skill or dance movement. ● Observe and improve movement skills, using videography and/or digital photography to provide feedback and self-analysis. (Competency includes nouns, verbs, and key words)

PST - PE (9)

Strand 2: Effcient Movement & Performance

STANDARDS

● PST.2.1 Demonstrate appropriate use of terminology associated with exercise and participation in selected individual-performance activities (e.g., dance, net/wall games, target games, aquatics and/or outdoor pursuits). ● PST.2.2 Organize the stages of learning a motor skill or identify examples of social and technical dance forms. ● PST.2.3 Identify skill-specifc cues for a variety of physical activities. ● PST.2.4 Use movement concepts and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in a selected skill or dance movement. ● PST.2.5 Participate in a number of individual and team activities, demonstrating strategies and rules. ● PST.2.6 Identify safeguards regarding warming up and cooling down, hydration, and potentially hazardous exercises. ● PST.2.7 Observe and improve movement skills, using videography and digital photography to provide feedback and self-analysis.

CONCEPTS

SKILLS

● Terminology associated with exercise ● Individual-performance activities ● Stages of learning a motor skill ● Skill development cues ● Movement concepts and principles ○ Force ○ Motion ○ Rotation ● Strategies and rules ● Safeguards ○ Warmup

● Demonstrate appropriate terminology use ● Organize stages of motor skills ● Identify skill-specifc cues ● Analyze and improve performance ● Participate in activities using strategies and rules ● Identify safeguards ● Observe and improve movement skills using technology

○ Cool down ○ Hydration ○ Potentially hazardous exercises

● Movement skills

○ Videography, digital photography, technology ○ Feedback ○ Self-analysis ● Sport/skill related concepts varied by unit

PST - PE (9)

Strand 2: Effcient Movement & Performance

LEARNING PROGRESSIONS

1. Introduce skill - teach relevant content, terms, and outcomes a. Key terms listed above b. Sport/ftness related terms c. Outcomes - see skills (verbs) listed above 2. Present skills, cues, and critical elements a. Locomotor, non-locomotor, manipulative b. Strategy c. Fitness application d. Sportsmanship and rules application 3. Model the skill a. Show skills applied effectively b. Highlight critical elements 4. Practice and Feedback a. Students practice skills in a variety of learning activities and progressions b. Teacher monitors and gives feedback c. Students use rubrics for peer feedback and self analysis to refne skills d. Technology is used for feedback and self analysis (when applicable)

5. Assess the skill(s) and support transfer a. Skill assessment

b. Transition skills from practice to game application c. Support skill transfer with appropriate levels of strategy and game complexity d. Reinforce transfer of skills and physical activities to outside of the classroom e. Make encouraging connections to lifetime benefts of physical activity and wellness.

PST - PE (9)

Strand 3: Components to Maintain Fitness

STRAND 3: Components to Maintain Fitness

By the end of high school, students will be college and career ready, as demonstrated by the ability to plan and implement different types of personal ftness programs, demonstrate competency in lifetime activities, describe key concepts associated with successful participation in physical activity, model responsible behavior while engaged in physical activity, and fll a need for self-expression, challenge, social interaction and enjoyment.

PACING SEQUENCING

KEY LANGUAGE USES

See Sport and Standard Crosswalk

Inform & Explain

Participation Skills and Techniques - PE (9): Strand 3

Students will understand the components necessary to maintain a healthy level of ftness to support engagement in physical activity.

K-12 LEARNING SEQUENCE

Grade8

Individualized Lifetime Activities

Students will understand the components necessary to maintain a healthy level of ftness to support physical activity.

Students will continue to develop their understanding of the components necessary to maintain a healthy level of ftness to support physical activity.

END OF STRAND SAMPLE COMPETENCY WITH LANGUAGE EXPECTATIONS

Students will create and maintain a participation journal of self-selected activities outside of school, including duration, intensity, anticipated results, and fnal analysis of health and ftness benefts derived from a variety of activities. Students will use a graphic organizer or other

self-selected means (e.g. ftness tracking technology) (Competency includes nouns, verbs, and key words)

PST - PE (9)

Strand 3: Components to Maintain Fitness

STANDARDS

● PST.3.1 Discuss the benefts of a physically active lifestyle as it relates to college/career readiness. ● PST.3.2 Determine risks associated with exercising in heat, humidity, and cold. ● PST.3.3 Evaluate the validity of claims made by commercial products and programs pertaining to ftness and a healthy lifestyle. ● PST.3.4 Balance the rate of exertion and pacing. ● PST.3.5 Create and maintain a journal of participation in outside self-selected activities, including duration, intensity, anticipated results, and fnal analysis. ● PST.3.6 Analyze and compare health and ftness benefts derived from a variety of activities. ● PST.3.7 Participate in visualization techniques to improve performance. ● PST.3.8 Correlate how physical activity affects body mass composition, including muscle and fat percentages and bone density. ● PST.3.9 Describe the elements of physical ftness and self-assess personal level. ● PST.3.10 Calculate target heart rate and apply information to a personal activity plan. ● PST.3.11 Adjust intensity levels of various activities through monitoring pulse rates manually, or by using heart-rate monitors or pulse sticks. ● PST.3.12 Review frequency, intensity, time, and type (FITT) guidelines as they apply to the development of physical ftness. ● PST.3.13 Evaluate levels of activity, and make adjustments to increase ftness benefts by increasing pace and adding time and/or repetitions. ● PST.3.14 Describe how both proper nutrition and exercise are necessary for a lifelong healthy lifestyle, and the consequences of poor nutrition and inactivity. ● PST.3.15 Create and implement a behavior modifcation plan that includes a healthy, active lifestyle. ● PST.3.20 (16) Participate in activities that are personally rewarding and stress reducing. CONCEPTS & KEY TERMS (nouns) SKILLS (verbs) ● College/career benefts of physical active lifestyle ● Exercise risks: heat, humidity, cold ● Validity of claims: ftness products and programs ● Rate of exertion and pacing ● Discuss benefts ● Determine risks ● Evaluate validity of claims ● Balance rate of exertion and pacing ● Create and maintain a journal

● Analyze and compare health benefts ● Participate in visualization techniques ● Correlate effect of physical activity and body mass composition ● Describe and self-assess physical ftness elements

● Outside Activity Journal: Self-selected activities, duration, intensity, anticipated results, fnal analysis.

● Health and ftness benefts ● Visualization Techniques

PST - PE (9)

Strand 3: Components to Maintain Fitness

● Body mass composition & physical act. ● Elements of physical ftness and self-assessment ● Target heart rate calculation: personal activity plan ● Intensity levels and monitoring pulse ● FITT guidelines ○ Frequency ○ Intensity ○ Time ○ Type ○ Physical ftness development ● Activity level evaluation and adjustment (pace, time, reps) ● Lifelong Healthy Lifestyle: nutrition and exercise ● Behavior modifcation plan active lifestyle ● Rewarding and stress-reducing activities

● Calculate target heart rate; apply to plan ● Adjust intensity using heart rate ● Review FITT guidelines ● Evaluate and adjust levels of activity ● Describe lifelong healthy lifestyle ○ nutrition and activity levels ● Create and implement a behavior modifcation plan ● Participate in rewarding & stress-reducing activities.

LEARNING PROGRESSIONS

1. Introduce skill - teach relevant content, terms, and outcomes a. Key terms listed above b. Sport/ftness related terms c. Outcomes - see skills (verbs) listed above 2. Present skills, cues, and critical elements a. Locomotor, non-locomotor, manipulative b. Strategy c. Fitness application d. Sportsmanship and rules application 3. Model the skill a. Show skills applied effectively b. Highlight critical elements 4. Practice and Feedback a. Students practice skills in a variety of learning activities and progressions b. Teacher monitors and gives feedback c. Students use rubrics for peer feedback and self analysis to refne skills d. Technology is used for feedback and self analysis (when applicable)

5. Assess the skill(s) and support transfer a. Skill assessment

b. Transition skills from practice to game application c. Support skill transfer with appropriate levels of strategy and game complexity d. Reinforce transfer of skills and physical activities to outside of the classroom e. Make encouraging connections to lifetime benefts of physical activity and wellness.

PST - PE (9)

Strand 4: Cooperative Skills & Positive Personal Behavior

STRAND 4: Cooperative Skills & Positive Personal Behavior

By the end of high school, students will be college and career ready, as demonstrated by the ability to plan and implement different types of personal ftness programs, demonstrate competency in lifetime activities, describe key concepts associated with successful participation in physical activity, model responsible behavior while engaged in physical activity, and fll a need for self-expression, challenge, social interaction and enjoyment.

PACING SEQUENCING

KEY LANGUAGE USES

See Sport and Standard Crosswalk

Inform & Explain

Participation Skills and Techniques - PE (9): Strand 4

Students will develop cooperative skills and positive personal behavior through communication and respect for self and others.

K-12 LEARNING SEQUENCE

Grade8

Individualized Lifetime Activities

Students will develop cooperative skills and positive personal behavior through communication and respect for self and others.

Students will continue to develop and improve cooperative skills and personal behavior through communication and respect for self and others.

END OF STRAND SAMPLE COMPETENCY WITH LANGUAGE EXPECTATIONS

Students will self-evaluate their cooperative skills working with others, accepting feedback, etc. on a rubric and refect on how rules and etiquette contribute to a safe and enjoyable environment. Students will complete the self-evaluation after they have practiced using these skills during one or more units. (Competency includes nouns, verbs, and key words)

PST - PE (9)

Strand 4: Cooperative Skills & Positive Personal Behavior

STANDARDS

● PST.4.1 Employ effective self-management skills and personal characteristics to analyze barriers and modify physical activity patterns appropriately. ● PST.4.2 Identify risks and safety factors that might affect activity preferences throughout the life cycle. ● PST.4.3 Exhibit proper etiquette, respect for others, and teamwork while engaging in physical activity and/or social dance. ● PST.4.4 Assume a positive supportive role (e.g., spotter, providing feedback, analyzing technique, partnering, etc.). ● PST.4.5 Use communication skills and strategies that promote team/group dynamics. ● PST.4.6 Communicate with fellow participants to solve confict without confrontation (e.g., bullying). ● PST.4.7 Solve problems and think critically in physical activity and/or dance settings, both as an individual and in groups. ● PST.4.8 Walk away willingly to avoid verbal or physical confrontation in activity settings. ● PST.4.9 Demonstrate an understanding of how listening to all sides before taking action in solving confict results in a more positive outcome. ● PST.4.10 Develop strategies to include others in activity participation. CONCEPTS & KEY TERMS (nouns) SKILLS (verbs) ● Physical activity barriers ○ Self-management skills/personal characteristics ○ Physical activity patterns ● Risks and safety factors and activity preferences. ● Proper etiquette, respect, and teamwork ● Positive supportive role ● Team promoting communication skills and strategies ● Employ effective skills to overcome barriers to physical activity. ● Identify risks and safety factors ● Exhibit etiquette, respect, and teamwork ● Assume a supportive role ● Promote team/group dynamics through communication

● Communicate to solve conficts ● Solve problems and think critically ● Walk away to avoid confrontation ● Demonstrate listening for confict resolution. ● Develop inclusion strategies.

● Confict resolution communication ● Problem-solving and critical thinking; individual/team activity settings ● Refusal skills to avoid confrontation ● Inclusion strategies in activity participation

LEARNING PROGRESSIONS

PST - PE (9)

Strand 4: Cooperative Skills & Positive Personal Behavior

1. Introduce skill - teach relevant content, terms, and outcomes a. Key terms listed above b. Sport/ftness related terms c. Outcomes - see skills (verbs) listed above 2. Present skills, cues, and critical elements a. Locomotor, non-locomotor, manipulative b. Strategy c. Fitness application d. Sportsmanship and rules application 3. Model the skill a. Show skills applied effectively b. Highlight critical elements 4. Practice and Feedback a. Students practice skills in a variety of learning activities and progressions b. Teacher monitors and gives feedback c. Students use rubrics for peer feedback and self analysis to refne skills d. Technology is used for feedback and self analysis (when applicable)

5. Assess the skill(s) and support transfer a. Skill assessment

b. Transition skills from practice to game application c. Support skill transfer with appropriate levels of strategy and game complexity d. Reinforce transfer of skills and physical activities to outside of the classroom e. Make encouraging connections to lifetime benefts of physical activity and wellness.

PST - PE (9)

Strand 5: PA a Tool for Wellness, Challenges, and Social Interaction

STRAND 5: Physical Activity - A Tool for Wellness, Challenges, and Social Interaction

Students will understand that physical activity provides the opportunity for enjoyment, challenges, self-expression, and social interaction.

PACING & SEQUENCING

KEY LANGUAGE USES

See Sport and Standard Crosswalk

Inform & Explain (Narrate)

Participation Skills and Techniques - PE (9): Strand 5

Students will appraise the personal value of physical activity as a tool for wellness, challenges, and interacting with appropriate social skills with friends and family.

K-12 LEARNING SEQUENCE

Grade8

Individualized Lifetime Activities

Students will appraise the personal value of physical activity as a tool for wellness, and interacting with appropriate social skills with friends and family.

Students will continue to appraise the personal value of physical activity as a tool for wellness, and appropriate social skills with friends and family.

END OF STRAND SAMPLE COMPETENCY WITH LANGUAGE EXPECTATIONS

Students will choose one of the following writing prompts to respond to: ● Explain how appropriately celebrating success of self & others contributes to wellness. ● Describe how physical activities can result in positive feelings from meeting challenges and how that contributes to physical health. ● Explain the social benefts that result from team and dual sport participation ● Differentiate between appropriate and inappropriate risks relating to physical activity and recount some examples. ● Create a future activity plan that includes beyond school years using health/skill related ftness concepts. (Competency includes nouns, verbs, and key words)

PST - PE (9)

Strand 5: PA a Tool for Wellness, Challenges, and Social Interaction

STANDARDS

● PST.5.1 Analyze the mental, social, and psychological health benefts of a self-selected physical activity. ● PST.5.2 Choose an appropriate level of challenge to experience success and desire to participate in a self-selected physical activity. ● PST.5.3 Select and participate in physical activities or dance that meets the need for self-expression and enjoyment. ● PST.5.4 Identify the opportunity for social support in a self-selected physical activity or dance. ● PST.5.5 Research sports and activities of other cultures. CONCEPTS & KEY TERMS (nouns) SKILLS (verbs) ● Self-selected physical activity ○ Mental, social, and psychological health benefts ● Analyze health benefts ● Choose level of challenge ● Select and participate activities for self-expression and enjoyment ● Identify social support ● Research other cultures sports/activities 1. Introduce skill - teach relevant content, terms, and outcomes a. Key terms listed above b. Sport/ftness related terms c. Outcomes - see skills (verbs) listed above 2. Present skills, cues, and critical elements a. Locomotor, non-locomotor, manipulative b. Strategy c. Fitness application d. Sportsmanship and rules application 3. Model the skill a. Show skills applied effectively b. Highlight critical elements 4. Practice and Feedback a. Students practice skills in a variety of learning activities and progressions b. Teacher monitors and gives feedback ○ Level of challenge ○ Success and desire ○ Self-expression ○ Enjoyment ○ Social support ● Sports and activities from other cultures

LEARNING PROGRESSIONS

c. Students use rubrics for peer feedback and self analysis to refne skills d. Technology is used for feedback and self analysis (when applicable)

PST - PE (9)

Strand 5: PA a Tool for Wellness, Challenges, and Social Interaction

5. Assess the skill(s) and support transfer a. Skill assessment

b. Transition skills from practice to game application c. Support skill transfer with appropriate levels of strategy and game complexity d. Reinforce transfer of skills and physical activities to outside of the classroom e. Make encouraging connections to lifetime benefts of physical activity and wellness.

PST PE (9)

SPORT AND STANDARD CROSSWALK

Unit/Sport Indoor

Badminton Basketball

Bowling Fitness & Weight Training

Pickleball

Volleyball

FFL.1.1 FFL.1.2 FFL.1.3 FFL.1.4 FFL.2.1 FFL.2.2 FFL.2.3 FFL.3.6 FFL.3.7 FFL.3.11 FFL.3.13 FFL.3.20

FFL.1.1 FFL.1.2 FFL.1.3 FFL.1.4 FFL.2.1 FFL.2.2 FFL.2.3 FFL.3.6 FFL.3.7 FFL.3.11 FFL.3.13 FFL.3.20 Strand4 (all) Strand5 (all)

FFL.1.1 FFL.1.2 FFL.1.3 FFL.1.4 FFL.2.1 FFL.2.2 FFL.2.3 FFL.3.6 FFL.3.7 FFL.3.11 FFL.3.13 FFL.3.20 Strand4 (all) Strand5 (all)

FFL.1.1 FFL.1.2 FFL.1.3 FFL.1.4 FFL.2.1 FFL.2.2 FFL.2.3 FFL.3.1 FFL.3.2 FFL.3.3 FFL.3.4 FFL.3.5 FFL.3.6 FFL.3.7 FFL.3.8 FFL.3.9 FFL.3.10 FFL.3.11 FFL.3.12 FFL.3.13 FFL.3.14 FFL.3.15 FFL.3.20

FFL.1.1 FFL.1.2 FFL.1.3 FFL.1.4 FFL.2.1 FFL.2.2 FFL.2.3 FFL.3.6 FFL.3.7 FFL.3.11 FFL.3.13 FFL.3.20

FFL.1.1 FFL.1.2 FFL.1.3 FFL.1.4 FFL.2.1 FFL.2.2 FFL.2.3 FFL.3.6 FFL.3.7 FFL.3.11 FFL.3.13 FFL.3.20

Strand 4 (all) Strand 5 (all)

Strand 4 (all) Strand 5 (all)

Strand 4 (all) Strand 5 (all)

PE Standard Connection

Strand 4 (all) Strand 5 (all)

PST PE (9)

SPORT AND STANDARD CROSSWALK

Unit/Sport Outdoor

DiscGolf

Kickball

Soccer

Softball

Tennis

Ultimate Frisbee

FFL.1.1 FFL.1.2 FFL.1.3 FFL.1.4 FFL.2.1 FFL.2.2 FFL.2.3 FFL.3.6 FFL.3.7 FFL.3.11 FFL.3.13 FFL.3.20

FFL.1.1 FFL.1.2 FFL.1.3 FFL.1.4 FFL.2.1 FFL.2.2 FFL.2.3 FFL.3.6 FFL.3.7 FFL.3.11 FFL.3.13 FFL.3.20 Strand4 (all) Strand5 (all)

FFL.1.1 FFL.1.2 FFL.1.3 FFL.1.4 FFL.2.1 FFL.2.2 FFL.2.3 FFL.3.6 FFL.3.7 FFL.3.11 FFL.3.13 FFL.3.20 Strand4 (all) Strand5 (all)

FFL.1.1 FFL.1.2 FFL.1.3 FFL.1.4 FFL.2.1 FFL.2.2 FFL.2.3 FFL.3.6 FFL.3.7 FFL.3.11 FFL.3.13 FFL.3.20

FFL.1.1 FFL.1.2 FFL.1.3 FFL.1.4 FFL.2.1 FFL.2.2 FFL.2.3 FFL.3.6 FFL.3.7 FFL.3.11 FFL.3.13 FFL.3.20 Strand4 (all) Strand5 (all)

FFL.1.1 FFL.1.2 FFL.1.3 FFL.1.4 FFL.2.1 FFL.2.2 FFL.2.3 FFL.3.6 FFL.3.7 FFL.3.11 FFL.3.13 FFL.3.20

PE Standard Connection

Strand 4 (all) Strand 5 (all)

Strand 4 (all) Strand 5 (all)

Strand 4 (all) Strand 5 (all)

PST PE (9)

SPORT AND STANDARD CROSSWALK

Strand4 Strand5

Other Sports

Table Tennis

Hockey

Lacrosse

Flag Football

Invasion Games (Capture Flag, etc.)

FFL.1.1 FFL.1.2 FFL.2.1 FFL.2.2 FFL.2.3 FFL.3.6 FFL.3.7 FFL.3.11 FFL.3.13 FFL.3.20

FFL.1.1 FFL.1.2 FFL.1.3 FFL.1.4 FFL.2.1 FFL.2.2 FFL.2.3 FFL.3.6 FFL.3.7 FFL.3.11 FFL.3.13 FFL.3.20 Strand4 (all) Strand5 (all)

FFL.1.1 FFL.1.2 FFL.1.3 FFL.1.4 FFL.2.1 FFL.2.2 FFL.2.3 FFL.3.6 FFL.3.7 FFL.3.11 FFL.3.13 FFL.3.20 Strand4 (all) Strand5 (all)

FFL.1.1 FFL.1.2 FFL.1.3 FFL.1.4 FFL.2.1 FFL.2.2 FFL.2.3 FFL.3.6 FFL.3.7 FFL.3.11 FFL.3.13 FFL.3.20

FFL.1.1 FFL.1.2 FFL.1.3 FFL.1.4 FFL.2.1 FFL.2.2 FFL.2.3 FFL.3.6 FFL.3.7 FFL.3.11 FFL.3.13 FFL.3.20 Strand4 (all) Strand5 (all)

PE Standard Connection

Strand 4 (all) Strand 5 (all)

Strand 4 (all) Strand 5 (all)

Fitness for Life PE (10)

Strand 1: Motor Skills and Movement Patterns

STRAND 1: MOTOR SKILLS AND MOVEMENT PATTERNS

By the end of high school, students will be college and career ready, as demonstrated by the ability to plan and implement different types of personal ftness programs, demonstrate competency in lifetime activities, describe key concepts associated with successful participation in physical activity, model responsible behavior while engaged in physical activity, and fll a need for self-expression, challenge, social interaction and enjoyment.

PACING SEQUENCING

KEY LANGUAGE USES

See Sport and Standard Crosswalk

Inform & Explain

Fitness for Life - PE (10): STRAND 1

Students will achieve a level of competency in motor skills and movement patterns.

K-12 LEARNING SEQUENCE

Grade8

Individualized Lifetime Activities

Students will achieve a level of competency in motor skills and movement patterns in a modifed game.

Students will continue to refne activity-specifc movement skills as game play experiences increase in complexity.

END OF STRAND SAMPLE COMPETENCY WITH LANGUAGE EXPECTATIONS

Students will refne activity-specifc movement skills (locomotor, non locomotor, or manipulative) while participating in a lifetime activity. Students will chart pre and post data that shows refnement of an activity-specifc movement skill and complete a refection. (Competency includes nouns, verbs, and key words)

Fitness for Life PE (10)

Strand 1: Motor Skills and Movement Patterns

STANDARDS

● FFL1.1 Participate in two or more specialized lifetime activities that promote health-related ftness. ● FFL.1.2 Demonstrate competency in two or more specialized lifetime activities that promote health-related ftness. ● FFL.1.3 Participate in activities that promote health-related ftness. ● FFL.1.4 Demonstrate competency in two or more specialized activities that promote health-related ftness. CONCEPTS & KEY TERMS (nouns) SKILLS (verbs) ● Specialized lifetime activities ○ Health-related ftness ○ Competency ● Other specialized activities ● Participate activities ● Demonstrate competency LEARNING PROGRESSIONS 1. Introduce skill - teach relevant content, terms, and outcomes a. Key terms listed above b. Sport/ftness related terms c. Outcomes - see skills (verbs) listed above 2. Present skills, cues, and critical elements a. Locomotor, non-locomotor, manipulative b. Strategy c. Fitness application d. Sportsmanship and rules application 3. Model the skill a. Show skills applied effectively b. Highlight critical elements 4. Practice and Feedback a. Students practice skills in a variety of learning activities and progressions b. Teacher monitors and gives feedback

c. Students use rubrics for peer feedback and self analysis to refne skills d. Technology is used for feedback and self analysis (when applicable)

5. Assess the skill(s) and support transfer a. Skill assessment

b. Transition skills from practice to game application c. Support skill transfer with appropriate levels of strategy and game complexity d. Reinforce transfer of skills and physical activities to outside of the classroom e. Make encouraging connections to lifetime benefts of physical activity and wellness.

Fitness For Life PE (10)

Strand 2: Effcient Movement & Performance

STRAND 2: Effcient Movement & Performance

By the end of high school, students will be college and career ready, as demonstrated by the ability to plan and implement different types of personal ftness programs, demonstrate competency in lifetime activities, describe key concepts associated with successful participation in physical activity, model responsible behavior while engaged in physical activity, and fll a need for self-expression, challenge, social interaction and enjoyment.

PACING SEQUENCING

KEY LANGUAGE USES

See Sport and Standard Crosswalk

Inform & Explain

Fitness For Life - PE (10): Strand 2

Students will apply knowledge to attain effcient movement and performance.

K-12 LEARNING SEQUENCE

Grade9

Individualized Lifetime Activities

Students will apply knowledge to attain effcient movement and performance: Terminology, skill development, strategies, rules, safeguards, self analysis.

Students will continue to refne activity-specifc movement and ftness skills as game play experiences increase in complexity.

END OF STRAND SAMPLE COMPETENCY WITH LANGUAGE EXPECTATIONS

Students will choose one of the following activities to demonstrate competency: ● Create a ftness activity (workout) that incorporates key exercise terminology. ● Create a practice plan to improve your own physical ftness. ● Identify possible unsafe exercises and explain how to modify them to make them safe. (Competency includes nouns, verbs, and key words)

Fitness For Life PE (10)

Strand 2: Effcient Movement & Performance

STANDARDS

● FFL.2.1 Apply the terminology associated with exercise in selected ftness activities. ● FFL.2.2 Create a practice plan to improve performance in ftness activities. ● FFL.2.3 Identify concepts regarding the structure and function of the human body and unsafe exercises.

CONCEPTS & KEY TERMS (nouns)

SKILLS (verbs)

● Exercise/Fitness Terminology ● Performance Plan

● Demonstrate terminology ● Organize stages of learning a motor skill ● Identify and practice skill-specifc cues ● Analyze and improve performance ● Participate in individual/team activities ○ Demonstrate strategies and rules ● Identify safeguards ● Observe and improve movement skills

● Fitness-specifc cues related to activities ● Fitness related concepts varied by unit ● Skill related concepts varied by unit ● Human Body structure and function as relative to ftness activities.

LEARNING PROGRESSIONS

1. Introduce skill - teach relevant content, terms, and outcomes a. Key terms listed above b. Sport/ftness related terms c. Outcomes - see skills (verbs) listed above 2. Present skills, cues, and critical elements a. Locomotor, non-locomotor, manipulative b. Strategy c. Fitness application d. Sportsmanship and rules application 3. Model the skill a. Show skills applied effectively b. Highlight critical elements 4. Practice and Feedback

a. Students practice skills in a variety of learning activities and progressions b. Teacher monitors and gives feedback c. Students use rubrics for peer feedback and self analysis to refne skills d. Technology is used for feedback and self analysis (when applicable)

5. Assess the skill(s) and support transfer a. Skill assessment

b. Transition skills from practice to game application c. Support skill transfer with appropriate levels of strategy and game complexity d. Reinforce transfer of skills and physical activities to outside of the classroom e. Make encouraging connections to lifetime benefts of physical activity and wellness.

Fitness for Life PE (10)

Strand 3: Components to Maintain Fitness

STRAND 3: Components to Maintain Fitness

By the end of high school, students will be college and career ready, as demonstrated by the ability to plan and implement different types of personal ftness programs, demonstrate competency in lifetime activities, describe key concepts associated with successful participation in physical activity, model responsible behavior while engaged in physical activity, and fll a need for self-expression, challenge, social interaction and enjoyment.

PACING SEQUENCING

KEY LANGUAGE USES

See Sport and Standard Crosswalk

Inform & Explain

PST (9): Strand 3

Students will understand the components necessary to maintain a healthy level of ftness to support engagement in physical activity.

K-12 LEARNING SEQUENCE

Grade8

Individualized Lifetime Activities

Students will understand the components necessary to maintain a healthy level of ftness to support physical activity.

Students will continue to develop their understanding of the components necessary to maintain a healthy level of ftness to support physical activity.

END OF STRAND SAMPLE COMPETENCY WITH LANGUAGE EXPECTATIONS

Students will use technology to develop and maintain a ftness portfolio that includes designing and implementing ftness training concepts related to cardiovascular endurance, muscular strength & endurance, fexibility, and body composition. Students will use a graphic organizer and/or other self-selected means (e.g. ftness tracking technology, etc) to demonstrate understanding of ftness concepts as outlined on a rubric. (Competency includes nouns, verbs, and key words)