Pen Argyl High School Physical Education Curriculum Philosophy:

Transcription

1 Pen Argyl High School Physical Education Curriculum Philosophy: The Physical Education Department in the Pen Argyl Area School District strives to give students as many movement experiences as possible to promote health, wellness, and develop a healthy lifestyle. The focus at the middle school level will be to promote fitness and decrease obesity among our youth while participating in these various activities. In addition students will develop basic skills while also learning general knowledge about each sport, develop game strategies, and display good sportsmanship.

2 Unit: Badminton Unit Outcomes: Students will be able to apply the skills and startegies of badminton to play in a mini tournament. A. Apply the knowledge needed to play in a badminton game. State Standards (s): Analyze the the interrelationships among regular participation in physical activity, motor skill improvement and the selection and engagement in lifetime physical activities E Apply knowledge of movement skills, skill-related fitness and movement concepts to identify and evaluate physical activities that promote lifelong participation A B. Utilize badminton strategies in a game situation. State Standard (s): Incorporate and synthesize knowledge of motor skill development concepts to improve the quality of motor skills B Analyze the application of game strategies for different categories of physical activities F A. Play Knowledge a. Court Boundaries- serving lines, singles and doubles boundaries, and end lines b. Racket and grip- parts of the racket and how to hold it c. Terminology- types of shots d. Faults- errors that either loses a point or serve e. Rules of the game B. Strategies a. Serve long in opponents court b. Hit opponents weaker side c. Move to net following a strong shot d. Return birdie low over the net e. Hit directly at opponents body C. Game Play a. Students will play a double elimination tournament after completion of all skills. Student who need to refine their skill further will participate in activities/games designed to reinforce these skills. Students may attend mini skill clinics during game play. 1

3 Students who excel in tournament play may challenge the teacher in a best of three mini game. Students with superior skill may run specific skill clinics for other students. Students will demonstrate skill and knowledge of badminton by playing the best out of three doubles game. Students will verbally analyze their opponents play to increase point achievement and team ranking during a tournament. Students will demonstrate their knowledge of the game by taking a written quiz in badminton. Equipment: 8 nets, 40 rackets, 40 birdies and boundaries. 2

4 Unit: Basketball Unit Outcomes: Students will be able to effectively use offensive and defensive strategies to play a mini basketball game according to their skill level. A. Refine offensive and defensive strategies. State Standards (s): Evaluate and engage in an individualized physical activity plan that supports achievement of personal fitness and activity goals and promotes life-long participation A Analyze the application of game strategies for different categories of physical activities F B. Students will identify their skill level and choose an appropriate game level. State Standard (s): Evaluate factors that affect physical activity and exercise preferences of adults D A. Skill Review a. Ball handling/dribbling b. Passing c. Lay-ups d. Shooting e. Court Set-up f. Player positioning g. Bank shot h. Jump shot B. Strategies: Offensive/Defensive a. Simple Pick- offensive player moves next to defensive player to deter movement allowing the player with the ball to move past b. Pick and Roll- Same as simple pick, but person picking now rolls towards the basket to receive a pass. c. Give and Go- passing back and forth d. Pass and Go Behind- pass the ball and move behind the person you passed to e. Screen- create a block between the defense and your shooter with your body f. Offensive set ups C D a. Defensive Strategies 3

5 E. Man-to-Man- specific person to cover F. Zone- specific area to cover a b. 2-3 c. box and 1 G. Games Students will be able to work with partners for different learning activities as well as be exposed to working individually on skill practice with teacher assistance if needed. Students will have to opportunity to participate in 2 on 2 games or 3 on 3 games to refine their skills. Students demonstrating exceptional skills and knowledge of the game may be given the choice of acting as team coach and/or referee. The teacher will be observing the execution of the offensive and defensive strategies that were taught throughout the course of the unit. 6 basketball hoops, 1 basketball per student- approximately 30 for each class, pinnies to differentiate teams 4

6 Unit: Fitness/Weight Training Unit Outcomes: Students will be able to design a long term self fitness program using the principles of weight training. A. Students will identify the components of fitness and how it is related to the parts of a workout. State Standards (s): Incorporate and synthesize knowledge of exercise principles, training principles, and health and skill related fitness components to create and revise a personal fitness program D B. Use weight room machinery in a safe and cooperative manner. State Standard (s): Evaluate the benefits, risks and safety factors associated with selfselected life-long physical activities D Evaluate and engage in an individualized physical activity plan that supports achievement of personal fitness and activity goals and promotes life-long participation A A. Fitness Components a. Frequency and Time b. Cardiorespiratory/muscular endurance and muscular strength c. Aerobic/anerobic and repetition/set B. Safety Rules a. Wait for your turn b. Encourage your work out partner c. Teacher presents: spotting, directions of machines, correct handling of weights C. Weight/Machines and Related Muscle Groups a. Free weight: (Bench press/chest, Military Press/Deltoids, Upright Row/Upper arm, Dumbbell curl/ Biceps, etc.) b. Nautilus Stations: (Leg extensions, Leg curl/ Hamstrings, Adductor (inner), Abductor (outer) Thigh, Leg Press/ Quadriceps, etc.) D. Weight Training Concepts- low weight, high reps=toning/ high weight, low reps=strength a. Pyramid Training- start with high reps, low weight to warm up then decrease the reps to add weight. b. Supersets- performing one exercise right after another with little or no rest time until second set is complete 5

7 E. Individualized Fitness Program- students will design a program that meets their individual needs. a. To be included: b. Frequency/Time c. Cardio/Muscular strength activities d. Reps/set performed for each activity The individualized plans are just that, students will work at their own ability level. Students will be able to work with lower weights and lower repetitions. The teacher will also aid in the development of a successful fitness program. Students can increase weight or repetitions depending on the program design and the goal(s) they want to achieve. Students may compose a warm up or workout to teach the class. Students may choose to join a gym outside of the school setting and participate in community events. Students will develop a personal fitness plan to achieve a fitness goal(s) of their choice. Students will be able to clearly identify the different types of training principles in a written assessment. The teacher will observe students spotting, waiting for their turn and supporting classmates. Students will need to have their journals and work out sheets for each class period, accessibility of the weight room. 6

8 Unit: Floor Hockey Unit Outcomes: Students will be able evaluate the offensive and defensive strategies during a game of floor hockey. A. Implement offensive and defensive strategies during game play. State Standards (s): Assess and use strategies for enhancing adult group interaction in physical activities F Analyze the application of game strategies for different categories of physical activities F B. Analyze team strengths and weaknesses to make corrections during team play. State Standard (s): Evaluate factors that affect physical activity and exercise preferences of adults D Evaluate movement forms for appropriate application of scientific and biomechanical principles E A. Skills a. Dribbling b. Push Pass c. Shooting on goal d. Goal tending B. Rules a. High sticks- stick raised above the players waist b. Dangerous stick- inappropriate use of stick c. Pushing- using your body, arms or legs to push another player away d. Lofted puck- puck lifted off the level of the floor C. Strategies a. Offensive i. Rush a shot ii. Pass to open players iii. Use the sidelines iv. Center by goal cage b. Defensive i. Straight tackle- face the offensive player, keep eye on opponents stick and make contact as ball leaves the stick of opponent ii. Zone defense- each player covers a certain area 7

9 Students can work one on one with the teacher to refine skills. The teacher may use a ball instead of a puck and use different sized balls. Students may compare and contrast floor hockey with ice hockey, street hockey and field hockey. The teacher will observe correct passing techniques, assess rule and penalty infractions, use of offensive and defensive strategies. Hockey sticks for each person, hockey pucks, different size balls, pinnies to differentiate teams 8

10 Unit: Flag Football Unit Outcomes: Students will be able to execute different pass patterns and use different defensive tactics. A. Students will learn new pass patterns to incorporate into game play. State Standards (s): Assess and use strategies for enhancing adult group interaction in physical activities F Incorporate and synthesize knowledge of motor skill development concepts to improve the quality of motor skills B A. Skills a. Forward pass b. Catching c. Punting d. Carrying a football e. Handing off f. Lateral pass B. Pass Patterns a. Hook-receiver goes straight out and makes a hook back to receive the pass b. Slant-receiver goes out on a diagonal slant to receive a pass c. Out-receiver turns out towards the sideline center d. In-receiver turns in towards the center e. Post-2 players go out together on the left and right side f. Bomb-long pass to receiver C. Defensive strategies a. Zone-defense cover certain area b. Man-to-Man- defense marks a cover certain person D. Playbook Design a. Each student will develop two running plays and 2 pass plays and will explain each play to teammates. Playbooks will be put together for the students to use during game play. For less skilled players, use shorter fields and less people. Students may also use a lighter or smaller ball. Encourage students to attend their high school s football game or watch a game on television and write a written evaluation of what they saw. 9

11 Teams will verbally communicate strengths and weaknesses of the team and adjusting the teams play. Teams develop a plan for team improvement. Students will work together to help out teammates. Different colored jerseys to differentiate the teams, different size and weight footballs, marked boundaries, belts with flags (no tackling involved) 10

12 Unit: Golf Unit Outcomes: Students will be able to perform the skills correctly to play a small round of mini golf. A. Students will work on different golf skills. State Standards (s): Incorporate and synthesize knowledge of motor skill development concepts to improve the quality of motor skills B B. Students will identify the different parts of a golf course. State Standard (s): Analyze the the interrelationships among regular participation in physical activity, motor skill improvement and the selection and engagement in lifetime physical activities E A. Skills a. Putt b. Pitch c. Chip d. Drive B. Parts of the course a. Tee b. Fairway c. Green d. Hazard- bunkers or water hazards e. Rough- long grass f. Bunker- usually filled with sand g. Boundary line- usually marked with stakes where the ball must stay in C. Gold Terms a. Approach shot b. Away- ball furthest away from hole is played first c. Birdie-one stroke under par d. Bogey-one stroke over par e. Honor-right to tee off first, earned by scoring lowest of previous hole f. Par-standard of scoring per hole based on yardage and two putts g. Target- spot or area which the ball is intended to land or roll D. Mini Course a. Student will have the opportunity to go through a mini course that has been set up 11

13 The teacher will work one on one with those who needed more guidance. Selected student helpers will assist others. The teacher may have students demonstrate the skills. Observe and evaluate golf videos or games on television. Students will correctly label the parts of a golf course on a diagram, students using proper etiquette on the golf course, correctly using the different skills of golf. Golf balls, regular size whiffle balls, mini golf course, score cards, pencils 12

14 Unit: Lacrosse Unit Outcomes: Students will use the correct skills in lacrosse to play small games. A. Students will learn the rules to play the game fairly. State Standards (s): Evaluate the benefits, risks and safety factors associated with selfselected life-long physical activities D Evaluate and engage in an individualized physical activity plan that supports achievement of personal fitness and activity goals and promotes life-long participation A B. Students will demonstrate basic lacrosse skills. State Standard (s): Incorporate and synthesize knowledge of motor skill development concepts to improve the quality of motor skills B Evaluate movement forms for appropriate application of scientific and biomechanical principles E A. Rules a. Draw/Face-off i. Place the ball between the heads of the two opponents sticks ii. Players lift sticks on signal ready-raw sending the ball in the air and beginning play iii. This is done at each half and after every goal. b. Player positioning i. Offense players ii. Defensive players B. Equipment parts a. Head b. Pocket c. Collar-top part of stick d. Handle e. Butt-end of stick C. Skills a. Cradle b. Pick-up c. Catching d. Throwing/passing e. Shooting f. Center draw 13

15 Modify game play for lower skilled students; shorter fields, catch with the stick throw with hand, use lighter ball for play, no goalies, reteach skills. Have students watch a game during class or on television and analyze what they watched. Students will throw and catch with a partner, demonstrate the cradle and pick-up and students will shoot on goal. Sticks for each person, different sizes and weight balls, goals, stations working on different skills. 14

16 Unit: Pickleball Unit Outcomes: Students will use the correct skills, rules and scoring to play games of pickleball. A. Students will utilize the skills that are needed in pickleball. State Standards (s): Assess and use strategies for enhancing adult group interaction in physical activities F Apply knowledge of movement skills, skill-related fitness and movement concepts to identify and evaluate physical activities that promote lifelong participation A B. Students will describe the court areas and rules for both singles and doubles games. State Standard (s): Analyze the application of game strategies for different categories of physical activities F A. Skills a. Serve-drop and hit b. Forehand stroke-open hit on palm side of body c. Backhand stroke-across the body d. Overhead clear-deep shot e. Smash-strong downward hit f. Drop shot-barely clears the net B. Court area and rules a. Court boundaries b. Service box c. Net height-36 at ends; 34 in center C. Singles=2 players D. Doubles=4 players E. Rules a. Flip coin to determine who serves first; rally until a fault is made b. Server serves five serves rotating back and forth from the right to left service box c. Receiver must let ball bounce before they attempt to return the ball d. General faults: missed return, ball out of bounds, ball hits net or another object e. Serving faults: serve from wrong service court, failure to drop ball before serving, ball hits the net f. Balls landing on the lines are good g. Singles play: serve from right service court when score is even 15

17 F. Scoring-must be serving to score a point a. Singles-11 pts. (win by 2) b. Doubles-15 pts. (win by 2) The teacher may need to work with students one on one if needed. Some students may have a hard time using the pickleball ball so a large ball will be available to use. The courts can be made shorter for those who cannot play on longer courts. Students will compare and contrast pickleball to the game of badminton. Reciprocal style teaching-students will evaluate a partners serving according to a list of teaching cues that were taught. Teacher will use a rubric to evaluate the forehand and backhand strokes. Students will be able to describe the rules as they apply to the game. Pickleball paddles for each student, different size balls that bounce, 8 pickleball courts, marked boundaries 16

18 Unit: Recreation Games Unit Outcomes: Students will learn and demonstrate knowledge of game rules of various recreational games while participating in games for minutes segments of time for challenge, skill and enjoyment. Games included in this unit are: Quoits, Table Tennis, Ladderball, Washers, Knock Out A. Students will learn and play by all rules of each of the games during class periods. B. Students will demonstrate the knowledge of rules by playing correctly and using correct scoring Teacher demonstration of all games including rules, skills and scoring. Small groups Teacher help during game play Students can challenge each other to mini tournaments during the class period. Reciprocal style teaching-students will evaluate a partners serving according to a list of teaching cues that were taught. Teacher will use a rubric to evaluate the forehand and backhand strokes. Students will be able to describe the rules as they apply to the game. 12 tables with dividers, 24 paddles, ping pong balls 4 sets of ladderball 2 sets of quoits including boards and rings 2 sets of washers Basketballs and hoops 17

19 Unit: Soccer Unit Outcomes: Students will efficiently use their knowledge of all skills and rules to play a fair game of soccer. A. Students will use class and game rules to participate in small sided game of soccer. State Standards (s): Analyze the the interrelationships among regular participation in physical activity, motor skill improvement and the selection and engagement in lifetime physical activities E Apply knowledge of movement skills, skill-related fitness and movement concepts to identify and evaluate physical activities that promote lifelong participation A B. Students will use knowledge gained to execute offensive and defensive strategies. State Standard (s): Analyze the application of game strategies for different categories of physical activities F A. Skills a. Passing b. Trapping c. Dribbling d. Changing directions e. Shooting f. Throw in g. Heading h. Goal tending i. Punting B. Rules a. Kick off b. Off sides-offensive player is up towards goal past the last line of defense without the ball c. Boundaries-sidelines, penalty mark d. No hands/slide tackling e. Throw ins f. Corner kicks g. Direct kick-used when a penalty has occurred, goal can be scored h. Indirect kick-used when a penalty has occurred, must be touched by another player before scoring i. Goal kick-used when offensive team kicks the ball over the end line 18

20 j. Penalty kick- used by the offensive team when a foul has occurred within the 18-foot line C. Positions a. Forwards/strikers b. Mid-fielders c. Defenders d. Keeper-goal keeper D. Offense/defense a. Offense i. Lead pass-sending the ball where another player is moving ii. Step and draw-fake where you step in one direction and draw the ball in the other b. Defense i. Square off-turn towards the person who gets passed you on defense, move with them and regain position Use different balls since soccer balls can hurt other people in the class, shorten the field of play, no goalies Encourage students to attend a soccer game at the school, have skilled players act as referees. Students should be able to pick out team strengths and weaknesses during time out and half time. The teacher will observe offensive and defensive strategies that are used. Different size and texture soccer balls (soft Gopher balls), boundaries, jerseys to differentiate teams, goals 19

21 Unit: Tchoukball Unit Outcomes: Students will demonstrate basic throwing and catching skills in order to score points during a game of tchoukball. A. Students will review all skills and strategies utilized in tchoukball. State Standards (s): Analyze the the interrelationships among regular participation in physical activity, motor skill improvement and the selection and engagement in lifetime physical activities E Incorporate and synthesize knowledge of motor skill development concepts to improve the quality of motor skills B B. Students will follow all class rules and game rules to make sure everyone stays safe while playing. State Standard (s): Evaluate the benefits, risks and safety factors associated with selfselected life-long physical activities D A. Skills a. Throwing b. Catching B. Strategies a. Use of angles b. Force in throwing c. Field positioning of teammates Students can watch the instructional video for additional information needed to understand the game. Students may stand as close to the nets as they need in order to hit the target. Challenge students to take shots from different angles to score points. Teacher observes basic skills of throwing and catching, watching for the use of appropriate strategies, students follow all basic rules of the game and students should be able to assess the strengths and weaknesses of the team. 4 tchoukball nets, 2 tchoukballs, pinnies to differentiate teams 20

22 Unit: Team Handball Unit Outcomes: Students will be able to use the skills and knowledge to play a game of team handball. A. Students will use the rules and strategies to communicate with teammates to successfully play a game of team handball. State Standards (s): Analyze the the interrelationships among regular participation in physical activity, motor skill improvement and the selection and engagement in lifetime physical activities E Apply knowledge of movement skills, skill-related fitness and movement concepts to identify and evaluate physical activities that promote lifelong participation A Analyze the application of game strategies for different categories of physical activities F A. Rules a. Game begins with coin toss-winning team has choice of possession or ends b. Throw off-forward pass to a teammate c. Playing the ball d. Moving the ball e. Infractions B. Playing field a. Boundaries b. Crease area-area in front of the goal C. Skills a. Dribbling b. Bounce pass c. Chest pass d. Ball control e. Scoring Have different size balls available, always use a soft ball to ensure safety of all participants, have students switch positions during the game Have students act as referees during class, have the class watch a segment of a real team handball game 21

23 Teacher observation of offensive strategies that are executed, student development of defensive strategy Goals, marked boundaries, jerseys, different size balls 22

24 Unit: Tennis Unit Outcomes: Students will be able to successfully use the skills and rules of tennis to play in a mini tournament. A. Students will further their development of the different strokes and serve in tennis. State Standards (s): Incorporate and synthesize knowledge of motor skill development concepts to improve the quality of motor skills B B. Students will recognize the benefits to learning tennis so they can utilize these skills later in life. State Standard (s): Analyze the effects of regular participation in a self-selected program of moderate to vigorous physical activities B Evaluate factors that affect physical activity and exercise preferences of adults D A. Tennis Strokes a. Forehand b. Backhand c. Serve d. Volley e. Lob f. Smash B. Tennis Court a. Singles sideline b. Doubles sideline c. Service court d. Center mark line e. Service line f. Backcourt g. Net h. Alley i. Baseline C. Game of tennis a. Singles play-2 players b. Doubles play-4 players c. Object of the game d. Rules of the game 23

25 D. Scoring a. 0-Love, 15, 30, 40, Game b. Deuce/Advantage c. Win by 2 points Students practice hitting into the fences then go to the tennis courts, students can serve from anywhere on the court to be successful, students can use a larger size ball to play with. Students can assist fellow classmates, have students attend a tennis match at the high school and evaluate a player s performance. The teacher will have a criteria sheet checking for the correct forehand, backhand and serve. Students will be assessed on a written quiz labeling the tennis court and scoring for a game. Tennis rackets for each student, tennis courts, tennis balls- one per student with extras, different size balls 24

26 Unit: Volleyball Unit Outcomes: Students will be able to use previous skills learned to successfully play a game of volleyball using all hits, rules and scoring correctly. A. Students will build upon prior knowledge of the game by enhancing their skills. State Standards (s): Apply knowledge of movement skills, skill-related fitness and movement concepts to identify and evaluate physical activities that promote lifelong participation A Incorporate and synthesize knowledge of motor skill development concepts to improve the quality of motor skills B A. Skill review a. Pass b. Set c. Hit d. Block e. Serve f. Spike B. Strategies a. 5-1 offense-five players focus on passing the ball to one specific setter b offense-pass (bump), set, hit (spike) c. Area defense-each player covers a specific area C. Rules a. Boundaries b. Serving Line c. Carry d. Scoring Have students practice setting with a training ball or beach ball, more students on a team, allow more hits per side, allow students to catch the ball before setting the ball to a teammate. Reduce team size- 2 on 2, 3 on 3, 4 on 4, have students watch a segment of a volleyball game to see what they should be doing. 25

27 Students should be able to perform 10 sets and bumps continuously with a partner using the proper technique, students will be able to serve the ball and get the ball in 8 out of 10 times, students will communicate with each other during game play. Training or beach balls, 4 courts with marked boundaries, score boards, regular volleyballs 26