• Westfield Academy and Central School Physical Education Curriculum Outline for Grades 9-12.



    Created by Jake Hitchcock, Spring 2007***


     





    Philosophy Statement:

    Westfield Academy and Central School (WACS) Physical Education Philosophy

    Physical Education is that integral part of the curriculum that, through human movement, concentrates on the development of individuals' maximum physical potential and their related social, emotional, and intellectual growth.
    The discipline's primary purpose is to assist the learner in developing:
    1.    Total physical fitness and lasting desire to maintain it;
    2.    Movement abilities ranging from functional life skills to those needed for successful participation in leisure activities of their choice;
    3.    A sense of self-worth and dignity;
    4.    Social competencies;
    5.    Safety awareness; and
    6.    An appreciation and understanding of specific sports and dances, including their origins, cultural impact and aesthetic values.
    The truly physically educated student will have acquired both competencies applicable to any lifetime activities and a desire to retain the healthy feeling associated with fitness and exercise.

    VISION
    All students will be physically educated, having acquired motor skills to perform a variety of physical activities, physical fitness knowledge, and intrinsic motivation to pursue a healthy and active lifestyle in an increasingly changing society.

    CDC REPORT
    According to a study sponsored by the Centers for Disease Control and Prevention (CDC), young people can build healthy bodies and establish healthy lifestyles by including physical activity in their daily lives. However, many young people are not physically active on a regular basis, and physical activity declines dramatically during adolescence. School and community programs can help young people get active and stay active. In addition, the CDC found that young people say they like physical activity because it is fun; they do it with friends; and it helps them learn skills, stay in shape, and look better. To this end, physical education makes a major contribution as the primary area of the curriculum concerned with helping students develop and maintain healthy lifestyles and physical skills. (Newport News Public Schools.
    12465 Warwick Blvd., Newport News, VA 23606.)



    Program Emphasis:

    The high school physical education program is divided into four main activities:
    1. Health related fitness
    2. Individual physical activities
    3. Team physical activities
    4. Dance
    Learning’s deemed essential to the development of the student have been identified to implement these activities. Assessment demonstrations are offered to meet these essential learning’s and spaces are provided to include suggested techniques and activities. (http://www.kodiak.k12.ak.us/curric/pe/pehs.pdf)

    Education:

    All Physical Education classes are coed.

    Attendance and participation are related to achievement of the stated instructional objectives and goals and are a basis for grading. Students will be provided written guidelines detailing the grading standards for all classes.

    Most students must complete a core program in Physi¬cal Education before participating in the elective Physi¬cal Education program. The core program, though it may vary slightly activity-wise semester to semester, is designed to provide fundamental skills in each activity presented. (http://www.misd.k12.wa.us/curriculum/gradelevel/912curr/07hsinfo/pe.pdf)

    Graduation requirements: All Students MUST take Physical Education Class EVERY Year. Please reference the Guidance Office for more information.

    The WACS Physical Education Outline for Grades 9-12 coincides with both the New York State Teaching and Learning Standards and the National Teaching and Learning Standards. The Standards are as follows:

    New York State Teaching and Learning Standards for Health, Physical Education, and Family and Consumer Sciences
    Standard 1:   Personal Health and Fitness
    Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.
    Standard 2:   A Safe and Healthy Environment
    Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.
    Standard 3:   Resource Management
    Students will understand and be able to manage their personal and community resources.
    National Standards for Physical Education
    Physical activity is critical to the development and maintenance of good health. The goal of physical education is to develop physically educated individuals who have the knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity.
    A physically educated person:
    Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
    Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
    Standard 3: Participates regularly in physical activity.
    Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
    Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
    Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
    Purpose of the National Standards Document
    Standards Provide the Framework for a Quality Physical Education Program
    What is worth teaching and learning in physical education? The national content standards define what a student should know and be able to do as result of a quality physical education program. They provide a framework for developing realistic and achievable expectations for student performance at every grade level. These expectations are the first step in designing an instructionally aligned program.

    National Standards Provide Guidance for Developing State and Local Standards
    States and local school districts across the country have used the national standards to develop standards, frameworks, and curricula. Others have revised their existing standards and curricula to align with the national standards.
    Standards Increase the Professional Stature of Physical Education
    The national standards demonstrate that physical education has academic standing equal to other subject areas. They describe achievement, show that knowledge and skills matter, and confirm that mere willing participation is not the same as education. In short, national physical education standards bring accountability and rigor to the profession.

    Core Units of the Course:
    (In no specified order of application)


    Physical Education Units for Grades 9-12, Per Semester

    •    Orientation/Locks
    1)    Flag Football
    2)    Outdoor Soccer
    3)    Softball
    4)    Ultimate Frisbee
    5)    Handball
    6)    Basketball
    7)    Dance (May incorporate Dance Dance Revolution)
    8)    FITNESSGRAM
    9)    Volleyball
    10)    Recreation Unit
    11)    Project Adventure
    12)    Spanish Football
    13)    Team Handball
    14)    Dodgeball (May not be available)
    15)    Floor Hockey (May need to be modified to "Broom Ball")
    16)    Pirates Gold
    17)    Track and Field
    18)    Wrestling
    19)    Tennis
    20)    Archery (May not be available)
    21)    Volley-tennis
    22)    Mat-ball
    23)    Walking/Jogging


    Units:

    All Units MAY NOT Be covered during any given semester or school year. This may be due to liability issues and/or budget issues and/or time restrictions. Units may also be combined to offer students multiple options during any given time frame.

    1) Flag Football:
    Review of the terminology of the game will include the line of scrimmage, downs, passing, blocking, punting and fumble. Rules, game objective, and safety considerations will be stressed and individual football skills of the lineman's stance, blocking, passing (forward, lateral), centering, kicking, punting, receiving and pass routes will be included. Conditioning through drills and games will lead to league and tournament play. (http://www.arlingtonschools.org/Curriculum/9to12physed.html)
    Approximate time: 3 weeks
    2) Outdoor Soccer:
    An overview of the history, safety and rules of the game along with a discussion of the cultural importance that soccer plays as the national game of countries all over the world. The skills of dribbling, passing, shooting, trapping, heading, and throw-ins will be reviewed, demonstrated and practiced through drills and games. Goalie keeper skills which include hand positioning, angle play, goalie movement and clear kicks will be given special considerations. Offensive/defensive play and strategy will be incorporated during team play. (http://www.arlingtonschools.org/Curriculum/9to12physed.html)
    Approximate time: 3 weeks
    3) Softball:
    The basic rules and strategies of slow pitch softball will be reviewed and the development and refinement of the skills of base-running, throwing, catching and batting will be emphasized. Active play and practice of skills through games will provide the opportunity for development of offensive and defensive positioning. (http://www.arlingtonschools.org/Curriculum/9to12physed.html)
    Approximate time: 3 weeks
    4) Ultimate Frisbee:
    The basic rules of Ultimate Frisbee will be reviewed and the development and refinement of the skills of passing, catching, “getting open”, short throw versus the long throw, will be emphasized. Though played with a flying disc, Ultimate combines elements of soccer, football, and basketball. A team scores a goal by passing the disc from teammate to teammate until it is caught inside the opponent’s endzone area.  In Ultimate players call their own fouls and are governed by the “Spirit of the Game” which states that “highly competitive play is encouraged, but never at the expense of the bond of mutual respect between players, adherence to agreed upon rules of the game, or the basic joy of play.”
    (http://www.upa.org/files/Presentation%20Handout.doc)

    Approximate time: 3 weeks
    5) Handball:
    Course content will include an introduction to the history, safety, rules and nature of the game. The skills of body placement, hand positioning, team play versus single play, and hitting will be emphasized through the teaching strategy of review, demonstration and practice of the skills. Competitive practice games of one on one and two on two will also be included. (http://www.ushandball.org/)
    Approximate time: 2 weeks
    6) Basketball:
    Course content will include an introduction to the history, safety, rules and nature of the game. The skills of catching, passing, dribbling, shooting and offensive/defensive team play will be emphasized through the teaching strategy of review, demonstration and practice of the skills. Competitive practice games of 2 on 2, 3 on 3 and league play will also be included. (http://www.arlingtonschools.org/Curriculum/9to12physed.html)
    Approximate time: 3 weeks
    7) Dance:
    The history of various dances will be explored with emphasis on dance as a lifetime activity. Various dance techniques will be practiced and applied in class by students. (May incorporate Dance Dance Revolution).
    Approximate time: 2 weeks
    8) FITNESSGRAM:
    Originally developed by the Cooper Institute of Aerobic Research, FITNESSGRAM supports students in learning about and measuring components of health-related fitness: aerobic endurance, muscular strength and endurance, flexibility, and body composition. The FITNESSGRAM assessment, which produces reports for students and for parents, is designed specifically to work in conjunction with the Physical Best curriculum. The FITNESSGRAM test report summarizes each student's performance on fitness assessments and suggests ways to help them to reach the "Healthy Fitness Zone" (optimal performance for better health based on their age and gender). Unlike many traditional fitness assessments, students who participate in FITNESSGRAM are measured based on individual performance and personal improvement, and are not judged against each other or a standardized norm. FITNESSGRAM supports teachers and students in effectively setting and managing personal and collective fitness goals. (http://schools.nyc.gov/Offices/TeachLearn/OfficeCurriculumProfessionalDevelopment/FitnessEducation/Curriculum/default.htm)
    Approximate time: 2 weeks
    9) Volleyball:
    The history of the game will be explored with emphasis on volleyball as a lifetime sport. Safety, rules and nature of the game will be included. Demonstrations and practice of the bump, set, serve, spike and block will occur through drills and game situations. Team play and offensive/defensive court positioning and strategies will be reviewed. (http://www.arlingtonschools.org/Curriculum/9to12physed.html)
    Approximate time: 3 weeks
    10) Recreation Unit:

    Badminton:
    Historical background, terms related to the sport, concepts of the basic singles and doubles systems and rules needed to participate in a game will be presented. Also covered will be server's procedures in singles and doubles play, court markings, and court etiquette. Definitions and flight patterns of the serve, the clear, the drop shot, forehand/backhand smash and hairpin net shot as well as strategy selection and execution of such shots in the game plan will be explained. (http://www.arlingtonschools.org/Curriculum/9to12physed.html)
    Weight Lifting:
    An overview of strength and body development through weight training and an introduction to weight room equipment will be presented. Warm-up skills, procedure for lifting, spotting techniques, terminology and safety considerations will be explained, demonstrated and practiced. Each student will become actively involved in an individualized basic workout program. Course evaluation will include skills and knowledge testing. (http://www.arlingtonschools.org/Curriculum/9to12physed.html)
    Ping Pong:
    This unit will consist of an explanation of the safety considerations, care of equipment and rules of both singles and doubles play. The skills of the serve, forehand shot, backhand shot, the slam, drop shot and method of placing spin on the ball will be reviewed and practiced utilizing tournament play. (http://www.arlingtonschools.org/Curriculum/9to12physed.html)
    Approximate time: 3 weeks

    11) Project Adventure:
    Typically, a Project Adventure program could involve anywhere from half a day to several days (or for an hour a week over several weeks) in small groups going through a series of adventure-based activities in which group participants get to know one another better and learn how to work through difficult adventure-based challenges.  Depending on the goals of the client group, the activities and the briefing/debriefing may be tailored to target particular issues or goals. The activities often use low-ropes course elements (constructed activities which are just above the ground and which involve physical balance and flexible, problem-solving, determination and cooperation) or high-ropes course elements (similar to low elements, but involve being "on belay" (being a attached to a safety line). It is important to understand that Project Adventure is not a set program which is delivered in a standard format time after time, but rather Project Adventure is a series of adventure-based principles, processes, and activities which are adapted and applied to meet particular needs in different settings.  For example, Project Adventure is used within physical education in High Schools and in use with treating drug and alcohol problems in youth. (http://www.wilderdom.com/projectadventure/ProjectAdventureBrief.htm)
    Approximate time: 2 weeks
    12) Spanish Football:
    Spanish Football is a combination of Ultimate Frisbee and Team Handball, with the addition of using a football and two basketball hoops. Game strategy, safety regulations, proper techniques of passing, shooting, attack schemes and defensive play in game situations will be stressed. Ball handling and catching techniques as well as goal tending skills will be introduced and practiced through game situations.
    Approximate time: 2 weeks
    13) Team Handball:
    The history and development of the game will be reviewed and game strategy, safety regulations, proper techniques of passing, shooting, attack schemes and defensive play in game situations will be stressed. Ball handling and catching techniques as well as goal tending skills will be introduced and practiced through scrimmages and game situations. (http://www.arlingtonschools.org/Curriculum/9to12physed.html)
    Approximate time: 3 weeks
    14) Dodgeball:
    Dodgeball (or dodge ball) is the name of a traditional school game, taught in physical education classes, but also popular in informal settings, often played by schoolchildren on a playground. There are many variations of the game, but all involve some players trying to avoid being hit by a ball, that other players are throwing at them. Game strategy, safety regulations, proper techniques of passing, shooting, attack schemes and defensive play in game situations will be stressed. Ball handling and catching techniques as well as goal tending skills will be introduced and practiced through game situations. (en.wikipedia.org/wiki/Dodgeball) (May not be available due to insurance restrictions).
    Approximate time: 2 weeks
    15) Floor Hockey:
    Unit introduction will include safety considerations, developing a knowledge of the rules and regulations and game strategy with a focus on the fundamental movement patterns in offensive/defensive play. Skill objectives will include demonstration and practice of the proper grip, stick and body position, passing, shooting (slap, wrist, flick, backhand), goal tending, stopping the puck, playing the puck off the wall, and box hockey will lead to league play. (http://www.arlingtonschools.org/Curriculum/9to12physed.html) (May not be available due to insurance restrictions. May be modified to "Broom Ball").
    Approximate time: 3 weeks
    16) Pirates Gold:
    Pirates Gold is a variation of the traditional Capture the Flag game, which is a traditional outdoor game often played by children where two teams have a flag each and the objective is to capture the other team's flag, located at the team's "base", and bring it back to their own base. The primary difference between Pirates Gold and Capture the Flag is that Pirates Gold uses approximately ten “flags”, versus Capture the Flag, which uses only one “flag”. Game strategy, safety regulations, proper techniques of passing, shooting, attack schemes and defensive play in game situations will be stressed. Ball handling and catching techniques as well as goal tending skills will be introduced and practiced through game situations. (en.wikipedia.org/wiki/Capture_the_flag)
    Approximate time: 2 weeks
    17) Track and Field:
    Track and field athletics is a collection of sport events. It is a collection of sport events, which can roughly be divided into running, throwing, and jumping. Safety procedures and rules as well as warm-up and cool-down conditioning habits will be incorporated within the course content. Running techniques, breathing, pace judgment, marathon, fartlek, speed and interval training will be discussed and practiced. Individual strategy, safety regulations, proper techniques of running distance and sprints, throwing, and jumping will be stressed. (en.wikipedia.org/wiki/Track_and_Field)
    Approximate time: 2 weeks
    18) Wrestling:
    Wrestling is a form of fighting, both playfully and as a sport, between two opponents without weapons who grab each other's body and/or clothing ( grappling, as opposed to punching, striking, kicking and pinching). Individual strategy, safety regulations, proper techniques of basic offensive and defensive techniques in match situations will be stressed.
    Approximate time: 2 weeks
    19) Tennis:
    History, safety, etiquette, strategy, rules and scoring will be presented and reviewed. Skills and techniques of the forehand/backhand drive, the serve, volley, lob and smash will be demonstrated and practiced. Singles and doubles court position and strategy will be explained and conditioning through drills and games, and tournament play will be included. (http://www.arlingtonschools.org/Curriculum/9to12physed.html)
    Approximate time: 3 weeks
    20) Archery:
    Identification of equipment, fundamentals of proper shooting positions, addressing the target, "knocking and arrow", and establishing point of aim will be presented. Safety considerations and adherence to teaching cues and orders is stressed. (http://www.arlingtonschools.org/Curriculum/9to12physed.html) (May not be available due to insurance restrictions).
    Approximate time: 3 weeks
    21) Volley-tennis:
    Volley-tennis is a combination of volleyball and tennis. The game: The game is played with two teams of six players each. The object of the game is to hit the ball back and forth over a three foot net. The players of each team try to prevent the ball becoming dead within their own half of the court and also try to hit the ball so that the opponent cannot return it. Game strategy, safety regulations, proper techniques of passing, attack schemes and defensive play in game situations will be stressed. Bumping and setting as well as body movement skills will be introduced and practiced through game situations. (http://www.chs.fuhsd.org/staff/susan_ganske/www/Volley%20Tennis%20Rules1.htm)
    Approximate time: 2 weeks
    22) Mat-ball:
    Mat-ball is similar to indoor kickball, with the primary differences being that in Mat-ball, a player can stay on a base for as long as he/she wants to, and each player has to run around all the bases twice instead of once to score a run. Game strategy, safety regulations, proper techniques of offensive and defensive play in game situations will be stressed.
    Approximate time: 2 weeks
    23) Walking/Jogging:
    Jogging:
    An explanation of each running activity including the cross-country run and track lap running will be given. Safety procedures and rules as well as warm-up and cool-down conditioning habits will be incorporated within the course content. Running techniques, breathing, pace judgment, marathon, fartlek, speed and interval training will be discussed and practiced. (http://www.arlingtonschools.org/Curriculum/9to12physed.html)
    Approximate time: 3 weeks
    Walking:
    An explanation of various types of walking styles will be reviewed. The use of appropriate footwear, proper walking and breathing techniques and safety rules and procedures will be emphasized. (http://www.arlingtonschools.org/Curriculum/9to12physed.html)
    *This unit is often provided for students who have medical restrictions and cannot participate in the regular physical education program.
























    ***In making this curriculum, the following books and documents were used as both guidelines and as references:


    References:

    http://www.arlingtonschools.org/Curriculum/9to12physed.html

    http://www.kodiak.k12.ak.us/curric/pe/pehs.pdf

    http://www.misd.k12.wa.us/curriculum/gradelevel/912curr/07hsinfo/pe.pdf

    http://www.ed.state.nh.us/education/doe/organization/Curriculum/PhysEd/K-12%20PE%20Guidlines.pdf

    http://www.aahperd.org/naspe/publications-nationalstandards.html

    http://www.emsc.nysed.gov/nysatl/standards.html

    http://www.upa.org/files/Presentation%20Handout.doc

    http://www.ushandball.org/

    http://schools.nyc.gov/Offices/TeachLearn/OfficeCurriculumProfessionalDevelopment/FitnessEducation/Curriculum/default.htm

    http://www.wilderdom.com/projectadventure/ProjectAdventureBrief.htm

    en.wikipedia.org/wiki/Dodgeball

    en.wikipedia.org/wiki/Capture_the_flag

    en.wikipedia.org/wiki/Track_and_Field

    http://www.chs.fuhsd.org/staff/susan_ganske/www/Volley%20Tennis%20Rules1.htm