P.E. 8

Units

Unit Essential Questions Content Skills and Processes Assessment Resources
Personal Fitness Unit

Why do we need to exercise?
What are the benefits of achieving muscular strength, muscular endurance, cardiovascular endurance, flexibility and low percentage of body fat?
What are the ways in which we can test for these five areas of fitness?
What is meant by progressive resistance training?
What are the proper warming up and cooling down techniques for various activities?
How do you prevent and care for muscle injuries?
What are the characteristics of body types or somatotypes?
What is the role of exercise and other factors in weight control?
What are the differences between fast and slow twitch muscle fibers?

*Aerobic fitness
*Anaerobic fitness
*Muscle endurance
*Muscle strength
*Flexibility
*Percentage body fat
*Fast/slow twitch muscle fibers
*Progressive resistance training
*Recovery time
*Heart rate monitoring
*Somatotyping
*Personal fitness charts
*Interval training/overload principle

*Participates in activities to improve aerobic capacity, flexibility and muscle endurance
*Participates in activities to improve anaerobic capacity, flexibility and muscle strength
*Practice techniques for various running and movement forms
*Sustains an aerobic activity, maintaining a target heart rate, to achieve cardiovascular benefits
*In small groups, follows a map to various parts of the campus
*Demonstrates various weight training techniques
*Recognizes the difference between fast and slow twitch muscle fibers and their value in physical activity

*Individual level of participation
*Identifies positive and negative peer pressure
*Plays within rules of a game or activity
*Handles conflicts that arise with others without confrontation
*makes choices based on the safety of self and others
*Enjoys the aesthetic and creative aspects of performance
*Demonstrates principles of training and conditioning for specific physical activities
*Maintains a record of individual testing in a variety of fitness areas
*Identifies personal strengths and weaknesses in overall fitness
*Identifies proper warm-up and cool-down techniques

Track
Natural environment of Catlin Gabel campus
Maps
Game equipment (stopwatches, heart monitors, batons, flags, pinnies, footballs, frisbees, soccer balls, gator balls, cones)
Weight room

Volleyball

What are the main characteristics that enable success in serving, bumping and spiking?
What are the rules and system of scoring?
What are some principles of training and conditioning specifically for volleyball?
What are some basic offensive and defensive strategies found in volleyball?
How can we efficiently communicate instructions to each other?

*Bump
*Set
*Spike
*Serve
*Front and back rows
*Rotation
*Game rules

*Participate in activities to improve aerobic capacity, flexibility and muscle endurance
*Participate in activities to improve anaerobic capacity, flexibility and muscle strength
*Practice techniques for various running and movement forms
*Sustain an aerobic activity, maintaining a target heart rate, to achieve cardiovascular
benefits
*In small groups, follow a map to various parts of the campus
*Demonstrate various weight training techniques
*Recognize the difference between fast and slow twitch muscle fibers and their value in physical activity

*Level of participation
*Identify positive and negative peer pressure
*Play within rules of a game or activity
*Handle conflicts that arise with others without confrontation
*Make choices based on the safety of self and others
*Enjoy the aesthetic and creative aspects of performance
*Demonstrate principles of training and conditioning for specific physical activities
*Maintain a record of individual testing in a variety of fitness areas
*Identify personal strengths and weaknesses in overall fitness
*Use proper warm-up and cool-down techniques

Track
Natural environment of Catlin Gabel campus
Maps
Game equipment (stopwatches, heart monitors, batons, flags, pinnies, footballs, frisbees, soccer balls, gator balls, cones)
Weight room

Indoor and Outdoor Soccer

•Do students chose to practice on their own?
•How can I challenge myself beyond my normal comfort zone?
•What are the characteristics of highly skilled performance in a few movement forms?


*Goalie's box
*Penalties: direct vs. indirect
*Practice individual technique to help secure skills

*Side-foot pass
*Instep shot
*Heading
*Dribbling
*Control: side foot, thigh, chest
*Participate in a variety of games to enhance basic skills (cone soccer, line soccer, mat ball, Canadian rounders, indoor soccer, outdoor soccer)
*Participate in activities that encourage students to change positions and communicate information
*Participate in circuit training activities that focus on the skills and physical demands of soccer
*Illegal use of hands
*Forwards, midfielders, defenders, goalie
*Defensive stance
*Defensive team shape
*Offensive team shape

*Level of participation
*Identify positive and negative peer pressure
*Play within rules of game and activity
*Handle conflicts that arise with others without confrontation
*Make choices based on the safety of self and others
*Enjoy the aesthetic and creative aspects of performance
*Demonstrate principles of training and conditioning specifically for soccer
*Space and movement in offensive and defensive strategies
*Ability to secure new skills and strategies
*Ability to detect, analyze and correct errors in personal movement patterns

Indoor facility
Soccer fields
Soccer equipment
Weight room

Catching and Throwing Activities

What are the rules for softball, ultimate frisbee, ultimate football, flag football, dodgeball, benchball, prison ball, and elimination?
What other catching and throwing activities can be created by the students?
Does the student use basic offensive and defensive strategies in a modified version of a team sport?
Can the student display the basic skills and safety procedures to participate in this form of activity?
Can the student identify the critical elements of more advanced technical skills?
Can the students work as a cohesive whole?

*Throws: underhand, overhand, sidearm
*Catches: one hand, two handed, basket, overhead
*Forward pass, lateral
*Step in to throw
*Rules and terminology
*Offensive strategies
*Defensive strategies

*Practice throwing a variety of objects demonstrating both accuracy and distance
*Demonstrates basic throwing techniques while moving
*Practice catching a variety of thrown objects while standing, running, jumping, over the shoulder or backing up
*Practices more advanced offensive and defensive strategies

*Individual's level of participation
*Identifies positive and negative peer pressure
*Plays within rules of game or activity
*Handles conflicts that arise without confrontation
*Makes choices based on safety of self and others
*Enjoys the aesthetic and creative aspects of performance
*Demonstrates principles of training and conditioning specifically for throwing and catching games
*Ability to secure new skills and strategies
*Individual's ability to detect, analyze and correct errors in personal movement patterns

Gymnasium, open field
Frisbees
Footballs
Softballs
Nerfballs
Flags and belts
Pinnies

Basketball and Handball

•What skills are necessary to participate at a moderate level?
•What are the critical elements of core advanced skills?
•What are the elements in space and movement in offensive and defensive strategies?
•What are the critical elements of more advanced movements?
•How can I identify and apply principles of practice and conditioning to enhance my performance?
•Can I work as a member of a cohesive unit?
•Does the student wish to challenge him/herself beyond his/her normal comfort zone?
•Does the student feel satisfied when engaging in physical activity?

*Dribbling (using either hand, between the legs,behind the back)
*Passing (chest, bounce, baseball, no-look, behind the back, skip pass)
*Shooting (lay-ups: left and right, hook: left and right, set shot, jump shot)
*Rebounds (screening out)
*Forwards, guards, post. (1-2-3-4-5)
*Zone defense (1-3-1, 3-2, 2-3, Box +1)
*Man-to-man defense
*Fouls and terminology
*Forwards, guards, position
*Scoring (1-2-3 points)
*Rules of the game

*Practice individual technique to help secure skills
*Participate in a variety of games to enhance basic skills (3 on 2 continuous, 4 vs 4 vs 4, dribble only...)
*Participate in activities that encourage students to change positions and communicate information
*Engage in circuit training activities that focus on the skills and physical demands of basketball and handball

*Individual level of participation
*Identify positive and negative peer pressure
*Play within rules of game and activity
*Handle conflicts that arise with others without confrontation
*Make choices based on the safety of self and others
*Enjoy the aesthetic and creative aspects of performance
*Demonstrate principles of training and conditioning specifically for basketball and
handball
*Understands space and movement in offensive and defensive strategies
*Ability to secure new skills and strategies
*Individual's ability to detect, analyze and correct errors in personal movement patterns

Basketball and handball facilities
Game equipment
Weight room

Rock Climbing

•What are the physical demands of rock climbing?
•What safety checks must be made before each climb?
•What training procedures will help improve needed fitness?
•Can I demonstrate balance and strength using various combinations of hands and feet in
climbing and bouldering?
•What are the more advanced technical movements and how can I apply them?
•Can we work as a cohesive unit?
•Can I challenge myself beyond my normal comfort zone?
Does the student feel satisfaction when engaging in physical activity?

*Equipment safety check
*Verbal commands while climbing
*Balance (weight distribution on legs and arms)
*Speed climbing
*Route climbing
*Blindfold climbing
*Repelling
*Bouldering (individual, partners, team)

*Participate in bouldering to build technique and confidence to horizontally cross the rock wall
*Bouldering with a partner or more in order to work cohesively to cross the wall
*Vertical climbing to enhance technique and confidence
*Make vertical or bouldering climbs using an assigned route or blindfolded

*Participation
*Make safe choices
*Enjoy the aesthetic and creative aspects of performance
*Work helpfully within a group to encourage and support peers
*Demonstrate principles of training and conditioning specifically for rock climbing
*Individual technical level
*Ability to take risks
*Ability to detect, analyze and correct errors in personal movement patterns

Rock climbing facilities
Climbing equipment
Weight training room

Racket Sports (pickle ball, badminton, tennis)

Can the student keep an object going continuously with a partner using a striking pattern?
Can the student understand and apply more advanced technical skills?
Can the student understand and apply for advanced strategies?
Does the student understand the rules and terminology?
Does the student play fairly within the rules of the game?
Does the student identify positive and negative peer influences?

*Pickle ball equipment
*Badminton equipment
*Tennis equipment
*Court dimensions
*Scoring
*Striking technique (forehand, backhand, overhead, volley, topspin, backspin)
*Cross court, down the line, drop shot

*Performs the serve in each of the racket sports
*Displays the basic skills and safety procedures
*Uses basic offensive and defensive strategies in both singles and doubles
*Understands and applies more advanced movement and technical skills
*Participates fairly and understands rules and scoring

*Individual level of participation
*Identifies positive and negative peer pressure
*Plays within the rules of the game
*Handles conflicts that arise with others without confrontation
*Makes choices based on the safety of self and others
*Enjoys the aesthetic and creative aspects of performance
*Demonstrates principles of training and conditioning specifically for racket sports
*Selects appropriate practice procedures to learn and master skills and movement patterns
*Uses basic offensive and defensive strategies in game situations

Tennis courts (indoor and outdoor)
Pickle ball courts
Badminton courts
Weight training room

Hockey, Golf, Softball

What are the different techniques used to strike an object with a bat, golf club and hockey stick?
How do you grip each implement in order to achieve highest success?
How should you rotate your hips and shift your weight for highest success?
What are the rules and strategies for each activity?
What are the positions of players on the team?

*Golf scoring
*Types of golf competitions
*Golf etiquette
*Softball positions
*Softball rules and scoring
*Hockey positions
*Hockey rules and scoring

*Practice individual technique to help secure skills
*Participate in games to enhance basic skills (batting cage, 3 on 2 games, dribbling between cones, driving range...)
*Participate in games that encourage student to change offensive and defensive strategies

*Individual level of participation
*Accepts and respects the decisions made by game officials, whether they are students, teachers, or officials outside of school
*Ability to secure new skills and strategies
*Understanding of rules and terminology
*Makes choices based on safety of self and others
*Remains on task in a group activity without close teacher monitoring

Softball field
Large field
Gymnasium
Bats, balls, gloves, bases
Hockey sticks, goals, protective goggles
Golf clubs, tennis balls, golf balls

Track and Field

What physical and technical skills does the students possess to find success in one or more track and field events?
What training techniques help develop your technical and physical capacities?
How do you best warm-up and cool down for each event?
How do you prevent and care for muscle injuries?
Does the student identify the critical elements of more advanced movement skills?
Does the student display the basic skills and safety procedures to participate in various events?
Can the student work independently in their training sessions?
Does the student gain satisfaction from their involvement?

*Aerobic events: 800, 1500, 3000
*Anaerobic events: 100, 200, 400, 100 hurdles, 400 relay, 1600 relay
*Muscle strength events: shotput, discus, javelin, long jump, high jump, triple jump
*Pace
*Lead leg/trail leg
*Jumping leg
*Hop, step, jump
*Fosbury flop
*Step turn throw/rotation throw
*Glide throw
*Cross over step
*Hip rotation
*Angle of accent
*Starting blocks
*Event rules
*Float zone, exchange zone
*Event rules and track etiquette

*Participate in activities to improve aerobic capacity, flexibility and muscle endurance (running cross country, interval training, pace runs, form runs, weight training)
*Participate in activities to improve anaerobic capacity, flexibility and muscle strength (speed workouts, pace runs, starts, hills, form runs, weight training)
*Practice techniques for various events
*Detects, analyzes and corrects errors in personal movement patterns
*Identifies proper warm-up, conditioning and cool-down techniques and the reasons for using them

*Individual level of participation
*Makes choices based on safety of self and others
*Remains on task with their activity without close teacher monitoring
*Identifies the critical elements of more advanced movement skills
*Selects appropriate practice procedures to learn and master skills and movement patterns
*Enjoys the aesthetic and creative aspects of performance
*Works helpfully within a group to encourage and support peers

Track
Natural Catlin environment
Shotput, discus, javelin vectors
Hurdles
Long/high/triple jump facilities
Stopwatches
Heart monitors