SPARK Alignment with Wisconsin Physical Education Standards Grades K-2 (SPARK 2008 Edition)

Transcription

1 SPARK Alignment with Wisconsin Physical Education Standards Grades K-2 (SPARK 2008 Edition) Standard Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. 1:1:A1 Skips, hops, gallops, slides, etc., using mature form. 1:1:A2 Travels fast and slow, using different pathways, changing directions in response to a signal or obstacle using a variety of locomotor skills. 1:1:A3 Repeats a dance pattern without cues. Locomotor Skills, Levels, and Directions General Space and Creative Moves Locomotor Grab Bag Locomotor Skills, Levels, and Directions Pathways and Creative Moves Tempos and Creative Moves Dance Tempos and Creative Moves 7 Jumps Alley Cat Hawaiian Roller Coaster Ride ASAP Dance ASAP Dance Dance

2 1:1:A4 Performs tumbling activities, including rolls, jumps, and weight transfer skills. 1:1:B1 Throws a ball underhand using mature form. Balance, Stunts, and Tumbling Catching and Throwing 1:1:B2 Throws a ball overhand. Catching and Throwing 1:1:B3 Controls an object using feet, hands, or implement to a target (dribble, throw, catch, kick, strike). Kicking and Trapping Dribbling, Volleying, and Tarantella Mayonesa Jumping and Landing Weight Transfer and Rolls Stunts Add-On Throwing Underhand to Targets Partner Throw and Catch Catching and Throwing Overhand Throw for Distance Partner Throw and Catch Clean Your Room Control Dribble Around Obstacles Kicking for Accuracy Squirrels and Dance Balance, Stunts, and Tumbling Balance, Stunts, and Tumbling Balance, Stunts, and Tumbling Catching and Throwing Catching and Throwing Catching and Throwing Catching and Throwing Catching and Throwing Catching and Throwing Kicking and Trapping Kicking and Trapping Dribbling,

3 1:1:B4 Performs a variety of jump rope skills, including individual, partner, and long rope skills. 1:1:C1 Balances with a variety of body parts or objects in creative shapes round, twisted, narrow, symmetrical, and asymmetrical shapes. Striking Acorns Straddleball Striking with Paddles Jumping Long Rope Jumping I Long Rope Jumping II Individual Rope Jumping I Individual Rope Jumping II Balance, Stunts, and Tumbling Body Management and Balance Animal Balancing Act Static Balances Volleying, and Striking Dribbling, Volleying, and Striking Dribbling, Volleying, and Striking Jumping Jumping Jumping Jumping Balance, Stunts, and Tumbling Balance, Stunts, and Tumbling

4 Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. 2:1:A1 Identifies correctly body planes and various body parts. 2:1:A2 Recognizes appropriate safety practices with and without physical education equipment. 2:1:A3 States that best effort is shown by trying new or hard tasks. 2:1:A4 Repeats cue words for skills being taught and demonstrates/explains what is meant by each. question: How can you show that you are trying your best? Basic Body Positions Orientation and Personal Space Parachute Introduction Stunts Introduction Weight Transfer and Rolls Partner Stunts Striking with Paddles Locomotor Skills, Levels, and Directions Pathways and Creative Moves Tempos and Creative Moves Balance, Stunts, and Tumbling Parachute Balance, Stunts, and Tumbling Balance, Stunts, and Tumbling Balance, Stunts, and Tumbling Dribbling, Volleying, and Striking

5 2:1:A5 Corrects movement errors in response to corrective feedback. 2:1:A6 States the short-term effects of physical activity on the heart, lungs, and muscles. 2:1:A7 Explains that appropriate practice improves performance. 2:1:A8 Participates in games and activities that use academic and health skills to enhance learning; for example, math, reading, nutrition, etc. Catching and Throwing Debrief question: What are some changes that occur in your body when you exercise? question: How can you improve your skills? Throwing Underhand to Targets Overhand Throw for Distance Catching and Throwing Introduction Introduction (SPARK It Up!) Parachute Fitness Partner Throw and Catch Challenges Passing in Pairs Striking with Paddles Academic Integrations Jump for Distance Academic Integrations Dribbling Soccer- Style Academic Integration Catching and Throwing Catching and Throwing Catching and Throwing Parachute Catching and Throwing Kicking and Trapping Dribbling, Volleying, and Striking Jumping Kicking and Trapping Dance

6 Seven Jumps Academic Integration Standard 3:1:A1 Engages in moderate to vigorous physical activity. 3:1:A2 Participates in a variety of physical activities outside of school. 3:1:A3 Participates in a variety of nonstructured and minimally-organized physical activities outside of physical education. Standard 3: Participates regularly in physical activity. Games Oxygen Boogie Chasing and Fleeing The Good Ship SPARK question: What are some of your favorite physical activities to do outside of school? question: What are some of your favorite physical activities to do outside Games ASAP Home Play (CD, various units) Recess (Manual) Home Play (CD, various units) Recess (Manual)

7 of school? Standard Standard 4: Achieves and maintains a health-enhancing level of physical fitness. 4:1:A1 Participates in muscular strength Introduction activities to improve upper body Parachute Fitness Parachute strength to participate in activities such as climbing, hanging, momentary body support on the hands, horizontal ladder, monkey bars, or traverse wall. 4:1:A2 Engages in a series of physical activities without tiring easily. 4:1:A3 Sustains activity for increasingly longer periods of time while participating in various activities in physical education. 4:1:B1 Begins to identify muscle groups used in activities. Games Oxygen Boogie Chasing and Fleeing Color Tag Games Crazy Cones Cookie Monster Tag Catch a Tail Introduction Games Games Games Games Games

8 4:1:B2 Participates in a variety of activities and games that increase breathing and heart rate. 4:1:B3 Recognizes that healthrelated physical fitness consists of several different components. Parachute Fitness Parachute Games Crazy Cones Games Cookie Monster Games Tag Games Catch a Tail question: What are the components of healthrelated fitness? Introduction (SPARK It Up!) Health-Related Fitness Introduction (CD) Standard Standard 5: Exhibits responsible and social behavior that respects self and others in physical activity settings. 5:1:A1 Practices specific skills as Specific assigned until the teacher signals the Teacher end of practice. 5:1:A2 Follows directions given to the class for an all-class activity. Parachute Throwing Underhand to Targets Self-Toss and Catch Stunts Add-On Space Mountain Popcorn Catching & Throwing Catching & Throwing Balance, Stunts, and Tumbling Parachute Parachute

9 5:1:A3 Uses safety procedures. Parachute Balance, Stunts, and Tumbling Move and Groove Changing Places Stunts Introduction Parachute Introduction Parachute Parachute Balance, Stunts, and Tumbling Parachute 5:1:A4 Reports the results of work honestly. 5:1:A5 Enjoys participating alone while exploring movement tasks. 5:1:A6 Follows rules, procedures, and etiquette in class. Parachute Balance, Stunts, and Tumbling Self-Toss and Catch Scoops and Balls Introduction Scarf Juggling Lead-Up Introduction Self-Toss and Catch Individual Rope Jumping I & II Changing Places Stunts Introduction Parachute Introduction Catching and Throwing Catching and Throwing Manipulatives Catching and Throwing Jumping Parachute Balance, Stunts, and Tumbling Parachute 5:1:A7 Works independently,

10 productively, and demonstrates a willingness to challenge self. 5:1:B1 Shows cooperation and fair play for others by helping, sharing, and taking turns. 5:1:B2 Participates in a variety of cooperative activities. 5:1:B3 Works in a diverse group setting without interfering with others. 5:1:B4 Accepts all playmates without regard to personal differences (e.g., ethnicity, gender, disability). Introduction Self-Toss and Catch Individual Rope Jumping I & II Games Partner Tag Long Rope Jumping I & II Frog Crossing Parachute Games Fly in the Web Capture the Orb Houdini Hoops Pairing and Moving Together Pairs Combining Movement Concepts Grouping and Making Bridges Pairing and Moving Together Pairs Combining Movement Concepts Grouping and Making Bridges Catching and Throwing Jumping ASAP Jumping Games Parachute Parachute Games

11 5:1:B5 Demonstrates the elements of socially acceptable conflict resolution during class activity. 5:1:B6 Regularly encourages others and refrains from negative statements. Parachute Games Parachute Games Fly in the Web Capture the Orb Houdini Hoops Fly in the Web Capture the Orb Houdini Hoops Parachute Parachute Games Parachute Parachute Games Standard Standard 6: Values physical activity for health, enjoyment, challenge, selfexpression, and/or social interaction. 6:1:A1 Shares verbal and nonverbal indicators of enjoyment. 6:1:A2 Attempts new movements and skills willingly. Balance, Stunts, and Tumbling Emotion Motion I See, I See Toys Alive! Tempos and Creative Moves Weight Transfer and Rolls Stunts Add-On Stunts ASAP ASAP ASAP Balance, Stunts, and Tumbling Balance, Stunts, and Tumbling Balance, Stunts, and Tumbling

12 6:1:A3 Participates even when not successful. 6:1:A4 Identifies several activities that are enjoyable. 6:1:A5 Expresses personal feelings on progress made while learning a new skill. Dance Hawaiian Roller Coaster Ride Tarantella Mayonesa question: What are some of your favorite physical activities to do? question: Do you think you are making progress? Why or why not? Cat and Mice Rock, Paper, Scissors Tag Switcheroo! Partner Throw and Catch Challenges Jumping and Landing Dance Dance Dance Recess Recess Recess Catching and Throwing Jumping

13 SPARK Alignment with Wisconsin Physical Education Standards Grades 3-5 (SPARK 2007 Edition) Standard Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. 1:2:A1 Jumps vertically and lands Specific Track and Field Aerobic Games using mature form. Performance Look, Learn and Stunts and s Leave Tumbling 1:2:A2 Throws overhand with mature form. 1:2:A3 Catches a fly ball using mature form. Specific Performance s Specific Performance s Partner Throw and Catch Beat the Ball 5-Player Throw/Hit and Run Partner Throw and Catch Beat the Ball 5-Player Throw/Hit and Run Paddle 2-Square Soccer Golf Cooperative Countdown Softball Softball Softball Softball Softball Softball 1:2:A4 Strikes an object using feet, Specific Racquets and hands, or implement to a target. Performance Paddles s Soccer Volleyball 1:2:A5 Balances while moving in Specific Paper Plate

14 control through locomotor and non-locomotor skills. 1:2:A6 Balances with control on a variety of objects. 1:2:B1 Performs a combination of movement, sport, or leisure skills. Examples include: Dribble, pass, receive, shoot Juggling Rhythm patterns Jump rope front cross 1:2:B2 Creates, refines, and performs a gymnastic, tumbling, dance, or jump rope sequence. 1:2:B3 Throws a ball overhand and hits a moving target. Performance s Specific Performance s Specific Performance s Create a Routine Performance Specific Performance s Aerobics Stability Ball Fun Look, Learn, and Leave Paper Plate Aerobics Stability Ball Fun Bench Step Basics Mini-Basketball Flying Disc 3- Catch Game Introduction to Badminton Create a Routine Create a Routine Create a Dance Create a Routine Create A Routine 4 Zone Football Raiders of the Ark Quidditch Stunts and Tumbling Basketball Flying Disc Racquets and Paddles Jump Rope Stunts and Tumbling Dance Movement Bands Football Aerobic Games Aerobic Games

15 Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. 2:2:A1 Explains that warm-up prepares the body for physical activity. 2:2:A2 Locates heart rate and describes how it is used to monitor exercise intensity. 2:2:A3 Identifies and demonstrates key elements of skill being taught. 2:2:A4 Explains the necessity of transferring weight in skills. question: What is the reason for doing a warm-up before participating in a physical activity? question: Point to 2 places on your body where you can find your pulse. Specific Self-Checks Question: Why is it important to transfer your weight when throwing, kicking, or striking? Fun and Flexibility with a Friend Aerobic Capacity Grids Solo Aerobic Fitness Challenge Aerobic Capacity Aerobic Dance Intro to Forearm Pass Stroke Shadow Dribbling Drills 5-Person Hit and Run Softball 5-Player Kickball Paddle 2-Square Challenges s s Challenges s Volleyball Racquets and Paddles Basketball Softball Aerobic Games Racquets and Paddles 2:2:A5 Participates in games and Solo Aerobic Challenges

16 activities that use academic and health skills to enhance learning; for example, math, reading, nutrition, etc. 2:2:B1 Recognizes accurately the critical elements of a skill demonstrated by a fellow student and provides feedback to that student. 2:2:B2 Corrects movement errors in response to corrective feedback given by teacher or peer. 2:2:B3 Designs a new game incorporating at least two motor skills and rules. 2:2:B4 Explains how appropriate practice improves performance. question: How does participation in aerobic exercise help you in the classroom? Specific Performance s Question: What tip can you give your partner if they are having trouble throwing their ball with sufficient force to reach their target? Specific Performance s Create a Game Performance question: What can you do to improve your Fitness Challenge Aerobic Capacity Aerobic Dance Partner Basketball Activity Challenge Partner Throw and Catch Hoop-To-Hoop Target Throw Partner Basketball Activity Challenge Target Throw s Basketball Softball Flying Disc Softball Basketball Flying Disc Create a Game Softball Intro to Forearm Pass Passing Pairs Dribbling Drills Volleyball Volleyball Basketball

17 performance? Standard 3:2:A1 Identifies physical and psychological benefits that result from long-term participation in physical education. 3:2:A2 Chooses to participate in moderate to vigorous physical activity outside of physical education class on a regular basis. 3:2:A3 Chooses to participate in structured and purposeful activity. 3:2:A4 Monitors his or her physical activity by using a pedometer to Standard 3: Participates regularly in physical activity. Body question: Composition Why do sustained physical activities done Body on a regular basis help Composition to improve your body BINGO composition? Grids Personal Best Day: My Personal Best Progress and Goals Card Specific Performance s Map Challenges Mileage Chart s Challenges s Fitness Challenges, Fitness s, Group Fitness Home Plays Aerobic Capacity Moving for Time Figure 8 Walk/Jog Moving for Time Figure 8 Walk/Jog s Map Challenges Walk, Jog, Run Map Challenges Walk, Jog, Run

18 count the number of steps taken or the distance traveled. 3:2:A5 Maintains a physical activity log (e.g., ActivityGram) or calendar by participating in a school/community-based fitness program. 3:2:B1 Identifies one personal movement goal for use outside of physical education class. 3:2:B2 Identifies two personal fitness goals to improve personal fitness. Personal Best Day: My Personal Best Progress and Goals Card Map Challenges Mileage Chart Personal Best Day: My Personal Best Progress and Goals Card Personal Best Day: My Personal Best Progress and Goals Card Pedometer Activity Personal Best Day Pedometer Activity Mixed Fitness Personal Best Day Pedometer Activity Personal Best Day Pedometer Activity Mixed Fitness Map Challenges Personal Best Day Map Challenges s Personal Best Day Map Challenges Personal Best Day Map Challenges s

19 Standard 4: Achieves and maintains a health-enhancing level of physical fitness. 4:2:A1 Participates in selected Personal Best Day activities that develop and maintain Map Challenges each component of physical fitness. s 4:2:A2 Recognizes that physiological responses to exercise are associated with their own levels of fitness. 4:2:A3 Identifies at least one muscle for each physical fitness test (such as FitnessGram) used. question: Compare your fitness scores to the scores in the Healthy Fitness Zone. How could you improve a score that fell short of the Healthy Fitness Zone? question: How do you know when you need to increase the intensity of your workout? Decrease the intensity? question: Describe the principles of training (F.I.T.T.) How would you apply them to improve aerobic endurance? Muscular Personal Best Day Pedometer Activity Mixed Fitness Tag Team Traveling Challenges Grab Bag Moving Around the Track Body Composition Fun and Flexibility with a Friend Muscular Strength and Endurance Aerobic Dance s Challenges Map Challenges s Challenges s

20 4:2:A4 Describes the five health-related fitness components (cardiovascular fitness, muscle strength, muscle endurance, flexibility, body composition), what they measure, and at least one benefit of each. 4:2:B1 Maintains heart rate within the target heart rate zone for a specified length of time during an aerobic activity. 4:2:B2 Meets the age- and genderspecific health-related fitness standards. strength? Muscular endurance? Flexibility? Body composition? question: What are the five components of healthrelated fitness? What can you use to measure each component? Can you give an example of each? s Think About question: What are some ways you can monitor your heart rate? Challenges Self- Check Body Composition Muscular Strength and Endurance Fun and Flexibility with a Friend Aerobic Capacity Solo Aerobic Fitness Challenge Aerobic Capacity Aerobic Dance Body Composition Fun and Flexibility with a Friend Muscular Strength and Endurance s s Challenges s Challenges s s Challenges s

21 4:2:B3 Identifies his or her strengths and weaknesses based upon the results of physical fitness testing and sets goals to show improvement in at least two fitness tests. question: Compare your fitness scores to the scores in the Healthy Fitness Zone. How could you improve a score that fell short of the Healthy Fitness Zone? Aerobic Dance Personal Best Day Pedometer Activity Mixed Fitness Personal Best Day Map Challenges s Standard Standard 5: Exhibits responsible and social behavior that respects self and others in physical activity settings. 5:2:A1 Accepts the teacher s Cooperative Mini-Hockey Hockey decision regarding a personal rule Skills Mini-Basketball Basketball infraction without displaying Performance Mini-Soccer Soccer negative reactions toward others. 5:2:A2 Assesses and takes responsibility for his or her own behavior without blaming others. Cooperative Skills Performance Cooperative Volleyball Survivor Volleyball Challenges Movement Bands

22 5:2:A3 Demonstrates safe control of body and equipment. 5:2:A4 Follows class, activity, or game rules respectfully. 5:2:B1 Cooperates with all class members by taking turns and sharing equipment. 5:2:B2 Participates in a variety of team building activities. 5:2:B3 Works productively with a partner to improve performance. Cooperative Skills Performance Cooperative Skills Performance Cooperative Skills Performance Cooperative Skills Performance Cooperative Skills Self-Check Cooperative Skills Self-Check Challenge Group Trick Add- On Mini-Hockey Mini-Basketball Mini-Soccer Orientation to SPARK PE Establishing Basics Cooperation and Trust Survivor Challenge Roll the Dice Soccer Group Challenge Group Juggling Stepping Stones Parachute Play (Small Group) Tag Team Traveling Partner Walk/Jog Hockey Basketball Soccer 1 st Three Lessons 1 st Three Lessons 1 st Three Lessons Challenges s Soccer Cooperative Games Cooperative Games Cooperative Games ASAP Walk/Jog/Run Basketball

23 5:2:B4 Recognizes and appreciates similar and different activity choices of peers. 5:2:B5 Takes seriously the role of teaching an activity or skill to his or her team. 5:2:B6 Shows respect for the views of a peer during class discussion. 5:2:B7 Participates in low-level challenges, team building, adventure, and cooperative activities that encourage working together to solve problems in a game or activity. 5:2:B8 Regularly encourages others and refrains from negative statements. Cooperative Skills Self-Check Cooperative Skills Performance Cooperative Skills Performance Cooperative Skills Performance Cooperative Skills Self-Check Cooperative Skills Self-Check and Talk Passing Drills Group Trick Add- On Create a Game Create a Routine Sport Move Aerobics Bench Step Basics Pata Pata Create a Game Create a Dance Create a Routine Soccer Group Challenge Group Jump Rope Challenge Survivor Challenge Group Juggling Stepping Stones Parachute Play (Small Group) Movement Bands Softball Dance Softball Dance Soccer Jump Rope Challenges Cooperatives Cooperatives Cooperatives

24 Standard 6: Values physical activity for health, enjoyment, challenge, selfexpression, and/or social interaction. 6:2:A1 Identifies positive feelings Mini-Soccer Soccer associated with participation in question: Mini-Hockey Hockey physical activities. Name a physical Mini-Basketball Basketball activity that you enjoy doing on a regular basis. Why is that a favorite? 6:2:A2 Selects and practices a skill on which improvement is needed. 6:2:A3 Develops a movement sequence or game that is personally interesting, such as tumbling, jump rope, rhythms, or sports specific play. 6:2:A4 Works independently, productively, and demonstrates a willingness to challenge self. Personal Best Day: My Personal Best Progress and Goals Card Create a Routine Performance Specific Self-Checks Personal Best Day Pedometer Activity Mixed Fitness Create a Routine Create a Routine Create a Dance Create a Routine Create A Routine Solo Aerobic Fitness Challenge Target Throw Look, Learn and Personal Best Day Map Challenges s Jump Rope Stunts and Tumbling Dance Movement Bands Challenges Flying Disc Stunts and Tumbling

25 6:2:A5 Explains that skill competency leads to enjoyment of movement and physical activity. 6:2:B1 Defends the benefits of physical activity and stress relieving outdoor pursuits. 6:2:B2 Interacts with others by helping with their physical activity challenges. 6:2:B3 Chooses to participate in group physical activities. questions: How does practice lead to greater enjoyment of an activity? questions: What outdoor physical activities are effective in helping you to relieve stress? Cooperatives Self-Check Cooperatives Self-Check Leave Dribbling Drills Backhand Drills Target Throw Solo Aerobic Fitness Challenge Aerobic Capacity Aerobic Dance Soccer Group Challenge Group Jump Rope Challenge Survivor Challenge Group Juggling Stepping Stones Houdini Hoops Basketball Flying Disc Softball Challenges s Soccer Jump Rope Challenges Cooperatives Cooperatives Cooperatives

26 SPARK Alignment with Wisconsin Physical Education Standards Grades 6-8 (SPARK 2011 Edition) Standard Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. 1:3:A1 Volleyball, Racquets Underhand Serve Volleyball Serves a ball underhand in net/wall and Paddles: Serving Challenges Volleyball sports (e.g., volleyball, pickle ball) Peer Coach Introduction to Racquets and using mature form (e.g., stands with feet apart, eyes on ball, pulls Teacher arm and shifts weight backward, swings arm and shifts weight forward, contacts ball, and follows through). the Serve and Serve Reception Paddles 1:3:A2 Dribbles a ball while preventing an opponent from stealing the ball in invasion sports (e.g., basketball, soccer). 1:3:A3 Demonstrates correct alignment in form in a target sport (e.g., archery, golf, curling, etc.) to control direction. Basketball, Soccer, Hockey: Peer Coach Teacher Golf: Peer Coach Teacher 3-on-3 Basketball Dribble Keep Away Mini-Hockey Target Golf Putting to Targets Bocce Golf Basketball Soccer Hockey Golf Golf Golf 1:3:A4 Specific : Create an Aerobic

27 Designs and performs dance (or gymnastic) sequences that combine traveling, rolling, balancing, and weight transfer into a smooth, flowing sequence with intentional changes in direction, speed, and flow. 1:3:A5 Demonstrates the ability to do a one-foot glide and controlled stop while rollerblading. 1:3:A6 Demonstrates correct balance techniques (e.g., static and dynamic) in a variety of activities (yoga, Pilates, gymnastics, cooperative activities, etc.). 1:3:A7 Demonstrates use of technology (e.g., compass and GPS) in outdoor pursuits such as hiking, backpacking, and snowshoeing. 1:3:B1 Demonstrates a return to base position in net/wall sports (e.g., tennis, badminton, etc.). Peer Coach Teacher Specific : Peer Coach Teacher Capacity Routine Create a 4-Wall Line Dance Creating Combinations Dance Stunts and Tumbling Rollerblading not included in SPARK MS curriculum Stunts and Tumbling Buffet Introduction to Yoga Introduction to Pilates Stunts and Tumbling Hiking, backpacking, and snowshoeing not addressed in SPARK MS curriculum Racquets and Paddles, Handball, Volleyball: Peer Coach Extreme Rally One Wall Paddleball Royal Court Handball Racquets and Paddles Volleyball

28 1:3:B2 Demonstrates correct application of force to control distance of object in a target sport (e.g., golf putt, curling, etc.). Teacher Golf: Peer Coach Teacher Target Golf Putting to Targets Chip and Putt Course Golf Golf Golf 1:3:B3 Demonstrates technique to place the ball away from an opponent in net/wall sports (e.g., volleyball, tennis, etc.). 1:3:B4 Demonstrates correct position in both net/wall and invasion sports for effective defense and offensive coverage. Racquets and Paddles, Handball, Volleyball: Peer Coach Teacher Racquets and Paddles, Handball, Volleyball: Peer Coach Teacher Volley Tennis Singles/Doubles Game Play One Wall Paddleball Team Paddleball Mini-Volleyball Royal Court Tournament Volleyball Handball Racquets and Paddles Racquets and Paddles Volleyball Handball Standard Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. 2:3:A1 Selects appropriate practice Specific : Peer Coach Disc Throwing Stations Flying Disc Stunts and

29 procedures to learn and master skills and movement patterns. 2:3:A2 Describes basic principles of conditioning (e.g., overload, progression, specificity, regularity, etc.) and how they improve fitness and performance. Teacher questions: Describe the principles of training (F.I.T.T.) How would you apply them to improve aerobic endurance? Muscular strength? Muscular endurance? Flexibility? Body composition? How would you use the principle of overload to safely improve your muscular strength? Stunts and Tumbling Buffet Individual Juggling Putting to Targets Volleyball Stations Extreme Rally Passing and Receiving Bullseye and Long Shot Shooting Drills Basic Exercise Techniques in the Middle Resistance Band Workout Stability Ball and Medicine Ball Workout Tumbling World Games Golf Volleyball Racquets and Paddles Football Soccer Hockey

30 2:3:A3 Identifies proper warm-up and cool down procedures as they affect performance and injury prevention. 2:3:A4 Describes the critical elements of a sport-specific skill (e.g., basketball free throw, forearm pass, etc.). 2:3:A5 Detects and corrects errors in alignment in target sports (e.g., archery, golf) based on knowledge of results. question: What types of stretches are unsafe? Why? Specific : Peer Coach question: What tip can you give your partner if they are having trouble throwing their ball with sufficient force to reach their target? Golf: Peer Coach Teacher Basic Exercise Techniques Resistance Band Workout Stability Ball and Medicine Ball Workout Shooting Drills Shooting Drills Shot Put Distance and Accuracy Target Golf Putting to Targets Chip and Putt Course Basketball Hockey Track Flying Disc Golf Golf Golf

31 2:3:A6 Explains force application and how it affects flight path of object. 2:3:A7 Devises and performs a skill after explaining the significance of a biomechanical principle that enhances performance. 2:3:B1 Explains at least two game tactics involved in playing net/wall sports (e.g., tennis, badminton, volleyball, etc.). 2:3:B2 Explains at least two game tactics involved in invasion sports (e.g., soccer, basketball, handball, etc.). 2:3:B3 Identifies similarities in body position when receiving a serve (e.g., volleyball, badminton, tennis, etc.) and when defending a player (e.g., basketball, soccer, ultimate, etc.) and reasons why they are similar. Specific : Peer Coach Teacher Specific : Peer Coach Teacher Specific : Peer Coach Teacher Specific : Peer Coach Teacher Specific : Peer Coach Teacher Sepak Takraw Distance and Accuracy Batting Practice Disc Golf Hurdling Shot Put Advanced Shots Singles, Doubles Game Play Singles, Doubles Game Play Modified Team Handball Quick-Play Mini- Football 3-on-3 Basketball Defensive Challenges Quick-Play Mini- Football Mini-Hockey Singles, Doubles Game Play Singles, Doubles World Games Flying Disc Softball Flying Disc Track Track Handball Racquets and Paddles Handball World Games Football Basketball Basketball Football Hockey Handball Racquets and Paddles

32 2:3:B4 Demonstrates an understanding of team play in invasion sports (e.g., basketball, soccer, handball, etc.)by proper positioning, team communication, and team support. Specific : Peer Coach Teacher Game Play Zone and Playerto-Player Defenses Defense Zone and Person Defense Zone and Playerto-Player Defenses Zone Defense Basketball Football Flying Disc Soccer Hockey Standard 3:3:A1 Completes a survey to determine personal interests and increase awareness of a broad range of opportunities existing within the community. 3:3:A2 Sets realistic activity goals of his or her choosing based on interests as well as fitness assessment results. Standard 3: Participates regularly in physical activity. Personally Fit Activity Challenge: In the Mood to Move Personally Fit Activity Challenge: In the Mood to Move Gotta Have Heart Resistance Band Workout Stability Ball and Personally Fit SPARKfit (SPARKfamily.org)

33 3:3:A3 Develops a physical activity plan using practice procedures and training principles appropriate to their personal goals, as well as the physical activity pyramid guidelines. 3:3:B1 Maintains a pedometer log for a minimum of two weekdays and one weekend day. questions: What are the benefits of setting fitness goals? What activities did you select for your fitness plan that addressed each fitness component? Fitness: MS Written Tests Peer Coach Self Check Teacher s Personally Fit Activity Challenge: In the Mood to Move Heart Rate Monitor Log Pedometer Log Medicine Ball Workout Combining Aerobic Capacity and Flexibility Body Composition Aerobic Capacity Body Composition Create A Routine (Fitness Aerobic Capacity) Extension: Heart Rate Monitors Pedometer Log Personally Fit SPARKfit (SPARKfamily.org)

34 3:3:B2 Maintains a physical activity log documenting progress toward attaining their personal goals. 3:3:B3 Documents practice time as specified by their physical education teacher. 3:3:B4 Regulates physical activity behavior by using appropriate practice procedures and training principles. Personally Fit Activity Challenge: In the Mood to Move Personally Fit Activity Challenge: In the Mood to Move Heart Rate Monitor Log Pedometer Log Pedometer Log Personally Fit Activity Challenge: In the Mood to Move Personally Fit SPARKfit (SPARKfamily.org) Create A Routine (Fitness Aerobic Capacity) Extension: Heart Rate Monitors Resistance Band Workout Stability Ball and Medicine Ball Workout Range of Motion Balancing Strength and Flexibility Introduction to Yoga Introduction to Pilates

35 Standard 4: Achieves and maintains a health-enhancing level of physical fitness. 4:3:A1 Knows the various principles of training (threshold, overload, progression, etc.) and how these principles are applied. 4:3:A2 Explains the FITT guidelines as they apply to a training program (e.g., frequency, intensity, time, and type of exercise). 4:3:A3 Defines health-related fitness terminology (e.g., physical fitness, aerobic fitness, body composition, muscle strength, muscle endurance, flexibility). question: How would you use the principle of overload to safely improve your muscular strength? questions: Describe the principles of training (F.I.T.T.) How would you apply them to improve your performance? questions: Identify the components of healthrelated fitness, and give an example of an activity that addresses each component. Resistance Band Workout Stability Ball and Medicine Ball Workout in the Middle Sprinting Hurdling Jumps Shot Put 800m Run 1600m Run Aerobic Capacity Stability Ball and Medicine Ball Workout Range of Motion Balancing Strength and Flexibility Track Track Track Track Track Track

36 4:3:A4 Performs physical fitness test with correct form and/or technique. 4:3:A5 Formulates meaningful personal fitness goals based on fitness test results. 4:3:A6 Develops, with teacher assistance, an individual plan for improving fitness levels. 4:3:A7 States the differences between moderate and vigorous physical activity as it relates to perceived exertion. 4:3:A8 Demonstrates knowledge of current guidelines for physical activity (60 minutes daily). Fitness: Peer Coach Self Check Teacher s question: Where would participation in a moderate physical activity tend to fall on the scale of perceived exertion? A vigorous activity? Pedometer Log Personally Fit Activity Body Composition Personally Fit SPARKfit (SPARKfamily.org) Personally Fit SPARKfit (SPARKfamily.org) Personally Fit SPARKfit (SPARKfamily.org) Aerobic Capacity Introduction to Pilates Combining Aerobic Capacity and Flexibility Aerobic Capacity in the

37 4:3:A9 Demonstrates knowledge of all major muscle groups. 4:3:B1 Participates in activities designed to improve or maintain all healthrelated fitness components both during and outside of school. 4:3:B2 Documents individual physical activity in relation to all the health- Challenge: In the Mood to Move Fitness: Peer Coach Self Check Teacher s Pedometer Log Personally Fit Activity Challenge: In the Mood to Move Pedometer Log Personally Fit Activity Middle Body Composition Introduction to Pilates Introduction to Yoga Basic Exercise Techniques Resistance Band Workout Introduction to Pilates Introduction to Yoga Basic Exercise Techniques Resistance Band Workout Stability Ball and Medicine Ball Workout Basic Exercise Techniques Resistance Band

38 related components of fitness. 4:3:B3 Assesses (manually or mechanically with heart rate monitors) and maintains their heart rate in a target heart rate zone for the recommended time while participating in aerobic physical activity. 4:3:B4 Demonstrates appropriate training principles and exercise techniques during participation in activities designed to improve physical fitness. Challenge: In the Mood to Move Heart Rate Monitor Log Heart Rate Monitor Log Create A Routine (Fitness Aerobic Capacity) Extension: Heart Rate Monitors Fitness: Peer Coach Self Check Teacher s Workout Stability Ball and Medicine Ball Workout Gotta Have Heart Aerobic Capacity Heart Rate Highway Aerobic Capacity Stability Ball and Medicine Ball Workout Range of Motion Balancing Strength and Flexibility Body Composition

39 4:3:B5 Completes a total body resistance training workout with safe lifting procedures (e.g., large muscles first, proper form and balance, correct amount of resistance, rest day, etc.). 4:3:B6 Completes a total body stretching routine with safe stretching techniques. Fitness: Peer Coach Self Check Teacher s Fitness: Peer Coach Self Check Teacher s Basic Exercise Techniques Resistance Band Workout Stability Ball and Medicine Ball Workout Introduction to Yoga Range of Motion Individual Warm- Up Routines Partner Warm-Up Routines Jump Rope Jump Rope Standard Standard 5: Exhibits responsible and social behavior that respects self and others in physical activity settings. 5:3:A1 Uses time wisely when given Specific : Advanced Stunts and the opportunity to work on skill or Self Check Progressions Tumbling fitness development without close Peer Coach Advanced Shots Handball

40 teacher monitoring. Teacher s Serving Challenges Volleyball 5:3:A2 Identifies the importance of following class and procedures. 5:3:A3 Makes responsible decisions for personal safety regarding appropriate dress for weather and/or physical activity, use of equipment, and any health concerns (allergies, asthma, etc.). 5:3:A4 Follows and listens to all directions and asks for help when needed. 5:3:A5 Communicates to teacher and/or peers when problems are observed and uses the problem-solving Coulda, Woulda, Shoulda (Various s) Specific : Coulda, Shoulda, Woulda Teacher Specific : Coulda, Shoulda, Woulda Teacher Specific : Coulda, Shoulda, Woulda Respect and Roll Taking Acceptance and Super Grouping Responsibility and Routines Responsibility and Routines Responsibility and Routines Advanced Progressions Advanced Shots Hip Hop Basic Moves Problem-Solver Adventure Race Event: The Crackerjack Classic First 5 Lessons First 5 Lessons First 5 Lessons First 5 Lessons First 5 Lessons Stunts and Tumbling Handball Dance Cooperatives Softball

41 model to solve or find a solution. Teacher 5:3:A6 Demonstrates self-control during conflict (e.g., peer conflicts or an official s decision). 5:3:A7 Identifies and practices ethical behavior. 5:3:B1 Handles situations in an appropriate manner (e.g., calls by officials, boundary lines, etc.) when participating in team sports. Specific : Coulda, Shoulda, Woulda Teacher Specific : Coulda, Shoulda, Woulda Teacher Specific : Coulda, Shoulda, Woulda (Option 1: Create & Play Your Own Game) Adventure Race Singles/Doubles Game Play FIBA World Championships WFDF World Overall Flying Disc Championship Royal Court Quick-Play Mini- Football Problem-Solver Adventure Race Adventure Racing 101 Hoopla Adventure Race Kin-Ball Sport Volley Tennis 3-on-3 Basketball Modified Team Handball Basketball Flying Disc Racquets and Paddles Football Cooperatives Cooperatives Cooperatives World Games Volleyball Basketball World Games

42 5:3:B2 Demonstrates cooperation and support of students of different gender, race, ethnicity, and ability in a physical activity setting. 5:3:B3 Demonstrates appropriate etiquette in activity settings (e.g., while playing golf the student waits for the ball to be played that is farthest from the hole). 5:3:B4 Demonstrates positive social interaction while in a physical activity setting (e.g., the student gives another student a high five after making a great shot in Teacher Coulda, Shoulda, Woulda (all units) Coulda Shoulda Woulda (all units) Coulda Shoulda Woulda (all units) Handball Acceptance and Super Grouping FIBA World Championships WFDF World Overall Flying Disc Championship Singles, Doubles Game Play Adventure Racing 101 Singles, Doubles Game Play Singles, Doubles Game Play Disc Golf Partner Trick Karrimor International Mountain Marathon First 5 Lessons Basketball Flying Disc Racquets and Paddles Cooperatives Handball Racquets and Paddles Flying Disc Jump Rope Cooperatives Dance

43 basketball). Merengue Mixer! 5:3:B5 Coulda, Problem-Solver Demonstrates respect and concern Woulda, Adventure Race for the safety of others (e.g., Shoulda Adventure Racing physical, emotional, (Various s) 101 environmental) in word and Hoopla actions (e.g., using and replacing Adventure Race equipment properly, following safety guide-lines/rules of an activity etc.) in adventure and team building activities. 5:3:B6 Demonstrates cooperation skills needed to accomplish group/team goals in both cooperative and competitive activities. Coulda, Shoulda, Woulda (all units) Acceptance and Super Grouping FIBA World Championships WFDF World Overall Flying Disc Championship Singles, Doubles Game Play Adventure Racing 101 Cooperatives Cooperatives Cooperatives First 5 Lessons Basketball Flying Disc Racquets and Paddles Cooperatives

44 Standard 6: Values physical activity for health, enjoyment, challenge, selfexpression, and/or social interaction. question: What are some benefits from participating in regular physical activity? 6:3:A1 Recognizes that regular physical activity improves the student s fitness level in both skill-related and health-related fitness components. 6:3:A2 Analyzes selected physical experiences for social, emotional, mental, and physical health benefits. question: What are some benefits from participating in fitness activities? In team activities? In learning specific sport skills? Resistance Band Workout Stability Ball and Medicine Ball Workout Range of Motion Balancing Strength and Flexibility Introduction to Yoga Introduction to Pilates Hip Hop Basic Moves Partner Trick Karrimor International Mountain Marathon Dance Jump Rope Cooperatives 6:3:A3 Aerobic Capacity

45 Recognizes that participation in regular physical activity reduces the risk of disease (e.g., heart disease, osteoporosis, diabetes, etc.) and injury. 6:3:A4 Recognizes the value of physical activity to reduce stress and improve mood. 6:3:A5 Recognizes the importance of physical activity to keep body systems working together efficiently. question: What are some physical benefits from participating in fitness activities? question: What are some psychological benefits from participating in fitness activities? question: What are some physiological benefits from participating in fitness activities? Heart Rate Highway Basic Exercise Techniques in the Middle Introduction to Yoga Introduction to Pilates Aerobic Capacity Introduction to Pilates Introduction to Yoga Basic Exercise Techniques Resistance Band Workout Stability Ball and Medicine Ball Workout

46 6:3:A6 Seeks personally-challenging experiences in physical activity settings. 6:3:A7 Appreciates the aesthetic and creative aspects of skilled performance. 6:3:A8 Describes the ways to use body and movement to communicate ideas and feelings in creative dance. 6:3:A9 Describes the mental benefits of physical activity (e.g., improved concentration, creativity, alertness, etc.). 6:3:A10 Recognizes physical activity as an opportunity for social and group interaction and to form new relationships. Specific : Self Check Peer Coach Teacher s Dance Peer Coach Teacher Dance Peer Coach Teacher question: What are some mental benefits from participating in fitness activities? Cooperatives: Peer Coach Teacher Coulda, Advanced Progressions Advanced Shots Serving Challenges Advanced Shots Advanced Progressions Create a Hip Hop Routine Create a 4-Wall Line Dance Create a Hip Hop Routine Create your own Merengue Move Aerobic Capacity Introduction to Pilates Introduction to Yoga Cross the Great Divide Radioactive River Karrimor International Stunts and Tumbling Handball Volleyball Handball Stunts and Tumbling Dance Dance Dance Dance Cooperatives Cooperatives Cooperatives Cooperatives Cooperatives

47 6:3:A11 Describes the impact of physical activity and the result of improved fitness and performance on selfconfidence and self-esteem. Shoulda, Woulda (Cooperatives) question: What are some emotional benefits from participating in fitness activities? Mountain Marathon Centipede Pass Indiana Jones Corridor Challenge Hands Free Final Cooperative Adventure Race Partner Stunts Volleyball Xtreme Aerobic Capacity Introduction to Pilates Introduction to Yoga Basic Exercise Techniques Resistance Band Workout Stability Ball and Medicine Ball Workout Cooperatives Cooperatives Cooperatives Stunts and Tumbling Volleyball

48 SPARK Alignment with Wisconsin Physical Education Standards Grades 9-12 (SPARK 2011 Edition) Standard Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. 1:4:A1 Demonstrates proper Specific Personal Flying Disc: Flying Disc mechanics needed for success in target sports such as archery, casting/fishing, golf, and Frisbee golf. Best Ultimate Personal Best 1:4:A2 Demonstrates balance and body control while moving at different speeds while manipulating a ball of different sizes. 1:4:A3 Demonstrates mature form while striking objects in a variety of racquet sports. Specific : Fun-daymentals Notes Performance Specific : Fun-daymentals Notes Performance Basketball Personal Best Football Personal Best Hockey Personal Best Win the Point (Singles Royal Court) Picking Sides (Doubles Success/Try Again) Event: Uber Bad Cup (Singles and Basketball Football Hockey Badminton Badminton Badminton

49 1:4:A4 Operates a bike, kayak, or canoe safely and skillfully in a natural environment. 1:4:A5 Demonstrates proficiency in two movement forms in individual and lifetime activities. 1:4:A6 Demonstrates skills for starting, stopping, falling, and turning while participating in lifetime activities such as inline skating, cross-country skiing, biking, etc. 1:4:A7 Plays modified team sports using all the basic skills and strategies of the sport and some advanced skills. 1:4:A8 Acquires skills to participate in a lifetime activity outside of Doubles Round Robin) Outdoor cycling, canoeing, kayaking not addressed in SPARK HS curriculum Yoga Basic Training Spinning Personal Best Cardio Kickboxing Basic Training (online unit) Outdoor cycling, inline skating, cross country skiing not addressed in SPARK HS curriculum Specific : Performance Specific : Event: Ultimate Masters (Disc Golf & 5-on-5 Hat Tournament) Event: March Madness Run the Wickets! Personal Best Assessment Flying Disc: Ultimate Basketball World Games: Cricket Wellness Walking

50 school. Performance 1:4:A9 Demonstrates proficient skills to participate in advanced play of some activities. 1:4:B1 Passes and catches a variety of objects with a partner while stationary and moving. 1:4:B2 Executes a variety of shots while participating in racquet sports. Specific : Performance Specific : Fun-daymentals Notes Performance Specific : Fun-daymentals Wellness Walking Personal Best Strength Training Personal Best Yoga Basic Training Serve, Then Defend Battle Zone Pump Up the Base Event: Ultimate Masters (Disc Golf & 5-on-5 Hat Tournament) Event: March Madness Event: Gridiron Classic (Pass-Punt- Snap Challenge & 5-on-5 Round Robin Tournament) Win the Point (Singles Royal Court) Picking Sides Strength Training Volleyball Flying Disc: Ultimate Softball Flying Disc: Ultimate Basketball Football Badminton Badminton Badminton

51 1:4:B3 Manipulates a ball at moderate to fast speeds, while maintaining control of the ball in drills and game play. 1:4:B4 Demonstrates and describes offensive, defensive, and transitional skills and strategies in team and individual sports. 1:4:B5 Identifies, explains, and applies the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance performance levels in a Notes Performance Specific : Fun-daymentals Notes Performance Specific : Fun-daymentals Notes Performance Specific : Fun-daymentals Notes Performance (Doubles Success/Try Again) Event: Uber Bad Cup (Singles and Doubles Round Robin) Fielder s Choice Big D (4-on-4 Royal Court) D-Fence (5-on-5 Royal Field) Big D (4-on-4 Royal Court) D-Fence (5-on-5 Royal Field) A Strong SIde Fun-day-mentals Fun-day-mentals Fun-day-mentals Softball Basketball Football Basketball Football Football Flying Disc: Ultimate Hockey Softball

52 variety of physical activities. 1:4:B6 Supports teammates by movement and spacing in invasion, net, and field games. 1:4:B7 Combines and applies movement patterns simple to complex, in aquatic, rhythms/dance, and individual and dual activities. Specific Written Tests Specific : Fun-daymentals Notes Performance Specific : Fun-daymentals Notes Performance Wicket Busters Boot & Bolt S-P-A-C-E Out! Event: Off to the Races! Create a Hip Hop Routine Win the Point (Singles Royal Court) World Games: Cricket Soccer Hockey Aquatics (online unit) Dance Badminton

53 Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. 2:4:A1 Develops an appropriate conditioning program for a sport or lifetime fitness activity. 2:4:A2 Plans a summer or afterschool personal conditioning program. 2:4:A3 Examines the physical, emotional, cognitive, and scientific factors that affect performance and explains the relationship between those factors. 2:4:A4 Identifies the differences and benefits of both functional fitness training and traditional weight training. Personal Fitness Program Development Personal Fitness Program Development Strength in Numbers Challenge Think About Basic Training: Functional Fitness Think About Personal Best ihiit (High Intensity Interval Training) Wellness Walking Personal Best Create Your Own ST Program Create Your Own ST Program Personal Best Strength Training Adventure Race Strength in Numbers icardio Kickboxing ifreestyle Aerobics ihitt Basic Training: Strength Training Wellness Walking Strength Training Strength Training Strength Training Strength Training Strength Training Strength Training

54 2:4:B1 Identifies biomechanical principles related to striking, throwing, catching, and kicking skills. 2:4:B2 Identifies a new skill to be learned and lists a scientific principle that can be applied to improved performance. 2:4:B3 Recognizes advanced skill performance in others. 2:4:B4 Describes the impact of new skills and tactics. 2:4:B5 Explains appropriate tactical decisions in a competitive activity. Fun-daymentals Notes Fun-daymentals Notes Specific Fun-daymentals Notes Fun-daymentals Notes Specific : FUNctional Fitness Fun-day-mentals Fun-day-mentals Fun-day-mentals Fun-day-mentals Fun-day-mentals Fun-day-mentals Studio Showdown (SPARK Event) Fun-day-mentals Fun-day-mentals Fun-day-mentals Event: Ultimate Masters (Disc Golf Softball Soccer Basketball World Games Football Softball World Games Football Softball Flying Disc: Ultimate

55 2:4:B6 Self-assesses performance and makes appropriate corrections. 2:4:B7 Applies preexisting skills and knowledge to the acquisition of new skills. 2:4:B8 Explains the use of the principles of biomechanics (leverage, force, inertia, rotary motion, opposition, and buoyancy) Fun-daymentals Notes Performance Personal Best Fun-daymentals Notes Specific : Fun-daymentals & 5-on-5 Hat Tournament) Event: March Madness Event: Gridiron Classic (Pass-Punt- Snap Challenge & 5-on-5 Round Robin Tournament) Basketball Personal Best Hockey Personal Best Badminton Personal Best Fun-day-mentals Fun-day-mentals Fun-day-mentals Dive In: FUNctional Aquatic Fun-day-mentals Basketball Football Basketball Hockey Badminton Football Flying Disc: Ultimate World Games: Cricket Aquatics (online unit) Hockey Softball