Lifetime Activities Curriculum Map Norwell High School

Transcription

1 SUBJECT: Course: Lifetime Activities 1 Semester Course Meets 3 out of 7 Days in the Rotation 40 Class Meetings 3 Units Volleyball, Badminton, and Tennis Power Standards: 1. Demonstrate developmentally appropriate competence (basic skills, strategies, and rules) in many and proficiency in a few movement forms and motor skills (2.17) 2. Demonstrate exercises in strength training, cardiovascular activities, and flexibility training. (2.20) 3. Understand how activity participation patterns are likely to change throughout life and identify strategies to deal with those changes, including a plan for life long wellness. (2.25) 4. Apply safe practices, rules, procedures, and sportsmanship etiquette in physical activity settings, including how to anticipate potentially dangerous consequences and outcomes of participation in physical activity. (2.26) 5. Define the functions of leadership in team sports (increasing motivation, efficiency, and satisfaction) (2.27) Learning Standards / Essential Knowledge Concepts and Skills Essential Questions Assessments Sample Lessons/Activities Resources MA State Standard (MAST:) Curriculum Frameworks 1999 MAST: 2.17 Demonstrate developmentally appropriate competence (basic skills, strategies, and rules) in many and proficiency in a few movement forms and motor skills (Volleyball, Badminton, and Tennis) Skills, Strategies, Rules Volleyball Skills Overhand and Underhand Serve, Bump, Set, Spike, Block, Double block, Push, Tip Badminton Skills Serve, Overhead strike, Overhead Spike, Forehand, Backhand, Drop Shot Tennis Skills Serve, Overhead strike, Overhead Spike, Forehand, Backhand, Drop Shot Team and Individual strategies are explored, Why play by the rules? Why take time to develop skills? What is the key to developing team or individual strategies?

2 implemented, and executed All Rules are taught, explored, and reviewed throughout the course of each unit. MAST: 2.18 Demonstrate activities for warming up and cooling down before and after aerobic exercise Series of three warm up exercises. All bodyweight exercises. Each class one exercise from each of the following categories will be introduce, taught, explored, and performed using the crossfit model. 1. Upper Body Exercise 2. Lower Body Exercise 3. Core Exercise Why warm up and cool down? Why use bodyweight exercises instead of equipment to warm up and cool down? MAST: 2.19 Apply concepts about sequential motor learning and development, biomechanics, exercise physiology, and sports psychology Lead up games will explore the motor learning sequence to prepare the students for their performance. Psychology of each unit is discussed and explored during review sessions and opening discussions. Why do some students improve faster than others? Why is a basic understanding of sports psychology important to performance success? MAST: 2.20 Demonstrate exercises in strength training, cardiovascular activities, and flexibility (mobility) training Strength training is explored through body weight daily exercises, crossfit formula, and introduced to training with weights. Cardiovascular activities are explored with a focus on warming up the body and allowing yourself to reach maximum heart rate during Why build lean muscle? Why work your heart muscle? Why is being mobile more important than being flexible?

3 performance. Flexibility training is explored during the cool down experience and through the teachings of mobility training. MAST: 2.21 Identify the components of physical fitness and the factors involved in planning and evaluating fitness programs for individuals at different stages of the life cycle Understanding of the five components of physical fitness. Cardiovascular Fitness, Muscular Strength, Muscular Endurance, Flexibility (Mobility), Body Composition. Each area is explored but not in depth. Focus is on the variety of lifetime fitness programs to meet your individual goals. Goal setting is explored in depth and understanding personal goals will change during the life cycle. Why set personal fitness goals? How and why does the body change during the life cycle? MAST: 2.22 Conduct a personally developed physical activity program Students participate daily in any physical activity and keep a journal. MAST 2.24 Identify life management skills and protective factors that contribute to achieving personal wellness health goals, including researching, evaluating, and implementing strategies to manage personal wellness, monitor progress, and revise plans Use the Nor Wellness Journal. The Journal gives specific feedback on progress. Targets all areas of wellness including the six pillars of wellness. health, social health, emotional health, intellectual health. environmental health, and occupational health? Why try to be the best human we can be (physically, socially, emotionally, intellectually. environmentally, and occupationally)? Nor Wellness Journal

4 MAST: 2.23 Meet developmentally appropriate health related fitness benchmarks By the end of each unit students should meet the expectations set forth by each individual unit s performance rubric. Why meet personal benchmarks? MAST: 2.25: Understand how activity participation patterns are likely to change throughout life and identify strategies to deal with those changes, including a plan for life long wellness The following area s of lifetime wellness are discussed, explored and, and executed: * Importance of Sleep * How much water to drink *Limit sitting *Walk 10,000 15,000 steps a day. *How to stay mobile and pain free Why be fit for life? *Sun safety and benefits *Various workout programs and how to rest / recover. *Eating strategies to maximize human performance MAST: 2.26: Apply safe practices, rules, procedures, and sportsmanship etiquette in physical activity settings, including how to anticipate potentially dangerous consequences and outcomes Definitions of safe practice, rules, sportsmanship etiquette are taught lecture and class discussion style at the beginning of class. Students will be able to express these important Why play by the rules? Is there a link between good sportsmanship and

5 of participation in physical activity concept during their performance. being a good citizen? MAST: 2.27: Define the functions of leadership in team sports. Volleyball Only Captain / leadership training for all students. Captains will be elected. How to be an effective captain / leader is discussed before, during, and after performance. Can everyone be a leader?