Physical Fitness Scope and SequenceWes Kline and Drew Funk Middle School Activity 6th 7th 8th Protocols & Policies / Units Overview 1 1 1 Fitness Test 1 1 1 1 Frisbee Mini Games Skills (TGFU) 1 1 1 Frisbee Mini Games/Rules (TGFU) 1 1 1 Frisbee Mini Games/Tactics (TGFU) 1 1 1 Alternative “Ultimate” Equipment Skills/Mini-Games (TGFU: football, gatorball, etc.) 2 2 2 Modified Ultimate Frisbee Game (3v3) 2 1 1 Full Ultimate Frisbee Game (6v6 or 7v7) 1 2 2 Unit 1 Total: 8 8 8 Introduction to CrossFit 1 1 1 Bodyweight Exercises 1 1 1 Incorporating Equipment (Medicine balls, box jump, heavy ropes, pull-up bars, exercise bands, etc.) 2 1 1 Create Your Own CrossFit Workout 2 1 1 Classmate CrossFit (teacher will pick two routines from previous lesson and those students will lead the rest of the class through the routine) 1 1 1 1 1 7 6 6 Introduction to Yoga/Pilates 1 1 1 Focus, Concentration, Breathing Exercises 1 1 1 Balance Challenge 1 1 1 Unit 1: “Ultimate” for Aerobic Capacity Unit 2: CrossFit for Muscular Strength and Endurance CrossFit Challenge! Unit 2 Total: Unit 3: Yoga/Pilates for Flexibility Basic Poses with ITV 2 1 1 2 2 1 1 1 1 1 1 Unit 3 Total: 7 8 8 Fitness Test 2 1 1 1 What is Body Composition? 1 1 1 Healthy Food Choice Relays 1 1 1 Nutrition Games 1 1 1 Grocery Store Field Trip 1 1 1 Unit 4 Total: 4 4 4 Fitness Review 1 1 1 Full Ultimate Frisbee Game for Aerobic Capacity 1 1 1 Classmate Crossfit 1 1 1 Classmate Yoga 1 1 1 Fitness Fun Day 1 1 1 Fitness Center Field Trip 1 1 1 Unit 5 Total: 6 6 6 Fitness Test 3 1 1 1 Total 36 36 36 Challenging Poses with ITV Create your own Yoga Routine Classmate Yoga (teacher will pick two routines from previous lesson and those students will lead the rest of the class through the routine) Unit 4: Games for Body Composition Unit 5: Total Fitness Unit Program Description: Our 36-week program is comprised of 40 mins of physical education for each class per week. This specific program is designed to be implemented once every three years to complement other programs. The objective of this program is to ensure that the students are exposed to a variety of skills and lifelong activities, as well as introduce them to the four components of physical fitness. Ultimate frisbee, CrossFit, yoga/pilates, and body composition relays/games will be used to teach the four components of physical fitness. During the “ultimate” unit, the students will not only be introduced to the concept of aerobic capacity and cardiovascular fitness, but they will also be taught how to throw and catch a variety of equipment. Through teaching games for understanding (TGFU), the students will master throwing, catching, strategy, and game rules. Through CrossFit, students will learn specific exercises to enhance muscular strength and endurance that they can use throughout an exercise regimen. They will also design their own routines that they can complete outside of class. Yoga will be used to introduce flexibility and balance, as well as focus, concentration, and artistic creativity. The students will again design their own routines during this unit that they will then teach to the rest of the class during the “Classmate Yoga/CrossFit” lessons. For the final unit, skills and content from the previous four units will be reviewed. Fitness testing will be administered three times throughout the program; prior to unit 1, after unit 3, and after unit 5 to measure progression of students’ physical fitness. Rationale: Teaching physical fitness is important, however, it is too often taught in a way that students find undesirable. This program is designed to present physical fitness in a fun and effective way, while incorporating physical skills. “Ultimate-style” games are fun and fast-paced. They can be played with minimal equipment, inside or out. Playing a full game of “ultimate” is a great way to introduce strategies and rules that transfer to many other invasion games. Also, “ultimate” and “ultimate-style” games can be easily adapted to incorporate alternative equipment in order to teach ball specific skills (i.e. throwing and catching). Both CrossFit and yoga are currently very popular physical activities that the students may already be familiar with. CrossFit introduces students to a variety of exercises that they can easily use outside of school. The yoga unit will not only introduce poses that can be performed virtually anywhere, but it will also support flexibility, balance, focus, and concentration. In order to get the students to buy into these units, they will design and share their own routines for both CrossFit and yoga. The total fitness unit will be an ideal opportunity for the teacher to perform a summative assessment of the students’ abilities. The unit will also be a comprehensive review of the skills, strategies, tactics, and rules learned throughout the program. There are two field trip opportunities during the course of the program. This is to emphasize the behavioral domain and present fitness options and nutritional techniques outside of the classroom. Students will be working very hard during this program, and they must display positive citizenship and maximum effort to earn these field trips. Careful considerations have been made regarding the differences between 6th, 7th, and 8th grade. During the “ultimate” unit, the 6th graders will have two class periods to play a 3v3 modified “ultimate” game before playing a full game. The 6th grade students will benefit from an extra period of strategy and rule practice before advancing to a much more complex full 7v7 game. In the CrossFit unit, the 6th grade will have an extra period to learn CrossFit exercises that require equipment. This will ensure that the students will be able to safely learn and perform the exercises that require medicine balls, jump boxes, etc. The 6th grade students will also have an extra period to design their own CrossFit routines. This task may prove more challenging to a younger group. For the yoga unit, the 6th graders have an extra class performing the basic poses and will not be performing the more advanced poses. However, the teacher may choose to challenge certain students during the basic lessons through intratask variation. This will be more beneficial for the 6th graders because they will experience a higher rate of success upon introduction to yoga. National / PA Standards Met: Unit 1, 2, 3, 4, 5 National Standards (NASPE): Standard 1 - The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Standard 2 - The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance. Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others. Standard 5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction. PA Standards: 10.4.6. A. Identify and engage in moderate to vigorous physical activities that contribute to physical fitness and health. B. Explain the effects of regular participation in moderate to vigorous physical activities on the body systems. C. Identify and apply ways to monitor and assess the body’s response to moderate to vigorous physical activity. • heart rate monitoring • checking blood pressure • fitness assessment D. Describe and apply the principles of exercise to the components of health related and skill-related fitness. • cardiorespiratory endurance • muscular strength • muscular endurance • flexibility • body composition E. Identify factors that have an impact on the relationship between regular participation in physical activity and the degree of motor skill improvement. • success-oriented activities • school-community resources • variety of activities • time on task F. Identify and describe positive and negative interactions of group members in physical activities. • leading • following • teamwork • etiquette • adherence to rules 10.4.9 A. Analyze and engage in physical activities that are developmentally/individually appropriate and support achievement of personal fitness and activity goals. B. Analyze the effects of regular participation in moderate to vigorous physical activities in relation to adolescent health improvement. • stress management • disease management • weight management C. Analyze factors that affect the responses of body systems during moderate to vigorous physical activities. • exercise • healthy fitness zone • • individual fitness status drug/substance use/abuse D. Analyze factors that affect physical activity preferences of adolescents. • skill competence • social benefits • previous experience • activity confidence E. Analyze factors that impact on the relationship between regular participation in physical activity and motor skill improvement • personal choice • developmental differences • amount of physical activity • authentic practice F. Analyze the effects of positive and negative interactions of adolescent group member in physical activities. • group dynamics • social pressure 10.5.6 A. Explain and apply the basic movement skills and concepts to create and perform movement sequences and advanced skills. B. Identify and apply the concepts of motor skill development to a variety of basic skills. • transfer between skills • selecting relevant cues • types of feedback • movement efficiency • product (outcome/result) C. Describe the relationship between practice and skill development. D. Describe and apply the principles of exercise to the components of healthrelated and skill-related fitness. • cardiorespiratory endurance • muscular strength • muscular endurance • flexibility • body composition E. Identify and use scientific principles that affect basic movement and skills using appropriate vocabulary. • Newton’s Laws of Motion • application of force • static/dynamic balance • levers • flight F. Identify and apply game strategies to basic games and physical activities. • give and go • one on one • peer communication 10.5.9 A. Describe and apply the components of skill-related fitness to movement performance. • agility • balance • coordination • power • reaction time • speed B. Describe and apply concepts of motor skill development that impact the quality of increasingly complex movement. • response selection • stages of learning a motor skill (i.e. verbal cognitive, motor, automatic) • types of skill (i.e. discrete, serial, continuous) C. Identify and apply practice strategies for skill improvement. D. Identify and describe the principles of training using appropriate vocabulary. • specificity • overload • progression • aerobic/anaerobic • circuit/interval • repetition/set E. Analyze and apply scientific and biomechanical principles to complex movements. • centripetal/centrifugal force • linear motion • rotary motion • friction/resistance • equilibrium • number of moving segments F. Describe and apply game strategies to complex games and physical activities. • offensive strategies • defensive strategies • time management