Frewsburg Central School District Physical Education Plan
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Frewsburg Central School District
Physical Education Plan
Committee Members:
Terry Gray
Jeffrey Uebelhoer
Jennifer Armella
Christopher Yost
Danielle Patti
Pursuant to Section 207 of the Education Law and in accordance with Section 135.4
REVISED June 2020
0
TABLE OF CONTENTS
School District ............................................................................................................................................................................ 3
Demographics/Location ................................................................................................................................................. 3 3
Physical Education Plan .................................................................................................................................................... 6
Introduction ........................................................................................................................................................................... 6
Mission Statement ............................................................................................................................................................... 6
Program Goals and objectives ........................................................................................................................................ 6
New York State Physical Education Learning Standards ............................................................................... 6
National Physical Education Standards ................................................................................................................ 7 8
General Objectives.......................................................................................................................................................... 8
Required Instruction .......................................................................................................................................................... 9
District Requirements................................................................................................................................................... 9
Curriculum Design/Required Instruction.......................................................................................................... 11
Elementary School Curriculum .............................................................................................................................. 11
Middle School Curriculum........................................................................................................................................ 30
High School Curriculum ............................................................................................................................................ 39
Physical Education Electives ................................................................................................................................... 49
Title IX.................................................................................................................................................................................... 49
Adapted Physical Education......................................................................................................................................... 49
Integrated in Regular Classes ................................................................................................................................. 49
Special Classes (Adapted) ........................................................................................................................................ 50
Use of Classroom Aides ............................................................................................................................................. 50
Attendance Policy ............................................................................................................................................................. 50
Robert H. Jackson Elementary (Grades K-6) .................................................................................................... 50
Frewsburg MS/HS ....................................................................................................................................................... 51
Grading Policy .................................................................................................................................................................... 52
Robert H Jackson Elementary (Grades K-6) ..................................................................................................... 52
Frewsburg MS/HS ....................................................................................................................................................... 53
1RHJ Unit Rubric Example .......................................................................................................................................... 54
Personnel ............................................................................................................................................................................. 58
Director of Physical Education ............................................................................................................................... 58
Instructors ...................................................................................................................................................................... 58
Facilities ............................................................................................................................................................................... 58
PE Program Use ............................................................................................................................................................ 59
Intramural program use ........................................................................................................................................... 59
Interscholastic Program Use ................................................................................................................................... 59
Community Use of Facilities .................................................................................................................................... 59
Fitness Testing.................................................................................................................................................................... 60
Class Sizing and grouping/Title IX ............................................................................................................................. 60
Use of Non-School Facilities .......................................................................................................................................... 60
Supplementary Personnel ............................................................................................................................................. 60
Summer School Program................................................................................................................................................ 60
Safety Policies and Practices ......................................................................................................................................... 61
Alternative PE ..................................................................................................................................................................... 62
Athletics ................................................................................................................................................................................ 62
Intramurals .................................................................................................................................................................... 62
Interscholastic Athletics ........................................................................................................................................... 62
Athletic Program availability………………………………………………………………………………………………63
Administrative Policies/Procedures ........................................................................................................................ 64
Physicals .......................................................................................................................................................................... 64
2SCHOOL DISTRICT
DEMOGRAPHICS
34
5
LOCATION
Frewsburg is a hamlet in the Town of Carroll in Chautauqua County, New York, United States. It is located on U.S. Route 62, which forms the main street in
the village.
6PHYSICAL EDUCATION PLAN
INTRODUCTION
Scientific research has shown that physical activity helps improve a child’s mental alertness, academic performance, and readiness to learn; therefore, the
Frewsburg Central School District supports a well-designed and integrated physical education program.
MISSION STATEMENT
The Frewsburg Central School District Physical Education Program strives to empower all students to sustain regular, lifelong physical activity as a
foundation for a healthy, productive, and fulfilling life.
PROGRAM GOALS AND OBJECTIVES
K-12 program goals and objectives are guided by the NYS Learning Standards.
NEW YORK STATE PHYSICAL EDUCATION LEARNING STANDARDS
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.
Key Idea
Students will:
perform basic motor and manipulative skills. They will attain competency in a variety of physical activities and proficiency in a few select complex
motor and sports activities.
design personal fitness programs to improve cardiorespiratory endurance, flexibility, muscular strength, endurance, and body composite.
7STANDARD 2: SAFE AND HEALTHY ENVIRONMENT
Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.
Key Idea
Students will:
demonstrate responsible, personal, and social behavior while engaged in physical activity. They will understand that physical
activity provides the opportunity for enjoyment, challenge, self-expression, and communication.
be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants.
STANDARD 3: RESOURCE MANAGEMENT
Students will understand and be able to manage their personal and community resources.
Key Idea
Students will:
be aware of and be able to access opportunities available to them within their community to engage in physical activity.
be informed consumers and be able to evaluate facilities and programs.
NATIONAL PHYSICAL EDUCATION STANDARDS
The National Content Standards publication defines what a student should know and be able to do as result of a quality physical education
program. States and local school districts across the country use the National Standards to develop or revise existing standards,
frameworks and curricula. Frewsburg Central School Program goals and objectives K-12 are guided by the following New York State
Standards:
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.
7GENERAL OBJECTIVES
Physical Education is a sequential educational program based on physical activities undertaken in an active, caring, supportive, and non-
threatening atmosphere in which every student is challenged and successful. The goal of physical education is to develop physically
literate individuals who have the knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity. As the result of a
quality K-12 physical education experience, students will be able to:
PSYCHOMOTOR OBJECTIVES
perform movement patterns effectively (NYS 1)
engage in physical activities that improve and maintain agility, flexibility, coordination, strength, and general
physical fitness (NYS 1)
engage in activities that develop physical, mental, social, and emotional well-being (NYS 1)
follows rules in games and sports (NYS 2)
demonstrate an understanding of techniques in sports (NYS 2)
follow safety principles in all activities (NYS 2)
manage personal and community resources (NYS 3)
COGNITIVE OBJECTIVES
explain the role of improving and maintaining strength, flexibility, and endurance (NYS 1)
explain the role of physical activity in maintaining and improving emotional and physical health (NYS 1)
explain safety aspects involved in physical activity (NYS 2)
explain basic skills and rules involved in games and sports (NYS 1)
explain fundamental movement patterns (NYS 1)
list the personal and community resources available to them (NYS 3)
AFFECTIVE OBJECTIVES
have desirable attitudes toward physical fitness (NYS 1)
have confidence in their abilities (NYS 1)
value the role of physical activity in promoting, maintaining, and improving emotional and physical health (NYS 1)
9 have understanding of differences in abilities and performance (NYS 1)
appreciate the strategies and techniques of game play (NYS 1)
appreciate the need for rules and cooperation (NYS 2)
value the safety of all participants during activity (NYS 2)
value the availability of community and personal resources (NYS 3)
REQUIRED INSTRUCTION
DISTRICT REQUIREMENTS
All students in K-12 must attend and participate in a physical education program. Individual medical certificates of limitations must
indicate the area of the program in which the pupil may participate. School district plans must indicate steps to be taken to insure that
each pupil meets the requirement for participation in their physical education program.
ROBERT H. JACKSON ELEMENTARY (K-6)
All pupils in grades K-3 shall attend and participate in physical education on a daily basis.
All pupils in grades 4-6 shall attend and participate in physical education not less than three times per week.
120 minutes per calendar week exclusive of any time that may be required for dressing and showering are required.
Grades K-3 are required to have daily physical education for a minimum total of 120 minutes per week.
Grades 4-6 are required to have physical education three days per week for a minimum total of 120 minutes per week.
Currently at Robert H. Jackson students have physical education every other day on a 6 day rotation for 35 minutes.
An additional 15 minutes per day of PE time is provided by the classroom teacher.
10FREWSBURG MIDDLE/HIGH SCHOOL (7-12)
A student who completes all diploma requirements in fewer than eight semesters, is not required to continue enrollment in high
school for the sole purpose of meeting the physical education requirements.
Students entering grade 9 until graduation must earn the equivalent of two units of credit in physical education to be eligible to
receive a diploma.
¼ credits are earned per semester for a total of eight semesters (grades 9-12). This accumulates to 2 units of credit necessary to
receive a diploma.
All pupils in grades 7-12 shall attend and participate in physical education for not less than three times per week in one semester,
and not less than two times per week in the other semester.
Currently in grades 7-12 students meet the required instructional time.
11CURRICULUM DESIGN/REQUIRED INSTRUCTION
ELEMENTARY SCHOOL CURRICULUM
Physical Education Curriculum Map Kindergarten-2nd Grade
Timeline Standards Assessments Skills Content Essential Questions
NYS 1, 2, 3 Rubric Locomotor skills: Orientation and What is personal space?
NASPE 1-5 Observation walk, jump, gallop, personal space What is general space?
“Building a Discussion hop, side-slide, run, General space and What is open space?
Foundation” leap, skip creative moves Why do we have safety
Levels: high, Locomotor skills, rules and expectations?
medium, low levels, and Why is it important to
Pathways: straight, directions, stay in your own
curved, zig-zag Pathways and personal space?
Tempo: slow, creative moves What would happen if
medium, fast Tempos and creative we didn’t stay in our
Directions: moves own personal space?
sideways, right, left, Movement concepts
forward, backward, using hoops
up, down Body management
Relationships: over, and balance
under, on, off, in, Pairing and moving
around, through together
“Flag
Football” NYS 1, 2, 3 Rubric Why do we have safety
NASPE 1-5 Observation Locomotor skills: Orientation and rules and expectations?
Discussion running, catching, personal space Why is it important to
throwing Movement concepts stay in your own
Pathways: straight, Body management personal space?
curved, zig-zag and balance What would happen if
we didn’t stay in our
own personal space?
12Physical Education Curriculum Map Kindergarten-2nd Grade
Timeline Standards Assessments Skills Content Essential Questions
NYS 1, 2, 3 Rubric Stunts to increase Stunts introduction What is the difference
NASPE 1-5 Observation balance, Animal balancing act between symmetrical
“Balance, Discussion coordination, Basic body positions and asymmetrical
Stunts, & flexibility, agility, Static balances shapes
Tumbling” and strength Beanbag balances Identify the base of
Self-confidence, and Dynamic balances support of balanced
initiative Jumping and landing objects
Perseverance and Partner stunts Explain the importance
dedication Weight transfer and of a wide base of
Sharing, taking rolls support versus a
turns, courtesy, narrow base of support
respect, and in balance activities
cooperation
Animal movements
Balance stunts
Partner activities
Tumbling skills
13Physical Education Curriculum Map Kindergarten-2nd Grade
Timeline Standards Assessments Skills Content Essential Questions
NYS 1, 2, 3 Rubric Fundamental Rolling and Explain key elements of
NASPE 1-5 Observation catching and Catching with a throwing for distance
“Catching Discussion throwing skills Partner Explain how point of
and Catching and Throwing release influences
Throwing” throwing will balls underhand to direction
and other objects of targets Explain how to apply
different weights, Self-toss and catch skills to play situations
sizes, and shapes Bowlers and rollers
Rolling balls Partner throw and
Throwing catch
underhand Partner throw and
Throwing overhand catch challenges
Throwing for Overhand throw for
accuracy and distance
distance at Clean your room
stationary and Scoops and balls
moving targets
Throws are
combined with
catching skills from
a bounce, in the air,
with hands and with
scoops
14Physical Education Curriculum Map Kindergarten-2nd Grade
Timeline Standards Assessments Skills Content Essential Questions
NYS 1, 2, 3 Rubric Coordination Jumping and Explains key
“Jumping” NASPE 1-5 Observation Rhythm and timing landing patterns differences and
Discussion Muscular strength Jump for distance similarities between a
and endurance Hurdling practice hop and a jump
Cardiovascular Stationary rope Identifies physical
endurance jumping activities that are
Jumping and landing Jumping enjoyable and
exploration rhythmically challenging
Stationary rope Long rope turning in Explains the
jumping pairs importance of bending
Turning a long rope Long rope jumping I knees when landing
Jumping a long rope Long rope jumping II after a jump
Jumping a rope that Individual rope
is self-turned jumping I
Striving for personal Individual rope
improvement jumping II
15Physical Education Curriculum Map Kindergarten-2nd Grade
Timeline Standards Assessments Skills Content Essential Questions
NYS 1, 2, 3 Rubric Development of Dribbling “soccer Explain when to begin
“Kicking and NASPE 1-5 Observation foot-striking such as style” the kicking motion
Trapping” Discussion dribbling, passing, Control dribble when kicking a slowly
and kicking a ball around obstacles rolled ball
Receive passes Partner roll, pass, Determine how much
while stationary and and trap force is needed to move
moving Shadow dribble a ball forward while
Trap and control Tunnel dribble dribbling with the foot
balls in different Kicking for distance Identifies the point of
ways Kicking for accuracy contact for kicking a
Soccer golf ball in a straight line
Passing in pairs
Triangle passing and
3 player kick and
score
16Physical Education Curriculum Map Kindergarten-2nd Grade
Timeline Standards Assessments Skills Content Essential Questions
NYS 1, 2, 3 Rubric Spatial awareness The bunny hop Compares and
“Dance” NASPE 1-5 Observation Motor control The Mexican hat contrasts locomotor
Discussion Cultural awareness dance movements conducted
Partner and group The hokey pokey to even and uneven
formations to The conga beats
encourage the Seven jumps Defines the terms folk
development of The muffin man dances, line dances, and
social and personal The shoemaker’s circle dances
skills dance Compares and
Hawaiian roller contrasts folk dances,
coaster ride line dances, and circle
Tarantella dances
Mayonesa
Create a dance
17Physical Education Curriculum Map Kindergarten-2nd Grade
Timeline Standards Assessments Skills Content Essential Questions
NYS 1, 2, 3 Rubric Bouncing, catching, Bounce and catch Identifies different
“Dribbling, NASPE 1-5 Observation and dribbling balls of introduction opportunities to use
Volleying, & Discussion different sizes Dribbling striking skills
Striking” Striking objects with introduction Identifies the location of
a hand Squirrels and acorns the point of contact to
Short and long Volleying and striking strike an object upward
handled implements introduction Describes the position of
Volleying skills Keep it up the fingers in the follow-
Sheep dogs through phase of
Straddleball dribbling a ball
Striking with paddles
Paddle circuit
Batter up
Dribbling, volleying,
and striking circuit
18Physical Education Curriculum Map Kindergarten-2nd Grade
Timeline Standards Assessments Skills Content Essential Questions
NYS 1, 2, 3 Rubric Learn and/or Cookie monster Explain why some
“Games” NASPE 1-5 Observation reinforce tag physical activities
Discussion movement skills, Crazy cones make your heart
strategies, and Color tag beat faster
cooperation Squirrels in the Identify personal
Health-related trees space, general
fitness and/or Stuck-in-the- space, and
motor skill mud boundaries
development Catch and chase Identify physical
Sugar and fat tag activities that are
Houdini hoops enjoyable and
Catch a tail challenging
Frog crossing
The dog catcher
The good ship
spark
It’s in the cards
Oxygen boogie
19Physical Education Curriculum Map 3rd – 6th Grade
Timeline Standards Assessments Skills Content Essential Questions
NYS 1-3 Rubric Build relationships Workout buddies How do we interact
NASPE 1-5 Observation Enhance Have you ever? with others during
“Cooperatives” Unit quiz communication Twist and physical activity?
skills Turn/Bend and Why is cooperation
Opportunities to Stretch important in physical
work together to Designated Drivers activity?
solve challenges Dollars and Cents Why is it beneficial to
Cooperation Group Juggling have a “workout
Encouragement Houdini Hoops buddy?
Trust Stick with me
Teamwork Beat the clock
Stepping stones
Log jam
Pass it around
NYS 1-3 Rubric Goal setting 9 minute run Why do we set fitness
“Personal Best NASPE 1-5 Observation FITT Principle 30 second push up goals? How do they
Day” 5 components of 60 second curl-up help us?
fitness FITT plan How could we utilize a
fitness buddy to help
us reach our goals?
What does FITT stand
for? Give an example of
each.
Have you improved?
What is a realistic goal?
20Physical Education Curriculum Map 3rd – 6th Grade
Timeline Standards Assessments Skills Content Essential Questions
NYS 1-3 Unit Quiz Develop accuracy Backhand Throw What are the 3 cues for
“Flying Disc” NASPE 1-5 Observations and distance skills and Catch the backhand throw?
Rubric in throwing Backhand give and What other activities
Discussions Catching go can be done using skills
Offensive strategies Target throw learned in this unit?
Defensive strategies Forehand throw Explain offensive
Pass and follow strategy
Corner to corner Explain defensive
give and go strategy
Catching drills
Hoop to hoop
5 player flying disc
throw and run
Flying disc golf
Keep away
3 catch game
21Physical Education Curriculum Map 3rd – 6th Grade
Timeline Standards Assessments Skills Content Essential Questions
NYS 1-3 Create A Social and personal California Strut What is dance?
“Dance” NASPE 1-5 Dance skills Achy Breaky Heart What is rhythm?
Observation Cooperation and 5-6-7-8 Where in our
Discussion teamwork in pairs, Louisiana Saturday environment do we find
Unit Quiz small groups, and Night examples of rhythm?
with the entire class Jekyll Island Stomp
Understanding of Mambo #5
diverse cultures Rocky Top
Cultural awareness Whomp It Up
Hot Time
Virginia Reel
Alunelul
Cotton Eyed Joe
Irish Jig
Scatter Square
Dance
22Physical Education Curriculum Map 3rd – 6th Grade
Timeline Standards Assessments Skills Content Essential Questions
NYS 1-3 Unit Quiz Stick handling Hockey Hoopla What are safety
“Hockey” NASPE 1-5 Rubric Dribbling Round Up concerns when playing
Observation Passing Pass and Follow hockey?
Discussion Shooting Corner to Corner How do you hold the
Faceoff Pass and go stick properly?
5-player shoot and Can you name 3 cues
dribble for dribbling?
Defense Can you name 3 cues
Keep Away for trapping?
3 Trap Hockey
Mini Hockey
23Physical Education Curriculum Map 3rd – 6th Grade
Timeline Standards Assessments Skills Content Essential Questions
NYS 1-3 Unit Quiz Ball handling Ball-handling drills What is the proper
“Basketball” NASPE 1-5 Rubric Dribbling Dribbling drills technique for dribbling
Observation Passing Passing drills a basketball?
Discussion Pivoting Pivoting drills Describe the offensive
Shooting Shooting drills and defensive
Offensive strategy Grid passing strategies used in
Defensive strategy Pass and follow basketball
Corner to corner Why is spacing
give and go important in
Keep away basketball?
3 catch basketball What does “L-I
S-P-A-R-K Goodbye” refer to and
Add ‘em up stand for?
Around the court Are there opportunities
Mini basketball in my community to
play basketball?
24Physical Education Curriculum Map 3rd – 6th Grade
Timeline Standards Assessments Skills Content Essential Questions
NYS 1-3 Unit Quiz Balance and Daily Dozen Why is flexibility
“Stunts and NASPE 1-5 Rubric Strength: T-stand, Look, Learn, Leave important?
Tumbling” Observations egg sit, superhero, Those Tricky What other sports or
Discussions rocker, knee Transitions, Stunt activities can stunts
balance, v-sit, knee Stories, and and tumbling help your
scale, front scale, Tumbling Tales performance in?
stork, asymmetrical Routine Creation Can you name 3 safety
balance, shoulder and Performance rules or concerns for
stand, push-up performing stunts in
position, turk stand, this unit?
tip-up, tripod, and Are there opportunities
head stand in the community for
Jumping and stunts and tumbling?
Landing: s-shaped
landing, pencil,
banana, star, tuck,
straddle, pike, heel
slap, heel click, 180
degree turn, and
360 degree turn
Weight transfer
skills: inch worm,
seal walk, seat walk,
bear walk, crab
walk, mule kick, seat
spin, egg roll, log
roll, forward roll,
and cartwheel
Partner stunts and
challenges
25Physical Education Curriculum Map 3rd – 6th Grade
Timeline Standards Assessments Skills Content Essential Questions
NYS 1-3 Unit Quiz Forearm pass Bumping Buddies What are the two basic
“Volleyball” NASPE 1-5 Rubric (Bump) Cooperative hits in volleyball?
Discussions Overhead Pass (Set) Countdown What is an offensive
Observation Underhand Serve Crossover strategy for volleyball?
Application of skills Setting Pairs What is a defensive
in small sided game Serving Challenges strategy for volleyball?
situations Serving Shower Why is communication
Mini Volleyball important in volleyball?
4-Square Volleyball Are there opportunities
in the community to
play volleyball?
26Physical Education Curriculum Map 3rd – 6th Grade
Timeline Standards Assessments Skills Content Essential Questions
NYS 1-3 Unit Quiz Passing Passing and What are the cues for
“Football” NASPE 1-5 Rubric Receiving receiving drills throwing the football?
Observations Pitching Pitching drills What are the safety
Discussions Punting Punting drills rules for football?
Ball carrying Ball carrying drills What is teamwork?
Air it out What are the cues for
Air assault ball carrying?
Football golf What do you look for
Center-pede during a handoff?
2 minute drill What is a fake and why
Under pressure is it an important part
4 zone football of football? What other
Quick play mini sports use “fakes?”
football What are the cues for
pitching?
What are the cues of
punting?
How many points is a
touchdown worth?
What kind of pass is a
good one? (one that is
caught)
27Physical Education Curriculum Map 3rd – 6th Grade
Timeline Standards Assessments Skills Content Essential Questions
NYS 1-3 Unit Quiz Ball control Ball control drills Why is spacing
“Soccer” NASPE 1-5 Rubric Dribbling Dribbling drills important in soccer?
Observation Passing Passing drills What part of the foot do
Discussions Trapping Throw-ins and you use for dribbling?
Throw-ins punting drills Passing? Shooting?
Punts Shooting drills Why do we use
Shooting Soccer hoopla different parts of the
Defensive strategy Rainforest foot?
Offensive strategy Soccer golf What are the cues for a
Pass, trap, and proper throw in?
follow What is one cue for
Corner to corner defense in soccer?
give and go What is one cue for
5-player kick and offense in soccer?
dribble
Dribbling partner
tag
Keep away
Get your ball
Mini soccer
28Physical Education Curriculum Map 3rd – 6th Grade
Timeline Standards Assessments Skills Content Essential Questions
NYS 1-3 Observation Basic compass use Orientation to What are the cardinal
NASPE 1-5 Discussion Cardinal directions compass and directions?
“Orienteering” Completion cardinal directions When might you use a
of scavenger Beanbag compass compass in your life?
hunt reading What would happen if
Orienteering we did not have the use
scavenger hunt of technology when
traveling?
29MIDDLE SCHOOL CURRICULUM
Physical Education Curriculum Map 7th – 8th Grade
Unit Standards Assessments Skills Content Essential Questions
Height & Weights NYS Observation – 5 Components of Presidential Definition of
1,2&3 Rubric Fitness Fitness Testing Fitness
NASPE 1-5 Pre Assessment (Muscle strength, Character What are the
Muscle endurance, Education Five
Flexibility, Body (teamwork & Components of
composition, and diligence) Fitness?
Cardiorespiratory)
Pre-fitness testing BMI recognition Muscle strength- What test
push-ups and identifies each
shuttle run component of
fitness?
Balance & Muscle
Coordination endurance -
curl-ups
Flexibility –
sit & reach
Cardiorespiratory
– mile run/walk
Body
composition – all
30Physical Education Curriculum Map 7th – 8th Grade
Unit Standards Assessments Skills Content Essential Questions
Volleyball NYS Observation – 5 Components of Character What
1,2&3 Rubric Fitness Education components of
fitness are
developed in
volleyball?
NASPE 1-5 Post Assessment (Muscle strength, Warm-up, List the basic
Quiz Muscle endurance, Workout, and rules of
Flexibility, Body Cool Down volleyball
composition, and Format
Cardiorespiratory)
Defense – dig, Rules What
pass, and return Interpretation opportunities
are available in
the community
to pursue
lifelong fitness
in volleyball?
Serving Bump, set, and
spike circle
Serve, dig, and
volley drill
Scoring
31Physical Education Curriculum Map 7th – 8th Grade
Unit Standards Assessments Skills Content Essential Questions
Tchoukball NYS Observation – 5 Components of Character What
1,2&3 Rubric Fitness Education components of
fitness are
developed in
Tchoukball?
NASPE 1-5 Post Assessment (Muscle strength, Warm-up, List the basic
Quiz Muscle endurance, Workout, and rules of
Flexibility, Body Cool Down Tchoukball
composition, and Format
Cardiorespiratory)
Throwing, Rules What
catching, and Interpretation opportunities
passing, defense are available in
the community
to pursue
lifelong fitness
in Tckoukball?
Proper throwing
and catching
technique drill
Passing and
defense drill
32Physical Education Curriculum Map 7th – 8th Grade
Unit Standards Assessments Skills Content Essential Questions
Floor / Poly NYS Observation – 5 Components of Character What
Hockey 1,2&3 Rubric Fitness Education components of
fitness are used
in hockey?
NASPE 1-5 Post Assessment (Muscle strength, Warm-up, and List the basic
Quiz Muscle endurance, Workout, Cool rules of hockey
Flexibility, Body Down Format
composition, and
Cardiorespiratory)
Offense, defense, Rules What
shooting & passing Interpretation opportunities
are available in
the community
to pursue
lifelong fitness
in hockey?
Target shooting,
passing drill, and
goaltending
techniques
33Physical Education Curriculum Map 7th – 8th Grade
Unit Standards Assessments Skills Content Essential Questions
Speedball NYS Observation – 5 Components of Character What
1,2&3 Rubric Fitness Education components of
fitness are used
in speedball?
NASPE 1-5 Post Assessment (Muscle strength, Warm-up, List the basic
Quiz Muscle endurance, Workout, and rules of
Flexibility, Body Cool Down speedball
composition, and Format
Cardiorespiratory)
Kicking, throwing, Rules What
catching, defense Interpretation opportunities
and goaltending are available in
the community
to pursue
lifelong fitness
in speedball?
Trap and Pass
drill, 2 on 2
offense vs.
Defense, goal
scoring challenge,
and scoring
calculations
34Physical Education Curriculum Map 7th – 8th Grade
Unit Standards Assessments Skills Content Essential Questions
Life Long Fitness NYS Observation – 5 Components of Character What
1,2&3 Rubric Fitness Education components of
fitness are used
in a Life Long
Fitness Unit?
NASPE 1-5 Post Assessment (Muscle strength, Warm-up, List the basic
Quiz Muscle endurance, Workout, and weight room
Flexibility, Body Cool Down safety guidelines
composition, and Format
Cardiorespiratory)
Balance & Weight room What
coordination safety rules opportunities
interpretation, are available in
proper spotting the community
techniques, and to pursue
proper lifting lifelong fitness?
techniques
35Physical Education Curriculum Map 7th – 8th Grade
Unit Standards Assessments Skills Content Essential Questions
Swimming NYS Observation – 5 Components of Character What
1,2&3 Rubric Fitness Education components of
fitness are used
in swimming?
NASPE 1-5 Post Assessment (Muscle strength, Warm-up, List the basic
Quiz Muscle endurance, Workout, and pool safety rules
Flexibility, Body Cool Down
composition, and Format
Cardiorespiratory)
Floating, bobbing, Swim widths What
crawl, back, breast using various opportunities
strokes, alternate strokes, fitness are available in
breathing and laps, and swim fit the community
kicking games to pursue
lifelong fitness
in swimming?
Target shooting,
passing drill, and
goaltending
techniques
36Physical Education Curriculum Map 7th – 8th Grade
Unit Standards Assessments Skills Content Essential Questions
Whiffle Ball / NYS Observation – 5 Components of Character What
Softball 1,2&3 Rubric Fitness Education components of
fitness are used
in whiffle ball /
softball?
NASPE 1- Post Assessment (Muscle strength, Warm-up, List the basic
5 Quiz Muscle endurance, Workout, and rules of whiffle
Flexibility, Body Cool Down ball / softball
composition, and Format
Cardiorespiratory)
Pitching, catching, Batting practice, What
throwing, ground infield / outfield opportunities
balls, fly balls, drills, and are available in
base running, hotbox/pickle the community
hitting, bunting game to pursue
and tagging lifelong fitness
in whiffle ball /
softball?
37Physical Education Curriculum Map 7th – 8th Grade
Unit Standards Assessments Skills Content Essential Questions
Backyard Games NYS Observation – 5 Components of Character What
1,2&3 Rubric Fitness Education components of
fitness are used
in backyard
games?
NASPE 1- Post Assessment (Muscle strength, Warm-up, List the basic
5 Quiz Muscle endurance, Workout, and rules of the
Flexibility, Body Cool Down various
composition, and Format backyard games
Cardiorespiratory)
Throwing, Rules What
catching, tossing, interpretation, and opportunities
balance, hand-eye throwing accuracy are available in
coordination and challenge the community
scoring to pursue
lifelong fitness
in backyard
games?
38Physical Education Curriculum Map 7th – 8th Grade
Unit Standards Assessments Skills Content Essential Questions
Post Fitness NYS Observation – 5 Components of Presidential Definition of
Assessments 1,2&3 Rubric Fitness Fitness Testing Fitness
NASPE 1- Post Assessment (Muscle strength, Character What are the
5 Quiz Muscle endurance, Education Five
Flexibility, Body (teamwork & Components of
composition, and diligence) Fitness?
Cardiorespiratory)
Muscle strength- What test
push-ups and identifies each
shuttle run component of
fitness?
Muscle endurance
– curl-ups
Flexibility – sit &
reach
Cardiorespiratory
– mile run/walk
Body composition
- all
39HIGH SCHOOL CURRICULUM
Physical Education Curriculum Map 9th – 12th Grade
Unit Standards Assessments Skills Content Essential Questions
Height & Weights NYS Observation – 5 Components of Presidential Definition of
1,2&3 Rubric Fitness Fitness Testing Fitness
NASPE 1-5 Pre Assessment (Muscle strength, Character What are the
Muscle endurance, Education Five
Flexibility, Body (teamwork & Components of
composition, and diligence) Fitness?
Cardiorespiratory)
Pre-fitness testing BMI recognition Muscle strength- What test
push-ups and identifies each
shuttle run component of
fitness?
Balance & Muscle
Coordination endurance -
curl-ups
Flexibility –
sit & reach
Cardiorespiratory
– mile run/walk
Body
composition – all
40Physical Education Curriculum Map 9th – 12th Grade
Unit Standards Assessments Skills Content Essential Questions
Volleyball NYS Observation – 5 Components of Character What
1,2&3 Rubric Fitness Education components of
fitness are
developed in
volleyball?
NASPE 1-5 Post Assessment (Muscle strength, Warm-up, List the basic
Quiz Muscle endurance, Workout, and rules of
Flexibility, Body Cool Down volleyball
composition, and Format
Cardiorespiratory)
Defense – dig, Rules What
pass, return Interpretation opportunities
are available in
the community
to pursue
lifelong fitness
in volleyball?
Serving Bump, set, spike,
and circle
Serve, dig, and
volley drill
Scoring
41Physical Education Curriculum Map 9th – 12th Grade
Unit Standards Assessments Skills Content Essential Questions
Bowling NYS Observation – 5 Components of Character What
1,2&3 Rubric Fitness Education components of
fitness are used
in bowling?
NASPE 1-5 Post Assessment (Muscle strength, Warm-up, List the basic
Quiz Muscle endurance, Workout, and rules of bowling
Flexibility, Body Cool Down
composition, and Format
Cardiorespiratory)
Stance, approach, Rules What
release, Interpretation opportunities
adjustments, and are available in
scoring the community
to pursue
lifelong fitness
in bowling?
Lane etiquette
Scoring frames
3 game
tournament
42Physical Education Curriculum Map 9th – 12th Grade
Unit Standards Assessments Skills Content Essential Questions
Floor / Poly Hockey NYS 1,2&3 Observation – 5 Components of Character What
Rubric Fitness Education components of
fitness are used in
hockey?
NASPE 1-5 Post Assessment (Muscle strength, Warm-up, List the basic
Quiz Muscle endurance, Workout, and Cool rules of hockey
Flexibility, Body Down Format
composition, and
Cardiorespiratory)
Offense, defense, Rules What
shooting & passing Interpretation opportunities are
available in the
community to
pursue lifelong
fitness in hockey?
Target shooting,
passing drill, and
goaltending
techniques
43Physical Education Curriculum Map 9th – 12th Grade
Unit Standards Assessments Skills Content Essential Questions
Speedball NYS 1,2&3 Observation – 5 Components of Character What
Rubric Fitness Education components of
fitness are used in
speedball?
NASPE 1-5 Post Assessment (Muscle strength, Warm-up, List the basic
Quiz Muscle endurance, Workout, and Cool rules of speedball
Flexibility, Body Down Format
composition, and
Cardiorespiratory)
Kicking, throwing, Rules What
catching, defense, Interpretation opportunities are
and goaltending available in the
community to
pursue lifelong
fitness in
speedball?
Trap and Pass
drill, 2 on 2 offense
vs. Defense, goal
scoring challenge,
and scoring
calculations
44Physical Education Curriculum Map 9th – 12th Grade
Unit Standards Assessments Skills Content Essential Questions
Life Long Fitness NYS 1,2&3 Observation – 5 Components of Character What
Rubric Fitness Education components of
fitness are used in
a Life Long
Fitness Unit?
NASPE 1-5 Post Assessment (Muscle strength, Warm-up, List the basic
Quiz Muscle endurance, Workout, and Cool weight room
Flexibility, Body Down Format safety guidelines
composition, and
Cardiorespiratory)
Balance & Weight room What
coordination safety rules opportunities are
interpretation, available in the
proper spotting community to
techniques, and pursue lifelong
proper lifting fitness?
techniques
45Physical Education Curriculum Map 9th – 12th Grade
Unit Standards Assessments Skills Content Essential Questions
Swimming NYS 1,2&3 Observation – 5 Components of Character What
Rubric Fitness Education components of
fitness are used in
swimming?
NASPE 1-5 Post Assessment (Muscle strength, Warm-up, List the basic pool
Quiz Muscle endurance, Workout, and Cool safety rules
Flexibility, Body Down Format
composition, and
Cardiorespiratory)
Floating, bobbing, Swim widths using What
crawl, back, breast various strokes, opportunities are
strokes, alternate fitness laps, and available in the
breathing, and swim fit games community to
kicking pursue lifelong
fitness in
swimming?
Target shooting,
passing drill, and
goaltending
techniques
46Physical Education Curriculum Map 9th – 12th Grade
Unit Standards Assessments Skills Content Essential Questions
Whiffle Ball / NYS 1,2&3 Observation – 5 Components of Character What
Softball Rubric Fitness Education components of
fitness are used
in whiffle ball /
softball?
NASPE 1-5 Post Assessment (Muscle strength, Warm-up, List the basic
Quiz Muscle endurance, Workout, and Cool rules of whiffle
Flexibility, Body Down Format ball / softball
composition, and
Cardiorespiratory)
Pitching, catching, Batting practice, What
throwing, ground infield / outfield opportunities are
balls, fly balls, base drills, and available in the
running, hitting, hotbox/pickle community to
bunting, and game pursue lifelong
tagging fitness in whiffle
ball / softball?
47Physical Education Curriculum Map 9th – 12th Grade
Unit Standards Assessments Skills Content Essential Questions
Backyard Games NYS 1,2&3 Observation – 5 Components of Character What
Rubric Fitness Education components of
fitness are used
in backyard
games?
NASPE 1-5 Post Assessment (Muscle strength, Warm-up, List the basic
Quiz Muscle endurance, Workout, and Cool rules of the
Flexibility, Body Down Format various backyard
composition, and games
Cardiorespiratory)
Throwing, catching, Rules What
tossing, balance, interpretation, and opportunities are
and hand-eye throwing accuracy available in the
coordination challenge community to
scoring pursue lifelong
fitness in
backyard games?
48Physical Education Curriculum Map 9th – 12th Grade
Unit Standards Assessments Skills Content Essential Questions
Post Fitness NYS 1,2&3 Observation – 5 Components of Presidential Definition of
Assessments Rubric Fitness Fitness Testing Fitness
NASPE 1-5 Post Assessment (Muscle strength, Character What are the Five
Quiz Muscle endurance, Education Components of
Flexibility, Body (teamwork & Fitness?
composition, and diligence)
Cardiorespiratory)
Muscle strength- What test
push-ups and identifies each
shuttle run component of
fitness?
Muscle endurance
– curl-ups
Flexibility – sit &
reach
Cardiorespiratory
– mile run/walk
Body composition -
all
49PHYSICAL EDUCATION ELECTIVES
None offered at this time
TITLE IX
"No person in the United Stated shall, on the basis of sex, be excluded from participation in, or denied the benefits of, or be subjected to discrimination under
any educational program or activity receiving federal assistance."
All Frewsburg Central School District Programs meet the Federal Title IX guidelines. The Frewsburg Central School District Policy that addresses Title IX
compliance is Policy # 7422, located on the school website at www.frewsburgcsd.org:
ADAPTED PHYSICAL EDUCATION (APE)
Adapted physical education (APE) is a specially designed program of developmental activities, games, sports, and rhythms suited to the interests,
capabilities, and limitations of students with disabilities who may not safely or successfully engage in unrestricted participation in the activities of the
regular physical program. The safety of students must be considered when planning and implementing APE programs. The Individuals with Disabilities
Education Act requires that special education, including instruction in physical education, be provided at no cost to parents. AEP may be supplemented
by related services, intramural sports, athletics, or other experiences that are not primarily instructional. However, these services cannot be provided in
place of an APE program. An APE service must be identified in the student’s IEP.
INTEGRATED IN REGULAR CLASSES
In grades K-6 at Robert H. Jackson Elementary special education classes are integrated into regular physical education class.
The self-contained grades K-3 classroom comes to Physical Education with the grade level that meets the grade level of most of the students in the
room.
The self-contained grades 4-6 class comes to physical education with their grade level
50SPECIAL CLASSES (ADAPTED)
In Frewsburg Central School District modified physical education classes are offered. If a student’s IEP specifies an adapted physical education class then
one will be provided or offered by a consortium service.
USE OF CLASSROOM AIDES
Students in Frewsburg Central School District who have a classroom aide or a 1:1 aide will also have that aide in physical education class. Their role in
the classroom continues in the gymnasium.
ATTENDANCE POLICY
The Frewsburg Central School District Policy that addresses student attendance is Policy # 7110. This Policy regarding attendance is located on the
school website at www.frewsburgcsd.org:
ROBERT H. JACKSON ELEMENTARY (GRADES K-6)
MEDICAL NOTES
Students that cannot participate in class physically still participate cognitively by filling out an “On the Sidelines” sheet that follows along with class
objectives. We also utilize a “Can Do List” and communicate with doctors in order to see what activities are appropriate for a student under their care to
participate in.
PARENT NOTES
Parent notes are turned in to the school nurse. The school nurse advises physical education staff on limitations of the student. Parent notes are either
followed up by a doctor’s note or the child is cleared to participate again. Two parent notes are accepted before a doctor’s note is required.
DRESSING FOR CLASS
Students are required to wear sneakers and comfortable clothing for physical education. This may or may not include changing for grades 4-6. Jewelry is
not permitted in class.
FREWSBURG MS/HS
The goal of Frewsburg Middle/High School Physical Education is to promote 85-90% participation. A student may not be absent for more than 3 classes
per marking period and a total of 14 classes for the year (see Board Attendance policy 7110). All absences over this standard must be made up per
51absence make up procedure. Student who have accumulated more than 14 absences by the end of the year will be reported to the Guidance Department
and the Director Physical Education where an action plan will be implemented for credit recovery. A student who misses class for ANY reason will be
considered absent. Physical Education is a participation based class. All absences excused or unexcused, more than three (3) per quarter or fourteen
(14) per year, must be made up.
PARENT NOTES
Parent notes are turned in to the school nurse. The school nurse advises Physical Education staff on limitations of the student. Parent notes are either
followed up by a doctor’s note or the student is cleared to participate again. Two parent notes are accepted before a doctor’s note is required.
MAKE UP PROCEDURE
Absence: Students will choose from one of the following options:
1. Students can access the PE Google Classroom web page to utilize the current event rubric and complete a written assignment.
a. Current Event will be graded on a five (5) point rubric.
2. Students can physically make up the class by attending an alternate PE class or the after school fitness room.
3. Students who are participating in an after school sporting event, may use this activity one (1) time per quarter as a make-up.
4. Long Term absences will result in home instruction, which will include physical education and/or a 504 plan implementation designating
student’s pathway for physical education credit.
Medical: Students who are medically excused from Physical Education must still complete course requirements using this Medical Make up procedure.
Students will choose from one of the following options:
1. A modification plan will be sought from student’s medical provider.
a. If a student has an upper body injury, a doctor’s order allowing the student to participate in lower body exercises will be perused
b. If a student has a lower body injury, a doctor’s order allowing the student to participate in upper body exercises will be perused
2. Students can access the PE Google Classroom web page to complete the Fitness Article.
a. Fitness Article will be graded on a five (5) point rubric.
3. Additional make up opportunities may be available on an as needed basis.
4. The district concussion management procedure provides academic support and modifications for students suffering from a concussion. The
Physical Education department will have available screen readers as well as databases with auditory capabilities to assist students with written
make ups of missed classes. See Policy #7522 and Concussion Procedure on school website, www.frewsburgcsd.org
GRADING POLICY
ROBERT H JACKSON ELEMENTARY (GRADES K-6)
Grading is based on the three domains in physical education:
52 Cognitive – Demonstrates Knowledge of Physical Education Concepts
Psychomotor – Demonstrates Movement Skills
Affective – Demonstrates Responsible Personal and Social Behavior
GRADES K-2
Rubrics will be used to assess. Each rubric has unit specific criteria that meet each of the three domains and is graded on a 1-4 scale shown below.
*See Appendix A for example rubric.
GRADES 3-6
**These grades are graded on the same scale, but report cards reflect a percentage for grades 5 and 6 while grades 3 and 4 receive a number on the 1-4
scale
Psychomotor assessments will be graded on the 1-4 scale.
Affective assessments will be based on a rubric and observation.
4 - Exceeds Expectations: This student consistently shows "skill," "knowledge," or "personal and social responsibility" that is beyond normal expectations.
3 - Meets Expectations: This student meets all of our expected learning outcomes. They meet the expected benchmarks for their grade level.
2 - Sometimes Meets Expectations: This student's skill or knowledge is "work in progress." They are in the process of mastering a particular skill or
knowledge. In terms of "personal and social responsibility," this student is on task at times, but not consistently.
1 - Doesn't Meet Expectations: This student does not show the skill, knowledge, or personal and social responsibility that is expected at their grade level.
FREWSBURG MS/HS
The Physical Education grading is based upon a 5 point system as follows:
1 Point – Cognitive Assessment (Demonstrates Knowledge) of Physical Education Concepts
1 Point – Psychomotor Assessment (Demonstrates Movement Skills of Physical Education Concepts
1 Point – Affective Assessment (Demonstrates Responsible Personal Behavior) of Physical Education Concepts
1 Point – Participation
1 Point – Proper Attire
Every Physical Education class, points will be converted into a percentage using the Rubric Point System below, and the percentages will be averaged on
a quarterly basis producing the final Physical Education grade
Rubric Point System
5 pts.= 100%, 4 pts.= 80%, 3 pts.= 60%, 2 pt.= 40%, 1 pt.= 20%, 0 pts.= 0%
53You can also read
