Curriculum As written by a 5 teacher team
The following artifact is a 2-year high school sports curriculum that was co-created by me and four other PE majors; this artifact will show that the curriculum we created works to build a progressive set of sports skills where students and teachers are free from spending time on redundant skills, and where teachers work together to allow for more student progress than would be achieved without a co-created curriculum.
PHILOSOPHY
This curriculum is designed in conjunction with the Physical Education Standards that
emphasize various skills and knowledge associated with lifelong fitness for each unique
individual. The creation of this set of operating criteria selects and organizes the content and
methodologies that will be implemented to set a high standard of learning within appropriate and
challenging physical activities. The goal is to provide opportunities for maximum development,
including motor learning, exercise physiology, bio-mechanics, and social psychology to engage
individuals holistically.
Philosophical positions such as Essentialism, Progressivism, Perennialism,
Reconstructionsim, Postmodernism and Existentialism will be evident throughout this
curriculum with an emphasis on Constructivism. Constructivists believe that each student
constructs their own knowledge based on how they incorporate new information and combine it
with previously held understandings. The instructor will ensure that students have opportunities
to experience the perspectives of many different cultures and encourage a broader view of their
own ideas. This curriculum has taken into account numerous ideas from the members of the
immediate community, including teachers, administrators, students, parents, recent graduates and
curriculum specialists. The three resources that were relied on as this curriculum was being
prepared are the American Alliance for Health, Physical Education, Recreation, and Dance
(AAHPERD), and the President’s Council on Physical Fitness and Sports and scholarly
periodicals including the Journal of Physical Education, Recreation, and Dance.
2
RATIONAL
In this two year physical education curriculum students will be offered a wide variety of
instructional activities related to Team Sports. A Team Sport unit will contribute positively to the
overall wellbeing of the students by developing both the physical and emotional aspects of
fitness. Such lessons will encourage physical activity and promote a variety of fundamental
movement concepts and skills while building self-esteem and respect for others. Successful
participation in Team Sport activities involves interactions with others. By learning sports
concepts such as etiquette, sportsmanship, and consideration of others in a physical education
setting, students gain the knowledge and application needed to participate successfully in
physical activities beyond school and throughout their lives.
The Team Sport unit will provide quality physical education instruction based upon
clearly defined state and national standards. Matching the desired learning goals with both
assessment and instructional practices will provide meaningful and significant content.
Instructors will assess students throughout each lesson based on their ability to demonstrate a
variety of cognitive, psychomotor and affective skills. Some of these skills include
demonstrating knowledge and understanding of fundamental movement patterns and technique
related to Team Sport activities, and relating knowledge of fitness conditioning and expectations
to each sport. These standards will be essential in facilitating student learning and achievement
through the unit.
A high-quality physical education program includes the opportunity to learn, appropriate
learning and meaningful content. Within the Team Sport unit highly qualified physical education
teachers will provide a developmentally appropriate program where adequate time, space, and
equipment are provided. Lessons will be designed to provide appropriate instruction and full
inclusion of all students. Physical activity will not be used as punishment and regular assessment
and reinforcement will enhance student learning. Content will include instruction in a variety of
motor and cognitive skills to enhance the development of every child. There will be opportunities
to improve and promotion of selecting and participating in physical activity competently and
with personal satisfaction.
3
NATIONAL STANDARDS
Standard 1:
Demonstrates competency in motor skills and movement patterns needed to perform a variety of
physical activities.
Standard 2:
Demonstrates understanding of movement concepts, principles, strategies, and tactics as they
apply to the learning and performance of physical activities.
Standard 3:
Participates regularly in physical activity.
Standard 4:
Achieves and maintains a health-enhancing level of physical fitness.
Standard 5:
Exhibits responsible personal and social behavior that respects self and others in physical activity
settings.
Standard 6:
Values physical activity for health, enjoyment, challenge, self-expression, and/or social
interaction.
4
STATE LEARNING STANDARDS
STATE GOAL 19: Acquire movement skills and understand concepts needed to engage in
health-enhancing physical activity.
Why This Goal Is Important: Physical performance involves competency in a wide range of
motor, non-motor and manipulative skills. Learning in this area is developmental, building
simple movements into more complex patterns. Learning to follow directions and rules enhances
enjoyment and success in both recreational and competitive sports. Working towards higher
level of competency, students learn how to maintain health and fitness as individuals and as
members of teams.
STATE GOAL 20: Achieve and maintain a health-enhancing level of physical fitness based
upon continual self-assessment.
Why This Goal Is Important: Regular physical activity is necessary to sustain fitness and
health. Students need to apply training principals- frequency, intensity, time and type (FITT)- to
achieve their personal fitness goals. Fitness expectations need to be established on an individual
basis; realistic goals need to based on the health-related components of endurance, strength,
flexibility, cardiorespiratory fitness and body composition. By learning and applying these
concepts, students can develop lifelong understanding and good habits for overall health and
fitness.
STATE GOAL 21: Develop team-building skills by working with others through physical
activity.
Why This Goal Is Important: As members of teams, students need to fill the role of leaders at
times and participant at other times. Knowing how to follow procedures, accept leadership from
other, participating actively and lead when appropriate will serve the students on and off the
playing field. Students need to know the elements of teamwork (communication, decision
making, cooperation, leadership) and how to adjust individual needs to team needs. Students
also need to be able to recognize each member’s contributions, including their own.
5
STATE GOAL 22: Understand principles of health promotion and the prevention and
treatment of illness and injury.
Why This Goal Is Important: Nutrition, exercise, rest, hygiene and safety are the bases for
personal, family and occupational health. From an early age, students can recognize healthy
habits and understand why they are important. As students become more sophisticated in their
understanding, they learn and can adopt a variety of ways to minimize illness and enhance
health. Learners will be able to apply the effects of health-related actions to success in the
workplace. Students who develop an effective understanding of basic health promotion can
establish the foundation for achieving and maintaining personal health and well-being by making
informed wellness decisions now and throughout their lives.
STATE GOAL 23: Understand human body systems and factors that influence growth and
development.
Why This Goal Is Important: To achieve healthful individual development, students need to
understand human anatomy and physiology, nutrition, stages of growth and development,
avoidance of harmful actions and the characteristics of good health habits. Early learners begin
with basic recognition of body systems and growth stages. As students progress, they understand
how systems work together and how individual actions affect health. As they themselves grow
and develop, students can learn to enhance they process throughout their school years and later
life.
STATE GOAL 24: Promote and enhance health and well-being through the use of effective
communication and decision-making skills.
Why This Goal Is Important: From an early age, students need to know how to communicate
their health needs and learn to take responsibility for their own health. They also need to know
how and why personal decisions can affect their own health and well-being. Consideration for
they needs of others becomes part of health promotion as well. Students who can clearly identify
and communicate about health-related issues-and can make healthful decisions-will benefit as
they grow and mature in school and into responsible workers and citizens.
6
OBJECTIVES
Team Sports Curriculum Objectives
The following are broad, overarching objectives that will be attained through student
participation in the 2-year team sports curriculum. These objectives cover the cognitive,
psychomotor, and affective domains, and are designed to both enrich students and prepare them
for additional instruction in future sport-related curricula. Achievement of these objectives will
result in students who have a better capacity and applicable ability for problem solving, forming
strategy, implementing motor skills, performing a wide variety of sports skills, showing respect
to peers, and teamwork.
A. Cognitive Objectives
1. After participation in the curriculum, students will be able to define a wide variety of team
sports by their primary positions, characteristics, equipment, and play areas.
2. After participation in the curriculum, students will be able to list key parts of equipment and
player gear in a variety of team sports, and explain why these parts are important to players
and the running of the sport.
3. After participation in the curriculum, students will be able to explain key terms, cues, and
skills for each sport they have participated in, and explain when or why these are relevant to
each respective sport.
4. After participation in the curriculum, students will be able to explain the history of each
sport, the sports’ national origin, what key physical or psychological aspects have historically
been necessary for success in each sport, and the societal impact of each sport.
5. After participation in the curriculum, students will be able to list the basic rules, scoring
procedures, score increments, and key officials for a wide variety of team sports, and explain
why these aspects are important.
7
B. Psychomotor
1. After participation in the curriculum, students will be able to perform competently in several
positions in a wide variety of team sports, correctly use key pieces of gear and equipment,
and recognize key aspects of the field of play.
2. After participation in the curriculum, students will be able to use correct locomotor skills
relevant to team sports, correct body stability skills related to team sports skills, and
competently manipulate and handle key objects required for the engagement in, or play of,
each sport they participated in within the curriculum.
3. After participation in the curriculum, students will be able to correctly execute key skills
related to a wide variety of team sports, such as the football pass, basketball lay-up, tennis
serve, softball pitch, or volleyball spike.
4. After participation in the curriculum, students will correctly execute strategies related to a
variety of teams’ sports, such as offensive or defensive plays, adapting through physical
action to changing demands during execution of play strategy, and perform skilled actions
during execution of such strategies.
5. After participation in the curriculum, students will actively train for team sports positions in a
fitness-enhancing manner, making improvements in at least 1 component of health related
physical fitness as relevant to their chosen sport or sports; such as entering a power lifting
program for success as a football lineman or an agility program for success as a volleyball
player.
C. Affective
1. After participation in the curriculum, students will demonstrate an increased capacity for
teamwork, respecting peers, sportsmanship, and adapting and exhibiting positive behaviors
from peers or role models.
2. After participation in the curriculum, students will demonstrate an increased performance in
creative ability for solving problems with peers, improvising plans and coordination within a
group or team, and in discovering solutions to practical problems facing teams operating
toward a goal.
8
3. After participation in the curriculum, students will communicate more effectively to others
and within or to a group; students will communicate more effectively their opinions, needs,
abilities, and ideas in a respectful and engaging manner.
4. After participation in the curriculum, students will perform their daily actions, even away
from a sports setting, with increased courtesy, respect, and willingness to cooperate with
other people.
5. After participation in the curriculum, display understanding of appropriate ways to express
emotions, both positive and negative, in a manner that is respectful and inoffensive,
reasonably tolerate perceived acts of disrespect without escalating a conflict, and will display
appropriate methods of managing emotions such as using emotion to enhance motivation to
succeed, relaxing through exercise, or voicing concerns or successes to an appropriate
audience in a manner conducive to communication.
9
OVERVIEW
This two-year curriculum is written for the first two years of high school, 9th and 10th
grade. A primary focus of the physical education curriculum in the school is team and dual
sports, and this guide to the students’ first two years will focus on common team sports. This
will allow the students to work on their motor skills while also learning the values of teamwork
through movement. It will also potentially open students up to new types of physical activity
that can impact their lifelong fitness levels.
Much of the national standards for physical education revolve around developing skills
and strategies that are essential in team sports. The progression through the various different
types of sport in this curriculum will not only fulfill the goals set forth by the National
Association for Sport and Physical Education, but also teach the students skills that will be used
for the rest of their lifetime. Some of these skills include the cognitive thought process and the
values and attitudes that fall under the affective domain. Preparing students for their current and
future endeavors will be an integral part of any curriculum, this being no exception.
The curriculum will focus on six key sports that include football, volleyball, basketball,
soccer, tennis, and baseball. There will be a progression through each sport that continues from
one year to the next, resulting in a specific and measurable level of competence in each activity.
Initially, the history and rules of gameplay will be introduced to the students. This will give
them a basis for understanding the game, which will be important when it comes to more
advanced activities throughout the unit. The students will be assessed in year one of the
curriculum regarding this information to ensure that this basis is strong, and will be reassessed
during year two as well.
After establishing the foundation for each sport, the students will be given the basic skills
essential for each sport. They will be given a variety of demonstrations for each component of
skill and will receive instruction while performing the skill as well. Class will involve the
students practicing these skills by themselves and through a variety of other activities or minigames
related to that sport. The students will continue to build on these skills throughout the
unit, and then will also be refreshed during the second year of the curriculum. Mastery of these
10
skills is not expected, but there will be specific measurable that the instructor assesses according
to rubrics established by the physical education instructors of the school.
Finally, the students will progress to the end of each unit, revolving around gameplay.
This is where they will combine the movement skills with the cognitive processes learned earlier
in the unit while also adding the teamwork portion. The lessons will focus on proper gameplay
while also instilling the values of working towards a common goal with their peers. Values of
the affective domain will be assessed during the gameplay along with the movement skills that
the students have already learned.
While the games may be different in terms of skills required, they all have a natural
progression that can be followed. The rules and history of each game will be the basis in year
one, and will be checked in year two of the curriculum. After establishing thee rules, basic skills
will be taught through a variety of different activities in class. These skills will again be covered
in year two, but at a more accelerated pace. The units of year one and two will end with
gameplay, but the expected levels of competency will be greater in year two. This curriculum
will move the students through this logical flow, allowing them the best chance to master the
skills and values deemed important by the National Association for Sport and Physical
Education.
MATERIALS & RESOURCES
National Association for Sports and Physical Education. NASPE. Naspe Set Standards.
November 2011. http://www.aahperd.org/naspe/standards/nationalStandards/
PEstandards.cfm.
The Health and Physical Education Web Site for Teachers/PE Central. Web. 07 Dec. 2011.
<http://www.pecentral.org/>.
Football
Fuoss, Donald. Championship Football Drills, For Teaching Offensive and Defense
Fundamentals and Techniques. Prentice-Hall Inc: Englewood Cliffs, NJ, 1964.
National Football League. “Beginner's Guide to Football.” NFL Rulebook. Jan 2011. 20 Nov
2011. < http://www.nfl.com/rulebook/beginnersguidetofootball>
Basketball
Guide to Coaching Youth Basketball Plays, Moves, Skills, Drills. Web. 07 Dec. 2011.
http:// www.guidetocoachingbasketball.com/.
Volleyball
Viera, Barbara L., and Bonnie Jill Ferguson. Teaching Volleyball: Steps to Success. Champaign,
IL: Leisure, 1989. Print.
Soccer
Dougherty, J, Neil. “Physical Activity and Sports for the Secondary School Student.” NASPE
National Association for Sports and Physical Education. 2010.
Tennis
Daalen, Martin Van. Teaching Tennis. the Fundamentals of the Game. Terre Haute, IN:
Equilibrium /Wish, 2008. Print.
Softball
Auxter, David. Principles and Methods of Adapted Physical Education and Recreation. McGraw
Hill Companies Inc.: New York, NY, 2005.
Harrison, Joyce. Instructional Strategies for Secondary School Physical Education. McGraw-Hill
Companies Inc: New York, NY, 2001.
CREDITS
Football & Objectives by: Greg Romero
Basketball & State Standards by: Scott Goering
Volleyball, Rational & Format by: Casey Barclay
Soccer & NASPE Standards by: Greg Krupa
Tennis & Overview by: Kevin Harner
Softball & Philosophy by: Matthew Ridley
PHILOSOPHY
This curriculum is designed in conjunction with the Physical Education Standards that
emphasize various skills and knowledge associated with lifelong fitness for each unique
individual. The creation of this set of operating criteria selects and organizes the content and
methodologies that will be implemented to set a high standard of learning within appropriate and
challenging physical activities. The goal is to provide opportunities for maximum development,
including motor learning, exercise physiology, bio-mechanics, and social psychology to engage
individuals holistically.
Philosophical positions such as Essentialism, Progressivism, Perennialism,
Reconstructionsim, Postmodernism and Existentialism will be evident throughout this
curriculum with an emphasis on Constructivism. Constructivists believe that each student
constructs their own knowledge based on how they incorporate new information and combine it
with previously held understandings. The instructor will ensure that students have opportunities
to experience the perspectives of many different cultures and encourage a broader view of their
own ideas. This curriculum has taken into account numerous ideas from the members of the
immediate community, including teachers, administrators, students, parents, recent graduates and
curriculum specialists. The three resources that were relied on as this curriculum was being
prepared are the American Alliance for Health, Physical Education, Recreation, and Dance
(AAHPERD), and the President’s Council on Physical Fitness and Sports and scholarly
periodicals including the Journal of Physical Education, Recreation, and Dance.
2
RATIONAL
In this two year physical education curriculum students will be offered a wide variety of
instructional activities related to Team Sports. A Team Sport unit will contribute positively to the
overall wellbeing of the students by developing both the physical and emotional aspects of
fitness. Such lessons will encourage physical activity and promote a variety of fundamental
movement concepts and skills while building self-esteem and respect for others. Successful
participation in Team Sport activities involves interactions with others. By learning sports
concepts such as etiquette, sportsmanship, and consideration of others in a physical education
setting, students gain the knowledge and application needed to participate successfully in
physical activities beyond school and throughout their lives.
The Team Sport unit will provide quality physical education instruction based upon
clearly defined state and national standards. Matching the desired learning goals with both
assessment and instructional practices will provide meaningful and significant content.
Instructors will assess students throughout each lesson based on their ability to demonstrate a
variety of cognitive, psychomotor and affective skills. Some of these skills include
demonstrating knowledge and understanding of fundamental movement patterns and technique
related to Team Sport activities, and relating knowledge of fitness conditioning and expectations
to each sport. These standards will be essential in facilitating student learning and achievement
through the unit.
A high-quality physical education program includes the opportunity to learn, appropriate
learning and meaningful content. Within the Team Sport unit highly qualified physical education
teachers will provide a developmentally appropriate program where adequate time, space, and
equipment are provided. Lessons will be designed to provide appropriate instruction and full
inclusion of all students. Physical activity will not be used as punishment and regular assessment
and reinforcement will enhance student learning. Content will include instruction in a variety of
motor and cognitive skills to enhance the development of every child. There will be opportunities
to improve and promotion of selecting and participating in physical activity competently and
with personal satisfaction.
3
NATIONAL STANDARDS
Standard 1:
Demonstrates competency in motor skills and movement patterns needed to perform a variety of
physical activities.
Standard 2:
Demonstrates understanding of movement concepts, principles, strategies, and tactics as they
apply to the learning and performance of physical activities.
Standard 3:
Participates regularly in physical activity.
Standard 4:
Achieves and maintains a health-enhancing level of physical fitness.
Standard 5:
Exhibits responsible personal and social behavior that respects self and others in physical activity
settings.
Standard 6:
Values physical activity for health, enjoyment, challenge, self-expression, and/or social
interaction.
4
STATE LEARNING STANDARDS
STATE GOAL 19: Acquire movement skills and understand concepts needed to engage in
health-enhancing physical activity.
Why This Goal Is Important: Physical performance involves competency in a wide range of
motor, non-motor and manipulative skills. Learning in this area is developmental, building
simple movements into more complex patterns. Learning to follow directions and rules enhances
enjoyment and success in both recreational and competitive sports. Working towards higher
level of competency, students learn how to maintain health and fitness as individuals and as
members of teams.
STATE GOAL 20: Achieve and maintain a health-enhancing level of physical fitness based
upon continual self-assessment.
Why This Goal Is Important: Regular physical activity is necessary to sustain fitness and
health. Students need to apply training principals- frequency, intensity, time and type (FITT)- to
achieve their personal fitness goals. Fitness expectations need to be established on an individual
basis; realistic goals need to based on the health-related components of endurance, strength,
flexibility, cardiorespiratory fitness and body composition. By learning and applying these
concepts, students can develop lifelong understanding and good habits for overall health and
fitness.
STATE GOAL 21: Develop team-building skills by working with others through physical
activity.
Why This Goal Is Important: As members of teams, students need to fill the role of leaders at
times and participant at other times. Knowing how to follow procedures, accept leadership from
other, participating actively and lead when appropriate will serve the students on and off the
playing field. Students need to know the elements of teamwork (communication, decision
making, cooperation, leadership) and how to adjust individual needs to team needs. Students
also need to be able to recognize each member’s contributions, including their own.
5
STATE GOAL 22: Understand principles of health promotion and the prevention and
treatment of illness and injury.
Why This Goal Is Important: Nutrition, exercise, rest, hygiene and safety are the bases for
personal, family and occupational health. From an early age, students can recognize healthy
habits and understand why they are important. As students become more sophisticated in their
understanding, they learn and can adopt a variety of ways to minimize illness and enhance
health. Learners will be able to apply the effects of health-related actions to success in the
workplace. Students who develop an effective understanding of basic health promotion can
establish the foundation for achieving and maintaining personal health and well-being by making
informed wellness decisions now and throughout their lives.
STATE GOAL 23: Understand human body systems and factors that influence growth and
development.
Why This Goal Is Important: To achieve healthful individual development, students need to
understand human anatomy and physiology, nutrition, stages of growth and development,
avoidance of harmful actions and the characteristics of good health habits. Early learners begin
with basic recognition of body systems and growth stages. As students progress, they understand
how systems work together and how individual actions affect health. As they themselves grow
and develop, students can learn to enhance they process throughout their school years and later
life.
STATE GOAL 24: Promote and enhance health and well-being through the use of effective
communication and decision-making skills.
Why This Goal Is Important: From an early age, students need to know how to communicate
their health needs and learn to take responsibility for their own health. They also need to know
how and why personal decisions can affect their own health and well-being. Consideration for
they needs of others becomes part of health promotion as well. Students who can clearly identify
and communicate about health-related issues-and can make healthful decisions-will benefit as
they grow and mature in school and into responsible workers and citizens.
6
OBJECTIVES
Team Sports Curriculum Objectives
The following are broad, overarching objectives that will be attained through student
participation in the 2-year team sports curriculum. These objectives cover the cognitive,
psychomotor, and affective domains, and are designed to both enrich students and prepare them
for additional instruction in future sport-related curricula. Achievement of these objectives will
result in students who have a better capacity and applicable ability for problem solving, forming
strategy, implementing motor skills, performing a wide variety of sports skills, showing respect
to peers, and teamwork.
A. Cognitive Objectives
1. After participation in the curriculum, students will be able to define a wide variety of team
sports by their primary positions, characteristics, equipment, and play areas.
2. After participation in the curriculum, students will be able to list key parts of equipment and
player gear in a variety of team sports, and explain why these parts are important to players
and the running of the sport.
3. After participation in the curriculum, students will be able to explain key terms, cues, and
skills for each sport they have participated in, and explain when or why these are relevant to
each respective sport.
4. After participation in the curriculum, students will be able to explain the history of each
sport, the sports’ national origin, what key physical or psychological aspects have historically
been necessary for success in each sport, and the societal impact of each sport.
5. After participation in the curriculum, students will be able to list the basic rules, scoring
procedures, score increments, and key officials for a wide variety of team sports, and explain
why these aspects are important.
7
B. Psychomotor
1. After participation in the curriculum, students will be able to perform competently in several
positions in a wide variety of team sports, correctly use key pieces of gear and equipment,
and recognize key aspects of the field of play.
2. After participation in the curriculum, students will be able to use correct locomotor skills
relevant to team sports, correct body stability skills related to team sports skills, and
competently manipulate and handle key objects required for the engagement in, or play of,
each sport they participated in within the curriculum.
3. After participation in the curriculum, students will be able to correctly execute key skills
related to a wide variety of team sports, such as the football pass, basketball lay-up, tennis
serve, softball pitch, or volleyball spike.
4. After participation in the curriculum, students will correctly execute strategies related to a
variety of teams’ sports, such as offensive or defensive plays, adapting through physical
action to changing demands during execution of play strategy, and perform skilled actions
during execution of such strategies.
5. After participation in the curriculum, students will actively train for team sports positions in a
fitness-enhancing manner, making improvements in at least 1 component of health related
physical fitness as relevant to their chosen sport or sports; such as entering a power lifting
program for success as a football lineman or an agility program for success as a volleyball
player.
C. Affective
1. After participation in the curriculum, students will demonstrate an increased capacity for
teamwork, respecting peers, sportsmanship, and adapting and exhibiting positive behaviors
from peers or role models.
2. After participation in the curriculum, students will demonstrate an increased performance in
creative ability for solving problems with peers, improvising plans and coordination within a
group or team, and in discovering solutions to practical problems facing teams operating
toward a goal.
8
3. After participation in the curriculum, students will communicate more effectively to others
and within or to a group; students will communicate more effectively their opinions, needs,
abilities, and ideas in a respectful and engaging manner.
4. After participation in the curriculum, students will perform their daily actions, even away
from a sports setting, with increased courtesy, respect, and willingness to cooperate with
other people.
5. After participation in the curriculum, display understanding of appropriate ways to express
emotions, both positive and negative, in a manner that is respectful and inoffensive,
reasonably tolerate perceived acts of disrespect without escalating a conflict, and will display
appropriate methods of managing emotions such as using emotion to enhance motivation to
succeed, relaxing through exercise, or voicing concerns or successes to an appropriate
audience in a manner conducive to communication.
9
OVERVIEW
This two-year curriculum is written for the first two years of high school, 9th and 10th
grade. A primary focus of the physical education curriculum in the school is team and dual
sports, and this guide to the students’ first two years will focus on common team sports. This
will allow the students to work on their motor skills while also learning the values of teamwork
through movement. It will also potentially open students up to new types of physical activity
that can impact their lifelong fitness levels.
Much of the national standards for physical education revolve around developing skills
and strategies that are essential in team sports. The progression through the various different
types of sport in this curriculum will not only fulfill the goals set forth by the National
Association for Sport and Physical Education, but also teach the students skills that will be used
for the rest of their lifetime. Some of these skills include the cognitive thought process and the
values and attitudes that fall under the affective domain. Preparing students for their current and
future endeavors will be an integral part of any curriculum, this being no exception.
The curriculum will focus on six key sports that include football, volleyball, basketball,
soccer, tennis, and baseball. There will be a progression through each sport that continues from
one year to the next, resulting in a specific and measurable level of competence in each activity.
Initially, the history and rules of gameplay will be introduced to the students. This will give
them a basis for understanding the game, which will be important when it comes to more
advanced activities throughout the unit. The students will be assessed in year one of the
curriculum regarding this information to ensure that this basis is strong, and will be reassessed
during year two as well.
After establishing the foundation for each sport, the students will be given the basic skills
essential for each sport. They will be given a variety of demonstrations for each component of
skill and will receive instruction while performing the skill as well. Class will involve the
students practicing these skills by themselves and through a variety of other activities or minigames
related to that sport. The students will continue to build on these skills throughout the
unit, and then will also be refreshed during the second year of the curriculum. Mastery of these
10
skills is not expected, but there will be specific measurable that the instructor assesses according
to rubrics established by the physical education instructors of the school.
Finally, the students will progress to the end of each unit, revolving around gameplay.
This is where they will combine the movement skills with the cognitive processes learned earlier
in the unit while also adding the teamwork portion. The lessons will focus on proper gameplay
while also instilling the values of working towards a common goal with their peers. Values of
the affective domain will be assessed during the gameplay along with the movement skills that
the students have already learned.
While the games may be different in terms of skills required, they all have a natural
progression that can be followed. The rules and history of each game will be the basis in year
one, and will be checked in year two of the curriculum. After establishing thee rules, basic skills
will be taught through a variety of different activities in class. These skills will again be covered
in year two, but at a more accelerated pace. The units of year one and two will end with
gameplay, but the expected levels of competency will be greater in year two. This curriculum
will move the students through this logical flow, allowing them the best chance to master the
skills and values deemed important by the National Association for Sport and Physical
Education.
MATERIALS & RESOURCES
National Association for Sports and Physical Education. NASPE. Naspe Set Standards.
November 2011. http://www.aahperd.org/naspe/standards/nationalStandards/
PEstandards.cfm.
The Health and Physical Education Web Site for Teachers/PE Central. Web. 07 Dec. 2011.
<http://www.pecentral.org/>.
Football
Fuoss, Donald. Championship Football Drills, For Teaching Offensive and Defense
Fundamentals and Techniques. Prentice-Hall Inc: Englewood Cliffs, NJ, 1964.
National Football League. “Beginner's Guide to Football.” NFL Rulebook. Jan 2011. 20 Nov
2011. < http://www.nfl.com/rulebook/beginnersguidetofootball>
Basketball
Guide to Coaching Youth Basketball Plays, Moves, Skills, Drills. Web. 07 Dec. 2011.
http:// www.guidetocoachingbasketball.com/.
Volleyball
Viera, Barbara L., and Bonnie Jill Ferguson. Teaching Volleyball: Steps to Success. Champaign,
IL: Leisure, 1989. Print.
Soccer
Dougherty, J, Neil. “Physical Activity and Sports for the Secondary School Student.” NASPE
National Association for Sports and Physical Education. 2010.
Tennis
Daalen, Martin Van. Teaching Tennis. the Fundamentals of the Game. Terre Haute, IN:
Equilibrium /Wish, 2008. Print.
Softball
Auxter, David. Principles and Methods of Adapted Physical Education and Recreation. McGraw
Hill Companies Inc.: New York, NY, 2005.
Harrison, Joyce. Instructional Strategies for Secondary School Physical Education. McGraw-Hill
Companies Inc: New York, NY, 2001.
CREDITS
Football & Objectives by: Greg Romero
Basketball & State Standards by: Scott Goering
Volleyball, Rational & Format by: Casey Barclay
Soccer & NASPE Standards by: Greg Krupa
Tennis & Overview by: Kevin Harner
Softball & Philosophy by: Matthew Ridley