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PHYSICAL EDUCATION GUIDE GRADES 9-12

EWING TOWNSHIP PUBLIC SCHOOLS 1331 Lower Ferry Road

Ewing, NJ 08618 BOE Approval Date: 12/19/05 Raymond Broach Supervisor: Francis (Bud) Kowal Superintendent

TABLE OF CONTENTS Page Affirmative Action Statement 1 Board Policy on Guides 2 Physical Fitness (Grades 9-12) Overview 3 Each of the following individual sport’s section begins on colored paper, followed by information regarding that sport. Archery (Grade 12) Badminton (Grades 11-12) Basketball (Grades 9-12) Field Hockey (Grades 9-10) Flag/Touch Football (Grades 9-12) Floor Hockey (Grades 11-12) Golf (Grades 11-12) Human Anatomy (Grades 9-12) Lacrosse (Grades 9-10) Nutrition (Grades 9-12) Outdoor Picnic Games - Quoits (Grades 11-12) Pickleball (Grades 9 and 12) Racquetball (Grades 10-11) Self Defense (Grades 10-12) Soccer (Grades 9-10) Softball (Grades 9-12) Speedball (Grades 9-12) Team Handball (Grades 10 and 12) Tennis (Grades 11-12) Track And Field Events (Grades 9-12) Tumbling/Stunts (Grades 9-10) Ultimate Frisbee (Grades 9-10) Volleyball (Grades 9-12) Appendices: 1. Round Robin Tournament Playoff Schedule: 6-12 Member Teams

2. “Bringing Adventure Learning Into Physical Education” [Optimal Performance Associates]

3. Possible Cooperative Games

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AFFIRMATIVE ACTION STATEMENT It is the intention of the Ewing Township Public Schools to provide equal educational opportunities for all students, including equal access to all school facilities, programs, equipment, staff services, financial resources, courses or activities, and other benefits regardless of race, color, creed, religion, sex, ancestry, national origin, social, economic or academic status or physical handicap.

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BOARD OF EDUCATION Policy

File Code: 2230.DP

COURSE GUIDES Curriculum guides shall be prepared for each course and/or area to be taught in the schools of this district to assist in the articulation of educational programs (curricula) between and among schools to provide continuous learning. Each guide shall contain objectives to be developed, suggested materials, activities designed to achieve all of these, and evaluation criteria intended to test the extent to which learning objectives have been achieved. The teacher will use the guide as the core of the courses he/she has been assigned to teach. It shall be the responsibility of the Superintendent to ensure that the curriculum guides are being followed. The Board of Education directs that a copy of each guide be maintained in the Office of the Assistant Superintendent for Curriculum and Instruction for review by members of the staff and Board. The Superintendent shall provide new curriculum guides or revisions to existing guides to the Board for study before implementation. By this means, the Board will determine which alterations to courses of study as defined by the law require the approval of the Board. Date: November 22, 1999 N.J.S.A. 18A:33-1

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PHYSICAL FITNESS (GRADES 9-12) OVERVIEW

Health-Related

Fitness Components

Objectives: The learner will…

Activities

Assessments

Components - list and explain the five health-related fitness components (Standard 2.6 A1)

- Lecture/discussion

- Activity 2-1

- Quiz

- Review

Flexibility - explain the different between static and elastic stretching (Standard 2.6 A3)

- explain the need for flexibility in the joints and muscles (Standard 2.6 A3)

- demonstrate eight common stretches to increase flexibility (Standard 2.5 A1-5)

- develop two new stretches for the body with a partner (Standard 2.5 B1)

- Rubber bands

- One v. other

- Video

- Guest speaker

- Practice

- Cooperative learning

- Partner stretch

- Discussion

- Self assessment

- Report

- Observation

- Peer assessment

Body Composition - list and describe two ways to determine one’s body composition (Standard 2.6 C6)

- Discussion

- Activity 8-1 (% of body fat)

- Student-generated outcome

- Review

Cardio-Respiratory Endurance

- list five ways to raise one’s heart rate, excluding jogging/ running (Standard 2.6 C2)

- determine his/her own Target Heart Rate using the formula (Standard 2.6 B2)

- demonstrate proper form on the Stairclimber and life cycle machines (Standards 2.5 A1-5)

- sustain an elevated heart rate for 20 minutes by jogging on the track (Standards 2.5 A3, 2.6 C2)

- develop an aerobic workout routine to music to elevate the heart rate (Standard 2.5)

- Pair share

- Activities 6-3 and 6-4

- It’s in the cards

- Practice

- Track work

- Exercise trail

- Fitness freaks


- Individual teaches class

- Jazz, square, tap, social, line and hip hop dancing

- Peer assessment

- Report

- Self assessment

- Review assignment

- Observation

- Check heart rate during laps

- Teach class

4

Health-Related

Fitness Components

Objectives: The learner will…

Activities

Assessments

FITT (Frequency, Intensity, Time, Type)

- explain how FITT of exercise will affect one’s cardio- respiratory workout (Standards 2.6 A1-4)

- Activity 12-3 (develop a fitness program)

- Extra credit log

- 1,000 in 20

- Report

- Self assessment

- Observation

Muscular Strength - discuss how to improve one’s muscular strength (Standards 2.6 B2,3)

- explain the theory behind the overload principle (Standard 2.6 B3)

- explain the difference between isokinetic, isometric, variable resistance and free weight exercises (Standard 2.5 B3)

- discuss how to measure muscular strength (Standard 2.6 C3)

- demonstrate the actual exercises to increase strength in one’s body parts (Standard 2.5 B3)

- Myths and fallacy sheet

- Baby bull story

- Four stations of different types of exercises

- One-rep max

- Lifting weights

- Activity 7-1

- Discussion

- Quiz

- Roundtable discussion

- Observation

- Report

Muscular Endurance - explain the difference between muscular strength and muscular endurance (Standard 2.6 B3)

- One push-up v. 10 push-ups

- High repetitions

- Circuit workout

- Observation

- Self assessment

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Skill-Related Fitness

Components

Objectives: The learner will… Activities Assessments

Components - list and explain the six skill-related fitness components (Standard 2.6 C3)

- Lecture/discussion

- Activity 2-1

- Quiz

- Student work

Speed - demonstrate ways to improve speed in a given sport (Standard 2.5 C1)

- Speed work

- Increased drills

- Timed run

- Observation

- Stop watch

Agility - list activities where the ability to move quickly with changes in direction (Standard 2.5 C1)

- Shuttle run

- Zig-zag run

- Agility run

- Observation

- Self assessment

Coordination - describe why coordination is important in physical fitness (Standard 2.6 C2)

- Alternate racquet face hits

- Egg race

- Self assessment

- Competition

Power - give examples of how to improve power (Standards 2.5 A1-5, B1-4)

- Dead lift

- Parachute run

- Observation

- Self assessment

Balance - demonstrate balance while performing fitness activities (Standards 2.6 A1-4)

- Hopscotch

- Balance beams

- Skyscrapers

- Self assessment

- Competition

Reaction Time - describe ways to improve reaction time in sports (Standards 2.5 A1-5, B1-4)

- Turn and catch

- Quick hands

- Self assessment

- Peer assessment

Fitness Testing - explain why it’s important to periodically test one’s fitness levels (Standards 2.5 B1-4)

- Fitness testing - Observation

SKILLS/OBJECTIVES/ACTIVITIES/ASSESSMENTS ARCHERY (GRADE 12)

Rationale: Archery is a good activity for developing strength, eye-hand coordination and mental concentration. It can be participated in by both sexes and people of all ages.

Skills Objectives: The learner will… Equipment Assessments

- Stand

- Nock

- Extend

- Draw

- Anchor

- Tighten/hold

- Aim

- Tighten/release

- Afterhold

- Bow stringing and unstringing

- Equipment selection and accessories

- Point of aim

- Point-blank range

- Short distance

- Long distance

- demonstrate proper body and bow position, properly nock the arrow, draw the bow and release the arrow (Standard 2.5A)

- participate safely in the activity (Standard 2.5 D1,2)

- identify opportunities for participation beyond the class (Standards 2.6 C3-5)

- Bows: -- female bow weight about 20 lbs., 26" -- male bow weight about 25-30 lbs.

- Arrows

- Finger protectors

- Arm guards

- Quivers

- Targets with tripods

- Student's performance should be assessed on each of the basic skills and overall competence

- A written test should be given to evaluate the student's knowledge of the appropriate rules

Strategies References Safety Rules

- Use of range finder

- Use of skill drills

- Evaluating cluster to correct faulty shooting

- Practice rounds

- Armbruster, D., et al. Basic Skills in Sports for Men and Women. St. Louis: Mosby

- Niemeyr, R. Beginning Archery. Belmont, CA: Wadsworth

- Before shooting, make sure all archers are on or behind shooting line

- Scoring

- Regulation target size

- Values: -- Gold - 9 points -- Red - 7 points -- Blue - 5 points -- Black - 3 points -- White - 1 point

- Shooting distance

Participation Teaching Suggestions/Safety Considerations Ethics Facility Considerations

- Class tournaments

- Miniature rounds

- Range round

- Junior Columbia round

- Columbia round

- American round

- Join and participate in activities of national and local archery association tournaments

- Camp activities

- School intramurals

- In archery, safety is a prime consideration. The command teaching style, where the teacher carefully controls the setting is strongly recommended.

- Record scores accurately

- Acknowledge success of others

- Avoid loud outburst

- Large open area with adequate protective covers

SKILLS/OBJECTIVES/ACTIVITIES/ASSESSMENTS BADMINTON (GRADES 11-12)

Skill Objectives: The learner will… Activities Assessments

Forehand and Grip - demonstrate and perform the basic skills of badminton (Standards 2.5 A1-5, B1-3)

- Hit the bird straight up to yourself

- Practice the forehand over a line with a partner

- Discussion (grip)

- Self assessment

- Peer assessment

- Teacher observation

Backhand - demonstrate and perform the basic skills of badminton (Standards 2.5 A1-5, B1-3)

- Hit the bird straight up to yourself

- Alternate forehand and backhand to yourself

- “Backhand Madness

- Self assessment

- Peer assessment

Serve (Short and Deep)

- demonstrate and perform the basic skills of badminton (Standards 2.5 A1-5, B1-3)

- Serving to a target (hoop) - Badminton golf

- Self assessment

- Peer assessment

Overhead and Underhand Strokes

- demonstrate and perform the basic skills of badminton (Standards 2.5-10 and 2.5-11)

- “Up Your Alley” - Self assessment

- Peer assessment

- Skill test

Advanced Skills: drive, clear, smash, drop

- demonstrate and perform the advanced skills of badminton with moderate success (Standards 2.5-10 and 2.5-11)

- Royal rally

- Sequences

- Self assessment


Teamwork and Sportsmanship

- demonstrate appropriate court etiquette when participating in badminton (Standards 2.5 D1,2)

- Consecutive cooperative clears

- Badminton game

- Three aloft

- Ultimate badminton


- Competition

Rules and Terminology (Strategies)

- develop rules and strategies and apply them in a game situation (Standard 2.5 C, D1,2)

- Handouts

- Chalk talks

- Debriefing after games

- Written test


Critical Thinking - design a fitness plan to improve a person’s performance in badminton (Standard 2.6 A1-3)

- discuss the physical and psychological benefits of participating in badminton (Standard 2.5E)

- Research and report - Written report

Review of Skills - demonstrate and perform the basic skills of badminton (Standards 2.5 A1-5, B1-3)

- Pair work: -- Catch the bird -- Straight at you -- Come together -- Touch the net

- Badminton basketball

- Self assessment

- Peer assessment

- Skill test

*DX assignments: History of Badminton

SKILLS/OBJECTIVES/ACTIVITIES/ASSESSMENTS BASKETBALL (GRADES 9-12)

Rationale: Basketball is truly an American game. It was invented by an American and America has always led the world in the development of game skills and strategy. Basketball combines so many physical qualities that many people in sports consider basketball players the most gifted of athletics. Basketball can be adapted for recreational play so that participation can continue for many years. It requires a minimum of space and equipment.

Skills Objectives: The learner will… Equipment Assessments

Passing: chest, bounce, overhead, one hand

Dribbling: right hand, left hand

Catching

Shooting: lay up, right and left hand, foul shot, jump shot, hook shot

Pivoting

Guarding: stance, movement

Rebounding

- acquire sufficient skill in basketball to successfully play a recreational game (Standards 2.5 A1-5, B1-3)

- demonstrate knowledge of rules and strategy of basketball during a recreational game without officials (Standard 2.5 A1-5, B1-3, D1,2)

- display good sportsmanship during a game of basketball game with officials (Standards 2.5 D1,2)

- know general rules of basketball (Standards 2.5 D1,2)

- Balls - one ball for every two students

- Baskets - as many baskets as possible

- Scrimmage vests - to separate teams

- Small cones for organization drills

- The student will demonstrate the skills described

- The student will play a recreational game of basketball displaying a knowledge of rules and sportsmanship

- The student will correctly answer a written test of rules, strategy, offenses, defenses and court dimensions

Strategies Safety Rules

- Offense: -- Fast break -- Screens -- Give and go -- Post play: high, low, single, double

- Attacking the person-to-person defense

- Attacking the zone defense

- Throw in plays

- Jump ball plays

- Defense: -- Person-to-person -- Person-to-person press -- Zone -- Zone press: half court, full court -- Switching -- Blocking out

- Wear appropriate and properly fitted clothing and shoes

- Warm up properly before practice and games

- Remove rings, watches and other jewelry when practicing or in competition

- Remove obstructions that may be on or near the playing area

- The playing court

- Scoring and timing

- Players

- Starting play

- Jump ball

- Handling the ball

- Out of bounds

- Throw in

- Three second lane

- Violations and penalties

- Fouls and penalties: -- Personal foul -- Technical foul

- Free throw

- Traveling

Participation Teaching Suggestions/Safety Considerations Ethics

- School intramural programs

- School inter-scholastic programs

- Local recreation center

- School playgrounds

- Independent leagues

- Church leagues

- College physical education classes

- College intramural programs

- College inter-scholastic programs

- Use ability grouping for game play and acquisition of certain skills

- Use advanced players to assist in teaching skills to beginners and for officiating

- Use all space and as many balls as possible during class

- Play lead up games to include as many students as possible

- Use video-type games to analyze game situations and rules

- A clean, dry floor, is necessary at all times for safe play

- Proper gym organization is necessary in order to avoid obstructions and other players

- Sportsmanship

- Observe rules of the game

- Avoid violent play

- Demonstrate and encourage team play

- Compliment opponents on good play

- Accept all decisions made by officials

- Put maximum effort into practice and games

SKILLS/OBJECTIVES/ACTIVITIES/ASSESSMENTS FIELD HOCKEY (GRADES 9-10)


Dribbling - demonstrate the skill of dribbling by advancing the ball with control (Standards 2.5 A1-5)

- Knockout - Cone races - Shadow dribble

- Competition - Peer assessment - Self assessment

Passing: push, drive - execute a pass to a fellow student or area (Standards 2.5 A1-5)

- Triangle drill - Quick passes - 3 v. 1

- Peer assessment - Teacher observation

Trapping: vertical, horizontal

- attempt to execute trapping a field hockey ball using both methods (Standards 2.5 A1-5)

- Rapid trap - Peer assessment - Self assessment

Shooting: flick, push, drive

- execute an accurate and powerful shot using proper techniques (Standards 2.5 A1-5)

- Rapid fire - Target shooting - Dribble and shoot

- Teacher observation - Competition - Peer assessment

Sportsmanship - demonstrate good sportsmanship during drills and competition (Standards 2.5 D1,2, 2.6 1-4)

- Game - Observation

Terminology - demonstrate knowledge of all terminology associated with field hockey (Standard 2.5 C)

- Vocabulary circle - Quiz

SKILLS/OBJECTIVES/ACTIVITIES/ASSESSMENTS FLAG/TOUCH FOOTBALL (GRADES 9-12)


Throwing - demonstrate the proper technique for throwing a football (Standards 2.5 A1-5, B1-3)

- Play catch

- Throw to target (moving or stationary)

- Pass pro

- Four straight

- Peer assessment


- Self assessment

- Competition

Catching - demonstrate the proper technique for catching a football (Standards 2.5 A1-5, B1-3)

- Play catch

- Offense vs. defense

- Circle catch

- Bombshells

- Peer assessment


- Group competition

- Game play

Handoff or Pitch Out - successfully handoff or pitch out to a fellow student (Standards 2.5 A1-5, B1-3)

- Snaps - Competition

Positions - have a knowledge of the positions of a flag or touch football team (Standard 2.5 C)

- Discussion

- Hawaiian football

- Written or oral quiz


Basic Rules - understand the rules of flat or touch football to participate in an organized game (Standards 2.5D1,2)

- Discussion

- Intra class game

- Organized game

- Game

Sportsmanship - demonstrate good sportsmanship in competition (Standards 2.5 D1,2)


Vocabulary - know definitions of relevant terminology of football (Standard 2.5 C)


Review - review and improve personal performance of skills introduced in the tenth grade (Standards 2.5 A1-5, B1-3)

- Ultimate football

- 7 straight

- Modified game

- Game play

- Competition


Punting - increase punting distance and accuracy (Standards 2.5 A1-5, B1-3)

- Punting to a partner

- Punt down

- Peer assessment

- Competition

Place Kicking - practice and improve place-kicking skills (Standards 2.5 A1-5, B1-3)

- Hot the zone

- Farthest from the tree

- Self assessment

- Group competition


Offensive Strategies - incorporate basic offensive principles of the game into playing (Standard 2.5 C)

- develop offensive plays to advance the football to the end zone (Standard 2.5 C)

- Game


- Game play

Defensive Strategies - incorporate basic defensive principles of the game into playing (Standards 2.5 C)

- Game - Teacher observation

- Competition

Officiating - understand the rules of football in order to officiate a game of flag football (Standards 2.6 C3-5)

- Discussion/lecture

- Situations

- Mechanics of football officiating with videotape

- Quiz

- Self/peer assessment

- Observation

Lifetime Activity - identify opportunities for participation beyond class (Standards 2.5 A1-5, B1-3)

- Research/homework assignment

- Report

SKILLS/OBJECTIVES/ACTIVITIES/ASSESSMENTS FLOOR HOCKEY (GRADES 11-12)


Stick Handling - display the proper way to hold a hockey stick to maintain safety (Standards 2.5 A1-5)

- Discussion - Teacher observation

Carrying the Ball or Puck

- demonstrate control and proper technique while dribbling the ball or puck (Standards 2.5 A1-5)

- Relay race

- Agility run

- Shadowing

- Competition

- Self assessment

- Peer assessment

Passing and Receiving: sweep, flip, slap, drop

- pass the ball or puck successfully using the four passing techniques (Standards 2.5 A1-5)

- Partner passing

- Passing on the move

- Keep away

- Peer assessment


- Competition

Shooting: wrist shot, backhand, slap shot

- demonstrate proper shooting technique to a goal and target (Standards 2.5 A1-5)

- Target shooting

- Break away drill

- Moving ball

- - Self assessment

- Competition

Sportsmanship - demonstrate good sportsmanship in competition (Standards D1,2)

- Game - Teacher observation

Vocabulary - know definitions of all relevant terminology for floor hockey (Standard 2.5 C1)


Checking - understand the concept of checking and its purpose in the game of hockey (Standard 2.5 C1)

- Discussion

- Video

- Written quiz

Goal Tending - list and explain the purpose of each piece of equipment (Standards D1,2)

- successfully block a shot on goal (Standard 2.5 A1)

- Discussion

- Exhibit

- Rapid fire

- Written quiz

- Oral quiz


Strategy - be able to discuss offensive and defensive strategy in the game of hockey (Standard 2.5 C1)

- Discussion

- Video

- Written quiz

- Analysis or summary

Officiating - demonstrate knowledge of rules of floor hockey by officiating at a game (Standards 2.5 D1,2)

- Game play

- Video


- Analysis

Lifetime Activity - identify opportunities for participation beyond class (Standards 2.2 E1-3)

- Research - Results of research

SKILLS/OBJECTIVES/ACTIVITIES/ASSESSMENTS GOLF (GRADES 11-12)


Conditioning - perform exercises to get ready to swing club (Standard 2.6 B1)

- Exercises: -- wall pusher -- knee dipper -- swinging club with non- dominant arm

- Teacher observation - Self assessment

Hitting - practice hitting with the different clubs (Standard 2.5 C1) - Use 3, 5, 7, 9 irons off green mats - Use 3 wood and driver in golf cage


Putting - set up miniature golf course to practice putting (Standards 2.5 A1-5)

- Set up and play course - Teacher observation - Self assessment

Scoring - set up Frisbee golf to learn scoring (Standards 2.5 D1,2) - Set up and play course - Teacher observation - Self assessment

Practice - set up short 9 hole course (Standards 2.5 A1-5) - visit local miniature or regular golf course (Standards 2.5 A1-5)

- Use 9 irons and practice balls to get around course - Putt 3 out of 5 times from various distances


SKILLS/OBJECTIVES/ACTIVITIES/ASSESSMENTS HUMAN ANATOMY (GRADES 9-12)

Standards Outcomes: The learner will… Assessments

2.5 A1-5, B1-3, E - identify the 13 basic muscles of the human body as recognized by the EHS H&PE Department - memorize and label the muscles used during particular stretches - demonstrate knowledge of “origin” and “insertion” points of the muscles - perform movements associated with responsibility of particular muscles

- Handout - Quizzes 1, 2 and 3 - Daily training 3

SKILLS/OBJECTIVES/ACTIVITIES/ASSESSMENTS LACROSSE (GRADES 9-10)


Holding the crosse, cradling, overhand throw, underhand throw, catching (in the air, ground balls and picking up dropped ball) Dodging (face dodge, change of pace dodge, toss dodge, force dodge), checking (sticking and body), blocking and intercepting passes, shooting, goalie play

- demonstrate the basic skills of lacrosse (Standards 2.5 A1-5) - describe the rules, history and strategies of lacrosse (Standards 2.5 C1, D1,2) - participate safely in lacrosse (Standards 2.5 D1,2) - display good sportsmanship while playing lacrosse (Standards 2.5 D1,2) - identify opportunities for participation beyond class (Standards 2.6 C3-5)

- Competition - Practice

- Teacher assessment on each of the basic skills - Evaluation under game conditions - Knowledge of basic officiating signs/signals - Written test on students' knowledge of rules and strategies

SKILLS/OBJECTIVES/ACTIVITIES/ASSESSMENTS NUTRITION (GRADES 9-12)


Food Choices - describe the different between hunger and appetite (Standards 2.1 A,C) - describe how different factors affect your food choices (Standards 2.1 A,C)

Grade 9: - Reteaching activity 4.1 - Chocolate-covered ants, anyone? Grade 10: - Eating and emotions - Full of baloney

- Teacher observation - Quiz - Games

Nutritional Components of Food

- describe the roles and functions of the six classes of dietary nutrients (Standard 2.1 C)

Grade 9: - Snack attack Grade 10: - Fat facts - Being a wise consumer


Nutritional Needs - classify foods into appropriate groups (Standard 2.1 C) Grade 9: - Food guide pyramid - One-day food diary - Favorite foods Grade 10: - Anatomy of a lunch - Variety is the spice of life - Practicing self-care


Dietary Guidelines - identify the seven dietary guidelines and explain ways to meet these guidelines (Standards 2.1 A-C) -define calorie and tell how calories are measured (Standard 2.1 C)

Grade 9: - Food “D” ball - Basic 4 baseball - Fast foods Grade 10: - Diet mobile - Nutrition relay - Watch that fat - Calorimeter - Count those calories


Grades 11 and 12: Review unit components with updated teacher’s materials.

SKILLS/OBJECTIVES/ACTIVITIES/ASSESSMENTS OUTDOOR PICNIC GAMES - QUOITS (GRADES 11-12)

Rationale:

Worthy use of leisure time has long been a goal of physical education. These activities illustrate this goal. While providing an opportunity to engage in competition, these activities can be enjoyed by people of all ages. They can also be adopted easily so that people with physical limitations may enjoy them. These activities can also be played at a very high level of competition.

Objectives:

- Demonstrate the rules, terms and strategy of each activity (Standards 2.5 D1,2)

- Describe the rules, terms and strategy of each activity (Standards 2.5 D1,2)

- Demonstrate appropriate ethical behavior during activity (Standards 2.5 D1,2)

- Participate safely in these activities (horseshoes) (Standards 2.5 D1,2)

- Know opportunities for participation in each activity beyond the class (Standards 2.6 C3-5)

Equipment:

- Horseshoes - 2 stakes 1" by 2' and 4 horseshoes for four students

Facility Considerations:

- Quoit pits can be located in many unused outdoor areas, but they should be surrounded by a physical barrier for safety

- Indoor hoop horseshoes

Skills:

- Pitching -- Grip and stance -- Twist pitches

Rules:

- Innings - Flip of coin - Pitcher's box - Fouls - Measurements - Scoring -- First to get 21 points -- 6" from stake to score

Strategies:

- Experiment with various deliveries

- Practice as often as possible to improve pitching skill

Ethics:

- Observe all rules

- Do not disturb person who is pitching

- Be aware of game so you are ready when your turn comes

Safety:

- Stand well away from pitching court when not involved

- Pitch only in the designated area

- Never walk across a horseshoe court: always around it

- Quoit players should stand well clear of the pit while the opposite players are pitching

Participation:

- Intramurals - Local clubs - Summer camps - Department of recreation - Picnics, recreational events - National Quoit Pitchers' Association

Teaching Suggestions:

- Teams of more than two players can be used if equipment limitations exist

- Half the class can run and exercise while the other half is participating in one of these activities. This will also help with equipment limitations while developing fitness

- Drills should be used to practice basic skills before competing in a game

- Competition should be incorporated in this unit: -- After passing competency tests -- Class tournaments

- Have students play as much as possible to get a feel for the activity

Pupil Assessment:

- Skill tests may be used to assess basic skill execution

- Game situations may be used to assess the execution of basic skills, the application of rules and strategies, and the display of appropriate court etiquette

- Written tests may be used to assess knowledge of rules, strategy, court etiquette and opportunities for further participation

References:

- Reno, Ottie. Pitching Championship Horseshoes. New York: Barnes

SKILLS/OBJECTIVES/ACTIVITIES/ASSESSMENTS PICKLEBALL (GRADES 9 and 12)


Grips: Forehand, Backhand, Serve

- demonstrate the proper way to hold the paddle during different strokes (Standards 2.5 A1-5)

- Demonstration

- Discussion


Reading Position and Foot Work

- use proper body and foot position in order to increase the chances of a properly-executed stroke (Standards 2.5 A1-5)

- Mirror practice

- Partner toss

- Self assessment

- Peer observation

Ground Strokes - demonstrate proper technique while returning a ball using a forehand or backhand stroke (Standards 2.5 A1-5)

- 5 in-a-row

- Alternate sides

- Peer assessment

Serve - demonstrate proper technique while attempting to serve the ball in the opponent’s court (Standards 2.5 A1-5)

- Target serving - Competition

Rules: Court Lines and Areas, Serve Rotation, Scoring

- observe all rules in order to engage in a pickleball game (Standard 2.5 D)

- 1v1

- 2v2

- Competition

Advanced Strokes:

- lob - volley - smash - drop shot - slice

- demonstrate proper technique while using advanced strokes with control and accuracy (Standards 2.5 A1-5)

- 5-in-a-row

- Never-ending volley

- Destroyers

- Cut-the-fat

- Peer assessment

Strategies:

- court positioning - serve placement and speed - manipulate: -- side-to-side -- deep returns -- passing shot -- hit to weakness - net play - shot selection

- appropriate select strategies to apply them during game play (Standard 2.5 C1)

- 1 v. 1

- 2 v. 2

- Competition

SKILLS/OBJECTIVES/ACTIVITIES/ASSESSMENTS RACQUETBALL (GRADES 10-11)


Background - describe the origin and development of racquetball, including the equipment for play (Standards 2.5 D1,2)

- Research

- Video

- Report

- Discussion

Rules and Procedures

- recognize basic rules of play, including safety (Standards 2.5 D1,2)

- list the procedure for serving and scoring in racquetball (Standards 2.5 D1,2)

- Observing games

- Lecture and demonstration

- Discussion

- Quiz

Skills - demonstrate proper technique for the forehand shot (Standards 2.5 A1-5, B1-4)

- demonstrate proper technique for the overhead stroke (Standards 2.5 A1-5, B1-4)

- demonstrate proper technique for the backhand stroke (Standards 2.5 A1-5, B1-4)

- Consecutive hits off wall

- 60 second hoop handball

- Spikes

- Cooperative racquetball bingo

- 3 strikes and you’re out

- Add ‘em up

- Self assessment

- Observation

- Competition

Vocabulary - know definitions of all relevant terminology for racquetball (Standards 2.5 D1,2)


Sportsmanship - demonstrate good sportsmanship in competition (Standards 2.5 D1,)


Serve - differentiate between the four types of serves (Standards 2.5 A1-5, B1-4)

- demonstrate three of the four racquetball serves (Standards 2.5 A1-5, B1-4)

- Draw out of a hat

- Playing the angles

- Targets on floor

- Quiz

- Competition

- Self assessment

Kill Shot - describe how to perform a kill shot in racquetball (Standard 2.5 C1)

- demonstrate proper technique for a kill shot in racquetball (Standards 2.5 A1-5, B1-4)

- Peer teaching

- Targets on wall

- Ace award

- Peer assessment

- Self assessment

- Competition

Strategy - analyze his/her own strengths and weaknesses and an opponent’s strengths and weaknesses (Standard 2.5 E1)

- change the speed of balls hit to keep the opponent off guard (Standards 2.5 A3, B1, C1)

- Player profile

- Game play

- Fast/slow game

- Game play

- Competition

- Observation

Lifetime Activity - explore opportunities for participation beyond class (Standards 2.6 C3-5)

- Research - Report

SKILLS/OBJECTIVES/ACTIVITIES/ASSESSMENTS SELF DEFENSE (GRADES 10-12)


Introduction - describe the purpose of self defense and to differentiate from martial arts (Standards 2.5 B1-4)

- list and describe the five steps of self defense: awareness, avoidance, prevention, physical action, follow up (Standards 2.5 A1-5)

- Lecture

- Video

- Situations

- Quiz

- Reactions

Awareness - demonstrate an awareness of potentially-dangerous situations and ways to avoid becoming involved (Standard 2.1 E5)

- Read body language

- Notice dangerous situation worksheets

- Observation

- Peer assessment

Avoidance - demonstrate way to evade involvement in potentially-dangerous situations (Standard 2.1 E5)

- Develop alternate routes from school to home

- Noise makers

- Self assessment

- Peer assessment

Prevention - demonstrate way of preventing an attack once a dangerous situation is encountered (Standards 2.5 A1-5, E)

- “Talk your way out of it”

- Acting sick

- Push and run

- Peer assessment

- Observation

- Self assessment

Physical Action - demonstrate physical skills that can be used to defend oneself against an attack (Standards 2.5 A1-5, 2.6 B1)

- Simulated situations - Reaction test

Blocks - demonstrate blocks to defend a variety of punches and kicks (Standards 2.5 A1-5, B1-3)

- Simulated situations

- Give and take

- Observation

- Peer assessment

Hand-Eye Coordination

- develop hand and eye coordination (Standards 2.5 B1-3) - Hot hands

- Quick draw

- Slap react

- Toe fencing

- Peer assessment

- Competition

Punching - demonstrate various punching techniques used to fend off an attacker (Standards 2.5 A1-5)

- Show form movement on partners

- Full contact on tackling dummies

- Hardest punch on heavy bag

- Peer assessment

- Observation

- Competition


Kicking - demonstrate various kicking techniques used to fend off an attacker (Standards 2.5 A1-5)

- Full kicks on tackling dummies

- Hardest kicks on heavy bag

- Kick circuit

- Observation

- Competition

- Self assessment

Throws - demonstrate leg and hip throws to surprise an attacker (Standards 2.5 A1-5)

- Lateral throw

- Toganami throw

- Trips

- Observation

- Self and peer assessment

Escapes - describe ways to escape from an attacker when being held (Standards 2.5 B1, C1)

- “How long can I hold you?”

- Go behind

- Break falls

- Competition

- Peer assessment

- Self assessment

Confidence - improve self-confidence and self-esteem (Standard 2.5 E1)

- develop the ability to think rationally and make quick, appropriate decisions in emotionally-charged situations (Standard 2.5 E1)

- describe the values of self defense training (Standards 2.6 A1, C1,2,6)

- Self-esteem inventory, pre- and post-

- Slide presentation

- Surprise attacks

- Circuit stations

- Essay

- Self assessment

- Quiz

- Observation

- Peer assessment

- Grade

Lifetime Activity - identify opportunities for further training and use of self defense training (Standards 2.6 C3-4)

- Research - Report

SKILLS/OBJECTIVES/ACTIVITIES/ASSESSMENTS SOCCER (GRADES 9-10)


Dribbling - demonstrate the skills of dribbling by advancing the ball under control (Standards 2.5 A1,2,5, B3)

- Knockout

- Run the lines

- Shadow dribble

- Competition

- Peer assessment

- Self assessment

Passing: right foot, left foot, inside of foot, outside of foot

- execute a pass to a teammate or area (Standards 2.5 A1,2,5, B3)

- Quick passes

- Two at once

- Three vs. one


- Self assessment

- Peer assessment

Trapping: right foot, left foot, inside, outside, sole of foot, chest trap, thigh trap

- attempt to execute trapping a soccer ball with different parts of the body (Standards 2.5 A1,2,5, B3, D2)

- Bone head soccer

- Quick trap

- Pin down

- Foot taps

- Heads up

- Teacher assessment

- Self assessment


- Peer assessment

Shooting: right foot, left foot, inside, outside, stationary ball, moving ball

- be able to accurately shoot a soccer ball while demonstrating proper technique (Standards 2.5 A1,2,5, B3, D2)

- Soccer golf

- Four ball soccer

- Dribble and shoot

- Self assessment

- Competition


Sportsmanship - demonstrate good sportsmanship in competition (Standards 2.5 D1,2, E1,2)


Terminology - know definitions of all terminology associated with soccer (Standards 2.5 D1-4, E1,2)


Heading - demonstrate the proper technique used to head a soccer ball safely (Standards 2.5 A1,2, D1,2, B3)

- Partner toss

- Heads up

- Peer assessment

- Competition

Defending - exhibit proper body positioning wile marking an opponent (Standards 2.5 A1,2, B3, C1)

- Shadowing

- 2v1, 3v2

- Peer assessment

- Competition


Throw In - display the proper technique of a soccer ball throw in (Standards 2.5 A1,2, B3, C1)

- Throw in and trap

- Longest throw in

- Accurate throw in

- Peer assessment

- Competition

Goal Keeping: catching, fisting, diving, punting, drop kick

- have knowledge of fundamental skills of goal keeping in soccer (Standards 2.5 A1,2, B3, C1, D1,2)

- Discussion

- Partner practice

- Game play

- Peer assessment


Game Strategy: positions, formations, officiating

- analyze and evaluate concepts relating to soccer (Standards 2.5 A1-5, B1-4, C1, D1,2, E1-3)

- Indoor/outdoor soccer

- Discussion of rules

- Practice officiating

- Competition

- Written quiz


Lifetime Activity - identify opportunities for participation beyond class (Standards 2.2 E1-5)

- Research/homework assignment

- Report

SKILLS/OBJECTIVES/ACTIVITIES/ASSESSMENTS SOFTBALL (GRADES 9-12)


Throwing and Catching

- demonstrate the basic skill of throwing and catching a softball as used in a softball game (Standards 2.5 A1-5, B1,3)

- Play catch

- Wall throws (quick hands) (increase velocity and distance)

- “Run the bases”

- Ball relays

- Cover up

- Peer assessment

- Self assessment

- Game

- Competition

Fielding - demonstrate the proper technique for fielding a ground ball in softball (Standards 2.5 A1-5)

- demonstrate the proper technique for catching a fly ball in softball (Standards 2.5 A1-5)

- Rolls with partner

- Wall ball

- Fungo balls

- Self/partner toss

- Racket flies

- Peer assessment

- Self assessment


Batting - demonstrate the proper technique for batting in softball (Standards 2.5 A1-5)

- Tee

- Soft toss

- “Bats up”

- “Get into the swing”

- Batting practice

- Peer assessment

- Self assessment

- Observation

Positions and Layout of the Field

- list the positions and responsibilities of players on the softball field (Standard 2.5 C1)


- Timed team throw

- Infield/outfield pre-game

- Modified game

- Quiz

- Stop watch

- Observation

- Competition

Basic Rules - demonstrate basic knowledge of softball by participating in a game of softball (Standards 2.6 1-4)

- Game - Competition

Sportsmanship - demonstrate good sportsmanship in competition (Standards 2.5 D1,2)



Vocabulary - know definitions of relevant terminology of softball (Standard 2.5 C1)


Pitching - demonstrate proper mechanics for both fast-pitch and slow-pitch softball (Standards 2.5 A1-5)

- Accupitch

- Position play in game

- Peer assessment

- Competition

Base Running - demonstrate proper form while running the bases in softball (Standards 2.5 A1-5)

- Timed to first

- Race to the base

- Indian baseball

- Alaskan baseball

- Stopwatch

- Competition

Fielding Concepts - demonstrate proper execution of a tag play from the outfielder (Standards 2.5 A1, D1,2) - demonstrate proper execution of a double play in the outfield (Standards 2.5 A1, D1,2)

- Tag-up race

- Practice

- Game

- Competition

- Observation

Umpiring - understand the rules and enforce them in a game situation as an umpire in softball (Standards 2.5 D1,2)


- Execution of calls

- Umpiring a game

- Quiz

- Practical exam

- Observation

Strategy - develop an offensive and defensive strategy in softball (Standard 2.5 C)

- Make a line-up

- Situation

- Defensive alignment

- Observation

- Peer assessment

Lifetime Activity - identify opportunities for participation (Standards 2.6 C3-5) - Research/homework assignment

- Report

SKILLS/OBJECTIVES/ACTIVITIES/ASSESSMENTS SPEEDBALL (GRADES 9-12)

Rationale: Objectives: The learner will… Equipment:

Speedball combines many of the best features of basketball and soccer with the punt, drop kick and kick off of football. Because many of the fundamental skills of several sports are utilized in speedball, the game offers a many-sided approach to skill development for participants at all grade levels.

- demonstrate and perform the skills of speedball (Standards 2.5 A1-5, B1-3) - describe and apply the basic rules and basic strategy of speedball (Standards 2.5 C1, D1,2) - demonstrate appropriate ethical behavior during activity (Standards 2.2 D1, 2.5 D1,2) - identify opportunities for participation beyond the class (Standards 2.6 A1-4, C1-6)

- Soccer balls (one for every 2 students) - Scrimmage jerseys to indicate teams - Small cones for drills and to mark playing area

Skills: Rules: Strategies:

- Dribbling - Trapping - Overhead dribble or juggle - Kick-up - Kicking - Passing - Receiving Note: Advanced skills of volley, goalkeeping, shooting and basketball skills of screening, cutting and guarding applicable to speedball

- Playing field (lines and areas) - Length of game - Starting and restarting game - Scoring - Violations and penalties

- Position of play - Offenses: -- Keep ball moving toward goal -- Vary attack to confuse the opponent -- Shift the game from aerial to ground and vice-versa as often as possible -- Use give and go tactics to beat the defenses - Defenses: -- Person-to-person -- Zone -- Combination

SKILLS/OBJECTIVES/ACTIVITIES/ASSESSMENTS TEAM HANDBALL (GRADES 10 AND 12)


Dribbling - demonstrate and perform the skills used in team handball (Standards 2.5 A1-5)

- Dribble tag - Partners shadow drill


Passing - demonstrate and perform the skills used in team handball (Standards 2.5 A1-5)

- Wall passing to a target: -- two-hand chest pass -- one-hand jump pass -- two-hand overhead -- hook pass -- bounce pass


Sportsmanship and Teamwork

- demonstrate the appropriate ethical behavior during activity (Standards 2.5 D1,2)

- Team handball game - Teacher observation

Rules and Strategies - apply the basic rules and strategies of team handball (Standards 2.5 C1, D1,2)

- Team handball tournament - Teacher observation

*Can be used in conjunction with the basketball unit.

SKILLS/OBJECTIVES/ACTIVITIES/ASSESSMENTS TENNIS (GRADES 11-12)

Rationale: Tennis is a popular sport played by millions of Americans. It is a leisure time activity in which both sexes can participate well into later life. It helps to enhance coordination, muscular endurance and other aspects of fitness. Tennis may be played as a social or competitive activity. It can be an outlet for emotional stress, too.


Playing - demonstrate and perform the basic skills of tennis (Standards 2.5 A1-5) - describe the rules and selected strategies and apply in a game situation (Standard 2.5 C1) - demonstrate appropriate court etiquette when participating in tennis (Standards 2.2 D1, 2.5 D1) - identify opportunities for participating in tennis beyond class (Standards 2.6 C3-5)

- Equipment:

-- net and standards -- racquets -- balls

- Facility considerations:

-- court space or black top area

-- wall to hit against – indoors or outdoors (tennis court fence may also be used)


- Competition

- Skills tests

- Game situations to assess the execution of skills, applications of rules and strategies, display of appropriate court etiquette

- Written tests for knowledge of rules, strategy, court etiquette, etc.

Safety Considerations - each of the basic tennis skills should be taught and practiced before being used in game play

- drills should be used to practice skills:

-- wall drills (or court fence) - serve or hit against a wall -- partner drills (with or without a net) i.e., partner tossing a ball to a hitter practicing a particular skill

- peer teaching: use more skilled students to work with the least skilled in the class in a one-on-one situation

- rules and strategy can be explained

- incorporate competitive play within this unit

- demand that prudent safety precautions prevail in all drills and competitive situations

-- adequate space to swing racket -- no balls under foot

- Competition - Teacher observation

- Competition

- Skills tests

- Game situations to assess the execution of skills, applications of rules and strategies, display of appropriate court etiquette

- Written tests for knowledge of rules, strategy, court etiquette, etc.


Grades 10 and 11:

Introduce and

evaluate:

Grip: forehand, back-hand and serve Ready position and foot work Basic ground strokes: forehand, backhand Serve: flat, slide Return of service Introduce in Grade

10; evaluate in

Grade 11: Advanced strokes: lob (offensive and defensive), volley, overhead, drop shot, overspin (top spin), slice (back spin)

- demonstrate knowledge of the following rules: -- court lines, areas and net -- serve - faults, order of service -- faults during play -- scoring - games, sets, and match -- tie breaker - demonstrate knowledge of the following strategies: -- court positioning--positioning for the angle of the return -- speed and placement of serve -- manipulate the opponent: side-to-side, deep returns, passing shot if opponent comes to the net, hit to a weakness -- baseline play vs. attacking the net -- shot selection - when and where to volley, lob and smash - demonstrate knowledge of the following ethics: -- replay points when your opponent has been interfered with, distracted or was not ready for the serve -- give your opponent the benefit on close line calls -- do not interfere with play on other courts. -- return stray balls -- control your actions and language

- Participate in: -- school intramural program -- school interscholastic program -- public recreation centers and courts -- tennis clubs -- local amateur tournaments

- Teacher observation - Tests/quizzes

SKILLS/OBJECTIVES/ACTIVITIES/ASSESSMENTS TRACK AND FIELD EVENTS (GRADES 9-12)

Events Objectives: The learner will… Activities Assessments

Shot Put

Discus

Long Jump

High Jump

110 Hurdles

Intermediate Hurdles

100 Meters

200 Meters

400 Meters

800 Meters

1600 Meters

4x100 Relay

4x200 Relay

4x400 Relay

Sprint Medley

Distance Medley

- demonstrate and perform basic skills and techniques of various running, hurdling, jumping and throwing events (Standards 2.5 A1-5) - identify basic rules of the sports (Standards 2.5 D1,2) - set up a training program for a participant in various running and hurdling events (Standard 2.6 A1-4)

- 2-3 days of instruction - 1-2 days of a track meet - Students rotate through running and field events to learn form and practice technique - Students will choose at least three events to participate in

- Teacher observation - Competition

SKILLS/OBJECTIVES/ACTIVITIES/ASSESSMENTS TUMBLING/STUNTS (GRADES 9-10)


Rolls – Forward: tuck, lunge, pike, no hand, straddle, hand stand, tip up, dive

- describe the biomechanics of each of the 8 forward rolls (Standards 2.5 A1-5)

- demonstrate 4 of the 8 forward rolls using proper form and technique (Standards 2.5 A1-5)

- discuss and demonstrate proper spotting techniques for the forward roll (Standards 2.5 A1-5)

- Portfolio with drawings

- Pair share

- Individual practice

- Peer teaching

- Present to class

- Peer assessment

- Observation

Rolls – Backward: tuck, pike, straddle, backward extension, backward extension into hand stand

- draw the different phases of all of the backward rolls (Standards 2.5 A1-5, B1,2)

- explain what each body part is doing during the backward roll (Standards 2.5 A1-5, B1,2)

- explain the difference between the backward extension and the backward extension into a hand stand (Standards 2.5 A1-5, B1,2) - demonstrate the 5 backward rolls (Standard 2.5 A1)

- discuss and demonstrate proper spotting techniques for the forward roll (Standards 2.5 A1-5, B2)

- Art work

- Analyze peer

- Practice

- Pair share


- Present to class

- Peer assessment/ observation

- Quiz

Inverted Activities: cartwheel, roundoff

- describe how the cartwheel should appear (Standards 2.5 A, B1)

- demonstrate the elementary cartwheel using proper form and technique (Standards 2.5 A1-5)

- demonstrate proper spotting technique for a cartwheel (Standards 2.5 A1-5, B1,2)

- describe the difference between a cartwheel and a roundoff (Standards 2.5 A1-5)

- “See it and describe it”

- Analysis

- Individual practice

- Practice with partner


- Observation

- Peer assessment

- Report

Vocabulary - define and recognize all terminology utilized in tumbling and gymnastics (Standards 2.5 A1-5, B1,2)

- Flash cards

- Inside/outside circle

- Peer assessment

- Quiz

Stunts: Individual - control and handle body while maintaining balance upon commands (Standards 2.5 A1-5)

- “Can I do this?”

- Team individual stunts

- “Try these”

- Self assessment

- Peer assessment


Stunts: With Partners - cooperate with a partner while performing stunts (Standards 2.5 A1-5, B1,2)

- cooperate with two partners to accomplish stunts (Standards 2.5 A1-5, B1,2)

- cooperate with three or more students to complete challenging tasks (Standards 2.5 A1-5, C1, D1,2)

- cooperate with group members to built a human pyramid (Standards 2.5 A1-5, B1-4, C1, D1,2)

- devise a plan to utilize ten or more students to build a pyramid (Standards 2.5 A1-5, B1-4, C1, D1,2, E1)

- “Thank you for your support”

- “Walking hand stand”

- “Self-testing partner stunts”

- “Stunts for two” sheet

- “Stunts for three” sheet

- “Trios”

- Dominoes

- Stunts for 4

- Stunts for 5

- Stunts for 6

- Group stunts sheet

- Pyramids

- Pyramid switch

- Drawing

- Observation

- Self assessment

- Competition

Jumps: straight, tuck, pike, straddle, half-turn, full-turn

- demonstrate proper technique for the six types of jumps used in gymnastics (Standards 2.5 A1-5, B1,2)

- “Flight circuit”

- “Simon Says”

- With springboard

- Observation

- Self assessment

Scale - demonstrate balance by correctly holding a scale for 5 seconds (Standards 2.5 A1-5)

- Balance games

- Graceful scales

- Observation

- Practical quiz

Review - demonstrate proper knowledge of all the skills introduced in the previous grade level (Standards 2.5 B1-4, C1, D1,2, E1-5)

- Practice

- Cooperative challenges

- Observation

- Competition

Floor Exercise - put together skills from tumbling to develop a floor routine to music (Standards 2.5 A1-5, B1-4, C1, D1,2, E1)


- Meet Day

- Peer assessment

- Observation


Apparatus: - Balance Beam: -- forward roll -- backward roll -- leap -- chassé -- arabesque

- mount and dismount balance beam with body control (Standards 2.5 A1-5, B1,2, C1, D1,2)

- maintain balance on the balance beam standing still and when moving (Standards 2.5 A1-5, B1-3, C1, D1,2)

- demonstrate basic skills on the balance beam (Standards 2.5 A1-5, D1,2)

- Small groups

- Alpha beam

- Beam master

- Can U…?

- Peer assessment

- Competition

- Self assessment

Apparatus: - Vaulting Horse: -- squat vault -- straddle vault -- stoop vault -- handspring

- develop strong shoulders for vaulting - On and off balance

- Gymnastic wall springs

- Practice

- Peer assessment

- Self assessment

- Observation

Apparatus: - Rings: -- inverted hand -- bird’s nest -- skin the cat -- backward double- leg dismount

- demonstrate three of four skills on the still rings - Peer teaching

- Practice

- Peer assessment

- Observation

Apparatus: - Parallel Bars -- hand walk -- straddle walk -- corkscrew mount -- dismount

- demonstrate three of four skills on the parallel bars - Practice

- Alternate Olympics

- Observation

- Competition

Apparatus: - Uneven Bars: -- back hip pullover -- mill circle -- pop up

- demonstrate two of three skills on the uneven bars - Practice - Observation

Apparatus: - High Bar: -- back hip circle -- knee circle -- kip

- demonstrate two of three skills on the high bar - Practice


- Observation

- Competition


Apparatus: Ropes - lift body from lying down position to 12 inches off the ground - Practice

- Ropamids

- How high can you go?


- Observation

- Self assessment

- Competition

Apparatus: Spotting - discuss and demonstrate how to spot and ensure safety for all apparatus exercises (Standards 2.5 D1,2)

- Video

- Group work

- Discussion

- Spotting test

Lifetime Activity - explore opportunities to participate outside of class (Standards 2.6) - Home gymnastics - Report to class

SKILLS/OBJECTIVES/ACTIVITIES/ASSESSMENTS ULTIMATE FRISBEE (GRADES 9-10)


Throwing - demonstrate proper technique while throwing the frisbee with accuracy and control (Standards 2.5 A1-5, B1-4) - discover that the key to a straight flight is a frisbee parallel to the ground (Standards 2.5 A1-5, B1-4) - attempt to hit several targets with the least amount of throws (Standards 2.5 A1-5, B1-4, C1)

- Partner throw – increase distance - Lane throw - Frolf

- Peer assessment - Self assessment - Competition

Catching: one hand, pancake, behind the back, under the leg

- attempt to catch a frisbee in unconventional ways using technique and imagination (Standards 2.5 A1-5, B1-4, C1) - attempt to catch a frisbee while in motion (Standards 2.5 A1-5, B1-4) - improve the accuracy of a throw by completing a pass into a designated moving target in a specific area (Standards 2.5 A1-5, B1-4)

- Partner throw and catch: -- one minute speed flow -- catch all you can - Ultimate keep-away - Ultimate frisbee

- Peer assessment - Competition

Catching: review restricted catches

- demonstrate the ability to perform restricted catches (Standards 2.5 A1-5, B1-4)

- Catch all you can - Teacher observation

Accurate Throws - improve the accuracy of their throws by engaging in several skill-throwing competitions (Standards 2.5 A1-5, B1-4)

- Off-the-wall frisbee - Disc tennis - Disc master - M.T.A.

- Competition - Teacher observation

Advanced Throws: backhand, sidearm, vertical, curve

- attempt to use different throwing techniques to become more diverse during competition (Standards 2.5 A1-5, B1-4)

- Peer practice - Ultimate frisbee

- Peer assessment - Competition

SKILLS/OBJECTIVES/ACTIVITIES/ASSESSMENTS VOLLEYBALL (GRADES 9-12)


Grade 9:

Bump - demonstrate the basic skill (Standards 2.5 A1-5, B1-4) - Single skill volleyball

- Pair work

- Keep it up

- Self assessment

- Peer assessment


Set - demonstrate the basic skill (Standards 2.5 A1-5, B1-4) - Single skill volleyball

- Set shots

- Keep it up

- Self assessment

- Peer assessment


Underhand Serve - demonstrate the basic skill (Standards 2.5 A1-5, B1-4)

- increase serving form and accuracy

- Wall serves

- Pair serves back and forth

- Switch

- Self assessment

- Peer assessment

- Competition

Grade 10:

Block - demonstrate the basic skill (Standards 2.5 A1-5, B1-4) - Block jumps

- Game situations

- Volleyball game


Overhand Serve - demonstrate the basic skill (Standards 2.5 A1-5, B1-4) - Wall serves

- Switch

- Tic-tac-toe volleyball

- Self assessment

- Competition

Bump, Set, Spike Sequence

- understand the strategy and apply it in a game situation (Standard 2.5 C1)

- Power balloon volleyball

- 3 v. 3 boo boo volleyball

- Volleyball game


- Competition

Grade 11: Dig

- demonstrate the basic skill (Standards 2.5 A1-5, B1-4) - Single skill volleyball

- 3’s pepper

- Self assessment

- Peer assessment

Jump Serve - demonstrate the basic skill (Standards 2.5 A1-5, B1-4) - Wall serves

- Switch


- Self assessment

- Peer assessment

- Competition

Spike - demonstrate the basic skill (Standards 2.5 A1-5, B1-4) - Coop spikes

- Pairs toss and spike

- Peer assessment


Grade 12: Officiating Volleyball

- demonstrate the application of appropriate rules (Standards 2.5 D1,2)

- Class tournament

- Officiate for underclassmen

- Competition


Critical Thinking* - develop a fitness program to assist in improving volleyball skills (Standards 2.6 C1-5)

- describe an appropriate warm-up for volleyball to reduce injury (Standards 2.6 C1,2)

- identify opportunities for participation beyond the class and how it may benefit a person to participate in volleyball (Standards 2.6 C1-4)

- Research and report - Written and practical

Teamwork and Sportsmanship

- emphasize the concepts of teamwork and sportsmanship (Standards 2.5 D1,2)

- Garbage volleyball

- Keep it up

- Blanket volleyball

- 4 court volleyball

- Class tournament

- Students officiate

- 3 ball keep it up

- Four square volleyball

- High fives


- Peer assessment

- Competition

Rules and Terminology

- understand the rules and terminology and apply them in a game situation and on a written test (Standards 2.5 E1,2, 2.6 C3)

- Teacher discussion

- Volleyball game


- Competition

- Written test

Court Etiquette - demonstrate the appropriate court etiquette when participating in volleyball (Standards 2.5 A1-5, B1-4)

- Teacher will lead discussion

- Volleyball game

- Oral exam


Review Skills from Grades 9, 10 and 11

- improve their personal performance in skills taught in the previous grades (Standards 2.5 A1-5, B1-4)

- Single skill volleyball

- Wall serves

- 7 up

- On your backs

- Blind volleyball

- Sit down volleyball


- Self assessment


- Competition

- Skills test (done after review)

*Can be used for DX.

APPENDIX 1

ROUND ROBIN TOURNAMENT PLAYOFF SCHEDULE: 6-12 MEMBER TEAMS

ROUND ROBIN TOURNAMENTS 6 Team: 1 vs. 2 1 vs. 6 1 vs. 5 6 vs. 3 5 vs. 2 4 vs. 6 5 vs. 4 4 vs. 3 3 vs. 2 1 vs. 4 1 vs. 3 3 vs. 5 2 vs. 4 2 vs. 6 6 vs. 7 7 Team: 1 vs. 2 1 vs. Bye 1 vs. 7 Bye vs. 3 7 vs. 2 6 vs. Bye 7 vs. 4 6 vs. 3 5 vs. 2 6 vs. 5 5 vs. 4 4 vs. 3 1 vs. 6 1 vs. 5 1 vs. 4 5 vs. 7 4 vs. 6 3 vs. 5 4 vs. Bye 3 vs. 7 2 vs. 6 3 vs. 2 2 vs. Bye Bye vs. 7 1 vs. 3 2 vs. 4 Bye vs. 5 7 vs. 6 8 Team: 1 vs. 2 1 vs. 8 1 vs. 7 8 vs. 3 7 vs. 2 6 vs. 8 7 vs. 4 6 vs. 3 5 vs. 2 6 vs. 5 5 vs. 4 4 vs. 3 1 vs. 6 1 vs. 5 1 vs. 4 5 vs. 7 4 vs. 6 3 vs. 5 4 vs. 8 3 vs. 7 2 vs. 6 3 vs. 2 2 vs. 8 8 vs. 7 1 vs. 3 2 vs. 4 8 vs. 5 7 vs. 6

9 Team: 1 vs. 2 1 vs. 3 1 vs. 6 3 vs. 4 2 vs. 6 4 vs. 8 5 vs. 6 3 vs. 8 2 vs. Bye 7 vs. 8 5 vs. Bye 3 vs. 9 9 vs. Bye 7 vs. 9 5 vs. 7 1 vs. 8 1 vs. Bye 1 vs. 9 6 vs. Bye 8 vs. 9 Bye vs. 7 4 vs. 9 6 vs. 7 8 vs. 5 2 vs. 7 4 vs. 5 6 vs. 3 3 vs. 5 2 vs. 3 4 vs. 2 1 vs. 7 1 vs. 5 1 vs. 3 9 vs. 5 7 vs. 3 5 vs. 2 Bye vs. 3 9 vs. 2 7 vs. 4 8 vs. 2 Bye vs. 4 9 vs. 6 6 vs. 4 8 vs. 6 Bye vs. 8 10 Team: 1 vs. 2 1 vs. 10 1 vs. 9 10 vs. 3 9 vs. 2 8 vs. 10 9 vs. 4 8 vs. 3 7 vs. 2 8 vs. 5 7 vs. 4 6 vs. 3 7 vs. 6 6 vs. 5 5 vs. 4 1 vs. 8 1 vs. 7 1 vs. 6 7 vs. 9 6 vs. 8 5 vs. 7 6 vs. 10 5 vs. 9 4 vs. 8 5 vs. 2 4 vs. 10 3 vs. 9 4 vs. 3 3 vs. 2 2 vs. 10 1 vs. 5 1 vs. 4 1 vs. 3 4 vs. 6 3 vs. 5 2 vs. 4 3ye vs. 7 2 vs. 6 10 vs. 5 2 vs. 8 10 vs. 7 9 vs. 6 10 vs. 9 9 vs. 8 8 vs. 7

11 Team: 1 vs. 2 1 vs. Bye 1 vs. 11 Bye vs. 3 11 vs. 2 10 vs. Bye 11 vs. 4 10 vs. 3 9 vs. 2 10 vs. 5 9 vs. 4 8 vs. 3 9 vs. 6 8 vs. 5 7 vs. 4 8 vs. 7 7 vs. 6 6 vs. 5 1 vs. 10 1 vs. 9 1 vs. 8 9 vs. 11 8 vs. 10 7 vs. 9 8 vs. Bye 7 vs. 11 6 vs. 10 7 vs. 2 6 vs. Bye 5 vs. 11 6 vs. 3 5 vs. 2 4 vs. Bye 5 vs. 4 4 vs. 3 3 vs. 2 1 vs. 7 1 vs. 6 1 vs. 5 6 vs. 8 5 vs. 7 4 vs. 6 5 vs. 9 4 vs. 8 3 vs. 7 4 vs. 10 3 vs. 9 2 vs. 8 3 vs. 11 2 vs. 10 Bye vs. 9 2 vs. Bye Bye vs. 11 11 vs. 10 1 vs. 4 1 vs. 3 3 vs. 5 2 vs. 4 2 vs. 6 Bye vs. 5 Bye vs. 7 11 vs. 6 11 vs. 8 10 vs. 7 10 vs. 9 9 vs. 8

12 Team: 1 vs. 2 1 vs. 10 1 vs. 9 1 vs. 9 10 vs. 3 9 vs. 2 8 vs. 10 1 vs. 9 9 vs. 4 8 vs. 3 7 vs. 2 1 vs. 9 8 vs. 5 7 vs. 4 6 vs. 3 1 vs. 9 7 vs. 6 6 vs. 5 5 vs. 4 1 vs. 9 7 vs. 6 6 vs. 5 5 vs. 4 1 vs. 9 1 vs. 12 1 vs. 11 1 vs. 10 1 vs. 9 2 vs. 11 12 vs. 10 11 vs. 9 10 vs. 8 3 vs. 10 2 vs. 9 12 vs. 8 11 vs. 7 4 vs. 9 3 vs. 8 2 vs. 7 12 vs. 6 5 vs. 8 4 vs. 7 3 vs. 6 2 vs. 5 6 vs. 7 5 vs. 6 4 vs. 5 3 vs. 4 1 vs. 8 1 vs. 7 1 vs. 6 1 vs. 5 9 vs. 7 8 vs. 6 7 vs. 5 6 vs. 4 10 vs. 6 9 vs. 5 8 vs. 4 7 vs. 3 11 vs. 5 10 vs. 4 9 vs. 3 8 vs. 2 12 vs. 4 11 vs. 3 10 vs. 2 9 vs. 12 2 vs. 3 12 vs. 2 11 vs. 12 10 vs. 11 1 vs. 4 1 vs. 3 1 vs. 2 5 vs. 3 4 vs. 2 3 vs. 12 6 vs. 2 5 vs. 12 4 vs. 11 7 vs. 12 6 vs. 11 5 vs. 10 8 vs. 11 7 vs. 10 6 vs. 9 9 vs. 10 8 vs. 9 7 vs. 8

APPENDIX 2

“BRINGING ADVENTURE LEARNING INTO PHYSICAL EDUCATION” [OPTIMAL PERFORMANCE

ASSOCIATES]

APPENDIX 3

POSSIBLE COOPERATIVE GAMES

COOPERATIVE GAMES AND EVENTS Ah – Sah – Ko Alaskan Softball All It America's Cup (and “America's Cup” Orders) Ball Tag Blob Tag British Bulldog Bumpity – Bump – Bump Canyon Crossing Capture the Flag Colonyball Coneball Cool It Cross-Fire Coneball EHS Games Packet Everybody for Self Four-Sided Games: Bombardment Crab Soccer King Pin Steal The Bacon Trivia (Jump Rope/Hula Hoops) Fort Knox Have You Ever?

Island Hopping Key Punch Kickball Link Tag Line Tag (Pac-Man) Mission Impossible Moving Target OPA – Winning Teams Packet Octopus Palmball Payback Pillow Polo Prisonball Rat Race Ring of Fire Savior Tag Soccer Tag Tarp Activity Tandem Tag Thieves Tug-Of-War

ARCHERY Rationale: Archery is a good activity for developing strength, eye-hand coordination and mental concentration. It can be participated in by both sexes and people of all ages. I. Introduction A. History 1. Paleolithic age a. weapon of war b. procurement of food 2. Middle Ages in Europe 3. Archery in the United States 4. Types of shooting a. target b. field c. hunting d. barebow 5. Recreational vs. competitive archery B. Facility (large open area away from traffic, school and other "people"

activity) 1. Diagram of football field used as archery range 2. Outline of shooting area, firing lines and target set-up C. Equipment/Tackle Selections 1. Bow (female bow weight about 20 pounds, male bow weight 25-35

pounds) a. type and material b. weight and length c. parts of bow 2. Arrows a. material and length b. parts of arrow c. types of fletchings 3. Arm guards and finger tabs a. types b. purpose c. how worn and used 4. Quivers a. types b. purpose

5. Targets a. types b. target faces c. scoring colors and points D. Safety and Courtesy 1. Checking personal equipment a. bow b. arrows c. clothing and accessories 2. Shooting procedures 3. Retrieving arrows II. Performance Objectives A. After 4 hours of target shooting practice over a two week period, the

students (while standing behind a firing line which is 15 yards from a target) should be able to cluster 2 out of 5 arrows shot in an end onto a standard target face, as observed by their peers and the teacher.

B. Upon completion of the four week archery unit, the student should be able

to demonstrate a basic knowledge of archery by being able to name the parts of a bow and arrow; list, in order, the eight steps to follow when shooting; and identify, by color and point value, all of the scoring areas on a target face. The student shall demonstrate this knowledge to the teacher by passing a written test with at least a 60% score.

C. After two hours of tournament competition over a one week period during

the fourth and last week of the archery unit, the student should be able to demonstrate good sportsmanship with the other student competitors at his/her target by obeying tournament target shooting rules, keeping and recording a fair and accurate score of each end shot and encouraging each participate at his/her target to do his/her best, as observed by the teacher.

III. Skills A. Stringing/Unstringing Bow 1. Push-pull 2. Step-through B. Shooting technique 1. Addressing the target 2. Stance 3. Nocking the arrow

4. Draw 5. Anchor/tighten 6. Aim 7. Release 8. Follow-through C. Variable Distance Shooting 1. 15 feet 2. 20 feet 3. 25 feet D. Scoring 1. Point values 2. Recording and totaling ends 3. Target rules of shooting IV. Lead-Up Activities A. Eye dominance test B. Mimicking shooting sequence without tackle C. Partner check-off on shooting technique D. Mimicking shooting sequence with tackle E. Short distance shooting F. Long distance shooting G. Motivational games: 1. Animal target faces 2. Balloons 3. Draw your own target face 4. Competition between targets 5. Competition between classes 6. Bulls-eye club 7. High round shooter of day V. Evaluation A. Shooting skill test based on sequence B. Shooting skill test based on round score C. Written test on terms, safety, technique, scoring

BADMINTON Rationale: Badminton is a good activity to develop agility, coordination and other aspects of fitness. The value of badminton is enhanced because the basic skills can be learned quickly, and a wide range of ability levels can enjoy success in competition. This sport is a leisure time activity in which both sexes can participate well into later life. Objectives: 1. Demonstrate and perform the basic skills of badminton. 2. Describe rules and selected strategies, and apply them in a game situation. 3. Demonstrate appropriate court etiquette when participating in badminton. 4. Identify opportunities for participation in badminton beyond class. Equipment: 1. Net and standards 2. Racquets 3. Shuttle cocks Skills: 1. Grip 2. Ready position 3. Serve (short and deep) 4. Forehand stroke 5. Backhand stroke 6. Overhead stroke 7. Underhand stroke 8. Drive 9. Clear 10. Smash 11. Drop Shot Rules: (singles and doubles) 1. Court lines, areas and net 2 Serve A. Faults B. Order or service 3. Faults 4. Scoring

Strategies: (single and double play) 1. Court position 2. Shot selection A. Serve B. Hit to open space--hit directly at opponent C. Move opponent: side-to-side; up-and-back D. Stroke deception 3. Setting score Participation: 1. School intra-murals 2. School inter-scholastics 3. Home or park picnics 4. Recreation centers 5. Badminton clubs Ethics: 1. Call own lines 2. Opponent ready to receive serve 3. Returning bird for next serve 4. Replay points when your opponent has been interfered or distracted 5. Control your actions and language Teaching Techniques/Safety Considerations: 1. The basic skills of badminton should be taught and practiced individually before

being used in game play. 2. Drills should be used to practice the skills: A. Wall drills - i.e., serve to the wall and hit continuous forehand and

backhand strokes to the wall. B. Partner drills - may be done without or with a net. Court markings are

unimportant; i.e., student aim serve for partner to return with underhand backhand.

C. Line drills - i.e., put bird in play aiming it to next in line executing only

underhand shots. 3. Peer teaching - use more skilled students to work with the less skilled in the

class in one-on-one situation.

4. Rules and strategies can be explained through: A. Chalk talks B. Hand outs C. Demonstrations on court D. Explanation during sample game E. Debriefing after playing 5. Incorporate competitive play within this unit A. Culminating activity B. After completing competency tests C. Divide class - some students play while others practice skills D. Continuing activity - such as a ladder or pyramid play 6. Demand that prudent safety precautions prevail in all drill and competitive

situations. Pupil Assessment: 1. Skill tests may be used to assess basic skill execution. 2. Game situations may be used to assess the execution of basic skills, the

application of rules and strategies, and the display of appropriate court etiquette. 3. Written tests may be used to assess knowledge of rules, strategy, court

etiquette, and opportunities for further participation. References: 1. Armbruster, D., et al. Basic Skills In Sports For Men and Women. St. Louis,

MO: Mosby. 2. Freidrich, J. and A. Rutledge. Beginning Badminton. Belmont, CA: Wadsworth.

BASKETBALL Grade 9: Components that should be covered: Dribble: -- left hand, right hand, cross over, low, high, fancy stuff? -- dribble tag Passing: -- chest pass, bounce, baseball throw -- no dribble basketball Terminology and history: -- quiz on terms and floor markings -- history Shooting: -- lay-up -- free throw Defense: -- defensive stance -- man-to-man Games: -- knock-out shooting -- monkey ball -- 5 vs. 5 regular and/or side-line fashion Grade 10: Components that should be covered: Review all Grade 9 components and add: Shooting: -- jump shot -- dunk Terminology – add more advanced terms: -- 3 second violation -- back court -- court dimensions -- height of basket

Defense: -- Zone D Games – add: -- Hunch -- Around the World -- 3 vs. 3 Grade 11: Components that should be covered: Review all Grade 9 and 10 components and add: Defense: -- press Officiating rules/test Games: -- Triangle basketball -- 3 vs. 3 tournament Grade 12: Components that should be covered: Review all Grade 9, 10 and 11 components and add: Mechanics for referee’s calls Tournament 3 vs. 3 or 5 vs. 5

Name:

BASKETBALL QUIZ 1. Name the two types of passes you learned and practiced in class. A. B. 2. Name two basketball shooting games you learned in class. A. B. Matching: 3. forward A. Position most responsible for rebounding,

blocking shots and making lay-ups 4. NCAA B. Governing body for all college athletic programs 5. WNBA C. Position played by a good ball handler (dribbler)

who can shoot well from the outside 6. guard D. Position played by 2

nd tallest person on the team; usually

play the baseline 7. center E. Governing body for the men's pro basketball league 8. NBA F. Governing body for the women's pro basketball league Multiple choice: Circle the correct answer 9. Who invented the game of basketball?

A. Herbert Hoover C. Jim Smithson

B. James Naismith D. Mrs. Holzhammer 10. The sideline is always in the game of basketball.

A. in bounds C. fair B. red D. out of bounds

11. If a player is fouled while attempting a 3-point shot and misses the shot, how many free throws are awarded? A. 2 C. 3 B. 1 D 0 12. Look at the diagram and tell how many points are awarded it a shot is made from each corresponding spot on the court. A. B. C. A B C 13. Label the following areas of the court. Write the corresponding letter where you think it belongs on the diagram.

A. key B. 3-point line C. free-throw line D. center circle

BASKETBALL The game of basketball was actually developed to help condition football players during the winter months. In 1891, Dr. James Naismith, the physical education director at the YMCA College in Springfield, Massachusetts, introduced the game. The first basketball games were played with a soccer-style ball and peach baskets as the goals. Originally, there was no limit to the number of players on a team or the number of balls used in play. It was not uncommon to have as many as 50 players on the floor using 4-5 balls at a time. The first official game of basketball was not played until 1892, when Naismith developed 13 basic rules, some of which are still used today. The game and rules were published in a YMCA magazine and distributed throughout the country. The game quickly became popular at other YMCAs, playgrounds, schools, colleges and community centers. By 1897, players were starting to be called by positions, but there was still no limit to the number who could play at once. The decision to limit players to five was not made until 1899. From 1910 to 1923, each team had a standing and a running guard, to forwards and a center. The standing guard was used for defense like a soccer goalie. The running guard helped on defense and traveled into the offensive territory to aid the forwards in scoring. The standing forward was used primarily for offense and generally stayed on the offensive end of the court. The running forward often moved the length of the floor, helping not only in scoring but also in passing the ball to the standing forward. The first intercollegiate basketball game was played in 1896 (Yale vs. Connecticut Wesleyan) and, in 1899, women formulated their own rules. The National Basketball Association and the National Collegiate Athletic Association now govern the rules of basketball. Equipment The basketball playing court is a rectangular surface, usually a hardwood floor, measuring 94 by 50 feet for college teams and 84 by 50 feet for high-school teams. A backboard, 4 feet high by 6 feet wide, is located in the center of each end of the court. The basket is an open hammock net, suspended from the backboard by an 18-inch diameter metal rim. The rim must be 6 inches from the backboard and 10 feet from the ground. The basketball used by men weighs 20-22 ounces and has a circumference of 30 inches. The basketball used by women has a circumference of 29 inches and weighs 18-20 ounces. Balls are usually covered with leather, rubber or a synthetic material; an official ball is covered with leather.

Rules Basketball is played by two teams of five players consisting of two guards, two forwards and a center. They attempt to outscore their opponents by passing, bouncing, handing or dribbling a basketball into position for shooting the ball into their offensive basket. An official puts the ball into play at the beginning of the game by tossing the ball in the air at midcourt while two players from opposing teams attempt to tip the ball to their respective teammates. Play continues until the designated time expires. The game is governed by a scorer, timer and two or three floor officials. A team scores a field goal when one of its player shoots the ball from the field into its offensive goal. A free throw is scored similarly, although play is stopped for the free-throw shot. Two or three points are awarded for a field goal (depending on the distance from which the ball was shot) and 1 point for a free throw. After each field goal, the team not scoring puts the ball into play from out-of-bounds behind the baseline near its own defensive basket. Each team attempts to get the ball into position to shoot it into its offensive basket by passing, dribbling, handing or bouncing the ball. At the same time, the defensive team attempts to prevent the offensive team from scoring. The game continues until either team commits a violation or foul, at which time the fouled player attempts a free throw or possession of the ball changes. A change of possession follows a violation, and the opposing team takes the ball out-of-bounds. When a foul is committed, the opponents may either be given the opportunity to shoot one or two free throws or be awarded the ball out of bounds. The team that has accumulated the highest number of points at the end of the game is the winner. Regulation basketball games consist of either 8 minute quarters (high school), 20 minute halves (college), or 12 minute quarters (professional).

Objective: To put the ball in the opponent's basket without committing an offensive foul Essentials: Court to play on, pinnies, basketball How to Play 1. Scoring A. Field goal (2 points)

B. Free throw (foul shot) (1point) C. Field goal from behind arc (3 points)

2. Players: A team consists of five players 3. Start of Game: Start of play at beginning of game will begin with a tip off 4. Offensive Fouls: A. Travel (walk) - taking two or more steps without a dribble B. Double Dribble - dribbling, stopping and dribbling again C. Charge - offensive player out of control, making contact with another player

Defensive Fouls: A. Push

B. Hold C. Block

Technical Fouls:

A. Unsportsmanlike conduct B. Profanity C. Foul with intent to harm 5. Overtime: Tie games will be decided by one minute overtime 6. Offense:

A. Pick (screen) - offensive player uses his/her body to make a clear path for the dribbler B. Roll - offensive player who set the pick spins toward the basket to receive the pass

7. Defense:

A. Zone - defensive team defends a particular area or space B. Player to player - defensive player defends a particular player *During player to player defense, the defender should see two things: the ball and their opposing player

Name: Date:

FOOTBALL QUIZ 1. When a player drops the ball, it is called a(n): A. interception C. fumble B. safety D. tackle 2. When the offense has fourth down and does not make it, it results in a(n): A. interception C. snap B. fumble D. turnover 3. The person that snaps the ball is called the: A. center C. tight end B. linebacker D. quarterback 4. The main objective of the wide receiver is to: A. run C. block B. catch D. trip 5. If you are tackled in your own end zone, it is a: A. fumble C. block B. catch D. safety 6. Explain how to hold a football properly: 7. A right-handed quarterback steps forward with his foot. 8. Name two reasons why a spiral will help the passer: A. B. 9. Explain what a three-point stance is: 10. The line that the ball must cross for a touchdown is called the: A. end line C. end zone line B. goal line D. side line Extra Credit: A touchdown is worth points.

FOOTBALL POSITIONS

Offense: 1 2 3 4 5 6 7 1

8

9

10

1. wide receiver (two) 6. right tackle 2. left tackle 7. tight end 3. left guard 8. quarterback 4. center 9. fullback 5. right guard 10. half back Defense:

X X X X 2 3 3 2

X X X X X 1 4 5 4 1

X X 6 7

1. cornerback (two) 5. middle linebacker 2. defensive end (two) 6. strong safety 3. defensive tackle (two) 7. free safety 4. outside linebacker (two)

FOOTBALL ROUTES

Slant Drag, In Curl X Post Flag Quarterback

Out Fly Hitch X Post Out and

(seem) (stop) Quarterback Corner Up

Fade Wheel Screen X Cross

(hunt) Quarterback

GOLF (GRADES 11-12) Rationale: Golf has great value as a lifetime activity and a competitive sport. Golf can be played at all levels (recreational to highly competitive) and at all ages. The social values of the sport can be realized by people of different physical capabilities throughout a lifetime. Beautiful and challenging courses, not only make golf a very skillful game, but includes one of the most aesthetic aspects of exercise which promotes positive mental health. Playing a round of golf demands the physical fitness attributes of coordination, flexibility, strength, muscular and cardiovascular endurance. Teaching Suggestions: 1. Conditioning exercises to get ready to swing club: - wall pusher: standing erect, push away from wall using one hand only,

arm and shoulder muscles - knee dipper (without club at first; then with golf club behind your back):

drop left knee toward the ball; push away with right foot to develop hip rotation)

- swinging club with left arm only (for right-handed golfers) 2. Suggested progression for hitting with the different clubs - 5 iron - practice balls - off green mats - 3, 7, 9 irons - practice balls - off green mats - 3 wood - range balls - in golf cage - driver - range balls - in golf cage 3. Set up miniature golf course to practice putting 4. Set up frisbee golf to learn scoring 5. Set up short 9 hole course. Have students use 9 irons and practice balls to get

around course 6. Take students on a field trip to miniature golf or regular golf course; i.e., Golfland

in the Ewing Shopping Center. 7. Mini Golf Contract a. Putt the ball into the cup three out of five times from distances of one foot,

two feet, three feet

b. Putt the ball into the cup three out of five times from distances of four feet, five feet and six feet

c. Play three holes (holes 1-3) in par. Hole 1 - par 2; hole 2 - par 3; hole 3 -

par 2 8. Golf Contract a. Drive four balls a distance of 30 feet b. Drive four balls a distance of 40 feet c. Drive four balls a distance of 50 feet d. Putt the ball into the cup from the following distances: 3, 6, 9 and 12 feet e. Tee-off and hit the ball the following distances: 30, 40 and 50 yards

Name: Date:

Task Completed

1. Grip

2: Stance

3. Head down

4. Address ball

5. Backswing

6. Contact

7. Follow through

Grading: 7 of 7 = A 6 of 7 = B 5 of 7 = C 4 of 7 = D < 4 = F

Name: Date:

Task Completed

1. Grip

2: Stance

3. Head down

4. Address ball

5. Backswing

6. Contact

7. Follow through

Grading: 7 of 7 = A 6 of 7 = B 5 of 7 = C 4 of 7 = D < 4 = F

Teaching Suggestions/Safety Considerations: 1. Since golf is not a strenuous activity, an aerobic warm-up and stretching will help

to maintain the fitness of the students. 2. Safety must be the first consideration as severe injury can result from a student

being hit by a club. 3. Students with golf experience can be used to demonstrate skills, and assist in

evaluating students. 4. Mini games, putting contest, chipping to a circle and driving plastic balls can all

be competitive, fun activities when full course play is impossible. 5. The use of video tape and/or film loops is very helpful. 6. A trip to a nearby public course makes a great culminating activity. 7. Students must have ample clearance for swinging the golf club. Spots on the

floor should be marked to insure this. 8. Mini putting courses can be arranged in the gym with real balls and metal indoor

holes. 9. Small outdoor chipping courses can be designed if outdoor facility permits. 10. Driving real golf balls should not be permitted in the limited space of most

facilities. Pupil Assessment: 1. The student will demonstrate the skills described to the satisfaction of the

teacher. 2. The student will pass a written test on golf terminology, clubs, rules and

etiquette. 3. If possible, the student will demonstrate skills and knowledge of the game by

successfully completing a round of golf to the satisfaction of the teacher. Ethics: 1. Make no noise, and do not move around when another person in group is hitting. 2. Stay with playing partners, but do not get ahead of them before they hit a shot. 3. Always watch your ball until it stops rolling and know exactly where it is.

4. The player who wins the previous hole has the honor of teeing off first. 5. Move quickly to next tee after holing out. 6. Replace all divots. 7. Repair ball marks on green. 8. Smooth over all footprints and holes made in a sand trap. 9. Obey ground rules for the course (keep carts on paths). Safety: 1. Stand behind person taking shot. 2. Do not tee off until players ahead have hit second shot or are safely out of range. 3. Call "fore" if your ball is directed near other players. 4. Make sure that one is standing nearby when taking a practice swing. Skills: Introduce and evaluate in Grades 11 and 12: 1. Grip 2. Stance a. square b. open c. closed 3. Full swing a. backswing b. downswing 4. Approach shots 5. Putting Introduce and evaluate in Grade 12: 1. Pitch and run or chip 2. Sand trap shots 3. Up hill lie shots 4. Down hill lie shots 5. Sidehill lie shots 6. Deep rough shots 7. Wood shots 8. Iron shots Rules: 1. Scoring a. par b. birdie c. eagle d. bogey e. double bogey

2. Handicapping 3. Starting play -- teeing 4. Out of bounds 5. Order of hitting 6. Lost ball 7. Unplayable lie 8. Water hazard 9. Sand traps 10. Man made obstructions Strategies: 1. Analyze strokes and make adjustments 2. Choose proper club to do the job once you learn to correctly use each one 3. Variations are caused by weather and wind conditions 4. Use the golf course map of hole layout and distances Participation: 1. Indoor skill contests 2. Driving ranges 3. Par 3 or chip and putt courses 4. Intra-mural tournaments 5. Inter-scholastics 6. Business/social outings Rationale: Golf has great value as a lifetime activity and a competitive sport. The degree of difficulty of the game can be altered by carrying a bag of clubs, using a pull cart, or riding in a cart. The social values of the sport can be realized by people of different physical capabilities throughout a lifetime. Beautiful and challenging courses, not only make golf a very skillful game, but include one of the most aesthetic aspects of exercise which promotes positive mental health. Playing a round of golf demands the physical fitness attributes of coordination, flexibility, strength, muscular and cardiovascular endurance. Objectives: 1. Demonstrate the basic skills used in a game of golf (Standards 2.5-10 and 2.5-

11). 2. Describe rules and strategies, and apply them while playing several holes

(Standards 2.5-10 and 2.5-11).

3. Participate safely when practicing or playing a round (Standard 2.6-11). 4. Describe the proper selection of personal golf equipment (Standard 2.6-12). 5. Demonstrate appropriate behavior and courtesy while participating in golf

(Standard 2.2-11). 6. Describe the opportunities for participation beyond class (Standards 2.5-11 and

2.6-12). Equipment: 1. There are a variety of golf clubs (right and left handed) including drivers, wedges,

irons and putters. Some students may have their own clubs or be able to borrow clubs.

2. Plastic golf balls - at least 3 per student. 3. Golf balls - at least 3 per student. 4. Golf tees 5. Indoor surface for practicing (if possible) 6. Indoor nets (if possible) 7. Indoor putting holes (if possible) Selecting Personal Equipment: 1. Clubs (wood and irons) a. Minimum number b. Specific uses 2. Balls 3. Shoes 4. Glove

Name: Period: Date:

GOLF TEST

LACROSSE Rationale: Lacrosse is a native American Indian sport which is still played competitively by men and women predominately in the northeastern United States. It is a fast-paced game that requires coordination, grace, endurance and speed. The game provides a socially acceptable outlet for emotional stress and aggression. It promotes team cooperation and friendship, too. Rules: 1. Field markings and areas 2. Timing and scoring 3. Face-off/draw 4. Ball out of bounds 5. Putting ball in play 6. Fouls a. trip b. hold c. body check d. strike body with crosse 7. Technical fouls 8. Crease violations 9. Basic officiating signals Equipment: 1. A crosse (helmet and gloves for each student--not used in the girls' game of

lacrosse). 2. One ball for every two students. 3. Two sets of goalie equipment--chest protector and face mask with helmet (metal

or plastic supporter). 4. Leg pads 5. Two goals

Strategies: 1. Balanced field 2. Offensive play a. moving the ball b. passing patterns c. faking d. attack formations 3. Defense a. person-to-person b. zone (illegal in girls' games) c. combination 4. Play behind the goal 5. Clearing the ball Ethics: 1. Demonstrate and encourage team play. 2. Avoid unnecessary rough play. 3. Play by the rules. 4. Obey officials' decisions without delay or comment. Safety: 1. Wear proper equipment. 2. Play on a surface that is free from holes, stones, debris and obstructions. 3. Never play with a crosse that is cracked or defective. 4. Require face mask or eye guards for players with glasses. 5. Avoid violent or rough play. Participation: 1. School intramural programs 2. Local and regional clubs Teaching Suggestions/Safety Considerations: (Grades 11 and 12, except where noted) 1. Each of the basic skills of lacrosse must be taught and practiced before game

play is allowed. 2. Drills should be used to practice skills: a. partner drills--throwing and catching (Grade 11) b. group drills--student dodges in and out of a line of students (Grade 11) c. situation drills--complete three passes and shoot (against no defense).

3. Peer teaching--use experienced students to demonstrate or to work with small group of classmates

4. Use lead-up games--play half field without stick checking 5. Rules and strategies can be explained through: a. chalk talks b. demonstrations c. explain using a tennis ball only during walking game d. hand outs e. debriefing--during game as fouls occur 6. Incorporate competitive play during this unit (after passing competency skill

tests). Games may be modified. a. play half field b. play seven per team in small space c. restrict checking d. require a given number of passes before a shot at goal e. use no goals 7. Check all equipment. Never have students play with a cracked or defective

crosse. 8. Demand strict adherence to safety rules and sportsmanship.

BOX LACROSSE Wing 2 4 6 1 1 Crease 5 Wing 3 7 Positions: 7 Players: 1. Goalkeeper 2. Left Defense 3. Right Defense 4. Rover 5. Center 6. Left forward 7. Right forward - Each player is given a position and plays man to man with the assigned

opponent. - At all times each team must keep a minimum of 3 players in their defensive half

of the court and 2 players in the offensive half of the court. The crease is the box (usually a circle) around the goal: - No player may be in the crease except the goalie. - A goal does not count if made from within the crease or while an attacking player

is within the crease. - The goalie may not be interfered with when standing within this area, but after

catching the ball, he must leave the crease within 4 seconds. Play starts with a face-off between centers. - Place nets of crosses back to back with the ball between. Start on the whistle.

6 4 2

3 7

- Everyone plays man to man, staying with your opposing player except when your team is in possession of the ball or while going for a loose ball.

- The ball is advanced by running down the court with the ball in your cross or by

passing it to a team mate. - One point is scored by throwing the ball into the net. - During the play the ball may not be thrown back to your own goalie. - Players may be substituted at any time provided the retiring player reaches the

players' bench before the change is made. - Players must stop and hold position on the whistle. Penalties are administered for technical fouls and personal fouls. - Technical fouls: 1. Leaving wing area before whistle for the face-off 2. Entering the crease. 3. Touching the ball with your hand. 4. Off side 5. Moving from position after the whistle has blown to stop play. - Penalty--if the offending players team has possession of the ball, it will be put

back in play by the opposing team. - If the opposing team has possession or if there is no possession of the ball, the

offending player will leave the game for 30 seconds. - Personal fouls: 1. Body contact 2. Stick to body contact (slashing) 3. Tripping or pushing - Penalty: 1st offense: 1 minute 2nd offense: 2 minutes 3rd offense: Ejection from further play. A substitute may enter

play after 3 minutes. *Note: Attacking another student, or any action which may endanger yourself or other students, may result in elimination from the game and loss of credit for the day. Constant disregard of the safety rules may result in the same penalty.

Name: Date:

PICKLEBALL QUIZ Using the terms below, fill in the blank with the appropriate term that best fits the sentence. You will not use all the choices below or any choice more than once.

smash let 15 11 line box lob fault volley service box twice once baseline return non-volley zone service line right boundaries serve paddle net left pole 3 21

1. The server must have 1 foot behind the when serving. 2. The area in which the serve must land is called the . 3. A(n) is when a player strikes the ball in the air before it hits the ground. 4. The area from which the players are not allowed to volley the ball is called the . 5. The net must be feet from the ground in the center of the court. 6. The ball must hit the court (bounce) on each side before it can be volleyed. 7. During the serve, if the ball hits the net and still lands in the service box, it is called a(n) . 8. To win the game, you must score points and win by two. 9. The stroke used in an overhand fashion at a high velocity is called the . 10. The is always considered "in" the court of play. 11. For strategic purposes, the "return" should be in hopes of getting a smash out of it. 12. When the other team is serving, and you win the exchange of strokes, it is not a point for you, but rather a(n) . 13. One thing both teams should always discuss before starting a game is the court

.

14. When serving, if your score is an even number, you should serve from the side of the court.

15. Label the parts of the diagram below, indicated by the A-D: A. C. B. D.

RACQUETBALL Racquetball is a popular game which combines some of the best features of tennis, handball., squash and badminton. It is a fast moving game and an excellent lifetime sport which promotes overall physical fitness. Equipment: Gym shorts or warm-up pants, T-shirt, socks, tennis shoes (light-soled), racquet, ball and EYE GUARDS. Safety 1. Wear safety string or leather thong, which hangs from handle of racquet around

wrist while playing. 2. If at any time you feel your swing may hit another student, do NOT swing. Call a

"hinder" and play point over. 3. Any injuries in class should be reported to instructor before going to nurse. 4. Always wear properly fitting sneakers. 5. PLAYERS SHOULD WEAR EYE GUARD TO PROTECT THE EYES FROM

INJURY. 6. Students sitting on the sidelines during class should also wear eye guards to

protect their eyes from a wildly hit ball. Possible injuries related to racquetball include: 1. Head or eye injuries as a result of being struck by the racquetball or racquet. 2. Brain injury as a result of a racquet blow to the head or running into the wall. 3. A neck or spinal injury as a result of running into the wall. 4. Loss of teeth, concussion, severe bruises and tissue injury resulting from a blow

from a racquet or ball or running into a wall. Types of Play 1. Singles 2. Doubles 3. Cut-throat (3 players)

Object of the Game 1. A game of racquetball is played to 21 points. You only have to win by one point

to win the game. Two games wins a match. 2. Only the server can make points. 3. The receiver who wins the volley becomes the server. 4. The object of racquetball is to win volleys thereby making points. 5. The object is to strike the ball so that your opponent is unable to successfully

return it to the front wall. 6. The ball may be struck either on the fly or after one bounce. 7. It must be returned to the front wall without striking the floor, but may contact any

of the walls and/or ceiling. (In one wall racquetball, the ball must be returned to the front wall directly and may not hit the ceiling or side/back walls of the gym.)

Serve: While standing in the service zone, bounce the ball and hit it directly to the front wall, so that the ball bounces past the short line. if the service, before contacting the floor, hits two side walls, the ceiling or the back wall or does not go past the short line, then another attempt is made. Any serve that does not directly reach the front wall (i.e., skips on the floor, hits a side wall or hits the ceiling) results in an automatic loss of serve. Note: No second attempt is permitted. In one wall racquetball, if the service, before contacting the floor, hits the back wall or does not go past the short line, then another attempt is made. *For our gym class, a second serve will be permitted for all faults. A served ball must bounce behind short line and in front of red line near back wall. To Begin the Game 1. Singles: The server stands within the service zone and, after letting the ball

bounce once, strikes the ball causing it to rebound off the front wall. The ball must land behind the short line to be in play. The server is given TWO attempts on the serve. If the first serve is not legal, the server is given another serve. The opponent must then return the ball in such a manner that it will hit the front wall before it strikes the floor and play continues until either the server or receiving side is unable to return the ball legally. It will constitute a point for the serving side if the receiver returns the ball illegally. If the server fails to return the ball, they lose the serve. The opponent now becomes the server and the old server is now the receiver. A complete game ends when one side receives 21 points.

2. Doubles: Each player is allowed to serve before a loss of team serve occurs, except in the case of the initial service, when only one player serves. Either player on the doubles team may return the ball. The partner of the server must stay off of the court of play and in the service box until the ball passes over the short line.

Hinders 1. A hinder is called and the point is replayed when you or your opponent make

contact or when you are unable to swing because your opponent is in the way. I one wall racquetball, a hinder may be called if the ball lands close to the side bleacher and you are afraid to swing because you might hit either the bleacher or someone waiting a turn.

2. If the ball strikes the person who hit the ball, the person loses the point or the

volley. 3. If your opponent or you is hit by a ball coming off of the wall on a bounce or a fly,

the person hit loses the volley. 4. If you are hit by your own shot coming off the wall on a bounce or a fly, you lose

the volley. 5. If your opponent makes an attempt but cannot move out of the way to allow you

a clear shot at the ball, a "hinder" is called and the point is replayed. 6. If your opponent deliberately does not move to allow you a clear shot at the ball,

an "avoidable hinder” is called and he/she loses the volley. 7. A “screen ball" is called when you cannot see the ball because your opponent's

body is blocking your view. The point is replayed. 8. If the ball touches your opponent on the way back to the front wall, a “hinder" is

called and the point is replayed. Out of Bounds Front Wall - Top white wood strip Front Court - Ceiling - Side of back walls Service Line - Lights Service Box Take-Overs (used in doubles) - Ropes - Rings Short Line Back Court

RACQUET TOURNAMENT May include the following: Badminton, Pickleball, Ping Pong, Racquetball, Tennis Tournament would be for 2-3 days depending on class size. All classes in each block or class period would be involved. Students will select their tournament choices. Priority goes to seniors first, then juniors, etc. Example: North Gym: 4 Pickleball nets 2-3 Badminton nets South Gym: 5 Ping Pong tables 3 Racquetball courts

SELF DEFENSE SKILLS A. Self Defense

Purpose: walking away from dangerous situations without injury. Martial arts vs. self-defense: rules vs. no rules.

B. Steps in Self Defense 1. Awareness 2. Avoidance 3. Prevention 4. Physical action 5. Follow-up C. Awareness: Perceiving dangerous situations in the environment. Survey

situations automatically and continuously. 1. Observe and evaluate: a. People and their behavior b. Lighting c. Hiding places d. Exit routes e. Etc. D. Avoidance: Evading involvement in potentially dangerous situations: 1. Alternative routes 2. Barriers (locks, bars, gates) 3. Warnings (alarms) 4. Leaving (a place of potential danger) 5. Not going to a place of potential danger E. Prevention: Steps taken to keep a potential assailant from attacking. 1. Verbal persuasion 2. Aggressive posturing 3. Faking illness 4. Submitting (e.g., giving up possessions) 5. Fleeing 6. Putting a barrier between self and assailant (e.g., slamming door, behind

table) 7. Indicating that others are nearby to help

F. Physical Action: As a last resort, physical action may have to be taken. This can range from attacking the assailant to countering her/his attack. This action should have a single purpose: to disarm (if necessary) and disable your opponent so he/she can do no further harm.

1. Falls a. Back b. Side c. Forward 2. Throws a. Leg b. Hip G. Escapes with rotation (examples) 1. Front choke a. Shoulder shrug b. Knee to groin c. Kick to knee 2. Rear choke a. Turn head b. Elbow to stomach c. Duck under and wrist lock 3. Wrist grab a. Twist toward thumb b. Kick to knee c. Kick to groin d. Two hand pull free and hammer first 4. Repeat body grab a. Head snap to face b. Drop and groin grab c. Foot stomp 5. Hair pull a. Holding own hair b. Kick, punch, chop 6. Defense against: a. Punches b. Parry c. Block

7. Kick a. Retreat b. Dodge 8. Knives and clubs a. Block b. Parry 9. Offensive weapons a. Punches b. Chops c. Strikes d. Kicks e. Weapons (e.g., ruler, keys, magazine) H. Follow-up 1. Report to police 2. Pressing charges 3. Emotional support Teaching and Safety Considerations: 1. Use short (5 minutes) lectures accompanied by handouts to present basic

information on awareness, avoidance, prevention, and follow-up. 2. Use role playing followed by brief discussion to practice awareness and

prevention. 3. Include some anaerobic physical conditioning activities in each lesson. 4. Break down skills and teach them one step at a time (by the numbers). Skill

instruction should start with slow motion. At no time should students be permitted to perform skills against each other as they use them in event of an attack.

5. Use combative games (e.g., arm wrestling, horse and rider fights, hat boxing) to

develop aggressiveness. 6. At least half of every lesson should be physical activity (i.e., conditioning,

combative games, skill instruction/performance). 7. Practice skills in old street clothes to simulate reality. 8. Use mats to prevent injury. 9. Emphasize seriousness of training. No horse play should be permitted.

10. Practice full speed skills (e.g. strikes, punches, kicks) on football blocking dummies and shields, heavy punching bags, rolled up mats and the like.

Pupil Assessment: 1. Reactions in simulated situations 2. Skill test 3. Written test

SELF DEFENSE

SKILLS A. Self Defense

Purpose: walking away from dangerous situations without injury. Martial arts vs. self-defense: rules vs. no rules.

B. Steps in Self Defense 1. Awareness 2. Avoidance 3. Prevention 4. Physical action 5. Follow-up C. Awareness: Perceiving dangerous situations in the environment. Survey

situations automatically and continuously. 1. Observe and evaluate: a. people and their behavior b. lighting c. hiding places d. exit routes e. etc. D. Avoidance: Evading involvement in potentially dangerous situations: 1. Alternative routes 2. Barriers (locks, bars, gates) 3. Warnings (alarms) 4. Leaving (a place of potential danger) 5. Not going to a place of potential danger E. Prevention: Steps taken to keep a potential assailant from attacking. 1. Verbal persuasion 2. Aggressive posturing 3. Faking illness 4. Submitting (e.g., giving up possessions) 5. Fleeing 6. Putting a barrier between self and assailant (e.g., slamming door, behind

table) 7. Indicating that others are nearby to help

F. Physical Action: As a last resort, physical action may have to be taken. This can range from attacking the assailant to countering her/his attack. This action should have a single purpose: to disarm (if necessary) and disable your opponent so he/she can do no further harm.

1. Falls a. back b. side c. forward 2. Throws a. leg b. hip G. Escapes with rotation (examples) 1. Front choke a. shoulder shrug b. knee to groin c. kick to knee 2. Rear choke a. turn head b. elbow to stomach c. duck under and wrist lock 3. Wrist grab a. twist toward thumb b. kick to knee c. kick to groin d. two hand pull free and hammer first 4. Repeat body grab a. head snap to face b. drop and groin grab c. foot stomp 5. Hair pull a. holding own hair b. kick, punch, chop 6. Defense against: a. punches b. parry c. block

7. Kick a. retreat b. dodge 8. Knives and clubs a. block b. parry 9. Offensive weapons a. punches b. chops c. strikes d. kicks e. weapons (e.g., ruler, keys, magazine) H. Follow-up 1. Report to police 2. Pressing charges 3. Emotional support Teaching and Safety Considerations: 1. Use short (5 minutes) lectures accompanied by handouts to present basic

information on awareness, avoidance, prevention, and follow-up. 2. Use role playing followed by brief discussion to practice awareness and

prevention. 3. Include some anaerobic physical conditioning activities in each lesson. 4. Break down skills and teach them one step at a time (by the numbers). Skill

instruction should start with slow motion. At no time should students be permitted to perform skills against each other as they use them in event of an attack.

5. Use combative games (e.g., arm wrestling, horse and rider fights, hat boxing) to

develop aggressiveness. 6. At least half of every lesson should be physical activity (i.e., conditioning,

combative games, skill instruction/performance). 7. Practice skills in old street clothes to simulate reality. 8. Use mats to prevent injury.

9. Emphasize seriousness of training. No horse play should be permitted. 10. Practice full speed skills (e.g. strikes, punches, kicks) on football blocking

dummies and shields, heavy punching bags, rolled up mats and the like. Pupil Assessment: 1. Reactions in simulated situations 2. Skill test 3. Written test

Name: Date:

SOCCER QUIZ #1 Multiple Choice Questions: Circle the correct answer: 1. Soccer originated from a sport in other countries known as:

A. Football C. Wrestling B. Rugby D. Hackey Sack

2. A soccer team should have many players on the field?

A. 12 C. 13 B. 10 D. 11

3. Which of the following fouls would give the other team a direct kick?

A. Handball C. Pushing B. Tripping D. All of the above

4. Another name for the penalty box is:

A. the goal area C. penalty kick line B. the 18 yard box D. the 6 yard box

5. Which body part is illegal to use to score a goal in the game of soccer?

A. foot C. head B. hands D. thigh

6. The four defenders in the back of the field should work together to keep the other team from scoring. When setting up their positions and playing, these four should stay in a shape:

A. circle C. diamond B. square D. triangle

7. Which position below is not a deep defensive position:

A. center forward C. stopper B. sweeper D. goalie

8. A throw-in should be taken when the ball is kicked out of bounds on which part of the field?

A. end line C. center circle B. goal line D. side line

9. The game starts at midfield with a free kick called a :

A. kick-off C. penalty kick B. direct kick D. none of the above

10. Which player on the field can legally use their hands within a certain area on the field?

A. halfback C. fullback B. goalie D. right wing

Label following items from the diagram below: 1 6

2 7

3 8

4 9

5

Name: Date:

SOCCER QUIZ #2 1. Name the three parts of the foot you can trap with: A. B. C. 2. Which of the following is not a proper way to kickball?

A. shoelaces C. inside of the foot B. outside of the foot D. toe

3. When the ball goes over the sideline, it results in a:

A. goal kick C. corner kick B. throw in D. jump ball

4. Who is allowed to take the goal kick? 5. Where is the ball placed when a goal kick is taken? 6. What is the result when the goalie deflects the ball over the end line? A. goal kick C. corner kick

B. throw in D. punt 7. What should you do with your body to make sure the ball stays low when you kick it?

Name: Date:

SOCCER QUIZ #3 1. What is the objective for the game of soccer? 2. List the four essentials needed to play the game of soccer? A. B. C. D. 3. A team consists of players. 4. Which of the following fouls would give the other team possession?

A. handball C. pushing B. tripping D. all the above

5. Another name to the penalty area is:

A. the goal area C. penalty kick line B. the 18 yard box D. the 6 yard box

6. Which body part is illegal to use to score a goal?

A. foot C. head B. arm D. thigh

7. Which position below is not a defensive position?

A. center forward C. stopper B. sweeper D. goalie

8. In which part of the field does a throw-in take place?

A. end line C. center circle B. goal line D. side line

9. The game starts in mid-field with a free kick called a:

A. kick-off C. penalty kick B. direct kick D. none of the above

10. Which person cannot use their hands:

a. referee C. coach b. goalie D. sweeper

Please write a "T" or "F" in the blank space next to the number: 1 Tie games go to a "sudden death" overtime. 2 Any number of substitutes may be used. 3 The only way to score is to "head" the ball in. 4 Pushing is not a foul in soccer. 5 Challenging is legal in soccer. 6 A missed shot results in a goal kick. 7 A "tripping" foul inside the 18 yard box results in a penalty kick. 8 “Off-sides” is when an offensive player is in the opposing team's goal without the ball. 9 If you are cold during class, participating will warm you up. 10 Indirect kick means it must touch another player before it can go into the goal. Extra Credit (2 points each): 1. Soccer is known in other countries as:

A. football C. wrestling B. rugby D. hackey sack

2. The major international tournaments that is played every four years is called the Cup. 3. In what country was this tournament held in 1994?

Nature and Purpose of the Game: 1. Soccer is played by 11 players from each team. 2. The game starts in mid-field with a free kick called the kick-off as each team is in its own half of the field. 3. Names of positions:

Center Forward (Striker) Right Fullback Center Halfback Right Halfback Goalie Right Wing Left Fullback Stopper Left Halfback Sweeper Left Wing

4. Label the positions as shown on the chart:

1

2

3

4

5

6

7

8

9

10

11

SOFTBALL There are two types of softball: fast pitch and slow pitch. During physical education class, we play slow pitch. The slow pitch game consists of ten players on the field and pitcher catches the ball with an arc. Fast pitch is played mostly on a competitive level in this region of the United States. High school softball is fast pitch. Fast pitch is played with nine players on the field and the ball is pitched underhand with speed. The dimensions of the field differ slightly than that of slow pitch (pitcher’s plate is 40 feet from home plate, not 60 feet like in slow pitch). Game Origin: The slow pitch game was invented in 1887 by George Hancock so men could play a version of baseball indoors. He made the playing field smaller than a baseball field and used a softer ball than a baseball. Hence, the game is called softball. Equipment:

Softballs Gloves (mitts) Bats Bases Catcher's mask and other protective equipment

Some Rules of the Game: 1. Three strikes = an out. 2. Each half inning consists of three outs. 3. A strike is any ball swung at by the batter and missed or tipped, excluding a third

strike that has been tipped or fouled. 4. If the ball is hit directly in the air in foul territory and caught, it is an out. 5. If a player on the defensive team catches a foul ball for an out, a base runner

can take the chance to advance another base by tagging up at their original base first.

6. No bunting in slow pitch. 7. No stealing in slow pitch. 8. Ten players per team in slow pitch, so there are four outfielders.

9. A double play is when the defense makes two outs on one batted ball. Example: With a runner on first, the batter hits a ground ball to the shortstop, who throws to second base for one out, and the second baseman throws to first base to get the second out.

10. A foul ball is any ball hit outside the first base line or the third base line.

SOFTBALL TEST Directions: Fill in the diagram of the softball field with the correct positions: 1 6

2 7

3 8

4 9

5

How many outs does a team get before they switch sides? In real softball, how many strikes do you get before you are out? In softball, how many balls do you get before you walk? Who is the person that calls balls, strikes and whether a runner is safe or out?

SPEEDBALL History: The game of speedball was developed by Elmer Mitchell, an intramural director at the University of Michigan in 1921. This game taught basic skills that could be utilized across a number of activities and was invented to replace the more traditional outdoor sports of football and soccer. It was originally a men's game; but in 1930 the AAHPERD developed modified rules for women. General Information: 1. Skills: Speedball combines the basic skills of soccer, football and basketball.

Specific skills to be learned include passing and catching, foot dribbling and kicking, ground balls and aerial balls, trapping, blocking, guarding and goal keeping, offensive/defensive strategies.

2. Playing Area: It is played outdoors on a football or soccer field. The playing

area is 100 yards long. 3. Equipment: regulation size soccer goal, soccer ball or speedball, optional shin

guards. 4. Social Skills and Etiquette: A co-educational activity which develop social skills,

sportsmanship, cooperation and learning to be a team player. Safety: Students must be aware of the force generated by a kicked ball. Players need to pay attention to where the ball is at all times. Students need to understand the difference between playing aggressively and carelessly or with unnecessary roughness. There should be no fooling around or wild kicking. Rules of Play: 1. Regulation game: 11 players – five forwards, three halfbacks, two fullbacks and

a goalkeeper. 2. Four 12-minute quarters. 3. Game starts with one team kicking the ball into the opponent's territory from the

center of the field (mid-line). The receiving team must not pass the restraining line until the ball is kicked.

Object of the Game: To score points at the opponents' end of the field while keeping the other team from scoring at your end.

General Rules of Play: 1. When the ball is on the ground, soccer rules apply and players may not touch

the ball with hands or arms. 2. When the ball is in the air (aerial balls), basketball rules apply. 3. When forward passing the ball or scoring points, football rules generally apply. 4. Players MAY NOT RUN WITH THE BALL, but they may take one step on a

stationary catch or two steps if they are moving when catching the ball. 5. Players may use a one-foot pivot to position themselves for a better throw or kick

to a teammate. 6. A player may use a foot dribble to advance the ball, but cannot pick up the ball. 7, An aerial ball may be passed and caught from player to player. However, once

the ball hits the ground, it must remain on the ground until it is kicked and caught in the air by another player or lifted to oneself or a team player by the use of a conversion skill.

8. Ball out of bounds over sidelines is returned to play with a pass (overhand,

underhand or two-handed). 9. General violations that cause a change of possession include traveling with the

ball, touching a ground ball with arms or hands, dribbling overhead (aerial juggle) more than once, illegally interfering with a penalty kick, unnecessary roughness.

Scoring: There are several ways to score in speedball: 1. Field goal (2 points): Ball is kicked or volleyed with the body over the goal line

and into the goal. 2. Touchdown (2 points): Offensive player catches a forward pass behind the

opponent's goal line but not in goal area. 3. Drop kick (2 points): Offensive player drop kicks the ball over the crossbar or the

goal from outside the end zone. 4. Penalty kick (1 point): Free kick at the goal from 12 yards away that goes into

the goal. It is awarded if the defensive team commits a violation. 5. End Goal (1 point): The player in the end zone causes the ball to cross the

opponent’s end line but not in the goal.

SPEEDBALL Players: 5 forwards, 5 defense, one goalie [goalie is the only player who can

pick up the ball without using his/her feet to convert the ball to an aerial ball]

Scoring: Touchdown: 2 points for a touchdown (ball thrown outside

penalty area line and caught by receiver behind the end line but not in the goal area)

Field goal: 1 point for a kicked goal (ball kicked from anywhere

inside of playing field past the midpoint of the field and going between the goal posts no higher than five feet in the air)

Position play: Forwards play from 50 yard line to opponent’s goal line Defense plays from mid-field to their defending line Goalie plays goal and up to foul shooting line Rules of play: Starting game: Team taking lift/kicked-off stands on or behind the

restraining line. Opponents stand on or behind their restraining line. Center forward kicks or lifts ball to his/her forward line player. Ball is now in play.

After goal: Defensive player on team scored against throws the

ball into play from behind end line. Fouls: Free throw: pushing, kicking, shoving, tripping, handing ball

outside penalty area, traveling (more than two steps) with aerial ball

Penalty kick: players stand behind person taking penalty kick or

behind end line. Goalie stands in goal cage. Person fouled gets free kick at goal with only goalie defending.

Ground ball must be converted to aerial ball before it can be thrown. Player cannot drop aerial ball and kick it for goal. Player may juggle an aerial ball to self; but then must pass it off. Double juggle is illegal and a free throw is awarded to the opposing team.

SPEEDBALL TEST (TRUE OR FALSE Name: Block No.: 1. A ground ball may be advanced with the feet, head or body. 2. An aerial ball may be air-dribbled, passed, punted or drop kicked. 3. Air balls may be converted to ground balls by any lift method. 4. When fouls are committed, a free kick is awarded. 5. Air dribbling more than once is not a foul. 6. A throw-in is used to put the ball in play following a side line out-of-

bounds. 7. Aerial balls touching the ground become ground balls. 8. There are seven players on the regulation Speedball team. 9 Two points are awarded for a touchdown. 10. After each score, the game is restarted at mid-field with a liftoff. 11. Forwards play from the 50 yard line to the opponent’s goal line. 12. The defense plays from mid field to their defending line (full backs). 13. One purpose of an air dribble is to cover distance quickly. 14. Half backs cover the entire field. 15. The goalie is the only player who can pick up the ball without using his/her

feet to convert the ball.

SPEEDBALL TEST ANSWER KEY 1. T 2. T 3. F 4. F 5. F 6. T 7. T 8. F 9. T 10. F 11. T 12. T 13. T 14. T 15. T

TENNIS INFORMATION SHEET A. History: Tennis was played in France about 800 years ago. A rope was tied across the

room to serve as the net, and a little cloth bag filled with hair was batted back and forth across the rope with the players hands instead of racquets.

The modern game of tennis was started in England in 1873 by Major Walter

Clopton Wingfield. The game of lawn tennis came to the United States a few years later.

B. Racquet: Sweet spot (center) Handle Face Butt Neck (throat) C. General Rules for Class: 1. Hit only when told to do so, and from the space or area assigned. 2. Hit softly and accurately. Force comes later. 3. Look before you hit. Never hit when someone else is in front of you other

than your partner if playing doubles. 4. Let other alone when playing or practicing. Never interfere with someone

else. 5. Do not run onto someone else's court to get a ball. Wait until that court

has stopped hitting and then ask them for "a little help, please". 6. Do not walk behind a court while people are hitting. Wait until the people

have stopped and then walk quickly past. 7. When returning a ball to another court toss the ball gently. Do NOT hit the

ball or throw it hard. 8. Do not scream, yell or talk loudly on the courts. This breaks peoples

concentration.

9. Do not hit a ball to your opponent unless you are sure that they are ready. 10. Keep your eye on the ball and concentrate on what you are doing. D. Grips: 1. Forehand 2. Backhand Scoring: Each player has 0 or "love" at the start of the game. Love comes from the French word for "egg" (l'oeuf) which sounds like the word "love". The first point won by a player is 15; the second is 30; the third is 40; and the fourth is "game". If the score is tied at 40-40 this is called "deuce". Now one player must score two points in a row to win. The player who wins the first point has the "advantage". If the same player wins the next point it becomes game. Otherwise the score returns to a deuce score. In a deuce score, if the server wins the next point it is called "advantage in". If the opponent wins the point after deuce it is called "advantage out". A set goes to the first player who wins six games. If, however, the score is tied at 5 games each, then you must play until one player has a two game lead. When a set is tied at 6 games each, a 9 or 12 point tie-breaker is played. The tennis match is won by the player who wins 2 out of 3 sets. Basic Points to Remember: 1. Keep your eye on the ball at all times. CONCENTRATE 2. Always return to your ready position. HIT the ball and run back to ready position. 3. Tennis is a "side-ways" game. 4. Tennis is a game of controlled power. The longer the face of the racquet

remains on the ball, the more control you are apt to have. 5. Every expert starts his backswing early. Start the backswing before the bounce

of the ball or earlier. 6. When playing net remember that there is no backswing to the volley. It is a block

or punch in front and follow through. 7. Use the left hand more. Have it change the racquet to the correct backhand

grip. Then use the left hand in bringing your racquet back. This will help keep the arm close to the body on your backhand and help correct the beginner's fault of hitting with a bent elbow.

8. In serving, throw the ball higher and in front of you. Most beginners throw erratically, too far in back of them, and throw too low. The toss in relation to the players body should be slightly forward and to the right (eleven or one o'clock). Do NOT step on or over the baseline until the wall is hit.

9. If your ball goes onto another's court, wait until their play is complete be asking

for it back. Do not walk behind any court when the ball is being hit. Always wait for a time when the ball is dead and then move across quickly.

A. Forehand Review Guide 1. Ready position 2. Forehand grip - shake hands with racquet 3. Racquet low on edge down at back leg 4. Wrist firm 5. Turn front shoulder to net 6. Step sideways 7. Hit in front of front foot 8. Follow through high 9. Still keeping racquet on edge 10. Front shoulder to net 11. Then back to ready position. Command: a. turn b. step c. hit d. follow-through B. Backhand Review Guide 1. Ready position 2. Knuckles on top 3. Racket on edge 4. Turn front shoulder to thigh (racquet low) 5. Step forward 6. Hit in front of front knee 7. Keep racket on edge 8. Keep front shoulder turned 9. Wrist firm 10. Follow through high. Command: a. turn b. step c. hit d. follow-through

C. Diagram of Court

Baseline

Service Line Right Service Left Service Box Box Net Left Service Right Service Box Box

Center Mark Doubles Alley (used Singles Side Line only in doubles play)

Name:

VOLLEYBALL TEST 1. The official height of a volleyball net is: a. 11’ 7-3/4” b. 7’ 3-1/4” c. 7’ 11-3/4” d. 8’ 1/4” 2. The new rule that helps to speed up the game is called rule. 3. The correct order of hits is , , . 4. When a player contacts the ball underhanded with an open hand, that is called a . 5. With which part of the body do you contact the ball on the following hits:

bump: set: serve: spike: dig:

6. What are the two types of passes in volleyball? and 7. During the course of play, if the ball lands on the line, it is considered to be: a. in b. out c. redo d. violation 8. Name two violations in the game of volleyball:

PHYSICAL FITNESS STANDARDS Timed Run (20 Minutes) vs. 600 Yard Run: Grade Given Grades 9-10 Grades 11-12 A 6 laps 7 B 5 6 C 4 5 D 3 4 F Less than 3 Less than 4 Shuttle Run (30 Seconds): Grade Given Grades 9-10 Grades 11-12 A 8 or more 8-½ or more B 6-½ to 7-½ 7-½ to 8 C 5-6 6-7 D 3-½ to 4-½ 4-½ to 5-½ F 3 or less 4 or less Push-Ups (30 Seconds): Grade Grades 9-10 Grades 11-12 Given Male Female Male Female A 30+ 20+ 35+ 25+ B 23-29 10-19 28-34 15-24 C 10-22 6-9 15-27 6-14 D 2-9 2-5 2-14 2-5 F <2 <2 <2 <2 Sit-Ups (1 Minute): Grade Grades 9-10 Grades 11-12 Given Male Female Male Female A 38+ 30+ 48+ 40+ B 31-37 24-29 41-47 34-39 C 18-30 15-23 28-40 25-33 D 10-17 10-14 15-27 15-24 F <10 <10 <15 <15

Broad Jump – Based on Individual’s Height: Grade Given Grades 9-10 Grades 11-12 A Height +6” Height +13” B Height to Height +6” Height +6-12” C Height to Height -6” Height to Height +5” D Height -6-15” Height to Height -12” F <Height -15” <Height -13” Flexed Arm Hang (time in seconds): Grade Grades 9-10 Grades 11-12 Given Male Female Male Female A 40+ 30+ 50+ 40+ B 30-39 20-29 40-49 30-39 C 15-29 10-19 25-39 15-29 D 5-14 6-10 10-24 5-14 F <5 <5 <10 <5 Isometric Push-Up Hold (time in seconds): Grade Given Grades 9-10 Grades 11-12 A 30+ 40+ B 20-29 30-39 C 10-19 20-29 D 5-9 10-19 F <5 <10 Flexibility: Grade Given Grades 9-10 Grades 11-12 A 20” 23” B 13-19” 17-22” C 7-12” 8-16” D 3-6” 0-8” F <3” <0”

40 Yard Dash (time in seconds): Grade Grades 9-10 Grades 11-12 Given Male Female Male Female A <5.2 <5.7 <5.0 <5.2 B 5.3-5.7 5.8-6.2 5.1-5.5 5.3-5.7 C 5.8-6.2 6.3-6.7 5.6-6.0 5.8-6.2 D 6.3-6.7 6.8-7.2 6.1-6.5 6.3-6.7 F >6.8 >7.3 >6.6 >6.8

MAXIMAL ATTAINABLE HEART RATE AND TARGET ZONE Name: Date: Period: Age: Maximum Attainable Heart Rate: Resting Heart Rate: Heart Rate During Workout: Cool Down Heart Rate: Return to Resting Heart Rate: (3 minutes): (10 minutes):

Target Zone: Upper Level = 85% M.A.H.R. Lower Level = 70% M.A.H.R.

220

210

200

190

Maximal Attainable

Heart Rate

180

170 85% Level

160

150 TARGET

140 ZONE

130 70% Level

120

110

100

90

80

70

10 15 20 25 30 35 40 45 50 55 60 65

H E A R T R A T E I N B E A T S P E R M I N U T E

WEIGHT ROOM SAFETY PROCEDURES 1. Warm up exercises should be taken before attempting any lifting exercises. Be

sure to include stretching in your warm-up. 2. NEVER USE ANY PIECE OF EQUIPMENT without an instructor present. 3. NEVER USE ANY PIECE OF EQUIPMENT unless you are familiar with the

piece of equipment and have had instruction on proper lifting techniques. 4. In moving heavy objects from one place to another, the lift should be made with

the knees flexed and the back straight. Emphasis is on the leg muscles. 5. COLLARS should ALWAYS be used on the bars and both ends of the barbell

should be checked to see that the weights are securely fastened BEFORE lifting. 6. CHECK to see that the proper amount of weight is on the barbell (or the

machine). DO NOT attempt to lift weights that are set for someone else and might be too heavy for you.

7. Have two SPOTTERS when lifting heavy weights and one spotter for lighter

weights. WHEN IN DOUBT ALWAYS HAVE TWO SPOTTERS. 8. Spotters should be alert and know the lift you are doing and the proper spotting

techniques. 9. Partially unload both sides of a weight bar before removing the final weights. 10. Do not attempt to remove a heavy weight from the weight bar by yourself. 11. Replace all free weights to the weight rack when finished using the weight. 12. Report any injury to the instructor immediately. If you know that you have

weakened or injured muscles let the instructor know and use only light weights if you are given the okay to workout.

13. Only one person on a piece of equipment at a time. 14. DO NOT exceed your maximum repetitive weight. Stick to your weight training

program. Never increase the amount of weight you are lifting by more than 2 1/2 pounds at a time.

15. Breathing techniques: exhale during exertion of the greatest effort and inhale

during recovered to the starting position.

16. Do not drop weights or band weights up and down. 17. When using the universal equipment always check to see that the key is fully

inserted and in the locked position before attempting a lift. 18. KNOW YOUR LIMITS. 19. When using SIT-UP board, be sure that the board is locked into place before

using this station. 20. If a piece of equipment jams, do not attempt to move or free the weight by

yourself. Report any faulty or defective equipment to the instructor immediately. 21. Always start with a light weight and work your way up. If you do not know your

lifting ability, start at the lowest weight doing several repetitions and increase if you feel no fatigue after the last 3 repetitions of the second set (i.e., 2 sets of 10 reps each set, you should feel fatigue on the 8-9-10 repetition of the second set).

22. When pressing a weight follow this counting procedures: 2 up 2 hold 4 counts to

lower. I HAVE PARTICIPATED IN THE INTRODUCTORY CLASS TO EXERCISE FITNESS AND WEIGHT TRAINING OFFERED AT EWING HIGH SCHOOL. I HAVE CARE-FULLY READ AND FULLY UNDERSTAND THE WEIGHT ROOM SAFETY POLICIES AND PROCEDURES. I WILL ABIDE BY THESE RULES AT ALL TIMES DURING MY WORKOUT SESSIONS AT EWING HIGH. Student Signature: Date:

WARM-UP STRETCHES

Perform this sequence of stretches only after you have warmed up the muscles, remember that your warm-up is the key to unlocking tight muscles, which is the cause of injury. Read the notes on how to warm-up prior to performing these stretches, and also the information on stretching techniques, for those new to stretching. Hold each stretch for a minimum of 20-30 seconds, breathing slowly through your nose, aiming to exhale out through your mouth as you ease into the stretch.

For best results, push against a wall.

Easy Calf Correct Foot Position

Foot alignment should be shoulder width apart, you can confirm this by standing either side of a straight line on the floor.

When you take your rear foot back, it should not cross or move away from the midline, your foot should be pointing forward with your heel either flat on the floor, or raised if aiming to develop the stretch.

Your front leg should bend so that when you look down over your knee, you can see the tip of your toes. Lean forward aiming to keep a straight line with your heel, hip and head.

Easy Soleus 1. Stand with both feet flat on the floor, pointing forward, half a stride apart. 2. Keeping your back straight, with your hands on your hips, exhale and lower yourself down, resting your bodyweight on the rear foot.

Easy Normal Stretch 1. Stand with your feet shoulder-width apart, one foot extended half a step forward. 2. Keeping the front leg straight, bend your rear leg, resting both hands on the bent thigh. 3. Slowly exhale, aiming to tilt both buttocks upward, keeping the front leg straight, and both feet flat on the floor, pointing forward. 4. Inhale slowly, and relax from the stretch. Repeat the stretch again, this time beginning with the toes of the front foot raised toward the ceiling, but keeping the heel on the floor.

Easy Quadriceps Standing 1. Stand holding onto a secure object, or have one hand raised out to the side for balance. 2. Raise one heel up toward your buttocks, and grasp hold of your foot, with one hand. 3. Inhale, slowly pulling your heel to your buttock while gradually pushing your pelvis forward. 4. Aim to keep both knees together, having a slight bend in the supporting leg.

Easy Side Lunge 1. Stand upright, with both feet facing forward, double shoulder-width apart. 2. Place your hands on your hips, in order to keep your back straight, slowly exhale, taking your bodyweight across to one side. 3. Avoid leaning forward, or taking the knee of the bent leg over your toes. As you increase the stretch, the foot of the bent leg should point slightly outward. 4. To increase the stretch, relax upward, slowly sliding your feet out a few inches to the sides.

Moderate Leg Over

1. Lie on your back, extending your left arm out to the side, while taking your left leg over your right, bringing the knee inline with the hips.

2. Keeping your right leg straight, use your right arm to push down on the knee of the left leg, exhaling slowly as you stretch.

Easy Fetal Position 1. Lie on your back, keeping your head on the floor. 2. Slowly pull both legs into your chest, and secure them there by wrapping your arms around the back of your knees. 3. Exhale, pulling down on your legs while gradually lifting your buttocks off the floor. 4. You can stretch your neck, once in this position, by slowly tilting your chin to your chest.

Easy Spine curve 1. Begin the stretch by laying on your front, with your hands close to your chest, fingers pointing upward. 2. Exhale, pushing yourself up with your arms and contracting your buttocks while keeping both feet firmly on the floor. 3. Look up toward the ceiling, to also feel the stretch in your neck.

Easy Bar Twist 1. Stand with both feet facing forward, double shoulder-width apart, with legs slightly bent. 2. Use the bar to keep your upper body straight, with elbows high, as you slowly twist around in both directions. 3. Avoid moving at speed, or forcing the stretch

Easy Lower Back-Cat Stretch 1. Adopt a position on all fours, point your fingers forward and your toes behind. 2. Start with a flat back, and then drop your head downward, pushing your shoulder blades upward and outward as you elevate your upper back.

Easy Elbows Back 1. Stand or sit up right, keeping your back straight, head looking forward. 2. Place both hands on your lower back, fingers pointing downward, elbows out to your side. 3. Exhale slowly while gently pulling the elbows back, aiming to get them to touch.

Easy Shoulder Strangle 1. Cross one arm horizontally over your chest, grasping it with either your hand or forearm, just above the elbow joint. 2. Exhale, slowly pulling your upper arm in toward your chest. 3. Aim to keep the hips and shoulders facing forward throughout the stretch.

Easy Bicep-Wall Stretch 1. Place the palm, inner elbow, and shoulder of one arm against the wall. 2. Keeping the arm in contact with the wall, exhale and slowly turn your body around, to feel the stretch in your biceps and chest. 3. Adjust the hand position either higher or lower and repeat to stretch the multiple biceps and chest muscles.

Easy-Moderate Hand Down Spine 1. Extend one hand down the center of your back, fingers pointing downward. 2. Use the other hand to grasp the elbow. 3. Exhale slowly, pulling gently downward on your elbow, aiming to take your fingers along your spine.

Easy Upward Stretch 1. Extend both hands straight above your head, palms touching. 2. Inhale, slowly pushing your hands upward, then backward, keeping your back straight. 3. Exhale and relaxing from the stretch before you repeat.

Easy Chin to Chest Front 1. Place both hands at the rear of your head, fingers interlocked, thumbs pointing down, elbows point straight ahead. 2. Slowly exhale, pulling your head downward, aiming for your chin to touch your chest. 3. Concentrate on keeping your back straight, with your shoulders down and back. 4. Relax your hands, and inhale as you lift your head.

Name: Date:

TARGET HEART RATE WORKSHEET The target heart rate is the optimal rate for increasing cardiovascular endurance. To maintain a training effect, you must sustain activity at your target heart rate for 30 minutes. The target heart rate is 70-85% of our maximum heart rate. Today, we will figure out your heart target heart rate and try different activities to reach our target heart rate. 1. What is your resting heart rate? 2. What is your maximum heart rate? (220-age) 3. What is your target heart rate?

.70 X maximum heart rate to .85 X maximum heart rate 4. Write down the heart rate and whether it is in your target heart rate area for the following activities:

Activity Heart Rate Target Heart Rate (Y or N)

The Blob

3 vs. 1 Tag

Hula Hoops

Jumping Rope

Step Test

Ping Pong Race

220

180

160

140

120

100

80

60

Heart Rate Resting The Blob 3 vs. 1

Tag

Hula

Hoops

Jumping

Rope

Step Test Ping Pong

Race

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