MADISON PUBLIC SCHOOLS
Madison High School
Physical Education 9-12
Authored by: Jill Tyburczy, Leigh McKean, John Connolly
Reviewed by: Lee Nittel,
Director of Curriculum and Instruction
Sean Dowling,
Supervisor of Health and Physical Education
Adopted by the Board: January, 2013
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis
James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
Revised 9-12 Physical Education Curriculum Committee
I. OVERVIEW
Today, the health of young people and the adults they will become is critically linked to the health-related behaviors they
choose to adopt. The United States Department of Health and Department of Education’s Report, Promoting Better Health for
Young People through Physical Activity and Sports, describes our young people as inactive, unfit and increasingly overweight. It
explains how the increase in serious health problems, such s heart disease and diabetes is a direct result of inactivity and unhealthy
eating patterns. It is important now more than ever that our students have the knowledge and skills to combat this problem that
plagues our society.
Creative Education Foundation listed the following skills desired by Fortune 500 companies: teamwork, problem solving,
interpersonal skills; oral communication and listening skills, to list a few as essential and vital skills need for success. These skills
are the engrained in the foundation of the Madison Public Schools Physical Education Curriculum.
The curriculum presented in a comprehensive K-12 Physical Education program that seeks to provide each student with
the necessary skills and experiences to achieve optimal wellness and success. The curriculum exposes students to a wide range of
fitness based games and activities, sports, and lifetime recreational and leisure activities that will enhance their ability to achieve
an optimal fitness level.
The Physical education department recognizes that students will achieve optimal wellness by learning and applying
movement and fitness concepts/skills to their daily routines. We also recognize that when individuals learn to move safely,
effectively, efficiently and feel more comfortable and confident in the performance of movement and fitness skills, they are more
likely to integrate those physical activities into their lifestyle. The Madison Public Schools Physical Education Curriculum enables
the students to understand and recognize the importance of the fitness components. It allows them to apply their knowledge, skills
and experiences into the implementation of their own fitness plan designed to achieve their desired goals.
II. GOALS
The Madison Physical Education program is designed to provide a variety of activities that will afford each student the
opportunity to achieve success and enjoy physical education. Our goal is to assist each student in the pursuit his/her full potential.
To this effort the Physical Education Department Goals and Objectives for each student are:
To learn and apply movement concepts and skills that foster participation in physical activities throughout life.
To combine movement skills in order to participate in physical activities such as games, sports fitness and lifetime
recreational and leisure activities.
To be able to demonstrate the application of appropriate rules, regulations and strategies as a participant and observer of
physical activities.
To experience healthy spirited competition, and develop the ideals of fair play, team work and good sportsmanship
To learn and apply the components of health-related fitness using the technology of the time.
To be able to demonstrate appropriate theories, principals and techniques in fitness activities.
To participate in health-related activities in order to obtain optimal wellness now and in the future
To develop and attain personal fitness goals in order to obtain optimal wellness
To develop positive social behavior patterns and skills.
To strive for the highest level of performance in all aspect of physical education.
III. NATIONAL STANDARDS FOR PHYSICAL EDUCATION (NASPE)
Physical activity is critical to the development and maintenance of good health. The goal of physical education is to develop
physically educated individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity.
A physically educated person:
Standard 1:
Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical
activities.
Standard 2:
Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the
learning and performance of physical activities.
Standard 3:
Participates regularly in physical activity.
Standard 4:
Achieves and maintains a health-enhancing level of physical fitness.
Standard 5:
Exhibits responsible personal and social behaviors that respects ones-self and others in physical activity settings.
Revised 9-12 Physical Education Curriculum Committee
Standard 6:
Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
A Quality Physical Education Program (NASPE)
The National Association for Sport and Physical Education (NASPE) believes that every student in our nation’s schools
from kindergarten through grade 12 should have the opportunity to participate in a quality physical education. Schools
have a responsibility to provide students with the following:
Opportunity to Learn:
150 minutes per week (elementary and 225 minutes per week middle and high school for physical education class
Qualified physical education specialists
Adequate equipment and facilities
Meaningful Content:
Motor-Skill instruction to enhance every child’s physical, mental and social/emotional development
Fitness education and assessment to help children understand, improve and/pr maintain health-related fitness
Development of cognitive concepts about motor skill and fitness
Development of social and cooperative skills
Promotion of regular amounts of appropriate physical education activity now and throughout life.
Appropriate Instruction:
Full inclusion of all students in developmentally appropriate activities
Maximum practice opportunities for motor skills and fitness activities
Well-designed lessons that facilitate student learning
No physical activity for punishment
Regular assessment to monitor and reinforce student learning
Moving Into the Future: National Standards for Physical Education 2nd Edition
National Association for Sport and Physical Education an Association of the American Alliance for Health, Physical Education,
Recreation and Dance.
IV. NEW JERSEY CORE CURRICULUM CONTENT STANDARDS
Standard 2: Health and Physical Education
STANDARD 2.1 (WELLNESS) ALL STUDENTS WILL LEARN AND APPLY HEALTH PROMOTION CONCEPTS
AND SKILLS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
A. Personal Health
1. Compare and contrast healthcare and personal hygiene products and services commonly used by adolescents and young
adults.
2. Investigate the impact of health choices and behaviors on personal, family, and community wellness.
3. Use health data to make predictions about wellness and recommend behavior changes to improve lifelong wellness.
4. Debate the social and ethical implications of the use of technology and medical advances to support wellness.
B. Growth and Development
1. Recommend behaviors to enhance and support the optimal functioning of body systems.
2. Predict and discuss significant developmental issues or concerns that impact each life stage.
3. Predict the impact of heredity and genetics on human growth and development.
C. Nutrition
1. Analyze and evaluate current dietary recommendations, resources, and trends from a variety of sources.
2. Design and evaluate a nutrition plan for a healthy young adult considering cost, availability, nutritional balance,
freshness, nutritional value, and culture.
3. Recommend healthy ways to lose, gain, or maintain weight.
4. Analyze and evaluate how healthy and unhealthy eating patterns impact the functioning of the human body, including
healthy bone development and immune system functioning.
Revised 9-12 Physical Education Curriculum Committee
D. Diseases and Health Conditions
1. Analyze the availability and effectiveness of current and emerging diagnostic and treatment modalities for various
diseases and health conditions.
2. Discuss the relationship between signs and symptoms of disease and the functioning of the body’s immune system.
3. Compare and contrast diseases and health conditions occurring in adolescence and young adulthood with those occurring
later in life, including cancer, cardiovascular diseases, respiratory diseases, arthritis, osteoporosis, and Alzheimer’s.
4. Investigate and assess local, state, national, and international public health efforts.
5. Investigate the impact of mental illness on personal, family, and community wellness.
E. Safety
1. Evaluate work and leisure situations for perceived and actual risk of intentional and unintentional injuries.
2. Develop personal protection strategies to reduce the incidence of injuries and evaluate their effectiveness.
3. Assess the short- and long-term impacts of injuries on the individual, family members, the community, and the
workplace.
4. Describe and demonstrate first aid procedures, including Basic Life Support and automatic external defibrillation, caring
for bone and joint emergencies, caring for cold and heat injuries, and responding to medical emergencies.
5. Describe and demonstrate ways to protect against sexual assault and discuss what to do if sexually assaulted.
F. Social and Emotional Health
1. Discuss psychological principles and theories of personality development.
2. Analyze the impact of physical development, social norms and expectations, self-esteem, and perceived vulnerability on
adolescent social and emotional growth and behavior.
3. Analyze how peer norms and expectations, the availability of weapons, substance abuse, media images, and poor role
models contribute to violent behavior.
4. Predict the consequences of conflict, harassment, bullying, vandalism, and violence on individuals, families, and the
community.
5. Predict how a family might cope with crisis or change and suggest ways to restore family balance and function.
STANDARD 2.2 (INTEGRATED SKILLS) ALL STUDENTS WILL USE HEALTH-ENHANCING PERSONAL,
INTERPERSONAL, AND LIFE SKILLS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
A. Communication
1. Use appropriate research methodology to investigate a health problem or issue.
2. Develop, present, and evaluate a multimedia health presentation and adapt it to address the needs and interests of varying
audiences.
3. Teach others how to use communication skills, including refusal, negotiation, and assertiveness.
4. Employ strategies to improve communication and listening skills and assess their effectiveness.
5. Evaluate the economic, political, social, and aesthetic impacts of health messages found in literature, art, music, theater,
and television.
B. Decision Making
1. Demonstrate and evaluate the use of decision making skills.
2. Evaluate factors that influence major health decisions and predict how those factors will change or conflict at various life
stages.
3. Use reliable and valid health information to assess social situations and conditions that impact health and safety.
4. Analyze the use of ethics and personal values when making decisions.
5. Critique significant health decisions and debate the choices made.
C. Planning and Goal Setting
1. Appraise individual and family needs in order to achieve and maintain wellness and design a plan for lifelong wellness.
2. Evaluate how family, peers, healthcare providers, and the community support or hinder the achievement of a wellness plan.
D. Character Development
1. Demonstrate character based on core ethical values.
2. Analyze how role models, and the core ethical values they represent, influence society.
3. Analyze the impact of community or public service on individual and community core ethical values.
E. Leadership. Advocacy, and Service
1. Assess personal and group contributions and strengths that lead to the achievement of goals and tasks.
2. Evaluate personal participation as both a leader and follower.
Revised 9-12 Physical Education Curriculum Committee
3. Discuss factors that influence intrinsic and extrinsic motivation and employ motivational techniques to enhance group
productivity.
4. Evaluate a group’s ability to be respectful, supportive, and adherent to codes of conduct.
5. Develop and articulate the group’s goals, shared values, vision, and work plan.
6. Plan, implement, and evaluate activities to benefit a health organization, cause, or issue.
7. Assess community awareness and understanding about a local, state, national, or international health issue.
F. Health Services and Careers
1. Access health and fitness services, programs, and resources and evaluate them for cost, availability, accessibility, benefits,
and accreditation.
2. Analyze the preparation, licensing, and responsibilities of wellness and fitness professionals.
3. Compare and contrast health insurance and reimbursement plans.
STANDARD 2.3 (DRUGS AND MEDICINES) ALL STUDENTS WILL LEARN AND APPLY INFORMATION
ABOUT ALCOHOL, TOBACCO, OTHER DRUGS AND MEDICINES TO MAKE DECISIONS THAT SUPPORT A
HEALTHY, ACTIVE LIFESTYLE.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
A. Medicines
1. Investigate the use of new or experimental medicines and discuss the potential risks and benefits.
2. Evaluate the effectiveness of a medicine, considering the dosage, side effects, route of administration, cost, and
benefits vs. risks.
3. Debate the benefits and dangers of naturally occurring substances such as herbal supplements.
B. Alcohol, Tobacco, and Other Drugs
1. Investigate tobacco use as a contributing or causative factor in the incidence of cancer, heart disease, emphysema and
other lung diseases, and stroke.
2. Assess the impact of passive smoke on the health of children, individuals with allergies and asthma, and nonsmokers
and describe initiatives created to
lessen the impact.
3. Summarize the impact of alcohol use and abuse on body systems and organs including the cardiovascular system, the
liver, the reproductive system, and the
immune system.
4. Describe the impact of alcohol and other drugs on those areas of the brain that control vision, sleep, coordination, and
reaction time and assess how the use
and abuse of alcohol and other drugs impairs behavior, judgment, and memory.
5. Investigate the relationship between alcohol and other drug use and the incidence of motor vehicle crashes.
6. Predict the physical, behavioral, and legal impacts of commonly abused substances, such as marijuana, inhalants,
anabolic steroids, and party drugs.
7. Investigate the relationship between injected drug use and the incidence of diseases such as HIV and hepatitis.
8. Investigate the relationship between the use of alcohol, GHB, Ecstasy, and other drugs and the incidence of date rape,
sexual assault, STDs, and unintended pregnancy.
C. Dependency/Addiction and Treatment
1. Compare and contrast the physical, social, and emotional indicators of possible substance abuse.
2. Compare and contrast the physical and psychological stages of dependency.
3. Assess and evaluate factors that influence the use of alcohol, tobacco, and other drugs.
4. Evaluate factors that support an individual to quit using substances.
5. Predict the short-and long-term impacts of substance abuse on the individual, the family, the community, and society.
STANDARD 2.4 (HUMAN RELATIONSHIPS AND SEXUALITY) ALL STUDENTS WILL LEARN THE PHYSICAL,
EMOTIONAL, AND SOCIAL ASPECTS OF HUMAN RELATIONSHIPS AND SEXUALITY AND APPLY THESE
CONCEPTS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
A. Relationships
1. Investigate how different family structures, values, rituals, and traditions meet basic human needs.
2. Discuss how personal independence, past experiences, and social responsibility influence the choice of friends in young
adulthood.
Revised 9-12 Physical Education Curriculum Committee
3.
4.
5.
Recommend strategies to enhance and maintain mature, loving, respectful, and healthy relationships.
Compare and contrast adolescent and adult dating practices.
Describe the important characteristics of a spouse or life partner and describe factors to consider when contemplating a
lifetime commitment such as marriage.
6. Discuss the importance of physical and emotional intimacy in a healthy relationship.
7. Develop strategies to address domestic or dating violence and end unhealthy relationships.
B. Sexuality
1. Appraise internal and external influences and pressures to become sexually active and demonstrate strategies to resist
those pressures.
2. Critique behaviors that place one at greater risk for HIV/AIDS, STDs, and unintended pregnancy.
3. Analyze factors that influence the choice, use, and effectiveness of contraception, risk reduction, or risk elimination
strategies.
4. Predict how cultural and religious beliefs, popular trends and fads, and current and emerging technological advances
influence sexuality and reproductive health.
5. Investigate current and emerging topics related to sexual orientation.
6. Investigate female and male reproductive and sexual health issues and discuss the importance of education and
preventive healthcare (e.g., breast/testicular exam).
C. Pregnancy and Childbirth
1. Compare and contrast embryonic and fetal development in single and multiple pregnancies.
2. Describe the stages of labor and childbirth and compare childbirth options.
3. Analyze the physical and emotional changes that occur during each trimester of pregnancy and postpartum.
4. Compare and contrast pregnancy options.
5. Discuss physical, emotional, social, cultural, religious, and legal issues related to pregnancy termination.
6. Investigate the relationship between prenatal exposure to alcohol, tobacco and other drugs, infections, and environmental
hazards and the incidence of fetal alcohol syndrome, sudden infant death syndrome, low birth weight, and disabilities.
7. Analyze the physical, economic, emotional, social, intellectual, and cultural demands of raising a child.
8. Assess and evaluate parenting strategies used at various stages of child development.
9. Investigate the legal rights and responsibilities of teen mothers and fathers.
10. Discuss factors that influence the decision to have or to adopt a child.
11. Analyze trends in teen pregnancy rates, teen births, and out-of-wedlock births, considering shifts in marriage patterns,
sexual norms, contraceptive practices, the availability of abortion, and the size and composition of the teen population.
STANDARD 2.5 (MOTOR SKILL DEVELOPMENT) ALL STUDENTS WILL UTILIZE SAFE, EFFICIENT, AND
EFFECTIVE MOVEMENT TO DEVELOP AND MAINTAIN A HEALTHY, ACTIVE LIFESTYLE.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
A. Movement Skills
1. Demonstrate mature, mechanically correct form and control when combining and modifying movement skills in applied
settings.
2. Use information from internal and external sources to detect, analyze, and correct errors in movement skills and patterns
used in applied settings.
3. Apply and analyze the use of momentum, force, and torque to enhance or change the performance of movement skills
during physical activity.
4. Transfer specialized movement skills that use similar patterns from one movement activity to another.
5. Design and perform smooth flowing sequences with intentional changes in direction, flow, and speed (e.g., martial arts,
line dance, roller blading, swimming).
B. Movement Concepts
1. Analyze a movement performance and discuss how each part can be made more interesting, creative, efficient, and/or
more effective.
2. Predict changes in movement performance based on the application of balance, counter balance, weight transfer, and
agility.
Revised 9-12 Physical Education Curriculum Committee
3.
Analyze the impact of kinesthetic awareness, “perfect” practice, motivation, and appropriate challenges in facilitating the
learning and refinement of a movement skill.
4. Analyze how movement activities reflect culture, era, geography, or historical context
C. Strategy
1. Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative
strategies in applied settings.
D. Sportsmanship, Rules, and Safety
1. Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend
strategies to improve their performance and behavior.
2. Investigate the impact of rules and regulations on the health and safety of participants.
E. Sport Psychology
1. Compare, contrast, and apply sport psychology techniques to mentally prepare for physical activity.
STANDARD 2.6 (FITNESS) ALL STUDENTS WILL APPLY HEALTH-RELATED AND SKILL-RELATED FITNESS
CONCEPTS AND SKILLS TO DEVELOP AND MAINTAIN A HEALTHY, ACTIVE LIFESTYLE.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
A. Fitness and Physical Activity
1. Predict the short- and long-term physical, social, and emotional benefits and potential problems associated with regular
physical activity.
2. Summarize the causes, influences, and responses of body systems during exercise.
3. Describe how preventive healthcare, physiological monitoring, hydration, a safe environment, and exercising with a
partner contribute to safe fitness activities.
4. Evaluate the role of genetics, gender, age, nutrition, activity level, and exercise type on body composition.
B. Training
1. Develop and implement a training program to maximize health benefits and prevent exercise-related injuries and
illnesses.
2. Apply training principles to establish a progression of activity that will improve each component of fitness and justify
the use of each principle.
3. Compare and contrast the use of drugs, fitness products, and fads to achieve fitness.
C. Achieving and Assessing Fitness
1. Engage in a variety of sustained, vigorous physical activities to enhance each component of fitness.
2. Perform at the intensity level needed to enhance cardiovascular fitness, monitor physiological responses before, during
and after exercise, and modify exercise appropriately in response.
3. Assess personal level of fitness, design a personal fitness plan considering current health and fitness status, goals and
interests, skill level, accessibility and costs, and use technology to implement, monitor, and evaluate the plan.
4. Demonstrate age and gender-specific progress towards the achievement of fitness goals for each component of healthrelated and skill-related fitness.
5. Modify a fitness plan to accommodate for injury, illness, pregnancy, aging, and disability.
6. Discuss the use of body mass index, body fat percentage, and fat deposition as measures of fitness.
Revised 9-12 Physical Education Curriculum Committee
Freshman Year
1st Marking Period
2nd Marking Period
3rd Marking
Period
Orientation/Conditioning-Pre Fitness
Testing
(3 weeks)
Weight Room and Nutrition (4 weeks)
Team Sports Indoor Soccer(3 weeks)
4th Marking
Period
3rd Marking
Period
4th Marking
Period
Team Sport Flag Football(3 weeks)
Team Sport Volleyball(2weeks)
Racquet Sports-Badminton (2 weeks)
Aerobic Activities & Post-Fitness
Testing
(3weeks)
Team Sports Basketball(3 weeks)
Health-First Aid/CPR/AED Training for the the Schools & Community
Sophomore Year
Health Education -Driver Education
1st Marking Period
2nd Marking Period
Adventure Education (3 weeks)
Orientation/Conditioning-Pre Fitness
Testing
(3 weeks)
Life Fitness/Weight Room and
Nutrition
(4 weeks)
Post-Fitness Testing
(3weeks)
Team Sport (2 weeks) Indoor Soccer
& 2 weeks of Buka Ball
Team Sport (3 weeks) Volleyball
Team Sport Basketball
(3 weeks)
P.E. Games(2 weeks)
Adventure Education (3 weeks)
Lacrosse(3 weeks)
Junior Year
1st Marking Period
2nd Marking Period
3rd Marking
Period
4th Marking
Period
Orientation/Conditioning/Power
Walking &
Pre Fitness Testing (3 weeks)
Team Sport (3 weeks)Team Handball
Team Sport: Soccer
(4 Weeks)
International Team Sport-Rugby
(2 Weeks)
Team Sport (3 weeks) Floor Hockey
Weight Room and Nutrition (4 weeks)
Family Life Education
Post-Fitness Testing (3weeks)
Racquet Sports-Tennis (3 weeks)
Team Sport-Softball(3 weeks)
Senior Year
1st Marking Period
2nd Marking Period
3rd Marking
Period
4th Marking
Period
Orientation/Conditioning-Pre Fitness
Testing
(3 weeks)
Team Sport: Flag Football (3 Weeks)
Team Sport: Soccer (3 Weeks)
Senior Health
Team Sport (3weeks)Team Handball
Team Sport (3 weeks) Volleyball
Weight Room and Nutrition (4 weeks)
Team Sport-Softball
(4 weeks)
Racquet Sports-Tennis (3 weeks)
Backyard BBQ Games (2 weeks)
Revised 9-12 Physical Education Curriculum Committee
TENNIS
Essential
Questions
Instructional
Objectives
Discussion
Assessment
Instructional
Activities
11TH
12TH
What is the history of the game of tennis?
What is the scoring system and why is it so
complicated?
What are the differences between singles
and doubles play?
What is the proper technique for hitting a
volley?
What is the proper technique for hitting a
lob?
What is the history of the game of tennis?
What is the scoring system and why is it so
complicated?
What are the differences between singles
and doubles play?
What is the proper technique for hitting a
volley?
What is the proper technique for hitting a
lob?
Students will understand the scoring system
in tennis.
Students will understand the differences
between single and doubles play.
Students will demonstrate the skills for the
lob and the volley.
Students will understand the importance of
conditioning in tennis.
Students will understand the importance of
communication while playing doubles
tennis.
Students will understand the importance of
fair play in tennis.
Students will have a greater appreciation
and understanding of the game when
watching tennis as a spectator.
Importance of the use of different skills in
the game of tennis. Strategies in singles
and doubles.
Teacher observation of skills in the game
situation.
Written test on history, rules and scoring in
tennis.
Review of tennis skills from grades 9 and
10.
Use of the scoring system in a game
situation.
Lead up games.
Skill work on volley and lob.
Students will understand the scoring system
in tennis.
Students will understand the differences
between single and doubles play.
Students will demonstrate the skills for the
lob and the volley.
Students will understand the importance of
conditioning in tennis.
Students will understand the importance of
fair play in tennis.
Students will have a greater appreciation
and understanding when watching tennis as
a spectator.
Revised 9-12 Physical Education Curriculum Committee
Importance of the use of different skills in
the game of tennis. Strategies in singles
and doubles
Teacher observation of skills in the game
situation.
Written test on history, rules and scoring in
tennis
Review of tennis skills from grades 9 and
10.
Use of the scoring system in a game
situation.
Lead up games.
Skill work on volley and lob.
Standards
NJCCCS 2.2, 2.5, 2.6
SOFTBALL
Essential
Questions
Instructional
Objectives
Discussion
Assessment
Instructional
Activities
11TH
12TH
What are the names of the positions on the
field?
What are the rules of the game?
Where should the ball be thrown to get an
out in various game situations?
What is the proper pre-game warm up?
Students will demonstrate proper throwing
and pitching techniques.
Students will understand where outs are to
be made in different situations.
Students will understand the importance of
proper technique and conditioning in
softball.
Students will understand the importance of
team play in softball.
Students will understand the importance of
communication in game play.
Students will have a greater appreciation
and understanding of the game of softball.
Importance of strategies for the offense and
the defense.
Teacher observation of skills in a game
situation.
Written test over the rules, scoring and
strategies in softball.
Review of softball skills from grades 9 and
10.
Advanced game play.
What are the names of the positions on the
field?
What are the rules of the game?
Where should the ball be thrown to get an
out in various game situations?
What is the proper pre-game warm up?
Students will demonstrate proper throwing
and pitching techniques.
Students will understand where outs are to
be made in different situations.
Students will understand the importance of
proper technique and conditioning in
softball.
Students will understand the importance of
team play in softball.
Students will have a greater appreciation
and understanding of the game of softball.
Revised 9-12 Physical Education Curriculum Committee
Importance of strategies for the offense and
the defense.
Teacher observation of skills in a game
situation.
Written test over the rules, scoring and
strategies in softball.
Review of softball skills from grades 9 and
10.
Advanced game play.
Standards
NJCCCS 2.2, 2.5, 2.6
BASKETBALL
Essential
Questions
Instructional
Objectives
Discussion
Assessment
Instructional
Activities
11TH
12TH
What is the history of the game of
basketball?
What are the positions in basketball and
what are their duties.
What are the basic offensive strategies in
basketball?
What are the different types of defenses
used in basketball?
What constitutes a foul in basketball?
What are other penalties in basketball?
Students will understand positioning in the
man to man and zone defense.
Students will understand offensive
strategies like the pick and roll, back door
cut and V cut.
Students will understand the importance of
communication in the game of basketball.
Students will understand how penalties
relinquish possession of the basketball.
What is the history of the game of
basketball?
What are the positions in basketball and
what are their duties.
What are the basic offensive strategies in
basketball?
What are the different types of defenses
used in basketball?
What constitutes a foul in basketball?
What are other penalties in basketball
Students will understand positioning in the
man to man and zone defense.
Students will understand offensive
strategies like the pick and roll, back door
cut and V cut.
Students will understand the importance of
communication in the game of basketball.
Students will understand how penalties
relinquish possession of the basketball.
Students will have a greater appreciation
and understanding of the game as a
spectator.
Importance of team play in basketball.
How conditioning and fitness affect
players. How basketball skills are used in a
game situation
Observation of skills in a game situation.
Demonstrate an understanding of the rules
in a game situation.
Written test on rules, strategies and skills in
basketball.
Lead up games: 3 v. 3, No Dribble, 1v1,
Sideline Basketball. Review dribbling,
passing and shooting drills from grades 9
and 10.
½ court 5v5 games.
Importance of team play in basketball.
How conditioning and fitness affect
players. How basketball skills are used in a
game situation.
Observation of skills in a game situation.
Demonstrate an understanding of the rules
in a game situation.
Written test on rules, strategies and skills in
basketball.
Lead up games: 3 v. 3, No Dribble, 1v1,
Sideline Basketball. Review dribbling,
passing and shooting drills from grades 9
and 10.
½ court 5v5 games.
Revised 9-12 Physical Education Curriculum Committee
Standards
NJCCCS 2.2, 2.5, 2.6
Unit: Life Fitness/Weight Room
Essential
Questions
9th, 10th, 11th, 12th
-
Instructional
Objectives
-
-
Students will be able to utilize the weight room/fitness center in a safe and
appropriate manner.
Students will understand how to use the exercise and weight room equipment to
improve their overall fitness level.
Students will understand basic principals and theories for training.
Students will understand and demonstrate the importance of a proper warm-up and
cool down before and after each workout session.
Students will be able to demonstrate how to appropriate spot a workout partner.
Students will create a personal fitness plan to improve their own fitness level.
Students will be able to identify exercises that will improve aerobic fitness levels.
Students will be able to identify exercises that will improve muscular strength and
condition.
Students will understand the importance of personal hygiene and the importance of
cleaning machines before and after each use.
Students will recognize the importance of a balanced healthy diet.
Students will be able to identify healthy foods that support a healthy and balance
diet.
Students will analyze their daily caloric intake.
Students will develop a plan for healthy eating habits.
-
Explanation and demonstration of equipment
Explanation and demonstration of Power lifting program & circuit
Explanation and demonstration of proper safety precautions & spotting
Explain different training principles and theories
Explanation of different types of exercises iso-metrics / iso-tonic / iso-kinetics
Written Knowledge Test
Skills Test
Creation of Personal Fitness/Weight Training Program
Utilization of Training Principals
Fitness Card Log
-
Discussion
Assessment
Instructional
Activities
Revised 9-12 Physical Education Curriculum Committee
Standards
What are the safety considerations regarding weight training and fitness programs?
What are the general principles for strength and conditioning?
Why is it important to perform the proper technique when weight training or
performing fitness exercises?
What should you consider during designing strength and conditioning program?
What constitutes a healthy lifestyle?
What constitutes a healthy diet?
What role does nutrition play in fitness?
NJCCCS 2.1; 2.2; 2.6
9th, 10th, 11th, 12th
Unit: Physical Fitness
Essential
Questions
-
What are the Health Related components of fitness?
What are the skill Related components of fitness/
What are the characteristics of a person who leads an active lifestyle?
Explain what the benefits are of leading an active lifestyle?
How is nutrition an important part of leading an active lifestyle?
Explain the difference between being an athlete and being active?
Explain why it is important to assess your fitness level periodically?
What steps should you take prior to starting a rigorous fitness program?
How can you prevent injury when participating in a rigorous fitness routine?
Instructional
Objectives
-
Students will understand the importance of maintaining an appropriate physical
fitness levels as part of leading a healthy lifestyle.
Students will evaluate their overall physical fitness level by analyzing their own
fitness test results against the national norms.
Students will work to improve fitness scores from pre-test scores in the fall to posttest score in the spring.
Students will be able to explain the relevance between maintaining a high level of
fitness and participating sports.
Students will be able to demonstrate their understanding of the five health related
components of fitness and their relevancy.
Students will be able to demonstrate their understanding of the six skill related
components of fitness and their relevancy.
Explain each of the health and skill related components of fitness; identify each of
the fitness tests and what they are testing for and what muscles and body parts are
being used; talk about the importance of physical fitness and maintaining high
levels of proficiency; talk about designing appropriate fitness programs; steps taken
prior to starting a program;
Discussion
-
Assessment
-
Instructional
Activities
-
President’s Challenge and Fitness Gram Pacer test
Utilize the National Physical Fitness Test – 50% minimum proficiency
Shuttle Run; Flexed Arm-hang/Pull-ups/Right Angel Push-ups/Sit & Reach/V-Sit
& Reach/Mile Run/Pacer; BMI; Curl-up/Partial Curl-ups
Revised 9-12 Physical Education Curriculum Committee
Standards
NJCCCS
2.2; 2.5; 2.6
Unit: Flag Football
9th
10th
Essential
Questions
What are the rules and regulations of the game of
flag football?
How is a game of flag football scored?
What is the proper technique for throwing a
football?
What is the proper technique for catching a
football?
What is the proper technique punting a football?
What is the history of the game of football?
Students will understand the importance of
teamwork in the game of football.
Students will develop an appreciation for the
game of football as a spectator.
Students will demonstrate the ability to throw the
football properly.
Students will demonstrate the ability to catch the
football properly.
Students will demonstrate the ability to punt the
football properly.
Students will understand the rules and regulation
of the game of flag football.
Students will understand the importance of
communication in the game of football.
Touch down, field goal, safety, Fumble
First Down, Downed ball, offside, delay of game,
Hand-off, lateral pass, line of scrimmage, fair
catch
Written exam
Observation
Skill test
Drills: passing
Receiving
Punting
Regulation game
Position demonstration
What are the rules and regulations of the game of
flag football?
How is a game of flag football scored?
What is the proper technique for throwing a
football?
What is the proper technique for catching a
football?
What is the proper technique punting a football?
What is the history of the game of football
Students will understand the importance of
teamwork in the game of football.
Students will develop an appreciation for the
game of football as a spectator.
Students will demonstrate the ability to throw the
football properly.
Students will demonstrate the ability to catch the
football properly.
Students will demonstrate the ability to punt the
football properly.
Students will understand the rules and regulation
of the game of flag football.
Students will understand the importance of
communication in the game of football.
Touch down, field goal, safety, Fumble
First Down, Downed ball, offside, delay of game,
Hand-off, lateral pass, line of scrimmage, fair
catch
Written exam
Observation
Skill test
Drills: passing
Receiving
Punting
Regulation game
Position demonstration
Instructional
Objectives
Discussion
Assessment
Instructional
Activities
Revised 9-12 Physical Education Curriculum Committee
Standards
NJCCCS
2.2; 2.5; 2.6
Unit: Floor Hockey
9th & 10th
11th-12th
Essential
Questions
What constitutes a penalty in the game of floor
hockey?
What are the basic skills involved in the game of
floor hockey?
What are the key concepts of defense in the game
of floor hockey?
What are the key concepts of offense in the game
of floor hockey?
What are floor hockey positions?
How is the game of floor hockey scored?
Students will understand the rules and regulations
in the game of hockey.
Students will be able to demonstrate passing,
shooting and dribbling skills.
Students will understand the key characteristics of
offense and defense in the game of hockey.
Students will understand the importance of
communication in the game of hockey.
Students will gain an understanding and
appreciation of the game of hockey as a spectator.
Running fouls, Roughing Fouls, and Misconduct
Fouls
Forward, Center, Goalkeeper, and Defensive
Players
What constitutes a penalty in the game of floor
hockey?
What are the basic skills involved in the game of
floor hockey?
What are the key concepts of defense in the game
of floor hockey?
What are the key concepts of offense in the game
of floor hockey?
What are floor hockey positions?
How is the game of floor hockey scored?
Students will understand the rules and regulations
in the game of hockey.
Students will be able to demonstrate passing,
shooting and dribbling skills.
Students will understand the key characteristics of
offense and defense in the game of hockey?
Students will understand the importance of
communication in the game of hockey.
Students will gain an understanding and
appreciation of the game of hockey as a spectator.
Running fouls, Roughing Fouls, and Misconduct
Fouls
Forward, Center, Goalkeeper, and Defensive
Players
Written exam
Observation
Skill testing
Sideline hockey
Dribbling passing, shooting skills
Divide the class into teams and play regulation
game.
Written exam
Observation
Skill testing
Sideline hockey
Dribbling passing, shooting skills
Divide the class into teams and play regulation
game.
Instructional
Objectives
Discussion
Assessment
Instructional
Activities
Revised 9-12 Physical Education Curriculum Committee
Standards
NJCCCS
2.2; 2.5;
2.6
Unit: Soccer
9th
10th
Essential
Questions
What is the history of the game of soccer?
What part of the foot do you use to maintain
possession in the game of soccer?
What qualities make a good pass in the game of
soccer?
What type of pass would you use in different
situations in the game of soccer?
What is the difference between shooting and
finishing in the game of soccer?
What is the proper technique for a throw in.?
What are the different ways to trap a ball in the
game of soccer?
What are the positions and functions of each in
the game of soccer?
Students will be able to demonstrate the ability to
control the ball while dribbling through cones.
Students will be able to perform a short and long
pass using the proper part of the foot.
Students will demonstrate the proper technique
and accuracy in shooting and finishing.
Students will be able to perform a legal throw-in.
Students will be able to trap the ball on the ground
and in the air.
Students will demonstrate an understanding of the
importance of teamwork in the game of soccer.
Students will develop an appreciation for the
game of soccer as a spectator.
Students will understand the importance of
communication in the game of Soccer.
Goalkeeper, Fullback, Sweeper, Stopper, Midfielders, and Forwards
Kick-off, dropped ball, corner kick, handball
throw-ins, goal kick, free kick, penalty kick
Written Exam
Observation
Skill Test
Line drills for shooting and dribbling
Small sided games to show passing skills
Partner drills for trapping and throw- in skills
Side-line soccer
Regulation game
What is the history of the game of soccer?
What part of the foot do you use to maintain
possession in the game of soccer?
What qualities make a good pass in the game of
soccer?
What type of pass would you use in different
situations in the game of soccer?
What is the difference between shooting and
finishing in the game of soccer?
What is the proper technique for a throw in.?
What are the different ways to trap a ball in the
game of soccer?
What are the positions and functions of each in
the game of soccer?
Students will be able to demonstrate the ability to
control the ball while dribbling through cones.
Students will be able to perform a short and long
pass using the proper part of the foot.
Students will demonstrate the proper technique
and accuracy in shooting and finishing.
Students will be able to perform a legal throw-in.
Students will be able to trap the ball on the ground
and in the air.
Students will demonstrate an understanding of the
importance of teamwork in the game of soccer.
Students will develop an appreciation for the
game of soccer as a spectator.
Students will understand the importance of
communication in the game of soccer.
Goalkeeper, Fullback, Sweeper, Stopper, Midfielders, and Forwards
Kick-off, dropped ball, corner kick, handball
throw-ins, goal kick, free kick, penalty kick
Written Exam
Observation
Skill Test
Line drills for shooting and dribbling
Small sided games to show passing skills
Partner drills for trapping and throw- in skills
Side-line soccer
Regulation game
Instructional
Objectives
Discussion
Assessment
Instructional
Activities
Revised 9-12 Physical Education Curriculum Committee
Standards
NJCCCS
2.2; 2.5; 2.6
Unit: Softball
Essential
Questions
Instructional
Objectives
Discussion
Assessment
Instructional
Activities
Revised 9-12 Physical Education Curriculum Committee
9th
10th
What is the history of the game of softball?
What are the rules and regulations of the game of
softball?
What is the proper technique for fielding a ground
ball?
What is the proper technique for catching a ball?
What is the proper technique for batting?
What is the proper technique for throwing a ball?
What is the proper technique for bunting a ball?
What is the proper technique for pitching a
softball?
What are the rules of running the bases properly?
Students will be able to throw, catch and field a
softball properly.
Students will develop an appreciation for the
game of softball as a spectator.
Students will understand the importance of
teamwork in the game of softball.
Students will demonstrate the proper way to bunt
the ball.
Students will understand the basic base running
rules.
Students will understand the rules and regulations
in the game of softball.
Students will understand the importance of
communication in the game of softball.
Students will develop an appreciation for the
game of softball as a spectator.
Double Play, Error, Count
Grand Slam, home run, single, double, triple
Foul tip
Full Count, foul ball
Situations, RBI, Strike, Ball
Top and bottom of the Inning
Home team away team
Written exam
Observation
Skill test
Drills: throwing
Catching
Bunting
Fielding
Base running
Create situations
Speedball softball
Regulation game
What is the history of the game of softball?
What are the rules and regulations of the game of
softball?
What is the proper technique for fielding a ground
ball?
What is the proper technique for catching a ball?
What is the proper technique for batting?
What is the proper technique for throwing a ball?
What is the proper technique for bunting a ball?
What is the proper technique for pitching a
softball?
What are the rules of running the bases properly?
Students will be able to throw, catch and field a
softball properly.
Students will develop an appreciation for the
game of softball as a spectator.
Students will understand the importance of
teamwork in the game of softball.
Students will demonstrate the proper way to bunt
the ball.
Students will understand the basic base running
rules.
Students will understand the rules and regulations
in the game of softball.
Students will understand the importance of
communication in the game of softball.
Students will develop an appreciation for the
game of softball as a spectator.
Double Play, Error, Count
Grand Slam, home run, single, double, triple
Foul tip
Full Count, foul ball
Situations, RBI, Strike, Ball
Top and bottom of the Inning
Home team away team
Written exam
Observation
Skill test
Drills: throwing
Catching
Bunting
Fielding
Base running
Create situations
Speedball softball
Regulation game
Standards
NJCCCS
2.2; 2.5; 2.6
Unit: Tennis
9th
10th
Essential
Questions
What is the history of the game of tennis?
What grips are used for the forehand, backhand,
and serve?
What is the ready position and why is it important
in the game of tennis?
What are the rules and regulations in the game of
tennis?
What is the proper technique for the one handed
and two handed backhand?
What is the proper technique for the forehand?
How is the game of tennis scored?
What is proper tennis etiquette?
What is the history of the game of tennis?
What grips are used for the forehand, backhand,
and serve?
What is the ready position and why is it important
in the game of tennis?
What are the rules and regulations in the game of
tennis?
What is the proper technique for the one handed
and two handed backhand?
What is the proper technique for the forehand?
How is the game of tennis scored?
What is proper tennis etiquette?
Instructional
Objectives
Students will be able to demonstrate the proper
techniques for the forehand, backhand and the
serve.
Students will be able to demonstrate the ready
position.
Students will be able to demonstrate proper tennis
etiquette?
Students will understand how to score in the game
of tennis.
Students will understand the history of the game
of tennis.
Students will understand the importance of
communication and teamwork in the game of
doubles tennis.
Students will develop and appreciation for the
game of tennis as a spectator.
Love, Add-in, Add-out, Ace
Backhand, Forehand, Deuce,
Fault, Forehand, Serve
Let, Lob, Smash, Volley
Written exam
Observation
Skill test
Drills: Forehand
Backhand
Serve
Smash
Singles
Doubles
Tournament
Students will be able to demonstrate the proper
techniques for the forehand, backhand and the
serve.
Students will be able to demonstrate the ready
position.
Students will be able to demonstrate proper tennis
etiquette?
Students will understand how to score in the game
of tennis.
Students will understand the history of the game
of tennis.
Students will understand the importance of
communication and teamwork in the game of
doubles tennis.
Students will develop an appreciation for the
game of tennis as a spectator.
Love, Add-in, Add-out, Ace
Backhand, Forehand, Deuce,
Fault, Forehand, Serve
Let, Lob, Smash, Volley
Written exam
Observation
Skill test
Drills: Forehand
Backhand
Serve
Smash
Singles
Doubles
Tournament
Discussion
Assessment
Instructional
Activities
Revised 9-12 Physical Education Curriculum Committee
Standards
NJCCS
2.2; 2.5; 2.6
Unit: Volleyball
9th
10th
Essential
Questions
What does rally scoring mean in the game of
volleyball?
What are the rules and regulations of the game of
volleyball?
How many players are on the court in the game of
volleyball?
What are the positions in the game of volleyball?
How is the game of volleyball scored?
What constitutes a foul in the game of volleyball?
What constitutes a penalty in the game of
volleyball?
Students will develop the essential skills needed
to participate in the game of volleyball.
Students will be able to effectively serve the ball
over the net.
Students will understand the fundamental rules of
the game of volleyball.
Students will develop their ability to pass the ball
in the game of volleyball.
Students will understand the importance of
communication in the game of volleyball.
Students will develop an appreciation for the
game of volleyball as a spectator.
Bump, set, spike, set and serve
Court dimensions, scoring, rotation
positions
Written exam
Observation
Skill test
Bump and set drills
Serving drills
Cage ball activities
Beach ball
Work with partners
6v6
What does rally scoring mean in the game of
volleyball?
What are the rules and regulations of the game of
volleyball?
How many players are on the court in the game of
volleyball?
What are the positions in the game of volleyball?
How is the game of volleyball scored?
What constitutes a foul in the game of volleyball?
What constitutes a penalty in the game of
volleyball?
Students will develop the essential skills needed
to participate in the game of volleyball.
Students will be able to effectively serve the ball
over the net.
Students will understand the fundamental rules of
the game of volleyball.
Students will develop their ability to pass the ball
in the game of volleyball.
Students will understand the importance of
communication in the game of volleyball.
Students will develop an appreciation for the
game of volleyball as a spectator.
Bump, set, spike, set and serve
Court dimensions, scoring, rotation
positions
Written exam
Observation
Skill test
Serving drills
Cage ball activities
Beach ball
Work with partners
6v6
Instructional
Objectives
Discussion
Assessment
Instructional
Activities
Revised 9-12 Physical Education Curriculum Committee
Standards
NJCCCS
2.2; 2.5; 2.6
Unit: Lacrosse
9th-10th
11th-12th
Essential
Questions
What constitutes a penalty in the game in the game of
lacrosse?
What is the history of the game of lacrosse?
What are the rules and regulations of the game of
lacrosse?
What is cradling in the game of lacrosse?
How is the game of Lacrosse scored?
What is the proper technique for shooting in the game
of lacrosse?
What is the proper technique for passing in the game of
lacrosse?
What are the different defenses in the game of lacrosse?
What are the different offensive strategies in the game
of lacrosse?
What are the positions and the functions of each in the
game of lacrosse?
What are the differences between women’s and men’s
lacrosse?
Students will understand the importance of teamwork in
the game of lacrosse.
Students will understand the importance of
communication in the game of lacrosse.
Students will develop an appreciation for the game of
lacrosse as a spectator.
Students will be able to demonstrate the proper
technique for the skill of cradling.
Students will demonstrate the proper technique for the
skill of shooting.
Students will demonstrate the proper technique for the
skill of passing.
Students will understand the differences between
women’s and men’s lacrosse.
Attack, Midfield, Defense, Goal
Offside, pushing, screening, stalling, warding off,
interference, Draw, Checking,
Written exam; Observation; Skill test
Line drills for passing and shooting
Small sided games to show passing skills
Side-line lacrosse
Regulation game
What constitutes a penalty in the game in the game of
lacrosse?
What is the history of the game of lacrosse?
What are the rules and regulations of the game of lacrosse?
What is cradling in the game of lacrosse?
How is the game of Lacrosse scored?
What is the proper technique for shooting in the game of
lacrosse?
What is the proper technique for passing in the game of
lacrosse?
What are the different defenses in the game of lacrosse?
What are the different offensive strategies in the game of
lacrosse?
What are the positions and the functions of each in the game of
lacrosse?
What are the differences between women’s and men’s
lacrosse?
Instructional
Objectives
Discussion
Assessment
Instructional
Activities
Revised 9-12 Physical Education Curriculum Committee
Students will understand the importance of teamwork in the
game of lacrosse.
Students will understand the importance of communication in
the game of lacrosse.
Students will develop an appreciation for the game of lacrosse
as a spectator.
Students will be able to demonstrate the proper technique for
the skill of cradling.
Students will demonstrate the proper technique for the skill of
shooting.
Students will demonstrate the proper technique for the skill of
passing.
Students will understand the differences between women’s and
men’s lacrosse.
Attack, Midfield, Defense, Goal
Offside, pushing, screening, stalling, warding off, interference,
Draw, Checking,
Written exam; Observation; Skill test
Line drills for passing and shooting
Small sided games to show passing skills
Side-line lacrosse
Regulation game
Standards
NJCCCS
2.2; 2.5;
2.6
UNIT: FRISBEE
9th
Essential
Questions
What different sports make up ultimate Frisbee?
What is the proper way to throw a Frisbee?
What are the ways that a team can score?
What are the rules of ultimate Frisbee?
What are fouls in ultimate and what are the penalties
for those fouls?
Students will understand the proper technique for
throwing a Frisbee.
Students will understand the scoring system in Frisbee.
Students will understand the rules and infractions.
Students will understand the importance of
conditioning in Frisbee.
Students will understand the importance of
communication in Frisbee.
Students will understand the importance of fair play in
Frisbee.
Importance of offensive and defensive strategies in
Frisbee. Importance of team play.
Teacher observation of skills and rule knowledge in a
game situation.
Written test on the rules, scoring and strategies in
ultimate Frisbee.
Review of Frisbee throwing and receiving skills.
Small sided games-keep away.
Full field games.
Instructional
Objectives
Discussion
Assessment
Instructional
Activities
Revised 9-12 Physical Education Curriculum Committee
10th
Standards
What different sports make up ultimate Frisbee?
What are the ways that a team can score?
What are the rules of ultimate Frisbee?
What are fouls in ultimate and what are the penalties
for those fouls?
Students will understand the proper technique for throwing a
Frisbee.
Students will understand the scoring system in Frisbee.
Students will understand the rules and infractions.
Students will understand the importance of conditioning in
Frisbee.
Students will understand the importance of communication
in Frisbee.
Students will understand the importance of fair play in
Frisbee.
Importance of offensive and defensive strategies in Frisbee.
Importance of team play.
Teacher observation of skills and rule knowledge in a game
situation.
Written test on the rules, scoring and strategies in ultimate
Frisbee.
Review of Frisbee throwing and receiving skills.
Small sided games-keep away.
Full field games.
NJCCCS
2.2, 2.5,
2.6
Unit: Badminton
9th
10th
Essential
Questions
What is the history of the game of badminton?
How is the game of badminton scored?
What are some of the differences between singles
and doubles play?
What is the proper technique for a forehand?
What is the proper technique for an backhand shot?
What are other strokes used in badminton?
Students will understand the scoring system in
badminton.
Students will understand the differences between
singles and doubles play.
Students will demonstrate the skills for the forehand
and backhand.
Students will understand the importance of
conditioning in badminton.
Students will understand the importance of
communication in badminton.
Students will understand the importance of fair play
in badminton.
Students will have a greater appreciation and
understanding when watching badminton as a
spectator.
What is the history of the game of badminton?
How is the game of badminton scored?
What are some of the differences between singles and
doubles play?
What is the proper technique for a forehand?
What is the proper technique for an backhand shot?
What are other strokes used in badminton?
Students will understand the scoring system in
badminton.
Students will understand the differences between
singles and doubles play.
Students will demonstrate the skills for the forehand
and backhand.
Students will understand the importance of
conditioning in badminton.
Students will understand the importance of
communication in badminton.
Students will understand the importance of fair play in
badminton.
Students will have a greater appreciation and
understanding when watching badminton as a
spectator.
Importance of the use of different skills in the game
of badminton. Strategies for singles and doubles.
Teacher observation of badminton skills in a game
situation.
Written test on the history, rules and scoring in
tennis.
Instruction on proper technique for strokes.
Use of the scoring system in a game situation
Lead up games.
Importance of the use of different skills in the game of
badminton. Strategies for singles and doubles.
Teacher observation of skills in a game situation.
Written test on the history, rules and scoring in
badminton.
Instructional
Objectives
Discussion
Assessment
Instructional
Activities
Revised 9-12 Physical Education Curriculum Committee
Instruction on proper techniques for strokes. Use of
the scoring system in a game situation.
Standards
NJCCCS
2.2, 2.5, 2.6
UNIT:TEAM HANDBALL
9th
10th
Essential
Questions
How does the game of team handball
start?
How many players play for each team?
How does a team score?
What parts of the body can be used to
score?
What are the 3 ways that the ball can be
moved?
How is the game restarted if the ball goes
over the endline? Sideline?
For what penalties is a free throw used?
For what penalties is a penalty throw
used?
What can the goalkeeper do and not do?
Students will understand the rules,
scoring and penalties in team handball.
Students will understand the importance
of team play in team handball.
Students will understand the importance
of communication in game play.
Students will develop a greater
understanding and appreciation for team
handball as a spectator.
Importance of the use of soccer and
basketball skills in the game of team
handball. Understanding of rules, scoring
and penalties.
Demonstrate knowledge of the rules,
scoring and penalties in a game situation.
Written test on rules, scoring and
penalties.
Dribbling, passing and shooting drills.
Game strategy.
Written test.
How does the game of team handball
start?
How many players play for each team?
How does a team score?
What parts of the body can be used to
score?
What are the 3 ways that the ball can be
moved?
How is the game restarted if the ball goes
over the endline? Sideline?
For what penalties is a free throw used?
For what penalties is a penalty throw
used?
What can the goalkeeper do and not do?
Students will understand the rules,
scoring and penalties in team handball.
Students will understand the importance
of team play in team handball.
Students will understand the importance
of communication in game play.
Students will develop a greater
understanding and appreciation for team
handball as a spectator.
Importance of the use of soccer and
basketball skills in the game of team
handball. Understanding of rules, scoring
and penalties.
Demonstrate knowledge of the rules,
scoring and penalties in a game situation.
Written test on rules, scoring and
penalties
Dribbling, passing and shooting drills.
Game strategy.
Written test.
Instructional
Objectives
Discussion
Assessment
Instructional
Activities
Revised 9-12 Physical Education Curriculum Committee
Standards
NJCCCS 2.2, 2.5, 2.6
UNIT:RUGBY
11th
12th
Essential
Questions
What is the history of the game of rugby?
What are the differences between real
rugby and flag rugby?
What are the three ways to advance the
ball on offense?
What are the ways a player can score?
What are ways to play defense?
What are the rules of flag rugby?
What are fouls and what are the penalties
for each?
Students will understand the ways to
move the ball on offense.
The students will understand how a
player can score points.
The students will understand how to use
defense to stop scoring.
Students will understand the rules and the
penalties for breaking the rules.
Students will understand different
vocabulary terms used in rugby.
Students will understand the importance
of conditioning in rugby.
Students will understand the importance
of communication in game play.
Students will understand the importance
of fair play in rugby.
Students will have a greater appreciation
and understanding of the game as a
spectator.
Importance of different strategies for
offense and defense. Importance of team
play.
Teacher observation of skills in a game
situation.
Written test over the rules, scoring and
vocabulary for rugby.
What is the history of the game of rugby?
What are the differences between real
rugby and flag rugby?
What are the three ways to advance the
ball on offense?
What are the ways a player can score?
What are ways to play defense?
What are the rules of flag rugby?
What are fouls and what are the penalties
for each?
Students will understand the ways to
move the ball on offense.
The students will understand how a
player can score points.
The students will understand how to use
defense to stop scoring.
Students will understand the rules and the
penalties for breaking the rules.
Students will understand different
vocabulary terms used in rugby.
Students will understand the importance
of conditioning in rugby.
Students will understand the importance
of communication in game play.
Students will understand the importance
of fair play in rugby.
Students will have a greater appreciation
and understanding of the game as a
spectator.
Importance of different strategies for
offense and defense. Importance of team
play.
Teacher observation of skills in a game
situation.
Written test over the rules, scoring and
vocabulary for rugby.
Passing and receiving drills.
Lead up games
Passing and receiving drills.
Lead up games.
Instructional
Objectives
Discussion
Assessment
Instructional
Activities
Revised 9-12 Physical Education Curriculum Committee
Standards
NJCCCS 2.2, 2.5, 2.6
Unit: Backyard Games
Essential
Questions
Instructional
Objectives
Discussion
Assessment
Instructional
Activities
12th
9th –11th
What are the rules and regulations of the
activity Bocce ball?
What are the rules and regulations of the
activity horseshoes?
What are the rules and regulations of the
activity croquet?
What are the rules and regulations of the
activity beach volleyball?
What is the proper technique for driving a golf
ball?
What is the history of the various backyard
pastimes, bocce, croquet, volleyball,
horseshoes and shuffleboard?
How would you score the activity bocce ball?
How do you score the activity Horseshoes?
How do you determine a winner in the activity
croquet?
What are the rules and regulations of the
activity shuffle board?
Students will understand the rules and
regulations of the activity Bocce Ball.
Students will understand the rules and
regulations of the activity horseshoes.
Students will understand the rules and the
regulations of the activity shuffleboard?
Students will demonstrate the proper
technique of driving a golf ball.
Students will understand the rules and
regulations of the activity croquet?
Students will understand the rules and
regulations of the activity volleyball?
Bocce: The puuntata method
The volo method
The raffa method
Shuffleboard:
Head of court
Foot of court
Horseshoes:
Leaner Ringer
Written exam
Skill Test
Observation
Demonstrate each activity
Break students into stations
(different activity each day)
What are the rules and regulations of the
activity Bocce ball?
What are the rules and regulations of the
activity horseshoes?
What are the rules and regulations of the
activity croquet?
What are the rules and regulations of the
activity beach volleyball?
What is the proper technique for driving a golf
ball?
What is the history of the various backyard
pastimes, bocce, croquet, volleyball,
horseshoes and shuffleboard?
How would you score the activity bocce ball?
How do you score the activity Horseshoes?
How do you determine a winner in the activity
croquet?
What are the rules and regulations of the
activity shuffle board?
Students will understand the rules and
regulations of the activity Bocce Ball.
Students will understand the rules and
regulations of the activity horseshoes.
Students will understand the rules and the
regulations of the activity shuffleboard?
Students will demonstrate the proper
technique of driving a golf ball.
Students will understand the rules and
regulations of the activity croquet?
Students will understand the rules and
regulations of the activity volleyball?
Bocce: The puntata method
The volo method
The raffa method
Shuffleboard:
Head of court
Foot of court
Horseshoes:
Leaner Ringer
Written exam
Skill Test
Observation
Demonstrate each activity
Break students into stations
(different activity each day)
Revised 9-12 Physical Education Curriculum Committee
Standards
NJCCCS
2.2; 2.5; 2.6
APPENDIX A
Physical Education Rules, Regulations and Expectations
Attendance
• Students are required to attend all scheduled meetings for Health & Physical Education. Health & Physical Education
classes are not to be used as a study hall periods where work for other academic classes is made up or completed.
• Students are not permitted to remain with or go to another teacher for extra help during a Health and Physical Education
class. Health and Physical Education teachers will not permit students to leave their class to see another teacher.
Additionally, students unprepared for Physical Education will not be permitted to leave the gymnasium area to go to
another section of the school.
• Tardiness – As per the Madison High School Student Handbook Attendance Policy, three (3) late(s) will equal one (1)
absence. After the third offense for being late to class the student will be assesses 3.66 points in addition to being marked
tardy for each offense. Each absences and late will be forwarded to the Attendance Review Committee.
• Absences – As per the Madison High School Student Handbook Attendance Policy, students are limited to eighteen (18)
absences per full year course. Additionally, every 3rd late/tardy will equal one (1) absence. Excessive lates/tardys
equaling absences will apply towards the students limit of (18) absences as stated in the Madison High School Student
Handbook Attendance Policy.
• Cuts- Any student charged with cutting a class will receive an absence for the period(s) missed and will be assessed 11
points from their class average for each recorded cut. Please note that upon the 4th recorded cut the student will lose
credit for that class as per the Madison High School Attendance Policy set forth in the Student Handbook.
• Please note: Although points may be made up, physical absences can not be made up. No students will be permitted to
make-up lates/tardys and/or absences and cut classes via Physical Education Make-ups.
•
Loss of Credit has no correlation to a student’s course average. Loss of Credit is the sole decision of the Attendance
Review Committee and the school administration.
Participation
• All students are required by the State of New Jersey’s Department of Education to pass four (4) years of physical
education in order to be eligible for high school graduation.
• All students are required to participate in physical education class. Students are required to demonstrate proficiencies in
the various skill sets associated with each unit. Students will be graded on their effort, improvement and overall ability
to actively participate in planned activities.
• Physical Education Attire
• Students are expected to change for physical education class on the days when their physical education classes meet.
o A change of clothes is defined as clothing other than what the student wore to school and will wear after physical
education class.
o Proper physical education attire should consist of t-shirt, athletic shorts, socks and sneakers. Students should
keep sweat pants and sweat shirts in their physical education locker for cooler weather.
o It is recommended that students demonstrate their school pride and spirit by wearing the Madison High School
colors (maroon, gold, white) or apparel that has a Madison Logo during physical education classes.
o Physical Education clothing should adhere to the standards outlined in the Madison High School Student
Handbook under Dress Code.
o Students are required to wear sneakers during physical education class.
o Students are not permitted to wear school issued uniforms during physical education class.
o Students are not permitted to wear hats in physical education class. Students will be permitted to wear hats when
physical education classes are conducted outside.
Changing Time
• Students are given ample time to change at the beginning of each physical education period and at the end of each
physical education period.
o Students are expected to arrive to physical education class on time prior to the late bell. Student will be given 6
minutes from the late bell to change their clothing and meet their physical education teacher in the gymnasium.
o Students will be given 8 minutes to change at the end of the period prior to the dismissal bell to shower and
change.
Locker Room & Lockers
• All students are required to change for physical education in the physical education locker room only. No students are
permitted in the varsity locker rooms during the school day. Those students involved in an interscholastic sport are
expected to have a separate physical education locker. No exceptions will be made.
o Students are expected to have a combination lock or key lock for their locker. The locker number and
combination/spare key should be submitted to the physical education teacher at the beginning of each
school year and semester.
o All valuable items should be locked in the student’s physical education locker during physical education class.
Revised 9-12 Physical Education Curriculum Committee
Any student having a concern regarding valuable items should submit those items to their physical education
teacher at the beginning of each physical education period. It is the responsibility of the student to collect those
items at the end of each period.
o Any athlete wishing to drop off equipment to the varsity locker room must due so prior to 7:45am. The varsity
locker room will not re-open until 2:30pm each school day.
o No food or beverages in the locker room area. No Exceptions. Any student caught eating or drinking in the
locker room will receive a zero for the day.
o Students are expected to use the locker room for changing purposes only. Locker rooms are not an area
designated for “hanging out”.
o The physical education locker room and bathroom facilities are to be used for physical education classes only.
Injuries in Physical Education Class
• Physical Education teachers stress safety first and foremost when instructing students in various games and activities.
Occasionally accidents do take place resulting in injuries. All accidents or injuries no matter how major or minor they
may be, must be reported to the physical education teacher instructing the class. All students reporting an injury will be
sent to the nurse for further examination.
• Accident Reports will be filled out by the discretion of the school nurse.
Make-up Policy
• In the event that a student has lost points in physical education as a result of absences, lack of participation, excessive
tardiness, unprepared for physical education class or behavior, they will have the opportunity to raise their grade through
P.E. Make-ups.
o Students must meet a physical education teacher during one of the designated Physical Education Tutorial
periods. Students may also make arrangements to attend Zero Period for a make-up. Zero Period meets Monday
thru Thursday 7:00AM to 7:30AM.
o Make-up is 1.5 miles (6 laps) on the track. An individual may ride 6 miles on the stationary bicycle providing
the supervising teacher determines that the track is not an option as a result of inclement weather.
o A student can only complete one make-up in a single school day period.
o All make-ups must be completed no later than 2 weeks (10 school days) after the close of each marking period.
No physical education grades will be changed after two weeks from the close of the marking period.
o Each make-up is worth 5.5 points
o Students are permitted to complete a maximum of (4) P.E. Make-ups totaling 22 points
Electronic Devices in Physical Education
• Students are not permitted to use any electronic devices during physical education classes. This includes cell phones,
IPODS, Walkmans, Discmans, calculators, Game-boy or any other device that the teacher feels is a disruption to the class
or is inappropriate for a physical education setting.
o All electronic devices must remain secured in the locker room during physical education class. No exceptions
will be made.
Medical Excuse
• Students that have a legitimate medical excuse should present the school nurse with a medical doctor’s note. Any student
that has an approved medical doctor’s note excusing them from physical education will be excused from participating in
physical education. For extended periods of time, the students must complete an assignment in order to receive credit.
Please see the Medical Excuse from Physical Education Policy for details.
• Any student receiving an excuse from the nurse’s office without a medical doctor’s note will be considered unexcused
from physical education and will be required to do a make-up.
• Any student that has been excused from physical education by a doctor must have a doctor’s note clearing them to return
to physical education prior to returning to class.
• Any athlete that has been excused from physical education class as a result of an injury or illness will not be eligible to
participate in a practice or game/meet/competition.
Grading System
• Each student will begin each marking period will 100 points. Points will be deducted from the students grade for the
following:
o Attendance
(L) = Late = 3.66 points / 3 (L) = 11 points = 1 Full Letter Grade Deduction
After (4) Absences(A) from PE - each additional (A) = 5.5 points
• (2) additional absences = 11 points = 1 Full Letter Grade Deduction
Unexcused Medical Excuse (No Doctor’s Note) = 3.66 points
(C)=Cutting Class = 11 points (No Make-ups Permitted)
(4) Cuts = Loss of Credit
o Preparedness
(U) = Unprepared = 11 points = 1 Full Letter Grade Deduction
(4) = Unprepared = 44 points = Failure for the Marking Period
o
Revised 9-12 Physical Education Curriculum Committee
Participation
(LP) = Lack of Participation = 5.5 points = ½ Letter Grade Deduction
(2) LP = 1 Full Letter Grade Deduction
0 = Zero for the Day (discipline) = 11 points =
• No Make –Up Permitted
P=Profanity = 3 points/offense
o Make-ups
(1) make-up = 5.5 points
Students are permitted to perform a maximum of 4 Physical Education Make-up in any one
marking period
Please note: Points loss as a result of cutting class or receiving a Zero for the day will not able to be
made up via Physical Education Make-ups
Grading Scale
o A+ = 100-98
A = 97-93
A- = 92-90
o B+ = 89-87
B = 86-83
B- = 82-80
o C+ = 79-77
C = 76-73
C- = 72-70
o D+ = 69-67
D = 66-63
D- = 62-60
o F = 59 and below
o
•
Revised 9-12 Physical Education Curriculum Committee
APPENDIX B
Department Policy: Regarding Medically Excused Students from
Physical Education Class
1.
2.
3.
4.
5.
In the event that a student is unable to participate in physical education class as a result of a medical condition the
following procedures need to be followed:
a. In order for a student to be excused from a physical education class as a result of a medical condition the student
must provide the assigned physical education teacher and school nurse with a copy of the doctor’s note.
b. Students not participating in physical education class without a doctor’s note with be marked down on their grade and
will be required to make-up any lost points.
c. Student requiring more than a one (1) day excuse will be assigned to a study hall by the school nurse.
d. Those students excused for only one (1) day will remain with their physical education class.
e. A student requiring an excuse that will exceed ten (10) days will be required to complete a written physical education
research assignment(s) based on the length of their excuse from physical education class.
f. These assignments are expected to be completed upon return to physical education class or at the end of each
marking period.
g. Failure to complete the assignment will adversely affect an individual’s physical education grade for the marking
period and the year.
Assignments
a. Student missing 10 or more calendar days from physical education class will be required to do the following
assignment:
i. Read two (2) articles pertaining to health, physical fitness, nutrition, or other topics related to physical
education and type a ½ page summary. The type written summary must include why the student choose this
article, how it pertains to physical education class and outline the key points mentioned throughout the
article.
ii. The student will submit this type written assignment with a copy of each article to the physical education
teacher upon returning to class.
b. Students missing 15 or more calendar days from physical education class will be required to do three (3) of the above
mentioned assignments.
c. Students missing 20 or more calendar days from physical education class will be required to do four (4) of the above
mentioned assignments.
d. Students missing 25 or more calendar days from physical education class will be required to complete a 3-5 page
type written research assignment. The research topic will be selected from the approved topic list provided by the
physical education department. This assignment will be due upon the students return to physical education class or at
the end of the marking period, which ever comes first.
e. A student missing a single marking period of physical education will be required to complete the written research
assignment. Those students
excused from multiple marking periods of physical education will be required to complete one (1) 3-5 page type
written research assignment for each marking period they are not capable of participating in physical education class.
Grading
a. Each assignment will be graded by the physical education teacher and averaged into the student’s grade.
b. Marking period assignments will be based on 100 points and will be used as the student physical education grade.
c. No papers will be accepted and no credit will be given for any paper received (10) schools days from close of the
marking period.
Selecting a research topic:
a. All topics must be approved by the health and physical education teacher.
b. Topic must be relevant to health, fitness or physical education.
c. The physical education teacher has the final decision on all proposed research assignments.
Criteria for the research assignment:
a. Research assignment must have a focus, For example:
i. What are the physical and mental effects of drug abuse?
ii. What are the social and emotional effects of alcoholism on a family living with an alcoholic?
iii. What are the long term physical and psychological effects of steroid use?
iv. Stay away from the general topics of Dugs.
b. Students are required to do an appropriate amount of research on there topic.
i. The student is required to use minimum or 5 resources.
Revised 9-12 Physical Education Curriculum Committee
ii. Each source must be appropriately cited and referenced.
c. Students are to submit to the physical education teacher an outline prior to writing the paper.
6.
7.
i. The teacher will use this opportunity to ensure appropriate research and information is being included in the
assignment.
ii. The student will include a list of references with their outline.
d. Students will use MLA format.
Any student found to have plagiarized or downloaded or copied a pre-existing research paper from the internet or any
other source will automatically receive a failing grade for the marking period.
The following are broad topics that students can use to formulate an idea for a research assignment. However there final
topic should be focused and not a broad or open ended.
a. Power of positive thinking
b. Sleep
c. Domestic Violence
d. Bullying
e. Obesity
f. Dieting
g. Eating Disorders
h. Fast food and Lawsuits
i. Benefits of Physical Fitness
j. Insect borne diseases
k. Diabetes
l. Steroids
m. Alzheimer’s
n. Vaccinations
o. Skin cancer
p. Cancer
q. Heart Disease
r. Lifestyle Diseases
s. High cost of prescription drugs
t. Medicare/Medicaid
u. Stem Cell research
v. Cloning
w. Cryogenics
x. Birth Defects
y. Bio-feedback
z. Public Safety: Red Alert Bioterrorism
aa. HIV/AIDS
bb. Mental Illness
cc. Medical Ethics
dd. H5N1
ee. Addiction
ff. Alcohol and the Brain
gg. Depression
hh. Weight training
ii. Benefits of extracurricular sports
jj. Club Drugs
kk. Date Rape
ll. The value of athletics in education
mm. All others need to be approved by your physical education teacher
Revised 9-12 Physical Education Curriculum Committee