6th
Activity
7th
8th
Number of Class Periods Dedicated to
Each Activity
Protocols/Gym Rules/Yearly Goals
1
1
1
3
3
2
Introduction to Fitness
1
1
1
Cardiovascular Fitness
3
3
3
Muscular Strength and Endurance
3
3
3
Fitness Gizmos and Gadgets
1
2
2
Body Systems and Biomechanics
0
1
3
Unit 1: Adventure Recreation
Team Building Activities
Unit 2: Fitness
Unit 3: Outdoor Recreation
Survival Skills
2
1
1
Recreation around the Community
0
1
2
Low Ropes/Rock Wall
2
2
1
High Ropes
0
0
1
Introduction to Dance
1
1
1
Line Dance
1
1
1
Creative Dance
3
2
2
Dance around the World
1
1
1
Unit 4: Dance
Unit 4: Team Games/Activities
Modified Throwing Dominant Games
2
2
2
Modified Kicking Dominant Games
2
2
2
Unit 5: Individual Games/Activities
Modified Throwing Dominant Games
2
2
2
Modified Kicking Dominant Games
2
2
2
Unit 6: Games from around the World
History of Sport
1
1
0
Games from around the World
2
1
0
Unit 7: Fitness Assessment
Class Combine
1
1
1
Fitness Assessment
1
1
1
Field Day!
1
1
1
Total
36
36
36
Program Description: The main purpose of education is to prepare students to be positive members of
society. The main purpose of health and physical education is to provide real world experiences that will
prepare students for the interactions and occurrences that they will come across after graduation. This
36 week program is meant to prepare students for just that. The students will have class once a week
for 45 minutes a day. This program is designed with a health and fitness focus but has ideals that can be
applied to any situation they will come encounter in everyday life (such as communication,
relationships, trust, teamwork, etc.). In order to live, people need a healthy body which is why these
topics are covered in the health and physical education realm; without a body, none of these are
possible. Students must be able to take care of the physical to be able to concentrate on the affective
and cognitive domains of life. The activities listed in the middle school grade levels will provide these
students with the tools they need to become positive members of society and contribute to their
environment in any capacity that they so choose.
Rationale:
The units were designed to best help students become positive members of society. They are in
the order they are in because it is the best progression to allow students to experience interactions and
occurrences that they will come across after graduation. This way, they will discover how to best handle
those situations and come up with outcomes that will benefit everyone involved. It is only fitting to set
the tone in any classroom with protocols and goals so that students can foresee the entire year and
gauge their progress over time. Adventure recreation is the second unit because it forces student to
practice the critical skills of communication, teamwork, and creation of ideas. Students need to
understand that everyone is different and to be flexible in order to work with all types of people to
accomplish a goal. Fitness testing is a main requirement of physical education; it is important that
students learn this content early so that they can relate it to every other unit that comes up. Outdoor
recreation brings students out of their comfort zone and forces them to rely on others to help them
accomplish a task. In order to progress in life, students need to learn this valuable lesson. Team games
and individual activities will help teach students the skills they need to help them participate in all sorts
of activities in life. Team activities comes first because I want to reinforce the team aspect of education
during this unit. It is also important to understand how to be independent which is why individual
activities is a unit. Cultural education is just as important as anything else which is why it is important
for the students to learn games that are played around the world. Finally, since the year focuses on
fitness, it is only fitting that the year ends with fitness testing. Students should be able to see the
progress they made throughout the year and fitness testing is the way to do that.
National Standards:
Standard 1: Students will comprehend concepts related to health promotion and disease prevention to
enhance health
Standard 7: Students will demonstrate the ability to practice healthy0enhancing behavior and avoid or
reduce health risks
Pennsylvania State Standards:
10.3.6 C. Know and apply appropriate emergency responses
 Basic first aid
 Heimlich maneuver
 Universal precautions
10.3.6 D. Analyze the role of individual responsibility for safety during physical activity
10.4.6. A. Identify and engage in moderate to vigorous physical activities that contribute to
physical fitness and health
10.4.6. B. Explain the effects of regular participation in moderate to vigorous physical activities
on the body systems
10.4.6. C. Identify and apply ways to monitor and assess the body’s response to moderate to
vigorous physical activity
 Heart rate monitoring
 Checking blood pressure
 Fitness assessment
10.4.6. F. Identify and describe positive and negative interactions of group members in physical
activities
 Leading
 Following
 Teamwork
 Etiquette
 Adherence to rules
10.5.6. A. Explain and apply the basic movement skills and concepts to create and perform
movement sequences and advanced skills
10.5.6. B. Identify and apply the concepts of motor skill development to a variety of basic skills
 Transfer between skills
 Selecting relevant cues
 Types of feedback
 Movement efficiency
 Product (outcome/result)
10.5.6. D. Describe and apply the principles of exercise to the components of health-related and
skill-related fitness
 Cardiorespiratory endurance
 Muscular strength
 Muscular endurance
 Flexibility
 Body composition
10.5.6. E. Identify and use scientific principles that affect basic movement and skills using
appropriate vocabulary
 Newton’s Laws of Motion
 Application of force
 Static/dynamic balance
 Levers
 Flight
10.5.6. F. Identify and apply game strategies to basic games and physical activities



Give and go
One on one
Peer communication
10.1.9 B. Analyze the interdependence existing among the body systems
10.3.9. B. Describe and apply strategies for emergency and long-term management of injuries
 Recue breathing
 Water rescue
 Self-care
 Sport injuries
10.3.9. D. Analyze the role of individual responsibility for safety during organized group activities
10.4.9. A. Analyze and engage in physical activities that are developmentally/individually
appropriate and support achievement of personal fitness and activity goals
10.4.9. B. Analyze the effects of regular participation in moderate to vigorous physical activities
in relation to adolescent health improvement
 Stress management
 Disease prevention
 Weight management
10.4.9. C. Analyze factors that affect the responses of body systems during moderate to
vigorous physical activities
 Exercise (e.g. climate, altitude, location, temperature)
 Healthy fitness zone
 Individual fitness status (e.g. cardiorespiratory fitness, muscular endurance,
muscular strength, flexibility)
 Drug/substance use/abuse
10.4.9. D. Analyze factors that affect physical activity preferences of adolescents
 Skill competence
 Social benefits
 Previous experience
 Activity confidence
10.4.9. E. Analyze factors that impact on the relationship between regular participation in
physical activity and motor skill improvement
 Personal choice
 Developmental differences
 Amount of physical activity
 Authentic practice
10.4.9. F. Analyze the effects of positive and negative interactions of adolescent group members
in physical activities
 Group dynamics

Social pressure
`10.5.9. A. Describe and apply the components of skill-related fitness to movement performance
 Agility
 Balance
 Coordination
 Power
 Reaction time
 Speed
10.5.9. C. Identify and apply practice strategies for skill improvement
10.5.9. E. Analyze and apply scientific and biomechanical principles to complex movements
 Centripetal/centrifugal force
 Linear motion
 Rotary motion
 Friction/resistance
 Equilibrium
 Number of moving segments
10.5.9. F. Describe and apply game strategies to complex games and physical activities
 Offensive strategies
 Defensive strategies
 Time management