Bloomington Junior High School
Physical Education Curriculum Map
Grades 6, 7, and 8
Health:
· Wellness
1. Develop an effective understanding for achieving and maintaining personal health and well-being by making informed wellness decisions now and throughout their lives.
2. Develop a health related fitness plan.
3. Investigate and self assess the relationship among body composition, nutrition, use of tobacco, family history, and levels of physical activity.
Affective/Sportsmanship Development:
· Team Building
1. Demonstrate the elements of teamwork (communication, decision making, cooperation, leadership) and how to adjust individual needs to team needs.
2. Demonstrate the ability to follow procedures, accept leadership from others, participate actively, and lead when appropriate.
3. Identify each member's contributions, including their own.
· Cooperative Activities
1. Work cooperatively in a competitive and non-competitive group setting, to accomplish a set goal.
2. Demonstrate the role of self responsibility for personal safety and safety of others, during sport activities.
3. Acknowledge and understand the positive and negative influence of peer pressure on decisions and actions.
4. Demonstrate respect for the unique characteristics and abilities of peers.
Psychomotor Development:
· Health Related Fitness
1. Exhibit the five components of fitness: cardio-respiratory endurance, muscular strength, muscular endurance, muscular flexibility, and body composition.
2. Demonstrate basic biomechanical principles.
· Sports Skills
1. Demonstrate the ability to combine loco-motor and manipulative skills in
sport.
2. Demonstrate skill related fitness (e.g., agility, speed, power, balance).
3. Demonstrate basic biomechanical principles.
· Rhythmic Movement
1. Demonstrate movements that include aerobic and social dance.
Cognitive Development:
· Sport and Play Strategies
1. Demonstrate and apply basic offensive and defensive strategies in small group or team activities.
2. Describe and exhibit the importance of skill work.
3. Exhibit rules and safety procedures in physical activities.
· Fitness
1. Describe basic principles of training in relation to implementing a safe and appropriate personal fitness program.
2. Describe and identify various training methods (e.g., cardiovascular, circuit, strength).
3. Develop a personal health related fitness plan with goals and strategies.
· Biomechanics
1. Identify and define biomechanical principals.
· Compare and contrast efficient and inefficient movement patterns.
2. Identify and define the scientific concepts in relationship to learning movement skills.
· Newton’s Laws of Motion.
· Anatomy / Physiology
1. Identify and define how body systems function and interact with one another.
· Muscular, skeletal, cardiovascular, and respiratory systems.
2. Assess and monitor physiological responses before, during, and after exercise.
3. Modify exercise appropriately in response to assessments made before, during, and after exercises.
Rationale
Cross-curriculum based physical education insures that all students in the school are involved in the study, understanding, and application of kinetics, through the integration of various disciplines (e.g., science, math, reading, writing, social science, social emotional, and the arts):
Science Learning Goals 11, 13
Mathematics Learning Goals 6, 7, 10
English Language Arts Learning Goals 1, 3, 4, 5
Social Science Learning Goal 18
Social Emotional Learning Goals 1, 2, 3
Fine Arts Learning Goals 25, 26, 27
The National Standards for Physical Education (published by the National Association for Sport and Physical Education), and the State of Illinois Physical Education Standards are addressed in every aspect of the curriculum.
Studies published by the American Academy of Pediatrics indicate that students who are physically active produce better in the classroom academically. According to these studies, Pediatric Obesity is a big problem in The United states of America. Some of the alarming statistics that are associated with pediatric obesity include: (1) Pediatric Obesity is the most common chronic disease of childhood, (2) In 2002, 16% of children / adolescents were considered obese, (3) Over 43% of obese adolescents are Hispanic or African American, (4) 80% of obese adolescents become obese adults, (5) Pediatric obesity is associated with high cholesterol, depression, poor self esteem, and societal discrimination, (6) 60% of children diagnosed with hypertension are obese, (7) Respiratory: Sleep disorder in 1/3, Sleep apnea: 7% of obese. It is also theorized that this generation of students will not outlive their parents in terms of life expectancy, due to the lack of healthy lifestyles. If students are healthier, they can learn more effectively in the classroom, and produce better in not only the classroom, but also on standardized tests.
By utilizing new technology equipment that students can receive immediate feedback from, the physical education department can show students how to live a healthier lifestyle for years to come.
Students in physical education are exposed to lifetime physical activity, wellness, and tracking of their personal health through the use of both technology and traditional methods. The technology equipment includes both H7 and E600 Polar Heart Rate Monitors, FitnessGram fitness software, handheld computers, Health Risk Appraisal software, and personal computers. The traditional methods aspect includes the use of traditional physical education equipment (e.g., stop watches, scales).
Grade Level Objectives
Objectives are developed to guide students through the physical education learning process at each grade level, through the use of the Illinois Learning Standards.
6th Grade
· Combine locomotor and manipulative skills into specialized sport skills (e.g., fielding a ground ball and throwing to the appropriate base) and apply these sequences to partner, small-group, and small-sided game situations (Goal 19).
· Demonstrates the ability to perform a variety of rhythmic movement sequences (e.g., dance) (Goal 19).
· Uses feedback, including available technology, to improve skill / fitness performance (Goal 19).
· Understand the principles of skill development (Goal 19).
· Understands and applies basic offensive and defensive strategies in small group cooperative activities or competitive activities (Goal 19).
· Identifies and applies scientific concepts (e.g., Newton’s Laws of Motion, rotational force, center of gravity) in relationship to learning movement skills (Goal 19).
· Describes and applies basic principles of training, and their relationship to implementing safe and appropriate personal fitness programs (Goal 20, 22, 23, 24).
· Completes a health-related fitness assessment and scores at an acceptable level (Goal 20).
· Uses measurement and assessment data (e.g., heart rate monitors, fitness software, pedometers) to develop personal goals for improvement (Goal 20).
· Demonstrates an understanding of proper stretching exercises and muscle strength/endurance exercises (Goal 20, 23, 24).
· Demonstrates the ability to engage in a variety of self-paced aerobic activities, keeping in the appropriate target heart rate zone, including cool-down and appropriate post-activity stretching (Goal 20, 23).
· Identifies the critical aspects of a healthy lifestyle (Goal 20, 22, 23, 24).
· Analyzes personal interests and capabilities in regard to one’s exercise behaviors (Goal 20, 22, 23).
· Acknowledges and understands the positive and negative influence of peer pressure on decisions and actions in physical education (Goal 21).
· Solves problems, accepts challenges, resolve conflicts, and accepts decisions with reason and skill (Goal 21).
· Works cooperatively and productively in a group to accomplish a set goal in both cooperative and competitive settings (Goal 21).
· Demonstrates respect for differences, fair play, and sportsmanship in physical activity settings (Goal 21, 24).
7th Grade
· Use skill combinations completely in modified versions of individual/dual/team activities (Goal 19).
· Display appropriate use of speed, force and form in a variety of movement skills (e.g., throwing with power and accuracy in game-like situations) to be an effective and contributing player in selected games and sports (Goal 19).
· Use feedback, including available technology, to improve skill/fitness performance (Goal 19, 20).
· Uses measurement and assessment data (e.g., heart rate monitors, fitness software, pedometers) to develop personal goals for improvement (Goal 20).
· Compares and contrasts the use of movement skills as to transfer the skill from one sport/activity to another (e.g. the similarities of the overhead throw, tennis serve, and the overhead clear in badminton) (Goal 19).
· Performs and assess the quality of player response to dynamic, interactive environments (e.g., appropriate offensive position with ball or goal) (Goal 19).
· Applies biomechanical principals to understand and perform skillful movements (Goal 19).
· Demonstrates a variety of movement sequences as found in rhythmic activities (i.e., dance, aerobics and jump rope) (Goal 19).
· Describes and applies basic principals of training and their relationship to implementing safe and appropriate personal fitness programs (Goal 19, 20, 22, 23, 24).
· Demonstrates an understanding of proper stretching exercises and muscle strength/endurance exercises (Goal 20, 23, 24).
· Complete a health-related fitness plan including goals, strategies and a timeline, for improving self-selected fitness components (Goal 20, 22, 23, 24).
· Summarizes the potential for short-term and long-term physical, social, and impacts of physical activity as a positive lifestyle choice (Goal 20, 22, 23, 24).
· Describe and demonstrate a variety of training methods including, but not limited to isotonic, isometric, interval, and circuit methods (Goal 20, 22, 23, 24).
· Assess and monitor physiological responses before, during, and after exercise and modify exercise appropriately in response (Goal 20, 22, 23, 24).
· Identify safe and contraindicated practices and procedures (i.e., use of steroids and other supplements) for gaining strength, decreasing body fat, and other fitness goals (Goal 20, 22, 23, 24).
· Demonstrates respect for differences, fair play, and sportsmanship in physical activity settings (Goal 21, 24).
· Applies safety procedures, rules and etiquette in physical activity settings (Goal 21, 24).
8th Grade
· Demonstrates mechanically correct form and control when combining and modifying movement skills in applied game settings (Goal 19).
· Demonstrate competence in one or more modified versions of various game/sport, rhythmic, and recreational activities (Goal 19).
· Demonstrates the ability to perform a variety of rhythmic movement sequences (e.g., dance) (Goal 19).
· Applies verbal and visual cues to improve performance of self and others and analyzes their effectiveness (Goal 19).
· Sets goals to improve skill performance based on external sources and intrinsic motivation (Goal 19).
· Demonstrates and describes when, where, and how to use offensive, defensive, and cooperative strategies and their use in activity settings (Goal 19).
· Identifies and applies scientific concepts (e.g., Newton’s Laws of Motion, rotational force, center of gravity) in relationship to learning movement skills (Goal 19).
· Uses measurement and assessment data (e.g., heart rate monitors, fitness software, pedometers) to develop personal goals for improvement (Goal 20).
· Demonstrates the ability to engage in a variety of self-paced aerobic activities, keeping in the appropriate target heart rate zone, including cool-down and appropriate post-activity stretching (Goal 20, 23).
· Demonstrates an understanding of proper stretching exercises and muscle strength/endurance exercises (Goal 20, 23, 24).
· Completes a health-related fitness assessment and scores at an acceptable level (Goal 20, 22, 23, 24).
· Self-assess levels of physical activity and health-related fitness and develop a plan (including goals, strategies, timeline) for maintenance or improvement (i.e., strengths and weaknesses) (Goal 20, 22, 23, 24).
· Investigate and self-assess the relationship among body composition, nutrition, use of tobacco, family history, and levels of physical activity (Goal 20, 22, 23, 24).
· Uses a variety of resources (i.e., heart rate monitors, perceived exertion, pedometers, fitness logs and software programs) to assess, monitor, and improve personal fitness (Goal 20, 22, 23, 24).
· Participates regularly in health-enhancing and personally rewarding physical activities within and outside of the school setting (Goal 20, 22, 23, 24).
· Exhibit respect for the unique characteristics and abilities of peers (Goal 21).
· Assess and monitor physiological responses before, during, and after exercise and modify exercise appropriately in response (Goal 20, 22, 23, 24).
· Analyze the role of self responsibility for personal safety of others during physical activity (Goal 21, 23, 24).
· Understand the legal, ethical, and physical consequences of using anabolic steroids or other performance enhancing substances (Goal 22, 23, 24).
Physical Education Curriculum Map
Grades 6, 7, and 8
Health:
· Wellness
1. Develop an effective understanding for achieving and maintaining personal health and well-being by making informed wellness decisions now and throughout their lives.
2. Develop a health related fitness plan.
3. Investigate and self assess the relationship among body composition, nutrition, use of tobacco, family history, and levels of physical activity.
Affective/Sportsmanship Development:
· Team Building
1. Demonstrate the elements of teamwork (communication, decision making, cooperation, leadership) and how to adjust individual needs to team needs.
2. Demonstrate the ability to follow procedures, accept leadership from others, participate actively, and lead when appropriate.
3. Identify each member's contributions, including their own.
· Cooperative Activities
1. Work cooperatively in a competitive and non-competitive group setting, to accomplish a set goal.
2. Demonstrate the role of self responsibility for personal safety and safety of others, during sport activities.
3. Acknowledge and understand the positive and negative influence of peer pressure on decisions and actions.
4. Demonstrate respect for the unique characteristics and abilities of peers.
Psychomotor Development:
· Health Related Fitness
1. Exhibit the five components of fitness: cardio-respiratory endurance, muscular strength, muscular endurance, muscular flexibility, and body composition.
2. Demonstrate basic biomechanical principles.
· Sports Skills
1. Demonstrate the ability to combine loco-motor and manipulative skills in
sport.
2. Demonstrate skill related fitness (e.g., agility, speed, power, balance).
3. Demonstrate basic biomechanical principles.
· Rhythmic Movement
1. Demonstrate movements that include aerobic and social dance.
Cognitive Development:
· Sport and Play Strategies
1. Demonstrate and apply basic offensive and defensive strategies in small group or team activities.
2. Describe and exhibit the importance of skill work.
3. Exhibit rules and safety procedures in physical activities.
· Fitness
1. Describe basic principles of training in relation to implementing a safe and appropriate personal fitness program.
2. Describe and identify various training methods (e.g., cardiovascular, circuit, strength).
3. Develop a personal health related fitness plan with goals and strategies.
· Biomechanics
1. Identify and define biomechanical principals.
· Compare and contrast efficient and inefficient movement patterns.
2. Identify and define the scientific concepts in relationship to learning movement skills.
· Newton’s Laws of Motion.
· Anatomy / Physiology
1. Identify and define how body systems function and interact with one another.
· Muscular, skeletal, cardiovascular, and respiratory systems.
2. Assess and monitor physiological responses before, during, and after exercise.
3. Modify exercise appropriately in response to assessments made before, during, and after exercises.
Rationale
Cross-curriculum based physical education insures that all students in the school are involved in the study, understanding, and application of kinetics, through the integration of various disciplines (e.g., science, math, reading, writing, social science, social emotional, and the arts):
Science Learning Goals 11, 13
Mathematics Learning Goals 6, 7, 10
English Language Arts Learning Goals 1, 3, 4, 5
Social Science Learning Goal 18
Social Emotional Learning Goals 1, 2, 3
Fine Arts Learning Goals 25, 26, 27
The National Standards for Physical Education (published by the National Association for Sport and Physical Education), and the State of Illinois Physical Education Standards are addressed in every aspect of the curriculum.
Studies published by the American Academy of Pediatrics indicate that students who are physically active produce better in the classroom academically. According to these studies, Pediatric Obesity is a big problem in The United states of America. Some of the alarming statistics that are associated with pediatric obesity include: (1) Pediatric Obesity is the most common chronic disease of childhood, (2) In 2002, 16% of children / adolescents were considered obese, (3) Over 43% of obese adolescents are Hispanic or African American, (4) 80% of obese adolescents become obese adults, (5) Pediatric obesity is associated with high cholesterol, depression, poor self esteem, and societal discrimination, (6) 60% of children diagnosed with hypertension are obese, (7) Respiratory: Sleep disorder in 1/3, Sleep apnea: 7% of obese. It is also theorized that this generation of students will not outlive their parents in terms of life expectancy, due to the lack of healthy lifestyles. If students are healthier, they can learn more effectively in the classroom, and produce better in not only the classroom, but also on standardized tests.
By utilizing new technology equipment that students can receive immediate feedback from, the physical education department can show students how to live a healthier lifestyle for years to come.
Students in physical education are exposed to lifetime physical activity, wellness, and tracking of their personal health through the use of both technology and traditional methods. The technology equipment includes both H7 and E600 Polar Heart Rate Monitors, FitnessGram fitness software, handheld computers, Health Risk Appraisal software, and personal computers. The traditional methods aspect includes the use of traditional physical education equipment (e.g., stop watches, scales).
Grade Level Objectives
Objectives are developed to guide students through the physical education learning process at each grade level, through the use of the Illinois Learning Standards.
6th Grade
· Combine locomotor and manipulative skills into specialized sport skills (e.g., fielding a ground ball and throwing to the appropriate base) and apply these sequences to partner, small-group, and small-sided game situations (Goal 19).
· Demonstrates the ability to perform a variety of rhythmic movement sequences (e.g., dance) (Goal 19).
· Uses feedback, including available technology, to improve skill / fitness performance (Goal 19).
· Understand the principles of skill development (Goal 19).
· Understands and applies basic offensive and defensive strategies in small group cooperative activities or competitive activities (Goal 19).
· Identifies and applies scientific concepts (e.g., Newton’s Laws of Motion, rotational force, center of gravity) in relationship to learning movement skills (Goal 19).
· Describes and applies basic principles of training, and their relationship to implementing safe and appropriate personal fitness programs (Goal 20, 22, 23, 24).
· Completes a health-related fitness assessment and scores at an acceptable level (Goal 20).
· Uses measurement and assessment data (e.g., heart rate monitors, fitness software, pedometers) to develop personal goals for improvement (Goal 20).
· Demonstrates an understanding of proper stretching exercises and muscle strength/endurance exercises (Goal 20, 23, 24).
· Demonstrates the ability to engage in a variety of self-paced aerobic activities, keeping in the appropriate target heart rate zone, including cool-down and appropriate post-activity stretching (Goal 20, 23).
· Identifies the critical aspects of a healthy lifestyle (Goal 20, 22, 23, 24).
· Analyzes personal interests and capabilities in regard to one’s exercise behaviors (Goal 20, 22, 23).
· Acknowledges and understands the positive and negative influence of peer pressure on decisions and actions in physical education (Goal 21).
· Solves problems, accepts challenges, resolve conflicts, and accepts decisions with reason and skill (Goal 21).
· Works cooperatively and productively in a group to accomplish a set goal in both cooperative and competitive settings (Goal 21).
· Demonstrates respect for differences, fair play, and sportsmanship in physical activity settings (Goal 21, 24).
7th Grade
· Use skill combinations completely in modified versions of individual/dual/team activities (Goal 19).
· Display appropriate use of speed, force and form in a variety of movement skills (e.g., throwing with power and accuracy in game-like situations) to be an effective and contributing player in selected games and sports (Goal 19).
· Use feedback, including available technology, to improve skill/fitness performance (Goal 19, 20).
· Uses measurement and assessment data (e.g., heart rate monitors, fitness software, pedometers) to develop personal goals for improvement (Goal 20).
· Compares and contrasts the use of movement skills as to transfer the skill from one sport/activity to another (e.g. the similarities of the overhead throw, tennis serve, and the overhead clear in badminton) (Goal 19).
· Performs and assess the quality of player response to dynamic, interactive environments (e.g., appropriate offensive position with ball or goal) (Goal 19).
· Applies biomechanical principals to understand and perform skillful movements (Goal 19).
· Demonstrates a variety of movement sequences as found in rhythmic activities (i.e., dance, aerobics and jump rope) (Goal 19).
· Describes and applies basic principals of training and their relationship to implementing safe and appropriate personal fitness programs (Goal 19, 20, 22, 23, 24).
· Demonstrates an understanding of proper stretching exercises and muscle strength/endurance exercises (Goal 20, 23, 24).
· Complete a health-related fitness plan including goals, strategies and a timeline, for improving self-selected fitness components (Goal 20, 22, 23, 24).
· Summarizes the potential for short-term and long-term physical, social, and impacts of physical activity as a positive lifestyle choice (Goal 20, 22, 23, 24).
· Describe and demonstrate a variety of training methods including, but not limited to isotonic, isometric, interval, and circuit methods (Goal 20, 22, 23, 24).
· Assess and monitor physiological responses before, during, and after exercise and modify exercise appropriately in response (Goal 20, 22, 23, 24).
· Identify safe and contraindicated practices and procedures (i.e., use of steroids and other supplements) for gaining strength, decreasing body fat, and other fitness goals (Goal 20, 22, 23, 24).
· Demonstrates respect for differences, fair play, and sportsmanship in physical activity settings (Goal 21, 24).
· Applies safety procedures, rules and etiquette in physical activity settings (Goal 21, 24).
8th Grade
· Demonstrates mechanically correct form and control when combining and modifying movement skills in applied game settings (Goal 19).
· Demonstrate competence in one or more modified versions of various game/sport, rhythmic, and recreational activities (Goal 19).
· Demonstrates the ability to perform a variety of rhythmic movement sequences (e.g., dance) (Goal 19).
· Applies verbal and visual cues to improve performance of self and others and analyzes their effectiveness (Goal 19).
· Sets goals to improve skill performance based on external sources and intrinsic motivation (Goal 19).
· Demonstrates and describes when, where, and how to use offensive, defensive, and cooperative strategies and their use in activity settings (Goal 19).
· Identifies and applies scientific concepts (e.g., Newton’s Laws of Motion, rotational force, center of gravity) in relationship to learning movement skills (Goal 19).
· Uses measurement and assessment data (e.g., heart rate monitors, fitness software, pedometers) to develop personal goals for improvement (Goal 20).
· Demonstrates the ability to engage in a variety of self-paced aerobic activities, keeping in the appropriate target heart rate zone, including cool-down and appropriate post-activity stretching (Goal 20, 23).
· Demonstrates an understanding of proper stretching exercises and muscle strength/endurance exercises (Goal 20, 23, 24).
· Completes a health-related fitness assessment and scores at an acceptable level (Goal 20, 22, 23, 24).
· Self-assess levels of physical activity and health-related fitness and develop a plan (including goals, strategies, timeline) for maintenance or improvement (i.e., strengths and weaknesses) (Goal 20, 22, 23, 24).
· Investigate and self-assess the relationship among body composition, nutrition, use of tobacco, family history, and levels of physical activity (Goal 20, 22, 23, 24).
· Uses a variety of resources (i.e., heart rate monitors, perceived exertion, pedometers, fitness logs and software programs) to assess, monitor, and improve personal fitness (Goal 20, 22, 23, 24).
· Participates regularly in health-enhancing and personally rewarding physical activities within and outside of the school setting (Goal 20, 22, 23, 24).
· Exhibit respect for the unique characteristics and abilities of peers (Goal 21).
· Assess and monitor physiological responses before, during, and after exercise and modify exercise appropriately in response (Goal 20, 22, 23, 24).
· Analyze the role of self responsibility for personal safety of others during physical activity (Goal 21, 23, 24).
· Understand the legal, ethical, and physical consequences of using anabolic steroids or other performance enhancing substances (Goal 22, 23, 24).