NASHUA SCHOOL DISTRICT
CURRICULUM GUIDE
Subject: Physical Education
Instructional Level: High School
Course Duration: 45 Days / 4x4 Block
High School Mission Statement
The mission of NHS is to create a safe, tolerant, and respectful community of
inquisitive learners who strive to develop their individual strengths and interests.
The schools will offer a variety of academic, career, and extra-curricular programs
essential for success after high school. NHS will promote academic and personal
excellence as well as social, civic, and global responsibility.
Nashua School District 2005-2006 Goals
1. Improve academic achievement for all students.
2. Improve instruction and programming for all students.
3. Continue to attract and maintain quality staff.
4. Improve communication at all levels.
5. Ensure fiscal responsibility by remaining prudent with allocation of resources.
Contributors:
Ryan Cappannari
Physical Education Teacher
Nashua HS North
Jamie Hayes
Physical Education Teacher
Nashua HS North
Suzanne Klink
Assistant Athletic Director / PE Coordinator
Nashua School District
Amy Lemay
Physical Education Teacher
Nashua HS North
Jason Robie
Physical Education Teacher
Nashua HS North
Daniel Tafe
Physical Education Teacher
Nashua HS South
David Varano
Physical Education Teacher
Nashua HS South
Table of Contents:
Physical Education Mission Statement
Physical Education Teaching Philosophy
Physical Education District Goal & National Standards
Document
Grade Nine PE Curriculum: Sport Education
Grade Ten Curriculum: Fit For Life
Grades Eleven & Twelve Curriculum: Lifetime Activities
References &Resources
Physical Education Mission Statement
Our mission is to provide students with a safe learning environment in
which they can be challenged through the learning of motor skills, movement
concepts, principles, strategies/tactics and fitness education concepts that will
provide a strong foundation for lifelong physical activities. Students will
develop the necessary skills, knowledge, and attitudes by working
cooperatively with one another in order to value the reasons why physical
activity is so important in today’s society.
Physical Education Teaching Philosophy
Physical Education is an integral part of student’s total education. To ensure each student success, parents, school
personnel and the community at large must work together as a team. The ultimate goal for Physical Education is for students to be
physically active for a lifetime. For this to occur, we must focus on what takes place for students over the course of their years
spent in elementary, middle, and high school years.
All students should be afforded the opportunity to develop themselves to their highest potential physically, socially,
emotionally, and mentally in order to become productive citizens in an ever-changing society. Physical Education should guide
student in the process of functioning semi-autonomously with regard to the acquisition of knowledge, skills, and attitudes.
Students’ physical education experiences should be continuously supported by a positive classroom climate, and a sequential, spiraled
curriculum that is theme-based and student centered to meet the developmental needs of all students.
When we look at the word “physical,” we look at what our bodies can do, what they are made up of, and how they respond in
physical activity settings. “Education” helps students learn the how’s, why’s, and feelings associated with what we are doing. When
we combine physical with education, students gain personal responsibility and personal meaning to their experiences. It is through
education that we have the opportunity to make choices that can lead to actual behavior changes in our daily life. Physical
education must be “real,” or authentic for students so that their new skills, knowledge, and appreciation for physical activities can
be put to use in the outside world. In addition, fitness concepts, principles, and positive attitudes towards achieving physical
fitness should be emphasized, that will hopefully manifest into a lifetime of overall health and wellness.
Specifically, Physical Education should:
Promote interpersonal skills (cooperation & respect).
Promote character and citizenship (fair play, helping others).
Promote the transfer of skills and attitudes to use leisure time productively (playground, home, neighborhood,
recreational and /or athletic endeavors).
Promote experiences that focus on FUNdamentals.
Promote a safe learning environment.
Finally, all students, regardless of their individual differences, should be able to achieve success. The enjoyment and personal satisfaction that is derived from success can guide students toward
a future of lifelong activity.
Nashua School District Physical Education Goal:
The goal of Physical Education is to guide Nashua students in the process of becoming physically active for a lifetime.
National Standards for Physical Education
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.
Intent: Development of the physical skills needed to enjoy participation in physical activities
Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and
performance of physical activities.
Intent: Facilitation of learners’ ability to use cognitive information to understand and enhance motor skill acquisition and
performance.
Standard 3: Participates regularly in physical activity.
Intent: Establishment of patterns of regular participation in meaningful physical activity, and the connection between what is done in
the physical education class with the lives of students outside of the classroom.
Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
Intent: Development of students’ knowledge, skills, and willingness to accept responsibility for personal fitness, leading to an active,
healthy lifestyle.
Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
Intent: Achievement of self-initiated behaviors that promote personal and group success in activity settings.
Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
Intent: Development of an awareness of the intrinsic values and benefits of participation in physical activity that provides personal
meaning.
Physical Education: Grade Nine, “Sport Education”
Theme/Unit: Getting Started
Unit Objectives: To provide students with opportunities to achieve self-initiated behaviors that
promote personal and group success in activity settings.
CURRICULUM STANDARDS TOPICS and CONCEPTS STUDENT PERFORMANCE ASSESSMENT
OUTCOMES
[Students will be able to: Usually [Students will use the following [Students will know and be able to [In order to demonstrate what they know and what
from State Frameworks or National content topic or concepts to meet do….]: they are able to do, students will]:
Goals]: the curriculum standards]: . Written quiz
Management routines, Identify appropriate behaviors Homework/student report
#5. Exhibits responsible personal and protocols, classroom associated with overall Parent interview
social behavior that respects self and rules. classroom climate Student portfolio
others in physical activity settings Course overview, student Describe what “Sport
expectations. Education” is and how their
Development of student grade will be determined.
portfolios. Create a personal portfolio
Team selection, team folder for collection of student
identity/affiliation. work.
Identification of roles Clearly describe their role
within the specific sport season.
Explain the importance of being
a responsible team member and
the value of belonging to a
group.
Physical Education: Grade Nine, “Sport Education”
Theme/Unit: Preseason
Unit Objectives: To share planning and administration of sport experiences.
CURRICULUM STANDARDS TOPICS and CONCEPTS STUDENT PERFORMANCE ASSESSMENT
OUTCOMES
[Students will [Students will use the following [Students will know and be able to [In order to demonstrate what they know and what
be able to: Usually from State content topic or concepts to meet do….]: they are able to do, students will]:
Frameworks or National Goals]: the curriculum standards]: Develop and demonstrate a
Role identification sense of ownership for the Teacher observation
#5. Exhibits responsible personal application (coach, success of a team. Peer observation
and social behavior that respects self fitness trainer, To develop and Behavior checklist
and others in physical activity scorekeeper, referee, demonstrate an Self-rating
settings publicist) accountability system that
Modified game play, is based on student
utilizing court-divided responsibility.
games and modified To practice skills in a
equipment. modified setting that
Sport experiences may promotes a high rate of self
include, but not be limited to: and team participation.
volleyball, basketball, .
badminton, tennis, floor
hockey, soccer, flag football,
baseball/softball/whiffleball,
golf, bowling, weight training,
dance, aerobics.
Physical Education: Grade Nine, “Sport Education”
Theme/Unit: In-Season
Unit Objectives: To provide students with the opportunity to develop sport specific techniques and
fitness; to execute sport specific strategic play; and to participate at a developmentally appropriate
level.
CURRICULUM STANDARDS TOPICS and CONCEPTS STUDENT PERFORMANCE ASSESSMENT
OUTCOMES
[Students will be able to: Usually [Students will use the following [Students will know and be able [In order to demonstrate what they know and what
from State Frameworks or National content topic or concepts to meet to do….]: they are able to do, students will]:
Goals]: the curriculum standards] Work effectively within Behavior profie
Sport specific skill a group toward Written quiz
#1. Demonstrates competency in development (critical common goals Checklist
motor skills and movement patterns cues) (individual skill Self-assessment
needed to perform a variety of Basic strategies and development) Exit poll
physical activities. tactics of modified game Develop and apply
play. knowledge about
#2. Demonstrates understanding of Variations of court/field officiating and training.
movement concepts, principles, size, types of equipment Identify basic sport-
strategies, and tactics as they apply
to achieve success. specific strategies
to the learning and performance of
physical activities. Conflict resolution and/or tactics, such as
: offensive/defensive
positioning, court
#3. Participates regularly in physical
activity. coverage, space
awareness..
Develop the capacity to
make reasoned
decisions about sport
concerns.
.
Physical Education: Grade Nine, “Sport Education”
Theme/Unit: Post-season
Unit Objectives: To provide opportunities for students to appreciate the rituals and conventions that
give sports their unique meaning through participation in various competition formats and
culminating events.
CURRICULUM STANDARDS TOPICS and CONCEPTS STUDENT PERFORMANCE ASSESSMENT
OUTCOMES
[Students will be able to: Usually [Students will use the following [Students will know and be able [In order to demonstrate what they know and what
from State Frameworks or National content topic or concepts to meet to do….]: they are able to do, students will]:
Goals]: the curriculum standards] Demonstrate good Self-assessment
Fair play in playoffs, sportsmanship Teacher observation/checklist
#6. Values physical activity for tournament settings. throughout post-season Written report/portfolio final entry
health, enjoyment, challenge, self- Developing culminating, event.
expressions and/or social interaction. festive season ending Create an example of
events. an appropriate sport
School and outside specific culminating
resources. event such as a
: tournament or
performance.
Identify in-school
potential opportunities,
and outside resources
that would be
personally meaningful.
.
Physical Education: Grade Ten, “Fit For Life”
Theme/Unit: Getting Started
Unit Objectives: To develop an understanding of physical fitness, wellness, and the benefits
associated with physical activity.
CURRICULUM STANDARDS TOPICS and CONCEPTS STUDENT PERFORMANCE ASSESSMENT
OUTCOMES
[Students will be able to: Usually [Students will use the following [Students will know and be able to [In order to demonstrate what they know and what
from State Frameworks or National content topic or concepts to meet do….]: they are able to do, students will]:
Goals]: the curriculum standards]: To define physical fitness
Physical Fitness To identify benefits of Written quiz
Benefits of fitness, health, physical activity. Peer assessment
#2. Demonstrates understanding of and wellness Explain the five components Structured observation/checklist
movement concepts, principles, Five components of health of fitness and the differences
strategies, and tactics as they apply related fitness between skill and health
to the learning and performance of Preparation for physical related fitness.
physical activities.
activity. Demonstrate proper
Self-assessment techniques in a warm-up
and cool down routine.
Demonstrate proper
technique through practice
in a variety of self-
assessment tests.
Physical Education: Grade Ten, “Fit For Life”
Theme/Unit: Becoming & Staying Physically Active
Unit Objectives: To provide opportunities for students to recognize the qualities of a “good activity,”
participate in such activities, and introduce the importance of goal setting for future personal fitness
planning.
CURRICULUM STANDARDS TOPICS and CONCEPTS STUDENT PERFORMANCE ASSESSMENT
OUTCOMES
[Students will be able to: Usually [Students will use the following [Students will know and be able [In order to demonstrate what they know and
from State Frameworks or content topic or concepts to meet the to do….]: what they are able to do, students will]:
National Goals]: curriculum standards]:
#2. Demonstrates understanding of Choosing the right Explain why a specific activity Journal reflection
movement concepts, principles, strategies, activity. chosen is right for them,
Written Quiz
and tactics as they apply to the learning and FITT principle considering their current fitness
level, personal interest, and Personal Fitness Plan
performance of physical activities.
Principles of physical ability level. Homework
#3 Participates regularly in physical activity. Explain how the FITT principle Fitnessgram
helps them build fitness.
activity. Analysis of testing Define the principles of physical
results. activity, such as overload,
Goal setting progression, and specificity.
Physical Activity Formulate meaningful personal
fitness goals that are specific and
Pyramid realistic, based on the results of
Fitnessgram testing.
Identify the four levels
associated with the Physical
Activity Pyramid, and apply its
use to begin planning a personal
fitness program.
Physical Education: Grade Ten, “Fit For Life”
Theme/Unit: Physical Activity Pyramid: Levels 2&3
Unit Objectives: To further develop an understanding of the five components of fitness, and
participate in health related fitness activities associated with each component for purposes of goal
attainment.
CURRICULUM TOPICS and STUDENT PERFORMANCE ASSESSMENT
STANDARDS CONCEPTS OUTCOMES
[Students will be able to: Usually [Students will use the [Students will know and be able to do….]: [In order to demonstrate what they know and what
from State Frameworks or National following content topic or To differentiate between they are able to do, students will]:
Goals]: concepts to meet the aerobic and anaerobic activity.
curriculum standards]: To determine their target heart Fitnessgram assessment
#3. Participates regularly in Cardiovascular rate and stay in the healthy Activity Log
physical activity. Fitness fitness zone. Written quiz
Muscular strength & To identify specific physical Personal Fitness Plan
#4. Achieves and maintains a endurance activities that correlate with
health-enhancing level of physical Flexibility each fitness component.
fitness Body Composition Explain the difference between
strength and muscular
endurance and apply methods
of progressive resistance
exercise used to improve muscle
fitness.
Explain how you benefit from
good flexibility.
Explain how the fitness
principles of overload,
progression, and specificity
apply to the five components of
fitness.
Identify three ways to measure
body fatness.
Explain how the level of body
fatness is related to good
health.
Physical Education: Grade Ten, “Fit For Life”
Theme/Unit: Wellness and Personal Program
Planning
Unit Objectives: To refine students understanding of achieving overall wellness through the
development of a personal fitness plan.
CURRICULUM STANDARDS TOPICS and STUDENT PERFORMANCE ASSESSMENT
CONCEPTS OUTCOMES
[Students will be able to: Usually [Students will use the [Students will know and be able to do….]: [In order to demonstrate what they know and what
from State Frameworks or National following content topic or they are able to do, students will]:
Goals]: concepts to meet the Identify the components of good Written quiz
curriculum standards]: health and describe the positive and Self-assessment
Health & negative aspects of each. Oral Presentation
#3. Participates regularly in physical Wellness Explain the importance of being an Personal Fitness Plan
activity. Making consumer informed health consumer. Written reflection/journal
choices Name reliable sources of health- Demonstrations
#4. Achieves and maintains a Constructing a related and fitness related
health-enhancing level of physical fitness profile information.
fitness Personal plan Explain how to use a fitness profile
evaluation to plan a personal fitness program.
#6. Values physical activity for Overcoming Describe the five steps in planning a
health, enjoyment, challenge, self- barriers to stay fit personal fitness program.
expressions and/or social
interaction.
and active. Describe the five stages of physical
activity.
Identify potential barriers that may
interfere with a healthy lifestyle.
Identify the strategies that help
people become active and stay active
at each of the stages.
.
Physical Education: Grades Eleven & Twelve, “Lifetime Activities”
Theme/Unit: Fitness
Education
Unit Objectives: To engage in a variety of fitness related activities that promote active and healthy
lifestyles.
CURRICULUM STANDARDS TOPICS and CONCEPTS STUDENT PERFORMANCE ASSESSMENT
OUTCOMES
[Students will be able to: Usually [Students will use the following [Students will know and be able to [In order to demonstrate what they know and what
from State Frameworks or National content topic or concepts to meet do….]: they are able to do, students will]:
Goals]: the curriculum standards]: Monitors physical activity Activity log
Safety through the use of Self-assessment checklist
#3. Participates regularly in FITT Principle technology, such as Interview
physical activity. Monitoring Heart Rate pedometers, and/or heart Reflective journal entry
Stretching Techniques monitors.
#4. Achieves and maintains a Proper warm-up and cool Willingly participates in a
health-enhancing level of physical down variety of physical activities
fitness
Benefits associated with appropriate for maintaining
specific activity. or enhancing a healthy,
#6. Values physical activity for Activities may include: active lifestyle.
health, enjoyment, challenge, self-
Yoga, pilates, martial arts, Demonstrate the ability to
expressions and/or social monitor and adjust activity
interaction.
fitness walking, strength &
conditioning, aerobics, dance to meet personal physical
(line, hip hop, creative) activity needs.
.
Physical Education: Grade Eleven & Twelve, “Lifetime Activities”
Theme/Unit: Field Sports
Unit Objectives: To provide opportunities for students to develop respect for individual similarities
and differences through positive interaction among participants in physical activity.
CURRICULUM STANDARDS TOPICS and CONCEPTS STUDENT PERFORMANCE ASSESSMENT
OUTCOMES
[Students will be able to: Usually [Students will use the following [Students will know and be able to [In order to demonstrate what they know and what
from State Frameworks or National content topic or concepts to meet do….]: they are able to do, students will]:
Goals]: the curriculum standards]: Participates successfully in Peer assessment
Safety a cooperative learning Structured observation
Rules, procedures & group with a wide range of Student Report
etiquette diverse members.
#5. Exhibits responsible personal and Conflict resolution Shows leadership by
social behavior that respects self and Activities may include: diffusing conflict during
others in physical activity settings Ultimate Frisbee, flag competition.
football, softball, whiffleball, Demonstrate and describe
soccer, lacrosse proper safety procedures in
a specific activity.
Participates within the rules
of the game or activity.
.
Physical Education: Grade Eleven & Twelve, “Lifetime Activities”
Theme/Unit: Net Sports
Unit Objectives: To extend and refine the skills and knowledge associated with a variety of net
sports so students appreciate the challenge and joy of becoming more competent in future social
interactions.
CURRICULUM STANDARDS TOPICS and CONCEPTS STUDENT PERFORMANCE ASSESSMENT
OUTCOMES
[Students will be able to: Usually [Students will use the following [Students will know and be able to [In order to demonstrate what they know and what
from State Frameworks or National content topic or concepts to meet do….]: they are able to do, students will]:
Goals]: the curriculum standards]: Demonstrate the ready Written quiz
Ready position position correctly in match Teacher observation
1. . Demonstrates competency in Proper techniques play. Peer assessment
motor skills and movement including but not limited Uses a variety of stroke Checklist
patterns needed to perform a to grips, forearm bump, placements to keep the Videotape/digital photography…student
variety of physical activities. forehand, backhand, opponent moving during project.
2. Demonstrates understanding of serve, and volley. match play.
movement concepts, principles,
strategies, and tactics as they Rules and etiquette. Demonstrates proper court
apply to the learning and Game strategies positioning during match
performance of physical Application of correct play.
activities. postioning Explain the rules and
Activities may include: etiquette associated with the
#6. Values physical activity for Table tennis, tennis, activity.
health, enjoyment, challenge, self- volleyball, badminton, Understands and applies
expressions and/or social interaction. pickleball critical cues in an authentic
game setting.
Physical Education: Grade Eleven & Twelve, “Lifetime Activities”
Theme/Unit: Target Sports
Unit Objectives: To provide students with the enjoyment and challenge, as well as opportunities for
self-expression and social interaction derived from participation in a variety of leisure/recreational
activities.
CURRICULUM STANDARDS TOPICS and CONCEPTS STUDENT PERFORMANCE ASSESSMENT
OUTCOMES
[Students will be able to: Usually [Students will use the following [Students will know and be able to [In order to demonstrate what they know and what
from State Frameworks or National content topic or concepts to meet the do….]: they are able to do, students will]:
Goals]: curriculum standards]: Identifies reasons to Journal reflection
New challenges participate in physical Self-assessment
#6. Values physical activity for Leisure/recreational activity (health, enjoyment, Observation/checklist
health, enjoyment, challenge, self- Activities challenge, self-expression,
expressions and/or social Benefits of social and social interaction)
interaction. interaction Enjoys working with others
Value of pursing personal in a sport activity to
interests and fulfilling achieve a common goal.
personal goals. Reflects on reasons for
Activities may include: choosing to participate in
Archery, bowling, golf, Frisbee selected physical activities.
golf, bocce, horseshoes, Identifies the positive
croquet. behaviors associated with
social interaction in
physical activity settings.
.
Physical Education: Grade Eleven & Twelve, “Lifetime Activities”
Theme/Unit: Outdoor Education
Unit Objectives: To provide students with new and challenging outdoor experiences that will
increase their understanding of the significance of physical activity in the maintenance of a healthy
lifestyle.
CURRICULUM STANDARDS TOPICS and CONCEPTS STUDENT PERFORMANCE ASSESSMENT
OUTCOMES
[Students will be able to: Usually [Students will use the following [Students will know and be able to [In order to demonstrate what they know and what
from State Frameworks or National content topic or concepts to meet do….]: they are able to do, students will]:
Goals]: the curriculum standards]: Demonstrates the use of Teacher checklist
Equipment/attire safety appropriate safety Event task
#3. Participates regularly in physical Preparation for outdoor practices regarding Written quiz
activity. activity. equipment/attire. Activity log
Establishing heart rates in Create and implement an Oral presentation
#4. Achieves and maintains a the healthy fitness zone appropriate warm-up for a Teacher/peer observation
health-enhancing level of physical Community resources specific outdoor activity.
fitness Orienteering and outdoor Utilize technology such as
navigation. pedometers and heart rate
#6. Values physical activity for Activities may include: monitors to sustain a
health, enjoyment, challenge, self- Cross country skiing, hiking, healthy cardiovascular
expressions and/or social fitness level.
snowshoeing, sledding, and
interaction.
skating. Identify off-site facilities
and/or community
programs that promote
outdoor education.
Create a map utilizing
landmarks on school
grounds for a peers to
follow.
.
References &Resources:
Clumpner, R., Sport Progressions, Human Kinetics Publishers, Champaign, IL. 2003.
The Cooper Institute, Meredith, M., Welk, G., Fitnessgram / Activitygram Test
Administration Manual, 3rd edition, Human Kinetics Publishers, Champaign, IL, 2004.
Hellison, D., Teaching Responsibility Through Physical Activity, Human Kinetics
Publishers, Champaign, IL, 2nd edition, 2003.
Mitchell, M., McKethan, R., Mohnsen, B., Integrating Technology and Physical
Education, Bonnie’s Fitware Inc., Cerritos, CA, 2004
National Association for Sport & Physical Education, Appropriate Practices for High
School Physical Education, an association of The American Alliance of Health, Physical
Education, Recreation & Dance, 2004
National Association for Sport & Physical Education, Assessment Series, K-12 Physical
Education: Assessing Student Outcomes in Sport Education (Townsend, Mohr, Rairigh,
Bulger, 2003), Assessing Student Responsibility and Teamwork (O’Sullivan, Henninger,
2000), Assessing Concepts: Secondary Biomechanics (Mohnsen, 2004), Assessment in
Games Teaching (Mitchell, Oslin, 1999), Authentic Assessment of Physical Activity
(Doolittle, Fay, 2002), Standards-Based Assessment of Student Learning: A
Comprehensive Approach (Lambert, 1999), an association of The American Alliance of
Health, PE, Recreation & Dance.
National Association for Sport & Physical Education, Opportunity to Learn Standards for
High School Physical Education, an association of The American Alliance of Health, PE,
Recreation & Dance, 2004
National Association for Sport & Physical Education, Moving Into The Future: National
Standards for Physical Education, 2nd edition, McGraw Hill Publishers, 2004.
Siedentop, D., Hastie, P., Van der Mars, H., Complete Guide to Sport Education, Human
Kinetics Publishers, Champaign, IL, revised edition, 2004
www.pecentral.org PE Central: Premier website for Physical Education Teachers, Austin
Independent School District Curriculum Framework for K-12 Physical Education, High
School PE Curriculum Skills & Concepts, 2001.