Physical Fitness Scope and Sequence

Wes Kline and Drew Funk

Middle School
Activity

6th

7th

8th

Protocols & Policies / Units Overview

Fitness Test 1

Frisbee Mini Games Skills (TGFU)

Frisbee Mini Games/Rules (TGFU)

Frisbee Mini Games/Tactics (TGFU)

Alternative Ultimate Equipment Skills/Mini-Games (TGFU:

football, gatorball, etc.)

Modified Ultimate Frisbee Game (3v3)

Full Ultimate Frisbee Game (6v6 or 7v7)

Unit 1 Total:

Introduction to CrossFit

Bodyweight Exercises

Incorporating Equipment (Medicine balls, box jump, heavy ropes,

pull-up bars, exercise bands, etc.)

Create Your Own CrossFit Workout

Classmate CrossFit (teacher will pick two routines from previous

lesson and those students will lead the rest of the class through the
routine)

Introduction to Yoga/Pilates

Focus, Concentration, Breathing Exercises

Balance Challenge

Unit 1: Ultimate for Aerobic Capacity

Unit 2: CrossFit for Muscular Strength and Endurance

CrossFit Challenge!
Unit 2 Total:
Unit 3: Yoga/Pilates for Flexibility

Basic Poses with ITV

Unit 3 Total:

Fitness Test 2

What is Body Composition?

Healthy Food Choice Relays

Nutrition Games

Grocery Store Field Trip

Unit 4 Total:

Fitness Review

Full Ultimate Frisbee Game for Aerobic Capacity

Classmate Crossfit

Classmate Yoga

Fitness Fun Day

Fitness Center Field Trip

Unit 5 Total:

Fitness Test 3

Total

36

36

36

Challenging Poses with ITV

Create your own Yoga Routine
Classmate Yoga (teacher will pick two routines from previous lesson
and those students will lead the rest of the class through the
routine)

Unit 4: Games for Body Composition

Unit 5: Total Fitness Unit

Program Description:
Our 36-week program is comprised of 40 mins of physical education for each class per week.
This specific program is designed to be implemented once every three years to complement other
programs. The objective of this program is to ensure that the students are exposed to a variety of skills

and lifelong activities, as well as introduce them to the four components of physical fitness.
Ultimate frisbee, CrossFit, yoga/pilates, and body composition relays/games will be used to
teach the four components of physical fitness. During the ultimate unit, the students will not only be
introduced to the concept of aerobic capacity and cardiovascular fitness, but they will also be taught
how to throw and catch a variety of equipment. Through teaching games for understanding (TGFU), the
students will master throwing, catching, strategy, and game rules. Through CrossFit, students will learn
specific exercises to enhance muscular strength and endurance that they can use throughout an
exercise regimen. They will also design their own routines that they can complete outside of class. Yoga
will be used to introduce flexibility and balance, as well as focus, concentration, and artistic creativity.
The students will again design their own routines during this unit that they will then teach to the rest of
the class during the Classmate Yoga/CrossFit lessons. For the final unit, skills and content from the
previous four units will be reviewed. Fitness testing will be administered three times throughout the
program; prior to unit 1, after unit 3, and after unit 5 to measure progression of students physical
fitness.

Rationale:
Teaching physical fitness is important, however, it is too often taught in a way that students find
undesirable. This program is designed to present physical fitness in a fun and effective way, while
incorporating physical skills. Ultimate-style games are fun and fast-paced. They can be played with
minimal equipment, inside or out. Playing a full game of ultimate is a great way to introduce
strategies and rules that transfer to many other invasion games. Also, ultimate and ultimate-style
games can be easily adapted to incorporate alternative equipment in order to teach ball specific skills
(i.e. throwing and catching). Both CrossFit and yoga are currently very popular physical activities that
the students may already be familiar with. CrossFit introduces students to a variety of exercises that
they can easily use outside of school. The yoga unit will not only introduce poses that can be performed
virtually anywhere, but it will also support flexibility, balance, focus, and concentration. In order to get
the students to buy into these units, they will design and share their own routines for both CrossFit and
yoga. The total fitness unit will be an ideal opportunity for the teacher to perform a summative
assessment of the students abilities. The unit will also be a comprehensive review of the skills,
strategies, tactics, and rules learned throughout the program.
There are two field trip opportunities during the course of the program. This is to emphasize
the behavioral domain and present fitness options and nutritional techniques outside of the classroom.

Students will be working very hard during this program, and they must display positive citizenship and
maximum effort to earn these field trips.
Careful considerations have been made regarding the differences between 6th, 7th, and 8th
grade. During the ultimate unit, the 6th graders will have two class periods to play a 3v3 modified
ultimate game before playing a full game. The 6th grade students will benefit from an extra period of
strategy and rule practice before advancing to a much more complex full 7v7 game. In the CrossFit unit,
the 6th grade will have an extra period to learn CrossFit exercises that require equipment. This will
ensure that the students will be able to safely learn and perform the exercises that require medicine
balls, jump boxes, etc. The 6th grade students will also have an extra period to design their own CrossFit
routines. This task may prove more challenging to a younger group. For the yoga unit, the 6th graders
have an extra class performing the basic poses and will not be performing the more advanced poses.
However, the teacher may choose to challenge certain students during the basic lessons through intratask variation. This will be more beneficial for the 6th graders because they will experience a higher rate
of success upon introduction to yoga.

National / PA Standards Met:

Unit 1, 2, 3, 4, 5
National Standards (NASPE):
Standard 1 - The physically literate individual demonstrates competency in a variety of motor skills and
movement patterns.
Standard 2 - The physically literate individual applies knowledge of concepts, principles, strategies and
tactics related to movement and performance.
Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and
maintain a health-enhancing level of physical activity and fitness.
Standard 4 - The physically literate individual exhibits responsible personal and social behavior that
respects self and others.
Standard 5 - The physically literate individual recognizes the value of physical activity for health,
enjoyment, challenge, self-expression and/or social interaction.
PA Standards:
10.4.6.

A. Identify and engage in moderate to vigorous physical activities that contribute to physical fitness and
health.
B. Explain the effects of regular participation in moderate to vigorous physical activities on the body
systems.
C. Identify and apply ways to monitor and assess the bodys response to moderate to vigorous physical
activity.
heart rate monitoring
checking blood pressure
fitness assessment
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
E. Identify factors that have an impact on the relationship between regular participation in physical
activity and the degree of motor skill improvement.
success-oriented activities
school-community resources
variety of activities
time on task
F. Identify and describe positive and negative interactions of group members in physical activities.
leading
following
teamwork
etiquette
adherence to rules
10.4.9
A. Analyze and engage in physical activities that are developmentally/individually appropriate and
support achievement of personal fitness and activity goals.
B. Analyze the effects of regular participation in moderate to vigorous physical activities in relation to
adolescent health improvement.
stress management
disease management
weight management
C. Analyze factors that affect the responses of body systems during moderate to vigorous physical
activities.
exercise
healthy fitness zone

individual fitness status

drug/substance use/abuse

D. Analyze factors that affect physical activity preferences of adolescents.

skill competence
social benefits
previous experience
activity confidence
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
F. Analyze the effects of positive and negative interactions of adolescent group member in physical
activities.
group dynamics
social pressure
10.5.6
A. Explain and apply the basic
movement skills and concepts to
create and perform movement
sequences and advanced skills.
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)
C. Describe the relationship between
practice and skill development.
D. Describe and apply the principles of
exercise to the components of healthrelated
and skill-related fitness.
cardiorespiratory endurance
muscular strength
muscular endurance
flexibility
body composition

E. Identify and use scientific principles

that affect basic movement and skills
using appropriate vocabulary.
Newtons Laws of Motion
application of force
static/dynamic balance
levers
flight
F. Identify and apply game strategies to
basic games and physical activities.
give and go
one on one
peer communication
10.5.9
A. Describe and apply the components of
skill-related fitness to movement
performance.
agility
balance
coordination
power
reaction time
speed
B. Describe and apply concepts of motor
skill development that impact the
quality of increasingly complex
movement.
response selection
stages of learning a motor skill (i.e. verbal cognitive, motor, automatic)
types of skill (i.e. discrete, serial, continuous)
C. Identify and apply practice strategies
for skill improvement.
D. Identify and describe the principles of
training using appropriate vocabulary.
specificity
overload
progression
aerobic/anaerobic
circuit/interval
repetition/set
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
F. Describe and apply game strategies to
complex games and physical activities.
offensive strategies
defensive strategies
time management