SPARK Scope and Sequence Early Childhood through High School

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1 SPARK Scope and Sequence Early Childhood through High School This document is a guide specifying the range of topics that are taught in SPARK Physical Education and in what sequence. The topics are organized by NASPE Standards 1 through 6 and are sequenced by grade level. Each individual SPARK program (EC, K-2, 3-6, MS, and HS) includes a recommended sequence for specific content to be taught. This is meant as a guide and can be adapted to meet each school s needs. Needs will vary according to such factors as facilities, teaching schedules, equipment, and weather. 1

2 SPARK Scope and Sequence A R Designates the grade(s) when the content is first explored and/or introduced. The critical elements of a skill may be taught at this time. Designates the grade(s) when the content is applied in varying contexts. Designates the grade(s) when the content is reinforced. At this time, students review proper form and strive to improve skills and knowledge. NASPE Standard 1: Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities Locomotor Skills Walking A A R R R R R R R R R Running A A R R R R R R R R R Galloping A A R R R R R R Side-Sliding A A R R R R R R R R Hopping A A R R R R R R R R Skipping A A R R R R R R R R Leaping A A R R R R R R R R Chasing and Fleeing A A R R R R R Body Management Balancing A A A A A A A R R R R Jumping/Landing A A A A R R R R R R R Weight Transfer A A A A R R R R Manipulatives Rolling A A A Bouncing A A A R R R R Throwing A A A R R R R Catching A A A R R R R Hand Dribbling A A R R R R Foot Dribbling A A R R R R Foot Passing A A R R R R Trapping A A R R R R Volleying A A A R R R R Striking with Shorthandled A A A R R R R mplements Striking with Long- A A R R R R 2

3 NASPE Standard 1: Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities handled mplements Sports/Activities Aquatics Water Safety A A A Stroke Technique Flip Turns Snorkeling Synchronized Swimming Diving Water Polo Rhythms/Dance Jumping Rope (long) A Jumping Rope A A R R R R R (individual) Jumping Rope (Double Dutch) A A R Ribbons/Streamers A A R Jump Bands A A R R R R Line Dancing A A A R R R R Square Dancing A A A R R R R Folk Dancing A A A A A A R R R R Social Dancing Choreographing A A R R R R ndividual Activities Cycling A Golfing A A R Dual Activities/Paddle/Racquet Activities Badminton A A A R Handball A A A R R Racquetball A A A R Tennis A A A R Table Tennis A A A R Pickleball A A R R Combatives Self-Defense A Kick-Boxing Martial Arts Stunts/Tumbling Stunts A A A A R R R 3

4 NASPE Standard 1: Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities Balance A A A A R R R R Tumbling A A R Rhythmic Gymnastics Cooperatives Pairs A A A R R R R Small Groups A A R R R R Large Groups A A R R R R Team Activities Basketball A A A A A R Cultural Games A A R (e.g. Takraw) Hockey A A A A A R Football A A A A R Ultimate Frisbee A A A A R Volleyball A A A A R Softball A A A A A R Soccer A A A A A R Outdoor Activities A Orienteering A Geocaching Rock Climbing A A A A Disc Golf A A A A A R Lacrosse A Fitness Resistance Training A A A A A R Plyometrics A A A A A R Pilates A Circuits A A A A A R Walking/Jogging A A A A A R R R R /Running Group Fitness/Aerobic A A A A A R Dance Triathlon Yoga/Power Stretching Cross-Training 4

5 NASPE Standard 2: Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Spatial Awareness Personal Space A A R R R R R R R General Space A A R R R R R R R Boundaries A A R R R R R R R Levels of Movement A R R Pathways A R R R R R R Directions A R R Effort Speed/Tempo A A R R R R R R R Force A A A A R R R R Relationships Body Parts A A R R R R R R With Objects A A R R R R R R With People A A A R R R R R R Concepts, Principles, and Strategies dentifies elements of A A R R R R R R R correct form for motor skills. Uses feedback to A A R R R R R R improve performance. Uses knowledge of A A A A A R critical elements to give feedback to others. Describes the FTT A A R R R R Principle and how it relates to fitness. Describes and A A A A R demonstrates how skills learned in one physical activity can be transferred to another. Describes basic principles A A R of training and how they improve fitness. Describes and applies A A A A A R strategies and tactics for mini-games. Uses information from a A A A R variety of sources to guide and improve performance. Demonstrates knowledge A A R 5

6 NASPE Standard 2: Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. to develop an activity plan. Reaction Time A A A A A A A A R Agility A A A A A A R Coordination A A A A A A A R Explosive Power A A A A R Speed A A A A A A R Offense A A A A A A R Defense A A A A A A R Transition (from O to D A A A R and D to O) Leverage A A A A R Force A A A A A A A A R nertia A A R Rotary Motion Opposition A A A A A A A A R Buoyancy A Aerobic and Anaerobic A A A A A R Analyzes consumer A R products/programs Exercise Safety A A A A A A A R Uses complex movement concepts to refine skills and apply to the learning of new skills. A A R 6

7 Participates in a variety of activities outside of PE, during school hours. Participates in a variety of activities outside of school. Participates in organized physical activity outside of PE class. Monitors physical activity using a pedometer. Sets realistic PA goals and strives to attain them. Accumulates a specified number of steps during the day. Determine the intensity of a physical activity using perceived exertion. Monitors physical activity using heart-rate monitor. NASPE Standard 3: Participate regularly in physical activity. A A A A A A R R R R A A A A A A R R R R A A R R R R A A A A A R A A A A R A A A A A R A A R A A R 7

8 Participates in a variety of activities that increase breathing and HR. Sustains activity for increasingly longer periods of time throughout the year. Recognizes that healthrelated physical fitness consists of 5 different components. Explains the benefits of regular PA. Participates in selected activities that develop and maintain each component of fitness. dentifies strengths and weaknesses based on fitness assessment. Demonstrates appropriate training principles when engaged in activity to improve fitness. Formulates meaningful personal fitness goals based on fitness assessment. Demonstrates ability to monitor personal fitness program to meet own needs and goals. NASPE Standard 4: Achieve and maintain a health-enhancing level of physical fitness. A A A A R R R R R A A A A A R R R R A A A A A R A A A A A R A A A A A R A A A A R A A R A A A A R A A R 8

9 NASPE Standard 5: Exhibit responsible personal and social behavior that respects self and others in physical activity setting. Demonstrates responsible A A A A A A A R personal/social behavior during PE. Uses equipment safely. A A A A R R R R Demonstrates elements A A A A A R R R R of appropriate conflict resolution during PE. Demonstrates and A A A A R R R R assesses own personal behavior during PE. Demonstrates ability to A A R R R R teach an activity or skill to others. Regularly encourages A R R R R R others and refrains from put-downs. Demonstrates A R R R R cooperation skills. Able to accomplish group A A R R R R goals in both cooperative and competitive activities. Demonstrates selfdirection, A A R R R R responsible behavior, and communication skills in PE. Participates in activity for personal enjoyment. A A A A A A A A A R 9

10 NASPE Standard 6: Value physical activity for health, enjoyment, challenge, self-expression, and /or social interaction. Tries new movements and skills. Persists if not successful on first try. Chooses to practice skills needing improvement. Exhibits ways to use the body and movement to express self. Seeks personally challenging experiences in PA opportunities. Works with others to achieve a common goal. Creates and performs a small group dance routine. A A A A A A R R R R A A A A R R R R A A A A R A A A A A A R R R R A A A A A R A A R R R R A R R R R 10

One Stop Shop For Educators. Georgia Performance Standards Framework for Physical Education

One Stop Shop For Educators. Georgia Performance Standards Framework for Physical Education PEHS.1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Description: Students in grades 9 12 will demonstrate the ability to participate