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Chapter 7

Chapter 7. C H A P T E R. 7. Scope and Sequence. Terms. Scope: Content, or subject matter Techniques of a skill; content making up a lesson, unit, or curriculum Sequence: Content progressions Skill progressions, flow or sequence of content in a lesson, unit plan, or curriculum.

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Chapter 7

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  1. Chapter 7 C H A P T E R 7 Scope and Sequence

  2. Terms • Scope: Content, or subject matter • Techniques of a skill; content making up a lesson, unit, or curriculum • Sequence: Content progressions • Skill progressions, flow or sequence of content in a lesson, unit plan, or curriculum

  3. Elementary Scope: Fundamental Movements • Locomotor skills: Traveling from one place to the next • Walk Run Jump Hop Slide Gallop Skip Climb • Manipulative skills: Directing or controlling an object • Catch Throw Dribble Volley Kick Trap Bounce Punt Underhand roll (continued)

  4. Elementary Scope: Fundamental Movements (continued) • Stability skills: Maintaining or gaining equilibrium or balance • Stationary (static) or moving (dynamic) skills in three areas: • Axial movements: maintaining balance while a body part rotates around an axis (joint) Static: Twist Bend Push Pull Lift Dynamic: Dodge Pivot Fake (continued)

  5. Stability Skills (continued) • Springing movements: The body is cast airborne for a time Trampoline Diving board Handspring From a height • Balancing supports: Inverted and upright Inverted supports: Maintaining balance against outside forces when the body is upside down: headstand, forward roll, cartwheel Upright supports: Symmetrical and asymmetrical balances and postures

  6. Elementary Scope: Intermediate Levels (Grades 3−5/6) • Refine fundamental movements • Apply movements to organized games • Lead-up games • Modified games of team sports, dance, tumbling, dual activities, and fitness • Apply concepts of physical activity and health-related fitness

  7. Overview of Elementary Scope

  8. Middle School (6−8) and Junior High School (7−9) Scope • Help students refine the skills learned at the elementary level • Enhance students’ fitness levels and understanding of the concepts • Help students develop teamwork and cooperation skills • Expose students to a wide variety of new activities (activity-based program) (continued)

  9. Activity-Based Program • Middle schools often teach a wide scope of short-unit activities • Team sports − Dual and individual sports • Dance − Aquatics • Outdoor adventure − Team-building activities • Fitness activities − Nontraditional activities

  10. Scope of Activities Depends on Several Factors • Location • Mountain regions: skiing; coastal regions: beach volleyball; Midwest: fishing, canoeing • Available facilities • Pools, climbing walls, tennis courts, softball fields • Area interests • Appalachian: clogging; Northern Minnesota: curling

  11. Middle School Scope: Game Strategies and Tactics • Enhance game-tactic concepts • Similar game tactics can be used for related game forms • Invasion games • Net and wall games • Striking and fielding games • Target games

  12. High School Scope • Unfocused • Many programs do not have a clear scope • Choice-based focus • Students select from a list of activity units offered during the term • Lifetime activity focus • Tennis, golf, swimming, fitness-related activities, bowling, yoga, cycling, etc. (continued)

  13. High School Scope (continued) • Health-related fitness focus • Activities to enhance (1) cardiorespiratory endurance, (2) muscular strength, (3) muscular endurance, (4) flexibility, and (5) body composition • Possible equipment used: Treadmills Stair steppers Elliptical machines Rowers Stationary bikes Stretch bands Bosu balls Exercise balls Medicine balls Free weights Machine weights Portable gyms (continued)

  14. Targit Fit Trainer (continued)

  15. High School Fitness Focus • Add a performance-related focus • Speed, power, coordination, balance, agility • Activities • Ladder drills (purchased or homemade) • Foot speed drills • Plyometric training (use of step aerobic boxes) (continued)

  16. High School Fitness Focus (continued) • Fitness content • FITT principle: frequency, intensity, time (duration), and type of activity • Overload principle: concepts of conditioning • Muscles, function, and types of contractions • Nutrition and safety considerations • Students apply content and develop personal fitness programs

  17. Sequence • Sequence involves the order, or progression, of content • Order of specific skills to be taught in a skill • Progression of skills and content taught in a lesson • Order of skills and content taught in a unit • Order of activities taught in a curriculum • Fall activities, winter activities, spring activities (continued)

  18. Summary • Scope and sequence reflect the content taught and the order in which it is taught. • The elementary scope involves fundamental movements and fitness concepts. • The middle school scope addresses refining movements, enhancing fitness, and introducing students to a wide range of activities. • The high school scope may reflect a number of options: choice-based activities, lifetime activities, or a focus on fitness.

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