MARLBORO TOWNSHIP PUBLIC SCHOOLS

DEPARTMENT OF CURRICULUM AND INSTRUCTION

PHYSICAL EDUCATION
CURRICULUM GUIDE
GRADE 7

Copyright © 2018, 2015 Marlboro Township Board of Education

 ACKNOWLEDGMENTS
Dr. Eric Hibbs, Superintendent of Schools
Mr. Michael Ballone, Director of Curriculum & Instruction

BOARD OF EDUCATION
Robyn Wolfe, President
Randy Heller, Vice President
Robert Daniel
Dara Enny
Anisha Gizersky
Vlad Goldfarb
Stephen Shifrinson
Susie Shrem
Ellen Xu

CURRICULUM WRITING COMMITTEE

Eric Tatgenhorst, Chairperson
Brian Duggan
Lisa lsganitis, Secretary

2
 PURPOSE AND GOALS

Comprehensive Health and Physical Education

Health literacy is an integral component of 21​st century education. Healthy students are learners
who are “knowledgeable and productive, (and) also emotionally and physically healthy, motivated,
civically engaged, prepared for work and economic self-sufficiency, and ready for the world beyond
their own borders.” The contemporary view of health and physical education focuses on taking
personal responsibility for one’s health through an active, healthy lifestyle that fosters a lifelong
commitment to wellness. The mission and vision for comprehensive health and physical education
reflects this perspective.

Mission: ​Knowledge of health and physical education concepts and skills empowers students to
assume lifelong responsibility to develop physical, social, and emotional wellness.

Vision: ​A quality comprehensive health and physical education program fosters a population that:
● Maintains physical, social, and emotional health by practicing healthy behaviors and goal
setting.
● Engages in a physically active lifestyle.
● Is knowledgeable about health and wellness and how to access health resources.
● Recognizes the influence of media, technology, and culture in making informed
health-related decisions as a consumer of health products and services.
● Practices effective cross-cultural communication, problem solving, negotiation, and conflict
resolution skills.
● Is accepting and respectful of individual and cultural differences.
● Advocates for personal, family, community, and global wellness and is knowledgeable about
national and international public health and safety issues.

All students participate in a comprehensive, sequential, health and physical education program
that emphasizes the natural interdisciplinary connection between wellness and health and physical
education. The primary focus is on the development of knowledge and skills that influence healthy
behaviors within the context of self, family, school, and the local and global community.

THE SPECIAL EDUCATION PROGRAM USES THE

FOLLOWING CURRICULUM WITH APPROPRIATE
MODIFICATION BEING MADE TO ADDRESS THE
NEEDS OF THE INDIVIDUAL STUDENTS.
See Addendum for ESL Modifications and for Embedded Mindfulness Lessons from
The Mindful Education Workbook - Lessons for Teaching Mindfulness to Students.

3
Standard 2.5 Motor Skill Development: ​All students will utilize safe,
efficient, and effective movement to develop and maintain a healthy, active Grade 7
lifestyle.
Strand A. Movement Skills and Concepts
Strand B. Strategy
Strand C. Sportsmanship, Rules, and Safety
Essential Questions Enduring Understandings
How can understanding Research shows that people who participate in regular physical activity, no
movement concepts matter what the form, are more likely to do so because they feel comfortable
improve my performance? and competent in movement skills.

How can I make Skill development involves an understanding of movement concepts, the
movement more underlying principles of physics, as a means to analyze movement
interesting, fun, and performance and make adjustments.
enjoyable?
Implementing movement principles such as space, speed, force, projection or
How does my use of tempo makes movement more effective and more interesting.
movement influence that
of others?
Content and Cumulative
Progress Indicators Classroom Applications
(CPIs)
Content Instructional Guidance
Movement skill To assist in meeting this CPI, students may:
performance is primarily
impacted by the quality of ● Apply and practice learned skills and concepts to modified games, and
instruction, practice, recreational activities.
assessment, feedback, and ● Understand rhythmic concepts and how they are applied to fitness
effort. activities.
● Understand and explain how movement activities provide
opportunities for creativity, teamwork, and self expression.
● Analyze how movement skills can be transferred to another movement
setting.
● Describe the use of offensive, defensive, and cooperative strategies.
● Describe how general and specific activity rules enhance participation
and safety.
● Demonstrate good sportsmanship, positive interaction, and responsible
behavior among peers.
● Follow all safety rules and procedures.

Sample Assessments
To show evidence of meeting this CPI, students may complete the following
performance assessment:

4
CPI
2.5.8.A.1
Explain and demonstrate
the transition of movement
skills from isolated
settings (i.e., skill
practice) into applied
settings (i.e., games,
sports, dance, and
recreational activities).
CPI
2.5.8.A.2
Apply the concepts of
force and motion (weight
transfer, power, speed,
agility, range of motion) to
impact performance.
CPI
2.5.8.A.3
Create, explain, and
demonstrate, as a small
group, a planned
movement sequence that
includes changes in
rhythm, tempo, and
musical style (creative,
cultural, social and fitness
dance).
CPI 2.5.8.A.1
● SW practice sport specific skills (i.e. bump and set in volleyball) in
small groups leading up to game play.
● SW work cooperatively to achieve the task given, using the equipment
provided, and following the rules given.
● SW create and perform an aerobic routine using the learned
fundamentals of fitness.
Special Education Modifications:
-Students will focus on one volleyball skill in a small group and then
progress to another skill when all participants agree.
-Students will create and perform an aerobic routine based on ability and
interest.
Gifted and Talented Modifications:
-Students will focus on multiple volleyball skills with partners prior to
progressing to organized game play.
-Students will create and perform an aerobic routine based on ability and
interest.
CPI 2.5.8.A.2
● SW practice force and motion when performing the volleyball skills
bump, and set.
● SW practice motion performing fitness drills such as the ladder, cone
drills, and fast feet drills, etc.
● SW practice force and motion when performing trust activities leading
up to more advanced cooperative activities.
Special Education Modification:
-Students will walk through the highlighted drills to understand movement,
form, and routine. Then, students will jog through the highlighted drills.
Gifted and Talented Modification:
-Students will jog through the highlighted drills. Then, students will run at
full speed through the highlighted drills.
CPI 2.5.8.A.3
● SW create a cardio routine using aerobic fundamentals (i.e. grapevine
steps) and music.
● SW demonstrate their understanding of their heart rate, monitoring using
heart rate monitors.
● SW research, learn, and practice cultural dances that can be incorporated
into daily fitness routines (i.e. cha cha, hula, line dancing).
● SW perform Zumba as part of their fitness routine.
Special Education Modifications:
-Students will create a cardio routine using aerobic fundamentals based on
ability and interest.
5

CPI
2.5.8.A.4
Detect, analyze, and
correct errors and apply to
refine movement skills.
Content:
Individual and team
execution in games,
sports, and other activity
situations is based on the
interaction of tactical use
of strategies, positive
mental attitudes,
competent skill levels, and
teamwork.
CPI
2.5.8.B.1
Compare and contrast the
use of offensive,
defensive, and cooperative
strategies in a variety of
settings.
-Students will use heart rate monitors or take their own pulse.
-Students will perform Zumba in one minute intervals.
Gifted and Talented Modifications:
-Students will create a cardio routine using aerobic fundamentals based on
ability and interest.
-Students will use heart rate monitors and take their own pulse to understand
differences with the techniques.
-Students will perform Zumba in two minute intervals.
CPI 2.5.8.A.4
● SW improve agility and speed by practicing ladder drills, cone drills,
etc.
● SW dribble a soccer ball through cones to refine ball handling skills.
● SW work with a partner to analyze and correct body mechanics and
suggest improvements. (i.e., baseball swing, throwing a frisbee, shooting
a free throw shot in basketball)
Special Education Modifications:
-Students will choose to participate in ladder drills, cone drills, or similar
such drills.
-Students will dribble the soccer ball in a straight line at a jogging pace.
Then, students will dribble the soccer ball through the cones at a jogging
pace.
-Students will work with partners or in a small group.
Gifted and Talented Modifications:
-Students will participate in drills designed to improve agility and speed,
including creating such routines themselves.
-Students will dribble the soccer ball through the cones at a jogging pace.
Then, students will dribble the soccer ball through the cones at a fast pace
-Students will work with partners.
CPI 2.5.8.B.1
● SW develop a strategy to include all members of their group/team in
accomplishing a cooperative activity such as Titanic.
● SW work together to accomplish effective offensive strategies during
game play in team sports such as Soccer, Basketball, Hockey, Lacrosse,
etc.
● SW work together to accomplish effective defensive strategies during
game play in team sports such as Soccer, Basketball, Hockey, Lacrosse,
etc.
Special Education Modification:
-Students will participate in modified game play.
Gifted and Talented Modification:
-Students will participate in organized game play following traditional rules.
6
CPI
2.5.8.B.2
Assess the effectiveness of
specific mental strategies
applied to improve
performance.
CPI ​2.5.8.B.3
Analyze individual and
team effectiveness in
achieving a goal and make
recommendations for
improvement.
Content:
Self-initiated behaviors
that promote personal and
group success include
safety practices, adherence
to rules, etiquette,
cooperation, teamwork,
ethical behavior, and
positive social interaction.
CPI ​2.5.8.C.1
Assess player behavior for
evidence of sportsmanship
in individual, small-group,
and team activities.
CPI ​2.5.8.C.2
Summarize types of
equipment, products,
procedures, and rules that
contribute to the safety of
specific individual,
small-group, and team
activities.
CPI 2.5.8.B.2
● SW develop, compare, and contrast mental preparation strategies for
cooperative activities, game-like situations, individual performances,
and competitive situations.
Special Education Modification:
-Students will choose how they will develop, compare, and contrast strategies
for future tasks.
Gifted and Talented Modification:
-Students will choose how they will develop, compare, and contrast strategies
for future tasks.
CPI 2.5.8.B.3
● SW analyze which team strategies facilitated achievement of the overall
activity goal and what improvements, if any, could be made to be more
effective. (i.e., What strategy did your team use to accomplish the
Titanic task? Was the strategy effective? What could have been done to
improve the team performance?)
● SW evaluate individual goals, discuss strategies for achieving these
goals and make recommendations, if necessary, of improvements that
could be done to ensure success.
Special Education Modification:
-Students will evaluate, discuss, and modify personal goals based on their
specific data.
Gifted and Talented Modification:
-Students will evaluate, discuss, and modify personal goals based on their
specific data.
CPI 2.5.8.C.1
● SW promote personal and group success using positive social interaction
and teamwork during activities. (i.e., passing the ball in Soccer, trust
falls, positive verbal feedback, high-five a teammate, etc.)
CPI 2.5.8.C.2
● SW discuss the rules and safety guidelines prior to each specific activity.
● SW demonstrate responsible use of equipment used in any specific
activity including, set up, use of equipment and clean up.
Special Education Modification:
-Students will write or verbally explain the safety information.
Gifted and Talented Modification:
-Students will write and verbally explain the safety information.
7
Content
Movement activities
provide a timeless
opportunity to connect
with people around the
world.
CPI
2.5.8.C.3
Analyze the impact of
different world cultures on
present-day games, sports,
and dance.
CPI 2.5.8.C.3
● Using the web, LW research activities, sports, or dance from another
culture and will present these findings to the class in an educational
presentation.
● SW demonstrate the ability to teach their peers the activity, sport or
dance that they researched.
Special Education Modifications:
-Students will choose to research a specific topic based on interest.
-Students will choose how the information is presented to peers.
Gifted and Talented Modifications:
-Students will choose to research a specific topic based on interest.
-Students will create a technology presentation relating to the information for
class instruction.
Resources
● PE Central: ​www.pecentral.org/
● NJAHPERD: ​http://www.njahperd.org/
● Sports Know How: ​http://www.sportsknowhow.com/
● www.pa.org
● Physical Activity and Sport for Secondary School Students​ by Neil J.
Dougherty
● Teaching Cues for Sport Skills​, 2​nd​ Edition, by Benjamin Cummings
● Team Building Through Physical Challenges​ by Glover and Midura
● Rhythmic Activities and Dance​, 2​nd​ Edition, by Bennett and Reiner
● Pedometers
● Heart Rate Monitors
● Just Dance
● PhEdGames:
https://www.youtube.com/channel/UCnbRIQ5NUImCyCxFiIDppXg
● The Physical Educator: ​http://www.thephysicaleducator.com
● Physical Education for Learning: ​http://www.pe4learning.com
● SHAPE:
http://www.shapeamerica.org/jump/peresources/skills-and-games.cfm
Suggested Activities
P.E. Indoor Activities
Fitness Testing
Fitness Unit – (i.e. Relays, Cardio kickboxing, jump rope stations)
Weight-Training
Bop Ball
Team Handball
Indoor Soccer / Sideline soccer
Basketball (skills, then game stations)
8
Speedball / Ultimate ball
Volleyball
Floor Hockey
Lifetime Activities – bowling, golf, horseshoes, shuffleboard, table tennis,
wiffle batting
Tag Activities
Capture the Object – 12 items on each side – capture objects without getting
tagged
Mat Ball
Scooter Ball/Medic
Kickball
Badminton / Pickleball
Battleship
Dance Dance Revolution

Cooperative / Team-Building Activities

Name Game with gatorskin ball (circle)
Birthday Game (no talking, no hand gestures, line up in chronological order,
month and date)
Hula Hoop Game (straight line, then circle)
Rope Rectangle
Earthball Transport (Move big ball across the gym – no team member can
move their feet while touching the ball)
Moon Ball (volleyball trainer or beach ball - travel across gym)
Fitness Ball Challenge
Human Knots
Rock wall (w/ lead-up & off-wall activities)
a. Back-to-back stand-up (do not lock arms)
b. Human Spring (Face-to-face, hands out front)
c. Ground Trust Fall (groups of three)
d. Trust Circle (“Willow in the Wind”) – groups of five or six
e. Poly Spots on floor to practice traversing

P.E. Outdoor Activities

Soccer
Football
Softball
Basketball
Walk/Jog/Running
Ultimate Ball
Ultimate Frisbee
Lacrosse
Four Square/Box Ball

9
Standard 2.6 Fitness: ​All students will apply health-related and skill-related
fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Strand A. Fitness and Physical Activity
Essential Questions
Why is it so difficult to
become healthy and
physically fit?
Why is it even harder to
stay healthy and
physically fit?
How can I set
challenging fitness goals
that help me stay
committed to wellness?
Content and
Cumulative Progress
Indicators (CPIs)
Content
Knowing and applying a To assist in meeting this CPI, students may:
variety of effective
training principles over
time enhances personal
fitness level,
performance, and health
status.
Grade 7
Enduring Understandings
Children who regularly participate in physical activity tend to stay active
throughout their lives. While there are immediate benefits, including
maintaining a healthy weight, feeling more energetic, and promoting a better
outlook, participating in team and individual sports and other forms of
physical activity can boost self-confidence, provide opportunities for social
interaction, and offer a chance to have fun. In the long term, regular physical
activity can help prevent heart disease, diabetes, and other medical problems
later in life. Getting active and staying active is a key component of a healthy,
active lifestyle.
Classroom Applications
Instructional Guidance
● Describe the physical, social, and emotional benefits of regular physical
activity.
● Describe how body systems adapt over time to regular physical activity.
● Describe how gender, age, heredity, training, and health behaviors
impact fitness.
● Research technological advances that impact physical activity and
fitness.
● Apply the appropriate training principles to various forms of physical
activity used to improve personal fitness.
● Describe the physical and behavioral effects of anabolic steroids and
other performance enhancing substances.
● Develop a personal fitness plan and use technology to implement the
plan.
● Demonstrate age and gender specific progress towards improving each
component of fitness.
● Demonstrate and explain the importance of monitoring heart rate.
● Describe the relationship between physical activity, healthy eating and
body composition.

Sample Assessments
To show evidence of meeting this CPI, students may complete the following
performance assessment:

10
CPI
2.6.8.A.1
Summarize the short-
and long-term physical,
social, and emotional
benefits of regular
physical activity.
CPI
2.6.8.A.2
Use health data to
develop and implement a
personal fitness plan and
evaluate its effectiveness.
CPI
2.6.8.A.3
Analyze how medical
and technological
advances impact
personal fitness.
CPI
2.6.8.A.4
Determine ways to
achieve a healthy body
composition through
healthy eating, physical
activity, and other
lifestyle behaviors.
CPI 2.6.8.A.1
● SW research the physical, social, and emotional benefits of regular
physical activity and create a chart illustrating the short- and long-term
benefits.
Special Education Modification:
-Students can choose to create a chart using technology.
Gifted and Talented Modification:
-Students will create a chart using technology.
CPI 2.6.8.A.2
● Using the web, SW research the different levels of fitness for their
specific age and gender.
● SW use the research data to develop and implement a personal fitness
plan.
● SW evaluate the effectiveness of their plan through the use of various
fitness tests throughout the school year. (i.e., pushups, jump rope, curl
ups, pull ups, shuttle run, half mile run).
Special Education Modification:
-Students will create a fitness plan based on their specific data.
Gifted and Talented Modification:
-Students will create a fitness plan based on their specific data.
CPI 2.6.8.A.3
● Using the web, SW research medical and technological advances that
impact personal fitness.
● SW compare and contrast the positive and negative effects these
advances have on fitness.
Special Education Modification:
-Students will write or verbally explain the similarities and difference between
positive and negative technological advances on personal fitness.
Gifted and Talented Modification:
-Students will write and verbally explain the similarities and differences
between positive and negative technological advances on personal fitness.
CPI 2.6.8.A.4
● SW explain the importance of good nutrition combined with a regular
fitness regimen.
● SW keep a food and fitness journal for a given period of time.
● SW discuss the effects of proper nutrition and physical activity on body
composition.
● SW create a food and fitness schedule, illustrating a week of healthy
eating choices combined with physical fitness.
11
 Special Education Modifications:
-Students will document associated work using technology or handwriting the
information based on personal preference.
-Students will create a nutrition and fitness schedule based on their specific
data.
Gifted and Talented Modifications:
-Students will document associated work using a technology program of their
choice.
-Students will create a nutrition and fitness schedule based on their specific
data.
-Students will record the results of the nutrition and fitness schedule and make
necessary modifications as needed based on the data.
CPI
2.6.8.A.5 CPI 2.6.8.A.5
Use the primary ● SW describe frequency, intensity, type and time (FITT principle) and
principles of training how it relates to their personal level of fitness.
(FITT) for the purposes ● SW modify their personal fitness plan based on the FITT principle.
of modifying personal ● SW research on the web and create a chart comparing cardio and
levels of fitness. resistance training, illustrating the pros and cons of each, frequency
suggestions, and time for each.
● SW demonstrate and explain the importance of monitoring their heart
rate during physical activity with the use of heart rate monitors.
Special Education Modification:
-Students will create a fitness plan based on their specific data.
Gifted and Talented Modification:
-Students will create a fitness plan based on their specific data.
CPI
2.6.8.A.6 CPI 2.6.8.A.6
Determine the physical, ● Using the web, SW research the effects of anabolic steroids and other
behavioral, legal, and performance-enhancing substances have on the body and will present
ethical consequences of the information to their peers.
the use of anabolic ● SW create a table comparing the physical, behavioral, legal and ethical
steroids and other consequences of performance enhancing substances.
performance-enhancing
substances. Special Education Modification:
-Students can choose to create a table using technology.
Gifted and Talented Modification:
-Students will create a table using technology.

Further Assessments
● Physical Fitness Rubrics (Boys/Girls) ​intranet link
● Written Fitness Final Exam ​ intranet link

12
Resources
● http://www.sport-fitness-advisor.com/fitt-principle.html
● www.pecentral.org
● http://www.cdc.gov/physicalactivity/everyone/guidelines/index.html
● 20 Meter Progressive Aerobic Cardiovascular Endurance Run
(PACER): ​https://www.youtube.com/watch?v=Y82jDHRrswc
● Physical Activity and Sport for Secondary School Students​ by Neil J.
Dougherty
● Heart Rate Monitors
● Pedometers

Suggested Activities
Step Aerobics
Walk-A-Thon
Weight-Room: Circuit-training, cardio machines, weight training
Jump Rope
Fitness Testing
Cardio Kickboxing
Dance Dance Revolution
Running/Jogging
Fitness Relays
Skillastics Games

13
 Addendum

ESL Modifications:

This list includes the accommodations and modifications commonly used to address the needs of ELL
students.

Content/Material Accommodations/Modifications Organizational Accommodations

Allow extra time for task completion Use a consistent daily routine
Break down tasks into manageable units

Instructional Accommodations Accommodations for Attention/Focus

Frequently check for understanding Seat student near front of room
Emphasize use of visual aids Preferential seating
Simplify task directions Monitor on-task performance
Provide hands-on learning activities Establish and maintain eye contact when giving
Provide modeling oral directions
Assign peer buddies Provide short breaks when refocusing is needed
Modify pace of instruction to allow additional Refocusing and redirection
processing time
Provide small group instruction
Demonstrate directions and provide a model or Supplemental Services
example of completed task 1:1 Assistant
Emphasize multi-sensory presentation of data Prompting, cueing and redirecting student
Allow for repetition and/or clarification of directions, participation
as needed Reinforcing of personal, social, behavioral and
Directions repeated, clarified or reworded academic learning goals
Provide multi-sensory instruction
Allow wait time for processing before calling on
student for response
Provide visual models of completed tasks

Social/Behavioral Accommodations
Provide opportunities for peer interactions
Encourage student to self-advocate
Present alternatives to negative behavior
Monitor for overload, excess stimuli
Maintain communication with home
Provide positive reinforcement
Provide consistent praise to elevate self esteem
Model and role play problem solving

14