1. health and fitness

 CREATE YOUR OWN SPORT/GAME CPT PPL4O RUBRIC OBJECTIVE: Create a sport or physical activity and lead our class in an engaging sport/game. The game/sport must be original. The game can be adapted from other game(s) or sport(s). Your task is to develop and for an entire period, lead your class in your activity/game/sport. Class time will be provided for practice their activity to ensure the game works as designed. CPT PART 1: (Inquiry) 5% This component is a written component that is due the day before you present your activity. The written component must have the following components completed. Name of the Game Objective of the game ‐ Focus on providing maximum participation opportunities for students to learn, practice and demonstrate the sport/game skills and strategies Equipment needed Playing surface Clear and concise rules ‐ make sure your rules are well defined as the teacher will try to look for loopholes. Adapting rules during the event will effect mark Strategies (Offensive and Defensive) Skills transferable from other sports/activities Safety elements for participation in your game Plan of action for the day of the activity with time included (see appendix A): 1) A warm‐up ‐ a vigorous fitness activity (fitness blast) 2) Explanation of the rules and the boundaries of the game 3) Explanation of strategies and tactics that will help the class be successful 4) Opportunities to build/improve skills 5) A cool down. CPT PART 2: (Application) 7.5% This component is the actual execution of the sport/game in the class. Refer to the rubric to ensure you complete all elements expected on the day of the activity. CPT PART 3: (Application) 2.5 % This component is a written component that is due one week after the activity. The written component must have the following components completed. a. What was the strengths and weaknesses of your game? b. What elements of your game would you change? c. How did you feel the class reacted and participated in your game? d. What type of person, body type or previous sport experience do you think will be perform your game better than others? e. What part of the world would be interested in participating in your game and why? f. How would you market this game to build its participation levels similar to a major league? 1
Appendix A: You may use this or something similar to this to plan your activity for the day of your event. NAME: Materials/Equipment Sequence of learning activities Warm Up: Rules, Strategy, Safety Explanation Game Participation: Building and Improving: Cool Down: Equipment Return: Time Diagrams Notes 2
Appendix B: Guidelines Warm‐up: Begin with a warm‐up designed to increase body temperature, heart rate and breathing rate. Include all four health‐related fitness components (cardio‐respiratory, flexibility, muscle endurance and muscle strength). Try to incorporate movements from previous lessons to reinforce movement skills (e.g., a cardio workout using a variety of footwork patterns). Vary the instruction from teacher directed to student directed (e.g., direct instruction, indirect instruction, interactive instruction, independent instruction). Game Experience: Provide an opportunity for students to demonstrate their existing ideas, concepts and skills. The student’s prior knowledge and acquired movement skills and strategies will be the basis for future learning. During this stage, students need to apply movement skills/principles and sport /game strategies and transfer them to new situations. The application of previously learned skills should be used in combination with new skills in new situations. Continue to analyze the students’ movement skills and provide feedback (using the movement principles) to help students improve. The focus of this stage should be the understanding of sport/game strategies. Help students recognize the commonalties of all sports/games by emphasizing how game tactics and rules transfer from one sport/game to another. Use modified games to gradually incorporate the required skills, strategies and rules required for the sport/game. Building/Improving: Formally reinforce the new concepts by linking the new concepts/skills to the observed pre‐
existing ideas/skills. Provide opportunities to reinforce some of the previously learned skills/concepts and introduce new skills/concepts. Consider using the three phases (preparation, execution and follow through/subsequent action) to teach and analyze the skills. Explain strategies and tactics that would enable the class to be successful at your activity. Cool Down: Each activity should include an appropriate amount of time for a cool down that allows the body temperature, rate of breathing and heart rate to gradually return to the resting rate. This is most critical when students are involved in heavy cardiorespiratory activities. Use this time to review concepts, summarize important points from the lesson, congratulate students, celebrate their progress and inform them of the proposed plans for the next lesson. 3
Appendix C: Rubrics NAME OF ACTIVITIY:_______________________________ CREATE YOUR OWN SPORT/GAME CPT PPL4O RUBRIC PART A: LEVEL 0 Insufficient LEVEL 1 Satisfactory LEVEL 2 Moderate LEVEL 3 Good LEVEL 4 Excellent COMPONENTS 0 1 GAME DETAILS Originality and creativity of game, the number of players and positions are outlined and all required equipment is listed. Name of Game appropriate SAFETY The objective(s)/goal(s) of the game, safety precautions and diagram of playing surface are established and outlined. RULES/VARIATIONS The basic rules are outlined, including scoring, penalties, duration, etc and game variations. STRATEGIES/SKILLS Strategies Offensive and Defensive Outlined. The skill elements transferable is relevant. ORGANIZATION Warm up and Cool down outlined. Times are realistic. Equipment and field information clearly identified NEATNESS The written component is free of grammatical and spelling errors and is neatly presented. 2 3 4 5 0 1 2 3 4 5 0 1 2 3 4 5 0 1 2 3 4 5 0 1 2 3 4 5 0 1 2 3 4 5 4
PART B: SOCIAL SKILLS
Assessor / Evaluator RESPONSE TO OTHERS 
Listens actively to participants 
Follows, explains, interprets & instructions with 1 2 3 4 5 others 1 2 3 4 5 CO­OPERATION 
Stays on task and is self‐directed 1 2 3 4 5 
Gives assistance and reinforces skills/tactics 1 2 3 4 5 RESPECT 
Shows patience with others of different abilities & encourages others to do so 1 2 3 4 5 SAFETY
Assessor / Evaluator ACTIVITY 
Dresses appropriately for activity 1 2 3 4 5 
Appropriate warm‐up conditioning 
Appropriate cool‐down activities 1 2 3 4 5 1 2 3 4 5 
Practices modifications to activities to ensure safety 1 2 3 4 5 
Applies safety rules & safety procedures 1 2 3 4 5 EQUIPMENT 
Recognizes & reports unsafe conditions & investigates equipment FACILITY 
Ensures environment is safe for playing 1 2 3 4 5 1 2 3 4 5 5
PARTICIPATION
Assessor / Evaluator READINESS TO PARTICIPATE 
Ready on time 1 2 3 4 5
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Equipment is organized for activity 1 2 3 4 5
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Activity runs appropriate length 1 2 3 4 5
PHYSICAL PARTICIPATION 
Activity levels of class (are their people standing around?) 1 2 3 4 5
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Adjudicated Fairly 1 2 3 4 5
INITIATIVE 
Effectiveness of Game 1 2 3 4 5
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Ease of Understanding of the game 1 2 3 4 5
EFFORT 
Encourages others to stay on task 1 2 3 4 5
ENJOYMENT 
1 2 3 4 5
Class enjoyment from participation in activity UNIT TEACHER FEEDBACK STUDENT RESPONSE Sport/Game___________________________ Name _____________________ Name _____________________ Name _____________________ Name _____________________ Name _____________________ 6
PART C: LEVEL 0 Insufficient LEVEL 1 Satisfactory LEVEL 2 Moderate LEVEL 3 Good LEVEL 4 Excellent COMPONENTS 0 1 GAME DETAILS Strengths and Weaknesses identified and analyzed 2 3 4 5 REFLECTION 0 1 2 3 4 Analysis of class reaction. Elements that would be changed illustrated. Understanding of elements of the game and who would succeed. STRATEGIES/SKILLS Create elements of marketing the game and where it would success outlined. . NEATNESS The written component is free of grammatical and spelling errors and is neatly presented. 0 1 2 3 4 5 0 1 2 3 4 5 5 7