1. hobbies and interests
2. paranormal phenomena

HOW TO USE IT
The Big Picture
Middle School physical education is a critical time for developing and refining physical skills
and abilities, while providing movement and activity experiences that will form a foundation
for lifelong participation in health enhancing physical activity. SPARK’s vertical articulation
guides the transition from skill-building, through skill-refinement, with increasing opportunities
for skill-application.
Grade 6
The focus during 6th grade is on building skills with numerous opportunities to practice in noncompetitive settings. They then begin to combine skills and apply them while playing modified
sports. In these games, rules are introduced which promote student activity levels (not reduce
them) and students will learn strategies for different positions. At this level, challenge-by-choice
competition and non-eliminative tournament play is recommended. Fitness is the focus of 1
class per week with an emphasis on achieving and maintaining a health-enhancing level of
physical fitness (NASPE Standard 4). SPARK Events are an optional way to complete a unit with
a motivational culminating activity.
Grade 7
Seventh graders will be refining their skills, building some new ones, and increasing their focus
on applying skills in modified team sports settings. Games become more complex, without
reducing activity time or participation by all students. Use Extensions on the backside of
activities to differentiate activities and challenge students at their level. Fitness is the focus of 2
classes per week (NASPE Standard 4), with an emphasis on fitness improvement. In 7th grade,
all units build up to participation in the SPARK Event.
MIDDLE SCHOOL
Grade 8
The focus during 8th grade is on skill-refinement, skill-application, and game strategies. Students
will learn new skills in many individual and dual sports in preparation for the transfer to high
school and a curriculum model focusing on lifetime activities. Once again, use Extensions to
challenge students at their skill level. Fitness is the central theme of 2 classes per week (NASPE
Standard 4), and performance enhancement through fitness improvement is highlighted.
The SPARK Event may take a more prominent place in the 8th grade unit as the focus on skillapplication and strategy is more pronounced.
The SPARK Middle School Physical Education Program is written to address all NASPE
Standards. For more information on standards addressed visit www.sparkfamily.org.
National Association for Sport and Physical Education. (2006) Moving Into the Future:
National Standards for Physical Education, 2nd Edition. Reston, VA: Author,
www.NASPEinfo.org.
MS Introduction: How to Use It
1
Yearly Plans
Begin with SPARK’s suggested Yearly Plans (SPARKfamily.org) to plot out the course for the
year. SPARK provides 2 types of sample Yearly Plans: Standards-Based and Unit-Based.
Standards-Based Yearly Plans (SPARKfamily.org) are grade level-specific plans that align with
NASPE standards and support the SPARK PE vision. These plans lead with the primary concepts
and primary standards to be addressed. Next are suggested assessments to use to measure your
students’ mastery of the standards. These are followed by sample SPARK Activities that address
the specific standards. As activities are simply the “tools” used to address the standards, the
choice of activities you teach is flexible. For example, instead of the suggested Softball Activities
to address throwing and catching standards, you might choose Football Activities. These
sample Yearly Plans are written in a weekly format and are also flexible in the amount of time
you spend on each standard.
Sample of Standards-Based Yearly Plan
(6th Grade)
Week
*Suggestion
only; adjust to
your teaching
schedule
1
Primary
Concepts
Addressed
Procedures
Primary
Standards
Addressed
• Identify practices
and procedures
necessary for safe
participation in
physical activities.
Suggested
Assessments
• Peer Coach
Task Card
(Cooperatives)
• Participate
productively in
group physical
activities.
On-going
2
On-going
2
SelfResponsibility
Social
Interaction
• Participate
productively in
group physical
activities.
• Coulda,
Shoulda,
Woulda
(Cooperatives)
SPARK
Activities
• Fun and Fitness
Circuit
• ASAP
• Perimeter Move
• ASAP
• 5-Spot Warm-Up
• ASAP
• Human Pizza
• Cooperatives
• Rock, Paper,
Scissors
• Cooperatives
• Radio Control
• Cooperatives
(all 5
activities)
• Phone Home
• Pattern Passing
• Evaluate individual • Teacher Rubric
responsibility in
(Cooperatives)
group efforts.
• Turnstile
• Identify and
define the role of
each participant
in a cooperative
physical activity.
• Self-Check
(Cooperatives)
• Moon Ball
• Teacher Rubric
(Cooperatives)
• Adventure Racing
101
• Boulder Runner
• Centipede Pass
• Poker Adventure
Race
• Flag Grab
• Hoopla
Adventure Race
2
MS Introduction: How to Use It
Unit
• Cooperatives
(all 6
activities)
Yearly Plans (cont’d.)
Unit-Based Yearly Plans (SPARKfamily.org) are more traditional-style Yearly Plans with
specific units being taught for 3 continuous weeks. This simplifies planning when multiple
classes are being taught at the same time. Variables such as seasonal activities, and facility and
equipment usage were taken into account. For example, while 6th graders use the volleyball
courts during a 3-week Volleyball Unit, 7th graders are utilizing a field for a Football Unit, and
8th graders are active at the racquetball courts in a Racquets and Paddles Unit.
MIDDLE SCHOOL
Sample of Unit-Based Yearly Plan
3
Week
Units
6th Grade
Mix
Fitness 1X/week
7th Grade
Team
Fitness 2X/week
8th Grade
Individual and Dual
Fitness 2X/week
1
Procedures
Cooperatives and Fitness
Procedures
Cooperatives and Fitness
Procedures
Cooperatives and Fitness
2
Cooperatives and Fitness
Cooperatives and Fitness
Cooperatives and Fitness
3
Volleyball
Football
Handball/ Racquets and
Paddles
4
Handball/Racquets and
Paddles
Flying Disc
(Team activities)
Volleyball
5
Football
Basketball
Dance
(Social)
6
Dance (Folk and Line)
Hockey
Jump Rope
7
Basketball
Dance
(Multicultural)
Flying Disc
(Ind/Dual activities)
8
Jump Rope
Volleyball
Basketball
9
Soccer
World Games
(Team Handball/Cricket)
Stunts and Tumbling
10
Stunts and Tumbling
Softball
Track and Field
11
Softball
Soccer
Golf
12
World Games
(KinBall/Sepak Takraw)
MS Culminating Event
MS Culminating Event
(Tournaments, Create a
(Tournaments, Create a
Game/Routines, Shows, etc.) Game/Routines, Shows, etc.)
Use either type as they are written, or as a guide to craft a yearly plan aligned to your local
standards or program goals.
MS Introduction: How to Use It
3
Unit Plans
A 15-day sample Unit Plan is provided for each grade level that a unit appears in within the
SPARK Unit-Based Yearly Plan. For example, it is suggested that dance be taught in all 3 years
of middle school. Therefore there are 3 distinct Unit Plans provided for dance that articulate
from 6th, 7th, and 8th grade. Sample Unit Plans can be used as written or modified to suit your
needs. Sample Unit Plans can be found on SPARKfamily.org.
ALL
B
T
E
K
S
A
B
ADE
7TH GR
AN
UNIT PL
SAMPLE
MIDDLE
SCHOOL
Y
TUESDA
Y
MONDA
-up
ing Warm
Ball Handl
ASAP
ee
Pressure Fr
Throws
Activity
ting)
asket Shoo
Shooting (B
2-on-1
Keep Away
sser or
(Choose Pa
Receiver)
2
ASAP
ock Out
MIDDLE SCHOOL
Kn
Continuous
3
Activity
ble?
Pass or Drib ay 2-on-2)
er Pl
(Pedomet
pen Space
Move to O
Player)
(Defensive
ss)
o (Fake Pa
G
d
an
e
Giv
ASAP
ee Throws
Pressure Fr
Activity
ting)
asket Shoo
Shooting (B
-2
on
3Keep Away
e)
(No Dribbl
Knock Out
Activity
ASAP
ee Throws
Pressure Fr
Activity
ayer
/ a Post Pl
3-Catch w
l
ya
Ro
st
Po
(3-on-3
t)
Tournamen
ASAP
ock Out
Kn
Continuous
ASAP
Continuous
-up
Activity
ions
Passing Stat
er)
(Pedomet
AY
FITNESS D
ace
in Open Sp
Dribbling
e Leader)
(Follow th
d Pivot
Position an
e
ant Dribbl
in
om
(Non-d
n)
io
sit
Po
y
Read
1
-up
Activity
Activity
ASAP
ing Warm
ing Warm
Ball Handl
ASAP
FRIDAY
Ball Handl
ASAP
AY
FITNESS D
WEEK
AY
WEDNESD
AY
THURSD
-on-3
sketball (3
3-on-3 Ba
t)
en
m
na
ur
Royal To
Activity
3
-onsketball (3
3-on-3 Ba
nament)
Royal Tour
MS Introduction: How to Use It
5
Lessons
A typical SPARK MS PE lesson includes:
ASAP and Roll-taking
Begin each lesson with ASAP (Active Soon as Possible) activities to get all students involved
and active the instant they arrive at the instructional area.
For high MVPA roll-taking strategies, use any of the ASAPs found in the ASAP Section.
ASAPs specific to each unit can be found inside units, just before Activities.
Additional choices can found at SPARKfamily.org.
Instructional Activities (see pg 7 for sample)
Introduction
Begin with a brief introduction by stating the Activity name and
objectives. Both are important so students can recall the Activity
by name and also understand the purpose of the Activity. Briefly
discuss standards addressed.
Instruction
Next, give clear and succinct instructions for skills, drills, and
modified games. Do not go into great detail on skill cues or game
rules.
Skill Building and
Skill Application
Move students directly into the Activity, whether skill-building
drills, or modified games for skill-application.
Feedback
While students are active, observe and help those in need. Provide
feedback to students as you move through the area. Restate cues
or refine rules as needed.
Challenges
After students have had some time to practice skills or engage in
the Activity, use Challenges to increase interest while encouraging
improvement. Challenges are embedded within the Teach section
of most activities as well as on Skill Cards.
Cool-down and Closure
Cool-down
Provide cool-down activities such as walking the perimeter or
active stretching while lesson closure takes place.
Think About…
Use Think About… to review key learning points and to assess
student knowledge of concepts, principles, and strategies.
6
MS Introduction: How to Use It
Activity Pages
(Front Side)
Each SPARK Activity includes the following:
Shows the name of the
activity: These will be
referred to in the sample
Unit Plan and elsewhere.
ACTIVITY
ZONE AND PLAYER-TOPLAYER DEFENSES
Prep
Describes
set-up prior
to beginning
instruction.
Questions
that
challenge
students
to reflect
on and
examine
recent
experiences.
A diagram
of the setup. Where
students and
equipment
should be.
Set
ZONE
PERSON-TO-PERSON
• Create medium grids (10X10
paces) per group of 6.
• Use spot markers to divide grids into 3 equal-sized areas (see diagram).
• Form groups of 3: 2 groups per grid; 1 group wears pinnies and begins on Offense.
Teach
MIDDLE SCHOOL
Designates
the SPARK
program.
10 PACES
1. Today you will learn how to play zone and player-to-player defenses. In a zone
defense you defend an area or section of the field and try to prevent the disc from
getting to your opponent. In a player-to-player defense you defend a person.
2. Zone Defense
• In zone defense, the Defenders stay in their designated area and defend anyone
who enters their zone. Defenders, each of you defend one third of this grid. (Show
divisions of the grid.)
• Offense, your job is to complete as many passes as you can. You may move from
zone to zone at any time. Principle of 3’s is in effect.
• Defense stay in your zone and between the disc and the player you are guarding.
• Switch roles on signal. (Allow students 2-3 minutes of practice before switching roles.
Repeat if needed.)
3. Player-to-Player Defense
• In player-to-player defense, the Defenders stay on a designated person and defend
that person no matter where they go in the grid. You may go anywhere on the field
to defend your player.
• Begin by lining up across from the other group. Choose which player you will defend
against. It often helps to defend someone who is similar in size and/or speed.
• Offense, again, your job is to complete as many passes as you can. You may move
from zone to zone at any time. Principle of 3s is in effect.
• Switch roles on signal. (Allow students 2-3 minutes of practice before switching roles.
Repeat if needed.)
4. Challenges
• In zone, can you cover your entire zone?
• In player-to-player, can you keep within at least 3' of your player at all times?
5. Think About…
• Which defensive strategy did you like better? Why?
FLYING DISC
MIDDLE SCHOOL
A ready-toread activity
description
stating
objectives,
instructions,
cues and
challenges.
10 PACES
10 PACES
• 4 cones per 6 students
• 4 spot markers per 6
students (to divide grids
into zones)
• 1 pinnie per 2 students
• 1 disc per 6 students
10 PACES
Lists the equipment/
materials needed.
Shows the
type of
grouping.
States which
SPARK Unit
the Activity
came from.
21
Shows the page
number within
the unit.
MS Introduction: How to Use It
7
Activity Pages
Extensions
challenge learners
of different skill
and grade levels.
These progressive
challenges are
listed for 7th and
8th grades, but can
be used at any
time to modify
the activity and
challenge students
at their level. As
you teach, assess
your students’
comfort, interest,
and capacity
to perform the
Activity, then
adjust accordingly.
If an Activity is
too easy, move
to Extensions
to increase the
challenge. If it
is too difficult,
decrease variables,
simplify, and slow
down.
Most SPARK Activities include the following:
Use the Integrations as background information during a lesson
introduction or closure. Or, print all of the unit Integrations
from SPARKfamily.org and staple the set to a bulletin board in
sequential order for students to read on their own. Pull off the
top one before the start of each new lesson.
Types include:
= Home Integrations promote physical activity at home and
with family members.
= Wellness Integrations include tips on nutrition, safety,
wellness, etc.
= Global Integrations connect activities and units to the
history, customs, and practices of countries around the
world.
= Multicultural Integrations connect activities and units to
diverse cultures found locally and regionally.
ZONE AND PLAYER-TOPLAYER DEFENSES
EXTENSIONS
Pedometer Play
(Need 1 pedometer per 3 students.)
One group member wears a pedometer
while participating in Zone and Playerto-Player Defenses. Reset the pedometer
at the start of each activity. Which type
of defense used more steps?
Start your day in the Zone. Research
shows that eating a healthy breakfast
improves concentration, positively
impacts academic performance, and
boosts the immune system. The power
of pancakes!
Heart Rate Check
(Need 1 heart rate monitor per 3
students.) One group member wears a
heart rate monitor while participating
in Zone and Player-to-Player Defenses.
Check your heart rate during each
activity. In which type of defense was
your heart rate higher?
Use to help guide
standards-based
teaching. Space
is available to
write standards
from your state.
See how SPARK
aligns with your
state standards at
SPARKfamily.org.
NASPE
#1, 2 Passing, defending
#2
Offensive and defensive
strategies
#3, 4 Aerobic capacity
#5, 6 Cooperation, accepting
challenges
Your State (Write in here)
22
8
(Back Side)
MS Introduction: How to Use It
• Small cones can be used in place of
spot markers for grids.
• Pinnies Rule: The group wearing
pinnies gets the disc first.
NOTES
These tips are
instructional hints
from SPARK PE
specialists who
have instructed the
activity. Read them
prior to teaching
to get the “inside
scoop.” Write your
own notes in the
space available.
See pg 18 for
samples of SPARK
management and
teaching strategies
to help increase
MVPA during PE.
Basic Activities
G
WALK/JO
LLS
ROLE CA
ACTIVITY
ASAPs
ASAP
Prep
• None
Prompting students to be “Active Soon As Possible”
(ASAP) is one of SPARK’s strategies for increasing physical
activity. ASAPs include a variety of activities for teachers
to implement as students arrive for class. They use little
or no equipment, are enjoyable and challenging, and
promote health-related fitness. Designed to involve
all students in moderate-to-vigorous physical activity
with few instructions or rules, ASAPs can also serve as
active roll-taking activities. Once taught, ASAPs may be
student-initiated and used before, during, or after taking
roll. ASAPs can be found behind the red ASAP tab (for
general ASAPs), as well as in each Instructional Unit (to
correspond to the specific unit), and on SPARKfamily.org.
Set
ting
te using exis
/jogging rou backstop,
a walking
und the
• Create
bars,
s (e.g., aro
the pull-up
activity area
rs, around
che
blea
past the
.
then repeat)
te.
ents the rou
• Teach stud
Teach
nce
take attenda g route.
l Call, I will
walk/jo
lk/Jog Rol
around our
1. In Wa
) you may
k and/or jog
of walking
route.
as you wal
0 seconds
walking the
in
beg
reach in 30-6
arrive,
name).
they could
2. As you
X (a point
number (or
you reach
r roll-call
continue
3. When
t) call you
and
istan
“ass
ing.
area
gnated
activity
begin jogg
(or my desi
move to our
you pass me
for, we will
4. When
accounted
are
ents
all stud
5. When
on.
with the less
MIDDLE
SCHOOL
NS
EXTENSIO
nkey
, across mo
r low hurdles
(e.g. ove
llenge
challenges
Up the Cha
ude more
route to incl or push-up spot).
Change the
curl-up
ping at a
bars, stop
llenge
.
Cha
ging
the
re challen
Crank Up
er and mo
route long
Make the
SED
S ADDRES
RD
STANDA
NASPE
y
obic capacit
#3, 4 Aer
enjoyment
peration,
#5, 6 Coo
(Write in
Your State
1
here)
ASAP
AEROBIC BA
SICS
Fitness Activities
Prep
• Music (inter
val) and playe
r (optional)
• 1 heart rate
monitor per stude
nt (optional)
Set
• Students on
designated roll-c
all numbers.
• Play music.
Teach
FITNESS
1. Aerobic Basic
s is the warm-up
for our fitness
2. As you arriv
activities toda
e, move to your
y.
roll-call numb
3. Aerobic Basic
ers and begin
Exercises - Do
moving.
each of these
seconds each
until the signa
and extend as
l to change. (Allo
it becomes easie
• Knee Taps
r.)
w 30
– Lift your knee
s
up
to
your
• Imaginary
palms held hip-h
Jump Rope igh, alternating
Pretend you are
L and R.
• Jumping Jack
jumping rope
s – Jump to strad
. Get as tricky
as you like!
and back.
dle and back
on beat, with
arms
straig
• Mountain
ht moving up
Climbers – Put
hands on groun
your body. Mov
d and form a
e to lunge your
wide, inverse
legs, alternating
• Push-Ups –
“V” with
front foot.
From your knee
s or your feet.
MIDDLE SCH
OOL
ASAP EXTENS
IONS
1 – Get in the
Zone
Check your heart
rate, working
Have Heart for
to get and stay
details.)
in Zone 3. (See
Fitness Activity:
Gotta
2 – Student Rout
ines
Students subm
it routines with
5 - 10 exercises
to be performed
during roll-call.
STANDARDS
NASPE
ADDRESSED
#3, 4 Aerobic
capacity
#5, 6 Cooperatio
n,
Your State (Write
enjoyment
in here)
Instructional Unit Activities
THROW
PARTNER TCH
AND CA
ASAP
Prep or 4 lines (for boundaries)
• 4 cones
students
disc per 2
• 1 flying
Set
you will use
area
same activity
• Use the
your lesson.
the rest of
for
Teach
warm-up
forth
back and
Catch is our
e, and toss
Throw and
open spac
ow, Hammer
t.
1. Partner
ehand Thr
, move to
ng Disc Uni
grab a disc
Throw, For
for the Flyi
a partner,
(Backhand
arrive, find throws and catches
ed C Catch).
and
2. As you
of
1-H
ice
ch,
r cho
anded C Cat
using you
Catch, 2-H
Throw, Clap
signal.
e until the
3. Continu
disc as it's
TENSIONS
ary
to meet the
ASAP EX - Both Partners Statsion
Moving only
stationary.
n1
both partner
Progressio
Catch with
e
Throw and
Moving
to open spac
1 Partner
her moving
thrown.
ionary /
and the catc
tner Stat
stationary,
n 2 - 1 Par
the thower
Progressio
with
ch
Cat
Throw and
.
disc
the
to recieve
Moving
h Partners are on the move.
n 3 - Bot
Progressio wer and the catcher
Both the thro
SC
FLYING DI
SCHOOL
MIDDLE
MIDDLE SCHOOL
1
SED
S ADDRES
RD
STANDA
Hammer
nd Throw,
ow, Foreha ed C Catch
khand Thr
and
#1, 2 Bac
C Catch, 1-H
2-Handed
y
obic capacit
#3, 4 Aer
challenges
accepting
peration,
#5, 6 Coo
NASPE
Your State
(Write in
here)
The SPARK Fitness Section (red tab) provides Fitness
Activities for students to learn about and improve
their aerobic capacity, flexibility, muscular strength and
muscular endurance while understanding critical body
composition concepts. Use Fitness Activities throughout
the school year to keep health-related fitness a critical
part of the ongoing physical education weekly routine.
Additional Activities, circuits, and exercises can be found in
the SPARKfit section of SPARKfamily.org. Sixth-grade units
provide 1 day/week with a focus on fitness while 7th and
8th grade units suggest fitness be the priority for 2 days/
week. (See page 17 for more on fitness in SPARK MS PE.)
Throw, Clap
Catch,
SPARK MS PE offers students hundreds of Activities to
learn, practice, and master a wide range of diverse skills
and strategies that address state and national standards.
Only Activities that produce substantial opportunities
for students to actively engage in moving and learning
sport, cooperative, and dance skills are included. Inactive
games and drills, as well as activities requiring specialized
equipment or facilities (e.g., formal gymnastics and
aquatics) have not been included. Instructional Units are
all marked with blue tabs.
1
MS Introduction: How to Use It
9
Special Activities
Adventure Races
“Real” adventure racing is an exciting sport that can last from hours to days. Small groups
travel together and complete various tasks as they navigate their way through a challenging
course. Fitness, problem solving, cooperation, and movement skills are vital to success.
SPARK Adventure Races utilize the core concepts of “real” adventure racing without the
fancy equipment or rugged terrain. The main objectives include reviewing, reinforcing, and
assessing skills and knowledge learned during a unit. They are fun and challenging and offer
many opportunities for cooperation and problem-solving. (DeJager, D. and C Himberg. 2008.
Adventure Racing Activities for Fun and Fitness. Champaign, IL: Human Kinetics.)
The object of a SPARK Adventure Race is for groups to complete all tasks on their Adventure
Race Task Card, within the time limit, while staying together. Most units in the SPARK MS
PE Manual have an Adventure Race. Although each is slightly different, they have much in
common.
How They Are Run
• Groups typically move a total of 4 loops around the racecourse.
• On the 1st loop, groups stop only at the Answer Station. (This helps stagger groups at the
Activity Stations.) When they arrive at the Answer Station they tell the Judge the answer
to Question #1 on their Task Card. The Judge makes sure that the group is together and
their answer is correct. If so, the Judge marks the back of Task Card and the group moves
on to the next Activity Station. If incorrect (or the group is not together), the group must
move around a short “Think About It” loop before giving another response. Students are
encouraged to work with other groups to answer difficult questions. Hints can be given by
the Judge to help groups in need.
• After completing the 1st complete loop, groups continue around the racecourse stopping
at each Activity Station to perform movement or fitness skills and/or complete problemsolving activities. The group receives a mark on the backside of the Adventure Race Task
Card in the appropriate box after finishing each station’s task.
• Groups must remain together, earn the required number of marks, then cross the finish line
together.
• After completion, groups show teacher/Judge their task card and begin the Closing
Challenge.
10
MS Introduction: How to Use It
Special Activities
Adventure Race Task Card
ES
50
C
PA
• Print 1 per group of 3-4 on cardstock
and laminate for durability.
• Task Cards guide groups through the
course with rules, tasks for each station,
and the questions for the Answer
Station.
• Includes the Closing Challenge activity
for groups to complete when finished
with the race.
Judge
Adventure Race Station Cards
Judge
Judge
Think
About It
Loop
Judge
Judge
• Print 1 per station on cardstock and
laminate for durability.
• Put in Shoulder Folders at cones to
create stations.
• Denotes the type of task to be done at
each station.
MIDDLE SCHOOL
Judges
• Judges are utilized throughout the
course to ensure groups are following
race rules and embodying the spirit of
the Adventure Race.
• Teachers and/or non-participating
students make good judges.
• One Judge is needed at the Answer
Station to see that the group has
answered the question correctly, to
mark their Adventure Race Task Card,
and to ensure the group is together.
Judges are optional at Activity Stations,
but are suggested if students have
difficulty following rules. If there are no
judges at the Activity Stations, groups
may be on the honor system to mark
their own cards.
MS Introduction: How to Use It
11
SPARK Events
R PE DANCE
PENNIES FO
MARATHON
s or
ration 1 clas
1 full day
– time
tions (Du
Event Op
ve
remain acti
h levels will
.)
permitting
options. Bot by all.
2 activity
or
ticipation
nt there are
ate in 75%
ensure par
In this eve
to
on
will particip
the less
throughout
out. Students
rt
hea
r
Dance you for this event.
ate in
Option –
duled
will particip 2
• Level 1
dances sche
e. Students
Level
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ents cho
e feet the
Teach thes addition, pairs of stud – 6.
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ups of 4
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tines to gro
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75% or mo ce moves and/or rou
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.
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as possible
on program rathon can be a fun
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l
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ryone
ce Ma
Physica
for PE Dan
Students coll Dance Marathon, eve Use funds
nies
ity.
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mun
The
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com
day of the
re school
tral contain
into a cen
unit. On the
for the enti
collection
the Dance
throughout nies to the event for students.
pen
for all
brings the
education
e physical
to improv
rathon with
s
Dance Ma central
ard Basic
nies for PE
a
Bulletin Bo
for the Pen
you can use
excitement r administration if
reness and
Raise awa
rds. Ask you
.
photos.
bulletin boa
-traffic area
1, post past
1 or more
r
high
yea
a
r
in
rd
ned
ons. Afte
bulletin boa
ce Marath
dances lear
the
Dan
ut
ut
abo
abo
light facts
Give facts
Section 1:
wcase to high
dance sho
program
Provide a
2:
ude
ion
incl
Sect
funds,
.
raising the
you
in this unit
are
reasons why
Highlight
year 1
Section 3:
ble goal in
d.
a reasona
details.
accomplishe
l meter. Set
raising goa ls on what has been
Post a fund
years’ goa
Section 4:
following
base
and then
e)
Pag
of
e
ksid
ch on Bac
p, Set, Tea
(Event Pre
MIDDLE
SCHOOL
DANCE
Suggested
65
Implement the SPARK Event in the last few days of the unit
to provide an exciting culminating experience that will
showcase skills and knowledge learned. Use the SPARK
Event as a foundation for teacher and student creativity
and expand the idea to make it relevant to your students,
school, and community. SPARK Events include 2 or 3 levels
of participation and competition so students can choose
the one that is right for them.
Each SPARK Event connects the experience globally,
expanding student understanding of activity as it relates
to the larger human experience. Use this connection to
introduce each Event to your students. Then, create a
name for each Event using characteristics of your school,
making it more meaningful to your students. A simple
way to do this is by using the school name or mascot in
the name of the Event (e.g., The Chesapeake Cheetah
Challenge, The Fletcher Hills Finale, The Winston Warrior
Wind-up, etc.).
Generate interest for each SPARK Event with bulletin
boards focusing on unit content and the SPARK Event
theme. Post each board in a high-traffic area, at the
beginning of each Unit. Update the content regularly with
up-to-date information and photos from previous years’
Events. Basic outlines for SPARK Event bulletin boards
are given within each unit. Supplemental bulletin board
resources can be found at SPARKfamily.org.
PENNIES FOR PE
DANCE MARATH
ON
PREP
• Music Playe
r
• SPARK MS
Music CD and/
or a collection
songs to matc
of
h dance styles
• Event deco
rations (optional)
SET
Teaching Pair
• Set a Pennies
for PE fundraisin
g goal.
• Post and main
tain event bulle
tin board.
• Create an audio
playlist long enou
provide music
through the entir gh to
e event.
• Allow stude
nts to choose
an event level
1 or 2).
(Level
• Pair Level 2
students as teach
ing pairs.
• Form group
s of 4 – 6 as learn
ing groups. Assig
n a teach
TEACH
ing pair to each
group.
1. Today is fi
nally here! Welc
ome to the Penn
2. Today we’ll
ies for PE Danc
dance nonstop
e Marathon!
for X hours (desi
physical educ
gnate amount
ation program.
of time) to raise
3. At the halfw
funds for our
ay point, we’ll
break into group
teach you some
s of 4 – 6 and
new moves.
our dance teach
4. Thank you
ing pairs will
for working hard
and collecting
tomorrow (or
pennies. We’ll
next week) on
post the final
our bulletin boar
5. When the
fundraising total
d.
music starts, danc
e!
66
12
MS Introduction: How to Use It
Written in Prep, Set, Teach format, SPARK Events are
similar to other Activities, but are used as a culminating
activity. Leveled Activities are taken from those taught
earlier in a unit. It may be helpful to review specific
Activity pages while preparing for an Event.
Many Events utilize the Royal Court tournament format.
This type of tournament increases activity for all students
while maintaining a focus on participation. A complete
guide setting up and running Royal Court tournaments
can be found at SPARKfamily.org.
The First Five Lessons
At the beginning of every school year, use
your first 5 lessons (or however long it takes)
to establish a positive learning environment
with routines and protocols to be followed
throughout the year. When students know
what to do and when to do it, it decreases
the amount of time spent on management
for the rest of the year. This not only makes
it simple for students and teachers, it also
increases the level of moderate-to-vigorous
physical activity (MVPA) because less time is
wasted.
SPARK offers sample introductory lessons
entitled, “The First 5 Lessons” (behind a tab
of the same name) which specifically focuses
on establishing class procedures, learning
each other's names, building a group spirit,
understanding safety rules, etc. These are
suggestions to be used in combination with
activities you normally teach to set the stage
for your year.
MIDDLE SCHOOL
The positive learning environment includes
much more than just routines, however. The
way you start the year also sets the tone of
your class for the next 36 weeks. Will it be
the “rowdy” class where kids don’t get along
and accidents happen all too frequently? Or,
will it be the one that students look forward
to because they know it is fun and safe, with
new things to learn throughout the year?
MS Introduction: How to Use It
13
Instructional Materials
Task Cards
Include instructions for selected activities within the unit.
With English on the front and Spanish on the back, Task
Cards are provided to individuals, pairs, and groups to
help guide student learning. SPARK suggests downloading
them from SPARKfamily.org, printing onto cardstock, and
laminating for durability; or purchasing the SPARKfolio.
NG
D TUMBLI S
D ROLL
STUNTS AN
ROTATIONS
:
Rotations
of feet and
AN
raise back
Pirouettege position. Lift to balrtls leg. Pull with shoulder
n
lun
f of suppo
k wall, tur
• Begin in
touches cal head to spot on bac front
n
at
foot so toe
k foot; tur
ins curved
s to
opposite bac und. Front arm beg n bring both arm
the
aro
y
le,
wa
dd
all the
at side mi
arm
er
oth
n
middle,
ddle to tur
mi
e
sid
crown or
:
SED
S ADDRES
STANDARD
CARD
MS SKILL
14
MS Introduction: How to Use It
Skill Cards
8.5"X11" sheets that visually and/or verbally depict unit
skills. Use Skill Cards to create stations and/or use as a
visual for you and your students when learning skills.
Skill Cards contain Challenges to differentiate skills from
6th-8th grades. Cards have English on one side, Spanish
on the other. SPARK suggests downloading them from
SPARKfamily.org, printing onto cardstock, and laminating
for durability; or purchasing the SPARKfolio.
Assessments
Utilize SPARK Assessments to help guide your teaching. Three levels of assessment choices
are offered. Choose the one that fits your teaching style and class environment. Each option
is designed to offer increasing levels of standards-based feedback as a measure and guide for
improvement and evaluation. SPARK Assessments are designed to be used along with regular
observation of student participation and effort.
Level 1
• SPARK Unit Written Tests
Level 2
• SPARK Unit Written Tests
• Skill-based Assessment such as:
o Performance Rubrics (or)
o Peer Coaching Checklists (or)
o Self-Checklists
• Student Portfolios to include any (or all) of the following:
o SPARK Unit Written Tests
o Skill-Based Assessments (including optional video assessments)
o Coulda, Shoulda, Woulda Character Ed Journaling Pages
o Create a Game Journaling Pages
o Create a Routine and/or Event (including optional video)
o Heart Rate Monitor Logs
o Pedometer Logs
o Fitness Assessment Logs
EST
UNYIITNGTDI
SC
FL
DATE:
PERIOD:
NAME:
TEACHER:
question.
er for each
the best answ
t for
letter for
is importan
write the
Disc Golf
be …
Circle and
the rules in
you should
ce sign” grip?
uses the “pea
disc throw
1. Which
a. Backhand
b. Forehand
ber
c. Thum
d. Rudder
when
ld follow
cue you shou
is the final
w?
2. Which
any disc thro
performing
the side.
a. Step to
disc flat.
t.
b. Keep the ugh to your targe
thro
c. Follow
proper grip.
d. Use the
Skill-it!
from the
6. Following waiting to throw
is farthest
n
whose disc
safety. Whe
the person
a. behind
st to the
disc is close
hole.
on whose
t of the pers
b. in fron
hole.
disc.
your own
the target.
c. behind
in front of
d. standing
me
l and
t successfu
is the mos
disc?
type of catch
to catch a
3. Which
n you can
used whe
should be
C-Catch.
a. 1-handed C Catch.
b. 2-handed
Catch.
h.
c. Pancake
the Back Catc
d. Behind
t
is the mos
ate where
playing Ultim to receive the disc?
4. When
place to run
l
essfu
succ
end zone.
a. To the
ine.
sidel
b. To the
space.
nder.
c. To open
nearest Defe
d. To the
SCHOOL
r Builders
player
ate and a
game of Ultim out of bounds,
playing a
es the disc
5. You’re
able
r team catch ch is an unaccept
Whi
on the othe
they are in. tion?
but insists
des.
the situa
le
deci
ner
hand
Win
way to
r, Scissors.
to the
a. Rock, Pape . Throw goes back
play
b. Redo the
a
who had
thrower.
on the field
say.
eone else
what they
c. Ask som
and go with
it takes to
better view it for however long
t
abou
d. Argue
decision.
a
to
e
com
Characte
around a
to step out
help you
ate?
exercise will
7. Which
wing in Ultim
when thro
Defender
a. Curl-ups
-Ups
b. Push
s
c. Leg Curl
d. Lunges
course and
ole Disc Golf
g your…
ing an 18-h
on improvin
8. While play you are working
ries
burning calo
position.
a. Body Com
rance.
Endu
r
b. Muscula
y.
c. Flexibilit
Capacity.
d. Aerobic
cts
Fitness Fa
In the Ga
MIDDLE
MIDDLE SCHOOL
Level 3
Happen about YOU. All answers are
Make it this
section is
er
(Rememb
acceptable.)
a
throwing
use while
will YOU
disc throw
9. Which
a friend?
disc with
a. Backhand
hand
Fore
b.
throws.
c. Hammer
s of different
d. All type
flying disc
ly learned
use my new
t likely to
10. I’M mos
of Ultimate.
e
skills to…
gam
pick up
or beach.
a. Play a
at the park
catch
it with
b. Play
Disc Golf.
t and play
round of
g disc spor
c. Play a
my own flyin
d. Create
friends.
Written Tests
Pencil and paper assessments, which check understanding
for all 6 NASPE standards. SPARK Written Tests provide
students a chance to show off their new knowledge
through a short written test given at the end of the unit.
Grade each test yourself, or allow students to grade a
partner’s test. Student grading of tests generates discussion
on honesty, while offering another class review of unit
concepts.
MS Introduction: How to Use It
15
Assessments (cont’d.)
Performance Rubrics
VIORAL
IVE / BEHA
COGNIT
DGE
WLE
IVE KNO
COGNIT
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SC
FLYING DI
all 3 cues
Observational assessments you can use to collect skill
development data. Due to the large numbers of students
and classes taught in physical education, it’s often difficult
to use rubric assessment for every skill taught. SPARK
recommends using rubrics in the following ways:
• At the start of each unit to set learning objectives and
expectations.
• Each marking period, as 1 recorded skill assessment per
student. If you complete 3 units per marking period,
assess 1/3 of the class with the rubric from one unit, 1/3
of the class with the second, and 1/3 with the third.
• Throughout units as a guide for practice and
performance.
kes
with no mista
all the time no mistakes
with
ates
kes
Demonstr
all the time
Scale: 3
ates 2 cues the time with no mista
all
2 Demonstr
ates 1 cue
cues
1 Demonstr onstrate any of the
dem
0 Cannot
Oftentimes, assessing all students with rubrics for every
skill can be an unmanageable task due to large class sizes
and multiple classes per week. That should not stop you
from using rubrics in your teaching. Pace your assessment
to be both manageable and meaningful.
FLYING
DISC
DATE:
PERIOD:
NAME:
TEACHER:
the Catcher.
did properly.
Coach and
that they
other is the
for each cue
while the
checkmark
first Thrower, throw.
Thrower a
you is the
cues for the 5 throws, giving the
1. One of
follows the
least
catches at
2. Thrower
and
hes
watc
3. Coach
w.
tice the thro
roles.
4. Switch
inue to prac
nish, cont
5. If you fi
Directions
FLY
ING DISC Trial 4
Throw
Backhand
l3
Cues
NAM
Trial 2
Trial 1
Trial 5
Tria
E:
b on top
Places thum
th
rs undernea
Curls finge TEACHER: -sided foot
ard with same
Steps forw
Peer Coaching Checklists
Peer skill assessments that guide students in offering
feedback to their partners for proper performance.
Students take turns being the Coach and the Performer.
DATE:
Practice
the skills below
PERIOD:
t
Snaps wris
using the “Thin
a partner 10 times
k Abouts” for
. Circle
cues. Then try
forflat
Keeps disc
target the number of times
improvem
the activity alone
ts toeach
ents
you did every
and poin
time we do a
thing in the “Thin Tria
through
l 5or with
your stuff to
Self-Check. Whe
Followsshow
k Abou
l4
a friend
d Throw
rehff.an
forFo
sign-o
Cues
SCHOOL
e sign grip
Shows peac
side
w close to
Keeps elbo
t at 45°
Drops wris
RookieTrial 1
FLYING
Trial 2
Semi-Pro
n you are
ts.” Look
Tria
Trial 3 an “All Star” you are ready
to
Professional
All Star
DISC
t
Flicks wris
t
ugh to targe
Follows thro
MIDDLE SCH
OOL
MIDDLE
row
Trial 5
4
Trial Have
your friend
Hammer Th
l3
DAT
TriaE:
2
3
sign below.
4
5 l 1 6 Tria7l 2
times in a row Tria
8
IOD: 10
times in a row
PER9
Cues
times in a row
2
3
4
NAME:
5
6
e sign griptimes in a
7
8
row
Shows peac
9
times in a row
10
Ham
head
times in a rowbounds with
TEACHER: Holdmer
s disc over
2
ds”
of
3
Throw
steps out
5 un 6
ut4 Of Bo
team
times in “O
each other.
8 to argu
a row
the oth7er
Tilts disc
9 e with
on in
er
times
10
in
play
a
a rows beg times
e when
ard
in a row
in. Both team
Steps forw
is
e of Ultimat
he
gam
a
that
ing
t
the disc says
s wris
You are play Flick
with
er
do.
play
ld
t
THINK
cou
. The
youAB
ugh to targe
the discBac
OUTS...
list 3 things
Follows
kha
ndthroThro
w Briefly
you do?
• Grip:at
could
thumb on top
: Wh Places
of disc with
Coulda
• Holds
Backhand
Throw
Forehand
Throw
Self-Checks
Student-paced skill assessments that can be administered
throughout the entire unit.
disc with side
and back of hand index finger along rim; curls
• Steps towar
other fingers
facing the target
d target with
under the rim.
.
same foot as
• Finishes throw
throwing hand,
pointing finger
and snaps wrist
• Keeps disc
at target.
as arm extend
low and parall
s.
el to ground.
1.
2.
Forehand Thro
in this
should do
w
t you
• Grip: Places
ribing wha
thumb on top
of disc. Make 2-3 sentences desc
against inside
te s a peace
lip under disc. do? Wri
• Keeps elbow
you Ring and pinkie finger sign with index and middle fi
uldbody
shoto
nger; places middl
stay tucked in,
Whatclose
and holds lower
• Drops
ulda:wrist
touching palm.
e finger
Sho
so disc hangs
arm parallel to
at 45° angle.
• ation.
ground.
wrist forward
situFlicks
as disc is releas
ed; points and
follows throug
Hammer Thro
h to target.
w
• Grip: Places
thumb on top
of disc. Make
against inside
s a peace sign
lip under disc.
with index and
Ring and pinkie
• Holds disc
middle finger:
over head. Tilts
fi
places middle
disc so it is almos nger stay tucked in, touch
• Steps and fl
finger
ing palm.
icks wrist forwa
t
rd as disc is releas upside down.
ed; points follow
ing through to
target.
Write a full
ld you do?
What wou
Woulda:
ation.
in this situ
actually do
ld
t you wou
in detail wha
describing
paragraph
MIDDLE
SCHOOL
3.
16
MS Introduction: How to Use It
Coulda, Shoulda, Wouldas
Pencil and paper assessments, offering scenarios that allow
students to reflect and respond to situations they are often
faced with during physical education/physical activity
settings. These make excellent homework assignments and
topics to discuss with a partner or in small groups.
Where Fitness Fits
SPARK MS PE recommends 1-2 lessons per
week be devoted to fitness instruction time
(1 in 6th grade and 2 in 7th and 8th grades).
These lessons teach students to assess and
maintain physical fitness, and to demonstrate
knowledge of physical fitness concepts,
principles, and strategies to improve health
and performance.
In addition to specific fitness days, all SPARK
Activities have the potential to promote
health-related fitness every day. From
management and teaching strategies designed
to increase MVPA (e.g., high-activity rolltaking, high student-to-equipment ratios,
etc.), to Activities designed specifically to
maintain a level of 50% or greater MVPA,
SPARK MS PE keeps a focus on fitness during
PE class on a daily basis.
MIDDLE SCHOOL
Integrations are another way to promote
physical activity and physical fitness, with
suggestions for out-of-class settings such as
before and after school and at home with
family and friends.
The SPARKfit program (SPARKfamily.org) is
yet another way SPARK promotes healthrelated fitness throughout the school year
and beyond. SPARKfit is a collection of
programs, resources, and teaching tools all
aligned with consistent wellness messages
and outcomes, each incorporating evidencebased best practices. The goal of SPARKfit is
to provide teachers with relevant tools for
embedding physical activity, good nutrition,
and wellness behaviors into a variety of
settings, making it possible to surround
students in an environment of positive and
accurate wellness messaging.
SPARKfit includes:
• Personally Fit. This in-class program
includes wellness lessons with various
themes including benefits of physical
activity, assessing fitness, the FITT
principle, energy balance, breaking
barriers, finding social support, eating
healthy foods, and more. This program
also includes a variety of Activity and
Healthy-School Challenges.
• SPARKfit Circuits. This collection of
resources include circuit-training guides
for PE and the classroom, as well as at
home.
• Fitness Lab. This fitness program is
designed to be implemented beforeand/or after-school with lessons and
wellness extensions for students to take
home.
• Wellness Walking. Another beforeand/or after-school program, teaching
students and staff the healthy benefits
of a complete wellness walking routine.
All SPARKfit programs and resources
are available at SPARKfamily.org and
are available for use by schools and
organizations that maintain membership.
MS Introduction: How to Use It
17
SPARK Strategies
Incorporate SPARK management and
teaching strategies into your routines to
help increase MVPA during PE. Examples of
SPARK management and teaching strategies
include:
High MVPA Roll-Taking Strategies
Taking roll while students are active adds
approximately 5 minutes of MVPA per
day, 25 minutes per week, 100 minutes per
month, and 900 minutes per school year.
That equals 30, 30-minute classes. Wouldn’t
it be great to add an extra 30 classes of pure
activity to your students’ schedule each year?
Check out strategies in the ASAP Section to
find examples that might work for you.
The object is… You do that by…
When describing an activity, try: “The object
of the activity is ________; you do that by
_________. Ready? Go!” This strategy helps
keep your instructions focused and concise.
The 80/20 Rule
After instruction, assume 80% of students
understand and the other 20% don’t.
Instead of answering student questions, get
started. Most students will “get it” while
participating in the activity. While students
move, play the role of “plumber” and “fix
the leaks” by providing individuals with
information when needed.
18
MS Introduction: How to Use It
Principle of 3s
To keep things simple in most activities
taught, make the answer to all questions “3.”
How close can I cover on defense? Answer:
3'. How long can I hold the ball on offense?
Answer: 3 seconds. How far must my pass
go? Answer: 3'.
Pinnies Rule
The group wearing pinnies begins on Offense
and always goes in the same direction (e.g.,
facing north).
Limited Equipment/Large Class Ideas
Ideally, equipment ratios are appropriate,
but in cases where there isn’t enough, read
Limited Equipment/Large Class Strategies in
the introductory pages of each unit.
Individual/Partner/Group
To decrease transition time, keep similar-sized
groupings throughout the lesson, or combine
ready-made groups/pairs rather than
creating new ones. SPARK Activities note the
grouping needed with individual, partner, or
group icons on the top, R-hand corner.
Look for Movement
If you don’t see enough, change the
activity (e.g., do a different drill or a timed
challenge; reduce group size; add more balls
or more chasers; widen boundaries; etc.).