HOW TO USE IT
The Big Picture
High School physical education is a critical time for transitioning students from skill-based
instruction and activity exploration, to self-directed activity and fitness management. This
can be done through meaningful movement experiences which provide personal enjoyment
and social engagement. SPARK HS PE represents that next level of fitness, skill and knowledge
application. It is designed to build and refine skills when necessary, engage all students
regardless of experience, fitness or skill level, foster cooperation and personal responsibility
and define respectful competition.
Health-Related Fitness
Each SPARK HS PE unit addresses health-related fitness by focusing on high MVPA and inclusive
participation. In addition, fitness-specific units are provided and are designed to be integrated
into the weekly PE routine. Group Fitness (GF) is designed to mirror fitness classes that students
will experience as they transition into adulthood, such as Aerobics, Cardio Kickboxing,
Interval Training, and Yoga. Strength Training (ST) provides a unique approach to learning
and developing the skills and techniques required for safe and successful lifelong participation.
Wellness Walking (WW) creatively engages students in the world's most popular wellness
activity, while focusing on all-around fitness management. As an option, students can become
SPARK Fitness Instructor (SFI) certified, providing students the opportunity to develop and
display leadership while exploring career options in the fitness industry.
High SCHOOL
Character Matters
All SPARK HS PE units provide a unique framework for developing social skills and positive
character traits. Although not required, SPARK recommends Long-Term Grouping (LTG) in
equitable learning teams at the start of each unit. By keeping teams together for the duration
of the unit natural opportunities arise for developing trust, respect, leadership, appreciation,
and concern. Likewise, teachers are provided a platform for defining fair play and respectful
competition, demonstrating the ability of healthy competition to foster peak cooperation
and performance, thus enriching the development of all participants. Within this framework,
teachers have the opportunity to provide individual roles to students as a way of promoting
initiative and developing responsibility.
What’s Next?
Many high schools provide students with 1 year of quality PE. If that reflects your situation,
this manual, along with the tools provided at SPARKfamily.org, offers more than enough
content to help your students meet state and national standards. If your school provides
additional electives-based PE experiences, utilize this manual along with the additional units
provided exclusively at SPARKfamily.org.
The SPARK High School Physical Education Program is written to address all NASPE Standards.
For more information on standards addressed visit 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.
HS Introduction: How to Use It
1
Making It Work
The units in this manual were designed to comprise 1 year of high quality physical education.
There are more than enough units and activities to fill a 40 week academic calendar. For those
schools that offer more than 1 year of HS PE there are 2 main resources for you to use.
1) Activity Modifications – SPARK HS PE activities include a series of Game Resets designed to
change the original activity, making it more (FFwd) or less (Rewind) challenging. Use Game
Resets to meet the needs of your students.
2) Web Units (SPARKfamily.org) – There is a collection of Web Units for SPARKfamily.org
members that can be downloaded in the form of eBooks. Use them on your iPad or other
e-reader, or print them out and insert into your SPARK HS PE binder.
Planning Your Schedule
To maintain a focus on health-related fitness it is recommended you stagger Fitness-Based
activities with Games-Based activities. Or, if you teach extended block-style classes, begin or
end each day with a Fitness-Based activity with a Games-Based activity planned as well. Here
are a few examples for setting up your schedule.
5-Day Cycle:
Day 1:Badminton (Games-Based Unit)
Day 3:Badminton (Games-Based Unit)
Day 5:Badminton (Games-Based Unit)
6-Day Cycle:
Day 1:Volleyball (Games-Based Unit)
Day 3:Volleyball (Games-Based Unit)
Day 5:Volleyball (Games-Based Unit)
Day 2: Group Fitness (Fitness-Based Unit)
Day 4: Group Fitness (Fitness-Based Unit)
Day 2: Strength Training (Fitness-Based Unit)
Day 4: Strength Training (Fitness-Based Unit)
Day 6: Strength Training (Fitness-Based Unit)
Block-Style Classes 2-Day Cycle:
Day 1:Wellness Walking (Fitness) and Soccer (Games)
Day 2:Wellness Walking (Fitness) and Soccer (Games)
Extending Fitness-Based Units
There are 3 Fitness-Based Units designed to be implemented in the first half of the school
year. In the second half, continue these fitness activities utilizing students to implement and
manage fitness sessions. SPARK Fitness Instructor (SFI) Certification can be earned by students
during each Fitness Unit. SFI Certification is not a requirement. However, once students earn
certification, encourage them to be peer leaders for the remainder of the year. This is a great
opportunity for students to show initiative and leadership while being introduced to career
options in the fitness industry.
2
HS Introduction: How to Use It
Making It Work (cont’d.)
Sample Fitness-Based Calendar:
September – Group Fitness [4 students SFI Certified]
October – Strength Training [6 students SFI Certified]
November – Wellness Walking [8 students SFI Certified]
December – Goal-setting and Health Club Planning
January, February – Choose 1 of 3 fitness options led by SFI Certified Students
March, April – Choose a different fitness option led by SFI Certified Students
May, June – Choose any fitness option led by SFI Certified Students
* Students can earn more than 1 SFI Certification, allowing them to lead a different Fitness Club
option from one cycle to the next. However, require that they complete the current cycle in
the area they started in for consistency and planning.
** Allow students to team-lead Fitness Club options in groups of 2 or 3. This will help cover
classes when students are absent, sick, or injured.
High SCHOOL
*** Full instructions for SFI Certification implementation are provided on page 17 of this
section and on SPARKfamily.org.
HS Introduction: How to Use It
3
Sample Yearly Plan
Month
Games-Based Units
Fitness-Based Units
September
HS PE 101
WELLNESS
WALKING
October
November
SOFTBALL
STRENGTH
TRAINING
FOOTBALL
GROUP FITNESS:
YOGA
(Aligns w/ MLB Season Playoffs)
(Aligns w/ NFL Season)
December
BADMINTON
GROUP FITNESS:
H.I.I.T.
January
HOCKEY
GROUP FITNESS:
FREESTYLE AEROBICS
February
VOLLEYBALL
GROUP FITNESS:
CARDIO KICKBOXING
March
April
BASKETBALL
(Aligns w/ NCAA March Madness)
FLYING DISC:
ULTIMATE
DANCE
GROUP FITNESS:
FUNCTIONAL FITNESS
(SPARKfamily.org Unit)
May
WORLD GAMES:
CRICKET
(Staffed by SFI Certified Students)
June
COOPERATIVES:
ORIENTEERING
(Staffed by SFI Certified Students)
FITNESS CLUBS
FITNESS CLUBS
Option 1: Alternate Games-Based and iFit days (ex. Day 1 - Basketball; Day 2 - Dance)
Option 2: Combine Games-Based and iFit content into a single lesson each day
4
HS Introduction: How to Use It
Game-Based Unit Format
Game-Based Units are designed with a progression that allows for self-assessment, goalsetting, team building, and authentic participation.
Personal Best (Pre) – Students perform skill-based challenges to assess their current skill
level. Then, they develop unit goals based on their performance. Teachers utilizing Long-Term
Grouping (LTG) can use Personal Best Data along with personal observations and other forms
of data to create equitable teams to be used for the duration of the unit.
Fun-day-mentals Jigsaw Activities – Learning teams use jigsaw learning to peer-teach critical
components needed for successful participation in the remainder of unit activities.
Adventure Race Activities – Learning teams perform a series of challenges based on the skills
covered during the Fun-day-mentals Jigsaw. This design develops team chemistry.
Game Day Activities – Teams play small-sided, modified games designed to develop skill and
tactical awareness while students display Character Matters attributes. Team Practice Plans are
available to guide team practice sessions. Follow a Game-Practice or Practice-Game format to
allow for team and individual development.
Event – SPARK Events are designed as a culminating experience, adding anticipation and
motivation to all earlier unit activities. Typically, Events are designed to take place over a
2-day period. Staggering Event days with the Personal Best (Post) in the middle provides
increased energy for student assessment trials with the anticipation of the second Event day
creating excitement.
Personal Best (Post) – Students redo skill-based challenges to measure progress toward goals
set earlier in the unit. SPARK does not recommend using performance measures as grades in
physical education, rather reward completion, effort, and honesty. Students who honestly
show effort toward reaching set goals will most likely show improvement, or will maintain
scores in areas where performance was already high.
High SCHOOL
Fitness-Based Unit Format
Fitness-Based Units are designed to offer students successful participation in a variety of
activity options modeled after choices they'll likely have access to as adults.
Personal Best (Pre) – Students assess health-related fitness levels according to the protocol
adopted at the school. Personal Best resources are provided for both Fitnessgram and The
President's Challenge. Schools without a set program can choose either option above or use
generic challenge instructions. After completing fitness assessments, students create goals based
on their performances. Teachers utilizing Long-Term Grouping (LTG) can use this and any other
data to create equitable teams.
Basic Training Sessions – Basic Training learning activities are designed to teach basic
technique and safety cues for a specific activity or exercise. Mastering Basic Training activities is
required for SFI Certification.
Events – SPARK Fitness Events are consistent with those in Game-Based Units.
SPARK Fitness Instructor (SFI) Certification – SFI Certification requirements are unique for
each Fitness-Based unit. Specific details and requirements are described on page 17 of
this section and at SPARKfamily.org.
HS Introduction: How to Use It
5
Lessons
A typical SPARK HS PE lesson includes:
ASAP and Roll-taking
Begin each lesson with an ASAP (Active Soon as Possible) to engage students the instant
they arrive at the instructional area.
Take roll and perform management tasks while students are participating in their ASAP.
ASAPs specific to each games-based unit can be found inside units, just before activities.
Instructional Activities (see pg 7 for sample)
Introduction
Begin with a brief introduction by stating the Activity name and
objectives (generally bullet 1 of Teach). 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, "Show & Tell," giving clear and concise directions for activity
participation. Be brief and avoid lengthy descriptions so students
begin activity quickly.
Move students directly into the Activity to enhance learning and
Practice and Game Play maximize physical activity time. Use a Game-Practice or PracticeGame format.
Monitor
While students are active, move around and through the playing
area, observing and using cues to instruct or provide feedback.
Look for teachable moments and pause play to restate cues or
refine rules as needed.
Manage
Ensure high activity and safety by using start/stop signals, marking
playing areas clearly, establishing protocols for equipment
management, and keeping track of time throughout the lesson.
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 assess
student knowledge of concepts, principles, and strategies.
6
HS 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.
Lists the
equipment/
materials
needed.
Prep
Describes
set-up prior
to beginning
instruction.
Set
Questions
to review
key learning
points and
assess student
knowledge.
A diagram
of the setup. Where
students and
equipment
should be.
4 small cones per 2 teams (for boundaries)
1 pinnie per 2 students
1 ball per 10 students
1 flag belt per student (optional)
1 scorecard per team (optional)
1-2 Sqwhistle per team (optional)
1 Practice Plan (#4) and Passing Tree Content Card
per team
= Pinnies
= Non-Pinnies
• Create 1 grid (40X20 paces) per 2 teams, 1 ball
per grid, and 10 flag belts per grid.
• Place a scorecard, practice plan, passing tree, and
Sqwhistle per game area.
• Optional: Assign rotating support roles (coach, ofﬁcial, scorekeeper, etc.) for games.
Teach
HIGH SCHOOL
HIGH SCHOOL
Designates
the SPARK
program.
•
•
•
•
•
•
•
NATIONAL ARBOR DAY
1. In National Arbor Day the object is for the O to earn points for completing forward
passes. Do this by successfully performing routes from the passing tree, then catching
the ball. Running precise routes helps advance the ball and score points. (Provide each
team the passing tree, allow teams to use passing tree during game.)
2. Game Format (Demonstrate game while explaining format, “Show & Tell.”)
5-on-5 Success/Try Again: 4 quarters per game with 4 plays per quarter. Each play starts
with a shotgun snap from line of scrimmage spot marker (see diagram). After snap,
player defending the QB counts “7-Mississippi” (or name of your state) aloud. If the
ball is not passed in 7 seconds, a loss of down occurs (no blitzing). O scores 1 point
for each completed forward pass beyond the line of scrimmage (no laterals). Offense
retains possession on fumbles and interceptions. 30-second time limit between plays.
Pass interference = 1 point for opposite team. Pinnies Rule.
• QB can’t run, each player must be QB for at least 1 play during the game.
• Rotate O to D after 4 plays, repeat until 4 quarters have been played.
• After each game rotate to Success or Try Again grids.
3. Game Play & Practice (Practice before or after game, or both, and use Practice Plan.)
4. Offensive Cues
• “Know your route” – Both you and the QB need to know the route you’ll run.
• “Be precise” – Run correct distances and make cuts shown on the passing tree.
• “Be quick” – Perform your route swiftly. Attempt to leave your defender behind.
• “Anticipate pass” – Expect the ball every time you run a route.
5. Think About…
• Did you run precise routes? Why/why not?
FOOTBALL
A ready-toread activity
description
stating
objectives,
instructions,
and cues.
ACTIVITY
Shows the
type of
Integration.
States which
SPARK Unit
the activity
came from.
13
Shows the page
number within
the unit.
HS Introduction: How to Use It
7
Activity Pages
(Back Side)
Most SPARK activities include the following:
Game Reset
suggestions
allow teachers to
Rewind or FFwd
an activity. These
suggestions 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, then
adjust accordingly.
If an activity is
too easy, move
to FFwd 1 or 2
to increase the
challenge. If it
is too difficult,
Rewind to simplify.
Use the Integrations as background information during introductions
or closures. Print all of the unit Integrations from SPARKfamily.org and
staple the set to a bulletin board in sequential order. 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, wellness, etc.
= Global/Multicultural Integrations connect activities to history,
customs, and practices both locally and globally.
= Sport Literacy Integrations include useful skill, strategy, or game
regulation specifics pertaining to each unit.
NATIONAL ARBOR DAY
Rewind
Play original game, but decrease the number
of defensive players (e.g., 5-on-4) and/or
increase the time limit placed on the QB
(e.g., 10 seconds).
FFwd 1
Play original game, but allow defender
to rush the QB after the count-aloud time
period and/or decrease the amount of time
allowed between plays (e.g., 15 seconds).
FFwd 2
Play original game, but add an end zone and
restart play at the point where each pass is
caught. The offense scores points for passes
completed in the end zone only.
See National
Standards
addressed and
write standards
from your state.
See how SPARK
aligns with your
state standards at
SPARKfamily.org.
NASPE
#1, 2 Snapping, passing, receiving,
passing routes
#3, 4 Aerobic capacity
#5, 6 Cooperation, accepting
challenges
Your State (Write in here)
• Who’s counting? The defensive
player assigned to mirror the QB
should count time during and
between plays. Rotate roles so
everyone gets a chance to be
timekeeper.
• Finished early? Continue playing
non-scored downs, rotating O to
D after each down.
• Limited space? Let teams practice
while others play game. Rotate
teams from practice to game and
back again.
NOTES
14
8
The object of football is to outscore
your opponent. There are several
ways to do that.
1) Touchdown – move the ball
across the goal line = 6 points.
2) Extra points – from the 2 yard
line, kick a short field goal = 1
point; or, run/pass the ball into the
end zone = 2 points.
3) Field goal – kick the ball through
the goal posts = 3 points.
4) Safety – tackle an offensive player
with the ball behind the goal line =
2 points.
HS Introduction: How to Use It
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 SPARK
management and
teaching strategies
to help increase
MVPA during PE.
SPARK HS PE Activities
FITNESS
ASAP
ASAP
ASAP
FITNESS
ASAP
2
Folders to
• 4 con
Shoulder
cones and
• 4 to 8
P Cards
Fitness ASA
ASAP Cards
ds for
Car
P
• Fitness
ASA
cted Fitness
• See sele
needs
equipment
hold
ASAP
Prepes (for boundaries)
3
1
Equipme
8
7
Prompting students to be “Active Soon As Possible” (ASAP)
is one of SPARK’s strategies for increasing physical activity,
while providing time for active roll-taking. The HS PE
Fitness ASAP is a consistent high-activity warm-up done
at the start of each lesson. It's followed by a Unit-Specific
ASAP to transition students into the lesson topic. 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 healthrelated fitness. The Fitness ASAP can be found behind the
black ASAP tab. Unit-Specific ASAPs are found at the front
of each Unit (to correspond to the specific unit).
4
nt
5
6
Set
ing area.
paces) play
large (20X20
will use for
• Create
area you
same activity
n.
• Use the
your lesso
the center
the rest of
P Cards in
ASA
ess
to 8 Fitn
• Place 4
.
of the area
Teach
your muscles
will prepare
ASAP you
the Fitness d on the ASAP Cards.
1. During
vities foun
safety.
fitness acti
form and
ect
perf
on
trate
2. Concen
for activity
ing the
by complet
HOOL
HIGH SC
TENSIONS
ASAP EX
ror Mirror
vity.
y acti
obic Capacit
ing the Aer
le complet
1: Mir
Challenge ner’s movements whi
g a partner.
Mirror a part
activities usin
r Up
ngth
tne
Stre
Par
ar
2:
scul
during Mu
Challenge
resistance
Increase the
SED
S ADDRES
RD
STANDA
strength
, muscular
y, flexibility
ges
obic capacit
#3, 4 Aer
pting challen
ibility, acce
onal respons
#5, 6 Pers
NASPE
Your State
(Write in
here)
1
ACTIVITY
Prep
FOOTBALL
PERSONAL
BEST
• 5 cones (1
each for 5 statio
ns)
• 1 spot mark
er per 2-3 stude
nts (for statio
• 1 ball per 2-3
ns)
students
• 1 stopwatch
per 2-3 stude
nts
• 4 Football
Content Card
s:
Passing, Recei
Centering, Kickin
ving,
g
• 1 Football
Personal Best
Assessment per
• 5 shoulder
student
folders (optional)
1 Pass
2 Receive
10
PACES
10
PACES
3
PACES
5 Sprint
Set
• Form group
s of 2-3.
• Create 5 assess
ment
each. Place Footb stations with a cone at
all Content Card
folders. Number
s in shoulder
Stations 1-5.
40 PACES
40 PACES
FOOTBALL
4 Kick: Punt
HIGH SCHOO
L
Teach
1. Today is a
Personal Best
day. The objec
personal goals
t is to evaluate
for
your current skill
student personal Football. (Distribute Football
level and set
Personal Best
best data to form
Assessment. You
teams in futur
2. On the signa
can use
e lessons.)
l, form group
s of 2-3,
Football Perso
nal Best Assessmen go to a station, then comp
lete the assign
station 5) and
t). Content Card
ed task (see
provide infor
s are located
mation about
at each station
then set a goal
how to do each
(except
for each task.
skill well. Reco
You
ofﬁcial score.
rd scores,
After your group are allowed 1 practice trial
before performing
has completed
station together.
a station, ﬁnd
for an
Be careful not
and move to
to interfere with
station.
an open
other groups
as you go from
3. (Describe each
station to
task with willin
g students demo
4. Cues
nstrating, “Show
&
Tell.”
)
• “Be honest”
– Scores need
to be accurate
• “Be careful”
so that you can
– Watch out for
set meaningfu
others and keep
• “Be encouragi
l goals.
the space safe.
ng” – Do your
best and supp
• “Be helpful”
ort others as they
– Help your group
do the same.
-mates by keepi
5. Think Abou
ng scores or time.
t…
• What make
s a goal mean
ingful? Why?
• What shoul
d you do to achie
ve your goals
? Why?
Y-MENTA
FUN-DA AW
JIGS
Prepes (1 each for 6 stations)
• 6 con
ng,
2-3 students
ing, Receivi
• 1 ball per
Cards: Pass
Official’s
l Content
• 6 Footbal Kicking, Flag Pulling,
Centering,
d
s Jigsaw Car
Signals
ntal
-me
l Fun-day
• 1 Footbal (less “coaches”)
per student
tional)
r folders (op
• 6 shoulde
Set
ent data
tion: use stud s.)
s of 4-6. (Op
elop team
• Form team l best day to dev
ona
a cone
from pers
stations with Cards in
6 learning
Content
• Create
e Football
1-6.
Plac
.
ions
Stat
at each
er. Number
shoulder fold
2
3
Pass
3
3
SC
2
3
4
Kick:
Punt
2
Receive
2
SC
4
4 4
SC
SC
1
Pass
1
Each SPARK HS PE Unit contains a Personal Best Activity.
During Personal Best days students perform a series of skill
or fitness-based challenges, record a performance score,
and set a goal for future performance. This design gives
both teachers and students an assessment of current skill
level while promoting personal awareness, self-monitoring
and goal-setting. It's recommended that students redo
Personal Best Assessments at the end of each unit to
monitor progress toward goals and celebrate achievement.
Personal Best scores are NOT intended to be used as a
grade, rather reward full completion, effort, and honesty
at report card time.
Fun-day-mentals Jigsaw
LS
SC
6
Official’s
Signals
1
1
6
6
SC
6
on
SC = Stati h
Coac
5
Flag Pull
5
5
5
LL
FOOTBA
r
les to you
tball skills/ru
ortant foo enture race.
teach imp
ng adv
learn and
the upcomi
s you will
success in
-day-mental
ach”
is critical to
1. In Fun
will be a “co
Each skill
es.
team
r
mat
ing;
you
team
ber of
groups: Pass
aw. One mem6 separate learning
Description
Learning Jigs
2. Jigsaw
1 of
ic.
will use a
each join
ions,
Clin
you
s
will
stat
ay
cial’
bers
• Tod
the learning
Pulling; Ofﬁ
aining mem
ed at 1 of
ition
and the rem tering; Kicking; Flag
pos
be
.
Cen
like to join
” who will
Receiving;
esponding
t a “coach
you would
ute to elec
p each of
p at the corr
ning grou
• Take 1 min which learning grou
lear
ert.
cted
exp
your sele
become the
then decide
.
ition, join
aw Card to
ach your skill
ches in pos
ches
-mentals Jigs
to jigsaw-te
• With coa
(Allow coa
the Fun-day
in your team
p to join.
station. Use
rmation, rejo
learning grou in each team decide
ning the info
ide which
• After lear
ch and dec ” while students with
elect a coa
ach
to
“co
ute
min
station to
3. Take 1
ning time.)
ide which
lear
dec
te
to
t
).
adequa
to mee
to join
in. (Allow
skill.
ning group
hing your
ion, and beg
which lear
turns teac
to your stat
team. Take
signal, go
.
r original
4. On the
rn to you
teach them
signal, retu
to learn and
help.
5. On the
g on you
coach for
is countin
and
p
team
.
r
grou
n teaching
6. Cues
wisely, you
Rely on the
– Use time
rmation whe
teacher first.
• “Focus”
ortant info
’t ask the
ember imp
Me” – Don
rem
B4
3
you
• “Ask
s help
you? Why?
– Jigsaw card
for
It”
te
ging
“No
•
most challen
ntals was
About…
Why?
l fun-day-me
7. Think
ntals skill?
of footbal
l fun-day-me
• Which part
rite footbal
your favo
• What was
Teach
HOOL
HIGH SC
HIGH SCHOOL
7
ACTIVITY
Personal Best
3 Center
9
Fun-day-mentals Jigsaw Activities provide a fun and
cooperative approach to skill refinement and remediation.
During this activity, learning teams break out into
individual Jigsaw groups, where they utilize peer-coaches,
classmates and unit content cards to practice and learn
specific skills or tactics needed for successful participation.
Students are encouraged to take notes on provided Jigsaw
Cards. They then return to their original team to peerteach what they've learned, setting the stage for success
through teamwork, personal responsibility, trust and
initiative.
HS Introduction: How to Use It
9
SPARK HS PE Activities (cont’d.)
L
FOOTBALRACE
URE
ADVENT
ACTIVITY
l’s
3 - Officia
Prepes (1 each for 5 stations)
Adventure Race
Clinic
Each unit's Adventure Race activity provides a format for
students to demonstrate what they've learned during Funday-mentals Jigsaw sessions while fostering team chemistry
through cooperation, shared effort, and communication.
Learning teams travel together and complete a series of
cooperative challenges based on Fun-day-mental content.
The combination of Personal Best, Fun-day-mentals Jigsaw,
and Adventure Race lays a foundation for successful
participation in each unit's Game Day Activities and
ultimately the culminating SPARK Event.
Judge
Judge
4
Punt-a- e
mile Judg
2
Pass &
Catch
Think
About It
Loop
1
5
Center
LL
FOOTBA
• 5 con
spot markers
ll cones or
ut It Loop)
• 10 sma
Think Abo
(to create
2-3 students
• 1 ball per
re Race Task
l Adventu
• 1 Footbal
Card per team Cards: Passing,
l Content
Kicking,
• Footbal
Centering,
Receiving,
als
Official’s Sign
tional)
r folders (op
• 5 shoulde
Judge
Judge
. See
nd the loop
for tasks arou
al distance
Number
cones equ
details.
r folders.
, placing 5
ds in shoulde
Card for task
a large loop
s Clinic;
• Create
Content Car cards); 3= Ofﬁcial’
l
re Race Task
tbal
entu
Foo
Adv
e. Place
s/Receive
Football
, 1 per con
& Catch (Pas tering card).
5 stations
It; 2=Pass
k About It
(Cen
• Create
hink About
enter Snap
pen. At Thin
1=T
5=C
:
king
);
ions
mar
card
Stat
p or
ile (Kicking
with a stam
ng and
4=Punt-a-M
station, each
Key.
track beginni
Judge at eachJudge with an Answer
inside of the
• Place 1
Loop on the
vide the
k About It
Station, pro
ned teams.
paces) Thin ion.
use pre-assig
a short (30
ut It Stat
of 4-6 or
s
Abo
• Create
k
Team
the Thin
Card.
re Racing
ending at
te Adventu
re Race Task
ents to crea
tball Adventu
• Allow stud team with a Foo
Provide each
r
re Race. You
tball Adventu , but on the ability
Foo
a
in
dge
dge
and knowle onal skill and knowle
peration.
your skills
ree of coo
pers
a high deg
you will test rely on your own
k requires
1. Today
wor
only
Team
not
as a team.
success will
p to work
Card.
of your grou
Students.)
re Race Task
Cards with
ectations
l Adventu
re Race Task
2. The Exp
on Footbal
iew Adventu
instructions
ber 1-5. Rev
• Follow
team a num
ership.
each
e Creed
ign
key to lead
.
• (Ass
enture Rac
ication are
k you can
ere to Adv
thin
mun
adh
com
you
s
• Team
tion and
ish more than
teammates.
” – Coopera
to accompl
age your
• “Out Lead
%. Work
and encour
” – Give 100
y the process
• “Out Last
e fun. Enjo
race?
gh” – Hav
adventure
Lau
t
ay’s
tod
“Ou
•
e during
demonstrat
About…
lities did you
3. Think
ership qua
• What lead
Set
HOOL
HIGH SC
Teach
11
NATIONAL
ARBOR DA
Y
ACTIVITY
Game Day
Prep
• 4 small cone
s per 2 teams
(for boundarie
• 1 pinnie per
s)
2 students
• 1 ball per 10
students
• 1 flag belt per
student (optional)
• 1 scorecard
per team (opti
onal)
• 1-2 Sqwhistle
per team (opti
onal)
• 1 Practice Plan
(#4) and Passin
g Tree Content
per team
Set
Card
HIGH SCHOO
L
Teach
FOOTBALL
• Create 1 grid
(40X20 paces
) per
per grid, and
10 flag belts per 2 teams, 1 ball
= Pinnies
grid.
= Non-Pinni
• Place a score
es
card, practice
plan, passing
Sqwhistle per
tree, and
game area.
• Optional: Assig
n rotating supp
ort roles (coac
h, ofﬁcial, score
keeper, etc.) for
games.
1. In National
Arbor Day the
object is for the
passes. Do this
O to
by successfully
performing route earn points for completing
the ball. Runn
forward
ing precise route
s from the passin
s helps advance
team the passin
g tree, then catch
the ball and score
g tree, allow team
ing
s to use passin
points. (Provide
2. Game Form
g tree during
each
at (Dem
game.)
5-on-5 Success/Try onstrate game while expla
ining format,
Again: 4 quart
“Show & Tell.”
with a shotgun
ers per game
)
with 4 plays per
snap from line
of scrimmage
player defending
spot marker (see quarter. Each play starts
the QB counts
diagr
ball is not passe
“7-Mississippi”
d in 7 seconds,
(or name of your am). After snap,
a loss of down
for each comp
state) aloud. If
leted
occurs (no blitzi
the
ng). O scores
retains possession forward pass beyond the
1 point
line of scrimmage
on fumbles and
Pass interferenc
(no laterals).
interceptions.
Offense
e = 1 point for
30-second time
opposite team
limit between
• QB can’t run,
. Pinnies Rule.
plays.
each player must
be QB for at
• Rotate O to
least
D after 4 plays
1 play during
, repeat until
the game.
• After each game
4 quarters have
rotate to Succe
been played.
ss or Try Again
3. Game Play
grids.
& Practice (Prac
tice before or
4. Offensive
after game, or
Cues
both, and use
Practice Plan.
• “Know your
)
route” – Both
you and the QB
• “Be precise”
need to know
– Run correct
the route you’l
distances and
• “Be quick”
l run.
make cuts show
– Perform your
n on the passin
route swiftly.
• “Anticipate
g tree.
Attempt to leave
pass” – Expect
your defender
the ball every
5. Think Abou
behind.
time you run
t…
a route.
• Did you run
precise routes?
Why/why not?
SPARK HS PE Game Day Activities are designed for
maximum results through high MVPA content. Each
modified activity provides skill and tactical application
with inclusive and differentiated learning strategies.
Activities are self-managed and monitored by students
with skill refinement done via peer teaching and
cooperative learning. Students are provided the tools
they need via Activity Practice Plans, Playbooks, and Unit
Content Cards.
13
SPARK Event
N CLASSIC
THE GRIDIRO
ses.)
n 2-4 clas
tions (Duratio
Event Op
e for
options.
mulate a scor
2 activity
there are
Students accu
nt
ge.
eve
llen
In this
t-Snap Cha
boundaries.
1 – Pass-Pun l skill challenges:
designated
• Option
3 footbal
ries.
s within the
nda
land
bou
performing
that
gnated
distance
in the desi
throw for
s away from
lands with
• Pass: A
ance that
a QB 5 yard
kick for dist
accuracy to
• Punt: A
ter-snap for
t-gun, cen
sho
rg)
A
p:
ly.o
ami
• Sna
at SPARKf
and
Scorecard
center.
Teams play
at
Challenge
Tournament. Event Description
-Punt-Snap
nd Robin
in
• (Use Pass
Gridiron Rou dule. (See Round Rob
2 – 5-on-5
ent sche
• Option
d on tournam
rotate base
ly.org.)
ions
opt
SPARKfami
Options
nt
ent
Eve
iron Tournam
Managing
ge and Grid
Options for
ap Challen
Pass-Punt-Sn
• Run the
sly.
ltaneously.
simultaneou
l games simu
tiple footbal
help run
all games.
time
to
rs, etc. to
• Play mul
k
cloc
ent manage
le, running
pers, equipm
• Use a sing
, scorekee
ent officials
• Use stud
ating in
Festive
event.
to particip
nt
r
Eve
prio
ced
cers are
Making the
s are introdu
ent announ
Options for
- Players/team gs, banners, and stud
oductions
son
• Team Intr nt. The use of team
in an allparticipate
will
the final eve
ude:
team
a
d.
llenges incl
player on
encourage
ns. Skill cha
ges - Each
e intermissio
Skill Challen
ing game-tim
nts,
• All-Star
llenge dur
rators, pare
star skill cha ance & accuracy, etc.
as administ
such
lved
dist
throwing
to be invo
ial guests
Invite spec
snacks.
• VIP’s ers, etc.
e healthy
teams
play
e,
serv
le
fi
plet
ents
Stud
high-pro
are com
Raising nds/games
ther class.
ions/Fund
s from ano
r several rou
• Concess
seeded team
itions - Afte
ss Compet ed and play similarly
• Intercla
time.
s are seed
real
in
clas
e
a
in
gam
with
to call the
t Roles mentator
nal Studen
• Additio analyst and color com
e.
h teams.
o Sport
rd the gam
ers from bot
er to reco
port the play
al and team
o Videograph
ion” to sup
ugh individu
dent fan sect
gnized thro
reco
are
o The “stu
students
quet - All
prepare
to
Ban
s
site
ard
or web
• Aw
etin board event.
bull
a
ate
awards.
SPARK
Basics - Cre
results of
n Board
municate
• Bulleti
e)
and/or com
kside of Pag
students for
ch on Bac
p, Set, Tea
(Event Pre
HOOL
HIGH SC
FOOTBALL
Suggested
21
10
HS Introduction: How to Use It
Every SPARK Event provides an authentic activity setting
for application of unit content and Character Matters
social skills. This culminating experience can be customized
for every teaching situation and is designed to be selfmanaged and monitored by students. The focus remains
on high MVPA, inclusive participation, and enjoyment
while celebrating the accomplishments of all.
Instructional Materials
Flag Footb
all 101
OOL PE
HIGH SCH
edball, and
ate, spe
ll
Flag Footba sion game similar to ultim
based inva
A field-
Unit 101 Cards
rugby.
Each 101 Card provides critical information for both
students and teachers. The unit topic is defined, and an
overview describes key elements of the sport or activity.
Key Terms are listed with definitions along with a bulleted
list of Basic Skills & Tactics. Finally, a diagram is given
when applicable to show the field or court dimensions
with highlighted areas of importance. Located at
SPARKfamily.org and included in the SPARKfolio.
y.
s awa
least 10 yard
must be at
. Defense
yd. line.
g team’s 20
line).
’s 20-yd line
2 (10 yd.
kicking team
the receivin
Overview – Kick off from the re it went out or on wn=1 (3 yd. line) or
n whe
touchdo
ting Play
40
TEAM BOX
E
END ZON
: P-2• Defense
ing
• Play Call
40 YDS
r
= Field Marke
10 YDS
BOX
= TEAM
Football
Card
Content
Passing
HIGH SCHOOL
10 20
20 10
tic
lls & Tac Offense: Passing Tree
Basic Ski
•
P & Zone
• Throw
• Catch
• Snap
ing
• Flag Pull
40
TEAM BOX
10 20
20 10
is take
Star
after
2, Point(s)
bounds kick
ing the flag.
An out of
=6, Safety=
r from pull
Touchdown
the defende
ns player.
Scoring –
preventing and shoulders dow
s
flag, thus
es
Regulation
ot guard her touch between kne
cann
Flag Belt
er
shift.
a play, a
nsive play
motion or g,
• An offe
off during
/or yards:
al
es
and
illeg
n
com
e,
dow
belt
mag
rdin
in a loss of ers on line of scrim
• If a flag
ring or gua
that result
al flag secu
play
king, illeg
– Infractions al snap, less than 3
, illegal bloc
Penalties
off-sides, illeg like, pass interference
• 5 yd. –
man
orts
unsp
–
5-9 players. team that fumbles.
• 10 yd.
al teams of
by
that spot.
, with equ
ulations
is retained
is placed at
ccessful,
Game Reg inute periods (halves) with ground. Ball
ed. The ball e to another. If unsu
tact
flag is pull
zon
• Two, 22-m s are dead on con
ball carrier’s
ball
one 20-yd.
• Fumbled wn) is over when the move the ball from
(do
) to
t.
spo
wns
play
A
(do
that
•
ces
where.
session at
has 4 chan
es from any snap.
.
s over pos
pass
ball
• A team
ral
take
the
h
late
catc
g team
ive the
mage,
the opposin eligible to pass and
who can rece
line-of-scrim
).
behind the
only player n (no punt blocking
ers are
QB is the
t be made
• All play
ind center.
passes mus
for 4th dow
• Forward
t 2 yards beh intent to punt or go
t be at leas
s must state
• QB mus
10 YDS
downs, team
E
ZON
• On 4th
.
END
a flag pull
ends with
20 YDS
ball.
a snap and
in a dead
Key Terms
starts with
ball resulting nt’s progress.
– A play,
possessed
• Down
– Loss of a
ruct oppone line of scrimmage.
ble
obst
20 YDS
to
Fum
•
hands
D on
g – Using
een O and pass or fumble.
betw
a
• Holdin
Are
onent’s
e.
Zone –
neutral zon
hing an opp
• Neutral
20 YDS
tion – Catc
d up in the r end zone.
• Intercep When a player is line
ins.
er in thei
beg
s
play
–
e
play
s where
• Offside
an offensiv
– Downing – A line dividing team
20 YDS
• Safety
Scrimmage
• Line-of-
toward
e the ball the
To advanc
. This is
Purpose:
nt’s goal line
hod
the oppone most common met
quickest and the ball.
ing
for advanc
Cues
laces
, fingers on
1. ‘C’ grip
target
2. Side to
step
3. Plant and
n
p
4. Arm whi
, thumb dow
p, palm out
5. Wrist sna
5
1
Use to
ion
in possess
• Mainta
ck
space in atta
• Create
end zone
• Attack the
Types
nd
• Overha
• Sidearm
• Pitch
• Shovel
2
OOL PE
HIGH SCH
3
4
5
Unit Content Cards
Each unit has a set of Content Cards to provide
categorized skill and tactical information for students
and teachers. These cards are used throughout the
unit as teaching tools, making sure that students have
the information they need for successful participation.
All cards are designed to be displayed in Shoulder
Folders. Located at SPARKfamily.org and included in the
SPARKfolio.
SPARKfolio
HS Introduction: How to Use It
11
Instructional Materials (cont’d.)
ersonal
Football P sment
es
ss
A
Best
Name
Date
Wt.
Ht.
w.
ion:
the tasks belo
At each stat
and perform
tent card
1. Read con
goal.
and set a
g.
your score
personal ratin
a
2. Record
rself
give you
scores and
3. Total all
Sk
Football
Personal Best Assessments
Age
Gender
Personal Best Assessments are provided to simplify and
personalize skill and fitness assessment while providing
important information to students and teachers. Each
Assessment includes basic form instructions, detailed
descriptions of assessment stations, spaces for performance
data, goal setting information, and self-rating options.
Located at SPARKfamily.org and included in the
SPARKfolio.
Best
Personal
Post
Goal
Pre
ns
ills Statio
partner
stationary
make to a
direction.
Passing passes out of 10 can youcan move 1 step in any
y
et partner
How man
marker? Targ
from a spot
1
catch? Ball
2
red on
must be secu Errant
t.
Catching passes out of 10 can youreach of the catcher coun
many
ws within
How
thro
act. Only
initial cont
ated.
ld be repe
throws shou
onary
e to a stati
in any
can you mak
Centeringcenter snaps out of 10 partner can move 1 step
Target
many
3
ker?
How
a spot mar
partner from
direction.
rd
3X and reco
Punt
Kicking: you punt? Punt the ballndaries.
can
in bou
4
the farthest
with
How far
ts must stay
distance. Pun
5
rd fastest
s 2X, reco
int
40 yd Spr you run? Sprint 40 yard
fast can
time.
How
elf
Rate Yours
Post
Pre
Rookie
Rookie
Semi-pro
Semi-pro
OOL
HIGH SCH
All Star
PE
All Star
entals
Fun-day-m
Football rd
Jigsaw Ca
OOL
HIGH SCH
rmation
ortant info
PE
.
rd imp
card to reco
h using this
g.
are to teac
and practicin
Prep: Prep
questions
by asking
tion.
for success
the informa
Set: Set up
fy that
, teach them
card to veri
team
r
in you
must initial r card is complete.
Teach: Rejo
ion coach
you
stat
,
that
g team
l and
re rejoinin tent at a basic leve
Note: Befo
orm the con
you can perf
ch Initials
Station Coa
s/Signals
Skill/Tactic
Used To
Cues
Purpose
ch Tips
Station Coa
12
Personal
tional)
Notes (op
HS Introduction: How to Use It
Fun-day-mentals Jigsaw Cards
Fun-day-mentals Jigsaw Cards provide instructions to
guide student performance during each jigsaw event. The
card is also organized for easy note taking, providing
students with a tool for learning and teaching. Located at
SPARKfamily.org and included in the SPARKfolio.
Instructional Materials (cont’d.)
4
n
ractice Pla
Football P
CUES
9
s
ers & Name
Route Numb
e
Passing Tre
Offense:
r route
• Know you
ise
• Be prec
k
• Be quic
ate pass
• Anticip
sideline
midfield
7
5
6
Out
1 - Quick
2 - Slant
3 - Deep Out
4 - Drag
5 - Flag
6 - Curl
7 - Chair
8 - Post
9 - Fly
8
10yds
3
Sideline
(odd # route
Midfield
s)
Practice Plans and Playbooks
5yds
1
s)
(even # route
4
2
KEY
= Receiver
rback
= Quarte
age
Scrimmage
= Line of
distances.
players, and
. Start with
spacing of
OOL PE
on this task aloud
ball, speed,
HIGH SCH
QB is used
g type of
>3X. No
and number
by varyin
Quick Out on call route name
y each task
Modify
route 1: The
unis
in
tree
ers,
ing
pass
All play
ice running
scrimmage.
racttice
of
ing
1. Prac
line
ow
foll
on the
plete theaining
all players
com
, and
ter, with rem ber
ning route.
ice Planand
a center
2 - 9.
before run
tball. Prat
e and num
r Foo>3X
Use a QB
tree routes
route nam
g passing
ck Outed.
Refer to you
after
at #1, usin
unison call
epeeat
positions
te 1: The Qui All
crib
2. Rep
players, in
time. Rotate
e.
ing tree rou plays as des
running pass the line of scrimmag different receiver each
ice
tice
ract
Prac
3.
receivers on te. QB passes to a
NG TREE
players as
rou
THE PASSI
re running
aloud befo trial.
9 receivers on
ers as
tice
2 - 9.
sideline
aining play
each prac
snap. QB
tree routes
ter, with rem aloud before the
a center
g passing
player
aesQB and
at #3, usin
Use
and number
until each
epeeat
efield
es.
tes.
Nam
4. Rep
&
nam
out
rou
te
mid
bers
r rou
practice trial
ing tree
te Num
iver calls thei positions after each
running pass Rou
7
rece
ice
tice
ract
Each
Prac
ate
5.
5
6
scrimmage. - Qui
Out time. Rot
10yds
ckeach
ng players
iver
aini
1
the line of
rece
rem
a different 2 - Slant
8 iver with the snap. Rotate 3
rece
passes to
ter, and 1
a center
>3X. 3 - Deep Out
Sideline
QB before
has been QB
es. Use a QB, te number to the
es)
outtes.
rou
tree
rou
(odd # rout
Drag
r
ing
pass 4
d signals thei
ice running rece
al.
racttice
iver
- Flaghan
sign
5
l
6. Prac
unti
rs. Each
5yds
Curl trial. Play
6 - tice
as defende r each prac
Midfield
1
es)
afte
7 - Chair
positions
(even # rout
4
Post
8
uts
Fly Why?
route?
Think Abo
9 - te?
rite rou
to know the
your favo
2
and receive
What was
OOL PE
for the QB
HIGH SCH
important
Why is it
KEY
k
ll Playboo
a
Flag Footb
= Receiver
ack
= Quarterb
= Center
e
Scrimmag
= Line of
ACTIVITY
G
– A STRON
ap
ss-Punt-Sn
Football Pa
Scorecard
Example
Score
ap Team
Pass-Punt-Sn
Total
Score
120
TEAM X
HIGH SCHOOL
1.
2.
3.
4.
5.
TEAM 3
1.
2.
3.
4.
5.
TEAM 5
1.
2.
3.
4.
5.
TEAM 7
1.
2.
3.
4.
5.
1. Jenny Doe
2. John Doe
3. Jill Doe
4. Jack Doe
5. Jose Doe
97
Total
Score
Total
Score
PE
Team X
Average
121.8
[609÷5]
116
100
176
Team 5
Average
Team 7
Average
TEAM 4
1.
2.
3.
4.
5.
TEAM 6
1.
2.
3.
4.
5.
TEAM 8
Team Scorecards
Team 2
Average
Total
Score
1.
2.
3.
4.
5.
Team 3
Average
Total
Score
OOL
HIGH SCH
TEAM 2
Team 1
Average
Total
Score
TEAM 1
DI
LOMBAR
TRIPS L:
:
Trips Play
:
Twins Play
T
FLOOD LEF
TRIPS R:
s by
team average t-Snap
Calculate
-Pun
vidual Pass
adding indi
ding by the
ls and divi
score tota
bers.
team mem
number of
SIDE
PATRIOT
TWINS R:
PIGSKIN
TWINS L:
Practice Plans are specific to Game Day activities in each
unit and provide task instruction and skill cues to help
students self-manage their team's development. Playbooks
provide basic offensive and defensive plays to guide team
practice and game play. Both documents are located at
SPARKfamily.org and are included in the SPARKfolio.
Team 4
Average
Total
Score
Total
Score
Total
Score
Team 6
Average
Team Scorecards are provided to help both students
and teachers manage game scoring information. Each
is formatted for unit games and activities and provides
structure for students tasked as scorekeepers. Located at
SPARKfamily.org and included in the SPARKfolio.
Team 8
Average
1.
2.
3.
4.
5.
HS Introduction: How to Use It
13
SPARK HS PE 101
The SPARK HS PE 101 Unit is used at the
beginning of every school year to establish a
positive learning environment with routines
and protocols to be followed throughout
the year. During the first 6 lessons, this unit
defines what to do and when to do it,
thus decreasing 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.
However, a positive learning environment
includes much more than just routines. The
way you start the year sets the tone of your
class for the next 36 weeks. Will it be the
“rowdy” class where students don’t get
along and accidents happen too frequently?
Or, will it be one they look forward to
because it is fun, safe, and presents new
things to learn throughout the year?
SPARK offers sample introductory lessons
entitled, SPARK HS PE 101 (behind a tab
of the same name) which specifically
focuses on establishing class procedures,
developing routines, building a team spirit,
understanding safety rules, etc. These are
suggestions to be used in combination with
activities you normally teach to set the stage
for the ULTIMATE YEAR of HS PE!
14
HS Introduction: How to Use It
Structured For Success
The design of this unit mirrors the sequence
of the other SPARK HS PE units providing
active illustrations for the correct use of each
type of activity. Students experience Personal
Best Assessments, Fun-day-mentals Jigsaws,
Adventure Racing, and Game Day Activities,
with a SPARK Event adding the culminating
finale.
Throughout the 6-day sequence students are
also introduced to SPARK Character Matters
traits. Using T-Charts, the class defines what
each characteristic looks and sounds like
in physical education. Students will also
complete a Character Matters Assessment to
self-check their behavior and engagement
levels. This assessment can be revisited
throughout the school year to reinforce
important Character Matters goals and
objectives.
Game Reset options are provided for each
of the 6 SPARK HS PE 101 lessons. Use them
when appropriate to Rewind (slow down) a
lesson, or to FFwd (add challenge) for classes
that easily master routines and protocol.
Assessments
Assessment can be used for much more than grading. Use it to guide your teaching, document
learning, monitor performance, denote achievement, enhance motivation, group students,
promote your program and garner resources, and more!
Three assessment options are offered: Levels 1, 2, and 3. Simply choose the one that's best for
your students and program. Each option is designed to offer increasing levels of standardsbased assessment and can be used in conjunction with assessments you already use.
Level 1
• Personal Best Assessments
Level 2
• Personal Best Assessments
• SPARK Unit Written Tests
Level 3
HIGH SCHOOL
• Choose 3 or more of the following:
o Personal Best Assessments
o SPARK Unit Written Tests
o Character Matters Assessments
o Fun-day-mentals Jigsaw Notes
o Coulda, Shoulda, Woulda Character Ed Journaling Pages
o Create Your Own Game Task Cards
o LTG Championship Points Tracking System
o Heart Rate Monitor Logs
o Pedometer Logs
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HS Introduction: How to Use It
15
Long-Term Grouping
SPARK HS PE recommends the use of
Long-Term Grouping (LTG) throughout
each of the provided units.
LTG is a management strategy in which
learning teams are formed early in a unit and
are kept together for the entire unit. This
accomplishes 2 major objectives.
• It decreases management time spent on
grouping students, therefore adding to
total activity time.
• It creates a context where groups
have time to gel, and where loyalty,
teamwork, and personal growth are
fostered.
How does it work?
The first key to LTG is creating fair and
balanced teams. To accomplish this,
determine the number, size and desired
composition of teams. The factors are
based on unit content, the type of games/
activities in the unit, the number and type
of students enrolled in a class, as well as
facilities and equipment. It's also critical to
consider students' gender and size as well as
skill, fitness, knowledge, experience, attitude,
personal and social responsibility, etc.
(i.e., the entire person) when determining
team composition. Teachers can use prior
16
HS Introduction: How to Use It
knowledge of students or information from
any number of assessments to make team
assignments. SPARK provides Personal Best
Assessments to help make this process work
smoothly.
The second key to LTG is providing formal
opportunities for students to become
affiliated early in the unit and to consistently
incorporate such opportunities throughout
the remainder of the unit. These activities
need not be elaborate, just deliberate. LTG
Team Building 101 worksheets are provided
for teams to use during the initial stages of
team building.
LTG Tools Provided Include:
• LTG Assignments - Provides a form
to determine an overall rating for each
student. Use this form when determining
Learning Teams.
• LTG Team Building 101 - Provides a
structure for each team's initial identity
session.
• LTG Fair Play Constitution - Defines
expectations and binds students in an
agreement for behavior and conduct.
• LTG Championship Points Tracking
System - A form for recording and
tabulating team points across each unit.
Where Fitness Fits
SPARK HS PE recommends 2 lessons in a
5-day teaching cycle be devoted to fitness
instruction time. HS PE activities focus on
personal fitness and cooperation, with an
over arching goal of fitness and physical
activity autonomy.
In addition to specific fitness days, all SPARK
activities have the potential to promote
health-related fitness every day. 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.
Three Fitness-Based Units are provided in
the SPARK HS PE Manual:
1) Group Fitness (GF)
2) Strength Training (ST)
High SCHOOL
3) Wellness Walking (WW)
The overall SPARK HS PE fitness experience
is authenticated through the implementation
of the following features within each fitness
unit:
• Basic Training in Fitness Content
• Personal Fitness Program Development
• SPARK Fitness Instructor (SFI)
Certification
Collectively, these features provide a Fitness
Club context in which one's personal fitness is
optimized through informed choice.
Students have an opportunity to earn SPARK
Fitness Instructor (SFI) Certification in each
Fitness-Based Unit. After all 3 Units are
complete, students select what “Fitness Club”
to join on fitness-based days. Students who
have chosen to earn SFI Certification become
peer-leaders who manage and lead fitness
classes.
Students earn certification in each unit
by successfully completing the following
four steps:
1. Mastering Basic Content - Assessed
through Peer or Teacher Checklists of
movement performances.
2. Creating a Routine/Program Completion of the provided Create Your
Own Routine Task Cards.
3. Demonstrating Leadership in Content
- Completed through leading routines,
judging ST events, or leading wellness
walks.
4. Passing Unit Test - Score 80% or higher
on the Unit Test & SFI Exam
HS 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 can
add up to 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
HS 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'. When students know the
answer, they don't waste activity time asking
questions.
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.
Groupings
To decrease transition time, keep similar-sized
groupings throughout the lesson, or combine
ready-made groups/pairs rather than creating
new ones. It's recommended that you utilize
Long-Term Grouping (LTG) for the duration
of each unit.
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.).