Fitness Scope and Sequence

Middle School
Molly Dincher and Carter Tyzinski

Activity
Protocols/PE Rules/overview of Unit

Unit 1: Introduction to Fitness

What makes you physically fit? Using the 5 components
Ways to become more Physically fit: MVPA
Benefits of Exercise
Monitoring heart rates
Total
Fitness Testing: Day 1
Unit 2: Aerobic Fitness
Benefits of Aerobic Exercise
Cardio through sports
Cardio through cooperative games
Cardio through stations
kick boxing
Zumba and Hip Hop
Total
Unit 3: Muscular Strength and Endurance
The difference between muscular strength and endurance
Benefits of muscular strength and endurance
Body weight exercises
Free weight training
Exercise Log
Total
Fitness Testing: Day 2
Unit 4: Flexibility
Dynamic vs. static stretching/movements
Importance of Stretching before exercise/Injury Prevention
Yoga
Student Gymnastic Routine
Total
Unit 5: Body Composition
What is body composition
Body Image
Weight Management
What is the food pyramid or my plate
App: My Fitness Pal
Tracking Steps with Pedometer
Total

6th
1

7th
1

8th
1

1
1
1
2
5
1

1
1
1
1
4
1

1
1
1
1
4
1

1
2
1
1
1
1
7

1
2
1
1
1
2
8

1
2
1
1
1
2
8

1
1
1
1
1
5
1

1
1
1
1
4
1

1
1
1
1
4
1

2
1
1
2
6

1
1
1
2
5

1
1
1
2
5

1
1
1
2
2
7

1
1
1
2
2
7

1
1
2
5

Fitness Scope and Sequence

Middle School
Molly Dincher and Carter Tyzinski

Unit 6: Fitness For Life

Lifetime of fitness
Taking fitness outside of the classroom. Building your own
playgrounds
Setting goals and achieving them
Getting the family and community involved
Total
Fitness Testing: Day 3
Yearly Total

1
1
4
1
36

1
1
4
1
36

1
1
4
1
36

Program Description:
This program is based on a 36 week schedule, having each class once a week in 45 minute
durations. The scope and sequence is designed for students to learn the fundamentals of
fitness and nutrition to help them become physically active adults. The main objectives of our
fitness program is to gain the interest of all students to become more physically fit by
incorporating multitudes of games, technology, exercises, journals and sports to reflect their
own personal goals. By the end of the year students will be able to take the information they
learned in the unit and use it outside of the classroom such as; the nutritional and fitness apps,
and by creating exercise and nutritional logs. Throughout our program the students will be able
to gain a complete understanding of the five components of fitness, learn how to use different
instruments to measure the intensity of their workouts, and will focus on how to become
physically fit throughout their lifetime. The structure of our program is laid in order to progress
the students learning from 6th to 8th grade. By the time students finish 8th grade they will
become competent in using a variety of exercises to improve full body workouts and tracking
nutritional intake.
Rationale:
This scope and sequence fitness program was made to introduce fitness to our middle
school students. We really wanted to put a strong emphasis on being physically fit because of
the high rates of obesity and to put an end to unhealthy dietary habits. The units are laid out
accordingly to the teaching order, always starting with the introduction of fitness, leading into
the five components of fitness and then ending on steps of becoming fit for a lifetime. Each
school year begins with an introduction to fitness from 6 th to 8th grade. We planned to review
each unit in 7th and 8th grade as well, to review what they learned in the past, and for the
teachers assess what content needs to be the focus point for that unit. In 6th grade the
introductions to the units are focused more on the details, so they can grasp the core
knowledge of that component of fitness and will be able to improve their knowledge through
the years following. We wanted the 6th grade lessons to be enjoyable and fun while focusing on
the importance of fitness by introducing a variety of lessons to match different learning styles.

Fitness Scope and Sequence

Middle School
Molly Dincher and Carter Tyzinski

The content in 7th and 8th grade are similar to each other because we wanted them to gain
detailed knowledge to prepare them for their high school years. We also planned our units for
7th to 8th grade that relates to their problems and interests that typically arise during those
years, especially with body composition and phone apps. We wanted our lessons to relate to
the students lives to help them get through the adolescent stage.
There are a variety of units where we spent an extra class focusing on that unit
depending on what grade and there are units that were skipped for certain grades. For
example, in seventh and eighth grade during the body composition unit we go over body image
and weight management while sixth grade completely skips those lessons. We thought this
would be appropriate because weight management and body image issues become more
prevalent in these years than sixth grade, and these students have more cognitive maturity to
understand these serious lessons. The units were chosen based off of the five components of
fitness and are used to help them become fit for a lifetime. This is the age where students are
exploring their interests and disinterests. With this fun program it introduces them to creative
fitness and nutritional activities that will help them explore endless possibilities of becoming
physically fit. This knowledge will lead the students down a physically fit path which will
improve their thinking capacity with the right nutrition, become more focused with daily
exercise, and will improve their overall well-being. The scope and sequence was developed
based on the progression of each unit by starting off with an introduction of each topic,
following with the activities and then ending the unit on a form of assessment. The flexibility
unit is a good example of the sequences. Sixth grade gets an in depth introduction on static and
dynamic stretching along with injury prevention lasting 3 days for the introduction, while 7 th
and 8th grade get a quick review of both stretching and injury prevention lasting two days. Then
the each grade does the yoga activity and then ends on a two day gymnastic routine that will be
assessed.
The National/PA Standards Met:
National
Standard 1: Demonstrates competency in a variety of motor skills and movement patterns
Standard 2: Applies knowledge of concepts, principles, strategies and tactics related to
movement and performance
Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhancing
level of physical activity and fitness
Standard 4: Exhibits responsible personal and social behavior that respects self and others
Standard 5: Recognizes the value of physical activity for health, enjoyment, challenge, selfexpression and/or social interaction.

Fitness Scope and Sequence

Middle School
Molly Dincher and Carter Tyzinski

PA
10.1.6. C Analyze nutritional concepts that impact health
- Caloric content for foods
- Relationship of food intake and physical activity (energy output)
- Nutrient requirements
- Label reading
- Healthful food selection
10.3.6.D Analyze the role of individual responsibility for safety during physical activity
10.4.6.
A. Identify and engage in moderate to vigorous physical activities that contribute to physical
fitness and health.
B. Explain the effects of regular participation in moderate to vigorous physical activities on the
body systems.
C. Identify and apply ways to monitor and assess the bodys response to moderate to vigorous
physical activity.
- Heart rate monitoring
- checking blood pressure
- Fitness assessment
F. Identify and describe positive and negative interactions of group members in physical
activities.
- Leading
- following
- Teamwork
- Etiquette
- Adherence to rules
10.5.6 D. Describe and apply the principles of exercise to the components of health-related and
skill-relates fitness.
- Cardiorespiratory endurance
- Muscular strength
- Muscular endurance
- Flexibility
- Body composition