The physical education program goals and objectives document outlines the goals of helping students develop concepts of physical fitness and health benefits through participation in physical activities at least 3 times per week, gain an understanding of nutrition and wellness, and make physical education fun through group activities that promote communication and teamwork.

1. Curriculum Content:
Physical education Program Goals & Objectives
Section I

2. Program Goals and Objectives

3.  The purpose of physical education is to  Basic understanding of health benefits. leads a way to a healthy life.
help student develop the concepts of  Comprehension of nutrition to help  Make P.E. fun and enjoyable for
physical fitness and the knowledge achieve a healthy lifestyle. students. Provide group activities that
needed to participate in a variety of  Concept of wellness. will allow students to communicate with
activates. The knowledge and skills each other and develop a bond with
taught will help the student maintain a  Knowledge about wellness and what
habits lead to a healthy lifestyle. each other to achieve a goal.
level of physical fitness now and into  Appreciates the relationships with
the future.  Defining the difference between
wellness and being physically fit. others that result from participation in
 To enhance student knowledge of physical activity.
physical activity.  Understands that physical activity
provides the opportunity for enjoyment,  Students will develop friendships with
 Students will understand there is more fellow classmates that come from
than one way to be physically active. self-expression and communication
values physical activity and its activities provided in class. Incorporate
 Teacher will create understanding by contributions to a healthful lifestyle. games or activities that will require
presenting multiple types of program trust and teamwork with one another.
activities.  Students understand that physical
activity is not just for fitness, but that it  Require students to pair up with
 For health purposes students will provides you with camaraderie, different students each time a different
participate in physical fitness at least 3 individualism and effective skills to be activity is presented.
times per week. able to talk to other students. Also,

4. TrainUp Teen fitness Narrative
Reflection

5. The overall philosophy of TrainUp is founded on one idea that is of major concern, childhood obesity. It was created
by a local doctor in Rockwall; Dr. Pfliegers’ idea was to incorporate technology into the realm of physical fitness that
offered children an alternative to the traditional form of exercise that is generally only sports related. The field of
physical fitness has only utilized technology in a limited manner to improve health status so this concept is new and
very exciting to think about. What makes this idea so exciting is the fact that physical fitness has never utilized the
concept of virtual biking and interactive games as a form of exercise. As technology continues to expand the
children of this generation continue to advance technologically; and what better way to reach out to the children of
this community by adding technology into their exercise program. The TrainUp philosophy is a wonderful attempt to
change the fate of childhood obesity by offering an alternate solution to the dilemma this county is now facing.
TrainUp mission statement is to enhance the physical fitness of children from the ages of eight to twelve by offering
them a place to go where they can exercise and have fun utilizing the technology they are so accustomed to using on
a daily basis. Health screening is a normal part of the facilities protocol prior to beginning physical activity. The
children can become members in several different ways; most of the children that attend are patients of Dr.
Pflieger, and the parents insurance is billed as preventative care to pay for their participation as a member of
TrainUp. The facility does offer memberships that can be paid for individually and the Rockwall ISD utilizes the facility
for some P.E. In addition to the technological activates offered the facility is also providing wellness classes for the
children and parents, group fitness activities and personal training.
Because of his interaction with the community, Rockwall ISD is attempting to utilize Dr. Pfliegers facility for physical
education classes; however, the use of the facility is somewhat limited right now because the concept is so new. The
relationship that Dr. Pflieger has established with Rockwall ISD is one of total involvement that goes beyond the
influential aspects of being a doctor. He is actively involved in the school and hopes to establish a new system of
physical education classes that can be offered to the school as a normal class schedule. Besides his involvement in
Rockwall IDS he is also extending his services to include; the Boys and Girls Club, Seventh Day Academy in
Mesquite, and the surround communities of Heath, and Forney. The newest change is to purchase additional space so
they can expand the services they currently offer.

6. The expansion of the facility is to purchase additional space that is next door to the building they are currently in.
This additional space will give them an opportunity to include one new service. The new service that will be added is
sports training and conditioning, by adding this service they open a new door that includes those children and teens
that are actively involved in a variety of different sports. Although, the company is growing and their philosophy is
based on the current needs of one community and the ideas of a physician who has firsthand experience with
childhood obesity, a person can’t help but wonder how does all of this fit into the philosophy of the person writing this
narrative?
To help the reader understand the writers’ philosophies and beliefs some past information must be obtained before
answering the above question. As an ESL learner the struggles in those formative elementary years were difficult
ones. Since Spanish was the predominate language spoken in the home learning the English language was quite
confusing. In addition to the language barriers the parents were not equipped to help with homework. The reason for
this inability was because the education level obtained was minimal and never exceeded the junior high level. As a
result education was not considered a priority and the pursuit of higher education beyond high school was never
pursued by the children. How does this tie into the philosophy’s and beliefs of physical education and the belief of
TrainUp?
Philosophies and beliefs are formulated by a person’s past experiences and the changes a person wants to make
happen. These changes are the driving force that creates ideas and help each individual understand the struggles
that children face in today’s society. Because of this need the idea of one man have evolved into a new concept that
stemmed from the staggering number of obese children he sees on a daily bases. The philosophy of helping children
become more active by changing how they view physical activity and modernizing the concept to include technology.
In other words, being physically active doesn’t necessarily mean it has to be in the traditional sense as we know it.
The beliefs and philosophies that TrainUp stands for are the same views of the writer, it’s about change and progress
and the need to address the future generation in a positive way. The concept presented by TrainUp seems to do just
that. With similar philosophies and beliefs, this adult person has chosen a career that is constantly changing and
evolving in ways that are remarkable. Although the future of Physical Education Teachers seems uncertain the need
for qualified individuals will never change. Education is about quality and the traditional aspects of physical education
must progress with the future.

7. In short, the visit to TrainUp had a way of making a person think outside the box in terms of the way Physical
Education is changing. The thought that Physical Education as we know it now could be a way of the past does open
the door for new concepts; but on the other hand it does leave some unanswered questions as well. The past
experience of a person has a lot to do with the philosophy and beliefs they take with them on the journey to becoming
an educator. The ideas and concepts of one person may have an impact on the way teachers teach their students in
the future. Although ideas change things, one concept will never change the Philosophy and belief that all children
deserve the best physical education experience possible.

8. Scope and Sequence/
Unit Planning

9. Unit Performance objectives for Archery:
Upon successful completion of this course, the student will be able to:
•The history of archery: Students will understand, analyze and interpret historical events, conditions, trends and issues to
develop historical perspective. History is a series of connected events, shaped by cause and effect relationships, tying the past to
the present. As early hunters and gatherers developed new technologies, they settled into organized civilizations.
• Archery skills and techniques: Techniques (including practice and self-evaluation) are used to develop skills related to
performance in games and/or sports.
•Principals of motor skills refinement such as accuracy, technique and movement require a logical and sequential approach.
•Character Development through Archery: Behaviors such as constructive communication, fulfilling Commitments, and
cooperation. Showing respect and responsibility to self and others.
•Physical, emotional and social benefits can be gained from regular participation in leisure/recreational and/or competitive
physical activities.
•Communication: Cooperation, rules and respect are important to the effective functioning of the group.
Critical Thinking
How do I participate in archery in a safe and responsible? Manner?
How do I successfully perform the archery skills learned?
How does participation in archery activities promote my character development?
How does participation in archery activities enhance my physical, emotional and social well-being?
Teacher Name: Lewellen/Jenkins/Wolfe
Grade: Grade 7-12
Subject PE and Health

10. Topic: Introduction to Archery
Content: Archery
Goals: -Students will understand parts of bow. -Students will be able to correctly use archery safety equipment. -
Students will be able to string a recurve bow correctly.
Objectives: -Students will be able to sting a bow correctly with no guidance. -Students will be able to correct outfit
themselves with safety equipment without guidance. -Students will be able to use correct terminology when
talking and writing about archery.
Materials: -Bows for every student. -Finger tabs for every student. -Wrist guards for every student.
Introduction: -Background and history of archery. -Discussion of Archery as a lifetime activity (i.e. hunting, competition
and personal enjoyment.) -Explanation of parts of bow.
Development -Demonstration of how to wear safety gear appropriately to prevent injuries. -Demonstration of how to stand
while stinging the bow.
Practice: -Groups of two practice stinging bow and unstringing bow.
Accommodations: -For students in wheelchairs have partner assist by bending the bow and having student slide the string
down correctly.
Checking For understanding: -Verbal quiz on different parts of bow. -Quiz on why they wear safety gear when using the bows. -Discuss the
different types of bows and types of archery events.
Closure: Review key terms with Archery. Review safety considerations that have to be taken when participating in
Archery.
Evaluation: -Teacher observation of correct techniques in stringing bow and using safety equipment.

11. Archery Rubric: Beginner 1 pts Developing 2 pts Proficient 3 pts Excellent 4 pts
Stance Beginner Developing Proficient Excellent
Feet shoulder width apart, straddle
shooting line, bow shoulder facing target. Student demonstrates very little Student demonstrates some Student demonstrates a complete Student demonstrates a complete
understanding of how to stand when understanding of how to stand when understanding of how to stand when understanding of how to stand when
shooting an arrow shooting an arrow some of the time shooting an arrow most of the time shooting an arrow every time they shoot
Grip Beginner Developing Proficient Excellent
Grip bow like holding a glass, touch thumb
to index finger, bow arm to shoulder Student demonstrates very little if any Student demonstrates some Student demonstrates that they Student demonstrates that they
height, extend bow arm toward target understanding of how to hold a bow understanding of how to hold the bow understand how to Hold the bow most of understand how to Hold the bow every
some of the time the time time they shoot
Nock Beginner Developing Proficient Excellent
Bow parallel to ground, load above the
nock, nock arrow at 90 degree angle, odd Student does not understand how to nock Student demonstrates some Student demonstrates an understanding Student demonstrates an understanding
colored feather facing away an arrow understanding of how to nock and arrow of how to nock an arrow most of the time of how to nock an arrow every time they
some of the time shoot
Draw Beginner Developing Proficient Excellent
Assume Boy Scout Salute( thumb and
little finger touch) Student does not understand how to draw Student demonstrates some Student demonstrates an understanding Student demonstrates an understanding
Hook three fingers onto string at first the bow understanding of how to draw the bow of how to draw the bow most of the time of how to draw the bow every time they
knuckle, back of hand and wrist flat, elbow some of the time shoot
level with forearm, squeeze shoulder
blades together
Anchor Beginner Developing Proficient Excellent
High Anchor- index finger touches corner
of mouth, Low Anchor- index finger Student does not understand how to Student demonstrates some Student demonstrates an understanding Student demonstrates an understanding
touches under the chin anchor understanding of how to anchor some of of how to anchor most of the time of how to anchor every time they shoot
the time
Aim and Release Beginner Developing Proficient Excellent
Look down the arrow to target, aim at
spot with point of arrow, roll fingers off Student does not understand how to aim Student demonstrates some Student demonstrates an understanding Student demonstrates an understanding
string, hand stays at anchor position and release understanding of how to Aim and release of aim and Release of aim and Release every time they shoot
Does not hit the target very often Hits the target some of the time Hits the target most of the time Hits the target every time

12. Performance Objectives for Healthy Eating:
Upon successful completion of this course, the student will be able to:
•Explain the need to learn about nutrition and assume responsibility for good
nutritional
1)Choices.
•Formulate a balanced diet using the “My Pyramid” food pyramid, the Dietary
Guidelines for
1)Americans, and the Exchange Lists for Meal Planning.
2)Discuss why nutrition is important to health.
•Read and interpret food labels.
•Define the implications of nutrition for the aging.
•Discuss the relationship of fitness and nutrition.
Critical Thinking questions:
•Why should you as an individual develop healthy eating habits?
•What is the most important rule to remember when it comes to eating healthy?
•Why do you think it is important to understand how to read food labels?
•What is considered a serving size?

13. Lesson Plan #2- Healthy Eating and Wellness
Lesson Plan Title: Reading the Label/ Nutrition and Physical Activity Lesson Plan
Age Range: Grade 8 (Middle School)
Overview and Purpose: In this lesson, students will learn how to read a food label. They will have to find information about ingredients, calories, and
nutrition.
Objective: The student will be able to read a food label to find information. Pursues physical activities that promote health-related fitness, relieve tension,
and control weight in both school and nonschool settings
Resources:
One food label per child
Teacher created worksheet
Power Point presentation about food labels (teacher created)
Activities:
Explain food labels using the Power Point presentation. Include information about how to find the serving size, servings per container, recommended daily
allowance, and ingredients. Ask students why they think it would be important to know how to find this information. Pass the food labels and worksheets
out. Have students practice finding the information asked for on the worksheet.
After the lesson has been completed, the teacher will tell the students to write a paragraph summarizing everything they have learned.
The teacher will conclude the lesson by recapping the material that has just been covered in class. She/he will summarize the information verbally,
leaving out important facts along the way so that the students can fill in the blanks as he/she goes.
This lesson is important because understanding the value of eating right and exercising will motivate students to engage in these healthful behaviors.
Healthful living will not only increase the longevity of life, but also improve the quality of life and decrease future medical costs.
Sample worksheet:
1. What is the serving size?
2. What percentage of the recommended daily allowance of vitamin C does this food contain?
3. What is the main ingredient?
Wrap Up:
Being able to read a label is an important step towards healthy eating. However, consider discussing with your students what can happen if someone does
it in the extreme.

14. Healthy Eating Rubric
Unsatisfactory Needs Improvement Satisfactory
1 pts 3 pts 5 pts
Menu Planner Unsatisfactory Needs Improvement Satisfactory
Students created a daily food planner; but it had spelling Students created a daily food planner; but Students created a daily food menu with
errors, and it was not neatly displayed. it had spelling errors, or it was not neatly no spelling errors, and it was neatly
displayed. displayed.
Group Presentation Unsatisfactory Needs Improvement Satisfactory
Students rushed through the presentation (difficult to Students rushed through the presentation, Students clearly presented their menu,
understand them), and they didn't explain the foods they but they explained each of the meals on and they explained each of the meals.
included. the menu.
Food Variety Unsatisfactory Needs Improvement Satisfactory
Students did not offer a well balanced meal. Students offered some well balanced Students used a variety of foods within
meals within their meal plan. their meal planner making sure each meal
was well balanced.
Power Point Unsatisfactory Needs Improvement Satisfactory
Students did not include the specified meals and the Students included some of the specified Students included each of the specified
daily recommendation totals. (0 Points) meals and some of the daily meals and their daily recommendation
recommendation totals. totals.

15. Formative Assessments:
Name: _____________________________ Date: ________________
Part 1
You’re Guide to Eating out Right Assessment
Circle healthy appetizers:
Anything fried Creamy dips Bread Green salad
Antipasto Lettuce wraps
Circle healthy beverages
Regular or diet soda Sweet cocktails Sweetened tea
Unsweetened iced tea Red wine Water
Circle healthy entrees
Pasta Pizza Lean meat with vegetables
Salad with protein Soup and salad
Part 2
Directions: Write healthy and unhealthy appetizers, beverages and entrees.
Appetizers
Don't Order Do Order
____________________________ ___________________________
____________________________ ___________________________
____________________________ ___________________________
Beverages
Don't Order Do Order
____________________________ ___________________________
____________________________ ___________________________
____________________________ ___________________________
Entrees
Don't Order Do Order
____________________________ ___________________________
____________________________ ___________________________
____________________________ ___________________________

16. Why is Assessment Important
to Me?
I value assessment because it is an integral part of instruction, as it determines whether or not
the goals of education are being met. Assessment affects decisions about grades, placement,
advancement, instructional needs. Assessment inspires us as teachers to ask these hard
questions: Are we teaching what we think we are teaching? Are students learning what they are
supposed to be learning? Is there a way to teach the subject better? When students are
collaborators in assessment, they develop the habit of self-reflection. They learn the qualities of
good work, how to judge their work against these qualities, how to step back from their work to
assess their own efforts and feelings of accomplishment, and how to set personal goals. These
are qualities of self-directed learners, not passive learners. As teachers we model, guide, and
provide practice in self-assessment, students learn that assessment is not something separate
from learning or something done to them, but a collaboration between teachers and students,
and an integral part of how they learn and improve.