Skills-Based Lifetime Activities (9-12)
Fall Semester | ||||
Unit Title | Building Movement & Fitness Foundations | Target Games: Accuracy & Control | Striking & Fielding: Strategy & Team Play | Officiating, Scoring & Sportsmanship |
Time | 3 Weeks | ~ 3 Weeks | ~ 4 Weeks | ~ 4 Weeks |
Understandings | Fitness activities; basic movement skills
Students recognize how appropriate attire and dressing for activity support safety, comfort, and full participation.
Students follow classroom routines, transitions, and expectations to maintain a safe and respectful learning environment.
Students apply proper movement patterns to improve efficiency and reduce injury risk.
Students identify fitness components such as endurance, strength, and flexibility and their role in overall health.
Students set and monitor realistic fitness goals to support lifelong physical activity. | Target activities (disc golf, bowling, backyard target games)
Students apply accuracy and controlled force to improve performance in target-based activities.
Students practice skills consistently to improve performance over time.
Students use rules and scoring systems to support fair play.
Students demonstrate sportsmanship and respect for others during participation. | Striking & fielding activities (softball, kickball, racquet sports)
Students perform striking and fielding skills using proper technique and timing.
Students apply offensive and defensive strategies to improve team success.
Students communicate and collaborate to promote safe and effective game play.
Students follow rules to support fair competition and respect for others. | Rules, officiating, scoring, game management
Students apply rules to support safety and fairness during activities.
Students keep score accurately to support organized competition.
Students practice officiating skills using clear communication and confidence.
Students demonstrate sportsmanship and emotional control to create positive activity environments. |
TEKS | (1)(C), (2)(A–D), (3)(A–C), (4)(D–E) | (1)(A), (2)(A–F), (3)(B–C), (4)(A–E), (5)(A) | (1)(B), (2)(A–F), (3)(B–C), (4)(A–E), (5)(A) | (2)(E–F), (4)(A–E), (5)(A) |
Skills TEKS | (1)(C) | (1)(A) | (1)(B) | Embedded across Strand 1 activities |
Note: PE staff may adjust the timeframe of activities as needed to meet student learning needs and instructional pacing.
Spring Semester | ||||
Unit Title | Fitness for Lifetime Wellness | Rhythmic Movement & Physical Expression | Innovative & International Games | Choice, Reflection & Lifelong Activity Planning |
Time | ~ 3 Weeks | ~ 3 Weeks | ~ 4 Weeks | ~ 4 Weeks |
Understandings | Fitness activities; goal setting; safety
Students set realistic and challenging fitness goals.
Students apply safety practices and proper technique to reduce injury risk.
Students monitor progress to improve motivation and performance.
Students connect regular physical activity to long-term health and wellness. | Rhythmic activities (jump rope, movement sequences)
Students perform rhythmic movements with appropriate timing and coordination.
Students create movement sequences to express creativity and personal style.
Students refine performance through practice and repetition.
Students participate respectfully to support an inclusive activity environment. | International and innovative games (futsal, cricket, team handball, tchoukball, student-created games)
Students transfer skills and strategies across different activities and games.
Students engage in international games to build cultural awareness and inclusion.
Students collaborate with teammates to improve group performance.
Students explore new activities that support lifelong engagement in physical activity. | Student-selected activities from all categories
Students select activities that provide enjoyment and appropriate challenges.
Students reflect on performance to identify strengths and areas for improvement.
Students prioritize recovery habits, including sleep, to support health and performance.
Students plan for continued physical activity beyond the school setting. |
TEKS | (1)(C), (3)(A–C), (5)(B) | (1)(D), (2)(A–D), (4)(C–E) | (1)(E), (2)(A–F), (4)(A–E), (5)(A) | (3)(C), (5)(A–B), (4)(C–E) |
Skills TEKS | (1)(C) | (1)(D) | (1)(E) | Reinforcement of (1)(A–E) |
Note: PE staff may adjust the timeframe of activities as needed to meet student learning needs and instructional pacing.