Unit Plan 34 (Grade 7 PE): Officiating & Peer Coaching Clinic

Focus: Develop stronger officiating skills, more effective peer coaching, and better emotional control by applying rules, making fair decisions, and giving constructive feedback during small-sided games.

Grade Level: 7

Subject Area: Physical Education

Total Unit Duration: 5 sessions (one week), 45–55 minutes per session

I. Introduction

In this Grade 7 Physical Education unit, students move into leadership roles by learning how to officiate games fairly and coach peers in a supportive, useful way. Through short small-sided games, officiating workshops, and peer coaching rotations, students practice making calls, using hand signals, managing score and time, and giving feedback that helps others improve without discouraging them. The unit emphasizes that strong officiating and coaching require more than knowing rules; they also require calm communication, emotional control, fairness, and responsibility. Students learn that a quality game environment depends not only on the players, but also on the people who guide the game, enforce safety, and help teams improve. By the end of the week, students should be able to explain how officiating, peer coaching, and sportsmanship all contribute to a better Physical Education experience.

Essential Questions

• What makes an official’s decision fair, clear, and respected?
• How can peer coaches give feedback that is helpful instead of negative or controlling?
• Why do self-control and calm communication matter during close or controversial calls?
• How do officiating and coaching roles improve the safety, structure, and quality of games?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Demonstrate locomotor control and game readiness during short small-sided activities.
2. Follow and apply game rules, procedures, and safety expectations with minimal reminders.
3. Rotate through officiating and peer coaching roles responsibly and fairly.
4. Use simple hand signals, scorekeeping, timing, and rule-enforcement procedures during game play.
5. Give constructive, specific, and respectful feedback to peers.
6. Demonstrate self-control and sportsmanship when calls are disputed or when feedback is given.
7. Resolve disagreements fairly and keep game play moving.
8. Explain how participation, coaching, and officiating can support physical, mental, and social well-being.

Standards Alignment — Grade 7 PE (SHAPE America-based custom)

• PE:S1.7a – Locomotor Skills with Advanced Speed & Change of Direction Perform locomotor skills (e.g., sprinting, shuffling, skipping, bounding) with control while making rapid changes in direction, speed, and level in game situations.
  • Example: In small-sided games, a student sprints into position, changes direction under control, and recovers quickly during live play.
• PE:S4.7a – Following Rules, Routines & Safety Protocols Independently Consistently follow and model classroom rules, procedures, and safety expectations with minimal reminders, and help ensure a safe environment for others.
  • Example: Students apply rules correctly, use equipment safely, watch boundaries, and stop or restart games using agreed procedures.
• PE:S4.7b – Cooperative Teamwork, Leadership & Inclusion Work effectively with diverse peers, taking on and rotating leadership roles (captain, coach, referee, equipment manager) while ensuring all teammates are included and valued.
  • Example: A student serves as coach or official fairly, includes all teammates in feedback or planning, and communicates in a respectful, supportive way.
• PE:S4.7c – Self-Control, Sportsmanship & Emotional Regulation in Competition Demonstrate self-control and positive sportsmanship in both winning and losing situations, managing frustration, and responding to mistakes constructively.
  • Example: After a disputed call or mistake, a student stays calm, accepts the resolution, and continues the activity respectfully.
• PE:S4.7d – Resolving Conflicts & Self-Officiating Fairly Use respectful communication and agreed-upon strategies (replay, rock-paper-scissors, majority vote, rotating officials) to resolve conflicts and make impartial calls.
  • Example: When a call is close, students use the class protocol to settle it quickly and restart the game fairly.
• PE:S4.7e – Responsibility, Initiative & Self-Management in PE Show responsibility by arriving prepared, managing time, effort, and equipment, transitioning efficiently, and staying engaged without constant teacher prompts.
  • Example: Students set up small-sided games, rotate roles, manage score and timing, and stay focused without repeated reminders.
• PE:S5.7b – Describing Physical, Mental & Social Benefits of Activity Explain how regular physical activity supports physical fitness, mental health (stress relief, mood, focus), and social well-being (friendships, teamwork, belonging).
  • Example: Students explain how active games, coaching, and positive team interaction can improve movement confidence, reduce stress, and strengthen social connection.

Success Criteria — Student Language

• I can follow rules and make fair game calls.
• I can use simple officiating signals, timing, and scorekeeping correctly.
• I can give peer feedback that is specific, respectful, and helpful.
• I can stay calm when I disagree with a call or receive coaching.
• I can help games run safely, fairly, and smoothly.
• I can explain how activity and teamwork support physical and mental well-being.