Unit Plan 31 (Grade 8 PE): Frisbee Golf & Outdoor Recreation Options

Focus: Use backhand, forehand, and specialty throws in Frisbee Golf to adjust for terrain, distance, and target location, while exploring low-organization outdoor recreation as a realistic lifelong activity option.

Grade Level: 8

Subject Area: Physical Education

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

I. Introduction

In this unit, students explore Frisbee Golf as both a skill-based target activity and a practical form of outdoor recreation that can continue beyond school. Students practice a variety of throws, including backhand, forehand, and selected specialty throws such as rollers and high arcs, then apply those skills on a teacher-designed course across the field or campus. Along the way, they learn how to adjust force, angle, and timing based on obstacles, terrain, wind, and distance. Students also discuss how low-organization activities like Frisbee Golf can fit into a healthy lifestyle, support time outdoors, and become part of a realistic plan for lifelong physical activity.

Essential Questions

• How do I adjust force, angle, and throw choice in Frisbee Golf based on distance, obstacles, and terrain?
• What makes Frisbee Golf and other outdoor recreation activities appealing and realistic for lifelong participation?
• How can low-organization activities support healthy lifestyle choices and regular movement outside of PE?
• What kind of physical activity plan could realistically help me stay active through the week, season, or year?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Perform backhand, forehand, and selected specialty disc throws with increasing control and accuracy toward outdoor targets.
2. Adjust effort, force, angle, and timing of throws based on distance, obstacles, and course conditions.
3. Follow Frisbee Golf etiquette and safety expectations while tracking scores and moving through a course responsibly.
4. Explain how outdoor recreation can support healthy lifestyle choices and reduce barriers to regular activity.
5. Evaluate Frisbee Golf and similar activities as lifelong options based on interests, cost, access, and enjoyment.
6. Create a realistic idea or plan for participating in physical activity outside PE using available community or personal resources.

Standards Alignment — Grade 8 PE (SHAPE America-based custom)

• PE:S1.8c – Throwing & Catching with Precision in Competitive Contexts Throw and catch a variety of objects with precision, appropriate force, and timing in competitive and high-pressure situations, including leading teammates and adjusting to defenders.
  • Example: In Frisbee Golf, a student delivers a controlled backhand throw toward a basket or target zone and adjusts the release to avoid obstacles and improve accuracy.
• PE:S2.8c – Adjusting Effort, Force, Angle & Timing Based on Game Demands Adjust effort level, force, angle, and timing of skills after interpreting distance, defensive pressure, and risk/benefit of different options.
  • Example: A student chooses a softer forehand around a tree on a short hole and a stronger backhand with a higher release for a longer open fairway.
• PE:S3.8e – Making Informed Healthy Lifestyle Decisions Use knowledge about physical activity, nutrition, sleep, hydration, substance use, and screen time to make or plan informed daily health choices and explain their impact.
  • Example: A student recognizes that outdoor activity, hydration, and reduced screen time can support mood, focus, and physical health, and connects those ideas to regular recreational play.
• PE:S5.8c – Identifying & Evaluating Lifelong Activity Options Identify a range of physical activities that can be sustained into adolescence and adulthood and evaluate which options best fit personal interests, resources, and needs.
  • Example: A student compares Frisbee Golf, walking, hiking, cycling, or rec leagues and explains which options seem most realistic and enjoyable long term.
• PE:S5.8d – Planning for Ongoing Participation in Physical Activity Develop realistic plans for being regularly active beyond the PE class—across a week, season, or year—and identify local or community opportunities to support those plans.
  • Example: A student creates a weekly activity plan that includes outdoor recreation, active transportation, or local opportunities and explains when and how those activities could happen.

Success Criteria — Student Language

• I can use backhand, forehand, and other throws to send a disc toward a target with control.
• I can change my force, angle, and throw type based on the hole, obstacle, or distance.
• I can follow Frisbee Golf etiquette and move through a course safely and respectfully.
• I can explain how outdoor recreation can support a healthy lifestyle.
• I can identify whether Frisbee Golf or another outdoor activity fits my interests and make a realistic plan for staying active outside PE.