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10th Grade  Project 3 weeks

Game On: Stronger Through Sports

Noah Inthirath Joe McSpiritt
Noah Inthirath, Joe McSpiritt
Updated
12.4.PF.6
12.5.PF.3
12.2.PF.9
12.2.PF.8
12.1.PF.2
+ 19 more
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The Challenge

You live in a society where political division often weakens trust, communication, and a shared sense of belonging, making it harder for people to work across differences in schools, communities, and public life. At the same time, unequal access to safe spaces, coaching, and health knowledge can limit how people build strength, confidence, and long-term well-being through physical activity.

Challenge Question

How might we use fitness training and inclusive sports strategies with nearby small fitness businesses so teens in our community can build strength, persistence, and unity across differences?

Standards

  • [Massachusetts] 12.4.PF.6 - Design strategies and tactics to elicit a higher level of performance during a variety of sports, athletic, or physical activities. [PE]
  • [Massachusetts] 12.5.PF.3 - Recognize personal assets and demonstrate strategies that support growth mindset related to personal abilities to succeed, grow, and persist through physical activity challenges. [HPE; SE]
  • [Massachusetts] 12.2.PF.9 - Set a goal and create a practice plan to improve performance for a self-selected skill. [PE]
  • [Massachusetts] 12.2.PF.8 - Create a goal and plan for participating in physical activity to maintain or improve health and monitor progress. [PE]
  • [Massachusetts] 12.1.PF.2 - Choose an appropriate level of challenge to experience success through participation in a self-selected physical activity. [PE]
  • [Massachusetts] 12.2.PF.11 - Select and participate in physical activities that meet a variety of personal needs (personal goals, strengths, interests, enjoyment, social interaction or self-expression). [PE]
  • [Massachusetts] 12.2.PF.10 - Apply movement concepts and principles (e.g., force, motion, rotation) to analyze and improve the performance of self and/or others in a selected skill or lifetime physical activities (e.g., yoga, aquatics, biking, rock climbing, dancing, canoeing, weight training, golf, tennis). [PE]
  • [Massachusetts] CH.PH.02.16 - Describe the purpose and benefits of sports, games, and dance in modern society
  • [Massachusetts] CH.PH.02.15 - Demonstrate strategies for inclusion of all students in physical activity settings related to strength and speed
  • [Massachusetts] CH.PH.02.14 - Apply advanced movement concepts and beginning game strategies to guide and improve individual and team performance

Competencies

  • Sustain Well-Being - Build affirming life practices (SW.2)
  • Learn with Purpose - Develop a plan to pursue a goal (LI.1)
  • Sustain Well-Being - Nurture my identity (SW.1)
  • Learn with Purpose - Reflect (LI.5)
  • Learn with Purpose - Monitor progress and adjust (LI.2)
  • Sustain Well-Being - Connect to the natural world (SW.4)
  • Learn with Purpose - Engage in discussion (LI.4)
  • Build Community - Advocate for myself and others (BC.2)
  • Learn with Purpose - Give and receive feedback (LI.3)
  • Sustain Well-Being - Build cultural intelligence (SW.3)
  • Engage In Inquiry - Develop an inquiry plan (EI.2)
  • Navigate Conflict - Recognize and process my feelings (NC.1)
  • Navigate Conflict - Recognize and respond to the feelings of others (NC.2)
  • Read The World - Find inspiration and ideas (RW.1)

Learning Partners and Clients

Possible learning partners and clients include small fitness businesses near your location, local physical trainers, and other nearby businesses that support health and wellness. You can work with them to compare training techniques, get feedback on your practice plan, and learn how professionals adjust workouts for different goals, ability levels, and recovery needs. To connect your project to unity across differences, ask partners how sports and physical activity can bring people together across backgrounds, beliefs, and communities.

Phase Overview

Phase Key Experiences
Discover
I can launch my project by trying short fitness challenges with classmates, noticing how different strategies affect performance, and discussing how movement, teamwork, and shared goals can help bridge division and build a stronger, more united community.
Examine
I can investigate my current strengths, interests, and needs by tracking my performance in a self-selected sport or physical activity and identifying one skill I want to improve. I can research training methods, recovery habits, and movement concepts like force, motion, and rotation to explain how they affect stronger sports performance. I can interview or observe coaches, trainers, or local fitness professionals to learn how athletes use feedback, goal setting, and mindset to improve over time. I can examine how sports, games, and physical activity bring people together across differences and how inclusive routines help all participants succeed. I can use my findings to set a realistic goal and choose an appropriate level of challenge for a two-week practice plan.
Engineer
I can develop a two-week personalized training plan and strategy guide that uses specific drills, feedback routines, recovery choices, and inclusive participation moves to improve my performance and support unity through sport.
Do
I can carry out my training plan, collect daily performance and reflection data, get and use feedback from peers or fitness partners, and analyze whether my strategies are helping me improve my skill, health, and mindset.
Share
I can share my training journey through a live fitness showcase and reflection talk with peers, families, school staff, and local fitness partners, explaining my performance growth, the strategies that worked, how sport can build unity, and what I learned about my own strengths, challenges, and persistence.