Sports Fundamentals and Game Strategies
Course Description:
Sports Fundamentals and Game Strategies introduces students to the foundational skills and rules of key team sports including basketball, soccer, volleyball, and pickleball. Through hands-on practice, students will develop basic athletic skills while gaining an understanding of the rules and dynamics of each sport. In addition to sport-specific skill development, each lesson integrates a variety of warmups, workouts, cognitive prompts on rules and regulations, formative and summative assessments, reflection prompts, movement journals, and activity trackers.
Course Details:
| Course Title (District): | Sports Fundamentals and Game Strategies | ||||||||||
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| Course Title (NCES SCED) : | Team Sports | ||||||||||
| Course Provider : | Michigan Virtual | ||||||||||
| Content Provided By : | Hiveclass | ||||||||||
| Online Instructor Provided By : | Michigan Virtual | ||||||||||
| Standards Addressed : | Michigan Merit Curriculum, Michigan High School Content Expectations | ||||||||||
| Alignment Document : | https://drive.google.com/file/d/1D8YfQMyAmDGkKYvmK9BC00ceS35BVZgg/view?usp=sharing | ||||||||||
| Academic Terms : | Semester | ||||||||||
| NCES SCED Code : 08002 |
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How To Enroll:
| Enrollment Website : | https://slp.michiganvirtual.org/ |
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| Email : | [email protected] |
| Phone : | (888) 889-2840 |
Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
- Demonstrate competency in foundational skills across basketball, soccer, volleyball, and pickleball, including passing, shooting, dribbling, serving, and defensive movements (Sport-Specific Skill Development)
- Apply knowledge of movement concepts, game strategies, and skill execution to improve performance and decision-making in a variety of team sport contexts (Movement Concepts and Strategy)
- Set SMART goals for sport-specific improvement, track personal progress through movement journals and self-assessments, and adjust strategies based on formative feedback (Personal Goal Setting and Progress Monitoring)
- Explain key rules, positions, and tactics of each sport, and apply this knowledge to simulated gameplay scenarios to build sport literacy and strategic thinking (Rules, Tactics and Gameplay)
- Execute sport-specific warm-ups, cool-downs, and recovery activities to promote mobility, prevent injury, and build lifelong fitness habits (Fitness Foundations and Injury Prevention)
- Adapt sport drills and equipment as needed to safely and effectively practice skills in limited spaces or with minimal resources (Adaptability and Resourcefulness)
- Reflect on personal growth and skill development using guided journaling prompts, performance logs, and self-evaluations (Self-Reflection and Metacognition)
- Demonstrate responsible and inclusive behavior in physical activities, including respectful communication, teamwork, and peer encouragement (Respectful Participation and Collaboration)
Additional Cost Description:
This course emphasizes "Adaptability and Resourcefulness" to practice skills in limited spaces or with minimal resources. Many drills are designed to be modified for home practice environments, which may reduce equipment requirements while maintaining skill development opportunities.
Required materials include: comfortable/flexible athletic clothing that permits movement; supportive, athletic shoes suitable for court and field sports; water bottle for hydration; towel; stopwatch, timer, or heart rate monitor; measuring tape; a safe area for exercise practice, including a clear floor space adequate for movement drills; access to a wall (for passing and skill practice drills across multiple sports); basketball (regulation or appropriate size) and basketball hoop/goal (regulation height preferred, but adjustable acceptable); open court space or driveway with hoop; soccer ball (size 4 or 5); volleyball (regulation or practice ball)--note: this course emphasizes skills "a learner can do alone with just a ball and a wall; pickleball paddle and pickleballs (plastic pickleballs with holes - multiple recommended); pickleball court and net or alternative practice space with marked boundaries--note: as pickleball differs significantly from tennis and table tennis in rules and equipment, sport-specific gear is essential for authentic skill development.
Optional materials include: cones or markers (for agility drills and creating boundaries); small goals or markers to create target or goal areas
Upon completion of this course, students will be able to...
NSQ National Standards for Quality Online Courses: Fourth Edition (2025)
| Rating | Comments | |
|---|---|---|
| G2: The course is regularly reviewed to ensure that the course is current and relevant. | Pilot: Review Pending | |
| G3: The course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. | Pilot: Review Pending | |
| G1: The course uses multiple methods and sources of input for assessing course effectiveness. | Pilot: Review Pending |
| Rating | Comments | |
|---|---|---|
| A1: A course overview and syllabus are included in the course. | Pilot: Review Pending | |
| A2: Minimum computer skills and digital literacy skills expected of the learner are clearly stated. | Pilot: Review Pending | |
| A3: The instructor’s biographical information and information on how to communicate with the instructor are provided. | Pilot: Review Pending | |
| A4: Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. | Pilot: Review Pending | |
| A5: Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided. | Pilot: Review Pending | |
| A6: Grading policies and practices are clearly defined in accordance with course content learning expectations. | Pilot: Review Pending | |
| A7: The course instructions articulate or link to a clear description of the technical support offered and how to obtain it. | Pilot: Review Pending | |
| A8: Learners are offered an orientation prior to the start of the course. | Pilot: Review Pending |
| Rating | Comments | |
|---|---|---|
| B1: The course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course. | Pilot: Review Pending | |
| B2: Where applicable, the course content is aligned with accepted state and/or other accepted content standards. | Pilot: Review Pending | |
| B3: Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum. | Pilot: Review Pending | |
| B4: Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned with the content delivered. | Pilot: Review Pending | |
| B5: The course content and supporting materials reflect different perspectives and provide non-stereotypical forms of representation. | Pilot: Review Pending | |
| B6: The course materials (e.g., textbooks, primary source documents, Open Education Resources “[OER])” that support course content standards are accurate and current. | Pilot: Review Pending | |
| B7: The course is free of adult content and avoids unnecessary advertisements. | Pilot: Review Pending | |
| B8: Copyright and licensing status for any third-party content is appropriately cited and easily found. | Pilot: Review Pending | |
| B9: Documentation and other support materials are available to support effective online course facilitation. | Pilot: Review Pending |
| Rating | Comments | |
|---|---|---|
| C1: The course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring. | Pilot: Review Pending | |
| C2: The course’s content and learning activities promote the achievement of the stated learning objectives or competencies. | Pilot: Review Pending | |
| C3: The course is organized by units and lessons arranged in a logical sequence. | Pilot: Review Pending | |
| C4: The course content is appropriate to the reading level of the intended learners. | Pilot: Review Pending | |
| C5: The course design includes introductory assignments or activities to engage learners within the first week of the course. | Pilot: Review Pending | |
| C6: The course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways. | Pilot: Review Pending | |
| C7: The course provides regular opportunities for learner-learner interaction. | Pilot: Review Pending | |
| C8: The course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress. | Pilot: Review Pending | |
| C9: Course instructional materials and resources present content in an effective, engaging, and appropriate manner. | Pilot: Review Pending |
| Rating | Comments | |
|---|---|---|
| D1: Learner assessments align with stated course, unit, or lesson-level objectives or competencies. | Pilot: Review Pending | |
| D2: Valid course assessments measure learner progress toward understanding of content. | Pilot: Review Pending | |
| D3: Assessment practices provide frequent and varied opportunities for self-monitoring and reflection of learning. | Pilot: Review Pending | |
| D4: Assessment materials provide the learner with the flexibility to demonstrate their understanding in a variety of ways. | Pilot: Review Pending | |
| D5: Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners. | Pilot: Review Pending |
| Rating | Comments | |
|---|---|---|
| E1: Course navigation is logical, consistent, and efficient from the learner’s point of view. | Pilot: Review Pending | |
| E2: The course design facilitates readability. | Pilot: Review Pending | |
| E3: The course provides accessible course materials and activities to meet the variable needs of learners, following Universal Design for Learning principles. | Pilot: Review Pending | |
| E4: Multimedia in the course is easy to use. | Pilot: Review Pending | |
| E5: Vendor accessibility statements are provided for all technologies required in the course. | Pilot: Review Pending |
| Rating | Comments | |
|---|---|---|
| F1: All technologies and tools included for use as part of the course ensure that learner privacy is protected in accordance with the Acceptable Use Policy and applicable law. | Pilot: Review Pending | |
| F2: The course tools further the learning objectives and course competencies. | Pilot: Review Pending | |
| F3: The course technology allows for customization and personalization. | Pilot: Review Pending | |
| F4: The course operates within a platform to score and record assessments and calculate earned course points or grades. | Pilot: Review Pending | |
| F5: Courses utilize emerging technologies that can enhance the learning experience, prioritizing learners and outcomes. | Pilot: Review Pending |
Review Conducted By: Michigan Virtual
Date of Review:
05/01/2026
Unit 1: Basketball
Unit 2: Soccer
Unit 3: Volleyball
Unit 4: Pickleball
| Term Type | Enrollment Opens | Enrollment Ends | Random Draw Date | Enrollment Drop Date | Course Starts | Course Ends | # of Seats | Course Fee | Potential Additional Costs |
|---|---|---|---|---|---|---|---|---|---|
| Semester | 04/01/2025 | 03/06/2026 | 07/01/2025 | 01/16/2026 | 01/02/2026 | 05/22/2026 | 100 | $370 | |
| Semester | 04/01/2025 | 03/06/2026 | 07/01/2025 | 01/23/2026 | 01/09/2026 | 05/29/2026 | 100 | $370 | |
| Semester | 04/01/2025 | 03/06/2026 | 07/01/2025 | 01/30/2026 | 01/16/2026 | 06/05/2026 | 100 | $370 | |
| Semester | 04/01/2025 | 03/06/2026 | 07/01/2025 | 02/06/2026 | 01/23/2026 | 06/12/2026 | 100 | $370 | |
| Semester | 04/01/2025 | 03/06/2026 | 07/01/2025 | 02/13/2026 | 01/30/2026 | 06/19/2026 | 100 | $370 | |
| Semester | 04/01/2025 | 03/06/2026 | 07/01/2025 | 02/20/2026 | 02/06/2026 | 06/19/2026 | 100 | $370 | |
| Semester | 04/01/2025 | 03/06/2026 | 07/01/2025 | 02/27/2026 | 02/13/2026 | 06/19/2026 | 100 | $370 | |
| Semester | 04/01/2025 | 03/06/2026 | 07/01/2025 | 03/06/2026 | 02/20/2026 | 06/19/2026 | 100 | $370 | |
| Semester | 04/01/2025 | 03/06/2026 | 07/01/2025 | 03/13/2026 | 02/27/2026 | 06/19/2026 | 100 | $370 | |
| Semester | 04/01/2025 | 03/06/2026 | 07/01/2025 | 03/20/2026 | 03/06/2026 | 06/19/2026 | 100 | $370 |
| Drop Policy | Completion Policy | Term Type | Enrollment Opens | Enrollment Ends |
|---|---|---|---|---|
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Semester | 04/01/2025 | 03/06/2026 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Semester | 04/01/2025 | 03/06/2026 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Semester | 04/01/2025 | 03/06/2026 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Semester | 04/01/2025 | 03/06/2026 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Semester | 04/01/2025 | 03/06/2026 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Semester | 04/01/2025 | 03/06/2026 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Semester | 04/01/2025 | 03/06/2026 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Semester | 04/01/2025 | 03/06/2026 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Semester | 04/01/2025 | 03/06/2026 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Semester | 04/01/2025 | 03/06/2026 |
Students will require a computer device with headphones, a microphone, webcam, up-to-date Chrome Web Browser, and access to YouTube.
Ensure that your school or district network and device administrator establishes network access permissions or exceptions for online resources relevant to the course in which you are choosing to enroll. Ref., Michigan Virtual Course Allow List
Please review the Michigan Virtual Technology Requirements.