School Name:Seacrest Country Day School - Upper School
Grant Request Grade:9-12
Grant Request Subject:Health/P.E.
Additional Details
A student who's never learned to notice a limp, a favored knee, or a stiff shoulder in a teammate can't catch it before it becomes a real injury. This project equips students in [Sports Medicine / course name] with core injury-prevention and movement-assessment tools, so every student learns how to screen movement, identify risk factors, and apply appropriate injury-prevention and rehabilitation technique.
The classroom currently lacks dedicated equipment for teaching movement screening and injury-prevention technique. Mats and med balls used for hands-on assessment work have no organized storage, slowing transitions and creating a clutter and safety hazard during stations-based class periods. Shared, close-contact equipment also has no hygiene station to keep it usable across back-to-back classes.
Grades 5-6 (foundational body-awareness and injury-prevention basics): PE.5.L.4.5 (selecting proper stretching exercises to increase flexibility and reduce the chance of injury) and PE.6.C.2.16 (evaluating the movement performance of others) build the vocabulary and observational skill students need before formal screening work. PE.6.R.5.5 covers equipment care and safe behavior for this band.
Grades 7-12 (movement screening and injury-prevention technique): PE.912.C.2.26 (evaluating skill patterns of self and/or a partner by detecting and correcting mechanical errors) and PE.912.C.2.25 (analyzing and evaluating the risks, safety procedures, and equipment associated with specific activities) are the direct match for hands-on screening work. PE.912.L.4.6 (identifying health-related problems associated with low levels of fitness components, including flexibility) supports the injury-risk-factor content. PE.912.R.5.5 covers equipment care and safe behavior for this band. Hydration education ties in through PE.4.C.2.8 (identifying the importance of hydration before, during, and after physical activity) and its equivalent benchmarks at other grade levels, directly supporting the bottles.
This project connects to all four pillars of Seacrest's mission. It fuels intellectual engagement by having students understand the actual mechanics behind injury and movement compensation, not just perform exercises by rote. It teaches ownership of the educational experience through hands-on movement screening, where grades 7-12 students actively assess a partner's movement and apply what they find. It cultivates quality of character through the discipline of careful, respectful handling of shared, close-contact equipment and consistent hygiene practice. And it supports students leading lives of significance by building injury-prevention literacy they carry for life, and for some, a genuine early exposure to a sports medicine or athletic training career path.
Grades 5-6 build foundational body awareness and stretching technique using the slant board and thera-bands, developing the vocabulary and body control needed before formal movement screening. Grades 7-12 perform hands-on movement screening and injury-prevention technique using the physioballs, resistance bands, and trap bar, working in pairs to identify compensations or imbalances in a partner's movement pattern and apply appropriate prevention exercises. A dedicated hydration lesson uses each student's own reusable bottle to teach fluid replacement and electrolyte needs during physical activity, a core sports medicine topic students then practice daily.
Organized, accessible equipment storage keeps stations-based class periods moving safely and efficiently instead of losing instructional time to clutter, and the sanitizing supplies keep shared, close-contact equipment usable across grade levels and back-to-back class periods.
Instruction is direct teaching paired with guided, hands-on practice. Grades 5-6 are checked against a stretching-technique and body-awareness checklist. Grades 7-12 are checked against a movement-screening checklist, assessing their accuracy at identifying a partner's movement compensations and recommending an appropriate prevention exercise. The whiteboard supports diagramming movement patterns and injury mechanisms during daily instruction, and the mat holder and med ball holder are part of the stations-based classroom workflow itself, not simply idle storage.
Grades 5-6 build foundational body awareness, stretching technique, and a working understanding of basic injury-prevention concepts. Grades 7-12 show measurable improvement in movement-screening accuracy, confidence identifying compensations in a partner's movement, and applied injury-prevention technique.
Success will be tracked through a pre/post stretching-technique and body-awareness checklist for grades 5-6, a pre/post movement-screening checklist for grades 7-12, and a culminating project where students screen a partner and write up prevention recommendations. Evidence of impact includes completed screening write-ups, instructor rubric scores comparing pre- and post-unit checks.
The trap bar and resistance bands, including removable, portable hooks that attach to the existing rack without any permanent installation, are the primary tools for loaded and resisted movement work in the grades 7-12 curriculum. The slant board and physioballs support flexibility, balance, and functional movement work across both grade bands. The whiteboard supports daily instruction and diagramming. The mat holder and med ball holder keep hands-on, stations-based classes organized and safe during transitions. The sanitizing supplies keep shared, close-contact equipment safe across every grade level and class period. The reusable hydration bottles (48, $240) directly support the hydration and fluid-replacement lesson, giving students their own bottle to actually practice the habit being taught.
