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Albemarle County Public Schools Physical Education Curriculum

2008

®Albemarle County Public Schools, July 2008 2

Physical Education Curriculum Writing Team – 2006-2008

Nancy Markos Broadus Wood Elementary School Eleni Heeschen Paul H. Cale Elementary School Mary Alice Bond Mary C. Greer Elementary School Pam Walker Red Hill Elementary School Wayne Flint Stony Point Elementary School Lynn Boyd Jackson P. Burley Middle School Kim Davis M.Y. Sutherland Middle School Loretta Coughlin Albemarle High School B. J. Santos Murray High School Regina Kirk Office of Instruction

The following team members have contributed as members of the curriculum team in the past. Their contributions are reflected in this curriculum. Steve Hartley, Jack Jouett Middle School Joani Laird, Jack Jouett Middle School Veronica Price Thomas, Monticello High School Jack Carroll, Hollymead Elementary School Tessa Pehanick, M.Y. Sutherland Middle School Jeff Toms, J. T. Henley Middle School Mia Fields, Western Albemarle High School Lynda Lutz, Woodbrook elementary School Carol Baber, Albemarle High School Diane Archer, Leslie H. Walton Middle School Barb Rosen, Albemarle High School


Table of Contents Page Introduction 4 Philosophy Statement 5 Framework for Quality Learning (FQL) Framing Statement 6 Concepts and Enduring Understandings 8 Habits of Mind Chart 9

Concept Spiraling 10 Grade Level Articulation 17

Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade PE I PE II Elective PE


Introduction

The role physical education plays in preparing students for lifelong health is clear – there is a direct link between participation in regular physical activity and good health ((Physical Education for Lifelong Fitness, 2005). Physical education provides learning opportunities, appropriate instruction, and meaningful and challenging content for all children. It offers the best opportunity to provide physical activity to all children and to teach them the skills and knowledge needed to establish and sustain an active lifestyle. Planned, sequential, age and developmentally appropriate curricula in health and physical education are necessary for students to become physically educated and health-literate individuals. Physical education teachers assess student knowledge, motor and social skills, and provide instruction in a safe, supportive environment. The Albemarle County Schools Physical Education Curriculum identifies concepts, processes, and skills in kindergarten through grade ten necessary for performing a variety of physical activities and for students to understand the benefits of achieving and maintaining a physically active lifestyle. Physical activity is bodily movement of any type and may include recreational, fitness and sport activities as well as daily activities. Opportunities to engage in physical activity during the day include time spent in physical education, classroom-based movement, recess, and other recreational activities before, during, and after school. Similar health benefits to those received during a physical education class are possible during physical activity when the participant is active at an intensity that increases heart rate and produces heavier than normal breathing. The benefits of regular physical activity include:

• Reduces the risk for overweight, diabetes, and other chronic diseases • Assists in improved academic performance • Helps children feel better about themselves • Reduces the risk for depression and the effects of stress • Helps children prepare to be productive, healthy members of society and • Improves the overall quality of life.

The Framework for Quality Learning (FQL) identifies 12 Lifelong-Learner Standards through which Albemarle County Public Schools set rigorous expectations for how students learn, analyze information, and communicate, leading to increased engagement, content mastery, and higher-order thinking. One of these Lifelong Learner Standards states that students “understand and follow a physically active lifestyle that promotes good health and wellness.” This curriculum is intended to be dynamic, allowing for change as new research becomes available.


Physical Education Curriculum Framework

Philosophy for Physical Education

The Albemarle County Public Schools Physical Education Curriculum is designed to meet the Lifelong-Learning Standards as defined by the Framework for Quality Learning. The goal of physical education is to meet the diverse needs of all learners and develop physically educated individuals who have the knowledge, skills, and confidence to enjoy a lifetime of physical activity and wellness. Physical activity is critical to the development and maintenance of good health and improved academic performance. A physically educated person:

• Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. • Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and

performance of physical activities.

• Participates regularly in physical activity.

• Achieves and maintains a health-enhancing level of physical fitness.

• Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

• Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Moving into the Future: National Standards for Physical Education, 2nd Edition (2004)


Framework for Quality Learning Lifelong-Learning Standards Lifelong-Learning Standards set expectations for how students learn, analyze information, and communicate, and are designed to provide students with a foundation for lifelong inquiry and learning. Lifelong-Learning Standards are tied to grade level assessments. 1. Plan and conduct research 2. Gather, organize, and analyze data; evaluate processes and products; and draw conclusions. 3. Think analytically, critically, and creatively to pursue new ideas, acquire new knowledge, and make decisions. 4. Understand and apply principles of logic and reasoning; develop, evaluate, and defend arguments. 5. Seek, recognize and understand systems, patterns, themes, and interactions. 6. Apply and adapt a variety of appropriate strategies to solve new and increasingly complex problems. 7. Acquire and use precise language to clearly communicate ideas, knowledge, and processes. 8. Explore and express ideas and opinions using multiple media, the arts, and technology. 9. Demonstrate ethical behavior and respect for diversity through daily actions and decision making. 10. Participate fully in civic life, and act on democratic ideals within the context of community and global interdependence. 11. Understand and follow a physically active lifestyle that promotes good health and wellness. 12. Apply habits of mind and metacognitive strategies to plan, monitor, and evaluate one’s own work. Concept-Centered Instruction Learning is organized around major, transferable concepts that allow students to deepen their understanding of the physical education curricula. Concepts provide both a lens for making sense of a wide body of knowledge and a framework for organizing and prioritizing information. Disciplinary concepts organize units of study within each course or across a subject area. Assessment Assessment is both formative and summative, allowing teachers and students to assess conceptual understandings, content knowledge, and skills development. Formative assessments occur as part of each unit of study and provide both teachers and students with information about student mastery of material taught. Formative assessments give teachers information needed to adjust and monitor instruction and to address individual and class weaknesses. Students are encouraged to take ownership of their own learning and to monitor their own strengths and weaknesses from planning to learn to the evaluative stage. Summative assessments are directly linked to demonstration of growth in the county Lifelong-Learning Standards and the Physical Education habits of mind. Both formative and summative assessments are differentiated and vary in format.


Virginia Fitness Testing Program The Virginia fitness testing program provides basic health-related fitness assessments to help students identify areas of fitness that are directly linked to overall quality of life. Health-related fitness includes the five major components of fitness directly related to improvement of health:

• Cardiorespiratory Endurance --- the ability of the blood vessels, heart and lungs to take in, transport, and utilize oxygen. This is a critically important component of fitness because it impacts other components of fitness and decreases the risk of cardiovascular diseases.

• Muscular Strength --- the maximum amount of force a muscle or muscle groups can exert. • Muscular Endurance --- the length of time a muscle or muscle group can exert force prior to fatigue. • Flexibility --- the range of motion in the joints. • Body Composition --- the amount of fat versus lean mass (bone, muscle, connective tissue, and fluids). While some fat is

essential for insulation and providing energy, too much fat can cause serious health problems. Fit students feel better, look better, have more energy and are better learners. Physically educated students in Virginia have the basic health literacy to be empowered to continue a personal fitness program for a lifetime. Virginia and many other states have used the Cooper Institute FITNESSGRAM® standards as the state-designated fitness test for the last few decades. The FitnessGram’s® criterion-referenced science-based approach identifies the physical fitness test items that assess the important aspects of a student's health-related fitness. They evaluate functional fitness not “athletic” fitness levels. Students are assessed each year on their level of fitness based on the Fitnessgram program. Health-related fitness education is an important component of a physical education program. A well-designed fitness assessment process provides students, teachers, and parents with the necessary information to design an individualized program of fitness for each student. The sequential program of physical fitness instruction in Virginia is based on the personal fitness strand in the Standards of Learning that focuses student learning on achievement of a health-enhancing level of physical fitness. Students who participate in effective physical fitness programs will be more likely to develop lifelong habits that promote health and learning. A complete description of the Virginia Fitness Testing Program can be obtained at http://www.doe.virginia.gov/VDOE/Instruction/PE/WellnessBK.pdf .


Physical Education Concepts and Enduring Understandings

Interdisciplinary Concepts

Discipline Concepts

Enduring Understandings

Systems Skilled Movement Movement and Performance

Motor skills are combined into meaningful and repeatable patterns of movement. Biomechanical principles are used to assess and improve skill. Physiological principles are applied to movement. Physical activity is recorded, analyzed, and adjusted to improve performance. Manipulative, non-locomotor and motor skills are essential for meaningful participation in physical activity. Developed and refined skills transfer from one activity to another.

Aesthetics Personal Fitness

Performance and enjoyment in physical activity are affected by your level of fitness. Fitness plans are dynamic and modified to changing personal needs. Technology supports the implementation and assessment of fitness plans. The dynamic nature of exercise science demands fitness literacy.

Change and Continuity

Physically Active Lifestyle

All humans move. Physical activity affects social, mental, emotional, and physical health.

Communication Responsible Behavior

Effective communication, in the form of feedback, targets improvement in individual and group performance. Appropriate decision-making, conflict resolution and problem-solving skills are critical for successful communication and participation.

Universality – Human Experience

Responsible Behavior

Personal accountability is important in maintaining an actively safe environment. Leadership that is developed through physical activity transfers to other life situations. Cooperation is essential in both competitive and non-competitive activities.


Habits of Mind

There are many interpretations of Habits of Mind. For our purposes, Habits of Mind refer to the characteristics displayed by a physically educated individual.

• Understand and follow a physically active lifestyle that promotes good health and wellness. • Strive to improve skills necessary for participation in a physical activity. • Promote a culture of physical activity.

• Willing to engage in new opportunities for physical activity.

• Establish and revise realistic goals for maintaining fitness/wellness.

• Respect the abilities of others. • Appreciate the art of movement.

• Understand the rules, concepts, and strategies of sports and physical activities.

• Develop an understanding of the fundamentals of physical activity.

• Demonstrate fair play and good sportsmanship.

• Value individual and group accomplishment in terms of physical skills. • Value physical activity for enjoyment, challenge, self-expression, and/or social interaction.


Concept Spiraling Spiraling the physical education concepts provides readers with a visual interpretation of how concepts in physical education continue to grow throughout a child’s education and into higher education and/or the workplace. The spiraling documents are not intended to replace the Virginia Standards of Learning or to be interpreted as complete curriculum. Rather, they offer readers guidelines and sample essential questions to guide instruction. The documents are organized by interdisciplinary concept and then physical education concept, allowing the reader to make connections within physical education and across disciplines. It is imperative to recognize that none of the concepts is intended to be taught in isolation.


Systems: Skilled Movement

Enduring Understandings Motor skills are combined into meaningful and repeatable patterns of movement. Manipulative, non-locomotor and motor skills are essential for meaningful participation in physical activity. Developed and refined skills are transferable from one activity to another.

Essential Understandings Practice and experience are necessary for skill development and acquisition. Simple skills are combined to create a more complex skill. All skills are a sequence of critical elements. The skill-related components of fitness are agility, balance, coordination, power, reaction time, and speed.

Essential Questions What are the critical elements of the skill? What skill-related component of fitness impacts the skill? How can targeted feedback improve a skill? Why is skill practice important? How long or hard do you need to practice a skill for acquisition? What are the safety concerns for skill practice and performance?

9-12: Self assessment and refinement of skills to pursue lifelong activity 6-8: Assessment, Application and Transfer of skills, Dynamic movement in skill sequence

K-5: Critical elements of movement – locomotor, non- locomotor, manipulative/object control, Body awareness through personal and general space


Systems: Movement and Performance

Enduring Understandings Biomechanical principles are used to assess and improve skill. Physiological principles are applied to movement. Physical activity is recorded, analyzed, and adjusted to improve performance.

Essential Understandings The amount of force can change the speed of an object. The angle of force can change the direction of an object. Level length affects the generation of force. Speed is affected by friction. Center of gravity impacts balance. Torque is a rotational force and is the product of the force and its moment arm. Performance is improved by achieving strategic and measurable goals.

Essential Questions How does kinesthetic awareness affect skill performance? How does targeted feedback improve performance? What biomechanical principles affect the skill performance?

9-12: Use biomechanical assessment, refinement, and adjustment of skill sequence for improved performance

6-8: Apply biomechanical principles, combining two or more concepts, such as, force and time. Self assessment for skill performance

K-5: Identify biomechanical principles of movement, Develop kinesthetic awareness, spatial awareness, concepts of force and lever


Aesthetics: Personal Fitness

Enduring Understandings Performance and enjoyment in physical activity are affected by your level of fitness. Fitness plans are dynamic and modified to changing personal needs. Technology supports the implementation and assessment of fitness plans. The dynamic nature of exercise science demands fitness literacy.

Essential Understandings The health-related components of fitness are aerobic capacity, muscular strength and endurance, flexibility, and body composition. The principles of frequency, intensity, time, and type (F.I.T.T.) can be manipulated to improve fitness. Technology enhances and supports fitness.

Essential Questions What are the short and long term benefits of exercise? Why is it important to monitor and adjust physical fitness goals? How does motivation and individual responsibility affect fitness? How can you use the F.I.T.T. principle to improve your level of fitness?

9-12: Achieve individual fitness goals, use the variables of exercise and apply the principles of exercise to improve fitness, be accountable for individual fitness plans, and have a balanced approach to fitness

6-8 Identify health-related and skill-related components of fitness, use available resources to monitor, assess, and improve personal fitness

K-5: Identify differences in activity intensity, fitness terminology, identifying level of fitness, identifying attainable fitness goals


Change and Continuity: Physically Active Lifestyle

Enduring Understandings All humans move. Physical activity affects social, mental, emotional, and physical health.

Essential Understandings Physical activity is enjoyable. Individuals are responsible for their own fitness. Cultural beliefs affect participation in physical activities.

Essential Questions How does physical activity enhance self efficacy? What are the benefits of physical activity? What are the opportunities for physical activity in school, with family, and within the community? What activities address the health-related components fitness? What skill-related components of fitness are necessary to participate in an activity?

9-12: Enjoy being physically active; pursue activities that meet individual needs and interests, participate in lifelong activities, able to access and evaluate community-based programs based on individual needs

6-8: Engage in a variety of sport and wellness activities, self-efficacy, provide information and support for extra-curricular physical activity, play for the enjoyment of the activity not the outcome

K-5: Identify physical activity that is enjoyable and contributes to academic success, play games for fun not just for outcome, choose and organize individual play outside of school


Communication; Responsible Behavior

Enduring Understandings Effective communication in the form of feedback targets improvement in individual and group performance. Appropriate decision-making, conflict resolution and problem-solving skills are critical for successful communication and participation.

Essential Understandings Specific feedback improves performance. Personal integrity is important to physical activity Rules and etiquette define appropriate behavior in physical activity. Negotiation of rules and strategies allow persons of different abilities to participate together in physical activity. Cooperation is an essential component of teamwork. Relational skills used during participation in physical activity transfer to other parts of life.

Essential Questions How can the needs of people with different abilities be accommodated within the framework of the activity? What is constructive feedback? How do rules of the game prevent conflict? What is an equitable way to resolve conflict in game situations?

9-12: Know, understand and demonstrate appropriate practices that contribute to the enjoyment of the activity, demonstrate appropriate problem solving and conflict resolution strategies

6-8: Incorporate “fair play” principles in the interpretation of the rules of the activity, accept responsibility for own actions, accept and implement feedback for individual or group performance, cooperate as a member of a team

K-5: Implement feedback for individual performance, Cooperate and respect fellow participants, know and demonstrate cooperation, develop the ability to listen to, understand, and follow directions


Universality- Human Experience: Responsible Behavior

Enduring Understandings Personal accountability is important in maintaining an actively safe environment. Leadership that is developed through physical activity can be transferred to other life situations. Cooperation is essential in both competitive and non-competitive activities.

Essential Understandings All participants need to experience success. Demonstrating respect for the dynamics of the group enhances the “team” concept of the activity. Sportsmanship, ethical behavior, good citizenship are critical to leadership.

Essential Questions Why should the individual be responsible for his/her behavior? Why is showing respect for others important? Why is important for all participants to “play fair” and act responsibly in physical activities?

9-12: Empower students to take responsibility for their own actions, respect for self and others, accountability within the group, and have courage to stand up for what is right

6-8: Empower students to take responsibility for their own actions, respect for self and others, accountability within the group, follow rules, and have courage to stand up for what is right

K-5: Empower students to take responsibility for their own actions, respect for self and others, accountability within the group, follow rules, and have courage to stand up for what is right


Grade Level Articulation

Elementary Physical Education places strong emphasis on the teaching and learning of basic, developmentally appropriate, movement skills. These skills include locomotor and non-locomotor skills, rhythmic activities, small lead-up games, and fitness concepts. Students learn to problem-solve, follow rules, and cooperate with others as they move through the different activities. Additionally, students learn the natural enjoyment of physical activity, both in and outside the school environment. Kindergarten: While students participate in a variety of activities that emphasize each category, students are assessed on the following: roll, gallop, run, spatial awareness, non-locomotor skills, and changing speed.

Skilled Movement

Movement and

Performance

Personal Fitness Physically Active Lifestyle


What is Learned How Learned How applied How maintained How accountable Basic Locomotor Skills Non-locomotor Skills Manipulative Skills Rhythmic Patterns

Body Awareness Personal/General Space Pathways/Directions Force and Speed Levels (h-m-l) Balance

Heart rate and breathing changes in response to exercise

Identify health benefits of exercise Participate in variety of activities

Good listening skills Ability to share Interaction within group Safe, controlled movement Work with partners


1st Grade While students participate in a variety of activities that emphasize each category, students are assessed on the following: underhand throw, jump, slide, balance skills, skip, use of pathways, and quality of movement.

Skilled Movement

Movement and

Performance



What is Learned How Learned How applied How maintained How accountable Body part identification Spatial Awareness Locomotor Skills Non-locomotor skills Manipulative/object control Balance Rolling Movements Weight Transfer Jump Rope skills Rhythmical Activities Agility Force and Speed Simple Movement Sequences

Locomotor Non-manipulative skill Manipulative skills (movement concepts)

Heart rate and breathing changes during moderate to vigorous activities

Physical exertion and skill – Identify activities Participate variety intensity levels

Safe and cooperative behaviors Work independently Learn appropriate skill-building activities Participation


2nd Grade While students participate in a variety of activities that emphasize each category, students are assessed on the following: dribble, leap, hop, jump rope, rhythmic movement, flexibility, and agility.

Skilled Movement

Movement and

Performance



What is Learned How Learned How applied How maintained How accountable Sequencing motor skills Movement vocabulary Cooperative partner/group activities Spatial Awareness – direction and speed Object Control Skill Locomotor Agility Forward rolling Balance Transfer Rhythmic movement Non-locomotor

Relationships – body parts, people, apparatus –spatial, scientific principles – kinesiology, physics recognize competent skill

Introduce fitness concepts Introduce lifetime fitness activities

Non-school related physical activities – programs, clubs organizations Understand benefits of physical activity

Cooperative group activities Respect for others Follow rules for a safe environment


3rd Grade While students participate in a variety of activities that emphasize each category, students are assessed on the following: body roll, upper body strength, abdominal strength, passing (chest, bounce), and sidearm strike.

Skilled Movement

Movement and

Performance



What is Learned How Learned How applied How maintained How accountable Locomotor Manipulative- object control Non-manipulative Levels Pathways Speed

Learn to apply relationship Concepts to movement

Review differences between moderate and vigorous activities

Benefits of regular physical activity – Improves skill Improves personal health/wellness Exploratory involvement It’s fun!

Exhibit understanding of basic rules/procedures for individual and group activities Cooperation in small/large groups Follow directions Participation in group discussions Exhibit independent discipline/motivation


4th Grade While students participate in a variety of activities that emphasize each category, students are assessed on the following: Overhead throw, Basic Dance Patterns, Aerobic Capacity, Catch, Underhand strike, forearm pass, and climbing wall strategy.

Skilled Movement

Movement and

Performance



What is Learned How Learned How applied How maintained How accountable Locomotor Manipulative/Object Control Non-manipulative Rhythmic movement Sports Specific movement Weight transfer

Apply movement concepts to motor skills Game strategy Performance/feedback

Activities that reinforce fitness concepts F.I.T.T. Principle

Encourage involvement in a structures environment – choice –social- plan

Have skills/rules to achieve common goal Identify problems/solutions Understand rules/procedures Identify activities and cultural origins Demonstrate sport etiquette Respect cultural differences


5th Grade While students participate in a variety of activities that emphasize each category, students are assessed on the following: knowledge of fitness concepts, kick, punt, forehand strike, basketball shooting, striking with an implement, game creation, and nutrition.

Skilled Movement

Movement and

Performance



What is Learned How Learned How applied How maintained How accountable Locomotor Gymnastics Dance Sports Specific Skills Cooperative Partner/Small group Team concepts/skills Rhythmic Multi-cultural

Maintain quality skill performance w/application of kinesiological principles Teamwork Practice

Short and long term benefits of physical activity F.I.T.T. Principle

Identification of self-fulfilling activity -identify skill level -strengths/weaknesses -interests -social benefits

Work cooperatively - competitive and non-competitive Understand/demonstrate appropriate behaviors – rules – procedures Work independently Demonstrate desire to improve performance and motivate others Involved in maintaining a safe environment


Middle School Physical Education builds on the skills learned in elementary school by providing students with a variety of activities that allow them to transfer these basic skills to new situations and/or games. Emphasis is placed on the student’s taking responsibility for his/her own fitness and wellness by setting attainable goals. They develop responsible personal and social behaviors by demonstrating decision-making skills, conflict-resolution skills, and respect for others. Students are given the opportunity to learn new games and activities that are can be continued throughout their lifetime. The chart on page 26 outlines the variety offered in the middle school program. They relate the importance of physical activity to health and wellness. 6th Grade While students participate in a variety of activities that emphasize each category, students are assessed on the following: underhand strike, overhand, throw, throwing to a stationary target, cardiovascular endurance, and knowledge of soccer (cognitive).

Skilled Movement

Movement and

Performance



How do the following terms combine for success in game strategies? 1-Dynamic movement 2- Cooperation 3-Competitiveness How can the above terms hinder success? Compare movement strategies of Individual vs. Team sports.

How can the functions on the heart monitor and/or pedometer be beneficial to a person who is not as physically active as he should be? What benefits are derived from having partner feedback when practicing skills?

What are some strategies that you should consider when setting a fitness goal for yourself? After attaining your fitness goal, why should you set higher goals for yourself? What are the health-related components of fitness?

How does participation in responsible physical activities contribute to a healthy lifestyle? How does planning and participating in scheduled physical fitness make a person feel about himself/herself?

How does having a partner when engaged in physical activity serve to be beneficial? How do you work independently and cooperatively to improve learning? Who really wins or loses when you choose to cheat?


7th Grade While students participate in a variety of activities that emphasize each category, students are assessed on the following: trapping, dribbling, forehand stroke, flexibility, and knowledge of basketball (cognitive).

Skilled Movement

Movement and

Performance



Why are there differences between group and individual goals when participating games of strategy? How do the different principles of movement performance effect the game/a rhythmic activity/an activity for recreation? Why is self assessment essential to improvement of skilled movement?

How can skills be broken down to learn the essential biomechanics to make a skillful movement be successful? Why do physical activities require education and practice?

Why, in a changing world/society, is it important to know how to successfully use all available tools to further our fitness goals? Why is it important to have on going physical goals? Why is it important to increase your physical goals?

How does knowing key fitness terminology improve your chance at a healthier life? How does life long physical fitness interact with an optimal healthy lifestyle?

How can conflict resolution and participation in a safe physical activity enhance your self worth? Why are problem solving and responsibility the keys to a healthy and fulfilling physical activity?


8th Grade While students participate in a variety of activities that emphasize each category, students are assessed on the following: overhead tracking, striking an object, backhand stroke, muscular strength (abdominal and upper body), and knowledge of fitness principles.

Skilled Movement

Movement and

Performance



What are the critical elements of movement necessary for participation? How does skills learned in one sport transfer into other sports or activities? Why is practice and regular participation important for skill improvement?

What are the components needed to be a good ball handler? What are some biomechanical principles that are important to performance? Why is knowing about offense and defense tactics and strategies in any game or sport important? How is it helpful to breakdown a skill to whole practice/part practice/ whole practice in improving performance?

Using the health and skill related components of fitness, what are some examples of realistic goals, strategies, and activities that could be included in a personal fitness plan? What resources are available to individuals to help monitor, assess and improve personal fitness and why are they important?

Why is it important for all participants to “play fair” and act responsible in physical activities? How do negative actions of players affect or influence others on a teamor bystanders? How can unique characteristics and abilities enhance a group or team?

Why is it important to participate in regular physical activity?


Suggested activities for Middle School Physical Education: Team Individual Leisure Rhythmic Sport skills 6th more skills based 7th skills/strategies 8th skills/application basketball volleyball Speedball Handball Soccer Flag football Lacrosse Field hockey Rugby Tchoukball - Softball Ultimate Frisbee Takraw Floor hockey Cooperative games Team building

tennis badminton track and field Pickleball Fitness activities golf hiking/canoeing fly fishing portfolio(record keeping/goals) Fitnessgram assessments

Orienteering Archery Walking/jogging Horse shoes Table tennis Rollerblading Climbing wall activities Mountain Biking Juggling Hackey sack Frisbee golf “Junk yard” games – Create-a-game bowling

Step aerobics Aerobic dance Aerobic exercises Tinikling/Chinese jump rope Jump rope skills Line dancing


High School Physical Education continues to build on the fundamental skills and skill combinations learned in previous years. Students are given the opportunity to self-select wellness activities, demonstrate a depth of understanding of physical activity and show competence in lifetime physical activities. They understand and follow a physically active lifestyle that promotes good health and wellness for a lifetime. The chart on page 31 outlines the variety offered in the high school program. PE I In Physical Education I, students are responsible for skill mastery in four content areas: team sports, individual sports, leisure, and rhythmic activities. They analyze and apply biomechanical principles to skilled movement and physiological principles to achieve/improve physical fitness. Through record keeping, students are accountable for evaluating the benefits of physical activity. Students use appropriate social interactions and decision-making skills and demonstrate respect for differences in culture and abilities.

Skilled Movement

Movement and

Performance



Four skill-related content areas: team, individual, leisure, and rhythmic Evaluate skills for improvement

Analyze and apply biomechanical principles to skilled movement

Analyze and apply physiological principles to achieve/improve physical fitness

Accountability through record keeping Evaluate, appreciate, and own the benefits of physical activity

Use appropriate social interactions and decision-making skills Respect for cultural differences and abilities

What skills are essential for participation? What are the critical elements of the each skill? What level of skill mastery is necessary for participation? Which components of skill-related fitness are necessary to the activity?

How does application of force influence skill performance? Does lever length affect skill performance? What is the relationship of gravity to skill performance? How does weight transfer affect skill performance?

How do you improve the Health Related Components of Fitness? How does the overload principle improve physical fitness? How does the principle of progression improve physical fitness? How does the principle of specificity improve physical fitness? How can the variables of frequency, intensity,

How does goal setting influence skill development and physical fitness? Why is record keeping important to skill and fitness development? What is the effect of physical activity on personal wellness? What does your plan for personal fitness look like?

What does respect look like in any physical activity setting? How are goals accomplished through cooperation and/or competition?


time and type be manipulated to improve physical fitness?

PE II In Physical Education II, students are responsible for skill mastery in two content areas, reflecting student interest. They analyze and apply biomechanical principles to skilled movement and physiological principles to achieve/improve physical fitness. Students regularly evaluate and adjust goals that promote a lifetime of physical activity. Students use appropriate social interactions and decision-making skills and demonstrate respect for differences in culture and abilities.

Skilled Movement

Movement and

Performance



Two skill related content areas reflecting student interest

Analyze and apply biomechanical principles to skilled movement

Analyze and apply physiological principles to achieve/improve physical fitness

Evaluate and progress toward personal goals and take ownership of lifetime physical activity

Use appropriate social interactions and decision-making skills Respect cultural differences and abilities Have the courage to do what is right


What skills are essential for participation? What are the critical elements of the skill? What level of skill refinement is necessary for mastery? Which components of skill-related fitness are necessary to the activity?

What is the effect of torque on skill performance? How does skill performance necessitate the joint actions through the body planes? What is the effect of inertia on skill performance? How does application of force influence skill performance? Does lever length affect skill performance? What is the relationship of gravity to skill performance? How does weight transfer affect skill performance?

How do you improve the Health Related Components of Fitness? How does the overload principle improve physical fitness? How the principle of progression improve physical fitness? How does the principle of specificity improve physical fitness? How can the variables of frequency, intensity, time and type be manipulated to improve physical fitness?

What changes have you made to your personal fitness plan? Can you access a community based activity program using skills developed?

How do sportsmanship, ethical behavior, good citizenship, and leadership support success in the real world? How do you support the success of others, particularly those of different abilities?


PE Elective: Students develop proficiency in a selected activity. They learn to detect, analyze, and correct errors in performance using biomechanical principles and use technology to support assessment of skill and fitness. They gain personal fulfillment from physical activity. Students implement safe skill practice and demonstrate proper care of equipment.

Skilled Movement

Movement and

Performance



Advanced movement patterns in self-selected activity

Detect, analyze, and correct errors in performance Use biomechanical principles to assess performance

Design fitness program using technology in assessment

Personal fulfillment gained from participation in activity

Organize and implement a safe skill practice Demonstrate proper care of equipment and safe behavior

How do you recognize self-limitations and support your needs for success? How do you know what you need to improve on?

How do you know when skill is performed correctly? How do you use kinesthetic awareness of performance to know what adjustments need to be made?

What health related components of fitness are supported by this activity? What plan do you have for addressing components that are not met?

How do you organize your daily schedule to include physical activity? Which activities support your personal wellness?

What are the maintenance requirements of the equipment? What are the environmental requirements of the activity? What are your obligations to the group?


Suggested activities for High School Physical Education:

Team Individual Leisure Rhythmic Basketball Volleyball Floor/field hockey Softball Soccer Flag Football Ultimate Frisbee Team handball

Weight training Kick boxing Tennis Handball Pickleball Conditioning Track and Field Paddleball Golf

Hackey sack Badminton Ping pong Archery Cycling Bowling Yoga Tai chi Pilates Walking/jogging Orienteering/geocachingCroquet

Multi-cultural dance Step aerobics Tai bo Modern dance Low impact aerobics Dance Dance Revolution (DDR) Rhythmic Choreography

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