Physical Education for Grades 9 – 12
The intent of high school
physical education for grades 9 through 12 is to provide students with
information and knowledge through the following areas:
1.
Sports
2.
Fitness
3.
Lifetime &
Leisure
Students will concentrate on
Basic Skill and fundamentals as well as fine motor skills. As their skill levels increase on an
individual basis, they will work at increased levels.
SKILLED MOVEMENT
Description: Graduating
students have developed the movement/physical skills needed to participate in
physical activities at a competent or advanced level. As competent movers, they
have the ability to independently and safely participate in an activity and
maintain a level of continuity that makes participation enjoyable. As advanced movers, they have the ability to
apply complex skills and strategies to consistent performance of a physical
activity in a regulation form, rather than modified forms of the activity.
|
Standard |
Content
Knowledge & Skills |
Suggested Applications |
|
Demonstrate
competency in motor skills & movement in various physical activities. |
A. Demonstrate
skill level in 3 team sport (hockey, team handball, Lacrosse, softball, speed
away volleyball). |
1.
Apply the team
play concept of passing in speed away. 2.
Make
adjustments as a goalie in team handball with strong shooters. 3.
Officiate &
interpret rule violations in Lacrosse. |
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|
B. Demonstrate
competent skill level in 2 dual sports (pickle ball, tennis, and badminton). |
1.
Apply the
"double bounce" rule & enforce the non-volley zone in pickle
ball. 2.
Perfect
placement in badminton such as overhead clear & smash. |
|
|
C. Demonstrate
competent skill in 2 recreational games (bocce, croquet, horseshoes, and
washers). |
1.
Apply and
etiquette to lawn games. 2.
Effectively
following throwing order in bocce, croquet & horseshoes. 3.
Adjust stance
& throwing technique & strength to hit target. |
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|
D. Demonstrate
competent skill & safety in wt. training, bench, trap, clean, squat
content knowledge & skills. |
1.
Practice proper
lifting technique. 2.
Apply proper
spotting technique with partner. |
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|
E. Demonstrate
a competent skill level in 2 individual activities (fly casting, fly tying,
Frisbee, golf, archery). |
1.
Apply knowledge
about club selection in golf. 2.
Practice short
& long fly casting. 3.
Adjust stance
& force in regard to wind and direction in archery & golf. |
Description: Graduating students have developed sufficient
knowledge and ability to independently acquire new skills while continuing to
refine existing ones. Emphasis is placed
on students independently and routinely using a wide variety of increasing
complex concepts. This includes
application of concepts from disciplines such as motor learning and behavior,
sport psychology and sociology, biomechanics, and exercise physiology.
|
Standard |
Content
Knowledge & Skill |
Suggested
Application |
|
Understand
movement concepts & principles as they apply to physical activities |
A. Know and
understand information regarding movement performance. |
1.
Explain the overload principle & how it applies
to fitness. 2.
Explain how key leg movements determine the path
& velocity of a kick. 3.
Identify the risks, benefits, and safety factors
associated with participation in football. 4.
Explain factors that influence skill development in
volleyball. (Motivation, physical ability, discipline). |
|
|
B. Apply
advance movement. |
a.
Explain how training is different for golf swings
and softball swings. b.
Use partner tutoring for evaluation in pickle ball
serving. c.
Demonstrate & explain principles behind certain lifts
and muscle movement. d.
Use effective strategies to create scoring &
defenses opportunities in team hand ball. |
|
|
C. Integrate
sport specific knowledge to encourage independent learning in movement
skills. |
1.
Design a long term plan for self improvement in
tennis to develop skills. 2.
Using information presented in a weight training
computer program, design a personalized program for a specific sport or area
of interest. 3.
Spend time out of class perfecting basketball free
throw skills. 4.
Develop Frisbee skills and techniques independently. |
PHYSICALLY ACTIVE
LIFESTYLE
Description: Graduating
students transfer what they learn in physical education to the development and
maintenance of a healthy lifestyle outside of class that includes daily
participation in physical activity. They
make choices between those activities that are and are not personally
meaningful and accessible, based on personal interests and capabilities.
|
Standard |
Content Knowledge & Skills |
Suggested Applications |
|
Participate daily in physical activity for health, enjoyment, self expression or social interaction. |
A. Participate daily in physical activity both in and out of school settings. |
1. Participate in physical activity everyday for a minimum of 30 minutes. 2. Pursue outdoor recreation activities such as fishing, walking, etc. 3. Hike Tubbs Hill on a weekend. |
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|
B. Analyze personal benefits from active lifestyle. |
4. Monitor outcomes of personal fitness, weight loss, heart rate, sleep etc… 5. Identify coordination and agility improvements in games and skilled activities. |
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|
C. Analyze factors that influence fitness and activity patterns |
6. Identify factors that positively influence physical activity patterns such as health, enjoyment, appearance, challenge, social interaction. 7. Identify negative factors which influence physical activity patterns such as motivation, stress, time constraints. 8. Develop strategies to minimize excuse making to daily exercise. |
PERSONAL FITNESS
Description: Graduating
students independently achieve, assess and maintain personal health-related fitness
goals and are motivated to do so.
Utilizing basic principles of training, students design personal fitness
and physical activity programs that encompass all components of health-related
fitness. Health-related fitness
components include cardio respiratory endurance, muscular strength and
endurance, flexibility and body composition.
|
Standard |
Content Knowledge & Skills |
Suggested Applications |
|
Achieve and maintain a health benefiting level of fitness |
A. Chart, gender and age fitness standards. |
1. Meet health related fitness standards through flexibility test and exercises, cardio endurance, muscular strength. |
|
|
B. Develop a fitness program. |
1. Evaluate fitness levels using flexibility tests, cardio muscular strength and body composition. 2. Use personal fitness information to guide changes in regime. 3. Establish realistic and challenging fitness goals. 4. Design a program that can achieve these fitness goals. 5. Use pedometers, heart rate monitors and software to monitor progress. 6. Demonstrate proper use of fitness equipment (i.e. weight machines, bicycles, plyo boxes, ladders and treadmills). |
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|
C. Demonstrate an understanding that fitness is a lifelong program. |
1. Explain the relationship of fitness to health and wellness. 2. Cite realistic activities in a lifelong program. |
PERSONAL AND SOCIAL RESPONSIBILITY
Description: Students voluntarily and cooperatively participate in physical activities with persons of diverse characteristics and backgrounds while demonstrating ethical behavior.
|
Standard |
Content Knowledge & Skills |
Suggested Applications |
|
Exhibit responsible and social behavior that respects self and others in physical activity settings |
A. Initiate independent and responsible personal behavior in physical activity settings.
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C. Develop strategies for including persons of diverse backgrounds and abilities in physical activity settings. |
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Addendum
– 9th through 12th Grade Physical Education Standards
In addressing the
aforementioned standards, the following activities may be implemented in the
classroom:
The student will be introduced to a soccer style field game played on the football field.
The student will integrate soccer and football skills when playing the game.
The student will demonstrate team play and passing strategy.
The student will define the 3 methods of scoring.
The student will perform the following skills:
1. Dribble
2. Touchdown pass
3. Kick up
4. Air dribble
The student will understand the 3 second rule when rushing.
Team Handball
The student will learn the origin of this Eastern European game.
The student will practice the following skills:
1. Dribble
2. Pass
3. Shoot
4. Goal keeping
5. Goal pass
The student will understand offensive and defensive strategies unique to team handball and various positions.
The student will participate in games of team handball at various positions.
Tennis
The student will understand and demonstrate proper tennis scoring and service rotation.
The student will perform the following skills:
1. Forehand
2. Backhand
3. Serve
4. Drop Shot
5. Volley
The student will observe the proper boundaries for doubles and singles.
The student will practice service and receive prior to playing games.
Gym Games
The student will be introduced to the following gym games from time to time. These games will not appear in unit form of the curriculum.
1. Capture the flag
2. Chaos ball
3. Slap ball
4. Weasel ball
5. Whiffle ball
Lacrosse
1. The student will demonstrate basic skills of Lacrosse, including the following:
1. apassing
2. catching
3. grounding
4. goalie positioning
5. shooting
6. defense
7. offense
2. The student will understand offensive and defensive strategies of Lacrosse through practice and play.
3. The student will use proper shooting technique while attempting to score.
4. The student will practice goalie skills during shooting drills.
Bocce
1. The student will be introduced to this Italian lawn bowling game.
2. The student will learn bocce rules and throwing techniques.
3. The student will demonstrate understanding of scoring procedure.
Horse shoes
1. The student will be introduced to horse shoes as a recreational activity.
2. The student will learn point values for the following throws.
a. ringer