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
b. leaner
c. closest pin
3. The student will demonstrate underhand throwing technique.
Floor Hockey
The student will demonstrate the following skills:
a. dribble
b. pass
c. trap
d. stop
The student will describe and demonstrate the following position areas and responsibilities:
a. goalie
b. forwards
c. halfbacks
d. fullbacks
The student will perform in a hockey game using the proper skills, techniques, and rules.
The student will follow proper safety skills.
The student will achieve at least 70% on a skills test at the end of the unit.
The student will score at least 70% on a written exam.
Badminton
The student will demonstrate the following skills:
A. serve D. smash
B. forehand E. overhead clear
C. backhand F. drop shot
G. dink
The student will define the following terms:
A. let D. fault
B. rally E. shuttlecock
C. wood F. bird
G. service court
The student will perform in doubles and singles play.
The student will understand the positioning, scoring, and rules of badminton.
The student will participate in a doubles and/or singles tournament.
The student will achieve at least 70% on a written exam and the end of the unit.
The student will develop an appreciation for badminton as a sport for life.
Pickle ball
The student will demonstrate the following skills:
A. forehand D. smash
B. backhand E. volley
C. serve F. drop shot
The student will understand the principles, strategies, and rules of singles and doubles play.
The student will demonstrate knowledge of the alternating service courts, drawing parallels to badminton service rotation.
The student will participate in a class tournament.
The student will achieve at least 70% on a skills test.
The student will achieve at least 70% on a written exam at the end of the unit.
The student will develop an appreciation for pickle ball as a lifetime sport.
Basketball
The student will be able to demonstrate the basic skills of the game of basketball:
1. Dribbling Passing Shooting
a. left hand a. chest a. lay-up R & L hand
b. right hand b. bounce b. jump shots
c. cross over c. over hand c. set/hook
The student will demonstrate the basic defensive coverage’s and individual techniques necessary to play the game of basketball:
a. man to man
b. one on one
c. combination
The student will define and demonstrate a knowledge of the rules and scoring of the game on a written test at a %70 level.
The student will demonstrate a knowledge of the rules and scoring of the game on a written test at a 70% level.
The student will develop an appreciation for the game a basketball as a lifetime sport.
Softball
The student will define the following terms:
a. strike f. fly ball
b. ball g. ground
c. out h. foul
d. inning i. run
e. fielding j. error
The student will demonstrate the following skills:
a. batting techniques e. double play
b. catching f. tag and go
c. base running g. sliding
The student will differentiate between a force out and a tag play.
The student will understand the “infield fly” rule.
The student will comfortable and develop competence in playing all team positions.
The student will achieve at least 80% on a written exam.
Speedball
The student will define the following terms:
a. dribble c. hand pass
b. foot pass d. self dribble
The student will perform the following skills:
a. dribble e. trap
b. foot pass f. “up to self”
c. self dribble g. 2 step pass
d. punt
The student will demonstrate an understanding of the 2 scoring procedures, rules and penalties.
The student will understand that speedball is an extension and recreational variation of soccer.
The student will score at least 70% on a written exam and at least 70% on a skills test at the end of the unit.
Wrestling
The student will demonstrate the following skills during drills and game situations:
a. single and double leg takedown
b. sit-out
c. switch
d. stand-up
g. stance and referees position
The student will demonstrate a knowledge of the rules and scoring of a wrestling match on a written test and a 70% level.
The student will demonstrate the skills and techniques of the sport on a skills test at a 70% level.
The student will participate in a mini take-down tournament.
Tumbling
The student will develop kinesthetic awareness through individual tumbling progressions
The student will acquire the following fitness skills through individual tumbling progressions:
a. strength c: agility
b. flexibility d. balance
The student will demonstrate proper safety and warm up techniques.
The student will will demonstrate the following progressions:
a. rolls (forward, pike, straddle)
b. cartwheels
c. tripod/headstand/handstand
d. round offs
Soccer
The student will perform the following skills during drills and game situations.
a. kicking (R – L) e. trapping
b. dribbling f. catching (goalie)U
c. passing g. tackling
d. heading
The student will diagram the basic offensive and defensive formations on a written test.
The student will perform and demonstrate the principles of basic offense and defense in a game situation
The student will define the rules of soccer.
The student will achieve at least 70% on a skills test.
The student will achieve at least 70% on a written exam at the end of a unit.
Volleyball
The student will demonstrate the following skills during drills and game situations:
a. pass d. block
b. set e. serve
c. spike f. receive of serve
The student will understand and perform the principles of basic offense and defense in game situations.
The student will define the rules of volleyball.
The student will demonstrate an understanding of the scoring process during a game situation.
The student will achieve at least 70% on a skills test.
The student will achieve at least 70% on written information exam.
Archery
The student will demonstrate basic skills necessary to participate safely in the sport of archery.
The student will demonstrate and describe basic safety equipment and rules to be able to participate safely in the sport of archery.
The student will develop an appreciation for the sport of archery as a method of hunting, fishing and recreation.
Croquet
The student will Define the following terms:
a. wickets
b. mallets
c. stakes
The student will set up a croquet course.
The student will demonstrate proper hitting stance and form.
The student will show an understanding of the rules and procedures of the game.
The student will understand color order.
Golf
The student will define the following terms:
a. putt g. bogey
b. drive h eagle
c. green i. hook
d. fairway j. slice
e. par k divot
f. birdie l. bunker
The student will understand and demonstrate proper rules, scoring and etiquette of golf.
The student will demonstrate understanding of proper club selection.
The student will perform correct stroke technique with the following clubs:
a. drivers
b. putters
c. irons
d. wedges
The student will demonstrate proper stance and grip.
The student will participate in skills drills indoors on practice mats as well as outdoor.
COURSE DESCRIPTIONS FOR OTHER PHYSICAL
EDUCATION CLASSES
Advanced Physical Education
Advanced Physical Education will be an elective continuation of high school physical education for grades 10-12. Students will develop advanced skills and will work at higher skill levels in the following areas:
1. Sports – lifetime (team and individual)
2. Fitness
3. Movement
Several leisure and recreational activities will be incorporated into advanced physical education.
Weight Training
Weight training will be an elective program in the physical education department. Students will concentrate on weight lifting and physical fitness. Students will train in the following areas:
1. Lifting techniques
2. Safety
3. Lifting routines
Weight Training I
Students will be given an introduction to the principles of weight lifting. Instruction will concentrate on the beginning techniques o fall major and auxiliary lifts. Spotting and safety will be stressed daily as students develop these techniques.
Weight Training II
This class will build upon Weights I. Mastery of technique will be emphasized. Students will be introduced to specific lifting programs and routines which address various interest and activities. Students at this intermediate level will increase maximums and develop an increased overall strength, speed, and flexibility.
Weight Training
III
This advanced weight lifting program will concentrate on individualized strength and conditioning programs and routines. The students will have personalized programs based on activity, strength gain and fitness level.
Fitness and Conditioning
Fitness and Conditioning will count as a physical education credit. The class will be offered to all students 10-12 but will be focused towards students who wish to train at a level that is more intense than regular physical education class.
1. Students will be given an introduction to the principles of weight lifting. They will concentrate on the correct techniques for all the core lifts and some auxiliary lifts. Spotting and safety will be reinforced on lifting days.
2. Students will also take part in various agility and polymeric drills that will increase speed and endurance.
3. Students will learn to enjoy many sport and recreational activities.
4. Students will learn to play and appreciate activities that are outside their area of expertise.
5. Students will learn and demonstrate good sportsmanship and work ethic that is an important part of any competitive situation.
The class will be divided equally between weight lifting/agility and skill/sport play.
Athletic Conditioning
Grades 10 through 12
Athletic conditioning should make a contribution to the physical, mental, and emotional state of the student/athlete. It should develop a strong sense of commitment towards becoming a physically fit person and should develop an ongoing respect of lifelong physical fitness.
The primary aim of athletic conditioning is to develop the general skills and attitude that are necessary to be successful in all types of athletic venues. To accomplish this we will focus on speed/strength training, attaining motor skills, cognitive development, cardiovascular efficiency, psychology of sport, and the nutritional demand of the athlete.
Students will:
1. Develop an understanding of the values of physical activity.
2. Enhance their flexibility.
3. Realize the importance of various types of skills as it relates to athletic performance.
4. Demonstrate and apply knowledge of movement skill, strength training concepts, and nutritional principles.
5. Evaluate their athletic performance.
6. Identify the necessary components of a healthy diet for athletes.
7. Design a diet using the desired goal for body type and goals.
8. Develop the strength, speed, and physical requirements needed to become successful in sports.
This course will combine concepts from three different areas:
1. Weight Training
2. Physical Education
3. Health
1. Weight
Training
A. Student Goal:
a. Frequency of the lifts
b. Understand the relationship of rest and relaxation to total fitness and strength gain.
c. Intensity to apply to a range of motor response
d. Duration of a workout program
e. Understand the application of various auxiliary lifts to achieve a desired intent.
f. Understand that proper lifting strategies are necessary to the formation of stronger, less injury prone joints.
5. Determine how flexibility can be enhanced with the use of weight training.
6. Understand the importance of sleep and rest and how it plays a role in physical and mental health.
2. Physical Education
A.
Psychomotor development:
a. Improve motor fitness inadequacies including static and dynamic balance abilities, agility, and hand-eye coordination.
b. Demonstrate rhythmic coordination in a variety of physical activities and work to strengthen weak areas.
c. Practice remedial movements required for any underdeveloped motor skills.
B.
Cognitive development:
1. Goal: Student will
a. Analyze their performances in order to improve skills, quickness, and speed.
b. Demonstrate and recognize safety considerations for participation in activities related to fitness.
c. Demonstrate knowledge of injury prevention and treatment principles and effectively utilize appropriate procedures.
d. Appreciate the value of physical activity in reducing tension and coping with stress.
e. Experience positive socialization opportunities through physical activity and sports.
2. Goal: Students will demonstrate and apply knowledge of movement principles, fitness concepts, and advanced strategies.
a. Apply, analyze, and synthesize the mechanical principles of motor skills and movement patters.
b. Analyze, evaluate, and apply the principles of the fitness/wellness components for the purpose of developing personal fitness/wellness program.
c. Analyze, evaluate, and synthesize for personal references the contribution of activities to the maintenances of lifelong fitness/wellness program
d. Select activities of lifelong benefits based on knowledge and application of fitness/wellness concepts.
e. Recognize personally stressful conditions, understand the role of physical activity as a technique for stress management.
f. Demonstrate and apply knowledge of the relationship of human anatomy and physiology as it applies to fitness.
g. Demonstrate and apply knowledge and principles of nutrition as it’s related to body composition and choice of sport.
h. Establish and achieve realistic performance goals in many key areas as related to athletic performance in sports.
3. Health
1. Goal: Student will be able to redefine nutrition to achieve optimum performance based on body type and activity.
a. Identify the foods in the food pyramid.
b. Examine different nutrients and how they affect the body.
c. Determine if the students’ current diet is adequate for meeting personal goals.
d. Examine the effects of different types of supplements and show how the same effects can be achieved through diet.
e. Design and follow a diet program.