Physical Education I and II and Elective
Physical Education
(Grades 9-12)
Physical Education I & II
and Elective Physical Education
Standard 1
Demonstrates competency in many movement forms and proficiency in a few movement forms.
Students in grades 9 and above have reached a high
level of competency in movement forms and are ready to attempt mastery in some
chosen activities. Through observation, analysis and practice, they develop
movement skills to the highest level possible for them at this developmental
stage. They participate in a variety of individual, dual and team sports as
well as in recreational games, dance, and challenge activities.
9.1.1 Demonstrate the ability to use and appreciate activity-specific skills.
Example: Play games such as racquet, field, and court sports that require advanced eye-hand/foot coordination and high levels of strategy.
9.1.2 Exhibit the ability to synthesize and perform creative rhythmic movement patterns with increasing degrees of difficulty.
Example: Choreograph and perform
movement sequences and/or dances.
9.1.3 Develop outdoor and lifelong leisure pursuits.
Example: Participate in several of the following activities: archery, golf, table tennis, horseshoes, self-defense, bowling, swimming, cycling, and fitness activities.
9.1.4 Develop specific skills at an advanced
or skilled performance level.
Example: When practicing tennis strokes, execute a
drop shot, lob, overhead smash, forehand drive and backhand drive successfully
8 out of 10 times for each stroke.
Applies movement concepts
and principles to the learning and development of motor skills.
Students strive for
increasing their skill level in motor (movement) skills by applying learned
principles and concepts associated with movement and through analysis of their
own skills. They bring together many disciplines such as physics and anatomy to
gain a better understanding of how and why they move as they do. They predict performance outcomes based on
movement principles and plan their goals accordingly.
9.2.1 Synthesize previously learned strategies
into advanced game strategies.
Example: Play team sports
such as volleyball, basketball, soccer, softball, ultimate Frisbee, team
handball, etc.
9.2.2 Analyze and evaluate information about
complex motor (movement) activities that lead to improved physical performance.
Example: Analyze the effects of force, motion, and
stability (balance) on successful physical performance.
Standard 3
Exhibit
a physically active lifestyle.
Students
participate in a variety of physical activities that can be continued for a
lifetime. These activities are representative of the goals and objectives
previously designed into the student’s individual fitness program and are
complimentary to the students strengths, and activity preferences.
9.3.1 Identify available community resources that promote an active lifestyle.
Example: Develop strategies to deal with participation that occur over the life span.
9.3.2 Identify physical activities that contribute to the improvement of specific fitness components (i.e. cardiovascular, strength, body composition, flexibility).
Example: List jogging, swimming, skipping rope, martial arts and aerobic dance as physical activities that enhance cardiovascular fitness..
9.3.3 Participate regularly in physical
activities (minimum of 30 minutes a day, 3 to 4 times per week) that contribute
to improved physical fitness and wellness.
Example: Jog/run 3 miles every other
day at an appropriate target heart rate.
Standard 4
Achieves
and maintains a health-enhancing level of physical fitness.
Students utilize learned principles and practices to assess their own fitness levels using a variety of assessment tools. They analyze the results of these assessments and design a fitness program that meets their needs and interests and builds upon previously acquired fitness skills.
9.4.1 Create a personal program to achieve and maintain an optimal level of personal fitness.
Example: Plan and implement a personal health-related (healthy lifestyles) fitness program based upon the results of a pretest, frequent self assessment, indicators of success and personal goals.
9.4.2 Identify and evaluate personal physiological response to exercise.
Example: Monitor body responses before, during, and after exercise by checking such factors as heart rate, perceived exertion, and recovery time.
9.4.3 Demonstrate knowledge and an understanding of basic principles of exercise physiology, nutrition, and chemical substances and their effects on the physical performance of the body.
Example: Explain principles of exercise and effects of vigorous physical activities on the functions of the body.
Standard 5
Demonstrate
responsible personal and social behavior in physical activity settings.
Students analyze environments and situations for safety and apply this analysis to their physical activities to ensure maximum positive results with minimum safety hazards. They anticipate potential conflicts and strive to prevent them from happening or quickly resolve conflicts that do occur in socially accepted ways.
9.5.1 Demonstrate safe and appropriate use and care of equipment and facilities.
Example: Anticipate potentially dangerous situations related to physical activity.
9.5.2 Understand benefits of physical education on social and emotional well-being.
Example:
Participate in physical activities to relax, relieve stress, and share healthy
movement activities with friends.
9.5.3 Understand the inherent risks associated
with physical activity in extreme environments.
Example: Describe safety
techniques to use to avoid dehydration, over-exertion, heat exhaustion and
hypothermia during physical activity in extreme environments.
Demonstrate understanding
and respect for differences among people in physical activity settings.
Students recognize the
influence of sport on society. They analyze the effects of cultural differences
on the various types of sports activities seen in different parts of the world.
They explore the history and purposes of international competitions. They
compare games and physical activities in different countries and describe how
multi-culturalism influences these games. Students begin to develop their own
feelings about inclusion of people with physical, cultural and emotional
differences in the physical activities in which they participate.
9.6.1 Identify how age, gender, ethnicity,
culture, and economic status affects physical activity selection,
participation, and personal abilities.
Example: Compare similarities
and differences in cross-cultural games such as cricket and baseball, netball
and basketball, and football and rugby.
9.6.2 Develop strategies for inclusion of others in physical activity.
Example: Discuss how activities and games can be modified to meet the needs of everyone.
Standard 7
Understands
that physical activity provides the opportunity for enjoyment, challenge, self
expression, and social interaction.
Students
enjoy expressing their feelings through play and other physical activities. Student
members of competitive teams or activity groups experience positive feelings
associated with individual and group successes and learn how to control
feelings of disappointment in losing situations. Students seek out challenging
activities without fear. They recognize and discuss the value of participation
in physical activities and the social interaction it provides.
9.7.1 Identify positive aspects of participation in several different physical activities.
Example: Convince a parent to try a new life-time activity as a means of relaxing.
9.7.2 Demonstrate comfort in personal expression.
Example: Participate in a challenging tennis match as a means of expressing and releasing pent up emotions and energy.
9.7.3 Identify the positive feelings that result from physical activity and participation alone and with others.
Example: Use physical activity to relax after taking an important geometry exam.