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1 Page 1 of 5 Health/Physical Ed Curriculum Physical Education 10 The Fairfax County Public Schools Physical Education Program of Studies incorporates the Virginia Physical Education Standards of Learning, which identify concepts, processes, and skills for physical education in Kindergarten through Grade 10 for Virginia's public schools. Last Updated: 07/16/09 07:52 AM The intent of physical education is to help students learn the skills necessary for performing a variety of physical activities and understand the benefits of achieving and maintaining a physically active lifestyle. Students should acquire the knowledge, processes, and skills needed to engage in meaningful physical activity both in the present and for a lifetime. The process of participating regularly in a physically active lifestyle will lead to personal enjoyment, challenge, satisfaction, and a health-enhancing level of personal fitness. Students in Grade 10 are proficient in all fundamental movement skills and skill combinations and are competent in self-selected physical activities that they are likely to participate in throughout life. They understand and apply key movement and fitness principles and concepts for all activities in which they demonstrate competence. Students are good leaders and good followers, respect others, and anticipate and avoid unsafe physical activity situations. They develop the ability to understand and anticipate how physical activity interests and abilities change across a lifetime. Students demonstrate competency in at least three lifelong physical activities and plan, implement, self-assess, and modify a personal fitness plan. Students are prepared to lead a physically active lifestyle. Standard 1 DEMONSTRATE PROFICIENCY IN BASIC SKILLED MOVEMENT Benchmark 1.a Apply Competencies in Movement Skills to Appropriate Activities Indicator 1.a.1 Perform basic and advanced motor skills Indicator 1.a.2 Exhibit the ability to apply skills in lifetime activities Indicator 1.a.3 Explain and apply appropriate strategies Indicator 1.a.4 Explain and apply appropriate rules Indicator 1.a.5 Conduct observations and skill analysis of others Indicator 1.a.6 Analyze game play to improve performance Indicator 1.a.7 Formulate strategies to improve performance Benchmark 1.b

2 Page 2 of 5 Design and Implement a Plan for Skill-Related Physical Activities Indicator 1.b.1 Analyze skill performance to improve skills Indicator 1.b.2 Engage in physical activities to acquire competency in movement forms Indicator 1.b.3 Develop personal activity goals Indicator 1.b.4 Develop a plan for physical activity beyond school years Indicator 1.b.5 Utilize available technology to analyze skill performance Standard 2 APPLY MOVEMENT PRINCIPLES & CONCEPTS TO SKILL PERFORMANCE Benchmark 2.a Explain & Apply Scientific Principles to Improve Performance Skills Indicator 2.a.1 Explain & apply physiological principles to assess/improve performance Indicator 2.a.2 Explain & apply biomechanical principles to improve performance Indicator 2.a.3 Design and evaluate warm-up and cool-down sequences Indicator 2.a.5 Examine how SOP applies to lifetime activities Indicator 2.a.7 Explain how the body's systems respond to exercise Indicator 2.a.8 Define the skill-related components of fitness Benchmark 2.b Integrate Movement Principles & Concepts to Improve Performance Indicator 2.b.1 Identify and apply characteristics of highly skilled performance Indicator 2.b.2 Analyze movement performance of self and others

3 Page 3 of 5 Indicator 2.b.3 Develop the skill-related components of fitness Standard 3 APPLY TRAINING & SCIENTIFIC CONCEPTS TO PERSONAL FITNESS PLANNING Benchmark 3.a Select & Apply Appropriate Training Principles to Improve Performance Indicator 3.a.1 Utilize FITT and SOP principles in developing a personal fitness plan Indicator 3.a.2 Apply health-related & skill-related fitness components to an activity Indicator 3.a.3 Enhance physical fitness by creating and implementing a fitness plan Indicator 3.a.4 Evaluate the impact of lifetime activities on health and fitness Indicator 3.a.5 Examine the impact of outside factors on fitness Indicator 3.a.6 Identify strategies for preventing and decreasing the risk of injury Indicator 3.a.7 Compare and contrast methods of determining exercise intensity Indicator 3.a.8 Explain and apply various types of exercise programs Indicator 3.a.9 Explain the relationship between activity, calories, and body weight Benchmark 3.b Utilize Resources Including Technology to Improve Activity and Fitness Indicator 3.b.1 Assess and analyze personal fitness level Indicator 3.b.2 Utilize technology to improve fitness Indicator 3.b.3 Evaluate articles & media to understand activity & fitness concepts

4 Page 4 of 5 Standard 4 DEMONSTRATE APPROPRIATE BEHAVIOR IN PHYSICAL ACTIVITY SETTINGS Benchmark 4.a Initiate and Maintain Appropriate Personal Behaviors Indicator 4.a.1 Identify appropriate behaviors in physical activity settings Indicator 4.a.2 Describe and demonstrate appropriate etiquette Benchmark 4.b Exhibit Leadership & the Ability to Follow When Working With a Group Indicator 4.b.1 Describe and demonstrate leadership and problem solving skills Indicator 4.b.2 Demonstrate leadership skills by serving as an official Benchmark 4.c Avoid Dangerous Situations in Physical Activity Settings Indicator 4.c.1 Identify and avoid dangerous situations Indicator 4.c.2 Identify and demonstrate safety practices, rules, and procedures Benchmark 4.d Explain the Role of Sport in Understanding Other Cultures Indicator 4.d.1 Investigate cultural influences on sports and activities Indicator 4.d.2 Explain the historical role of sport on cultural life Indicator 4.d.3 Examine the impact of various factors on activity participation Benchmark 4.e Demonstrate Respect for Differences Among People Indicator 4.e.1 Describe the importance of valuing all participants

5 Page 5 of 5 Indicator 4.e.2 Develop strategies for including persons of diverse backgrounds Standard 5 ANALYZE THE SIGNIFICANCE OF PHYSICAL ACTIVITY FOR A HEALTHY LIFESTYLE Benchmark 5.a Participate in Health-Enhancing Physical Activities Indicator 5.a.1 Establish physical activity goals as part of a personal fitness plan Indicator 5.a.2 Demonstrate participation in health-enhancing physical activities Indicator 5.a.3 Identify and evaluate community resources Benchmark 5.b Understand How Activity Preferences Change Over Time Indicator 5.b.1 Evaluate changing physical activity needs over time Indicator 5.b.2 Explore new physical activities in and outside of school Indicator 5.b.3 Evaluate the impact of lifetime activities and skills on future health Benchmark 5.c Identify Barriers to Physical Activity & Methods to Overcome Barriers Indicator 5.c.1 Identify common barriers to physical activity Indicator 5.c.2 Identify and apply methods for overcoming barriers Essential - Standard, benchmark, or indicator from the VDOE Standards of Learning document. In the absence of VDOE standards for a given course, content subject to testing such as AP and IB can be labeled Essential. Expected - Standard, benchmark, or indicator added by the FCPS Program of Studies to provide a context, a bridge, or an enhancement to the Essential SBIs. Extended - Standard, benchmark, or indicator added by the FCPS Program of Studies generally used to differentiate instruction for advanced learners (Honors/GT)

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