PHYSICAL EDUCATION COURSE OF STUDY

Transcription

1 1 PHYSICAL EDUCATION COURSE OF STUDY Physical Education Teachers David Gustin Jeff Landis Melissa McCarthy Josh Price John Smith Jill Welsh Board of Education Joan Fishel, President Craig Halliday, Vice President Carol Fey Marlee Snowdon Susan Zanner Dr. Michael L. Johnson Superintendent Dr. Anne Hyland Director of Curriculum and Instruction Christopher Essman Treasurer Bexley City School District 348 S. Cassingham Bexley, OH July 2011

2 2 Table of Contents Philosophy 3 Enduring Understandings 3 Physical Education for All 4 Program Goals 5 Instructional Context 5 Summative Assessments 8 Ohio Benchmark Assessment Expectations 8 Program Description 11 Elementary Middle School High School Ohio Physical Education Standards 13 Graded Program of Studies 18 Continuous Growth Curriculum 19 K 12 Social & Personal Responsibility 20 Elementary K 6 22 K Middle School 35 Grade 7 36 Grade 8 39 IB assessment criteria 42 High School Level I 50 High School Upper Level 56 High School Fitness for Life 62 Additional Information 68 Ballet Met Warm-up module

3 3 PHYSICAL EDUCATION PHILOSOPHY We believe that an active, healthy lifestyle is important to the well-being of the individual and to the society in which the individual lives and works. We believe that the skills, knowledge, and commitments necessary to achieve a healthy lifestyle should be learned in school physical education and reinforced through participation in other school and community programs. The foundation for the skills and knowledge that lead to a healthy lifestyle are achieved through a balanced physical education and wellness program in which students participate in a variety of well-planned and sequentially arranged activities. The commitment to continue to use these skills and knowledge is achieved through a success oriented program in which individual differences are considered and accommodated. Students in Bexley Schools should have equal access to full participation in physical education regardless of race, gender, skill ability, or handicapping condition. The ability and desire to develop and maintain a healthy lifestyle are the hallmarks of a physically educated person, and it is that kind of person that the Bexley physical education and wellness program strives to develop. ENDURING UNDERSTANDINGS 1. Fitness is a process, not a product. 2. Regular life- long participation in physical activities promotes overall wellness, effecting longevity and quality of life. 3. Performance of and feedback about essential movement concepts provides a foundation for individual growth in physical activities and in sports. 4. Practice with intention will enhance performance. 5. Personal physical- activity goals can be customized to promote long-term health and skill fitness. These goals can be modified throughout life to meet personal needs.

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5 5 PROGRAM GOALS The Bexley physical education and wellness program is focused on developing growth and understanding in three primary areas: Health Related Fitness, Skill Related Fitness, and Lifetime Fitness. In Health Related Fitness, students will learn patterns of active participation that, if done with sufficient frequency, will result in levels of fitness that are appropriate to a healthy lifestyle. These skills require the following five characteristics: flexibility, muscle endurance, muscle strength, cardiovascular endurance and body composition. In Skill Related Fitness, students will acquire and refine skills and strategies and show that they can use them in a variety of sequentially arranged individual and team activities. These skills will require the following six characteristics: balance, speed, reaction time, agility, power and coordination. In Lifetime Fitness, students will show a combination of both health related and skills related fitness. Our goal is to have Bexley students stay active for the rest of their lives. INSTRUCTIONAL CONTEXT The following are research supported best instructional practices that have been shown to positively impact student learning in this subject area. These statements describe both the structure of the learning environment and describe what students will be mentally and physically doing while in this learning environment. Teacher developed experiences should permit and expect these mental and experiential processes to be integral to learning this content. Teachers are expected to understand and use content-specific instructional strategies to effectively teach the central concepts and skills of the discipline. (Standards for Ohio Educators 2.2) 1. Students are active at least 50% of class time. (1) (5) (6) 2. Safety practices are included in the instructional program. (1) (6) 3. Necessary instructional materials and equipment are available in good condition, and are used appropriately. (5) 4. Students take part in at least 30 minutes of moderate to vigorous physical activity per day including recreational, fitness, sport and daily activities such as walking, or climbing stairs. (1)

6 6 5. Students, including those with disabilities, are engaged in developmentally appropriate tasks in which they are likely to find success. (2) (5) (7) 6. Students use carefully considered skill progressions to enhance the quality of movement. (2) 7. Teachers monitor individual and group performance, adjust task difficulty, and evaluate the extent to which performance matches criteria. (2) 8. Students are afforded multiple opportunities to engage in interesting activities in a positive, stimulating environment. (3) 9. Students are aware of the standards and scoring rubrics for performance prior to and during instruction. (5) (7) 10. Time is provided for students to practice and receive feedback on performance expectations. (2) (7) 11. Instruction focuses on the development of cognitive concepts about motor skill and fitness. (4) 12. Opportunities are provided to improve social and cooperative skills and gain a multicultural perspective. (4) 13. Teachers and students recognize effort, treat each other with respect, and acknowledge individual accomplishments. (7) 14. Instruction includes out-of-school assignments that support learning, practice, and establish life-long habits. (4) (5) 15. Parents are provided with information regarding developmentally appropriate physical activity practices in order to strengthen home-school connections. (7) 16. Assessments are regularly used to monitor, reinforce, and plan for student learning. (5) (7) 17. Students know the purpose of each assessment. (7) 18. Motor skills are developed that allow for safe, successful, and satisfying participation in physical education. (4) (7) 19. Specific lessons allow students to participate in vigorous, intermittent physical activity for short periods of time during physical education class time. (5) 20. Ongoing opportunities for students to conduct self-assessments and practice selfmonitoring of physical activity. (5)

7 7 21. Activity and enjoyment are emphasized over competition. (3) (6) 22. Students design and implement their own individualized physical activity/ fitness plans (6) 23. Students are given choices in matters such as equipment, modification of rules, number of players, size of playing spaces, as well as selection of activities to accommodate skill levels and interests. (7) 23. Games of belligerence, where students are used as targets, are not included as part of the physical education program. (4) 24. Physical activity is not used as a consequence of inappropriate behavior; likewise withholding physical education class is not used as a consequence of inappropriate behavior in another class or failure to complete an assignment in another class. (6). Sources 1. Franklin County Physical Activity Plan, Ennis, Catherine. What works in physical education: Designing and implementing a quality educational program. Educational Horizons, Winter 2003, pp Promoting Physical Activity Among Youth: It s everyone s business. The Prevention Institute, Columbus, OH. January Moving into the future: National standards for physical education, 2 nd ed. National Association for Sport and Physical Education, an association of the American Alliance for Health, Physical Education, recreation and Dance, Physical education curriculum analysis tool. Department of Health and Human Services, Center for Disease Control and Prevention, Module 3: Physical Education and other Physical Activity Programs. School Health Index: A Self Assessment and Planning Guide. Department of Health and Human Services, Center for Disease Control and Prevention, Program Evaluation: Physical Education. A comprehensive guide for standardsbased program evaluation for schools committed to continuous improvement. National Study of School Evaluation, 1998

8 8 Summative Assessment In June 2010 Senate Bill 210 was signed into law. One component of the legislation is to establish a measure of student success in meeting benchmarks contained in the Physical Education Academic Content Standards Educators from across Ohio have participated in the drafting of Physical Education Evaluations to measure student success in meeting the benchmarks contained in the Physical Education Academic Content Standards. The developed measures have been tested in 35 Ohio districts during the spring of 2011 to assure validity. Benchmark assessments will be developed for each grade band for each benchmark. There will be 12 benchmarks for each grade- band, two per standard. The data will be collected on a rubric locally and reported to ODE in the aggregate through EMIS reporting system. It will be included on the district Local Report Card. Bexley will be able to maintain the data on a student by student basis in INFORM, so that we can monitor student performance over time. Beginning in the Fall of 2012 dist5ricts will begin collecting student progress toward achievement of the benchmarks. District are able to decide when is the best opportunity to assess student learning in each of the grade spans. Imbedding these assessments as a natural part of the physical education program is desirable. The following is a listing of the benchmarks that will be assessed within each identified grade span. Ohio Benchmark Assessment Expectations for Physical Education By the end of K-2 program, students will: Standard 1A: Demonstrate locomotor and non-locomotor skills in a variety of ways. Standard 1B: Demonstrate developing control of fundamental manipulative skills. Standard 2A: Demonstrate knowledge of movement concepts related to body, space, effort and relationships. Standard 2B: Demonstrate knowledge of critical elements of fundamental motor skills. Standard 3A: Engage in regular physical activity inside and outside of school to meet national recommendations for daily physical activity. Standard 3B: Recall participation and physical activities both in and outside of school.

9 9 Standard 4A: Demonstrate and develop health-related fitness. Standard 4B: Understand the principles, components and practices of health-related physical fitness. Standard 5A: Know and follow procedures and safe practices. Standard 5B: Demonstrate responsible behavior in physical activity settings. Standard 6A: Enjoy participation in a variety of physical activities. Standard 6B: Discover that physical activities promote self-expression and positive social interaction. By the end of 3-5 program, students will: Standard 1A: Combine locomotor and non-locomotor skills into movement patterns. Standard 1B: Apply the critical elements of fundamental manipulative skills in a variety of physical activities. Standard 2A: Demonstrate and apply basic tactics and principles of movement. Standard 2B: Demonstrate knowledge of critical elements for more complex motor skills. Standard 3A: Engage in regular physical activity inside and outside of school to meet national recommendations for daily physical activity. Standard 3B: Self-monitor levels of physical activity using information from different sources. Standard 4A: Meet or exceed criterion-referenced health-related physical fitness standards. Standard 4B: Understand the principles, components and practices of health-related physical fitness. Standard 5A: Understand the purpose of and apply appropriate rules, procedures and safe practices in physical activity settings. Standard 5B: Interact and communicate positively with others. Standard 6A: Appreciate physical activities that promote self challenge and enjoyment. Standard 6B: Appreciate physical activities that promote self-expression and social and group interaction. By end of 6-8 program, students will: Standard 1A: Demonstrate movement skills and patterns in a variety of activities. Standard 1B: Demonstrate critical elements of specialized manipulative skills in a variety of settings. Standard 2A: Apply tactical concepts and performance principles in physical activities.

10 Standard 2B: Demonstrate knowledge of critical elements and biomechanical principles for specialized skills. Standard 3A: Engage in regular physical activity inside and outside of school to meet national recommendations for daily physical activity. Standard 3B: Create and monitor a personal plan for physical activity. Standard 4A: Meet or exceed criterion-referenced health-related physical fitness standards. Standard 4B: Understand the principles, components and practices of health-related physical fitness. Standard 5A: Develop and apply rules, safe practices and procedures in physical activity settings. Standard 5B: Communicate effectively with others to promote respect and conflict resolution in physical activity settings. Standard 6A: Engage in challenging experiences that develop confidence and independence. Standard 6B: Select physical activities that promote self-expression and provide opportunities for social and group interaction. By end of 9-12 program, students will: Standard 1A: Demonstrate combined movement skills and patterns in authentic settings. Standard 1B: Demonstrate specialized manipulative skills in a variety of settings. Standard 2A: Apply knowledge of tactical concepts and strategies in authentic settings. Standard 2B: Apply biomechanical principles to performance in authentic settings. Standard 3A: Identify and engage in regular physical activities inside and outside of school to meet daily national recommendations for daily physical activity. Standard 3B: Create and monitor a personal plan for physical activity. Standard 4A: Meet or exceed criterion-referenced health-related physical fitness standards. Standard 4B: Understand the principles, components and practices of health-related physical fitness. Standard 5A: Demonstrate leadership by holding self and others responsible for following safe practices, rules, procedures and etiquette in physical activity settings. Standard 5B: Initiate responsible personal social behavior and positively influence the behavior of others in physical activity settings. Standard 6A: Use physical activity to promote personal growth, goal setting and 10

11 enjoyment. Standard 6B: Pursue physical activities that promote self-expression and provide opportunities for social and group interaction. PROGRAM DESCRIPTION ELEMENTARY Students participate in a variety of well-planned and sequentially arranged activities that reflect the concept of continuous growth. The program addresses four primary areas of physical growth: skillful participation, fitness, social and emotional development, and knowledge and appreciation. The focus of physical education in grades K 6 is on exploration and development of basic motor skills. These include gross motor skills, basic movement, bicycling, court games, field games, manipulative skills, physical fitness, rhythms and dance, and track and field. All students are required to participate in physical education unless a note is brought stating the reasons the child should not participate, or the limitations on physical activity. Students meet for physical education classes for 35 minutes, two times a week. MIDDLE SCHOOL Health and PE This is a course created to help young people make good choices. Students will engage in a wide variety of learning activities that cause them to think about their own health and wellness. Students will develop their own physical plan with a clear goal that will help them learn new healthy habits that will improve their own physical fitness levels. Students will also learn how to make healthy decisions that will affect their health during their teenage years. The areas of study include adolescent growth and development, building responsible relationships, conflict resolutions, drugs and alcohol education, and traditional physical education activities. The goal of this class is to help students make positive decisions that will help them grow up and make good choices during their life. Students in both 7 th and 8 th grade meet for 50 hours of physical education in a 9 week grading period each year. HIGH SCHOOL Level I 1 semester..25 credit 11

12 The program is geared more towards team sports and includes the following activities: volleyball, basketball, soccer, softball, floor hockey, track and field, weight training, and conditioning. High School, con t Upper Level 1 semester,.25 credit The emphasis of upper level physical education is on life-time sports. Tenth, eleventh and twelve graders must take Upper Level Physical Education one semester. Each activity is 2 to 4 weeks. Activities include: table tennis, badminton, golf, tennis, weight training, and conditioning. Fitness for Life 1 semester,.25 credit This course is for those students wishing to further develop muscular strength and endurance, cardiovascular endurance, and flexibility. Students will understand the importance of a fitness program coupled with proper nutrition. Each student will develop, chart and follow a fitness program. 12

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18 GRADED PROGRAM OF STUDIES 18

19 CONTINUOUS GROWTH CURRICULUM This curriculum is in a format which reflects the concept of continuous growth. Growth expectations are divided into time-spans reflecting K-1, 2-3, 4-6, 7-8, Benchmarks within age-spans reflect normal expectations for students at those grade levels. However, children and youth go through developmental stages unevenly. The students in any given class at any grade level may well include developmental needs and abilities that extend well beyond those identified for the time-span, both in the sense of needing interventions that reflect earlier age-spans and, in other cases, interventions that accelerate students to performance levels more typical of later age-spans. The goals, objectives, and activities in this curriculum need to be interpreted within that concept of continuous growth. Given that caveat, the curriculum may be characterized in the following ways: K-6 The focus is on the exploration and development of basic motor skills. This is done in three phases: Phase 1: Students will explore skills (K-1) Phase 2: Students will refine skills (2-3) Phase 3: Students will extend skills (4-6) 7-8 The focus is on health related fitness and team sport activities 9-12 The focus is on the refinement of skill, with a strong emphasis on lifetime sports. (Entry Level, Upper Level, Fitness for Life) 19

20 Social and Personal Responsibility Grades K-12 We believe all students, regardless of developmental level, can participate safely, fairly, respectfully and responsibly. These are expected of all students in all grade levels. Ohio/National Solve Problems Demonstrate Access and Use Initiate and Standards Make Decisions, Information and Refine Set Goals Resources Performance Skills 5 Safety -identify personal -demonstrate an -describe safety -utilize knowledge and general space understanding of techniques for of general and -identify safe use personal and individual / group personal space in of the equipment general space activities game-like and gymnasium -demonstrate safe -apply safety situations space use of equipment technique, -consistently and gymnasium research and demonstrate safe space implement safety use of equipment techniques and gymnasium space 20

21 Fair Play -understands the -demonstrate the -utilize resources -consistently and importance of and ability to abide by and / or willingly abide by abide by pre- pre-established technology related rules and established rules rules to fair play cooperate with -works -demonstrate the others cooperatively with ability to work with -utilize conflict another to others to complete resolution skills to complete an an assigned task solve differences assigned task -communicate to -develop -communicate to promote teamwork appropriate rules promote teamwork for various games situations -demonstrate knowledge of game rules through officiating (Grades 4-12) Social and Personal Responsibility Grades K-12 Ohio/National Solve Problems Demonstrate Access and Use Initiate and Standards Make Decisions, Information and Refine Set Goals Resources Performance Skills 5 Respecting -understand the -demonstrate the -utilize resources -utilize conflict Differences importance of ability to play, and / or resolution skills to playing, cooperate, and technology related resolve cooperating and respect others to respecting differences respecting others regardless of differences -consistently regardless of personal shows the ability personal differences play cooperatively differences -relate to gender, with others ability, and regardless of multicultural personal difference during difference activities 21

22 Responsible -identify -demonstrate -utilize resources -consistently Behavior characteristics of a characteristics of a and / or exhibit responsible responsible leaner technology related characteristics of learner to responsible responsible -move and behave behavior behavior in a social acceptable manner 22

23 ELEMENTARY PHYSICAL EDUCATION K

24 PHASE 1 (K-1) Performance Objectives Health Related Fitness 1. The student will participate in warm up and cool down activities. 2. The student will demonstrate responsible personal and social behavior in physical activity settings. 3. While participating in a fitness related activity, the student will be able to verbally identify the goal of the activity. 4. The student will regularly participate in physical activity for the purpose of improving personal fitness including muscular strength, endurance, and enjoyment. Skill Related Fitness 1. The student will differentiate between locomotor skills. 2. The student will demonstrate fundamental principles of eye hand/eye foot coordination. 3. The student will differentiate between various levels of spatial awareness (speed, direction, and level). 24

25 25 K - 6 PHASE 1 (K-1) Health Related Fitness Ohio/National Solve Problems, Communicate Access and Use Initiate and Standards Make Decisions Information and Refine Set Goals Demonstrate Resources Performance 3, 4, 6 Skills Total Fitness Personal Fitness -be introduced to and apply fitness goal setting skills -be introduced to and demonstrate fitness activities -utilize resources and/or technology related to personal fitness -participate in various warm up and cool down exercises Heart Health -be introduced to and apply cardiovascular health related goals -be introduced to and demonstrate cardiovascular health related activities -utilize resources and/or technology related to cardiovascular health and explain the importance of cardiovascular health related activities -participate in activities that will results in an increase in heart rate Flexibility -be introduced to and apply flexibility related goals -be introduced to and demonstrate proper stretching and flexibility -utilize resources and/or technology related to flexibility -introduce and expand various stretching techniques Muscular Strength -be introduced to and apply muscular strength building goals -be introduced and demonstrate muscular strength building exercises -utilize resources and/or technology related to muscular strength building activities -be introduced to and participate various muscular strength building activities Endurance -be introduced to and apply endurance related goals -be introduced and demonstrate endurance related activities -utilize resources and/or technology related to endurance activities -be introduced and participate in endurance related activities

26 K-6 PHASE 1 (K-1) cont. Health Related Fitness Value Physical Activity -try new movement tasks willingly -sustain effort to complete task -identify a new way to complete a movement task -devise a plan to accomplish a movement challenge 26

27 K-6 PHASE 1 (K-1) Skill Related Fitness Ohio/National Solve Problems, Communicate Access and Use Initiate and Refine Standards Make Decisions Information and Performance Skills Set Goals Demonstrate Resources 1, 2 Body Image / Self -identify goals related -demonstrate -utilize resources -experience Concept to spatial awareness various non- and/or technology movement within self locomotor skills related to spatial space awareness Locomotors -differentiate between -share movement -utilize resources -utilize locomotor skills various locomotor experiences and/or technology in a variety of ways skills related to movement -explore movement speeds, directions, and levels Manipulatives -identify goals utilizing -discuss proper -utilize resources -manipulate objects in manipulatives equipment usage and/or technology a purposeful manner related to equipment usage / -send and receive manipulative skills objects in a variety of ways Non-Locomotor -identify goals related -discuss aspects -explore, discover, -recognize the Skills non-locomotor skills of non-locomotor and express differences of space in movements movements multiple situations -utilize resources -participate in and/or technology movement activities in related to non- general and self space locomotor skills 27

28 K-6 PHASE 2 (2-3) Performance Objectives Health Related Fitness 1. The student will be able to demonstrate an increased flexibility in a variety of fitness activities. 2. The student will demonstrate responsible personal and social behavior in physical activity settings. 3. While engaged in physical activity, the student will sustain a moderate level of aerobic and Muscular endurance. 4. Students will set collaborative group goals related to fitness. 5. The student will set personal goals to motivate and maintain interest in physical activity. Skill Related Fitness 1. The student will demonstrate efficient use of locomotor skills. 2. While participating in activities, the student will apply fundamental principles of eye/hand, eye/foot coordination. 28

29 K-6 PHASE 2 (2-3) Health Related Fitness Ohio/National Standards Solve Problems, Make Decisions, Communicate Access and Use Information and Initiate and Refine Performance Skills 3, 4, 6 Set Goals Resources Personal -apply goal setting -discuss fitness related -utilize resources -participate in various Fitness skills to activities activities and/or technology warm-up and cool down related to physical exercise fitness Heart Health -apply goal setting -discuss heart health -explain the -participate in heart skills to heart related activities importance of strengthening activities related activities heart health activities Flexibility -apply goal setting -discuss proper -utilize resources -reinforce and expand skills to flexibility stretching techniques and/or technology various stretching related activities related to techniques stretching Muscle -reinforce and -discuss strength -utilize resources -participate in strength Strength expand various building exercises and/or technology building activities strength building related to strength goals building Endurance -reinforce and -discuss endurance -utilize resources -participate in various expand endurance related activities and/or technology endurance related related goals related to activities endurance activities 29

30 K-6 PHASE 2 (2-3) Cont. Health Related Fitness Value Physical Activity -demonstrate enjoyment (e.g., smiling, positive reinforcement, high five while participating with others during activity -interact positively with partners or small groups in a variety of physical activity settings -continue to participate when not successful on the first try -enjoy participating with others to accomplish a movement challenge or achieve a physical activity goal. 30

31 K-6 PHASE 2 (2-3) Skill Related Fitness Ohio/National Solve Problems, Communicate Access and Use Initiate and Refine Standards Make Decisions, Demonstrate Information and Performance Skills Set Goals Resources 1, 2 Locomotors -differentiate -share movement -utilize resources and/or -utilize locomotor skills between various experiences technology related to in a variety of ways locomotor skills movement -explore movement speeds, directions, and levels Manipulatives -reinforce goals -discuss / -utilize resources and/or -demonstrate eye/hand related to demonstrate technology related to eye-foot coordination manipulative equipment usage manipulative skills tasks: skills in activities -stationary activities -locomotor activities Non- -identify goals -discuss aspects -explore, discover, and -recognize the Locomotor related to non- of non-locomotor express movements differences of space in Skills locomotor skills movements multiple situations -utilize resources and/or technology related to -participate in non-locomotor skills movement activities in general and self space 31

32 K-6 PHASE 3 (4-6) Performance Objectives Health Related Fitness 1. The student will describe elements of a program that uses a variety of activities to improve fitness. 2. The student will demonstrate responsible personal and social behavior in physical activity settings. 3. While engaged in physical activity, the student will sustain a vigorous level of aerobic and muscular endurance. 4. Students will set an individual goal related to fitness. 5. The student will monitor, measure, and report his/her own heart rate. 6. The student will demonstrate a variety of exercises and activities to maintain interest while progressively increasing flexibility, muscular strength, muscular endurance, and enjoyment. Skill Related Fitness 1. The student will demonstrate non-locomotor skills. 2. The student will perform a variety of locomotor movements at various speeds and directions. 3. The student will demonstrate consistent use of fundamental principles of eye, hand/eye, foot 4. The student will identify ways to improve personal skill development through a variety of individual sport activities. Lifetime Fitness 1. The student will participate cooperatively and productively in a partner or group setting. 2. The student will demonstrate safety techniques necessary to participate in individual and team activities. 32

33 K - 6 PHASE 3 (4-6) Health Related Fitness Ohio/Nation al Standards Solve Problems, Make Decisions, Set Goals Communicate Demonstrate Access and Use Information and Resources Initiate and Refine Performance Skills 3, 4, 6 Personal Fitness -examine the components of health related fitness -examine the benefits of exercise -complete a health related fitness test -set a goal based on personal fitness test results -relate the components of health related fitness to a variety of activities -explain the relationship between physical fitness and exercise -suggest possible fitness activities in the community -suggest methods of improving fitness test results -apply the components of health related fitness in exercise situations -record physical fitness activities -report physical fitness scores and evaluate performance -perform a variety of activities that include the components of health related fitness -perform a variety of activities that can lead to an increased level of fitness -perform activities included in a fitness test -choose to exercise at home for personal benefit and enjoyment Heart Health -analyze personal heart health and determine future needs -calculate resting, maximum, and target heart rates report exercise results and effect on heart -relate heart rate measure before, during and after activity -explain changes in heart rates and influential factors -perform a variety of aerobic activities -repeatedly monitor heart rate -exercise within appropriate heart rate zone Flexibility -examine a variety of activities in terms of flexibility -demonstrate several flexibility exercises -differentiate between the types of stretches -perform a wide range of flexibility exercises -progressively increase exercises Muscular Strength and Endurance -examine a variety of physical activities in terms of muscular strength and endurance requirements -explain the difference between muscular strength and endurance -distinguish between exercises for muscular strength and for muscular endurance -perform tasks that improve muscular strength and endurance -progressively increase muscular strength and endurance 33

34 34 K-6 PHASE 3 (4-6) cont. Health Related Fitness Value Physical Activity -demonstrate perseverance when challenged by a new physical activity -resolve conflicts that arise with others without confrontation -select and practice physically challenging activities to improve a skill and/or to experience success -participate in a variety of physical activities that provide opportunities for social and group interactions. 34

35 35 PHASE 3 (4-6) K-6 Skill Related Fitness / Lifetime Fitness Ohio/National Standards Solve Problems, Make Decisions, Set Goals Communicate Demonstrate Access and Use Information and Resources Initiate and Refine Performance Skills 1, 2, 5 Locomotor / General Space Skill Related Fitness -move and behave in a socially acceptable manner -show various locomotor movements in general space -explore various movements in a variety of activities -perform movement using various speeds and directions Individual Sports / Manipulatives Lifetime Fitness -explore individual sports (e.g., track and field or tennis) -introduce eye-hand / foot movements for various activities -use personal skills to help others -report own performance -demonstrate skills needed to participate in an activity -apply rules and procedures effectively -recognize difference between correct and incorrect performance -identify and use ways to improve performance -perform a wide range of activities to improve skill development -perform skills necessary to participate in the activity -describe safety techniques for individual activities Team Sports / Manipulatives Lifetime Fitness -establish rapport needed to work in a group situation -develop eye-hand / eye/foot skills required for group activities -communicate appropriately with partners / group -relate to gender, ability, and multicultural differences during activities -describe safety techniques for various team activities -identify practices which enhance performance -perform basic team skills (e.g., basketball, softball, soccer, hockey, volleyball) -manipulate objects used in team sports -introduce team concepts -demonstrate skills needed for group activities 35

36 36 K-6 MIDDLE SCHOOL PHYSICAL EDUCATION

37 PE Middle School Performance Objectives Grade 7 Health Related Fitness 1. The student will distinguish between health related and skill related fitness. 2. The student will find their own maximum heart rate and determine changes necessary to reach their five heart zones. 3. The student will design a program to increase their personal flexibility while targeting specific muscle groups. 4. The student will target areas of improvement to progressively increase muscular strength and endurance. Skill Related Fitness / Lifetime Related Fitness 1. The student will recognize and describe movement and locomotor patterns of different activities in general space. 2. The student will report performance and identify ways to improve body movements and skills associated with individual sports. 3. The student will develop the cooperative concepts needed to participate in group activities / team sports. 4. The student will recognize the importance of leisure activities and access and participate in a leisure activity available in the community. 5. The student will demonstrate and apply safety techniques necessary to participate in individual and team activities. 37

38 PE Middle School Health Related Fitness Grade 7 Ohio/National Standards 2, 3, 4, 5, 6 Solve Problems, Make Decisions, Set Goals Communicate Access and Use Information and Resources Initiate and Refine Performance Skills Personal Fitness -expand on the components of health related fitness -examine the components of skill related fitness -expand on the benefits of exercise -set goals to improve personal fitness in gradual, progressive steps -discuss the relationship between exercise and stress -describe the difference between health related fitness and skill related fitness -suggest methods of improving fitness test results -describe various methods of exercise used to relieve stress -record physical fitness activities -complete a health related fitness test -report physical fitness scores and evaluate performance -identify the positive and negative forms of stress -perform a variety of activities that include the components of health and/or skill related fitness -perform a variety of activities that can decrease stress -perform activities included in a fitness test -exercise at home in a structured personal program Heart Health -calculate ambient, maximum, and target heart rates, recovery heart rate -discuss the FIT principle (Frequency, Intensity, Time) -take heart rate before, during and after activity -explain the components of the FIT principle -evaluate working heart rate and determine changes necessary to reach target heart rate zone(s) -perform a variety of aerobic activities (circuit training) -monitor heart rate Flexibility - work toward a specific goal in flexibility -incorporate flexibility needs into a personal fitness plan -explain flexibility exercises that stretch specific muscle groups -implement own stretching program at appropriate times prior to performance -care for injuries resulting from strain or sprain RICE (Rest, Ice, Compression, Elevation) -perform a wide range of flexibility exercises -progressively increase exercises Muscular Strength and Endurance -target areas of improvement for muscular strength and endurance -report major muscle groups to be strengthened by specific exercises -distinguish between strength and flexibility -identify major muscle groups -perform proper techniques when participating in strength and endurance training -progressively increase muscular strength and endurance 38

39 PE Middle School Skill Related Fitness / Lifetime Related Fitness Grade 7 Ohio/National Solve Problems, Access and Use Initiate and Refine Standards Make Decisions, Communicate Information and Performance Skills 1,2,3,4,5,6 Set Goals Resources Locomotor / General Space -move and behave in a socially acceptable manner -integrate basic movement skills to modified games -describe various locomotor movements in general space -recognize pathways of movement within different activities -combine locomotor movements and execute activities in general space Individual Sports / Manipulatives Personal Fitness -develop individual sports (e.g., badminton) -work to improve eye-hand / foot movements -use personal skills to help others -report peer performance in a positive manner -express interest in new activities -access rules and information for games and activities -recognize performance and identify methods to improve skills -apply safety techniques for individual activities -participate in activities to achieve a personal goal -identify personal challenges within an activity Team Sports / Manipulatives -maintain rapport needed to work in a group situation -increase eye-hand / foot skill level -develop team concepts through game play -strive to develop teamwork -relate to gender, ability, and multicultural differences during activities -apply safety techniques for various activities -acquire new skills and techniques necessary for participation in various sports activities -utilize game rules in appropriate situations -participate in cooperative games to achieve a common goal -demonstrate proper use of equipment used in team sports (e.g., field hockey, football, volleyball, softball and other team sports) Leisure Activities -expand knowledge of leisure activities -recognize importance of leisure activities -access leisure activities within the community -develop an understanding of the results of leisure activities (e.g., badminton, singles and doubles) -expand participation in leisure activities (e.g., badminton: singles and doubles) 39

40 PE Middle School Performance Objectives Grade 8 Health Related Fitness 1. The student will create a personal fitness program that includes health related and skill related components. 2. The student will calculate their maximum heart rate and determine in what zone they are training. 3. The student will incorporate static and dynamic stretching into a cohesive flexibility program. 4. The student will implement a variety of activities to maintain / increase overall muscular strength and endurance. Skill Related Fitness / Lifetime Related Fitness 1. The student will diagram complex movements used in locomotor patterns. 2. The student will demonstrate self-confidence and/or self-direction while executing complex movement skills. 3. The student will exhibit an increased level of proficiency in selected individual and/or team sports. 4. The student will recognize and implement strategies used in various individual and/or team sports. 5. The student will research and apply safety techniques necessary to participate in individual and team sports. 6. The student will expand knowledge of and participation in leisure activities available within the community. 40

41 PE Middle School Health Related Fitness Grade 8 Ohio/National Standards 2, 3, 4, 5, 6 Solve Problems, Make Decisions, Set Goals Communicate Access and Use Information and Resources Initiate and Refine Performance Skills Personal Fitness -refine components of health and skill related problems -set goals to improve personal fitness -explore the relationship between nutrition and fitness -discuss body composition -suggest methods of improving fitness test results -express importance of the interrelationship between nutrition and fitness -describe body composition and ways it is measured -record physical fitness activities -complete a health related fitness test -report physical fitness scores and evaluate performance -use BMI (Body Mass Index) to calculate body composition -recognize relationship between diet and exercise -perform a variety of activities that include the components of health and/or skill related fitness -perform activities included in a fitness test -design a structured personal fitness program -perform activities to improve or maintain body composition Heart Health -calculate resting, maximum, and target heart rates -expand the FIT principle (Frequency, Intensity, Time) -define and discuss stroke volume -relate heart rate measure before, during and after activity -describe how exercise can improve stroke volume -evaluate working heart rate and determine changes necessary to reach target heart rate zone -develop methods to practice the FIT principle -identify activities / exercises that benefit stroke volume -perform a variety of aerobic activities -monitor heart rate before, during, and after activities Flexibility -work toward a specific goal in flexibility -incorporate flexibility needs into a personal fitness plan -explain flexibility exercises that stretch specific muscle groups -communicate own flexibility through activities -implement own stretching program at appropriate times prior to performance -relate safety procedures when performing flexibility activities -perform a wide range of flexibility exercises -progressively increase exercises -differentiate between static and dynamic stretching Muscular Strength and Endurance -implement a variety of physical activities for muscular strength and endurance -maintain levels of strength and endurance throughout activities -share ways to improve muscular strength and endurance -identify major muscle groups involved in muscular strength and endurance activities -utilize activities to improve muscular strength and endurance -perform tasks that improve muscular strength and endurance -progressively increase muscular strength and endurance 41

42 PE Middle School Skill Related Fitness / Lifetime Related Fitness Grade 8 Ohio/National Standards 1,2,3,4,5,6 Solve Problems, Make Decisions, Set Goals Communicate Access and Use Information and Resources Initiate and Refine Performance Skills Locomotor / General Space -show selfconfidence and selfdirection -incorporate more complex movement skills -work to improve locomotor combinations -follow instructor s and/or student leader s directions in performance -diagram pathways of movement used in different activities -combine mature locomotor patterns in increasingly complex ways -analyze activity to determine movement patterns Individual Sports / Manipulatives Personal Fitness -utilize individual sport strategies (e.g., tennis) -acknowledge success and areas for improvement -discuss strategies with others -share observations of performance or skills -understand / apply knowledge of rules, instructions, and terminology -observe and describe characteristics of successful performances (e.g., tennis serve) -research and implement safety techniques -analyze game strategies -perform complex skills to a wide range of activities -identify personal challenges within an activity and improve those skills Team Sports / Manipulatives show competence in several team sports (e.g., soccer, lacrosse, team handball, basketball and other sports) -utilize offensive and defensive team strategies -communicate to promote teamwork -explain procedure or strategies to others -accept decisions of others -keep score -research and implement safety techniques -observe and describe characteristics of successful performances (e.g., zone defense passing patterns) -utilize game rules in appropriate situations -participate in cooperative games to achieve a common goal -combine movement patterns and apply them to handling object(s) -demonstrate higher level skill development in games Leisure Activities -expand knowledge of leisure activities -understand the importance of Title IX to women -recognize importance of leisure activities -explain why Title IX was so important to women -access leisure activities within the community (tennis) -expand participation in leisure activities, e.g. tennis 42

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51 HIGH SCHOOL PHYSICAL EDUCATION LEVEL I 51

52 PUPIL PERFORMANCE OBJECTIVES Health Related Fitness 1. Monitor and record their target heart rate readings 2. Monitor and record their weight training program (amount of weight, sets, exercise) 3. Demonstrate activities to improve cardiovascular and muscular fitness 4. Demonstrate a variety of exercises and activities designed to improve cardiovascular fitness, muscular strength and endurance, and flexibility 5. Identify the major muscles and exercises designed to train each muscle 6. Understand that physical activity provides an opportunity for positive social interactions. Skill Related Fitness 1. Apply movement principles to analyze and improve performance of self and others 2. Demonstrate proper locomotor movement to sports specific patterns Lifetime Related Fitness 1. Participate in a positive manner in a partner or group setting 2. Demonstrate safety techniques necessary to participate in team activities 3. Understand rules and strategies of team sports 52

53 PE Entry Level High School ENTRY LEVEL Ohio/National Health Related Fitness Skills Related Fitness Lifetime Related Fitness Standards 1,2,3,4,5,6 Communicate -identify the 5 components of physical fitness -identify the risk factors (controllable / noncontrollable) associated with heart disease -identify which fitness tests measure which components to physical fitness -identify the benefits of being flexible -identify the major muscles and weight training exercises designed to train each muscle group -respond to others with supportive behavior -offer ideas independently with large and small groups -give feedback to group members on skilled performance -communicate proficiency of movement -use locomotor movement to demonstrate sport specific patterns -relate to others n indication of skill level -describe appropriate practice procedures to improve skills level -cooperate with partner, group or team -express preference in activity choices -build communication skills for group problem solving -describe appropriate practice to improve skill level -respond positively to group interaction -relate safety procedures for various activities -discuss considerations for improving performance -discuss care and respect of equipment -inquire about activities of another culture -enter activity voluntarily after receiving initial instructions 53

54 PE Entry Level High School ENTRY LEVEL Ohio/National Standards 1,2,3,4,5,6 Health Related Fitness Skills Related Fitness Lifetime Related Fitness Solve Problems, Make Decisions and Set Goals -choose favorite aerobic activities -using a variety of assessments to determine individual maximum heart rate -move with ease to avoid strain and injury -distinguish between aerobic and anaerobic exercises -work to improve heart and health -work toward maintaining fitness levels in a variety of preferred activities -maintain sufficient level of physical fitness to prevent sport injury -apply biomechanics to analyze and improve performance of self and others -apply critical elements of improved movement skills -use supportive behavior in response to others -participate in activities which are new and unique -apply characteristic of skilled movement to develop competency in own movement -appreciate the interactions of others within a group -understand rules and strategies of individual and team sports -perform drills or small games to improve skill level -resolve conflicts in positive ways -apply safety factors to any activity apply movement concepts to more Complex sports and leisure skills accept decision of team officials -function as a team member -work to improve specific sports and leisure skills -basketball, volleyball, softball, soccer, team handball, and other team sports -attempt to select a variety of new and unique activities -focus on elements of improved performance (speed, agility, etc.) -differentiate a variety of offensive and defensive roles -expand activities for health and leisure time -apply a working knowledge of several games 54