ࡱ> molg -9bjbjVV :xr<r<1%H H 8$&""&&&&&&&*,&&&kkkR&k&kkr$&x P=%p&&0&%2E-pE-&&8E-@&0k&&k&E-H h: COURSE OF STUDY OUTLINE Board Approved: 1/4/08 DEPARTMENT: PHYSICAL EDUCATION COURSE TITLE: INTRODUCTION TO PE Grade Level: 9 Length: Two semesters Number of Credits: Ten Units COURSE DESCRIPTION: Emphasis is on a physical fitness program which includes learning of fundamental skills, in a variety of activities. In each activity, the student is acquainted with the background, fundamentals, rules, and acceptable behaviors. This is accomplished through participation in a variety of team, dual, individual and rhythmic/dance activities. Cooperation, participation, and general attitude toward physical fitness are also vital factors in this course. All students must successfully complete this course as a graduation requirement. RATIONALE FOR THE COURSE: This course articulates the knowledge, skills, and confidence students need to maintain meaningful physical activity throughout their lifetime. It is designed to: Equip students to make a successful transition from the physical education instructional program to participation in physical activity during adulthood. Encourage each student to develop a life long habit of fitness. Give the student an opportunity to work on their fitness goals. Teach students concepts that they can use for a healthy lifestyle. Student develop proficient movement skills in each area of physical education; they expand their capabilities for independent learning. ESLRs- Expected School-wide Learning Results ESLRs: RISE UP Respectful of self, others, school, and environment Informed through finding, evaluating, and using information from a variety of sources Safe personally, emotionally, and physically Excellent in order to reach high levels of educational and academic success for all United by understanding and honoring individual differences to work toward a common goal Purposeful through engagement in learning and working towards a personal vision for the future COURSE OUTLINE StandardFitness conceptsComponents of a work outUnderstand the importance of life long fitnessThe psychological importance of fitnessSetting fitness goalsNutrition in regards to trainingThe harmful effects of tobacco, alcohol and drugsUnderstanding body fat, height and weightCooperative gamesTeam SportsIndividual SportsFitness activitiesSocial/Square DancingFitness Testing TEACHING STRATEGIES I. Lecture II. Cooperative learning groups III. Lab investigations IV. Student explanations and presentations V. Modeling VI. Peer tutoring ASSESSMENTS Oral questions/answers Written quizzes and examinations Portfolio assignments Pre- and post- tests Fitness Testing RESOURCES California State Physical Education Framework SPARK Curriculum California Department of Ed. Website NASPE/CAHPERD High School Course 1 Standard 1 Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. 1.1 Combine and apply movement patterns, simple to complex, in aquatic, rhythms/dance, and individual and dual activities. 1.2 Demonstrate proficient movement skills in aquatic, rhythms/dance, and individual and dual activities. 1.3 Identify, explain, and apply the skill-related components of balance, reaction time, agility, coordination, explosive power and speed that enhance performance levels in aquatic, rhythms/dance, and individual and dual activities. 1.4 Explain and demonstrate advanced offensive, defensive, and transition strategies in aquatic and individual and dual activities. 1.5 Explain the use of the principles of biomechanics (leverage, force, inertia, rotary motion, opposition, and buoyancy); apply the principles to achieve advanced performance in aquatic, rhythms/dance, and individual and dual activities; and evaluate the performance based on the use of the principles. 1.6 Examine the physical, emotional, cognitive, and scientific factors that affect performance and explain the relationship between those factors. 1.7 Analyze and evaluate feedback from proprioception, from others, and from the performance of complex motor (movement) activities to improve performance in aquatic, rhythms/dance, and individual activities, and dual activities. 1.8 Analyze and explain which training and conditioning practices have the greatest impact on skill acquisition and performance in aquatic, rhythms/dance, and individual and dual activities. 1.9 Create or modify practice/training plans based on evaluative feedback of skill acquisition and performance in aquatic, rhythms/dance, and individual and dual activities. 1.10 Analyze situations and determine appropriate strategies for improved performance in aquatic, rhythms/dance, and individual and dual activities. 1.11 Assess the effect/outcome of a particular performance strategy in aquatic, rhythms/dance, and individual and dual activities. 1.12 Demonstrate independent learning of movement skills. Standard 2 Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. 2.1 Participate in moderate to vigorous physical activity at least four days each week. 2.2 Participate in enjoyable and challenging physical activities that develop and maintain the five components of physical fitness. 2.3 Meet health-related physical fitness standards established by a scientifically based health-related fitness assessment. 2.4 Use physical fitness test results to set and adjust goals to improve fitness. 2.5 Improve and maintain physical fitness by adjusting physical activity levels according to the principles of exercise. 2.6 Identify the physical fitness requirements of an occupation. 2.7 Develop and implement a one-month personal physical fitness plan. 2.8 Analyze consumer physical fitness products and programs. 2.9 Explain the inherent risks associated with physical activity in extreme environments. 2.10 Identify and list available fitness resources in the community. 2.11 Explain the role of physical activity in the prevention of disease and the reduction of health care costs. Standard 3 Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Self-Responsibility 3.1 Accept personal responsibility to create and maintain a physically and emotionally safe and nonthreatening environment for physical activity. 3.2 Act independently of negative peer pressure during physical activity. 3.3 Identify and evaluate personal psychological response to physical activity. 3.4 Describe the enjoyment, self-expression, challenge, and social benefits experienced by achieving ones best in physical activities. 3.5 Develop personal goals to improve ones performance in physical activities. Social Interaction 3.6 Discuss the changing psychological and sociological needs of a diverse society in relation to physical activity. 3.7 Analyze the role that physical activity plays in social interaction and cooperative opportunities in the family and the workplace. 3.8 Recognize the value of physical activity in understanding multiculturalism. Group Dynamics 3.9 Recognize and evaluate the role of cooperation and positive interactions with others when participating in physical activity. 3.10 Identify and utilize the potential strengths of each individual in physical activity. HIGH SCHOOL PHYSICAL EDUCATION COURSE 2 STANDARD 1 Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. 1.1 Combine and apply movement patterns, from simple to complex, in combative, gymnastic/ tumbling, and team activities. 1.2 Demonstrate proficient movement skills in combative, gymnastic/tumbling, and team activities. 1.3 Explain the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance performance levels in combative, gymnastic/tumbling, and team activities and apply those components in performance. 1.4 Explain and demonstrate advanced offensive, defensive, and transition strategies and tactics in combative, gymnastic/tumbling, and team activities. 1.5 Explain the use of the principles of biomechanics (leverage, force, inertia, rotary motion, and opposition); apply the principles to achieve advanced performance in combative, gymnastic/ tumbling, and team activities; and evaluate the performance based on use of the principles. 1.6 Evaluate the relationships of physical, emotional, and cognitive factors affecting individual and team performance. 1.7 Analyze and evaluate feedback from proprioception, from others, and from the performance of complex motor (movement) activities to improve performance in combative, gymnastics/tumbling, and team activities. 1.8 Analyze and explain which training and conditioning practices have the greatest impact on skill acquisition and performance in combative, gymnastic/tumbling, and team activities. 1.9 Create or modify practice/training plans based on evaluative feedback from skill acquisition and performance in combative, gymnastic/tumbling, and team activities. 1.10 Analyze situations to determine appropriate strategies to use in combative, gymnastic/tumbling, and team activities. 1.11 Assess the effect/outcome of a particular performance strategy used in combative, gymnastic/tumbling, and team activities. 1.12 Evaluate independent learning of movement skills. STANDARD 2 Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. 2.1 Participate in moderate to vigorous physical activity at least four days each week. 2.2 Participate in challenging physical fitness activities using the principles of exercise to meet individual needs and interests. 2.3 Identify and achieve levels of excellence in physical fitness that enhance physical and mental performance beyond the standards established by scientifically based health-related fitness assessments. 2.4 Assess levels of physical fitness and adjust physical activity to accommodate changes in age, growth, and development. 2.5 Justify the use of particular physical activities to achieve desired fitness goals. 2.6 Develop and describe a physical fitness plan that enhances personal health and performance in future leisure and workplace activities. 2.7 Develop and implement an appropriate personal physical fitness program for a family or community member. 2.8 Explain how to evaluate consumer physical fitness products and programs. 2.9 Identify and evaluate ergogenic aids that claim to enhance body composition, appearance, physical fitness, and performance. 2.10 Evaluate the availability and quality of fitness resources in the community. 2.11 Use and analyze scientifically based data and protocols to assess oneself on the five components of health-related physical fitness. STANDARD 3 Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Self-Responsibility 3.1 Participate in physical activities for personal enjoyment. 3.2 Examine and explain the ways in which personal characteristics, performance styles, and preferences for activities may change over a lifetime. 3.3 Evaluate the psychological benefits derived from regular participation in physical activity. 3.4 Explain and analyze the role of individual attitude, motivation, and determination in achieving personal satisfaction from challenging physical activities. 3.5 Evaluate and refine personal goals to improve performance in physical activities. Social Interaction 3.6 Identify the effects of individual differences, such as age, gender, ethnicity, socioeconomic status, and culture, on preferences for and participation in physical activity. Explain how to select and modify physical activities to allow for participation by young children, the elderly, and individuals with special needs. Group Dynamics 3.8 Identify leadership skills, perform planned leadership assignments, and assume spontaneous leadership roles. 3.9 Encourage others to be supportive and inclusive of individuals of all ability levels. 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