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PHYSICAL EDUCATION
Physical education is an integral part of the total education of every child from kindergarten through grade 12. The content standards define what a student should know and be able to do as a result of a quality physical education program. The standards are progressive in design, with each grade level building on the previous one. The goal of physical education is to develop physically educated individuals who have the knowledge, skills, and confidence to enjoy a lifetime of healthy physical activity. Physical education instruction program is directed toward students becoming confident, independent, self-controlled and resilient; develop positive social skills; learn to set and strive for personal, achievable goals; learn to assume leadership, cooperate with others, and accept responsibility for their own behavior, and ultimately improve their academic performance. Elementary school begins to build the foundation for a lifetime of physical activity. The content standards provide the foundation through emphasizing motor skill acquisition and fundamental movement skills needed to perform a variety of physical activities. During middle school, the specific content standards emphasize working cooperatively to achieve a common goal, meeting challenges and making decisions, and working as a team to solve problems. High school has only three overall model content standards. State model content standards for physical education may be found on-line at: www.cde.ca.gov/be/st/ss/ The course descriptions in this section are arranged as follows: Elementary Courses, p. PE- 2 Middle School Courses, p. PE- 7 High School Courses, p. PE- 10 Special Education Courses, p. PE- 19
Physical Education 2010 – 2011
Elementary Courses
GRADE K
COURSE DESCRIPTION
This level of instruction provides a vision of what a kindergarten student needs to know and be able to do in physical education. Movement
- Movement concepts: spatial and body awareness, speed, relationships, personal and general space.
- Body management: static and dynamic balance, relationships, body parts and base of support
- Locomotor movements: rolling, traveling in different pathways, and locomotor skills.
- Manipulative skills: striking, tossing, kicking, and bouncing. The role of the eyes when striking an object; and points of contact when kicking an object.
- Rhythmic and dance skills: moving to a steady beat and clapping to a simple beat. Fitness
- Fitness concepts: activities that are enjoyable. Nutritional aspects of water and food.
- Aerobic Capacity: moderate to vigorous activity, the location and function of the heart and lungs during activity.
- Muscular strength/endurance: hang, climb, and muscle involvement in these activities.
- Flexibility: stretching without bouncing and identification of body parts during stretching.
- Body composition: continuous movement for increased periods of time and the composition of the body. Social Focus
- Self-responsibility: emotional results of physical activity and the willingness to participate.
- Social interaction: characteristics of sharing and positive social interaction.
- Group dynamics: leading and following during activity. BASIC TEXTS AND TEACHING GUIDES Physical Education Model Content Standards for California Public Schools. C.A.T.C.H. (K-2) , UCSD Division of Community Pediatrics, 2000. Graham, Holt, Parker, Hale, Children Moving: A Reflective Approach to Teaching Physical Education (6th edition). Pangrazi, Dynamic Physical Education for Elementary School Children, 13th ed., Allyn & Bacon. E.P.E.C. Exemplary Physical Education Curriculum , Michigan Fitness Foundation: www.ssww.com/epec. FITNESSGRAM, Cooper Institute, 1999. S.P.A.R.K (K-2), San Diego State University, 2000. Ward, Teaching Tumbling , www.humankinetics.com.
GRADE 1
COURSE DESCRIPTION
This level of instruction provides a vision of what a grade 1 student needs to know and be able to do in physical education. Movement
- Movement concepts: spatial and body awareness while employing a variety of locomotor skills, relationships, levels, directions, speeds, tempos, and force.
- Body management: balance using symmetrical, asymmetrical shapes and on a variety of body parts.
- Locomotor movement: rolling forward; employ different take-offs and landings; jump a swinging rope; distinguish between different locomotor movements.
- Manipulative skills: demonstrate and explain different throwing and catching patterns; kicking; striking; dribbling using hands and feet.
- Rhythmic skills: movement in response to music. Fitness
- Fitness concepts: participate and identify physical activities that are enjoyable and challenging. The importance of water and nutritious food during physical activity.
- Aerobic capacity: moderate to vigorous activity; function, changes and location of heart and lungs during activity.
- Muscular strength/endurance: upper body strength, importance of muscular strength and prolonged physical activity. Flexibility: stretch
Physical Education 2010 – 2011
GRADE 3
COURSE DESCRIPTION
This level of instruction provides the foundation for what a grade 3 student needs to know and be able to do in physical education. Movement
- Movement concepts: creating personal space during chasing and fleeing activities and in changing environments.
- Body management: inverted balances, forward roll, straddle roll.
- Locomotor movement: jumping rope forward and backward.
- Manipulative skills: partner throwing and catching during movement, correct form for throwing and catching, hand dribbling, kicking to a partner, striking using a paddle or racket, food dribble with direction change, rolling for accuracy and balance while manipulating an object.
- Rhythmic skills: line, circle, and folk dancing with a partner. Fitness
- Fitness concepts: warm-ups and cool-downs; correct body positions for pulling and pushing; reaction to moderate to vigorous activity; components of physical fitness; adaptation of increasing workloads; energy expenditure; and need for oxygen and fluids during muscle contractions.
- Aerobic capacity: increasing activity time by sustaining movement that elevates breathing and heart rate.
- Muscular strength/endurance: increase muscular endurance and efficiency in abdominal, oblique, upper body and lower body muscles; benefits of a strong heart; muscle identification; injury resolution; and proper lifting techniques.
- Flexibility: stretching and injury prevention in stretching. Social Focus
- Self-responsibility: personal goal setting, data collection of skill mastery, and importance of safety procedures.
- Social interaction: coaching others in a positive way and respect for individual differences.
- Group dynamics: work in pairs or small groups.
BASIC TEXTS AND TEACHING GUIDES
Physical Education Model Content Standards for California Public Schools. S.P.A.R.K (3-6), San Diego State University, 2000. C.A.T.C.H. (3-6), UCSD Division of Community Pediatrics, 2000. FITNESSGRAM, Cooper Institute, 1999. Graham, Holt, Parker, Hale, Children Moving: A Reflective Approach to Teaching Physical Education (6th edition). Pangrazi, Dynamic Physical Education for Elementary School Children, 13th ed., Allyn & Bacon.
GRADE 4
COURSE DESCRIPTION
This level of instruction is intended to help students meet physical education content and knowledge standards for grade 4. Movement
- Movement Concepts: describing offense and defense, creating space between players.
- Body management: perform simple balance stunts with a partner; move to maintain appropriate space between players, while on offense and defense. Appropriate body orientation when serving and when striking a ball.
- Locomotor movement: jump a self-turned rope.
- Manipulative skills: overhand serve; forearm pass; catching and throwing while both partners are moving; hand dribble; catch a fly ball; overhand throw to a small target; throw a flying disc using a backhand movement; catch a fly ball; kick a ball to a moving partner, a stationary ball in the air, and punt a ball; striking a tossed ball; foot dribbling; manipulate an object with a long handled implement; trap a ball with the foot; use a forearm pass.
- Rhythmic skills: basic square dance; music routine that including even and uneven locomotor patterns. Fitness
- Fitness concepts: warm-up and cool-down exercises; body positioning for pushing and pulling; principals of fitness; personal short term goals; health food choices; importance of water;
2010 – 2011 Physical Education fuel use during high-intensity and low intensity activities.
- Aerobic capacity: aerobic capacity; calculate heart rate; recovery time; intensity of activity; building aerobic capacity.
- Muscular strength/endurance: increase number curl-ups.
- Flexibility: body composition. Social Focus
- Self-responsibility: personal goal setting; collecting and recording of personal progress toward a fitness goal; accepting personal responsibility for performance; responding respectfully and dignified to winning and losing.
- Social interaction: include and respect individual differences in activity.
- Group dynamics: accept opponent’s skill level, strategies and work effectively with teammates during activity. BASIC TEXTS AND TEACHING GUIDES Physical Education Model Content Standards for California Public Schools. S.P.A.R.K (3-6), San Diego State University, 2000. C.A.T.C.H. (3-6), UCSD Division of Community Pediatrics, 2000. FITNESSGRAM, Cooper Institute, 1999. Graham, Holt, Parker, Hale, Children Moving: A Reflective Approach to Teaching Physical Education (6th edition). Pangrazi, Dynamic Physical Education for Elementary School Children, 13th ed., Allyn & Bacon.
GRADE 5
COURSE DESCRIPTION
This level of instruction is intended to help students meet physical education content and knowledge standards for grade 5. Movement
- Body management: perform small group balance stunts by sharing distribution of weight and base of support.
- Locomotor movement: jump for height and distance using proper takeoff and landing form. - Manipulative skills: enter, jump and leave a turning long rope; throw an object including disc using either a backhand, underhand, or overhand movement for accuracy; field a throw ball; strike a ball using: (1) a punting movement; (2) a bat; (3) a racket or paddle using a forehand or backhand movement; or using an underhand movement over a net; dribble a ball with hand or foot defensively and kick toward a guarded goal; pass with partner using a chest or bounce pass; volley a tossed ball to a specific location. - Rhythmic skills: design and perform a dance with varied locomotor patterns, changes in speed and direction; design a routine to music while manipulating an object. Fitness - Fitness concepts: demonstrate how to warm-up muscles and joints prior to activity; plan a health diet. - Aerobic capacity: participate in vigorous activity 3 – 4 days per week with increased time. - Muscular Strength/Endurance: increase number of oblique curl-ups and triceps push-ups. - Flexibility: perform stretches for specific muscle areas. - Body composition: sustain continuous movement for increased periods of time. - Assessment: assess and meet age- and gender- specific fitness standards for the state-mandated fitness test. Social Focus - Self-responsibility: improve performance on one component of the Fitness gram; work toward a long term activity goal and record data; distinguish between acts of physical courage and reckless acts, explain the difference; act in a safe manner when confronting negative peer pressure. - Social interaction: contribute and listen to ideas during problem solving activities; acknowledge orally the contributions of others. - Group dynamics: accommodate individual difference in others; appreciate games and activities that reflect diversity. BASIC TEXTS AND TEACHING GUIDES Physical Education Model Content Standards for California Public Schools. S.P.A.R.K (3-6), San Diego State University, 2000.
2010 – 2011 Physical Education
Middle School Courses
PHYSICAL EDUCATION 5TH (5508)
Grade level: 5, in schools that use a secondary-type master schedule Prerequisites: None Course duration: Two semesters; 200 minutes every 10 school days COURSE DESCRIPTION This level of instruction is intended to help students meet physical education content and knowledge standards for grade 5. Movement
- Body management: perform small group balance stunts by sharing distribution of weight and base of support.
- Locomotor movement: jump for height and distance using proper takeoff and landing form.
- Manipulative skills: enter, jump and leave a turning long rope; throw an object including disc using either a backhand, underhand, or overhand movement for accuracy; field a throw ball; strike a ball using: (1) a punting movement; (2) a bat; (3) a racket or paddle using a forehand or backhand movement; or using an underhand movement over a net; dribble a ball with hand or foot defensively and kick toward a guarded goal; pass with partner using a chest or bounce pass; volley a tossed ball to a specific location.
- Rhythmic skills: design and perform a dance with varied locomotor patterns, changes in speed and direction; design a routine to music while manipulating an object. Fitness
- Fitness concepts: demonstrate how to warm-up muscles and joints prior to activity; plan a health diet.
- Aerobic capacity: participate in vigorous activity 3 – 4 days per week with increased time.
- Muscular Strength/Endurance: increase number of oblique curl-ups and triceps push-ups.
- Flexibility: perform stretches for specific muscle areas.
- Body composition: sustain continuous movement for increased periods of time. - Assessment: assess and meet age- and gender- specific fitness standards for the state-mandated fitness test. Social Focus - Self-responsibility: improve performance on one component of the Fitness gram; work toward a long term activity goal and record data; distinguish between acts of physical courage and reckless acts, explain the difference; act in a safe manner when confronting negative peer pressure. - Social interaction: contribute and listen to ideas during problem solving activities; acknowledge orally the contributions of others. - Group dynamics: accommodate individual difference in others; appreciate games and activities that reflect diversity. BASIC TEXTS AND TEACHING GUIDES Physical Education Model Content Standards for California Public Schools. S.P.A.R.K (3-6) , San Diego State University, 2000. C.A.T.C.H. (3-6) , UCSD Division of Community Pediatrics, 2000. FITNESSGRAM, Cooper Institute, 1999. Graham, Holt, Parker, Hale, Children Moving: A Reflective Approach to Teaching Physical Education (6th edition). Pangrazi, Dynamic Physical Education for Elementary School Children, 13th ed., Allyn & Bacon.
PHYSICAL EDUCATION 6TH (5505)
Grade level: 6 Prerequisites: None Course duration: Two semesters; 200 minutes every 10 school days COURSE DESCRIPTION Students will demonstrate knowledge of movement concepts, principles, and strategies as they apply to grade 6 focus areas. This course is intended to help students meet physical education content standards 1 – 5 and the corresponding performance standards 1.1–5.5. Movement Focus
- Manipulative skills: volley an object using a forearm pass; strike a ball with a paddle using forehand and backhand movement; strike a object
Physical Education 2010 – 2011 using a body part or implement in the intended direction; throw an object with force using underhand, overhand and sidearm movements.
- Rhythmic skills: perform a folk and line dance; develop routines to music.
- Combinations of movement patterns and skills: combine all movement concepts in complex individual and group activities; combine motor skills to play lead-up or modified games; design and perform stunts, tumbling, and rhythmic patters that utilize movement concepts. Fitness Focus
- Assess muscle strength, endurance, aerobic capacity, flexibility and body composition using research and state fitness assessment tools; compare individual results; develop individual goals; participate in vigorous physical activity; measure and evaluate changes in physical fitness; monitor heart rate during activity. Social Focus
- Cooperation; self-responsibility; social interaction; group dynamics. BASIC TEXTS AND TEACHING GUIDES Physical Education Model Content Standards for California Public Schools. M-SPAN (Middle School Physical Activity and Nutrition), San Diego State University, 2000. FITNESSGRAM, Cooper Institute, 1999. Summerford, PE- 4 - Me: Teaching Lifelong Health and Fitness, 2000. Silver Bullets: A Guide to Initiative Problems, Project Adventure, 1984. Siedentop, Quality PE Through Positive Sport Education.
PHYSICAL EDUCATION 7TH (5501)
Grade level: 7 Prerequisites: None Course duration: Two semesters; 400 minutes every 10 school days COURSE DESCRIPTION Students will demonstrate knowledge of movement concepts, principles, and strategies as they apply to grade 7 focus areas. This course is intended to help students meet physical education content standards 1 – 5 and the corresponding performance standards 1.1–5.5. Movement Focus
- Manipulative skills: demonstrate mature technique for the following patterns: overhand, sidearm, and underhand throw; catching; kicking/punting; striking; trapping; dribbling (hand and foot); and volleying.
- Rhythmic skills: perform multicultural dances.
- Combinations of movement patterns and skills: combine manipulative with locomotor and nonlocomotor skills into movement patterns; demonstrate body management and object manipulation skills for successful participation in (1) track and field or (2) individual, dual, and combative activities; introductory adventure/outdoor activities. Fitness Focus
- Assess muscle strength, endurance, aerobic capacity, flexibility and body composition using research and state fitness assessment tools; compare individual results; develop individual goals; participate in vigorous physical activity; asses attainment of personal goals and make necessary adjustments. Social Focus
- Individual and group risk taking; self- responsibility; social interaction; group dynamics. BASIC TEXTS AND TEACHING GUIDES Physical Education Model Content Standards for California Public Schools. M-SPAN (Middle School Physical Activity and Nutrition), San Diego State University, 2000. FITNESSGRAM, Cooper Institute, 1999. Summerford, PE- 4 - Me: Teaching Lifelong Health and Fitness, 2000. Silver Bullets: A Guide to Initiative Problems, Project Adventure, 1984. Siedentop, Quality PE Through Positive Sport Education.
PHYSICAL EDUCATION 8TH (5502)
Grade level: 8 Prerequisites: None Course duration: Two semesters; 400 minutes every 10 school days
Physical Education 2010 – 2011
High School Courses
PHYSICAL EDUCATION 1,2 (5503, 5504)
Grade level: 9 Prerequisites: None Course duration: Two semesters Subject area in which graduation credit is given: Physical Education COURSE DESCRIPTION High School Course 1. Movement Focus
- Demonstrate proficiency in aquatics, dance/rhythms, individual and dual activities by: (1) identifying, explaining and applying skill related components (2) explain and demonstrate advance offense, defense and transition strategies (3) explain the biomechanical principals of (leverage, force, inertia, rotary motion, opposition, and buoyancy)
- Apply the principles to achieve advanced performance in aquatic, rhythms dance, individual and dual activities; and evaluate the performance based, and individual and dual activities; and evaluate the performance based on the use of the principles.
- Explain the interrelationships that effect performance; analyze and evaluate information given to improve performance; analyze and explain training conditions that have the greatest impact; create and/or modify a practice/training plan based on feedback; demonstrate independent learning of movement skills. Fitness Focus
- Participate in physical activity at least 4 days each week; participate in activities that develop and maintain the five components of fitness; meet health-related state fitness standards; set goals to improve fitness; develop and implement a personal fitness plan; analyze consumer fitness products and components; list community fitness resources; explain the role of activity in the prevention of disease. Social Focus - Self-responsibility: take personal responsibility for a safe physical and emotional environment during activity. Act independently to negative peer pressure; identify and evaluate personal psychological responses during activity; describe the emotional benefit of achieving one’s best in activity; and develop improvement goals. - Social interaction: discuss the changing psychological and sociological needs of a diverse society in relation to physical activity; analyze the roll activity plays in social interactions and cooperative opportunities in family and work settings; and recognize the value of activity in understanding multiculturalism. - Group dynamics: recognize and evaluate the role of cooperation and positive interactions with others when participating in physical activity. Identify and utilize the potential strengths of each individual in activity. BASIC TEXTS AND TEACHING GUIDES Physical Education Model Content Standards for California Public Schools. E.P.E.C. Exemplary Physical Education Curriculum, Michigan Fitness Foundation, www.ssww.com/epec. FITNESSGRAM, Cooper Institute, 1999 M-SPAN (Middle School Physical Activity and Nutrition), San Diego State University, 2000. Summerford, PE- 4 - Me: Teaching Lifelong Health and Fitness, 2000. Dougherty, ed., Physical Activity and Sport for the Secondary School Student , NASPE, AAHPERD, 2002. Siedentop, Quality PE Through Positive Sport Education. Aquatics American Red Cross Water Safety Handbook , American Red Cross. The American Red Cross Swimming and Water Safety Manual. Water Polo Lesson Plans, USA Water Polo. Dance Dance a While: Handbook for Folk, Square, Contra, and Social Dance , Allyn & Bacon, 2000. International Folk Dance , Wagon Wheel Records. Fun Dances for Everyone , Wagon Wheel Records. Dances Around the World , Wagon Wheel Records.
2010 – 2011 Physical Education
PHYSICAL EDUCATION 3,4 (5701, 5702)
Grade level: 10 – 12 Prerequisites: Physical Education 1,2 or equivalent Course duration: Two semesters Subject area in which graduation credit is given: Physical Education COURSE DESCRIPTION High School Course 2. Movement Focus
- Demonstrate proficiency in the following movement skills, combatives, gymnastic/tumbling and team activities by incorporating these critical elements: (1) explain and apply the skill-related components of the three areas of focus; (2) explain and apply advance offense, defense, and transitions strategies; (3) explain, apply and evaluate the biomechanical principles; (4) analyze and evaluate information received to improve performance; (5) analyze and explain which training and conditioning practices that have the greatest impact; (6) create and/or modify a practice/training plan based on evaluative feedback; (7) assess the effect/outcome of a specific performance strategy; evaluate the interrelationships among physical, emotional, and cognitive factors; evaluate independent learning of movement skills. Fitness Focus
- Participate in moderate to vigorous physical activity four times a week; participate in physical activity using the principles of exercise; identify and achieve levels of excellence in physical fitness beyond the state fitness standards; assess fitness levels and adjust to accommodate changes is age, growth, and development; develop and describe a fitness plan to enhance personal health; develop and implement an appropriate personal fitness program for another person; explain how to evaluate consumer fitness products; identify and evaluate ergogenic aids that claim to enhance body composition, appearance, and physical fitness and performance; evaluate the availability and quality of community fitness resources; use and analyze scientifically based data to self asses the five components of health-related fitness. Social Focus
- Self-responsibility: participate in activities for enjoyment; examine and explain the ways in which personal characteristics, performance styles and preferences for activities may change over a lifetime; evaluate psychological benefits derived from regular physical activity; explain and analyze role of attitude, motivation and determination in achieving personal satisfaction from challenging physical activities; and evaluate and refine personal goals to improve performance in physical activity.
- Social interaction: identify the effects of individual differences, such as gender, age, ethnicity, socioeconomic status, and culture, on preferences for and participation in physical activity. Explain how to select and modify an activity for a child, elderly person, or individual with special needs.
- Group dynamics: identify leadership skills, perform planned leadership assignments, and assume spontaneous leadership roles. Encourage, support and include individuals of all abilities. BASIC TEXTS AND TEACHING GUIDES Physical Education Model Content Standards for California Public Schools. Pangrazi, Dynamic Physical Education for Secondary School Students, Allyn & Bacon. FITNESSGRAM, Cooper Institute, 1999 M-SPAN (Middle School Physical Activity and Nutrition) , San Diego State University, 2000. Summerford, PE- 4 - Me: Teaching Lifelong Health and Fitness, 2000. Siedentop, Quality PE Through Positive Sport Education. Valentine and Valentine, Self Defense for Life , Self Defense Publications. Ward, Teaching Tumbling , www.humankinetics.com.
PHYSICAL EDUCATION 5,6 (5703, 5704)
Grade level: 10 – 12 Prerequisites: Physical Education 3,4 or equivalent; passage of state-mandated fitness test. Course duration: Two semesters Subject area in which graduation credit is given: Physical Education COURSE DESCRIPTION High School Course 3. This level of instruction provides six elective options for students who have previously completed High School Courses 1 and 2 (i.e., Physical Education 1,2, course numbers 5503
2010 – 2011 Physical Education Individual Dual Cycling Badminton Golf Handball Archery Two-player volleyball Skiing Tennis Surfing Racquetball Skating Squash Yoga Gymnastic/Tumbling Movement Focus: (1) Identify and apply characteristics and critical elements in adventure/outdoor activities; (2) apply previously learned movement skills; (3) identify and apply biomechanical principles; (4) list, describe, and demonstrate use of safety equipment; (5) demonstrate independent learning. Fitness Focus: Exceed the state-mandated standard on the fitness test; participate in activities to improve or maintain health; analyze the effects on personal fitness and personal levels of health-related fitness; improve or maintain physical fitness; explain the relationship between participation and health; demonstrate ability to effectively purchase products and programs for individuals; develop and implement a month-long personal fitness plan. Social Focus
- Self-responsibility: compare and contrast effective leadership skills used in individual and dual activities and those in other physical activities; develop personal goals for improvement; identify and analyze activities that enhance personal enjoyment; evaluate the risks and safety factors in individual and dual activities throughout a lifetime.
- Social interaction: Modify an activity for a child, an elderly person or an individual with disabilities; analyze the role of social interaction in the successful participation in and enjoyment of these activities.
- Group dynamics: accept and perform planned and spontaneous leadership assignments and roles; analyze the role that cooperation and leadership; and engage in individual and dual activities both in school and outside school. High School Course 3D (Elective): Dance. Demonstrate advance knowledge and skill in two or more dance activities: Category 1 Category 2 Ballet Modern Folk Social Jazz Square Movement Focus: (1) Identify and apply characteristics and critical elements in dance; (2) apply previously learned movement skills; (3) identify and apply biomechanical principles; (4) list, describe, and demonstrate use of safety equipment; (5) demonstrate independent learning. Fitness Focus: Exceed the state-mandated standard on the fitness test; participate in activities to improve or maintain health; analyze the effects on personal fitness and personal levels of health-related fitness; improve or maintain physical fitness; explain the relationship between participation and health; demonstrate ability to effectively purchase products and programs; develop and implement a month- long personal fitness plan; create and implement a program that improve health-related physical fitness. Social Focus
- Self-responsibility: compare and contrast effective leadership skills used in dance activities and those in other physical activities; develop personal goals for improvement; identify and analyze activities that enhance personal enjoyment; evaluate the risks and safety factors in dance activities throughout a lifetime.
- Social interaction: modify an activity for a child, an elderly person or an individual with disabilities; and analyze the role of social interaction in the successful participation in and enjoyment dance activities.
- Group dynamics: accept and perform planned and spontaneous leadership assignments and roles; analyze the role that cooperation and leadership play; and engage in dance activities both in school and outside school. High School Course 3E (Elective): Aquatics. Demonstrate advance knowledge and skill in two or more aquatic activities. Category 1 Category 2 Swimming Water polo Diving Synchronized swimming Snorkeling SCUBA Kayaking/ Life guarding Canoeing/ Rowing
Physical Education 2010 – 2011 Movement Focus: (1) Identify and apply characteristics and critical elements in aquatics; (2) apply previously learned movement skills; (3) identify and apply biomechanical principles; (4) list, describe, and demonstrate use of safety equipment; (5) demonstrate independent learning; (6) identify and apply safety skills for entering swimming pools, lakes, rivers, and oceans; (9) demonstrate and explain basic water rescue with and without equipment; (10) demonstrate and explain basic cardiopulmonary resuscitation. Fitness Focus: Exceed the state-mandated standard on the fitness test; participate in activities to improve or maintain health; analyze the effects on personal fitness and personal levels of health-related fitness; improve or maintain physical fitness; explain the relationship between participation and health; demonstrate ability to effectively purchase products and programs; develop and implement a month- long personal fitness plan; create and implement a program that improve health-related physical fitness. Social Focus
- Self-responsibility: compare and contrast effective leadership skills used in aquatic activities and those in other physical activities; develop personal goals for improvement; identify and analyze activities that enhance personal enjoyment; evaluate the risks and safety factors in aquatic activities throughout a lifetime.
- Social interaction: modify an activity for a child, an elderly person or an individual with disabilities; and analyze the role of social interaction in the successful participation in aquatic activities;
- Group dynamics: accept and perform planned and spontaneous leadership assignments and roles; analyze the role that cooperation and leadership; and engage in dance activities both in school and outside school. High School Course 3F (Elective): Weight Training and Fitness. Movement Focus: (1) Explain and apply biomechanical principals of first-, second-, and third- class levers; (2) observe and analyze the techniques of another or yourself and analyze; (3) demonstrate proper spotting techniques; (4) Measure and asses multiple performance of another using the critical elements; (5) identify and apply biomechanical principles for safety and success; (6) demonstrate independent learning. Fitness Focus: Establish a set of personal fitness goals and create a strength-training and conditioning program; identify the prime mover, antagonistic and stabilizer muscles; measure and asses multiple performances of another in the five key areas; explain the biomechanics that affect strength performance; demonstrate and explain the techniques and concepts of three different weight training programs; demonstrate and explain the concepts of two different conditioning programs; develop and use a fitness log; exceed the goals developed in Standard 2.1; exceed the fitness standards of the state-mandated test. Social Focus
- Self-responsibility: display safe and responsible behavior while training; describe the role of motivation; describe how perception and the role or perception in achieving goals; develop personal goals for improvement; identify and analyze activities that enhance personal enjoyment; evaluate the risks and safety factors in weight-training and fitness activities throughout a lifetime.
- Social interaction: modify an activity for a child, an elderly person or an individual with disabilities; and analyze the role of social interaction in the successful participation.
- Group dynamics: assist others in the achievement of their fitness goals.
PHYSICAL EDUCATION 7,8 (5705, 5706)
Grade level: 10 – 12 Prerequisites: Physical Education 5,6 or equivalent; passage of state-mandated fitness test; completion of the first part of the elective sequence in High School Course 3. Course duration: Two semesters Subject area in which graduation credit is given: Physical Education COURSE DESCRIPTION High School Course 4. This level of instruction provides a continuation of four elective options for students who have previously passed the state- mandated fitness test and successfully completed the first part of the elective sequence in High School Course 3 (Physical Education 5,6, course numbers 5703, 5704).
Physical Education 2010 – 2011 Social Focus
- Self-Responsibility: evaluate changes in self- responsibility in individual and dual activities improve; set personal goals for improved performance.
- Group Dynamics: perform and evaluate leadership assignments and roles in high-level individual and dual activities. High School Course 4D: Advanced Dance. (Prerequisites: completion of High School Course 1 and 2, passage of the state-mandated fitness test, and completion of Course 3D.) Demonstrate expertise in two or more dance activities from the following: Category 1 Category 2 Ballet Modern Jazz Social Folk Square Analyze and evaluate the interrelationship of biomechanical principles and strategies; create and/or modify a practice/training plan based on evaluative feedback; practice in real-world settings; demonstrate skills in choreography. Fitness Focus: Identify and achieve levels of personal excellence; measure health-related fitness and adjust personal goals for improvement; design a personal physical fitness program to improve performance in a dance activity. Social Focus
- Self-Responsibility: evaluate changes in self- responsibility as skill levels in dance activities improve; set personal goals for improved performance.
- Group Dynamics: perform and evaluate leadership assignments and roles in high-level dance activities.
INDEPENDENT STUDY PHYSICAL
EDUCATION 6TH–8TH (5904)
INDEPENDENT STUDY PHYSICAL
EDUCATION 9TH–12TH (5905)
Grade level: 6 - 12 Prerequisites: None Course duration: One-semester course; multiple credit allowed Subject area in which graduation credit is given: 5904: Does not apply; 5905: Physical Education/ Military Science COURSE DESCRIPTION The following recommended guidelines for developing independent physical education study are adapted from the district’s on-site independent study program. Students who are interested in independent study should contact their school’s principal. Approval for participation is based on California Education Code Sec. 51745 and Sec. 51746). See district Administrative Procedure 4179 for further guidance.
- No course required for high school graduation may be offered exclusively through independent study (§ 51225.3).
- Independent study is an optional educational alternative and may be provided to the student only if he or she is offered the alternative of instruction at the site.
- Students must provide an acceptable reason for requesting independent study.
- Students must file a written plan indicating their educational objectives and how these objectives support state and district content and performance standards.
- An administrator or appropriate designee (preferably an experienced certified physical education teacher) must agree to supervise and assess each student’s progress.
- The student, his or her parent or guardian, the certified employee designated as responsible for the general supervision of the independent study program, and all persons who have direct responsibility for providing assistance to the student must sign a written agreement before the beginning of the independent study program.
- A system to collect evidence that the student is working independently to complete the program must be established and must include: - A log record to demonstrate that the student completes a minimum of 400 minutes of physical activity every 10 days, signed by the supervising adult at the site of learning. - A portfolio that contains artifacts and written reflections that address objectives and standards.
2010 – 2011 Physical Education
- Progress reports (a minimum of three during the semester), including conferences with the student and supervising certified teacher.
- A policy regarding the manner, frequency, time, and place for submitting the student’s assignments and for reporting his or her progress must be established.
- The supervising teacher should provide specific resources and support to the student completing independent study.
- The plan must include a statement indicating the duration of the independent study agreement, including the beginning and ending dates for the student’s participation in independent study under the agreement. No independent study agreement may be valid for any period longer than one semester.
PHYSICAL EDUCATION—DRILL TEAM
Grade level: 9 – 12 Prerequisites: Grade-point average of 2.0 in scholarship and citizenship for the preceding grading period. See District Procedure No. 4350. Grade 9 students are eligible only if attending a four-year high school. Course duration: One-semester course Subject area in which graduation credit is given: Physical Education/Military Science COURSE DESCRIPTION This course includes physical fitness activities and instruction in performing activities during the fall sports season. Students participate in the regular instructional activities for their grade levels during the remainder of the semester. BASIC TEXTS AND TEACHING GUIDES Physical Education Framework, California Department of Education, 1994. Prudential FITNESSGRAM, Cooper Institute, 1999.
PHYSICAL EDUCATION—
INTERSCHOLASTIC ATHLETICS (5712)
Grade level: 9 – 12 Prerequisites: Grade-point average of 2.0 in schol- arship and citizenship for the preceding grading period, parent’s and physician’s approval, and in- surance coverage. See district Administrative Procedure 4350. Course duration: One-semester course Subject area in which graduation credit is given: Physical Education/Military Science COMPETITIVE SPORTS Boys Fall Winter Spring Cross Country Basketball Baseball Football Wrestling Swimming Water Polo Soccer Tennis Track and Field Volleyball Girls Fall Winter Spring Golf Basketball Track and Field Cross Country Soccer Softball Tennis Water Polo Swimming Volleyball Field Hockey Club Coed Fall and Spring Spring Golf Badminton COURSE DESCRIPTION This is the competitive sports program for students who wish to devote more time and effort to specific sports activities. Many district regulations prescribe the manner of operation. When not involved in a current sport, students engage in the regular physical education instructional activities for their grade levels. Major emphasis is on individual and dual lifetime sports. For further information, see index to District Procedures.
2010 – 2011 Physical Education
Special Education Courses
ADAPTED PHYSICAL EDUCATION,
ELEMENTARY LEVEL
MAJOR TOPICS
Activity Units: The activity units in elementary school adapted physical education are designed to meet the special motor skills, functional move- ment/game skills, and physical fitness needs of the students served. Whenever possible, the units and activities are as much like and integrated into regular physical education offerings as possible. Students enrolled in direct service adapted physical education typically participate one to two times weekly; additional service delivery options and participation in regular education programs are utilized as appropriate and possible to do so. These services include (1) participation in regular physical education; (2) participation in regular physical education with appropriate modifications; (3) spe- cially designed physical education; (4) adapted physical education (which could mean direct service, collaboration, or consultation). The physical education content and performance standards are intended to provide guidance regarding what is expected of students in this course. A student’s IEP will indicate which standards are appropriate for that student. BASIC TEXTS AND TEACHING GUIDES Prudential FITNESSGRAM, Cooper Institute, 1999. Physical Education Framework , California Department of Education, 1994. Current district and state program guidelines and advisories.
ADAPTED PHYSICAL EDUCATION 5TH
ADAPTED PHYSICAL EDUCATION 6TH–
8TH (5510)
ADAPTED PHYSICAL EDUCATION 9TH–
12TH (5710)
Grade level: 5 – 12 Prerequisites: Eligibility for Special Education and Individual Education Plan (IEP) Course duration: One-semester course; multiple credit allowed Subject area in which graduation credit is given: 5509: Does not apply; 5510: Does not apply; 5710: Physical Education/Military Science COURSE DESCRIPTION This course is for students eligible for Special Education and evaluated as having exceptional needs in physical education. It is a diversified program of developmental activities, functional recreation/leisure skills, games, sports, and rhythms suited to the needs, interests, capabilities, and limitations of students who may not safely or successfully engage in the vigorous activities of the general physical education program. Instructional units are designed to carry out the provisions of the IEP. IEP teams will consider all of the physical education service delivery options and utilize the least restrictive service. Physical education service delivery options include (1) participation in regular physical education; (2) participation in regular physical education with appropriate modifications; (3) specially designed physical education; (4) adapted physical education (which could mean direct service, collaboration, or consultation). BASIC TEXTS AND TEACHING GUIDES M-SPAN, San Diego State University, 2000. SUPPLEMENTAL RESOURCES Prudential FITNESSGRAM, Cooper Institute, 1999. Physical Education Framework , California Department of Education, 1994. Spindt, Moving with Confidence, Step 1, physical education portfolio, teacher’s edition, Kendall/Hunt,
Spindt, Moving with Skill, Step 2 , physical education portfolio, teacher’s edition, Kendall/Hunt, 1993. Spindt, Moving As a Team, Step 3, physical education portfolio, teacher’s edition, Kendall/Hunt, 1993. Spindt, Teacher’s Resource Book, Steps 1, 2, and 3 , Kendall/Hunt, 1993. Spindt, Moving for Life, teacher’s guide, portfolio , Parts 1 & 2, Kendall/Hunt, 1993. Rohnke, Silver Bullets, a Guide to Initiative Problems , Project Adventure, 1984. Current district and state program guidelines and advisories.
