Health & Physical Ed

Course Description

Physical Education 9 will emphasize personal fitness. Students will learn the many benefits that physical activity can have on their lives as well as the risk factors and possible dangers of living a sedentary lifestyle. Students will focus on the five health-related fitness components (cardiovascular endurance, muscular strength, muscular endurance, flexibility, and body composition) and how they relate to personal wellness. Students will get an introduction to the weight room and the design of a personal exercise program. Personal goals will be implemented. There is an introductory unit on body composition and weight management. Personal fitness tests will be assessed in the following areas: cardiovascular endurance, muscular strength, muscular endurance, and flexibility. The class will include the skills, strategies, rules, and etiquette of a wide variety of individual/dual activities as well as team sports. Units include: badminton, pickleball, tennis, soccer, football, speedball, volleyball, archery, basketball, table tennis, strength training, body composition and weight management, lacrosse, team handball, floor hockey, kickball, Omnikin ball, golf, and softball. All activities are played with an emphasis on teamwork, sportsmanship, effort, cooperation, and personal skill improvement.

Proficiency Targets

As evidenced based on classroom experiences, the student is able to:

• Demonstrate competency in a variety of motor skills and movement patterns.
• Apply knowledge of concepts, principles, strategies, and tactics to movement and performance.
• Demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
• Exhibit responsible personal and social behavior that respects self and others.
• Recognize the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Resources Used

Units

• Outdoor Activities: football, soccer, tennis, golf, lacrosse, cross country, yard games (Cornhole, Crossnet, Ladder Golf, Bocce Ball, Disc Golf, Can Jam, Bottle Bash, Spikeball, Kubes, Croquet, frisbee, broomball, ice hockey)
• Indoor Activities: volleyball, basketball, badminton, pickleball, table tennis, archery, strength training, inline skating

Other Resources and Activities

• Yoga, Pilates, Mindfulness
• Self defense
• Goal setting
• Darbee Workouts
• FitOn Workouts
• Internet for research
• Supplementary Handouts

Course Options

Competitive Sports

This option focuses on competitive team, individual, and fitness activities. Activities include all major team and individual sports at a higher competitive level, such as golf, tennis, badminton, pickleball, table tennis, archery, cross country running, inline skating, lawn games, and strength training. Team games will continue to be played. Personal fitness will be assessed in the areas of cardiovascular endurance, muscular strength, muscular endurance, and flexibility. A body composition and weight management unit includes a three-day diet log and analysis.

Fitness for Life

This option focuses on individual fitness, sports, and activities at a less competitive level, emphasizing lifelong fitness. Activities include aerobics, yoga, Zumba, and Pilates. Personal fitness will be assessed in the areas of cardiovascular endurance, muscular strength, muscular endurance, and flexibility. A body composition and weight management unit includes a three-day diet log and analysis.

Proficiency Targets

As evidenced based on classroom experiences, the student is able to:

• Demonstrate competency in a variety of motor skills and movement patterns.
• Apply knowledge of concepts, principles, strategies, and tactics to movement and performance.
• Demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
• Exhibit responsible personal and social behavior that respects self and others.
• Recognize the value of physical activity for health, enjoyment, challenge, self-expression, and social interaction.

Resources Used

Units

• Outdoor Activities: football, soccer, tennis, golf, lacrosse, cross country, yard games (cornhole, Crossnet, ladder golf, bocce ball, disc golf, Can Jam, Bottle Bash, Spikeball, kubes, croquet, frisbee, broomball, ice hockey)
• Indoor Activities: volleyball, basketball, badminton, pickleball, table tennis, archery, strength training, inline skating

Other Resources and Activities

• Field trip: downhill skiing or snowboarding
• Yoga, Pilates, mindfulness
• Self-defense
• Goal setting
• Darbee Workouts
• FitOn Workouts
• Internet for research
• Supplementary handouts

The overall emphasis in this course will be on developing skills necessary to live a healthy life, with an emphasis on skills-based health practices. In addition to learning about personal health and wellness, nutrition, self-management, mental and emotional health, the courage to speak, and relationships, students will also receive education on how to apply this to their lives. Students will also learn about what makes a source valid and reliable to be able to find health care throughout their lifetime.

Proficiency Learning Targets for Grade 10 Health

Influence of Family, Peers, Culture, Media, Technology, and Other Factors on Health Behaviors

As evidenced based on classroom assessments, the student is able to:

• 2.12.1 – Analyze how the family influences the health of individuals.
• 2.12.2 – Analyze how the culture supports and challenges health beliefs, practices, and behaviors.
• 2.12.3 – Analyze how peers influence healthy and unhealthy behaviors.
• 2.12.4 – Evaluate how the school and community can affect personal health practice and behaviors.
• 2.12.5 – Evaluate the effect of media on personal and family health.
• 2.12.6 – Evaluate the impact of technology on personal, family, and community health.
• 2.12.7 – Analyze how the perceptions of norms influence healthy and unhealthy behaviors.
• 2.12.8 – Analyze the influence of personal values and beliefs on individual health practices and behaviors.
• 2.12.9 – Analyze how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors.
• 2.12.10 – Analyze how public health policies and government regulations can influence health promotion and disease prevention.

Demonstrate the Ability to Access Valid Information, Products, and Services to Enhance Health

As evidenced based on classroom assessments, the student is able to:

• 3.12.1 – Evaluate the validity of health information, products, and services.
• 3.12.2 – Use resources from home, school, and community that provide valid health information.
• 3.12.3 – Determine the accessibility of products and services that enhance health.
• 3.12.4 – Determine when professional health services may be required.
• 3.12.5 – Access valid and reliable health products and services.

Demonstrate the Ability to Use Decision-Making Skills to Enhance Health

As evidenced based on classroom assessments, the student is able to:

• 5.12.1 – Examine barriers that can hinder healthy decision making.
• 5.12.2 – Determine the value of applying a thoughtful decision-making process in health-related situations.
• 5.12.3 – Justify when individual or collaborative decision making is appropriate.
• 5.12.4 – Generate alternatives to health-related issues or problems.
• 5.12.5 – Predict the potential short-term and long-term impact of each alternative on self and others.
• 5.12.6 – Defend the healthy choice when making decisions.
• 5.12.7 – Evaluate the effectiveness of health-related decisions.

Demonstrate the Ability to Use Goal-Setting Skills to Enhance Health

As evidenced based on classroom assessments, the student is able to:

• 6.12.1 – Assess personal health practices and overall health status.
• 6.12.2 – Develop a plan to attain a personal health goal that addresses strengths, needs, and risks.
• 6.12.3 – Implement strategies and monitor progress in achieving a personal health goal.
• 6.12.4 – Formulate an effective long-term personal health plan.

Materials Used

Interviews

• Personal Health and Wellness
• Nutrition
• Self-Management
• Mental and Emotional Health
• Alcohol, Tobacco, and Other Drugs
• Relationships

Course Description

Lifetime Activities: Emphasis will be on lifetime activities. Units will include: basketball, volleyball, badminton, pickleball, tennis, strength training, darts, floor hockey, softball, kickball, table tennis, football, soccer, speedball, lawn games (bocce ball, bean bag toss, ladder golf, croquet), archery, golf, ultimate games, inline skating, broomball, ice hockey, Omnikin ball, and lacrosse. Students will also have a mountain bike unit with a possible weekend camping field trip. During the class, students will experience some advanced strategy, tournament setups, and officiating. A possible field trip would consist of racquetball, squash, wallyball, rock climbing, and kayaking. A high amount and intensity of effort will be required with this elective class.

Proficiency Learning Targets

As evidenced based on classroom experiences, the student is able to:

• Demonstrate competency in a variety of motor skills and movement patterns.
• Apply knowledge of concepts, principles, strategies, and tactics to movement and performance.
• Demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
• Exhibit responsible personal and social behavior that respects self and others.
• Recognize the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Resources Used

Units

• Outdoor Activities: football, soccer, tennis, golf, lacrosse, cross country, yard games (Cornhole, Crossnet, Ladder Golf, Bocce Ball, Disc Golf, Can Jam, Bottle Bash, Spikeball, Kubes, Croquet, frisbee, broomball, ice hockey)
• Indoor Activities: volleyball, basketball, badminton, pickleyball, table tennis, archery, strength training, inline skating

Other Resources and Activities

• Field trip – downhill skiing or snowboarding
• Field trip – University of Minnesota: racquetball, squash, wallyball, handball
• Yoga, Pilates, mindfulness
• Self defense
• Goal setting
• Internet for research
• Supplementary handouts

This course is a follow-up to the resistance training units introduced in ninth and tenth grade physical education classes. Emphasis will be on individual strength and personalized programs relating to students' personal goals. The class will also include plyometrics, core strength and conditioning exercises, flexibility training, cardiovascular/aerobic workouts, bands and strength ball training, and sprint and agility training. Aspects of the Maxx program will be implemented into the course. A high amount and intensity of effort will be required with this elective class.

Proficiency Learning Targets

As evidenced based on classroom experiences, the student is able to:

• Demonstrate competency in a variety of motor skills and movement patterns.
• Apply knowledge of concepts, principles, strategies, and tactics to movement and performance.
• Demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
• Exhibit responsible personal and social behavior that respects self and others.
• Recognize the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Resources Used

Resources

• Weight room workouts (variety of types)
• Flexibility
• Plyometrics
• Cardiovascular activities
• Core strength and conditioning exercises
• Lecture and assignments
• Some recreational activities

Other Resources and Activities

• Field trip – Lifetime Fitness
• Yoga, Pilates, mindfulness
• Self defense
• Goal setting
• Internet for research
• Supplementary handouts

Course Description

Wellness is taking an active role in improving every aspect of your life in order to achieve a productive, healthy lifestyle. There are six dimensions of wellness: physical, emotional, spiritual, intellectual, vocational, and social. The choices you make in developing these dimensions will reflect the type of lifestyle you lead. And being aware of these choices is your first step to change. This will be mostly an activity class focusing on the physical dimension. Students will do a variety of aerobic exercises including running, circuit training, games, dance and Zumba. Students will know how to use proper strength training techniques while using weight machines, resistance bands, weighted bars, free weights, mindful movement, and Pilates. Students will understand the importance of exercise, nutrition, and rest, to develop and maintain a healthy lifestyle.

Proficiency Learning Targets for Women’s Wellness

Demonstrate the knowledge and skills to achieve a health-enhancing level of physical activity and fitness

As evidenced based on classroom experiences, the student is able to:

• Apply technology and social media as tools to support a healthy, active lifestyle.
• Identify issues associated with exercising in heat, humidity and cold, and provide strategies for addressing the issues.
• Evaluate physical activities that can be pursued in the local environment for their benefits, social support network, and participation requirements.
• Participate in moderate to vigorous aerobic or muscle- and bone-strengthening physical activity several times per week.
• Participate several times per week in a self-selected lifetime activity, dance, or fitness activity outside of the school day.
• Explain appropriate techniques for resistance training machines, free weights, or body-weight exercises.
• Calculate target heart rate and apply that information to a personal fitness plan.
• Design a fitness program, including all components of health-related fitness, for a college student or an employee in the learner’s chosen field of work.
• Explain how stress-management strategies in physical activity settings can reduce stress and affect health. For example: physical activities such as aerobic exercise, deep breathing, meditation, mental imagery, relaxation techniques.

Exhibit responsible personal and social behavior that respects self and others

As evidenced based on classroom experiences, the student is able to:

• Exhibit proper etiquette, respect for others, and teamwork while engaging in physical activity or social dance.
• Apply positive communication skills and strategies to the completion of a group task in a physical activity setting.
• Apply best practices for safe participation in physical activity, exercise or dance. For example: injury prevention, proper alignment, hydration, use of equipment, implementation of rules, sun protection.

Recognize the value of physical activity for health, enjoyment, challenge, self-expression, and social interaction

As evidenced based on classroom experiences, the student is able to:

• Analyze the health benefits of a self-selected physical activity.
• Choose an appropriate level of challenge to experience success and desire to participate in a self-selected physical activity.
• Identify the opportunity for social support in a self-selected physical activity or dance.

Materials Used

• TED Talks
• Podcasts
  • Project Body Love
  • Other health-related topics
• Discussion-based learning
• Apple App Store/Google Play Store
• Community Resources
  • Yoga/Mindfulness
  • Self-Defense