High School Physical Education
Curriculum Guide
Division of Teaching and Learning
Des Moines Independent Community School District
901 Walnut St
Des Moines, IA 50310
Carlye Satterwhite
Physical Education Curriculum Coordinator
February 2014
(Revised)
Introduction 3
Mission Statement 4
Goals
Assessment Options 5
Program Goals 6
Scope and Sequence 7-9
NASPE Standards 10-13
Sample Lesson Plan Format 14
Lesson Plan 15
Healthy Choices Activities and Objectives 16-22
Resources 23-24
FitnessGram Testing Guidelines Appendix
“Change is the law of life…those who look only to the past or the present are certain to miss the future.” J.F. Kennedy
The Des Moines High School Curriculum was written to provide physical educators with a guide for re-thinking and re-defining physical education for the future. This program for students in ninth through twelfth grades creates a positive and cooperative learning environment that provides maximum participation and comprehensive strategies to develop healthy lifestyle choices for all students. These activities promote a healthy attitude toward total wellness while enhancing fitness and skills. The curriculum will emphasize skill building and interaction of students with family, community, and school through a variety of activities. Physical Education will provide a more comprehensive lifestyle management approach, encouraging improved physical fitness and nutrition. Each student is unique; the Physical Education program will provide for the variety of needs through a student-centered curriculum and will provide assessment through the use of latest technology.
The Des Moines Independent Community School District’s physical education program will provide a comprehensive approach to enhancing the students’ total wellness through mental, social, emotional, and physical development. Recognizing that each student is unique, the physical education program will provide for the varying needs of students through a student centered curriculum. The benefits of interaction of students with family, community, and school through physical activities will be emphasized in the physical education curriculum. Additionally, the curriculum will provide each student the opportunity to realize personal accomplishments and enhance self-image.
The goal of physical education is to develop physically literate individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity.
To pursue a lifetime of healthful physical activity, a physically literate individual:
· Has learned the skills necessary to participate in a variety of physical activities.
· Knows the implications of and the benefits from involvement in various types of physical activities.
· Participates regularly in physical activity.
· Is physically fit.
· Values physical activity and its contributions to a healthful lifestyle.
The challenges facing the youth of Des Moines demand all students experience a meaningful physical education curriculum. The standards and benchmarks in this document should provide a background for creating a curriculum that will help all students develop a healthy, active lifestyle throughout their lives.
Students will show respect and sensitivity toward one another while taking part in physical activities with diverse racial/cultural groups, members of the other sex, or with students with disabilities. Students will demonstrate an awareness of how prejudice, stereotyping, and discrimination have been historically exhibited in the fields of recreation, athletics, and health. Students will participate in activities which effectively accommodate their needs, interests and abilities regardless of their gender, race, national origin, or disability. Students will explore a broad range of career roles in the fields of physical education, health, recreation, and athletics regardless of their gender, race, national origin, or disability. Students will demonstrate an awareness of historical and cultural origins of the activities in which they participate.
Assessment of students, throughout the school year, may be conducted using the following methods:
Teacher Observation Written Tests
Student Projects/Presentations Group Projects
Video Taping / Pictures Skill Tests
Portfolios Activity Log
Class Discussion CPR Certification
Health and Fitness Assessments Teacher Role Modeling
Rubrics Monitoring
Standard 1 - The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
Standard 2 - The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others.
Standard 5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
SCOPE AND SEQUENCE / 9 / 10 / 11 / 12Aquatics
Fitness Assessments / X / X / X / X
Fundamental Swimming Skills / X / X / X / X
Life Guarding / X / X / X / X
Water Exercise/Aerobics / X / X / X / X
Water Games / X / X / X / X
Water Safety / X / X / X / X
Health-Related Fitness and Wellness
CPR / X / X / X / X
Fitness Assessments / X / X / X / X
Fitness Plan Development / X / X / X / X
Nutrition Plan Development / X / X / X / X
Stress Management/Relaxation / X / X / X / X
Recreational/Team ACTIVITIES
Archery / X / X / X / X
Badminton / X / X / X / X
Basketball / X / X / X / X
Bowling / X / X
Disc Activities / X / X / X / X
Eclipse ball / X / X / X / X
Fitness Assessment / X / X / X / X
Flag Football / Football Activities / X / X / X / X
Floor Hockey / X / X / X / X
Lacrosse / X / X / X / X
Rugby / X / X / X / X
Soccer / X / X / X / X
Softball / X / X / X / X
Table Tennis / X / X / X / X
Team Handball / X / X / X / X
Tennis / X / X / X / X
Volleyball / X / X / X / X
INNOVATIVE FITNESS
Aerobics / X / X / X / X
Bosu-Trainers / X / X / X / X
Cardio / X / X / X / X
Creative Dance / X / X / X / X
Crossfit / X / X / X / X
Fitness Assessment / X / X / X / X
Insanity / X / X / X / X
Jogging / Walking / X / X / X / X
Jump Roping / X / X / X / X
Kick Boxing / X / X / X / X
Medicine Ball / X / X / X / X
P90X / X / X / X / X
Spartacus / X / X / X / X
Strength and Conditioning / X / X / X / X
T25 / X / X / X / X
Tae-Bo / X / X / X / X
TRX – Strength System / X / X / X / X
Yoga / X / X / X / X
Zumba / X / X / X / X
STRENGTH AND CONDITIONING INTRO
Basic Strength Training / X / X / X / X
Body Weight exercise / X / X / X / X
Fitness Assessment / X / X / X / X
Plyometric / X / X / X / X
Principles / X / X / X / X
Technique / X / X / X / X
Weight Room/Safety / X / X / X / X
STRENGTH AND CONDITIONING ADVANCED
Advanced Body Weight exercise / X / X
Advanced Principles / X / X
Advanced Strength Training / X / X
Develop Individual Strength and Conditioning Plan / X / X
Fitness Assessment / X / X
Plyometric / X / X
Technique / X / X
Weight Room/Safety / X / X
· STANDARD 1
The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
The emphasis for the high school student will be to:
· Consistently apply and communicate skills and techniques
· Pass all CPR skills
· Performs skills and techniques used in fitness activities
· Consistently applies effective skills with few errors in technique
· Consistently walks at target heart rate level
· Meets the healthy zone for specific grade level
· Perform specific patterns in multiple activities
· Demonstrate correct body position by correcting errors and technique in a variety of activities
· Performs specific technique in multiple exercises
SUGGESTED CONTENT AREAS
Aquatics
Lifeguarding
Health-Related Fitness and Wellness
Recreational/Team Games Activities
Bowling
Strength and Conditioning
Fitness Walking
Innovative Fitness
IA Core: Skill Development – Demonstrate initiative, self-direction, creativity, and entrepreneurial thinking while exploring individual talents and skills necessary to be successful (IACore, 21st C.S.)
Suggested Activities located in Scope and Sequence
STANDARD 2
The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
The emphasis for the high school student will be to:
· Knowledge in strategies and etiquettes
· Pass all CPR assessments
· Create a SMART goal (Specific, Measureable, Achievable, Realistic, Time/Bound)
Benchmark
· Applies scientific principles to learning and improving skills (e.g., plyometrics).
· Uses the results of fitness assessments to guide changes in one’s personal program of physical activity.
· Monitors exercise and other behaviors related to a healthful lifestyle (e.g. portfolios).
IA Core: Health Related Fitness – Demonstrate behaviors that foster healthy, active lifestyles for individuals and the benefit of society. (IACore, 21st C.S.)
IA Core: Health Related Fitness – Apply critical literacy/thinking skills related to personal, family, and community wellness. (IACore, 21st C.S.)
Suggested Activities located in Scope and Sequence
STANDARD 3
The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
The emphasis for the high school student will be to:
· Meets the healthy zone for specific grade level.
IA Core: Health Related Fitness – Demonstrate behaviors that foster healthy, active lifestyles for individuals and the benefit of society. (IACore, 21st C.S.)
Suggested Activities located in Scope and Sequence
STANDARD 4
The physically literate individual exhibits responsible personal and social behavior that respects self and others.
· Class readiness
o On time
o Appropriate workout attire
o Enforce district ID policy
· Peer leadership
· Self-control
· Sportsmanship
· Differentiation
Benchmark
· Follows safety guidelines.
· Demonstrates and encourages appropriate peer interaction.
· Takes a supportive role in an activity.
· Continues to exhibit good sportsmanship.
IA Core: Health Related Fitness – Demonstrate behaviors that foster healthy, active lifestyles for individuals and the benefit of society. (IACore, 21st C.S.)
Suggested Activities located in Scope and Sequence
STANDARD 5
The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
The emphasis for the high school student will be to:
· Consistently completes all warm ups
· Participates consistently in class
IA Core: Health Related Fitness – Demonstrate behaviors that foster healthy, active lifestyles for individuals and the benefit of society. (IACore, 21st C.S.)
Suggested Activities located in Scope and Sequence
1. INTRODUCTORY ACTIVITY
Purpose: a. to prepare the student’s body for strenuous activity
b. to ensure the student’s immediate activity upon entering the gym
2. FITNESS FOCUS
Purpose: to develop physical fitness in following areas
(1) arm and shoulder girdle region
(2) trunk region
(3) leg region
(4) cardiorespiratory endurance
3. ACTIVITY
Purpose: a. to carry out the objectives of the total physical education program
b. to give students an opportunity to apply fundamental skills and knowledge learned in lesson core activities
HIGH SCHOOL PHYSICAL EDUCATION LESSON PLAN
Unit: ______Date______
Skill/Activity: ______
Lesson Objectives:
Fitness Focus: Cardiovascular, Muscular Strength, Muscular Endurance, Flexibility,
Health Concepts: ______
Introductory Activity/Warm-up:
ACTIVITY:
Closure:
Equipment:
Special Needs:
Reminder: / Evaluation:UNIT: AQUATICS
Students will gain an awareness of the importance of water safety training and to provide general information on being safe in, on and around water. Students will work on their coordination and refinement of strokes. Students will participate, assess and improve levels of flexibility, cardio-vascular fitness, muscular strength and endurance, and body composition. CPR (Cardiopulmonary Resuscitation) has been mandated by the state and may be included in the curriculum.
Objectives
1. The student knows the reason for pool rules and applies safety practices while participating in aquatic activities.
2. The student demonstrates the elements of personal swimming safety and basic non-swimming rescue techniques.
3. The student understands that participation in strenuous water activities is a means for attaining and maintaining physical fitness.
4. The student identifies aquatics as a lifetime leisure activity.
5. The student will complete a Red Cross affiliated lifeguarding course.
UNIT: LIFEGUARDING
The purpose of the Lifeguarding course is to teach candidates the knowledge and skills needed to prevent and respond to aquatic emergencies. The course content and activities prepare candidates to recognize and respond quickly and effectively to emergencies and prevent drowning and injuries. First Aid and CPR certification will be earned upon passing. A class fee may be required upon passing course.