Lifetime Activities and Healthy Living (Required)
SAMPLE CORECONTENT/SKILLS | SUGGESTEDACTIVITIES | NATIONAL PE STANDARDS | |||||
1 | 2 | 3 | 4 | 5 | 6 | ||
Motor Skills | |||||||
Demonstrate a variety of proficient swimming strokes. | • Five basic swimming strokes | √ | √ | √ | |||
Use a variety of clubs competently to play a round of golf. | • Basic technique with drivers, long and short irons, and putters when rotating through stations | √ | √ | √ | |||
Become competent with a variety of social dance forms. | √ | √ | √ | ||||
With an opponent, keep an object in play several times over the net in a racquet game. | • Proper footwork for a waltz with a partner | √ | √ | √ | √ | ||
Play a game of volleyball using all the basic skills and strategies of the sport. | • Receiving and returning difficult shots in a racquet game | √ | √ | √ | √ | ||
Properly load and fit a backpack. | • Control of a volleyball with the forearm pass and overhead pass (i.e., videotaping) | √ | |||||
Demonstrate a forward safety roll. | • Properly distributing the weight of 10 given items, based on thedesign of the backpackw Basic forward roll, adapting thisskill to a variety of settings | √ | √ | √ |
Suggested Assessments
- Rubric to assess the components of the front crawl stroke
- Rubric to assess proper technique, control of distance, and proper alignment to the ball when chipping to a target from a short distance
- Teacher observation
- Observation of a partner in a game of badminton, identifying skills that assist in successfully returning shots
- 5 K backpacking trip: after each kilometer, assess comfort, stability, and load shift of the pack, writing a brief summary of the experience regarding load and style of backpack
SAMPLE CORECONTENT/SKILLS | SUGGESTEDACTIVITIES | NATIONAL PE STANDARDS | |||||
1 | 2 | 3 | 4 | 5 | 6 | ||
Application | |||||||
Perform a variety of dance forms (e.g., folk, country, social, and creative) with fluency and in time to accompaniment. | • Videotaping the performance of a cartwheel | √ | √ | √ | √ | ||
Apply biomechanical concepts and principles to analyze and improve performance of self and others in a variety of activities. | • Recording pulse upon completing the mile, at one and five minute recovery, and documenting this information for 4-6 weeks | √ | √ | √ | √ | ||
Describe and demonstrate the significance of some basic physiological principles to the development of a personal fitness program. | • Be introduced to a wide variety of dance forms | √ | √ |
Suggested Assessments
- Demonstration of appropriate dance for teacher-selected music
- Self-analysis of cartwheel performance from video, making corrections and applying biomechanical concepts and principles
- Interpretation of data collected during a 4-6 week running program for physiological change
SAMPLE CORECONTENT/SKILLS | SUGGESTEDACTIVITIES | NATIONAL PE STANDARDS | |||||
1 | 2 | 3 | 4 | 5 | 6 | ||
Active Living | |||||||
Participate in health-enhancing *activities that can be pursued in the community. | • Comprehensive plan to participate in one leisure, recreational, or competitive community *activity throughout life | √ | √ | ||||
Analyze and evaluate personal fitness profile. | • Physical fitness testing several times throughout the course, recording scores for each test on a master score sheet | √ | √ | ||||
Identify personal behavior that does and does not support a healthy lifestyle. | • Recording past 24 hours of activity in hourly increments ,including things such as nutrition, work, leisure, and sleep for three days | √ | √ | ||||
Analyze and compare health and fitness benefits derived from various physical activities. | • Recording activity (e.g., running, team sport, dual sport) and heartrate before, during, and immediately after the activity for a specific period of time | √ | √ |
*See list of “outside of school” activities in appendix
Suggested Assessments
- Class presentation defending chosen lifetime activity
- Comprehensive plan addressing the physical, social, emotional, and financial demands of the chosen activity
- Analysis and evaluation of fitness data and personal fitness profile with goal setting and self evaluation
- Identifying personal behaviors that do and do not support a healthy lifestyle as well as strategies to eliminate unhealthy behaviors
- Plot of heart rate (before, during, and after various activities) for 9 weeks with heart rate on one axis, data on the other
- Interpretation of graph
SAMPLE CORECONTENT/SKILLS | SUGGESTEDACTIVITIES | NATIONAL PE STANDARDS | |||||
1 | 2 | 3 | 4 | 5 | 6 | ||
Physical Fitness | |||||||
Assess personal fitness status in terms of cardiovascular endurance, muscular strength, endurance, flexibility, and body composition. | • “Fitness Concepts Notebook” containing definitions, descriptions, activities, and training principles that enhance the components of physical fitness | √ | |||||
Design and implement a personal fitness program. | • Log or diary of physical activity for seven consecutive days | √ | √ | ||||
Meet personal fitness goals after a period of training. | • Target heart rate determination, monitoring performance | √ | √ | √ |
Suggested Assessments
- Notebook evaluation
- Log/diary evaluation and comparison to recommended exercise requirements (minimum of twenty minutes three times per week)
- Heart rate chart and evaluation
SAMPLE CORECONTENT/SKILLS | SUGGESTEDACTIVITIES | NATIONAL PE STANDARDS | |||||
1 | 2 | 3 | 4 | 5 | 6 | ||
Personal and Social Skills | |||||||
Demonstrate leadership by holding self and others responsible for following safe practices, rules, procedures, and etiquette in all physical activity settings. | • Participation in an activity/match, following proper game etiquette | √ | |||||
Respond to potentially explosive interactions with others by mediating and settling conflicts. | • Leaders diffusing conflict during competition | √ | |||||
Recognize the influence of age, disability, gender, race, ethnicity, socioeconomic status, and culture while engaged in physical activity. | • Students of all abilities leading warm-up activities | √ |
Suggested Assessments
- Teacher evaluation of feasibility and fitness value of activities from student developed list of lifetime activities
- Teacher observation of badminton match for proper game etiquette
- Student observation and evaluation of conflict resolution skills
- Evaluation of game from a sportsmanlike perspective by participants and officials
SAMPLE CORECONTENT/SKILLS | SUGGESTEDACTIVITIES | NATIONAL PE STANDARDS | |||||
1 | 2 | 3 | 4 | 5 | 6 | ||
Value of Exercise | |||||||
Enjoy the challenge of working hard to improve skills and feel satisfaction when personal goals are met. | • Listing reasons to participatein physical activity (e.g., health, enjoyment, challenge, self expression, and social interaction) | √ | |||||
Explain why participation in physical activities is enjoyable and desirable. | • Creation of a pamphlet on the health benefits of physical activity | √ |
Suggested Assessments
- Teacher evaluation
- Rubric for health benefits of pamphlet