Curriculum - Physical Education

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Health and Physical Education Curriculum

Department Goals

Physical education courses are designed to increase the student’s awareness of the importance of physical activity in creating a healthy lifestyle. Students are encouraged through physical activity to increase their fitness level. Emphasis is placed not only on participation in team sports and exercise, but in increasing awareness and participation in lifetime sports and skills that will be available to them as adults. Students are required to complete a one-semester course in PE during their freshman year, as well as a one-semester course in Health, and a full-year PE course in the sophomore year. In addition to the two required courses, electives are offered in the 11^th and 12^th grade allowing students to schedule PE III-IV or Athletic PE.

Health

Course Goals

The Health course seeks to provide adolescents with the knowledge, skills, and understanding necessary to function in ways that enhance their immediate and long-term health. Health education promotes the completion of the developmental tasks necessary to move from adolescence to adulthood in ways that enhance health. Students develop and gain a health background that can be used throughout their entire lives.

Course Objectives

Unit I – Concepts and strategies related to health promotion and accident and disease prevention and treatment

Students will analyze the impact of behavior on health maintenance and disease prevention.

Students will identify the causes, symptoms, treatment and prevention of various diseases and disorders, including cardiovascular diseases, STDs, communicable illnesses, and eating disorders.

Students will identify the causes, symptoms, treatment, and prevention of accidental injuries.

Students will list and explain the steps involved in Cardio-Pulmonary Resuscitation and will demonstrate those steps through CPR training.

Students will describe the interrelationships between mental, emotional, social, and physical health as exhibited throughout their life span.

Students will explain the impact of personal health behaviors on the functioning of body systems.

Students will describe the influence of family, peers, and the community on the health of individuals.

Students will evaluate environmental influences on the health of individuals in their home, community, and world.

Unit II – Health information and health-promoting products and services

Students will evaluate the validity of health information, products, and services using a variety of resources.

Students will identify factors that influence personal selection of health products and services.

Students will identify school and community health services available for self and others.

Students will analyze the cost and accessibility of health care products and services.

Students will examine mental, social, and physical conditions requiring professional health services (e.g., obesity, eating disorders, suicidal tendencies, depression, drug/alcohol abuse, diabetes, heart attack, burns, etc.).

Unit III – Practicing positive health behaviors and reducing health risks

Students will describe the role of individual responsibility for enhancing health by analyzing the short-term and long-term consequences of behaviors throughout the life span, including safe, high-risk, and harmful behaviors.

Students will demonstrate the ability to use critical thinking when making decisions related to health needs and risks of young adults.

Students will evaluate a personal health survey to determine strategies for health enhancement and risk reduction.

Students will develop strategies to improve or maintain health and safety on personal, family, community, and world levels.

Students will demonstrate ways to reduce threatening situations to avoid violence.

Students will design strategies to manage stress.

Unit IV – The influence of the media, technology, economy, culture, and other factors on health

Students will investigate how cultural diversity and economy enrich and challenge health behaviors.

Students will evaluate the impact of technology and medial on personal, family, community, and world health.

Students will explain how information from peers, family, and community influence health.

Unit V – Individual and interpersonal communication skills necessary to enhance health

Students will demonstrate effective communication skills and identify the impact of communication on relationships with family, peers, and others.

Students will demonstrate positive, effective methods of expressing needs, wants, feelings, care, consideration, and respect for self and others.

Students will identify strategies for solving intrapersonal and interpersonal conflicts without harming self or others.

Students will identify the possible causes of conflict in schools, families, and communities.

Students will plan and demonstrate refusal, negotiation, and collaboration skills to avoid potentially harmful situations.

Students will identify personal goals for improving or maintaining lifelong personal health.

Students will formulate a plan and evaluate the progress for attaining personal health goals.

Unit 6 – Advocating personal, family, and community health

Students will predict immediate and long-term impacts of health decisions on individuals, families, and communities.

Students will effectively communicate concerns and information about immediate and/or long-term impacts of health decisions in order to influence others.

Students will identify effective strategies to overcome barriers when communicating information, ideas, feelings, and opinions about health issues using refusal skills, assertiveness, problem-solving, and communication skills.

Students will demonstrate techniques that influence and support others in making positive health choices through positive peer pressure.

Students will demonstrate the ability to work cooperatively when advocating for health communities and environments.

Physical Education I-IV

Individual Course Goals

Physical Education I: In this one-semester course that is scheduled with Health, opportunities are provided for students to become involved in both individual and team-based sports. Accompanying the progression of basic skills in such sports are programs designed to enhance the development of physical fitness. These activities make a valuable contribution to the student’s overall health and well-being. All students are eligible to participate in the “Presidential Fitness Test Program”. Activities included in PE I include flag football, fitness testing, first aid, volleyball, and track and field. Students are directed toward individual competency in skill, knowledge, and attitude in these particular areas.

Physical Education II: This course continues the broad concepts developed in PE I and also offers a variety of team and individual acitivites, as well as provides an introduction to lifetime sports. The goal is to enable students to participate in activities adults are likely to pursue and enjoy as leisure sports. Physical fitness is again included at this level. Activities in PE II include bone/muscle/weight conditioning; badminton; archery; fitness testing; tinikling, field hockey, running, soccer, CPR, and softball.

Physical Education III-IV (Lifetime Sports): The PE III-IV courses are designed for students who are not participating in organized sports at TCH. Students participate in activities designed to increase their physical fitness and ability to participate in lifetime sports and physical activity. Activities in PE III-IV include golf, CPR, badminton, pickleball, flag football, weights and conditioning, tennis, and board games.

Athletic PE: This course is an advanced physical education course for those students who wish to develop and maintain a high level of fitness and conditioning as it relates to the competitive sports program at TCH. Students participate in a year-long program of weight-lifting, running, and selected drills designed to develop or enhance agility, speed, and quickness. Athletic PE is offered to students who participate in interscholastic competition on the football, basketball, track and field, softball, and baseball teams at Teurlings.

Physical Education Course Objectives

Unit I – Movement

Students will demonstrate proficiency in applying advanced skills, strategies, and rules for specific activities that require advanced eye/body coordination and high levels of strategy.

Students will be introduced to outdoor and lifelong leisure pursuits.

Students will demonstrate knowledge of the rules and regulations governing play in common team sports.

Students will demonstrate proficiency, according to their personal fitness level and ability, in the skills necessary to participate in team sports.

Students will demonstrate knowledge of the rules and regulations governing play in individual sports such as tennis.

Students will demonstrate proficiency, according to their personal fitness level and ability, in the skills necessary to participate in individual sports.

Unit II – Learning and development of motor skills

Students will synthesize previously learned skills and incorporate them into dynamic physical activity settings.

Students will identify and apply critical elements to enable the development of movement competence/proficiency through the use of strength training, weight-lifting, and exercise.

Unit III – Physically active lifestyle

Students will utilize available community resources to promote an active lifestyle and develop strategies to deal with participation that will occur over their lifespan.

Students will participate in lifetime recreational activities designed to increase fitness components.

Students will participate regularly in physical activities that contribute to improves physical fitness and wellness.

Unit IV – Health-enhancing level of physical fitness

Students will participate in a variety of health-enhancing physical activities in both school and non-school settings.

Students will identify and evaluate personal physiological responses to exercise (i.e., body responses before, during and after exercise through monitoring heart rate, recovery time, etc.).

Students will design health-related fitness programs based on accurately assessed fitness profiles.

Unit V – Responsible personal and social behavior in physical activity settings

Students will demonstrate safe and appropriate use and care of equipment and facilities.

Students will identify the inherent risks associated with physical activity in extreme environments and methods useful in preventing injuries in those situations (i.e., safety techniques to prevent dehydration, over-exertion, heat exhaustion, hypothermia, etc.).

Students will initiate and model interdependent personal behaviors in physical activity settings.

Unit VI – Understanding and respect for differences in physical activity settings.

Students will explore how age, gender, ethnicity, culture, and economic status affect physical activity selection and participation.

Students will develop and integrate strategies for inclusion of all in physical activities, regardless of age, gender, ethnicity, culture, economic status and level of physical fitness.

Unit VII – Opportunity for enjoyment, challenge, self-expression, and social interaction

Students will participate for enjoyment in a variety of physical activities in competitive and recreational settings.

Students will identify participation factors that contribute to enjoyment and achievement of a team.

Students will identify positive aspects of participation in several different physical and social activities with others (such as jogging, dancing, walking, and other recreational activities).

Students will illustrate the benefits of physical education on social and emotional well-being, for example explaining how physical activities can lead to relaxation and relieve stress.

Unit VIII – First aid and CPR

Students will identify the causes, symptoms, treatment, and prevention of accidental injuries.

Students will list and explain the steps involved in Cardio-Pulmonary Resuscitation and will demonstrate those steps through CPR training.

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