Physical Education 1,2 (5503, 5504)

This course is intended to help grade 9 students meet or exceed high school physical education content standards 1–3 and the corresponding performance standards for Course 1, 1.1–3.10.

All high school students must receive instruction in, and be assessed in, the following eight content areas: (1) effects of physical activity upon dynamic health; (2) mechanics of body movement; (3) aquatics; (4) gymnastics and tumbling; (5) individual and dual sports; (6) rhythms and dance; (7) team sports; and (8) combatives/self-defense.

• Demonstrate proficiency in aquatic, dance/rhythms, individual and dual activities; identify, explain and apply the six skill-related components of fitness; explain and demonstrate advanced offense, defense and transition strategies; explain, apply and evaluate the biomechanical principles of leverage, force, inertia, rotary motion, opposition, and buoyancy; explain the interrelationships of factors (physical, emotional, cognitive, scientific) that affect performance; analyze and evaluate information given to improve performance; analyze and explain the impact of training conditions; create or modify a practice/training plan based on feedback; analyze and assess performance improvement strategies; demonstrate independent learning of movement skills.

Fitness Focus

• Participate in moderate to vigorous physical activity at least four days per week; participate in activities that develop and maintain the five components of fitness; meet health-related state fitness standards; set goals to improve fitness using the principles of exercise; learn the fitness requirements of an occupation; develop and implement a one-month personal fitness plan; learn about physical activity in extreme environments; analyze consumer fitness products; list community fitness resources; explain the role of physical activity in disease prevention.

Social Focus

• Self-responsibility: take personal responsibility for a safe physical and emotional environment during activity; act independently of negative peer pressure; identify and evaluate personal psychological responses during activity; describe the emotional/social benefits of achieving one’s best in activity; develop improvement goals.
• Social interaction: discuss the changing psychological and sociological needs of a diverse society in relation to physical activity; analyze the role activity plays in social interactions and cooperative opportunities in family and work settings; recognize the value of activity in understanding multiculturalism.
• Group dynamics: recognize and evaluate the role of cooperation and positive interactions with others in physical activity; identify and utilize the potential strengths of each individual in physical activity.