Physical Education 5,6 (5703, 5704)
Course Description

This level of instruction provides six elective options for students who have previously completed High School Courses 1 and 2 (i.e., Physical Education 1,2, course numbers 5503 and 5504, and Physical Education 3,4, course numbers 5701, 5702) and passed the state-mandated fitness test:

• Course 3A: Adventure/Outdoor Activities
• Course 3B: Aerobic Activities
• Course 3C: Individual and Dual Activities
• Course 3D: Dance
• Course 3E: Aquatics
• Course 3F: Weight Training and Fitness

High School Course 3A (Elective): Adventure/Outdoor Activities.

Movement Focus

• Demonstrate advanced knowledge and skills in two or more adventure activities; identify and apply characteristics and critical elements of adventure activities; apply previously learned movement concepts/principles; identify and apply biomechanical principles; list describe, and demonstrate use of safety equipment; demonstrate independent learning.

• Participate in adventure/outdoor activities that improve health-related fitness; analyze the effects of adventure/outdoor activities on personal fitness; improve or maintain physical fitness levels based on the principles of exercise; explain the relationship between participation in adventure/outdoor activities and health.

• Self-responsibility: compare and contrast effective leadership skills used in adventure/outdoor activities and those in other physical activities; develop personal goals for improvement; identify and analyze physical activities that enhance personal enjoyment; evaluate the risks and safety factors in adventure/outdoor activities throughout a lifetime.
• Social interaction: modify an activity for a child, an elderly person or an individual with disabilities; analyze the role of social interaction in the successful participation in and enjoyment of adventure/outdoor activities.
• Group dynamics: accept and perform planned and spontaneous leadership assignments and roles; analyze the role of cooperation and leadership; engage in adventure/outdoor activities both in school and outside school.

High School Course 3B (Elective): Aerobic Activities.

Movement Focus

• Demonstrate advanced knowledge and skills in two or more aerobic activities, at least one from each category:

  Category 1	Category 2
  Aerobic dance	Cross-country skiing
  Running	Cycling
  Skating	Rowing
  Swimming	Triathlon
  	Walking

Fitness Focus

• Identify and achieve personal levels of excellence in fitness; independently engage in activity that increases aerobic capacity; evaluate goal-setting and other strategies as effective tools; measure health-related fitness and adjust to achieve goals; identify and explain positive effects of participation.

• Self-responsibility: independently engage in aerobic activity; develop personal goals for improvement; compare and contrast effective leadership skills used in aerobic activities and those in other physical activities; identify and analyze activities that enhance personal enjoyment; evaluate the risks and safety factors in aerobic activities.
• Social interaction: modify an activity for a child, an elderly person or an individual with special needs; analyze the role of social interaction in the successful participation in and enjoyment of aerobic activities.
• Group dynamics: accept and perform planned and spontaneous leadership assignments and roles; analyze the role of cooperation and leadership; engage in aerobic activities both in school and outside school.

High School Course 3C (Elective): Individual and Dual Activities.

Movement Focus

• Demonstrate advanced knowledge and skills in two or more individual and dual activities, at least one from each list:

  Individual	Dual
  Archery	Badminton
  Cycling	Handball
  Golf	Racquetball
  Gymnastics/Tumbling	Squash
  Skating	Tennis
  Skiing	Two-player volleyball
  Surfing
  Yoga

Identify and apply characteristics and critical elements in individual/dual activities; apply previously learned movement concepts; identify and apply biomechanical principles; list, describe, and demonstrate use of safety equipment; demonstrate independent learning.

Fitness Focus

• Exceed the standards on the state-mandated fitness test; participate in individual/dual activities to improve or maintain health; analyze the effects on personal fitness and personal levels of health-related fitness; improve or maintain physical fitness; explain the relationship between participation and health; demonstrate the ability to effectively purchase products and programs for individuals; develop and implement a one-month personal fitness plan.

• Self-responsibility: compare and contrast effective leadership skills used in individual/dual activities and those in other physical activities; develop personal goals for improvement; identify and analyze activities that enhance personal enjoyment; evaluate the risks and safety factors in individual/dual activities throughout a lifetime.
• Social interaction: modify an activity for a child, an elderly person or an individual with special needs; analyze the role of social interaction in the successful participation in and enjoyment of individual/dual activities.
• Group dynamics: accept and perform planned and spontaneous leadership assignments and roles; analyze the role of cooperation and leadership; engage in individual/dual activities both in school and outside school.

High School Course 3D (Elective): Dance.

Demonstrate advanced knowledge and skills in two or more dance activities, at least one from each category:

Identify and apply characteristics and critical elements in dance; apply previously learned movement concepts; identify and apply biomechanical principles; list, describe, and demonstrate use of safety equipment; demonstrate independent learning.

Fitness Focus

• Exceed the standards on the state-mandated fitness test; participate in dance activities to improve or maintain health; analyze the effects on personal fitness and personal levels of health-related fitness; improve or maintain physical fitness; explain the relationship between participation and health; demonstrate the ability to effectively purchase products and programs for individuals; develop and implement a one-month personal fitness plan.

• Self-responsibility: compare and contrast effective leadership skills used in dance activities and those in other physical activities; develop personal goals for improvement; identify and analyze activities that enhance personal enjoyment; evaluate the risks and safety factors in dance activities throughout a lifetime.
• Social interaction: modify an activity for a child, an elderly person or an individual with special needs; analyze the role of social interaction in the successful participation in and enjoyment of dance activities.
• Group dynamics: accept and perform planned and spontaneous leadership assignments and roles; analyze the role of cooperation and leadership; engage in dance activities both in school and outside school.

High School Course 3E (Elective): Aquatics.

Movement Focus

Demonstrate advanced knowledge and skills in two or more aquatic activities, at least one from each category:

Identify and apply characteristics and critical elements in aquatics; apply previously learned movement concepts; identify and apply biomechanical principles; list, describe, and demonstrate use of safety equipment; demonstrate independent learning; identify and apply safety skills for entering swimming pools, lakes, rivers, and oceans; demonstrate and explain basic water rescue with and without equipment; demonstrate and explain basic cardiopulmonary resuscitation.

Fitness Focus

• Exceed the standards on the state-mandated fitness test; participate in aquatic activities to improve or maintain health; analyze the effects on personal fitness and personal levels of health-related fitness; improve or maintain physical fitness; explain the relationship between participation and health; demonstrate the ability to effectively purchase products and programs for individuals; develop and implement a 1-month personal fitness plan; explain the relationship between aquatic activities and health maintenance; create and implement an aquatics program to improve health-related physical fitness.

Social Focus

• Self-responsibility: compare and contrast effective leadership skills used in aquatic activities and those in other physical activities; develop personal goals for improvement; identify and analyze activities that enhance personal enjoyment; evaluate the risks and safety factors in aquatic activities throughout a lifetime; demonstrate personal responsibility for safety and hygiene in aquatics settings.
• Social interaction: modify an activity for a child, an elderly person or an individual with special needs; analyze the role of social interaction in the successful participation in and enjoyment of aquatic activities.
• Group dynamics: accept and perform planned and spontaneous leadership assignments and roles; analyze the role of cooperation and leadership; engage in aquatic activities both in school and outside school.

High School Course 3F (Elective): Weight Training and Fitness.

Movement Focus

• Explain and apply biomechanical principles of first, second-, and third-class levers; observe and analyze the techniques of another or yourself; demonstrate proper spotting techniques; measure and assess multiple performances in the six skill-related components of fitness; identify and apply biomechanical principles for safety and success; list, describe and demonstrate use of safety equipment; demonstrate independent learning.

Fitness Focus

• Establish personal fitness goals and create a strength-training and conditioning program; identify the prime mover, antagonistic and stabilizer muscles; measure and assess multiple performances of another in four of the health-related components of fitness; explain the biomechanical principles that affect strength performance; demonstrate and explain the techniques and concepts of three different weight training programs; demonstrate and explain the concepts of two different conditioning programs; develop and use a fitness log; improve speed, strength, power and endurance; exceed the standards on the state-mandated fitness test.

Social Focus

• Self-responsibility: display safe and responsible behavior while training; describe the role of motivation; describe the role of perception in achieving goals; develop personal goals for improvement; identify and analyze activities that enhance personal enjoyment; evaluate the risks and safety factors in weight-training and fitness activities throughout a lifetime.
• Social interaction: modify an activity for a child, an elderly person or an individual with special needs; analyze the role of social interaction in the successful participation in and enjoyment of weight-training and fitness activities.
• Group dynamics: assist others in the achievement of their fitness goals.