GLEN RIDGE PUBLIC SCHOOLS
Curriculum Guide
Course Title: Physical
Education
Subject: Physical
Education
Grade Level: Grade12
Department/School:
Duration: Full
Year
Number of Credits: 5 credits
Prerequisite: None
Elective or Required: Required
Author: Maria DiCondina
Date Submitted: Summer 2006
Course Description
Physical education is a unique approach toward the education
of the individual. It is a composite
program designed to coordinate and foster the physical, social, emotional and
intellectual development of individuals so they are better able to approach
life’s problems. As physical activity is
the core of the program, it becomes the main medium through which the physical
educator works and through which the educative process takes place. Through a careful selection and arrangement
of various activities into a meaningful whole, a substantial contribution can
be made toward the total education of individuals as they progress through
situations involving themselves, the group and society. The students are thus given the opportunity
of experimenting in a laboratory of life situations.
GLEN RIDGE PUBLIC SCHOOLS
PHYSICAL EDUCATION
The purpose of physical education is to empower all students
to sustain life-long fitness skills and concepts that will enhance their
wellness. Physical education is a
significant part of the learning process that promotes social, emotional and
physical well being and is the foundation for a healthy, productive and
fulfilling life.
It is our goal as physical educators to develop and enhance
gross motor skills, physical fitness skills, social and life skills, as well as
the learners’ ability to think and problem solve. We will provide an active,
caring, and supportive atmosphere so students can successfully obtain these
skills. We recognize the need for the
development of positive attitudes, good sportsmanship and fair play. Students must be given the opportunity for
self development, to learn to follow directions, to cooperate with others, as
well as to develop leadership ability.
We must teach our students through a variety of learning
experiences at appropriate development levels so they can realistically succeed
in managing challenges of learning, growing, and developing in today’s
world.
STANDARD 2.5 (MOTOR SKILL DEVELOPMENT) ALL STUDENTS
WILL UTILIZE SAFE, EFFICIENT, AND EFFECTIVE MOVEMENT TO DEVELOP AND MAINTAIN A
HEALTHY, ACTIVE LIFESTYLE.
Descriptive Statement: This standard enables students to understand
how to move and why it is necessary. When individuals learn to move safely,
effectively, and efficiently, and feel comfortable and confident in the
performance of motor skills, they are more likely to participate in
health-enhancing forms of physical activity throughout life. In order to
meet this standard, students must participate in a wide range of
developmentally-appropriate games, sports, dance, and lifetime recreational
activities that will help students develop and maintain a healthy, active
lifestyle.
Cumulative Progress
Indicators
Building upon knowledge
and skills gained in preceding grades, by the end of Grade 8, students will:
A. Movement
Skills
B. Movement Concepts
2.
Predict
changes in movement performance based on the application of balance, counter
balance, weight transfer, and agility.
4.
Analyze how movement
activities reflect culture, era, geography, or historical context.
C. Strategy
D. Sportsmanship, Rules, and Safety
2.
Investigate the impact of
rules and regulations on the health and safety of participants.
E.
Sport Psychology
1.
Compare, contrast, and apply
sport psychology techniques to mentally prepare for physical activity.
STANDARD 2.6 (FITNESS) ALL STUDENTS WILL
APPLY HEALTH-RELATED AND SKILL-RELATED FITNESS CONCEPTS AND SKILLS TO DEVELOP
AND MAINTAIN A HEALTHY, ACTIVE LIFESTYLE.
Descriptive
Statement: This standard
enables students to understand the components of health-related fitness (cardio
respiratory endurance, body composition, flexibility, muscular strength and
muscular endurance) and skill-related fitness (speed, agility, reaction time,
coordination, and power). Students learn how each component is developed and
measured and how to design and implement a personal fitness plan that
supports a healthy, active lifestyle.
Cumulative Progress
Indicators
Building upon knowledge
and skills gained in preceding grades, by the end of Grade 8, students will:
A. Fitness and Physical
Activity
2. Summarize the causes,
influences, and responses of body systems during exercise.
3. Compare and contrast the use
of drugs, fitness products, and fads to achieve fitness.
C. Achieving and Assessing
Fitness
1. Engage in a variety of
sustained, vigorous physical activities to enhance each component of fitness.
4. Demonstrate age and gender-specific progress towards
the achievement of fitness goals for each component of health-related and
skill-related fitness.
5. Modify a fitness plan to
accommodate for injury, illness, pregnancy, aging, and disability.
6. Discuss the use of body mass index, body fat
percentage, and fat deposition as measures of fitness.
Evaluation
procedures:
Student
evaluation will be based on preparation, participation, sportsmanship,
creativity, written work and self-evaluation within certain areas of physical
fitness.
Curriculum Description
UNIT 1 – TEAM SPORTS
Team Sports offer students
the opportunity to develop health-related fitness and an appreciation for
teamwork and fair play. The study of
team sports includes rules, strategies, safety and protocol of each, and is an
integral part of the overall Lifetime Fitness program. The inclusion of lifetime recreational
activities and sports emphasizes, encourages, and promotes positive personal
wellness, fitness, and healthy habits.
This course reinforces the concept of incorporating physical activity
into a lifestyle beyond
Objectives:
Each student will be able to:
1.
Apply and analyze
the use of momentum, force, and torque to enhance or change the performance of
movement skill during physical activity.
2.
Transfer
specialized movement skills that use similar patterns from one movement
activity to another.
3.
Design and
perform smooth flowing sequences with intentional changes in direction, flow,
and speed.
4.
Learn about the
origin of each activity and learn how the various skills and movement reflect
culture.
5.
Perform at the
intensity level needed to enhance cardiovascular fitness to enhance each
component of fitness.
6.
Compare,
contrast, and apply good sportsmanship and maintain a positive mental attitude
toward their peers.
7.
Analyze and
determine the roles of the students, the safety procedures that are provided,
and the impact of rules and regulations during participation.
8.
Encourage,
support and demonstrate a positive attitude toward learning and their peers.
Duration of Time: 2-3 weeks per activity
Activities:
|
Soccer Flag Football Fitness Weight room Volleyball Speedball Handball Basketball Floor Hockey |
Softball Whiffleball Pickleball Badminton Cooperative games Kinball Takraw Capture the Flag |
List of texts,
resources and/or literature:
·
American
·
National
Association for Sport and Physical Education. (1995). Moving into the Future: National Standards for Physical Education.
·
·
Websites:
UNIT 2 - PROJECT
U.S.E.
The Project U.S.E. program
develops teamwork and problem solving skills through a series of physical
challenges. These individual projects
demand trust to be built among classmates who would not ordinarily relate with
one another. Leadership and effective
communication skills emerge based on the necessity to overcome the physical
challenges. The courses are sequenced
and adapted to meet the needs of each class.
The improvement of self-concept allows the students to take risk and
improve their ability to cooperate and work well with others. Adventure
education, initiative tasks, ropes courses, trust activities and inclusive
co-operative games helps participants deal with the process of risk and the
product of behavioral change.
As the students dare to try,
they begin to experience physical success and recognize that the seemingly
difficult is often possible. Their
struggles are often the beginning of maturity which entails a wide range of
natural human reactions. The teacher presents a problem safely, and then stands
aside to provide support and encouragement when necessary. The spontaneous comments and reactions
relating to the experience are essential for group and individual sharing and
eventual understanding of the experience. Active participation, regardless of
skill level, encourages involvement from all students. The success in
challenging activities is rewarding and creates a positive self-image.
Objectives:
Each student will be able to:
1.
Demonstrate
mature, mechanically correct form and control when combining and modifying
movement skills in applied settings.
2.
Use information
from internal and external sources to detect, analyze, and correct errors in
movement skills and patterns used in applied settings.
3.
Apply and analyze
the use of momentum, force, and torque to enhance or change the performance of
movement skills during physical activity.
4.
Transfer
specialized movement skills that use similar patterns from one movement
activity to another.
5.
Investigate the
impact of rules and regulations on the health and safety of participants.
6.
Summarize the
causes, influences, and responses of body systems during exercise.
7.
Apply the impact
of kinesthetic awareness, “perfect” practice, motivation, and appropriate
challenges in facilitating the learning and refinement of a movement skill.
8.
Design and
perform smooth flowing sequences with intentional changes in direction, flow,
and speed.
9.
Predict changes
in movement performance based on the application of balance, counter balance,
weight transfer, and agility.
10.
Describe how
preventive healthcare, physiological monitoring, hydration, a safe environment,
and exercising with a partner contribute to safe fitness activities.
Duration of Time: 3 weeks per activity
Activities:
|
Ice Breakers/Initiatives Everybody
Up All
Aboard Group
Juggling Ship
Wreck Human
Ladder Spider
Web Knots Trolley Mohawk
Walk Electric
Fence Tag Games Zig Zag Prouty’s Landing Games Balloon
Frantic Mine
Field Mirrors
& Mortars Moon
ball Instant
Impulse Tug-O-War |
Games (cont.) Circle
the Circle Scooter
Swing Yurt
Circle Mirror
Image Balls
Galore Cube Trust-Low Elements Trust
Fall King’s
Finger Maze Nitro
Crossing Tandem
Traverse High Elements Rock
Wall Climbing Outdoor
Team Wall Cargo
Net Pamper
Pole |
List of texts,
resources and/or literature:
Program
information, conference information, industry links.
Project
development, rope course builders and inspectors, training.
Rope
course builders, inspectors, equipment and training.
Books,
activities, and initiatives archive
Books,
job information, risk management information, program locator.
UNIT 3 - DANCE
Dance education contributes
to the Glen Ridge Public Schools’ commitment to improve achievement for all
students. By providing students with opportunities to learn through movement,
dance incorporates the use of auditory, visual, and kinesthetic modalities,
more commonly referred to as hearing, seeing and doing. Dance is a powerful
educational device for meeting the physical, intellectual, and social needs of
students. Perceptions, thoughts, and emotions are grounded in a physical
experience through dance. As a participatory experience, dance nurtures and
fosters a sense of community. The value of group work and cooperation is
inherent and reinforced. Dance education also provides students with
exploration, selection, organization, and evaluation experiences.
Objectives:
Each student will be able to:
1.
Demonstrate the
ability to maintain personal space while dancing in a group.
2.
Demonstrate the
ability to accurately perform a dance.
3.
Develop personal
and interpersonal skills through dance in order to work respectfully,
cooperatively, and safely with others.
4.
Explore, perform,
and create dances from various historical, cultural, and social genres to
increase their knowledge and appreciation of dance and its relationship to
other significant components of human history and experience.
5.
Demonstrate the
ability to reconstruct a dance.
Duration of Time: 3
weeks per activity
|
Line Dances Black Velvet Wild Wild West Tumbleweed Reggae Cowboy Slappin Leather Tush Push LA Walk El Coyote Cowboy Hip hop Achy Breaky Heart Boot Scottin’ Boogie Watermelon Crawl Electric Slide Cha Cha Slide Macarena Cotton Eyed Joe Ballroom Dances Cha Cha Rumba Waltz |
Partner Dances Cshebogar Polka Gie Gordons Jitterbug La Raspa Square Dance Allemande Circle Courtesy Turn Dancing Names Dosado Forward & Back Pass Thru Promenade Right and Left Grand Stars Swing Weave the Ring |
*** Each grade and class will develop their own type of dance to perform for the class
UNIT 4 –
FITNESS/WEIGHTROOM
Fitness
- The fitness class is designed to
promote a sense of health and fitness, personal responsibility in being fit,
and an appreciation of individual and group achievement. Physical fitness education contributes to the
Glen Ridge Public Schools’ commitment to improve lifetime fitness, awareness,
and achievement for all students. Through introducing students to a variety of
fitness opportunities and experiences, they will learn many alternative methods
to keep themselves in good physical condition throughout their lives. They will work to learn how to improve the
five components of physical fitness; muscular strength, muscular endurance,
cardio respiratory endurance, flexibility, and body composition. By providing students with opportunities to
actively participate in each lesson, they will incorporate the use of auditory
and visual cues, movement, and kinesthetic modalities. Fitness education is
extremely pertinent to combating the increasing numbers of overweight and obese
children in our school systems. Fitness
is an effective means for fostering the students’ physical, intellectual, and
social development. It also serves as a
self-esteem booster to the students and teaches them to trust and rely on their
peers as they participate in group fitness settings. Students will learn important life skills in
this class that will aid them in making healthier choices and this will result
in a better quality of life.
Weightroom - The goal of this class is to introduce weight-lifting and
cardiovascular training as a method of fitness for life, increase each
student’s working knowledge of weight training, teach each student proper
weight room safety and weight-lifting techniques, and expose each student to
different training methods. This course
is designed to provide the student an opportunity for detailed study and
application of activities aimed at improving general flexibility, strength,
cardiovascular fitness, speed and agility.
Students will learn multi-level exercises designed to improve athletic
performance and prevent injuries.
Students will train in the weight room and will include training methods
such as free weights, resistance machines, plyometrics, running, and
bicycling. Each student is required to
visit and train at several stations per class and maintain a fitness log for
themselves documenting their progress each day.
The value of group work and cooperation is reinforced as the students
must motivate and watch each other to insure a safe and effective outcome. There is also an educational component
consisting of a brief history of weight training, basic human anatomy and physiology,
and current topics related to weight training.
This course provides them the opportunity to participate in activities
that may be of ongoing interest to them throughout their lives.
Objectives:
Each student will
be able to:
1.
Use information
from internal and external sources to detect, analyze, and correct errors in
movement skills and patterns used in applied settings.
2.
Investigate the
impact of rules and regulations on the health and safety of participants.
3.
Summarize the
causes, influences, and responses of body systems during exercise.
4.
Predict the short
and long-term physical, social, and emotional benefits and potential problems
associated with regular physical activity.
5.
Evaluate the role
of genetics, gender, age, activity level, nutrition, and exercise types on body
composition and fitness.
6.
Describe how
preventative healthcare, physiological monitoring, hydration, a safe
environment, and exercising with a partner contribute to safe fitness
activities.
7.
Develop and
implement a training program to maximize their personal goals, health benefits,
and prevent exercise-related injuries and illnesses.
8.
Apply training
principles to establish a progression of activity that will improve each
component of fitness and justify the use of each principle.
9.
Compare and
contrast the use of drugs, fitness products, and fads to achieve fitness.
10.
Engage in a
variety of sustained, vigorous physical activities that will enhance each of
the five components of fitness.
11.
Perform at the
intensity level needed to enhance cardiovascular fitness, monitor physiological
responses before, during, and after exercise, and modify exercise appropriately
in response.
Duration of Time: 3 weeks per activity
Activities:
|
Weight Room Bench Press Squats Leg Curl Leg Extension Dumbbell Press (Incline and flat) Chest Fly’s Shoulder
Press Lateral Raises Shrugs Rowing Lateral Pulldown Back Extension Deadlifts Bicep Curls (with dumbbells or barbell) Tricep Pressdown (2 handed or single arm) Concentration Curls Kickbacks Forearm Extension and Curls |
Abdominal Workout Crunches Toe
Touches Bicycles Side Crunches Side Bends V’s Thinking Leg Raises Pilates Ball, Band, and Bodybar Workouts Cardiorespiratory Workouts Jogging Hopping |
*** Each
grade and class will incorporate fitness into the beginning of each physical
education class.
List of texts,
resources and/or literature: