High School Physical EducationCurriculum Guide

Division of Teaching and LearningDes Moines Independent Community School District

901 Walnut StDes Moines, IA 50310

Carlye SatterwhitePhysical Education Curriculum Coordinator

February 2014(Revised)

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Introduction 3

Mission Statement 4Goals

Assessment Options 5

Program Goals 6

Scope and Sequence 7-9

NASPE Standards 10-13

Sample Lesson Plan Format 14

Lesson Plan 15

Healthy Choices Activities and Objectives 16-22

Resources 23-24

FitnessGram Testing Guidelines Appendix

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TABLE OF CONTENTS

“Change is the law of life…those who look only to the past or the present are certain to miss the future.” J.F. Kennedy

The Des Moines High School Curriculum was written to provide physical educators with a guide for re-thinking and re-defining physical education for the future. This program for students in ninth through twelfth grades creates a positive and cooperative learning environment that provides maximum participation and comprehensive strategies to develop healthy lifestyle choices for all students. These activities promote a healthy attitude toward total wellness while enhancing fitness and skills. The curriculum will emphasize skill building and interaction of students with family, community, and school through a variety of activities. Physical Education will provide a more comprehensive lifestyle management approach, encouraging improved physical fitness and nutrition. Each student is unique; the Physical Education program will provide for the variety of needs through a student-centered curriculum and will provide assessment through the use of latest technology.

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Introduction

The Des Moines Independent Community School District’s physical education program will provide a comprehensive approach to enhancing the students’ total wellness through mental, social, emotional, and physical development. Recognizing that each student is unique, the physical education program will

provide for the varying needs of students through a student centered curriculum. The benefits of interaction of students with family, community, and school through physical activities will be emphasized in the physical education

curriculum. Additionally, the curriculum will provide each student the opportunity to realize personal accomplishments and enhance self-image.

The goal of physical education is to develop physically literate individuals who have the knowledge, skills and confidence to enjoy a lifetime of

healthful physical activity.

To pursue a lifetime of healthful physical activity, a physically literate individual:

Has learned the skills necessary to participate in a variety of physical activities.

Knows the implications of and the benefits from involvement in various types of physical activities.

Participates regularly in physical activity. Is physically fit. Values physical activity and its contributions to a healthful lifestyle.

The challenges facing the youth of Des Moines demand all students experience a meaningful physical education curriculum. The standards and

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Physical Education for All Students

Goals

High School Physical Education Program Mission Statement

benchmarks in this document should provide a background for creating a curriculum that will help all students develop a healthy, active lifestyle

throughout their lives.

Students will show respect and sensitivity toward one another while taking part in physical activities with diverse racial/cultural groups, members of the other sex, or with students with disabilities. Students will demonstrate an awareness of how prejudice, stereotyping, and discrimination have been historically exhibited in the fields of recreation, athletics, and health. Students will participate in activities which effectively accommodate their needs, interests and abilities regardless of their gender, race, national origin, or disability. Students will explore a broad range of career roles in the fields of physical education, health, recreation, and athletics regardless of their gender, race, national origin, or disability. Students will demonstrate an awareness of historical and cultural origins of the activities in which they participate.

Assessment of students, throughout the school year, may be conducted using the following methods:Teacher Observation Written TestsStudent Projects/Presentations Group ProjectsVideo Taping / Pictures Skill TestsPortfolios Activity LogClass Discussion CPR CertificationHealth and Fitness Assessments Teacher Role ModelingRubrics Monitoring

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Multicultural/Non-Sexist Physical Education

Assessment Options

Standard 1 - The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2 - The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

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Program Goals

(NASPE Standards)

SCOPE AND SEQUENCE

9 10 11 12

AQUATICS

Fitness Assessments X X X X

Fundamental Swimming Skills X X X X

Life Guarding X X X X

Water Exercise/Aerobics X X X X

Water Games X X X X

Water Safety X X X X

HEALTH-RELATED FITNESS AND WELLNESS

CPR X X X X

Fitness Assessments X X X X

Fitness Plan Development X X X X

Nutrition Plan Development X X X X

Stress Management/Relaxation X X X X

RECREATIONAL/TEAM ACTIVITIES

Archery X X X X

Badminton X X X X

Basketball X X X X

Bowling X X

Disc Activities X X X X

Eclipse ball X X X X

Fitness Assessment X X X X

Flag Football / Football Activities X X X X

Floor Hockey X X X X

Lacrosse X X X X

Rugby X X X X

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Scope and Sequence

Soccer X X X X

Softball X X X X

Table Tennis X X X X

Team Handball X X X X

Tennis X X X X

Volleyball X X X X

INNOVATIVE FITNESS

Aerobics X X X X

Bosu-Trainers X X X X

Cardio X X X X

Creative Dance X X X X

Crossfit X X X X

Fitness Assessment X X X X

Insanity X X X X

Jogging / Walking X X X X

Jump Roping X X X X

Kick Boxing X X X X

Medicine Ball X X X X

P90X X X X X

Spartacus X X X X

Strength and Conditioning X X X X

T25 X X X X

Tae-Bo X X X X

TRX – Strength System X X X X

Yoga X X X X

Zumba X X X X

STRENGTH AND CONDITIONING INTRO

Basic Strength Training X X X X

Body Weight exercise X X X X

Fitness Assessment X X X X

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Plyometric X X X X

Principles X X X X

Technique X X X X

Weight Room/Safety X X X X

STRENGTH AND CONDITIONING ADVANCED

Advanced Body Weight exercise X X

Advanced Principles X X

Advanced Strength Training X X

Develop Individual Strength and Conditioning Plan X X

Fitness Assessment X X

Plyometric X X

Technique X X

Weight Room/Safety X X

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STANDARD 1

The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

The emphasis for the high school student will be to:

Consistently apply and communicate skills and techniques Pass all CPR skills Performs skills and techniques used in fitness activities Consistently applies effective skills with few errors in technique Consistently walks at target heart rate level Meets the healthy zone for specific grade level Perform specific patterns in multiple activities Demonstrate correct body position by correcting errors and technique

in a variety of activities Performs specific technique in multiple exercises

SUGGESTED CONTENT AREASAquaticsLifeguardingHealth-Related Fitness and WellnessRecreational/Team Games ActivitiesBowlingStrength and ConditioningFitness WalkingInnovative Fitness

IA Core: Skill Development – Demonstrate initiative, self-direction, creativity, and entrepreneurial thinking while exploring individual talents and skills necessary to be successful (IACore, 21st C.S.)

Suggested Activities located in Scope and Sequence

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STANDARD 2

The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

The emphasis for the high school student will be to:

Knowledge in strategies and etiquettes Pass all CPR assessments Create a SMART goal (Specific, Measureable, Achievable, Realistic,

Time/Bound)

Benchmark

Applies scientific principles to learning and improving skills (e.g., plyometrics). Uses the results of fitness assessments to guide changes in one’s personal program of

physical activity. Monitors exercise and other behaviors related to a healthful lifestyle (e.g. portfolios).

IA Core: Health Related Fitness – Demonstrate behaviors that foster healthy, active lifestyles for individuals and the benefit of society. (IACore, 21st C.S.)

IA Core: Health Related Fitness – Apply critical literacy/thinking skills related to personal, family, and community wellness. (IACore, 21st C.S.)

Suggested Activities located in Scope and Sequence

STANDARD 3

The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

The emphasis for the high school student will be to:

Meets the healthy zone for specific grade level.

IA Core: Health Related Fitness – Demonstrate behaviors that foster healthy, active lifestyles for individuals and the benefit of society. (IACore, 21st C.S.)

Suggested Activities located in Scope and Sequence

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STANDARD 4

The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Class readinesso On timeo Appropriate workout attireo Enforce district ID policy

Peer leadership Self-control Sportsmanship Differentiation

Benchmark

Follows safety guidelines. Demonstrates and encourages appropriate peer interaction. Takes a supportive role in an activity. Continues to exhibit good sportsmanship.

IA Core: Health Related Fitness – Demonstrate behaviors that foster healthy, active lifestyles for individuals and the benefit of society. (IACore, 21st C.S.)

Suggested Activities located in Scope and Sequence

STANDARD 5

The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

The emphasis for the high school student will be to:

Consistently completes all warm ups Participates consistently in class

IA Core: Health Related Fitness – Demonstrate behaviors that foster healthy, active lifestyles for individuals and the benefit of society. (IACore, 21st C.S.)

Suggested Activities located in Scope and Sequence

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1. INTRODUCTORY ACTIVITYPurpose: a. to prepare the student’s body for strenuous activity

b. to ensure the student’s immediate activity upon entering the gym2. FITNESS FOCUS

Purpose: to develop physical fitness in following areas(1) arm and shoulder girdle region(2) trunk region(3) leg region(4) cardiorespiratory endurance

3. ACTIVITYPurpose: a. to carry out the objectives of the total physical education program

b. to give students an opportunity to apply fundamental skills and knowledge learned in lesson core

activities

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SAMPLE LESSON PLAN FORMAT

HIGH SCHOOL PHYSICAL EDUCATION LESSON PLAN

Unit: ___________________________________________ Date___________

Skill/Activity: _______________________________________

Lesson Objectives:

Fitness Focus: Cardiovascular, Muscular Strength, Muscular Endurance, Flexibility,

Health Concepts: __________________________________________________________

Introductory Activity/Warm-up:

ACTIVITY:

Closure:

Equipment:

Special Needs:

Reminder: Evaluation:

14UNIT OBJECTIVES/COURSE DESCRIPTIONS

UNIT: AQUATICS

Students will gain an awareness of the importance of water safety training and to provide general information on being safe in, on and around water. Students will work on their coordination and refinement of strokes. Students will participate, assess and improve levels of flexibility, cardio-vascular fitness, muscular strength and endurance, and body composition. CPR (Cardiopulmonary Resuscitation) has been mandated by the state and may be included in the curriculum.

Objectives 1. The student knows the reason for pool rules and applies safety practices while

participating in aquatic activities.2. The student demonstrates the elements of personal swimming safety and basic

non-swimming rescue techniques.3. The student understands that participation in strenuous water activities is a

means for attaining and maintaining physical fitness. 4. The student identifies aquatics as a lifetime leisure activity.5. The student will complete a Red Cross affiliated lifeguarding course.

UNIT: LIFEGUARDING

The purpose of the Lifeguarding course is to teach candidates the knowledge and skills needed to prevent and respond to aquatic emergencies. The course content and activities prepare candidates to recognize and respond quickly and effectively to emergencies and prevent drowning and injuries. First Aid and CPR certification will be earned upon passing. A class fee may be required upon passing course.

Objectives 1. The student knows the reason for pool rules and applies safety practices while

participating in lifeguarding.2. The student demonstrates the elements of personal swimming safety and basic

non-swimming rescue techniques.3. The student understands that participation in strenuous water activities is a

means for attaining and maintaining physical fitness. 4. The student will complete a Red Cross affiliated lifeguarding course which will

include CPR and First Aid Certification.

Aquatic Facility Usage Guidelines

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Working with the Aquatic Facility CPO (Certified Pool Operator) at each school, the physical education staff should assist in maintaining a safe facility that meets safety standards as required by the State Department of Health relative to the conduct of classes in an aquatic facility. These might include:

1) Copies of required certifications for all instructors/coaches using the aquatic facility should be on file with the facility CPO. Certifications should be based on the usage of the facility as required by the State Health Code.

2) Safety rules and regulations regarding the aquatic facility are posted and maintained by the facility CPO with input from physical education department staff.

3) Emergency equipment as required by the State Health Code should be readily available for use by staff. They may include: reaching pole, backboard, ring buoy, and other safety equipment as available and needed.

4) Consideration should be given by aquatic staff that a rope be in place separating the shallow from the deep portions of the pool except when the pool is used for supervised lap swimming or other instructed activities.

5) The aquatic facility should be locked and not available for usage without a staff person on deck who has the necessary certifications to be responsible for the facility.In the absence of the required certifications, the instructor/coach should make certain that at least one certified lifeguard is on duty during the activity.

Instructors/coaches should continue to provide for a safe environment relative to the use of the aquatic facility by maintaining proper certifications and aquatic safety awareness.

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UNIT: HEALTH-RELATED FITNESS AND WELLNESS

Students will enhance their ability to perform a variety of skills and applications by developing fundamental movement skills, creating original skill combinations, combining skills effectively in skill themes, and applying skills to a variety of recreational and daily life experiences. Students will participate, assess and improve levels of flexibility, cardio-vascular fitness, muscular strength and endurance and body composition. Fitness assessment and CPR (Cardiopulmonary Resuscitation) have been mandated by the state and is included in the curriculum.

Unit Objectives1. The student demonstrates an understanding of monitoring and adjusting activity

level to meet personal fitness needs through the use of heart rate monitors and other forms of technology used in the classroom.

2. The student knows the definition of terms related to conditioning exercise including muscular endurance, flexibility, cardiorespiratory endurance, and strength.

3. The student understands the value of physical activity and its relationship to health, physical fitness, and a productive lifestyle.

4. The student understands personal health and safety concepts pertaining to fitness activities.5. The student demonstrates competency in designing and implementing a

personal fitness program.6. The student must pass all CPR skills.

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UNIT: RECREATIONAL/TEAM ACTIVITIES

Demonstrate competence in the individual skills and knowledge fundamental to the playing of a variety of activities which may include; Fitness assessments, Tennis, Badminton, Archery, Table Tennis, Disc Activities, Bowling, Softball, Flag football, Rugby, Basketball, Soccer, Floor Hockey, Lacrosse, Team Handball, Volleyball, Eclipse ball, Track and Field, CPR, etc. CPR (Cardiopulmonary Resuscitation) has been mandated by the state and may be included in the curriculum.

Unit Objectives 1. The student performs skills needed for the activity.2. The student demonstrates proper techniques of safety.3. The student values individual and dual activities and their relationship to health,

physical fitness, and a productive lifestyle.4. The student demonstrates skill, strength, and fitness through individual and dual activities.5. The student applies strategies involved in a variety of individual and dual activities.6. The student demonstrates positive sportsmanship.7. The student evaluates personal levels of performance in team activities.8. The student demonstrates competency in a variety of group and team sports.

UNIT: INNOVATIVE FITNESS

Whether you are looking to improve your overall physique, gain strength and flexibility, or live a healthier lifestyle, Innovative Fitness class will aid you in your goals and expectations. This program provides opportunities for introductions to fitness which may include; Fitness assessment, Aerobics, Bosu-Trainers, Tae-Bo, Kick Boxing, Strength and Conditioning, Jogging/Walking, Medicine Ball, TRX –Strength System, Creative Dance, Jump Roping, Yoga, T25, P90X, Zumba, Insanity, Crossfit, Cardio, Spartacus, etc. Students will gain knowledge and skills to help develop personal workout plans. Students must be willing to work out at an intense cardio level, break a sweat and expect a body transformation. CPR (Cardiopulmonary Resuscitation) has been mandated by the state and is included in the curriculum.

Unit Objectives1. The student knows the appropriate definition of terms related to fitness

activities.2. The student demonstrates competency in performing a variety of movements in

fitness activities.

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3. The student demonstrates acceptable social skills while participating in fitness activities.

4. The student understands that participation in strenuous activity will contribute to physical fitness.

5. The student demonstrates safety procedures during fitness activity.UNIT: STRENGTH AND CONDITIONING

Demonstrate an understanding of the knowledge and skills essential for strength training and fitness. Demonstrate knowledge of weight training and fitness components as required through daily participation. Develop and apply appropriate safety practices related to strength training and specific activities within the environment. Students will participate, assess and improve levels of flexibility, cardio-vascular fitness, muscular strength and endurance, and body composition. Fitness assessment and CPR (Cardiopulmonary Resuscitation) have been mandated by the state and is included in the curriculum.

Unit Objectives1. The student knows the appropriate definition of terms related to strength

training.2. The student demonstrates competency in performing a variety of exercises in

strength training.3. The student demonstrates acceptable social skills while participating in strength

training.4. The student will know and demonstrate intro and/or advanced proper lifting

techniques and safety.5. The student will recognize short and long term responses to training and the

implications for the design of specific programs.

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Des Moines Public School Weight Room Guidelines forPhysical Education

There is always a degree of danger when individuals work with weight equipment. The Des Moines Public Schools recognize these risks and identified guidelines to reduce the chance for injury. Safety is our number one concern.

The following guidelines have been established for protection of anyone utilizing the weight room facilities.

1. Proper attire, including shoes, will be worn at all times.2. Do not enter the weight room without an instructor/coach present.3. Warm up properly before lifting.4. Absolutely NO horseplay.5. Make sure your lifting area is clear of equipment before and after you

lift.6. Lift within your range; have and follow an approved program.7. Know the technique of your lift before performing it.8. Use capable spotters when lifting and make eye contact with those

spotting.9. When spotting, pay attention to the lifter.10. Never interfere with someone who is lifting.11. No food or glass containers in the weight room.12. Promptly notify your instructor/coach of any injuries that occur.

An instructor/coach must always be present in the weight room when students are participating in weight lifting activities. The instructor/coach should assess the student’s ability and set the proper program to be followed.

Weight Room Rules and Procedures should be posted in a prominent place in the weight room.

The weight room should have charts of proper lifting techniques prominently posed. The instructor/coach should explain the rules and teach techniques to his/her students prior to any weight training.

In case of injury, do not move the student if there are suspected injuries to the neck, back, spine, or if the student experiences blunt trauma to the head or chest wall area.

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UNIT: BOWLING

Students learn everything that they need to know to participate in the sport of bowling. The curriculum includes skill instruction (specifically, the approach, the arm swing, the release and equipment selection). In addition, students are instructed and assessed on the application of their skill while bowling and the application of strategy applied (e.g. spares etc.). Finally, students learn the ins and outs of scoring, rules and basic bowling etiquette. Students must pay for their own games of bowling and provide their own transportation to and from the bowling alley. CPR (Cardiopulmonary Resuscitation) has been mandated by the state and is included in the curriculum.

Unit Objectives1. The student knows the appropriate definition of terms related to bowling.2. The student demonstrates competency in performing a variety of bowling skills.3. The student demonstrates acceptable social skills while participating in bowling.4. The student will know and demonstrate proper bowling techniques and safety.

UNIT: FITNESS WALKING

Walkers can improve their aerobic conditioning by building their speed and following a program of a variety of interval, heart-rate guided, and endurance workouts. Moderate to vigorous intensity cardio workouts burn calories and fat while reducing health risks. Students will participate, assess and improve levels of flexibility, cardio-vascular fitness, muscular strength, endurance and body composition. CPR (Cardiopulmonary Resuscitation) has been mandated by the state and is included in the curriculum.

Unit Objectives1. The student knows the health benefits related to fitness walking.2. The student demonstrates competency in performing fitness walking techniques.3. The student demonstrates acceptable social skills while participating in fitness

walking.4. The student will show how to monitor heart rate.

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AAHPERD1900 Association Dr.Reston, VA 22091(800) 213-7193

American Heart Association, Iowa Affiliate1111 Ninth St., Suite 280Des Moines, IA 50314(515) 244-3278

American Red Cross, Iowa Affiliate2116 Grand AvenueDes Moines, Iowa 50312(319) 243-7681

Bud, L.F. and Turner, Sue (1996). Success Oriented P.E. Activities for Secondary Students. Paramus, NJ: Prentice Hall.

Physical Education Curriculum GuideFargo Public SchoolsFargo, N.D.

FitnessgramCooper Institute for Aerobics Research12330 Preston RoadDallas, TX 75230(800) 635-7050

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Human Kinetics PublishersP.O. Box 5076Champaign, IL 61825(217) 351-5076

Innovative Fitness Connections7713 Hennings WayAnchorage, AK 99504(800) 453-9343

Iowa Association for Health, Physical Education Recreation and Dance (IAHPERD) 22

RESOURCES

School of HPELSUniversity of Northern IowaCedar Falls, IA 50614Larry Hensley, Executive Director(319) 273-6442

Iowa Governor’s Council on Physical Fitness and SportsTim Lane, Chair1304 42nd StreetDes Moines, IA 50311(515) 281-7833

Kirkpatrick, Beth and Birnbaum, Burton H. (1997). Lessons from the Heart (IndividualizingPhysical Education with Heart Monitors). Campaign, IL: Human Kinetics.

Kirkpatrick, Beth (1993). The Ultra Shuffle "Who's Keeping Score?” Grundy Center, IA.

Landy, Joanni M. and Landy, Maxwell J. (1993). Ready-to-Use P.E. Activities for Grades 7-9. West Nyack, N.Y.: Parker Publishing Company.

Lumsden, Ken and Jones, Sally (1996). Ready to Use Secondary P.E. Activities Program. West Nyak, N.Y.: Parker Publishing.

Mehrhof, Joella and Ermler, Kathy (1997). Fitness Ideas and Resources. Emporia State University, Emporia, KS.

Mohnsen, Bonnie S. (1995). Using Technology in Physical Education. Champaign, IL: Human Kinetics.

NASPE (1995). Moving into the Future: National Standards for Physical Education. Reston, VA: Mosby Publications.

NASPE (1992). Outcomes of Quality Physical Education. Reston, VA: American Alliance for Health, Physical Education, Recreation and Dance.(800) 321-0789

PE Central-World-Wide Web Site-http://pe.central.vt.edu

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