CA Physical Education High School Course 1: Freshman Grade 9

The developmental range of high school students is diverse. Students experience numerous physical and physiological changes during their high school years. Ninth-grade boys typically experience a period of rapid growth until about fourteen or fifteen years of age. Then, a slower rate of growth follows until around twenty-one years of age. By ninth grade, girls are already experiencing their slower rate of growth. As adolescents attain maturity, their body proportions become more congruent, increasing their potential for higher skill performance. Some students may not have mastered the standards of earlier grade levels, so differentiated instruction becomes increasingly important in high school.

Ninth-grade students operate using higher-order thinking skills. They evaluate performance, analyze data, reflect on personal goals, and adjust behavior as necessary. Students are now at the cognitive stage when they can synthesize much of what they have learned in the earlier grade levels and apply it to new learning situations.

Ninth-grade students are still very concerned about body image and what other people think of them. They are caught somewhere between adolescence and young adulthood as they continue to mature emotionally. Their personal experiences help to formulate their attitudes and beliefs about the world.

Course 1 addresses aquatics, rhythms/dance, and individual and dual activities. Instruction on the effects of physical activity on dynamic health and the mechanics of body movement is integrated throughout the school year. Course 1 is designed to be taken before Course 2, and, therefore, is most appropriate for ninth-grade students or other students taking their first high school physical education course.

Course Concepts/Standards:

Standard 1: Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities.

Standard 2: Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.

Standard 3: Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.

Course Learning Outcomes: By the end of Course 1 students will be able to...

STANDARD 1

• Combine and apply movement patterns, simple to complex, in aquatic, rhythms/dance, and individual and dual activities.

• Demonstrate proficient movement skills in aquatic, rhythms/dance, and individual and dual activities.

• Identify, explain, and apply the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance performance levels in aquatic, rhythms/dance, and individual and dual activities.

• Explain and demonstrate advanced offensive, defensive, and transition strategies in aquatic and individual and dual activities.

• Explain the use of the principles of biomechanics (leverage, force, inertia, rotary motion, opposition, and buoyancy); apply the principles to achieve advanced performance in aquatic, rhythms/dance, and individual and dual activities; and evaluate the performance based on the use of the principles.

• Examine the physical, emotional, cognitive, and scientific factors that affect performance and explain the relationship between those factors.

• Analyze and evaluate feedback from proprioception, from others, and from the performance of complex motor (movement) activities to improve performance in aquatic, rhythms/dance, and individual activities, and dual activities.

• Analyze and explain which training and conditioning practices have the greatest impact on skill acquisition and performance in aquatic, rhythms/ dance, and individual and dual activities.

• Create or modify practice/training plans based on evaluative feedback of skill acquisition and performance in aquatic, rhythms/dance, and individual and dual activities.

• Analyze situations and determine appropriate strategies for improved performance in aquatic, rhythms/dance, and individual and dual activities.

• Assess the effect/outcome of a particular performance strategy in aquatic, rhythms/dance, and individual and dual activities.

• Demonstrate independent learning of movement skills.

STANDARD 2

• Participate in moderate to vigorous physical activity at least four days each week.

• Participate in enjoyable and challenging physical activities that develop and maintain the five components of physical fitness.

• Meet health-related physical fitness standards established by a scientifically based health-related fitness assessment.

• Use physical fitness test results to set and adjust goals to improve fitness.

• Improve and maintain physical fitness by adjusting physical activity levels according to the principles of exercise.

• Identify the physical fitness requirements of an occupation.

• Develop and implement a one-month personal physical fitness plan.

• Analyze consumer physical fitness products and programs.

• Explain the inherent risks associated with physical activity in extreme environments.

• Identify and list available fitness resources in the community.

• Explain the role of physical activity in the prevention of disease and the reduction of health care costs.

STANDARD 3

Self-Responsibility

• Accept personal responsibility to create and maintain a physically and emotionally safe and nonthreatening environment for physical activity.

• Act independently of negative peer pressure during physical activity.

• Identify and evaluate personal psychological response to physical activity.

• Describe the enjoyment, self-expression, challenge, and social benefits experienced by achieving one’s best in physical activities.

• Develop personal goals to improve one’s performance in physical activities.

Social Interaction

• Discuss the changing psychological and sociological needs of a diverse society in relation to physical activity. 3.7 Analyze the role that physical activity plays in social interaction and cooperative opportunities in the family and the workplace.

• Recognize the value of physical activity in understanding multiculturalism.

Group Dynamics

• Recognize and evaluate the role of cooperation and positive interactions with others when participating in physical activity.

• Identify and utilize the potential strengths of each individual in physical activity.