PE and Health Curriculum

The Lovett School PE and Health Curriculum

Lifetime Fitness, Wellness, and Health (Fall Semester -all students)

In order to address critical state and national fitness issues, students must experience quality physical education that will make a significant contribution to healthy living and lifestyle choices. This course introduces students to beginning concepts of life fitness and wellness and is designed to promote life fitness behaviors for the well-being of each student. This course instills in each student a positive attitude toward physical self and lifelong physical activity and a desire to reap all of its benefits.

Students will combine both cognitive and active learning experiences through lectures and physical activity participation. This combination of learning experiences is designed to help students acquire the knowledge, skill and behavior changes necessary to make positive lifestyle choices and optimize their well-being. Research indicates a strong positive relationship between strenuous physical activity and academic performance. All upper school physical education courses provide this type of activity on a regular basis.

Essential Questions 1.

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How does high intensity aerobic exercise affect the brain and its relationship to learning and academic performance?

What is the difference between health and skill related fitness and which will this course focus on the most and why?

Why is it especially important at your age group to eat?

What are the benefits associated with participating in each of the health-related components of fitness (cardiovascular endurance, muscular strength, muscular endurance, flexibility, body composition)?

What role does the overload and progression play in the improvement of fitness activities?

What are the extra lifelong benefits of strength training associated with women?

Why are free weights more beneficial than strength training machines?

What is the relationship between stress and illness and between exercise and stress?

How would you use the F.I.T.T. formula for developing an exercise prescription for each of the components of health-related fitness?

Which health related physical fitness tests does this course use to assess cardiovascular endurance, muscular strength, muscular endurance, and flexibility? Which tests measure which component?

Can you identify the strengths and weaknesses of your health related fitness tests based on the results of your pre-testing?

Why is it necessary to monitor heart rate during physical activity?

What are the advantages of monitoring heart rate during physical activity?

Which physical activities and sports are best for achieving cardiovascular benefits?

How does an elevated HR during exercise lead to improve health?

In water safety, what are the 3 types of assists or rescues listed in order of preference?

Name 2 techniques for stabilizing the head and spine and when would you use each?

How can the weight room benefit me?

What are the safety precautions when participating in a strength-training program in the weight room?

What are the correct lifting and spotting techniques of selected strength training exercises?

Course Units 1.

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Lecture: Fitness and Wellness General Concepts Health-Related Fitness Testing Beginner Strength Training American Red Cross Basic Water Rescue Course Aerobic Endurance: Heart Rate Monitor in Health and Skill Related Activities HEALTH (see topics below)

Health Topics (Vivian Baldwin, R.N., Adolescent Health Educator) 1.

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Healthy Relationships Tobacco - Smoking Alcohol Binge Drinking and Alcohol Poisoning Stress Stress Management Dating Violence

Skills Benchmarks 1.

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Knowledge in the components of and differences between health related and skill-related fitness.

Learn the principles of training and how they relate to an exercise program.

Knowledge and understanding of the principle of overload and progression as it relates to fitness activities.

An understanding of the importance of eating especially during the adolescent age group.

An understanding of the relationship between stress and illness and between exercise and stress.

Conduct appropriate fitness assessments to assess his or her personal health fitness level in terms of cardiovascular endurance, muscular strength, muscular endurance and flexibility.

Interpret the results of health related fitness tests in order to establish goals and meet these goals after a period of training.

Understands the significance and advantages of monitoring heart rate during physical activity.

With the use of heart rate monitors, recognize a level of intensity needed to achieve a target heart rate zone in association with cardiovascular improvements.

Familiarity with physical activities and sports that are best at achieving cardiovascular benefits.

Demonstrate the ability to design an aerobic plan showing evidence of frequency, intensity, time and type of exercise.

Develop a sense of cooperation, fair-play, and sportsmanship through class participation and display appropriate behavior toward game officials, opponents and teammates.

Advanced understanding and demonstration of proper lifting and spotting techniques of selected exercises with the ability to properly assess each.

Able to work with others toward the achievement of a specific task / goal cooperatively.

Understands and demonstrates safety precautions in the weight room that are necessary for safe strength training.

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Knowledge in basic principles of emergency planning in aquatic activities and assisting others using non-swimming rescues and shallow water spinal injury management.

Participates in developmentally appropriate health-related fitness activities on a regular basis for the purpose of improving physical performance.

Develop knowledge and understanding of the attitudes necessary for a lifetime of physical activity in order to make a significant contribution to healthy living and lifestyle choices.

Successfully experience measurable benefits of physical fitness.

Assessments 1.

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Written test from the Fitness and Wellness General Concepts Lecture Health-Related Fitness Testing (AAHPERD Physical Best) Guided Discovery Discussions and Performance Task Summary in the unit “Heart Rate Monitors in Health and Skill Related Activities” Students will fill out activity log for a variety of aerobic and anaerobic activities and their heart rate related to each.

Written Test: Basic Water Rescue Course by the American Red Cross Lifting Technique Peer Evaluation Rubric: peer evaluation of weight lifting techniques Student recording of weight and maximum repetitions on personal recording sheet to measure progress Work Ethic Rubric #1 (Self Evaluation): Student self evaluation of work ethic Work Ethic Rubric #1 (Teacher Evaluation): Teacher evaluation of work ethic Visual observations of student participation, cooperation, and sportsmanship.

Mid-Semester Grading Rubric (participation, lifting technique, cooperation and sportsmanship) Final Exam: Lifting Technique Teacher Evaluation Rubric – teacher evaluation of weight lifting techniques Final Exam: Error Detection Test – identifying errors in lifting technique Final Exam: Design an Aerobic Plan

Updated May 2012

Intermediate General Fitness and Health Spring Semester

In order to address critical state and national fitness issues, students must experience quality physical education that will make a significant contribution to healthy living and lifestyle choices. This General Fitness course is designed to teach students intermediate concepts of lifetime fitness and to give each student experiences in developing personal exercise programs. This course is intended for students who have prior knowledge, experience, and basic understanding of general fitness concepts. Students will learn intermediate and advanced level exercises designed to improve their overall fitness level.

Nutrition will also be addressed. The goal of this course is to develop physically educated individuals who have the knowledge, skills, and confidence to enjoy a lifetime of healthy physical activity.

Participation outside of class is critical to developing active and healthy lifestyles and behaviors.

Research indicates a strong positive relationship between strenuous physical activity and academic performance. All upper school physical education courses provide this type of activity on a regular basis.

Essential Questions 1.

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What role does the overload and progression play in the improvement of fitness activities?

What are the physical fitness components you should address when designing your personal fitness program?

How do you design a personal fitness program for all components of fitness that will lead to or maintain an optimum level of health-related physical fitness?

Which activities are best at improving muscular strength and/or endurance?

What is the correct exercise order when designing a muscular strength/endurance program?

Which activities are best at improving cardiovascular fitness?

How do you determine the rate at which your heart should be exercised?

How does high intensity aerobic exercise affect the brain and its relationship to learning and academic performance?

What are the safety precautions when participating in a strength-training program in the weight room?

What are the correct lifting and spotting techniques of selected strength training exercises?

What influences people to buy fitness, nutrition and diet products?

What is the most powerful tool in combating consumer fraud?

Why do you think people produce products that are obviously based on false statements and then do their best to sell them to all of us? Are they dummies?

Do you know family members, friends, or anyone else who purchased a product that promises to improve the quality of their lives? What were some of the products?

How does knowledge of consumer issues in fitness, diet and nutrition help protect you from spending money on worthless products?

How can nutrition labels on food products be misleading?

What influence does the media (advertising) have on the purchasing of food, fitness and diet products?

Based on the information listed on a food label, how do you calculate caloric percentages?

What role does the “comfort zone� have in improving fitness?

Which stretches are best for a proper warm-up/cool-down?

Course Units 1.

2.

3.

4.

5.

6.

7.

Alcohol and Drug Awareness Program Intermediate Muscular Strength and Endurance Training Aerobic Endurance: Heart Rate Monitor in Health and Skill Related Activities Work Ethic vs. Comfort Zone Media / Advertising Influence on Nutrition and Fitness Health-Related Fitness Testing HEALTH (see topics below)

Health Topics (Vivian Baldwin, R.N., Adolescent Health Educator) 1.

2.

3.

4.

HIV / AIDS Risk Factors Marijuana / Spit Tobacco Other Drugs / Over the Counter and Prescription Depression

Skills Benchmarks 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

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Knowledge and understanding of the principle of overload and progression as it relates to fitness activities.

Understands the significance and advantages of monitoring heart rate during physical activity.

Demonstrate the ability to exercise with their individual aerobic training zone.

Learn how to calculate target HR zone.

Learn how to monitor heart rate without a Polar HR monitor.

With the use of heart rate monitors, recognize a level of intensity needed to achieve a target heart rate zone in association with cardiovascular improvements.

Familiarity with physical activities and sports that are best at achieving cardiovascular benefits.

Maintain an accurate lifting and aerobics records of their progress throughout the semester.

Regularly adjust work load as dictated by lifting and aerobic performances.

Advanced understanding and demonstration of proper lifting and spotting techniques of selected exercises with the ability to properly assess each.

Learn the principles of training and how they relate to an exercise program.

Design a personal fitness program that will lead to or maintain an optimum level of all components of health-related physical fitness.

Demonstrate the ability to design their own strength training program showing evidence of proper sets and reps as well as muscle balance and correct exercise order.

Demonstrate the ability to design a complete personal fitness plan showing evidence of proper warm-up/cool-down and cardiovascular and strength training guidelines.

Understands and demonstrates safety precautions in the weight room that are necessary for safe strength training.

Learn how to push past what their body is comfortable doing and realize that pushing out of that comfort zone is the only way that the body is going to experience adaptations.

Participates in developmentally appropriate health-related fitness activities on a regular basis for the purpose of improving physical performance.

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Develop knowledge and understanding of the attitudes necessary for a lifetime of physical activity in order to make a significant contribution to healthy living and lifestyle choices.

Participate in fitness-enhancing activities outside of school.

Successfully experience measurable benefits of physical fitness.

Gain an understanding of Food Labels by reading and comparing them.

Provide an opportunity for students to recognize methods that are used in commercials to promote a quack product.

Knowledge to make wise decisions in the purchase of health and fitness products.

Help students gain an understanding of methods of counteracting the efforts of companies to sell unsound products.

Determine the validity of marketing claims promoting physical fitness, nutrition, and diet products and services.

Identify methods of countering false advertising.

Understand what types of food are high in carbohydrates, proteins and fats based on food label information.

Recognize misleading nutrition labels on food products.

Evaluate consumer issues as it related to fitness fads and quackery in today’s society as well as the influence that advertising has on the selection of food, fitness and diet products.

Successfully calculate caloric percentages based on information listed on a food label.

Educate and motivate students to want to stay physically active and make healthy lifestyle choices far beyond their high school years.

Help students realize that regular high intensity physical activity will increase their energy level and production and may help with their academic performance.

Develop a sense of cooperation, fair-play, and sportsmanship through class participation and display appropriate behavior toward game officials, opponents and teammates.

Assessments 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

Alcohol & Drug Awareness Program End of Unit Test Student recording of weight and maximum repetitions on personal recording sheet to measure progress.

Students will fill out activity log for a variety of aerobic activities and their heart rate related to each.

Students will complete a Target Heart Rate (THR) worksheet to determine THR zone.

Work Ethic Rubric #2 (Self Evaluation): Student self evaluation of work ethic Work Ethic Rubric #2 (Teacher Evaluation): Teacher evaluation of work ethic Worksheet: Most/Least Healthiest Foods Sold in the Lovett CafĂŠ Worksheet: How to Read a Food Label Worksheet: Calculating Caloric Percentages Visual observations of student participation, cooperation, and sportsmanship.

Health-Related Fitness Testing (AAHPERD Physical Best) Personal Fitness Written Plan

Updated May 2012

Intermediate Strength and Conditioning and Health Spring Semester

In order to address critical state and national fitness issues, students must experience quality physical education that will make a significant contribution to healthy living and lifestyle choices. This course is intended for students who have prior knowledge, experience, and basic understanding of strength and aerobic training. Students will learn intermediate and advanced level exercises designed to improve their overall strength. This course is designed for students who are very serious about improving their current level of fitness with emphasis in strength and conditioning. Three classes a week are devoted to either sport specific strength training for athletes or body sculpting strength training and conditioning for non-athletes. If there is a fourth class during the week, it will emphasize other components of health-related fitness. It also includes jump, speed, agility, and reaction training. Nutrition will also be addressed. Although muscular strength is emphasized the most, all components of health-related fitness are addressed.

Research indicates a strong positive relationship between strenuous physical activity and academic performance. All upper school physical education courses provide this type of activity on a regular basis.

Essential Questions 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

What are the safety precautions when participating in a strength-training program in the weight room?

What are the correct lifting and spotting techniques of selected strength training exercises?

What role does the “comfort zone� have in improving fitness?

Which stretches are best for a proper warm-up/cool-down?

What influences people to buy fitness, nutrition and diet products?

What is the most powerful tool in combating consumer fraud?

Why do you think people produce products that are obviously based on false statements and then do their best to sell them to all of us? Are they dummies?

Do you know family members, friends, or anyone else who purchased a product that promises to improve the quality of their lives? What were some of the products?

How does knowledge of consumer issues in fitness, diet and nutrition help protect you from spending money on worthless products?

How can nutrition labels on food products be misleading?

What influence does the media (advertising) have on the purchasing of food, fitness and diet products?

Based on the information listed on a food label, how do you calculate caloric percentages?

What are the best exercises for the improvement of your sport of choice?

How do you adjust your workload in order for overload and progression to occur?

Course Units 1.

2.

3.

Alcohol and Drug Awareness Program Intermediate Strength & Conditioning Work Ethic vs. Comfort Zone

4.

5.

6.

Media / Advertising Influence on Nutrition and Fitness Health-Related Fitness Testing HEALTH (see topics below)

Health Topics (Vivian Baldwin, R.N., Adolescent Health Educator) 1.

2.

3.

4.

HIV / AIDS Risk Factors Marijuana / Spit Tobacco Other Drugs / Over the Counter and Prescription Depression

Skills Benchmarks 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

Knowledge and understanding of the principle of overload and progression as it relates to fitness activities.

Maintain accurate lifting records of their progress throughout the semester.

Regularly adjust work load as dictated by lifting performances.

Advanced understanding and demonstration of proper lifting and spotting techniques of selected exercises with the ability to properly assess each.

Understands and demonstrates safety precautions in the weight room that are necessary for safe strength training.

Able to work with others toward the achievement of a specific task/goal cooperatively.

Learn how to push past what their body is comfortable doing and realize that pushing out of that comfort zone is the only way that the body is going to experience adaptations.

Participates in developmentally appropriate health-related fitness activities on a regular basis for the purpose of improving physical performance.

Develop knowledge and understanding of the attitudes necessary for a lifetime of physical activity in order to make a significant contribution to healthy living and lifestyle choices.

Participate in fitness-enhancing activities outside of school.

Successfully experience measurable benefits of physical fitness.

Gain an understanding of Food Labels by reading and comparing them.

Provide an opportunity for students to recognize methods that are used in commercials to promote a quack product.

Knowledge to make wise decisions in the purchase of health and fitness products.

Help students gain an understanding of methods of counteracting the efforts of companies to sell unsound products.

Determine the validity of marketing claims promoting physical fitness, nutrition, and diet products and services.

Identify methods of countering false advertising.

Understand what types of food are high in carbohydrates, proteins and fats based on food label information.

Recognize misleading nutrition labels on food products.

Evaluate consumer issues as it related to fitness fads and quackery in today’s society as well as the influence that advertising has on the selection of food, fitness and diet products.

Successfully calculate caloric percentages based on information listed on a food label.

22.

23.

24.

Educate and motivate students to want to stay physically active and make healthy lifestyle choices far beyond their high school years.

Help students realize that regular high intensity physical activity will increase their energy level and production and may help with their academic performance.

Develop a sense of cooperation, fair-play, and sportsmanship through class participation and display appropriate behavior toward game officials, opponents and teammates.

Assessments 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

Alcohol & Drug Awareness Program End of Unit Test Student recording of weight and maximum repetitions on personal recording sheet to measure progress.

Lifting Technique Peer Evaluation Rubric: peer evaluation of weight lifting techniques Work Ethic Rubric #2 (Self Evaluation): Student self evaluation of work ethic Work Ethic Rubric #2 (Teacher Evaluation): Teacher evaluation of work ethic Worksheet: Most/Least Healthiest Foods Sold in the Lovett CafĂŠ Worksheet: How to Read a Food Label Worksheet: Calculating Caloric Percentages Visual observations of student participation, cooperation, and sportsmanship.

Final Exam: Lifting Technique Teacher Evaluation Rubric – teacher evaluation of weight lifting techniques Health-Related Fitness Testing (AAHPERD Physical Best)

Updated May 2012

Advanced Fitness Course Description: This course is designed for students who have prior knowledge, experience, and understanding of weight training. Students who are athletes and non-athletes are encouraged to take this class.

Students will learn intermediate and advanced level exercises designed to improve athletic performance, flexibility, and prevent injuries. Programs will be designed for athletes in season and out of season, as well as non-athletes who have specific goals for fitness. Training methods will include free weights, machines, dumbbells, and cardio equipment.

Essential Questions: 1. Why is it important to set goals when designing a program for total body fitness?

2. What are the principles used to develop a personalized fitness program?

3. What are the safety precautions when participating in an advanced strength-training program?

4. What does the term “spotting� mean? What are the various ways to spot exercises?

5. Why is flexibility important in athletics and for your health? How do you perform static, dynamic, and PNF stretches?

6. What are the benefits of using plyometrics in complex strength training?

7. What is progressive overload? What role does it play in strength training?

8. Why is the sequence of exercises for the clean and jerk and snatch important?

9. What is the term used to describe varying the volume and intensity in a cyclical progression?

10. Is the volume and intensity for power exercises different from strength exercises?

11. Is absolute, limit or relative strength more important for athletic performance?

12. Why is it important to pre-test before and post-test after each training cycle?

13. What are some good examples of pre-game and post-game meals?

14. How often should you hydrate before, during, and after an athletic event?

Skills Benchmarks: 1. Knowledge and understanding of goal setting and how it relates to designing programs for fitness.

2. Learning various principles used to design personalized fitness programs.

3. Understanding and demonstrating safety precautions in the weight room that are necessary for safe learning.

4. Advanced understanding and demonstration of spotting techniques with the ability to properly assess each.

5. An understanding of the importance of flexibility as it relates to athletic performance and being able to properly demonstrate each type.

6. Knowledge and understanding of how plyometrics, through complex strength training, can improve athletic performance.

7. Advanced knowledge and understanding of progressive overload and how it’s used when developing strength programs.

8. Learning the sequence of exercises for the clean and jerk and snatch and the importance when developing technique.

9. Knowledge and understanding of the term “periodization� as it relates to training principles.

10. Knowledge and understanding of how to manipulate sets, reps, and intensity as it relates to different exercises.

11. Advanced understanding of the three different types of strength and which is more beneficial to athletic performance.

12. Understand the significance of maximum testing before and after each training cycle and how it relates to developing strength programs.

13. Learning different options when choosing pre-game and post-game meals and the caloric percentages needed from carbohydrates, protein, and fat.

14. Advanced knowledge and understanding of the importance of hydration and how it relates to athletic events.

Assessments: 1. Lifting Technique Peer Evaluation Rubric: Peer evaluation of weight lifting techniques 2. Student recording of weight and maximum repetitions on personal recording sheet to measure progress 3. Work Ethic Rubric #1 and #2 (Self Evaluation): Student self evaluation of work ethic 4. Work Ethic Rubric #1 and #2 (Teacher Evaluation): Teacher evaluation of work ethic 5. Visual observation of student participation, cooperation, and sportsmanship 6. Visual observation of maximum testing to assess strength gains.

7. Mid-Semester Grading Rubric (participation, cooperation, and sportsmanship) Updated August 2012