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ARCHDIOCESE OF CINCINNATI – PHYSICAL EDUCATION CURRICULUM

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Physical Education Curriculum: High School “Physical education is an integral part of the Catholic schools’ total education program in that

it develops the body, which is the temple of the Holy Spirit (1 Corinthians 6:19).”

The Archdiocese of Cincinnati Curriculum Guide for Physical Education in high school

communicates the combined vision of teachers, coordinators, and administrators. The Grades 9-

12 curriculum seeks to develop students’ knowledge, skills, behaviors and dispositions to

demonstrate physical literacy and engage in a lifetime of physical activity. Physical literacy is

“the ability to move with competence and confidence in a wide variety of physical activities in

multiple environments that benefit the healthy development of the whole person.” The high

school curriculum includes two semesters to address the Ohio graduation requirement. Programs

are permitted to build from this document to provide additional semesters if needed.

How to use read this document

The purpose of this curriculum guide is to provide teachers and administrators with

grade-band appropriate guidelines, outcomes, sequencing of activities and aligned

assessments in the elementary grades. The Ohio Physical Education Academic Content

Standards, benchmarks and grade level indicators provide the foundation for the

Archdiocese of Cincinnati Physical Education Curriculum. The curriculum is designed to

demonstrate each of the standards and benchmarks. The curriculum guide identifies the

standards, benchmarks and indicators. The guide also includes benchmark assessments

and suggested activity and unit content. Standards are overall curriculum goals that

identify the skills, knowledge and dispositions that students should demonstrate at the end

of the program. Benchmarks are learning outcomes that should be achieved at the end of a

grade band. Grade bands in Ohio are K-2, 3-5, 6-8, 9-12. Indicators are grade level outcomes

that contribute to the achievement of benchmarks.

The Ohio Physical Education Academic Content Standards, benchmarks and grade level

indicators provide the foundation for the Archdiocese of Cincinnati Physical Education

Curriculum. The curriculum is designed to demonstrate each of the standards and benchmarks.

The purpose of this curriculum guide is to provide teachers and administrators with grade-band

appropriate guidelines, sequencing of content and assessments in the high school grades. The

curriculum guide identifies the aligned Ohio Physical Education Standards and Benchmarks,

Benchmark Assessments and unit content. While it is the intent of the program to address each of


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the indicators outlined in the Ohio Physical Education Academic Content Standards document,

the curriculum guide recognizes the contextual constraints such as time, class sizes, and

equipment and determined it is not realistic to address every indicator in the high school (9-12)

grade band at this time. If additional resources become available to physical education,

additional indicators can be addressed.

The physical education curriculum supports learning in other academic content areas by

integrating cross-curricular content material through physical education assessments and

activities. The physical education program also supports the Archdiocese of Cincinnati

Catechetical Program by integrating concepts and principles within the curriculum. The

Connections to Scripture document within the physical education curriculum provides a resource

for teachers to generate ideas to make specific connections in lessons.

Rationale for High School Physical Education

What is the goal of High School Physical Education?

The goal of High School Physical Education is for students to develop confidence,

knowledge and motor skill proficiency in specific physical activities of their choice that can be

used as part of a physically active lifestyle. Students in high school physical education will

further develop and apply fitness and physical activity concepts to develop clear and specific

plans for physical activity and fitness. Students also refine and apply personal and social

responsible behaviors in more complex and authentic situations. The focus is to create a

meaningful curriculum where students can apply their skills, knowledge and values to be

physically active. Teachers must create a learning environment where students feel empowered

to be physically active. The learning environment should be supportive, respectful of differences

and embrace the contributions of every student.

How does high school fit within the K-12 curriculum?

High school physical education builds upon the knowledge, skills and behaviors

previously developed in elementary and middle school physical education. High school physical

education is in a unique position as the final opportunity in the school environment to have a

positive influence on students’ fitness and physical activity. High school physical education is

designed to demonstrate each of the Ohio Physical Education Standards, and demonstrate these

behaviors in more advanced and authentic contexts. Standard 3 (Physical Activity & Health-


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related Fitness) receive a greater emphasis in high school physical education. Students will apply

skills and knowledge to develop and implement personal physical activity and fitness plans. The

physical activity and fitness plans developed by each student in high school physical education is

intended to provide a foundation that can be used to participate in a healthy, physically active

lifestyle.

High School Standards and Assessments

The Archdiocese of Cincinnati Schools Physical Education 9-12 curriculum guide is

aligned with the Ohio Physical Education Academic Content Standards. The following five

standards and associated benchmarks are the driving force of this document and should be

evident in teacher’s planning and daily lessons. The grade band benchmarks and grade level

indicators have specific learning goals in mind, but allow teachers the flexibility to plan lessons

to best meet individual student needs, building space, and access to equipment. It is an

expectation that each student who successfully completes the curriculum will demonstrate each

of these standards to become physically literate.

Standard 1: Demonstrates competency in a variety of motor skills and movement patterns.

Standard 2: Applies knowledge of concepts, principles, strategies and tactics related to

movement and performance.

Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhancing

level of physical activity and fitness.

Standard 4: Exhibits responsible personal and social behavior that respects self and others.

Standard 5: Recognizes the value of physical activity for health, enjoyment, challenge, self-

expression and/or social interaction.

Assessment Overview

The key outcome in an effective physical education curriculum is student learning.

Student learning is essential to develop physical educated students who will have the knowledge,

skills and attitudes to participate in a lifetime of physical activity. The Archdiocese of Cincinnati

Physical Education curriculum is focused on students demonstrating each of the Ohio Physical

Education Academic Content Standards and Benchmarks. The Ohio Benchmark Assessments

will provide the foundation for assessment of student learning in physical education. The high

school program will assess student learning in each of the 10 benchmarks. In addition to the

benchmark assessments, teachers will implement formative assessments within lessons and units


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to provide students and teachers feedback about student progress towards achieving each

benchmark. Teachers should report benchmark assessment data to the appropriate school

representative each year and use the data to make instructional and curricular decisions. The

school-representative will then report the data to the Archdiocese. In Archdiocese of Cincinnati

the physical education teachers and curriculum advisors have determined the Benchmark

Assessment data will be collected during both semesters in the high school curriculum.

Grading

Student grades in physical education will be a direct result of the achievement of learning

outcomes. Final grades in physical education should reflect the achievement of each of the

standards and benchmarks. Grades giving within a grading period should reflect a student’s

progress towards the standards, but based on resources available such as time and equipment it

may not be appropriate to have a grade for each standard or benchmark within a grading period.

“Effort” and “Participation”grade - Behavior and/or participation is comprised of

behaviors that are aligned with aspects of Standard 4. Thus, participation, effort and/or behavior

can be included as a component of a students overall grade. Behavior and participation must be

assessed using valid and reliable assessment tools such as the Ohio Benchmark Assessment for

Standard 4. The Ohio Benchmark Assessment for Standard 4 (Benchmark A) in the category

self-direction defines various levels of performance associated with “participation/effort” or self-

direction. Other aspects of behavior such as safety (4A), cooperation (4B), respecting others (4B)

and resolving conflict/fair play (4B) are also described in the rubric. Teachers should

communicate their expectations for personal and social responsibility with their students.

Dress

Proper hygiene and safety is important and dressing appropriately is an expectation for

physical education. Dress can be recorded and used in the calculation of students final grade in

physical education. If the program deems it necessary to use dress as part of the students’ grade

then a rubric must be developed. Dress should not account for more than 10% of the final grade.

Dress is considered a behavior management issue and not a student learning issue, thus it is not

included in determining student grades. Physical Education is not what you wear, but what you

do. Expectations for dress and consequences for challenges associated with meeting this


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expectation will be developed by the physical education teacher in accordance with school

policy.

Substitution Policy

The outcomes presented in this course of study show the importance of physical

education in the development of the total child and lifetime physical activity behaviors. There is

no substitute for quality physical education. While the activities identified in the Ohio Revised

Code (two seasons of athletics, marching band, ROTC and cheerleading) are excellent

extracurricular activities, their primary intention is NOT to develop physical activity behaviors in

our students. It is our hope that high schools within the Archdiocese will use credit flexibility as

the option to provide flexibility in students’ schedules.

Credit Flexibility

Credit flexibility requires students to demonstrate the outcomes of the course to earn the

course credit. The Ohio Physical Education Standards and specifically the Benchmarks are the

outcomes demonstrated by each high school student. Teachers should utilize the Ohio Physical

Education Evaluation for high school to guide students completing credit flexibility. Using these

assessments should help provide students structure and guidance while still allowing the student

the ability to choose a wide scope of activities to demonstrate the outcomes.

Description of Instruction

Each unit should last between 10 to 20 days to develop movement skill competency and

significant knowledge about the activity to be able to successfully engage in the activity

throughout their life. To stay current with national trends in physical education, different

instructional models should be used to deliver lessons to students. In addition to the direct

instructional model and the closely associated skills-based approach; teachers should use the

sport education model as well as the tactical approach model to deliver instruction to their

classes. The use of the tactical model (Teaching Games for Understanding) when teaching

invasion, net/wall, strike/fielding or target games will allow for the transfer of tactical decision-

making skills and strategies to transfer across different games within the category of games.

Adventure Education or Adventure Based Learning is an excellent tool to develop 4AB and the

sense of community within the class. Teachers are expected to employ best practices for

instruction and activities (see the National Association for Sport and Physical Education Position

Statements and Appropriate Instructional Practices Guidelines). Formative assessment of student


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learning should occur over the course of a lesson or unit, opposed to waiting until the end of a

unit for final evaluation of skills and knowledge.

As with Grades K-8, it is an expectation that high school physical education will be a

developmentally appropriate environment. High school physical education must be a positive

experience where students learn if we are to meet our goal of lifetime physical activity.

Instruction should be student-centered with modifications and variations to learning task to meet

the needs of each student. Activities should be planned to maximize student learning and

moderate to vigorous activity levels. Small-sided games and authentic tasks should be utilized in

sports and games to develop competency. Developmentally appropriate activities should provide

meaningful engagement for all students. Practice tasks should allow all students to be

challenged, yet successful. Elimination games or developmentally inappropriate activities such

as dodgeball are not recommended and should not be played in high school physical education.


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Catholic Identity

The Catholic Identify and the pillars of the Archdiocese of Cincinnati Catechetical

Program are integrated within our physical education curriculum. We see physical education as

an opportunity to implement and apply many of these outcomes. We see the greatest opportunity

with Standard 4 of the Physical Education outcomes. We have identified specific scripture that

aligns with key outcomes of Standard 4 of safety, self direction, cooperation, respecting others

and fair play. We provide these as suggestions and ideas to help teachers generate additional

opportunities to integrate scripture into their teaching.

Curriculum Maps

Each curriculum map identifies key content areas that align with each of the 10 benchmark

assessments and with the grade level indicators within the Ohio Physical Education Assessments.

Content can be covered in the sequence in which it is presented or can be expanded, rearranged

and/or revisited to meet the requirements of individual programs. It is also suggested that units of

instruction within the grade band will implement formative assessments to track progress and

inform instruction.

Each curriculum map contains:

Suggested number of lessons for each content focus,

Aligned benchmarks and benchmark assessments, and

Appropriate content focus


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HIGH SCHOOL STANDARDS, BENCHMARKS & INDICATORS Key: Standard.Benchmark.Grade Level.Indicator (Example: PE.1.2.K.1)

Standard 1: Demonstrates competency in a variety of motor skills and movement patterns.

Benchmark 1 - Demonstrate combined movement skills and patterns in authentic settings.

Standard Description Content Focus *Key Target Academic Vocabulary

PE.1.1.9.1 Design and demonstrate a routine that combines complex

movement patterns (e.g., traveling, rolling, balance, weight

transfer) into a smooth, flowing sequence with the music or

rhythm as an individual or with a partner or group in a

performance setting.

Movement Sequence &

Dance

Critical elements from the selected

skills within selected activities

PE.1.1.10.1 Demonstrate competent performance of basic and advanced skills

within current and traditional dance genres (e.g., line, hip-hop,

aerobic, square, jazz, tap, modern, ballet, interpretive, folk, social,

African American cultural).

PE.1.1.9.2 Demonstrate consistency in individual specialized skills in health-

related fitness activities (e.g., resistance training, yoga,

kickboxing, fitness walking). Fitness Skills



PE.1.1.10.2 Demonstrate competent performance of individual specialized

skills in health-related fitness activities (e.g., resistance training,

yoga, kickboxing, fitness walking).

PE.1.1.9.3 Demonstrate consistency in performing individual specialized

skills in a variety of movement forms (e.g., aquatics,

outdoor/recreational activities, and track and field). Individualized specialized

skills



PE.1.1.10.3 Demonstrate competent performance of individual specialized

skills in select movement forms (e.g., aquatics, outdoor activities,

track and field, gymnastics).


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Benchmark 2 - Demonstrate specialized manipulative skills in a variety of settings.


PE.1.2.9.1 Demonstrate competent skill performance by maintaining

possession, scoring and defending scoring in small-sided and/or

full-sided invasion games (e.g., soccer, basketball, hockey). Invasion Games




by maintaining possession, scoring and defending scoring in

invasion games within authentic settings.

PE.1.2.9.2 Demonstrate competent skill performance by scoring and

defending scoring in small-sided and/or full-sided net games (e.g.,

badminton, volleyball, tennis, racquetball, pickleball, squash). Net/Wall




by scoring and defending scoring in net/wall games within

authentic settings.

PE.1.2.9.3 Demonstrate competent skill performance by scoring (e.g., base

running, batting) and defending scoring (e.g., pitching, fielding)

in small-sided and/or full-sided striking and fielding games (e.g.,

softball, cricket, rounders, baseball). Strike/Field




by scoring and defending scoring in striking and fielding games

within authentic settings.

PE.1.2.10.4 Demonstrate competent skill performance by scoring and

preventing scoring in target games with and without an opponent

(e.g., golf, archery, bowling, shuffleboard, croquet, bocce, baggo). Target




by scoring and preventing scoring in target games within

authentic settings.


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Standard 2: Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Benchmark 1 - Apply knowledge of tactical concepts and strategies in authentic settings.


PE.2.1.9.1 Describe tactics to participate successfully in small-sided

games across multiple categories of movement forms (games,

individual performance activities and lifetime physical

activities).

Tactics

PE.2.1.10.1 Apply tactics to participate successfully in full-sided games

across multiple categories of movement forms (games,


activities).

PE.2.1.9.2 Describe effective strategies for successful performance in

select categories of movement forms (games, individual

performance activities and lifetime physical activities).

Strategies

PE.2.1.10.2 Implement effective strategies for successful performance in

select categories of movement forms (games, individual

performance activities and lifetime physical activities).

PE.2.1.9.3 Describe the transfer knowledge of previously learned tactics

and strategies to similar but different movement forms (games,


activities).

Tactics & Strategy Transfer

Transfer

PE.2.1.10.3 Transfer knowledge of previously learned tactics and strategies

to participate in similar but different movement forms (games,


activities).


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Benchmark 2 - Apply biomechanical principles to performance in authentic settings.


PE.2.2.9.1 Describe critical elements and biomechanical principles (e.g.,

stability, rotation, linear and angular motion) to perform

movement forms.

Biomechanical Principles

Acceleration

Angle of release/ Trajectory

Angular motion

Balance, Center of Gravity,

stability

Body position

Force

Friction

Inertia

Linear motion

Mass

Rotation

Speed/velocity

Torque

PE.2.2.10.1 Apply critical elements and biomechanical principles (e.g.,

stability, rotation, linear and angular motion) to perform

increasingly complex movement forms.

PE.2.2.9.2 Analyze skill performance of self and others across multiple

movement forms.

Skill Analysis

PE.2.2.10.2 Analyze and evaluate skill performance of self and others

across multiple movement forms.

PE.2.2.9.3 Identify ways to improve performance of select movement

forms using cues, practice drills and fitness activities.

Practice Plan

Cues

Environmental cues

Practice drills

Fitness activities PE.2.2.10.3 Apply biomechanical principles, knowledge of critical

elements, cues, practice drills and fitness activities to improve

movement performance.


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Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and

fitness.

Benchmark 1. Develops a current and lifetime physical activity plan.


PE.3.1.9.1 Identifies current and future lifetime physical activity

opportunities

Physical Activity

Knowledge

Sedentary, Physical Activity,

Moderate, Vigorous, Accessibility,

Availability, PE.3.1.10.1 Participate in self-selected physical activity and keep logs of

Identifies current and future physical activity opportunities along

with barriers and helpers to being physically active.

PE.3.1.9.2 Analyzes technology, social media or community physical

activity opportunities.

PE.3.1.10.2 Analyzes community physical activity opportunities for quality,

accessibility and availability.

PE.3.1.9.3 Creates a physical activity plan to meet current needs and

interests. Physical Activity Plan Barrier, Helper, Behavior Change

PE.3.1.10.3 Creates a lifetime physical activity plan to meet adult physical

activity needs.


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Benchmark 2 - Implements principles and practices to develop a fitness and nutritional plan to meet individual needs.


PE.3.2.9.1 Analyzes and applies technology to support fitness and physical

activity. Health-related fitness

knowledge

Frequency, intensity, duration,

specificity, progressive overload, PE.3.2.10.1 Analyzes and applies technology and social media tools to

support fitness and physical activity.

PE.3.2.9.2 Identifies activities and applies fitness principles (rates of

perceive exertion, pacing, etc.) to maintain or improve

cardiorespiratory endurance. Cardiorespiratory Endurance

Principles Pacing, Intensity, Target Heart Rate

PE.3.2.10.2 Develops a cardiorespiratory endurance plan that identifies

activities and applies fitness principles to improve or maintain.

PE.3.2.9.3 Identifies different types of strength activities and applies fitness

principles to develop muscular strength & endurance. Muscular Strength &

Endurance Principles

PE.3.2.10.3 Develops a muscular strength & endurance plan that identifies

activities and applies fitness principles to improve or maintain.

PE.3.2.9.4 Identify activities and apply FITT principles to improve or

maintain flexibility. Flexibility Principles

Repetition, set, intensity, specificity,

strength v endurance PE.3.2.10.4 Develops a flexibility plan that identifies activities and applies

fitness principles to improve or maintain flexibility.

PE.3.2.9.5 Creates a health-related fitness plan that applies fitness concepts

and principles for each component of fitness. Health-related fitness

concepts Specificity, intensity, static, dynamic, PE.3.2.10.5 Creates a health-related fitness plan that applies fitness concepts

and principles for each component of fitness for a college-age

student or adult.

PE.3.2.9.6 Applies nutritional concepts for exercise and creates a snack plan

for before, during and after exercise to meet nutrition needs. Nutrition for fitness and

physical activity

PE.3.2.10.6 Designs a plan to maintain an appropriate energy balance for a

healthy, active lifestyle.


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Standard 4: Exhibits responsible personal and social behavior that respects self and others.

Benchmark 1 - Demonstrate leadership by holding self and others responsible for following safe practices, rules, procedures and etiquette in physical

activity settings.


PE.4.1.9.1 Contribute to the development and maintenance of rules that

provide for safe participation in physical activities.

Personal Responsibility

Safety

Safety

PE.4.1.10.1 Contribute to the development and maintenance of rules that

provide for safe participation in physical activities.

PE.4.1.9.2 Identify unsafe practices and offer appropriate alternatives.

PE.4.1.10.2 Recognize unsafe conditions in an athletic venue and

independently take steps to correct them.

PE.4.1.9.3 Gives consistent effort at an appropriate level of challenge and

is responsible for individual actions.

Self-Direction

Life in Christ (1.45, 66)

PE.4.1.10.3 Demonstrates self-direction in a variety of physical activities

and tries out new or different tasks or challenges.


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Benchmark 2 - Initiate responsible personal social behavior and positively influence the behavior of others in physical activity settings.


PE.4.2.9.1 Communicate effectively with others to promote respect and

conflict resolution in cooperative and competitive physical

activities.

Social Responsibility –

Cooperation

(Life in Christ – III 1.47)

Cooperation

PE.4.2.10.1 Encourage appropriate cooperative and socially responsible

behavior of participants and audience.

PE.4.2.9.2 Recognize how to modify group activities, game expectations or

behaviors to accommodate individuals with lesser or greater

skills or special needs.

Social Responsibility –

Respect

(Life in Christ – III K.27, 31)

Respect

PE.4.2.10.2 Modify group activities, game expectations or behaviors to

accommodate individuals with lesser or greater skills or special

needs.

PE.4.2.9.3 Accept decisions made by the designated official and respond to

winning or losing with dignity and respect.

Fair Play

(Life in Christ – III 1.47, 50,

62)

(Life in Christ – 2.44, 45, 47)

PE.4.2.10.3 Accept decisions made by the designated official and respond to

winning or losing with dignity and respect.


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Standard 5: Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction

Benchmark 1 – Analyzes the activity to identify specific physical, mental and social health benefits.


PE.5.1.9.1 Analyzes the impact of physical activity on the body and

explain the health benefits of regular participation in moderate

to vigorous physical activity.

Health Reasons:

Physical

Emotional

Brain Functions

PE.5.1.10.1 Analyzes the impact of a specific physical activity on the body

and links the benefits to all of the components of fitness.

PE.5.1.9.2 Analyzes the impact of physical activity on emotional health.

PE.5.1.10.2 Analyzes the impact of a specific physical activity on

emotional health.

PE.5.1.9.3 Analyzes the connection between physical activity and

intellectual health, as it relates to the positive effects of

physical activity on brain function.

PE.5.1.10.3 Analyzes the connection between a specific physical activity

and intellectual health, as it relates to the positive effects of

physical activity on brain function.


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Benchmark 2 - Expresses multiple, specific reasons (enjoyment, challenge, self-expression, social) to participate in a selected physical activity.


PE.5.2.9.1 Shares the specific reasons for participating in a selected

physical activity.

Reasons to participate in

physical activity.

PE.5.2.10.1 Articulate reasons to participate in specific physical activities

that would be enjoyable as lifetime pursuits with a clear

message about the reasons and effectively encourages others to

participate in the activity.

PE.5.2.9.2 Articulate reasons that specific physical activities would be

enjoyable as lifetime pursuits.

PE.5.2.10.2 Research and identify options/ways for people to participate in

the physical activity now and throughout their life.

PE.5.2.9.3 Shares the specific social benefits resulting from participation

in a selected physical activity.

PE.5.2.10.3 Describes the social benefits of participating in a selected

lifetime physical activity.

PE.5.2.9.4 Identifies the challenges in learning a new physical activity.

PE.5.2.10.4 Identifies the feelings that come with the challenge of learning

a new physical activity.

RESOURCES:

Ohio Department of Education. Physical Education Evaluation. http://education.ohio.gov/Topics/Ohio-s-New-Learning-

Standards/Physical-Education/Physical-Education-Evaluation-updated

Ohio Department of Education. Physical Education Academic Content Standards. http://education.ohio.gov/Topics/Ohio-s-New-

Learning-Standards/Physical-Education


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Grade 9-12: Physical Education Curriculum Map

Semester 1

9 – 12 Grade Band

Identified below are key content areas that align with each of the 10 benchmark assessments and

with the grade level indicators within the Ohio Physical Education Assessments. The suggested

number of lessons is based on 90 days per semester for 2 semesters at the high school level.

Content can be covered in the sequence in which it is presented or can be expanded, rearranged

and/or revisited to meet the requirements of individual programs.

With specific reference to the 9 – 12 grade band the following should also be considered:

While only two semesters of PE are required for graduation in Ohio, many high schools

do offer additional courses, often as electives, and many students take these courses over

and above the two required semesters..

Where additional elective courses are offered, the recommended content in the Content

Focus column of these tables can also be used as a guide for content to be taught in

specific elective courses. For example, a dance elective could comfortably be developed

to include greater depth of instruction in any or all of the six suggested dance forms in the

table below. Likewise, a net/wall games elective could be developed with more in depth

instruction in a range of the suggested games.

Content can be covered in the sequence in which it is presented or can be expanded,

rearranged and/or revisited to meet the requirements of individual programs as well as the

time of year PE 1 or PE 2 are being offered. It is suggested that in both PE 1 and PE 2 the

first two Content Foci listed for each is offered at the beginning of the semester.


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Suggested

# of

Lessons

Archdiocese

Benchmarks

ODE Assessments Content Focus

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4.1

4.2

4A (Safety & Self-Direction)

4B (Social Responsibility –

Cooperate & Respect

Others)

*1A (Individual

Performance Activity)

Adventure Education or Outdoor

Education– selection possiblities:

Cooperative, Trust & Problem Solving

Hiking

Orienteering

Cycling

Canoeing/kayaking

Camping

Fishing

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3.2

1.1

5.1

5.2

4.1

4.2

3B (Physical Activity)

1A (Fitness Skills)

5AB (Physical Activity

Advocacy)

4A (Personal Responsibility)

4B (Respect Others)

Health-Related Fitness: Strength &

Flexibility Training

Principles of training -

overload, progression, specificity, FITT,

safety

Various equipment –

weights, stretch bands, exercise balls

Exercise prescription for muscular

strength / endurance

Cardio-respiratory Endurance:

Zumba

Yoga

Jogging, Cycling

Step aerobics

14 1.1

4.1

4.2

1A

(Dance or Individual



4B (Respecting Others)

Dance – selections

from:

Social dance

Line dance

Creative dance

Modern dance

Jazz dance

Multicultural

dance

Individual

Performance

Activity:

Cycling

Track & Field

Outdoor Pursuits

aquatics,

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1.2

2.1

4.1

4.2

1B (Game Performance)

2A (Analytical Portfolio –

Strategic and/or Tactical)


4B (Fair Play)

Net/Wall Games – offensive and defensive

skills and tactics – selections from:

Volleyball

Badminton

Pickleball

Tennis

Table-tennis

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1.2

2.1

4.1

4.2


2A (Analytical Portfolio –

Strategic and/or Tactical)


4B (Respecting Others)

Striking/Fielding Games – offensive and

defensive skills and tactics – selections

from:

Softball/Baseball, Cricket, Rounders

ARCHDIOCESE OF CINCINNATI – PHYSICAL EDUCATION CURRICULUM MAPPING The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in

each unit taught.

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Grade 9 – 12: Physical Education Curriculum Map

Semester 2

Suggested

# of

Lessons

Archdiocese

Benchmarks


10

4.1

4.2

4A (Safety & Self-

Direction)

4B (Social Responsibility

– Cooperate & Respect

Others)

*1A (Individual


Adventure Education or Outdoor

Education– selection possiblities:

Cooperative, Trust & Problem Solving

Hiking

Orienteering

Cycling

Canoeing/kayaking

Camping

Fishing

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3.2

1.1

5.1

5.2

4.1

4.2

3B (Personal Fitness Plan)

1A (Fitness Skills)

1A (Fitness Skills)

5AB (Physical Activity

Advocacy)

4A (Personal

Responsibility)

4B (Respect Others)

Individual Fitness – Strength & Flexibility

Training:

Principles of training -

overload, progression, specificity, FITT,

safety

Isometric, isotonic, isokinetic

Various equipment –

weights, stretch bands, exercise balls

Exercise prescription for muscular

strength / endurance

Cardiorespiratory & Lifetime Fitness

Pilates

BOSU

Aerobics

Kickboxing

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1.1

2B (Analytical Portfolio –

Biomechanical Principles)

1A Individual

Performance Activity

Track & Field – select events from:

Sprints (inc starts)

Relays

Middle distance

Long distance

Jumps – long, high, triple

Throws – discus, shot

ARCHDIOCESE OF CINCINNATI – PHYSICAL EDUCATION CURRICULUM MAPPING The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in

each unit taught.

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Suggested

# of

Lessons

Archdiocese

Benchmarks


15

1.2

4.1

4.2


*2B (Biomechanical)

4A (Personal

Responsibility)

4B (Cooperation, Fair

Play)

Invasion Games – offensive and defensive


Soccer

Basketball

Flag football

Hockey (floor and field)

Team handball

Ultimate Disc

Lacrosse

Speedball

Rugby

15

1.2

4.1

4.2


*2B (Biomechanical)

4A (Personal

Responsibility)

4B (Cooperation, Fair

Play)

Target Games – offensive and defensive


Golf

Bowling

Bocce ball

Shuffleboard

Croquet

Horseshoes

Cornhole

Disc golf

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