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SFUSD HIGH SCHOOL PHYSICAL EDUCATION COURSE DESCRIPTIONS

PEPE151 Physical Education 1PEPE 151A (Fall Semester, Lowell only) PE 1APEPE151B (Spring Semester, Lowell only) PE1BGrade: 9Prerequisite: For 9th grade students or other students taking their first high school physical education course.

For 9th grade students or other students taking their first high school physical education course. It is further designed for students to: develop skills, gain knowledge and apply movement patterns in : Title V required 8 component areas (4 areas in Course 1 and 4 areas in Course 2): Team Sports, Tumbling & Gymnastics, Self-Defense, Mechanics of Movement and participate in on-going health and skill-related fitness activities. Theories, rules and regulations, techniques, strategies and tactics, positive social skills and safety are taught and emphasized during all of the activities. Students will be expected to demonstrate knowledge of and competency in a variety of motor skills, achieve a health-related level of physical fitness, demonstrate knowledge of fitness concepts, and learn the value of positive psychological and sociological strategies that apply to the needs of individuals in a diverse society. Ninth-grade students learn to use biomechanics to analyze and improve performance, such as leverage, force, inertia, rotary motion, opposition, and buoyancy. Students work on the skill-related fitness components to enhance their performance. The skill-related fitness components are speed, power, agility, coordination, reaction time, and balance. Students use their understanding of training and conditioning practices to improve skill acquisition and performance. Understanding the three areas (biomechanics, skill-related fitness, and training and conditioning), along with the role of emotions, provides learners with the comprehensive knowledge for improving performance in aquatics, rhythms/dance, and individual and dual activities. On their path to becoming independent learners of movement skills, students improve their understanding of motor learning concepts. By the end of ninth grade, students can create practice plans for improving their own performance in aquatics, rhythms/dance, and individual and dual activities. These practice plans are based on each student’s strengths and weaknesses as identified through feedback from proprioception, from others, and from the performance of complex movement activities.2 Students continue to participate in enjoyable and challenging activities at a moderate to vigorous level for a minimum of four days each week. The activities address the five components of health-related fitness. To expand on the variety of activities in which they participate, students identify available fitness resources in the community. Throughout the year students are assessed through scientifically based health-related physical fitness assessments to determine whether they meet health-related fitness performance standards. Students set goals based on the outcome of those assessments and develop and implement monthly personal physical fitness plans. By the end of Course 1, students meet the minimum health standards on a scientifically based health-related physical fitness assessment. Looking toward the future, students learn to transfer their knowledge of fitness to real-world situations. They identify the physical fitness requirements of future occupation choices. They also analyze consumer physical fitness products and programs for use in

their future fitness plans. Finally, now that students are older and more mature, they learn the inherent risks associated with physical activity in extreme environments. Students set goals and then describe the positive feelings they experience from successful participation in physical activity. By the end of Course 1, students discuss the changing psychological and sociological needs of a diverse society in relation to physical activity. They understand that physical activity is universal, and all cultures around the world perform physical activities. Through participation in activities from different parts of the world, students gain greater insights into the history and traditions of different cultures. Students extend this learning to social interaction and cooperation at home as well as in their future workplace. Students learn that each group member brings different strengths and abilities and that it is important for the group to identify and utilize the strengths of each member to be successful in physical activities. They understand that success can be achieved only when students cooperate and interact positively with other. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime. Supplementary texts that will be used throughout the course include Physical Best and Fitness For Life.

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

1. 1.1 Combine and apply movement patterns, simple to complex, in aquatic, rhythms/dance, and individual and dual activities.

2. 1.2 Demonstrate proficient movement skills in aquatic, rhythms/dance, and individual and dual activities.

3. 1.3 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.

4. 1.4 Explain and demonstrate advanced offensive, defensive, and transition strategies in aquatic and individual and dual activities.

5. 1.5 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.

6. 1.6 Examine the physical, emotional, cognitive, and scientific factors that affect performance and explain the relationship between those factors.

7. 1.7 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.

8. 1.8 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.

9. 1.9 Create or modify practice/training plans based on evaluative feedback of skill acquisition and performance in aquatic, rhythms/dance, and individual and dual activities.

10. 1.10 Analyze situations and determine appropriate strategies for improved performance in aquatic, rhythms/dance, and individual and dual activities.

11. 1.11 Assess the effect/outcome of a particular performance strategy in aquatic, rhythms/dance, and individual and dual activities.

12. 1.12 Demonstrate independent learning of movement skills.

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

1. 2.1 Participate in moderate to vigorous physical activity at least four days each week.

2. 2.2 Participate in enjoyable and challenging physical activities that develop and maintain the five components of physical fitness.

3. 2.3 Meet health-related physical fitness standards established by a scientifically based health-related fitness assessment.

4. 2.4 Use physical fitness test results to set and adjust goals to improve fitness.

5. 2.5 Improve and maintain physical fitness by adjusting physical activity levels according to the principles of exercise.

6. 2.6 Identify the physical fitness requirements of an occupation. 7. 2.7 Develop and implement a one-month personal physical fitness plan. 8. 2.8 Analyze consumer physical fitness products and programs. 9. 2.9 Explain the inherent risks associated with physical activity in extreme

environments. 10. 2.10 Identify and list available fitness resources in the community. 11. 2.11 Explain the role of physical activity in the prevention of disease and the

reduction of health care costs.

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

Self-Responsibility

1. 3.1 Accept personal responsibility to create and maintain a physically and emotionally safe and nonthreatening environment for physical activity.

2. 3.2 Act independently of negative peer pressure during physical activity. 3. 3.3 Identify and evaluate personal psychological response to physical

activity. 4. 3.4 Describe the enjoyment, self-expression, challenge, and social benefits

experienced by achieving one’s best in physical activities. 5. 3.5 Develop personal goals to improve one’s performance in physical

activities.

Social Interaction

6. 3.6 Discuss the changing psychological and sociological needs of a diverse society in relation to physical activity.

7. 3.7 Analyze the role that physical activity plays in social interaction and cooperative opportunities in the family and the workplace.

8. 3.8 Recognize the value of physical activity in understanding multiculturalism.

Group Dynamics

9. 3.9 Recognize and evaluate the role of cooperation and positive interactions with others when participating in physical activity.

10. 3.10 Identify and utilize the potential strengths of each individual in physical activity.

PEPE152 Physical Education 2PEPE 152A (Fall Semester, Lowell only) PE 2APEPE152B (Spring Semester, Lowell only) PE 2BGrade: 10-12 Prerequisite: PE 1This course is designed to be taken after Course 1 to complete the Title V required 8 component areas: Team Sports/Activities, Tumbling/Gymnastics, and Self-Defense, Mechanics of Body Movement. It is further designed for students to; develop skills, gain knowledge and apply movement patterns and participate in on-going health and skill related fitness activities. Instruction on the effects of dynamic health and the mechanics of body movement are integrated throughout the year. Theories, rules and regulations, techniques, strategies and tactics, positive social skills and safety are taught and emphasized during all of the activities. Students will be expected to demonstrate knowledge of and competency in a variety of motor skills, achieve an optimal level of health-related physical fitness, demonstrate knowledge of fitness concepts, and learn the value of positive psychological and sociological strategies that apply to the needs of individuals in a diverse society. By the end of Course 2, students demonstrate proficiency in activities. A personal defense class in which students learn how to avoid dangerous situations as well as how to defend themselves meets the self-defense requirement. Proficiency gives the student the capacity for success leading to advanced levels of performance that increase the likelihood of continued participation well into adulthood. Students can combine movement patterns to perform advanced offensive, defensive, and transition strategies in team sport situations. Once performed, students can evaluate the effectiveness of the strategy. Students can also combine movement patterns to create more complex gymnastics/tumbling routines and combative combinations. Tenth-grade students learn to use biomechanics to analyze and improve performance, such as leverage, force, inertia, rotary motion, and opposition. Students also explain and use the skill-related fitness components to enhance their performance. The skill-related fitness components are speed, power, agility, coordination, reaction time, and balance. Students can also use their understanding of training and conditioning practices to improve skill acquisition and performance. Understanding these four areas (biomechanics, motor learning, skill-related fitness, and training and conditioning), along with the role of emotions, provides learners with the comprehensive knowledge for improving performance in self-defense, gymnastics/tumbling, and team sport activities. On their path to becoming independent learners of movement skills, students increase their

understanding of motor learning concepts. By the end of tenth grade, students create practice plans for improving their own performance in self-defense, gymnastics/tumbling, and team sport activities. These practice plans are based on their personal strengths and weaknesses as identified by the students through feedback from proprioception, from others, and from the performance of complex movement activities.3 For some students, Course 2 may be the last opportunity to learn about physical fitness and achieve levels of excellence in physical fitness beyond the performance standards established by scientifically based health-related fitness assessments. Students should be assessed on each of the health-related fitness components throughout the school year, so that physical activity can be adjusted to accommodate changes in age, growth and development, and goals. Students continue to develop an exercise habit by participating in challenging activities at a moderate to vigorous level for a minimum of four days each week based on individual needs and interests. During Course 2, students learn to be wise consumers by evaluating fitness products and programs, as well as fitness resources in the community. They also learn the facts about ergogenic aids that claim to enhance body composition, appearance, physical fitness, and performance. By the end of Course 2, students can develop and describe a physical fitness plan that enhances personal health and performance. Their plans also take into consideration future leisure and workplace activities. Besides planning their own fitness programs, students can also develop and implement appropriate personal physical fitness programs for family or community members. In Course 2, students learn to identify and participate in those activities that they enjoy. They learn that their choice of physical activities may change throughout their lives. They understand that physical activities may need to be modified to allow participation by individuals of various ages and those with special needs. Students realize they will need to evaluate and refine their personal goals continually to improve performance in physical activities. Through their participation in regular physical activity, students learn the psychological benefits of physical activity. They can explain the role of attitude, motivation, and determination in achieving personal satisfaction from challenging physical activities. As their social skills mature, tenth-grade students identify the effects of individual differences on preference for and participation in physical activity. These differences may include age, gender, ethnicity, socioeconomic status, and culture. As to age and special needs, students learn how to select and modify physical activities so that everyone can participate. In terms of group dynamics, students learn to identify leadership skills. They learn to perform planned leadership assignments and also assume spontaneous leadership roles. By the end of Course 2, students know how to encourage others to be supportive and inclusive of individuals at all ability levels. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime. Supplementary texts that will be used throughout the course include Physical Best and Fitness For Life.

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

1. 1.1 Combine and apply movement patterns, from simple to complex, in combative, gymnastic/tumbling, and team activities.

2. 1.2 Demonstrate proficient movement skills in combative, gymnastic/ tumbling, and team activities.

3. 1.3 Explain the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance performance levels in combative, gymnastic/tumbling, and team activities and apply those components in performance.

4. 1.4 Explain and demonstrate advanced offensive, defensive, and transition strategies and tactics in combative, gymnastic/tumbling, and team activities.

5. 1.5 Explain the use of the principles of biomechanics (leverage, force, inertia, rotary motion, and opposition); apply the principles to achieve advanced performance in combative, gymnastic/tumbling, and team activities; and evaluate the performance based on use of the principles.

6. 1.6 Evaluate the relationships of physical, emotional, and cognitive factors affecting individual and team performance.

7. 1.7 Analyze and evaluate feedback from proprioception, from others, and from the performance of complex motor (movement) activities to improve performance in combative, gymnastic/tumbling, and team activities.

8. 1.8 Analyze and explain which training and conditioning practices have the greatest impact on skill acquisition and performance in combative, gymnastic/tumbling, and team activities.

9. 1.9 Create or modify practice/training plans based on evaluative feedback from skill acquisition and performance in combative, gymnastic/ tumbling, and team activities.

10. 1.10 Analyze situations to determine appropriate strategies to use in comba-tive, gymnastic/tumbling, and team activities.

11. 1.11 Assess the effect/outcome of a particular performance strategy used in combative, gymnastic/tumbling, and team activities.

12. 1.12 Evaluate independent learning of movement skills.

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

1. 2.1 Participate in moderate to vigorous physical activity at least four days each week.

2. 2.2 Participate in challenging physical fitness activities using the principles of exercise to meet individual needs and interests.

3. 2.3 Identify and achieve levels of excellence in physical fitness that enhance physical and mental performance beyond the standards established by scientifically based health-related fitness assessments.

4. 2.4 Assess levels of physical fitness and adjust physical activity to accommo-date changes in age, growth, and development.

5. 2.5 Justify the use of particular physical activities to achieve desired fitness goals.

6. 2.6 Develop and describe a physical fitness plan that enhances personal health and performance in future leisure and workplace activities.

7. 2.7 Develop and implement an appropriate personal physical fitness program for a family or community member.

8. 2.8 Explain how to evaluate consumer physical fitness products and programs.

9. 2.9 Identify and evaluate ergogenic aids that claim to enhance body composition, appearance, physical fitness, and performance.

10. 2.10 Evaluate the availability and quality of fitness resources in the community.

11. 2.11 Use and analyze scientifically based data and protocols to assess oneself on the five components of health-related physical fitness.

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

Self-Responsibility

1. 3.1 Participate in physical activities for personal enjoyment. 2. 3.2 Examine and explain the ways in which personal characteristics,

performance styles, and preferences for activities may change over a lifetime. 3. 3.3 Evaluate the psychological benefits derived from regular participation in

physical activity. 4. 3.4 Explain and analyze the role of individual attitude, motivation, and

determination in achieving personal satisfaction from challenging physical activities.

5. 3.5 Evaluate and refine personal goals to improve performance in physical activities.

Social Interaction

6. 3.6 Identify the effects of individual differences, such as age, gender, ethnicity, socioeconomic status, and culture, on preferences for and participation in physical activity.

7. 3.7 Explain how to select and modify physical activities to allow for partici-pation by younger children, the elderly, and individuals with special needs.

Group Dynamics

8. 3.8 Identify leadership skills, perform planned leadership assignments, and assume spontaneous leadership roles.

9. 3.9 Encourage others to be supportive and inclusive of individuals of all ability levels.

AERO150 AerobicsAERO150A (Fall Semester, Lowell only) Aerobics AAERO150B (Spring Semester, Lowell only) Aerobics BGrades: 11-12 Prerequisites: PE 2 This course is designed to give students the opportunity to learn aerobic routines and training techniques used for achieving optimal physical fitness. Students will benefit from comprehensive weight training and cardio-respiratory endurance activities and may typically include: aerobic dance, step aerobics, hip hop, jump rope, kickboxing, walking, jogging, weight training, swimming, zumba, cycling and resistance exercise. Students will learn basic aerobic activities as well as simple and complex aerobic activity combinations. Course includes both lecture and activity sessions. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime.

Standard 1Movement Skills

Standard 2Fitness Skills

Standard 3Psychological and Social Skills

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

1.1 Demonstrate advanced knowledge and skills in two or more aerobic activities, selecting one or more from each of the following categories:

Category 1 Category 2

Aerobic dance Cross-country skiingRunning CyclingSkating RowingSwimming TriathlonWalking

Zumba

1.2 Identify the characteristics and critical elements of a highly skilled performance in aerobic activities and demonstrate them.

1.3 Apply previously learned movement concepts to the learning and development of the motor skills required for successful participation in aerobic activities.

1.4 Identify and apply the principles of biomechanics necessary for the safe and successful performance of aerobic activities.

1.5 List the safety equipment required for participation in aerobic activities; describe and demonstrate the use of such equipment.

1.6 Demonstrate independent learning of movement skills in aerobic activities.

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

2.1 Identify and achieve a personal level of excellence in physical fitness.

2.2 Engage independently in physical activity that increases aerobic capacity.

2.3 Evaluate goal-setting and other strategies as effective tools for maintaining and increasing adherence to a personal physical activity program.

2.4 Measure health-related physical fitness periodically and adjust physical activity to achieve fitness goals.

2.5 Identify and explain the positive effects of participation in aerobic activity on personal health.

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

Self-Responsibility

3.1 Engage independently in aerobic activities.

3.2 Develop personal goals to improve performance in aerobic activities.

3.3 Compare and contrast the effective leadership skills used in aerobic activities and those used in other physical activities.

3.4 Identify and analyze aerobic activities that enhance both personal enjoyment and the challenge.

3.5 Evaluate the risks and safety factors that may affect participation in aerobic activities throughout a lifetime.

Social Interaction

3.6 Invite others to join in aerobic activity.

3.7 Explain how to select and modify aerobic activities to allow for participation by younger children, the elderly, and individuals with special needs.

3.8 Analyze the role of social interaction in the successful participation in and enjoyment of aerobic activities.

Group Dynamics

3.9 Accept and perform planned and spontaneous leadership assignments and roles in aerobic activities.

3.10 Analyze the role that cooperation and leadership play in aerobic activities.

3.11 Engage in aerobic activities both in school and outside school.

COND150 Fitness ConditioningCOND150A (Fall Semester, Lowell only) Fitness Conditioning ACOND150B (Spring Semester, Lowell only) Fitness Conditioning BGrades: 11-12 Prerequisites: PE 2 This class will introduce the students to many new and challenging activities that are used to develop intermediate to advanced skill-related physical fitness. Many activity drills will be utilized, and workouts will be drawn from a wide spectrum of areas, including both indoor & outdoor activities. An emphasis will be placed on developing fitness and skill for participation in high-intensity activities that require speed, coordination, agility, and power. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime.







Aerobic danceConditioningCross-country skiingRunning CyclingSkating RowingSwimming TriathlonWalking













Self-Responsibility






Social Interaction




Group Dynamics




BSKT150 Basketball

BSKT150A (Fall Semester, Lowell only) Basketball ABSKT150B (Spring Semester, Lowell only) Basketball BGrades: 11-12 Prerequisites: PE 2This course is designed to give students the opportunity to learn and develop the fundamental and advanced skills, team tactics, rules and strategies of basketball. Students will learn and develop basic individual skills such as: ball handling, dribbling, shooting, passing and defending, and team tactics such as; man to man/zone defenses, a variety of offenses and rules, regulations and terminologies associated with basketball. Theories, rules and regulations, techniques, strategies and tactics, positive social skills and safety are taught and emphasized during this course. Students will be expected to demonstrate knowledge and competency in all basketball related skills. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in team activities, aerobic fitness, wellness, and movement activity for a lifetime.







Aerobic danceBasketballCross-country skiingRunning CyclingSkating RowingSwimming TriathlonWalking













Self-Responsibility






Social Interaction




Group Dynamics




GYMN150 GymnasticsGYMN150A (Fall Semester, Lowell only) Gymnastics A

GYMN150B (Spring Semester, Lowell only) Gymnastics BHigh School Courses 1 and 2 are designed to be completed before a student enrolls in Gym 150Grades: 11-12 Prerequisite: PE 2This course is designed for basic to advanced students to; develop skills, gain knowledge and apply correct and safe movement patterns in; Gymnastics and Tumbling. The students will practice their skills. Students will be expected to demonstrate knowledge of and competency in all aspects of Gymnastics and Tumbling including; the vault, uneven bars, balance beam, high bar, parallel bars, horse, and floor exercises. Emphasis is on safety, technique, injury prevention, proper nutrition, anatomy and physiology, proper, along with care and use of all apparatus and equipment. The students will also continue to learn the value of positive psychological and sociological strategies that apply to the needs of individuals in a diverse society. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime.





1.1 Demonstrate advanced knowledge and skills in two or more individual and dual activities, selecting one or more from each of the following categories:

Individual Dual

Archery BadmintonCycling HandballGolf RacquetballGymnastics/Tumbling SquashSkating TennisSkiing Two-player volleyballSurfingYoga

1.2 Identify the characteristics and critical elements of a highly skilled performance in individual and dual activities and demonstrate them.

1.3 Apply previously learned movement concepts to the learning and development of the motor skills required for successful participation in individual and dual activities.

1.4 Identify and apply the principles of biomechanics necessary for the safe and successful performance of individual and dual activities.

1.5 List the safety equipment required for participation in individual and dual activities; describe and demonstrate the use of such equipment.

1.6 Demonstrate independent learning of movement skills in individual and dual activities.


2.1 Meet physical fitness standards that exceed those of a scientifically based health-related fitness assessment.

2.2 Participate in individual and dual activities that improve or maintain health-related physical fitness.

2.3 Analyze the effects of individual and dual activities on a personal physical fitness program and personal levels of health-related physical fitness.

2.4 Improve or maintain physical fitness by adjusting physical activity levels according to the principles of exercise.

2.5 Explain the relationship between participation in individual and in dual activities and health.

2.6 Demonstrate the ability to develop criteria and analyze factors to consider in the purchase of fitness products and programs related to individual and dual activities.

2.7 Develop and implement a month-long personal physical fitness plan that includes individual and dual activities.


Self-Responsibility

3.1 Compare and contrast the effective leadership skills used in individual and dual activities and those used in other physical activities.

3.2 Develop personal goals to improve performance in individual and dual activities.

3.3 Identify and analyze individual and dual physical activities that enhance personal enjoyment.

3.4 Evaluate the risks and safety factors that may affect participation in individual and dual activities throughout a lifetime.

Social Interaction

3.5 Explain how to select and modify individual and dual activities to allow for participation by younger children, the elderly, and individuals with special needs.

3.6 Analyze the role of social interaction in the successful participation in and enjoyment of individual and dual activities.

Group Dynamics

3.7 Accept and perform planned and spontaneous leadership assignments and roles in individual and dual activities.

3.8 Analyze the role that cooperation and leadership play in individual and dual activities.

3.9 Engage in individual and dual activities both in school and outside school.

OUTD150 Outdoor EducationOUTD150A (Fall Semester, Lowell only) Outdoor Education A

OUTD150B (Spring Semester, Lowell only) Outdoor Education BHigh School Course 3A: Adventure/Outdoor ActivitiesGrades: 11-12 Prerequisite: PE 2 This course develops competency in outdoor education activities that provide opportunities for enjoyment and challenge. Emphasis is placed upon student selection of activities that promote a respect for the environment and that can be enjoyed for a lifetime. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime.






Individual Dual
















Self-Responsibility





Social Interaction



Group Dynamics




PEAV650 PE AdaptiveGrades: 9-12

Adapted Physical Education is designed to meet the fitness education goals for students with intellectual and /or physical disabilities. This course will provide a beneficial and appropriate manner in which the student will have opportunity to improve health through the encouragement of exercise within the school setting. Each lesson is tailored to meet the difference of abilities in students enrolled in the class, and is beneficial in improving fine and gross motor skills. This class is based on 7 targeted areas of physical education. When combined throughout the school year, this adaptive physical education program will provide opportunity for all students to achieve physical health and well-being.

Aerobic Endurance - The ability to exercise continually for extended periods of time Balance - The ability to stand up-right and maintain control of body movements Coordination - The ability to move 2 or more body parts under control, smoothly and efficiently Flexibility - Capability of a joint to move in full range of motion Power - Ability to exert a maximum force in a short period of time Strength - The ability to carry out work against resistance Speed and Agility - Speed is the ability to move rapidly. Agility is the ability to move quickly and change direction while maintaining control and balance

High School Physical Education

FTNS150 Fitness/PerformanceFTNS150A (Fall Semester, Lowell only) Fitness/Performance ANS150B (Spring Semester, Lowell only) Fitness/Performance BGrades: change to 11-12 Prerequisite: PE 2 This course is designed to give students the opportunity to learn fitness concepts and conditioning techniques used for obtaining optimal physical fitness. Students will benefit from comprehensive weight training and cardiorespiratory endurance activities. Students will learn the basic fundamentals of strength training, aerobic training, and overall fitness training and conditioning. Course includes both lecture and activity sessions. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime.







Aerobic dance

Basketball

Cross-country skiing

Running Cycling

Skating Rowing

Swimming Triathlon

Walking













Self-Responsibility


3.2 Develop personal goals to improve performance in

aerobic activities.

3.3 Compare and contrast the effective leadership skills used

in aerobic activities and those used in other physical

activities.

3.4 Identify and analyze aerobic activities that enhance both

personal enjoyment and the challenge.


Social Interaction


3.7 Explain how to select and modify aerobic activities to

allow for participation by younger children, the elderly,

and individuals with special needs.


Group Dynamics

3.9 Accept and perform planned and spontaneous leadership

assignments and roles in aerobic activities.

3.10 Analyze the role that cooperation and leadership play in

aerobic activities.


High School Physical Education PEPE153 Physical Education 3PEPE153A (Fall Semester, Lowell only) PE 3APEPE 153B (Spring Semester, Lowell only) PE 3BGrade: change to 11-12 Prerequisite: PE 2 This course is designed to provide students with an opportunity to learn advanced knowledge and skills in a self-selected activity that meets their particular needs or interests. During this course students will develop skills, gain knowledge and apply movement patterns in; Adventure/Outdoor Activities, Aerobic Activities, Individual/Dual Activities, Dance, Aquatics, and Weight Training/Fitness. Theories, rules and regulations, techniques, strategies and tactics, positive social skills and safety are taught and emphasized during all of the activities. Students will be expected to demonstrate advanced knowledge and competency in all of the activities, as well as; demonstrate advanced proficiency in a variety of motor skills, achieve an optimal level of health related physical fitness, demonstrate knowledge of fitness concepts, and learn the value of positive psychological and sociological strategies. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in team activities, aerobic fitness, wellness, and movement activity for a lifetime.






Category 1 Category 2Aerobic danceBasketballCross-country skiingRunning CyclingSkating RowingSwimming TriathlonWalking













Self-Responsibility






Social Interaction




Group Dynamics




PEPE 154 Physical Education 4PEPE 154A (Fall Semester, Lowell only) PE 4A

High School Physical Education PEPE 154B (Spring Semester, Lowell only) PE 4BGrade: 12 Prerequisite: PE 3 This course is designed to deepen student understanding in; a variety of advanced activities, Health-Related Fitness & Wellness, and Performance-Based Fitness. Students will be building a foundation for the future pursuit of; highly technical skills, healthy lifestyles and potential career interests. During this course students will develop skills, gain knowledge and apply movement patterns in; Advanced Adventure/Outdoor Activities, Advanced Aerobics, Advanced Individual/Dual Activities, and Advanced Dance. Theories, rules and regulations, techniques, strategies and tactics, positive social skills and safety are taught and emphasized during all of the activities. Students will be expected to demonstrate advanced knowledge and competency in all of the activities, as well as; demonstrate advanced proficiency in a variety of motor skills, achieve an optimal level of health related physical fitness, demonstrate knowledge of fitness concepts, and learn the value of positive psychological and sociological strategies. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in team activities, aerobic fitness, wellness, and movement activity for a lifetime.



Standard 3Psychological and Social

SkillsStudents demonstrate knowledge of

and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities.

1.1 Demonstrate expertise in one adventure/outdoor activity.

1.2 Analyze and evaluate the interrelationship of the principles of biomechanics and the use of strategies in high-level performance.

1.3 Create or modify practice/training plans based on evaluative feedback from skill acquisition and performance of adventure/outdoor activities.

1.4 Practice adventure/outdoor activities in real-world settings.


2.1 Achieve a level of fitness that improves health and performance and provides opportunities for enjoyment and challenge in an adventure/outdoor activity.

2.2 Design a personal physical fitness program to be completed in a home or gym and that will be consistent with the demands of an adventure/outdoor activity.


Self-Responsibility

3.1 Evaluate changes in self-responsibility as skill levels in adventure/outdoor activities improve.

3.2 Set personal goals for improved performance and enjoyment of adventure/outdoor activities.

Group Dynamics

3.3 Perform and evaluate planned and spontaneous leadership assignments and roles in high-level.8 Analyze

PEPE155 PE Independent Study 1PEPE155A (Fall Semester, Lowell only) PE Independent Study 1A

High School Physical Education PEPE155B (Spring Semester, Lowell only) PE Independent Study 1BPEPE156 PE Independent Study 2PEPE156A (Fall Semester, Lowell only) PE Independent Study 2APEPE156B (Spring Semester, Lowell only) PE Independent Study 2BPEPE157 PE Independent Study 3PEPE156A (Fall Semester, Lowell only) PE Independent Study 3APEPE157B (Spring Semester, Lowell only) PE Independent Study 3BGrades: 9-12 Prerequisite: see requirements above

Physical Education Independent Study is an alternative to classroom instruction consistent with the school district’s Physical Education course of study in JROTC. It is not an alternative curriculum. Physical Education Independent Study is an instructional strategy that responds to an individual student’s needs and styles of learning, and provides individual students with a choice of ways to acquire the values, skills, and knowledge all students should gain in Physical Education. Students who decide to participate in PE Independent Study will commit to engaging in required PE educational activities on their own time. They will be personally responsible to ensure that they meet course standards and requirements that are outlined in an Independent Study Contract and Course of Study Agreement, either before school, after school, during lunch or on weekends.

Independent study students must adhere to EC sections 51222, 51225.3, 51241, and 60800, which requires all grade nine students to be tested in the state’s physical performance test (FITNESSGRAM®).

California Code of Regulations Title 5, Section 10060 Criteria for Physical Education Program requires the course of study provides for instruction in a developmental sequence in each of the following areas:

1. Effects of physical activity upon dynamic health2. Mechanics of body movement3. Aquatics4. Gymnastics and tumbling5. Individual and dual sports6. Rhythms and dance7. Team sports8. Combatives

Note: Independent study is offered at the option of the district, and not all districts offer this alternative instructional strategy.

Prerequisites: Participation in Physical Education Independent Study must be voluntary: a choice made by the student, parent, guardian, or caregiver, and the responsible teacher(s). Participation in this alternative is a serious commitment that requires the student to independently complete course requirements and diligently document their educational activities over the course of the semester.

High School Physical Education Parent/Guardians/Caregivers must be prepared to support and encourage their student’s work. In order to participate in PE Independent Study, a student must meet the following requirements:

1. Be enrolled in a JROTC course. 2. Be physically able to independently engage in PE activities and must be

personally responsible enough to work independently and document personal PE activities and assignments.

3. Students must request the PE Independent Study Contract from their school site counselor. The student and their parent/guardian/caregiver must review the contract and sign it if they agree to the terms. (Appendix A). The contract must be signed by the student and parent/guardian/caregiver before the student may enroll in Independent Study.

4. The parent/guardian/caregiver shall speak with the supervising teacher to go over the requirements of PE Independent Study. This conversation is only required the first time the student signs up for PE Independent Study, and may occur in person, in a group meeting, or over the telephone.

5. Student shall meet with the supervising teacher to obtain the instructor’s signature on the Contract described above, and to fill out the PE Independent Study Course of Study Agreement that will map the student’s planned activities for the semester. (Appendix B)

6. Students in the 10th, 11th or 12th grade will also fill out a Pre-Evaluation Form with the supervising teacher, to assess which PE content skills/competencies the student has already completed in previous PE courses. (Appendix C)

PELB150 PE Lab

High School Physical Education PELB150A (Fall semester, Lowell only) PE Lab APELB 150B (Spring semester, Lowell only) PE Lab BGrades: 11-12 Prerequisite: PE 2 PE Lab will enable students to obtain the knowledge and skills necessary to develop and maintain a health-enhancing level of fitness and to increase physical competence, self-esteem and the motivation to pursue lifelong physical activity. Students will gain an understanding of the components of health-related fitness, training principles, and the benefits of being physically active. Students will participate in activities that will increase physical fitness levels and develop health practices that value physical activity and its contribution to lifelong fitness. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime.














Self-Responsibility



Group Dynamics


RCKT150 Racket Sports

High School Physical Education RCKT 150A (Fall semester, Lowell only) Racket Sports ARCKT 15B (Spring semester, Lowell only) Racket Sports B Grades: change to 11-12 Prerequisites: PE 2 This course provides students with the opportunity to develop basic to advance complete skill-set in all aspects of Tennis, Pickle-ball, Table-Tennis and Badminton. During this course students will learn and develop skills, and gain knowledge in the forehand, backhand, serve and volley for each sport. Students will learn to play both singles and doubles in each sport. Theories, rules and regulations, techniques, strategies and tactics, positive social skills and safety are taught and emphasized during this course. Students will be expected to demonstrate knowledge and competency in all Racket Sports, as well as learn the value of positive psychological and sociological strategies. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in team activities, aerobic fitness, wellness, and movement activity for a lifetime.




SkillsStudents demonstrate knowledge of and

competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities.

1.1 Demonstrate expertise in two or more of the following individual and dual activities, preferably one from each category:

Individual DualArchery BadmintonCycling HandballGolf RacquetballGymnastics/Tumbling SquashSkating TennisSkiing Two-player volleyballSurfingYoga

1.2 Analyze and evaluate the interrelationship of the principles of biomechanics and the use of strategies in high-level performance in individual and dual activities.

1.3 Create or modify practice/training plans based on evaluative feedback from skill acquisition and performance.

1.4 Practice individual and dual activities in real-world settings.


2.1 Develop personal physical fitness standards that exceed those of a scientifically based health-related physical fitness assessment.

2.2 Demonstrate the ability to develop criteria and analyze factors to consider in the purchase of products and programs related to individual and dual activities.

2.3 Achieve a level of fitness that improves health and performance and provides opportunities for enjoyment and challenge in individual and dual activities.


Self-Responsibility

3.1 Evaluate changes in self-responsibility as skill levels in individual and dual activities improve.

3.2 Set personal goals for improved performance and enjoyment of individual and dual activities.

Group Dynamics

3.3 Perform and evaluate planned and spontaneous leadership assignments and roles in high-level individual and dual activities.

RECS150 Recreational/Lifetime Activities RECS 150A (Fall semester, Lowell only) Recreational/ Lifetime Activities A

High School Physical Education RECS 150A (Spring semester, Lowell only) Recreational/ Lifetime Activities B Grades: 11-12 Prerequisite: PE 2 In Recreational Sport/Lifetime Activities students develop a lifelong commitment to their own physical well-being, health and fitness with a clear emphasis on a variety of pleasurable physical activities that promote an active life style. Rules, regulations, advanced strategies and safety are emphasized. The students will learn to evaluate personal performance in a variety of activities. Through this course students are encouraged to support and participate in community organizations that promote health and fitness by providing life-long recreational opportunities. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in team activities, aerobic fitness, wellness, and movement activity for a lifetime.














Self-Responsibility



Group Dynamics


SBAL150 Softball

High School Physical Education SBAL150A (Fall semester, Lowell only) Softball ASBAL150B (Spring semester, Lowell only) Softball BGrades: change to 11-12 Prerequisites: PE 2 This course is designed to develop, learn and practice the individual skills and team tactics, rules and regulations for softball. The students will develop basic individual skills including; throwing, catching, fielding, batting, base-running, pitching, as well as; team play, offensive and defensive tactics and strategies. Students will be expected to demonstrate knowledge and competency in all aspects of softball, as well as learn the value of positive psychological and sociological strategies. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in team activities, aerobic fitness, wellness, and movement activity for a lifetime.






Category 1 Category 2Aerobic danceBasketballCross-country skiingRunning CyclingSoftballSkating RowingSwimming TriathlonWalking













Self-Responsibility






Social Interaction




Group Dynamics




SPOR150 Shape Sport LASPOR150A (Fall semester, Lowell only) Shape Sport LAASPORT150B (Spring semester, Lowell only) Shape Sport LAB

High School Physical Education Grades: 11-12 Prerequisites: PE 2 This course is designed to give students the opportunity to learn fitness concepts and conditioning techniques used for obtaining optimal physical fitness. Students will benefit from comprehensive weight training and cardiorespiratory endurance activities. Students will learn the basic fundamentals of strength training, aerobic training, and overall fitness training and conditioning. Course includes both lecture and activity sessions. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime.














Self-Responsibility



Group Dynamics


SOCC150 SoccerSOCC150A (Fall semester, Lowell only) Soccer ASOCC150B (Spring Semester, Lowell only) Soccer B

High School Physical Education Grades: 11-12 Prerequisites: PE 2 This course is designed to give students the opportunity to learn and develop fundamental and advanced skills and strategies of soccer activities, as well as fitness concepts and conditioning techniques used for achieving and maintaining optimal physical fitness. Students will benefit from comprehensive team activities and cardio respiratory activities. Students will learn basic fundamentals and advanced techniques of soccer, aerobic training, and overall fitness training and conditioning. Course includes both lecture and activity sessions. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in team activities, aerobic fitness, wellness, and movement activity for a lifetime. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime.






Category 1 Category 2Aerobic danceBasketballCross-country skiingRunning CyclingSoccerSkating RowingSwimming TriathlonWalking













Self-Responsibility






Social Interaction




Group Dynamics




SWIM150 SwimmingSWIM150A (Fall Semester, Lowell only) Swimming ASWIM150B (Spring Semester, Lowell only) Swimming BGrades: 11-12 Prerequisites: PE 2 This course is designed to develop and practice basic to advanced swimming skills.

High School Physical Education Students will be instructed in proper stroke techniques including; the crawl stroke, backstroke, breaststroke and butterfly stroke. Upon completion of this course students will be able to demonstrate basic fundamental skills and stroke techniques associated with swimming. Students will be expected to demonstrate knowledge and competency in water safety and survival skills, as well as learn the value of positive psychological and sociological strategies that apply to the needs of individuals in a diverse society. SFUSD recommends passing a swim proficiency test. The swim proficiency test requires students to; swim 6 widths of the pool in prone position (any stroke including front crawl or breaststroke) and tread water for 1 minute. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime.





1.1 Demonstrate advanced knowledge and skills in two or more aquatic activities, selecting one or more from each of the following categories:

Category 1 Category 2Diving Life guardingKayaking/Canoeing/Rowing Scuba divingSnorkeling Synchronized swimmingSwimming Water polo

1.2 Identify the characteristics and critical elements of a highly skilled performance in aquatic activities and demonstrate them.

1.3 Apply previously learned movement concepts to the learning and development of motor skills required for successful participation in aquatic activities.

1.4 Identify and apply the principles of biomechanics necessary for the safe and successful performance of aquatic activities.

1.5 List the safety equipment required for participation in aquatic activities; describe and demonstrate the use of such equipment.

1.6 Demonstrate independent learning of movement skills in aquatic activities.

1.7 Identify and practice the safety skills necessary for entering swimming pools, lakes, rivers, and oceans (e.g., walking, jumping, falling, and diving).

1.8 Demonstrate and explain basic water rescue with and without equipment.

1.9 Demonstrate and explain basic cardiopulmonary resuscitation.



2.2 Participate in aquatic activities that improve or maintain health-related physical fitness.

2.3 Analyze the effects of participation in aquatic activities on levels of health-related physical fitness activities and a personal fitness program.

2.4 Improve or maintain one’s physical fitness by adjusting physical activity levels according to the principles of exercise.

2.5 Explain the relationship between participation in aquatic activities and indicators of good health.

2.6 Demonstrate the ability to develop criteria and analyze factors to consider in the purchase of products and programs related to aquatic activities.

2.7 Develop and implement a month-long personal physical fitness plan that includes aquatic activities.

2.8 Explain how aquatic activities contribute to the development and maintenance of health-related physical fitness.

2.9 Create and implement aquatic programs that improve health-related physical fitness.


Self-Responsibility

3.1 Compare and contrast the effective leadership skills used in aquatic activities and those used in other physical activities.

3.2 Develop personal goals to improve performance in aquatic activities.

3.3 Identify and analyze aquatic activities that enhance personal enjoyment.

3.4 Evaluate the risks and safety factors that may affect participation in aquatic activities throughout a lifetime.

3.5 Identify and demonstrate personal responsibilities for safety and hygiene in the aquatics setting.

Social Interaction

3.6 Explain how to select and modify aquatic activities to allow for participation by younger children, the elderly, and individuals with special needs.

3.7 Analyze the role of social interaction in the successful participation in and enjoyment of aquatic activities.

Group Dynamics

3.8 Accept and perform planned and spontaneous leadership assignments and roles in aquatic activities.

3.9 Analyze the role that cooperation and leadership play in aquatic activities.

3.10 Engage in aquatic activities both in school and outside school.

TENN150 Tennis TENN150A (Fall semester, Lowell only) Tennis ATENN150B (Spring semester, Lowell only Tennis BGrades: 11-12 Prerequisites: PE 2This course provides students the opportunity to develop basic to advanced complete skill-set in all aspects of tennis. During this course students will learn and develop skills,

High School Physical Education and gain knowledge in; the forehand, backhand, serve and volley. Students will learn to play both singles and doubles tennis. Theories, rules and regulations, techniques, strategies and tactics, positive social skills and safety are taught and emphasized during this course. Students will be expected to demonstrate knowledge and competency in all tennis skills, as well as learn the value of positive psychological and sociological strategies. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in team activities, aerobic fitness, wellness, and movement activity for a lifetime.






Individual DualArchery BadmintonCycling HandballGolf RacquetballGymnastics/Tumbling SquashSkating TennisSkiing Two-player volleyballSurfingYoga















Self-Responsibility





Social Interaction



Group Dynamics




VBAL150 VolleyballVBAL150A (Fall semester, Lowell only) Volleyball AVBAL150B (Spring semester, Lowell only) Volleyball BGrades: 11-12 Prerequisites: PE 2This course is designed to develop, learn and practice the basic to advanced individual skills and team tactics, rules and regulations for volleyball. The students will develop

High School Physical Education basic individual skills such as; the forearm pass, set, spike, block, dig, and serve and team tactics such as communication skills basic offensive and defensive formations, as well as learn the rules, regulations, and terminologies associated with volleyball. Students will be expected to demonstrate knowledge and competency in all aspects of Volleyball, as well as learn the value of positive psychological and sociological strategies. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in team activities, aerobic fitness, wellness, and movement activity for a lifetime.






Category 1 Category 2Aerobic danceBasketballCross-country skiingRunning CyclingSkating RowingSwimming TriathlonVolleyballWalking













Self-Responsibility






Social Interaction




Group Dynamics




WGHT 150 Weight Training WGHT 150A (Fall semester, Lowell only) Weight Training AWGHT 150B (Spring semester, Lowell only) Weight Training BGrades: 11-12 Prerequisites: PE 2This course is designed to give students the opportunity to learn weight training concepts and techniques used for obtaining optimal physical fitness. Students will benefit from comprehensive weight training and cardiorespiratory endurance activities. Students will learn the basic fundamentals of weight training, strength training, aerobic training, and

High School Physical Education overall fitness training and conditioning. Emphasis is on safety, injury prevention, proper nutrition, anatomy and physiology, proper utilization of weight machines, exercise machines, along with care and use of free weights. Course includes both lecture and activity sessions. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime.





1.1 Explain the principles of biomechanics of first-, second-, and third-class levers and apply those principles to a variety of lifting techniques.

1.2 Observe and analyze the lifting techniques of another person (or oneself through video) and write an analysis of the performance.

1.3 Demonstrate proper spotting techniques for all lifts and exercises that require spotting.

1.4 Observe and analyze the techniques of another person (or oneself through video) performing a plyometric exercise and write an analysis of the performance.

1.5 Measure and assess multiple performances of another person in the following areas: balance, reaction time, agility, coordination, power, and speed.

1.6 Identify and apply the principles of biomechanics necessary for the safe and successful performance of weight training.

1.7 List the safety equipment required for participation in weight training; describe and demonstrate the use of such equipment.

1.8 Demonstrate independent learning of movement skills in weight training.


2.1 Establish a set of personal physical fitness goals, using the principles of training, and create a strength-training and conditioning program.

2.2 Identify the prime mover muscles, antagonistic muscles, and stabilizer muscles for each of the major weight-training exercises.

2.3 Assess multiple performances of another person in the following areas: muscular strength, muscular endurance, cardiorespiratory endurance, and flexibility.

2.4 Explain how the principles of biomechanics, muscle development, gender, age, training experience, training technique, and specificity affect performance related to strength training.

2.5 Demonstrate and explain the techniques and concepts of three types of weight-training programs.

2.6 Demonstrate and explain the concepts of two different conditioning programs.

2.7 Develop and use a personal physical fitness log to record all workout data on a daily basis.

2.8 Meet increasingly higher levels of speed, strength, power, and endurance.

2.9 Meet physical fitness standards that exceed those of scientifically based health-related fitness assessments.


Self-Responsibility

3.1 Display safe and responsible behavior while training.

3.2 Describe the role of motivation in physical activity.

3.3 Describe how the perception of effort and quality is a personal assessment and describe the role that perception plays in achieving fitness goals.

3.4 Develop personal goals to improve performance in weight training and fitness.

3.5 Identify and analyze weight-training and fitness activities that enhance personal enjoyment.

3.6 Evaluate the risks and safety factors that may affect participation in weight training and fitness throughout a lifetime.

Social Interaction

3.7 Explain how to select and modify weight-training and fitness activities to allow for participation by younger children, the elderly, and individuals with special needs.

3.8 Analyze the role of social interaction in the successful participation in and enjoyment of weight-training and fitness activities.

Group Dynamics

3.9 Assist others in the achievement of their fitness goals.

Yoga 150 YogaYoga 150A(Fall Semester, Lowell only) Yoga A

Yoga 150B (Spring Semester, Lowell only) Yoga B

Grades: 11-12 Prerequisites: PE 2

This Course is designed to develop and practice Yoga Skills and Movement Patterns. Emphasis will be on developing flexibility and strength, as well as learning safety precautions. Students will be expected to demonstrate knowledge and competency of the

High School Physical Education history and development of yoga practice. Through participation in this course students will be expected to improve muscle tone, flexibility, strength and stamina. Participation in this course will also offer reduced stress and tension and increased self-esteem. Health benefits of yoga that include improved circulation and stimulation of the immune system will be explored and examined. Students will be empowered to use techniques learned to make wise choices, decrease stress, improve concentration and creativity, meet challenges and develop positive behaviors in individual activities, fitness, wellness and movement activities for a lifetime.







Individual Dual






1.6 Demonstrate independent learning of movement skills in individual and dual

activities.










Self-Responsibility





Social Interaction



Group Dynamics


High School Physical Education 3.8 Analyze the role that cooperation

and leadership play in individual and dual activities.

3.9 Engage in individual and dual activities both in school and outside

school.

Self-Defense 150 Self-DefenseSelf-Defense 150A(Fall Semester, Lowell only) Self-Defense A

Self-Defense 150B (Spring Semester, Lowell only) Self-Defense B

Grades: 11-12 Prerequisites: PE 2

This course is designed to give students the opportunity to learn, develop and practice skills of self–defense. Students will demonstrate competencies in at least two forms of martial arts that may be used for self defense. These forms may include: karate, Jiu-Jitsu, Taekwondo, muay thai, aikido, hapkido, judo, eskrima, etc. This secondary physical

High School Physical Education education curriculum for High School students is specifically designed for teenagers 16-18 years old concerning situations faced by this age group in today's society.Topics include: Peer Pressure, Shakedowns, Harassment, Approached by Strangers, Being Followed, Road Rage, Internet Safety, Cyber Bullying and step-by-step Physical Techniques appropriate for this age group. Lessons will include discussion questions, student involvement, problem-solving and role-playing. Each lesson will give the student a new outlook for being proactive, safe, and defending themselves, by viewing, discussing, analyzing and practicing the various skills and techniques taught during each lesson. Students will be empowered to make wise decisions, develop positive behaviors, gain self-confidence and learn self-discipline. Positive social skill and safety will be emphasized and taught throughout the course. Knowledge of fitness concepts and creating habits of self-assessment will be key components of instruction. Students will be provided the opportunity to learn the importance of character building through participation in martial arts that demand respect, responsibility and courage.






1.1 Demonstrate expertise in two or more of the following individual and dual activities, preferably one from each category:

Individual DualArchery BadmintonCycling HandballGolf RacquetballGymnastics/Tumbling SquashSkating TennisSkiing Two-player volleyballSurfingSelf-Defense

1.2 Analyze and evaluate the interrelationship of the principles of biomechanics and the use of strategies in high-level performance in individual and dual activities.

1.3 Create or modify practice/training plans based on evaluative feedback from skill acquisition and performance.

1.4 Practice individual and dual activities in real-world settings.


2.1 Develop personal physical fitness standards that exceed those of a scientifically based health-related physical fitness assessment.

2.2 Demonstrate the ability to develop criteria and analyze factors to consider in the purchase of products and programs related to individual and dual activities.

2.3 Achieve a level of fitness that improves health and performance and provides opportunities for enjoyment and challenge in individual and dual activities.


Self-Responsibility

3.1 Evaluate changes in self-responsibility as skill levels in individual and dual activities improve.

3.2 Set personal goals for improved performance and enjoyment of individual and dual activities.

Group Dynamics

3.3 Perform and evaluate planned and spontaneous leadership assignments and roles in high-level individual and dual activities.

High School Physical Education

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