Physical Education Curriculum Framework
Strand: Skilled Movement
Grade Level 9
Apply Movement Skills to a Variety of Activities
Standard: 9.1 The student will perform all basic movement skills and demonstrate competence in at least two self-selected,
lifelong, skill-related physical activities from individual, dual, or team game/sport, dance, and recreational pursuit
categories.
a. Apply competencies in all locomotor, non-locomotor, and manipulative skills to appropriate game/sport, dance,
and recreational activities.
Essential Knowledge and Skills
The student will be able to:


Apply competencies in movement
skills to appropriate game, sport,
dance, rhythm, and recreational
activities.
Perform basic and advanced motor
skills in at least two different types of
complex movement forms (individual
game, team game, sport, dance,
rhythmic, or recreational activity).

Explain and apply appropriate
strategies in a given sport or activity

Explain and apply appropriate rules
in a given sport or activity
Indicators for Success/ Opportunities
for Assessment
The student will identify essential locomotor,
non-locomotor, and manipulative skills and
common critical elements across a variety of
activities.
The student will use motor cues and feedback
to correct performance problems
The student will explain and apply offensive
and defensive strategies, game situational
strategies, and strategies for effectively
working with team members.
Explain and apply safety protocols and rules,
proper conduct and etiquette, relevant
markings/lines for the field of play and
common penalties and violations
Assessments: performance rubrics for skill
elements (rubrics may be used for self, peer,
and summative assessments),
cognitive/knowledge assessment to assess
ability to explain strategies and rules
Understanding the Standard/Essential
Understanding
The intent of this standard is for students
to participate in and apply movement
skills and concepts in a variety of complex
physical activities – games, sports,
rhythmic activities/dance, and recreational
pursuits. Based on experience, students
will develop plans to improve skill
performance.
Apply Movement Skills to a Variety of Activities
Standard 9.1 The student will perform all basic movement skills and demonstrate competence in at least two self-selected,
lifelong, skill-related physical activities from individual, dual, or team game/sport, dance, and recreational pursuit
categories.
b. Design, implement, evaluate, and modify a plan for at least two self-selected, lifelong, skill-related physical
activities. Key concepts include analysis of performance, application of principles of movement and training, and
focus on goal setting and improvement of personal skills.
Essential Knowledge and Skills
The student will be able to:

Design and implement a personal
physical activity plan.
Indicators for Success/ Opportunities
for Assessment
The student will create a personal
physical activity plan for at least two
activities.
The student will analyze skill performance
and utilize feedback to improve skills.
The student will engage in physical
activities that contribute to acquiring
competency in movement forms.
Assessments:, pre- and post-rubric for
skill performance; cognitive assessment
for skill analysis, rubric to evaluate
improvement plan, self/peer assessment
of skill
Understanding the Standard/Essential
Understanding
The intent of this standard is for students to
participate in and apply movement skills
and concepts in a variety of complex
physical activities – games, sports, rhythmic
activities/dance, and recreational pursuits.
Based on experience, students will develop
plans to improve skill performance.
Plan elements may include pre- and postskill assessment, skill analysis, identifying
areas for improvement, goal setting,
developing and implementing strategies for
improvement, skill practice and
development, and personal reflection
Physical Education Curriculum Framework
Strand: Movement Principles and Concepts
Grade Level 9
Apply Movement Principles and Concepts to Specific Skill Performances
Standard 9.2 The student will apply movement principles and concepts to specific sport, dance, and recreational skill
performance.
a. Explain and apply selected scientific principles (e.g., physiological [warm-up, cool down, overload, specificity,
and progression], biomechanical [levers, types of muscle contractions, and force]) that aid in the improvement of
movement skills.
Essential Knowledge and Skills
Indicators for Success/ Opportunities
for Assessment
The student will be able to:
 Explain and apply physiological
principles that aid in the
improvement of movement skills.
The student will explain the importance of
warm-ups and cool-downs, and describe the
physiological responses to various warm-ups
and cool-downs.

Explain and apply biomechanical
principles that aid in the
improvement of movement skills.
The student will explain and apply the
principles of specificity, overload, and
progression (SOP) in relation to frequency,
intensity, time (duration) and type of exercise
(FITT).
The student will explain the characteristics of
safe and appropriate muscular stretching,
muscular strengthening, and cardiorespiratory
exercise programs to improve the healthrelated components of fitness.
The student will explain the movement
concepts of balance, energy, force, and
motion.
Assessments: performance application
rubrics; cognitive assessment for
concepts
Understanding the Standard/Essential
Understanding
The intent of this standard is to provide
students with specialized knowledge to
evaluate personal skill-related
performance by applying scientific
principles related to exercise and training.
Students will use this knowledge to
improve their own movement
effectiveness and performance of others
by applying principles of exercise
physiology and biomechanics.
Use Movement Principles and Concepts to Improve Performance
Standard: 9.2 The student will apply movement principles and concepts to specific sport, dance, and recreational skill
performance.
b. Use movement principles and concepts to improve the movement performance of self and others.
Essential Knowledge and
Skills
The student will be able to:

Apply movement principles
and concepts to improve the
movement performance of
self and others.
Indicators for Success/ Opportunities
for Assessment
The student will apply appropriate skill
technique to enhance performance.
The student will apply the biomechanical
principles of force, motion, balance, and
energy to enhance performance.
The student will analyze movement
performance and utilize feedback to learn
or improve the movement skills of self
and others.
The student will apply the motor learning
process of practice, assess, correct,
practice at a higher level, and reassess.
The student will analyze the relationships
of skills, rules, and strategies in the
performance of activities and sports.
Assessments: performance application
rubrics; cognitive assessment for
concepts
Understanding the Standard/Essential
Understanding
The intent of this standard is to provide students
with specialized knowledge to evaluate personal
skill-related performance by applying scientific
principles related to exercise and training.
Students will use this knowledge to improve
their own movement effectiveness and
performance of others by applying principles of
exercise physiology and biomechanics.
Physical Education Curriculum Framework
Strand: Personal Fitness
Grade Level 9
Personal Fitness Planning
Standard: 9.3 The student will demonstrate achievement and maintenance of a health-enhancing level of personal fitness by
designing, implementing, self-assessing, and modifying a personal fitness program.
a. Demonstrate program-planning skills by setting goals, devising strategies, and making timelines for a personal
physical activity plan.
b. Apply the FITT (Frequency, Intensity, Time, Type) principle and other principles of training such as overload,
specificity, and progression, in accordance with personal goals.
d. Use a variety of resources, including available technology, to assess, design, and evaluate a personal fitness
plan.
Essential Knowledge and Skills
The student will be able to:



Indicators for Success/ Opportunities
for Assessment
Understanding the Standard/Essential
Understanding
Develop a personal physical fitness plan that
includes setting goals, a variety of activities;
ongoing fitness assessment, evaluation, and
analysis; exercise planning, conducting fitness
activities both in and outside of the classroom
setting, and reflection and future planning.
The intent of the standard is to evaluate
personal fitness levels and create an
appropriate plan with timelines that will maintain
and improve level of physical fitness.
Assess and analyze personal fitness
levels to include VA Wellness
testing, proper fitness testing
protocol and technique, selfevaluation of personal fitness levels, Describe and apply appropriate exercise
recommendations and guidelines regarding
and set SMART goals.
Develop a personal fitness plan that
addresses each area of the healthrelated fitness components and
applies FITT and SOP.
Use resources and technology to
develop personal fitness plan.
FITT and/or SOP to each of the health-related
components of physical fitness.
Calculate and explain target heart rate and
training zones in relation to exercise intensity.
Demonstrate the use of and explain the
impact of pedometers/heart rate monitors on
fitness planning.
Assessments: cognitive assessments for
knowledge and skills (goal setting), rubric to
evaluate personal fitness plan
It is inappropriate to grade students on the
results of fitness testing. Fitness scores are
only to be used to identify personal strengths
and weaknesses; not as a means of
comparison to others. It is inappropriate to
communicate individual student names and
scores for the purposes of comparing students.
Virginia Wellness testing is required. Other
tests are optional and are not to supplant the VA
Wellness testing.
Plan elements may include pre- and post- skill
assessment, skill analysis, identifying areas for
improvement, goal setting, developing and
implementing strategies for improvement, skill
practice and development, and personal
reflection
Personal Fitness Planning
Standard: 9.3 The student will demonstrate achievement and maintenance of a health-enhancing level of personal fitness by
designing, implementing, self-assessing, and modifying a personal fitness program.
c. Include scientific principles and concepts (e.g., methods of stretching, types of muscular contractions) as
strategies for improvement of personal fitness.
Essential Knowledge and Skills
The student will be able to:

Describe and apply scientific
principles and concepts as
strategies for improving personal
fitness.
Indicators for Success/ Opportunities
for Assessment
The student will describe the health benefits
associated with each of the health-related
components of fitness.
Identify and apply methods for increasing
flexibility.
Define terms associated with muscular
strength and endurance that may include
progressive resistance exercise, core
exercise, isometric, isokinetic, hypertrophy,
repetition, set, fast-twitch muscle fiber, slowtwitch muscle fiber
Identify basic muscular anatomy and muscle
actions.
Explain common myths associated with
weight training and improving muscle strength
and endurance.
Explain body composition, body mass index,
and healthy body weight.
Assessments: cognitive assessment for
knowledge, rubric for personal fitness plan
elements may include application of
knowledge, strategies, and concepts
Understanding the Standard/Essential
Understanding
The intent of the standard is to evaluate
personal fitness levels and create an
appropriate plan with timelines that will
maintain and improve level of physical
fitness.
Health-related components of fitness
include cardiorespiratory endurance,
muscular strength and endurance,
flexibility, and body composition.
Flexibility activities may include fitness
yoga, Pilates, and dynamic stretching.
Personal Fitness Planning
Standard: 9.3 The student will demonstrate achievement and maintenance of a health-enhancing level of personal fitness by
designing, implementing, self-assessing, and modifying a personal fitness program.
e. Identify consumer issues related to selection, purchase, care, and maintenance of personal fitness equipment.
Essential Knowledge and Skills
The student will be able to:

Identify consumer issues related to
selection, purchase, care, and
maintenance of personal fitness
equipment.
Indicators for Success/ Opportunities
for Assessment
The student will identify criteria for
selecting personal fitness equipment.
The student will identify and evaluate
strategies for the selection, purchase,
care, and maintenance of personal
fitness equipment, that may include
avoidance of fitness gimmicks,
information from articles and media, and
information from reliable consumer
agencies and organizations
The student will demonstrate appropriate
care and use of physical education
equipment.
Assessments: project rubric to select a
commercial product (fitness program,
fitness equipment) and evaluate based on
consumer strategies
Understanding the Standard/Essential
Understanding
The intent of the standard is to evaluate
personal fitness levels and create an
appropriate plan with timelines that will
maintain and improve level of physical
fitness.
Physical Education Curriculum Framework
Strand: Responsible Behaviors
Grade Level 9
Demonstrate Essential Life Skills In Physical Activity Settings
Standard: 9.4 The student will demonstrate appropriate behaviors in all physical activity settings.
a. Act independently, and resist negative peer influences in physical activity settings.
b. Exhibit respect for the unique characteristics and abilities of peers.
c. Act responsibly to avoid conflict.
Essential Knowledge and Skills
The student will be able to:

Demonstrate the skills for and ability
to act independently, and resist
negative peer influences in physical
activity settings.

Exhibit respect for the unique
characteristics and abilities of peers.

Demonstrate the ability to act
responsibly to avoid conflict.
Indicators for Success/ Opportunities
for Assessment
The student will demonstrate respect for
individual differences and abilities by
promoting inclusion and safety of others when
participating in physical activities.
The student will describe cultural influences
on various sports and activities.
The student will utilize appropriate social
interactions and decision-making skills
including working effectively with peers in
various group, partner, and team activities.
The student will describe and demonstrate
conflict resolution skills.
The student will identify and demonstrate
characteristics of fair play and sportsmanship
when participating in physical activities.
The student will analyze the importance of
various rules and safety procedures to avoid
conflict.
Assessments: performance rubric for
application of skills; cognitive assessment for
skills and knowledge
Understanding the Standard/Essential
Understanding
The intent of this standard is to have
students be independent thinkers who
respect peers, yet resist negative peer
influences and act responsibly to avoid
conflict.
This standard is to be explicitly instructed
and assessed as skills; not limited to being
used as behavioral expectations.
Conflict resolution skill set may include
discuss problem without blame, active
listening, identify and clarify issues and
needs, brainstorm solutions, choose and
apply solution, evaluate solution
Physical Education Curriculum Framework
Strand: Physically Active Lifestyle
Grade Level 9
Participate In School And Community Physical Activities
Standard: 9.5 The student will participate in school and community physical activities that are challenging and health-enhancing and that
provide opportunities for social interaction.
a. Maintain a record of daily participation in physical activities.
b. Develop and evaluate progress toward personal physical activity goals within and outside of physical education class.
c. Analyze long-term physiological and psychological benefits that may result from regular participation in physical activity.
Essential Knowledge and Skills
The student will be able to:



Participate and keep a record of
physical activities completed daily
to evaluate progress in achieving
personal goals.
Analyze and compare
physiological and psychological
benefits derived from various
physical activities.
Identify ways in which physical
activity can provide opportunities
for positive social interaction and
enjoyment.
Indicators for Success/ Opportunities for
Assessment
The student will maintain a record of daily
participation in physical activities.
The student will evaluate the impact of daily
physical activity on progress toward personal
physical activity goals.
The student will analyze short- and long-term
physiological and psychological benefits that may
result from regular participation in physical activity.
The student will analyze and compare
physiological and psychological benefits derived
from various physical activities.
The student will describe how physical activities
can provide opportunities for positive social
interaction and enjoyment.
Assessments: informal assessment of activity log
(check local division policy on homework); student
plan for physical activity participation outside of
school; community assessment for places and
programs to engage in physical activity
Understanding the Standard/Essential
Understanding
The intent of the standard is to have
students analyze the benefits of healthenhancing physical activities done in and
outside of school, and evaluate progress
made toward personal physical activity
goals.
Psychological benefits may include
decreased stress and anxiety, decreased
depression, increased self-esteem,
increased mental alertness, and improved
mood