High School Physical Education
Curriculum Guide
Division of Teaching and Learning
Des Moines Independent Community School District
901 Walnut St
Des Moines, IA 50310
Carlye Satterwhite
Physical Education Curriculum Coordinator
February 2014
(Revised)
1
TABLE OF CONTENTS
Introduction
3
Mission Statement
Goals
4
Assessment Options
5
Program Goals
6
Scope and Sequence
7-9
NASPE Standards
10-13
Sample Lesson Plan Format
14
Lesson Plan
15
Healthy Choices Activities and Objectives
16-22
Resources
23-24
FitnessGram Testing Guidelines
Appendix
2
Introduction
“Change is the law of life…those who look only to the past or the present are certain to
miss the future.”
J.F. Kennedy
The Des Moines High School Curriculum was written to provide physical educators with
a guide for re-thinking and re-defining physical education for the future. This program
for students in ninth through twelfth grades creates a positive and cooperative learning
environment that provides maximum participation and comprehensive strategies to
develop healthy lifestyle choices for all students. These activities promote a healthy
attitude toward total wellness while enhancing fitness and skills. The curriculum will
emphasize skill building and interaction of students with family, community, and school
through a variety of activities. Physical Education will provide a more comprehensive
lifestyle management approach, encouraging improved physical fitness and nutrition.
Each student is unique; the Physical Education program will provide for the variety of
needs through a student-centered curriculum and will provide assessment through the use
of latest technology.
3
High School Physical Education Program Mission Statement
The Des Moines Independent Community School District’s physical education program will
provide a comprehensive approach to enhancing the students’ total wellness through
mental, social, emotional, and physical development. Recognizing that each student is
unique, the physical education program will provide for the varying needs of students
through a student centered curriculum. The benefits of interaction of students with family,
community, and school through physical activities will be emphasized in the physical
education curriculum. Additionally, the curriculum will provide each student the
opportunity to realize personal accomplishments and enhance self-image.
Goals
The goal of physical education is to develop physically literate individuals who have the
knowledge, skills and confidence to enjoy a lifetime of healthful physical activity.
To pursue a lifetime of healthful physical activity, a physically literate individual:





Has learned the skills necessary to participate in a variety of physical activities.
Knows the implications of and the benefits from involvement in various types of
physical activities.
Participates regularly in physical activity.
Is physically fit.
Values physical activity and its contributions to a healthful lifestyle.
Physical Education for All Students
The challenges facing the youth of Des Moines demand all students experience a
meaningful physical education curriculum. The standards and benchmarks in this
document should provide a background for creating a curriculum that will help all
students develop a healthy, active lifestyle throughout their lives.
4
Multicultural/Non-Sexist Physical Education
Students will show respect and sensitivity toward one another while taking part in
physical activities with diverse racial/cultural groups, members of the other sex, or with
students with disabilities. Students will demonstrate an awareness of how prejudice,
stereotyping, and discrimination have been historically exhibited in the fields of
recreation, athletics, and health. Students will participate in activities which effectively
accommodate their needs, interests and abilities regardless of their gender, race, national
origin, or disability. Students will explore a broad range of career roles in the fields of
physical education, health, recreation, and athletics regardless of their gender, race,
national origin, or disability. Students will demonstrate an awareness of historical and
cultural origins of the activities in which they participate.
Assessment Options
Assessment of students, throughout the school year, may be conducted using the
following methods:
Teacher Observation
Written Tests
Student Projects/Presentations
Group Projects
Video Taping / Pictures
Skill Tests
Portfolios
Activity Log
Class Discussion
CPR Certification
Health and Fitness Assessments
Teacher Role Modeling
Rubrics
Monitoring
5
Program Goals
(NASPE Standards)
Standard 1 - The physically literate individual demonstrates competency in a variety of
motor skills and movement patterns.
Standard 2 - The physically literate individual applies knowledge of concepts, principles,
strategies and tactics related to movement and performance.
Standard 3 - The physically literate individual demonstrates the knowledge and skills to
achieve and maintain a health-enhancing level of physical activity and fitness.
Standard 4 - The physically literate individual exhibits responsible personal and social
behavior that respects self and others.
Standard 5 - The physically literate individual recognizes the value of physical activity for
health, enjoyment, challenge, self-expression and/or social interaction.
6
Scope and Sequence
SCOPE AND SEQUENCE
9
10
11
12
Fitness Assessments
X
X
X
X
Fundamental Swimming Skills
X
X
X
X
Life Guarding
X
X
X
X
Water Exercise/Aerobics
X
X
X
X
Water Games
X
X
X
X
Water Safety
X
X
X
X
CPR
X
X
X
X
Fitness Assessments
X
X
X
X
Fitness Plan Development
X
X
X
X
Nutrition Plan Development
X
X
X
X
Stress Management/Relaxation
X
X
X
X
Archery
X
X
X
X
Badminton
X
X
X
X
Basketball
X
X
X
X
X
X
AQUATICS
HEALTH-RELATED FITNESS AND WELLNESS
RECREATIONAL/TEAM ACTIVITIES
Bowling
Disc Activities
X
X
X
X
Eclipse ball
X
X
X
X
Fitness Assessment
X
X
X
X
Flag Football / Football Activities
X
X
X
X
Floor Hockey
X
X
X
X
Lacrosse
X
X
X
X
Rugby
X
X
X
X
7
Soccer
X
X
X
X
Softball
X
X
X
X
Table Tennis
X
X
X
X
Team Handball
X
X
X
X
Tennis
X
X
X
X
Volleyball
X
X
X
X
Aerobics
X
X
X
X
Bosu-Trainers
X
X
X
X
Cardio
X
X
X
X
Creative Dance
X
X
X
X
Crossfit
X
X
X
X
Fitness Assessment
X
X
X
X
Insanity
X
X
X
X
Jogging / Walking
X
X
X
X
Jump Roping
X
X
X
X
Kick Boxing
X
X
X
X
Medicine Ball
X
X
X
X
P90X
X
X
X
X
Spartacus
X
X
X
X
Strength and Conditioning
X
X
X
X
T25
X
X
X
X
Tae-Bo
X
X
X
X
TRX – Strength System
X
X
X
X
Yoga
X
X
X
X
Zumba
X
X
X
X
Basic Strength Training
X
X
X
X
Body Weight exercise
X
X
X
X
INNOVATIVE FITNESS
STRENGTH AND CONDITIONING INTRO
8
Fitness Assessment
X
X
X
X
Plyometric
X
X
X
X
Principles
X
X
X
X
Technique
X
X
X
X
Weight Room/Safety
X
X
X
X
Advanced Body Weight exercise
X
X
Advanced Principles
X
X
Advanced Strength Training
X
X
Develop Individual Strength and Conditioning Plan
X
X
Fitness Assessment
X
X
Plyometric
X
X
Technique
X
X
Weight Room/Safety
X
X
STRENGTH AND CONDITIONING ADVANCED
9

STANDARD 1
The physically literate individual demonstrates competency in a variety of
motor skills and movement patterns.
The emphasis for the high school student will be to:









Consistently apply and communicate skills and techniques
Pass all CPR skills
Performs skills and techniques used in fitness activities
Consistently applies effective skills with few errors in technique
Consistently walks at target heart rate level
Meets the healthy zone for specific grade level
Perform specific patterns in multiple activities
Demonstrate correct body position by correcting errors and technique in a variety
of activities
Performs specific technique in multiple exercises
SUGGESTED CONTENT AREAS
Aquatics
Lifeguarding
Health-Related Fitness and Wellness
Recreational/Team Games Activities
Bowling
Strength and Conditioning
Fitness Walking
Innovative Fitness
IA Core: Skill Development – Demonstrate initiative, self-direction, creativity, and entrepreneurial thinking
while exploring individual talents and skills necessary to be successful (IACore, 21 st C.S.)
Suggested Activities located in Scope and Sequence
10
STANDARD 2
The physically literate individual applies knowledge of concepts, principles,
strategies and tactics related to movement and performance.
The emphasis for the high school student will be to:



Knowledge in strategies and etiquettes
Pass all CPR assessments
Create a SMART goal (Specific, Measureable, Achievable, Realistic, Time/Bound)
Benchmark



Applies scientific principles to learning and improving skills (e.g., plyometrics).
Uses the results of fitness assessments to guide changes in one’s personal program of physical activity.
Monitors exercise and other behaviors related to a healthful lifestyle (e.g. portfolios).
IA Core: Health Related Fitness – Demonstrate behaviors that foster healthy, active lifestyles for individuals
and the benefit of society. (IACore, 21st C.S.)
IA Core: Health Related Fitness – Apply critical literacy/thinking skills related to personal, family, and
community wellness. (IACore, 21st C.S.)
Suggested Activities located in Scope and Sequence
STANDARD 3
The physically literate individual demonstrates the knowledge and skills to
achieve and maintain a health-enhancing level of physical activity and fitness.
The emphasis for the high school student will be to:

Meets the healthy zone for specific grade level.
IA Core: Health Related Fitness – Demonstrate behaviors that foster healthy, active lifestyles for individuals
and the benefit of society. (IACore, 21st C.S.)
Suggested Activities located in Scope and Sequence
11
STANDARD 4
The physically literate individual exhibits responsible personal and social
behavior that respects self and others.





Class readiness
o On time
o Appropriate workout attire
o Enforce district ID policy
Peer leadership
Self-control
Sportsmanship
Differentiation
Benchmark




Follows safety guidelines.
Demonstrates and encourages appropriate peer interaction.
Takes a supportive role in an activity.
Continues to exhibit good sportsmanship.
IA Core: Health Related Fitness – Demonstrate behaviors that foster healthy, active lifestyles for individuals
and the benefit of society. (IACore, 21st C.S.)
Suggested Activities located in Scope and Sequence
STANDARD 5
The physically literate individual recognizes the value of physical activity for
health, enjoyment, challenge, self-expression and/or social interaction.
The emphasis for the high school student will be to:


Consistently completes all warm ups
Participates consistently in class
IA Core: Health Related Fitness – Demonstrate behaviors that foster healthy, active lifestyles for individuals
and the benefit of society. (IACore, 21st C.S.)
Suggested Activities located in Scope and Sequence
12
SAMPLE LESSON PLAN FORMAT
1. INTRODUCTORY ACTIVITY
Purpose:
a. to prepare the student’s body for strenuous activity
b. to ensure the student’s immediate activity upon entering the gym
2. FITNESS FOCUS
Purpose:
to develop physical fitness in following areas
(1) arm and shoulder girdle region
(2) trunk region
(3) leg region
(4) cardiorespiratory endurance
3. ACTIVITY
Purpose:
a. to carry out the objectives of the total physical education program
b. to give students an opportunity to apply fundamental skills and
knowledge learned in lesson core activities
13
HIGH SCHOOL PHYSICAL EDUCATION LESSON PLAN
Unit: ___________________________________________
Date___________
Skill/Activity: _______________________________________
Lesson Objectives:
Fitness Focus: Cardiovascular, Muscular Strength, Muscular Endurance, Flexibility,
Health Concepts: __________________________________________________________
Introductory Activity/Warm-up:
ACTIVITY:
Closure:
Equipment:
Special Needs:
Reminder:
Evaluation:
14
UNIT OBJECTIVES/COURSE DESCRIPTIONS
UNIT: AQUATICS
Students will gain an awareness of the importance of water safety training and to provide
general information on being safe in, on and around water. Students will work on their
coordination and refinement of strokes. Students will participate, assess and improve levels of
flexibility, cardio-vascular fitness, muscular strength and endurance, and body composition. CPR
(Cardiopulmonary Resuscitation) has been mandated by the state and may be included in the
curriculum.
Objectives
1.
The student knows the reason for pool rules and applies safety practices while
participating in aquatic activities.
2.
The student demonstrates the elements of personal swimming safety and basic non-swimming
rescue techniques.
3.
The student understands that participation in strenuous water activities is a means for
attaining and maintaining physical fitness.
4.
The student identifies aquatics as a lifetime leisure activity.
5.
The student will complete a Red Cross affiliated lifeguarding course.
UNIT: LIFEGUARDING
The purpose of the Lifeguarding course is to teach candidates the knowledge and skills
needed to prevent and respond to aquatic emergencies. The course content and activities
prepare candidates to recognize and respond quickly and effectively to emergencies and prevent
drowning and injuries. First Aid and CPR certification will be earned upon passing. A class fee
may be required upon passing course.
Objectives
1.
The student knows the reason for pool rules and applies safety practices while
participating in lifeguarding.
2.
The student demonstrates the elements of personal swimming safety and basic non-swimming
rescue techniques.
3.
The student understands that participation in strenuous water activities is a means for
attaining and maintaining physical fitness.
4.
The student will complete a Red Cross affiliated lifeguarding course which will include CPR
and First Aid Certification.
15
Aquatic Facility Usage Guidelines
Working with the Aquatic Facility CPO (Certified Pool Operator) at each school, the physical
education staff should assist in maintaining a safe facility that meets safety standards as required
by the State Department of Health relative to the conduct of classes in an aquatic facility. These
might include:
1) Copies of required certifications for all instructors/coaches using the aquatic facility
should be on file with the facility CPO. Certifications should be based on the usage of
the facility as required by the State Health Code.
2) Safety rules and regulations regarding the aquatic facility are posted and maintained
by the facility CPO with input from physical education department staff.
3) Emergency equipment as required by the State Health Code should be readily
available for use by staff. They may include: reaching pole, backboard, ring buoy,
and other safety equipment as available and needed.
4) Consideration should be given by aquatic staff that a rope be in place separating the
shallow from the deep portions of the pool except when the pool is used for
supervised lap swimming or other instructed activities.
5) The aquatic facility should be locked and not available for usage without a staff
person on deck who has the necessary certifications to be responsible for the facility.
In the absence of the required certifications, the instructor/coach should make certain
that at least one certified lifeguard is on duty during the activity.
Instructors/coaches should continue to provide for a safe environment relative to the use of the
aquatic facility by maintaining proper certifications and aquatic safety awareness.
16
UNIT: HEALTH-RELATED FITNESS AND WELLNESS
Students will enhance their ability to perform a variety of skills and applications by
developing fundamental movement skills, creating original skill combinations, combining skills
effectively in skill themes, and applying skills to a variety of recreational and daily life
experiences. Students will participate, assess and improve levels of flexibility, cardio-vascular
fitness, muscular strength and endurance and body composition. Fitness assessment and CPR
(Cardiopulmonary Resuscitation) have been mandated by the state and is included in the
curriculum.
Unit Objectives
1.
The student demonstrates an understanding of monitoring and adjusting activity level to
meet personal fitness needs through the use of heart rate monitors and other forms of
technology used in the classroom.
2.
The student knows the definition of terms related to conditioning exercise including muscular
endurance, flexibility, cardiorespiratory endurance, and strength.
3.
The student understands the value of physical activity and its relationship to health, physical
fitness, and a productive lifestyle.
4.
The student understands personal health and safety concepts pertaining to fitness activities.
5.
The student demonstrates competency in designing and implementing a personal fitness
program.
6.
The student must pass all CPR skills.
17
UNIT: RECREATIONAL/TEAM ACTIVITIES
Demonstrate competence in the individual skills and knowledge fundamental to the
playing of a variety of activities which may include; Fitness assessments, Tennis, Badminton,
Archery, Table Tennis, Disc Activities, Bowling, Softball, Flag football, Rugby, Basketball, Soccer,
Floor Hockey, Lacrosse, Team Handball, Volleyball, Eclipse ball, Track and Field, CPR, etc. CPR
(Cardiopulmonary Resuscitation) has been mandated by the state and may be included in the
curriculum.
Unit Objectives
1.
The student performs skills needed for the activity.
2.
The student demonstrates proper techniques of safety.
3.
The student values individual and dual activities and their relationship to health, physical
fitness, and a productive lifestyle.
4.
The student demonstrates skill, strength, and fitness through individual and dual activities.
5.
The student applies strategies involved in a variety of individual and dual activities.
6.
The student demonstrates positive sportsmanship.
7.
The student evaluates personal levels of performance in team activities.
8.
The student demonstrates competency in a variety of group and team sports.
UNIT: INNOVATIVE FITNESS
Whether you are looking to improve your overall physique, gain strength and flexibility,
or live a healthier lifestyle, Innovative Fitness class will aid you in your goals and expectations.
This program provides opportunities for introductions to fitness which may include; Fitness
assessment, Aerobics, Bosu-Trainers, Tae-Bo, Kick Boxing, Strength and Conditioning,
Jogging/Walking, Medicine Ball, TRX –Strength System, Creative Dance, Jump Roping, Yoga,
T25, P90X, Zumba, Insanity, Crossfit, Cardio, Spartacus, etc. Students will gain knowledge and
skills to help develop personal workout plans. Students must be willing to work out at an
intense cardio level, break a sweat and expect a body transformation. CPR (Cardiopulmonary
Resuscitation) has been mandated by the state and is included in the curriculum.
Unit Objectives
1.
The student knows the appropriate definition of terms related to fitness activities.
2.
The student demonstrates competency in performing a variety of movements in fitness
activities.
3.
The student demonstrates acceptable social skills while participating in fitness activities.
4.
The student understands that participation in strenuous activity will contribute to physical
fitness.
5.
The student demonstrates safety procedures during fitness activity.
18
UNIT: STRENGTH AND CONDITIONING
Demonstrate an understanding of the knowledge and skills essential for strength training
and fitness. Demonstrate knowledge of weight training and fitness components as required
through daily participation. Develop and apply appropriate safety practices related to strength
training and specific activities within the environment. Students will participate, assess and
improve levels of flexibility, cardio-vascular fitness, muscular strength and endurance, and body
composition. Fitness assessment and CPR (Cardiopulmonary Resuscitation) have been mandated
by the state and is included in the curriculum.
Unit Objectives
1.
The student knows the appropriate definition of terms related to strength training.
2.
The student demonstrates competency in performing a variety of exercises in strength
training.
3.
The student demonstrates acceptable social skills while participating in strength training.
4.
The student will know and demonstrate intro and/or advanced proper lifting techniques and
safety.
5.
The student will recognize short and long term responses to training and the implications for
the design of specific programs.
19
Des Moines Public School Weight Room Guidelines for
Physical Education
There is always a degree of danger when individuals work with weight equipment. The Des
Moines Public Schools recognize these risks and identified guidelines to reduce the chance for
injury. Safety is our number one concern.
The following guidelines have been established for protection of anyone utilizing the weight room
facilities.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Proper attire, including shoes, will be worn at all times.
Do not enter the weight room without an instructor/coach present.
Warm up properly before lifting.
Absolutely NO horseplay.
Make sure your lifting area is clear of equipment before and after you lift.
Lift within your range; have and follow an approved program.
Know the technique of your lift before performing it.
Use capable spotters when lifting and make eye contact with those spotting.
When spotting, pay attention to the lifter.
Never interfere with someone who is lifting.
No food or glass containers in the weight room.
Promptly notify your instructor/coach of any injuries that occur.
An instructor/coach must always be present in the weight room when students are
participating in weight lifting activities. The instructor/coach should assess the student’s
ability and set the proper program to be followed.
Weight Room Rules and Procedures should be posted in a prominent place in the weight room.
The weight room should have charts of proper lifting techniques prominently posed. The
instructor/coach should explain the rules and teach techniques to his/her students prior to any weight
training.
In case of injury, do not move the student if there are suspected injuries to the neck, back, spine, or if
the student experiences blunt trauma to the head or chest wall area.
20
UNIT: BOWLING
Students learn everything that they need to know to participate in the sport of bowling.
The curriculum includes skill instruction (specifically, the approach, the arm swing, the release and
equipment selection). In addition, students are instructed and assessed on the application of their
skill while bowling and the application of strategy applied (e.g. spares etc.). Finally, students
learn the ins and outs of scoring, rules and basic bowling etiquette. Students must pay for their
own games of bowling and provide their own transportation to and from the bowling alley.
CPR (Cardiopulmonary Resuscitation) has been mandated by the state and is included in the
curriculum.
Unit Objectives
1.
The student knows the appropriate definition of terms related to bowling.
2.
The student demonstrates competency in performing a variety of bowling skills.
3.
The student demonstrates acceptable social skills while participating in bowling.
4.
The student will know and demonstrate proper bowling techniques and safety.
UNIT: FITNESS WALKING
Walkers can improve their aerobic conditioning by building their speed and following a
program of a variety of interval, heart-rate guided, and endurance workouts. Moderate to
vigorous intensity cardio workouts burn calories and fat while reducing health risks. Students will
participate, assess and improve levels of flexibility, cardio-vascular fitness, muscular strength,
endurance and body composition. CPR (Cardiopulmonary Resuscitation) has been mandated by
the state and is included in the curriculum.
Unit Objectives
1.
The student knows the health benefits related to fitness walking.
2.
The student demonstrates competency in performing fitness walking techniques.
3.
The student demonstrates acceptable social skills while participating in fitness walking.
4.
The student will show how to monitor heart rate.
21
RESOURCES
AAHPERD
1900 Association Dr.
Reston, VA 22091
(800) 213-7193
American Heart Association, Iowa Affiliate
1111 Ninth St., Suite 280
Des Moines, IA 50314
(515) 244-3278
American Red Cross, Iowa Affiliate
2116 Grand Avenue
Des Moines, Iowa 50312
(319) 243-7681
Bud, L.F. and Turner, Sue (1996). Success Oriented P.E. Activities for Secondary Students. Paramus,
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Physical Education Curriculum Guide
Fargo Public Schools
Fargo, N.D.
Fitnessgram
Cooper Institute for Aerobics Research
12330 Preston Road
Dallas, TX 75230
(800) 635-7050
Hooper, Chris and Fisher, Bruce and Monoz, Kathy D. (1997). Health-Related Fitness.
Champaign, IL: Human Kinetics.
Human Kinetics Publishers
P.O. Box 5076
Champaign, IL 61825
(217) 351-5076
Innovative Fitness Connections
7713 Hennings Way
Anchorage, AK 99504
(800) 453-9343
22
Iowa Association for Health, Physical Education Recreation and Dance (IAHPERD)
School of HPELS
University of Northern Iowa
Cedar Falls, IA 50614
Larry Hensley, Executive Director
(319) 273-6442
Iowa Governor’s Council on Physical Fitness and Sports
Tim Lane, Chair
1304 42nd Street
Des Moines, IA 50311
(515) 281-7833
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Nyack, N.Y.: Parker Publishing Company.
Lumsden, Ken and Jones, Sally (1996). Ready to Use Secondary P.E. Activities Program. West Nyak,
N.Y.: Parker Publishing.
Mehrhof, Joella and Ermler, Kathy (1997). Fitness Ideas and Resources. Emporia State University,
Emporia, KS.
Mohnsen, Bonnie S. (1995). Using Technology in Physical Education. Champaign, IL: Human
Kinetics.
NASPE (1995). Moving into the Future: National Standards for Physical Education. Reston, VA:
Mosby Publications.
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Physical Education, Recreation and Dance.
(800) 321-0789
PE Central-World-Wide Web Site-http://pe.central.vt.edu
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