COURSE 2 PHYSICAL EDUCATION INSTRUCTIONAL PROGRAM
Texts: FITNESS FOR LIFE, Corbin & Lindsey
FITNESSGRAM ACTIVITYGRAM, The Cooper Institute
PHYSICAL BEST ACTIVITY GUIDE, Carpenter & Sinclair
CALIFORNIA STATE MODEL COMPONENTS: All teachers are required to teach all five model
components: Team Activities, Tumbling & Gymnastics, Combatives/Self-Defense (defend not to
fight) and Mechanics of Movement and SFUSD New PE of year round fitness. All teachers are
also required to teach the Physical Best Modules, and administer the California Physical Fitness
Test Pre and Post Test Assessments.
Description:
This course is designed to be taken after Course 1 (Physical Fitness, Individual Activities & Dual
Activities, Rhythm and Dance, Aquatics (Drowning Prevention, Buoyancy, Water Safety, Rescue
Techniques) and Effects of Physical Activity Upon Dynamic Health and SFUSD’s 21 Century allyear round Fitness. To complete the Title V required 8 component areas, Course 2 provides:
Team Activities, Tumbling/Gymnastics, and Combatives (Self-defense) and 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 combatives 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 combatives, 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 combatives,
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,
st
from others, and from the performance of complex movement activities. 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 healthrelated 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.
3
MODULES (6 Weeks)
CHAPETER 1 - HEALTH-RELATED FITNESS
CONCEPTS
*PHYSICAL FITNESS TESTING (PFT) FITNESSGRAM
FITNESS ACTIVITIES
COOPERATIVE ACTIVITIES
CHAPTER 2 - AEROBIC FITNESS
FITNESS ACTIVITIES
CONTENTS
INTRODUCTION TO THE 5 COMPONENTS
OF FITNESS
* Physical Fitness Test (PFT) FITNESSGRAM
Pre-Test
Weight/Resistance Training, Circuit training,
Group Fitness Classes, Running
Cooperative and Adventure Games
Training Methods for Aerobic Fitness
Muscular Strength & Endurance Activities
Weight/ResistanceTraining, Circuit training,
TEAM
SPORTS/GYMNASTICS&TUMBLING/COMBATIVES
CHAPTER 4 -MUSCULAR STRENGTH &
ENDURANCE
FITNESS ACTIVITIES
TEAM
SPORTS/TUMBLING&GYMNASTICS/COMBATIVES
CHAPTERS 5 – FLEXIBILITY
FITNESS ACTIVITIES
TEAM
SPORTS/TUMBLING&GYMNASTICS/COMBATIVES
CHAPTER 6-7 BODY COMPOSITION AND
COMBINED-COMPONENT TRAINING
*PHYSICAL FITNESS TESTING (PFT) FITNESSGRAM
FITNESS ACTIVITIES
TEAM
SPORTS/TUMBLING&GYMNASTICS/COMBATIVES/
MECHANICS OF BODY MOVEMENT
CHAPTER 8-10 PERSONAL FITNESS CONNECTIONS
Group Fitness Classes, Running, Asylum
Insanity,
Basketball, Volleyball, Softball, Flag Football,
Ultimate Frisbee, Soccer, Lacrosse, Floor
Hockey,
World Games, Touch Rugby, Team Handball,
Rolls, Inverted Skills, Apparatus, Floor
Exercise, Circus Skill Performance, SelfDefense, Fencing, Judo, Karate, Tai-Chi, ChiGong, Capoeira, Wrestling, Boxing, Kickboxing
Training Methods for Muscular Strength and
Endurance
Weight/Resistance Training, Circuit training,
Group Fitness Classes, Running, Asylum
Insanity, Basketball, Volleyball, Softball, Flag
Football, Ultimate Frisbee, Soccer, Lacrosse,
Floor Hockey, World Games, Touch Rugby,
Team Handball, Rolls, Inverted Skills,
Apparatus, Floor Exercise, Circus Skill
Performance, Self-Defense, Fencing, Judo,
Karate, Tai-Chi, Chi-Gong, Capoeira,
Wrestling, Boxing, Kickboxing
Training Methods for Flexibility
Weight/Resistance Training, Circuit training,
Group Fitness Classes, Running, Asylum
Insanity
Basketball, Volleyball, Softball, Flag Football,
Ultimate Frisbee, Soccer, Lacrosse, Floor
Hockey,
World Games, Touch Rugby, Team Handball,
Rolls, Inverted Skills, Apparatus, Floor
Exercise, Circus Skill Performance, SelfDefense, Fencing, Judo, Karate, Tai-Chi, ChiGong, Capoeira, Wrestling, Boxing, Kickboxing
Body Composition and Nutrition / Development
through Combined-Component Training
*FITNESSGRAM Physical Fitness Test
Weight/Resistance Training, Circuit training,
Group Fitness Classes, Running, Asylum,
Insanity,
Basketball, Volleyball, Softball, Flag Football,
Ultimate Frisbee, Soccer, Lacrosse, Floor
Hockey, World Games, Touch Rugby, Team
Handball, Rolls, Inverted Skills, Apparatus,
Floor Exercise, Circus Skill Performance, SelfDefense, Fencing, Judo, Karate, Tai-Chi, ChiGong, Capoeira, Wrestling, Boxing, Kickboxing,
Body Mechanics, Kinesiology, Exercise
Physiology, Anatomy and Physiology
Self-Management and Goal Setting/Being a
FITNESS ACTIVITIES
TEAM SPORTS/TUMBLING&GYMNASTICS/
COMBATIVES/ MECHANICS OF BODY MOVEMENT
FIELD DAY ACTIVITIES

Good Health & Physical Activity
Consumer/Planning for a Physically Active
Lifestyle
Weight/Resistance Training, Circuit training,
Group Fitness Classes, Running, Asylum.
Insanity,
Basketball, Volleyball, Softball, Flag Football,
Ultimate Frisbee, Soccer, Lacrosse, Floor
Hockey, World Games, Touch Rugby, Team
Handball, Rolls, Inverted Skills, Apparatus,
Floor Exercise, Circus Skill Performance, SelfDefense, Fencing, Judo, Karate, Tai-Chi, ChiGong, Capoeira, Wrestling, Boxing, Kickboxing,
Body Mechanics, Kinesiology, Exercise
Physiology, Anatomy and Physiology
Field Day Events & Activities (Choice)
Fitnessgram (PFT) in Course 2 is a SFUSD PE focus area and not a state requirement
UNLESS a student has not satisfactorily met 5 of the 6 standards in 9 grade. Students
will need to retake only those portions of the test that they did not satisfactorily meet.
SFUSD and the state PFT testing window is February through the end of March.
th
Course 2 students assume more formal leadership roles in physical activity and sports and go into
more depth in their study of the principles of health-related and skill-related fitness, selfmanagement and healthy lifestyle choices
COURSE 2 STAFF PROGRAM SCHEDULE SAMPLE
Instructional Modules and Contents
Text: FITNESS FOR LIFE, Corbin & Lindsey; FITNESSGRAM ACTIVITYGRAM,
The Cooper Institute
PHYSICAL BEST ACTIVITY GUIDE, Carpenter & Sinclair
CALIFORNIA STATE MODEL COMPONENTS: All teachers are required to teach all five model
components: Physical Fitness, Team Sports, Tumbling & Gymnastics, Combatives (defend not to fight) and
Mechanics of Movement and SFUSD’s 21 Century PE all-year round fitness. All teachers are also required
to teach the Physical Best Modules, and administer the California Physical Fitness Test Pre and Post Test
Assessments.
st
DATES
TEACHER
1
TEACHER
2
TEACHER
3
TEACHER
4
TEACHER
5
TEACHER
6
1
MARKI
NG
PERIOD
HEALTHRELATED
FITNESS
CONCEPTS
*PF PRETEST
Rotate
HEALTHRELATED
FITNESS
CONCEPTS
*PF PRETEST
Rotate
HEALTHRELATED
FITNESS
CONCEPTS
*PF PRETEST
Rotate
HEALTHRELATED
FITNESS
CONCEPTS
*PF PRETEST
Rotate
HEALTHRELATED
FITNESS
CONCEPTS
*PF PRETEST
Rotate
HEALTHRELATED
FITNESS
CONCEPTS
*PF PRETEST
Rotate
ST
Cooperative
Activities
Cooperative
Activities
Cooperative
Activities
Cooperative
Activities
Cooperative
Activities
Cooperative
Activities
2
MARKI
NG
PERIOD
AEROBIC
FITNESS
Fitness
Activites
Volleyball
AEROBIC
FITNESS
Fitness
Activites
Basketball
Exercise
Physiology
AEROBIC
FITNESS
Fitness
Activites
Soccer
AEROBIC
FITNESS
Fitness
Activites
Chi-Gong
Ultimate
Frisbee
AEROBIC
FITNESS
Fitness
Activites
AEROBIC
FITNESS
Fitness
Activites
Flag Football
3
MARKI
NG
PERIOD
TRAINING
METHODS
FOR
MUSCULAR
STRENGTH
AND
ENDURANC
E
Fitness
Activites
Tumbling
Flag Football
TRAINING
METHODS
FOR
MUSCULAR
STRENGTH
AND
ENDURANC
E
Fitness
Activites
Circus Skill
Performance
Volleyball
TRAINING
METHODS
FOR
MUSCULAR
STRENGTH
AND
ENDURANC
E
Fitness
Activites
Apparatus
Anatomy &
Physiology
TRAINING
METHODS
FOR
MUSCULAR
STRENGTH
AND
ENDURANC
E
Fitness
Activites
Soccer
Tumbling
TRAINING
METHODS
FOR
MUSCULAR
STRENGTH
AND
ENDURANC
E
Fitness
Activites
Tai-Chi
Ultimate
Frisbee
TRAINING
METHODS
FOR
MUSCULAR
STRENGTH
AND
ENDURANC
E
Fitness
Activites
Soccer
Team
Handball
4
MARKI
NG
PERIOD
TRAINING
METHODS
FOR
FLEXIBILITY
PF POSTTEST
Fitness
Activites
Self-Defense
Body
Mechanics
TRAINING
METHODS
FOR
FLEXIBILITY
Fitness
Activites
Tai-Chi
Flag Football
TRAINING
METHODS
FOR
FLEXIBILITY
Fitness
Activites
Chi-Gong
World
Games
TRAINING
METHODS
FOR
FLEXIBILITY
Fitness
Activites
Judo/Karate
Circus Skill
Basketball
TRAINING
METHODS
FOR
FLEXIBILITY
Fitness
Activites
Soccer
Tumbling
TRAINING
METHODS
FOR
FLEXIBILITY
Fitness
Activites
Kickboxing,
Tae Bo
Tumbling
Ultimate
Frisbee
5
MARKI
NG
PERIOD
BODY
COMPOSITI
ON AND
COMBINEDCOMPONEN
T TRAINING
*PFT POSTTEST
Rotate
Fitness
Activites
Ultimate
Frisbee
BODY
COMPOSITI
ON AND
COMBINEDCOMPONEN
T TRAINING
*PFT POSTTEST
Rotate
Fitness
Activites
BODY
COMPOSITI
ON AND
COMBINEDCOMPONEN
T TRAINING
*PFT POSTTEST
Rotate
Fitness
Activites
BODY
COMPOSITI
ON AND
COMBINEDCOMPONEN
T TRAINING
*PFT POSTTEST
Rotate
Fitness
Activites
Volleyball
BODY
COMPOSITI
ON AND
COMBINEDCOMPONEN
T TRAINING
*PFT POSTTEST
Rotate
Fitness
Activites
Body
Mechanics
BODY
COMPOSITI
ON AND
COMBINEDCOMPONEN
T TRAINING
*PFT POSTTEST
Rotate
Fitness
Activites
Exercise
Physiology
ND
RD
TH
TH
6
MARKI
NG
PERIOD
TH
PERSONAL
FITNESS
CONNECTIO
NS
Fitness
Activites
Field Day
Activities
Rotate
PERSONAL
FITNESS
CONNECTIO
NS
Fitness
Activites
Field Day
Activities
Rotate
PERSONAL
FITNESS
CONNECTIO
NS
Fitness
Activites
Field Day
Activities
Rotate
PERSONAL
FITNESS
CONNECTIO
NS
Fitness
Activites
Field Day
Activities
Rotate
PERSONAL
FITNESS
CONNECTIO
NS
Fitness
Activites
Field Day
Activities
Rotate
PERSONAL
FITNESS
CONNECTIO
NS
Fitness
Activites
Field Day
Activities
Rotate
INSTRUCTIONAL CONTENT AND AREA:: Staff member selects the content
activity. The department head/lead determines the instructional area.
Rainy Day Areas:
Teacher 1 ________________Teacher 2 ________________
Teacher 3 ________________Teacher 4 ________________
Teacher 5 ________________Teacher 6 ________________