GRADES TEN - TWELVE

Grades ten through twelve are dedicated to mastery in more complex versions of various movements and proficiency in most activities. These should include a minimum of six themes: team, dual and individual sports, rhythms/dance, aquatics, fitness activities and gymnastics. Non-traditional activities should be included where facilities and instructional expertise are available. The primary focus of instruction should be on the application and mastery of activity skills that would encourage students to lead an active lifestyle. The application of these motor skills in instructor supervised physical activities will help students learn and apply the social skills (i.e., cooperation, fair play, playing by the rules, etc.) necessary to function appropriately in society. Additionally, students should plan, execute and alter, as needed, a fitness program that encourages them to be physically fit/active for a lifetime.

The teacher should reinforce that mental practice can increase performance, particularly at higher skill levels. Students should understand that regular participation in physical activity releases endorphins that allow individuals to enjoy and sustain their fitness programs. Family, school, and community attitudes are influenced by an individual’s commitment to a fitness plan.

The physical education framework follows a developmentally appropriate sequence. Activities should be taught from the simple to the complex. Competencies may be taught in any format a district may develop. The competencies are required to be taught. Competencies are not ranked in order of importance; rather the sequence of competencies relates to the broader K-12 framework. Competencies provide a general guideline of on-going instruction.

The suggested objectives are optional, not mandatory. Objectives indicate skills that enable fulfillment of competencies, describe competencies in further detail, and show the progression of concepts throughout the grades. School districts may adopt the objectives, modify them, and are encouraged to write their own objectives to meet the competencies for students in their school district.

 Content Strands

Gross Motor Skills Development (GM)
Fine Motor Skills Development (FM)
Social Skills (S)
Personal Skills (P)
Cognitive Development (C)
Lifelong Learning/Participation (L)
Fitness (F)
Adapted Physical Education (AP)

* See glossary

COMPETENCIES and Suggested Objectives:

1. Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities. (GM, FM)

a. Demonstrate proficiency in team-oriented skills.
b. Improve upon a variety of advanced manipulative skills.


2. Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. (C, L, F, AP, P)

a. Analyze peer performance on specific movement skills.
b. Determine offensive and defensive strategies while participating in team and individual sports.
c. Use the outcomes of strategic decisions to encourage the improvement of personal performance.


3. Exhibit a physically active lifestyle. (GM, FM, L, C, AP)

a. Participate in a variety of movement skill-related activities, which encourages a lifetime of physical fitness.
b. Select activities that promote a physically active lifestyle by determining the health and fitness benefits of team, dual, individual, and lifetime activities.
c. Create a plan to maximize success in a variety of activities (i.e., picnic, camping trip, flag football, picking up litter, etc.).


4. Achieve and maintain a health-enhancing level of physical fitness. (C, L, GM, AP)

a. Develop and participate in an appropriate physical fitness program to improve personal fitness over an extended period of time.
b. Maintain the five health related fitness components (i.e., aerobic fitness, muscular strength, muscular endurance, flexibility, body composition) to live a healthy lifestyle through the development of a fitness plan.

5. Exhibit responsible personal and social behavior that respects self and others in physical activity settings. (C, S, P, GM, FM, AP)

a. Engage in physical activities that encourage self-motivation and goal setting.
b. Cooperate with peers personally and socially through physical activities.
c. Acknowledge differences in peer abilities while working together to achieve physical activity goals.
d. Develop an awareness of different cultures while respecting similarities and differences.
e. Identify the effects of age on lifelong physical activity preferences and participation.


6. Value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. (S, AP, GM, L, P)

a. Interact with peers in a fun and challenging environment while participating in group-related physical activities.
b. Recognize that participation in physical activity can provide opportunities for positive social interaction.
c. Understand the value and benefits of physical activity which lead to a healthier lifestyle.

Grade Levels: Tenth – Twelfth Grade

 Comp.

Obj.

Suggested
Teaching Strategies

Suggested
Assessment

1

a

 

Have students participate in a tennis match. Students should display skills such as developing strategy, playing by the rules, scorekeeping, proper grip, force, etc.

 Teacher Observation
Rubric

1
b
Students will use professionally prepared and teacher-prepared videos and computer programs to improve their manipulative skills (i.e., jumping rope, keeping a bean bag in the air with repetitive foot contact, juggling).
Skill Test
Rubric
2
a
Have students create a rubric to observe and analyze the movement skills of two other students.
Checklist
Rubric
2
b, c
Have students demonstrate strategy while participating in activities such as racquetball, tennis, soccer, badminton, and/ or volleyball.
Teacher Observations
Checklist
3
4
a
b
Have students use different methods to monitor the five health-related components of fitness (muscular strength, endurance, flexibility, aerobic fitness, body composition) and identify any correlation in data that would indicate fitness.
Lab Reports
Checklist
Fitness testing
3
4
b
b
In order to demonstrate the knowledge of activities that promote a physically active lifestyle, students will select two activities that improve fitness levels in each of the health related components of fitness.
Checklist
Written test
3
c
Have students create a list of supplies and materials they would need to go on an overnight backpacking trip. Encourage them to execute the plan with family.
Teacher Observation
Written Assignment
3
c
Have students practice visualization, positive thinking, and relaxation methods. Explain to students how these techniques improve performance.
Teacher Observation
3
c
Have students organize a field day for grades K-6. Students should plan the activities, work the booths, take up tickets, etc.
Teacher Observation
Checklist
4
a
Have students create a fitness plan that focuses on body composition. The fitness plan should include warm-up and cool down exercises (i.e., stretching), aerobic fitness exercises, and muscular strength and endurance exercises. Students should also plan for a nutritious appropriate diet using MyPyramid.
Portfolio
4
a, b
Have students record the fitness, intensity, time, and type of activity (FITT) that he/she engaged in for a specific amount of time. Identify likes/dislikes of the activity and needs for improvement.
Journal
Portfolio
4
a, b
Have students create an outline explaining the activities, principles, and methods they plan to participate in to maintain aerobic endurance, muscular strength and endurance, flexibility, and body composition.
Written Assignment
5
6
c
a
Create a large puzzle by cutting a sheet of plywood into approximately 10 pieces. Have students assemble the pieces without talking. Only the person holding the piece may place it.
Teacher Observation
5
d
Have students recognize the various ability levels in individuals and indicate strengths and weaknesses. Students should create a list of ideas for short-term goals to improve weak areas. These short-term goals are designed to meet long-term goals of students. The more proficient an individual becomes, the more likely he/she will continue to engage in physical activity.
Written Assignment
5
d
Have students recognize the similarities and differences in games from various cultures (i.e., the music from various cultures has different rhythms).
Written Assignment
5
d

Have students research how activity performed in different environments may require a greater amount of energy due to factors such as temperature, humidity level, and elevation (i.e., altitude affects oxygen level, temperature and humidity increases perspiration, etc.). Activities performed indoors may require a smaller amount of space.

Have students participate successfully in a cooperative learning group activity with a wide range of diverse members.
Written Assignment
6
c
Students will prepare a report identifying reasons for participating (i.e., weight loss, reduce medical complications, relieve stress, socialization) or reasons for not participating (i.e., slowing of reflexes, loss of muscle strength, eye sight, possibility of injury, etc) in certain lifelong physical activities.
Rubric
Written Assignment

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