Syllabus for High School Physical Education Course 1
9th Grade Physical Education 1-2 (5503, 5504)
Course 1 addresses aquatics, rhythms/dance, individual and dual activities, effects of physical activity upon dynamic health, and the mechanics of body movement. In this course students develop proficiency in their movement skills, expand their capabilities for independent learning, and examine practices that allow sound decision making to enhance successful participation in movement activities. Students are provided with opportunities to improve their health-related physical fitness as well as to understand advanced concepts related to physical fitness and physical activity. Students learn how to achieve physical fitness and the importance of maintaining an active lifestyle throughout their lifetime. This course also provides an opportune setting for adolescents to learn appropriate social interaction skills.
Through the medium of exercise and movement, all students will participate in a sequential, differentiated program that fosters each student's personal health, fitness and safety. Students will gain: an appreciation and understanding of the value of physical education and its relationship to a healthy, balanced lifestyle; an interest in the promotion of health and fitness; the motivation to participate fully in all aspects of physical education and work toward the attainment of optimal levels of physical fitness; effective communication strategies (verbal, non-verbal and written); the skills of understanding necessary to participate successfully in a variety of physical activities; the ability to reflect critically on all aspects of physical activity including that of being a critical performer; an understanding of international perspectives on physical activity, sport, and health education; AND a lifelong interest in and enjoyment of physical activities as a participant.
California High School Model Content Standards
Overarching Standard 1: Students demonstrate knowledge of and competency in motor skills, movement patterns and strategies needed to perform a variety of physical activities.
Overarching Standard 2: Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles and strategies.
Overarching Standard 3: Students demonstrate knowledge of psychological and sociological concepts, principles and strategies that apply to the learning and performance of physical activity.
Physical Fitness Testing (FITNESSGRAM)
The primary goal of the FITNESSGRAM battery of tests is to assist students in establishing lifelong habits of regular physical activity. The FITNESSGRAM is conducted in November (upper class only) and March. Students will be pre-tested in September to establish baseline fitness levels and set personal goals. The FITNESSGRAM tests 6 main fitness areas that represent 5 components of fitness: Aerobic Capacity, Muscular Strength, Muscular Endurance, Flexibility, and Body Composition. In Course 1 students will have their first opportunity to achieve 5 out of 6 Healthy Fitness Zones. As FITNESSGRAM is a state-mandated test, student scores will not be computed as part of their academic grade.
The 6 FITNESSGRAM required tests areas are:
- Aerobic Capacity (PACER, One-Mile Run, or Walk Test)
- Abdominal Strength and Endurance (Curl-Ups)
- Trunk Extensor Strength and Flexibility (Trunk Lift)
- Upper Body Strength (Push-Ups, Modified Pull-Ups, Flexed Arm Hang)
- Flexibility (Back-Saver Sit and Reach, Shoulder Stretch)
- Body Composition (Body Mass Index [height and weight], Percent Body Fat, Bioelectric Impedance Analysis)
The academic grade (learning-focused) is based on the degree to which each student meets or exceeds the 3 overarching California Model Content Standards and corresponding performance standards.
The citizenship grade (non-academic, behavior/effort-focused) is determined by following class rules, arriving on time, wearing acceptable athletic clothing, exhibiting a willingness to learn, participating in class activities, and demonstrating courteous/respectful behavior.
Each student will demonstrate and be evaluated on his or her progress in each of the following content areas:
- The effects of physical activity upon dynamic health
- Mechanics of body movement
- Individual and dual sports
Assessment strategies used to evaluate each student’s level of mastery of the 3 California Model Content Standards include, but are not limited to the following: cognitive tests, entrance/exit slips, essays, graphs, journals, logs, performance tasks, portfolios, projects, reports, rubrics, skills tests, structured observations, and video production and/or analysis.
Student Expectations/Course Materials
The required physical education attire is a pair of school colored shorts or sweats and a school colored shirt that, for your convenience, may be purchased at school. Supportive athletic shoes must be worn to ensure students’ safety. No slip-on shoes, flats, boots, sandals, heels, etc. are permitted. The physical education attire must be worn to conform to the school dress code policy. Loaner clothes may be made available on a limited basis. The school staff is not responsible for lost/stolen items.
Students are expected to:
- RESPECT THEMSELVES
- RESPECT TEACHERS/CLASSMATES
- RESPECT SCHOOL AND PERSONAL PROPERTY
Students will be required to bring a written note from a parent in order to be excused from physical education. A doctor’s note must be presented for illness or injury lasting more than three days. Students will be required to suit up and participate to the maximum degree that their illness/medical condition allows. Students will be required to make up all missed work.
- School website
- School phone and fax number
- Parent Connect
- SDUSD Physical Education website: www.sandi.net//domain/131
- CA Physical Education Framework (2009)