PHYSICAL EDUCATION INSTRUCTIONAL GOALS

The fundamental goal of the physical education program is to prepare students for the challenges of the 21st century by providing opportunities to attain the skills and knowledge to be physically active as part of a healthy lifestyle. Students should become competent in movement forms, motor skills, and social skills and learn to enjoy physical activity while not compromising safety. Elementary school children should derive developmental and personal meaning from movement and enjoyment as they gain competence in movement ability. At the middle school level, participation in physical activity provides important opportunities for challenge, social interaction, group membership and serves an important role in physical maturation processes. Secondary level physical education provides enjoyment, challenge, social opportunities and a greater opportunity for self-expression and personal meaning.

As a result of these benefits of physical activity, students will begin to actively pursue lifelong physical activities that meet their own needs. Cognitive understandings develop from an initial awareness of the cause and effect relationships between activity and its immediate and identifiable effects on the body. Additionally, the role of physical activity on physiological, social, and emotional well-being as well as a comprehensive perspective on the meaning of a healthy lifestyle will be clearly understood.

Students who master these skills will reap the benefits of a physically active lifestyle, better health, higher educational achievement, and better preparation for work, improved attendance, and lower health care costs. Establishment of lifelong patterns of participation in physical activity expands beyond the physical education class to the opportunities and support provided by the school and community. Physical Education, in combination with school-wide and community programs and services, encourages and supports healthy behaviors and the lifelong challenges students will face.

PHYSICAL EDUCATION INSTRUCTIONAL GOALS

1. Students will demonstrate competency in many movement forms and proficiency in a few movement forms.

2. Students will apply movement concepts and principles to the learning and development of motor skills.

3. Students will exhibit a physically active lifestyle.

4. Students will achieve and maintain a health-enhancing level of physical fitness.

5. Students will demonstrate responsible personal and social behavior in physical activity settings.

6. Students will demonstrate understanding and respect for differences among people in physical activity settings.



7. Students will understand that physical activity provides opportunities for enjoyment, challenge, self-expressions, and social interaction.

COMPONENTS OF PHYSICAL EDUCATION IN WEST VIRGINIA

Objectives for physical education have been divided into seven components. All seven components are important to the physical education program.

Safety

Objectives in this category stress the importance of pro-active attention to safe practices in all areas of physical education. Students learn to take responsibility for practicing safely and preventing injuries.

Lifetime Wellness

Objectives in this category enable students to discover the necessity of taking a comprehensive approach to wellness. Students learn to coordinate physical activity, nutrition, risk avoidance, and other health-enhancing activities.

Physical Activity

Objectives in this category will assist students in recognizing and employing the various avenues of physical activity available in the promotion and maintenance of lifetime personal well-being. Students will gain enjoyment and appreciation of physical activity through experience with a variety of selected activities.

Social Skill Development

Objectives in this category will empower students to develop the positive social skills necessary to interact with others. The social skills will be enhanced by active lifetime physical activity participation during and beyond the critical periods of physical growth and development.

Movement/Rhythmic Development

The objectives in this category will provide students with opportunities to explore the elements of dance through creative movement, rhythmic activities with equipment, and social dance as a lifetime physical activity.

Motor Skill Development

The objectives in this category will provide students opportunities to develop fundamental and specialized skills necessary to encourage regular participation in lifetime physical activity.



Computer and Technology

Objectives in this category are designed to enable students to use technology to develop a physically active lifestyle, enhance technological skills through hands-on experiences, and understand that technology is a significant factor in a comprehensive approach to wellness and learning.



How Physical Education Links With Other Education Goals

Physical education instructional objectives reinforce the core curriculum and develop important workplace process skills. Connections across the curriculum enhance students' critical thinking skills and help make content interesting and engaging to students. Core content cross-referenced with the physical education instruction will provide an opportunity to reinforce basic skills and help students see how basic skills are applicable to a wide variety of tasks. Workplace process skills found in the 7th, 8th and secondary level physical education objectives ensure that students leave WV schools ready to assume their roles as responsible, productive citizens.

The integration of physical education objectives across the curriculum are denoted after each objective by subject abbreviation, grade level and objective number (e.g., S,2.35 indicates a cross-reference with 2nd grade science, objective #35). The following abbreviations have been used for core content areas (SS=Social Studies; M=Mathematics; LA=English Language Arts; S=Science; H=Health) and additional grade or level specific content (WV=West Virginia Studies, E=Economics, C=Civics, AM=Applied Math; HAP=Human Anatomy and Physiology). Workplace process skills are denoted by a diamond () after objectives in grades 7-12.

K-4

Cross-referenced objectives provide clear connections for elementary teachers to reinforce concepts and skills found in the core content areas of English Language Arts, Math, Social Studies and Science and with basic skills including computer skills. Additional connections to these areas can be developed as thematic units or reteach opportunities as needed. Foundations for some workplace process skills are introduced in the elementary grade physical education objectives. Career exploration is easily integrated in several of the objectives in the K-4 physical education objectives.

5-8

Although physical education is a separate subject in middle school, cross-referencing to core areas provides opportunities for reinforcing basic skills, enhancing critical thinking and offering challenging course material. Fifth and sixth grades provide stepping stones from elementary foundations to many workplace process skills that students begin demonstrating and applying in the seventh and eighth grades. Career awareness highlights skills and opportunities for those interested in the wide variety of jobs available.

Secondary

Cross-references to other core content in the high school physical education objectives clearly demonstrate that students must be able to apply and use skills to be successful in their lives. Thinking critically about the importance of physical activity and the role it plays in individual, family and community health provides challenging, meaningful problem-solving that goes beyond content-specific learning. The opportunity to improve workplace process skills should prepare students to handle life challenges.

Examples of Physical Education Workplace Process Goals:

Problem Solving:

* Analyzes data, draws conclusions and applies information.

* Applies core content skills and knowledge to "real world" issues and problems.

Communication:

* Demonstrates respect and positive communication skills with others.

* Uses appropriate communication to negotiate, resolve conflict and settle disputes.

Working With Others:

* Works cooperatively as a member of a team.

* Understands role and responsibility for informed decision making.

Technology:

* Understands injury prevention measures necessary when using technology.

* Demonstrates ability to use technologically advanced methods for research, data collection and communication.

Self-Management:

* Promotes own health and well-being by engaging in health promoting behaviors.

* Manages stress, demonstrates good attendance and attentiveness patterns that lead to high productivity.

Career Development:

* Recognizes the personal value of lifelong learning.

Kindergarten

Physical Education

The kindergarten physical education program focuses on the development of motor skills and movement concepts and introduction of physical activity for fun, enjoyment and health. Motor skills include locomotor skills (e.g. run, walk, skip, hop, jump, etc.), non-locomotor skills (e.g. bend, stretch, etc.), and manipulative skills (throw, catch, strike). Experiencing movement is critical to future participation. Appropriate social interaction, basic knowledge of the body, and participation in organized games are addressed. Safety must be stressed in all activities. Note: West Virginia Code 18-2-7a requires the President's Physical Fitness Test (PPFT) be administered to all students annually.

Safety

K.1 Identify and comply with safety rules and procedures (e.g., no pushing in line, no running and sliding on floor). SS,K.5; SS,K.7

K.2 Name different types of physical activity-related injuries and illnesses that can happen to children (e.g., bruises, cuts, getting overheated). SS,K.5

K.3 Name physical activities that are fun and interesting and describe skills necessary to perform the activities safely (e.g., wear helmet when riding a bicycle). SS,K.5

K.4 Participate in selected physical activities that are sequenced and modified to ensure safe play (e.g. running tag game).

Lifetime Wellness

K.5 Participate in health enhancing lifetime physical and personal wellness activities (e.g. rope jumping, low impact aerobics, running games, obstacle courses, etc.). H,K.22

K.6 Participate in activities that develop basic skills for future participation in lifetime physical activity (e.g. kicking, striking,throwing and catching). LA,K.16

K.7 Recognize and participate in activities that enhance specific body parts, vital organs and systems (e.g. running = strong heart, bones, leg muscles,lungs).H,K.13: S,K.3; S,K.23

K.8 Recognize the effects of healthy habits on personal well-being (e.g. sleep, activity, nutrition).



Physical Activity

K.9 Participate in activities that enhance fitness and conditioning (e.g. running games, bicycling, swimming). H,K.22; S,K.5; S,K.23; S,K.43

K.10 Experience and recognize a variety of physical activities that measure fitness (e.g. the five components of the President's Physical Fitness Test).

K.11 Participate in activities to prepare for lifetime physical activity or fitness (e.g. relays, bicycling,jogging and sprints).

Social Skills Development

K.12 Recognize characteristics of positive leadership, sportsmanship, and respect for others important to participation in physical activity (e.g. team members who praise others,and/or congratulate others, shaking hands). SS,K.1; SS,K.7; SS,K.8

K.13 Participate in activities that facilitate self-improvement, communication, and cooperation in groups (e.g. spatial awareness in group activities, practice good listening skills, etc.). LA,K.13; S,K.5

K.14 Name reasons why physical activity is enjoyable.

K.15 Discover personal enjoyment through movement and music.

Movement/Rhythmic Development

K.16 Establish a beginning movement vocabulary for body awareness, spatial awareness, effort, and relationship (e.g. body parts,general/self-space, directions, levels, time, force, flow, relationships to objects and to others). M,K.18; LA,K.16

K.17 Apply appropriate movement concepts while performing some locomotor/non-locomotor skills. M,K.13

K.18 Participate in rhythmical,expressive, creative, and other dance experiences. M,K.13

K.19 Participate in educational gymnastic activities (non- apparatus) that sequentially develop skills appropriate to individual abilities (e.g. Animal mimics, Bear Walk, Camel Walk, Elephant Walk).

Motor Skill Development

K.20 Demonstrate proficiency in at least 3 locomotor skills (e.g. run, skip, gallop, hop, jump, slide, leap).S,K.43

K.21 Demonstrate proficiency in at least 5 non-locomotor skills (e.g. push, pull, bend, twist, turn, stretch, reach, rise, fall).

K.22 Recognize activities that develop selected manipulative skills (e.g throw, catch, kick, strike, roll). LA,K.16

Computer and Technology

K.23 Identify the uses of technology available at school, home and play. S,K.66; S,K.67

K.24 Use appropriate software to master kindergarten instructional objectives in physical education.



Grade One

Physical Education

The physical education program in first grade continues to develop motor skills and movement concepts that will enable the student to learn to enjoy physical activity and enhance future participation in recreational lifetime activities. Motor skills include locomotor skills (e.g. run, walk, skip, hop, jump, etc.), non-locomotor skills (e.g. bend, stretch, etc.), and manipulative skills (throw, catch, strike). Movement concepts include spacial awareness (location, direction, levels), body awareness (body recognition etc), effort (time, force, flow) and relationships (with objects and with others). Students will recognize the connections to personal health and well-being through classroom activities. Safety must be stressed in all activities. Note: West Virginia Code 18-2-7a requires the President's Physical Fitness Test (PPFT) be administered to all students annually.

Safety

1.1 Identify and comply with safety rules and procedures (e.g. throwing or returning a ball when doing manipulative skill work). SS,1.6; LA,1.3

1.2 Recall different types of physical activity-related injuries and illnesses ( e.g. bruises, cuts, heat exhaustion).

1.3 Practice activities that are fun and interesting and describe skills necessary to perform the activities safely. SS,1.6

1.4 List different types of protective gear and explain their purpose e.g. helmet protects head).SS,1.6

Lifetime Wellness

1.5 Identify and participate in activities that develop basic skills for future participation in lifetime physical activity (e.g. kicking, striking, rolling, throwing and catching).

1.6 Identify and practice health enhancing activities (e.g. jogging, biking, swimming, recreational activities).

1.7 Discuss and list activities that enhance specific body parts, vital organs and systems (e.g. running = strong heart, bones, leg muscles, lungs; stretching = flexibility of muscular system). S,1.5; S,1.33; S,1.30

1.8 Recognize the importance of participating regularly in health enhancing lifetime physical and personal wellness activities. S,1.9

1.9 Identify potential needs for basic first aid procedures when participating in physical activity. H,1.6

Physical Activity

1.10 List and participate in activities and exercises that promote fitness and conditioning (e.g. running, strength activities, aerobics, etc.). S,1.21

1.11 Recognize the importance of proper nutrition and rest to fitness (e.g. food pyramid, sufficient sleep).

1.12 Define the role of physical activity in emotional, physical and social well-being.

1.13 Participate in activities to develop health related fitness (e.g. two minute jog, 30 second rope jumping, twelve push-ups, ten second speed sit-ups, flexibility stretches).

Social Skills Development

1.14 Identify and discuss the importance of characteristics such as leadership, sportsmanship, and respect for others important to participation in physical activity; practice the use of good manners and good listening skills. H1.9; H1.24; H1.25; H1.26; LA1.15; SS,1.3; SS,1.7

1.15 Recognize activities that facilitate self-improvement, communication,and cooperation in groups (e.g. small group activities, cooperative games). SS,1.2; SS,1.3; SS,1.7; S,1.13

1.16 Identify personal enjoyment in physical activity and describe favorite activities. H,1.39

1.17 Recognize physical activity as a tool for managing stress and anger. H1.18: LA,1.106

Movement/Rhythmic Development

1.18 Apply appropriate movement concepts to performing some mastery skills; recall beginning movement vocabulary for body awareness, spatial awareness, effort and relationships. LA,1.57

1.19 Demonstrate a combination of 2 locomotor skills and 2 non-locomotor skills with 2 movement concepts. LA,1.57

1.20 Participate in rhythmical, creative, and other dance experiences.

1.21 Participate in gymnastic activities (non-apparatus) that sequentially develop skills appropriate to individual abilities.

Motor Skill Development

1.22 Demonstrate proficiency in 5 locomotor skills.

1.23 Demonstrate proficiency in 8 non-locomotor skills.

1.24 Practice progress towards mastery in selected manipulative skills (e.g. forward roll, egg roll, shoulder roll, straddle roll, tripod, cartwheel).

Computer and Technology

1.25 Identify ways information is found regarding the benefits of fitness and being active (e.g school media, television, computer).

1.26 Use appropriate software to practice and master first grade physical education instructional objectives.

1.27 Identify the advantages/disadvantages of technology/technological innovations on physical activity (e.g. lack of exercise due to television, benefits of home fitness machines). LA,1.117; S,1.76; SS,1.33

1.28 Demonstrate respect for the (computer) work of others. LA 1.118; S,1.77

1.29 Use graphic software to read and interpret information from charts and graphs appropriate to first grade physical education instructional objectives. M,1.53









SECOND GRADE

Physical Education

The second grade physical education programs continues to build on the development of motor skills and movement concepts from previous grades to further enhance enjoyment, and proficiency. Students identify physical activities' role in lifetime health and wellness and are provided opportunities to experience these concepts. Motor skills include locomotor skills (e.g. run, walk, skip, hop, jump, etc.), non-locomotor skills (e.g. bend, stretch, etc.), and manipulative skills (throw, catch, strike).

Movement concepts include spacial awareness (location, direction, levels), body awareness (body recognition etc), effort (time, force, flow) and relationships (with objects and with others). Safety must be stressed in all activities. Note: West Virginia Code 18-2-7a requires the President's Physical Fitness Test (PPFT) be administered to all students annually.

Safety

2.1 Identify and comply with safety rules and procedures. LA,2.14; SS,2.6

2.2 Identify the causes of various physical activity-related injuries (e.g., pushing, playing rough may result in a broken arm).

2.3 Recall and perform activities that are fun and interesting and describe skills necessary to perform the activities safely. SS,2.6

2.4 Practice selected activities that are sequenced and modified to ensure safe play (e.g., circle and line soccer).

2.5 Distinguish between acceptable and unacceptable behaviors in various situations involving physical activity (e.g., inappropriate language vs. appropriate language, pushing vs. taking turns). LA,2.18; SS,2.2; SS,2.5; SS,2.8

Lifetime Wellness

2.6 Practice activities that develop basic skills for future participation in lifetime physical activity (e.g. kicking, striking, throwing and catching).

2.7 Compare activities that enhance fitness versus those that are harmful to the body (e.g. smoking vs. nonsmoking; proper nutrition vs. high fat diet). S,2.14; S,2.2;

2.8 Participate in and access health enhancing activities (e.g. jogging, biking, swimming, recreational activities).

2.9 Describe the effects of physical activity on body systems and the role of physical activity in building and maintaining health. H,2.12; SS,2.10; S,2.30; S,2.9; S,2.27

Physical Activity

2.10 Identify and participate in fitness and conditioning programs.

2.11 Participate in activities to improve health related fitness (e.g. three minute jog, forty-five second rope jump, fifteen push-ups, fifteen second speed sit-ups, flexibility stretches). H2.29

2.12 Discuss ways to be physically active outside of class (e.g. community activities, activity at home, etc.).

Social Skills Development

2.13 Review the benefits of physical activity in dealing with feelings (e.g. anger, stress, sadness) H,2.16; H,2.22; LA,2.110

2.14 Demonstrate positive actions in leadership, sportsmanship, and respect for others important to participation in physical activity (e.g. take turns, shake hands, compliment/encourage others, and cheer for others). H,2.1; H,2.21, LA,2.11; LA,2.18; SS,2.5; SS,2.7; SS,2.8; SS,2.26

2.15 Participate in activities that facilitate self-improvement, communication, and cooperation in groups. LA,2.11; S,2.13

2.16 Illustrate and express personal enjoyment in physical activity. LA,2.78

Movement/Rhythmic Development

2.17 Demonstrate combinations of any 3 locomotor skills, and any 3 non-locomotor skills, with 3 movement concepts.

2.18 Apply appropriate movement concepts to performing a variety of basic motor skills.

2.19 Distinguish between rhythmical, expressive, creative, and other dance experiences. M,2.23

2.20 Demonstrate educational gymnastic activities (non-apparatus) that sequentially develop skills appropriate to the individual's abilities (e.g. forward roll, back shoulder roll, frog stand, cartwheel, etc.).

Motor Skill Development

2.21 Demonstrate mastery level proficiency in most locomotor and non-locomotor skills.

2.22 Demonstrate progress towards mastery in selected manipulative skills.

Computer and Technology

2.23 Use appropriate software to practice and master second grade instructional objectives. LA,2.121

2.24 Identify the uses of technology in /the community related to fitness and physical activity. LA,2.124; S,2.62

2.25 Use graphics software to create graphs and charts of data collected during physical education investigations. LA,2.116; LA,2.127; SS,2.30; S,2.20; S,2.69





Grade Three

Physical Education

Physical education in grade three stresses the application of motor skills and movement concepts

to lifetime physical activities. Proficiency in basic movement forms will lead to enjoyment in more complex skills and activities. Social skills and lifetime wellness principals promote continued participation in regular physical activity. Safety must be stressed in all activities. Note: West Virginia Code 18-2-7a requires the President's Physical Fitness Test (PPFT) be administered to all students annually.

Safety

3.1 Identify and comply with safety rules and procedures. SS,3.3; SS,3.8

3.2 Propose solutions to given situations to reduce the risk of physical activity-related injuries and illnesses. SS,3.3; SS,3.9; SS,3.10

3.3 Match appropriate safety practices to specific physical activity situations (e.g. appropriate dress for activity in very hot or cold weather, appropriate protective gear). SS,3.3; SS,3.8

3.4 Demonstrate physical activities that are sequenced and modified to ensure safe play (e.g. beach volleyball).

Lifetime Wellness

3.5 Demonstrate activities that develop basic skills for future participation in lifetime physical activity ( e.g. kicking, striking, throwing and catching).

3.6 List the benefits of participating in activities designed to achieve, maintain and enhance health related fitness. S,3.9

3.7 Practice health enhancing recreational activities on a regular basis.

3.8 Differentiate between healthy and unhealthy behaviors. (e.g. active lifestyle vs. sedentary lifestyle; proper nutrition vs. high fat diet; adequate rest vs. lack of rest); review changes to body systems gained through regular participation in physical activity. H,3.10; S,3.35; S,3.36;S,3.32; S,3.39

3.9 Explain the importance of nutrition and proper rest and their impact on fitness (e.g. discuss food pyramid choices, and the need for adequate rest for health and fitness). S,3.9

Physical Activity

3.10 Identify and participate in fitness and conditioning programs; set personal improvement goals and determine strategies to achieve personal goals. H,3.4; H,3.27

3.11 Describe the importance of regular conditioning as a life-long skill (e.g. healthier, deal with stress more effectively, etc.).

3.12 Participate in activities to improve health related fitness (e.g. four minute jog, fifty-five second rope jump, twenty push-ups, twenty second speed sit-ups, flexibility stretches). S, 3.32; S,3.48; S,3.49

Social Skills Development

3.13 Review and practice the steps of the peer mediation/conflict resolution process to solve disagreements during organized physical activity. H,3.3, H,3.21; SS,3.9

3.14 Distinguish between acceptable and unacceptable roles in leadership, sportsmanship, and recognize how respect for others is important when participating in physical activities; use positive social skills to enhance enjoyment in physical activity settings. (e.g. effective interpersonal communication skills, attentive listening skills, positive peer reinforcement skills). H,3.1; H,3.20; H,3.22; LA,3.11; SS,3.42; S,3.13

3.15 Demonstrate actions that facilitate self-improvement, communication, and cooperation in groups during selected activities that require these skills. (e.g. folk dance, square dance, tinikling). LA,3.11; S,3.13

3.16 Experiment with a variety of stress management activities and develop a personal stress management plan that incorporates regular physical activity as a stress relieving tool. H,3.14; LA,3.43

Movement/Rhythmic Development

3.17 Demonstrate rhythmical, expressive, creative, and other dance activities.

3.18 Apply sequentially developed skills in educational gymnastic activities appropriate to the individual's abilities (e.g. buddy walk, monkey roll, two person roll, etc.)..

Motor Skill Development

3.19 Demonstrate mastery level proficiency in all locomotor and non-locomotor skills.

3.20 Demonstrate mastery of selected isolated manipulative skills (e.g. throwing, catching, striking).

Computer and Technology

3.21 Identify ways technology has increased availability of fitness information from around the world (e.g Internet, television).H,3.33; LA,3.87; M,3.52; SS,3.56; S.3.79; S,3.88;LA,3.74

3.22 Use appropriate software and/or technologies to practice and master third grade physical education instructional objectives.

3.23 Use a calculator to find the mean and construct bar and/or line graphs to display data collected. M,3.54; M,3.56; M,3.59; S,3.91; S,3.92: LA,3.92

3.24 Discuss copyright laws and how they provide protection for a person's work. LA,3.88; S,3.89



Grade Four

Physical Education

Advancements in proficiency with motor skills and movement concepts allows greater exploration with lifetime physical activities and conditioning exercises. Fourth grade incorporates vigorous activity to enhance physical development, social skills and foster participation in enjoyable physical activity outside the classroom. Safety must be stressed in all activities. Note: West Virginia Code 18-2-7a requires the President's Physical Fitness Test ( PPFT) be administered to all students annually.

Safety

4.1 Identify and comply with safety rules and procedures.

4.2 Create and perform selected activities that are sequenced and modified to ensure safe play ( e.g., nerf football).

4.3 Utilize rules, strategies, and appropriate safety practices in physical activities (e.g., rolling a volleyball under net vs. throwing over the net to server).LA,4.18

Lifetime Wellness

4.4 Perform activities that develop basic skills for future participation in lifetime physical activity (e.g. kicking, striking, rolling, throwing and catching).

4.5 Associate a variety of activities with their specific health-related benefits (e.g. soccer - cardiovascular; stretching - flexibility). LA,4.35; S,4.14

4.6 Design a fitness/nutrition schedule to fit individual needs (e.g. three day plan; four day plan).

4.7 Examine the relationship between an active lifestyle and good health. H,4.22; LA,4.35; S,4.9; S,4.12; S,4.14; S,4.21; S,4.32

4.8 Participate regularly in health enhancing lifetime physical and personal wellness activities (e.g. outside school activities, walking clubs).

Physical Activity

4.9 Inventory activities that are fun and interesting, and describe physical skills necessary to perform the activities (e.g. soccer and kicking skills).

4.10 Measure personal fitness levels and participate in conditioning programs (e.g. PPFT). S,4.12

4.11 Illustrate/outline and use a personal plan designed to enhance fitness, conditioning, and nutrition. LA,4.35

4.12 Participate in activities to prepare for a health related fitness assessment (e.g. five minute jog, one minute rope jump, twenty-five push-ups, twenty-five second speed sit-ups, flexibility stretches).

Social Skills Development

4.13 Practice positive roles in leadership, sportsmanship, and respect for others important to participation in physical activity (e.g. take turns, shake hands,compliment/encourage others, and cheer for others ). LA,4.13; LA,4.14; LA,41.8

4.14 Practice the peer mediation/conflict resolution process to solve disagreements during organized physical activity H,4.5

4.15 Assess social and self-management skills needed to contribute to positive personal mental, emotional, and social health and enhance group dynamics including communication, cooperation and team goal-setting in selected physical activities (e.g. listening skills, self-esteem, positive attitude, active participation).H,4.2, H,4.9; LA,4.13; LA, 4.14; 4.18; S,4.13

4.16 Research and practice a variety of stress management techniques. H,4.15; LA,4.81;LA,4.86; LA,4.38

Movement/Rhythmic Development

4.17 Apply rhythmical, expressive, creative and other dance skills. M,4.40

4.18 Perform gymnastic activities (non-apparatus) that sequentially develop skills appropriate to the individual's abilities (e.g. combination stunts, rolls,and balance skills).





Motor Skill Development

4.19 Demonstrate mastery level proficiency in all locomotor and non-locomotor skills as incorporated with activities. S,4.51; S,4.32

4.20 Demonstrate mastery of selected isolated manipulative skills (e.g. throwing, catching, rolling, striking, and kicking) and perform them independently or in cooperative group activity. S,4.51; S,4.32; S,4.53



Computer and Technology

4.21 Select and use appropriate software and/or other technologies to locate and use reference sources. ,4.29; LA,4.98; LA,4.81; SS,4.47

4.22 Investigate positive and negative ways technology has impacted physical fitness, activity and wellness. WV.16; WV.17; SS,4.13; SS,4.22; SS,4.26; S,4.74

4.23 Using a word processor, create and spell check an essay on a physical education topic.LA,4.95; LA,4.99; LA,4.101; LA, 4.49; LA,4.51

4.24 Use graphic software and/or calculators to analyze, interpret and display data collected during physical education investigations. LA,4.100; M,4.56; M,4.57; S,4.79; S,4.84; S,4.80; M,4.25; M,4.28; M,4.30

Grade Five

Physical Education

The goal of the physical education program of study at the fifth grade level is to continue a vigorous program to enhance physical development and foster participation in enjoyable physical activity outside the classroom. The objectives emphasize lifetime wellness, social skills, motor/skill development, movement/rhythmic development, and physical activity. Physical activity is important to the physical, emotional and social maturation of students at this age. Safety must be stressed in all activities. Note: West Virginia Code 18-2-7a requires the PPFT be administered to all students annually.

Safety

5.1 Identify and comply with safety rules and procedures (e.g., small and large equipment usage, obstacles).

5.2 Compare physical activities that are sequenced and modified to ensure safe play during unmodified activities with regard to their potential risk of injury (e.g., volleyball played with regular ball vs. volleyball played with a beach-ball). LA,5.14

Lifetime Wellness

5.3 Demonstrate knowledge of cardiovascular conditioning and other fitness components and their effects on the body. S,5.33.

5.4 Identify principles of lifetime wellness (e.g. nutrition, play, rest, personal hygiene). LA,5.16

5.5 Assess and develop a plan to improve on physical fitness test performance. S,5.14

5.6 Discuss the benefits of and participate in warm-up and cool-down activities.

5.7 Discuss the role of time management in health-promoting habits and social relationships (e.g planning for physical activity). S,5.26

5.8 Identify and discuss the relationship of physical activity to growth and development, and emotional health and self-acceptance. S,5.19; S,5.26

5.9 Describe the concept of energy balance; compare caloric intake with caloric expenditure through physical activity. H,5.25; H,5.26; M,5.44; M,5.53; S,5.18; S,5.19; S,5.25

Physical Activity

5.10 Describe the process for calculating body fat percentage and the impact of physical activity and nutrition on appropriate body fat levels.

5.11 Identify the basic skills and knowledge necessary to participate in lifetime sports, games or physical activities (e.g. bowling, bicycling, hiking, soccer).

5.12 Define and explain rules that apply to specific lifetime and team activities (e.g. tennis, softball, aerobics, golf, weight training).

5.13 Identify specific types of unstructured physical activity and exercise (e.g. walking, rope jumping, playing, fishing).

5.14 Identify school and community programs that promote lifelong physical activity.

Social Skills Development

5.15 Demonstrate appropriate behavior for involvement in all areas of physical activity (e.g sportsmanship, respect, social skills); propose communication guidelines for physical activity settings. H,5.1; LA,5.2; LA,5.4

5.16 Describe appropriate peer mediation/conflict resolution skills (e.g. mediation, active listening, compromise, negotiation);use them to solve disagreements during organized physical activity. H,5.2; LA,5.2





5.17 Participate in cooperative, team building physical activities and discuss the importance of teaming skills. LA,5.2; LA,5.4

5.18 Discuss the role and importance of physical activity in remaining drug-free and the influence of peers, media and the family on the decision not to use tobacco, alcohol and drugs.

Movement/Rhythmic Development

5.19 Perform creative and expressive movement sequences using one or two elements of dance.

5.20 Perform rhythmic movement activities utilizing equipment (e.g. hula hoops, rhythm ribbons, rhythm balls, rolls, stunts, and balance activities). S,5.31; S,5.40

5.21 Demonstrate the skill and combination of step patterns in partner and group dances.

Motor/Skill Development

5.22 Recognize and apply rules, strategies, and terminology for varied motor/skill activities.

5.23 Perform activities in preparation for physical fitness assessment (e.g. lead-up skills, walking, running, or conditioning for a mandated fitness test).

5.24 Review motor skills in team and/or lifetime activities (e.g. catching, throwing, kicking, running). S,5.31

5.25 Identify and demonstrate basic steps for specific motor skill development (e.g. basketball - bounce passes, dribbling, softball - catching, throwing). S,5.31; S,5.40

Computer and Technology

5.26 Use appropriate software and a variety of other technologies to practice and master fifth grade instructional objectives in physical education.

5.27 Enter and edit data from physical education investigations into a database. S, 5.71; S,5.72; M,5.55

5.28 Use appropriate software and/or technologies to practice reading, interpreting, analyzing and evaluating data on a map, chart, graph, table or diagram; practice making conclusions and predictions from data. S,5.73; S,5.74; S,5.75; M,5.23; M,5.24; M,5.26







5.29 Locate and use references sources through available software and/or technologies with proper copyright citations; use a word processing program to write and edit a report LA,5.180; LA,5.182; LA,5.183; LA, 5.186 ;LA,5.184; S, 5.77; LA,5.60; LA,5.61

5.30 Describe the influence of technology on life in the United States and how this relates to physical activity levels and individual health. SS,5.64; SS,5.27



Grade Six:

Physical Education

The goal of the physical education program at the sixth grade level is to improve the pre-adolescent student's understanding of the connections between physical activity and lifetime wellness and building on social skills important to future participation and enjoyment. Movement is critical to proper growth and development at this age and physical education class should assist students in developing a healthy body self-image/concept. Social and emotional development is highlighted through attention to social skills. Note: West Virginia Code 18-2-7a requires the PPFT be administered to all students annually.

Safety

6.1 Identify and comply with safety rules. LA,6.11

6.2 Organize a game or other type of physical activity that integrates safety practices. LA,6.15; LA,6.19

Lifetime Wellness

6.3 Demonstrate knowledge of cardiovascular conditioning and other fitness components and apply to a variety of physical activities.S,6.3; S,6.11; S,6.76

6.4 Assess and improve on physical fitness test performance. M,6.19; M,6.25; M,6.26; M,6.27; M,6.28; M,6.44; S,6.14; S,6.17

6.5 Describe the benefits of and participate in warm-up and cool-down activities. S,6.3

6.6 Identify factors that influence decisions (e.g. media, peers); analyze the cause and ffect relationship between decision making and long/short term consequences. H,6.1; H,6.2; S,6.26; S,6.78

6.7 Discuss the role of physical activity in mental and emotional health; discuss self-concept, self-esteem and self-control as they relate to personal decision making and mental/emotional health. H,6.8, H,6.13;S,6.11; S,6.19; S,6.26

6.8 Describe how physical activity acts as a positive stress management tool; experience a variety of activities that can be used to manage stress. H,6.10

6.9 Describe the harmful effects of tobacco use and secondhand smoke on physical performance. H,6.20, H,6.21

6.10 Evaluate the truth/fallacy of tobacco use in stress management, weight loss and personal image; and propose healthy alternatives. H,6.23; S,6.11; S,6.12; S,6.19; S,6.78

6.11 Identify personal physical activity goals; analyze the relationship between personal choices and goal attainment. H,6.12; S,6.79

Physical Activity

6.12 Demonstrate the basic skills, rules and knowledge necessary to participate in lifetime sports, games or physical activities.

6.13 Interpret and perform specific forms of unstructured physical activity and exercise (e.g. walking, bicycling, playing, gardening).

6.14 Inventory community programs that promote enjoyable lifelong physical activity. H,6.34; SS,6.5; SS,6.57

6.15 Perform lead-up activities that contain two or more elements of a team activity (e.g. sideline soccer, paddle tennis, pickleball).

6.16 Record and evaluate physical activity engaged in outside of physical education class for a determined period of time. S,6.13; H,6.34

Social Skills Development

6.17 Demonstrate positive behavior as a participant and spectator in physical activities, (e.g. self- discipline, self-control, cooperation, leadership, sportsmanship, etiquette).

6.18 Demonstrate appropriate peer mediation/conflict resolution skills in all activities (e.g. mediation, active listening, compromise, negotiation). H,6.5

6.19 Review qualities of responsible friendship; explain the role of physical activity in building healthy social relationships. H,6.14

6.20 Identify ways the community can support physical activity for teens. H,6.11; SS,6.5; SS,6.57

6.21 Identify sources of anger and stress; demonstrate healthy ways to communicate emotions; evaluate healthy methods of reducing anger and stress. H,6.9

6.22 Review strategies to become a good team member; practice team decision making; participate in cooperative, team building physical activities. H,6.5; S,6.10

Movement/Rhythmic Development

6.23 Select and perform creative movement sequences using two or more elements of dance. S,6.54; S,6.57

6.24 Demonstrate skill and correct combination of step patterns in partner and group dances. S,6.57

6.25 Perform rhythmic movement activities utilizing equipment (e.g.jump rope, parachute, tinikling, etc.). S,6.51; S,6.57

Motor/ Skill Development

6.26 Recognize and apply rules, strategies, and terminology for varied physical activities.

6.27 Perform activities to improve physical fitness and assess changes (e.g. lead up activities, conditioning for mandated fitness test). S,6.54; S,6.57

6.28 Identify and demonstrate basic steps of motor skill development (e.g. dribbling, passing, and shooting skills). S,6.61

6.29 Extend and improve previously learned motor skills in team and/or lifetime activities (e.g. catching, throwing, kicking).

Computer and Technology

6.30 Use appropriate software and technologies to practice and master sixth grade physical education instructional objectives.

6.31 Use appropriate software to practice reading, interpreting, analyzing and evaluating data on a map, chart, graph, table or diagram; practice making conclusions and predictions from data. M6.24; M,6.28; M,6.58; S,6.83; S,6.84; S,6.87; S,6.90

6.32 Locate and use references sources through available software and/or technologies; use a word processing program to write and edit a report. LA,,6.54; LA,6.56; LA,6.57; LA,6.66; LA,6.144; LA,6.154; LA,6.155; LA6.157; LA, 6.160; S,6.98



Grade Seven

Physical Education

The physical education program of study at the seventh grade level continues to develop specialized skills, offer new opportunities to explore recreational activities and lifetime fitness activities, and builds on lifetime wellness and social skills concepts previously introduced.. During this critical time period, changes due to maturation and growth affect the students' skill level as they adjust to physical changes. Social development is an important part of the physical education curriculum. Safety must be stressed at all times. Note: West Virginia Code 18-2-7a requires the President's Physical Fitness Test (PPFT) be administered to all students annually.

Safety

7.1 Identify and comply with safety rules and procedures (e.g., proper conditioning before participation). S,7.11

7.2 Evaluate the effectiveness of specific practices in various physical activity situations and make recommendations to eliminate unsafe practices. LA,7.18; S,7.11; S,7.13

Lifetime Wellness

7.3 Demonstrate knowledge of cardiovascular conditioning and other fitness components in a variety of physical activities; explain physiological stages for physical activity. S,7.3; S,7.14; S,7.29; S,7.36

7.4 Assess personal fitness and develop a plan to improve physical fitness test performance. H,7.26

7.5 Participate in and analyze the benefits of warm-up and cool-down activities. S,7.3

7.6 Review the role of physical activity and nutrition on weight management, self-concept and personal health; develop a personal nutrition and physical activity plan. H,7.22, H,7.26; S,7.3; S,7.17; S,7.29; S,7.73

7.7 Evaluate the dangers of fad diets;differentiate between media images and the range of normal body types in the population at large; discuss the impact of physical activity on body image. LA,7.27; LA,7.28; LA,7.36; S,7.3;S,7.19; S,7.29; S,7.73; S,7.74 H,7.22; H,7.24; H,7.25

7.8 Review the relationship of stress to personal wellness, family health and relationships; and identify ways physical activity will have an impact on stress (e.g. relaxation techniques relieve stress). LA,,7.36; H,7.1; H,7.2; H7.3; H,7.4; S,7.3; S,7.8; S,7.19; S,7.29; S,7.73



Physical Activity

7.9 Analyze and demonstrate the basic skills and knowledge, including rules and terminology, necessary to participate in lifetime sports, games or physical activities.

7.10 Examine and perform specific forms of unstructured physical activity and exercise (e.g. walking, bicycling, playing,household task ); calculate caloric cost of a variety of activities.

7.11 Prepare a report on community programs and resources that promote or offer lifelong physical activity. H,7.9; H,7.26

7.12 Examine the economic impact of and opportunities for physical activities in West Virginia (e.g. bicycling, golf, white water rafting, hiking, rock climbing). M,7.19; M,7.28; M,7.31; M,7.32; SS,7.10; SS,7.12; SS,7.17; SS,7.19; SS,7.21; SS,7.30; SS,7.31; SS,7.56

Social Skills Development

7.13 Demonstrate appropriate behavior and cooperative team building skills for involvement in all areas of physical activity (e.g. fairness, respect, etiquette, self-discipline, self-control).H,7.5; LA,7.2; LA,7.7

7.14Demonstrate appropriate peer mediation/conflict resolution skills in all activities(e.g. mediation, active listening, compromise, negotiation). H,7.6; LA,7.2; LA,7.7

7.15 Review ways to build positive personal relationships and positive self-concept; analyze influences on personal health decisions (e.g media, culture, peers); practice decision-making and communication skills while participating in physical activity. H,7.11; H,7.13; H,7.19; H,7.21; LA,7.36;SS,7.24; LA,7.28; M,7.19; S,7.87

Movement/Rhythmic Development

7.16 Select and perform creative movement sequences using elements of dance (e.g. body/ spatial awareness, qualities, relationships); demonstrate the skill and combination of step patterns in partner and group dances.

7.17 Display proficiency in performance of rhythmic movement activities utilizing equipment (e.g ribbon sticks, poi poi, lummi sticks, juggling).

Motor/ Skill Development

7.18 Recognize and apply rules, strategies, terminology for varied physical activities.

7.19 Perform activities in preparation for physical fitness assessment (e.g. circuit training, conditioning for mandated fitness test)

7.20 Identify and demonstrate basic steps of motor skill development (e.g. overhand throw, soccer kick, basketball jump shot, etc.).

7.21 Extend and improve previously learned motor skills in team and/or lifetime activities (e.g. 2-on-2 basketball,tennis serve for placement, putting in golf).

7.22 Identify biomechanical principles through movement activities. S, 7.13; S,7.14; S, 7.18; S,7.29; S,7.48; S,7.54; S,7.55; M,7.36; M,7.42

Computer and Technology

7.23 Use appropriate software and technologies to practice and master seventh grade physical education instructional objectives.

7.24 Use calculators and select appropriate software to record, read, interpret, analyze and evaluate data on a map, chart, graph, table or diagram; practice making conclusions, inferences, hypothesis and predictions from data. S,7.79; S,7.83; S, 7.85; S, 7.86; M7.51; M,7.54, M,7.55; SS,7.68

7.25 Locate and use references sources through available software and/or technologies in accordance with copyright laws; use a word processing program to write and edit a report.LA,7.36; LA,7.52; LA,7.57; LA,7.60; LA,7.61; LA,7.65; LA,7.125; LA,7.146; LA,7.164; LA,7.165; LA,7.166, LA,7.169; SS,7.68





Grade Eight

Physical Education

The eighth grade physical education program of study allows students to further explore individual interests in lifetime physical activities and gain the knowledge and skills for future participation. A strong emphasis on lifetime wellness, physical activity and social skills offers all students important benefits toward the goal of becoming a physically active adult. Emphasis on rhythmic movement and motor skills allows for student creativity and talent to be showcased in a non-competitive manner. Safety must be stressed in all activities. Note: West Virginia Code 18-2-7a requires the President's Physical Fitness Test ( PPFT) be administered to all students annually.

Safety

8.1 Demonstrate and apply appropriate safety techniques in all activities. SS,8.8; SS,8.13

8.2 Design personal strategies to avoid injury in recreational activities. H,8.10; SS,8.8; SS,8.13; SS,8.17; SS,8.19

Lifetime Wellness

8.3 Assess personal level of fitness related to the five components. (e.g. cardiovascular, muscular strength, etc.); develop a personal fitness program and monitor results at specific time intervals (e.g. journals, log, portfolios, etc.). M,8.18; M,8.25; S,8.3; S,8.24; S,8.30

8.4 Participate in lifetime fitness activities. (e.g. walking, hiking, jogging, and cycling etc.)



8.5 Assess the relationship of nutrition and physical activity to wellness. (e.g. caloric cost, nutrient density, energy balance, etc.) H,8.32; LA,8.12; S,8.5; S,8.24; S,8.30; S,8.35

8.6 Analyze the effects of drugs, tobacco, and alcohol on physical performance (e.g. lung capacity, coordination, etc.); assess the benefits of a drug-free lifestyle. H8.12, 8.27; LA,8.12; LA,8.142; M,8.18; M,8.30; S,8.5; S,8.13; S,8.24; S,8.30; S,8.35

8.7 Examine the interrelationship of physical activity to emotional and mental health (e.g. depression, stress, self-concept). H,8.28, H,8.1; S.8.5; S,8.13; S,8.30

8.8 Demonstrate appropriate methods for warm-up and cool down activities. S,8.3; S,8.30

8.9 Examine the impact of teen decisions on opportunities in adulthood (e.g lifetime fitness increases job prospects); describe benefits of goal setting to achieve long-range aspirations and overcome roadblocks. H,8.1; H,8.3; LA,8.12; S,8.5; S,8.19; SS,8.79

8.10 Evaluate the cause and effect relationship of decisions and stress; discuss the consequences of decisions. H8.2; S,8.5; S,8.19

Physical Activity

8.11 Compare intensity levels for a variety of physical activities (e.g. walking, jogging, running). S,8.8; S,8.14

8.12 Analyze the benefits of physical activity in relationship to the reduction of specific health risks (e.g. heart disease, cancer, strokes, osteoporosis etc.). LA,8.12; M,8.16; M,8.28; M,8.30; S,8.16; S,8.17; S,8.19; S,8.28; S,8.29; S,8.30; S,8.35

8.13 Identify recreational opportunities in West Virginia; match personal activity interests to local resources.

8.14 Examine reasons for changes in physical activity patterns in work and leisure throughout West Virginia history (e.g. physically demanding jobs decline; technology decreases physical activity). SS,8.68; SS, 8.69; SS,17; SS,8.19; SS,8.26; SS,8.54; M,8.9; M,8.16

Social Skill Development

8.15 Demonstrate appropriate behaviors when participating in various lifetime activities. H,8.4; LA,8.2

8.16 Recognize situations that may lead to violence and practice conflict mediation skills. H,8.8

8.17 Analyze the relationship of physical activity to social development. H,8.14; H,8.29; H,8.4; S,8.5

8.18 Evaluate the importance of peer perceptions, family and media influences (e.g. Just Do It and No Fear logos) on risk-taking behaviors. H,8.16; S,8.5

8.19 Discuss methods of advocating for personal, family and community health. SS,8.7; SS,8.13; SS,8.14



Movement/Rhythmic Development

8.20 Practice and demonstrate skills in a variety of rhythmic/fitness activities. (e.g. aerobics, line dancing, folk dancing.)

8.21 Develop self-expression and communication skills through movement.

Motor/Skill Development

8.22 Practice and demonstrate a progression of acquired skills in a variety of individual, dual, and team activities; interpret rules, strategies, and terminology for varied physical activities.

8.23 Employ proper conditioning practices to enhance performance and fitness. S,8.3

8.24 Experience and discuss bio-mechanical principles through movement activities. S,8.5; S,8.13; S,8.19; S,8.22; S,8.30; S,8.55; S,8.56; S,8.57; S,8.58; S,8.59

Computer and Technology

8.25 Use appropriate software and technologies to practice and master eighth grade physical education instructional objectives (e.g. compare pulse levels for various activities using electronic pulse monitors).

8.26 Analyze motor skill development using modern multimedia techniques (e.g. camcorders, digital cameras, graphics, etc.).

8.27 Use calculators and select appropriate software to record, read, interpret, analyze and evaluate data on a map, chart, graph, table or diagram; practice making conclusions, inferences, hypothesis and predictions from data. LA,8.154; M,8.50; M,8.51; M,8.57; SS,8.63; S,8.87; S,8.90; S,8.92; S ,8.93

8.28 Locate and use references sources through available software and/or technologies in accordance with copyright laws; use a word processing program to write and edit a report. LA,8.49; LA,8.51; LA,8.53; LA,8.62; LA,8.64; LA,8.125; LA,8.144; LA,8.147; LA,8.152; LA,8.155; S,8.97; S,8.98



SECONDARY

Physical Education

The goal of the physical education program of study at the secondary (adolescent) level is to provide students the opportunity to comprehend and experience the benefits of physical activity in their lives. The program consists of a plan of activities that demonstrates these benefits. Developing the major components of fitness (cardiorespiratory, muscular strength, muscular endurance, flexibility, and body composition) assures self-management skills necessary for an active lifestyle.

To promote the concept of lifelong learning to personal health and wellness, the secondary physical education program reinforces the major components of the other programmatic levels: lifetime wellness, social skills, motor skill development, movement/rhythmic development, and physical activity. Safety must be stressed in all courses and activities. Note: West Virginia Code 18-2-7a requires the President's Physical Fitness Test (PPFT) be administered to all students enrolled in the required physical education course at the secondary level.

In addition to the required course offered at this level, elective course development is encouraged. These courses must expand and enhance the areas of lifetime wellness, motor skill development, technology development, social skill development, movement/rhythmic development, and physical activity. Examples of electives include, but are not limited to: personal fitness, conditioning and weight training, individual and dual sports, aerobic activities, and outdoor education. Course descriptions for these electives must include the appropriate West Virginia Goals and Objectives for Physical Education.

Secondary Physical Education

Safety

PE.1 Demonstrate first aid skills and simulate responses to emergencies. H,HE.11; HAP.7

PE.2 Develop safety procedures for recreational activities. H,HE.12; LA,9.8; LA,9.42; HAP.7

PE.3 Research the relationship of physical activity to occupational safety procedures that provide protection from short and long-term health -related injuries and illnesses in a variety of work settings (e.g ergonomics). H,HE.14; LA,9.24; LA,9.81

PE.4 Appraise and demonstrate use of safety procedures related to all physical activities; discuss the role of physical fitness in prevention of injuries (e.g. abdominal fitness prevents back injuries). HAP.7

Lifetime Wellness

PE.5 Assess personal level of fitness related to the five fitness components (e.g. cardio-vascular, muscular strength, etc.) and develop a personal fitness program with attainable goals. LA,9.42

PE.6 Participate in lifetime fitness activities; analyze fitness benefits for these activities (e.g. walking, hiking, jogging, and cycling, etc.).

PE.7 Evaluate the relationship of nutrition and physical activity to wellness and maintenance of desired personal health qualities. H, HE.55

PE.8 Appraise and report on the interrelationship between physical activity and emotional health (e.g stress, depression, sense of well-being). LA,9.81

PE.9 Analyze the impact of drugs, tobacco, and alcohol on physical performance. (e.g. lung capacity, coordination, etc.); formulate personal strategies to stay drug-free.

PE.10 Assess the relationship of physical activity to quality of life throughout the lifespan. H,HE.3; H, HE.5; E.9

PE.11 Analyze the role of individual responsibility for enhancing health through regular physical activity; evaluate cost-savings for individuals, worksites and society. H,HE.22; H, HE.19; H,HE.29

Physical Activity

PE.12 Evaluate recreational and fitness opportunities (e.g. golf, trails, skiing, etc.); identify and examine organizations which promote physical activity on a local, state and national level (e.g. League of American Bicyclists, WV Coalition for Physical Activity, WV Association for Physical Education Recreation and Dance, WV Wellness Council, etc.).

PE.13 Compare and demonstrate intensity levels among a variety of physical activities; assess the relative benefits at each level. AM2.3; AM2.10

PE.14 Analyze personal economic factors associated with physical activity, recreation, and fitness (e.g. develop budgets, equipment costs, dues, fees, etc.). AM2.10; SS,9.23



PE.15 Analyze the economic impact and employment opportunities provided by recreational and fitness activities at a local and state level (e.g. golf, rafting, skiing, biking, tourism, etc.).

AM1.17; AM2.11; SS,10.17; E.9

PE.16 Investigate careers that involve physical activity or physical education.

PE.17 Analyze the relationship between physical activity and prevention and treatment of specific diseases (e.g. heart disease, cancer, strokes, osteoporosis, diabetes, etc.).

Social Skill Development

PE.18 Use physical activity as a means of self-expression.

PE.19 Demonstrate the ability to avert situations that may lead to violence and resolve conflict peacefully. H, HE.7; LA,9.1; LA,9.11; S9.12, SS9.15

PE.20 Research/evaluate the relationship of physical activity to social development; demonstrate positive social skills (e.g. team building, sportsmanship). LA,9.1; LA,9.2; AM1.11; AM2.10

Movement/Rhythmic Development

PE.21 Practice and demonstrate skill in a variety of rhythmic/fitness activities (e.g. aerobics, line dancing, folk dancing.).

PE.22 Demonstrate use of movement/rhythmic skills in creative ways that express individual ideas.

Motor Skill Development

PE.23 Practice and demonstrate basic skills in a variety of individual, dual, and team activities.

PE.24 Demonstrate knowledge of basic bio-mechanical principles. S,9.5; S,9.8; S,9.55

PE.25 Identify major muscle areas and apply bio-mechanical principles to improve performance.

S,9.8, S9.16; S,9.19; S,9.25; S,9.55; B.7

Computer and Technology

PE.26 Use appropriate software and technologies to practice and master secondary physical education instructional objectives (e.g. compare pulse levels for various activities using electronic pulse monitors.).



PE.27 Demonstrate the use of the Internet to access, evaluate and use websites related to physical education objectives and to advocate and communicate regarding pertinent issues in physical activity and lifetime wellness. H, HE.63; C.21, LA,9.40; LA,9.48; S, 9.103

PE.28 Examine motor skill development using modern multimedia techniques (e.g. camcorders, digital cameras, graphics, etc.). S,9.33

PE.29 Investigate fitness assessment tools used to assess each of the five components of fitness (e.g. skin calipers, impedance, hand grip dynamometers, etc.).

PE.30 Demonstrate skills in the use of word processing, databases, spreadsheets, graphics, and telecommunications. S, 9.104