Download Physical Education Curriculum Framework Strand: Skilled

Physical Education Curriculum Framework
Strand: Skilled Movement
Grade Level 10
Demonstrate Proficiency In Basic Skilled Movement
Standard: 10.1 The student will demonstrate proficiency in all basic movement skills and patterns and competency in at least
three self-selected, lifelong, skill-related physical activities.
a. Apply competencies in all movement skills to appropriate game/sport, dance, and recreational activities.
Essential Knowledge and Skills
The student will be able to:
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Apply competencies in all movement
skills to appropriate game/sport,
dance, and recreational lifetime
activities.
Indicators for Success/ Opportunities
for Assessment
The student will correctly and consistently
perform basic and advanced motor skills in
selected physical activities (individual
game/sport, dance, rhythmic, recreational
activity).
The student will explain and apply appropriate
strategies in the selected sport or activity.
Demonstrate and apply appropriate
rules and strategies of selected
lifetime sports or activities.
The student will explain and apply appropriate
rules and safety protocols in the selected
sport or activity.
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Analyze skill performance of self and
others.
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Establish goals of active participation
in physical activity for a lifetime.
The student will conduct observations and
skill analysis of others to improve skill
performance and provide feedback to improve
game and skill performance.
The student will analyze game play to identify
rule violations and specific strategies for
improved individual and/or team performance.
Assessments: performance rubrics for skill
elements (rubrics may be used for self, peer,
and summative assessments),
cognitive/knowledge assessment to assess
ability to explain strategies and rules
Understanding the Standard/Essential
Understanding
The intent of this standard is for students to
demonstrate proficient performance of basic
movement skills, concepts, and combinations
that can competently be applied and be
performed in three self-selected lifetime
physical activities. Based on their
experiences, students will develop plans to
improve skill performance and set goals for
the continued participation beyond high school
in two or more self- selected activities.
Motor skills may include motor cues and
feedback to correct performance problems;
essential locomotor, non-locomotor, and
manipulative skills; motor skills and movement
patterns in increasingly complex situations;
and common critical elements across a variety
of activities.
Strategies may include offensive and
defensive strategies, game specific situational
strategies, and strategies for more effectively
working with team members/partners
Design and Implement a Plan for Skill-Related Physical Activities
Standard 10.1 The student will demonstrate proficiency in all basic movement skills and patterns and competency in at least
three self-selected, lifelong, skill-related physical activities.
b. Design, implement, evaluate, and modify a plan for three or more lifelong, skill-related physical activities. Key
concepts include analysis of performance, application of principles of movement and principles of training,
setting of goals, improvement of personal skills, and planning for future physical activity beyond school years.
Essential Knowledge and Skills
The student will be able to:

Design, implement, evaluate, and
modify a plan for three or more
lifelong, skill-related physical
activities.
Indicators for Success/ Opportunities
for Assessment
Understanding the Standard/Essential
Understanding
The student will analyze skill performance
by utilizing rubrics, teacher feedback, and
other criterion-referenced methods to
improve skills.
The intent of this standard is for students to
demonstrate proficient performance of basic
movement skills, concepts, and
combinations that can competently be
applied and be performed in three selfselected lifetime physical activities. Based
on their experiences, students will develop
plans to improve skill performance and set
goals for the continued participation beyond
high school in two or more self- selected
activities.
The student will engage in physical
activities that contribute to acquiring
competency in movement forms.
The student will develop personal activity
goals and implement strategies for
improvement.
The student will develop a plan for future
physical activity beyond school years.
The student will utilize available
technology to analyze skill performance.
Assessments:, pre- and post-rubric for
skill performance; cognitive assessment
for skill analysis, rubric to evaluate
physical activity plan, self/peer
assessment of skill
Plan elements may include pre- and postskill assessment, skill analysis, identifying
areas for improvement, goal setting,
developing, and implementing strategies for
improvement, skill practice and
development, and personal reflection.
Physical Education Curriculum Framework
Strand: Movement Principles and Concepts
Grade Level 10
Apply Movement Principles & Concepts To Skill Performance
Standard 10.2 The student will apply movement principles and concepts to skill performance.
a. Explain and apply selected scientific principles (e.g., physiological, biomechanical) that aid in the improvement
of skills and performance in specialized movement forms.
b. Integrate movement principles and concepts to analyze and improve the performance of self and others in
specialized movement forms.
Essential Knowledge and Skills
The student will be able to:
 Explain and apply physiological
principles that aid in the
improvement of movement skills.
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Explain and apply biomechanical
principles that aid in the
improvement of movement skills.
Identify and apply characteristics of
highly skilled performance to
enable the development of
movement competence/proficiency.
Indicators for Success/ Opportunities
for Assessment
Understanding the Standard/Essential
Understanding
The student will design and evaluate warm-up
and cool-down sequences.
The intent of this standard is to provide students
with specialized knowledge to evaluate personal
skill-related performance by applying scientific
principles related to exercise and training.
Students will use this knowledge to improve
their own movement effectiveness and
performance of others by applying principles of
exercise physiology and biomechanics.
The student will examine how the principles of
specificity, overload, and progression (SOP)
apply to selected lifetime physical activities.
The student will explain how the skeletal,
muscular, cardiorespiratory, and neurological
systems respond to exercise.
The student will define and develop the skillrelated components of physical fitness to
improve performance.
The student will analyze movement
performance of self and others to learn or
improve movement skills.
Assessments:, pre- and post-rubric for skillrelated skill performance; cognitive
assessment for knowledge and concepts,
rubric to evaluate improvement plan, self/peer
assessment of skill
Physiological terms and principles may include
cardiac output, VO2 Max, aerobic versus
anaerobic, energy Systems, recovery heart rate,
caloric cost of activity, muscle contraction, static
versus dynamic flexibility, muscular strength
versus muscular endurance
Biomechanical principles may include laws of
motion, leverage, balance, magnitude, weight
transfer, speed, timing, accuracy, force
Skill-related components of physical fitness
include agility, balance, coordination, power,
reaction time, and speed
Physical Education Curriculum Framework
Strand: Personal Fitness
Grade Level 10
Personal Fitness Planning
Standard: 10.3 The student will demonstrate the ability to independently apply basic principles of training and scientific concepts
and principles to increase physical activity and improve personal fitness.
a. Select and apply appropriate principles of training (mode, intensity, duration, frequency, progression) in a
chosen game/sport, dance, recreational pursuit, or fitness activity to increase regular physical activity
and/or improve performance.
Essential Knowledge and Skills
Indicators for Success/ Opportunities for
Assessment
The student will create and implement a
fitness plan to include SMART short-term
and long-term goal setting, ongoing
Assess and analyze personal fitness fitness assessment, evaluation, and
and activity levels.
analysis (reflection and future planning).
The intent of the standard is to have students
independently analyze personal fitness data and
apply principles and scientific concepts of
training toward increasing personal activity and
fitness levels.
Create a personal fitness plan.
It is inappropriate to grade students on the
results of fitness testing. Fitness scores are
only to be used to identify personal strengths
and weaknesses, not as a means of
comparison to others. It is inappropriate to
communicate individual student names and
scores for the purposes of comparing students.
Virginia Wellness testing is required. Other
tests are optional and are not to supplant the VA
Wellness testing.
The student will be able to:
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
Understanding the Standard/Essential
Understanding
The student will utilize FITT and SOP
principles in developing, implementing,
and modifying a personal fitness or
activity plan.
The student will evaluate the impact of
various lifetime activities on the
development of the health-related
components of physical fitness.
The student will examine the impact of
factors such as sleep, stress, nutrition,
and family influences on personal fitness.
Health-related components of fitness include
cardiorespiratory function, muscular strength
and endurance, flexibility, and body
composition.
Assessments: cognitive assessments for
knowledge and skills (goal setting), rubric to
evaluate personal fitness plan
Plan elements may include pre- and post- skill
assessment, skill analysis, identifying areas for
improvement, goal setting, developing and
implementing strategies for improvement, skill
practice and development, and personal
reflection
Personal Fitness Planning
Standard: 10.3 The student will demonstrate the ability to independently apply basic principles of training and scientific
concepts and principles to increase physical activity and improve personal fitness.
a. Select and apply appropriate principles of training (mode, intensity, duration, frequency, progression) in a
chosen game/sport, dance, recreational pursuit, or fitness activity to increase regular physical activity and/or
improve performance. (Continued)
Essential Knowledge and Skills
The student will be able to:
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Apply principles of training to meet
personal fitness needs.
Identify strategies for decreasing
the risk of injury.
Explain and apply various types of
exercise programs.
Explain the relationship between
exercise, calories, and body
composition.
Indicators for Success/ Opportunities
for Assessment
The student will compare and contrast various
methods of determining exercise intensity
including perceived exertion and target heart
rate.
The student will explain and apply various
types of exercise programs that may include
circuit training, interval training, cross training,
resistance training, aerobic training,
plyometrics, periodization
The student will explain the relationship
between physical activity, calorie
consumption/balance, and maintaining a
healthy body composition.
The student will identify strategies for
preventing and decreasing the risk of injury.
Assessments: cognitive assessment for
knowledge, rubric for personal activity and
fitness plan elements that include application
of knowledge, strategies, and concepts
Understanding the Standard/Essential
Understanding
The intent of the standard is to have
students independently analyze personal
fitness data and apply principles and
scientific concepts of training toward
increasing personal activity and fitness
levels.
Injury prevention strategies may include
avoiding over-training and overuse, proper
warm-up and cool-down, proper exercise
progression, proper dress and equipment,
proper skill technique, avoiding heat related
illness and dehydration, avoiding
unnecessary risks
Personal Fitness Planning
Standard: 10.3 The student will demonstrate the ability to independently apply basic principles of training and scientific
concepts and principles to increase physical activity and improve personal fitness.
b. Use a variety of resources, including available technology, to analyze, assess, and improve physical activity
and personal fitness.
Essential Knowledge and Skills
The student will be able to:

Use a variety of resources, including
available technology, to analyze,
assess, and improve personal
fitness.
Indicators for Success/ Opportunities
for Assessment
The student will assess and analyze
personal fitness level
The student will utilize technology to
improve personal fitness.
The student will evaluate articles and
media to better understand physical
activity and fitness concepts.
Assessments: cognitive assessment for
knowledge, rubric for personal fitness and
personal activity plan
Understanding the Standard/Essential
Understanding
The intent of the standard is to have
students independently analyze personal
fitness data and apply principles and
scientific concepts of training toward
increasing personal activity and fitness
levels.
Physical Education Curriculum Framework
Strand: Responsible Behaviors
Grade Level 10
Demonstrate Essential Life Skills In Physical Activity Settings
Standard: 10.4 The student will demonstrate appropriate behavior in all physical activity settings.
a. Initiate and maintain appropriate personal behaviors in physical activity settings.
b. Exhibit leadership and the ability to follow others when working with a group.
c. Anticipate and avoid potentially dangerous situations in physical activity settings.
Essential Knowledge and Skills
The student will be able to:
Indicators for Success/ Opportunities
for Assessment
The student will identify appropriate
behaviors as a participant and spectator in
physical activity settings.

Identify appropriate behaviors for
physical activity settings.

Contribute as a productive team
member.
The student will exhibit leadership and the
ability to follow others when working with a
group.

Develop leadership skills.
The student will describe and demonstrate
leadership and problem solving skills through
participation in cooperative learning
opportunities and other opportunities to
develop communication, problem solving, and
conflict resolution skills.
The student will describe and demonstrate
appropriate etiquette for a selected activity.
The student will identify, anticipate, and avoid
potentially dangerous situations in physical
activity settings.
The student will identify and demonstrate
responsible safety practices, rules, and
procedures in physical activity settings.
Assessments: performance rubric for
application of skills; cognitive assessment for
skills and knowledge
Understanding the Standard/Essential
Understanding
The intent of the standard is for students to act
respectfully in physical activity settings and work
efficiently in group settings as a leader and as a
group participant.
This standard is to be explicitly instructed and
assessed as skills; not limited to being used as
behavioral expectations.
Conflict resolution skill set may include discuss
problem without blame, active listening, identify
and clarify issues and needs, brainstorm
solutions, choose and apply solution, evaluate
solution
Problem solving skill set may include:
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Define the problem.
Examine all potential causes for the problem.
Identify all alternatives to resolve the problem.
Carefully select an alternative.
Develop an orderly implementation plan to
implement that best alternative.
Carefully monitor implementation of the plan.
Verify if the problem has been resolved or not.
Demonstrate Essential Life Skills In Physical Activity Settings
Standard: 10.4 The student will demonstrate appropriate behavior in all physical activity settings.
d. Explain the role of sport in understanding the perspectives of other cultures.
e. Demonstrate respect for differences among people in physical activity settings.
Essential Knowledge and Skills
The student will be able to:
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Indicators for Success/ Opportunities
for Assessment
The student will Investigate cultural
influences on various sports and
activities.
Explain the role of sport in
understanding the perspectives of
other cultures.
The student will explain the historical role
of games, sport, or dance on the cultural
life of a population.
Demonstrate respect for others by
being inclusive of classmates in
class activities.
The student will examine the impact of
age, gender, socioeconomic status, and
culture on physical activity preferences
and participation.
The student will describe the importance
of valuing all participants for their
contributions, capabilities, and
uniqueness.
The student will develop strategies for
including persons of diverse backgrounds
and abilities in physical activity.
Assessments: performance rubric for
application of skills; cognitive assessment for
skills and knowledge
Understanding the Standard/Essential
Understanding
The intent of the standard is for students to
act respectfully in physical activity settings
and work efficiently in group settings as a
leader and as a group participant.
This standard is to be explicitly instructed
and assessed as skills; not limited to being
used as behavioral expectations.
Physical Education Curriculum Framework
Strand: Physically Active Lifestyle
Grade Level 10
ANALYZE THE SIGNIFICANCE OF PHYSICAL ACTIVITY FOR A HEALTHY LIFESTYLE
Standard: 10.5 The student will analyze and evaluate the significance of physical activity to their present and future development and
maintenance of a healthy lifestyle.
a. Participate regularly in health-enhancing physical activities that contribute to personal enjoyment and the
attainment and maintenance of personal physical activity goals.
b. Demonstrate an understanding of how personal characteristics, participation behavior patterns, and activity
preferences are likely to change over time, and determine strategies to deal with those changes.
c. Describe common barriers to participation in regular physical activity and methods of overcoming these barriers.
Essential Knowledge and Skills
The student will be able to:
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
Establish personal physical
activity goals.
Participate regularly in healthenhancing physical activities.
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Identify and participate in new
physical activities.

Evaluate changing physical
activity needs over a lifetime.

Investigate community resources.

Identify barriers to physical
activity and methods for
overcoming barriers.
Indicators for Success/ Opportunities for
Assessment
The student will develop personal physical activity
goals as part of a personal fitness plan and
demonstrate participation in health-enhancing
physical activities to accomplish goals.
The student will identify and evaluate community
resources that provide opportunities for healthenhancing activities.
The student will explain how personal
characteristics, participation behavior patterns, and
activity preferences are likely to change over time,
and determine strategies to deal with those
changes.
The student will evaluate changing physical activity
needs over a lifetime.
The student will identify common barriers to physical
activity, and identify and apply methods for
overcoming barriers to regular physical activity.
Assessments: informal assessment of activity log
(check local division homework policy); student plan
for physical activity participation outside of school;
community assessment for places/programs to
engage in physical activity for present and future
Understanding the Standard/Essential
Understanding
The intent of the standard is to have
students analyze the benefits of healthenhancing physical activities done in and
outside of school, and evaluate progress
made toward personal physical activity
goals.
Barriers to physical activity may include
time, motivation or energy, skill
confidence, fear of injury, resources,
social influences