Content
Areas
Motor
learning…
focuses on the development of the locomotor, nonlocomotor, and manipulative
skills. It also includes the concepts and principles related to the development
and application of these skills, the understanding of the game design concept
which uses many of these skills, and the ability of students to learn how to
practice these skills on their own.
Biomechanics/Kinesiology…
focuses on the understanding of the principles of physics as they apply to
human motion. It also includes the knowledge of human movement from an
anatomical and/or mechanical perspective.
Exercise
Physiology…
focuses the effects of exercise and physical activity on the human body.
Aesthetics/Refinement…
focuses on the sense of appreciation, accomplishment, and success of mastering
physical skills from the perspective of a performer and an observer.
Fitness
Planning…
focuses on the ability to evaluate fitness components, determine areas for
improvement, and design a fitness program. In the development of a fitness
program, factors such as frequency, intensity, time and type (FITT); and specificity,
overload, and progression (SOP) will be considered for maximum benefits.
Physically
Active Lifestyle…
focuses on encouraging students to participate in physical activities in and
outside of the educational setting. Emphasis will be placed on developing interest
in activities that one may participate in lifelong.
Citizenship…
focuses on the development of acceptable behavior during physical activities.
This includes the acceptance of the differences in ability between oneself
and others during physical activities. Leadership and sportsmanship are character
traits that are emphasized in this area.
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Course
Descriptions
Health and Physical Education 6
This course focuses on the combination of movement skills, using practice
techniques and principles to improve skill performance, understanding of
offensive and
defensive strategies in modified games, understanding the various components
of fitness, the importance of physical activities, and following safety rules
for physical activity. These skills will be developed by incorporating a
variety of individual and team activities that may include the following:
aerobics, dance, weight training, volleyball, basketball,
frisbee golf, racket sports, cooperative games, flag football, field hockey,
and recreational activities. Emphasis is placed on skill development and
exposure to multiple physical activities.
Health
and Physical Education 7
This course focuses on the refinement of skill combinations used in team and
individual activities, increased cognitive knowledge of movement principles,
use of technology to assess personal fitness levels that will assist in development
of personal fitness plans, and demonstration of sportsmanship and fair play. Physical
activities may include golf, racquet sports, dance, weight training, aerobic
activities, flag football, team handball, soccer, volleyball, tumbling,
and softball. Continued emphasis is placed on skill development and exposure
to multiple physical activities.
Health
and Physical Education 8
This course focuses on developing competence in various physical activities,
the ability to perform self-assessments and peer assessments including the
use of technology, development of a personal fitness plan, active participation
in physical activities, and demonstration of cooperative learning in a physical
activity setting. Emphasis will be placed on developing these skills through
individual and team activities. Self-selected activities should be encouraged
at this grade.
Virginia
Standards of Learning (SOL): Physical Education, published in
2001 identifies concepts, processes, and skills for physical
education in kindergarten through grade 10. This document focuses
on the importance of developing a variety of movement skills
and an understanding of the benefits of achievement and maintaining
a physically active lifestyle.
Moving Into The Future: National Standards for Physical Education,
Published in 1995 provides the foundation for national grade level benchmarks,
indicators, and assessments in physical education. This document helps specify
and define “a physically educated person.”
Assessment
Purpose-There are several reasons that support why assessment
should be an integral part of a physical education program.
The most common reason physical
educators use assessments is for student evaluation. Teachers use assessments
to determine student knowledge of physical education concepts (biomechanics,
exercise physiology, etc.), skill efficiency, and fitness levels. Assessments
should be both formative and summative. Formative assessments are ongoing
during a unit of instruction. Formative assessments are used to give
students feedback on their knowledge and progress, pinpointing
strengths and weaknesses
in specific areas. Summative assessments are conducted at the conclusion
of a unit. Both formative and summative assessments should be used as
part of a student’s grade.
Another important reason for assessments is to evaluate teacher instruction
and student comprehension. By using formative assessments throughout a unit
of instruction, teachers will be able to determine if their lessons have
helped students master specific lesson and unit objectives. By performing
ongoing
assessments, teachers will be able to determine the need to adjust lessons
and/or pacing based on student comprehension. Teachers will know what activities
were successful, and what activities were not and need to be modified or
adjusted.
Types
of Assessments
• Observations
• Oral Questioning
• Written Tests/Assignments
• Student Logs
• Student Journals
• Portfolios
• Reports
• Projects
• Skill Assessments |
