Orange School District
Orange School District [pic]
[pic]
[pic]
Health and
Physical Education
Curriculum Guide – Grades K-12
2010 Edition
APPROVED ON: ________________________
| |
| |
|BOARD OF EDUCATION |
|Patricia A. Arthur |
|President |
|Arthur Griffa |
|Vice-President |
| |
|Members |
|Stephanie Brown |Rev. Reginald T. Jackson |Maxine G. Johnson |
|Eunice Y. Mitchell | |David Wright |
| |
|SUPERINTENDENT OF SCHOOLS |
|Ronald Lee |
| |
|ASSISTANT |ADMINISTRATIVE ASSISTANT TO THE SUPERINTENDENT |
|SUPERINTENDENT | |
|Dr. Paula Howard |Belinda Scott-Smiley |
|Curriculum and Instructional Services |Operations/Human Resources |
| |
|BUSINESS ADMINISTRATOR |
|Adekunle O. James |
| |
|DIRECTORS |
|Barbara L. Clark, Special Services |
|Candace Goldstein, Special Programs |
|Candace Wallace, Curriculum & Testing |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
|CURRICULUM WRITERS |
|Candace Wallace |
|Jason Green |
| |
| | |
table of contents
BOARD OF EDUCATION 2
Course Description 4
Performance Proficiencies 5
Health Related Fitness 7
Curriculum Blueprint 8
Focal Points 18
Outline of Class 19
Assessment Strategies 20
Muscular Strength, Endurance, & Flexibility 22
New Jersey Core Curriculum Content Standards 25
Glossary 49
Resources 53
Course Description
The Orange School District K - 12 Physical Education Curriculum Guide is a sequential document based on National and State Physical Education Standards which focus on physical activities that develop and maintain good habits for health, wellness, and physical activity.
THE K-12 PHYSICAL EDUCATION CURRICULUM IS DESIGNED TO ENHANCE THE ABILITIES, AND ENCOURAGE THE KNOWLEDGE OF STUDENTS TOWARDS HEALTHY LIFESTYLE CHOICES. IT IS BASED ON A SERIES OF PHYSICAL ACTIVITIES THAT ENCOURAGE FITNESS AND CONFIDENCE WHILE ALSO DEVELOPING CRITICAL THINKING SKILLS AND PROBLEM SOLVING SKILLS. IN ADDITION TO THE PHYSICAL ASPECTS, PHYSICAL EDUCATION COURSES SHOULD ALSO HELP STUDENTS DEVELOP HEALTHY LIFESTYLE CHOICES.
This guide is designed to meet the Revised New Jersey Core Curriculum Content Standards. The strands and cumulative progress indicators will serve as the focus for the course syllabus for the secondary level as well as, provide for the basis of which student proficiency is measured.
PERFORMANCE PROFICIENCIES FOR GRADES K-12
Grade K Learning Targets
• Demonstrate large muscle coordination in locomotor and non-locomotor skills
• Demonstrate an awareness of personal space
• Demonstrate a feeling for beat and accent through rhythmic activities
• Respond to visual and verbal signals
• Performs various activities requiring body management
• Demonstrate movement safety of self and others
• Meets age appropriate fitness criterion
• Recognizes changes in heart rate during exercise and rest
• Identifies healthy food groups
• Identifies healthy nutrition choices
Grade 1 Learning Targets
• Demonstrate basic locomotor and non-locomotor movement in combination
• Demonstrate basic rhythm and dance movements
• Manipulates simple apparatus with basic movement elements
• Demonstrates movement safety of self and others using various movements and pathways
• Meets age appropriate health related fitness criterion
• Identifies relationship of food to growth
• Explain the concept of food as fuel
Grade 2 Learning Targets
• Demonstrates basic movement and manipulative skills in combination in a variety of activities
• Demonstrates mature movement patterns to teacher-selected rhythm, by using the body as a means of expression
• Demonstrate balance skills using various apparatus
• Participates safely during activities
• Meets age appropriate health related fitness criterion
• Explains the relationship of fitness to health
• Demonstrate healthy nutritional choices
• Explains the concept of variety and moderation in food selection
• Explains the relationship of healthy foods to healthy bodies
Grade 3 Learning Targets
• Combines locomotor, non-locomotor, and manipulative skills in game situations
• Identifies and demonstrates appropriate movement to accents in music in a variety of ways
• Moves safely during activity
• Demonstrates a basic knowledge of rule and specific safety procedures as related to physical activity
• Meets age appropriate health related fitness criterion
• Identifies the components of health related fitness
• Participates in activities that apply the concepts of duration and intensity, as related to cardiovascular endurance
• Identifies nutritional sources for proteins and carbohydrates
• Identifies factors influencing nutritional choices within the family
Grade 4 Learning Targets
• Combines locomotor, non-locomotor, and manipulative skills in individual, dual, rhythmic, and team activities
• Applies rules, safety procedures, and cooperation during active participation in a variety of activities
• Meets age appropriate health related fitness criterion
• Sets and monitors progress toward personal fitness goals
• Identifies strength, flexibility, and cardiovascular activities
• Identifies nutrients provided by a variety of food, and describes how the body and physical performance are affected
Grade 5 Learning Targets
• Identifies, describes, and demonstrates increasingly complex movement combinations through previously learned progressions
• Integrates multiple movement concepts and patterns in various rhythmic activities
• Demonstrates knowledge of rules and safe participation in a variety of activities
• Meets age appropriate health related fitness criterion
• Sets and monitors personal fitness goals
• Analyzes health related fitness components, as they relate to personal lifestyles
• Identifies the influence of advertising and food labeling on nutrition choices
Grade 6 Learning Targets
• Performs multiple movement patterns in rhythmic activities
• Demonstrates age and developmentally appropriate skills during participation in a variety of individual dual and team activities
• Participates safely and cooperatively in physical activities
• Meets age appropriate health related fitness criterion
• Performs in personal, health related fitness assessments, sets fitness goals, and creates/follows personal action plans to achieve fitness goals
• Identifies components of the national dietary guidelines and sets/monitors personal nutrition patterns
Grade 7 Learning Targets
• Performs age and developmentally appropriate physical skills and applies them in complex patterns, including leisure and rhythmic activities
• Participates safely, follows rules, and acts cooperatively in a variety of physical activities
• Meets age appropriate health related fitness criterion
• Sets personal, health related fitness goals and explores a variety of activities to maintain appropriate levels of health related physical fitness
• Designs nutrition goals based on national dietary guidelines and individual activity needs
• Understands the results of movement, fitness, and nutrition practices in relation to a healthy lifestyle
Grade 8 Learning Targets
• Applies age and developmentally appropriate skills related to individual and leisure physical activities
• Applies knowledge and skill to personal activity patterns outside of school setting
• Cooperatively and safely participates in a variety of physical activities
• Analyzes the risks involved in participating in various physical activities
• Meets age appropriate health related fitness criterion
• Initiates a personal, health related fitness plan that includes physical activity , nutrition, and reduction of risk taking behaviors
• Identifies various non-communicable diseases caused by and/ or aggravated by poor nutritional choices and specific effects on the body
• Identifies how self-esteem, peer pressure, and the media influence nutritional practices
Grade 9 Learning Targets
• Refines and applies age and developmentally appropriate skills in individual and leisure physical activities to participate at a recreational level
• Applies rules and safety procedures
• Meets age appropriate health related fitness criterion
• Refines and monitors individual health related fitness goals, based on a variety of physical activities, fitness profiles, and nutritional guidelines
• Develops personal nutrition goals based on national dietary guidelines and individual needs
Grade 10, 11, and 12 Learning Targets
• Applies knowledge and skills to personal activity patterns inside and outside of school settings
• Applies rules and safety procedures, practices sportsmanship, and participates in a variety of physical activities
• Meets age appropriated health related fitness criterion
• Monitors progress on individual health related fitness goals, based on fitness profiles, individual physical capabilities, and national guidelines in relation to work and leisure goals
• Monitors personal nutrition goals based on national dietary guidelines and individual needs
• Compares and contrasts the application of movement, fitness, and nutrition concepts to safe work practices and leisure activities.
HEALTH-RELATED FITNESS
CARDIOVASCULAR ENDURANCE – Involves the ability of the heart and lungs to supply oxygen to the working muscle for an extended period of time.
Motor Learning
Calisthenics
Circuit Training
Aerobics
Rope Jumping
MUSCULAR STRENGTH – The ability of a muscle or muscles to exert a maximal force against a resistance one time through the full range of motion.
MUSCULAR ENDURANCE – The ability of a muscle or muscle group to exert a submaximal force repeatedly over a period of time.
Weight Training
Circuit Training
FLEXIBILITY – The ability of the joint to move freely in every direction, or move specifically through a full and normal range of motion.
Stretching
Bending
Twisting
Rotation
Yoga Activities
BASIC MOVEMENT SKILLS
Basic Movements - The Basic Movement Patterns are building blocks that can be combined to become the more complex skills used in settings such as those found in sports, games, dance and gymnastics
MANIPULATIVE SKILLS
Manipulative Skill – The ability to manage or control objects using different body parts.
Throwing
Rolling
Catching
Kicking
Bouncing
Dribbling
Sports skills
Team and Cooperative Sports
Safety
Scoring
Strategies
Rules and Regulations
Officiating
BASIC STUNTS AND TUMBLING
RHYTHM/DANCE
CURRICULUM BLUEPRINT
GRADES: K – 3
GOAL/OBJECTIVE: STUDENTS WILL CONNECT EXERCISES WITH THE DIFFERENT HEALTH-RELATED FITNESS COMPONENTS: CARDIOVASCULAR FITNESS, FLEXIBILITY AND MUSCULAR STRENGTH/ENDURANCE.
|Key Elements |Standards |Activities | |Resources |
| | |SUPER HERO | | |
|Health-Related Fitness |STATE |Begin by telling the students how the Superheroes of the Universe have heard how the children| |P.E. Central Lesson Ideas |
| |Fitness |on Earth watch too much TV, eat too much junk food and don't get enough exercise. They have | | |
| |A. Fitness and Physical |decided to save the children by demonstrating how to get more exercise. The Superheroes are | | |
| |Activity |Kid Cardio, Mr. Flex and Miss Muscle. | |P.E. Fitness Active-Ties |
| |C. Achieving and assessing |Choose 3 students to be the Superheroes. When the game starts, the Superheroes will try to | | |
| |fitness. |tag the children from Earth in an effort to help them break away from the television. If a | | |
| | |student is tagged by Kid Cardio (s)he must do an exercise for cardiovascular fitness before | |Teaching Physical Fitness |
| |Integrated Skills |returning to the game. If a student is tagged by Mr. Flex that student must perform a | | |
| |A. Communication |stretch, and, when a student is tagged by Miss Muscle (s)he must do a strength exercise. | | |
| |B. Decision Making |The older students will be given index cards noting different exercises to perform. When the | | |
|CONTENT: |E. Leadership, Advocacy, and|student gets tagged by Kid Cardio, (s)he goes to the teacher to get a pink card, performs the| | |
|Cardiovascular fitness |Service |exercise and then returns the card to the teacher. The students will receive a blue card when| | |
| | |tagged by Mr. Flex and they will receive an orange card when tagged by Miss Muscle. | | |
|Flexibility | |After a few minutes, switch Superheroes and start another round | | |
| |NATIONAL | | | |
|Muscular strength/ |1-7 |Assessment: At the end of class, shout out a fitness component and see if the students can | | |
|endurance | |tell you an exercise that helps to improve the component. | | |
Grades: K – 3
GOAL/OBJECTIVE: Students will develop aerobic fitness by participating age appropriate games.
|Key Elements |Standards |Activities | |Resources |
| | | | | |
|Health-Related Fitness |STATE |Example of Games: |Language Arts Literacy |P.E. Central Lesson Ideas |
| |Fitness |Squirrel In the Trees |3.3 Speaking | |
| |A. Fitness and Physical |Two players joining hands form a tree. The squirrel is in the center of |3.4 Listening | |
| |Activity |each tree. Extra squirrels are outside. The groups of three are scattered | |Organized Children’s Fitness|
| |C. Achieving and assessing |over the play area. The groups of three are scattered over the play area. |Mathematics |Games |
| |fitness. |The teacher calls, “Squirrels run!” This is the signal for the squirrels |4.1 Numbers and Numerical |sports- |
| |2.5 Motor Skill Development|to run from their tree to another tree; while they are changing to another|Operation | |
| |A. Movement skills |tree the extra squirrels attempt to get into a tree. Only one squirrel is | |New Jersey Comprehensive |
| |2.2 Integrated Skills |allowed in a tree and someone is always left without a tree. As soon as | |Health Education and |
| |A. Communication |all of the trees are full, the signal is repeated and the game continues. | |Physical Education |
| |B. Decision Making | | |Curriculum Framework |
| |E. Leadership, Advocacy, |Teaching Suggestions: | |(Summer, 1999) |
| |and Service |Encourage students to focus, concentrate and practice safety when running | | |
| | |from one tree to another. | | |
| |NATIONAL |Incorporate music into the activity. | | |
|CONTENT: |#1 - 7 | | | |
|Cardiovascular fitness | |Variations: | | |
| | |Modify the running movement to include skipping, hopping or sliding. | | |
| | |Allow a student to substitute for the teacher to call out, “Squirrels | | |
| | |run!). | | |
| | | | | |
| | | | | |
| | | | | |
Grades: K – 3
GOAL/OBJECTIVE: Students will learn and apply simple locomotor movements and skills through music exploration.
|Key Elements |Standards |Activities | |Resources |
| | |Hide and Seek | | |
|Health-Related Fitness |STATE |Create a set of movement cards. For each card, write the name of a simple locomotor movement| |New Jersey Comprehensive Health |
| |Motor Skill Development |on one side and draw or paste a picture of the same movement on the other side. Place poly | |Education and Physical Education|
| |A. Movement Skills |spots, carpet squares, or cones around the play area and place a card under each. On your | |Curriculum Framework (Summer, |
| |B. Movement concepts |signal, each student jogs to a poly spot, finds the movement card, and as music begins, | |1999) |
| |C. Strategy |performs the designated locomotor movement(s). Remind students to place the card back under | | |
| |D. Rules, safety, and |the poly spot before taking off for the next spot. When the music stops, each child finds a | |Movement Exploration |
| |sportsmanship |new poly spot, locates a new card, and performs the indicated movement. Review the movement | | |
| |2.2 Integrated Skills |vocabulary on each card. | | |
| |A. Communication |Teaching Suggestions: | |Movement + Music Fitness Act |
| |B. Decision Making |Have the students suggest the movements they would like to see on the index cards | |music|
| |E. Leadership, Advocacy, and |Have charts with pictures of each movement posted so students are reminded of the proper | |.html |
| |Service |techniques | | |
| | |Variations: | | |
| | |Modify the movement noted on the card (e.g., walk slowly, gallop briskly). | | |
| |NATIONAL |Write the movement skill on the card in another language. | | |
|CONTENT: |# 1- 7 |Students create their own movement cards, using vocabulary words from language arts/reading | | |
|Locomotor and Cooperative | |lessons. Students illustrate the movement or skill on the flip side of the card or use | | |
|skills | |computer graphics or magazine pictures to illustrate the designated movement skill and then | | |
| | |attach the illustration to the card. | | |
GRADES: 6 – 8
GOAL/OBJECTIVE: Students will develop upper body strength by participating in age appropriate activities.
|Key Elements |Standards |Activities | |Resources |
| | | | | |
|Health-Related Fitness |STATE |Scooter Bring Back | |P.E. Central Lesson Ideas |
| |Fitness | | | |
| |A. Fitness and Physical |SPLIT CLASS INTO GROUPS OF TWO OR THREE. (YOU CAN HAVE A LOT OF GROUPS SPREAD OUT ACROSS THE | | |
| |Activity |FLOOR.) EACH TEAM WILL HAVE A SCOOTER. HAVE STUDENTS USE THE SCOOTER TO TRAVEL TO THE OTHER SIDE | |Physical Education & Health|
| |C. Achieving and assessing |OF THE GYM AND PICK UP ONE OF THE OBJECTS THAT HAS BEEN PLACED THERE. THEY WILL ATTEMPT TO BRING | |Lesson Plans, Ideas, and |
| |fitness |IT BACK. IF THE OBJECT IS DROPPED, THEY MUST GO BACK TO THE PLACE THEY PICKED IT UP AND START | |activities |
| |2.2 Integrated Skills |OVER. | |
| |A. Communication | | |com/PE.htm |
| |B. Decision Making |This is why you would want large objects. The students work on muscular strength when carrying the| | |
| |E. Leadership, Advocacy, and |objects, and while they are pushing themselves on the scooter. It's good to have the students talk| |Lesson Plans For Teachers |
| |Service |in their groups, so they have a plan of who will pick up what item. This is a great warm-up, and | |
| |2.5 Motor Skill Development |should only take 5-10 minutes. | |physicaleducation.|
| |Strategy | | |php |
| | |Teaching Suggestions: | | |
|CONTENT: |NATIONAL |Spread the lighter equipment farther from where groups start than the heavy equipment. | | |
|Muscular Strength and |#1 - 7 | | | |
|Endurance | |Variations: | | |
|Training | |Have students hold the objects straight out in front of their bodies. | | |
| | | | | |
| | |Assessment Ideas: | | |
| | |Ask what fitness component that activity worked on. Have them give other activities that work on | | |
| | |muscular strength. | | |
GRADES: 6 - 8
GOAL/OBJECTIVE: Students will improve their cardiovascular endurance by participating in a relay game
|Key Elements |Standards |Activities | |Resources |
| | |Respect Relay | | |
|Health-Related Fitness |STATE |Divide the class into even groups. Groups should consist of 6-8 students. Each group will have a | |Physical Education Lesson |
| |Fitness |set of index cards that have a different fitness activity written on it along with a set of | |Plans |
| |A. Fitness and Physical |beanbags- on 7 of the beanbags, the word “RESPECT” is spelled out. Each group’s index cards and | |
| |Activity |beanbags are placed faced down on the opposite end of the gym floor (do not arrange them in order-| |es/physed8.htm |
| |C. Achieving and assessing |just line them up, with the index cards lines up in front of them). | | |
| |fitness. |On the teacher’s signal, one team member runs down to the opposite side of the gym and picks up a | |Awesome Library Physical |
| | |beanbag. The object is for each team to spell “RESPECT” in correct order. Turning the beanbag | |Education Lesson Plans |
| |2.2 Integrated Skills |over, if it is the 1st. letter of the word, the person runs back to the rest of the team and | |
| |A. Communication |places the beanbag faced up on the floor. If the beanbag is either blank or not a letter in the | |g/Library/Materials_Search/L|
| |B. Decision Making |correct order, that person must place the beanbag back and pick up an index card and return back | |esson_Plans/Physical_Educati|
| |E. Leadership, Advocacy, and |to the line. All of the person’s teammate must perform the fitness activity listed on the index | |on.html |
| |Service |card. | | |
| | |Once the activity is performed, the next person returns the index card and picks up a beanbag to | | |
| |NATIONAL |find the next letter. | |
| |#1 - 7 |Teammates will realize if they pay attention and work together they will make fewer mistakes. | |on/health/fitness/ |
| | |Once the whole word is spelled correctly and in order, the team is declared the winner. Lively | | |
|CONTENT: | |background music can be played to get the kids moving. | | |
|Cardiovascular fitness | |Teaching Suggestions: Have the students suggest the exercises they would like to see on the index | | |
| | |cards. | | |
| | |Have charts with pictures of each exercise posted so students are reminded of the proper | | |
| | |techniques. | | |
GRADES: 6 -8
GOAL/OBJECTIVE: Students will develop an understanding of team building skills by participating in an activity that promotes cooperative behavior within a group.
|Key Elements |Standards |Activities | |Resources |
| | |The Hungry Snake | | |
|Health-Related Fitness |STATE | | |The Educator’s Reference |
| | |Balls, cones and other objects are scattered around the gym floor or field. Students are divided| |Desk |
| |Fitness |into groups (snakes) and are in single file behind the leader (size of groups can be determined by| |
| |A. Fitness and Physical Activity|the teacher). The leader is the snake’s head, and the last person is the tail; all other members | |n/lessons.cgi/Physical_Educa|
| |C. Achieving and assessing |are the body. The last student in line (the tail) has the ball bag. | |tion |
| |fitness. | | | |
| | |GROUPS MUST TRAVEL AROUND THE GYM OR FIELD IN SINGLE FILE HOLDING ONTO THE PERSON IN FRONT OF THEM| |P.E. Central Lesson Ideas |
| |2.2 Integrated Skills |BY THEIR SHIRT, SHOULDER, OR HAND. EACH GROUP MUST PICK UP AS MANY ITEMS AS POSSIBLE WITHIN THE | | |
| |A. Communication |TIME LIMIT (30 SECS-120 SECS). | | |
| |B. Decision Making | | | |
| |E. Leadership, Advocacy, and |Only the head of the snake can guide the body (group) and only the head can pick up the items (one| |
| |Service |at a time) and pass them back through the body of the snake (group). The items must be passed to | |n_Plans/Physical_Education/ |
| | |each group member down the line (as in a relay) to the tail where the items are collected in the | | |
| | |snake’s stomach (ball bag). | | |
| | |The method of passing the objects can be specifically designated by the instructor to increase the| | |
|CONTENT: |NATIONAL |difficulty level. For example: using the left hand only, passing to the rear over the head, | | |
|Movement Concepts |#1 - 7 |under the legs, etc… | | |
|Safety | | | | |
|Strategy | | | | |
GRADES: 9 -12
|Key Elements |Standards |Activities | |Resources |
| | |Ultimate Sponge Ball | | |
|Health-Related Fitness |STATE |Divide class up into equal teams of 4 - 8 players (6 per team typically works well). Each field | |P.E. Central Lesson Ideas |
| | |has 2 sidelines and 2 goal lines. Each team starts at their own goal line with one of the teams | | |
| |Fitness |in control of the sponge ball. On the whistle, each team moves onto the field. The team in | | |
| |A. Fitness and Physical |control of the ball must move the ball down field by passing it to each other; however, the | |University of Saskatchewan |
| |Activity |student that catches or has control of the ball cannot run. They may only pivot. | |(Canada) |
| |C. Achieving and assessing | | |
| |fitness. |All other offensive players should be trying to shake their defensive player and get open for a | |n/ideas/tplan/pedlp/physed.h|
| | |pass. They can move anywhere on the field as long as they stay in-bounds. The objective of the | |tm |
| |2.2 Integrated Skills |game is to move the ball all the way down the field and make a successful pass to a teammate who | | |
| |A. Communication |is behind their opponent’s goal line. | |PE Links 4 U |
| |B. Decision Making | | | |
| |E. Leadership, Advocacy, and|When this occurs a point is scored, the ball is dropped, and the opposite team picks up the ball | | |
| |Service |and prepares to do the same. The game never stops and is played continuously, unless the teacher| | |
| | |stops the game to rotate teams or take Heart Rates. | | |
| | | | | |
|CONTENT: | |RULES | | |
|Cardiovascular fitness |NATIONAL |1. Defensive team must play person-to-person defense. | | |
|Strategy |#1 - 7 |2. Defensive team must stay at least 2 arm lengths away from player with the ball. | | |
| | |3. Defensive team may NOT grab ball from offensive player when they are in control of the ball. | | |
| | |(Continues) | | |
| | | | | |
| | |4. Offensive team loses possession of the ball through an incomplete pass or a pass that is | | |
| | |knocked down by a defensive player. | | |
| | |5. The ground and the sidelines are dead and constitute an automatic turnover to the other team | | |
| | |where the infraction occurred. | | |
| | |6. Any steps, which occur after an offensive player catches a pass, should also constitute a | | |
| | |turnover (However, you may have to be flexible here). Offensive players CANNOT run with the | | |
| | |ball. | | |
| | | | | |
| | |Assessment Ideas: During the activity have students take EHR (Exercise Heart Rates) 2 - 3 times | | |
| | |during class to see if students reached or were above their Target Heart Rates. | | |
| | | | | |
| | |Questions used at the end of class to assess students understanding of fitness objective should | | |
| | |center on Aerobic and Anaerobic concepts. | | |
| | |What made for a successful game? | | |
| | |Was it better to use long passes, short passes, a combination of both? | | |
| | |What happened if some students did not get open for a pass? | | |
| | |How important was spacing your teammates when your where in control of the ball? | | |
GOAL/OBJECTIVE: Students will develop fitness through participation in a team game that fosters offensive and defensive strategies.
Grades: 9 - 12
GOAL/OBJECTIVE: Students will improve ball-throwing skills by playing as a member of a team, using strategies to accomplish a goal.
| | | | | |
|Key Elements |Standards |Activities | |Resources |
| |STATE |Ball Attack | | |
| | |This game can be played indoors or outdoors. Set up a goal at each end of the playing area. When| | |
| |Fitness |playing with older students, the goal might be the size of a hockey goal net; for young | | |
| |A. Fitness and Physical |students, the "goal line" might serve as the goal. | | |
| |Activity |Arrange students into two teams. Place teams at opposite ends of the playing area; each team | | |
| |C. Achieving and assessing |faces their goal at the opposite end of the playing area. | | |
| |fitness. |Place the cageball or barrel in the center of the playing area. Provide each player with a ball.| | |
| | |On the command to "attack," players throw or roll their balls at the cageball/barrel. The idea | | |
| |2.2 Integrated Skills |is for students to use the force of the thrown balls to move the cageball into their goal (or | | |
| |A. Communication |over their goal-line). Once a ball is thrown, all players may go anywhere to retrieve another | | |
| |B. Decision Making |ball that has been thrown; it need not be the ball the child first threw. A point is scored each| | |
| |E. Leadership, Advocacy, and|time a team gets the cageball/barrel into their goal area. | | |
| |Service |Notes/Additional Rules | | |
| | |This game is unlike dodgeball. If a student hits another player with a ball, the opposing team | | |
| | |earns a point. | | |
| |NATIONAL | | | |
| |#1 - 7 | | | |
|Health-Related Fitness | | | |Education World |
| | |Assessment | |
| | |Observation: Did all students participate by throwing or retrieving balls? Were all students | |om/a_tsl/archives/pe.shtml |
|CONTENT: | |fully engaged in the activity? | | |
| | |In addition, you might ask students to talk about what their team might have done to be more | |PE Links 4 U |
|Cardiovascular fitness | |successful | | |
|Cooperative Strategy | | | | |
| | | | |Project Aces |
| | | | | |
GRADES: 9 - 12
GOAL/OBJECTIVE: Students will develop problem solving skills by working as a team in order to complete the challenge.
|Key Elements |Standards |Activities | |Resources |
| | | | | |
|Health-Related Fitness |STATE |Radioactive River | | |
| | |Set cones up on one side of the activity area, spreading all the way down the long side of the | |
| |2.6 Fitness |area. Set the same amount of cones on the other side of activity area, across from the first set | |n_Plans/Physical_Education/ |
| |A. Fitness and Physical |of cones. This will be the “river’ and you can determine the width of the river depending on your| | |
| |Activity |students. | |CDC Physical Activity : |
| |C. Achieving and assessing | | |Recommendations |
| |fitness. |Form class into two or three teams. Give each team one scooter and carpet squares. Explain to | |
| | |them that their “mission’ is to get their entire team across the “river”, using the scooter and | |npa/physical/recommendations|
| |2.2 Integrated Skills |the carpet squares, without having anyone touch the radioactive river. If any member of the team | |/index.htm |
| |A. Communication |touches the river at any time, the whole team must start over. | | |
| |B. Decision Making | | | |
| |E. Leadership, Advocacy, |If the team has to start over, make sure the students know that the next person to go across the | | |
| |and Service |river is the next person in line. The students that were already across the river go to the end | | |
| | |of the line. This allows for everyone to have a chance to get across. | | |
| | | | | |
|CONTENT: | |After the lesson, be sure to and debrief the students about teamwork, cooperation, discuss where | | |
|Cardiovascular fitness |NATIONAL |students could use these skills, and how these skills may correspond to their lives. | | |
|Cooperative Strategy |#1 - 7 | | | |
| | |Variations: | | |
| | |Take few carpet squares away. | | |
| | |Insist that the leaders can’t talk during the “mission”. | | |
| | |Blindfold several of the students. | | |
|Key Elements |Standards |Activities | |Resources |
| | | | | |
|Health-Related Fitness |STATE |Discovering Pacing | | |
| | |Have students run one lap as fast as they can (after a warm-up, of course). One partner times the | |P.E. Central Lesson Ideas |
| |Fitness |other partner. Large clocks with second hands or a large digital timer work well. Have the partner | | |
| |A. Fitness and Physical |write the time down. Students switch so that everyone has recorded their best times. | | |
| |Activity | | |American Heart Association |
| |C. Achieving and assessing |Bring the class together for a discussion. Ask the students if they can run 4 laps at that pace. They | |Just Move |
| |fitness. |should say no. Next, ask them what they would have to do to run 4 laps as fast as they can. The | |
| | |discussion should be geared towards the concept of pacing and how it relates to cardiovascular | |.cfm |
| |Integrated Skills |endurance. | | |
| |A. Communication | | | |
| |B. Decision Making |Have the students talk with their partner and come up with 1-2 strategies they can use to pace | |National Association for |
| |E. Leadership, Advocacy, |themselves. Offer suggestions such as make sure you can talk but cannot sing while running or to run a| |Sport and Physical Education|
| |and Service |lap 10-30 seconds slower. Have them break the time down by lap. For example, if the first time they | |
| | |recorded was 90 seconds, have them pace themselves to run a 120 second lap. This means they should run| |/ |
| | |the first corner in 30 seconds, finish the straight away by 60 seconds, next corner at 90 seconds and | | |
| | |finish the lap at 120 seconds. | | |
|CONTENT: | | | | |
|Cardiovascular fitness |NATIONAL |Have the students practice their pacing by running a lap 10-30 seconds slower than the first time. A | | |
|Strategy |#1 - 7 |second option is for students to run 4 laps and make sure each lap is 10-30 slower than the first | | |
| | |time. | | |
| | | | | |
| | |Either way, you will need to call out the time every 10 seconds, so they can work on their pace. | | |
| | | | | |
| | |Teaching Suggestions: | | |
| | |Use flags, chairs, or cones to mark every 110 yards (100 meters) around the track as a reference for | | |
| | |pacing. | | |
| | | | | |
| | |Assessment Ideas: . | | |
| | |Have the students write down their pacing strategies and turn them in after class or for homework. | | |
| | |Use the times for goal setting as part of their individual fitness plan | | |
FOCAL POINTS
The fundamental focus of this curriculum guide is to unify the district’s physical education program, Grades K – 12 in a consistent progression. In compliance with and the utilization of the New Jersey Core Curriculum Content Standards(NJCCCS), district and state mandates, students will develop lifetime skills. If we as educators are to follow this guide, then we must follow some basic guidelines pertaining to class management.
• This curriculum guide must be used in developing your lesson plans, along with the New Jersey Comprehensive Health and Physical Education Curriculum Framework. Additional resources to include:
o Supplemental text resources
o Technological resources – Internet.
• Collaborate with colleagues in planning activities for a more productive comprehensive physical education program.
• All physical education classes must include Health Related Fitness activities (New Jersey State mandate) on a daily basis.
• Integrated skills focuses on decision-making; goal setting; effective communication in health and safety situation,; character and leadership development; health careers: services and health advocacy: and should be incorporated on a daily basis in all physical education classes.
• It is imperative that accurate records and documentation be kept up- to-date and available upon request.
• A “WORD WALL” should be posted in the gymnasium with relating, integrating, or interdisciplinary (thematic) to the units in Physical Education in preparation of the statewide assessment.
• In the gymnasium and locker room areas, the rules & regulations and safety procedures MUST be posted.
• All students who participate in physical education classes must wear the acceptable attire as mandated by the New Jersey state law
additionally:
o Good personal hygiene should be encouraged and practiced.
o All students are encouraged to wear T-shirts, shorts or sweat pants with athletic socks and sneakers
o All Physical Education teachers should be dressed in appropriate attire.
OUTLINE OF CLASS
The following is a suggested daily class routine:
• Pre- Class procedures
o Meet classes at gymnasium door,
o Students will go to locker rooms to change clothes (3 – 5 minutes)
o Report to assigned squads/spots attendance, class organization
• Health Related fitness
o Warm - up /Conditioning exercises (7 –10 minutes)
o Physical Best Activities
Pull ups
Sit and Reach
Curl-ups
Trunk Extensor
Shoulder Stretch
1 Mile Run/ Walk or PACER
• Station set up for activities suggested with paper and pencil to record individual scores
• Activity of the Day
o Post Instructional Objectives
o Unit choices according to season:
• Sport Skills/Games
• Rhythm/Dance
• Basic Movements and Manipulative Skills (PK-3)
o Divide class into stations (A,B,C,D,etc.) to practice skills
o Class should participate in lead –up game/game of skills practiced that period
D. CLOSURE
o Question and answer sessions
o Applicable Homework/AssigNments
ASSESSMENT
FOR THE PURPOSES OF THIS DOCUMENT, ASSESSMENT MEANS THE DELIBERATE USE OF MANY METHODS TO GATHER EVIDENCE TO INDICATE THAT STUDENTS ARE MEETING THE STANDARDS. THE KEY TO EFFECTIVE ASSESSMENT IS THE USE OF MULTIPLE MEASURES.
SUGGESTED ASSESSMENT STRATEGIES
• Teacher Observation
• National Fitness Standards
• Rubrics
• Generic Performance Standards
• Cooperative Group Checklist
• Performance Checklist
• Essay
• Portfolio
SUGGESTED ADAPTATIONS AND/OR MODIFICATIONS FOR PHYSICAL ACTIVITIES
Adaptations should be made to suit the child’s abilities rather than his/ her disabilities.
Ways of Modifying Games and Activities: 2
1. Boundaries and Playing Areas
• Decrease the height of the net or goal
• Adapt the playing areas (make it smaller, remove obstacles)
• Increase the number of players
• Change the boundary lines
• Simplify patterns
2. Equipment
• Use lighter equipment
o Larger and/ or lighter bats
o Vary the ball size (beach balls, waffle balls, yarn balls, bladder balls)
• Slow down the speed of manipulatives
o Decrease the weight or lower the air pressure of the ball
o Increase the size of the manipulatives
3. Modify the time
4. Modify the rules of the activity
• Allow the batter to sit in a chair
• Allow for more players on the field
• Reduce the amount of points required to win a game
• No time limits
• Walk rather than run
• Lower the net, as in basketball
• Allow the ball to be rolled, or to remain stationary rather than be thrown
• Allow for students to assist each other
• Allow for a runner during a game
5. Teaching Style
• Reduce the amount of verbal instruction given
• Use demonstrations to model the desired skill or outcome
• Use a start and stop signal that is consistent
MUSCULAR STRENGTH, ENDURANCE, AND FLEXIBILITY
Tests of muscular strength, muscular endurance, and flexibility have been combined into one broad fitness category because the primary consideration is determining the functional health status of the musculoskeletal system. It is equally important to have strong muscles that can work forcefully and over a period of time and to be flexible enough to have a full range of motion at the joint. Musculoskeletal injuries are often the result of muscle imbalance at a specific joint; the muscles on one side may be much stronger than the opposing muscle or may not be flexible enough to allow complete motion or sudden motion to occur.
It is important to remember that the specificity of training bears directly on the development of musculoskeletal strength, endurance, and flexibility. The movements included in these test items are only a sampling of the many ways in which the body is required to move and adjust during physical activity.
The upper body and the abdominal/trunk region have been selected as areas for testing because of their perceived relationship to activities of daily living, correct posture, and the development/maintenance of a healthy, well-functioning back. The goals for a healthy back include proper alignment of the vertebrae and pelvis without excessive disc pressure and the ability of the pelvis to rotate forward and backward without strain on the muscle or connective tissue. To accomplish these goals an individual must have sufficient, but not excessive, flexibility of the low back, hamstring, and hip flexor muscles and strong, fatigue resistant, abdominal and trunk extensor muscles. Although most students will be able to achieve the criterion standard for one or two of the included test items, it is important to educate them regarding the importance of muscle strength, muscular endurance and flexibility in preventing problems as adults. It is especially important to make students aware of correct postural alignment and body mechanics in the event they are
developing scoliosis, which is a problem for teenage youth. The schools nurse, a local physician, or a physical therapist are a good source of information about scoliosis.
Abdominal Strength and Endurance
Strength and endurance of the abdominal muscle are important in promoting good posture and correct pelvic alignment. The latter is particularly important in maintenance of low back health. In testing and training the muscles of this region, it is difficult to isolate the abdominal muscles. The modified sit-up, which is used in many fitness tests, involves the action of the hip flexor muscles in addition to the abdominal muscles.
Curl Up
The curl-up with knees flexed and the feet unanchored has been selected because individually these elements have been shown to a) decrease movement of the fifth lumbar vertebra over the sacral vertebrae, b) minimize the activation of the hip flexors, c) increase the activation of the external and internal oblique and transverse abdominals, and d) maximize abdominal muscle activation of the lower and upper rectus abdominals relative to disc comprehension (load) when compared with a variety of sit-ups. Few results are available on the consistency and accuracy of the curl-up. Reliability is higher for college students than for children but the values are acceptable for this type of assessment. Determination of validity has been hampered by the lack of an established criterion measure.
Trunk Extensor Strength and Flexibility
A test of trunk extensor strength and flexibility is included in the FITTNESSGRAM because of its relationship to low back health, especially proper vertebral alignment. Musculoskeletal fitness of the abdominal muscles, hamstring, and back extensors works in concert to maintain posture and help maintain low back health. The item is included in the assessment in part because of the educational value of simply doing the assessment. Students will learn that the trunk extensor strength and flexibility is an important aspect of maintaining a healthy back.
Trunk Lift
It is important that attention be given to performance technique during this test. The movement should be performed in a slow and controlled manner. The maximum score on this test is 12 inches. While some flexibility is important, it is not advisable(or safe) to encourage hyperextension. Test retest studies of the trunk extension test (done without the lift to 12 inches) have reported high reliability in high school and in college aged students. There are no data on the consistency result for younger children.
Research result have shown that isokinetic trunk endurance, torso length, body weight, passive trunk extension endurance, trunk strength, and flexibility all contribute to performance of the trunk lift. However a single repetition, partially body weight limited,
restricted range item, this test is a minimal assessment of the components of trunk strength and flexibility. Most school-aged individuals will pass the test easily.
Upper Body Strength and Endurance
Strength and endurance of the muscles in the upper body are important in activities of daily living, maintaining functional health and promoting good posture. The role of upper body strength in maintaining functionality becomes more evident as a person ages. It is important the children and youth learn the importance of upper body strength and endurance as well as methods to use in developing and maintaining this area of fitness. The 90 degree push –up is the recommended test item. This 90 degree push-up has been adapted from assessments reported by Massicote(1990). Alternatives include the modified pull-up, pull-up, (not an option with the 8.0 software), and flexed arm hang. It should be noted that although all of these items are intended to measure upper arm and shoulder girdle strength and endurance, they do not all involve the same muscle groups to the same extent and handling body weight is more of a factor in some than others.
90 Degree Push-Up
The 90 degree push up to an elbow angle of 90 degree is the recommended test for upper body strength and endurance. Test administration requires little or no equipment, multiple students may be tested at one time, and few zero scores result. This test also teaches students an activity that can be used throughout life as a conditioning activity as well as in self-testing.
The 90 degree push-up has generally been shown to produce consistent scores but reliability depends on how it is administered. Lower values have been reported for elementary aged students using partners to count the repetitions. Objectivity, or the ability of different observers to attain the same results, is a factor in this item because of the necessity of judging the 90 degree angle. Scores from student partners are consistently higher than adult counts because students tend to simply count each attempted 90 degree push-up and not evaluate whether it was done correctly. As with several of the other neuromuscular fitness item, determining the accuracy of the 90 degree push-up as a test of upper body strength and endurance is made difficult by the lack of an agreed upon criterion measure. Specific validation data are available for the 90 degree push-up in only two studies conducted on college age students. Validity coefficients against a 1-RM bench press were the highest when the criterion test was the number of repetitions (endurance) at an absolute, but sex specific, load.
Modified Pull-Up
The modified pull-up shares the advantages of few zero scores and a wide range of scores with the 90 degree push-up. However, it does not, as commonly believed, negate the effect of body composition/ weight on upper body performance. For schools with access to equipment, and desiring to test students individually, the modified pull-up is a very good test item to use.
The modified pull-up has been found to be a reliable test in primary, middle, and high school students. The modified pull-up has not been validated against a criterion measure but it has logical validity based on anatomical principles.
Pull-Up
The pull-up test is not the recommended test item for the vast majority of students because many are unable to perform even one pull-up. This test item should not be used for students who cannot perform one repetition. However, for those students who are able to perform correct pull-ups this is an item that can be used throughout life as a conditioning activity as well as a self-test.
Reliability of the pull-up has been shown to be acceptable for elementary boys and girls. Attempts at validating the pull-up as a measure of strength against a 1-RM latissimus pull-down have generally not been successful. Validity is equally poor when evaluated against a percentage (50-60% typically) of a 1-RM latissumus pull-down as an indication of upper arm and shoulder girdle endurance, the results are similarly poor, ranging from only .09 to .25. As with the other measures of upper body strength and endurance, at least part of the problem may be the lack of a real criterion test.
Flexed Arm Hang
A third alternative to the recommended 90º push up is the flexed arm hang. The flexed arm hang is a static test of upper body strength and endurance. Consistency in times for the flexed arm hang has been shown to be acceptable in both 9- and 10- years –olds and college aged students. Two studies, which have attempted to validate the flexed arm hang against he 1-RM arm curl for endurance have shown weak correlation. Thus, only anatomical logic validates this item, as with most of the upper body tests.
Back-Saver Sit and Reach (optional)
The back-saver sit and reach is very similar to the traditional sit and reach except that the measurement is performed on one side at a time. By testing one leg at a time a determination can be made of any asymmetry in hamstring flexibility, and hyperextension of both knees is avoided. The sit and reach measures predominantly the flexibility of the hamstring muscles. Normal hamstring flexibility allows rotation of the pelvis in forward bending movements and posterior tilting of the pelvis for proper sitting.
The back-saver sit and reach has been shown to provide consistent scores when administered under standardized conditions. The back-saver sit and reach has also been shown to be a reasonably accurate measure of hamstring flexibility. When compared with criterion measures of hamstring flexibility, the correlations for both right and left legs have been moderate to high. Conversely, the back-saver sit and reach has been shown to correlate poorly with criterion tests of low back flexibility. Therefore, the back-saver sit and reach cannot be considered a valid measure of low back flexibility and should not be interpreted as such.
New Jersey Core Curriculum Content Standards
for
Comprehensive Health and Physical Education
INTRODUCTION
Comprehensive Health and Physical Education in the 21st Century
Health literacy is an integral component of 21st century education. Healthy students are learners who are “knowledgeable and productive, [and] also emotionally and physically healthy, motivated, civically engaged, prepared for work and economic self-sufficiency, and ready for the world beyond their own borders” (ASCD, 2004). As part of the state’s initiative to prepare students to function optimally as global citizens and workers, the contemporary view of health and physical education focuses on taking personal responsibility for one’s health through an active, healthy lifestyle that fosters a lifelong commitment to wellness. The mission and vision for comprehensive health and physical education reflects this perspective:
Mission: Knowledge of health and physical education concepts and skills empowers students to assume lifelong responsibility to develop physical, social, and emotional wellness.
Vision: A quality comprehensive health and physical education program fosters a population that:
• Maintains physical, social, and emotional health by practicing healthy behaviors and goal setting.
• ENGAGES IN A PHYSICALLY ACTIVE LIFESTYLE.
• IS KNOWLEDGEABLE ABOUT HEALTH AND WELLNESS AND HOW TO ACCESS HEALTH RESOURCES.
• RECOGNIZES THE INFLUENCE OF MEDIA, TECHNOLOGY, AND CULTURE IN MAKING INFORMED HEALTH-RELATED DECISIONS AS A CONSUMER OF HEALTH PRODUCTS AND SERVICES.
• PRACTICES EFFECTIVE CROSS-CULTURAL COMMUNICATION, PROBLEM SOLVING, NEGOTIATION, AND CONFLICT RESOLUTION SKILLS.
• IS ACCEPTING AND RESPECTFUL OF INDIVIDUAL AND CULTURAL DIFFERENCES.
• ADVOCATES FOR PERSONAL, FAMILY, COMMUNITY, AND GLOBAL WELLNESS AND IS KNOWLEDGEABLE ABOUT NATIONAL AND INTERNATIONAL PUBLIC HEALTH AND SAFETY ISSUES.
INTENT AND SPIRIT OF THE COMPREHENSIVE HEALTH AND PHYSICAL EDUCATION STANDARDS
All students participate in a comprehensive, sequential, health and physical education program that emphasizes the natural interdisciplinary connection between wellness and health and physical education. The standards provide a blueprint for curriculum development, instruction, and assessment that reflects the latest research-based platform for effective health and physical education programs. The primary focus of the standards is on the development of knowledge and skills that influence healthy behaviors within the context of self, family, school, and the local and global community. The 2009 revised standards incorporate the current thinking and best practices found in health and physical education documents published by national content-specific organizations as well as public health and other education organizations and agencies.
Revised Standards
The Comprehensive Health and Physical Education Standards provide the foundation for creating local curricula and meaningful assessments. Revisions to the standards include cumulative progress indicators that reflect:
o RECENTLY ENACTED LEGISLATION OUTLINED IN THE SECTION BELOW
o AN EMPHASIS ON HEALTH LITERACY, A 21ST CENTURY THEME
o GLOBAL PERSPECTIVES ABOUT HEALTH AND WELLNESS THROUGH COMPARATIVE ANALYSIS OF HEALTH-RELATED ISSUES, ATTITUDES, AND BEHAVIORS IN OTHER COUNTRIES
o INCLUSION OF ADDITIONAL SKILLS RELATED TO TRAFFIC SAFETY, FIRE SAFETY, AND ACCIDENT AND POISON PREVENTION
o INCREASED AWARENESS OF AND SENSITIVITY TO THE CHALLENGES RELATED TO INDIVIDUALS WITH DISABILITIES
THE 2009 STANDARDS CONTINUE TO INCORPORATE NEW JERSEY LEGISLATIVE STATUTES RELATED TO THE HEALTH AND WELL-BEING OF STUDENTS IN NEW JERSEY PUBLIC SCHOOLS, INCLUDING THOSE ENACTED FROM 2004 – 2008:
• Gang Violence Prevention Bill: N.J.S.A. 18A:35-4.26 (2006) requires instruction in gang violence prevention.
• Organ Donation Bill: N.J.S.A. 18A:7F-4.3 (2008) requires instruction in grades 9 through 12 about organ donation and the benefits of organ and tissue donation.
• Suicide Prevention Bill: N.J.S.A. 18A:6-111 (2004) requires instruction in suicide prevention and related mental health issues.
Resources
ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT. (2004). THE WHOLE CHILD. ONLINE:
CENTERS FOR DISEASE CONTROL AND PREVENTION. (2009). HEALTH EDUCATION CURRICULUM ANALYSIS TOOL. ATLANTA, GA: AUTHOR.
CENTERS FOR DISEASE CONTROL AND PREVENTION. (2006). PHYSICAL EDUCATION CURRICULUM ANALYSIS TOOL. ATLANTA, GA: AUTHOR.
JOINT COMMITTEE ON NATIONAL HEALTH EDUCATION STANDARDS. (2007). NATIONAL HEALTH EDUCATION STANDARDS: ACHIEVING HEALTH EXCELLENCE. ATLANTA, GA: AMERICAN CANCER SOCIETY.
LOHRMANN, D. K. (2005). CREATING A HEALTHY SCHOOL. ALEXANDRIA, VA: ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT.
NATIONAL ASSOCIATION FOR SPORT AND PHYSICAL EDUCATION. (2004). MOVING INTO THE FUTURE: NATIONAL STANDARDS FOR PHYSICAL EDUCATION. RESTON, VA: AMERICAN ALLIANCE FOR HEALTH, PHYSICAL EDUCATION, RECREATION, AND DANCE.
NATIONAL ASSOCIATION OF STATE BOARDS OF EDUCATION. (2008). CENTER FOR SAFE AND HEALTHY SCHOOLS. ONLINE:
NEW JERSEY STATE DEPARTMENT OF EDUCATION. (2004). CORE CURRICULUM CONTENT STANDARDS IN COMPREHENSIVE HEALTH AND PHYSICAL EDUCATION. ONLINE:
PARTNERSHIP FOR 21ST CENTURY SKILLS. (2005). FRAMEWORK FOR 21ST CENTURY LEARNING. ONLINE:
HYPERLINKS:
Health Literacy includes:
• Obtaining, interpreting, and understanding basic health information and services and using such information and services in ways that are health enhancing.
• Understanding preventive physical and mental health measures, including proper diet, nutrition, exercise, risk avoidance, and stress reduction.
• Using available information to make appropriate health-related decisions.
• Establishing and monitoring personal and family health goals.
(Partnership for 21st Century Skills, 2005)
New Jersey Legislative Statutes Summary
• Accident and Fire Prevention (N.J.S.A. 18A:6-2) requires instruction in accident and fire prevention.
Regular courses of instruction in accident prevention and fire prevention shall be given in every public and private school in this state. Instruction shall be adapted to the understanding of students at different grade levels.
• Breast Self-Examination (N.J.S.A. 18A:35-5.4) requires instruction on breast self-examination.
Each board of education which operates an educational program for students in grades 7 through 12 shall offer instruction in breast self-examination. The instruction shall take place as part of the district’s implementation of the Core Curriculum Content Standards in Comprehensive Health and Physical Education, and the comprehensive health and physical education curriculum framework shall provide school districts with sample activities that may be used to support implementation of the instructional requirement.
• Bullying Prevention Programs (N.J.S.A. 18A:37- 17) requires the establishment of bullying prevention programs.
Schools and school districts are encouraged to establish bullying prevention programs and other initiatives involving school staff, students, administrators, volunteers, parents, law enforcement, and community members. To the extent funds are appropriated for these purposes, a school district shall: (1) provide training on the school district’s harassment, intimidation, or bullying policies to school employees and volunteers who have significant contact with students; and (2) develop a process for discussing the district’s harassment, intimidation, or bullying policy with students. Information regarding the school district policy against harassment, intimidation, or bullying shall be incorporated into a school’s employee training program.
• Cancer Awareness (N.J.S.A. 18A:40-33) requires the development of a school program on cancer awareness.
The Commissioner of Education, in consultation with the State school boards, shall develop a cancer awareness program appropriate for school-aged children.
• Domestic Violence Education (N.J.S.A. 18A:35-4.23) allows instruction on problems related to domestic violence and child abuse.
A board of education may include instruction on the problems of domestic violence and child abuse in an appropriate place in the curriculum of elementary school, middle school, and high school pupils. The instruction shall enable pupils to understand the psychology and dynamics of family violence, dating violence, and child abuse; the relationship of alcohol and drug use to such violence and abuse; and the relationship of animal cruelty to such violence and abuse; and to learn methods of nonviolent problem-solving.
• Gang Violence Prevention (18A:35-4.26) requires instruction in gang violence prevention for elementary school students.
Each board of education that operates an educational program for elementary school students shall offer instruction in gang violence prevention and in ways to avoid membership in gangs. The instruction shall take place as part of the district’s implementation of the Core Curriculum Content Standards in Comprehensive Health and Physical Education, and the comprehensive health and physical education curriculum framework shall provide school districts with sample materials that may be used to support implementation of the instructional requirement.
• Health, Safety, and Physical Education (N.J.S.A.18A:35) requires that all students in grades 1 through 12 participate in at least two and one-half hours of health, safety, and physical education in each school week.
Every pupil, except kindergarten pupils, attending the public schools, insofar as he or she is physically fit and capable of doing so, as determined by the medical inspector, shall take such courses, which shall be a part of the curriculum prescribed for the several grades, and the conduct and attainment of the pupils shall be marked as in other courses or subjects, and the standing of the pupil in connection therewith shall form a part of the requirements for promotion or graduation. The time devoted to such courses shall aggregate at least two and one-half hours in each school week, or proportionately less when holidays fall within the week.
• Drugs, Alcohol, Tobacco, Controlled Dangerous Substances, and Anabolic Steroids (N.J.S.A. 18A:40A-1) requires instructional programs on drugs, alcohol, anabolic steroids, tobacco, and controlled dangerous substances and the development of curriculum guidelines.
Instructional programs on the nature of drugs, alcohol, anabolic steroids, tobacco, and controlled dangerous substances, as defined in section 2 of P.L.1970, c.226 (C.24:21-2), and their physiological, psychological, sociological, and legal effects on the individual, the family, and society shall be taught in each public school and in each grade from kindergarten through 12 in a manner adapted to the age and understanding of the pupils. The programs shall be based upon the curriculum guidelines established by the Commissioner of Education and shall be included in the curriculum for each grade in such a manner as to provide a thorough and comprehensive treatment of the subject.
• Lyme Disease Prevention (N.J.S.A. 18A:35-5.1) requires the development of Lyme disease curriculum guidelines.
The guidelines shall emphasize disease prevention and sensitivity for victims of the disease. The Commissioner of Education shall periodically review and update the guidelines to insure that the curriculum reflects the most current information available.
• Organ Donation (N.J.S.A. 18A:7F-4.3) requires information relative to organ donation to be given to students in grades 9 through 12.
The goals of the instruction shall be to:
o Emphasize the benefits of organ and tissue donation to the health and well-being of society generally and to individuals whose lives are saved by organ and tissue donations, so that students will be motivated to make an affirmative decision to register as donors when they become adults.
o Fully address myths and misunderstandings regarding organ and tissue donation.
o Explain the options available to adults, including the option of designating a decision-maker to make the donation decision on one’s behalf.
o Instill an understanding of the consequences when an individual does not make a decision to become an organ donor and does not register or otherwise record a designated decision-maker.
The instruction shall inform students that, beginning five years from the date of enactment of P.L.2008, c.48 (C.26:6-66 et al.), the New Jersey Motor Vehicle Commission will not issue or renew a New Jersey driver’s license or personal identification card unless a prospective or renewing licensee or card holder makes an acknowledgement regarding the donor decision pursuant to section 8 of P.L.2008, c.48 (C.39:3-12.4). The Commissioner of Education, through the non-public school liaison in the Department of Education, shall make any related instructional materials available to private schools educating students in grades 9 through 12, or any combination thereof. Such schools are encouraged to use the instructional materials at the school; however, nothing in this subsection shall be construed to require such schools to use the materials.
• Sexual Assault Prevention (N.J.S.A. 18A:35-4.3) requires the development of a sexual assault prevention education program.
The Department of Education in consultation with the advisory committee shall develop and establish guidelines for the teaching of sexual assault prevention techniques for utilization by local school districts in the establishment of a sexual assault prevention education program. Such program shall be adapted to the age and understanding of the pupils and shall be emphasized in appropriate places of the curriculum sufficiently for a full and adequate treatment of the subject.
• Stress Abstinence (N.J.S.A. 18A:35-4.19-20), also known as the “AIDS Prevention Act of 1999,” requires sex education programs to stress abstinence.[pic]
Any sex education that is given as part of any planned course, curriculum, or other instructional program and that is intended to impart information or promote discussion or understanding in regard to human sexual behavior, sexual feelings and sexual values, human sexuality and reproduction, pregnancy avoidance or termination, HIV infection or sexually transmitted diseases, regardless of whether such instruction is described as, or incorporated into, a description of “sex education,” “family life education,” “family health education,” “health education,” “family living,” “health,” “self esteem,” or any other course, curriculum program, or goal of education, and any materials including, but not limited, to handouts, speakers, notes, or audiovisuals presented on school property concerning methods for the prevention of acquired immune deficiency syndrome (HIV/AIDS), other sexually transmitted diseases, and of avoiding pregnancy, shall stress that abstinence from sexual activity is the only completely reliable means of eliminating the sexual transmission of HIV/AIDS and other sexually transmitted diseases and of avoiding pregnancy.
• Suicide Prevention (N.J.S.A. 18A: 6-111) requires instruction in suicide prevention in public schools.
Instruction in suicide prevention shall be provided as part of any continuing education that public school teaching staff members must complete to maintain their certification; and inclusion of suicide prevention awareness shall be included in the Core Curriculum Content Standards in Comprehensive Health and Physical Education.
|Content Area |Comprehensive Health and Physical Education |
|Standard |2.1 Wellness: All students will acquire health promotion concepts and skills to support a healthy, active lifestyle. |
|Strand |A. Personal Growth and Development |
|By the end|Content Statement |CPI # |Cumulative Progress Indicator (CPI) |
|of grade | | | |
|P |Developing self-help skills and personal hygiene skills promotes |2.1.P.A.1 |Develop an awareness of healthy habits (e.g., use clean tissues, wash hands, handle food |
| |healthy habits. | |hygienically, brush teeth, and dress appropriately for the weather). |
| | | | |
| | |2.1.P.A.2 |Demonstrate emerging self-help skills (e.g., develop independence when pouring, serving, and |
| | | |using utensils and when dressing and brushing teeth). |
|2 |Health-enhancing behaviors contribute to wellness. |2.1.2.A.1 |Explain what being “well” means and identify self-care practices that support wellness. |
| | |2.1.2.A.2 |Use correct terminology to identify body parts, and explain how body parts work together to |
| | | |support wellness. |
|4 |The dimensions of wellness are interrelated and impact overall personal|2.1.4.A.1 |Explain the physical, social, emotional, and mental dimensions of personal wellness and how |
| |well-being. | |they interact. |
| | |2.1.4.A.2 |Determine the relationship of personal health practices and behaviors on an individual’s body |
| | | |systems. |
|6 |Staying healthy is a lifelong process that includes all dimensions of |2.1.6.A.1 |Explain how health data can be used to assess and improve each dimension of personal wellness.|
| |wellness. | | |
| | |2.1.6.A.2 |Relate how personal lifestyle habits, environment, and heredity influence growth and |
| | | |development in each life stage. |
| | |2.1.6.A.3 |Determine factors that influence the purchase of healthcare products and use of personal |
| | | |hygiene practices. |
|8 |Developing and maintaining wellness requires ongoing evaluation of |2.1.8.A.1 |Assess and apply health data to enhance each dimension of personal wellness. |
| |factors impacting health and modifying lifestyle behaviors accordingly.| | |
| | |2.1.8.A.2 |Compare and contrast the impact of genetics, family history, personal health practices, and |
| | | |environment on personal growth and development in each life stage. |
| | |2.1.8.A.3 |Relate advances in technology to maintaining and improving personal health. |
| | |2.1.8.A.4 |Determine the impact of marketing techniques on the use of personal hygiene products, |
| | | |practices, and services. |
|12 |Developing and maintaining wellness requires ongoing evaluation of |2.1.12.A.1 |Analyze the role of personal responsibility in maintaining and enhancing personal, family, |
| |factors impacting health and modifying lifestyle behaviors accordingly.| |community, and global wellness. |
| | |2.1.12.A.2 |Debate the social and ethical implications of the availability and use of technology and |
| | | |medical advances to support wellness. |
|Content Area |Comprehensive Health and Physical Education |
|Standard |2.1 Wellness: All students will acquire health promotion concepts and skills to support a healthy, active lifestyle. |
|Strand |B. Nutrition |
|By the end|Content Statement |CPI # |Cumulative Progress Indicator (CPI) |
|of grade | | | |
|P |Developing the knowledge and skills necessary to make nutritious food |2.1.P.B.1 |Explore foods and food groups (e.g., compare and contrast foods representative of various |
| |choices promotes healthy habits. | |cultures by taste, color, texture, smell, and shape). |
| | |2.1.P.B.2 |Develop awareness of nutritious food choices (e.g., participate in classroom cooking |
| | | |activities, hold conversations with knowledgeable adults about daily nutritious meal and snack|
| | | |offerings). |
|2 |Choosing a balanced variety of nutritious foods contributes to |2.1.2.B.1 |Explain why some foods are healthier to eat than others. |
| |wellness. | | |
| | |2.1.2.B.2 |Explain how foods in the food pyramid differ in nutritional content and value. |
| | |2.1.2.B.3 |Summarize information about food found on product labels. |
|4 |Choosing a balanced variety of nutritious foods contributes to |2.1.4.B.1 |Explain how healthy eating provides energy, helps to maintain healthy weight, lowers risk of |
| |wellness. | |disease, and keeps body systems functioning effectively. |
| | |2.1.4.B.2 |Differentiate between healthy and unhealthy eating practices. |
| | |2.1.4.B.3 |Create a healthy meal based on nutritional content, value, calories, and cost. |
| | |2.1.4.B.4 |Interpret food product labels based on nutritional content. |
|6 |Eating patterns are influenced by a variety of factors. |2.1.6.B.1 |Determine factors that influence food choices and eating patterns. |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | |2.1.6.B.2 |Summarize the benefits and risks associated with nutritional choices, based on eating |
| | | |patterns. |
| | |2.1.6.B.3 |Create a daily balanced nutritional meal plan based on nutritional content, value, calories, |
| | | |and cost. |
| | |2.1.6.B.4 |Compare and contrast nutritional information on similar food products in order to make |
| | | |informed choices. |
|8 |Eating patterns are influenced by a variety of factors. |2.1.8.B.1 |Analyze how culture, health status, age, and eating environment influence personal eating |
| | | |patterns and recommend ways to provide nutritional balance. |
| | |2.1.8.B.2 |Identify and defend healthy ways for adolescents to lose, gain, or maintain weight. |
| | |2.1.8.B.3 |Design a weekly nutritional plan for families with different lifestyles, resources, special |
| | | |needs, and cultural backgrounds. |
| | |2.1.8.B.4 |Analyze the nutritional values of new products and supplements. |
|12 |Applying basic nutritional and fitness concepts to lifestyle behaviors |2.1.12.B.1 |Determine the relationship of nutrition and physical activity to weight loss, weight gain, and|
| |impacts wellness. | |weight maintenance. |
| | |2.1.12.B.2 |Compare and contrast the dietary trends and eating habits of adolescents and young adults in |
| | | |the United States and other countries. |
| | |2.1.12.B.3 |Analyze the unique contributions of each nutrient class (fats, carbohydrates, protein, water, |
| | | |vitamins, and minerals) to one’s health. |
|Content Area |Comprehensive Health and Physical Education |
|Standard |2.1 Wellness: All students will acquire health promotion concepts and skills to support a healthy, active lifestyle. |
|Strand |C. Diseases and Health Conditions |
|By the end|Content Statement |CPI # |Cumulative Progress Indicator (CPI) |
|of grade | | | |
|P |Developing self-help skills and personal hygiene skills promotes |2.1.P.C.1 |Develop an awareness of healthy habits (e.g., use clean tissues, wash hands, handle food |
| |healthy habits. | |hygienically, brush teeth, and dress appropriately for the weather). |
|2 |Knowledge about diseases and disease prevention promotes |2.1.2.C.1 |Summarize symptoms of common diseases and health conditions. |
| |health-enhancing behaviors. | | |
| | |2.1.2.C.2 |Summarize strategies to prevent the spread of common diseases and health conditions. |
| | |2.1.2.C.3 |Determine how personal feelings can affect one’s wellness. |
|4 |The use of disease prevention strategies in home, school, and community|2.1.4.C.1 |Explain how most diseases and health conditions are preventable. |
| |promotes personal health. | | |
| | |2.1.4.C.2 |Justify how the use of universal precautions, sanitation and waste disposal, proper food |
| | | |handling and storage, and environmental controls prevent diseases and health conditions. |
| | |2.1.4.C.3 |Explain how mental health impacts one’s wellness. |
|6 |The early detection and treatment of diseases and health conditions |2.1.6.C.1 |Summarize means of detecting and treating diseases and health conditions that are prevalent in|
| |impact one’s health. | |adolescents. |
| | |2.1.6.C.2 |Determine the impact of public health strategies in preventing diseases and health conditions.|
| | |2.1.6.C.3 |Compare and contrast common mental illnesses (such as depression, anxiety and panic disorders,|
| | | |and phobias) and ways to detect and treat them. |
|8 |The prevention and control of diseases and health conditions are |2.1.8.C.1 |Evaluate emerging methods to diagnose and treat diseases and health conditions that are common|
| |affected by many factors. | |in young adults in the United States and other countries, including hepatitis, sexually |
| | | |transmitted infections, HIV/AIDS, breast cancer, HPV, and testicular cancer. |
| | |2.1.8.C.2 |Analyze local, state, national, and international public health efforts to prevent and control|
| | | |diseases and health conditions. |
| | |2.1.8.C.3 |Analyze the impact of mental illness (e.g., depression, impulse disorders such as gambling or |
| | | |shopping, eating disorders, and bipolar disorders) on physical, social, and emotional |
| | | |well-being. |
|12 |Personal health is impacted by family, community, national, and |2.1.12.C.1 |Predict diseases and health conditions that may occur during one’s lifespan and speculate on |
| |international efforts to prevent and control diseases and health | |potential prevention and treatment strategies. |
| |conditions. | | |
| | |2.1.12.C.2 |Develop strategies that will impact local, state, national, and international public health |
| | | |efforts to prevent and control diseases and health conditions. |
| | |2.1.12.C.3 |Determine the emotional, social, and financial impact of mental illness on the family, |
| | | |community, and state. |
| | |2.1.12.C.4 |Relate advances in medicine and technology to the diagnosis and treatment of mental illness. |
|Content Area |Comprehensive Health and Physical Education |
|Standard |2.1 Wellness: ALL STUDENTS WILL ACQUIRE HEALTH PROMOTION CONCEPTS AND SKILLS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE. |
|Strand |D. Safety |
|By the end|Content Statement |CPI # |Cumulative Progress Indicator (CPI) |
|of grade | | | |
|P |Developing an awareness of potential hazards in the environment impacts|2.1.P.D.1 |Use safe practices indoors and out (e.g., wear bike helmets, walk in the classroom, understand|
| |personal health and safety. | |how to participate in emergency drills, and understand why car seats and seat belts are used).|
| | | | |
| | |2.1.P.D.2 |Develop an awareness of warning symbols and their meaning (e.g., red light, stop sign, poison |
| | | |symbol, etc.). |
| | |2.1.P.D.3 |Identify community helpers who assist in maintaining a safe environment. |
| | |2.1.P.D.4 |Know how to dial 911 for help. |
|2 |Using personal safety strategies reduces the number of injuries to self|2.1.2.D.1 |Identify ways to prevent injuries at home, school, and in the community (e.g., fire safety, |
| |and others. | |poison safety, accident prevention). |
| | |2.1.2.D.2 |Differentiate among the characteristics of strangers, acquaintances, and trusted adults and |
| | | |describe safe and appropriate behaviors/touches. |
| | |2.1.2.D.3 |Identify procedures associated with pedestrian, bicycle, and traffic safety. |
|4 |Identifying unsafe situations and choosing appropriate ways to reduce |2.1.4.D.1 |Determine the characteristics of safe and unsafe situations and develop strategies to reduce |
| |or eliminate risks contributes to the safety of self and others. | |the risk of injuries at home, school, and in the community (e.g., fire safety, poison safety, |
| | | |accident prevention). |
| | |2.1.4.D.2 |Summarize the various forms of abuse and ways to get help. |
| | |2.1.4.D.3 |Examine the impact of unsafe behaviors when traveling in vehicles, as a pedestrian, and when |
| | | |using other modes of transportation. |
| |Applying first-aid procedures can minimize injury and save lives. |2.1.4.D.4 |Demonstrate simple first-aid procedures for choking, bleeding, burns, and poisoning. |
|6 |Identifying unsafe situations and choosing appropriate ways to reduce |2.1.6.D.1 |Summarize the common causes of intentional and unintentional injuries in adolescents and |
| |or eliminate risks contributes to the safety of self and others. | |related prevention strategies. |
| | |2.1.6.D.2 |Explain what to do if abuse is suspected or occurs. |
| | |2.1.6.D.3 |Summarize the components of the traffic safety system and explain how people contribute to |
| | | |making the system effective. |
| |Applying first-aid procedures can minimize injury and save lives. |2.1.6.D.4 |Assess when to use basic first-aid procedures. |
|By the end|Content Statement |CPI # |Cumulative Progress Indicator (CPI) |
|of grade | | | |
|8 |Evaluating the potential for injury prior to engaging in |2.1.8.D.1 |Assess the degree of risk in a variety of situations and identify strategies to reduce |
| |unhealthy/risky behaviors impacts choices. | |intentional and unintentional injuries to self and others. |
| | |2.1.8.D.2 |Describe effective personal protection strategies used in public places and what to do when |
| | | |one’s safety is compromised. |
| | |2.1.8.D.3 |Analyze the causes and the consequences of noncompliance with the traffic safety system. |
| |Applying first-aid procedures can minimize injury and save lives. |2.1.8.D.4 |Demonstrate first-aid procedures, including victim and situation assessment, Basic Life |
| | | |Support, and the care of head trauma, bleeding and wounds, burns, fractures, shock, and |
| | | |poisoning. |
|12 |Evaluating the potential for injury prior to engaging in |2.1.12.D.1 |Determine the causes and outcomes of intentional and unintentional injuries in adolescents and|
| |unhealthy/risky behaviors impacts choices. | |young adults and propose prevention strategies. |
| | |2.1.12.D.2 |Explain ways to protect against abuse and all forms of assault and what to do if assaulted. |
| | |2.1.12.D.3 |Analyze the relationship between alcohol and drug use and the incidence of motor vehicle |
| | | |crashes. |
| | |2.1.12.D.4 |Develop a rationale to persuade peers to comply with traffic safety laws and avoid driving |
| | | |distractors. |
| | |2.1.12.D.5 |Summarize New Jersey motor vehicle laws and regulations and determine their impact on health |
| | | |and safety (e.g., organ/tissue donation, seatbelt use, and the use of hand-held devices). |
| |Applying first-aid procedures can minimize injury and save lives. |2.1.12.D.6 |Demonstrate first-aid procedures, including Basic Life Support and automatic external |
| | | |defibrillation, caring for head trauma, bone and joint emergencies, caring for cold and heat |
| | | |injuries, and responding to medical emergencies. |
|Content Area |Comprehensive Health and Physical Education |
|Standard |2.1 Wellness: All students will acquire health promotion concepts and skills to support a healthy, active lifestyle. |
|Strand |E. Social and Emotional Health |
|By the end |Content Statement |CPI # |Cumulative Progress Indicator (CPI) |
|of grade | | | |
|2 |Many factors at home, school, and in the community impact social and |2.1.2.E.1 |Identify basic social and emotional needs of all people. |
| |emotional health. | | |
| | |2.1.2.E.2 |Determine possible causes of conflict between people and appropriate ways to prevent and |
| | | |resolve them. |
| | |2.1.2.E.3 |Explain healthy ways of coping with common stressful situations experienced by children. |
|4 |Many factors at home, school, and in the community impact social and |2.1.4.E.1 |Compare and contrast how individuals and families attempt to address basic human needs. |
| |emotional health. | | |
| | |2.1.4.E.2 |Distinguish among violence, harassment, gang violence, discrimination, and bullying and |
| | | |demonstrate strategies to prevent and resolve these types of conflicts. |
| |Stress management skills impact an individual’s ability to cope with |2.1.4.E.3 |Determine ways to cope with rejection, loss, and separation. |
| |different types of emotional situations. | | |
| | |2.1.4.E.4 |Summarize the causes of stress and explain ways to deal with stressful situations. |
|6 |Social and emotional development impacts all components of wellness. |2.1.6.E.1 |Examine how personal assets and protective factors support healthy social and emotional |
| | | |development. |
| |Respect and acceptance for individuals regardless of gender, sexual |2.1.6.E.2 |Make recommendations to resolve incidences of school and community conflict, violence, |
| |orientation, disability, ethnicity, socioeconomic background, | |harassment, gang violence, discrimination, and bullying. |
| |religion, and/or culture provide a foundation for the prevention and | | |
| |resolution of conflict. | | |
| |Stress management skills impact an individual’s ability to cope with |2.1.6.E.3 |Compare and contrast ways that individuals, families, and communities cope with change, |
| |different types of emotional situations. | |crisis, rejection, loss, and separation. |
|8 |Social and emotional development impacts all components of wellness. |2.1.8.E.1 |Analyze how personal assets, resiliency, and protective factors support healthy social and |
| | | |emotional health. |
| |Respect and acceptance for individuals regardless of gender, sexual |2.1.8.E.2 |Determine the effectiveness of existing home, school, and community efforts to address social |
| |orientation, disability, ethnicity, socioeconomic background, | |and emotional health and prevent conflict. |
| |religion, and/or culture provide a foundation for the prevention and | | |
| |resolution of conflict. | | |
| |Stress management skills impact an individual’s ability to cope with |2.1.8.E.3 |Explain how culture influences the ways families and groups cope with crisis and change. |
| |different types of emotional situations. | | |
| | |2.1.8.E.4 |Compare and contrast stress management strategies that are used to address various types of |
| | | |stress-induced situations. |
|12 |Respect and acceptance for individuals regardless of gender, sexual |2.1.12.E.1 |Predict the short- and long-term consequences of unresolved conflicts. |
| |orientation, disability, ethnicity, socioeconomic background, | | |
| |religion, and/or culture provide a foundation for the prevention and | | |
| |resolution of conflict. | | |
| | |2.1.12.E.2 |Analyze how new technologies may positively or negatively impact the incidence of conflict or |
| | | |crisis. |
| |Stress management skills impact an individual’s ability to cope with |2.1.12.E.3 |Examine how a family might cope with crisis or change and suggest ways to restore family |
| |different types of emotional situations. | |balance and function. |
| | |2.1.12.E.4 |Develop a personal stress management plan to improve/maintain wellness. |
|Content Area |Comprehensive Health and Physical Education |
|Standard |2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle. |
|Strand |A. Interpersonal Communication |
|By the end|Content Statement |CPI # |Cumulative Progress Indicator (CPI) |
|of grade | | | |
|2 |Effective communication may be a determining factor in the outcome of |2.2.2.A.1 |Express needs, wants, and feelings in health- and safety-related situations. |
| |health- and safety-related situations. | | |
|4 |Effective communication may be a determining factor in the outcome of |2.2.4.A.1 |Demonstrate effective interpersonal communication in health- and safety-related situations. |
| |health- and safety-related situations. | | |
| |Effective communication is the basis for strengthening interpersonal |2.2.4.A.2 |Demonstrate effective interpersonal communication when responding to disagreements or |
| |interactions and relationships and resolving conflicts. | |conflicts with others. |
|6 |Effective communication may be a determining factor in the outcome of |2.2.6.A.1 |Demonstrate verbal and nonverbal interpersonal communication in various settings that impact |
| |health- and safety-related situations. | |the health of oneself and others. |
| |Effective communication is the basis for strengthening interpersonal |2.2.6.A.2 |Demonstrate use of refusal, negotiation, and assertiveness skills in different situations. |
| |interactions and relationships and resolving conflicts. | | |
|8 |Effective interpersonal communication encompasses respect and |2.2.8.A.1 |Compare and contrast verbal and nonverbal interpersonal communication strategies in a variety |
| |acceptance for individuals regardless of gender, sexual orientation, | |of settings and cultures in different situations. |
| |disability, ethnicity, socioeconomic background, religion, and/or | | |
| |culture. | | |
| |Effective communication is the basis for strengthening interpersonal |2.2.8.A.2 |Demonstrate the use of refusal, negotiation, and assertiveness skills when responding to peer |
| |interactions and relationships and resolving conflicts. | |pressure, disagreements, or conflicts. |
|12 |Effective interpersonal communication encompasses respect and |2.2.12.A.1 |Employ skills for communicating with family, peers, and people from other backgrounds and |
| |acceptance for individuals regardless of gender, sexual orientation, | |cultures that may impact the health of oneself and others. |
| |disability, ethnicity, socioeconomic background, religion, and/or | | |
| |culture. | | |
| |Effective communication is the basis for strengthening interpersonal |2.2.12.A.2 |Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts. |
| |interactions and relationships and resolving conflicts. | | |
| |Technology increases the capacity of individuals to communicate in |2.2.12.A.3 |Analyze the impact of technology on interpersonal communication in supporting wellness and a |
| |multiple and diverse ways. | |healthy lifestyle. |
|Content Area |Comprehensive Health and Physical Education |
|Standard |2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle. |
|Strand |B. Decision-Making and Goal Setting |
|By the end|Content Statement |CPI # |Cumulative Progress Indicator (CPI) |
|of grade | | | |
|2 |Effective decision-making skills foster healthier lifestyle choices. |2.2.2.B.1 |Explain what a decision is and why it is advantageous to think before acting. |
| | |2.2.2.B.2 |Relate decision-making by self and others to one’s health. |
| | |2.2.2.B.3 |Determine ways parents, peers, technology, culture, and the media influence health decisions. |
| | |2.2.2.B.4 |Select a personal health goal and explain why setting a goal is important. |
|4 |Many health-related situations require the application of a thoughtful |2.2.4.B.1 |Use the decision-making process when addressing health-related issues. |
| |decision-making process. | | |
| | |2.2.4.B.2 |Differentiate between situations when a health-related decision should be made independently |
| | | |or with the help of others. |
| | |2.2.4.B.3 |Determine how family, peers, technology, culture, and the media influence thoughts, feelings, |
| | | |health decisions, and behaviors. |
| | |2.2.4.B.4 |Develop a personal health goal and track progress. |
|6 |Every health-related decision has short- and long-term consequences and|2.2.6.B.1 |Use effective decision-making strategies. |
| |affects the ability to reach health goals. | | |
| | |2.2.6.B.2 |Predict how the outcome(s) of a health-related decision may differ if an alternative decision |
| | | |is made by self or others. |
| | |2.2.6.B.3 |Determine how conflicting interests may influence one’s decisions. |
| | |2.2.6.B.4 |Apply personal health data and information to support achievement of one’s short- and |
| | | |long-term health goals. |
| |Every health-related decision has short- and long-term consequences and|2.2.8.B.1 |Predict social situations that may require the use of decision-making skills. |
|8 |affects the ability to reach health goals. | | |
| | |2.2.8.B.2 |Justify when individual or collaborative decision-making is appropriate. |
| | |2.2.8.B.3 |Analyze factors that support or hinder the achievement of personal health goals during |
| | | |different life stages. |
|12 |Developing and implementing an effective personal wellness plan |2.2.12.B.1 |Predict the short- and long-term consequences of good and poor decision-making on oneself, |
| |contributes to healthy decision-making over one’s lifetime. | |friends, family, and others. |
| | |2.2.12.B.2 |Evaluate the impact of individual and family needs on the development of a personal wellness |
| | | |plan and address identified barriers. |
| |Comprehensive Health and Physical Education |
| | |
|Content Area | |
|Standard |2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle. |
|Strand |C. Character Development |
|By the end|Content Statement |CPI # |Cumulative Progress Indicator (CPI) |
|of grade | | | |
|2 |Character traits are often evident in behaviors exhibited by |2.2.2.C.1 |Explain the meaning of character and how it is reflected in the thoughts, feelings, and |
| |individuals when interacting with others. | |actions of oneself and others. |
| | |2.2.2.C.2 |Identify types of disabilities and demonstrate appropriate behavior when interacting with |
| | | |people with disabilities. |
|4 |Personal core ethical values impact the health of oneself and others. |2.2.4.C.1 |Determine how an individual’s character develops over time and impacts personal health. |
| |Character building is influenced by many factors both positive and |2.2.4.C.2 |Explain why core ethical values (such as respect, empathy, civic mindedness, and good |
| |negative, such as acceptance, discrimination, bullying, abuse, | |citizenship) are important in the local and world community. |
| |sportsmanship, support, disrespect, and violence. | | |
| | |2.2.4.C.3 |Determine how attitudes and assumptions toward individuals with disabilities may negatively or|
| | | |positively impact them. |
|6 |Personal core ethical values impact the behavior of oneself and others.|2.2.6.C.1 |Explain how character and core ethical values can be useful in addressing challenging |
| | | |situations. |
| |Character building is influenced by many factors both positive and |2.2.6.C.2 |Predict situations that may challenge an individual’s core ethical values. |
| |negative, such as acceptance, discrimination, bullying, abuse, | | |
| |sportsmanship, support, disrespect, and violence. | | |
| | |2.2.6.C.3 |Develop ways to proactively include peers with disabilities at home, at school, and in |
| | | |community activities. |
|8 |Working together toward common goals with individuals of different |2.2.8.C.1 |Analyze strategies to enhance character development in individual, group, and team activities.|
| |abilities and from different backgrounds develops and reinforces core | | |
| |ethical values. | | |
| | |2.2.8.C.2 |Analyze to what extent various cultures have responded effectively to individuals with |
| | | |disabilities. |
| |Rules, regulations, and policies regarding behavior provide a common |2.2.8.C.3 |Hypothesize reasons for personal and group adherence, or lack of adherence, to codes of |
| |framework that supports a safe, welcoming environment. | |conduct at home, locally, and in the worldwide community. |
|12 |Individual and/or group pressure to be successful in competitive |2.2.12.C.1 |Analyze the impact of competition on personal character development. |
| |activities can result in a positive or negative impact. | | |
| |Core ethical values impact behaviors that influence the health and |2.2.12.C.2 |Judge how individual or group adherence, or lack of adherence, to core ethical values impacts |
| |safety of people everywhere. | |the local, state, national, and worldwide community. |
| | |2.2.12.C.3 |Analyze current issues facing the disability community and make recommendations to address |
| | | |those issues. |
| |Comprehensive Health and Physical Education |
|Content Area | |
|Standard |2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle. |
|Strand |D. Advocacy and Service |
|By the end|Content Statement |CPI # |Cumulative Progress Indicator (CPI) |
|of grade | | | |
|2 |Service projects provide an opportunity to have a positive impact on |2.2.2.D.1 |Determine the benefits for oneself and others of participating in a class or school service |
| |the lives of self and others. | |activity. |
|4 |Service projects provide an opportunity to have a positive impact on |2.2.4.D.1 |Explain the impact of participation in different kinds of service projects on community |
| |the lives of self and others. | |wellness. |
|6 |Participation in social and health- or service-organization initiatives|2.2.6.D.1 |Appraise the goals of various community or service-organization initiatives to determine |
| |have a positive social impact. | |opportunities for volunteer service. |
| | |2.2.6.D.2 |Develop a position about a health issue in order to inform peers. |
|8 |Effective advocacy for a health or social issue is based on |2.2.8.D.1 |Plan and implement volunteer activities to benefit a local, state, national, or world health |
| |communicating accurate and reliable research about the issue and | |initiative. |
| |developing and implementing strategies to motivate others to address | | |
| |the issue. | | |
| | |2.2.8.D.2 |Defend a position on a health or social issue to activate community awareness and |
| | | |responsiveness. |
|12 |Effective advocacy for a health or social issue is based on |2.2.12.D.1 |Plan and implement an advocacy strategy to stimulate action on a state, national, or global |
| |communicating accurate and reliable research about the issue and | |health issue, including but not limited to, organ/tissue donation. |
| |developing and implementing strategies to motivate others to address | | |
| |the issue. | | |
|Content Area |Comprehensive Health and Physical Education |
|Standard |2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle. |
|Strand |E. Health Services and Information |
|By the end|Content Statement |CPI # |Cumulative Progress Indicator (CPI) |
|of grade | | | |
|P |Developing an awareness of potential hazards in the environment impacts|2.2.P.E.1 |Identify community helpers who assist in maintaining a safe environment. |
| |personal health and safety. | | |
|2 |Knowing how to locate health professionals in the home, at school, and |2.2.2.E.1 |Determine where to access home, school, and community health professionals. |
| |in the community assists in addressing health emergencies and obtaining| | |
| |reliable information. | | |
|4 |Communicating health needs to trusted adults and professionals assists |2.2.4.E.1 |Identify health services and resources provided in the school and community and determine how |
| |in the prevention, early detection, and treatment of health problems. | |each assists in addressing health needs and emergencies. |
| | |2.2.4.E.2 |Explain when and how to seek help when experiencing a health problem. |
|6 |Health literacy includes the ability to compare and evaluate health |2.2.6.E.1 |Determine the validity and reliability of different types of health resources. |
| |resources. | | |
| |Communicating health needs to trusted adults and professionals assists |2.2.6.E.2 |Distinguish health issues that warrant support from trusted adults or health professionals. |
| |in the prevention, early detection, and treatment of health problems. | | |
|8 |Potential solutions to health issues are dependent on health literacy |2.2.8.E.1 |Evaluate various health products, services, and resources from different sources, including |
| |and available resources. | |the Internet. |
| |Communicating health needs to trusted adults and professionals assists |2.2.8.E.2 |Compare and contrast situations that require support from trusted adults or health |
| |in the prevention, early detection, and treatment of health problems. | |professionals. |
|12 |Potential solutions to health issues are dependent on health literacy |2.2.12.E.1 |Analyze a variety of health products and services based on cost, availability, accessibility, |
| |and available resources. | |benefits, and accreditation. |
| |Affordability and accessibility of healthcare impacts the prevention, |2.2.12.E.2 |Determine the effect of accessibility and affordability of healthcare on family, community, |
| |early detection, and treatment of health problems. | |and global health. |
|Content Area |Comprehensive Health and Physical Education |
|Standard |2.3 Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a healthy, active |
| |lifestyle. |
|Strand |A. Medicines |
|By the end|Content Statement |CPI # |Cumulative Progress Indicator (CPI) |
|of grade | | | |
|2 |Medicines come in a variety of forms (prescription medicines, |2.3.2.A.1 |Explain what medicines are and when some types of medicines are used. |
| |over-the-counter medicines, medicinal supplements), are used for | | |
| |numerous reasons, and should be taken as directed in order to be safe | | |
| |and effective. | | |
| | |2.3.2.A.2 |Explain why medicines should be administered as directed. |
|4 |Medicines come in a variety of forms (prescription medicines, |2.3.4.A.1 |Distinguish between over-the-counter and prescription medicines. |
| |over-the-counter medicines, medicinal supplements), are used for | | |
| |numerous reasons, and should be taken as directed in order to be safe | | |
| |and effective. | | |
| | |2.3.4.A.2 |Determine possible side effects of common types of medicines. |
|6 |Medicines come in a variety of forms (prescription medicines, |2.3.6.A.1 |Compare and contrast short- and long-term effects and the potential for abuse of commonly used|
| |over-the-counter medicines, medicinal supplements), are used for | |over-the-counter and prescription medicines and herbal and medicinal supplements. |
| |numerous reasons, and should be taken as directed in order to be safe | | |
| |and effective. | | |
| | |2.3.6.A.2 |Compare information found on over-the-counter and prescription medicines. |
|8 |Medicines come in a variety of forms (prescription medicines, |2.3.8.A.1 |Explain why the therapeutic effects and potential risks of commonly used over-the-counter |
| |over-the-counter medicines, medicinal supplements), are used for | |medicines, prescription drugs, and herbal and medicinal supplements vary in different |
| |numerous reasons, and should be taken as directed in order to be safe | |individuals. |
| |and effective. | | |
| | |2.3.8.A.2 |Compare and contrast adolescent and adult abuse of prescription and over-the-counter medicines|
| | | |and the consequences of such abuse. |
|12 |Medicines come in a variety of forms (prescription medicines, |2.3.12.A.1 |Determine the potential risks and benefits of the use of new or experimental medicines and |
| |over-the-counter medicines, medicinal supplements), are used for | |herbal and medicinal supplements. |
| |numerous reasons, and should be taken as directed in order to be safe | | |
| |and effective. | | |
| | |2.3.12.A.2 |Summarize the criteria for evaluating the effectiveness of a medicine. |
| | |2.3.12.A.3 |Relate personal abuse of prescription and over-the-counter medicines to wellness. |
|Content Area |Comprehensive Health and Physical Education |
|Standard |2.3 Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a healthy, active |
| |lifestyle. |
|Strand |B. Alcohol, Tobacco, and Other Drugs |
|By the end|Content Statement |CPI # |Cumulative Progress Indicator (CPI) |
|of grade | | | |
|2 |Use of drugs in unsafe ways is dangerous and harmful. |2.3.2.B.1 |Identify ways that drugs can be abused. |
| | |2.3.2.B.2 |Explain effects of tobacco use on personal hygiene, health, and safety. |
| | |2.3.2.B.3 |Explain why tobacco smoke is harmful to nonsmokers. |
| | |2.3.2.B.4 |Identify products that contain alcohol. |
| | |2.3.2.B.5 |List substances that should never be inhaled and explain why. |
|4 |Use of drugs in unsafe ways is dangerous and harmful. |2.3.4.B.1 |Explain why it is illegal to use or possess certain drugs/substances and the possible |
| | | |consequences. |
| | |2.3.4.B.2 |Compare the short- and long-term physical effects of all types of tobacco use. |
| | |2.3.4.B.3 |Identify specific environments where second-hand/passive smoke may impact the wellness of |
| | | |nonsmokers. |
| | |2.3.4.B.4 |Summarize the short- and long-term physical and behavioral effects of alcohol use and abuse. |
| | |2.3.4.B.5 |Identify the short- and long- term physical effects of inhaling certain substances. |
|6 |There is a strong relationship between individuals who abuse drugs and |2.3.6.B.1 |Explain the system of drug classification and why it is useful in preventing substance abuse. |
| |increased intentional and unintentional health-risk behaviors. | | |
| | |2.3.6.B.2 |Relate tobacco use and the incidence of disease. |
| | |2.3.6.B.3 |Compare the effect of laws, policies, and procedures on smokers and nonsmokers. |
| | |2.3.6.B.4 |Determine the impact of the use and abuse of alcohol on the incidence of illness, injuries, |
| | | |and disease, the increase of risky health behaviors, and the likelihood of harm to one’s |
| | | |health. |
| | |2.3.6.B.5 |Determine situations where the use of alcohol and other drugs influence decision-making and |
| | | |can place one at risk. |
| | |2.3.6.B.6 |Summarize the signs and symptoms of inhalant abuse. |
| | |2.3.6.B.7 |Analyze the relationship between injected drug use and diseases such as HIV/AIDS and |
| | | |hepatitis. |
|By the end|Content Statement |CPI # |Cumulative Progress Indicator (CPI) |
|of grade | | | |
|8 |There is a strong relationship between individuals who abuse drugs and |2.3.8.B.1 |Compare and contrast the physical and behavioral effects of commonly abused substances by |
| |increased intentional and unintentional health-risk behaviors. | |adolescents. |
| | |2.3.8.B.2 |Predict the legal and financial consequences of the use, sale, and possession of illegal |
| | | |substances. |
| | |2.3.8.B.3 |Analyze the effects of all types of tobacco use on the aging process. |
| | |2.3.8.B.4 |Compare and contrast smoking laws in New Jersey with other states and countries. |
| | |2.3.8.B.5 |Explain the impact of alcohol and other drugs on those areas of the brain that control vision,|
| | | |sleep, coordination, and reaction time and the related impairment of behavior, judgment, and |
| | | |memory. |
| | |2.3.8.B.6 |Relate the use of alcohol and other drugs to decision-making and risk for sexual assault, |
| | | |pregnancy, and STIs. |
| | |2.3.8.B.7 |Explain the impact of inhalant use and abuse on social, emotional, mental, and physical |
| | | |wellness. |
| | |2.3.8.B.8 |Analyze health risks associated with injected drug use. |
|12 |There are immediate and long-term consequences of risky behavior |2.3.12.B.1 |Compare and contrast the incidence and impact of commonly abused substances (such as tobacco, |
| |associated with substance abuse. | |alcohol, marijuana, inhalants, anabolic steroids, and other drugs) on individuals and |
| | | |communities in the United States and other countries. |
| | |2.3.12.B.2 |Debate the various legal and financial consequences of the use, sale, and possession of |
| | | |illegal substances. |
| | |2.3.12.B.3 |Correlate increased alcohol use with challenges that may occur at various life stages. |
| | |2.3.12.B.4 |Correlate the use of alcohol and other drugs with incidences of date rape, sexual assault, |
| | | |STIs, and unintended pregnancy. |
| | |2.3.12.B.5 |Relate injected drug use to the incidence of diseases such as HIV/AIDS and hepatitis. |
|Content Area |Comprehensive Health and Physical Education |
|Standard |2.3 Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a healthy, active |
| |lifestyle. |
|Strand |C. Dependency/Addiction and Treatment |
|By the end|Content Statement |CPI # |Cumulative Progress Indicator (CPI) |
|of grade | | | |
|2 |Substance abuse is caused by a variety of factors. |2.3.2.C.1 |Recognize that some people may have difficulty controlling their use of alcohol, tobacco, and |
| | | |other drugs. |
| |There are many ways to obtain help for treatment of alcohol, tobacco, |2.3.2.C.2 |Explain that people who abuse alcohol, tobacco, and other drugs can get help. |
| |and other substance abuse problems. | | |
|4 |Substance abuse is caused by a variety of factors. |2.3.4.C.1 |Identify signs that a person might have an alcohol, tobacco, and/or drug use problem. |
| | |2.3.4.C.2 |Differentiate between drug use, abuse, and misuse. |
| | |2.3.4.C.3 |Determine how advertising, peer pressure, and home environment influence children and teenagers|
| | | |to experiment with alcohol, tobacco, and other drugs. |
|6 |Substance abuse is caused by a variety of factors. |2.3.6.C.1 |Summarize the signs and symptoms of a substance abuse problem and the stages that lead to |
| | | |dependency/addiction. |
| | |2.3.6.C.2 |Explain how wellness is affected during the stages of drug dependency/addiction. |
| | |2.3.6.C.3 |Determine the extent to which various factors contribute to the use and abuse of alcohol, |
| | | |tobacco, and other drugs by adolescents, such as peer pressure, low self-esteem, genetics, and |
| | | |poor role models. |
| |There are many ways to obtain help for treatment of alcohol, tobacco, |2.3.6.C.4 |Determine effective strategies to stop using alcohol, tobacco and other drugs, and that |
| |and other substance abuse problems. | |support the ability to remain drug-free. |
|8 |Substance abuse is caused by a variety of factors. |2.3.8.C.1 |Compare and contrast theories about dependency/addiction (such as genetic predisposition, |
| | | |gender-related predisposition, and multiple risks) and provide recommendations that support a |
| | | |drug free life. |
| |The ability to interrupt a drug dependency/addiction typically requires|2.3.8.C.2 |Summarize intervention strategies that assist family and friends to cope with the impact of |
| |outside intervention, a strong personal commitment, treatment, and the | |substance abuse. |
| |support of family, friends, and others. | | |
|12 |The ability to interrupt a drug dependency/addiction typically requires|2.3.12.C.1 |Correlate duration of drug abuse to the incidence of drug-related injury, illness, and death. |
| |outside intervention, a strong personal commitment, treatment, and the | | |
| |support of family, friends, and others. | | |
| | |2.3.12.C.2 |Analyze the effectiveness of various strategies that support an individual’s ability to stop |
| | | |abusing drugs and remain drug-free. |
| |Substance abuse impacts individuals from all cultural and socioeconomic|2.3.12.C.3 |Predict the societal impact of substance abuse on the individual, family, and community. |
| |backgrounds. | | |
|Content Area |Comprehensive Health and Physical Education |
|Standard |2.4 Human Relationships and Sexuality: All students will acquire knowledge about the physical, emotional, and social aspects of human relationships and sexuality and |
| |apply these concepts to support a healthy, active lifestyle. |
|Strand |A. Relationships |
| |Content Statement |CPI # |Cumulative Progress Indicator (CPI) |
|2 |The family unit encompasses the diversity of family forms in |2.4.2.A.1 |Compare and contrast different kinds of families locally and globally. |
| |contemporary society. | | |
| | |2.4.2.A.2 |Distinguish the roles and responsibilities of different family members. |
| | |2.4.2.A.3 |Determine the factors that contribute to healthy relationships. |
|4 |The family unit encompasses the diversity of family forms in |2.4.4.A.1 |Explain how families typically share common values, provide love and emotional support, and |
| |contemporary society. | |set boundaries and limits. |
| | |2.4.4.A.2 |Explain why healthy relationships are fostered in some families and not in others. |
|6 |Healthy relationships require a mutual commitment. |2.4.6.A.1 |Compare and contrast how families may change over time. |
| | |2.4.6.A.2 |Analyze the characteristics of healthy friendships and other relationships. |
| | |2.4.6.A.3 |Examine the types of relationships adolescents may experience. |
| | |2.4.6.A.4 |Demonstrate successful resolution of a problem(s) among friends and in other relationships. |
| | |2.4.6.A.5 |Compare and contrast the role of dating and dating behaviors in adolescence. |
|8 |The values acquired from family, culture, personal experiences, and |2.4.8.A.1 |Predict how changes within a family can impact family members. |
| |friends impact all types of relationships. | | |
| | |2.4.8.A.2 |Explain how the family unit impacts character development. |
| | |2.4.8.A.3 |Explain when the services of professionals are needed to intervene in relationships. |
| | |2.4.8.A.4 |Differentiate between affection, love, commitment, and sexual attraction. |
| | |2.4.8.A.5 |Determine when a relationship is unhealthy and explain effective strategies to end the |
| | | |relationship. |
| | |2.4.8.A.6 |Develop acceptable criteria for safe dating situations, such as dating in groups, setting |
| | | |limits, or only dating someone of the same age. |
|12 |Individuals in healthy relationships share thoughts and feelings, have |2.4.12.A.1 |Compare and contrast how family structures, values, rituals, and traditions meet basic human |
| |fun together, develop mutual respect, share responsibilities and goals,| |needs worldwide. |
| |and provide emotional security for one another. | | |
| | |2.4.12.A.2 |Compare and contrast the current and historical role of life commitments, such as marriage. |
| | |2.4.12.A.3 |Analyze how personal independence, past experience, and social responsibility influence the |
| | | |choice of friends in high school and young adulthood. |
| | |2.4.12.A.4 |Predict how relationships may evolve over time, focusing on changes in friendships, family, |
| | | |dating relationships, and lifetime commitments such as marriage. |
| | |2.4.12.A.5 |Determine effective prevention and intervention strategies to address domestic or dating |
| | | |violence (e.g., rules of consent). |
| |Technology impacts the capacity of individuals to develop and maintain |2.4.12.A.6 |Analyze how various technologies impact the development and maintenance of local and global |
| |interpersonal relationships. | |interpersonal relationships. |
| |Comprehensive Health and Physical Education |
|Content Area | |
|Standard |2.4 Human Relationships and Sexuality: All students will acquire knowledge about the physical, emotional, and social aspects of human relationships and sexuality and |
| |apply these concepts to support a healthy, active lifestyle. |
|Strand |B. Sexuality |
|By the end of |Content Statement |CPI # |Cumulative Progress Indicator (CPI) |
|grade | | | |
|2 |Gender-specific similarities and differences exist between males and |2.4.2.B.1 |Compare and contrast the physical differences and similarities of the genders. |
| |females. | | |
|4 |Puberty is the period of sexual development, determined primarily by |2.4.4.B.1 |Differentiate the physical, social, and emotional changes occurring at puberty and explain|
| |heredity, in which the body becomes physically able to produce | |why puberty begins and ends at different ages. |
| |children. | | |
|6 |Most significant physical, emotional, and mental growth changes occur|2.4.6.B.1 |Compare growth patterns of males and females during adolescence. |
| |during adolescence, but not necessarily at the same rates. | | |
| |Responsible actions regarding sexual behavior impact the health of |2.4.6.B.2 |Summarize strategies to remain abstinent and resist pressures to become sexually active. |
| |oneself and others. | | |
| | |2.4.6.B.3 |Determine behaviors that place one at risk for HIV/AIDS, STIs, HPV, or unintended |
| | | |pregnancy. |
| | |2.4.6.B.4 |Predict the possible physical, social, and emotional impacts of adolescent decisions |
| | | |regarding sexual behavior. |
|8 |Personal lifestyle habits and genetics influence sexual development |2.4.8.B.1 |Analyze the influence of hormones, nutrition, the environment, and heredity on the |
| |as well as overall growth patterns. | |physical, social, and emotional changes that occur during puberty. |
| |Responsible actions regarding sexual behavior impact the health of |2.4.8.B.2 |Determine the benefits of sexual abstinence and develop strategies to resist pressures to |
| |oneself and others. | |become sexually active. |
| | |2.4.8.B.3 |Compare and contrast methods of contraception used by adolescents and factors that may |
| | | |influence their use. |
| | |2.4.8.B.4 |Relate certain behaviors to placing one at greater risk for HIV/AIDS, STIs, and unintended|
| | | |pregnancy. |
| |Discussion of topics regarding sexuality requires a safe, supportive |2.4.8.B.5 |Discuss topics regarding gender identity, sexual orientation, and cultural stereotyping. |
| |environment where sensitivity and respect is shown toward all. | | |
| |Early detection strategies assist in the prevention and treatment of |2.4.8.B.6 |Explain the importance of practicing routine healthcare procedures such as breast |
| |illness or disease. | |self-examination, testicular examinations, and HPV vaccine. |
|By the end of |Content Statement |CPI # |Cumulative Progress Indicator (CPI) |
|grade | | | |
|12 |The decision to become sexually active affects one’s physical, |2.4.12.B.1 |Predict the possible long-term effects of adolescent sex on future education, on career |
| |social, and emotional health. | |plans, and on the various dimensions of wellness. |
| |Responsible actions regarding sexual behavior impact the health of |2.4.12.B.2 |Evaluate information that supports abstinence from sexual activity using reliable research|
| |oneself and others. | |data. |
| | |2.4.12.B.3 |Analyze factors that influence the choice, use, and effectiveness of contraception, |
| | | |including risk-reduction and risk-elimination strategies. |
| |Discussion of topics regarding sexuality requires a safe, supportive |2.4.12.B.4 |Compare and contrast attitudes and beliefs about gender identity, sexual orientation, and |
| |environment where sensitivity and respect is shown toward all. | |gender equity across cultures. |
| |Early detection strategies and regular physical exams assist in the |2.4.12.B.5 |Relate preventative healthcare strategies of male/female reproductive systems to the |
| |prevention and treatment of illness or disease. | |prevention and treatment of disease (e.g., breast/testicular exams, Pap smear, HPV |
| | | |vaccine). |
| |Comprehensive Health and Physical Education |
|Content Area | |
|Standard |2.4 Human Relationships and Sexuality: All students will acquire knowledge about the physical, emotional, and social aspects of human relationships and sexuality and |
| |apply these concepts to support a healthy, active lifestyle. |
|Strand |C. Pregnancy and Parenting |
|By the end |Content Statement |CPI # |Cumulative Progress Indicator (CPI) |
|of grade | | | |
|2 |The health of the birth mother impacts the development of the fetus. |2.4.2.C.1 |Explain the factors that contribute to a mother having a healthy baby. |
|4 |Knowing the physiological process of how pregnancy occurs as well as |2.4.4.C.1 |Explain the process of fertilization and how cells divide to create an embryo/fetus that|
| |development of the fetus leading to childbirth contribute to a greater | |grows and develops during pregnancy. |
| |understanding of how and why a healthy environment should be provided for | | |
| |the pregnant mother. | | |
| |The health of the birth mother impacts the development of the fetus. |2.4.4.C.2 |Relate the health of the birth mother to the development of a healthy fetus. |
|6 |Knowing the physiological process of how pregnancy occurs as well as |2.4.6.C.1 |Summarize the sequence of fertilization, embryonic growth, and fetal development during |
| |development of the fetus leading to child birth contribute to a greater | |pregnancy. |
| |understanding of how and why a healthy environment should be provided for | | |
| |the pregnant mother. | | |
| | |2.4.6.C.2 |Identify the signs and symptoms of pregnancy. |
| | |2.4.6.C.3 |Identify prenatal practices that support a healthy pregnancy. |
| |Adolescent parents may have difficulty adjusting to emotional and financial|2.4.6.C.4 |Predict challenges that may be faced by adolescent parents and their families. |
| |responsibilities of parenthood. | | |
|8 |Pregnancy, childbirth, and parenthood are significant events that cause |2.4.8.C.1 |Summarize the signs and symptoms of pregnancy and the methods available to confirm |
| |numerous changes in one’s life and the lives of others. | |pregnancy. |
| | |2.4.8.C.2 |Distinguish physical, social, and emotional changes that occur during each stage of |
| | | |pregnancy, including the stages of labor and childbirth and the adjustment period |
| | | |following birth. |
| | |2.4.8.C.3 |Determine effective strategies and resources to assist with parenting. |
| | |2.4.8.C.4 |Predict short- and long-term impacts of teen pregnancy. |
| | |2.4.8.C.5 |Correlate prenatal care with the prevention of complications that may occur during |
| | | |pregnancy and childbirth. |
|By the end |Content Statement |CPI # |Cumulative Progress Indicator (CPI) |
|of grade | | | |
|12 |Pregnancy, childbirth, and parenthood are significant events that cause |2.4.12.C.1 |Compare embryonic growth and fetal development in single and multiple pregnancies, |
| |numerous changes in one’s life and the lives of others. | |including the incidence of complications and infant mortality. |
| | |2.4.12.C.2 |Analyze the relationship of an individual’s lifestyle choices during pregnancy and the |
| | | |incidence of fetal alcohol syndrome, sudden infant death syndrome, low birth weight, |
| | | |premature birth, and other disabilities. |
| | |2.4.12.C.3 |Evaluate the methods and resources available to confirm pregnancy. |
| | |2.4.12.C.4 |Determine the impact of physical, social, emotional, cultural, religious, ethical, and |
| | | |legal issues on elective pregnancy termination. |
| | |2.4.12.C.5 |Evaluate parenting strategies used at various stages of child development based on valid|
| | | |sources of information. |
| | |2.4.12.C.6 |Compare the legal rights and responsibilities of adolescents with those of adults |
| | | |regarding pregnancy, abortion, and parenting. |
| | |2.4.12.C.7 |Analyze factors that affect the decision to become a parent. |
|Content Area |Comprehensive Health and Physical Education |
|Standard |2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. |
|Strand |A. Movement Skills and Concepts |
|By the end of|Content Statement |CPI # |Cumulative Progress Indicator (CPI) |
|grade | | | |
|P |Developing competence and confidence in gross and fine motor skills |2.5.P.A.1 |Develop and refine gross motor skills (e.g., hopping, galloping, jumping, running, and |
| |provides a foundation for participation in physical activities. | |marching). |
| | | | |
| | |2.5.P.A.2 |Develop and refine fine motor skills (e.g., completes gradually more complex puzzles, |
| | | |uses smaller-sized manipulatives during play, and uses a variety of writing instruments |
| | | |in a conventional manner). |
| | |2.5.P.A.3 |Use objects and props to develop spatial and coordination skills (e.g., throws and |
| | | |catches balls and Frisbees, twirls a hula-hoop about the hips, walks a balance beam, |
| | | |laces different sized beads, and buttons and unbuttons). |
|2 |Understanding of fundamental concepts related to effective execution of |2.5.2.A.1 |Explain and perform movement skills with developmentally appropriate control in isolated|
| |actions provides the foundation for participation in games, sports, | |settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and |
| |dance, and recreational activities. | |recreational activities). |
| | |2.5.2.A.2 |Demonstrate changes in time, force, and flow while moving in personal and general space |
| | | |at different levels, directions, ranges, and pathways. |
| | |2.5.2.A.3 |Respond in movement to changes in tempo, beat, rhythm, or musical style. |
| | |2.5.2.A.4 |Correct movement errors in response to feedback. |
|4 |Understanding of fundamental concepts related to effective execution of |2.5.4.A.1 |Explain and perform essential elements of movement skills in both isolated settings |
| |actions provides the foundation for participation in games, sports, | |(i.e., skill practice) and applied settings (i.e., games, sports, dance, and |
| |dance, and recreational activities. | |recreational activities). |
| | |2.5.4.A.2 |Use body management skills and demonstrate control when moving in relation to others, |
| | | |objects, and boundaries in personal and general space. |
| | |2.5.4.A.3 |Explain and demonstrate movement sequences, individually and with others, in response to|
| | | |various tempos, rhythms, and musical styles. |
| |Ongoing feedback impacts improvement and effectiveness of movement |2.5.4.A.4 |Correct movement errors in response to feedback and explain how the change improves |
| |actions. | |performance. |
|By the end of|Content Statement |CPI # |Cumulative Progress Indicator (CPI) |
|grade | | | |
|6 |Understanding of fundamental concepts related to effective execution of |2.5.6.A.1 |Explain and perform movement skills that combine mechanically correct movement in smooth|
| |actions provides the foundation for participation in games, sports, | |flowing sequences in isolated settings (i.e., skill practice) and applied settings |
| |dance, and recreational activities. | |(i.e., games, sports, dance, and recreational activities). |
| | |2.5.6.A.2 |Explain concepts of force and motion and demonstrate control while modifying force, |
| | | |flow, time, space, and relationships in interactive dynamic environments. |
| | |2.5.6.A.3 |Create and demonstrate planned movement sequences, individually and with others, based |
| | | |on tempo, beat, rhythm, and music (creative, cultural, social, and fitness dance). |
| |Performing movement skills effectively is often based on an individual’s |2.5.6.A.4 |Use self-evaluation and external feedback to detect and correct errors in one’s movement|
| |ability to analyze one’s own performance as well as receive constructive | |performance. |
| |feedback from others. | | |
|8 |Movement skill performance is primarily impacted by the quality of |2.5.8.A.1 |Explain and demonstrate the transition of movement skills from isolated settings (i.e., |
| |instruction, practice, assessment, feedback, and effort. | |skill practice) into applied settings (i.e., games, sports, dance, and recreational |
| | | |activities). |
| | |2.5.8.A.2 |Apply the concepts of force and motion (weight transfer, power, speed, agility, range of|
| | | |motion) to impact performance. |
| | |2.5.8.A.3 |Create, explain, and demonstrate, as a small group, a planned movement sequence that |
| | | |includes changes in rhythm, tempo, and musical style (creative, cultural, social, and |
| | | |fitness dance). |
| | |2.5.8.A.4 |Detect, analyze, and correct errors and apply to refine movement skills. |
|12 |Movement skill performance is primarily impacted by the quality of |2.5.12.A.1 |Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or|
| |instruction, practice, assessment, feedback, and effort. | |recreational activity to another (e.g., striking skills from/to tennis, badminton, ping |
| | | |pong, racquetball). |
| | |2.5.12.A.2 |Analyze application of force and motion (weight transfer, power, speed, agility, range |
| | | |of motion) and modify movement to impact performance. |
| | |2.5.12.A.3 |Design and lead a rhythmic activity that includes variations in time, space, force, |
| | | |flow, and relationships (creative, cultural, social, and fitness dance). |
| | |2.5.12.A.4 |Critique a movement skill/performance and discuss how each part can be made more |
| | | |interesting, creative, efficient, and effective. |
| |Comprehensive Health and Physical Education |
|Content Area | |
|Standard |2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. |
|Strand |B. Strategy |
|By the end|Content Statement |CPI # |Cumulative Progress Indicator (CPI) |
|of grade | | | |
|2 |Teamwork consists of effective communication and other |2.5.2.B.1 |Differentiate when to use competitive and cooperative strategies in games, sports, and other |
| |interactions between team members. | |movement activities. |
| | |2.5.2.B.2 |Explain the difference between offense and defense. |
| | |2.5.2.B.3 |Determine how attitude impacts physical performance. |
| | |2.5.2.B.4 |Demonstrate strategies that enable team members to achieve goals. |
|4 |Offensive, defensive, and cooperative strategies are applied in |2.5.4.B.1 |Explain and demonstrate the use of basic offensive and defensive strategies (e.g., player |
| |most games, sports, and other activity situations. | |positioning, faking, dodging, creating open areas, and defending space). |
| | |2.5.4.B.2 |Acknowledge the contributions of team members and choose appropriate ways to motivate and celebrate|
| | | |accomplishments. |
|6 |There is a relationship between applying effective tactical |2.5.6.B.1 |Demonstrate the use of offensive, defensive, and cooperative strategies in individual, dual, and |
| |strategies and achieving individual and team goals when competing| |team activities. |
| |in games, sports, and other activity situations. | | |
| | |2.5.6.B.2 |Compare and contrast strategies used to impact individual and team effectiveness and make |
| | | |modifications for improvement. |
|8 |Individual and team execution in games, sports, and other |2.5.8.B.1 |Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of |
| |activity situations is based on the interaction of tactical use | |settings. |
| |of strategies, positive mental attitudes, competent skill levels,| | |
| |and teamwork. | | |
| | |2.5.8.B.2 |Assess the effectiveness of specific mental strategies applied to improve performance. |
| | |2.5.6.B.3 |Analyze individual and team effectiveness in achieving a goal and make recommendations for |
| | | |improvement. |
|12 |Individual and team execution in games, sports, and other |2.5.12.B.1 |Demonstrate and assess tactical understanding by using appropriate and effective offensive, |
| |activity situations is based on the interaction of tactical use | |defensive, and cooperative strategies. |
| |of strategies, positive mental attitudes, competent skill levels,| | |
| |and teamwork. | | |
| | |2.5.12.B.2 |Apply a variety of mental strategies to improve performance. |
| | |2.5.12.B.3 |Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance |
| | | |individual and team effectiveness. |
|Content Area |Comprehensive Health and Physical Education |
|Standard |2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. |
|Strand |C. Sportsmanship, Rules, and Safety |
|By the end |Content Statement |CPI # |Cumulative Progress Indicator (CPI) |
|of grade | | | |
|2 |Practicing appropriate and safe behaviors while participating in and |2.5.2.C.1 |Explain what it means to demonstrate good sportsmanship. |
| |viewing games, sports, and other competitive events contributes to | | |
| |enjoyment of the event. | | |
| | |2.5.2.C.2 |Demonstrate basic activity and safety rules and explain how they contribute to moving |
| | | |in a safe environment. |
|4 |Practicing appropriate and safe behaviors while participating in and |2.5.4.C.1 |Summarize the characteristics of good sportsmanship and demonstrate appropriate |
| |viewing games, sports, and other competitive events contributes to | |behavior as both a player and an observer. |
| |enjoyment of the event. | | |
| | |2.5.4.C.2 |Apply specific rules and procedures during physical activity and explain how they |
| | | |contribute to a safe active environment. |
|6 |Practicing appropriate and safe behaviors while participating in and |2.5.6.C.1 |Compare the roles and responsibilities of players and observers and recommend |
| |viewing games, sports, and other competitive events contributes to | |strategies to enhance sportsmanship-like behavior. |
| |enjoyment of the event. | | |
| | |2.5.6.C.2 |Apply rules and procedures for specific games, sports, and other competitive activities|
| | | |and describe how they enhance participation and safety. |
| |There is a strong cultural, ethnic, and historical background associated |2.5.6.C.3 |Relate the origin and rules associated with certain games, sports, and dances to |
| |with competitive sports and dance. | |different cultures. |
|8 |Self-initiated behaviors that promote personal and group success include |2.5.8.C.1 |Assess player behavior for evidence of sportsmanship in individual, small-group, and |
| |safety practices, adherence to rules, etiquette, cooperation, teamwork, | |team activities. |
| |ethical behavior, and positive social interaction. | | |
| | |2.5.8.C.2 |Summarize types of equipment, products, procedures, and rules that contribute to the |
| | | |safety of specific individual, small-group, and team activities. |
| |Movement activities provide a timeless opportunity to connect with people |2.5.8.C.3 |Analyze the impact of different world cultures on present-day games, sports, and dance.|
| |around the world. | | |
|12 |Self-initiated behaviors that promote personal and group success include |2.5.12.C.1 |Analyze the role, responsibilities, and preparation of players, officials, trainers, |
| |safety practices, adherence to rules, etiquette, cooperation, teamwork, | |and other participants and recommend strategies to improve their performance and |
| |ethical behavior, and positive social interaction. | |behavior. |
| | |2.5.12.C.2 |Develop rule changes to existing games, sports, and activities that enhance safety and |
| | | |enjoyment. |
| |Cultural practices regarding physical activity, sports, and games reflect |2.5.12.C.3 |Determine the current impact of globalization and technology on the development of, |
| |a microcosm of society. | |participation in, and viewing of games, sports, dance, and other movement activities, |
| | | |and predict future impact. |
|Content Area |Comprehensive Health and Physical Education |
|Standard |2.6 Fitness: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle. |
|Strand |A. Fitness and Physical Activity |
|By the end of|Content Statement |CPI # |Cumulative Progress Indicator (CPI) |
|grade | | | |
|P |Developing competence and confidence in gross and fine motor skills |2.6. P.A.1 |Develop and refine gross motor skills (e.g., hopping, galloping, jumping, running, and |
| |provides a foundation for participation in physical activities. | |marching). |
| | |2.6. P.A.2 |Develop and refine fine motor skills (e.g., completes gradually more complex puzzles, |
| | | |uses smaller-sized manipulatives during play, and uses a variety of writing instruments|
| | | |in a conventional manner). |
|2 |Appropriate types and amounts of physical activity enhance personal |2.6.2.A.1 |Explain the role of regular physical activity in relation to personal health. |
| |health. | | |
| | |2.6.2.A.2 |Explain what it means to be physically fit and engage in moderate to vigorous |
| | | |age-appropriate activities that promote fitness. |
| | |2.6.2.A.3 |Develop a fitness goal and monitor progress towards achievement of the goal. |
|4 |Each component of fitness contributes to personal health as well as motor|2.6.4.A.1 |Determine the physical, social, emotional, and intellectual benefits of regular |
| |skill performance. | |physical activity. |
| | |2.6.4.A.2 |Participate in moderate to vigorous age-appropriate activities that address each |
| | | |component of health-related and skill-related fitness. |
| | |2.6.4.A.3 |Develop a health-related fitness goal and track progress using health/fitness |
| | | |indicators. |
| | |2.6.4.A.4 |Determine the extent to which different factors influence personal fitness, such as |
| | | |heredity, training, diet, and technology. |
|6 |Knowing and applying a variety of effective fitness principles over time |2.6.6.A.1 |Analyze the social. emotional, and health benefits of selected physical experiences. |
| |enhances personal fitness level, performance, and health status. | | |
| | |2.6.6.A.2 |Determine to what extent various activities improve skill-related fitness versus |
| | | |health-related fitness. |
| | |2.6.6.A.3 |Develop and implement a fitness plan based on the assessment of one’s personal fitness |
| | | |level, and monitor health/fitness indicators before, during, and after the program. |
| | |2.6.6.A.4 |Predict how factors such as health status, interests, environmental conditions, and |
| | | |available time may impact personal fitness. |
| | |2.6.6.A.5 |Relate physical activity, healthy eating, and body composition to personal fitness and |
| | | |health. |
| | |2.6.6.A.6 |Explain and apply the training principles of frequency, intensity, time, and type |
| | | |(FITT) to improve personal fitness. |
| | |2.6.6.A.7 |Evaluate the short- and long-term effects of anabolic steroids and other |
| | | |performance-enhancing substances on personal health. |
|By the end of|Content Statement |CPI # |Cumulative Progress Indicator (CPI) |
|grade | | | |
|8 |Knowing and applying a variety of effective training principles over time|2.6.8.A.1 |Summarize the short- and long-term physical, social, and emotional benefits of regular |
| |enhances personal fitness level, performance, and health status. | |physical activity. |
| | |2.6.8.A.2 |Use health data to develop and implement a personal fitness plan and evaluate its |
| | | |effectiveness. |
| | |2.6.8.A.3 |Analyze how medical and technological advances impact personal fitness. |
| | |2.6.8.A.4 |Determine ways to achieve a healthy body composition through healthy eating, physical |
| | | |activity, and other lifestyle behaviors. |
| | |2.6.8.A.5 |Use the primary principles of training (FITT) for the purposes of modifying personal |
| | | |levels of fitness. |
| | |2.6.8.A.6 |Determine the physical, behavioral, legal, and ethical consequences of the use of |
| | | |anabolic steroids and other performance-enhancing substances. |
|12 |Taking personal responsibility to develop and maintain physical activity |2.6.12.A.1 |Compare the short- and long-term impact on wellness associated with physical |
| |levels provides opportunities for increased health, fitness, enjoyment, | |inactivity. |
| |challenges, self-expression, and social interaction. | | |
| | |2.6.12.A.2 |Design, implement, and evaluate a fitness plan that reflects knowledge and application |
| | | |of fitness-training principals. |
| | |2.6.12.A.3 |Determine the role of genetics, gender, age, nutrition, activity level, and exercise |
| | | |type on body composition. |
| | |2.6.12.A.4 |Compare and contrast the impact of health-related fitness components as a measure of |
| | | |fitness and health. |
| | |2.6.12.A.5 |Debate the use of performance-enhancing substances (i.e., anabolic steroids and other |
| | | |legal and illegal substances) to improve performance. |
Glossary
Comprehensive Health and Physical Education
Core Curriculum Content Standards
Different kinds of families refers to the many family structures represented in classrooms and in society today, including, but not limited to: traditional two-parent (i.e., mother and father) families, blended families, single-parent families, multi-racial families, multi-generational families, and same-sex-parent families.
Essential elements of movement means the knowledge and demonstration of mechanically correct technique when executing a movement skill.
FITT stands for the basic philosophy of what is necessary to gain a training effect from an exercise program.
The FITT acronym represents:
1. Frequency – How often a person exercises
2. Intensity – How hard a person exercises
3. Time – How long a person exercises
4. Type – What type of activity a person does when exercising
Health-related fitness incorporates the five major components of fitness related to improved health:
1. Cardio-respiratory endurance is the ability of the blood vessels, heart, and lungs to take in, transport, and utilize oxygen. This is a critically important component of fitness because it impacts other components of fitness and decreases the risk of cardiovascular diseases.
2. Muscular strength is the maximum amount of force a muscle or muscle group can exert.
3. Muscular endurance is the length of time a muscle or muscle group can exert force prior to fatigue.
4. Flexibility refers to the range of motion in the joints.
5. Body composition shows the amount of fat versus lean mass (bone, muscle, connective tissue, and fluids). While some fat is essential for insulation and providing energy, too much fat can cause serious health problems.
Human papillomavirus (HPV) is a common virus that infects the skin and mucous membranes. There are about 100 types of HPV, and approximately 30 of those are spread through genital contact (typically sexual intercourse). Around 12 types – called “low-risk” types of HPV – can cause genital warts. In addition, there are approximately 15 “high-risk” types of HPV that can cause cervical cancer. Infection with the common types of “genital” HPV can be prevented with the HPV vaccine. However, vaccination is only fully effective if administered before a girl or young woman has been exposed to those types of HPV through sexual contact. In addition, the vaccine does not protect against all types of HPV that can cause cervical cancer.
Intentional injuries are injuries arising from purposeful action (e.g., violence and suicide).
Unintentional injuries are injuries arising from unintentional events (e.g., motor vehicle crashes and fires).
Movement skills encompass locomotor, nonlocomotor, and manipulative movement:
1. Locomotor movement occurs when an individual moves from one place to another or projects the body upward (e.g., walking, jumping, skipping, galloping, hopping, jumping, sliding, running).
2. Nonlocomotor movement occurs when an individual moves in self-space without appreciable movement from place to place (e.g., twisting, bending, stretching, curling).
3. Manipulative movement occurs when an individual controls a variety of objects with different body parts (e.g., throwing, catching, kicking, striking, dribbling).
Personal assets refer to individual strengths and weaknesses regarding personal growth.
Protective factors refer to the skills, strengths, and resources that help individuals deal more effectively with stressful situations.
Resiliency is the ability to overcome the negative effects of risk exposure.
.Service projects are initiatives that represent relevant social and civic needs.
Sexually transmitted infection (STI), also known as sexually transmitted disease (STD), is an illness that has a significant probability of transmission between humans or animals by means of sexual contact, including vaginal intercourse, oral sex, and anal sex.
Skill-related fitness refers to components of physical fitness that contribute to the ability to successfully participate in sports:
1. Agility is the ability to rapidly and accurately change the direction of the whole body while moving in space.
2. Balance is the ability to maintain equilibrium while stationary or moving.
3. Coordination is the ability to use the senses and body parts in order to perform motor tasks smoothly and accurately.
4. Power is the amount of force a muscle can exert over time.
5. Reaction time is the ability to respond quickly to stimuli.
6. Speed is the amount of time it takes the body to perform specific tasks while moving.
Traffic safety system refers to the concept of traffic (moving people safely and efficiently), the specific components of the traffic safety system (e.g., laws, safety, signs, travel modes, routes, and responsibilities), and the people who are part of the traffic safety system (e.g., walkers, bicyclists, police, and automobile, bus, and train operators).
GLOSSARY
1. Accent- emphasis on a beat or movement
2. Aerobic exercise- exercise that requires a continuous use of oxygen over an extended period of time
3. Agility- a skill-related component of fitness that relates to the ability to rapidly change the position of the entire body in space with speed and accuracy
4. Agonist- a muscle that is the principle mover or one of the principle movers of a level
5. Algorithm- step-by-step procedure for solving a problem; often developed into a chart or graph
6. Anaerobic exercise-exercise in which the body’s demand for oxygen is greater than the supply
7. Antagonist-a muscle that in contracting tends to produce movement opposite to that of an agonist
8. Assessment-Interpretation of measurements for the purpose of making decisions about placement, program planning, learning and performance objectives
9. Attempt-the skill will be taught, but the student is not expected to master the skills
10. Balance-A skill-related component of fitness that relates to the maintenance of equilibrium while a stationary or moving
11. Beat-the underlying beat, steady continuous pulse of rhythm
12. Body composition-a health-related component of fitness that relates to the relative amounts of muscle, fat, bone and other vital body parts
13. Body mechanics-efficient use of the body in maintaining proper alignment during daily tasks such as lifting, pulling or pushing
14. Calorie-a unit of heat and energy production; usually refers to energy obtained from food
15. Cardiac output-the amount of blood pumped by the heart each minute
16. Cardio respiratory endurance-health-related fitness component that relates to the ability of the circulatory and respiratory systems to supply oxygen during sustained physical activity
17. Circuit or station teaching -the creation of discrete learning areas within the general teaching area where students work on activities independently and at their own rates; works well within a wide range of ability levels
18. Collaboration-working jointly with others to accomplish a common goal
19. Contractility-the muscles’ ability to contract or shorten
20. Cooperative Learning-individual students learning from other students in the class by working in groups that allow those with abilities in specific areas to help others in the group; the group and not the individual achieves the goal
21. Coordination-a skill-related component of fitness that relates to the ability to use the senses, such as sight or hearing, together with body parts in performing motor tasks smoothly and accurately
22. Corrective physical education (adaptive)-physical education of a prescriptive nature, involving specific body part(s), posture, and /or remediation or correction of specific weakness
23. Developmentally appropriate activities-Program of activities suited to the developmental needs, capacities and limitations of students in physical
education
24. Directionality-awareness of right, left, up, down, front and back. This external awareness comes from the internal sense described as laterality.
25. Domains of health-Aspects of health including mental, physical, social, spiritual, intellectual and environmental
26. Endurance-the ability to continue performance of a movement activity
27. Equilibrium-the state of a system whose motion is not being changed, accelerated or decelerated
28. Exercise-planned, structured and repetitive body movement done to improve or maintain physical fitness.
29. Flexibility-a health-related fitness component that relates to the range of motion available at a joint
30. Force-a push and pull exerted by one object or substance on another; includes external (gravity) and internal (muscular)
31. Cooperative games-designing alternative approaches to the game in order to effectively accommodate and include all participants
32. Health-related fitness-includes muscular strength, flexibility, body composition cardio respiratory endurance and muscular endurance
33. Heart rate-number of times the heart beats per minute
34. Hypokinetic Disease-a disease developed from a lack of physical activity. Such diseases include cardiovascular disease, low back pain, musculoskeletal problems, relating to the interaction of muscles with bones and movement, obesity, diabetes, osteoporosis and stress-related disorders
35. Kinesiology-The study of human movement from an anatomical and/or mechanical perspective
36. Kinesthesis-the sense derived from muscle contractions during purposeful movement
37. Laterality-the internal awareness of the difference between the right and left side of the body. The ability to control the two sides of the body simultaneously or separately
38. Lifetime recreational pursuit-physical activity that can be participated in and enjoyed throughout life; includes activities such as walking, swimming, gardening and golf
39. Locomotor-the act of moving the body from place to place
40. Manipulative-to manage or utilize skillfully. To treat or operate with hands/eyes/feet in a skillful manner
41. Maximal heart rate-highest heart rate value attainable during an all-our effort to the point of exhaustion
42. Mental practice-a practice procedure in which the learner imagines successful action without overt physical practice; related to visualization
43. Muscular endurance-the ability of muscle or muscle group to perform repeated contractions without fatigue
44. Muscular strength-the amount of force exerted or resistance overcome by muscle for a single repetition
45. Non-locomotor-skills performed on a stationary base
46. Opposition-Using one hand and the opposite leg at the same time
47. Overload-resistance greater than that which a muscle or muscle group normally encounters
48. Personal space-the area around the body, it extends as far as one’s reach from side to side and front to back. Personal space moves with us as we travel around the room
49. Physically educated person-a person who has learned skills necessary to perform a variety of physical activities; is physically fit; participates in physical activities, knows the implications and benefits of such activity; and values its contribution to wellness
50. Physical eduacator-educational specialist trained to provide instruction in movement and fitness modalities
51. Power-skill-related component of fitness that relates to the rate at which one can perform work
52. Progression-gradually increasing the intensity and duration of the activity
53. Rhythmic pattern-definite series of sounds or beats related to the underlying beat
54. Self-monitoring-the ability to keep track of one’s behavior, such as self-recording one’s heart rate
55. Spatial awareness-personal and general space (sensing where the body moves).
56. Speed-Rate of movement
Resources
PHYSICAL EDUCATION RESOURCES – WEBSITES — REFERENCES
American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD):
Awesome Library: classroom/Health_PE/.../Physical _Education.html
Education Index: physed
Great Activities Publishing Company:
McREL: lesson-plans/health/index.asp
New Jersey Alliance for Health, Physical Education, Recreation and Dance:
PE Central:
PELinks4U-Secondary Physical Education: sections/secondary/secondary.htm
Teacher’s Corner: pe
-----------------------
51
50
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- wisconsin school district report cards
- university school district jobs
- texas school district report cards
- university place school district jobs
- tea school district report card
- university city school district calendar
- school district of university city
- school district report cards texas
- u city school district employment
- university city school district employment
- university city school district website
- university place school district employment