High School Physical Education Curriculum Guide

High School Physical Education Curriculum Guide

Acknowledgements

The following have contributed to the successful completion of the Omaha Public Schools High School Physical Education Guide:

Omaha Public Schools Board of Education (July 2013)

Justin T. Wayne, President Lou Ann Goding, Vice President

Sarah Brumfield Marian Fey Lacey Merica Matt Scanlan

Marque A. Snow Katie L. Underwood Yolanda R. Williams

Mark A. Evans Superintendent

Physical Education and Athletics Omaha Public Schools Committee Members

Aja Wurth-Jefferson

Chad Townsend-Central

Kate McClain-Rose Hill

Meredith Kinman-Central

Kippy King-Spring Lake

Lisa Studer-Central

Elizabeth Pittacle-Joslyn

Candi Hughes-Burke

Shanda Dominguez-Bancroft

Mary Buresh-Bryan

Colette Christianson-Gomez Heritage

Brett Schnabel-North

Denise Knight-Monroe

Kathy Porter-Benson

Sarah Rittenhouse-Marrs Magnet

Dennis Baker-Central

Justin Thomalla-Marrs Magnet

Renee Saunders-South

Kevin Moon-King Science Magnet

Shannen Peterson-Bryan Middle

Jeanie Weiss-Teacher Administrative Center

Dr. Mike Messerole-University of Nebraska at Omaha, Health, Physical Education, Recreation and Dance

Dr. Peg Naylon-Coordinator of Physical Education and Athletics

Bob Danenhauer-Supervisor of Physical Education and Athletics

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Table of Contents:

Philosophy, Vision, Mission and Purpose Statement .............................................................4 Physical Education Standards...................................................................................... 5-10 Establishing an Effective Classroom............................................................................11-14 Wellness Themes.................................................................................................. 15-27 Fitness Testing..................................................................................................... 28-31 High School Courses Offered and Course Descriptions...................................................... 32-34 Course Outcomes for Content Standards....................................................................... 35-38 Scope and Sequence for Classes and Activities............................................................... 39-43 Unit Components.................................................................................................. 44-45 Assessment Tools................................................................................................. 46-53 Potential Units of Study.......................................................................................... 54-58 Team Sports Materials...........................................................................................59-121 Lifetime Sports Materials......................................................................................122-174 Aquatics Materials..............................................................................................175-189 Aerobics Materials..............................................................................................190-209 Weight Training Materials.....................................................................................210-219 General PE Materials............................................................................................220-225 Fit Club Materials................................................................................................226-228 People of Reference...................................................................................................229 Website Resources....................................................................................................230 Book Resources.....................................................................................................................231

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Our Philosophy...

It is the goal of the Omaha Public Schools physical education program to provide students with developmentally appropriate learning opportunities with meaningful content and instruction. All students will develop health-related fitness, physical competence, cognitive understanding and positive attitudes about physical activity that promotes a healthy and physically active lifestyle.

Our Vision Statement...

Inspire every student to maintain a healthy lifestyle.

Our Mission Statement...

Physical Education instructors believe that physical education is essential to the education of the whole child. The physical education program provides opportunities for students to attain the skills, knowledge and attitudes essential for a healthy lifestyle.

Our High School Physical Education Purpose...

To introduce our students to a variety of wellness related activities so that they have the ability to develop a physically active lifestyle for a lifetime.

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Physical Education Content Standards

*Taken from National Association for Sport and Physical Education. (2004). Moving into the Future: National Standards for physical Education (2nd ed.). Reston, VA: Author

Definition: Content standards specify "what students should know and be able to do". They include the knowledge and skills--the ways of thinking, communicating, reasoning, and investigating, and the most important enduring ideas, concepts, issues, dilemmas, and information that characterize each discipline. In effect, they involve the knowledge and skills essential to a discipline that students are expected to learn

Content Standard 01: Demonstrates a variety of physical skills through movement activities.

The intent of this standard is development of the movement/physical skills needed to enjoy participation in physical activities. Mastering movement fundamentals establishes a foundation to facilitate continued motor skill acquisition and gives students the capacity for successful and advanced levels of performance to further the likelihood of participation on a daily basis. In the primary years, students develop maturity and versatility in the use of fundamental skills (e.g., running, skipping, throwing, striking) that are further refined, combined and varied during the middle school years. These motor patterns, now having evolved into specialized skills (e.g., a specific dance step, chest pass, catching with a glove) are used in increasingly more complex movement environments (e.g., more players or participants, rules and strategies) through the middle school years. On the basis of interest and ability, high school students select a few activities for regular participation within which more advanced skills are mastered. In preparation for adulthood, students acquire the basic skills to participate in a wide variety of leisure and work-related physical activities.

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