Physical Education - Paterson School District

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Physical Education

Grade 10

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Course Description

The NJSLS serves as a basis for physical education which is required by state mandates. New Jersey has a long-standing commitment to school health, safety, and physical education. N.J.S.A.18A:35, adopted in 1917, requires all pupils in grades 1-12 to participate in two and one-half hours per week of instruction in health, safety, and physical education. The course is designed to enable students to understand the components of health-related fitness and motor skills, flexibility, endurance, strength, coordination, and a plan to support a healthy lifestyle. The knowledge of physical education is an ever-changing field that students will use in general wellness throughout their lifetime. Each student is required to complete four years of physical education and health, within this four year program students will be introduced to a wide variety of activities including team sports, individual/ dual sports, and dance, yoga and life-time activities for fitness. The course will provide the opportunity for students to acquire the skills necessary to achieve and maintain a healthy lifestyle and level of fitness. Fitness- related technology, including pedometers, KINECT Dance, Dance Revolution will be used to enhance the quality of the physical education program. Focusing on wellness for life, students will prepare to continue a lifetime of physical activity. The course aims to assist students in developing an independent fitness style and promote regular and enjoyable physical activity with an emphasis on personal fitness improvement. All students participate in the Presidential Physical Fitness Challenge and are assessed based on their ability. Weight Training courses help students develop knowledge and skills with free weights and universal stations while emphasizing safety and proper body positioning; they may include other components such as anatomy and conditioning. Any student failing one marking period of health or physical education for the year must repeat the failed course.

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Pacing Guidelines for 10th Grade

(Sport Education and Fitness Model)

Specific Skills & Concepts

Addressed

Activities

Introduction/Review and

Closure

Timelines

(In conjunction

with 150 min

mandate)

New Jersey Student Learning

Performance Expectations

Recommended Weeks

(timelines are flexible

based on scheduling,

facilities, testing, and

weather)

Introduction and Review to

Physical Education II

Review of the following:

Class Rules

Expectations

Locker-room procedures

Purchasing of required attire

Proper uniform

Safety protocols

September 2.2.12.MSC.1.2.3.4.5

2.2.12.PF.1.2.3.4.5

2.2.12.LF.1.2.3.4.5.6.7.8

1 week

Review of Movement Skills

Performance base:

Performance Assessments

Performance Evaluations

Pre-Assessments

Post- Assessments

Spatial Awareness

Fitness Assessments

Pacer/Mile Run

Strength Assessments

Cardio Assessment

Flexibility Assessments

Warm-up routines

Cool Downs

September-June 2.2.12.MSC.1.2.3.4.5

2.2.12.PF.1.2.3.4.5

2.2.12.LF.1.2.3.4.5.6.7.8

6 weeks

Review of Team Sports

Outline of in-depth skills in:

Ball control

Catching

Defensive Strategic Skills

Dribbling

Offensive Strategic Skills

Passing

Punting

Receiving

Shooting

Basketball

Cricket (Site specific) *

Floor Hockey

Football

Lacrosse

Soccer

Softball

Speedball

Team Handball

Ultimate Frisbee

Volleyball

September - June 2.2.12.MSC.1.2.3.4.5

2.2.12.PF.1.2.3.4.5

2.2.12.LF.1.2.3.4.5.6.7.8

9 weeks

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Throwing

Applying Sportsmanship

Demonstrating Rules and

Safety

Review of Individual Sports

Outline of in-depth skills in:

Approach

Backhand

Forehand

Serving

Striking

Spatial awareness

*Site Specific Skills: Swim

Backstroke

Breaststroke

Butterfly

Freestyle

Continue to reinforce in depth

knowledge to Lifelong Fitness:

Continue to develop muscular

strength, endurance and

flexibility.

Learning necessary behaviors

to maintain a healthy lifestyle.

Review knowledge in a variety

of sustained, vigorous physical

activities to enhance each

component of fitness.

Intro/Review/Closure

Aerobics

Bowling

Badminton

Fitness

Golf

Pickle Ball

Power Walking

Swim*

Tennis

Track and Field

Weight Training

Yoga

*site specific


2.2.12.PF.1.2.3.4.5

2.2.12.LF.1.2.3.4.5.6.7.8

9 weeks

Review to: Reinforce in

depth concepts of:

Creative Dance

Movement Education and

Rhythm

Intro/Review /Closure

Contemporary Dance

Creative Dance

Cultural/International Dance

Line Dancing


2.2.12.PF.1.2.3.4.5

2.2.12.LF.1.2.3.4.5.6.7.8

9 weeks

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Review and Final Exam

Post-Assessments

End of unit assessments

Post-performance assessments

Performance and written

assessments for all four grade

levels.

Final Exam

June 2.2.12.MSC.1.2.3.4.5

2.2.12.PF.1.2.3.4.5

2.2.12.LF.1.2.3.4.5.6.7.8

2 weeks-Rubric

Developing-1

Progressing-2

Proficient-3

Achieved -4

Advanced- 5

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Computer Science and Design Thinking

Standards

8.1.12.A.1, 8.1.12.F.2, 8.1.12.C.1, 8.1.12.D.4

➢ Technology Operations and Concepts

Construct a spreadsheet, enter data, and use mathematical or logical functions to manipulate data, generate charts and graphs and

interpret the results

Example: Students will collect data on the classes results from the fitness gram test. The students will enter, manipulate and interpret the data to

generate graphs and charts which will be displayed in the gymnasium.

➢ Communication and Collaboration

Develop an innovative solution to a complex local or global problem / issue in collaboration with peers and experts and present ideas

for feedback in an online community

Example: Students will examine the local and global issue associated with physical inactivity and will work with peers to promote the need for

physical activity daily in an online forum.

➢ Digital Citizenship

Explain the impact of cybercrimes on society.

Example: Students will explain and examine the impact that cybercrimes have on society by making a presentation to students in a lower

grade.

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➢ Critical Thinking, Problem Solving, Decision Making

Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address educational,

career, personal, and social needs.

Example: Students will analyze the capabilities and limitations of using smart watches or health related apps on their phones. The students will

then examine and create a chart to show how they are essential in the educational, career, personal and social needs.

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Career Skills

Career Ready Practices describe the career-ready skills that all educators in all content areas should see to develop in their students. They are

practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career

exploration and preparation programs with increasingly higher levels of complexity and expectation as student advances through a program of

study.

CRP1. Act as a responsible and contributing citizen and employee. Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day

through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the

near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and

workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good.

Example: Students will use and apply skills learned in physical education to prepare for their future and improve relationships with their classmates, families

and community.

CRP3. Attend to personal health and financial well-being. Career-ready individuals understand the relationship between personal health, workplace performance and personal well-being; they act on that understanding

to regularly practice healthy diet, exercise and mental health activities. Career-ready individuals also take regular action to contribute to their personal financial

wellbeing, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success.

Example: Students will use and examine various lessons learned through out physical education to create a power point presentation that shows how exercising

regularly can have an impact on workplace performance and personal well-being.

CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate

in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word

choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners

and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired

outcome.

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Example: Career-ready individuals will be able to effectively communicate in written and non-written forms, the significance of eating healthy and exercising

regularly and its relationship emotional well-being.

CRP12. Work productively in teams while using cultural global competence. Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to

productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team

meetings.

Example: Career-ready individuals will utilize the diversity of their surroundings and practice proper sportsmanship and team skills and apply these practices

outside of PE/Health Class.

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Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies

Time/General

• Extra time for assigned tasks

• Adjust length of assignment

• Timeline with due dates for

reports and projects

• Communication system

between home and school

• Provide lecture notes/outline

Processing

• Extra Response time

• Have students verbalize steps

• Repeat, clarify or reword

directions

• Mini-breaks between tasks

• Provide a warning for

transitions

• Reading partners

Comprehension

• Precise step-by-step directions

• Short manageable tasks

• Brief and concrete directions

• Provide immediate feedback

• Small group instruction

• Emphasize multi-sensory

learning

Recall

• Teacher-made checklist

• Use visual graphic organizers

• Reference resources to

promote independence

• Visual and verbal reminders

• Graphic organizers

Assistive Technology

• Computer/whiteboard

• Spell-checker

Tests/Quizzes/Grading

• Extended time

• Study guides

• Shortened tests

• Read directions aloud

Behavior/Attention

• Consistent daily structured

routine

• Simple and clear classroom

rules

• Frequent feedback

Organization

• Individual daily planner

• Display a written agenda

• Note-taking assistance

• Color code materials

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Differentiated Instruction

Accommodate Based on Content Specific Needs: Strategies

• Anchor charts to model skills such as throwing, catching, lifting, etc.

• Reference sheets that list step by step progressions of skills such as throwing, catching, bumping, setting, and hand placement for various activities.

• Conceptual word wall that contains definitions, translations, pictures and/or examples

• Utilize technological programs which provide verbal and visual instruction in native and/or second languages

• Provide students with the opportunity to write/journal daily based on the health and wellness domains or their progress in physical education.

• Create graphic organizers (Examples include: Decision formulating strategy for offense and defense)

• Translation dictionary

• Teacher Modeling

• Utilize different colors when interpreting data from graphs or to indicate differences/similarities and increases/decreases

• Display chart to reinforce skill sets or rules and regulations of a game/activity

• Utilize organizational websites to maintain/track fitness and health progress (Daily Fit Log)

• Height of net

• Color and size of striking implements

• Distance or targets

• Music

• Modifications: • Vary equipment size • Modify playing area • Utilize well-defined boundaries • Simplify tasks/instruction • Demonstrate/model activities • Adjust/modify rules • Student to student teaching • Incorporate lead up games

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Interdisciplinary Connections Model interdisciplinary thinking to expose students to other disciplines

Health Connection:

2.2.12.N.2: Determine the relationship of nutrition and physical activity to weight loss, gain and maintenance.

• Students will create an exercise/nutrition log to for someone who is trying to lose weight and for someone who is trying to maintain a

healthy lifestyle.

ELA Connection:

Various Tasks Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can

follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

• Students will be able to present information on their findings related to the how exercise can help delay the onset of certain diseases or

physical ailments.

Science Connection:

Various Tasks (HS-PS 2)

• Students will be able to determine the impact force and exertion has on weightlifters and how motion and stability affect different sports

and activities.

Mathematics Connection:

HSS.MD.B.7: Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end

of a game).

• Analyze and the decision and strategies of hockey teams pulling the goalie at the end of the game by using probability concepts.

http://www.corestandards.org/ELA-Literacy/SL/9-10/4/

http://www.corestandards.org/Math/Content/HSS/MD/B/7/

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Enrichment

Accommodate Based on Students individual Needs: Strategies

• Adaption of Material and Requirements

• Evaluate Vocabulary

• Elevated Text Complexity

• Additional Projects

• Independent Student Options

• Projects completed individual or with Partners

• Self-Selection of Research

• Tiered/Multilevel Activities

• Learning Centers

• Individual Response Board

• Independent Book Studies

• Open-ended activities

• Community/Subject expert mentorships

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Assessments

Suggested Formative/Summative Classroom Assessments

• Timelines, Maps, Charts, Graphic Organizers

• Unit Assessments, Chapter Assessments, Quizzes

• DBQ, Essays, Short Answer

• Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

• Projects, Portfolio, Presentations, Prezi, Gallery Walks

• Homework

• Concept Mapping

• Primary and Secondary Source analysis

• Photo, Video, and Political Cartoon

• Create an Original Song, Film, or Poem

• Glogster to make Electronic Posters

• Tumblr to create a Blog

• Health and Wellness Resource Kit

• Learning System

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NEW JERSEY LEARNING STANDARDS FOR

COMPREHENSIVE HEALTH AND PHYSICAL EDUCATION

STANDARD 2.2 - Movement Skills and Concepts

Descriptive Statement: Movement Skills and Concepts include learning and investigating the fundamentals of movement (on land, water, snow,

sand and ice) from one place to another and the understanding of biomechanics (how the body moves, grows and matures). Movement skills fall

into three main categories: locomotor, non-locomotor, and manipulative skills. Concepts into categories such as spatial awareness (where the body

moves), body awareness (what can the body do), qualities of movement (how the body moves and with whom/what does the body move).

STANDARD 2.2 - Physical Fitness

Descriptive Statement: Physical Fitness is the ability to move, perform daily tasks and unexpected physical challenges effectively without losing

energy reserves. Fitness activities can be performed at many levels (low, moderate, and high), which will impact how efficiently the body functions.

STANDARD 2.2 - Lifelong Fitness

Descriptive Statement: Lifelong Fitness requires making fitness a part of a person’s daily life. It is about creating fitness habits that support an

individual to plan and stay healthy throughout his or her lifetime. In addition, a person recognizes the medical consequences of a sedentary lifestyle

and that the benefits of an active body and mind over time reduces diseases, injuries and pain. Lifelong fitness doesn’t focus on competition or

high-level skill development, but rather on self- evaluation, personal goal setting, social engagement, sportsmanship, enjoyment of movement, and

leisure-time fitness activities.

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New Jersey Student Learning Standards : 2.2.12.MSC.1.2.3.4.5

Topic: Movement Skills and Concepts

Advanced technique and concepts will elevate student's confidence, performance, skills, and participation in physical activity (e.g., games, sports, aerobics, fitness activities).

The quality of feedback from others, self-assessment as well as, effort, and repetition influences movement skills, concepts and performance.

Individual and team execution requires interaction, respect, effort, positive attitude.

Student Learning

Standards

Essential Question Sample Activities Resources Concepts/Skills

1.Explain and demonstrate ways

to apply movement skills from

one game, sport, aerobics, or

recreational activity to another

including striking skills (e.g.,

tennis, badminton, ping pong,

racquetball, pickle ball).

What are 3 similar cues to

follow performing a smash in

tennis, swinging a bat in

baseball, driving a golf ball,

and a slap shot in hockey?

During weight training, have the

students perform a proper squat

and show what muscles are

working. Explain that this

movement increase strength for

movement skills in sports.

1.Gymnasium or space for activity

2. PE equipment – ropes, balls,

yoga mats, cones, sticks, rackets,

nets, weight training equipment,

etc.

3. Presidential Physical Fitness

Test

4. Video Tape Equipment

6. Fitness gram

7. You Tube

8. Pinterest

9. Charts, handouts, pamphlets

10. Music

11. Google classroom

12. Edpuzzle

Essential Movement Skills

Team Sports

Individual Sports

Lifelong Fitness

Dance, Rhythm and

Movement Skills

Eye hand coordination

Self-discovery

Exercise Physiology

Grade: 10

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Student Learning

Standards


2.Analyze application of force

and motion (e.g., weight transfer,

power, speed, agility, range of

motion) and modify movement

to impact performance.

When are examples of

maximum effort for power in

sport? When are examples of

finesse and touch being a better

approach?

When teaching tennis, demonstrate

the slam and drop shot and have

students' practice both. Explain

how they are used in different

situations in order to beat the

opponent.





etc.


Test


6. Fitness gram

7. You Tube

8. Pinterest


10. Music


12. Edpuzzle


Team Sports

Individual Sports

Lifelong Fitness

Dance, Rhythm and

Movement Skills

Force and pathways

Body control

Kinetic chain

Exercise physiology

3. Design, lead and critique

rhythmic and physical activity

that includes variations in time,

space, force, flow, and

relationships (creative, cultural,

social, aerobics dance, fitness).

Many of you play sports and

train in the offseason. How can

we carry this knowledge into

our offseason activities?

Have students create their own ten-

minute aerobic videos in groups.

After they have created it, have

each group perform each one

during class.





etc.


Test


Team Sports

Individual Sports

Lifelong Fitness

Dance, Rhythm and

Movement Skills

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Student Learning

Standards



6. Fitness gram

7. You Tube

8. Pinterest


10. Music


12. Edpuzzle

4.Analyze etiquette,

responsibilities, and preparation

of players, officials, trainers, and

other participants and

recommend strategies to

improve their performance,

participation and behavior.

You may have seen a game

where the contestants get out

of hand. How did the officials

calm everyone down and

continue the game? How can

you use that skill in your life?

Review rules and expectations of

etiquette of the sport being played.

Example:

When bowling, show students the

importance of waiting to bowl

when someone in the lane next to

them is already in their approach





etc.


Test


6. Fitness gram

7. You Tube

8. Pinterest


10. Music



Team Sports

Individual Sports

Lifelong Fitness

Dance, Rhythm and

Movement Skills

Critical Thinking

Self / general awareness

Creating a plan

Goal setting

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Student Learning

Standards


12. Edpuzzle

5. Develop rule changes to

existing games, sports and

activities that enhance

participation, safety and

enjoyment.

Pick a sport you like and create

a rule change you think would

make the game safer or more

enjoyable

Demonstrate the lead up game of

team handball by using 4 Square-.

After, explain the different rules

the King can make to change the

game.

Example: Double taps, no

slamming, only using left or right

hand, feet only.





etc.


Test


6. Fitness gram

7. You Tube

8. Pinterest


10. Music


12. Edpuzzle


Team Sports

Individual Sports

Lifelong Fitness

Dance, Rhythm and

Movement Skills

Communication

Critical thinking

Teamwork

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New Jersey Student Learning Standards: 2.2.12.PF.1.2.3.4.5

Topic: Physical Fitness

Physical and emotional growth often relies on taking personal responsibility for developing and maintaining physical fitness levels that also provide opportunities for self-

expression, enjoyment, and emotional satisfaction.

Student Learning Objectives Essential Question Sample Activities Resources Concepts/Skills

1. Compare the short- and long-

term benefits of physical activity

and the impact on wellness

associated with physical,

mental, emotional fitness

through one's lifetime.

How can exercise benefit you

socially, emotionally and

mentally?

Have students track their physical

activity and right a reflection

paper on what they are benefitting

from

1.Gymnasium or space for

activity


yoga mats, cones, sticks,

rackets, nets, weight training

equipment, etc.


Test


6. Fitness gram

7. You Tube

8. Pinterest


10. Music


12. Edpuzzle


Team Sports

Individual Sports

Lifelong Fitness

Dance, Rhythm and Movement

Skills

2. Respect and appreciate all

levels of ability and encourage

with care during all physical

activities.

Why is it important to respect

and appreciate all ability levels

during physical activities or

game play?

During game play-create teams so

they have players with all

different abilities to keep the game

fair, or provide a variety of

options and allow the students to

pick the game that coincides with

their perceived competitive level


activity




equipment, etc.


Test


6. Fitness gram

7. You Tube

8. Pinterest


Team Sports

Individual Sports

Lifelong Fitness


Skills

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10. Music


12. Edpuzzle

3. Design and implement a

personal fitness plan, using

evidence and evaluate how that

reflects knowledge and

application of fitness-training

principals (FITT) and the

components of skill related

fitness.

How can the FITT principle

help you develop an exercise

routine?

Follow a workout plan and do a

pre and post evaluation to see

progression.


activity




equipment, etc.


Test


6. Fitness gram

7. You Tube

8. Pinterest


10. Music


12. Edpuzzle


Team Sports

Individual Sports

Lifelong Fitness


Skill

Body composition

Exercise Physiology

4. Determine the role of

genetics, age, nutrition, sleep,

the environment and exercise

type on body composition and

personal health.

Give 3 examples of traits/ risk

factors that are hereditary and 3

that can be managed with a

proper exercise or nutritional

program

Show a video on the correlation

between a physically active and

sedentary lifestyles.


activity




equipment, etc.


Team Sports

Individual Sports

Lifelong Fitness


Skills

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Test


6. Fitness gram

7. You Tube

8. Pinterest


10. Music


12. Edpuzzle

5. Analyze fitness knowledge in

strength, conditioning, agility

and the physiological responses

of the energy systems effects on

the mind and body before,

during and after physical fitness

activities.

Why is it important to perform a

variety of exercises? What can

happen if you over train a

muscle group?

How do you calculate your

target heart rate?

Have student calculate their target

heart rate, complete a workout and

continue to check throughout

Do a circuit workout with students

showing at least 3 exercises for

each muscle group and


activity




equipment, etc.


Test


6. Fitness gram

7. You Tube

8. Pinterest


10. Music


12. Edpuzzle


Team Sports

Individual Sports

Lifelong Fitness


Skills

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New Jersey Student Learning Standards: 2.2.12.LF.1.2.3.4.5.6.7.8

Topic: Lifelong Fitness

Healthy habits and behaviors are created by personal learning experiences, knowledge, believes and goals towards living and maintaining a healthy lifestyle of fitness, self-

expression, social interaction and enjoying movement in a safe and healthy environment (e.g., golf, tennis, badminton, martial arts, bowling, kayaking, ping-pong, cricket,

hiking, biking, swimming).

Community resources can support a lifetime of wellness to self and family members.

Student Learning

Objectives


1. Apply and share a movement

and physical fitness vocabulary

that is intrinsic to motivate

oneself, to impact family and

others in a community.

What are some ways physical

fitness vocabulary can help in

other subjects?

Create a pamphlet on the muscle

system labelling each muscle and

the parts of a muscle and give 2

exercises that can help you

strengthen and increase mobility

for the muscle system.


activity

2. PE equipment – ropes,

balls, yoga mats, cones,

sticks, rackets, nets, weight

training equipment, etc.

3. Presidential Physical

Fitness Test


6. Fitness gram

7. You Tube

8. Pinterest

9. Charts, handouts,

pamphlets

10. Music


12. Edpuzzle


Team Sports

Individual Sports

Lifelong Fitness


Skills

2. Develop a sense of openness

and willingness when

participating in physical fitness

activity to share and learn

experiences from your own and

other cultures.

What is the relationship between

sportsmanship and character?

Have a student lead a traditional

cultural dance or activity


activity






Team Sports

Individual Sports

Lifelong Fitness


Skills

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Fitness Test


6. Fitness gram

7. You Tube

8. Pinterest


pamphlets

10. Music


12. Edpuzzle

3. Examine building to a level of

fitness to successfully

participate in a range of different

physical activities during a

lifetime

Why is it important to your well-

being to continue to improve and

elevate your fitness level?

As you complete a variety of

fitness skills and sport activities,

have the class keep a journal,

listing the activities they feel they

would be able to continue to do

outside of school and for their

lifetime.


activity






Fitness Test


6. Fitness gram

7. You Tube

8. Pinterest


pamphlets

10. Music


12. Edpuzzle


Team Sports

Individual Sports

Lifelong Fitness


Skills

4. Exhibit responsible social

behavior by including and

cooperating with classmates of

all skill levels, assisting when

needed and collaborating

respectfully to solve problems in

groups, teams and in pairs

during physical activity.

Why is collaboration and

teamwork essential to building a

successful team?

During team hand ball-have

students work collaboratively to

come up with ways to defend their

goal or work together to devise an

offensive play or strategy


activity






Fitness Test


Team Sports

Individual Sports

Lifelong Fitness


Skills

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6. Fitness gram

7. You Tube

8. Pinterest


pamphlets

10. Music


12. Edpuzzle

5. Describe the social benefits

gained from participating in

physical activity (e.g., meeting

someone, making friends,

teamwork, building trust,

experiencing something new).

How can participating in an

activity benefit you socially?

Does this knowledge make you

more or less inclined to join a

team or league?

Run a tournament during

gameplay for students to build

teamwork by learning each other's

strengths and weaknesses.


activity






Fitness Test


6. Fitness gram

7. You Tube

8. Pinterest


pamphlets

10. Music


12. Edpuzzle


Team Sports

Individual Sports

Lifelong Fitness


Skills

6. Implement a financial plan for

participation in physical activity

in the community for self and

family members.

How will raising awareness for

any cause increase the betterment

of the physical education

program/community?

Design a Field Day experience to

include all students, staff, families

and community members. Include

recreational activities/engaging

activities that anyone can

participate in.


activity






Fitness Test


6. Fitness gram


Team Sports

Individual Sports

Lifelong Fitness


Skills

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7. You Tube

8. Pinterest


pamphlets

10. Music


12. Edpuzzle

7. Analyze the current and

future impact of globalization

and technology on the

influences of participation in,

sports, games, physical fitness

actives, dance, gaming, outdoor

adventure, viewing sports and

social and emotional

connections.

Think of any sport, can you think

of a way to make it better using or

implementing the technology we

have at our disposal?

Have students create a new sport

or activity for a Physical

Education class. Include rules and

regulation.


activity






Fitness Test


6. Fitness gram

7. You Tube

8. Pinterest


pamphlets

10. Music


12. Edpuzzle


Team Sports

Individual Sports

Lifelong Fitness


Skills

8. Identify personal and

community resources to explore

career options related to

physical activity and health

What are 3 sources you can use to

find out more information about a

career in physical activity and

health?

Have a guest speaker come in to

present and discuss career options

related to physical activity and

health.


activity






Fitness Test


6. Fitness gram

7. You Tube

8. Pinterest


Team Sports

Individual Sports

Lifelong Fitness


Skills

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pamphlets

10. Music


12. Edpuzzle

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Grade 10 Vocabulary

AAHPERD

Activity

Activity Pyramid

Adolescence

Aerobic Capacity

Aerobic Exercise

Affect

Agility

Alignment

Artery

Assessment

Asthma

Asymmetrical

Back Care

Balance

Balanced Diet

Ballistic Stretching

Basal Metabolic Rate

Behavior

Behavior Risk

Bend

Beneficial

Benefit

Biomechanics of movement

Blood Pressure

Body Composition

Body Control

Dribble

Dynamic Stretching

Empowerment

Endocrine System

Endurance

Energy

Energy Balance

Energy Expenditure

Energy Source

Essential Nutrients

Etiquette

Eustress

Excretory System

Exercise

Exercise Stages

Expectations

Exposure

FITT Principle

FITT Principle For

Cardiovascular Endurance

FIIT Principle For Muscular

Endurance

FITT Principle For Muscular

Strength

FITT Principle for Flexibility

Fairness

Fat

Locomotor

Lungs

Lymph

Lymphatic System

Maintenance

Manipulative Skills

Maximum Heart Rate

Metabolism

Monitoring

Motivation

Motor Skill

Movement

Muscular Endurance

Muscular Strength

Muscular System

Muscles

Muscle Cramp

Muscle Soreness

Myth

NASPE

Nervous System

Non-Verbal Communication

Nutrient

Nutrition

Obesity

Offense

Officiating

Safety

Sedentary

Sedentary Lifestyle

Self-Assessment

Self Esteem

Self-Monitor

Sets

Sit and Reach

Sit Ups/Curl Ups

Skeletal System

Skill

Skill Pre-Test

Skill Related Fitness

Skip

Sleep

Slide

Social Skills

Specify

Speed

Sport

Sportsmanship

Static Stretching

Stations

Sternocleidomastoid

Strategy

Strength

Stress

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Body Image

Body Mass Index

Body Systems

Bone

Biceps

Caloric Expenditure

Calorie

Calorie requirements for boys

and girls

Capillaries

Carbohydrate

Carbon Dioxide

Cardiorespiratory Endurance

Cardiovascular Disease

Cardiovascular System

Catch

Character

Chase

Cholesterol

Circuit

Circuit Training

Circulatory

Circulatory System

Complex Skills

Component

Components of Fitness

Conditioning

Conflict

Conflict Resolution Confusion

Consequences

Consumer

Fat Free Mass

Fear

Fitness

Fitness Goals

Fitness Log

Flee

Flexed Arm Hang

Flexibility

Foot-Eye Coordination

Force

Frequency

Gallop

Gastrocnemius

Germ

Goal

Goal Keeper

Goal Setting

Grains

Hamstrings

Hand-Eye Coordination

Hand Washing

Happiness

Harmful

Health

Health Enhancing

Health-Related Fitness

Heart

Heart Disease

Heart Rate

Heredity

Honesty

Hop

One Mile Test

Overhand

Overload

Overtraining

Overuse injury

PACER test

Participation

Pass

Peer Pressure

Personal Best

Personal Challenge

Perspiration

Physical Activity

Physical Best

Physical Education

Physical Fitness

Physical Health

Physical Injury

Play

Power Practice

Prevent

Prevention

Progression

Progressive Resistance Exercise

Protein

Puberty

Pulse

Punt

Push Up

Quadriceps

RDA

Stressor

Stretch

Support System

Sway

Swing

Symmetrical

Target Health Rate

Target Health Rate Zone

Team Sport

Team Work

Technique

Throw

Time

Turn

Twist

Type

Torque

Training

Transfer

Trapezoids

Triceps

Trustworthiness

Underhand Throw

Unsafe

Veins

WAHPERD

Walk

Warm Up

Water

Weight Bearing Activity

Weight Control

Weight Training

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Consumption

Contract

Cool Down

Cooperation

Coordination

Criteria

Curl-ups/Sit-Ups

Decision Making Skills

Defense

Deficiencies

Dehydration

Deltoids

Detection

Diabetes

Diet

Dietary Guidelines

Digestive Guidelines

Digestive System

Diminishing Return

Distress

Dodge

Hydration

Immune System

Individual Sport

Instability

Intensity

Interval Training

Irregular Heart Rate

Isometric Exercise

Jog

Jump

Jumping Jacks

Leap

Leisure

Leisure Activity

Life Goals

Leader

Lean Body Mass

Lifestyle

Life time sport

Listening

Rectus Abdominis

Repetition

Repetition Maximum

Resistance

Resistance Training

Resolution

Respect

Respectful

Respiratory System

Responsibility

Rest

Rest Period

Resting Heart Rate

Rhythm

Rhythmic

RICE

Risk

Range of Motion

Rubric

Rules

Run

Weight Transfer

Wellness

Workout

Workplace Health

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Physical Education Reference Sites

• Alliance for a Healthier Generation: https://www.healthiergeneration.org/

• Shape America Society of Health and Physical Education: www.shapeamerica.org/

• President’s Council on Fitness, Sports, and Nutrition: www.fitness.gov/

• Partnership for A Healthier America: www.ahealthieramerica.org/

• NJAPHERD: www.njahperd.org/

• Fitness Gram: https://fitnessgram.net/

https://www.healthiergeneration.org/

http://www.shapeamerica.org/

http://www.fitness.gov/

http://www.ahealthieramerica.org/

http://www.njahperd.org/

https://fitnessgram.net/

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Physical Education Interactive Sites

• Health & Physical Education-Discover resources that provide essential lessons on physical, mental, and emotional health.

https://nj.pbslearningmedia.org/subjects/health-and-physical-education/

• Full lesson plan on PE Centralhttp://www.pecentral.org/lessonideas/ViewLesson.asp?ID=9289

• Brain Pop – Animated Educational Site for Kids https://www.brainpop.com/health/sportsandfitness/

• The PE Shed- Physical Education Resources, games and ideas. https://www.thepeshed.com/

• Kids Health: https://kidshealth.org/en/teens/sports-center?WT.ac=t-nav-sports-center

• Edpuzzle: https://edpuzzle.com/

https://nj.pbslearningmedia.org/subjects/health-and-physical-education/

http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=9289

https://www.brainpop.com/health/sportsandfitness/

https://www.thepeshed.com/

https://kidshealth.org/en/teens/sports-center?WT.ac=t-nav-sports-center

https://edpuzzle.com/

Physical Education - Paterson School District

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