9th Grade Physical Education

Fitness for Life Core Curriculum

Standard 1: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.

Objective 1: Demonstrate an understanding of the fitness outcomes in a variety of activities.

1. Demonstrate basic competence in a variety of activities that contribute toimprovement of

   overall fitness.

2. Analyze daily activities such as walking, climbing, lifting, and various household chores

   for their ability to provide fitness benefits.

3. Modify sports and activities to include an aerobic benefit.

4. Use FITT (frequency, intensity, time, type) guidelines to evaluate activities.

Objective 2: Demonstrate active participation outside of the school day.

1. Participate in recreational activities offered through community agencies.

2. Participate in activities developing fitness outside of the school day.

3. Maintain activity journals illustrating activity participation outside of school hours.

Standard 2: Students will demonstrate understanding of movement, fitness and nutrition concepts, principles, and strategies as they apply to the learning and performance of fitness activities.

Objective 1: Recognize the relationship between physical activity and personal health.

1. Recognize that health-related fitness is a lifelong process unique to each individual.

2. Identify genetic influences on body type, sedentary lifestyle diseases, muscle types, and

   rates of weight gain and loss.

3. Describe how physical activity affects body mass composition, including muscle and fat

   percentages and bone density.

4. Describe the mental, social, and psychological benefits of physical activity.

5. Describe how exercise increases longevity and quality of life through the reduction of

   stress.

Objective 2: Explain the elements of physical fitness, e.g., flexibility, cardiovascular endurance, and body composition).

1. Review the elements of physical fitness.

2. Define maximum volume of oxygen uptake (VO2 Max), respiratory rate, cardiac output,

   stroke volume, and heart rate, all concepts of cardiovascular endurance.

3. Explore concepts related to flexibility, e.g., genetics, static vs. ballistic stretching, and joint

   variations.

4. Explain the concepts related to muscular strength, e.g., isotonic, isometric, and isokinetic

   exercises, the overload principle, and the work/rest ratio.

5. Explain the concepts related to muscular endurance, e.g., high repetitions with low

   resistance, sport specificity, and the work/rest ratio.

6. Explain the concepts related to body composition, e.g., the difference between being

   overweight and obese, genetic influences, and various ways to measure body composition.

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Objective 3: Explain training principles and how they impact physical fitness.

1. Explain the principles of warm-up and cool-down as they relate to proper stretching, active

   vs. passive recovery, and injury prevention and rehabilitation.

2. Explain methods and the importance of using heart rates to monitor the intensity of

   physical activities.

3. Calculate individual target heart rate training zones by using the maximum heart rate

   formula or maximum heart rate reserve formula.

4. Provide definitions for overload, progression, specificity, reversibility, frequency,

   duration, intensity, and rest and recovery.

5. Compare aerobic and anaerobic activities, showing examples of each.

6. Observe safety precautions in training, e.g., over-training, altitude, pollution, and

   temperature extremes.

7. Develop weight-training programs to build muscular strength, muscular endurance or a

   combination of the two.

Objective 4: Understand the relationship between proper nutrition and personal health and fitness.

1. Explain the role of nutrition in overall health and fitness.

2. Explain proper balance between food intake and energy expenditure.

3. Compare the effects and/or dangers of weight loss and gain on body composition and

   personal health.

4. Identify the benefits and dangers of various dietary supplements such as vitamins,

   minerals, herbs, power drinks, steroids, and performance-enhancing drugs.

5. Identify strategies for developing a healthy self-concept and acceptance of one’s body

   make-up.

Standard 3: Students will participate regularly in physical activity.

Objective 1: Assess personal health and fitness levels.

1. Research family history for health-risk factors such as coronary heart disease, cancer,

   diabetes, cholesterol, and blood pressure.

2. Assessknownpersonalhealthriskfactorsconsideringage,gender,bodycomposition,

   blood pressure, heart rate, cholesterol levels, and daily stress situations.

3. Assesspersonalfitnessstatusregardingactivityparticipation,energyexpenditure,

   elements of physical fitness, and nutritional practices.

Objective 2: Develop and implement a personal fitness plan.

1. Pre-test to establish baseline fitness information for muscular strength and endurance,

   flexibility, body composition, heart rate, blood pressure, and cardiovascular endurance.

2. Develop personal fitness goals based on the pre-testing results and use a post-test to show

   progress and improvement.

3. List and evaluate activities that develop specific elements of physical fitness.

4. Participate in a variety of individual and group activities appropriate for enhancing

   physical fitness both during and after school hours.

5. Incorporate appropriate training principles including overload, progression, specificity,

   intervals, circuits, reversibility, maximum heart rate, target heart rate, perceived exertion, and rest and recovery.

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f. Calculate and monitor daily caloric intake and expenditure for weight management, and utilize an activity journal to track progress.

Standard 4: Students will achieve and maintain a health-enhancing level of physical fitness.

Objective 1: Participate in personally meaningful activities.

1. Participate regularly in physical activities that contribute to the attainment and

   maintenance of personal fitness goals.

2. Use results of post fitness assessments to guide changes in fitness plan.

3. Analyze time, cost, and accessibility factors in determining activity participation in

   community settings.

4. Recognize how physical activities impact a person’s physical, emotional, social, and

   intellectual well-being.

Objective 2: Use a variety of technological resources to design, monitor, and adjust fitness programs.

1. Useheartratemonitorsorpulsestickstomonitorheartrates.

2. Calculate body composition by using skin-fold calipers or electrical impedance analyzers.

3. Calculate blood pressure using digital monitors.

4. Use computer software to track progress in fitness programs and to perform a nutritional

   analysis.

5. Access various websites to assist in developing, evaluating, and revising personal fitness

   programs.

Standard 5: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.

Objective 1: Accept diversity of people in activity settings.

1. Demonstrateacceptanceofothersregardingvaryingskills,abilities,limitations,and

   cultural backgrounds.

2. Takeanactiveroleinhelpingothersachievesuccess.

3. Identify the effects of age, gender, race, ethnicity, physical makeup, and culture on

   physical activity preference and participation.

Objective 2: Make responsible choices in activity settings.

1. Recognize the effects of environmental conditions like wind, temperature, humidity, and

   altitude on activity performance.

2. Examine the effects of substance abuse on health and performance.

3. Explore the consequences of eating disorders at either end of the spectrum.

4. Identify appropriate risks and safety factors in the selection of fitness activities.

5. Accept responsibility for personal choices.

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