Foundations of Personal Fitness
(a) General requirements. This course is the recommended prerequisite for all other physical education courses.
(b) Introduction.
(1) In Physical Education, students acquire the knowledge and skills for movement that provide the foundation for enjoyment, continued social development through physical activity, and access to a physically-active lifestyle. The student exhibits a physically-active lifestyle and understands the relationship between physical activity and health throughout the lifespan.
(2) Foundations of Personal Fitness represents a new approach in physical education and the concept of personal fitness. The basic purpose of this course is to motivate students to strive for lifetime personal fitness with an emphasis on the health-related components of physical fitness. The knowledge and skills taught in this course include teaching students about the process of becoming fit as well as achieving some degree of fitness within the class. The concept of wellness, or striving to reach optimal levels of health, is the corner stone of this course and is exemplified by one of the course objectives-students designing their own personal fitness program.
(c) Knowledge and skills.
(1) Movement. While participating in physical activity, the student applies physiological and biomechanical principles to improve health-related fitness. The student is expected to:
(A) apply physiological principles related to exercise and training such as warm-up/cool down, overload, frequency, intensity, specificity, or progression; and
(B) apply biomechanical principles related to exercise and training such as force, leverage, and type of contraction.
(2) Social development. During physical activity, the student develops positive self-management and social skills needed to work independently and with others. The student is expected to:
(A) apply rules, procedures, and etiquette; and
(B) recognize and resolve conflicts during physical activity.
(3) Physical activity and health. The student applies safety practices associated with physical activity. The student is expected to:
(A) demonstrate safety procedures such as spotting during gymnastics and using non-skid footwear;
(B) describe examples and exercises that may be harmful or unsafe;
(C) explain the relationship between fluid balance, physical activity, and environmental conditions such as loss of water and salt during exercise; and
(D) identify the effects of substance abuse on physical performance.
(4) Physical activity and health. The student applies fitness principles during a personal fitness program. The student is expected to:
(A) explain the relationship between physical fitness and health;
(B) participate in a variety of activities that develop health-related physical fitness activities including aerobic exercise to develop cardiovascular efficiency;
(C) demonstrate the skill-related components of physical fitness such as agility, balance, coordination, power, reaction time, and speed;
(D) compare and contrast health-related and skill-related fitness;
(E) describe methods of evaluating health-related fitness such as Cooper's 1.5 mile run test;
(F) list and describe the components of exercise prescription such as overload principle, type, progression, or specificity;
(G) design and implement a personal fitness program; and
(H) evaluate consumer issues related to physical fitness such as marketing claims promoting fitness products and services.
(5) Physical activity and health. The student comprehends practices that impact daily performance, physical activity, and health. The student is expected to:
(A) investigate positive and negative attitudes towards exercise and physical activities;
(B) describe physical fitness activities that can be used for stress reduction;
(C) explain how over training may contribute to negative health problems such as bulimia and anorexia;
(D) analyze the relationship between sound nutritional practices and physical activity;
(E) explain myths associated with physical activity and nutritional practices;
(F) analyze methods of weight control such as diet, exercise, or combination of both; and
(G) identify changeable risk factors such as inactivity, smoking, nutrition, and stress that affect physical activity and health.
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Individual Sports
(a) General requirements. The recommended prerequisite for this course is Foundations of Personal Fitness.
(b) Introduction.
(1) In Physical Education, students acquire movement knowledge and skills that provide the foundation for enjoyment, continued social development through physical activity, and access to a physically-active lifestyle. The student exhibits a physically-active lifestyle and understands the relationship between physical activity and health throughout the lifespan.
(2) Students in Individual Sports are expected to participate in a wide range of individual sports that can be pursued for a lifetime. The continued development of health-related fitness and the selection of individual sport activities that are enjoyable is a major objective of this course.
(c) Knowledge and skills.
(1) Movement. The student develops the ability to participate confidently in individual sports. The student is expected to:
(A) exhibit a level of competency in two or more individual sports that include aquatics, archery, badminton, bicycling, bowling, gymnastics, golf, handball, racquetball, self-defense, table tennis, track and field, weight training, or wrestling; and
(B) consistently perform skills and strategies and follow rules at a basic level of competency.
(2) Movement. The student applies movement concepts and principles to the learning and development of motor skills. The student is expected to:
(A) use internal and external information to modify movement during performance;
(B) describe appropriate practice procedures to improve skill and strategy in a sport;
(C) develop an appropriate conditioning program for the selected sport; and
(D) identify correctly the critical elements for successful performance of a sport skill.
(3) Social development. The student understands the basic components such as strategies, protocol, and rules of individual sports. The student is expected to:
(A) acknowledge good play from an opponent during competition;
(B) accept the roles and decisions of officials;
(C) demonstrate officiating techniques; and
(D) research and describe the historical development of an individual sport.
(4) Physical activity and health. The student exhibits a physically-active lifestyle that improves health and provides opportunities for enjoyment and challenge during individual sports. The student is expected to:
(A) select and participate in individual sports that provide for enjoyment and challenge;
(B) analyze and evaluate personal fitness status in terms of cardiovascular endurance, muscular strength and endurance, flexibility, and body composition;
(C) analyze and compare health and fitness benefits derived from participating in selected individual sports;
(D) establish realistic yet challenging health-related fitness goals for selected individual sports;
(E) explain the interrelatedness between selected individual sports and a personal fitness program;
(F) describe two training principles appropriate for enhancing flexibility, muscular strength and endurance, and cardiorespiratory endurance; and
(G) explain the effects of substance abuse on personal health and performance in physical activity such as side effects of steroid use.
(5) Physical activity and health. The student understands and applies safety practices associated with individual sports. The student is expected to:
(A) evaluate risks and safety factors that may affect individual sport preferences;
(B) identify and follow safety procedures when participating in individual sports; and
(C) describe equipment and practices that prevent or reduce injuries.
(6) Social development. The student develops positive personal and social skills needed to work independently and with others in individual sports. The student is expected to:
(A) evaluate personal skills and set realistic goals for improvement;
(B) respond to challenges, successes, and failures in physical activities in socially appropriate ways;
(C) accept successes and performance limitations of self and others;
(D) anticipate potentially dangerous consequences of participating in selected individual sports; and
(E) demonstrate responsible behavior in individual sports such as playing by the rules, accepting lack of skill in others.
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Anyone interested in playing softball for the 2008 season contact Coach Brock.
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Southeast Whitfield County High School
Craig Brock
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