The Lovett School Upper School Physical Education Curriculum
The Lovett School Vision for Learning Lovett offers experiences that inspire our students to love learning. We encourage them to think critically, communicate effectively, engage creatively, and collaborate purposefully. We provide the opportunities and resources that help our students develop independence and self-direction and extend their learning beyond the walls of the classroom as they grow intellectually, emotionally, physically, aesthetically, morally, and spiritually.
900 - Lifetime Fitness, Wellness, and Health (Boys) 902 - Lifetime Fitness, Wellness, and Health (Girls) Grade: 9 Group: II Units: 1.0 This course teaches students how to gain and maintain lifelong wellness. This is accomplished by helping students develop the concepts, knowledge, skills, and behaviors that lead to a healthy fitness level, health-enhancing decision making, and regular participation in physical activity. To reach the course goal, components of fitness, training principles, nutrition, exercise fads/fallacies, and more are entwined with strength training, various cardiovascular activities, individual/team sports, water safety and health. Note: Lifetime Fitness, Wellness, and Health is year-long course divided into two parts. All students complete the fall semester curriculum (Lifetime Fitness, Wellness, and Health) and select a spring semester curriculum (Intermediate General Fitness and Health OR Intermediate Strength and Conditioning and Health) Lifetime Fitness, Wellness, and Health ​(Fall - All Students) In order to address critical state and national fitness issues, students must experience quality physical education that will make a significant contribution to healthy living and lifestyle choices. This course introduces students to beginning concepts of life fitness and wellness and is designed to promote life fitness behaviors for the well-being of each student. This course instills in each student a positive attitude toward physical self and lifelong physical activity and a desire to reap all of its benefits. Students will combine both cognitive and active learning experiences through lectures and physical activity participation. This combination of learning experiences is designed to help students acquire the knowledge, skill and behavior changes necessary to make positive lifestyle choices and optimize their well-being. Research indicates a strong positive relationship between strenuous physical activity and academic performance. All upper school physical education courses provide this type of activity on a regular basis. Essential Questions 1. How does high intensity aerobic exercise affect the brain and its relationship to learning and academic performance? 2. What is the difference between health and skill related fitness and which will this course focus on the most and why? 3. Why is it especially important at your age group to eat? 4. What are the benefits associated with participating in each of the health-related components of fitness (cardiovascular endurance, muscular strength, muscular endurance, flexibility, body composition)?
5. What role does the overload and progression play in the improvement of fitness activities? 6. What are the extra lifelong benefits of strength training associated with women? 7. Why are free weights more beneficial than strength training machines? 8. What is the relationship between stress and illness and between exercise and stress? 9. How would you use the F.I.T.T. formula for developing an exercise prescription for each of the components of health-related fitness? 10. Which health related physical fitness tests does this course use to assess cardiovascular endurance, muscular strength, muscular endurance, and flexibility? Which tests measure which component? 11. Can you identify the strengths and weaknesses of your health related fitness tests based on the results of your pre-testing? 12. Why is it necessary to monitor heart rate during physical activity? 13. What are the advantages of monitoring heart rate during physical activity? 14. Which physical activities and sports are best for achieving cardiovascular benefits? 15. How does an elevated HR during exercise lead to improve health? 16. In water safety, what are the three types of assists or rescues listed in order of preference? 17. Name two techniques for stabilizing the head and spine and when would you use each? 18. How can the weight room benefit me? 19. What are the safety precautions when participating in a strength-training program in the weight room? 20. What are the correct lifting and spotting techniques of selected strength training exercises? Assessments 1. Written test from the Fitness and Wellness General Concepts Lecture 2. Health-Related Fitness Testing (AAHPERD Physical Best) 3. Guided Discovery Discussions and Performance Task Summary in the unit “Heart Rate Monitors in Health and Skill Related Activities” 4. Students will fill out activity log for a variety of aerobic and anaerobic activities and their heart rate related to each. 5. Written Test: Basic Water Rescue Course by the American Red Cross 6. Lifting Technique Peer Evaluation Rubric: peer evaluation of weight lifting techniques 7. Student recording of weight and maximum repetitions on personal recording sheet to measure progress 8. Work Ethic Rubric #1 (Self Evaluation): Student self evaluation of work ethic 9. Work Ethic Rubric #1 (Teacher Evaluation): Teacher evaluation of work ethic 10. Visual observations of student participation, cooperation, and sportsmanship. 11. Mid-Semester Grading Rubric (participation, lifting technique, cooperation and sportsmanship) 12. Final Exam: Lifting Technique Teacher Evaluation Rubric – teacher evaluation of weight lifting techniques
13. Final Exam: Error Detection Test – identifying errors in lifting technique 14. Final Exam: Design an Aerobic Plan Course Units 1. Lecture: Fitness and Wellness General Concepts 2. Health-Related Fitness Testing 3. Beginner Strength Training 4. American Red Cross Basic Water Rescue Course 5. Aerobic Endurance: Heart Rate Monitor in Health and Skill Related Activities 6. HEALTH (Ursula Christie, Regional Coordinator GA/FL/NC/TN, Student Assistance Program Caron Treatment Centers) a. Healthy Relationships b. Tobacco - Smoking c. Alcohol d. Binge Drinking and Alcohol Poisoning e. Stress and Stress Management f. Dating Violence Skills Benchmarks 1. Knowledge in the components of and differences between health related and skill-related fitness. 2. Learn the principles of training and how they relate to an exercise program. 3. Knowledge and understanding of the principle of overload and progression as it relates to fitness activities. 4. An understanding of the importance of eating especially during the adolescent age group. 5. An understanding of the relationship between stress and illness and between exercise and stress. 6. Conduct appropriate fitness assessments to assess his or her personal health fitness level in terms of cardiovascular endurance, muscular strength, muscular endurance and flexibility. 7. Interpret the results of health related fitness tests in order to establish goals and meet these goals after a period of training. 8. Understands the significance and advantages of monitoring heart rate during physical activity. 9. With the use of heart rate monitors, recognize a level of intensity needed to achieve a target heart rate zone in association with cardiovascular improvements. 10. Familiarity with physical activities and sports that are best at achieving cardiovascular benefits. 11. Demonstrate the ability to design an aerobic plan showing evidence of frequency, intensity, time and type of exercise. 12. Develop a sense of cooperation, fair-play, and sportsmanship through class participation and display appropriate behavior toward game officials, opponents and teammates.
13. Advanced understanding and demonstration of proper lifting and spotting techniques of selected exercises with the ability to properly assess each. 14. Able to work with others toward the achievement of a specific task / goal cooperatively. 15. Understands and demonstrates safety precautions in the weight room that are necessary for safe strength training. 16. Knowledge in basic principles of emergency planning in aquatic activities and assisting others using non-swimming rescues and shallow water spinal injury management. 17. Participates in developmentally appropriate health-related fitness activities on a regular basis for the purpose of improving physical performance. 18. Develop knowledge and understanding of the attitudes necessary for a lifetime of physical activity in order to make a significant contribution to healthy living and lifestyle choices. 19. Successfully experience measurable benefits of physical fitness. Updated May 2016
Intermediate General Fitness and Health ​(Spring) In order to address critical state and national fitness issues, students must experience quality physical education that will make a significant contribution to healthy living and lifestyle choices. This General Fitness course is designed to teach students intermediate concepts of lifetime fitness and to give each student experiences in developing personal exercise programs. ​This course is intended for students who have prior knowledge, experience, and basic understanding of general fitness concepts. Students will learn intermediate and advanced level exercises designed to improve their overall fitness level. Nutrition will also be addressed. ​The goal of this course is to develop physically educated individuals who have the knowledge, skills, and confidence to enjoy a lifetime of healthy physical activity. Participation outside of class is critical to developing active and healthy lifestyles and behaviors. Research indicates a strong positive relationship between strenuous physical activity and academic performance. All upper school physical education courses provide this type of activity on a regular basis. Essential Questions 1. What role does the overload and progression play in the improvement of fitness activities? 2. What are the physical fitness components you should address when designing your personal fitness program? 3. How do you design a personal fitness program for all components of fitness that will lead to or maintain an optimum level of health-related physical fitness? 4. Which activities are best at improving muscular strength and/or endurance? 5. What is the correct exercise order when designing a muscular strength/endurance program? 6. Which activities are best at improving cardiovascular fitness? 7. How do you determine the rate at which your heart should be exercised? 8. How does high intensity aerobic exercise affect the brain and its relationship to learning and academic performance? 9. What are the safety precautions when participating in a strength-training program in the weight room? 10. What are the correct lifting and spotting techniques of selected strength training exercises? 11. What influences people to buy fitness, nutrition and diet products? 12. What is the most powerful tool in combating consumer fraud? 13. Why do you think people produce products that are obviously based on false statements and then do their best to sell them to all of us? Are they dummies? 14. Do you know family members, friends, or anyone else who purchased a product that promises to improve the quality of their lives? What were some of the products? 15. How does knowledge of consumer issues in fitness, diet and nutrition help protect you from spending money on worthless products? 16. How can nutrition labels on food products be misleading? 17. What influence does the media (advertising) have on the purchasing of food, fitness and diet products?
18. Based on the information listed on a food label, how do you calculate caloric percentages? 19. What role does the “comfort zone” have in improving fitness? 20. Which stretches are best for a proper warm-up/cool-down? Assessments 1. Alcohol & Drug Awareness Program End of Unit Test 2. Student recording of weight and maximum repetitions on personal recording sheet to measure progress. 3. Students will fill out activity log for a variety of aerobic activities and their heart rate related to each. 4. Students will complete a Target Heart Rate (THR) worksheet to determine THR zone. 5. Work Ethic Rubric #2 (Self Evaluation): Student self evaluation of work ethic 6. Work Ethic Rubric #2 (Teacher Evaluation): Teacher evaluation of work ethic 7. Worksheet: Most/Least Healthiest Foods Sold in the Lovett Café 8. Worksheet: How to Read a Food Label 9. Worksheet: Calculating Caloric Percentages 10. Visual observations of student participation, cooperation, and sportsmanship. 11. Health-Related Fitness Testing (AAHPERD Physical Best) 12. Personal Fitness Written Plan Course Units 1. Alcohol and Drug Awareness Program 2. Intermediate Muscular Strength and Endurance Training 3. Aerobic Endurance: Heart Rate Monitor in Health and Skill Related Activities 4. Work Ethic vs. Comfort Zone 5. Media / Advertising Influence on Nutrition and Fitness 6. Health-Related Fitness Testing 7. HEALTH (Ursula Christie, Regional Coordinator GA/FL/NC/TN, Student Assistance Program, Caron Treatment Centers) a. HIV / AIDS Risk Factors b. Marijuana / Smokeless Tobacco c. Other Drugs / Over-the-counter and Prescription d. Depression Skills Benchmarks 1. Knowledge and understanding of the principle of overload and progression as it relates to fitness activities. 2. Understands the significance and advantages of monitoring heart rate during physical activity. 3. Demonstrate the ability to exercise with their individual aerobic training zone. 4. Learn how to calculate target HR zone.
5. Learn how to monitor heart rate without a Polar HR monitor. 6. With the use of heart rate monitors, recognize a level of intensity needed to achieve a target heart rate zone in association with cardiovascular improvements. 7. Familiarity with physical activities and sports that are best at achieving cardiovascular benefits. 8. Maintain an accurate lifting and aerobics records of their progress throughout the semester. 9. Regularly adjust work load as dictated by lifting and aerobic performances. 10. Advanced understanding and demonstration of proper lifting and spotting techniques of selected exercises with the ability to properly assess each. 11. Learn the principles of training and how they relate to an exercise program. 12. Design a personal fitness program that will lead to or maintain an optimum level of all components of health-related physical fitness. 13. Demonstrate the ability to design their own strength training program showing evidence of proper sets and reps as well as muscle balance and correct exercise order. 14. Demonstrate the ability to design a complete personal fitness plan showing evidence of proper warm-up/cool-down and cardiovascular and strength training guidelines. 15. Understands and demonstrates safety precautions in the weight room that are necessary for safe strength training. 16. Learn how to push past what their body is comfortable doing and realize that pushing out of that comfort zone is the only way that the body is going to experience adaptations. 17. Participates in developmentally appropriate health-related fitness activities on a regular basis for the purpose of improving physical performance. 18. Develop knowledge and understanding of the attitudes necessary for a lifetime of physical activity in order to make a significant contribution to healthy living and lifestyle choices. 19. Participate in fitness-enhancing activities outside of school. 20. Successfully experience measurable benefits of physical fitness. 21. Gain an understanding of Food Labels by reading and comparing them. 22. Provide an opportunity for students to recognize methods that are used in commercials to promote a quack product. 23. Knowledge to make wise decisions in the purchase of health and fitness products. 24. Help students gain an understanding of methods of counteracting the efforts of companies to sell unsound products. 25. Determine the validity of marketing claims promoting physical fitness, nutrition, and diet products and services. 26. Identify methods of countering false advertising. 27. Understand what types of food are high in carbohydrates, proteins and fats based on food label information. 28. Recognize misleading nutrition labels on food products. 29. Evaluate consumer issues as it related to fitness fads and quackery in today’s society as well as the influence that advertising has on the selection of food, fitness and diet products.
30. Successfully calculate caloric percentages based on information listed on a food label. 31. Educate and motivate students to want to stay physically active and make healthy lifestyle choices far beyond their high school years. 32. Help students realize that regular high intensity physical activity will increase their energy level and production and may help with their academic performance. 33. Develop a sense of cooperation, fair-play, and sportsmanship through class participation and display appropriate behavior toward game officials, opponents and teammates. Updated May 2016 Intermediate Strength and Conditioning and Health (Spring) In order to address critical state and national fitness issues, students must experience quality physical education that will make a significant contribution to healthy living and lifestyle choices. This course is intended for students who have prior knowledge, experience, and basic understanding of strength and aerobic training. Students will learn intermediate and advanced level exercises designed to improve their overall strength. This course is designed for students who are very serious about improving their current level of fitness with emphasis in strength and conditioning. Three classes a week are devoted to either sport specific strength training for athletes or body sculpting strength training and conditioning for non-athletes. If there is a fourth class during the week, it will emphasize other components of health-related fitness. It also includes jump, speed, agility, and reaction training. Nutrition will also be addressed. Although muscular strength is emphasized the most, all components of health-related fitness are addressed. Research indicates a strong positive relationship between strenuous physical activity and academic performance. All upper school physical education courses provide this type of activity on a regular basis. Essential Questions 1. What are the safety precautions when participating in a strength-training program in the weight room? 2. What are the correct lifting and spotting techniques of selected strength training exercises? 3. What role does the “comfort zone” have in improving fitness? 4. Which stretches are best for a proper warm-up/cool-down? 5. What influences people to buy fitness, nutrition and diet products? 6. What is the most powerful tool in combating consumer fraud? 7. Why do you think people produce products that are obviously based on false statements and then do their best to sell them to all of us? Are they dummies? 8. Do you know family members, friends, or anyone else who purchased a product that promises to improve the quality of their lives? What were some of the products? 9. How does knowledge of consumer issues in fitness, diet and nutrition help protect you from spending money on worthless products? 10. How can nutrition labels on food products be misleading?
11. What influence does the media (advertising) have on the purchasing of food, fitness and diet products? 12. Based on the information listed on a food label, how do you calculate caloric percentages? 13. What are the best exercises for the improvement of your sport of choice? 14. How do you adjust your workload in order for overload and progression to occur? Assessments 1. Alcohol & Drug Awareness Program End of Unit Test
2. Student recording of weight and maximum repetitions on personal recording sheet to measure progress.
3. Lifting Technique Peer Evaluation Rubric: peer evaluation of weight lifting techniques 4. Work Ethic Rubric #2 (Self Evaluation): Student self evaluation of work ethic 5. Work Ethic Rubric #2 (Teacher Evaluation): Teacher evaluation of work ethic 6. Worksheet: Most/Least Healthiest Foods Sold in the Lovett Café 7. Worksheet: How to Read a Food Label 8. Worksheet: Calculating Caloric Percentages 9. Visual observations of student participation, cooperation, and sportsmanship. 10. Final Exam: Lifting Technique Teacher Evaluation Rubric – teacher evaluation of weight lifting techniques
11.
Health-Related Fitness Testing (AAHPERD Physical Best)
Course Units 1. Alcohol and Drug Awareness Program 2. Intermediate Strength & Conditioning 3. Work Ethic vs. Comfort Zone 4. Media / Advertising Influence on Nutrition and Fitness 5. Health-Related Fitness Testing 6. HEALTH (Ursula Christie, Regional Coordinator GA/FL/NC/TN, Student Assistance Program, Caron Treatment Centers) a. HIV / AIDS Risk Factors b. Marijuana / Smokeless Tobacco c. Other Drugs / Over-the-counter and Prescription d. Depression Skills Benchmarks 1. Knowledge and understanding of the principle of overload and progression as it relates to fitness activities. 2. Maintain accurate lifting records of their progress throughout the semester. 3. Regularly adjust workload as dictated by lifting performances.
4. Advanced understanding and demonstration of proper lifting and spotting techniques of selected exercises with the ability to properly assess each. 5. Understands and demonstrates safety precautions in the weight room that are necessary for safe strength training. 6. Able to work with others toward the achievement of a specific task/goal cooperatively. 7. Learn how to push past what their body is comfortable doing and realize that pushing out of that comfort zone is the only way that the body is going to experience adaptations. 8. Participates in developmentally appropriate health-related fitness activities on a regular basis for the purpose of improving physical performance. 9. Develop knowledge and understanding of the attitudes necessary for a lifetime of physical activity in order to make a significant contribution to healthy living and lifestyle choices. 10. Participate in fitness-enhancing activities outside of school. 11. Successfully experience measurable benefits of physical fitness. 12. Gain an understanding of Food Labels by reading and comparing them. 13. Provide an opportunity for students to recognize methods that are used in commercials to promote a quack product. 14. Knowledge to make wise decisions in the purchase of health and fitness products. 15. Help students gain an understanding of methods of counteracting the efforts of companies to sell unsound products. 16. Determine the validity of marketing claims promoting physical fitness, nutrition, and diet products and services. 17. Identify methods of countering false advertising. 18. Understand what types of food are high in carbohydrates, proteins and fats based on food label information. 19. Recognize misleading nutrition labels on food products. 20. Evaluate consumer issues as it related to fitness fads and quackery in today’s society as well as the influence that advertising has on the selection of food, fitness and diet products. 21. Successfully calculate caloric percentages based on information listed on a food label. 22. Educate and motivate students to want to stay physically active and make healthy lifestyle choices far beyond their high school years. 23. Help students realize that regular high intensity physical activity will increase their energy level and production and may help with their academic performance. 24. Develop a sense of cooperation, fair-play, and sportsmanship through class participation and display appropriate behavior toward game officials, opponents and teammates. Updated May 2016
904 - Advanced Fitness Course Description Grades: 10-12 Group: II Units: 0.5 Offered: Fall/Spring
This course is designed for students who have successfully completed Lifetime Fitness in 9th grade and have a desire to gain further knowledge, experience, and understanding of fitness with an emphasis on strength training. Athletes and non-athletes are encouraged to take this class. Students will learn intermediate and advanced level exercises designed to improve overall strength, athletic performance, flexibility, and prevent injuries. Programs will be designed for athletes in season and out of season, as well as non-athletes who have specific goals for fitness. This class also will include speed and agility lessons which focus on economy of movement and expression of power. Training methods will include free weights, machines, dumbbells, kettlebells, medicine balls, and cardio equipment. Essential Questions: 1. Why is it important to set goals when designing a program for total body fitness? 2. What are the principles used to develop a personalized fitness program? 3. What are the safety precautions when participating in an advanced strength-training program? 4. What does the term “spotting” mean? What are the various ways to spot exercises? 5. Why is flexibility important in athletics and for your health? How do you perform static, dynamic, and PNF stretches? 6. What are the benefits of using plyometrics in complex strength training? 7. What is progressive overload? What role does it play in strength training? 8. Why is the sequence of exercises for the clean and jerk and snatch important? 9. What is the term used to describe varying the volume and intensity in a cyclical progression? 10. Is the volume and intensity for power exercises different from strength exercises? 11. Why is it important to pre-test before and post-test after each training cycle? 12. What are some good examples of pre-game and post-game meals? 13. How often should you hydrate before, during, and after an athletic event? 14. What are the nutritional considerations for an active lifestyle? 15. What are the nutritional considerations for recovery? Assessments: 1. Lifting Technique Peer Evaluation Rubric: Peer evaluation of weight lifting techniques 2. Student recording of weight and maximum repetitions on a personal recording sheet to measure progress 3. Work Ethic Rubric #1 (Self Evaluation): Student self-evaluation of work ethic
4. Work Ethic Rubric #1 (Teacher Evaluation): Teacher evaluation of work ethic 5. Visual observation of student participation, cooperation, and sportsmanship 6. Visual observation of maximum testing to assess strength gains. Skills Benchmarks: 1. Knowledge and understanding of goal setting and how it relates to designing programs for fitness. 2. Learning various principles used to design personalized fitness programs. 3. Understanding and demonstrating safety precautions in the weight room that are necessary for safe learning. 4. Advanced understanding and demonstration of spotting techniques with the ability to properly assess each. 5. An understanding of the importance of flexibility as it relates to athletic performance and being able to properly demonstrate each type. 6. Knowledge and understanding of how plyometrics, through complex strength training, can improve athletic performance. 7. Advanced knowledge and understanding of progressive overload and how it’s used when developing strength programs. 8. Learning the sequence of exercises for the clean and jerk and snatch and the importance when developing the technique. 9. Knowledge and understanding of the term “periodization” as it relates to training principles. 10. Knowledge and understanding of how to manipulate sets, reps, and intensity as it relates to different exercises. 11. Understand the significance of maximum testing before and after each training cycle and how it relates to developing strength programs. 12. Learning different options when choosing pre-game and post-game meals and the caloric percentages needed from carbohydrates, protein, and fat. 13. Advanced knowledge and understanding of the importance of hydration and how it relates to athletic events. 14. Advanced knowledge and understanding of the nutritional needs of active people including considerations for best recovery practices. Updated September 2018