Office of Curriculum, Instruction & Professional Development High

Introduction Kinesiology/Physical Education, Personal Fitness Emphasis, Grade 9 Page 1 OFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENT

HIGH SCHOOL COURSE OUTLINE

Department Physical Education Course Title Physical Education Spirit Leader Emphasis Course Code 3691 Grade 9-12 Course 2 semesters Credits/Semester 5 Level Length Required for Graduation Yes Meets H.S. Grad Requirement Yes Elective Credit Yes Prerequisites No Meets UC “a-g” Requirement No Meets NCAA Requirement No

COURSE DESCRIPTION:

This course is designed to give students the opportunity to learn through a comprehensive sequentially planned program aligned with the California Model Content Standards for Physical Education. Students will be empowered to make choices, meet challenges and develop positive behaviors in fitness, wellness and movement activity for a lifetime. Emphasis is placed on physical fitness, spirit leader/cheerleading skills, rhythms, dance, and tumbling. Units of instruction include: introduction to kinesiology and physical education with rhythms, dance and fitness emphasis, fitness concepts and techniques, cardiorespiratory endurance training, nutrition, individual activities, aquatics, rhythms and dance and dual activities,

GOALS: (Student needs the course is intended to meet)

Students need to:

Standard 1: Demonstrate knowledge and competency in motor skills, movement patterns and strategies needed to perform a variety of physical activities.

Standard 2: Achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.

Standard 3: Demonstrate knowledge of psychological and sociological concepts, principles, and strategies as they apply to learning and performance of physical activity.

CONTENT STANDARDS:

Students will: 1.1 Combine, and apply movement patterns to progress from simple to complex in aquatics, rhythms/dance, and individual and dual activities. 1.2 Demonstrate proficient movement skills in: Aquatics Dance/Rhythms Individual Activities Dual Activities 1.3 Identify, explain, and apply the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance performance levels in aquatics, rhythms/dance, and individual and dual activities. Physical Education Spirit Leader Emphasis Page 2

1.4 Explain and demonstrate advanced offensive, defensive, and transition strategies in aquatics, and individual and dual activities. 1.5 Explain, apply and evaluate the appropriate use of the biomechanical principles of leverage, force, inertia, rotary motion, opposition, and buoyancy to achieve advanced performance in aquatics, rhythms/dance, and individual and dual activities. 1.6 Explain the interrelationships among physical, emotional, cognitive, and scientific factors that affect performance. 1.7 Analyze and evaluate information received from self, others, and the performance, of complex motor (movement) activities that leads to improved performance in aquatics, rhythms/dance, individual activities, and dual activities. 1.8 Analyze and explain which training and conditioning practices have the greatest impact on skill acquisition and performance in aquatics, rhythms/dance, and individual and dual activities. 1.9 Create and/or modify a practice/training plan based on evaluative feedback of skill acquisition and performance in aquatics, rhythms/dance, and individual and dual activities. 1.10 Analyze specific situations to determine appropriate performance strategies in aquatics, rhythms/dance, individual and dual activities. 1.11 Assess the effect/outcome of a specific performance strategy in aquatics, rhythms/dance, and individual and dual activities. 1.12 Demonstrate independent learning of movement skills. 2.1 Participate in moderate to vigorous physical activity at least 4 days each week. 2.2 Participate in enjoyable and challenging physical activities that develop and maintain the five components of physical fitness. 2.3 Meet health-related fitness standards established by the State-mandated fitness test. 2.4 Use physical fitness test results to set and adjust goals to improve fitness. 2.5 Improve and maintain physical fitness by adjusting physical activity levels to meet the principles of exercise. 2.6 Identify the physical fitness requirements of an occupational choice. 2.7 Develop and implement a one-month personal physical fitness plan. 2.8 Analyze consumer physical fitness products and programs. 2.9 Explain the inherent risks associated with physical activity in extreme environments. 2.10 List available community fitness resources. 2.11 Explain the role of physical activity in the prevention of disease and the reduction of health-care costs. 3.1 Accept personal responsibility to create and maintain a physically/emotionally safe and non- threatening environment for physical activity. 3.2 Act independent of negative peer pressure during physical activity. 3.3 Identify and evaluate personal psychological response to physical activity. 3.4 Describe the enjoyment, self-expression, challenge, and social benefits experienced by achieving one’s best in physical activities. 3.5 Develop personal goals to improve performance in physical activities. 3.6 Discuss the changing psychological and sociological needs of a diverse society in relation to physical activity. 3.7 Analyze the role physical activity plays in social interaction and cooperative opportunities within the family and the workplace. 3.8 Recognize the value of physical activity in understanding multiculturalism. 3.9 Recognize the importance of cooperation and positive interactions with others while participating in physical activity. 3.10 Identify and utilize the potential strengths of each individual by supporting his/her effort in physical activity settings.

Physical Education Spirit Leader Emphasis Page 3

DISTRICT PERFORMANCE STANDARDS

The Long Beach Unified School District has common assessments and assignments for Physical Education. The Performance Standard Criteria is shown in the table below. The objective is to have all students achieve at or above the Proficient Level. Performance level is determined by the average of the Assessments or Assignments.

District Physical Education Performance Standard Criteria

Assessment/ Not Proficient Partial Proficient Proficient Advanced Proficient Assignments 1 2 3 4

Graded Student Average is a 1 or Average is a 2 or Average is a 3 or Average is a 4 or Assessments less than 60% 60% - 69% 70% - 84% 85% - 100%

Physical Education Minimal Partially Complete Mostly Complete Complete, with accurate Fitness Assessment Completion scores, comparisons to (Individual Fitnessgram health-related standards, and Record, with Pre- and reasonable goals for Post-Test Scores, improvement Healthy Fitness Zone Comparisons, Goals, See Appendix and Goals Met

Fitness Plan Plan Minimally Plan Partially Plan includes A complete plan includes: a (A one month personal Complete Complete almost all variety of activities; all fitness fitness plan with warm- components components; component and up, fitness components activity correctly linked; and cool down, FITT amount of time per day; guidelines and principles target heart rate; parent of training.) signature to verify. See Appendix

One Week Moderate to Log minimally Log partially Includes all of the A complete physical activity Vigorous Physical complete complete components for the log includes health-enhancing Activity Log log activities, the activity and time for each activity period, 225 minutes or more a week, enjoyment rating, parent signature verification for each week. See Appendix Student Student Student Student clearly and Demonstration of skill or demonstrates demonstrates some demonstrates most consistently demonstrates all skill combinations minimal or no of the critical of the critical critical elements of the skill critical elements elements of the skill elements of the skill of the skill Student Student Student Student clearly and Cognitive Concepts demonstrates demonstrates some demonstrates consistently demonstrates little or no evidence of concept evidence of concept knowledge evidence of knowledge concept knowledge concept knowledge

Physical Education Spirit Leader Emphasis Page 4

OUTLINE OF CONTENT AND TIME ALLOTMENT:

Introduction to Physical Education with Spirit Leader Emphasis 3 weeks

Philosophy Class Curriculum, Expectations, Grading Policy Classroom Rules and Procedures Locks and Locker Room Procedure Dressing Policy

Social Skills and Cooperative Activities (Ongoing throughout the school year.)

Content Standard(s) Skills and Concepts Suggested Resources

3.1 Accept personal responsibility to Personal and Social Books: create and maintain a Responsibility Adventure Curriculum for Physical physically/emotionally safe and non- Conflict resolution skills Education for High School by Jane threatening environment for physical Social Skills: encouragement, Panicucci, Project Adventure, Inc. activity. active listening, courtesy (Each department received this book 3.2 Act independent of negative peer Cooperative activities, ice from the Health/P.E. Office in 2003) pressure during physical activity. breakers, tag games, trust Teaching Responsibility Through 3.3 Identify and evaluate personal activities, problem solving Physical Activity by Don Hellison, psychological response to physical initiatives Ph.D./ Human Kinetics, 1995 activity. (Each department received this book 3.4 Describe the enjoyment, self- Vocabulary from the Health/P.E. Office in 2001.) expression, challenge, and social See Glossary for definitions Quicksilver by Karl Rohnke and Steve benefits experienced by achieving one’s Butler/ Kendall/Hunt Publishing best in physical activities. • Biomechanics Company, Iowa 1995 3.5 Develop personal goals to improve • Body management (Each department received this book performance in physical activities. • Fundamental movement skills from the Health/P.E. Office in 2001.) 3.6 Discuss the changing psychological • Group dynamics GamesSkills by Stephanie and sociological needs of a diverse • Health Hanrahan/Teresa Carlson/Human society in relation to physical activity. • Individual or dual activity Kinetics, 2000, District Professional 3.7 Analyze the role physical activity • Kinesiology Library Code: 796.07 HAN plays in social interaction and Assessing Student Responsibility • Large muscle groups cooperative opportunities within the and Teamwork by NASPE, • Locomotor movements family and the workplace. AAHPERD, 2000, District 3.8 Recognize the value of physical • Manipulative movements Professional Library Code: 613.7 activity in understanding • Movement concepts multiculturalism. • Movement patterns Video: 3.9 Recognize the importance of • Physical activity Silver Bullets cooperation and positive interactions • Physical fitness District Professional Video Library with others while participating in at OMS: VC 6986 physical activity. 3.10 Identify and utilize the potential strengths of each individual by supporting his/her effort in physical activity settings.

Fitness Pre-Test 1 week

Assess health-related fitness tests, record data and compare scores to a health-related standard and set goals for improvement Physical Education Spirit Leader Emphasis Page 5

Physical Fitness Concepts and Techniques Ongoing throughout the year

Content Standard(s) Skills and Concepts Suggested Resources

2.1 Participate in moderate to vigorous Apply principles of resistance Equipment: physical activity at least 4 days training Fitnessgram equipment (skin fold each week. Apply physiological principles calipers, tape or CD of Pacer, 2.2 Participate in enjoyable and involved in human movement push-ups, and curl-ups cadence, challenging physical activities that Students expand on their sit and reach box, rulers, mat with develop and maintain the five previously designed activity and line for curl-ups, body-fat components of physical fitness. fitness plan based on their analyzers, scale, fitness software) 2.3 Meet health-related fitness individual needs. (Each department received standards established by the State- Assess personal fitness, compare Fitnessgram materials (Manual, mandated fitness test. personal fitness scores data to Pacer CD, Skinfold calipers, and 2.4 Use physical fitness test results to health standards and set goals of curl-up strips) from the Research set and adjust goals to improve maintenance and improvement Office in 2005.) fitness. Analyze body types and within CD/cassette player and speakers; 2.5 Improve and maintain physical between age, gender groups, and audio music CD’s or tapes fitness by adjusting physical activity fitness levels Charts of fitness exercises (check levels to meet the principles of Select a leisure time physical Physical Education catalogs) exercise. activity and identify opportunities Heart rate wands and heart rate 2.6 Identify the physical fitness in the community to participate in monitors (Each department requirements of an occupational this activity. received heart rate wands from choice. Describe current trends in fitness the Health/Physical Education 2.7 Develop and implement a one- participation and activities. Office, Spring, 2000 and 2003) month personal physical fitness Understand the components of Mats; Medicine Balls; Aerobic Steps; plan. total health fitness and the Hand weights; Barbells and 2.8 Analyze consumer physical fitness relationship between physical weights; Weight benches; Jump products and programs. activity and lifelong wellness. ropes; Concept 2 Rowing 2.9 Explain the inherent risks Fitness Activities: (circuits, Machines; Elastic exercise bands associated with physical activity in stations, fitness lab, weight room, or Dynabands and additional extreme environments. aerobics, steps, runs, cardio fitness exercise equipment. 2.10 List available community fitness equipment) Books: resources. Fitness Technology: (heart rate Personal Fitness, Looking 2.11 Explain the role of physical activity monitors, heart rate wands, Good—Feeling Good By in the prevention of disease and the pedometers,skin calipers, Williams, Harageones, Johnson, reduction of health-care costs. computer software) Smith/ Kendall/Hunt Advanced techniques of Fitness for Life By Charles B. resistance training Corbin and Ruth Lindsey/Human Kinetics Fitnessgram Test Administration Vocabulary Manual, Third Edition, with DVD, See Glossary for definitions provided by Research Office, 2005 • Aerobic activity Physical Education for Lifelong • Anaerobic Fitness: The Physical Best • Basic resistance principles Teacher’s Guide Biomechanics AAHPERD/Human Kinetics; • Body composition District Professional Library Code: • Components of physical fitness 613.7 PHY Physical Best Activity Guide • Cool down exercises Secondary Level AAHPERD/ • Core muscles Human Kinetics; District • Dehydration Professional Library Code: 613.7 • Ergogenic aids PHY • Flexibility Lessons From the Heart By Beth • F.I.T.T. principles/concepts Kirkpatrick/Human Kinetics, 1997, Frequency ISBN 0-88011-764-8 (One copy Physical Education Spirit Leader Emphasis Page 6 Content Standard(s) Skills and Concepts Suggested Resources • Health-related physical provided to all departments from • Healthy fitness zone Health/P.E. Office, Spring, 2000) • Healthy target heart rate zone Videos: • Hyper-extension Videos in Instructional Resource • Hyper-flexion Packet included in class sets of • Individuality Personal Fitness and Fitness For • Intensity Life Physical Best Instructor Video, • Large muscle groups 1999Professional Video Library at • Mode/type OMS: VC 7008 • Moderate physical Flexibility for Sport and Fitness, • Muscle endurance 1997 Professional Video Library • Muscle strength at OMS: VC 6908 • Overload Partner-Resistance Strength • Perceived exertion index Training, 1998 Professional • Physical fitness Video Library at OMS: VC 7003 • Plyometric exercise Physical Education Software • Principles of training/principles of Bonnie’s Fitware, (562) 924-0835, exercise http://www.pesoftware.com/ • Progression Humankinetics, (800) 747-4457, • Recovery rates e-mail www.humankinetics.com • Regularity Equipment: • Resistance principle Items from stock catalog or • Specificity. physical education equipment • Time catalogs • Type • Vigorous physical activity • Warm-up exercises • Weight-bearing activities

Cardiorespiratory Endurance Training Ongoing throughout the year

Content Standard(s) Skills and Concepts Suggested Resources

2.1 Participate in moderate to vigorous Introduce and/or review safety Equipment: physical activity at least 4 days techniques (including modifications Fitnessgram equipment (skin fold each week. for health conditions, i.e. asthma, calipers, tape or CD of Pacer, push- obesity, breathing techniques, proper ups, and curl-ups cadence, sit and 2.2 Participate in enjoyable and movement forms, i.e. correct stride, reach box, rulers, mat with line for challenging physical activities that arm movements, body alignment: curl-ups, body-fat analyzers, scale, develop and maintain the five proper warm-up, cool down and fitness software) components of physical fitness. stretching) (Each department received Fitnessgram 2.3 Meet health-related fitness Explain and demonstrate competency materials (Manual, Pacer CD, standards established by the State- in monitoring heart rates during Skinfold calipers, and curl-up strips) mandated fitness test. activity from the Research Office in 2005.) 2.4 Use physical fitness test results to Assess cardiorespiratory fitness and CD/cassette player and speakers; audio set and adjust goals to improve set goals to maintain and improve music CD’s or tapes fitness levels Charts of fitness exercises (check fitness. Participate in a variety of Physical Education catalogs) 2.5 Improve and maintain physical cardiorespiratory activities including Heart rate wands and heart rate monitors fitness by adjusting physical activity i.e. power walking, pacer test, (Each department received heart rate levels to meet the principles of Interval training, incline running, wands from the Health/Physical exercise. distance running, aerobics, rope Education Office, Spring, 2000 and 2.6 Identify the physical fitness jumping and circuits. 2003) requirements of an occupational Mats; Medicine Balls; Aerobic Steps; choice. Hand weights; Barbells and weights; Physical Education Spirit Leader Emphasis Page 7 Content Standard(s) Skills and Concepts Suggested Resources 2.7 Develop and implement a one- Weight benches; Jump ropes; month personal physical fitness Concept 2 Rowing Machines; Elastic plan. exercise bands or Dynabands and 2.8 Analyze consumer physical fitness additional fitness exercise equipment. Books: products and programs. Personal Fitness, Looking Good— 2.9 Explain the inherent risks Feeling Good By Williams, associated with physical activity in Harageones, Johnson, Smith/ extreme environments. Kendall/Hunt 2.10 List available community fitness Fitness for Life By Charles B. resources. Corbin and Ruth Lindsey/Human 2.11 Explain the role of physical activity Kinetics in the prevention of disease and the Fitnessgram Test Administration reduction of health-care costs. Manual, Third Edition, with DVD, provided by Research Office, 2005 Physical Education for Lifelong Fitness: The Physical Best Teacher’s Guide AAHPERD/Human Kinetics; District Professional Library Code: 613.7 PHY Physical Best Activity Guide Secondary Level AAHPERD/ Human Kinetics; District Professional Library Code: 613.7 PHY Lessons From the Heart By Beth Kirkpatrick/Human Kinetics, 1997, ISBN 0-88011-764-8 (One copy provided to all departments from Health/P.E. Office, Spring, 2000) Videos: Videos in Instructional Resource Packet included in class sets of Personal Fitness and Fitness For Life Physical Best Instructor Video, 1999 Professional Video Library at OMS: VC 7008 Flexibility for Sport and Fitness, 1997 Professional Video Library at OMS: VC 6908 Partner-Resistance Strength Training, 1998 Professional Video Library at OMS: VC 7003 Physical Education Software Bonnie’s Fitware, (562) 924-0835, http://www.pesoftware.com/ Humankinetics, (800) 747-4457, e- mail www.humankinetics.com Equipment: Items from stock catalog or physical education equipment catalogs

Nutrition Ongoing throughout the year

Content Standard(s) Skills and Concepts Suggested Resources

2.1 Participate in moderate to vigorous Eating Habits Books: physical activity at least 4 days Food choices: healthy versus Personal Fitness, Looking each week. unhealthy Good—Feeling Good By 2.2 Participate in enjoyable and Influences on food choices Williams, Harageones, Johnson, challenging physical activities that social, economic, cultural Smith/ Kendall/Hunt Physical Education Spirit Leader Emphasis Page 8 Content Standard(s) Skills and Concepts Suggested Resources develop and maintain the five Resources for healthy food Fitness for Life By Charles B. components of physical fitness. choices on campus and in the Corbin and Ruth Lindsey/Human 2.3 Meet health-related fitness community Kinetics standards established by the State- Comparison of food values Fitnessgram Test Administration mandated fitness test. Weight Management: healthy, Manual, Third Edition, with DVD, 2.4 Use physical fitness test results to safe practices to maintain, lose, provided by Research Office, set and adjust goals to improve gain 2005 fitness. Types of eating disorders and Physical Education for Lifelong 2.5 Improve and maintain physical the negative impact on an Fitness: The Physical Best fitness by adjusting physical activity individuals health and well-being Teacher’s Guide levels to meet the principles of Proper hydration AAHPERD/Human Kinetics; exercise. The effects of diet pills, diuretics, District Professional Library Code: 2.6 Identify the physical fitness laxatives on health 613.7 PHY requirements of an occupational Fad diets, products and choice. programs 2.7 Develop and implement a one- Demonstrate independent month personal physical fitness learning of proper eating habits by plan. creating a healthy eating plan. 2.8 Analyze consumer physical fitness products and programs. 2.9 Explain the inherent risks associated with physical activity in extreme environments. 2.10 List available community fitness resources. 2.11 Explain the role of physical activity in the prevention of disease and the reduction of health-care costs.

Individual Activities 4 weeks

Select two of the following with a maximum of three weeks per activity: Badminton, Frisbee Golf, Golf, Handball, Paddle Tennis, Pickleball, Tennis, Track and Field, Recreational Games

Content Standard(s) Skills and Concepts Suggested Resources

1.1Combine, and apply movement Demonstrate proficient movement Equipment: patterns to progress from simple to skills in individual activities Equipment appropriate for the activity complex in aquatics, rhythms/dance, Explain and demonstrate from the district stock catalog or and individual and dual activities. advanced offensive, defensive physical education catalogs. Golf: 1.2Demonstrate proficient movement and transition strategies in Clubs (irons, putters), whiffle balls skills in: Aquatics, Dance/Rhythms, individual activities. (assorted sizes), carpet or mats from Individual Activities, Dual Activities Safety, rules and etiquette, which to hit, targets (hula hoops, 1.3Identify, explain, and apply the skill- strategies, score keeping, tarps, cones, boxes, cups, etc.), related components of balance, officiating buckets or dish pans for balls at reaction time, agility, coordination, Analyze use of levers in individual each hitting area, safety markers for explosive power, and speed that activities. stations. Racket Sports: enhance performance levels in Demonstrate conflict resolution Appropriate rackets and balls or aquatics, rhythms/dance, and skills shuttlecocks. individual and dual activities. 1.4Explain and demonstrate advanced Books: offensive, defensive, and transition Physical Activity and Sport for the strategies in aquatics, and individual Secondary School Student, By Neil and dual activities. J. Dougherty, Editor/NASPE, Physical Education Spirit Leader Emphasis Page 9 Content Standard(s) Skills and Concepts Suggested Resources

1.5Explain, apply and evaluate the Vocabulary AAHPERD, 2002, ISBN 0-88314- appropriate use of the biomechanical 725-4 principles of leverage, force, inertia, Balance – The ability to maintain rotary motion, opposition, and equilibrium in relation to the force of Videos: buoyancy to achieve advanced gravity. USTA’s Backboard Tennis, performance in aquatics, Biomechanics – The study of human Professional Video Library at OMS, rhythms/dance, and individual and movement and how such movement VC 6998 dual activities. is influenced by gravity, friction, and USTA’s Teaching Group Tennis, 1.6Explain the interrelationships among the laws of motion. It involves the Professional Video Library at OMS, physical, emotional, cognitive, and analysis of force, including muscle VC 6999 scientific factors that affect force that produces movements and Introduction to Track and Field I, performance. impact force that may cause injuries. Professional Video Library at OMS, 1.7 Analyze and evaluate information It explains why motor skills are VC 6908 received from self, others, and the performed in explicit ways in order to Jumps (Gold Medal Track and Field performance, of complex motor improve their efficiency and Series), Professional Video Library (movement) activities that leads to effectiveness. at OMS, VC 6992 improved performance in aquatics, Rebound principles – Newton’s Third Sprints, Hurdles, and Relays (Gold rhythms/dance, individual activities, Law: An object when struck will Medal Track and Field Series), and dual activities. rebound in the opposite direction Professional Video Library at OMS, 1.8Analyze and explain which training with the same amount of force with VC 6991 and conditioning practices have the which it was hit. Throws (Gold Medal Track & Field greatest impact on skill acquisition Strategies – Decisions made by Series), Professional Video Library and performance in aquatics, individuals and/or a team about the at OMS, VC 6993 rhythms/dance, and individual and overall play of the game. dual activities. Striking pattern – Fundamental 1.9Create and/or modify a motor skill in which an object is hit, practice/training plan based on with or without an implement. evaluative feedback of skill Tactics – Individual movement of acquisition and performance in players or teams to accomplish an aquatics, rhythms/dance, and immediate goal or accommodate the individual and dual activities. specific situation. Tactics take place 1.10Analyze specific situations to within the game as an ongoing part determine appropriate performance of game play and includes decisions strategies in aquatics, an individual makes about when, rhythms/dance, individual and dual why, and how to respond to a activities. particular situation. 1.11 Assess the effect/outcome of a Volley – To strike a ball upward specific performance strategy in aquatics, rhythms/dance, and individual and dual activities. 1.12 Demonstrate independent learning of movement skills.

Fitness mid-year testing 1 week

Assess health-related fitness tests and record data.

Aquatics 3 weeks

Content Standard(s) Skills and Concepts Suggested Resources

1.1 Combine, and apply movement Water safety, rules, and etiquette of Contact local Red Cross chapter for patterns to progress from simple to aquatic activities information on the following guides complex in aquatics, History of aquatics rhythms/dance, and individual and Demonstrate proficient swimming The American Red Cross Water dual activities. skills: Safety Handbook, American Red Physical Education Spirit Leader Emphasis Page 10 Content Standard(s) Skills and Concepts Suggested Resources

1.2 Demonstrate proficient movement Breathing and relaxation Cross skills in: Aquatics, Dance/Rhythms, techniques Includes easy-to-remember safety Individual Activities, Dual Activities Floating (jellyfish float, prone tips for pools, spas, water parks, 1.3 Identify, explain, and apply the skill- float, back float) lakes, rivers, oceans and more. related components of balance, Gliding reaction time, agility, coordination, Gliding and kicking The American Red Cross Swimming explosive power, and speed that Stroke instruction: and Water Safety Manual, American enhance performance levels in Beginning: Front crawl, Red Cross. A complete guide to aquatics, rhythms/dance, and elementary backstroke, swimming, diving and water safety. It individual and dual activities. breaststroke, backstroke includes information on the history of 1.4 Explain and demonstrate advanced Advanced: Sidestroke, butterfly, swimming, competitive activities, offensive, defensive, and transition treading water, diving, flip turns, hydrodynamics, stroke mechanics, strategies in aquatics, and individual water sports, basic lifesaving general water safety, disabilities and and dual activities. techniques and drown proofing other conditions, fitness and training. 1.5 Explain, apply and evaluate the Analyze body types in relation to appropriate use of the floating techniques Water Polo Lesson Plans from USA biomechanical principles of Apply principles of resistance to Water Polo leverage, force, inertia, rotary enhance performance motion, opposition, and buoyancy to Water aerobics achieve advanced performance in Lap swimming aquatics, rhythms/dance, and Resistance training individual and dual activities. Water polo 1.6 Explain the interrelationships among Deep water exercises physical, emotional, cognitive, and Dry land techniques scientific factors that affect performance. 1.7 Analyze and evaluate information received from self, others, and the performance, of complex motor (movement) activities that leads to improved performance in aquatics, rhythms/dance, individual activities, and dual activities. 1.8 Analyze and explain which training and conditioning practices have the greatest impact on skill acquisition and performance in aquatics, rhythms/dance, and individual and dual activities. 1.9 Create and/or modify a practice/training plan based on evaluative feedback of skill acquisition and performance in aquatics, rhythms/dance, and individual and dual activities. 1.10 Analyze specific situations to determine appropriate performance strategies in aquatics, rhythms/dance, individual and dual activities. 1.11 Assess the effect/outcome of a specific performance strategy in aquatics, rhythms/dance, and individual and dual activities. 1.12 Demonstrate independent learning of movement skills.

Physical Education Spirit Leader Emphasis Page 11 Rhythms/Dance/Tumbling Ongoing 18 weeks throughout the year

Content Standard(s) Skills and Concepts Suggested Resources Skills relevant to Spirit/Cheer 1.1 Combine, and apply movement Spirit/Cheer Resources patterns to progress from simple to Demonstrate learning of complex in aquatics, rhythms/dance, and AACCA Cheerleading Safety individual and dual activities. • Spotting Skills

1.2 Demonstrate proficient movement • Proper Partner Stunt Manual, skills in: Aquatics, Dance/Rhythms, Progression George, G.S. Memphis, Tennessee UCA Individual Activities, Dual Activities • Tumbling Skill Progression Publications 1.3 Identify, explain, and apply the skill- (outlined in the NFHS coaches Revised Edition 2006 related components of balance, reaction Responsibilities) time, agility, coordination, explosive Coaching Cheerleading Successfully power, and speed that enhance Skill details are listed below the Linda Rae Chappell performance levels in aquatics, safety information Human Kinetics 2007 rhythms/dance, and individual and dual activities. Cheer Safety Information Creating Gymnastics Pyramids and 1.4 Explain and demonstrate advanced offensive, defensive, and transition Balances Explain, apply and practice cheer Fodero, J.M & Furblur strategies in aquatics, and individual and skills, adhering to the AACCA Safety dual activities. Champaign, IL: Leisure Press 1988 Rules and General Guidelines of 1.5 Explain, apply and evaluate the Cheerleading. See Appendix for appropriate use of the biomechanical Teaching Gymnastic Skills to Men American Association of and Women principles of leverage, force, inertia, Cheerleading Coaches and rotary motion, opposition, and buoyancy Cooper, P & Trnka, M. Administrators (AACCA) High School New York NY: Macmillan1979 to achieve advanced performance in Safety Rules aquatics, rhythms/dance, and individual and dual activities. USA Gymnastics Safety Handbook 1.6 Explain the interrelationships among Sands, Wm A. physical, emotional, cognitive, and Spotting Indianapolis: USAG Publications scientific factors that affect performance. Periodicals 1.7 Analyze and evaluate information The active spotter is an integral part received from self, others, and the of the safety of a program. The American Cheerleader, 110 William performance, of complex motor spotter is a person who assists in the (movement) activities that leads to Street, New York, NY 10038 building of, or dismounting from, a improved performance in aquatics, partner stunt or pyramid. The rhythms/dance, individual activities, and Inside Cheerleading, P.O. primary responsibility of a spotter is Box88605, Atlanta, GA 30356 dual activities. to watch for safety hazards and be in 1.8 Analyze and explain which training a position to minimize the potential of Suggested Websites and and conditioning practices have the injury with special emphasis on the greatest impact on skill acquisition and Organizations head, neck and shoulder areas. performance in aquatics, rhythms/dance, Spotters shall not provide primary and individual and dual activities. American Association support for others in the performance Cheerleading Coaches and 1.9 Create and/or modify a of a stunt. practice/training plan based on Administration evaluative feedback of skill acquisition www.aacca.org Characteristics of an Effective and performance in aquatics, Spotter: rhythms/dance, and individual and dual Cheerleaders of America 1. CONSTANT ATTENTION - P.O Box 1224 Dublin, OH 43017 activities. Concentrates on the top person 1.10 Analyze specific situations to www.coacheer.com Has a positive attitude of determine appropriate performance responsibility strategies in aquatics, rhythms/dance, Golden State Spirit Association - 2. KNOWLEDGE -Understands the California's Main Spirit Network individual and dual activities. capabilities of team members. 1.11 Assess the effect/outcome of a 4140 SW Agate Ave. Corvallis, OR Recognizes positioning for effective 97333. Phone: 800-840-4772 specific performance strategy in aquatics, safety rhythms/dance, and individual and dual www.gssaonline.com activities. 1.12 Demonstrate independent learning of Safety Tips for Spotters: National Federation of State High movement skills. 1. Primarily focus on the flyer's School Associations Physical Education Spirit Leader Emphasis Page 12 Content Standard(s) Skills and Concepts Suggested Resources

head. www.nfhs.org/web/2006/08/spirit.asp 2. Reach upward to assist the x descent of the flyer keeping the flyer's weight as near the spotter as National Cheerleaders possible. Association 3. Listen for cues from the 2010 Merritt Drive, Garland, TX designated person. 75041. Phone: 800-622-2946 4. It is better to come down safely www.nationalspirit.com from a poorly built stunt than to force it to stay up. Universal Cheerleaders Association Progressions P.O Box 752790, Memphis, TN 38175-2790. Phone: 800-238-0286 As with any athletic activity, it is the (Produces an excellent advisor’s coach's responsibility to ensure that handbook and other materials team members demonstrate related to the activity) proficiency with lower level skills www.varsity.com before progressing to more advanced skills. Just as the prudent United Spirit Association football, field hockey or volleyball 11135 Knott Avenue, Suite C, coach does not allow a player to take Cypress, CA.Phone: 800-886-4USA the field without adequate skills and www.usacamps.com preparation, the prudent spirit coach will not allow his/her participants to perform skills for which they are not Suggested Equipment adequately trained. These progressions are general in nature, Game equipment: Poms, and do not attempt to list every skill. megaphones, signs, sound system All spirit stunts should be learned according to accepted progressions, (Spirit Vox Sound System is good for which means from lower to higher dance and cheer practice yet and from easy to more complex. powerful enough for cheering for a crowd of 200. available at Tumbling Skill Levels varsity.com) Level 1 Practice equipment: Safety mats Basic rolls, bridges, handstands, cartwheel, round-off handstand www.dollamur.com forward roll, back walkover, front www.norberts.net walkover

Level 2 Music CD’s Standing back handspring, round-off back handspring, standing back UCA 2007 Summer Camp Mix CD handspring series, aerial cartwheel

Level 3 Instructional DVD’s Round-off back handspring series, UCA 2007 Summer Material DVD standing back tuck, round-off back tuck, round-off back handspring back tuck, layouts from round-off back Training: handspring, whip backs, half twists, As the nation’s premier cheerleading full twists. safety organization, the American Association of Cheerleading Coaches and Administrators (AACCA) conducts safety training Partner Stunt Progression: courses throughout the country and 1. Step-up drills has working partnerships with the 2. Double-base thigh stand Physical Education Spirit Leader Emphasis Page 13 Content Standard(s) Skills and Concepts Suggested Resources

3. Double-base shoulder stand National Collegiate Athletics 4. Single-base shoulder stand Association (NCAA) and the National 5. Extension prep, step off dismount Federation of High Schools (NFHS). 6. Cradle drills For more information on the largest 7. Extension prep, cradle dismount not-for-profit educational 8. Press extension, return to organization for cheerleading shoulders, cradle dismount coaches, visit www.aacca.org. 9. Press extension, cradle dismount 10. Full extension Step-up Liberty See Appendix for: 11. Ground-up Liberty 12. Braced liberty tick-tock American Association of 13. Skills to cradles (i.e., toe touches Cheerleading Coaches and and twists) Administrators 2007 – 2008 14. Basket toss drills ("rides") High School Safety Rules 15. Basket toss skill execution (i.e., toe touches and twists) Cheer Participants Responsibilities Note: No partner stunt should be attempted until each individual

skill in the progression is

mastered.

Dance Resources Spirit Vocabulary

Equipment:: Top/Flyer Person - A person who is Music and Appropriate Sound held off of the floor by another System person or persons.

Base - A person who supports the Music Sources: majority of a top person’s weight International Folk Dance from while the top person is off the Wagon Wheel Records ground. (All departments received from Spotter - A person who is Health/PE Office in 2001.) responsible for assisting or catching Fun Dances for Everyone from the top person in a partner stunt or Wagon Wheel Records pyramid. This person cannot be in a (All departments received from position of providing primary support Health/PE Office in 2002.) for a top person but must be in a Folk Dances Around the World from position to protect the top person Wagon Wheel Records coming off of a stunt or pyramid. (All departments received from Post - A person on the performing Health/PE Office in 2002.) surface who may assist a top person

during a stunt or transition. Books: Cradle - A dismount from a partner Dance A While: Handbook for Folk, stunt, pyramid or toss in which the Square, Contra, and Social Dance top person is caught in a face-up, Allyn/Bacon, 2000; Professional piked position before being placed Library Code 793.3 HAR on the performance area or

remounting into another stunt, Videos: pyramid or loading position. Multicultural Folk Dance Treasure Loading Position - a position in which Chest, Volume 1 and Volume 2 the top person is off the ground in Professional Video Library at OMS: continuous movement that puts the VC 7010 and VC 7011 bases and top in a position to end Christy Lane’s Complete Guide to the movement in a stunt. Line Dancing, Professional Video Stunt - One or more bases Library at OMS: VC 7012 supporting one or more top persons

off of the ground.

Extended Stunt – When the entire Physical Education Spirit Leader Emphasis Page 14 Content Standard(s) Skills and Concepts Suggested Resources

body of the top person is extended in an upright position over the base(s). Chairs, torches, flatbacks and straddle lifts are examples of stunts where the bases’ arms are extended overhead, but are NOT considered to be extended stunts since the height of the body of the top person is similar to a shoulder level stunt. Cupie/Awesome - A stunt in which both feet of the top person are in one hand of a base. Basket Toss – A stunt in which a top person is tossed by bases whose hands are interlocked. Double Based Suspended Roll - Dismount with a foot-over-head rotation onto the performance surface or into a cradle. Helicopter Toss - A stunt in which the top person is tossed into the air and rotates more than 180 degrees parallel to the ground in the same motion as a helicopter blade. Tension Drop - A dismount from a stunt or pyramid where the top person(s) are directed toward the ground while their feet are held by the base(s) until just before the landing. Knee Drop – Dripping to the knees without first bearing the majority of the weight on the hands or feet. Dive Roll - A forward roll where the feet leave the ground before the hands reach the ground. Elevator/Sponge Toss – A stunt in which the top person loads in to an elevator/sponge loading position and is then tossed into the air.

Dance Learn and demonstrate fundamental dance movements Perform a variety of dances: folk, country, social and creative dances Explain, apply and evaluate the appropriate use of the biomechanical principles

Dance Vocabulary From the California Physical Education Content Standards Dance form: There are four main forms of recreational dance. Individual: The oldest form of Physical Education Spirit Leader Emphasis Page 15 Content Standard(s) Skills and Concepts Suggested Resources

recreational dance. Dancers can be randomly spread over the dance area or in a loose circle. Each dancer is independent of the others on the floor. Circle or line: Dancers are linked together in some fashion; held hands, shoulders or each other’s sashes. Formation or set: Dances done in contra lines (parallel lines facing partners), squares or prescribed number of couples in circles. Couple: The latest form of recreational dance. This term refers to a closed position couple, which rotates as a single unit as it revolves around the floor. Folk dance: The old term for traditional, recreational dance. Also called ethnic dance, world dance and multicultural dance. Line of direction: Refers to the counterclockwise direction of movement of dancers around the circle

Dual Activities 4 weeks

Select two of the following with a maximum of three weeks per activity: Badminton, paddle tennis, tennis , handball, beach volleyball

Content Standard(s) Skills and Concepts Suggested Resources

1.1Combine, and apply movement Combine and apply movement Equipment: patterns to progress from simple to patterns to progress from simple Equipment appropriate for the activity complex in aquatics, rhythms/dance, to complex in dual activities from the district stock catalog or and individual and dual activities. Identify, explain and apply the physical education catalogs. Golf: 1.2Demonstrate proficient movement skill related components of Clubs (irons, putters), whiffle balls skills in: Aquatics, Dance/Rhythms, balance, reaction time, agility, (assorted sizes), carpet or mats from Individual Activities, Dual Activities coordination, explosive power which to hit, targets (hula hoops, 1.3Identify, explain, and apply the skill- and speed that enhance tarps, cones, boxes, cups, etc.), related components of balance, performance level. buckets or dish pans for balls at reaction time, agility, coordination, Demonstrate conflict resolution each hitting area, safety markers for explosive power, and speed that skills stations. Racket Sports: enhance performance levels in Appropriate rackets and balls or aquatics, rhythms/dance, and Vocabulary shuttlecocks. individual and dual activities. 1.4Explain and demonstrate advanced Balance – The ability to maintain Books: offensive, defensive, and transition equilibrium in relation to the force of Physical Activity and Sport for the Physical Education Spirit Leader Emphasis Page 16 Content Standard(s) Skills and Concepts Suggested Resources

strategies in aquatics, and individual gravity. Secondary School Student, By Neil and dual activities. Biomechanics – The study of human J. Dougherty, Editor/NASPE, 1.5Explain, apply and evaluate the movement and how such movement AAHPERD, 2002, ISBN 0-88314- appropriate use of the biomechanical is influenced by gravity, friction, and 725-4 principles of leverage, force, inertia, the laws of motion. It involves the rotary motion, opposition, and analysis of force, including muscle Videos: buoyancy to achieve advanced force that produces movements and USTA’s Backboard Tennis, performance in aquatics, impact force that may cause injuries. Professional Video Library at OMS, rhythms/dance, and individual and It explains why motor skills are VC 6998 dual activities. performed in explicit ways in order to USTA’s Teaching Group Tennis, 1.6Explain the interrelationships among improve their efficiency and Professional Video Library at OMS, physical, emotional, cognitive, and effectiveness. VC 6999 scientific factors that affect Rebound principles – Newton’s Third performance. Law: An object when struck will 1.7 Analyze and evaluate information rebound in the opposite direction received from self, others, and the with the same amount of force with performance, of complex motor which it was hit. (movement) activities that leads to Strategies – Decisions made by improved performance in aquatics, individuals and/or a team about the rhythms/dance, individual activities, overall play of the game. and dual activities. Striking pattern – Fundamental 1.8Analyze and explain which training motor skill in which an object is hit, and conditioning practices have the with or without an implement. greatest impact on skill acquisition Tactics – Individual movement of and performance in aquatics, players or teams to accomplish an rhythms/dance, and individual and immediate goal or accommodate the dual activities. specific situation. Tactics take place 1.9Create and/or modify a within the game as an ongoing part practice/training plan based on of game play and includes decisions evaluative feedback of skill an individual makes about when, acquisition and performance in why, and how to respond to a aquatics, rhythms/dance, and particular situation. individual and dual activities. Volley – To strike a ball upward 1.10Analyze specific situations to determine appropriate performance strategies in aquatics, rhythms/dance, individual and dual activities. 1.11 Assess the effect/outcome of a specific performance strategy in aquatics, rhythms/dance, and individual and dual activities. 1.12 Demonstrate independent learning of movement skills.

Fitness Post-Test 1 week

Reassess personal fitness, record data and compare scores to pretest scores, health standards, and personal goals.

Closure 1 week

Evaluate and implement fitness and activity plan Reflection Locker room shutdown

Physical Education Spirit Leader Emphasis Page 17

APPLICATION OF THE CONTENT

Related Career Titles –Students who have an interest in physical education may be interested in the following careers. Teaching/Education Careers: Physical Education Teacher, Coach, Personal Trainer, Lifeguard Journalism Careers: Writer, Sports Reporter Medical Careers: Sports Medicine, Athletic Trainer, Physical Therapy, Chiropractor, Massage Therapy, Personal Trainer Business: Athletic Clubs; Resort Owner/Worker Law: Contract Law, Negotiations, Athlete Agent Entertainment: Acting, Stunt Person, Dance/Entertainer, Photographer, Professional Cheerleader Food Services: Health Food Services, Nutritionist Recreation and Leisure: Recreation Leader, Cruise Director, Referee/Sports Official

Service Learning

There are many opportunities, on campus and in the community, to participate in Service Learning activities related to Physical Education. The planning, implementing, and evaluating of these activities can be credited toward the Service Learning requirement.

METHODS:

A variety of instructional strategies will be used to accommodate all learning styles and to reinforce reading, writing and physical activity skills while learning physical education content.

Methods include: Demonstrations – by teacher, student(s), or experts on video; Lecture; Modeling; Guided practice and Group discussion.

Student centered learning to include: peer coaching; reciprocal teaching; checklists; video (peer and self- analysis); guided discovery; stations and circuits; and task cards.

Lesson Design & Delivery: Teachers will incorporate these components of lesson design. The order of components is flexible, depending on the teacher’s vision for the individual lesson.

Anticipatory Set Essential Objective Elements of Standard Reference Effective Purpose Input Instruction Modeling Check for Understanding Model for Lesson Design Guided Practice Using Task Analysis Closure Independent Practice

Some components may occur once in a lesson, but others will recur many times. Checking for understanding occurs continually; input, modeling, guided practice and closure may occur several times. There may even be more than one anticipatory set when more than one content piece is introduced.

Physical Education Spirit Leader Emphasis Page 18 Active Participation: Teachers will incorporate the principles of active participation and specific strategies to ensure consistent, simultaneous involvement of the minds of all learners in the classroom. Teachers should include both covert and overt active participation strategies, incorporating cooperative learning structures and brain research. Some of the possible active participation strategies include:

OVERT OVERT OVERT COVERT (Oral) (Written) (Body Movement) • Think of • Pair/Share • Restate in Journals • Body movement signals • Recall • Idea Wave • Response Boards or on • Model with or without Clipboards manipulatives • Imagine • Choral Response • Graphic Organizers • Stand up/ Kneel • Observe • Give One, Get One • Ticket Out of Class • Point to Examples • Consider • Cooperative Discussion Groups

Baldrige Quality Tools: • Flow Chart • Team Building Activities • Student Survey • Plus/Delta • Issue Bin

Literacy and Differentiation Strategies Learning styles and learning challenges of your students may be addressed by implementing combinations of the following:

Reading Strategies in Physical Strategies for Special Needs Primary Language Support Education Students • Preview/review Grouping • Learning Logs Interactive Learning • Pre-teaching (manipulatives, visuals)) Differentiation forAdvanced • Vocabulary Adapt Reading Material Learners • Pre-reading Modify Equipment • Curriculum Compacting • Anticipation Guides Homogeneous Grouping • Tiered Assignments • Reciprocal Teaching Small Group Instruction • Flexible Grouping SDAIE Strategies for Direct Instruction • Acceleration English Learners Graphic Organizers • Depth and Complexity • Tapping/Building Prior Knowledge Partner • Independent Study (Graphic Organizers) Build Prior Knowledge • Grouping Strategies Differentiate Instruction • Multiple Intelligences Use of Instructional • Adapt the written material Accommodations: • Interactive Learning (i.e., Change of response, scheduling, (Manipulatives, Visuals) presentation, and setting) • Acquisition Levels Modify/adapt the Curriculum: • Language Sensitivity (i.e., Change quantity, timing, level of • Lower the Affective Filter support, input, difficulty, output, (including Processing Time) participation, have alternate goals) • Home/School Connection (including Cultural Aspects)

MATERIALS USED IN TEACHING THE COURSE:

Physical Education Spirit Leader Emphasis Page 19 Equipment

Equipment appropriate to the unit: • Variety of balls and equipment from the district stock catalog and physical education equipment catalogs (Sporttime, Gopher, Flaghouse, The Education Company, Wagon Wheel Records.) Items from stock catalog or physical education equipment catalogs: • Fleece balls: S442150; Deck tennis rings: S442500; Bean Bags: S441950; Hula Hoops: S442200 and S442210; Flags: Red, S403300; Yellow, S403400 Ropes: S442250; Cones: 442075. Poly Spots and Rubber Chickens from P.E. Equipment Catalogs Fitnessgram equipment • DVD of tests (in 3rd Edition manual); skin fold calipers, tape or CD for Pacer, push-ups, and curl-ups cadence; sit and reach box; rulers; mat with 4 ½” wide strip marked for curl-ups; body-fat analyzers; scale; fitness software Fitness equipment • Aerobic steps; various size barbells and hand weights; weight benches; jump ropes; medicine balls; cardio machines (Concept 2 rowing machines; stationary bicycles, treadmills, stair climbers, etc.); mats Chalkboard/white board, chart paper and easel, crates for portfolios/journals Audio/video equipment: • Portable stereo with CD/cassette player; wireless microphone and speaker system; video camera, VCR, DVD player and monitor; computer with internet and intranet access Stopwatches Electric ball pump Measuring wheel for measuring various distances, areas, fields, boundaries Clipboards (teacher and students class set) and pencils Lining chalk or paint for lining fields Charts of fitness exercises (check Physical Education catalogs) Heart rate wands and heart rate monitors (Each department received heart rate wands from the Health/Physical Education Office, Spring, 2000 and 2003)

See Resources listed by content area

Glossary

Vocabulary for Introduction Unit Biomechanics – The study of human movement and how such movement is influenced by gravity, friction, and the laws of motion. It involves the analysis of force, including muscle force that produces movements and impact force that may cause injuries. It explains why motor skills are performed in explicit ways in order to improve their efficiency and effectiveness. Body management – Basic skills focusing on abilities to control the body/body parts in actions such as those involving traveling, balancing, rolling, and supporting body weight. Fundamental movement skills – An organized series of basic movements that involve the combination of movement patterns of two or more body segments. Fundamental movement skills may be categorized as stability, locomotor, or manipulative movements. Group dynamics – Each person in a group influences and is influenced by each other. The most important aspect of group cohesiveness and good performance seems to be commitment to the group task, which leads to a sense of collective efficacy––team members can respond to the demands of a difficult situation. Health – Optimal well being that contributes to quality of life. It is more than freedom from disease and illness. Optimal health includes high-level mental, social, emotional, spiritual, and physical wellness within the limits of one’s heredity and personal abilities. Physical Education Spirit Leader Emphasis Page 20 Individual or dual activity – Physical activities that require either one or two participants. Examples include badminton, swimming, golf, handball, and weight lifting. Kinesiology – The study of human movement. Large muscle groups – Muscles that work together and have a large mass relative to other muscle groups in the body. Examples of large muscle groups are the arms, back, and legs. Locomotor movements – The basic patterns used to travel (walking, running, leaping, hopping, jumping, galloping, sliding, and skipping). Manipulative movements – Movements in which skills are developed while using an implement. Examples include throwing, catching, punching, kicking, trapping, rolling, dribbling, striking, and volleying. Movement concepts – The ideas used to modify or enrich the range and effectiveness of skill employment. Involves learning “how, where, and with what” the body moves. Movement patterns – An organized series of related movements. Physical activity – Bodily movement that is produced by the contraction of skeletal muscle and that substantially increases energy expenditure, broadly including exercise, sport, dance, and other movement forms. Physical fitness – A positive state of well-being with low risk of premature health problems and energy to participate in a variety of physical activities. It is influenced by regular, vigorous physical activity, genetic makeup and nutritional adequacy.

Vocabulary for Fitness Unit Aerobic activity – Long duration exercise that relies on the presence of oxygen for the production of energy; it may also control body weight, reduce the percentage of body fat, improve the circulatory function, and reduce blood pressure. Examples include aerobic dance, aqua aerobics, cycling, jogging, power walking, recreational dance, in-line skating, step aerobics, kickboxing, and super circuit. Anaerobic activity – Short duration exercise completed without the aid of oxygen; it is used to build muscle mass and to improve one’s ability to move quickly and to deliver force. Basic resistance principles – Resistance is the weight or force that is used to oppose a motion. Resistance training increases muscle strength by pitting the muscles against a weight, such as a dumbbell or barbell. The basic principles of resistance training include: type of lift, intensity, volume, variety, progressive overload, rest, and recovery. Biomechanics – The study of human movement and how such movement is influenced by gravity, friction, and the laws of motion. It involves the analysis of force, including muscle force that produces movements and impact force that may cause injuries. It explains why motor skills are performed in explicit ways in order to improve their efficiency and effectiveness. Body composition – The makeup of the body in fat free mass (muscle, bone, vital organs and tissues) and fat mass. Components of physical fitness – Aerobic capacity, muscle strength, muscle endurance, flexibility, and body composition. Cool down exercises – Five to ten minutes of light to moderate physical activity. It maintains blood pressure, helps enhance venous return, and prevents blood from pooling in the muscles. Core muscles – The abdominal, back, hip, and pelvic floor muscles. Dehydration – Loss of water and important blood salts like potassium and sodium which are essential for vital organ functioning. Ergogenic aids – Substances, devices, or practices that enhance an individual's energy use, production, or recovery. Flexibility – The ability to move joints of the body through normal range of motion. F.I.T.T. principles/concepts – Inter-related and inter-dependent rules for gaining and maintaining physical fitness––frequency, intensity, time, and type. Frequency – A principle of training that establishes how often to exercise. Health-related physical fitness – Consists of those components of physical fitness that have a relationship with good health. The components are body composition, aerobic capacity, flexibility, muscular endurance, and strength. Physical Education Spirit Leader Emphasis Page 21 Healthy fitness zone – The lower and upper ranges of performance on physical fitness tests that have been identified as being related to good health. Healthy target heart rate zone – A safe range of activity intensity that can be used to enhance the level of aerobic capacity. Hyper-extension – Greater than normal stretching or straightening of an extended limb. Hyper-flexion – Greater than normal stretching or straightening of a flexed limb. Individuality – A principle of training that establishes the program must take into account the specific needs and abilities of individuals for whom it is designed. Intensity – A principle of training that establishes how hard to exercise. Large muscle groups – Muscles that work together and have a large mass relative to other muscle groups in the body. Examples of large muscle groups are the arms, back, and legs. Mode/type – A principle of training that establishes the specific activity to use. Moderate physical activity – Moderate-intensity physical activity generally requires sustained rhythmic movements and refers to a level of the effort a healthy individual might expend while walking briskly, dancing, swimming, or bicycling on level terrain, for example. A person should feel some exertion but should be able to carry on a conversation comfortably during the activity. Muscle endurance – The ability of a muscle to avoid fatigue. Muscle strength – The ability of a muscle to exert force. Overload – A principle of training that establishes a minimum threshold to obtain a benefit. Perceived exertion index – A way of rating how hard you feel your body is working during physical activity, based on physical sensations you experience, including increased heart rate, increased respiration or breathing rate, increased sweating, and muscle fatigue. Physical fitness – A positive state of well-being with low risk of premature health problems and energy to participate in a variety of physical activities. It is influenced by regular, vigorous physical activity, genetic makeup and nutritional adequacy. Plyometric exercise – A rapid powerful movement preceded by a preloading counter movement which creates a stretch-shortened cycle of the muscle. Principles of training/principles of exercise – Principles to follow in planning an exercise program to affect physiological changes in the human body related to health and performance including: frequency, individuality, intensity, mode/type, overload, progression, regularity, specificity and time. Progression – A principle of training that establishes increases in the elements addressed in the principles to provide improvements over periods of time. Recovery rates – The time necessary for an exercise-induced elevated heart rate to return to a normal resting heart rate. Regularity – A principle of training that establishes exercise on a regular schedule. A pattern of physical activity is regular if activities are performed most days of the week, preferably daily; five or more days of the week if moderate-intensity activities are chosen; or three or more days of the week if vigorous- intensity activities are chosen. Resistance principle – The principle that the use of some implement, device, or simply bodyweight as a resistance can enhance some physical characteristic like strength or muscular endurance. Specificity – A principle of training that establishes a particular kind of activity for each component of physical fitness. Time – A principle of training that establishes the amount of time for each exercise period. Type – A principle of training that establishes which muscles to target during an exercise period. Vigorous physical activity – Vigorous-intensity physical activity generally requires sustained, rhythmic movements and refers to a level of effort a healthy individual might expend while jogging, participating in high-impact aerobic dancing, swimming continuous laps, or bicycling uphill, for example. Vigorous- intensity physical activity may be intense enough to result in a significant increase in heart and breathing rate. Warm-up exercises – Low intensity exercises that prepare the muscular/skeletal system and heart and lungs (cardiorespiratory system) for the hard work to follow. Physical Education Spirit Leader Emphasis Page 22 Weight-bearing activities – Any activity in which one’s feet and legs carry their own weight. Examples include walking, running, tennis, aerobic dancing.

Vocabulary for Spirit

Top/Flyer Person - A person who is held off of the floor by another person or persons.

Base - A person who supports the majority of a top person’s weight while the top person is off the ground.

Spotter - A person who is responsible for assisting or catching the top person in a partner stunt or pyramid. This person cannot be in a position of providing primary support for a top person but must be in a position to protect the top person coming off of a stunt or pyramid.

Post - A person on the performing surface who may assist a top person during a stunt or transition.

Cradle - A dismount from a partner stunt, pyramid or toss in which the top person is caught in a face- up, piked position before being placed on the performance area or remounting into another stunt, pyramid or loading position.

Loading Position - a position in which the top person is off the ground in continuous movement that puts the bases and top in a position to end the movement in a stunt.

Stunt - One or more bases supporting one or more top persons off of the ground.

Extended Stunt – When the entire body of the top person is extended in an upright position over the base(s). Chairs, torches, flatbacks and straddle lifts are examples of stunts where the bases’ arms are extended overhead, but are NOT considered to be extended stunts since the height of the body of the top person is similar to a shoulder level stunt.

Cupie/Awesome - A stunt in which both feet of the top person are in one hand of a base.

Basket Toss – A stunt in which a top person is tossed by bases whose hands are interlocked.

Double Based Suspended Roll - Dismount with a foot-over-head rotation onto the performance surface or into a cradle.

Helicopter Toss - A stunt in which the top person is tossed into the air and rotates more than 180 degrees parallel to the ground in the same motion as a helicopter blade.

Tension Drop - A dismount from a stunt or pyramid where the top person(s) are directed toward the ground while their feet are held by the base(s) until just before the landing.

Knee Drop – Dripping to the knees without first bearing the majority of the weight on the hands or feet.

Dive Roll - A forward roll where the feet leave the ground before the hands reach the ground.

Elevator/Sponge Toss – A stunt in which the top person loads in to an elevator/sponge loading position and is then tossed into the air. Physical Education Spirit Leader Emphasis Page 23 EVALUATION:

Student achievement in this course will be measured using multiple assessment tools including but not limited to: (a grading scale and/or rubric should be included)

• Performance-based assessments which assess physical education cognitive concepts and skills • Journals (Food Diary, Activity Log, Reflections, Prompts) • Portfolios (May include prompts, journal topics, Cornell notes, family oral history) • Checklists • Rubrics of performance assessments during activity • Quizzes and tests • Projects (rubric assessed) • Digital Photos and Video • Computer software • Fitnessgram • Fitness Plan • Fitness Testing Data Record (Data from at least three testing periods)

Grading Policy A common grading policy ensures consistency between schools and classrooms across the district. Suggested Percent of Grade

Standard 1: Demonstrate knowledge and competency in motor skills, movement patterns and 30 – 60 % strategies needed to perform a variety of physical activities. Standard 2: Achieve a level of physical fitness for health and performance while 30 – 60 % demonstrating knowledge of fitness concepts, principles, and strategies. Standard 3: Demonstrate knowledge of psychological and sociological concepts, 20 - 30% principles, and strategies as they apply to learning and performance of physical activity.

Suggested Grading Scale A 90% - 100% B 80% - 89% C 70% - 79% D 60% - 69% F Below 60%

Submitted by: Joan Van Blom/ Ingrid Guntner School/Office: Health/PE Office Date June, 2008______

Appendix

1. American Association of Cheerleading Coaches and Administrators 2007 – 2008 High School Safety Rules 2. Cheer Participants Responsibilities 3. Moderate to Vigorous Physical Activity Log 4. Physical Fitness Test Record and Goal Sheet 5. Healthy Fitness Zones 6. One Month Personal Fitness Plan Directions and Plan Template Physical Education Spirit Leader Emphasis Page 24

American Association of Cheerleading Coaches and Administrators 2007-08 High School Safety Rules

SPECIFIC SAFETY REGULATIONS

(New rules for 2007-2008 are in bold)

DEFINITIONS

Top Person - A person who is held off of the floor by another person or persons.

Base - A person who supports the majority of a top person’s weight while the top person is off the ground.

Post - A person on the performing surface who may assist a top person during a stunt or transition.

Cradle - A dismount from a partner stunt, pyramid or toss in which the top person is caught in a face-up, piked position before being placed on the performance area or remounting into another stunt, pyramid or loading position.