honors physical education syllabus chs health & physical
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Honors Physical Education Syllabus CHS Health & Physical Education Department
Contact Information: Parents may contact me by phone, email or visiting the school. Teacher: Mr. Eric Huffer & Mr. Ted Kobel Email Address: [email protected] or [email protected] & [email protected] or or [email protected] Phone Number: (740) 702-2287 (Huffer ext.16239 & 16246) (Kobel ext. 16248) Online: http://www.ccsd.us/1/Home Teacher Contact Websites/Social Media:
Twitter: @ehuffer1031 CHS Vision Statement: Our vision is to be a caring learning center respected for its comprehensive excellence. CHS Mission Statement: Our mission is to prepare our students to serve their communities and to commit to life-long learning Course Description and Prerequisite(s) from Course Handbook: Honors Physical Education - 703 (semester) State Course # 080300 Level III Prerequisite: Physical Education or involved in school athletics program or by permission of building principal Elective Grade: 10-12 Graded Conventionally Credit: 1
This course is for the aspiring athlete as well as the fitness for life enthusiast and emphasizes developing skills in weight training, aerobics, agility, plyo-metrics, and speed improvement. The activities will focus on Total Fitness, Fundamental Motor Skills, and Lifetime Sport and Leisure Skill Development within four distinct units: Biomechanical Principals of Exercise; Conceptual Basic’s of Resistance Training Techniques; Specialty Skill Training Techniques; Principles of Training Variation and Exercise Program Specific Nutrition Practices. Advanced weight training, aerobics, agility, plyo-metrics, and speed will be improved and workout programs designed and utilized for sport and fitness for life.
Evaluation criteria will include class attendance, applied concepts practices, (formative/summative) assessments and portfolio/notebook and O.D.E. required check off excel program.
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Learning Targets Per Unit: Defined below for clarity are the Unit Titles, Big Ideas of every Unit taught during this course, and the Essential Questions to be answered to better understand the Big Ideas. A student’s ability to grasp and answer the Essential Questions will define whether or not he or she adequately learns and can apply the skills found in Big Ideas. This will ultimately define whether or not a student scores well on assessments given for this course. The Common Core Standards can be found at http://www.corestandards.org/the-standards. (Teacher Note: The Ainsworth Model suggests 1-3 Big Ideas for each Unit and 1-3 essential questions per Big Idea. Each Unit will vary.) 1st or 3rd Quarter:
o Unit I Title: UNDERSTANDING YOUR TOTAL HEALTH- THE COMPLETE PICTURE (PHYSICAL, MENTAL/EMOTIONAL & SOCIAL HEALTH) Big Idea #1: Being in the best health throughout your life means
making healthy choices and practicing healthful habits of mind.
Essential Question #1: What is total health?
Essential Question #2: Why would you want to be healthy?
Essential Question #3: Cite important steps you can take to promote your physical health.
Big Idea #2: You can promote your physical well being by being physically active along with healthful choices through positively set goals.
Essential Question #1: What are some of the many reasons for lifelong wellness by staying physically active?
Essential Question #2: How can decision making skills improve not only your fitness levels but also your total health?
Essential Question #3: In what ways should you apply to all three parts of health (physical, mental & social) S.M.A.R.T. goal setting both short and long term?
Big Idea #3: You can develop skills that will help you manage your total health throughout life.
Essential Question #1: What are physical health/life skills?
Essential Question #2: How can you apply the very skills used for physical health to the planning, practices and execution of your life?
Essential Question #3: How can advocacy help you with total health issues that are important to you?
o Unit II Title: The components of fitness for life to promote lifelong wellness through physical activity
Big Idea #1: The components of fitness are the foundations for building lifelong health & wellness through fitness.
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Essential Question #1: What are the components of fitness and general applications to physical activity?
Essential Question #2: Examine and develop applications to your physical health the components of fitness.
Essential Question #3: What are the reasons that all forms of physical activity be built around be built around the components of fitness?
Big Idea #2: Measuring and assessing your fitness levels within the five components of fitness.
Essential Question #1: What type of fitness tests can be executed to measure your physical health within the five components?
Essential Question #2: How do you use your fitness test data to begin, maintain and or improve your total wellness level?
Essential Question #3: Differentiate between muscle endurance & muscle strength along with cardio-respiratory endurance.
Big Idea #3: Reaching a healthy level in all areas of health related fitness is vital to your health snapshot.
Essential Question #1: What are some workout blueprints to use to develop muscle strength as well as muscle endurance?
Essential Question #2: What are some methods of training o develop and improve cardio- respiratory endurance?
Essential Question #3: What are some good warm up and cool down tactics to promote flexibility?
o Unit III Title: Physical fitness and skill related physical activity Big Idea #1: The skills of fitness are the next step beyond your
components of fitness.
Essential Question #1: Explain what all the skills of fitness are.
Essential Question #2: What makes the skills of fitness relevant to types of physical activity and levels there of?
Essential Question #3: How can the skills of fitness be applied to ones workout regimen?
Big Idea #2: Measuring and assessing your health levels within the skills of fitness.
Essential Question #1: How can you test your fitness levels within the skills of fitness?
Essential Question #2: How can you take your skills of fitness test data and use to improve your physical health?
Essential Question #3: Differentiate between power and stamina as well as between coordination and agility.
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Big Idea #3: Methods to reach a health promoting level of overall fitness with exercise practices using the skills of fitness.
Essential Question #1: What are some workout methods to develop power?
Essential Question #2: What are some practices to use to improve agility?
Essential Question #3: What are some methods to improve muscle and cardio-respiratory stamina?
2nd or 4th Quarter
o Unit IV Title: Personal Nutrition Planning to Support Personal Strength & Conditioning Objectives. (PBA)
Big Idea #1: Certain nutrients are best for specified training programs (e.g. cross country vs. power lifting)
Essential Question #1: How do you eat to maximize your specific training program?
Essential Question #2: Why are fluids necessary in all phases of training and performance?
Essential Question #3: How do nutrient dense foods help fuel your training and performance?
Big Idea #2: Supplements may be helpful in some situations but harmful in other situations.
Essential Question #1: What does the word supplement actually mean when applied to nutritional practices?
Essential Question #2: How should a supplement really be used in your diet?
Essential Question #3: How can supplementation be bad for you and your health/fitness goals?
Big Idea #3: It is the little things of nutritional practices that can make a world of difference in relation to your training and performance goals.
Essential Question #1: What are macro & micro nutrients?
Essential Question #2: How often should a serious training individual eat a meal and or snack?
Essential Question #3: What are the fundamental differences between pre and post training/performance meals (you are what you eat)?
o Unit V Title: Implications and Importance of Exercise Anatomy & Physiology
Big Idea #1: Origins, actions, insertions, and physiology constitute the physically active body.
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Essential Question #1: What is skeletal muscle anatomy & physiology?
Essential Question #2: What role(s) do other systems of the body play in physical activity?
Essential Question #3: Why is it important to know and understand the scientific foundations of the working body as a application piece for all types of physical activity?
Big Idea #2: Understanding the anatomical/physiological foundations of the musculoskeletal system for exercise plan applications.
Essential Question #1: What are the three types of muscles in the human body and their functions/control?
Essential Question #2: What are joints and connective tissues and their role in physical activity?
Essential Question #3: What are the vital organs of exercise beyond muscles?
Big Idea #3: Anatomical/physiological injuries, preventions, treatments and rehabilitations.
Essential Question #1: What is P.R.I.C.E. and importance for all active bodies in motion?
Essential Question #2: How are warm ups & cool downs key to injury prevention?
Essential Question #3: What are some tips to follow when an injury occurs to get back to good health and performance?
o Unit VI Title: Strength & Conditioning Workout Blueprints & Custom design variations to develop Personalized Training Regimens (PFP) – (PBA)
Big Idea #1: Foundations of an effective training plan designed to meet your S.M.A.R.T. goals for physical activity.
Essential Question #1: What are some examples of specific training categories?
Essential Question #2: What are the guidelines to design and execute a training program?
Essential Question #3: In what ways can the guidelines of a specific training program be appropriately modified for personal needs/goals (e.g. knee rehab or speed improvement etc.)?
Big Idea #2: Employing science backed training methodologies & practices.
Essential Question #1: What is basic to advanced strength & conditioning?
Essential Question #2: What are some current programs backed by science being used today for strength and conditioning?
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Essential Question #3: What are some sound ways to modify a program safely to achieve personal needs/goals? (GVT, HIT, SAID etc)
Big Idea #3: Strength & conditioning can occur anywhere and at anytime, with or without equipment.
Essential Question #1: What are calisthenics work outs?
Essential Question #2: How can you use gravity and your body to execute strength & conditioning?
Essential Question #3: Should all strength & conditioning programs have some body weight training in it, and how might this aspect be incorporated?
o END OF COURSE EXAM Course Material: Google Chromebook Textbook: None Supplemental Textbook(s): www.glencoe.com (Health & Fitness – Fitness Foundations) Electronic Resources:
www.exrx.net
www.stack.com Grading: Unit Exams (PBA) 50% Assessments (Including: Quizzes, Essays, Labs, and Projects) 30% Class work/Homework 20%
End of Course Exam is 20% of a student’s final grade.
Grading Scale: The grading scale for Chillicothe High School can be found in the student handbook or online at http://www.ccsd.us/1/Content2/studenthandboook Course Expectations: Take good care of all Health/PE class facilities and equipment at all times. Be respectful to the instructor and class participants. Have a positive attitude, exemplify character, be on time, and do not use inappropriate language. Any student who disobeys rules established in the Student Handbook throughout the course will be subject to disciplinary action. Late Work: Late work will be subject to the board adopted policy on assignments that are turned in late (to be reviewed in class). Information can be viewed on-line at http://www.ccsd.us/1/Content2/studenthandboook
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CHS TENTATIVE Honors PE Course Schedule This is an overview of what will be covered in this course at CHS for this school year. Although, I would like to follow this plan verbatim this years’ tentative schedule is subject to change (at the teachers’ discretion). 1st or 3rd 9 Weeks: Week 1: Beginning of the Year Pre-Assessment Exam Unit I Title: UNDERSTANDING YOUR TOTAL HEALTH- THE COMPLETE PICTURE (PHYSICAL, MENTAL/EMOTIONAL & SOCIAL HEALTH) o Week 1: The health triangle
Formative Assessment Week 2: Basics of physical activity.
Formative Assessment Week 3: Fitness skills/life applications
Unit I Summative Assessment Unit II Title: The components of fitness for life to promote lifelong wellness through physical activity Week 3: Muscle strength & endurance exercise
Formative Assessment Week 4: Flexibility & cardio-respiratory exercise
Formative Assessment Weeks 5-6: Body composition
Unit II Summative Assessment Unit III Title: Physical fitness and skill related physical activity Week 7: Stamina & endurance
Formative Assessment Weeks 7-8: Power training
Formative Assessment Weeks 8-9: Balance, coordination & agility
Unit III Summative Assessment
2nd or 4th 9 Weeks: o Unit IV Title: Personal Nutrition Planning to Support Personal Strength &
Conditioning Objectives. (PBA) Week 1: Foods, fluids & nutrients Week 1-2: Supplements pros/cons
Formative Assessment Week 2-3: Nutrients, timing of & sports performance
Formative Assessment
Unit IV Summative Assessment o Unit V Title: Implications and Importance of Exercise Anatomy &
Physiology Week 4: Basics of musculoskeletal system
Formative Assessment
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Week 5: Accessory organs for exercise
Formative Assessment Week 6: Injury prevention and rehabbing
Unit V Summative Assessment Unit VI Title: Strength & Conditioning Workout Blueprints & Custom design variations to develop Personalized Training Regimens (PFP) – (PBA) Week 7: S.M.A.R.T. personally applied training planning Week 8: Science backed training plan blueprints Week 9: Safe & effective training plan variations
Unit VI Summative Assessment END OF COURSE EXAM Performance Based Section: Writing Assignments/Exams/Presentations/Technology One or more of the End of Unit Exams may be Performance Based. According to the Ohio Department of Education, “Performance Based Assessments (PBA) provides authentic ways for students to demonstrate and apply their understanding of the content and skills within the standards. The performance based assessments will provide formative and summative information to inform instructional decision-making and help students move forward on their trajectory of learning.” Some examples of Performance Based Assessments include but are not limited to portfolios, experiments, group projects, demonstrations, essays, and presentations. Credit Flexibility Course: Honors PE It is important to note that Honors Physical Education is a credit flexibility course at CHS which means that students will have flexible scheduling defined by the instructors of the course and will be leaving CHS at different times of the day during the 7th period block of 1:05 pm to 2:15 pm. Signing this syllabus and credit flexibility packet acknowledges that parents, students, CHS Teachers, and CHS Administrators understand the flexible scheduling and that all are in agreement with this educational plan.
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Chillicothe High School Credit Flexibility Program Student Proposal Form/Credit Flexibility Credit Contract
Student Name: __ _____________________________________________________ Grade: __________________ GPA: __________________ Date: ____________________ Course Title: ___ _____________________________________________ Start Date: ______________________________ End Date: _______________________ Credit: Semester or Year Reason for pursuing the Credit Flex Program for this course: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ The Credit Flex Program Option I am choosing is (Please check one): __________ A. Test Out Option __________ B. On-line Course Option ____X_____ C. Educational Options Option If an off-site instruction provider (internship, service learning, or work program) is involved, include an acceptance letter from the provider, list the location (address), phone number, and name of the individual at the off-site place in charge of your internship/work study program. ________________________________________________________________________________________________________________________________________________
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Clearly and thoroughly explain your proposed course of study in a separate document (the CHS Credit Flexibility Student Proposal Packet). Be sure to attach the document to this Student Proposal Packet and be sure to address the following questions in your proposal: 1. What are the goals and/or objectives that you want to learn?
2. How are these goals and/or objectives directly tied to all the state standards? www.ode.state.oh.us
3. What activities will be completed to support your learning (use the course syllabus to guide you)?
4. What will be your preferred method of assessment (use the course syllabus to guide you)?
5. How do you propose showing mastery of your topic? 6. Explain how your choice of assessment will be aligned to Ohio’s Academic
Content Standards. 7. Outline your timeline of study for this course (need graded at each quarter,
semester, and end of the year final). Be sure to include start date, activity dates, measurement dates, and final
presentation dates. Student Signature: __________________________________________ Date: _________ Parent Signature: ___________________________________________ Date: _________ HS Principal Signature: ______________________________________ Date: __________ HS Guidance Counselor Signature: _____________________________ Date: _________ Department Chair: __________________________________________ Date: _________ Teacher of Record: __________________________________________ Date: _________
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Chillicothe High School Credit Flexibility Program Student Proposal Outline
Credit Flexibility is an opportunity for students to earn high school credit. All students should spend time discussing this Credit Flexibility option with their parents/guardian, high school principal, guidance counselor, and teachers/mentors. Please thoroughly and thoughtfully answer the following questions. 1. What is my purpose in pursuing a Credit Flexibility class and how does it relate to my future goals? What requirement does it fulfill towards graduation from CHS?
*The ability to work directly in school last period of the day for direct instruction/practice application with instructor and classmates while also with technology (chrome book) and learned skills the ability for off-site performance based tasks for concept mastery at the end of the school day with potential to early release.
2. Am I ready for this class? What prerequisites do I have to have that prepare me to take this course? What grades did I earn in the required prerequisite courses?
*Have passed P.E. and or an athlete. All others appointed to class via principal approval only.
3. What standards (both Ohio Academic Content Standards and skills) do I need to show Mastery of/in for this course? (Find Ohio Academic Content Standards at www.ode.state.oh.us)
*ON SYLLABUS BY UNIT IN THE BIG IDEAS & ESSENTIAL QUESTIONS* 4. What skills do I need to demonstrate and master in order to achieve credit for the course I am pursuing through Credit Flexibility? How do I plan to show mastery of this subject area (e.g. test, quizzes, essays, project, and presentations)?
*FOLLOWING THE SCHOOL APPROVED GRADING SCALE AND THE CHS COURSE ASSESSING PRACTICE, STUDENTS WILL MOVE THROUGH THREE UNITS PER NINE WEEKS AND MASTERY WILL COME FROM THE ADDRESSING OF THE BIG IDEAS AND ESSENTIAL QUESTIONS OF THE UNITS. THREE 50% PBA’S WILL BE GIVEN EACH NINE WEEKS. WHILE ATLEAST TWO CLASSWORK/HOMEWORK AT 10% WILL BE GIVEN ALONG WITH ATLEST TWO 30% LAB LIKE/QUIZZ GRADES.
5. What methods will be used to assess my Credit Flexibility plan? How often should I be assessed?
*Note syllabus grading percentages and labels’ along with student agenda/handbook grading policy.
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Chillicothe High School Credit Flexibility Program Student Proposal Outline
This Credit Flexibility Plan is intended for credit in the following course: Students who choose one of the Credit Flexibility Options at Chillicothe High School will use this document to propose and plan their activities; account for their progress toward their goal; illustrate their preparation for any major course requirements; and account for learning objects, state content standard’s and assessment practices for the Credit Flexibility course. Use the space below to design a proposal/plan for your Credit Flexibility Course Topic: HONORS PHYSICAL EDUCATION (Strength & Conditioning-Fitness for Life) Goals:
This course is for the aspiring athlete as well as the fitness for life enthusiast and emphasizes developing skills in weight training, aerobics, agility, plyo-metrics, and speed improvement. The activities will focus on Total Fitness, Fundamental Motor Skills, and Lifetime Sport and Leisure Skill Development within four distinct units: Biomechanical Principals of Exercise; Conceptual Basic’s of Resistance Training Techniques; Specialty Skill Training Techniques; Principles of Training Variation and Exercise Program Specific Nutrition Practices. Advanced weight training, aerobics, agility, plyo-metrics, and speed will be improved and workout programs designed and utilized for sport and fitness for life. Simple Description of the Course: Students will learn by practice application of core fundamental to advanced exercise training techniques for a variety of sport, leisure and lifetime physical activities. Students will do, design and implement exercise programs to meet current goals as well as future goals in exercise performance. Students work will be on site as well as off site throughout each week of the course. Simple Description of the Proposed Assessment Tools to be used for this Course (e.g. test, quizzes, essays, project, presentations):
Evaluation criteria will include class attendance, applied concepts practices, (formative/summative) assessments and portfolio/notebook and O.D.E. required check off excel program. Resources Needed to Complete the Course: Chrome Book Appropriate athletic exercise clothing (required for safety in gym & wt. rm.) Tablet/notebook Pen/Pencil
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List the Ohio Academic Content Standards will you master by completing the work in this course (find Academic Content Standards at www.ode.state.oh.us) and the projects/assessments that will allow you to show the Teacher of Record your mastery of the content standards: *See syllabus and the six units of study Big Ideas & Essential Questions and the conceptual tentative schedule for the course.
Chillicothe High School Credit Flexibility Program Student Proposal Timeline
The space below is reserved for your specific schedule of how you will proceed throughout your proposed CHS Credit Flexibility Course. Essentially, you are creating a detailed timeline that will help you stay on schedule to complete your work. Include all places you intend to go; who you would like to interview or anyone form whom you will request information from; what books you will read; articles you will read and utilize; projects/presentations you will complete; essays you will write; tests, quizzes, and/or exams you will complete; and what you plan to accomplish at specific intervals.
Note: This is your plan/timeline; therefore, if accepted by the CHS Credit Flexibility Panel you will be held to the plan/timeline you propose.
If you do not hold to your plan/timeline you can/will be removed from the CHS Credit Flexibility Program and placed back into regular education classes at CHS where you will be expected to make up work and information missed during your failed attempt at the CHS Credit Flexibility Program.
Weekly Schedule: 1st day of the week Mr. Kobel will be in the CHS weight Room for lesson and application practice. Mr. Huffer on this day will be in the gymnasium where he will be doing skills of fitness type lesson and application. Upon completion of the lesson and application students will be dismissed from the school setting with off-site tasks for completion. The second day of the week Both Mr. Kobel & Mr. Huffer will present materials on the big idea for the week and the three essential questions. Upon completion of the instructor presentation, students will be released from on-site to off-site with tasks using their technology tool to work on the unit PBA project for that unit. On the third day of the week Mr. Kobel will have the students from day one that where in the gym for weight room applications while Mr. Huffer will have in the gym the day 1 weight room group for applications. Again after the day’s lessons, students will be released to off-site works. Day four of the week will be a day for formative/summative assessing and data review as well as PBA doings. Here as with all other days students will be released from the on-site class setting to off-site release upon completion of the days teacher agenda. Day five is designed to be a day for makeup of any day missed throughout the week as well as an opportunity to further practice the kinesthetic skills presented throughout the
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week as well as garner small group and peer collaboration assistance for the unit PBA. Upon day five completion, students will be dismissed for the week to off-site doings. *Each day upon completion of the lesson if and when before the end of day bell, students are to leave the complex grounds for the remainder of the day or stay in the Honors P.E. class setting for that day till the bell dismisses students. Sample Tentative Weekly Schedule: (Adjustments will be announced for non five day weeks as they occur due to schedule of holidays, staff in-service and or calamities) Monday – Strength Training (Wt. Room) or Conditioning Drills (Gymnasium) Tuesday – Lesson Presentation for the weekly Big Idea & PBA works/tasks Wednesday – Strength training (Wt. Room) or Conditioning Drills (gymnasium) Thursday – Formative/Summative reviews and data collections Friday – PBA checks/Notebook checks and Make up of missed days from the week **In following the proposed requirements and outline, students will have the option to early release daily from the class/course for off-site tasks. **Not following the laid out plan as directed can and will result in removal from the class and placement in another school setting without the ability to leave early before the end of the school day bell.
CHS Honors Physical Education Course Syllabus After you have reviewed the preceding packet of information with your parent(s) or guardian(s), please sign this sheet and return it to me so that I can verify you understand what I expect out of each and every one of my students. Student Name (please print): ______________________________________________ Student Signature: ______________________________________________________ Parent/Guardian Name (please print): _______________________________________ Parent/Guardian Signature: _______________________________________________
Date: ________________________________________________________________