1. Understand the importance of participating in vigorous physical activities that can assist in developing and maintaining Health-Related Fitness Components (Cardiovascular Endurance, Muscular Strength, Muscular Endurance, Flexibility, and Body Composition). 2. Understand and improve their Skill-Related Fitness Components (Agility, Balance, Coordination, Power, Speed and Reaction Time). 3. Enjoy using their skills and knowledge to establish a healthy lifestyle. 4. Understand how their body works. 5. Improve their communication skills with fellow students and teachers. 6. Improve their team building skills with fellow students and teachers.
While at Chardon Middle School, students will be introduced to a wide variety of cooperative games, physical activities and sports. The curriculum is designed in such a way that students will be introduced to four/five different activities/sports each year. Each nine weeks, students will receive a letter grade of A, B, C, D, or F based on the following criteria:
P.E. State Standard 1 Demonstrates competency in a variety of motor skills and movement patterns.
Benchmark 1A Demonstrate movement skills and patterns in a variety of individual performance activities and lifetime physical activities. CMS students will: a) Demonstrate a routine that includes a variety of movement patterns in dance, gymnastics or fitness with a partner or small group, b) Demonstrate the critical elements of specialized locomotor and non- locomotor skills in a variety of movement forms (e.g., fitness, track and field, martial arts) in various settings, and c) Perform basic basic folk/square/line-dance sequences to music. Skill Performance Test.
Benchmark 1B Demonstrate critical elements of specialized manipulative skills in a variety of settings. CMS students will: a) Send, receive, dribble and shoot using appropriate critical elements in practice and small- sided invasion games, b) Strike an object with hand or implement using appropriate critical elements in controlled practice and singles/small-sided net/wall games, c) Strike and field an object with foot, hand or implement using appropriate critical elements in controlled practice and small-sided striking/fielding games, d) Send an object to a target in controlled practice and individual/small-sided games. Skill Performance Tests.
P.E. State Standard 2 Applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.
Benchmark 2A Apply tactical concepts and performance principles in game-like settings. CMS students will: a) Demonstrate understanding of basic offensive tactics related to off-the-ball movement while participating in game-game like settings (e.g., when and where should I move?). b) Create space and position self in space to create scoring opportunities, c) Defend space and position self in space to prevent opponents form attacking or scoring, d) Select correct decision in game-like settings. Skill Performance Test.
Benchmark 2B Demonstrate knowledge of critical elements and bio-mechanical principles for specialized skills. CMS students will: a) Analyze movement using knowledge of critical elements (key points) in specialized skills in fitness, sport/games, individual performance activities and movement forms, b) Identify ways to improve movement performance using cues, drills or fitness activities. Written Tests.
P.E. State Standard 3 Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Benchmark 3A Develops a plan to meet the recommendation for daily physical activity. CMS students will: a) Analyze a variety of moderate to vigorous school, home, and community physical activity opportunities to meet physical activity guidelines, b) Identify active alternatives to screen time, c) Analyze physical activity assessment data and create a plan to improve or maintain physical activity levels. State Required Project.
Benchmark 3B Utilize principles and practices to design a personalized health-related fitness plan. CMS students will: a) Describe and use technology to monitor fitness, b) Adjust intensity and/or pace to stay within target heart rate or rate of perceived exertion (using RPE scale), c) Apply the principle of specificity to identify exercises to improve muscular strength and endurance, d) Identify activities to improve lower body flexibility, e) Design a fitness plan based on the results of health-related fitness assessment, e) Identify healthy food choices and appropriate servings to balance calorie intake with energy expenditure. State Required Project.
P.E. State Standard 4 Exhibits responsible personal and social behavior that respects self and others. Students must meet or exceed criterion-referenced health-related physical fitness standards.
Benchmark 4A Develop and apply rules, safe practices and procedures in physical activity settings. CMS students will: a) make a conscious decision about playing within the rules, procedures and etiquette of a game or activity, b) Acknowledge and apply rules t game situations to ensure personal and group safety, c) Engage in activities, stay on task, challenge oneself and take responsibility for actions. Cooperation and Behavior.
Benchmark 4B Communicate effectively with others to promote respect and conflict resolution in physical activity settings. CMS students will: a) offer positive suggestions or constructive feedback to facilitate group progress, b) Demonstrate cooperation with peers of different gender, race and ability in physical activity settings, c) Resolve conflict with sensitivity to the rights and feelings of others, d) Accept and respect decisions made by the designated official. Cooperation and Behavior.
P.E. State Standard 5 Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
Benchmark 5A Makes a connection between participation in physical activity and physical, emotional and intellectual health. CMS students will: a) Identify activities that can provide health benefits for at least three components of fitness, b) Describe how different physical activities have an impact on emotional health, c) Describe how different physical activities have an impact on intellectual health. State Required Project.
Benchmark 5B Discusses the positive impact physical activity has on his or her life. CMS students will: a) Analyze reasons to enjoy specific physical activities, b) Identify a specific activity the student plays because he or she finds it challenging, c) Analyze reasons to enjoy specific physical activities the student plays because of he opportunities for social interaction. State Required Project.
1. Student are expected to dress appropriately for class.This means they must change daily into tennis shoes (not flip flops), shorts or sweat pants, and T-shirt or sweat shirt. Students may borrow clothes for class if they forget theirs at home. If this becomes a trend and happens frequently students may forfeit their 5 daily points. Students who refuse to change for class will lose 5% of their grade. 2. Parent/Teacher communications must be signed and returned the next day. 3. Chewing gum in class is prohibited. 4. Enter and Exit the Gymnasium through the appropriate doors (Girls - cafeteria door closest to the locker room, Boys - door next to the band room). 5. Use the stairs when entering and exiting the stage area. 6. Arrive on time, change quickly, and go to your attendance spots. 7. Students will abide by all safety rules and use equipment properly and safely. 8. All jewelry should be removed prior to leaving the locker room. Teachers are not responsible for lost or stolen property. 9. ILLNESS/INJURY - parents should inform the teacher in writing of any injury or illness that may affect class participation. A parent's note is good for 2 days. If the illness/injury goes beyond 2 days, a doctor's note is required. Upon returning to school after an illness/injury, it is the student's responsibility to check with the teacher to find out what they missed in class and/or have to make up. 10. Locker Assignment - Students will be assigned a locker for the semester in which to keep their P.E. clothes and belongings. Students must use a school lock. Sharing a locker is not permitted for health reasons. 11. CELL PHONES ARE PROHIBITED FROM BEING USED IN THE LOCKER ROOMS. IF A CELL PHONE IS FOUND BEING USED IN THE LOCKER ROOM, IT WILL BE CONFISCATED AND TURNED INTO THE MAIN OFFICE. 12. Disruptive actions, bullying, and offensive language are not acceptable behavior.
PARENTS As a part of the new State Standards, students are required to evaluate game performance of themselves and others during game play. We will occasionally videotape students during game play for the purpose of this evaluation. These videos will only be used in the classroom for teaching purposes. They will not be posted on any websites! It may also be helpful for students to see their own performance to allow them to make corrections to a skill; for example, seeing their golf swing. If you are uncomfortable with us videotaping your son/daughter, please send a note back to school with your son/daughter. It can read: "Please do not vidotape my son/daughter for P.E. Class." Please print your son/daughters name on the note and sign. Thank you.