We believe that Physical Education is an integral part of
Catholic education - promoting fitness; cooperation; lifetime
activities and opportunities to apply Christian values into a
competitive discipline. The Physical Education program provides an
environment where there are equal opportunities for: individual and
group participation; self-improvement; experiencing success; building a
positive self-image; building confidence; building self-esteem; and
developing social skills. All students will be guided to a level of
physical fitness appropriate to individual needs and abilities. Through
the rules, strategies and teamwork learned in Physical Education,
students will be empowered to carry Christian values into many areas of
life. We expect all students at Saint Mark's School to: move safely and
efficiently through space, being aware of self and others in both
indoor and outdoor environments; participate in activities in a
positive, cooperative manner; demonstrate positive ways to resolve
conflict; use decision-making process while participating in
activities; demonstrate safety and equipment care; demonstrate
appropriate competitive participation and good sportsmanship; behave in
a manner which does not distract others; continue to try, despite
frustration; identify activities that would enhance life-long personal
fitness Standard 1. Uses a variety of basic and advanced movement forms Benchmark 1. Uses mature form in object control skills (e.g., underhand and overhand throw, catch, hand dribble, foot dribble, kick and strike, batting, punt, pass) Knowledge/skill statements 1. Shows mature form in underhand and overhand throws 2. Shows mature form in catching 3. Shows mature form in the hand dribble 4. Shows mature form in the foot dribble 5. Shows mature form in the kick and strike 6. Shows mature form in batting 7. Shows mature form in punting 8. Shows mature form in passing Benchmark 2. Uses basic sport-specific skills for a variety of physical activities (e.g., basketball chest pass, soccer dribble, fielding a softball with a glove) Knowledge/skill statements 1. Uses basic sport specific skills, such as the basketball chest pass 2. Uses basic sport specific skills, such as the soccer dribble 3. Uses basic sport specific skills, such as fielding a softball with a glove Benchmark 3. Uses mature form and appropriate sequence in combinations of fundamental locomotor, object control, and rhythmical skills that are components of selected modified games, sports, and dances (e.g., combining steps to perform certain dances; combining running, stopping, throwing, shooting, kicking for sideline soccer) Knowledge/skill statements 1. Uses mature form in combinations of fundamental locomotor, object control, and rhythmical skills 2. Uses appropriate sequence in combinations of fundamental locomotor, object control, and rhythmical skills 3. Uses mature form and appropriate sequences when combining steps to perform certain dances 4. Uses mature form and appropriate sequence when combining running, stopping, throwing, shooting, kicking for sideline soccer Benchmark 4. Uses mature form in balance activities on a variety of apparatuses (e.g., balance board, large apparatus, skates) Knowledge/skill statements 1. Uses mature form on a balance board 2. Uses mature form in balancing on a large apparatus 3. Uses mature form in balancing on skates Benchmark 5. Uses beginning strategies for net and invasion games (e.g., keeping object going with partner using striking pattern, placing ball away from opponent in a racket sport, hand and foot dribble while preventing an opponent from stealing the ball in basketball) Knowledge/skill statements 1. Keeps object going with partner using striking pattern 2. Places ball away from opponent in a racket sport 3. Dribbles with hand while preventing an opponent from stealing the ball in basketball Standard 2. Uses movement concepts and principles in the development of motor skills Benchmark 1. Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) Knowledge/skill statements 1. Uses information from external sources, such as group projects, to improve performance 2. Uses information from internal sources, such as student journals, to improve performance 3. Uses information from internal sources, such as self-assessment, to improve performance 4. Uses information from external sources, such as peer and coach review, to improve performance Benchmark 2. Understands principles of practice and conditioning that improve performance Knowledge/skill statements 1. Understands the basic principles of practice and conditioning 2. Understands how practice and conditioning can improve performance Benchmark 3. Understands proper warm-up and cool-down techniques and reasons for using them Knowledge/skill statements 1. Knows proper warm-up techniques 2. Knows proper cool-down techniques 3. Understands the importance of proper warm-up techniques 4. Understands the importance of proper cool-down techniques Benchmark 4. Uses basic offensive and defensive strategies in unstructured game environments (e.g., limited rules, modified equipment, small numbers of participants) Knowledge/skill statements 1. Uses basic offensive strategies in unstructured game environments 2. Uses basic defensive strategies in unstructured game environments Standard 3. Understands the benefits and costs associated with participation in physical activity Benchmark 1. Knows about opportunities for participation in physical activities both in and out of school (e.g., recreational leagues, intramural sports, clubs) Knowledge/skill statements 1. Knows that recreational leagues provide opportunities for participation in physical activities 2. Knows that intramural sports provide opportunities for participation in physical activities 3. Knows that sports clubs provide opportunities for participation in physical activities 4. Knows there are opportunities for physical activity outside of school Benchmark 2. Chooses physical activities based on a variety of factors (e.g., personal interests and capabilities, perceived social and physical benefits, challenge and enjoyment) Knowledge/skill statements 1. Chooses physical activities based on personal interests and capabilities 2. Chooses physical activities based on perceived social and physical benefits 3. Chooses physical activities based on challenge and enjoyment Benchmark 3. Knows factors that inhibit physical activity (e.g., substance abuse) Knowledge/skill statements 1. Understands that some health habits can inhibit physical activity 2. Understands that smoking inhibits physical activity 3. Understands that drinking inhibits physical activity 4. Understands that using drugs inhibits physical activity Benchmark 4. Knows how to modify activities to be more health-enhancing (e.g.,walking instead of riding, taking the stairs rather than the elevator) Knowledge/skill statements 1. Understands that many activities can be modified to be more health- enhancing 2. Understands that one can walk instead of ride in a car to enhance health 3. Understands that one can take the stairs instead of the elevator to enhance health Benchmark 5. Understands detrimental effects of physical activity (e.g., muscle soreness, overuse injuries, over-training, temporary tiredness, and discovering inability) Knowledge/skill statements 1. Understands that muscle soreness can be a detrimental effect of physical activity 2. Understands that injury can be a detrimental effect of physical activity 3. Understands that overtraining can be a detrimental effect of physical activity 4. Understands that temporary tiredness can be a detrimental effect of physical activity 5. Understands that discovering an inability can be a detrimental effect of physical activity 6. Understands the physical activities can have detrimental effects Benchmark 6. Understands activities that provide personal challenge (e.g., risk-taking, adventure, and competitive activities) Knowledge/skill statements 1. Knows risk-taking activities that provide personal challenge 2. Knows adventure activities that provide personal challenge 3. Knows competitive activities that provide personal challenge 4. Understands the importance of personal challenge in physical activities Standard 3. Understands the benefits and costs associated with participation in physical activity Benchmark 1. Knows about opportunities for participation in physical activities both in and out of school (e.g., recreational leagues, intramural sports, clubs) Knowledge/skill statements 1. Knows that recreational leagues provide opportunities for participation in physical activities 2. Knows that intramural sports provide opportunities for participation in physical activities 3. Knows that sports clubs provide opportunities for participation in physical activities 4. Knows there are opportunities for physical activity outside of school Benchmark 2. Chooses physical activities based on a variety of factors (e.g., personal interests and capabilities, perceived social and physical benefits, challenge and enjoyment) Knowledge/skill statements 1. Chooses physical activities based on personal interests and capabilities 2. Chooses physical activities based on perceived social and physical benefits 3. Chooses physical activities based on challenge and enjoyment Benchmark 3. Knows factors that inhibit physical activity (e.g., substance abuse) Knowledge/skill statements 1. Understands that some health habits can inhibit physical activity 2. Understands that smoking inhibits physical activity 3. Understands that drinking inhibits physical activity 4. Understands that using drugs inhibits physical activity Benchmark 4. Knows how to modify activities to be more health-enhancing (e.g.,walking instead of riding, taking the stairs rather than the elevator) Knowledge/skill statements 1. Understands that many activities can be modified to be more health- enhancing 2. Understands that one can walk instead of ride in a car to enhance health 3. Understands that one can take the stairs instead of the elevator to enhance health Benchmark 5. Understands detrimental effects of physical activity (e.g., muscle soreness, overuse injuries, over-training, temporary tiredness, and discovering inability) Knowledge/skill statements 1. Understands that muscle soreness can be a detrimental effect of physical activity 2. Understands that injury can be a detrimental effect of physical activity 3. Understands that overtraining can be a detrimental effect of physical activity 4. Understands that temporary tiredness can be a detrimental effect of physical activity 5. Understands that discovering an inability can be a detrimental effect of physical activity 6. Understands the physical activities can have detrimental effects Benchmark 6. Understands activities that provide personal challenge (e.g., risk-taking, adventure, and competitive activities) Knowledge/skill statements 1. Knows risk-taking activities that provide personal challenge 2. Knows adventure activities that provide personal challenge 3. Knows competitive activities that provide personal challenge 4. Understands the importance of personal challenge in physical activities Standard 3. Understands the benefits and costs associated with participation in physical activity Benchmark 1. Knows about opportunities for participation in physical activities both in and out of school (e.g., recreational leagues, intramural sports, clubs) Knowledge/skill statements 1. Knows that recreational leagues provide opportunities for participation in physical activities 2. Knows that intramural sports provide opportunities for participation in physical activities 3. Knows that sports clubs provide opportunities for participation in physical activities 4. Knows there are opportunities for physical activity outside of school Benchmark 2. Chooses physical activities based on a variety of factors (e.g., personal interests and capabilities, perceived social and physical benefits, challenge and enjoyment) Knowledge/skill statements 1. Chooses physical activities based on personal interests and capabilities 2. Chooses physical activities based on perceived social and physical benefits 3. Chooses physical activities based on challenge and enjoyment Benchmark 3. Knows factors that inhibit physical activity (e.g., substance abuse) Knowledge/skill statements 1. Understands that some health habits can inhibit physical activity 2. Understands that smoking inhibits physical activity 3. Understands that drinking inhibits physical activity 4. Understands that using drugs inhibits physical activity Benchmark 4. Knows how to modify activities to be more health-enhancing (e.g.,walking instead of riding, taking the stairs rather than the elevator) Knowledge/skill statements 1. Understands that many activities can be modified to be more health- enhancing 2. Understands that one can walk instead of ride in a car to enhance health 3. Understands that one can take the stairs instead of the elevator to enhance health Benchmark 5. Understands detrimental effects of physical activity (e.g., muscle soreness, overuse injuries, over-training, temporary tiredness, and discovering inability) Knowledge/skill statements 1. Understands that muscle soreness can be a detrimental effect of physical activity 2. Understands that injury can be a detrimental effect of physical activity 3. Understands that overtraining can be a detrimental effect of physical activity 4. Understands that temporary tiredness can be a detrimental effect of physical activity 5. Understands that discovering an inability can be a detrimental effect of physical activity 6. Understands the physical activities can have detrimental effects Benchmark 6. Understands activities that provide personal challenge (e.g., risk-taking, adventure, and competitive activities) Knowledge/skill statements 1. Knows risk-taking activities that provide personal challenge 2. Knows adventure activities that provide personal challenge 3. Knows competitive activities that provide personal challenge 4. Understands the importance of personal challenge in physical activities Standard 4. Understands how to monitor and maintain a health-enhancing level of physical fitness Benchmark 1. Engages in activities that develop and maintain cardiorespiratory endurance (e.g., timed or distance walk/run and other endurance activities at a specified heart rate) Knowledge/skill statements 1. Engages in activities that develop and maintain cardiorespiratory endurance, such as a timed or distance walk/run 2. Engages in activities that develop and maintain cardiorespiratory endurance, such as an endurance activity at a specified heart rate Benchmark 2. Engages in activities that develop and maintain muscular strength (e.g., push-ups, pull-ups, curl-ups, isometric strength activities, jump rope) Knowledge/skill statements 1. Engages in activities that develop and maintain muscular strength, such as push ups 2. Engages in activities that develop and maintain muscular strength, such as pull-ups 3. Engages in activities that develop and maintain muscular strength, such as isometric strength exercises 4. Engages in activities that develop and maintain muscular strength, such as jumping rope Benchmark 3. Engages in activities that develop and maintain flexibility of the major joints (e.g., sit and reach, trunk twists, and arm-shoulder stretches) Knowledge/skill statements 1. Engages in activities that develop and maintain flexibility of the major joints, such as the sit and reach 2. Engages in activities that develop and maintain flexibility of the major joints, such as trunk twists 3. Engages in activities that develop and maintain flexibility of the major joints, such as arm-shoulder stretches Benchmark 4. Knows the effects of physical activity and nutrition on body composition Knowledge/skill statements 1. Knows the effects of physical activity on body composition 2. Knows the effects of nutrition on body composition Benchmark 5. Knows how to monitor intensity of exercise (e.g., heart rate, breathing rate, perceived exertion, and recovery rate) Knowledge/skill statements 1. Knows that exercise intensity can be monitored through the heart rate 2. Knows that exercise intensity can be monitored through the breathing rate 3. Knows that exercise intensity can be monitored through by perceived exertion 4. Knows that exercise intensity can be monitored through the recovery rate 5. Knows there are ways to monitor the intensity of an exercise Benchmark 6. Meets health-related fitness standards for appropriate level of a standardized physical fitness test (e.g., aerobic capacity, body composition, muscle strength, endurance, and flexibility) Knowledge/skill statements 1. Meets health-related fitness standards for aerobic capacity at appropriate level 2. Meets health-related fitness standards for body composition at appropriate level 3. Meets health-related fitness standards for muscular strength at appropriate level 4. Meets health-related fitness standards for muscular endurance at appropriate level 5. Meets health-related fitness standards for flexibility at appropriate level Benchmark 7. Knows the characteristics of a healthy lifestyle (e.g., daily health-enhancing physical activity, proper nutrition) Knowledge/skill statements 1. Knows that daily physical activity is one characteristic of a healthy lifestyle 2. Knows that proper nutrition is one characteristic of a healthy lifestyle Benchmark 8. Uses information from fitness assessments to improve selected fitness components (e.g., cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition) Knowledge/skill statements 1. Uses information from fitness assessments to improve cardiorespiratory endurance 2. Uses information from fitness assessments to improve muscular strength 3. Uses information from fitness assessments to improve muscular endurance 4. Uses information from fitness assessments to improve flexibility 5. Uses information from fitness assessments to improve body composition Benchmark 9. Participates in moderate to vigorous physical activity in a variety of settings (e.g., gymnastics clubs, community sponsored youth sports) Knowledge/skill statements 1. Participates in moderate to vigorous physical activities outside of school, such as a gymnastics club 2. Participates in moderate to vigorous physical activities outside of school, such as a community sponsored sport Standard 5. Understands the social and personal responsibility associated with participation in physical activity Benchmark 1. Knows how to develop rules, procedures, and etiquette that are safe and effective for specific activity situations Knowledge/skill statements 1. Knows how to develop rules that are safe and effective for specific activities 2. Knows how to develop procedures that are safe and effective for specific activities 3. Knows how to develop etiquette that is safe and effective for specific activities Benchmark 2. Works in a group to accomplish a set goal in both cooperative and competitive activities Knowledge/skill statements 1. Works in a group to accomplish a set goal in cooperative activities 2. Works in a group to accomplish a set goal in competitive activities Benchmark 3. Understands the role of physical activities in learning more about others of like and different backgrounds (e.g., gender, culture, ethnicity, and disability) Knowledge/skill statements 1. Understands that physical activities allow one to learn more about other people 2. Understands that physical activities allow one to learn about people of the same and opposite gender 3. Understands that physical activities allow one to learn about people from same and differing cultural backgrounds 4. Understands that physical activities allow one to learn about people of same and differing ethnicities 5. Understands that physical activities allow one to learn about people of same and differing abilities Benchmark 4. Understands the physical challenges faced by people with disabilities (e.g., wheelchair basketball, dancing with a hearing disability) Knowledge/skill statements 1. Understands that people with disabilities face some challenges in physical activities 2. Understands the challenges involved in wheelchair basketball 3. Understands the challenges involved in dancing with a hearing disability Benchmark 5. Understands the origins of different sports and how they have evolved Knowledge/skill statements 1. Understands the origins of different sports 2. Understands how a variety of sports have evolved |
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