Physical Education and Health Education

PE and Health Curriculum for Kindergarten - Grade 5

Mission Statement

The West Hartford Physical Education Program is based on helping students develop healthy, active lifestyles by experiencing a balance of activities in a positive, responsible, and cooperative environment. These activities include the movement areas of body management, manipulatives, educational gymnastics, dance, fitness, and adventure/cooperative education. These activities are appropriate for each child’s developmental stage and ability level. Furthermore, these experiences are designed to create opportunities for our students that inspire confidence, honesty, creativity, teamwork, and a persistent drive to excel.

West Hartford Physical Education Mission

To inspire and prepare students to live a healthy and balanced life to achieve their potential and enhance our global community

West Hartford Health Education Mission

To inspire and prepare students to live a healthy and balanced life to achieve their potential and enhance our global community 

Standards

Standard 1- Movement Skill Performance
The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2- Application of Concepts and Strategies
The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Standard 3 – Physical Activity and Fitness
The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Standard 4- Responsible Behavior
The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5- Benefits of Physical Activity
The physically literate individual recognizes the value of physical activity for Health, enjoyment, challenge, self-expression and /or social interaction.

Elementary Physical Education Content Definitions

Body Management
Students execute locomotor movements (e.g. run, skip, jump), non-locomotor skills (e.g. twist, rock, balance), and various combinations of these skills. These are colored with the elements of space (e.g. direction, level), effort (e.g. speed, force), and relationship (e.g. mirror, match). In the upper elementary grades basic movement skills and concepts are refined into traditional sport skills (e.g. high jump in track, dribbling in soccer).

Manipulatives Skills
Students execute a variety of skills that show dexterity and coordination by handling small and large equipment, such as balls, hoops, ropes, paddles, and wands. Examples of manipulative skills include throwing, catching, striking, volleying, and dribbling.

Educational Gymnastics
Students used their body management skills in relationship to large apparatus. Skills include climbing, balancing, and supporting.

Dance
Dance is an opportunity to use functional movement skills in expressive ways. We emphasize two types at dance at the elementary level - creative and cultural. Creative dance stretches students to express ideas, feelings, stories, and ideas through movement. Cultural dance allows students to experience the richness of various parts of the world as reflected in music, rhythm, and movement. Folk dances from various countries, including American square, are included in cultural dance.

Physical Fitness
Students gain an understanding of the major components of fitness through activity. The major components of fitness include flexibility, muscular strength, muscular endurance, and cardiovascular endurance. Individual improvement is emphasized through goal setting.

Adventure/Cooperative Education
Students practice team building, problem solving, communication skills, and cooperation through group activities. These experiences are often integrated into the other activity units.

Grade Rubric

M = Masters and applies skills independently in most situations; Completes all assigned work at mastery level; Demonstrates active participation in all learning activities;

P = Progressing consistently towards mastering grade level objectives; Applies skills in some situations; Completes assigned tasks with limited mastery; Particpates in most learning activities.

L = Limited progress in skill and concept development; Learning concept, but further practice needed; Skill is developing with support; Evidence of inconsistent progress towards mastering grade level objectives; Behavior may be interfering with progress; Participates inconsistently in learning activities;

E = Exceeds grade level expectation; exceptional; Initiates completion of enrichment/independent activity; Work is consistently above grade level expectations; Independently applies and extends their own learning.

Demonstrates Effort

1 = Excels
2 = Satisfactory
3 = Needs improvement

Shading = Shaded or dashed areas indicate that objective is not being formally assessed at this point in the year.

Marking System – A student could be marked down on a particular objective from a Mastery(M) one marking to a Progressing(P) the next marking period. This will be based on the material covered and the ability of the student to meet the objective that marking period.

Kindergarten

PE Curriculum

  • Demonstrates good body control when performing locomotor and non-locomotor skills
  • Demonstrates developmentally appropriate manipulative skills using a variety of implements and different body parts
  • Applies movement concepts (i.e. space, speed) to movements
  • Performs simple rhythmic patterns involving creative or cultural dance movement
  • Participates in a variety of moderate to vigorous physical activities that promote fitness
  • Performs movement tasks (both on the floor and on the apparatus) that require creative or critical thinking
  • Demonstrates the physical, cognitive, and affective skills to participate in cooperative adventure activities

Grade 1

PE Curriculum

  • Demonstrates efficiency and good body control when performing locomotor and nonlocomotor skills and movement sequences
  • Demonstrates developmentally appropriate manipulative skills (i.e. throwing, catching, kicking) using a variety of implements and different body parts
  • Applies movement concepts (i.e. space, force) to movements
  • Performs simple rhythmic patterns involving creative or cultural dance movement
  • Participates in a variety of moderate to vigorous physical activities that promote fitness
  • Performs movement tasks (both on the floor and on the apparatus) that require creative or critical thinking
  • Demonstrates the physical, cognitive, and affective skills to participate in cooperative adventure activities.

Health Education Curriculum

  • Demonstrates how to respond to emergency or unsafe situations, including how and when to dial 9-1-1.
  • Identifies trusted adults who can help them.
  • Role plays situations about potential dangers of touching, playing with, ingesting, or smelling any substance, including medicines.
  • Discusses how to use the internet safely. Recognizes and respects differences and similarities in ways people and families think, act, learn, look, and live.
  • Makes healthy eating choices, including eating enough fruits and vegetables daily.
  • Recognizes their own feelings and others’ feelings, including impulsive behaviors.
  • Practices effective communication skills, including ways to interrupt conversations politely and ways to share and take-turns.
  • Practices ways to deal with name-calling and teasing.
  • Demonstrates calming-down techniques.

Scope and Sequence

September - November
Healthy Relationships-Respectful and Responsible Behaviors: Second Step: Empathy Unit I

October
Nutrition (HEART or Healthy Eating, Activity, and Reading Together)

November
Internet Safety

December - February
Healthy Relationships- Respectful and Responsible Behaviors Second Step: Problem Solving and Impulse Control Unit II

February - March
Healthy Relationships-Respectful and Responsible Behaviors Second Step: Anger Management Unit III

March - May
Substance Abuse Prevention

The health education curriculum includes 2 presentations by the West Hartford Community Relations Police Officers.

1. Pedestrian Safety – Crossing the Street and Playing Safely 
2. Stranger Danger II- Including “ Run, Remember, Report”

Grade 2

PE Curriculum

  • Demonstrates efficiency and good body control when performing locomotor and nonlocomotor skills through partner activities, group games, and movement tasks.
  • Demonstrates developmentally appropriate manipulative skills (i.e. striking) using a variety of implements and different body parts
  • Combines locomotor and non-locomotor skills with manipulatives activities
  • Applies movement concepts (i.e. space, speed, force) to movements
  • Performs simple rhythmic patterns involving creative or cultural dance movement
  • Participates in a variety of moderate to vigorous physical activities that promote fitness.
  • Performs movement tasks (both on the floor as well as on the apparatus) that require creative or critical thinking
  • Demonstrates effective interpersonal skills to participate in cooperative adventure and group activity

Health Curriculum

  • Defines and practices good personal hygiene to promote healthy living.
  • Makes healthy eating choices, including eating a variety of food daily including fruits and vegetables.
  • Recognizes feelings and is able to sort them by small, medium and large.
  • Practices effective communication skills, including verbalizing feelings and assuming others’ perspectives.
  • Demonstrates calming-down techniques.
  • Discusses how to use the Internet safely with an emphasis on privacy.
  • Names trusted adults who can help them.
  • Explains safe practices when taking medicines.
  • Explains potential dangers of touching, playing with, ingesting, smelling or inhaling any substance.

Scope and Sequence

September - November
Healthy Relationships-Respectful and Responsible Behaviors:
Second Step: Empathy Unit I

October
Nutrition (HEART or Healthy Eating, Activity, and Reading Together)

November
Internet Safety

December - February
Healthy Relationships- Respectful and Responsible Behaviors
Second Step: Problem Solving and Impulse Control Unit II

February-March
Healthy Relationships-Respectful and Responsible Behaviors
Second Step: Anger Management Unit III

March-May
Substance Abuse Prevention

The health education curriculum includes 2 presentations by the West Hartford Community Relations Police Officers.

1. Building Character-healthy relationships with family and friends
2. Bicycle Safety 1

Grade 3

PE Curriculum

  • Efficiently performs more complex locomotor and non-locomotor skills and combinations while maintaining good body control
  • Demonstrates more complex combinations of manipulative skills (i.e. striking) using a variety of implements and different body parts
  • Applies movement concepts (i.e. flow, force) to movements
  • Performs rhythmic patterns through creative or cultural dance movement, as well as through movement activities using manipulatives
  • Participates in a variety of moderate to vigorous physical activities that promote fitness and an understanding of the components as defined by the Connecticut Physical Fitness Assessment
  • Participates movement tasks (both on the floor and on the apparatus) that require creative or critical thinking
  • Participates in cooperative adventure and group activities that require teamwork to achieve success

Health Curriculum

  • Makes healthy eating choices, including eating a variety of foods that are lower in added sugar, fat and sodium.
  • Explains safe practices of using medicines, including over the counter medicines and prescriptions.
  • Identifies similarities and differences between one’s thinking, actions, appearance and lifestyles and those of others.
  • Develops conflict resolution strategies.
  • Practices effective communication skills, including how to make conversations and ways to use assertive strategies when necessary.
  • Practices using problem-solving strategies in social situations, such as resisting peer pressure and resisting the impulse to steal or lie.
  • Demonstrates calming-down techniques in a variety of situations, including times when they are stressed.
  • Identifies ways to access help or support when needed from trusted adults, including if on the internet.
  • Practices using the internet safely with an emphasis on netiquette

Scope and Sequence

September - November
Healthy Relationships-Respectful and Responsible Behaviors:
Second Step: Empathy Unit I

October
Nutrition (HEART or Healthy Eating, Activity, and Reading Together)

November
Internet Safety DecemberFebruary Healthy Relationships- Respectful and Responsible Behaviors
Second Step: Problem Solving and Impulse Control Unit II

February - March
Healthy Relationships-Respectful and Responsible Behaviors
Second Step: Anger Management Unit III

March - May
Substance Abuse Prevention

The health education curriculum includes 2 presentations by the West Hartford Community Relations Police Officers.

1. Substance Abuse I
2. Child Abuse and Discipline-safe and unsafe touch

Grade 4

PE Curriculum

  • Performs combinations of locomotor, non-locomotor, and manipulative skills, including an introduction to specific sport skills and sequences on the educational gymnastic apparatus
  • Applies movement concepts (i.e. space, force, acceleration) to a variety of activities and games
  • Performs rhythmic patterns involving creative or cultural dance movement
  • Develops a working understanding of the components as defined by the Connecticut Physical Fitness Assessment and ways to improve their own fitness level
  • Participates in games, activities, and tasks that require creative or critical thinking/problem solving
  • Participates in cooperative adventure and group activities that require teamwork to achieve success

Health Curriculum

  • Describes the harmful effects of using tobacco and other harmful substances.
  • Practices refusal and decision-making skills.
  • Determines the necessary procedures for basic first aid.
  • Makes healthy eating choices, particularly at lunch.
  • Sets goals to improve eating choices.
  • Practices effective communication skills, including how to express concern and appreciation and ways to deal with criticism.
  • Practices using problem-solving strategies in social situations, including the ability to see different points of views.
  • Demonstrates calming-down techniques in a variety of situations, including times when they are angry or fearful.
  • Identifies ways to access help or support when needed from trusted adults, including if on the internet.

Scope and Sequence

September - November
Healthy Relationships-Respectful and Responsible Behaviors:
Second Step: Empathy Unit I

October
Nutrition (HEART or Healthy Eating, Activity, and Reading Together)

November
Internet Safety and Cyber bullying

December - February
Healthy Relationships- Respectful and Responsible Behaviors
Second Step: Problem Solving and Impulse Control Unit II

February - March
Healthy Relationships-Respectful and Responsible Behaviors
Second Step: Anger Management Unit III

March - May
Substance Abuse Prevention

The health education curriculum includes 2 presentations by the West Hartford Community Relations Police Officers.

1. Responsibility and Home Safety
2. Bicycle Safety II

Grade 5

PE Curriculum

  • Performs more complex combinations of locomotor, non-locomotor, and manipulative skills, including specific sport skills and educational gymnastic routines
  • Applies movement concepts (i.e. space, force, acceleration) to a variety of activities and games
  • Performs more complex rhythmic patterns involving creative or cultural dance movement
  • Participates in and develops strategies for improvement of selected fitness components from the Connecticut Physical Fitness Assessment.
  • Participates in games and activities and solves tasks that require creative or critical thinking
  • Participates in competitive and cooperative activities that require effective interpersonal communication, individual skills, and teamwork to achieve success.

Health Curriculum

  • Describes physical, social and emotional changes that occur during puberty.
  • Identifies cognitive, emotional and physical effects of alcohol, drug use or misuse.
  • Practices refusal skills to ensure healthy lifestyles.
  • Works cooperatively to develop positive attitudes, problem solving and coping skills while respecting the differences, similarities and the rights of others.
  • Makes healthy eating choices, particularly at breakfast.
  • Analyzes techniques the media uses to influence our choices.
  • Practices effective communications skills, including how to start conversations, ways to use assertive strategies when necessary, and how to use netiquette when on the internet.
  • Practices using problem-solving strategies in social situations, such as dealing with gossip; resisting impulses to cheat, steal or lie; or dealing with peer pressure.
  • Demonstrates calming-down techniques and anger management strategies in a variety of situations, including resisting revenge and dealing with consequences.
  • Identifies ways to access help or support when needed from trusted adults, including when on the internet.
  • Explains what to do if cyberbullying occurs.

Scope and Sequence

September- November
Healthy Relationships-Respectful and Responsible Behaviors:
Second Step: Empathy Unit I

October
Nutrition (HEART or Healthy Eating, Activity, and Reading Together)

November
Internet Safety and Cyber bullying

December - February
Healthy Relationships- Respectful and Responsible Behaviors
Second Step: Problem Solving and Impulse Control Unit II

February - March
Healthy Relationships-Respectful and Responsible Behaviors
Second Step: Anger Management Unit III

March - May
Substance Abuse Prevention

The health education curriculum includes 2 presentations by the West Hartford Community Relations Police Officers.

1. Internet Safety
2. Substance Abuse II

Internet Safety

West Hartford Public Schools is committed to helping students and their families become safe users of the Internet and other digital tools. One of these supportive resources is Cyber Compass, a web site that includes numerous tools for parents, students, families, and educators.

The K-12 health education program is part of these efforts to help our children become safe, responsible consumers. Below you will find an overview of the health education outcomes, as well as links to the elementary lessons.

Blueprint for Internet Awareness and Safety 

Guiding Principles:

  • The Internet has the potential to be a powerful learning tool. Inherent in this tool is the need to teach personal responsibility and to make students aware of the possible dangers.
  • Internet awareness and safety needs to be explicitly taught.
  • Internet safety should be integrated by all teachers at all grade levels throughout the year. 

Essential Questions:

  • How do I stay safe when using the Internet?

  • How do I communicate effectively on the Internet?

  • What do I do if I am feeling uncomfortable or unsafe on the Internet?

Enduring Understandings

  • K-3

    • We should have adult permission and assistance when using the Internet.

    • Cyberspace is a community with rules.   “Do not talk to strangers” helps keep us safe.

    • If you feel unsafe or uncomfortable when on the Internet, tell a trusted adult.

  • K-5

    • There are basic rules of netiquette that help us communicate positively and effectively on the Internet.

    •  If you or a friend is bullied online, report cyberbullying to a trusted adult.

In November elementary classroom teachers present a lesson about Internet Safety.

Connecticut Fitness Testing

Physical fitness is an essential component of a physical education curriculum and a child’s total education program. It is expected that by the end of Grade 12 students will recognize the importance of and choose to participate regularly in physical activities designed to maintain and enhance healthy lifestyles. The Connecticut Physical Fitness Assessment (CPFA) provides a snapshot into a child’s fitness level by measuring cardiovascular endurance, muscular strength and endurance, and flexibility. Physical fitness should be a result of the balance of activities that are provided in the physical education programs at school and continued by the family and in other community activities. This assessment should not be the focus of the entire physical education curriculum or program. The assessment should be a part of the ongoing process of helping children understand and improve and/or maintain their physical health and well-being.

How to Dress for Physical Education

Sneakers and loose clothing that allow your child to move freely, comfortably and safely are appropriate for physical education classes. Some additional hints that willhelp your children enjoy their time in physical education classes include:

  • Empty pockets before coming to class,
  • Tie back long hair,
  • Refrain from wearing jewelry, and
  • Remember that skirts, dresses and tight clothing can restrict movement

Class Frequency

Students in kindergarten, grade 1, grade 2, and grade 3 attend two thirty minute physical education sessions each week. Students in grade 4 and grade 5 attend two forty five minute physical education sessions

PE and Health Curriculum for Grades 6-8

Grade 6

Physical Education

Fitness

Am I fit and healthy? How do I stay fit and healthy? How do I improve my fitness and health?

Health-related fitness incorporates the areas of cardiovascular fitness, flexibility, muscular strength, muscular endurance, nutrition and other health related topics. In the sixth grade an integrated approach is used. We integrate these fitness concepts into all our units during warm-ups, cool-downs, skill practice, and game play/performances. Students must develop lifelong habits of activity that insure daily moderate and vigorous exercise. Technology (pedometers) is used as a tool to improve fitness.

  • Demonstrates the importance of cardiovascular fitness and ways to achieve it through a variety of activities
  • Demonstrates the knowledge of static stretches and the ability to apply static stretches to large muscle groups
  • Participates in a variety of muscular strength and muscular endurance activities and understands the impact on large muscles groups
  • Analyzes their own eating and drinking habits as related to their physical activity levels
  • Participates in the CT Physical Fitness Assessment and relates their performance to personal fitness
  • Sets a SMART fitness goal based upon their performance on the CT Physical Fitness

Adventure Education

How does what I say or do effect my group? How do we solve this problem as a team?

Adventure education at the sixth grade level consists mainly of cooperative games to promote positive relationships and productive teamwork. Cooperative games are noncompetitive and experiential opportunities, which encourage participants to communicate, listen, trust, and strategize with others.

  • Demonstrates active listening skills when working on a group task
  • Demonstrates effective communication skills when working on a group task
  • Demonstrates effective problem solving skills when working on a group task

The steps to problem solving (planning, brainstorming, and strategizing before beginning task; trying a solution using effective communication skills; adjusting and refining the plan if not successful; accomplishing the task; analyzing process upon completion)

Individual, dual, and team sports

What do I need to do to be an effective player? What makes a successful team?

During the middle school years students refine the basic motor skills and movement patterns into more specific sports related skills and strategies. Hand-in-hand with the skills and strategy development is the achievement of self-initiated behaviors that promote success in activity settings. These include safe practices, adherence to rules and procedures, etiquette, cooperation, teamwork, ethical behavior in sport, and positive social interaction. In keeping with these standards, the sport offerings give students a chance not only to learn and practice skills in isolation, but also opportunities to use them in actual gamelike situations using basic strategies.

Students in grade six may participate in the following sports:

  • Invasion sports (basketball, flag football, lacrosse, soccer, team handball, ultimate Frisbee): strategies include right shot/right time; lead passing, pivoting, cutting, receiving, defensive positioning
  • Track and Field: long jump, long distance running, relay, shot put, sprinting, safety, the importance of staying physically active. If time allows, the triple jump, hurdles, high jump, and sprinting will be included
  • Volleyball: Set pass, bump, underhand serve, strategies (ready position, use of space, covering), communication skills, rotation, rules of the game

Creative Dance

What does this creative dance express? How can I make this creative dance better?

Dance is an essential part of a comprehensive physical education program. Dance provides a balance between functional and expressive purposes of movement. In sixth grade we focus on creative dance. The Laban movement framework and the artistic creative process (create, perform, respond, revise, and perform) forms a basis for this unit.

  • Performs combinations of dance steps with smooth transitions. Laban’s framework of movement will provide the foundation.
  • Performs movements with an emphasis using the whole space (stage) in a variety of ways
  • Performs movement combinations/phrases using directionality
  • Works cooperatively as individuals, with partners, and in small groups
  • Performs dance steps and patterns to a variety of inspirations (silence, sounds, poems, stories, art work, beat patterns, music)
  • Practices literal movement, abstract, and narrative movements
  • Creates a dance to an inspiration (student choice) using the artistic creative process
  • Gives effective feedback to help peers improve performance

Health Education

Substance Abuse Prevention

If I know illegal drugs are bad, how do I say no?

  • Knows the long and short term effects of tobacco and inhalant use
  • Analyzes the techniques the media uses to encourage or discourage use of tobacco or inhalant
  • Analyzes internal factors (i.e. curiosity) and external factors (i.e. peer pressure) that may affect one’s decision to use or not use tobacco or inhalants
  • Practices using refusal skills in situations where tobacco and inhalants are being offered
  • Identifies resources in the school and the community that help with problems related to tobacco or inhalants

First Aid and Babysitting

Are the children safe? What would I do in an emergency situation?

  • Identify ways to recognize, limit, and remove safety related problems in the home, including toys that are appropriate for children at different developmental stages
  • Recognize whom and when to call during emergency situations
  • Practices first aid procedures for a variety of situations-breathing emergencies, chocking situations, injuries involving wounds and bleeding

Healthy Relationships and Communication- Growth and Development

What is a positive friendship? How does what I say or do effect others? What is happening to me?

  • Understands and practices communication skills that promote positive, meaningful friendships and family relationships
  • Describes the physical, mental, and emotional changes that occur during puberty, including the importance of good hygiene
  • Reviews structure and function of the male and female reproductive anatomy
  • Identifies and accesses valid and reliable sources of information about human growth and development. Include parents as a primary resource
  • Analyzes how parents, peers, and the media influence the decisions that adolescents make around the issues of sexuality

Grade 7

Physical Education

Fitness

Am I fit and healthy? How do I stay fit and healthy? How do I improve my fitness and health?

Health-related fitness incorporates the areas of cardiovascular fitness, flexibility, muscular strength, muscular endurance, nutrition, and other health related topics. In the seventh grade we teach a specific fitness unit, as well as integrating these fitness concepts into all our units during warm-ups, cool-downs, skill practice, and game play/performances. Students must develop lifelong habits of activity that insure daily moderate and vigorous exercise. Technology (heart rate monitors or pedometers) is used as a tool to improve fitness.

  • Participates in a variety of aerobic and non-aerobic activities
  • Uses heart rate monitors to assess their fitness
  • Performs dynamic warm-ups specific to activities being performed
  • Defines basic weight training terminology
  • Demonstrates basic weight training techniques and safety in the weight room
  • Participates in the CT Physical Fitness Assessment and relates their performance to personal fitness
  • Sets a SMART fitness goal based upon their performance on the CT Physical Fitness Assessment
  • Designs and implements a plan to improve their fitness level
  • Discusses the benefits of eating smaller meals throughout the day, rather than larger portions less often
  • Explains the importance of eating and drinking regularly to enhance physical and mental performance

Adventure Education

How does what I say or do impact my group? How do we solve this problem as a team? How do we begin to trust each other as a team? How does goal setting help my team?

Adventure education at the seventh grade level consists mainly of cooperative games to promote positive relationships and productive teamwork. Cooperative games are noncompetitive and experiential opportunities, which encourage participants to communicate, listen, trust, and strategize with others.

  • Demonstrates trust
  • Demonstrates effective communication skills when working on a group task
  • Demonstrate effective problem solving skills when working on a group task Applies the steps of goal setting (the What-a realistic long and short term goal; the How— options with their potential positive and negative outcomes; task; the choice and implementation; the How Did We Do and How Do We Improve-assessment and refinements)

The steps to problem solving include planning, brainstorming, and strategizing before beginning task; trying a solution using effective communication skills; adjusting and refining the plan if not successful; accomplishing the task; and analyzing process upon completion.

Individual, dual, and team sports

What do I need to do to be an effective player? What makes a successful team?

During the middle school years students refine the basic motor skills and movement patterns into more specific sports related skills and strategies. Hand-in-hand with the skills and strategy development is the achievement of self-initiated behaviors that promote success in activity settings. These include safe practices, adherence to rules and procedures, etiquette, cooperation, teamwork, ethical behavior in sport, and positive social interaction. In keeping with these standards, the sport offerings give students a chance not only to learn and practice skills in isolation, but also opportunities to use them in actual gamelike situations using basic strategies.

Seventh graders may participate in the following sports:

  • Invasion sports (basketball, field hockey flag football, lacrosse, soccer, team handball, ultimate Frisbee): strategies include right shot/right time; lead passing, pivoting, cutting, receiving, defensive positioning
  • Badminton: serve, overhead clear, drop shot, smash, strategies (i.e. shot choice, use of open space), rules, doubles and single play, court etiquette
  • Volleyball: skill review-set pass, bump (forearm pass), underhand serve; more advanced skills and strategies (i.e. overhand serve, skill combinations, ready position, use of space, covering); communication skills; rotation; rules of the game.

Creative Dance

What does this creative dance express? How can I make this creative dance better?

Dance is an essential part of a comprehensive physical education program. Dance provides a balance between functional and expressive purposes of movement. In sixth grade we focus on creative dance. The Laban movement framework and the artistic creative process (create, perform, respond, revise, and perform) forms a basis for this unit.

  • Performs combinations of dance steps with smooth transitions. Laban’s framework of movement will provide the foundation.
  • Performs movements with an emphasis using the whole space (stage) in a variety of ways
  • Performs movement combinations/phrases using directionality
  • Works cooperatively as individuals, with partners, and in small groups.
  • Performs dance steps and patterns to a variety of inspirations (silence, sounds, poems, stories, art work, beat patterns, music)
  • Practices literal movement, abstract, and narrative movements
  • Creates a dance to an inspiration (student choice) using the artistic creative process
  • Gives effective feedback to help peers improve performance
  • Demonstrates being a good audience

Health Education

Nutrition

Am I a healthful eater? Is this a healthy eating choice for me? What influences my choices?

  • Understands basic nutritional information and terms- i.e. nutrients, empty calories, Dietary Guidelines
  • Reads and interprets information on food labels
  • Analyzes one’s own diet for nutritional value, applying one’s knowledge of six basic nutrients and the food pyramid
  • Makes healthy eating choices
  • Explains how the media, family habits, cultural background influences one’s decisions in selecting food and snacks. Include a discussion of body image.

Violence Prevention

Bullying, Harassment and Sexual Harassment: What do I do if someone is being picked on or harassed?

  • Understands the key concepts, school rules, and laws relating to bullying, harassment, and sexual harassment
  • Knows how to access school and community resources to assist victims of bullying, harassment, and sexual harassment
  • Practices effective communication skills
    • Strategies to manage and resolve conflict in healthy ways, including peer mediation
    • Refusal and negotiation skills to enhance health

Substance Abuse Prevention

How do a reach my goal of remaining substance free? How can I say “no” and still keep my friends?

  • Knows the effects of alcohol or marijuana use
  • Analyzes the influence of culture, media, technology, and other factors on behaviors and decisions related to alcohol, marijuana, and other substance use/non-use
  • Knows the consequences for using alcohol, tobacco and other drugs
  • Knows where and how to locate resources to support the abuser or his/her friends and family
  • Practices ways to stay drug free

Growth and Development

What are these changes I am going through? What is a healthy relationship? What skills do I need to maintain safe and healthy relationships?

  • Knows the basics of the male and female anatomy, including the development of the fetus from conception to birth
  • Understands why abstinence is the only 100% safe and reliable method to prevent pregnancy
  • Knows what a healthy and safe friendship is and how to maintain it
  • Analyzes the ways the media influences one’s behaviors and decision making related to sexuality
  • Uses refusal skills in regards to situations involving relationships and sexual issues
  • Accesses resources related to information on adolescence, pregnancy and related issues of sexuality

Growth and Development - HIV/AIDS

What exactly is HIV/AIDS? Where do I get accurate information?

  • Knows the stages and symptoms of HIV/AIDS, including methods of transmission
  • Explains the ways to protect oneself from HIV/AIDS, including abstinence
  • Knows how to access community resources and adults to help a person with HIV/AIDS or his/her family /friends
  • Knows how to get accurate, updated information about AIDS and HIV from a variety of resources, including the Internet

Grade 8

Physical Education

Fitness

Am I fit and healthy? How do I stay fit and healthy? How do I improve my fitness and health?

Health-related fitness incorporates the areas of cardiovascular fitness, flexibility, muscular strength, muscular endurance, nutrition, and other health related topics. In the eighth grade we teach a specific fitness unit, as well as integrating these fitness concepts into all our units during warm-ups, cool-downs, skill practice, and game play/performances. Students must develop lifelong habits of activity that insure daily moderate and vigorous exercise. Technology (heart rate monitors and pedometers) is used as a tool to improve fitness.

  • Applies the target heart rate to all cardiovascular activities.
  • Student will be given the age appropriate range of heart rate.
  • Uses heart rate monitors as tool to assess fitness levels and intensity of exercise.
  • Uses dynamic warm-ups to get the body ready for physical activity.
  • Demonstrates the ability to develop a basic resistance-training plan incorporating weighttraining logs.
  • Uses sound hydration principles during exercise.
  • Participates in the CT Physical Fitness Assessment and relates their performance to personal fitness.
  • Sets a SMART fitness goal based upon their performance on the CT Physical Fitness Assessment.
  • Designs and implements a plan to improve their fitness level.
  • Explains the benefits of eating smaller meals throughout the day, rather than larger portions less often
  • Understands the dangers of using steroids and other performance enhancing drugs.

Adventure Education

What do good leaders do? What makes an effective team?

Adventure education offers a series of opportunities to promote positive relationships and productive teamwork. As the students experiment, plan, and strategize together, they learn to listen, trust, and communicate. There are three components of adventure education: cooperative games, low challenge elements, and high challenge elements.

  • Cooperative games: noncompetitive and experiential opportunities, which encourage participants to communicate, listen, trust, and strategize with each other.
  • Low challenge elements: physical problem solving tasks are located near the ground. To solve each task, groups of students must work together as a team; building off the communication skills, strategies, and trust they developed during the cooperative games.
  • High challenge elements: physical elements are set from eight to fifty feet off the ground. These “challenge by choice” tasks require group support and challenge one’s own personal commitment.
    • Discusses the qualities of an effective leader.
    • Demonstrates leadership and followship during group physical activities.
    • Demonstrates effective communication skills when working on a group task.
    • Demonstrates effective problem solving skills when working on a group task.

The steps to problem solving include planning, brainstorming, and strategizing before beginning task; trying a solution using effective communication skills; adjusting and refining the plan if not successful; accomplishing the task; and analyzing process upon completion.

Individual, dual, and team sports

What do I need to do to be an effective player? What makes a successful team?

During the middle school years students refine the basic motor skills and movement patterns into more specific sports related skills and strategies. Hand-in-hand with the skills and strategy development is the achievement of self-initiated behaviors that promote success in activity settings. These include safe practices, adherence to rules and procedures, etiquette, cooperation, teamwork, ethical behavior in sport, and positive social interaction. In keeping with these standards, the sport offerings give students a chance not only to learn and practice skills in isolation, but also opportunities to use them in actual gamelike situations using basic strategies.

Eighth graders may participate in the following sports:

  • Invasion sports (basketball, field hockey flag football, lacrosse, soccer, team handball, ultimate Frisbee): strategies include right shot/right time; lead passing, pivoting, cutting, receiving, defensive positioning
  • Badminton: serve, overhead clear, drop shot, smash, strategies (i.e. shot choice, use of open space), rules, doubles and single play, court etiquette
  • Volleyball: skill review-set pass, bump (forearm pass), underhand serve; more advanced skills and strategies (i.e. overhand serve, skill combinations, ready position, use of space, covering); communication skills; rotation; rules of the game.

Creative Dance

What does this creative dance express? How can I make this creative dance better?

Dance is an essential part of a comprehensive physical education program. Dance provides a balance between functional and expressive purposes of movement. In eighth grade we focus on creative dance. The Laban movement framework and the artistic creative process (create, perform, respond, revise, and perform) forms a basis for this unit.

  • Performs combinations of dance steps with smooth transitions. Laban’s framework of movement will provide the foundation.
  • Performs movements with an emphasis using the whole space (stage) in a variety of ways.
  • Performs movement combinations/phrases using directionality.
  • Works cooperatively as individuals, with partners, and in small groups.
  • Performs dance steps and patterns to a variety of inspirations (silence, sounds, poems, stories, art work, beat patterns, music).
  • Practices literal movement, abstract, and narrative movements.
  • Creates a dance to an inspiration (student choice) using the artistic creative process.
  • Gives effective feedback to help peers improve performance.

Health Education

Physical Activity and Wellness

Am I healthy? How can I improve my health and physical fitness?

  • Knows the components of wellness and fitness
  • Understands heart rate zones and their relationship to wellness and fitness
  • Evaluates one’s own wellness and fitness levels
  • Uses the goal setting process to improve one’s fitness levels

Stress and Stress Management/Suicide Prevention

What can I do to help manage my stress? Where could I go if I thought a friend, family member or myself needed help?

  • Evaluates one’s own lifestyle, including personal stressors
  • Demonstrates and understands effective strategies to manage stress
  • Knows the warning signs of suicide
  • Identifies and knows how to access school and community resources

Substance Abuse Prevention - Performance Enhancing Drugs and Club Drugs

Why should I be drug free? What can I do to promote the healthy behaviors of others?

  • Knows the effects and consequences related to steroids, club drugs, and performance enhancing drugs
  • Understands the different roles taken on by family members and friends of a chemically dependent person
  • Identifies and locates helping resources
  • Takes a clear, health enhancing regarding substance abuse.

Growth and Development - Relationships and Sexuality

How do I deserve to be treated? How do my decisions impact others and myself?

  • Understands the difference between a health and an unhealthy relationship
  • Practices effective verbal and non-verbal communication skills
  • Knows the pathogens, symptoms, and methods of transmission of sexually transmitted diseases
  • Understands why abstinence is the only form of safe sex
  • Compare the effectiveness of various contraception methods
  • Discusses the short and long term effects of teenage sexual behavior, including the risks and responsibilities associated with teenage pregnancy
  • Knows where to get valid health information and how to access services and resources

PHYSICAL EDUCATION CURRICULUM GRADES 9-12

Grade 9

Physical Education

Fitness

Am I fit and healthy? How do I stay fit and healthy? How do I improve my fitness and health?

Health-related fitness incorporates the areas of cardiovascular fitness, flexibility, muscular strength, muscular endurance, nutrition and other health related topics. Students must develop lifelong habits of activity that insure daily moderate and vigorous exercise. Technology (heart rate monitors) is used as a tool to improve fitness.

  • Knows how to find their own heart rates and to figure out their target heart rate
  • Applies the target heart rate to all activities.
  • Uses heart rate monitors as a tool to assess cardiovascular fitness levels and intensity of exercise
  • Explains the differences between aerobic and anaerobic exercise
  • Explains the benefits of stretching
  • Utilizes each type of stretching method
  • Demonstrates the use of fitness center safety procedures
  • Demonstrates the use of fitness center and its machines with proper techniques for muscular strength and endurance-treadmills, bikes, ellipticals, steps, plyo box, racks/free weights, leg press, lat machine, neck machines, curl machines, universal gym
  • Utilizes the F.I.T.T. concept in training
  • Applies their knowledge of the basic food groups and the benefits controlling their diets
  • Participates in the CT Physical Fitness Assessment and relate their performance to personal fitness
  • Identifies what a SMART goal is
    • Strategic and specific
    • Measureable
    • Attainable
    • Results-oriented
    • Time-bound
  • Sets a SMART fitness goal based upon their performance on the CT Physical Fitness Assessment and develop a plan to improve fitness
  • Discusses the negatives of abusing drugs

Adventure Education

How does what I say or do effect others in my group? What makes an effective team? What does a good leader do?

Adventure education offers a series of opportunities to promote positive relationships and productive teamwork. As the students experiment, plan, and strategize together, they learn to listen, trust, and communicate. There are three components of adventure education: cooperative games, low challenge elements, and high challenge elements.

  • Identifies the critical characteristics of good communication
  • Demonstrates effective, respectful communication skills
    • Expresses feelings or opinions appropriately
    • Agrees or disagrees in constructive way 
    • Listens respectfully
  • Knows the steps of effective problem solving
  • Demonstrates respect, trust, and cooperation as a team in problem solving activities
  • Accepts responsibility for safety of oneself and others
    • Knows and utilizes spotting correctly, including correct body position
    • Uses verbal commands to initiate a fall, jump, lean, or other physical task
    • Uses verbal commands to finish a fall, jump, lean, or physical task
    • Uses of correct performer body position for lean or fall
    • Indicates verbally if they detect any emotional or physical conditions that indicate it is not safe for group to proceed

Individual, dual, and team sports

What do I need to do to be an effective player or performer? What makes a successful team?

We intend that students will have sufficient skills to enjoy participation in many activities and select a few they would want to pursue in adulthood. In keeping with this goal, the sport offerings required in grades nine offer opportunities for students to try a new sport and refine others.

Students in grade nine may participate in the following sports:

  • Archery
  • Fencing
  • Golf
  • Non-specific invasion sports ( i.e. socci, ultimate football, touchkball)
  • Volleyball

Ballroom Dance

What does the style of this dance express? How? What can I do to enjoy this more?

Dance is an essential part of a comprehensive physical education program. Dance provides a balance between functional and expressive purposes of movement. In ninth grade we focus on ballroom/social dance.

  • Performs dance steps and variations
  • Combines basic dance steps into sequences using transitions
  • Performs the dance keeping with the overall style
  • Options include:
    • Swing
    • Cha-Cha
    • Foxtrot
    • Waltz
    • Polka
    • Rumba
    • Tango
    • Salsa/Mambo
  • Performs the partner position as appropriate to the specific dance
  • Performs dance moving around the floor counterclockwise, if appropriate
  • Moves in direction as determined by role (leader, follower) and particular dance
  • Demonstrates cooperation in partner work as it pertains to leading, following, and dance etiquette
  • Performs the dance keeping with the overall style
  • Performs combinations of dance steps and transitions

Health Education

Note: Ninth graders do not have a formal health education program. Students are pulled from their physical education classes for 5-7 days to receive substance use prevention information.

Substance Use Prevention-Marijuana, Tobacco, and Club Drugs

How do I make good decisions? Is this a healthy decision?

  • Knows the effects and consequences related to tobacco, marijuana, and club drugs
  • Discusses the school rules, as well as state and federal laws, regarding tobacco, marijuana, and club drugs.
  • Locates helping resources (school/community/state).
  • Demonstrates refusal skills and decision-making strategies

Grade 10

Physical Education

Fitness

Am I fit and healthy? How do I stay fit and healthy? How do I improve my fitness and health?

Health-related fitness incorporates the areas of cardiovascular fitness, flexibility, muscular strength, muscular endurance, nutrition and other health related topics. Students must develop lifelong habits of activity that insure daily moderate and vigorous exercise. Technology (heart rate monitors) is used as a tool to improve fitness.

  • Participates in the CT Physical Fitness Assessment and understand their own levels of fitness
  • Understands and utilizes the process of cool down stretch
  • Applies the concept of pacing to the long periods of running
  • Continues to use knowledge for proper eating habits
  • Continues strategies to refrain from abusing drugs
  • Utilizes heart monitors to monitor fitness levels

Adventure Education

How does what I say or do impact others in my group? What makes an effective team? What does a good leader do?

  • Identifies the critical characteristics of good communication
  • Demonstrates effective, respectful communication skills
    • Expresses feelings or opinions appropriately
    • Agrees or disagrees in constructive way
    • Listens respectfully
  • Knows the steps of effective problem solving
  • Demonstrates respect, trust, and cooperation as a team in problem solving activities
  • Accepts responsibility for safety of oneself and others
    • Knows and utilizes spotting correctly, including correct body position
    • Uses verbal commands to initiate a fall, jump, lean, or other physical task
    • Uses verbal commands to finish a fall, jump, lean, or physical task
    • Uses of correct performer body position for lean or fall
    • Indicates verbally if they detect any emotional or physical conditions that indicate it is not safe for group to proceed

Individual, dual, and team sports

What do I need to do to be an effective player or performer? What makes a successful team?

We intend that students will have sufficient skills to enjoy participation in many activities and select a few they would want to pursue in adulthood. In keeping with this goal, the sport offerings required in grades ten offer opportunities for students to try a new sport and refine others.

Students in grade ten may participate in the following sports:

  • Fencing
  • Non-specific sport invasion games
  • Tennis
  • Ultimate
  • Frisbee

Ballroom Dance

What does the style of this dance express? How? What can I do to enjoy this more?

Dance is an essential part of a comprehensive physical education program. Dance provides a balance between functional and expressive purposes of movement. In ninth grade we focus on ballroom/social dance.

  • Performs dance steps and variations
  • Combines basic dance steps into sequences using transitions
  • Performs the dance keeping with the overall style
  • Options include:
    • Swing
    • Cha-Cha
    • Foxtrot
    • Waltz
    • Polka
    • Rumba
    • Tango
    • Salsa/Mambo
  • Performs the partner position as appropriate to the specific dance
  • Performs dance moving around the floor counterclockwise, if appropriate
  • Moves in direction as determined by role (leader, follower) and particular dance
  • Demonstrates cooperation in partner work as it pertains to leading, following, and dance etiquette
  • Performs the dance keeping with the overall style
  • Performs combinations of dance steps and transitions

Health Education

Stress and Stress Management / Suicide Prevention

What can I do to manage my stress? What would I do if a friend or family member were depressed or suicidal?

  • Analyzes stress in their own lives and practices stress reduction strategies (time management, attitude, perspective, exercise, meditation) to help manage stress
  • Recognizes the signs of depression and warning signs of suicide
  • Discusses the impact of loss, including death, in real life situations
  • Understands the stages of grieving and ways in which people cope with loss
  • Accesses school and community resources for dealing with stress, loss, depression, and suicide prevention
  • Demonstrates the ability to use strategies to manage a situation that is potentially suicidal by using the safety steps of ACT. ACT is an acronym for a three-step action response to help with mental health issues, such as depression or suicide. ACKNOWLEDGE the signs of depression or suicide in a friend and take them seriously. Let your friend know you CARE about him or her. TELL a responsible adult.

Harassment and Sexual Harassment

What do I do if I am harassed or a friend is harassed?

  • Knows behaviors associated with harassment and sexual harassment
  • Discusses school rules and laws as they pertain to harassment
  • Uses communication strategies for dealing with harassment
  • Locates professional resources to help victims of harassment
  • Applies proper steps to deal with ongoing harassment

Human Growth and Development-Relationships and Sexuality

What skills do I need to maintain safe and healthy relationships? How can I find valid, current information and resources?

  • Discusses the physical, sexual, mental, emotional, and social changes that occur at different life stages, with an emphasis on adolescence.
  • Reviews anatomy and physiology of the male and female reproductive systems, labor, and birth.
  • Knows the pathogens, symptoms, and methods of transmission of STDs/HIV.
  • Accesses wellness resources within the home, school, and community.
  • Understands the purpose of the media and discriminates their use of propaganda, exploitation, and subliminal messages.
  • Identifies abstinence as the only 100% effective method to prevent pregnancy and STDs.
  • Identifies the various methods of contraception and their effectiveness.
  • Makes healthy decisions around issues of sexuality, including developing and maintaining positive relationships.
  • Examines and discusses the dynamics of interpersonal relationships including dating, long-term relationships, marriage, homosexuality, healthy relationships, abusive relationships.
  • Practices interpersonal communication skills, including refusal skills for potentially uncomfortable or dangerous situations.

Substance Abuse Prevention-Alcohol

Is this a healthy decision? How do my decisions impact others and myself?

  • Identifies the physiological, behavioral, and societal effects of alcohol consumption
  • Knows school rules, as well as state and federal laws, concerning underage drinking and DUI laws, including BAC levels
  • Accesses helping resources (school/community/state) for self, friends, and family members
  • Analyzes the reasons why individuals drink, including messages from peers, parents, and the media
  • Practices making healthy decisions involving alcohol consumption.
  • Effectively demonstrates refusal skills and other communication skills in situations, which are potentially harmful or dangerous
  • Analyzes the effects of alcohol consumption on personal life, family, and community

Nutrition

What does it mean to be a healthy eater? What can influence my eating habits?

  • Discusses the importance of eating breakfast and t effect of skipping meals on overall health.
  • Explains the relationship between healthy eating, weight control, and portion size
  • Accesses nutritional information using a variety of text resources, including the Internet
  • Evaluates the validity of the Internet sources
  • Analyzes the consumption of beverages (including soda) on one’s health
  • Analyzes the influences that can affect eating habits and food choices
  • Advocates for healthy eating choices during the school day
  • Recognizes the impact of diet in relation to specific diseases and health conditions (obesity, anorexia, bulimia).

Grade 11

Physical Education

Students in grades 11 and 12 are preparing for the transition to adulthood. Students must develop lifelong habits of activity that insure daily moderate and vigorous exercise. Based upon this philosophy, the only required unit at grades 11 and 12 is an extensive fitness unit where students examine their own health-related fitness. They develop and implement a personal fitness plan. Health-related fitness incorporates the areas of cardiovascular fitness, flexibility, muscular strength, muscular endurance, nutrition, and other health related topics. Students elect their other activity units based upon their individual needs and interests that will enable them to have enjoy lifelong wellness.

Fitness

Am I fit and healthy? How do I stay fit and healthy? How do I improve my fitness and health?

  • Participates in the CT Physical Fitness Assessment and relates their performance to personal fitness.
  • Sets a SMART fitness goal based upon their performance on the CT Physical Fitness o Strategic and specific
    • Measurable
    • Attainable
    • Results-oriented
    • Time-bound
  • Uses the SMART goal to develop a plan to improve fitness using machines/equipment in fitness center
  • Uses the SMART goal to develop a plan to improve fitness using activities outside of school, as well as during physical education class
  • Incorporates flexibility into the physical fitness plan, demonstrating different styles of flexibility exercises
  • Utilizes specificity in the personal fitness plan
  • Uses knowledge of how body used proteins, carbohydrates, and fats to help control weight
  • Demonstrates proper, safe use of fitness machines
  • Utilizes the F.I.T.T. concept in training
  • Uses heart rate monitors as tool to assess cardiovascular fitness levels and intensity of exercise
  • Explains how muscle enhancers are used
  • Discusses the negatives of abusing drugs

Activity Electives

What activities can I participate in the help me to live a healthy and balanced life?

We intend that students will have sufficient skills to enjoy participation in many activities and select a few they would want to pursue in adulthood. In keeping with this goal, the electives offered in grades 11 and 12 may include:

  • Yoga
  • Archery
  • Badminton
  • Fencing
  • Golf
  • Pickleball
  • Non-specific sport invasion games
  • Self-defense
  • Strength/weight training
  • Tennis
  • Volleyball

Health Education

Note: Eleventh graders do not have a formal health education program. Students are pulled from their physical education classes for 5-7 days to receive substance use prevention information.

Substance Use Prevention- Club Drugs, Progression to Harder Drugs

How do I make good decisions? Is this a healthy decision?

  • Knows the effects and consequences related to drugs, including club drugs and “hard drugs”- crack, cocaine, and heroin.
  • Discusses school rules, as well as state and federal laws, concerning ATOD and their consequences. Resource - Police Department
  • Applies refusal skills and decision-making strategies to situation involving club drugs and other drugs.
  • Accesses updated valid and reliable information from a variety of resources.

Grade 12

Physical Education

Students in grades 11 and 12 are preparing for the transition to adulthood. Students must develop lifelong habits of activity that insure daily moderate and vigorous exercise. Based upon this philosophy, the only required unit at grades 11 and 12 is an extensive fitness unit where students examine their own health-related fitness. They develop and implement a personal fitness plan. Health-related fitness incorporates the areas of cardiovascular fitness, flexibility, muscular strength, muscular endurance, nutrition, and other health related topics. Students elect their other activity units based upon their individual needs and interests that will enable them to have enjoy lifelong wellness.

Fitness

Am I fit and healthy? How do I stay fit and healthy? How do I improve my fitness and health?

  • Participates in the CT Physical Fitness Assessment and relates their performance to personal fitness.
  • Sets a SMART fitness goal based upon their performance on the CT Physical Fitness o Strategic and specific
    • Measurable
    • Attainable
    • Results-oriented
    • Time-bound
  • Uses the SMART goal to develop a plan to improve fitness using machines/equipment in fitness center
  • Uses the SMART goal to develop a plan to improve fitness using activities outside of school, as well as during physical education class
  • Incorporates flexibility into the physical fitness plan, demonstrating different styles of flexibility exercises
  • Utilizes specificity in the personal fitness plan
  • Uses knowledge of how body used proteins, carbohydrates, and fats to help control weight
  • Demonstrates proper, safe use of fitness machines
  • Utilizes the F.I.T.T. concept in training
  • Uses heart rate monitors as tool to assess cardiovascular fitness levels and intensity of exercise
  • Explains how muscle enhancers are used
  • Discusses the negatives of abusing drugs

Activity Electives

What activities can I participate in the help me to live a healthy and balanced life?

We intend that students will have sufficient skills to enjoy participation in many activities and select a few they would want to pursue in adulthood. In keeping with this goal, the electives offered in grades 11 and 12 may include:

  • Yoga
  • Archery
  • Badminton
  • Fencing
  • Golf
  • Pickleball
  • Non-specific sport invasion games
  • Self-defense
  • Strength/weight training
  • Tennis
  • Volleyball

Health Education

Note: Twelfth graders do not have a formal health education program. Students are pulled from their physical education classes for 5-7 days to receive substance use prevention information.

Substance Use Prevention - Lifestyle Decisions

How do I make good decisions? Is this a healthy decision?

  • Analyzes experiences and applies refusal skills and decision-making strategies to resist the pressure to use/abuse alcohol and other drugs.
  • Identifies and examines strategies used to manage emotions and cope with stress, with a focus on transition to college/work.
  • Locates helping resources (school/community/state). Resource-Guidance Department
  • Develops personal goals that promote a healthy lifestyle regarding ATOD use.

Lisa Daly

Dept Supervisor of Physical Education and Health