Maine School Administrative District #4
CORE CURRICULUM: SCOPE AND SEQUENCE
Department: Wellness
CONTENT STANDARD: PHYSICAL FITNESS
Students will acquire the knowledge needed to be physically fit and take part in healthful physical activity on a regular basis. Students who develop healthful patterns of physical activity and enjoyment are more likely to stay physically fit and active in their adult lives.
Performance Indicators: The learner will·
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Kindergarten-Grade 4 |
1. Review and extend prior learning
2. Engage in moderate to vigorous physical activity for the purpose of improving health-related fitness (adapted)
3. Identify the physical changes that accompany moderate to vigorous activity (e.g., sweating, increased heart rate, heavy breathing)
4. Move with an awareness of others
5. State reasons for safe and controlled movements
6. Demonstrate an initial understanding of the components of health-related fitness (cardiovascular endurance, muscular endurance, muscular strength, flexibility, body composition) (adapted)
7. Demonstrate specific activities to improve each of the components of health-related fitness
8. Identify the benefits of regular participation in physical activity
9. Participate in health-related fitness assessments
10. Analyze potential risks of physical activities
11. Utilize safety principles during activities
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Grades 5-8 |
1. Review and extend prior learning
2. Define the components of skill-related fitness (i.e., agility, balance, coordination, power, reaction time, and speed) and health-related fitness and identify activities which contribute to the development of each component
3. Participate in and distinguish among a variety of health-related fitness activities
4. Assess health-related fitness levels and develop personal fitness goals
5. Establish personal physical-activity goals, and participate regularly in health-enhancing activities to accomplish these goals
6. Demonstrate an understanding of and apply principles of training
á Specificity (i.e., use of a specific exercise to develop skill in a particular activity)
á Progression (i.e., increasing the level of intensity)
á Overload (e.g., increasing the weights used in an exercise in order to build muscle more quickly, rather than increasing the speed of the exercise)
7. Assess physiological indicators of exercise during and after physical activity (e.g., pulse rate, sweating)
8. Demonstrate appropriate stretching and warm-up exercises that enhance the learning and performance of activities
9. Identify and apply rules and procedures designed for safe participation
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Grades 9-12 |
1. Review and extend prior learning
2. Design and implement a personal fitness program based on an accurately assessed fitness profile applying the principles of training [e.g., develop a personal fitness portfolio which may contain reports on his/her own health-related fitness status over a period of one year; personal fitness goals; records of physical activity, eating, and other behaviors that affect physical fitness; and an end-of-the-year assessment of physical fitness]
3. Participate in a variety of health-enhancing physical activities
4. Demonstrate an understanding of how patterns of participation change throughout life, and develop strategies to deal with those changes
5. Demonstrate the knowledge, skills, and behaviors needed to maintain or modify levels of fitness
6. Analyze and compare physical-fitness activities for their health-enhancing potential and benefits
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Developed |
curr-physical fitness.doc |