9th Grade:  Students will gain an understanding of the importance of being fit and learn ways to personally manage their own fitness levels in order to maintain healthy lifestyles.

10th Grade:  Students will continue the health-related fitness course. They will also participate in a variety of physical activities.

11th Grade:  Personal Fitness: This course involves classroom study and discuss as well as noncompetitive physical activity. Students study the components of fitness, the benefits of exercise, training, and evaluate the effect of various physical activities on wellness.

12th Grade:  (Students have 3 choices)  General Physical Education; Lifeguard Training; Exercise Physiology

Benefits of Exercise to Health and Life
Students are expected to know and be able to do the following:

Topic: Regular Exercise
1.   Define lifetime activity as an activity one can engage in to improve or maintain physical fitness throughout their life.
2.   Categorize which activities are lifetime activities.
3.   Examine which activities you currently engage in are lifetime activities.

Topic: Disease
1.   Explain the affect of exercise, in terms of mortality rate and the onset of disease, on people who meet the minimum standard of physical activity versus those who get no exercise at all. 

Topic: Personal Health and Fitness
1.   Differentiate between health related fitness (components of fitness that directly relate to one’s health; muscle strength, muscle endurance, body composition, flexibility, cardiovascular endurance) and skill related fitness (components of fitness that relate to one’s athletic ability; speed, agility, power).
2.   Construct a personal fitness plan engaging in lifetime activities designed to improve or maintain your health. 

Topic: Training Principles
1.   Illustrate the use of the principles of progression, overload, and specificity to demonstrate how each applies to improving or maintaining fitness level.

Muscular Development
Students are expected to know and be able to do the following:

Topic: Muscle Fibers
1.   Understand slow twitch muscle fibers are red fibers used for endurance activities.
2.   Understand fast twitch muscle fibers are white fibers used for explosive movements.
3.   Identify the fiber type predominately used in their choice of activity (specificity).

Topic: Fitness Concepts
1.   Define metabolic rate as the amount of energy expended in a given period.
2.   Define basal (resting) metabolic rate as the rate at which energy is used by the body in a resting state.
3.   Predict how muscular development enhances resting metabolic rate (intensity).
4.   Identify the time frame in which muscular gains occur (approx. 4-6 weeks), and when those gains become visible (approx. 6-8 weeks). (progression).
5.   Justify muscular development activities in females who are concerned about appearing too muscular.

Topic: Muscle Groups
1.   Classify the arms, shoulders, back, abdominals and legs as the five muscle regions of the body. (Identify specific muscles in each region as they are covered).
2.   Categorize which muscle groups make up the core of the body.
3.   Demonstrate exercises to strengthen each muscle group.

Topic: Methods of Training
1.   Modify a program to focus on development of either muscular strength or muscular endurance. (frequency, intensity, time, type).
2.   Apply the method of training antagonistic muscle groups to enhance body symmetry.
3.   Contrast lifts that require compound movements to those which isolate one muscle group. (intensity).
4.   Demonstrate several lifts that require compound movements.
5.   Practice good form and safety technique to avoid risk of injury.
6.   Examine the benefits of core training versus other types of training.
7.   Determine how much rest is required between training days for various exercises.

Topic: Adaptations to Muscular Development
1.   Explain how muscle fibers break down and regenerate with activity and recovery.
2.   Relate how adaptations to the nervous system allow strength gains to occur by the ability to recruit more motor units and to recruit those units in a more synchronized pattern. 
3.   Explain that ligament tissue strength increases.
4.   Explain that tendon tissue strength increases. 

Topic: Related Activities
1.   Design a weight bearing muscular development plan involving exercises that can be done at home.
2.   Apply the principles of overload, progression, and specificity to their workout.
3.   Participate in weight training exercises as part of class.
4.   Develop a list of criteria with which to judge a fitness facility.
5.   Rate a fitness facility.

Body Composition/Weight Management
Students are expected to know and be able to do the following:

Topic: Nutrients and Calories
1.   Design an action plan to increase the nutritional value of their diet based on the six main groups of nutrients, caloric expenditure, and personal body composition and weight management goals. (six main groups of nutrients: water, carbohydrates, fats, proteins, minerals, and vitamins; 3500 calories in one pound; food type and portion size are factors in the amount of calories consumed).

Topic: Metabolism
1.   Relate the factors of body weight, gender, age, temperature, and heredity to metabolism and metabolic rate.
2.   Relate exercise intensity to metabolism and resting metabolic rate. (low intensity exercise increases fat metabolism and increases metabolic rate during the activity period; high intensity exercise increases carbohydrate metabolism and metabolic rate during the activity period, and sustains an elevated resting metabolic rate after activity is stopped).

Topic: Body Mass Index / Body Composition
1.   Differentiate between the characteristics of the three body types.  (endomorph: a heavy person with a soft and rounded body; mesomorph: a person with a well-developed muscular body; ectomorph: a person with a thin non-muscular body).
2.   Calculate their Body Mass Index.                                                                           BMI = [weight in lbs. ÷ height in inches ÷ height in inches] x 703
3.   Classify a variety of BMI as normal, overweight, or obese.  (normal = less than 25; overweight = 25.0 – 29.9; obese = 30 or higher)
4.   Differentiate between measuring for body weight and body composition. (body weight is a measured using a scale; body composition is measured through skinfold testing, bioelectric impedance, or hydrostatic weighing; body composition measure the amount of lean tissue in the body versus adipose tissue).
5.   Perform skinfold measurements and calculations to determine body fat percentage.
6.   Identify inactivity as the major cause of increased body fat.
7.   Analyze the caloric balance of a variety of exercise and diet patterns.
8.   Explain the negative aspects of crash dieting.
9.   Explain excessive fat is associated with multiple health hazards: breathing difficulties, diabetes, cancer, high blood pressure, heart disease, stroke, kidney disorders, surgical risk, pregnancy problems, less resistance to infection, shortened life expectancy, and social discrimination.

Care and Prevention of Injuries
Students are expected to know and be able to do the following:

Topic: Conditioning
1.   Describe cross-training as participating in a variety of training and conditioning programs in order to maximize physical fitness and/or performance.
2.   Identify shin splints as a common lower leg injury.
3.   Prescribe reverse calf stretches and tubing exercises to prevent shin splints.
4.   Relate physical conditioning to injury prevention (injuries interrupt conditioning; the better physical condition you are in the less likely you are to get injured).
5.   Explain that improving physical conditioning is dependent on being able to sustain regular activity. (frequency)

Topic: Exercising in Heat
1.   Identify hyperthermia as an excessive rise in body temperature.
2.   Categorize the three stages of heat illness. (heat cramps: inability of the body to take care of internally generated heat; heat exhaustion: reaction of the body characterized by fatigue, weakness, and collapse due to loss of fluids through perspiration; heat stroke: reaction of the body characterized by extremely high body temperature and disturbance of the body’s cooling mechanism)
3.   Recommend preventive measures to avoid heat illness. (wear light colored clothing; wear cloths that allow air to get to your body; exercise during the cooler parts of the day)
4.   Justify the role of water in hydration and muscle performance.

Topic: Exercising in Cold Weather
1.   Identify hypothermia as an excessive drop in body temperature.
2.   Categorize two stages of cold illness. (frostnip: a mild form of cold injury; frostbite: damage to skin and other tissues caused by injury)
3.   Recommend preventive measures to avoid cold illness. (wear layers; wear a hat to keep in heat; keep skin covered)

Topic: Skeletal Care
1.   Describe different ways bones can be stressed: tension, compression, bending, torsion, and shearing.
2.   Differentiate between a closed fracture (bone does not penetrate the skin) and an open fracture (bone penetrates the overlaying skin).
3.   Explain proper first aide procedure applied to broken bones. (call 911 or seek medical attention; immobilize the injured area and ice; do not move the victim unless in immediate danger; try not to leave the victim)
4.   Practice weight bearing exercises and proper nutrition as a means of developing bone density.
5.   Compare and contrast characteristics of healthy and weak bones.

Topic: Joint Motion and Stability
1.   Differentiate between a sprain and a strain. (a sprain is an injury to a joint; a strain is an injury to a muscle)
2.   Explain proper first aid for musculoskeletal injuries. (ice, rest, compression, elevation, refer to a medical doctor)
3.   Define ligaments as fibrous tissue connecting bone to bone.
4.   Define tendons as fibrous tissue connecting muscle to bone.
5.   Recommend taping and bracing as a means of artificial support used to stabilize joints.

Topic: Warm-up & Cool Down
1.   Practice a warm-up and cool down as part of their daily exercise routine.

Cardio-Respiratory Fitness
Students are expected to know and be able to do the following:

Topic: Respiration
1.   Define respiration as the process of exchanging oxygen and carbon dioxide.
2.   Define peak expiratory flow rate as a test used to measure how fast air can be exhaled from the lungs.
3.   Measure their peak expiratory flow using a peak flow meter.
4.   Relate their peak expiratory flow to the overall health of their lungs [normal PEF= (height in cm. – 80) x 5].

Topic: Lungs
1.   Identify alveoli as the site of gas exchange in the lungs.
2.   Explain how regular aerobic exercise can improve the efficiency of gas exchange.

Topic: Cardiovascular System
1.   Explain how blood adapts to cardiovascular training. (increases the number of red blood cells carrying oxygen to the muscles and carbon dioxide back to the lungs; increases the number of white blood cells functioning to fight disease and illness)

Topic: Aerobic Exercise Training Principles
1.   Develop an aerobic exercise program that demonstrates cardiovascular progression based on their current fitness level and target heart rate range.
2.   Explain that during aerobic exercise you increase heart rate, stroke volume, and blood flow to the muscles while decreasing vascular resistance.
3.   Relate the following physiological adaptations to aerobic training: increase red blood cells; increase total blood volume; increase stroke volume; decrease blood pressure; decrease resting heart rate; improved recovery rate.

Topic: Disease
1.   State the nine risk factors associated with heart disease are: inactivity, obesity, high blood pressure, high cholesterol, stress, smoking, gender, heredity, and age.
2.   Formulate a means of controlling the risk factors.
3.   Identify asthma as a chronic condition characterized by the closing of the airway and shortness of breath.
4.   Discuss how aerobic conditioning can benefit an asthmatic.
5.   Discuss the affect of air quality one’s ability to be active.

Topic: Cholesterol
1.   Define cholesterol as a wax that is produced by the body in the liver.
2.   Identify LDL as bad cholesterol that leads to clogging of the arteries.
3.   Identify HDL as good cholesterol that helps remove excess cholesterol from the body.
4.   Identify the ratio of HDL to LDL as the most important number in determining health risk (LDL to HDL ratio should be ≤ 2:1).
5.   Relate diet, heredity, and amount of regular exercise to total cholesterol.

Flexibility
Students are expected to know and be able to do the following:

Topic: Terms
1.   Compare three different methods of stretching: static stretching (slowly stretching muscle to its furthest point and holding for 15-30 seconds); dynamic stretching (stretches performed in a continuous, slow and controlled manner); ballistic stretching (stretching in a rapid bouncing movement).
2.   Perform a variety of stretches safely.

Topic: Training Principles
1.   Associate a lack of flexibility to possible risk of injury.
2.   Design a stretching program for a sport or activity of the students choosing. (specificity)
3.   Recognize that through stretching flexibility can be maintained or improved throughout one’s lifetime.

Stress
Students are expected to know and be able to do the following:

Topic: Stressors
1.   Describe several positive and negative stressors currently affecting their lives.

Topic: Benefits of Physical Activity
1.   State that exercise on a regular basis relieves stress by burning up stress hormones and neurochemicals.
2.   Explain exercise can act as an anti-depressant by combating anxiety and allowing people to sleep more soundly.
3.   Identify exercise as an outlet for negative emotions such as impatience, avoidance, frustration, anger, and irritability.

Topic: Physiological Responses
1.   Explain that exercise releases endorphins into the blood stream producing a sensation of happiness and well-being.
2.   Identify the following negative physical conditions caused by stress: depression, high blood pressure, ulcers, some forms of cancer, aging, headaches (including migraines), and asthma attacks, blood sugar fluctuations in diabetics, muscle tension, and increased heart rate.
3.   Articulate tense muscles restrict circulation.
4.   Articulate that prolonged biochemical responses to stress can be harmful and cause negative physical conditions. 

Topic: Relaxation and Meditation
1.   Explain that relaxation techniques and meditation can relieve stress by increasing blood flow and relaxing tense muscles.
2.   Participate in a variety of relaxation and meditation activities.
3.   Discuss the benefits of relaxation and meditation techniques in relation to the controllable health risk factors.