Pe Health

Academy Charter High School
Health and
Physical Education
Curriculum Guide
APPROVED ON:
Health & Physical Education Curriculum Guide

Curriculum Blueprint
TABLE OF CONTENTS
COURSE DESCRIPTION
PERFORMANCE PROFICIENCIES
HEALTH RELATED FITNESS
CURRICULUM BLUEPRINT
FOCAL POINTS
OUTLINE OF CLASS
ASSESSMENT STRATEGIES
MUSCULAR STRENGTH, ENDURANCE, & FLEXIBILITY
NEW JERSEY CORE CURRICULUM CONTENT STANDARDS
BLUEPRINT
GLOSSARY
RESOURCES
3
3
4
5
9
9
10
12
15
19
28
31

Course Description
The Academy Charter High School K - 12 Physical Education Curriculum Guide is a sequential document based on National and
State Physical Education Standards which focus on physical activities that develop and maintain good habits for health, wellness,
and physical activity.
The K-12 Physical Education Curriculum is designed to enhance the abilities, and encourage the knowledge of students towards
healthy lifestyle choices. It is based on a series of physical activities that encourage fitness and confidence while also developing
critical thinking skills and problem solving skills. In addition to the physical aspects, Physical Education courses should also help
students develop healthy lifestyle choices.
This guide is designed to meet the Revised New Jersey Core Curriculum Content Standards. The strands and cumulative
progress indicators will serve as the focus for the course syllabus for the secondary level as well as, provide for the basis of which
student proficiency is measured.
PERFORMANCE PROFICIENCIES
Grade 9 Learning Targets
Refines and applies age and developmentally appropriate skills in individual and leisure physical activities to participate at a recreational level
Applies rules and safety procedures
Meets age appropriate health related fitness criterion
Refines and monitors individual health related fitness goals, based on a variety of physical activities, fitness profiles, and nutritional guidelines
Develops personal nutrition goals based on national dietary guidelines and individual needs
Grade 10, 11, and 12 Learning Targets
Applies knowledge and skills to personal activity patterns inside and outside of school settings
Applies rules and safety procedures, practices sportsmanship, and participates in a variety of physical activities
Meets age appropriated health related fitness criterion
Monitors progress on individual health related fitness goals, based on fitness profiles, individual physical capabilities, and national guidelines
in relation to work and leisure goals
Monitors personal nutrition goals based on national dietary guidelines and individual needs
Compares and contrasts the application of movement, fitness, and nutrition concepts to safe work practices and leisure activities.

HEALTH-RELATED FITNESS
CARDIOVASCULAR ENDURANCE Involves the ability of the heart
and lungs to supply oxygen to the working muscle for an extended
period of time.
Motor Learning
Calisthenics
Circuit Training
Aerobics
Rope Jumping
FLEXIBILITY The ability of the joint to move freely in every direction,

or move specifically through a full and normal range of motion.
Stretching
Bending
Twisting
Rotation
Yoga Activities
MUSCULAR STRENGTH The ability of a muscle or muscles to exert a

maximal force against a resistance one time through the full range of
motion.
MUSCULAR ENDURANCE The ability of a muscle or muscle group to

exert a submaximal force repeatedly over a period of time.
Weight Training
Circuit Training
BASIC MOVEMENT SKILLS

Basic Movements
The Basic Movement Patterns are building blocks that can be combined to become the more complex skills used in settings such as those found in sports,
games, dance and gymnastics
MANIPULATIVE SKILLS
Manipulative Skill The ability to manage or control objects using different body parts.
Throwing
Rolling
Catching
Kicking
Bouncing
Dribbling
SPORTS SKILLS
Team and Cooperative Sports
Safety
Scoring
Strategies
Rules and Regulations
Officiating
GRADES: 9 -12
GOAL/OBJECTIVE: Students will develop fitness through participation in a team game that fosters offensive and defensive strategies.
Key Elements
Health-Related
Fitness
Standards
STATE
Fitness
A. Fitness and
Physical Activity
C. Achieving and
assessing fitness.
2.2 Integrated Skills
A. Communication
B. Decision Making
E. Leadership,
Advocacy, and
Service
CONTENT:
Cardiovascular
fitness
Strategy
NATIONAL
#1 - 7
Activities
Ultimate Sponge Ball

Divide class up into equal teams of 4 - 8 players (6 per team typically works well). Each
field has 2 sidelines and 2 goal lines. Each team starts at their own goal line with one of the
teams in control of the sponge ball. On the whistle, each team moves onto the field. The
team in control of the ball must move the ball down field by passing it to each other;
however, the student that catches or has control of the ball cannot run. They may only
pivot.
All other offensive players should be trying to shake their defensive player and get open for
a pass. They can move anywhere on the field as long as they stay in-bounds. The
objective of the game is to move the ball all the way down the field and make a successful
pass to a teammate who is behind their opponents goal line.
When this occurs a point is scored, the ball is dropped, and the opposite team picks up the
ball and prepares to do the same. The game never stops and is played continuously,
unless the teacher stops the game to rotate teams or take Heart Rates.
RULES
1. Defensive team must play person-to-person defense.
2. Defensive team must stay at least 2 arm lengths away from player with the ball.
3. Defensive team may NOT grab ball from offensive player when they are in control of the
ball.
(Continues)
4. Offensive team loses possession of the ball through an incomplete pass or a pass that is
knocked down by a defensive player.
5. The ground and the sidelines are dead and constitute an automatic turnover to the other
team where the infraction occurred.
6. Any steps, which occur after an offensive player catches a pass, should also constitute a
turnover (However, you may have to be flexible here). Offensive players CANNOT run with
the ball.
Assessment Ideas: During the activity have students take EHR (Exercise Heart Rates) 2 - 3
times during class to see if students reached or were above their Target Heart Rates.
Questions used at the end of class to assess students understanding of fitness objective
should center on Aerobic and Anaerobic concepts.
What made for a successful game?
Was it better to use long passes, short passes, a combination of both?
What happened if some students did not get open for a pass?
How important was spacing your teammates when your where in control of the ball?
Resources
P.E. Central Lesson

Ideas
www.pecentral.org
University of
Saskatchewan
(Canada)
http://www.usask.ca/ed
ucation/ideas/tplan/pedl
p/physed.htm
PE Links 4 U
www.pelinks4u.org

Blueprint
Curriculum
Grades: 9 - 12
GOAL/OBJECTIVE: Students will improve ball-throwing skills by playing as a member of a team, using strategies to accomplish a goal.
Key Elements
Activities
Standards
STATE
Fitness
A. Fitness and
Physical Activity
C. Achieving and
assessing fitness.
2.2 Integrated Skills
A. Communication
B. Decision Making
E. Leadership,
Advocacy, and
Service
Resources
Ball Attack
This game can be played indoors or outdoors. Set up a goal at each end of the
playing area. When playing with older students, the goal might be the size of a
hockey goal net; for young students, the "goal line" might serve as the goal.
Arrange students into two teams. Place teams at opposite ends of the playing
area; each team faces their goal at the opposite end of the playing area.
Place the cageball or barrel in the center of the playing area. Provide each player
with a ball. On the command to "attack," players throw or roll their balls at the
cageball/barrel. The idea is for students to use the force of the thrown balls to
move the cageball into their goal (or over their goal-line). Once a ball is thrown, all
players may go anywhere to retrieve another ball that has been thrown; it need
not be the ball the child first threw. A point is scored each time a team gets the
cageball/barrel into their goal area.
Notes/Additional Rules
NATIONAL
#1 - 7
Health-Related
Fitness
CONTENT:
Cardiovascular
fitness
Cooperative Strategy
This game is unlike dodgeball. If a student hits another player with a ball, the
opposing team earns a point.
Assessment
Observation: Did all students participate by throwing or retrieving balls? Were all
students fully engaged in the activity?
In addition, you might ask students to talk about what their team might have done
to be more successful
Education World
http://www.educationworld.com/a_tsl/archives/p
e.shtml
PE Links 4 U
www.pelinks4u.org
Project Aces
http://www.projectaces.co
m/

Blueprint
Curriculum
GRADES: 9 - 12
GOAL/OBJECTIVE: Students will develop problem solving skills by working as a team in order to complete the challenge.
Key Elements
Health-Related
Fitness
Standards
STATE
2.6 Fitness
A. Fitness and
Physical Activity
C. Achieving and
assessing fitness.
Activities
Resources
Radioactive River
Set cones up on one side of the activity area, spreading all the way down
the long side of the area. Set the same amount of cones on the other side
of activity area, across from the first set of cones. This will be the river
and you can determine the width of the river depending on your students.
Lessonplaz.com
http://lessonplanz.co
m/Lesson_Plans/Phy
sical_Education/
Form class into two or three teams. Give each team one scooter and
carpet squares. Explain to them that their mission is to get their entire
2.2 Integrated Skills team across the river, using the scooter and the carpet squares, without
A. Communication having anyone touch the radioactive river. If any member of the team
B. Decision Making touches the river at any time, the whole team must start over.
E. Leadership,
Advocacy, and
If the team has to start over, make sure the students know that the next
Service
person to go across the river is the next person in line. The students that
were already across the river go to the end of the line. This allows for
everyone to have a chance to get across.
CONTENT:
Cardiovascular
NATIONAL
fitness
#1 - 7
Cooperative Strategy
CDC Physical
Activity :
Recommendations
http://www.cdc.gov/n
ccdphp/dnpa/physica
l/recommendations/in
dex.htm
After the lesson, be sure to and debrief the students about teamwork,
cooperation, discuss where students could use these skills, and how these
skills may correspond to their lives.
Variations:
Take few carpet squares away.
Insist that the leaders cant talk during the mission.
Blindfold several of the students.

Blueprint
Key Elements
Health-Related
Fitness
Standards
STATE
Fitness
A. Fitness and
Physical Activity
C. Achieving and
assessing fitness.
CONTENT:
Cardiovascular
fitness
Strategy
Curriculum
Activities
Discovering Pacing
Have students run one lap as fast as they can (after a warm-up, of course).
One partner times the other partner. Large clocks with second hands or a
large digital timer work well. Have the partner write the time down. Students
switch so that everyone has recorded their best times.
Bring the class together for a discussion. Ask the students if they can run 4
laps at that pace. They should say no. Next, ask them what they would have
to do to run 4 laps as fast as they can. The discussion should be geared
Integrated Skills
A. Communication towards the concept of pacing and how it relates to cardiovascular
B. Decision Making endurance.
E. Leadership,
Have the students talk with their partner and come up with 1-2 strategies they
Advocacy, and
can use to pace themselves. Offer suggestions such as make sure you can
Service
talk but cannot sing while running or to run a lap 10-30 seconds slower. Have
them break the time down by lap. For example, if the first time they recorded
was 90 seconds, have them pace themselves to run a 120 second lap. This
means they should run the first corner in 30 seconds, finish the straight away
by 60 seconds, next corner at 90 seconds and finish the lap at 120 seconds.
NATIONAL
#1 - 7
Have the students practice their pacing by running a lap 10-30 seconds
slower than the first time. A second option is for students to run 4 laps and
make sure each lap is 10-30 slower than the first time.
Resources
P.E. Central Lesson

Ideas
www.pecentral.org
American Heart
Association Just
Move
http://www.justmove.
org/home.cfm
National Association
for Sport and
Physical Education
http://www.aahperd.o
rg/naspe/
Either way, you will need to call out the time every 10 seconds, so they can
work on their pace.
Teaching Suggestions:
Use flags, chairs, or cones to mark every 110 yards (100 meters) around the
track as a reference for pacing.
Assessment Ideas: .
Have the students write down their pacing strategies and turn them in after
class or for homework.
Use the times for goal setting as part of their individual fitness plan

Blueprint
Curriculum
FOCAL POINTS
The fundamental focus of this curriculum guide is to unify the districts physical education program, Grades K 12 in a consistent progression. In compliance with and the
utilization of the New Jersey Core Curriculum Content Standards(NJCCCS), district and state mandates, students will develop lifetime skills. If we as educators are to follow this
guide, then we must follow some basic guidelines pertaining to class management.
This curriculum guide must be used in developing your lesson plans, along with the New Jersey Comprehensive Health and Physical Education Curriculum Framework.
Additional resources to include:
o Supplemental text resources
o Technological resources Internet.
Collaborate with colleagues in planning activities for a more productive comprehensive physical education program.
All physical education classes must include Health Related Fitness activities (New Jersey State mandate) on a daily basis.
Integrated skills focuses on decision-making; goal setting; effective communication in health and safety situation,; character and leadership development; health careers:
services and health advocacy: and should be incorporated on a daily basis in all physical education classes.
It is imperative that accurate records and documentation be kept up- to-date and available upon request.
A WORD WALL should be posted in the gymnasium with relating, integrating, or interdisciplinary (thematic) to the units in Physical Education in preparation of the
statewide assessment.
In the gymnasium and locker room areas, the rules & regulations and safety procedures MUST be posted.
All students who participate in physical education classes must wear the acceptable attire as mandated by the New Jersey state law
o Good personal hygiene should be encouraged and practiced.
o All students are encouraged to wear T-shirts, shorts or sweat pants with athletic socks and sneakers
o All Physical Education teachers should be dressed in appropriate attire.
OUTLINE OF CLASS
HEALTH RELATED FITNESS

o Report to assigned squads/spots attendance,
class organization
O Warm - up /Conditioning exercises (7 10
minutes)
O Physical Best Activities
Pull ups
Sit and Reach
Curl-ups
Trunk Extensor
Shoulder Stretch
1 Mile Run/ Walk or PACER
Station set up for activities suggested
with paper and pencil to record
individual scores
ACTIVITY OF THE DAY

O Post Instructional Objectives
O Unit choices according to season:
Sport Skills/Games
Rhythm/Dance
Basic Movements and Manipulative Skills (PK-3)
o Divide class into stations (A,B,C,D,etc.) to practice skills
o Class should participate in lead up game/game of skills practiced
that period

Blueprint
Curriculum
. CLOSURE
o Question and answer sessions

o Applicable Homework/AssigNments
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Blueprint
Curriculum
ASSESSMENT
For the purposes of this document, assessment means the deliberate use of many methods to gather evidence to indicate that students are meeting the standards. The key to
effective assessment is the use of multiple measures.
SUGGESTED ASSESSMENT STRATEGIES
Teacher Observation
National Fitness Standards
Rubrics
Generic Performance Standards
Cooperative Group Checklist
Performance Checklist
Essay
Portfolio
SUGGESTED ADAPTATIONS AND/OR MODIFICATIONS FOR PHYSICAL ACTIVITIES

Adaptations should be made to suit the childs abilities rather than his/ her disabilities.
Ways of Modifying Games and Activities: 2
1. Boundaries and Playing Areas
Decrease the height of the net or goal
Adapt the playing areas (make it smaller, remove obstacles)
Increase the number of players
Change the boundary lines
Simplify patterns
2. Equipment
Use lighter equipment
o Larger and/ or lighter bats

o Vary the ball size (beach balls, waffle balls, yarn balls, bladder balls)
Slow down the speed of manipulatives
o Decrease the weight or lower the air pressure of the ball

o Increase the size of the manipulatives
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Blueprint
Curriculum
3. Modify the time

4. Modify the rules of the activity
Allow the batter to sit in a chair
Allow for more players on the field
Reduce the amount of points required to win a game
No time limits
Walk rather than run
Lower the net, as in basketball
Allow the ball to be rolled, or to remain stationary rather than be thrown
Allow for students to assist each other
Allow for a runner during a game
5. Teaching Style
Reduce the amount of verbal instruction given
Use demonstrations to model the desired skill or outcome
Use a start and stop signal that is consistent
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Blueprint
Curriculum
MUSCULAR STRENGTH, ENDURANCE, AND FLEXIBILITY

Tests of muscular strength, muscular endurance, and flexibility have been combined into one broad fitness category because the primary consideration is determining the
functional health status of the musculoskeletal system. It is equally important to have strong muscles that can work forcefully and over a period of time and to be flexible enough to
have a full range of motion at the joint. Musculoskeletal injuries are often the result of muscle imbalance at a specific joint; the muscles on one side may be much stronger than
the opposing muscle or may not be flexible enough to allow complete motion or sudden motion to occur.
It is important to remember that the specificity of training bears directly on the development of musculoskeletal strength, endurance, and flexibility. The movements included in
these test items are only a sampling of the many ways in which the body is required to move and adjust during physical activity.
The upper body and the abdominal/trunk region have been selected as areas for testing because of their perceived relationship to activities of daily living, correct posture, and the
development/maintenance of a healthy, well-functioning back. The goals for a healthy back include proper alignment of the vertebrae and pelvis without excessive disc pressure
and the ability of the pelvis to rotate forward and backward without strain on the muscle or connective tissue. To accomplish these goals an individual must have sufficient, but not
excessive, flexibility of the low back, hamstring, and hip flexor muscles and strong, fatigue resistant, abdominal and trunk extensor muscles. Although most students will be able
to achieve the criterion standard for one or two of the included test items, it is important to educate them regarding the importance of muscle strength, muscular endurance and
flexibility in preventing problems as adults. It is especially important to make students aware of correct postural alignment and body mechanics in the event they are
developing scoliosis, which is a problem for teenage youth. The schools nurse, a local physician, or a physical therapist are a good source of information about scoliosis.
Abdominal Strength and Endurance
Strength and endurance of the abdominal muscle are important in promoting good posture and correct pelvic alignment. The latter is particularly important in maintenance of low
back health. In testing and training the muscles of this region, it is difficult to isolate the abdominal muscles. The modified sit-up, which is used in many fitness tests, involves the
action of the hip flexor muscles in addition to the abdominal muscles.
Curl Up
The curl-up with knees flexed and the feet unanchored has been selected because individually these elements have been shown to a) decrease movement of the fifth lumbar
vertebra over the sacral vertebrae, b) minimize the activation of the hip flexors, c) increase the activation of the external and internal oblique and transverse abdominals, and d)
maximize abdominal muscle activation of the lower and upper rectus abdominals relative to disc comprehension (load) when compared with a variety of sit-ups. Few results are
available on the consistency and accuracy of the curl-up. Reliability is higher for college students than for children but the values are acceptable for this type of assessment.
Determination of validity has been hampered by the lack of an established criterion measure.
Trunk Extensor Strength and Flexibility
A test of trunk extensor strength and flexibility is included in the FITTNESSGRAM because of its relationship to low back health, especially proper vertebral alignment.
Musculoskeletal fitness of the abdominal muscles, hamstring, and back extensors works in concert to maintain posture and help maintain low back health. The item is
included in the assessment in part because of the educational value of simply doing the assessment. Students will learn that the trunk extensor strength and flexibility is an
important aspect of maintaining a healthy back.
Trunk Lift
It is important that attention be given to performance technique during this test. The movement should be performed in a slow and controlled manner. The maximum score on
this test is 12 inches. While some flexibility is important, it is not advisable(or safe) to encourage hyperextension. Test retest studies of the trunk extension test (done without
the lift to 12 inches) have reported high reliability in high school and in college aged students. There are no data on the consistency result for younger children.
Research result have shown that isokinetic trunk endurance, torso length, body weight, passive trunk extension endurance, trunk strength, and flexibility all contribute to
performance of the trunk lift. However a single repetition, partially body weight limited,
restricted range item, this test is a minimal assessment of the components of trunk strength and flexibility. Most school-aged individuals will pass the test easily.
13

Blueprint
Curriculum
Upper Body Strength and Endurance

Strength and endurance of the muscles in the upper body are important in activities of daily living, maintaining functional health and promoting good posture. The role of
upper body strength in maintaining functionality becomes more evident as a person ages. It is important the children and youth learn the importance of upper body strength
and endurance as well as methods to use in developing and maintaining this area of fitness. The 90 degree push up is the recommended test item. This 90 degree push-up
has been adapted from assessments reported by Massicote(1990). Alternatives include the modified pull-up, pull-up, (not an option with the 8.0 software), and flexed arm
hang. It should be noted that although all of these items are intended to measure upper arm and shoulder girdle strength and endurance, they do not all involve the same
muscle groups to the same extent and handling body weight is more of a factor in some than others.
90 Degree Push-Up
The 90 degree push up to an elbow angle of 90 degree is the recommended test for upper body strength and endurance. Test administration requires little or no equipment,
multiple students may be tested at one time, and few zero scores result. This test also teaches students an activity that can be used throughout life as a conditioning activity
as well as in self-testing.
The 90 degree push-up has generally been shown to produce consistent scores but reliability depends on how it is administered. Lower values have been reported for
elementary aged students using partners to count the repetitions. Objectivity, or the ability of different observers to attain the same results, is a factor in this item because of
the necessity of judging the 90 degree angle. Scores from student partners are consistently higher than adult counts because students tend to simply count each attempted
90 degree push-up and not evaluate whether it was done correctly. As with several of the other neuromuscular fitness item, determining the accuracy of the 90 degree pushup as a test of upper body strength and endurance is made difficult by the lack of an agreed upon criterion measure. Specific validation data are available for the 90 degree
push-up in only two studies conducted on college age students. Validity coefficients against a 1-RM bench press were the highest when the criterion test was the number of
repetitions (endurance) at an absolute, but sex specific, load.
Modified Pull-Up
The modified pull-up shares the advantages of few zero scores and a wide range of scores with the 90 degree push-up. However, it does not, as commonly believed, negate
the effect of body composition/ weight on upper body performance. For schools with access to equipment, and desiring to test students individually, the modified pull-up is a
very good test item to use.
The modified pull-up has been found to be a reliable test in primary, middle, and high school students. The modified pull-up has not been validated against a criterion
measure but it has logical validity based on anatomical principles.
Pull-Up
The pull-up test is not the recommended test item for the vast majority of students because many are unable to perform even one pull-up. This test item should not be
used for students who cannot perform one repetition. However, for those students who are able to perform correct pull-ups this is an item that can be used throughout life
as a conditioning activity as well as a self-test.
Reliability of the pull-up has been shown to be acceptable for elementary boys and girls. Attempts at validating the pull-up as a measure of strength against a 1-RM
latissimus pull-down have generally not been successful. Validity is equally poor when evaluated against a percentage (50-60% typically) of a 1-RM latissumus pull-down as
an indication of upper arm and shoulder girdle endurance, the results are similarly poor, ranging from only .09 to .25. As with the other measures of upper body strength and
endurance, at least part of the problem may be the lack of a real criterion test.
Flexed Arm Hang
A third alternative to the recommended 90 push up is the flexed arm hang. The flexed arm hang is a static test of upper body strength and endurance. Consistency in times
for the flexed arm hang has been shown to be acceptable in both 9- and 10- years olds and college aged students. Two studies, which have attempted to validate the flexed
arm hang against he 1-RM arm curl for endurance have shown weak correlation. Thus, only anatomical logic validates this item, as with most of the upper body tests.
Back-Saver Sit and Reach (optional)
14

Blueprint
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The back-saver sit and reach is very similar to the traditional sit and reach except that the measurement is performed on one side at a time. By testing one leg at a time a
determination can be made of any asymmetry in hamstring flexibility, and hyperextension of both knees is avoided. The sit and reach measures predominantly the flexibility
of the hamstring muscles. Normal hamstring flexibility allows rotation of the pelvis in forward bending movements and posterior tilting of the pelvis for proper sitting.
The back-saver sit and reach has been shown to provide consistent scores when administered under standardized conditions. The back-saver sit and reach has also been
shown to be a reasonably accurate measure of hamstring flexibility. When compared with criterion measures of hamstring flexibility, the correlations for both right and left
legs have been moderate to high. Conversely, the back-saver sit and reach has been shown to correlate poorly with criterion tests of low back flexibility. Therefore, the
back-saver sit and reach cannot be considered a valid measure of low back flexibility and should not be interpreted as such.
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Blueprint
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New Jersey Core Curriculum Content Standards

for
Comprehensive Health and Physical Education
INTRODUCTION
Comprehensive Health and Physical Education in the 21st Century
Health literacy is an integral component of 21st century education. Healthy students are learners who are knowledgeable and productive, [and] also emotionally and physically
healthy, motivated, civically engaged, prepared for work and economic self-sufficiency, and ready for the world beyond their own borders (ASCD, 2004). As part of the states
initiative to prepare students to function optimally as global citizens and workers, the contemporary view of health and physical education focuses on taking personal responsibility
for ones health through an active, healthy lifestyle that fosters a lifelong commitment to wellness. The mission and vision for comprehensive health and physical education reflects
this perspective:
Mission: Knowledge of health and physical education concepts and skills empowers students to assume lifelong responsibility to develop physical,
social, and emotional wellness.
Vision: A quality comprehensive health and physical education program fosters a population that:
Maintains physical, social, and emotional health by practicing healthy behaviors and goal setting.
Engages in a physically active lifestyle.
Is knowledgeable about health and wellness and how to access health resources.
Recognizes the influence of media, technology, and culture in making informed health-related decisions as a consumer of health
products and services.
Practices effective cross-cultural communication, problem solving, negotiation, and conflict resolution skills.
Is accepting and respectful of individual and cultural differences.
Advocates for personal, family, community, and global wellness and is knowledgeable about national and international public health
and safety issues.
Intent and Spirit of the Comprehensive Health and Physical Education Standards
All students participate in a comprehensive, sequential, health and physical education program that emphasizes the natural interdisciplinary connection between wellness and
health and physical education. The standards provide a blueprint for curriculum development, instruction, and assessment that reflects the latest research-based platform for
effective health and physical education programs. The primary focus of the standards is on the development of knowledge and skills that influence healthy behaviors within the
context of self, family, school, and the local and global community. The 2009 revised standards incorporate the current thinking and best practices found in health and physical
education documents published by national content-specific organizations as well as public health and other education organizations and agencies.
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Blueprint
Curriculum
Revised Standards
The Comprehensive Health and Physical Education Standards provide the foundation for creating local curricula and meaningful assessments. Revisions to the standards include
cumulative progress indicators that reflect:
o
o
o
o
o
Recently enacted legislation outlined in the section below

An emphasis on health literacy, a 21st century theme
Global perspectives about health and wellness through comparative analysis of health-related issues, attitudes, and behaviors in other countries
Inclusion of additional skills related to traffic safety, fire safety, and accident and poison prevention
Increased awareness of and sensitivity to the challenges related to individuals with disabilities
The 2009 standards continue to incorporate New Jersey Legislative Statutes related to the health and well-being of students in New Jersey public schools, including those
enacted from 2004 2008:
Gang Violence Prevention Bill: N.J.S.A. 18A:35-4.26 (2006) requires instruction in gang violence prevention.
Organ Donation Bill: N.J.S.A. 18A:7F-4.3 (2008) requires instruction in grades 9 through 12 about organ donation and the benefits of organ and tissue donation.
Suicide Prevention Bill: N.J.S.A. 18A:6-111 (2004) requires instruction in suicide prevention and related mental health issues.
Resources
Association for Supervision and Curriculum Development. (2004). The whole child. Online: http://www.ascd.org/programs/THE_WHOLE_CHILD.aspx
Centers for Disease Control and Prevention. (2009). Health education curriculum analysis tool. Atlanta, GA: Author.
Centers for Disease Control and Prevention. (2006). Physical education curriculum analysis tool. Atlanta, GA: Author.
Joint Committee on National Health Education Standards. (2007). National health education standards: Achieving health excellence. Atlanta, GA: American Cancer Society.
Lohrmann, D. K. (2005). Creating a healthy school. Alexandria, VA: Association for Supervision and Curriculum Development.
National Association for Sport and Physical Education. (2004). Moving into the future: National
standards for physical education. Reston, VA: American Alliance for Health,
Physical Education, Recreation, and Dance.
National Association of State Boards of Education. (2008). Center for safe and healthy schools. Online: http://www.nasbe.org/index.php/shs
New Jersey State Department of Education. (2004). Core curriculum content standards in comprehensive health and physical education. Online:
http://www.nj.gov/education/aps/cccs/chpe/standards.htm
Partnership for 21st Century Skills. (2005). Framework for 21st century learning. Online: http://www.21stcenturyskills.org
Hyperlinks:
Health Literacy includes:
Obtaining, interpreting, and understanding basic health information and services and using such information and services in ways that are health enhancing.
Understanding preventive physical and mental health measures, including proper diet, nutrition, exercise, risk avoidance, and stress reduction.
Using available information to make appropriate health-related decisions.

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Establishing and monitoring personal and family health goals.

(Partnership for 21st Century Skills, 2005)
New Jersey Legislative Statutes Summary

Accident and Fire Prevention (N.J.S.A. 18A:6-2) requires instruction in accident and fire prevention.
Regular courses of instruction in accident prevention and fire prevention shall be given in every public and private school in this state. Instruction shall be adapted to the
understanding of students at different grade levels.
Breast Self-Examination (N.J.S.A. 18A:35-5.4) requires instruction on breast self-examination.
Each board of education which operates an educational program for students in grades 7 through 12 shall offer instruction in breast self-examination. The instruction
shall take place as part of the districts implementation of the Core Curriculum Content Standards in Comprehensive Health and Physical Education, and the
comprehensive health and physical education curriculum framework shall provide school districts with sample activities that may be used to support implementation of
the instructional requirement.
Bullying Prevention Programs (N.J.S.A. 18A:37- 17) requires the establishment of bullying prevention programs.
Schools and school districts are encouraged to establish bullying prevention programs and other initiatives involving school staff, students, administrators, volunteers,
parents, law enforcement, and community members. To the extent funds are appropriated for these purposes, a school district shall: (1) provide training on the school
districts harassment, intimidation, or bullying policies to school employees and volunteers who have significant contact with students; and (2) develop a process for
discussing the districts harassment, intimidation, or bullying policy with students. Information regarding the school district policy against harassment, intimidation, or
bullying shall be incorporated into a schools employee training program.
Cancer Awareness (N.J.S.A. 18A:40-33) requires the development of a school program on cancer awareness.
The Commissioner of Education, in consultation with the State school boards, shall develop a cancer awareness program appropriate for school-aged children.
Domestic Violence Education (N.J.S.A. 18A:35-4.23) allows instruction on problems related to domestic violence and child abuse.
A board of education may include instruction on the problems of domestic violence and child abuse in an appropriate place in the curriculum of elementary school,
middle school, and high school pupils. The instruction shall enable pupils to understand the psychology and dynamics of family violence, dating violence, and child
abuse; the relationship of alcohol and drug use to such violence and abuse; and the relationship of animal cruelty to such violence and abuse; and to learn methods of
nonviolent problem-solving.
Gang Violence Prevention (18A:35-4.26) requires instruction in gang violence prevention for elementary school students.
Each board of education that operates an educational program for elementary school students shall offer instruction in gang violence prevention and in ways to avoid
membership in gangs. The instruction shall take place as part of the districts implementation of the Core Curriculum Content Standards in Comprehensive Health and
Physical Education, and the comprehensive health and physical education curriculum framework shall provide school districts with sample materials that may be used to
support implementation of the instructional requirement.
Health, Safety, and Physical Education (N.J.S.A.18A:35) requires that all students in grades 1 through 12 participate in at least two and one-half hours of
health, safety, and physical education in each school week.
Every pupil, except kindergarten pupils, attending the public schools, insofar as he or she is physically fit and capable of doing so, as determined by the medical
inspector, shall take such courses, which shall be a part of the curriculum prescribed for the several grades, and the conduct and attainment of the pupils shall be
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marked as in other courses or subjects, and the standing of the pupil in connection therewith shall form a part of the requirements for promotion or graduation. The time
devoted to such courses shall aggregate at least two and one-half hours in each school week, or proportionately less when holidays fall within the week.
Drugs, Alcohol, Tobacco, Controlled Dangerous Substances, and Anabolic Steroids (N.J.S.A. 18A:40A-1) requires instructional programs on drugs, alcohol,
anabolic steroids, tobacco, and controlled dangerous substances and the development of curriculum guidelines.
Instructional programs on the nature of drugs, alcohol, anabolic steroids, tobacco, and controlled dangerous substances, as defined in section 2 of P.L.1970, c.226
(C.24:21-2), and their physiological, psychological, sociological, and legal effects on the individual, the family, and society shall be taught in each public school and in
each grade from kindergarten through 12 in a manner adapted to the age and understanding of the pupils. The programs shall be based upon the curriculum guidelines
established by the Commissioner of Education and shall be included in the curriculum for each grade in such a manner as to provide a thorough and comprehensive
treatment of the subject.
Lyme Disease Prevention (N.J.S.A. 18A:35-5.1) requires the development of Lyme disease curriculum guidelines.
The guidelines shall emphasize disease prevention and sensitivity for victims of the disease. The Commissioner of Education shall periodically review and update the
guidelines to insure that the curriculum reflects the most current information available.
Organ Donation (N.J.S.A. 18A:7F-4.3) requires information relative to organ donation to be given to students in grades 9 through 12.
The goals of the instruction shall be to:
o Emphasize the benefits of organ and tissue donation to the health and well-being of society generally and to individuals whose lives are saved by organ and
tissue donations, so that students will be motivated to make an affirmative decision to register as donors when they become adults.
o Fully address myths and misunderstandings regarding organ and tissue donation.
o Explain the options available to adults, including the option of designating a decision-maker to make the donation decision on ones behalf.
o Instill an understanding of the consequences when an individual does not make a decision to become an organ donor and does not register or otherwise
record a designated decision-maker.
The instruction shall inform students that, beginning five years from the date of enactment of P.L.2008, c.48 (C.26:6-66 et al.), the New Jersey Motor Vehicle
Commission will not issue or renew a New Jersey drivers license or personal identification card unless a prospective or renewing licensee or card holder makes an
acknowledgement regarding the donor decision pursuant to section 8 of P.L.2008, c.48 (C.39:3-12.4). The Commissioner of Education, through the non-public school
liaison in the Department of Education, shall make any related instructional materials available to private schools educating students in grades 9 through 12, or any
combination thereof. Such schools are encouraged to use the instructional materials at the school; however, nothing in this subsection shall be construed to require
such schools to use the materials.
Sexual Assault Prevention (N.J.S.A. 18A:35-4.3) requires the development of a sexual assault prevention education program.
The Department of Education in consultation with the advisory committee shall develop and establish guidelines for the teaching of sexual assault prevention techniques
for utilization by local school districts in the establishment of a sexual assault prevention education program. Such program shall be adapted to the age and
understanding of the pupils and shall be emphasized in appropriate places of the curriculum sufficiently for a full and adequate treatment of the subject.
Stress Abstinence (N.J.S.A. 18A:35-4.19-20), also known as the AIDS Prevention Act of 1999, requires sex education programs to stress abstinence.
Any sex education that is given as part of any planned course, curriculum, or other instructional program and that is intended to impart information or promote discussion
or understanding in regard to human sexual behavior, sexual feelings and sexual values, human sexuality and reproduction, pregnancy avoidance or termination, HIV
infection or sexually transmitted diseases, regardless of whether such instruction is described as, or incorporated into, a description of sex education, family life
education, family health education, health education, family living, health, self esteem, or any other course, curriculum program, or goal of education, and any
materials including, but not limited, to handouts, speakers, notes, or audiovisuals presented on school property concerning methods for the prevention of acquired
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immune deficiency syndrome (HIV/AIDS), other sexually transmitted diseases, and of avoiding pregnancy, shall stress that abstinence from sexual activity is the only
completely reliable means of eliminating the sexual transmission of HIV/AIDS and other sexually transmitted diseases and of avoiding pregnancy.
Suicide Prevention (N.J.S.A. 18A: 6-111) requires instruction in suicide prevention in public schools.
Instruction in suicide prevention shall be provided as part of any continuing education that public school teaching staff members must complete to maintain their
certification; and inclusion of suicide prevention awareness shall be included in the Core Curriculum Content Standards in Comprehensive Health and Physical
Education.
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Blueprint
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Content Area
Standard
2.1 Wellness: All students will acquire health promotion concepts and skills to support a healthy, active lifestyle.
Strand
A. Personal Growth and Development
By the end of grade Content Statement
CPI #
Cumulative Progress Indicator (CPI)
12
Developing and maintaining wellness requires ongoing 2.1.12.A.1

evaluation of factors impacting health and modifying
lifestyle behaviors accordingly.
2.1.12.A.2
Analyze the role of personal responsibility in maintaining and enhancing personal,

family, community, and global wellness.
Debate the social and ethical implications of the availability and use of technology and
medical advances to support wellness.
Content Area
Standard
Strand
B. Nutrition
CPI #
12
2.1.12.B.1
Determine the relationship of nutrition and physical activity to weight loss, weight gain,
and weight maintenance.
Compare and contrast the dietary trends and eating habits of adolescents and young
adults in the United States and other countries.
Analyze the unique contributions of each nutrient class (fats, carbohydrates, protein,
water, vitamins, and minerals) to ones health.
Applying basic nutritional and fitness concepts to

lifestyle behaviors impacts wellness.
2.1.12.B.2
2.1.12.B.3
Content Area
Standard
Strand
C. Diseases and Health Conditions

12
CPI #
Personal health is impacted by family, community,

2.1.12.C.1
national, and international efforts to prevent and control
diseases and health conditions.
2.1.12.C.2
2.1.12.C.3
2.1.12.C.4

Predict diseases and health conditions that may occur during ones lifespan and speculate
on potential prevention and treatment strategies.
Develop strategies that will impact local, state, national, and international public health
efforts to prevent and control diseases and health conditions.
Determine the emotional, social, and financial impact of mental illness on the family,
community, and state.
Relate advances in medicine and technology to the diagnosis and treatment of mental
illness.
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Blueprint
Curriculum
Content Area
Standard
2.1 Wellness: ALL STUDENTS WILL ACQUIRE HEALTH PROMOTION CONCEPTS AND SKILLS TO SUPPORT A HEALTHY, ACTIVE
LIFESTYLE.
D. Safety
Strand
CPI #
12
2.1.12.D.1
Determine the causes and outcomes of intentional and unintentional injuries in adolescents
and young adults and propose prevention strategies.
Explain ways to protect against abuse and all forms of assault and what to do if assaulted.
Evaluating the potential for injury prior to engaging in

unhealthy/risky behaviors impacts choices.
2.1.12.D.2
2.1.12.D.3
2.1.12.D.4
2.1.12.D.5
Applying first-aid procedures can minimize injury and

save lives.
2.1.12.D.6
Analyze the relationship between alcohol and drug use and the incidence of motor vehicle
crashes.
Develop a rationale to persuade peers to comply with traffic safety laws and avoid driving
distractors.
Summarize New Jersey motor vehicle laws and regulations and determine their impact on
health and safety (e.g., organ/tissue donation, seatbelt use, and the use of hand-held
devices).
Demonstrate first-aid procedures, including Basic Life Support and automatic external
defibrillation, caring for head trauma, bone and joint emergencies, caring for cold and heat
injuries, and responding to medical emergencies.
Content Area
Standard
Strand
E. Social and Emotional Health

12
PI #
Respect and acceptance for individuals regardless of

2.1.12.E.1
gender, sexual orientation, disability, ethnicity,
2.1.12.E.2
socioeconomic background, religion, and/or culture
provide a foundation for the prevention and resolution of
conflict.
Stress management skills impact an individuals ability 2.1.12.E.3
to cope with different types of emotional situations.
2.1.12.E.4

Predict the short- and long-term consequences of unresolved conflicts.
Analyze how new technologies may positively or negatively impact the incidence of
conflict or crisis.
Examine how a family might cope with crisis or change and suggest ways to restore
family balance and function.
Develop a personal stress management plan to improve/maintain wellness.
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Blueprint
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Content Area
Standard
2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle.
Strand
A. Interpersonal Communication
By the end of
grade
12
Content Statement
PI #
Effective interpersonal communication

2.2.12.A.1
encompasses respect and acceptance for
individuals regardless of gender, sexual
orientation, disability, ethnicity, socioeconomic
background, religion, and/or culture.
Effective communication is the basis for
2.2.12.A.2
strengthening interpersonal interactions and
relationships and resolving conflicts.
Technology increases the capacity of individuals 2.2.12.A.3
to communicate in multiple and diverse ways.

Employ skills for communicating with family, peers, and people from other
backgrounds and cultures that may impact the health of oneself and others.
Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts.
Analyze the impact of technology on interpersonal communication in supporting

wellness and a healthy lifestyle.
Content Area
Standard
Strand
B. Decision-Making and Goal Setting
CPI #
12
2.2.12.B.1
Predict the short- and long-term consequences of good and poor decision-making on oneself,
friends, family, and others.
Evaluate the impact of individual and family needs on the development of a personal wellness
plan and address identified barriers.
Developing and implementing an effective personal

wellness plan contributes to healthy decision-making
over ones lifetime.
2.2.12.B.2

Content Area
Standard
Strand
C. Character Development

12
CPI #
Individual and/or group pressure to be successful in

2.2.12.C.1
competitive activities can result in a positive or negative
impact.
Core ethical values impact behaviors that influence the 2.2.12.C.2
health and safety of people everywhere.
2.2.12.C.3

Analyze the impact of competition on personal character development.
Judge how individual or group adherence, or lack of adherence, to core ethical values
impacts the local, state, national, and worldwide community.
Analyze current issues facing the disability community and make recommendations to
address those issues.
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Blueprint
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Content Area
Standard
Strand
D. Advocacy and Service
CPI #
12
Effective advocacy for a health or social issue is based 2.2.12.D.1

on communicating accurate and reliable research about
the issue and developing and implementing strategies to
motivate others to address the issue.
Content Area
Standard
Strand
E. Health Services and Information
CPI #
Plan and implement an advocacy strategy to stimulate action on a state, national, or global
health issue, including but not limited to, organ/tissue donation.
12
Potential solutions to health issues are dependent on

2.2.12.E.1
health literacy and available resources.
Affordability and accessibility of healthcare impacts the 2.2.12.E.2
prevention, early detection, and treatment of health
problems.
Content Area
Standard
2.3 Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a
healthy, active lifestyle.
A. Medicines
Strand
12
Analyze a variety of health products and services based on cost, availability, accessibility,
benefits, and accreditation.
Determine the effect of accessibility and affordability of healthcare on family, community,
and global health.
CPI #
2.3.8.A.2
Compare and contrast adolescent and adult abuse of prescription and over-the-counter
medicines and the consequences of such abuse.
Determine the potential risks and benefits of the use of new or experimental medicines and
herbal and medicinal supplements.
Summarize the criteria for evaluating the effectiveness of a medicine.
Medicines come in a variety of forms (prescription

2.3.12.A.1
medicines, over-the-counter medicines, medicinal
supplements), are used for numerous reasons, and should 2.3.12.A.2
be taken as directed in order to be safe and effective.
2.3.12.A.3
Relate personal abuse of prescription and over-the-counter medicines to wellness.
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Blueprint
Curriculum
Content Area
Standard
B. Alcohol, Tobacco, and Other Drugs
Strand
CPI #
12
2.3.12.B.1
Compare and contrast the incidence and impact of commonly abused substances (such as
tobacco, alcohol, marijuana, inhalants, anabolic steroids, and other drugs) on individuals
and communities in the United States and other countries.
Debate the various legal and financial consequences of the use, sale, and possession of
illegal substances.
Correlate increased alcohol use with challenges that may occur at various life stages.
There are immediate and long-term consequences of

risky behavior associated with substance abuse.
2.3.12.B.2
2.3.12.B.3
2.3.12.B.4
2.3.12.B.5
Correlate the use of alcohol and other drugs with incidences of date rape, sexual assault,
STIs, and unintended pregnancy.
Relate injected drug use to the incidence of diseases such as HIV/AIDS and hepatitis.
Content Area
Standard
C. Dependency/Addiction and Treatment
Strand

12
Content Area
Standard
Strand
12
CPI #
The ability to interrupt a drug dependency/addiction

2.3.12.C.1
typically requires outside intervention, a strong personal
commitment, treatment, and the support of family,
2.3.12.C.2
friends, and others.
Substance abuse impacts individuals from all cultural
and socioeconomic backgrounds.
2.3.12.C.3

Correlate duration of drug abuse to the incidence of drug-related injury, illness, and death.
Analyze the effectiveness of various strategies that support an individuals ability to stop
abusing drugs and remain drug-free.
Predict the societal impact of substance abuse on the individual, family, and community.
2.4 Human Relationships and Sexuality: All students will acquire knowledge about the physical, emotional, and social aspects of human relationships
and sexuality and apply these concepts to support a healthy, active lifestyle.
A. Relationships
Content Statement
Individuals in healthy relationships share thoughts and
feelings, have fun together, develop mutual respect,
share responsibilities and goals, and provide emotional
security for one another.
CPI #
2.4.12.A.1
2.4.12.A.2
2.4.12.A.3
2.4.12.A.4

Compare and contrast how family structures, values, rituals, and traditions meet basic
human needs worldwide.
Compare and contrast the current and historical role of life commitments, such as
marriage.
Analyze how personal independence, past experience, and social responsibility influence
the choice of friends in high school and young adulthood.
Predict how relationships may evolve over time, focusing on changes in friendships,
family, dating relationships, and lifetime commitments such as marriage.
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Blueprint
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2.4.12.A.5
Technology impacts the capacity of individuals to
develop and maintain interpersonal relationships.
2.4.12.A.6
Determine effective prevention and intervention strategies to address domestic or dating

violence (e.g., rules of consent).
Analyze how various technologies impact the development and maintenance of local and
global interpersonal relationships.

Content Area
Standard
Strand
B. Sexuality

12
CPI #
CPI #
The decision to become sexually active affects ones

2.4.12.B.1
physical, social, and emotional health.
Responsible actions regarding sexual behavior impact the 2.4.12.B.2
health of oneself and others.
2.4.12.B.3
Discussion of topics regarding sexuality requires a safe, 2.4.12.B.4
supportive environment where sensitivity and respect is
shown toward all.
Early detection strategies and regular physical exams
2.4.12.B.5
assist in the prevention and treatment of illness or disease.

Predict the possible long-term effects of adolescent sex on future education, on career
plans, and on the various dimensions of wellness.
Evaluate information that supports abstinence from sexual activity using reliable
research data.
Analyze factors that influence the choice, use, and effectiveness of contraception,
including risk-reduction and risk-elimination strategies.
Compare and contrast attitudes and beliefs about gender identity, sexual orientation,
and gender equity across cultures.
Relate preventative healthcare strategies of male/female reproductive systems to the
prevention and treatment of disease (e.g., breast/testicular exams, Pap smear, HPV
vaccine).

Content Area
Standard
Strand
C. Pregnancy and Parenting
12
CPI #
Pregnancy, childbirth, and parenthood are significant events 2.4.12.C.1

that cause numerous changes in ones life and the lives of
others.
2.4.12.C.2
2.4.12.C.3
2.4.12.C.4
Compare embryonic growth and fetal development in single and multiple pregnancies,
including the incidence of complications and infant mortality.
Analyze the relationship of an individuals lifestyle choices during pregnancy and the
incidence of fetal alcohol syndrome, sudden infant death syndrome, low birth weight,
premature birth, and other disabilities.
Evaluate the methods and resources available to confirm pregnancy.
Determine the impact of physical, social, emotional, cultural, religious, ethical, and
legal issues on elective pregnancy termination.
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Blueprint
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2.4.12.C.5
2.4.12.C.6
2.4.12.C.7
Evaluate parenting strategies used at various stages of child development based on valid
sources of information.
Compare the legal rights and responsibilities of adolescents with those of adults
regarding pregnancy, abortion, and parenting.
Analyze factors that affect the decision to become a parent.
Content Area
Standard
2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle.
Strand
A. Movement Skills and Concepts

12
CPI #
Movement skill performance is primarily impacted by the 2.5.12.A.1

quality of instruction, practice, assessment, feedback, and
effort.
2.5.12.A.2
2.5.12.A.3
2.5.12.A.4

Explain and demonstrate ways to transfer movement skills from one game, sport,
dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton,
ping pong, racquetball).
Analyze application of force and motion (weight transfer, power, speed, agility, range
of motion) and modify movement to impact performance.
Design and lead a rhythmic activity that includes variations in time, space, force, flow,
and relationships (creative, cultural, social, and fitness dance).
Critique a movement skill/performance and discuss how each part can be made more
interesting, creative, efficient, and effective.

Content Area
Standard
Strand
B. Strategy

12
CPI #
Individual and team execution in games, sports, and other 2.5.12.B.1

activity situations is based on the interaction of tactical use
of strategies, positive mental attitudes, competent skill
2.5.12.B.2
levels, and teamwork.
2.5.12.B.3

Demonstrate and assess tactical understanding by using appropriate and effective
offensive, defensive, and cooperative strategies.
Apply a variety of mental strategies to improve performance.
Analyze factors that influence intrinsic and extrinsic motivation and employ techniques
to enhance individual and team effectiveness.
Content Area
Standard
Strand
C. Sportsmanship, Rules, and Safety
CPI #
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Blueprint
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Curriculum
Self-initiated behaviors that promote personal and group

success include safety practices, adherence to rules,
etiquette, cooperation, teamwork, ethical behavior, and
positive social interaction.
2.5.12.C.1
Cultural practices regarding physical activity, sports, and

games reflect a microcosm of society.
2.5.12.C.3
2.5.12.C.2
Analyze the role, responsibilities, and preparation of players, officials, trainers, and
other participants and recommend strategies to improve their performance and
behavior.
Develop rule changes to existing games, sports, and activities that enhance safety and
enjoyment.
Determine the current impact of globalization and technology on the development of,
participation in, and viewing of games, sports, dance, and other movement activities,
and predict future impact.
Content Area
Standard
2.6 Fitness: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Strand
A. Fitness and Physical Activity
12
CPI #
Taking personal responsibility to develop and maintain

2.6.12.A.1
physical activity levels provides opportunities for increased
health, fitness, enjoyment, challenges, self-expression, and 2.6.12.A.2
social interaction.
2.6.12.A.3
2.6.12.A.4
2.6.12.A.5
Compare the short- and long-term impact on wellness associated with physical
inactivity.
Design, implement, and evaluate a fitness plan that reflects knowledge and application
of fitness-training principals.
Determine the role of genetics, gender, age, nutrition, activity level, and exercise type
on body composition.
Compare and contrast the impact of health-related fitness components as a measure of
fitness and health.
Debate the use of performance-enhancing substances (i.e., anabolic steroids and other
legal and illegal substances) to improve performance.
28
Glossary
Core Curriculum Content Standards
Different kinds of families refers to the many family structures represented in classrooms and in society today, including, but not limited to: traditional two-parent (i.e., mother
and father) families, blended families, single-parent families, multi-racial families, multi-generational families, and same-sex-parent families.
Essential elements of movement means the knowledge and demonstration of mechanically correct technique when executing a movement skill.
FITT stands for the basic philosophy of what is necessary to gain a training effect from an exercise program.
The FITT acronym represents:
1. Frequency How often a person exercises
2. Intensity How hard a person exercises
3. Time How long a person exercises
4. Type What type of activity a person does when exercising
Health-related fitness incorporates the five major components of fitness related to improved health:
1. Cardio-respiratory endurance is the ability of the blood vessels, heart, and lungs to take in, transport, and utilize oxygen. This is a critically important component of
fitness because it impacts other components of fitness and decreases the risk of cardiovascular diseases.
2. Muscular strength is the maximum amount of force a muscle or muscle group can exert.
3. Muscular endurance is the length of time a muscle or muscle group can exert force prior to fatigue.
4. Flexibility refers to the range of motion in the joints.
5. Body composition shows the amount of fat versus lean mass (bone, muscle, connective tissue, and fluids). While some fat is essential for insulation and providing
energy, too much fat can cause serious health problems.
Human papillomavirus (HPV) is a common virus that infects the skin and mucous membranes. There are about 100 types of HPV, and approximately 30 of those are spread
through genital contact (typically sexual intercourse). Around 12 types called low-risk types of HPV can cause genital warts. In addition, there are approximately 15 high-risk
types of HPV that can cause cervical cancer. Infection with the common types of genital HPV can be prevented with the HPV vaccine. However, vaccination is only fully effective
if administered before a girl or young woman has been exposed to those types of HPV through sexual contact. In addition, the vaccine does not protect against all types of HPV
that can cause cervical cancer.
Intentional injuries are injuries arising from purposeful action (e.g., violence and suicide).
Unintentional injuries are injuries arising from unintentional events (e.g., motor vehicle crashes and fires).
Movement skills encompass locomotor, nonlocomotor, and manipulative movement:
1. Locomotor movement occurs when an individual moves from one place to another or projects the body upward (e.g., walking, jumping, skipping, galloping, hopping,
jumping, sliding, running).
2. Nonlocomotor movement occurs when an individual moves in self-space without appreciable movement from place to place (e.g., twisting, bending, stretching, curling).
3. Manipulative movement occurs when an individual controls a variety of objects with different body parts (e.g., throwing, catching, kicking, striking, dribbling).
Personal assets refer to individual strengths and weaknesses regarding personal growth.
Protective factors refer to the skills, strengths, and resources that help individuals deal more effectively with stressful situations.
Resiliency is the ability to overcome the negative effects of risk exposure.

.Service projects are initiatives that represent relevant social and civic needs.
Sexually transmitted infection (STI), also known as sexually transmitted disease (STD), is an illness that has a significant probability of transmission between humans or
animals by means of sexual contact, including vaginal intercourse, oral sex, and anal sex.
Skill-related fitness refers to components of physical fitness that contribute to the ability to successfully participate in sports:
1. Agility is the ability to rapidly and accurately change the direction of the whole body while moving in space.
2.
Balance is the ability to maintain equilibrium while stationary or moving.
3.
Coordination is the ability to use the senses and body parts in order to perform motor tasks smoothly and accurately.
4.
Power is the amount of force a muscle can exert over time.
5.
Reaction time is the ability to respond quickly to stimuli.
6.
Speed is the amount of time it takes the body to perform specific tasks while moving.
Traffic safety system refers to the concept of traffic (moving people safely and efficiently), the specific components of the traffic safety system (e.g., laws, safety, signs, travel
modes, routes, and responsibilities), and the people who are part of the traffic safety system (e.g., walkers, bicyclists, police, and automobile, bus, and train operators).
GLOSSARY
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Accent- emphasis on a beat or movement

Aerobic exercise- exercise that requires a continuous use of oxygen over an extended period of time
Agility- a skill-related component of fitness that relates to the ability to rapidly change the position of the entire body in space with speed and accuracy
Agonist- a muscle that is the principle mover or one of the principle movers of a level
Algorithm- step-by-step procedure for solving a problem; often developed into a chart or graph
Anaerobic exercise-exercise in which the bodys demand for oxygen is greater than the supply
Antagonist-a muscle that in contracting tends to produce movement opposite to that of an agonist
Assessment-Interpretation of measurements for the purpose of making decisions about placement, program planning, learning and performance objectives
Attempt-the skill will be taught, but the student is not expected to master the skills
Balance-A skill-related component of fitness that relates to the maintenance of equilibrium while a stationary or moving
Beat-the underlying beat, steady continuous pulse of rhythm
Body composition-a health-related component of fitness that relates to the relative amounts of muscle, fat, bone and other vital body parts
Body mechanics-efficient use of the body in maintaining proper alignment during daily tasks such as lifting, pulling or pushing
Calorie-a unit of heat and energy production; usually refers to energy obtained from food
Cardiac output-the amount of blood pumped by the heart each minute
Cardio respiratory endurance-health-related fitness component that relates to the ability of the circulatory and respiratory systems to supply oxygen during sustained
physical activity
17. Circuit or station teaching -the creation of discrete learning areas within the general teaching area where students work on activities independently and at their own
rates; works well within a wide range of ability levels
18. Collaboration-working jointly with others to accomplish a common goal

19. Contractility-the muscles ability to contract or shorten
20. Cooperative Learning-individual students learning from other students in the class by working in groups that allow those with abilities in specific areas to help others in
the group; the group and not the individual achieves the goal
21. Coordination-a skill-related component of fitness that relates to the ability to use the senses, such as sight or hearing, together with body parts in performing motor
tasks smoothly and accurately
22. Corrective physical education (adaptive)-physical education of a prescriptive nature, involving specific body part(s), posture, and /or remediation or correction of
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specific weakness
Developmentally appropriate activities-Program of activities suited to the developmental needs, capacities and limitations of students in physical
education
Directionality-awareness of right, left, up, down, front and back. This external awareness comes from the internal sense described as laterality.
Domains of health-Aspects of health including mental, physical, social, spiritual, intellectual and environmental
Endurance-the ability to continue performance of a movement activity
Equilibrium-the state of a system whose motion is not being changed, accelerated or decelerated
Exercise-planned, structured and repetitive body movement done to improve or maintain physical fitness.
Flexibility-a health-related fitness component that relates to the range of motion available at a joint
Force-a push and pull exerted by one object or substance on another; includes external (gravity) and internal (muscular)
Cooperative games-designing alternative approaches to the game in order to effectively accommodate and include all participants
Health-related fitness-includes muscular strength, flexibility, body composition cardio respiratory endurance and muscular endurance
Heart rate-number of times the heart beats per minute
Hypokinetic Disease-a disease developed from a lack of physical activity. Such diseases include cardiovascular disease, low back pain, musculoskeletal problems,
relating to the interaction of muscles with bones and movement, obesity, diabetes, osteoporosis and stress-related disorders
Kinesiology-The study of human movement from an anatomical and/or mechanical perspective
Kinesthesis-the sense derived from muscle contractions during purposeful movement
Laterality-the internal awareness of the difference between the right and left side of the body. The ability to control the two sides of the body simultaneously or
separately
Lifetime recreational pursuit-physical activity that can be participated in and enjoyed throughout life; includes activities such as walking, swimming, gardening and golf
Locomotor-the act of moving the body from place to place
Manipulative-to manage or utilize skillfully. To treat or operate with hands/eyes/feet in a skillful manner
Maximal heart rate-highest heart rate value attainable during an all-our effort to the point of exhaustion
Mental practice-a practice procedure in which the learner imagines successful action without overt physical practice; related to visualization
Muscular endurance-the ability of muscle or muscle group to perform repeated contractions without fatigue
Muscular strength-the amount of force exerted or resistance overcome by muscle for a single repetition
Non-locomotor-skills performed on a stationary base
Opposition-Using one hand and the opposite leg at the same time
Overload-resistance greater than that which a muscle or muscle group normally encounters
48. Personal space-the area around the body, it extends as far as ones reach from side to side and front to back. Personal space moves with us as we travel around the
room
49. Physically educated person-a person who has learned skills necessary to perform a variety of physical activities; is physically fit; participates in physical activities,
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knows the implications and benefits of such activity; and values its contribution to wellness
Physical eduacator-educational specialist trained to provide instruction in movement and fitness modalities
Power-skill-related component of fitness that relates to the rate at which one can perform work
Progression-gradually increasing the intensity and duration of the activity
Rhythmic pattern-definite series of sounds or beats related to the underlying beat
Self-monitoring-the ability to keep track of ones behavior, such as self-recording ones heart rate
Spatial awareness-personal and general space (sensing where the body moves).
Speed-Rate of movement
Resources
PHYSICAL EDUCATION RESOURCES WEBSITES REFERENCES
American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD): www.aahperd.org
Awesome Library: www.awesomelibrary.org/classroom/Health_PE/.../Physical _Education.html
Education Index: www.educationindex.com/physed
Great Activities Publishing Company: www.greatactivities.net
McREL: www.mcrel.org/lesson-plans/health/index.asp
New Jersey Alliance for Health, Physical Education, Recreation and Dance: www.njahperd.org
PE Central: www.pecentral.org
PELinks4U-Secondary Physical Education: www.pelinks4u.org/sections/secondary/secondary.htm
Teachers Corner: www.theteacherscorner.net/pe

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Academy Charter High School

Health & Physical Education Curriculum Guide

Health & Physical Education Curriculum Guide

Health & Physical Education Curriculum Guide

FLEXIBILITY The ability of the joint to move freely in every direction,

MUSCULAR STRENGTH The ability of a muscle or muscles to exert a

MUSCULAR ENDURANCE The ability of a muscle or muscle group to

BASIC MOVEMENT SKILLS

Ultimate Sponge Ball

P.E. Central Lesson

Health & Physical Education Curriculum Guide

Health & Physical Education Curriculum Guide

Health & Physical Education Curriculum Guide

P.E. Central Lesson

Health & Physical Education Curriculum Guide

HEALTH RELATED FITNESS

ACTIVITY OF THE DAY

Health & Physical Education Curriculum Guide

o Question and answer sessions

Health & Physical Education Curriculum Guide

SUGGESTED ASSESSMENT STRATEGIES

SUGGESTED ADAPTATIONS AND/OR MODIFICATIONS FOR PHYSICAL ACTIVITIES

Adapt the playing areas (make it smaller, remove obstacles)

Increase the number of players

Change the boundary lines

o Larger and/ or lighter bats

Slow down the speed of manipulatives

o Decrease the weight or lower the air pressure of the ball

Health & Physical Education Curriculum Guide

3. Modify the time

Allow the batter to sit in a chair

Allow for more players on the field

Reduce the amount of points required to win a game

Walk rather than run

Lower the net, as in basketball

Allow the ball to be rolled, or to remain stationary rather than be thrown

Allow for students to assist each other

Allow for a runner during a game

Reduce the amount of verbal instruction given

Use demonstrations to model the desired skill or outcome

Use a start and stop signal that is consistent

Health & Physical Education Curriculum Guide

MUSCULAR STRENGTH, ENDURANCE, AND FLEXIBILITY

Health & Physical Education Curriculum Guide

Upper Body Strength and Endurance

Health & Physical Education Curriculum Guide

Health & Physical Education Curriculum Guide

New Jersey Core Curriculum Content Standards

Health & Physical Education Curriculum Guide

Recently enacted legislation outlined in the section below

Using available information to make appropriate health-related decisions.

Health & Physical Education Curriculum Guide

Establishing and monitoring personal and family health goals.

New Jersey Legislative Statutes Summary

Health & Physical Education Curriculum Guide

Health & Physical Education Curriculum Guide

Health & Physical Education Curriculum Guide

Comprehensive Health and Physical Education

A. Personal Growth and Development

By the end of grade Content Statement

Cumulative Progress Indicator (CPI)

Developing and maintaining wellness requires ongoing 2.1.12.A.1