Honors Physical Education Course Syllabus CHS Health & Physical Education Department

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1 1 Honors Physical Education Course Syllabus CHS Health & Physical Education Department Contact Information: Parents may contact me by phone, or visiting the school. Teacher: Mr. Eric Huffer Address: Phone Number: (740) ext Online: CHS Vision Statement: Our vision is to be a caring learning center respected for its comprehensive excellence. CHS Mission Statement: Our mission is to prepare our students to serve their communities and to commit to life-long learning. Course Description and Prerequisite(s) from Course Handbook: Honors Physical Education (semester) State Course # Level III Prerequisite: Physical Education or involved in school athletics program or by permission of building principal Elective Grade: Graded Conventionally Credit: 1 This course is for the aspiring athlete as well as the fitness for life enthusiast and emphasizes developing skills in weight training, aerobics, agility, plyometrics, and speed improvement. The activities will focus on Total Fitness, Fundamental Motor Skills, and Lifetime Sport and Leisure Skill Development within four distinct units: Biomechanical Principals of Exercise; Conceptual Basic s of Resistance Training Techniques; Specialty Skill Training Techniques; Principles of Training Variation and Exercise Program Specific Nutrition Practices. Advanced weight training, aerobics, agility, plyometrics, and speed will be improved and workout programs designed and utilized for sport and fitness for life. Evaluation criteria will include class attendance, applied concepts practices, (formative/summative) assessments and portfolio/notebook and O.D.E. required check off excel program. Big Ideas/Purpose per Unit and Essential Questions/Concepts per Unit: Defined below for clarity are the Unit Titles, Big Ideas of every Unit taught during this course, and the Essential Questions to be answered to better understand the Big Ideas. A student s ability to grasp and answer the Essential Questions will define whether or not he or she adequately learns and can apply the skills found in Big Ideas. This will ultimately define whether or not a student scores well on assessments given for this course. The Common

2 2 Core Standards can be found at (Teacher Note: The Ainsworth Model suggests 1-3 Big Ideas for each Unit and 1-3 Essential Questions per Big Idea. Each Unit will vary.) 1 st or 3 rd 9 Weeks o Unit I Title: Biomechanical Principles of Exercise (Sport & Fitness) Big Idea #1: Origins, actions, insertions, and physiology constitute the physically active body. Essential Question #1: What is skeletal muscle anatomy & physiology? Essential Question #2: What role do other systems of the body play anatomically/physiologically for physical activity? Essential Question #3: Why is it important to know and understand the scientific foundations of the working body as a knowledge & application piece for all types of physical activity? Big Idea #2: There are several components and skills of sport & fitness (also known as the Big 11). Essential Question #1: What are the five components of fitness, and what are the personal applications of them for individuals? Essential Question #2: What is the use of the six skills of fitness, and what is their relevance to all physical activity? o Examine the use and relevance of the skills through personal experiences and perspectives. Essential Question #3: Why should all (PFP/PAP/PSP) personal fitness/activity/sport plans be built upon the Big 11? Big Idea #3: One must understand training and motion in regards to vocabulary acquisition. Essential Question #1: What are terms of motion and their applications to exercise? Essential Question #2: How does an individual differentiate between similar sounding terms such as eccentric-concentric, agonist-antagonist, flexionextension, adduction-abduction, etc.? Essential Question #3: What is the purpose of the movement you are conducting, and what are the muscles in motion as you perform select actions of your body such as a workout type or exercise movement (e.g., the muscles used when doing a push up/air squat, etc.)? o Unit II Title: Methods of Resistance Training in Sport & Fitness

3 3 Big Idea #1: Resistance training is a key component of fitness that leads to improved skill and performance capability. Essential Question #1: What is resistance training? Essential Question #2: What are methods for resistance training programs, and which one is best based on specific sport & fitness activity(s)? Essential Question #3: What are the methods of weight training/resistance training workout programs? Big Idea #2: Endurance training is a part of sport & fitness programs. Essential Question #1: What is endurance, and what are examples of this concept in sport as well as fitness? Essential Question #2: How is resistance training different for strength as compared with endurance? Essential Question #3: What sort of sport skills/drills or fitness activities do you or could you do that are specific training methods to improving muscular endurance? Big Idea #3: There are several methods of training related to sport and fitness training programs used today. Essential Question #1: What is stamina, and what can you do to improve it? Essential Question #2: What is power, and why is it a key aspect of sport and good to develop for fitness? Essential Question #3: Why must we differentiate between balance, coordination, and agility in sport and fitness training when they are so closely related? o Unit III Title: Specialization Skill Training Techniques for Sport & Fitness Big Idea #1: Plyometric activities exist for your specific sport & fitness activities(s), which may improve the skills associated with your S.M.A.R.T. goal(s). Essential Question #1: What is plyometric training? Essential Question #2: What are plyometric exercises? Essential Question #3: How is plyometric workouts varied by sport, skill position, and advanced fitness training? Big Idea #2: Speed training is important for any athlete in sport, and advanced fitness workout(s) are utilized to enhance performance and outcomes. Essential Question #1: What is speed training? Essential Question #2: What are exercises to improve speed?

4 4 Essential Question #3: How are speed workouts developed and conducted for athletes of differing sports/positions as well as in advanced fitness training? Big Idea #3: Developing ways to conduct plateau prevention training within any and all forms of training allows individuals to continue progression in performance when already at a high level of skill development and execution. Essential Question #1: What is periodization training and the concepts related to it for training programs? Essential Question #2: What is cross-training, and how can it benefit any exercise program in functionality? Essential Question #3: How do you conduct program modifications to overcome and prevent the level off in your training progress? 2 nd or 4 th 9 Weeks o Unit IV Title: Variation(s) to Training Principles & Nutritional Performance Fundamentals Big Idea #1: There are several ways to change the muscle stimulus of a workout to improve and revise your training plan for optimal benefits. Essential Question #1: What are some ways to simplistically make changes to one part at a time (variable control) of the F.I.T.T. principle to improve workouts? Essential Question #2: Why must we consider changes and then make them in our specialized performance plans? Essential Question #3: What is a recovery day, a recovery workout, and a recovery period within a work out? Big Idea #2: Sport & fitness nutritional practices exist for optimal performance and benefits to the body. Essential Question #1: Why is it important to include diet and/or supplementation as part of your exercise plan(s) to make sure that you meet the R.D.A. for essential vitamins and minerals? Essential Question #2: As an active individual, why do we need complex carbohydrates, quality proteins, and essential fatty acids to fuel the hard working body? Essential Question #3: Do we need sports supplements or not as part of our active lifestyle/performance plans? Big Idea #3: Individuals may use technology to expand their knowledge & skills for PFP development and practices in sport and fitness for life (F4L). Essential Question #1: How can we use technology to research training programs?

5 5 Essential Question #2: How do we decipher between credible sources and non-credible sources of exercise training information? Essential Question #3: What are training apps? o Unit V Title: Strength & Conditioning Workout Blueprints & Custom Design Variations Big Idea #1: Foundational strength & conditioning training plans can be designed to meet specific needs. Essential Question #1: What are some examples of sport specific training? Essential Question #2: What are the foundational guidelines for strength training? Essential Question #3: In what ways can strength & conditioning programs be modified to meet specific needs? Big Idea #2: Individuals should employ science backed training methodologies & practices. Essential Question #1: What are the base strength & conditioning programs from which all programs are made? Essential Question #2: What are some current scientifically backed program variations you could use? Essential Question #3: What are ways you can modify a program to fit you perfectly (GVT, H.I.T.T. HST, S.A.I.D e.g.)? o Strength & conditioning is not a one size fits all concept. Big Idea #3: Strength and conditioning can occur anywhere and at any time, with or without equipment. Essential Question #1: What are calisthenics? Essential Question #2: How do you use gravity and your body to execute strength & conditioning? Essential Question #3: Should all strength & conditioning programs have some body weight training in it, and how might this aspect be incorporated? o Unit VI Title: Personal Nutrition Planning to Support Personal Strength & Conditioning Objectives Big Idea #1: Certain nutrients are best for certain training programs (e.g. strength, endurance, etc.). Essential Question #1: How do you eat to maximize your strength & conditioning program? o You are what you eat. Essential Question #2: Why are fluids are necessary in all phases of training and performance?

6 6 Essential Question #3: How do nutrient dense foods fuel your training & performance? Big Idea #2: Supplements may be helpful in some situations but harmful in others. Essential Question #1: What does supplement mean? Essential Question #2: How are supplements to be used? Essential Question #3: How can supplements be bad for you? Big Idea #3: It is the little things of nutritional practices that can make a world of difference in relation to your training & performance goals. END OF COURSE EXAM Essential Question #1: How much of macro & micro nutrients do you need? Essential Question #2: How often should you eat a meal and/or snack, and what should it be? Essential Question #3: What is the difference between pre-nutrition & recovery nutrition, and why should they be important to you? Textbook: None *Online text sources (PDF) and electronic excerpts at and Supplemental Textbook(s): Teacher Web-Page & Progress Book Classroom Section Course Expectations Take good care of all physical education class facilities and equipment at all times. Be respectful to the instructor and class participants. Have appositive attitude, exemplify sportsmanship, be on time, and do not use inappropriate language. Any student who disobeys rules established in the Student Handbook throughout the course will be subject to disciplinary action. Course Material - Tennis Shoes* - T-Shirt/Sweat-Shirt - Shorts/Sweat Pants - Notebook/Folder - Pen/Pencil & Paper -Jump Drive (for electronic sources and free (PDF) text materials) Grading Unit Exams 50% Assessments (Including: Quizzes, Essays, Labs, and Projects) 30% Homework 10%

7 7 Class work 10% End of Course Exam is 20% of a student s final grade. Grading Scale The grading scale for Chillicothe High School can be found in the student handbook. Late Work: Late work will be subject to the board adopted policy on assignments that are turned in late (to be reviewed in class). CHS TENTATIVE Course Schedule This is an overview of what will be covered in this course at CHS for this school year. Although, I would like to follow this plan verbatim this year s tentative schedule is subject to change (at the teacher s discretion). Monday Moderate strength & conditioning activity w/ lesson parameters for the week Tuesday thru Thursday Field house/annex/chs gym-wt. Room workouts/activity Friday OTES Assessments on Big Ideas/Essential Questions of units/classroom lessons 1 st or 3 rd 9 Weeks Week 1: Beginning of the Year Pre-Assessment Exam Unit I Title: Biomechanical Principals of Exercise Weeks 1: Course Pre-Assessment Exam & Intro. To Biomechanics Formative Assessment Weeks 2: Origin, Action & Insertion of the Major Muscles of Exercise & Sport Formative Assessment Weeks 3: Training In Motion & the Big 11 Unit I Summative Assessment Unit II Title: Conceptual Basis of Resistance Training Techniques in Sport & Fitness Week 4: Unit overview and concept physical activity guidelines for applications Formative Assessment Weeks 5: Specified Training: Strength, Endurance, Power & Stamina Formative Assessment Weeks 6: Specified Training Combinations e.g. Power w/ Stamina Unit II Summative Assessment Unit III Title: Skill Specific training Techniques for Sport & Fitness Week 7: Unit introduction with training specific guideline applications Formative Assessment Weeks 8: Plyo-metric & Speed training Formative Assessment Weeks 9: Cardiovascular Endurance & Periodization Training Unit III Summative Assessment 2 nd or 4 th 9 Weeks

8 8 Unit IV Title: Variations to Training Principles & Nutritional needs Week 1: Guidelines and practice applications for mastery in unit Formative Assessment Week 1: Basic, Intermediate & Advanced Training Workouts Formative Assessment Weeks 2-3: Nutritional Needs of the Active & Technology Sources for Workouts and Research Unit IV Summative Assessment Unit V Title: Strength & Conditioning Workout Blueprints & Design Variations Week 4: Sport Specific Training Formative Assessment Week 5: Strength Training Guidelines & Use for Customizing Programs Formative Assessment Week 6: Personal Taylor Made Workouts Unit V Summative Portfolio Assessment Unit VI Title: Nutritional Planning & Practices for Strength & Conditioning Week 7: Nutrients and the needs for active people Formative Assessment Week 8: Supplement Benefits & Risks Formative Assessment Week 9: Fluids & Electrolytes Unit VI Summative Portfolio Assessment END OF COURSE EXAM Performance Based Section: Writing Assignments/Exams/Presentations/Technology One or more of the End of Unit Exams may be Performance Based. According to the Ohio Department of Education, Performance Based Assessments (PBA) provides authentic ways for students to demonstrate and apply their understanding of the content and skills within the standards. The performance based assessments will provide formative and summative information to inform instructional decision-making and help students move forward on their trajectory of learning. Some examples of Performance Based Assessments include but are not limited to portfolios, experiments, group projects, demonstrations, essays, and presentations.

9 9 CHS Honors Physical Education Course Syllabus After you have reviewed the preceding packet of information with your parent(s) or guardian(s), please sign this sheet and return it to me so that I can verify you understand what I expect out of each and every one of my students. CHS PERMISSION TO TRAVEL TO FIELD HOUSE & ANNEX As part of the class, students will be asked to travel on select days of the weekly schedule to the field house and/or the annex for workout instruction and applications. Per school policy students will be expected to be at the assigned locations at the assigned times for class. The school attendance policy is fully enforced as to absences, unexcused lateness/tardiness, and class cuts. Time will be allotted for travel to the field house and annex. Please sign below this sheet and return to me so I can verify you understand the expected requirement for class and locations throughout the course. Student Name (please print): Student Signature: Parent/Guardian Name (please print): Parent/Guardian Signature: Date: