Health & Physical Education Courses
Supervisor: Jacqueline Cole, 908-284-7157, firstname.lastname@example.org
These courses may be used to satisfy Health & Physical Education graduation requirements. Please note: Prerequisite requirements for all courses are listed in the course descriptions. Please read these carefully to ensure that all prerequisite courses have been taken before selecting a course.
Click on the photo link for a decription of courses offered in our Health & Physical Education Department:
PHYSICAL EDUCATION GRADES 9 & 10:
#510 - PHYSICAL EDUCATION 9 - 2.5 CREDITS
Grade: 9 (required)
This course includes a wide range of physical activities selected from among the following: soccer, volleyball, basketball, weight training, personal fitness and Project Adventure initiatives. Emphasis is placed on the development of fundamental skills and an understanding of the components of personal fitness. Students create S.M.A.R.T goals, track their progress, reflect on the goal setting process, and complete individual and group projects. Additionally, students study nutrition, information literacy and the protocols of first aid using the American Red Cross Curriculum. Written and performance assessments are used to determine mastery in this course.
#511 – PHYSICAL EDUCATION & HEALTH 9 - 2.5 CREDITS
Grade: 9 (required)
The health component of this course includes concepts in the areas of mental health including mindfulness and self-care, mental illness and treatments, alcohol and other drugs, addiction, use, abuse and misuse of drugs, human sexuality, including abstinence, HIV transmission, S.T.I’s. and interpersonal communications. The Physical Education portion of this course includes a variety of activities selected from among the following: softball, weight training, and personal fitness. Written and performance assessments and group demonstrations are used to determine mastery in this course.
#520 - PHYSICAL EDUCATION 10 - 2.5 CREDITS
Grade: 10 (required)
This course engages students in physical activities selected from the following list: speedball, team handball, net ball, volleyball, paddleball, and table tennis. Emphasis is placed on refining fundamental skills, introducing game strategies, deepening the understanding of the mechanics of movement, health and skill-related fitness. Students will explore the principles and practice of emergency protocols, use of the AED and application of CPR using the American Red Cross curriculum.
#521 - DRIVER EDUCATION AND PHYSICAL EDUCATION 10 – 2.5 CREDITS
Grade: 10 (required)
The health component of this course involves the study of the automobile in modern life and aims to develop mature attitudes, an understanding of NJ Motor Vehicle laws and proper habits for safe driving. Included in this course is a continued study of dating, harassment/bullying behaviors, drugs, alcohol, and tobacco, decision-making and the safe operation of a motor vehicle. Written and performance assessments are used to determine mastery in this course. The physical components of this course involve Project Adventure, football and fitness.
# 502 P.A.L.S (PEER ASSISTED LEADERSHIP THROUGH SPORTS) - 2.5 CREDITS
The P.A.L.S course is designed with an inclusion model in mind. Both Special and General Education students will work together through a curriculum designed to cultivate and promote student leadership, peer mentoring, collaboration and the value of diversity in a sport and wellness context. The intent of this class is to encourage our students to live a healthy, active lifestyle and learn skills to help form strong, healthy relationships. Peer assisted learning will be used to cultivate partner and “team” relationships focused on individual wellness goals and social emotional skill building. Weight training, games, and sport activities will serve as vehicles to accomplish these goals. General Education students will apply, interview and be selected to participate in this course, while Special Education students, if appropriate, will have this course assigned via their Individualized Education Programs. Online assignments/discussion, student observations, readings, performance rubrics, and a student portfolio would be evidence of student mastery for General Education Students, while Special Education students will be graded through the context of their IEPs. The course is ultimately designed to foster an inclusive environment for all students in Physical Education.
PHYSICAL EDUCATION GRADES 11 AND 12:
A program of sport specific activities, problem-solving and team-building initiatives, personal fitness and wellness strategies are offered to juniors and seniors during regularly scheduled physical education classes. Juniors must elect one course that includes Health 11 and seniors must elect one course that includes Health 12. Students engage in a variety of problem-solving activities and initiatives in each course. Written assignments and evaluations, student journals, small group and individual projects, as well as software applications are employed in each course. Each student must choose 2 electives from the list below and one of these electives must have a grade-level appropriate health component.
#550 – RACKET/PADDLE SPORTS & WEIGHT TRAINING / DIETARY SUPPLEMENTATION-2.5CREDITS
A combination course that dedicates half the time to the introduction of skills and strategies in the following racket sports: badminton and paddleball or table tennis. The other half of the course is focused on the development of personal wellness goals and the design of a program of weight training and dietary supplementation that will support the achievement of these goals. Students will be introduced to the proper form and technique for the use of weight equipment and guided through the design of their own personal fitness activities. The use of computers and a variety of online resources to design programs and track progress will be part of the learning experience. Written and performance assessments will be used to determine mastery in this course.
#554 – PROJECT ADVENTURE II /GROUP DYNAMICS - 2.5 CREDITS
Students will engage in a variety of game-like, group problem-solving initiatives that will require minimal and challenging physical skills. Low and high rope elements will be used during this course. Fundamental safety, spotting and belay techniques will be introduced and mastered. Students will study how groups form, individual personalities and leadership styles impact communication and problem-solving effectiveness. Indoor and outdoor elements may be used to complete student experiences in the sequencing of initiatives offered. Student journals and reaction papers, projects and written tests may be used to assess mastery in this course.
#556 – WEIGHT TRAINING /NUTRITION AND TEAM SPORTS II - 2.5 CREDITS
This combination course provides students with an opportunity to examine current attitudes and practices with regard to their own wellness, refine personal fitness goals, and design a program of weight training and nutrition that will support the accomplishment of these goals over time. Instruction in the use of weight equipment and the design of personal programs will be discussed. The use of computers and online resources in the areas of weight training and nutrition will assist students in the application of course concepts. The other part of this course will engage students in the use of the Sport Education Model to deepen their understanding of the skills and strategies of two of the following sports: soccer/speedball, floor hockey, recreational games, or softball. Written and performance assessments will be used to determine mastery in this course.
#558 - EXPLORING GLOBAL HEALTH ,GAMES AND CULTURE– 2.5 CREDITS
This course provides students with the opportunity to explore global health issues with a focus on project-based service-learning. Students will examine the purpose, priorities and needs of national and global organizations such as Healthy People 2020, World Health Organization, and the Centers for Disease Control and Prevention through partner engagement and research on their own/small groups. As a result of these external partnerships students will develop proposals for action plans to support priorities they select. The other portion of this course focuses on a variety of international games such as school-based rugby and modified cricket. Through the use of the Sport Education Model the activity portion of the course will introduce students to the fundamental skills and strategies, as well as the cultural impact and background of these games. A peer teaching and service learning model is used to enable students to develop problem-solving and critical thinking skills targeted in this course. Online resources, text, student portfolio, practical and written tests, small group activities and daily participation contribute to the measure of student mastery.
#530 – HEALTH 11 / TEAM SPORTS I/CONSUMER FITNESS - 2.5 CREDITS
Students in grade 11 will be required to select from this OR the Health 11 Individual and Dual Sports I. course. The health portion of this course will run for 9 weeks, covering such topics as alcohol, tobacco, drug use and abuse, abstinence education and human sexuality. The second half of this course will enable students to build on their knowledge of the skills and strategies of volleyball, softball, flag football, or cooperative games. Students will develop personal fitness goals, design programs, and research and identify effective consumer fitness products. Written and performance assessments will be used to determine mastery in this course.
#532 – HEALTH 11 / INDIV. & DUAL SPORTS I/CONSUMER FITNESS– 2.5 CREDITS
Students in grade 11 must select either this course OR the Health 11 and Team Sports I course. The health portion of this course will run for 9 weeks, covering such topics as alcohol, tobacco, drug use and abuse, abstinence education and, human sexuality. The second half of the course will provide students with the opportunity to learn the skills and strategies of at least two of the following individual and dual sports: tennis, table tennis, cooperative games, or fencing, and explore concepts of personal and consumer fitness. Written and performance assessments will be used to determine mastery in this course.
#535 – TEEN PREVENTION EDUCATION PROGRAM I (PEP) – 5 CREDITS
This year-long course will provide students with the opportunity to complete the grade 11 Health and Physical Education requirement using a service-learning model. Students will spend time in the classroom exploring a variety of topics in the areas of human sexuality, refusal skills, and community outreach. Project Adventure initiatives will be used to develop teamwork, leadership, and effective communication skills. In addition, students will learn from a research-based curriculum and present programs on these topics to peers and adults in the community. This course will assist students in becoming knowledgeable, effective peer educators, presenters, role models and health advocates. Participants in this course must complete an application and interview process to be eligible for an invitation to participate.
#549 – TEEN PREVENTION EDUCATION PROGRAM II (PEP) – 5 CREDITS
This year-long course will provide students with the opportunity to complete the Grade 12 Health and Physical Education graduation requirements using a service-learning and peer mentoring approach. Students will spend time in the classroom mastering concepts related to human sexuality, drug and alcohol use, refusal and communication skills, and conflict resolution and coping strategies. Participants will work with middle school and grade nine students using a research-based curriculum to complete community outreach initiatives as knowledgeable, effective peer educators, presenters and health advocates. In addition, a variety of team-builidng initiatives will be infused to help develop and strengthen group dynamics within the group as well as leadership and facilitation skills. . Anyone interested in this course must complete a required application and interview process prior to admission.
Space is limited to twenty-five students per class, for a total of fifty grade 12 students per year.
#540 – HEALTH 12 / TEAM SPORTS I / CONSUMER FITNESS - 2.5 CREDITS
Students in grade 12 will be required to select from this OR the Health 12 Individual Dual sport I course offered. The Grade 12 Health and Physical Education program is divided into Physical Education and Health components. The Physical Education portion builds on the fundamental skills and strategies in softball, football, volleyball, and cooperative games with an emphasis on consumer fitness. Wellness and personal fitness are a part of the daily course content, exploring trending fitness concepts and equipment. The Sport Education model is a collaborative approach used in the implementation of the curriculum. Written formative assessments, skill tests, self-assessments, group collaboration and quality daily participation are used to assess student mastery in this course.
The Health-12 curriculum addresses the essential question, “How do I respond to conflict and/or change in a healthy way?” The focus on conflict and conflict resolution is a common theme as units on loss and grief, addiction, and eating behaviors/body image disorders are addressed. Coping strategies are emphasized and practiced. Students will be assessed through formative assessments such as journal entries, individual and group projects, class participation, and a final exam.
#542 – HEALTH 12 / INDIV. & DUAL SPORTS I / CONSUMER FITNESS – 2.5 CREDITS
Students in grade 12 must select either this course OR the Health 12 and Team Sports Course. The Grade 12 Health and Physical Education program is divided into Physical Education and Health components. The Physical Education portion of this course provides students with the opportunity to learn the skills and strategies of at least two of the following sports: table tennis, tennis, or cooperative games. Additionally, students will explore concepts of personal and consumer fitness. Written and performance assessments will be used to determine mastery in this course.
The Health 12 curriculum addresses the essential question, “How do I respond to conflict and/or change in a healthy way?” The focus on conflict and conflict resolution is a common theme as units on loss and grief, addiction, and eating behaviors/body image disorders are addressed. Coping strategies are emphasized and practiced. Students will be assessed through formative assessments such as journal entries, individual and group projects, class participation, and a final exam.