Duval CountyPublic SchoolsReentry Considerations:

20202021

K-12 Health Education,Physical Education, Recess,and Physical Activity

DCPS Health & PhysicalEducation DepartmentContact Information

Heather AlbrittonAlbrittonH@duvalschools.org 904.390.2315

Director of Health and Physical Education

Frannie KendallKendallF@duvalschools.org 904.390.2518

Health and Physical Education Specialist

Edgar PabonPabonE@duvalschools.org

904.390.2557

Health and Physical Education Specialist

INTRODUCTION..............................................................................................................................................4

CONSIDERATIONS FOR SCHOOL REENTRY......................................................................................5

TEACHING STRATEGIES FOR SCHOOL REENTRY............................................................................................................6

EQUITY, INCLUSION AND ACCESSIBILITY................................................................................................................................................6

STUDENT ASSESSMENT.........................................................................................................................................................................................8

IN-SCHOOL INSTRUCTION WITH PHYSICAL DISTANCING........................................................9

HEALTH EDUCATION..............................................................................................................................................................................10

PHYSICAL ENVIRONMENT...................................................................................................................................................................................10

INSTRUCTIONAL STRATEGIES..........................................................................................................................................................................11

PERSONAL HYGIENE.................................................................................................................................................................................................12

PHYSICAL EDUCATION..........................................................................................................................................................................13

PHYSICAL ENVIRONMENT...................................................................................................................................................................................14

INSTRUCTIONAL STRATEGIES..........................................................................................................................................................................15

PERSONAL HYGIENE.................................................................................................................................................................................................16

EQUIPMENT SAFETY & SANITATION...........................................................................................................................................................17

RECESS..............................................................................................................................................................18

CLASSROOM-BASED PHYSICAL ACTIVITY.......................................................................................20

DUVAL HOMEROOM FOR PHYSICAL EDUCATION & HEALTH EDUCATION......................21

THINGS TO CONSIDER FOR DUVAL HOMEROOM..........................................................................................................22

HYBRID LEARNING FOR PHYSICAL EDUCATION & HEALTH EDUCATION.........................23

THINGS TO CONSIDER FOR HYBRID LEARNING..............................................................................................................24

APPENDICES ...................................................................................................................................................25

K-12 PE IN-SCHOOL INSTRUCTION WITH PHYSICAL DISTANCING SUPPLEMENT.............................26

K-12 PE DUVAL HOMEROOM SUPPLEMENT.......................................................................................................................31

What's in this document:

Principals and Teachers,

Since the onset of the COVID-19 pandemic , the Health Educat ion & Physical Educat ion (HEPE)team has been working steadi ly to make shifts in our instruct ional pract ices that prior i t izethe health and safety of our students , fami l ies , employees, and the community we serve. Thedevelopment of best pract ices through this frequent ly changing health cris is is a histor icundertaking, but we are committed to returning stronger—together.

During a global health cris is , developing physical ly l i terate and healthl i terate students is more important than ever. Cert if ied healtheducat ion and physical educat ion teachers are best equipped todel iver this necessary ski l ls-based and standards-based instruct ion.As we work to adjust models of student learning, i t ’s also importantto different iate between physical educat ion and physical act iv i ty , andfor school leaders and teachers to recognize their role in provid ingstudents with opportuni t ies for both. An effect ive physical educat ionprogram, along with a ski l ls-based health educat ion program provideslearning opportuni t ies , appropriate instruct ion , and meaningful andchal lenging content for al l students.

recommendat ions and considerat ions for school reentry for K-12physical educat ion , health educat ion , and physical act iv i ty . We arecommitted to provid ing updates as necessary that wi l l incorporatechanges in nat ional and local guidance. Returning to school duringthe COVID-19 pandemic wi l l require modif icat ions that may feeloverwhelming and chal lenging to school staff , teachers, students ,and fami l ies . However, Team Duval has already shownour resi l iency, creat iv i ty , and flex ib i l i ty to ensure that every student

To our amazing HEPE teachers, we understand your concerns; wehear your feedback; and we wi l l cont inue to work with you increat ing safe, engaging classrooms for our students—whether it ’sv irtual ly or face to face—you are never alone.

Sincerely ,Heather, Edgar, and FrannieDCPS HEPE Team

In the shift to our new way of work, finding engaging ways to support student’s physical ,mental/emot ional , and socia l health is paramount . This document wi l l provide you with numerous

receives a qual i ty , wel l-rounded educat ion , every day. We are proud to be working alongsideyou; should you need addi t ional support ; our team is avai lable for you.

Considerations forSchool Reentry

While it’s critical for schools to develop school reentry plans that ensure the healthand safety of students and staff, it is also important for educators and administratorsto take into consideration the effects caused by social and physical distancing andthe previous closure of schools. Students and staff have been affected mentally,physically, socially, and emotionally due to the abrupt interruption   of their dailylives. They have had to adjust to a new normal, and many are managing complexemotions such as anxiety, fear, loneliness, and grief.

These feelings should be acknowledged, and teachers and school leaders shouldrecognize how these feelings might affect student learning when developing units,assessments, and learning experiences for the return to school. Instruction in healthand physical education can help students manage these emotions through thedevelopment of health skills, participation in physical activity, and overalldevelopment of health and physical literacy.

Per Florida Rule FDACS5P-1.003, schools are required to maintain Healthy SchoolTeams. It is the recommendation of the district that individual schools utilize HealthySchool Teams to provide guidance on protocols and procedures related to theimplementation of the content within document.

Within this document, are school-wide strategies for school reentry as well asteaching strategies for health and physical education related to equity, inclusion andaccessibility. Also included are strategies for student assessment. The followingoverarching strategies should be considered no matter what model of learning theschool is operating under.

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Teaching Strategiesfor School Reentry

Equity, inclusion and accessibility must first be considered when planning curricularunits, assessments, and learning activities for students. The pandemic has increasedthe equity gap in education and has highlighted disparities in student and teacheraccess to digital devices, learning materials, and the internet.

According to a report released by the Pew Research Center, when schools wereclosed 15 percent of U.S. households and 35 percent of low-income householdswith school-age children did not have a high-speed internet connection at home(Pew Research Center, 2020).

Existing feelings of stress, anxiety, fear, and anger can be exaggerated whenstudents lack necessary access to the internet, physical activity equipment, ordevices to complete assignments. Additionally, the individual needs of studentswith disabilities, and culturally and linguistically diverse learners must beconsidered.

Considering the logistical and emotional needs of students is extremely important,especially for those who may already have disadvantages prior to the COVID-19pandemic. Schools should make sure that students can receive and access thecourse content necessary to learn.

Health and physical education teachers should address these considerations whenplanning for school reentry, whether schools are operating under a model of in-school instruction, distance learning, or hybrid learning. These questions will provideimportant insights, which will help set realistic expectations and accurately preparelesson materials, so students can be successful.

EQUITY, INCLUSION AND ACCESSIBILITY

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The number of students who have access to the internet or a deviceat home to complete assignments for schools operating under adistance learning or hybrid learning model

The demographics or specific circumstances of your studentsAre parents/guardians or family members working from home?Have parents/guardians or family members lost their jobs?Do any my students have difficult home lives (e.g., history of abuse, parental substanceabuse)?How can I consider how to teach sensitive topics (e.g., assault prevention, abuse, sexualviolence) with students who may have experienced or are experiencing this type oftrauma?What is culturally important or relevant to my students right now? (i.e., How might mystudents be feeling about demonstrations/ protests in response to police brutality?)Have any of my students lost loved ones due to COVID-19?How do my own experiences differ from those of my students?

Access to materials/equipment at homeWhat materials can my students use at home to complete assignments?Are there materials that I consider to be “easily accessible” (e.g., laundry basket, socks,toilet paper, towels) that my students might not have access to?Will asking my students to use physical activity equipment/materials be realistic fora range of settings (e.g., house, condo, apartment)?Do my students mostly live in apartments or places with limited space or access to safeoutdoor areas?

Students with IEPs or 504 plansWhat students in my class have disabilities or specific needs?How can I meet their needs (e.g., closed caption, providing materials ahead of ascheduled meeting time, sending recordings of meetings afterward, visual aids, tutorials,individual virtual meetings)?Can any of the accommodations or modifications be used for all of my students?Will wearing face coverings impact students’ ability to interpret emotions and facialexpressions and ability to hear speech?

English-language learnersHow will I make assignments available?How will I communicate with parents/guardians?What additional aids will I need to help students understand assignments?Who can I use as a resource for help in supporting English-language learners?Will wearing face coverings impact students’ ability to hear speech and understand whatis being said?

How many computers are available in the household?Will students be completing assignments primarily from their cellphones? Will this causelimitations (e.g., accessing materials, data limitations)?Are there other siblings in the home and how old are they?

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Teaching Strategies forStudent Assessment

Regardless of the delivery method, the goal of physical education and healtheducation remains the same: to develop a student’s physical and health literacy. It isimportant that assessment be incorporated as part of any well-designed health andphysical education program. Additionally, state- or district-level requirements forassessment must be considered and adapted as necessary to fit the school’scurrent model for learning.

Specific considerations related to assessment:

Understand that assessment happens in many ways — and can beassessment for learning or assessment of learning.

Assessment for learning gives feedback to students to help them improve on the areabeing assessed but is not for grading purposes. (It's important to give your studentsfeedback, especially if you are using a distance learning or hybrid model of instruction.)Assessment of learning allows students to demonstrate the skills and knowledge theyhave learned in health and physical education.

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What are your specific goals for your students?How will you measure their progress toward those goals?    What opportunities will you provide for your students to work toward these goals?

Use backward planning to develop assessments.

Provide a variety of assessments that address all course related specificstandards.

Offer opportunities for students to choose how they will demonstrate theirknowledge and skills. This is a more equitable approach that sets upstudents for success.

Use formative assessments to determine what concepts studentsunderstand and what students may be struggling with.

Use simple rubrics so your students understand how they will be assessedand what they will be assessed on.

As we enter the school year, many new protocols and precautions must be put inplace to ensure the health and safety of school staff and students. For in-schoolinstruction, create protocols that allow staff and students to maintain physicaldistancing guidelines and remain 6 feet apart throughout the entire school day. Allstaff and students are required to wear face coverings throughout the day, exceptduring physical activities in which the facial covering is an obvious impediment tolearning.

All teachers should be aware of the district's/school's plan for sanitation, how toimplement a plan for accommodating sick students, and how to monitor anypatterns of illness or other concerns that may arise. Schools should also consideraccommodations that allow staff and students with underlying medical conditions(that put them at higher risk for severe illness) the opportunity to work or learn fromhome.

Schools should consider ways to maintain student and staff groupings that are asstatic as possible by having the same group of students stay together in a learningcohort — all day for young students and as much as possible for older students.Limit non-essential visitors on school grounds and in classrooms. The following arespecific considerations for in-school instruction with physical distancing for healtheducation, physical education, and recess.

In-School Instruction with Physical Distancing

6 feet apart

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Health education provides students with the knowledge and skills necessary to practice

healthy behaviors and teaches students how to recognize the influence of responsible

decision-making on quality of life. By providing effective health education programming,

schools can help students develop health literacy skills, so they are able to access

information, resources, and services in order to maintain a healthy lifestyle. The development

of these skills by students is especially important during the COVID-19 pandemic.

Below are considerations for the physical environment and instructional strategies for health

education.

HEALTHEDUCATION

Follow all district guidelines for classrooms regarding physical distancing, healthy hygiene habits(including face coverings), and sanitation.

Class size should be considered when scheduling students for health to ensure proper socialdistancing practices within the classroom. Classes should not be combined, or class sizesincreased for health education instruction.

In the classroom, space desks or tables at least 6 feet apart. Turn desks or tables to face in thesame direction (rather than facing each other), or have students sit on only one side of tables,spaced 6 feet apart.

Keep each student’s belongings in a separate, safe and clean space such as individually labeledcubbies, lockers, or areas. Consider purchasing baskets to hold individual student belongings ifpreviously mentioned spaces are not available.

Ensure adequate supplies for all students to eliminate sharing of high-touch materials such astextbooks, instructional materials, etc. to the extent possible. Clean and disinfect supplies afterstudent use and between class periods. The use of online textbooks is recommended.

PHYSICAL ENVIRONMENT

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INSTRUCTIONAL STRATEGIES

A skills-based approach is a best practice for delivering high-quality health education. The sevenkey health skills are:

The seven key health skills are:

All seven key health education skills are important, but teachers should consider focusing oncertain skills and content that are more relevant during the COVID-19 pandemic. The table belowincludes examples of key health education skills along with example lessons, activities, andcontent that can be used to teach that particular health skill.

The health skills are not in order of importance, and health educators can choose any content toteach a particular skill. Additionally, educators can combine skills. For example, students cananalyze the influences (Standard 2) of a person’s decision and use interpersonal communication(Standard 4) to write a response. Students can use interpersonal communication to advocateafter analyzing influences of a decision. It is important to note that when combining skills, theteacher should conduct assessments only on the current skill being taught.

Analyzing InfluencesAccessing Valid and ReliableInformation, Products and Services

Interpersonal CommunicationDecision-MakingGoal Setting

Self-ManagementAdvocacy for Selfand Others

Key Health Education Skill Example Lessons/Activities by Skill

Content SuggestionsSpecific to COVID-19

Analyzing Influences(FL HE Standard 2)

Influences on Health DecisionsPower Through EmpowermentUnit

Mental/emotional health, suicideprevention, social justice

Accessing Valid and ReliableInformation, Products, and Services

(FL HE Standard 3)

Choosing Wisely: Product/ServicesEvaluationTrash or TrustGrades 6-8: EvaluatingInformationHigh School Locating andEvaluating Health Information

Disease prevention, findingaccurate and valid information

Interpersonal Communication (FL HE Standard 4)

Put It to PracticeProviding HelpHealthy and UnhealthyRelationships from Advocates forYouth

Substance abuse, self-care,conflict resolution

Self-Management(FL HE Standard 7)

A Lesson in PreventionThe Daily Big 3The Daily Big 3, Version 2

Nutrition, self-care, health-promoting habits, stressmanagement

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PERSONAL HYGIENE

Have students and staff wash or sanitize hands as they enter and exit the class. Teach studentsproper hand hygiene, respiratory etiquette, and physical distancing guidelines. Use CDCdownloadable resources on hand-washing as visual cues and reminders.

Face coverings should be worn by staff and encouraged for students (particularly olderstudents) if feasible and are most essential in times when physical distancing is difficult.Teachers who provide instruction to English-language learners or students with hearingimpairments may need to make modifications, such as wearing a clear face covering.

Face coverings may be challenging for students (especially younger students) to wear in all-daysettings such as school. Ensure proper physical distancing and air flow when students are unableto wear face coverings.

Consult with the Healthy School Team and school nurse on proper protocol for students withasthma or other underlying conditions which may prohibit them from wearing face coverings.

Use CDC guidance to teach students how to properly wear and remove face coverings and whythey are important for protecting students and staff from the spread of COVID-19.

Recognize and address the stigma that may occur as a result of COVID-19 when students coughor sneeze or are unable to wear face coverings due to underlying conditions.

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PHYSICALEDUCATION

Physical education provides K-12 students with a planned, sequential, standards-based

program of curricula and instruction designed to develop motor skills, knowledge and

behaviors for active living, physical fitness, teamwork, self-efficacy, and emotional

intelligence. The skills and knowledge gained by students through physical education

are especially important during the COVID-19 pandemic.

SHAPE America and CDC recommend that all students participate in daily physical education

in grades K-12, with instruction periods totaling 150 minutes per week in elementary school

and 225 minutes per week in middle school and high school.

The following are considerations for the physical environment, instructional strategies,

personal hygiene, and equipment safety & sanitation, for physical education.

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Select a location for physical education instruction where students and staff can respectphysical distancing guidelines and remain 6 feet apart. If available facilities do not havesufficient space, class sizes should be adjusted appropriately to allow for physical distancing of6 feet apart.

Classes should not be combined, and class size should not be increased for physical educationinstruction. More space for instruction may be required for physical education class due toincreased respiration of students when participating in moderate-to-vigorous physical activity.

Evaluate available outdoor spaces on school property. When possible, use outdoor spaces forphysical education instruction. When outdoors, avoid the use of playground equipment, benches,or other permanent structures.

If students are required to remain in the same classroom, or if weather prohibits outside instruction,physical education teachers may rotate through classrooms to deliver instruction. Ensure thatphysical education teachers are familiar with the classrooms and spaces where instruction will bedelivered so they may adjust their lessons and activities appropriately based on the space available.

If using the gymnasium or multipurpose room for instruction, keep the doors and windows open ifpossible, to maximize circulation and air flow to accommodate for increased respiration by studentswhile participating in physical activity. Consult with the Healthy School Team to ensure the ventilationsystem is working properly and to ensure opening doors and windows is safe for students and staff.

PHYSICAL ENVIRONMENT

Consider postponing or modifying units of instruction that take place in school weight rooms orswimming pools and/or consult local community COVID-19 guidelines on the use of these type offacilities.

Coordinate with classroom teachers and the Healthy School Team on a plan for transportingstudents from the classroom to the physical education space (e.g., gymnasium, outdoors,multipurpose room). Give students guidance on how to safely transition between classroomswhile still maintaining physical distancing. Plan time to practice these transitions with students.

Provide visual guides and signs on floors and in hallways to help facilitate physical distancing asstudents and staff move from classroom to classroom. Ensure that students and staff withdisabilities have proper accommodations and guidance to follow these cues.

Students are encouraged to come to school dressed in clothes that are appropriate forparticipation in physical education, whether indoors or outdoors. It is a school-based decision toelimiate the use of locker rooms based on space and enrollment.

Consult with the Healthy School Team and CDC guidance on proper sanitation procedures forcleaning high-touch surfaces in your facility (e.g., doorknobs, tables, handles). Surfaces like wallsand floors do not require additional sanitation and will only require standard cleaning. Ensurethat cleaners and disinfectants are stored properly and out of reach of students.

Drinking fountains should be cleaned and sanitized frequently or deemed out of service.Encourage students and staff to use individual water bottles.

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Continue to address all state standards for K-12 physical education by selecting associatedactivities that require little or no use of shared equipment by students. Educators may need toshift the focus of their curriculum to Standard 3 (health-enhancing fitness), Standard 4Personal fitness) Standard 5 (personal and social responsibility), and Standard 6 (value ofphysical activity) and incorporate activities for Standard 1 (motor skills and movement patterns)and Standard 2 (movement concepts) that are safe and appropriate. NOTE: In some situations, itmay not be possible to address all Grade-Level Outcomes due to the constraints of physicaldistancing.

Teachers should use a microphone and speaker when delivering instruction to students. The useof face coverings and the need for students to spread out to accommodate physical distancingmay make it more difficult for teacher instructions to be heard.

Focus more on individual pursuits or skills rather than traditional team sports or activities (e.g.,dance and rhythms, exercises without equipment, fitness, mindfulness, outdoor pursuits, trackand field, throwing underhand, kicking and target games).

INSTRUCTIONAL STRATEGIES

Use games and activities that require no physical contact and do not require students to be inclose physical proximity to each other.

Include opportunities for student choice and incorporate student-suggested activities whenappropriate.

Ensure lessons are planned around the available space for instruction.

Identify activities and units that can enhance the development of health education skills (e.g.,self- management, interpersonal communication).

View the School Reentry Considerations: K-12 Physical Education In-School Instructionwith Physical Distancing Supplement document located in the appendices forexamples of Florida Sunshine State Standards and Grade-Level Outcomes thatphysical educators should focus on during in-school instruction, with accompanyingexample activity ideas and strategies for implementation. This list is not meant to beexhaustive, but to provide some specific examples that hopefully serve as a catalystfor educators to generate additional ideas.

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PERSONAL HYGIENE

Have students and staff wash or sanitize hands as they enter and exit the class. Teach studentsproper hand hygiene, respiratory etiquette, and physical distancing guidelines. Use CDCdownloadable resources on hand-washing as visual cues and reminders.

Face coverings should be worn by staff and students during transitions from class to physicaleducation. When physical distancing guidelines can be maintained, masks are not required foruse during physical education activities. 

Consult with the Healthy School Team and school nurse on proper protocol for students withasthma or other underlying conditions which may prohibit them from wearing face coverings.

Consult with the Healthy School Team and the school nurse on proper protocol for studentswearing face coverings when participating in indoor moderate-to-vigorous physical activity,especially for students with asthma or other chronic conditions.

Use CDC guidance to teach students how to properly wear and remove face coverings and whythey are important for protecting students and staff from the spread of COVID-19.

Recognize and address the stigma that may occur as a result of COVID-19 when students coughor sneeze or are unable to wear face coverings due to underlying conditions.

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After transitioning from classroom to areas of physical activity, it is recommended that masksbe placed in individually labeled baggies or attached to student lanyards for storage during thephysical activity.

EQUIPMENT SAFETY & SANITATION

Consult with the Healthy School Team and CDC guidance on proper physical educationequipment sanitation procedures.

Inventory physical education equipment at the school to identify which pieces of equipment canbe easily and effectively sanitized. Cloth or porous materials are more difficult to properlysanitize than vinyl or plastic materials.

Limit the use of physical education equipment by assigning individual pieces of equipment toeach student (preferred) or grouping students in small cohorts of no more than six studentsthat share equipment for the duration of the instructional period.

For equipment that will be touched or handled by students, properly clean and disinfectequipment between classes. If there is not equitable access to equipment for all students or ifequipment cannot be properly cleaned and disinfected between classes, avoid the use ofequipment altogether.

If using equipment, keep extra materials available in case a piece of equipment being used by astudents becomes dirty or unsanitary during a lesson or activity.

Equipment that will be touched or handled by students should be cleaned with soap and waterand then disinfected with an EPA-approved disinfectant that is effective for COVID-19 and issafe for that piece of equipment (check manufacturer recommendations). Disinfectants shouldonly be used on materials that students are not likely to put in their mouths.

Staff should be properly trained on how to safely apply disinfectant and have access to the appropriatepersonal protective equipment needed. Ensure sufficient ventilation when applying disinfectants. Follow thedirections listed on the disinfectant label. Make sure disinfectants are stored appropriately and out of reachof students. Always consult with the Healthy School Team before creating a plan for sanitizing equipment.

Some materials (porous or cloth material) cannot be effectively cleaned and should be removedfrom instructional areas (e.g., area rugs, pillows, cushions).

Keep each student’s belongings in a separate, safe and clean space such as individually labeledcubbies, lockers, or areas. Consider purchasing baskets to hold individual student belongings ifpreviously mentioned spaces are not available.

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The HEPE department plans to provide industrial grade sprayers for all schools and the initialprovision of solution to disinfect any equipment used during physical education instruction. Asmentioned earlier in the document, if utilized, it is recommended to form small cohorts ofstudents to minimize the sharing of equipment.

RECESS

Recess  should not be eliminated as it is required for 20 minutes daily for all students in

grades K-5 per Florida State Statute 1003.455. Recess helps students achieve the

recommended 60 minutes of physical activity per day for children and adolescents, which can

improve strength and endurance, enhance academic achievement, and increase self-esteem.

Recess also helps students practice social skills such as cooperation, following rules, problem-

solving, negotiation, sharing, and communication. Opportunities for free play, to engage in

physical activity, and to practice social skills are especially important during the COVID-19

pandemic.

Below are considerations for recess.

RECESS CONSIDERATIONS

Schools will develop a plan for transporting students from the classroom to the designatedrecess area and give students guidance on how to safely transition between areas while stillmaintaining physical distancing. Plan time to practice these transitions with students.

Provide recess or free time to engage in safe physical activity daily for all K-5 studentswhenever possible. Recess should provide opportunities for all students to be active and allowfor free choice by students.

Do not withhold recess as punishment for a student as indicated in Board Policy Chapter 8.45.

Evaluate available indoor and outdoor spaces on school property that can be used for recess.Identify multiple areas where recess can be held for different cohorts of students to minimizecrowding. Whenever possible, use outdoor spaces for recess.

If using indoor spaces for recess, keep the doors and windows open to maximize circulation andair flow to accommodate for increased respiration by students while participating in physicalactivity. Consult with the Healthy School Team to ensure the ventilation system is workingproperly and to ensure opening doors and windows is safe for students and staff.

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RECESS CONSIDERATIONS (continued)

Provide adequate adult supervision for recess. Ensure teachers are trained in strategies toassist students in maintaining physical distancing and student conflict resolution, especiallyconsidering the impact of potential student trauma caused by COVID-19.

Have students and staff wash or sanitize hands before and after recess. Use CDC downloadableresources on hand-washing has visual cues and reminders.

Significantly limit or eliminate the use of playground equipment or play structures. If playgroundequipment must be used, it requires normal, routine cleaning. Targeted disinfection may beappropriate for high-touch surfaces like railings. Consult with the Healthy School Team and CDCguidance on playground and recess play equipment sanitation procedures.

Use painted play spaces or create play areas with stencils or cones to designate zones to helpstudents identify how to safely comply with physical distancing guidelines and to providesufficient opportunities for free choice during recess.

Encourage recess games and activities that do not require physical contact or for students to bein close physical proximity with each other.

Limit the use of recess play equipment (e.g., balls, frisbees) and eliminate the use of equipmentthat would be passed between or shared by multiple students.

If using play equipment, keep extra materials available in case a piece of equipment becomesdirty or unsanitary during an activity.

Play equipment that will be touched or handled by students should be cleaned with soap andwater and then disinfected with an EPA-approved disinfectant that is effective against COVID-19and is safe for that piece of equipment (check manufacturer recommendations). Disinfectantsshould only be used on materials that students are not likely to put in their mouths.

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After transitioning from classroom to areas of physical activity, it is recommended that masksbe placed in individually labeled baggies or attached to student lanyards for storage during thephysical activity.

While maintaining physical distancing measures is critical in mitigating the spread of COVID-

19, classroom teachers can still provide opportunities for students to be active throughout

the school day (in addition to physical education and recess). Incorporating activity breaks

during classroom learning can increase the amount of time students are physically active

throughout the day and limit the amount of time they are sedentary.

Springboard to Active Schools provides schools with key resources to easily implement

strategies for classroom physical activity. Classroom-based physical activity improves

students’ concentration and attention, behavior, motivation and engagement in the learning

process, and academic performance.

Providing opportunities for classroom-based physical activity can be used as a strategy to

mitigate feelings of stress and anxiety brought on by the COVID-19 pandemic. CDC guidelines

regarding physical distancing should be followed when engaging in classroom- based physical

activity. If deemed safe by school administrators, open the doors and windows to the

classroom to maximize circulation and air flow to accommodate for increased respiration by

students while participating in physical activity.

CLASSROOM-BASEDPHYSICALACTIVITY

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Duval HomeRoom forPhysical Education & Health Education

Depending on the local circumstances surrounding COVID-19, schools may needto provide distance or remote learning for students through Duval HomeRoom.Even when students are learning at home, health and physical educators shouldprovide students with guidance and activities to help them meet the nationalrecommendation of 60 minutes or more of moderate-to-vigorous physical activitydaily for children and adolescents ages 6-17.

Schools must create equitable distance learning opportunities for all students,including those students without access to the internet, mobile devices, or otherequipment. Health and physical educators should follow guidelines from theirdistrict or school regarding distance learning when creating curricular units,assessments, and learning activities.

This section includes general considerations and strategies for distance learning forphysical education and health education. Teachers should also use the suggestionsprovided in the Teaching Strategies for School Reentry section (Equity, Inclusionand Accessibility; and Student Assessment) to determine what content and skills tofocus on. Teachers should continue to provide an array of learning activities forstudents to complete at home that provide opportunities to work toward the FloridaSunshine State Health Education and Physical Education Standards.

The specific considerations that follow are important to think about when operatingunder a distance learning model through Duval HomeRoom for physical educationand health education:

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DEVELOPCONNECTIONS

Teachers must make more of a concertedeffort to connect when in a distancelearning environment. Students need to feellike part of their school community and thatthey are cared for in order to learn. Developstrategies to connect with students if yourschool/ district will not be facilitating onlinelearning or if students will not be able tomeet online due to limited accessibility athome (e.g., create assignments focused ongetting to know each other, facilitate penpals).Create many opportunities for students toshare and connect with one another.

THINGSTOCONSIDER

ASSESS YOURCURRICULUM

Do an inventory of the curriculum anddetermine which lessons or activities can berepurposed as at-home work or for onlineuse (depending on students’ access totechnology). There may be lessons oractivities within your current curriculumthat can easily be adapted for students tocomplete at home or online.Consider if your students can participatesafely in the selected activities. (Willstudents have enough space? Will an adultneed to help or supervise the activity?)

COMMUNICATEEXPECTATIONS

Be sure to explain class expectations to parents/guardians and students and convey the relevance/importance ofwhat students will be learning. Explain where they can find materials, how they will submit their work, and what to doif there is a problem (e.g., internet goes down, they can’t find an assignment).Make sure expectations are realistic for students, especially for younger students if they require assistance from anadult to complete assignments. Consider the home dynamics of your students as referenced earlier in the section onEquity, Inclusion and Accessibility.Re-communicating to students and parents is important. Don’t just explain it one time. Explain it each week.Reach out to those who aren’t engaging and figure out what their individual situation is so you can determine asolution together.Be patient and understanding. Not all students are in the same situation and you don’t know what could be going onat home.Be flexible. Understand that there are many factors that contribute to successful distance learning and some ofthose factors may be out of your control. Educators may need to make modifications or change the direction of alesson/activity to make it work. Remember to be flexible with students and yourself as well.

CREATECONSISTENCY

Think about your regular daily classroomroutines and procedures. How can youtranslate them into an online environment?This will help students feel a sense offamiliarity while reinforcing the sense ofcommunity for the class. Teachers mightask students to participate in a groupmoment of pause or reflection activity.Can special events or activities still be doneremotely (e.g., At-Home Family Field Day)?Consider using videos or pictures ofyourself teaching so students can hear yourvoice and see your face.

MAKECONTENT

ACCESSIBLEFOR ALL

LEARNERS

Think about your students and whatindividual needs they may have. Often,modifications to address a specific need forone student can be used to enhancelearning for all students. Will you need toprovide video captioning, transcripts, orgraphic organizers for students?Choice is important. Allow students to havea choice with each lesson that will meetthem at their own skill level.    Provide content using a variety of methodsto ensure all students can access it.Connect with special education specialistsor ELL teachers for support.Consider whether you can use UniversalDesign for Learning with your students.

View the School Reentry Considerations: K-12 Physical EducationDuval HoomeRoom Supplement for examples of Standards & Grade-Level Outcomes that physical educators should prioritize with DuvalHomeRoom. This list is not meant to be exhaustive, but to providesome specific examples that hopefully serve as a catalyst foreducators to generate additional ideas.

Some of the activities included in the School Reentry Considerations:K-12 Physical Education In-School Instruction with Physical DistancingSupplement may also be appropriate to use in Duval HomeRoom. Foradditional activity ideas and best practices view the Guidelines for K-12 Online Physical Education.

DUVAL HOMEROOM

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Hybrid Learning forPhysical Education & Health EducationIn the hybrid learning model, students attend school in person on a staggeredschedule. When not attending school in person, students participate in distancelearning through Duval HomeRoom.

When developing their curricular units, assessments, and learning activities, healthand physical education teachers following the hybrid model should use thestrategies and considerations listed for in-school instruction with physical distancelearning. Any considerations listed previously for the in-person with physicaldistancing and distance learning through Duval HomeRoom models of studentlearning should also be applied in the hybrid learning model.

Here are additional considerations for health and physical education teachers thatare specific to the hybrid learning model:

6 feet apart

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Consider assigning tasks for at-homecompletion and then have students apply theknowledge gained in the school setting (i.e.,have students practice a skill at home and thenapply it during a class activity).

THINGSTOCONSIDER

Consider a flipped classroom approach wherestudents first learn about a topic at home andthen come prepared to learn more about it inclass (e.g., students watch a video about TheHaka at home, then in school the teacheranswers questions and teaches in more depth).

Consider switching from providing directinstruction to more of a student-directedinstruction approach (e.g., project-basedlearning or flipped classroom).

In school, have students participate inindividual physical activities (e.g., dance, yoga,track and field, fitness stations) that complywith physical distancing guidelines and requirelittle or no equipment. When students are athome, have them focus on activities for motorskill development (e.g., underhand throwing,self-toss and catch, catching with a parent orsibling).

Provide synchronous learning opportunities(distance learning that happens in real time)as much as possible, but record lessons toprovide to students who may not have accessin real time.

The School Reentry Considerations: K-12 Physical Education In-SchoolInstruction with Physical Distancing Supplement, the School ReentryConsiderations: K-12 Physical Education Duval HomeRoomSupplement, and the instructional strategies outlined earlier in thisdocument for health education provide examples of specific learningactivities that can be utilized by health and physical educators.Educators can use strategies, guidance, and activity examples fromboth the in-school instruction with physical distancing section and theDuval HomeRoom for hybrid instruction.

Although returning to school will present many challenges, health andphysical education provides a vital opportunity for students to gainthe knowledge and skills to be physically, mentally, and emotionallyhealthy.

HYBRID LEARNING

Allow for optimal student choice and provideopportunities for students to engage withteachers directly and often. This will be crucialto keep students motivated. Additionally,students are more interested in seeing videoscreated by their own teachers than sharedvideos created by other teachers.

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DEVELOPCONNECTIONS

FLIPPEDCLASSROOM

INDIVIDUALPHYSICAL

ACTIVITIES

SYNCHRONOUSLEARNING

STUDENT-DIRECTED

INSTRUCTION

STUDENTCHOICE WITH

TEACHERENGAGEMENT

APPENDICES

The following table provides examples of Next Generation Sunshine State Standards& Grade-Level Outcomes for K-12 Physical Education along with accompanyingexample activity ideas and strategies for implementation.

Educators should continue to address all Next Generation State Standards for K-12Physical Education by selecting associated activities that require little or no use ofshared equipment by students. Educators may need to shift the focus of theircurriculum to Standard 3 (health-enhancing fitness), Standard 4 (personal fitness) andStandard 5 (personal and social responsibility) and incorporate activities for Standard 1(motor skills and movement patterns) and Standard 2 (movement concepts) that aresafe and appropriate.

NOTE: In some situations, it may not be possible to address all Grade-Level Outcomesdue to the constraints of physical distancing. This list is not meant to be exhaustive,but to provide some specific examples that hopefully serve as a catalyst for educatorsto generate additional ideas. Some activity suggestions will require modification tomeet physical distancing guidelines.

K-12 PHYSICAL EDUCATION IN-SCHOOL INSTRUCTIONWITH PHYSICAL DISTANCING SUPPLEMENT

Florida Standards for K-12Physical Education

Examples ofGrade-Level Outcomes

Examples of Activity Ideas/Strategies

Motor Skills and Movement Patterns(FL PE Standard 1)

LocomotorBalanceUnderhand throwCatchingDribbling with handsDribbling with Feet

Tossing to self and target gamesStriking activities (e.g., rackets, paddles)Creative movementMovement stories, teachers read a storyas students act it outKicking

Movement Concepts(FL PE Standard 2)

SpacePathways, shapes, levelsSpeed, direction, force

Space JammingObstacle courses (avoid students touchingobjects)Personal/general space activitiesMovement to rhythms/beats

Health-Enhancing Fitness(FL PE Standard 3)

Physical activity knowledgeEngages in physical activityFitness knowledgeNutrition

Incorporate strategies for self-regulation(try these Skills Posters for Grades K-5)Have students make observations tophysiological changes (e.g., heart rate,sweating) in their body before, during andafter activityTake a Selfie, p. 4Create a class list of activities studentscan do outside of schoolDanceStretching, yoga

Personal Fitness(FL PE Standard 4) Benefits of Fitness

StretchingVigorous physical activityMyPlate

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K-2 GRADES

Personal and Social Responsibility(FL PE Standard 5) Rules and etiquette

Have students explain the importance ofthe new routines and rules Have students suggest classroom normsand contribute to class decisions

Value Physical Activity(FL PE Standard 6)

ChallengeSelf-expression and enjoyment

Have student rate their mood before andafter physical activity (Try using theEmoji Rating Scale)Have students share their perceiveddifficulty of new activitiesHave students share their perceivedenjoyment for activities

IN-SCHOOL INSTRUCTION WITH PHYSICAL DISTANCING SUPPLEMENT

Florida Standards for K-12Physical Education

Examples ofGrade-Level Outcomes

Examples of Activity Ideas/Strategies

Motor Skills and Movement Patterns(FL PE Standard 1)

LocomotorBalanceUnderhand throwCatchingDribbling with handsDribbling with Feet

Tossing to self and target gamesStriking activities (e.g., rackets, paddles)Creative movementMovement stories, teachers read a storyas students act it outKicking

Movement Concepts(FL PE Standard 2)

SpaceSafety ConsiderationsSpeed, direction, forceGame strategies/tactics

Obstacle courses (avoid students touching

Personal/general space activitiesMovement to rhythms/beatsAnalyze video selfies of skill performanceInvisible bubble soccer (low speed, 3-footseparation between players, small sidedgames)

objects)

Health-Enhancing Fitness(FL PE Standard 3)

Fitness knowledge

Incorporate strategies for self-regulation(try these Skills Posters for Grades K-5)Create a class list of activities studentscan do outside of schoolDanceStretching, yogaTrack and fieldFitness stationsAgility ladder activitiesScavenger hunts

Personal Fitness(FL PE Standard 4) Personal fitness program

Develop an exercise planDevelop a nutrition planAssess personal fitness level

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3-5 GRADES

Personal and Social Responsibility(FL PE Standard 5)

Working with othersRules and etiquette

Incorporate opportunities for students toprovide feedback/praise within activitiesHave students explain the importance ofthe new routines & rulesHave students suggest classroom normsand contribute to class decisionsWalk & Talk activities that provideopportunities to practicerespectful/active listening (scenario ideas,pp. 8-11)

Value Physical Activity(FL PE Standard 6)

ChallengeSelf-expression and enjoyment

Have student rate their mood before andafter physical activity (try using the EmojiRating Scale)Have students share their perceiveddifficulty of new activitiesHave students share their perceivedenjoyment for activitiesProvide opportunities for reflection anddiscussion around the benefits of physicalactivity especially related to improvingmoodSelf-reflection assignments/assessments

IN-SCHOOL INSTRUCTION WITH PHYSICAL DISTANCING SUPPLEMENT

Florida Standards for K-12Physical Education

Examples ofGrade-Level Outcomes

Examples of Activity Ideas/Strategies

Motor Skills and Movement Patterns(FL PE Standard 1)

Dance and rhythmsNet/wall games

Create a fitness or dance routine thatrepresents your feelings about the newschool routineCyclingBadminton, tennis, handball or otherrackets and balls students might haveavailable

Movement Concepts(FL PE Standard 2)

SpaceSafety ConsiderationsSpeed, direction, forceGame strategies & tactics

Obstacle courses (avoid students touchingobjects)Personal/general space activitiesMovement to rhythms/beatsAnalyze video selfies of skillperformanceInvisible bubble soccer (low speed, 3-footseparation between players, small sidedgames)

Health-Enhancing Fitness(FL PE Standard 3)

Physical activity knowledgeEngages in physical activityStress management

Self-regulation activities (try a MindfulMinute, p. 3 and the Skills Posters forGrades 6-8)Stretching, yogaPilatesDanceAgility ladder activitiesBody weight strength activitiesPhysical activity logOutdoor pursuitsJuggling (select equipment or materialsthat can be properly cleanedFitness stationsMusical Spots-Fitness EditionTake a HALTED Selfie, p. 4

Personal Fitness(FL PE Standard 4) Personal fitness program

Develop an exercise planDevelop a nutrition planAssess personal fitness level

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6-8 GRADES

Personal and Social Responsibility(FL PE Standard 5)

Personal responsibilityAccepting feedbackWorking with othersRules and etiquette

Find Someone (some tasks will have to beadjusted/removed to fit within socialdistancing parameters)Walk & Talk activities that provideopportunities to practicerespectful/active listening (scenario ideas,pp. 8-11, 18)Self-reflection assignments/assessmentsScavenger huntsHave students suggest classroom normsand contribute to class decisions

Value Physical Activity(FL PE Standard 6)

ChallengeSelf-expression and enjoyment

Daily Check-In PosterSelf-reflection assignments/assessmentsProvide opportunities for reflection anddiscussion around the benefits of physicalactivity especially related to improvingmood

IN-SCHOOL INSTRUCTION WITH PHYSICAL DISTANCING SUPPLEMENT

Florida Standards for K-12Physical Education

Examples ofGrade-Level Outcomes

Examples of Activity Ideas/Strategies

Motor Skills and Movement Patterns(FL PE Standard 1) Lifetime activities

Tennis, badminton or other racket gamesDance, yoga, PilatesOutdoor pursuits

Movement Concepts(FL PE Standard 2)

SpaceSafety ConsiderationsSpeed, direction, forceGame strategies/tactics

Obstacle courses (avoid students touchingobjects)  Personal/general space activitiesMovement to rhythms/beatsAnalyze video selfies of skill performanceInvisible bubble soccer (low speed, 3-footseparation between players, small sidedgames)

Health-Enhancing Fitness(FL PE Standard 3)

Physical activity knowledgeEngages in physical activityStress management

Stress management activities (try theseSkills Posters for Grades 9-12 orMindfulness and a Mindful Minute)Incorporate a Daily Check-In PosterYogaDancePilatesCreating fitness plansPhysical activity logFitness testing and goal settingOutdoor pursuitsActivity swap — students createactivities/challenges and share with eachotherIdentify/evaluates the ability toparticipate in activities in the community

Personal Fitness(FL PE Standard 4) Personal fitness program

Develop an exercise planDevelop a nutrition planAssess personal fitness level

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9-12 GRADES

Personal and Social Responsibility(FL PE Standard 5)

Personal responsibilityWorking with othersRules and etiquette

Scavenger huntsSelf-reflection assignments/assessmentsHave students suggest classroom normsand contribute to class decisionsCreate activities that allow for studentleadership

Value Physical Activity(FL PE Standard 6)

ChallengeSelf-expression and enjoyment

Self-reflection assignments/assessmentsProvide opportunities for reflection anddiscussion around the benefits of physicalactivity especially related to improvingmood and self-care

IN-SCHOOL INSTRUCTION WITH PHYSICAL DISTANCING SUPPLEMENT

During Duval HomeRoom, educators should continue to address all five NationalStandards for K-12 Physical Education by selecting associated activities that requirelittle or no use of shared equipment by students. Educators may need to shift thefocus of their curriculum to Standard 3 (health-enhancing fitness), Standard 4(personal and social responsibility) and Standard 5 (value of physical activity) andincorporate activities for Standard 1 (motor skills and movement patterns) andStandard 2 (movement concepts) that are safe and appropriate. NOTE: In somesituations, it may not be possible to address all Grade-Level Outcomes due to theconstraints of distance learning.

Below are recommendations for what Next Generation Sunshine State Standards &Grade-Level Outcomes should be prioritized specifically while students are at home.This list is not meant to be exhaustive, but to provide some specific examples thathopefully serve as a catalyst for educators to generate additional ideas. Be sure tocollect a student inventory of available household items. Additionally, some educatorsmaybe able to find safe ways to incorporate some of the activities provided in the In-School Instruction with Physical Distancing supplement.

K-12 PHYSICAL EDUCATIONDUVAL HOMEROOM SUPPLEMENT

Florida Standards for K-12Physical Education

Examples ofGrade-Level Outcomes

Examples of Activity Ideas/Strategies

Motor Skills and Movement Patterns(FL PE Standard 1)

LocomotorBalanceUnderhand throwCatchingDribbling with handsDribbling with Feet

Tossing to self and target gamesStriking activities (e.g., rackets, paddles)Creative movementMovement stories, teachers read a storyas students act it outKicking

Movement Concepts(FL PE Standard 2)

SpacePathways, shapes, levelsSpeed, direction force

Have students create an obstaclecourse in their home or with sidewalkchalk, take pictures and share with theclassHave students demonstrate personal andgeneral space

Health-Enhancing Fitness(FL PE Standard 3)

Physical activity knowledgeEngages in physical activityFitness knowledgeNutrition

Incorporate strategies for self-regulation(try these Skills Posters for Grades K-5)Sharing physical activity calendars forstudents to use at homeHave students identify healthy andunhealthy foods in their home Mindfulness activities

Personal Fitness(FL PE Standard 4) Benefits of Fitness

StretchingVigorous physical activityMyPlate

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K-2 GRADES

Personal and Social Responsibility(FL PE Standard 5) Rules and etiquette

Have students explain the importance ofthe new routines and rules Have students suggest classroom normsand contribute to class decisions

Value Physical Activity(FL PE Standard 6)

ChallengeSelf-expression and enjoyment

Have student rate their mood before andafter physical activity (Try using theEmoji Rating Scale)Have students share their perceiveddifficulty of new activitiesHave students share their perceivedenjoyment for activities

DUVAL HOMEROOM SUPPLEMENT

Florida Standards for K-12Physical Education

Examples ofGrade-Level Outcomes

Examples of Activity Ideas/Strategies

Motor Skills and Movement Patterns(FL PE Standard 1)

LocomotorBalanceUnderhand throwCatchingDribbling with handsDribbling with Feet

Jumping and landingCatching and tossing challengesStriking activitiesKickingDribblingActivities that include other familymembers or siblings in the home

Movement Concepts(FL PE Standard 2)

SpacePathways, shapes, levelsSpeed, direction force

Have students create an obstacle coursein their home or with sidewalk chalk, takepictures and share with the classHave students create their own pathwaysand travel through them while dribbling

Health-Enhancing Fitness(FL PE Standard 3)

Fitness knowledge

Incorporate mindfulness (try these SkillsPosters for Grades K-5)  Share physical activity calendars forstudents to use at homeCreate a class list of activities studentscan do outside of schoolCreate a fitness or dance routinerepresenting your feelings about distancelearningStretching, yogaScavenger huntsJumping ropeMindfulness activities

Personal Fitness(FL PE Standard 4) Personal fitness program

Develop an exercise planDevelop a nutrition planAssess personal fitness level

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3-5 GRADES

Personal and Social Responsibility(FL PE Standard 5)

Working with othersRules and etiquette

Have students explain the importance ofthe new routines & rulesHave students suggest classroom normsand contribute to class decisions

Value Physical Activity(FL PE Standard 6)

ChallengeSelf-expression and enjoyment

Incorporate check-ins into the dailyroutine (try using Emoji Rating Scale)Have students rate the difficulty of newactivitiesHave students rate activities forenjoymentProvide opportunities for reflection anddiscussion around the benefits of physicalactivity especially related to improvingmoodSelf-reflection assignments/assessments

DUVAL HOMEROOM SUPPLEMENT

Florida Standards for K-12Physical Education

Examples ofGrade-Level Outcomes

Examples of Activity Ideas/Strategies

Motor Skills and Movement Patterns(FL PE Standard 1)

Dance and rhythmsNet/wall games

Create a fitness or dance routine thatrepresents your feelings about the newschool routineCyclingBadminton, tennis, handball or otherrackets and balls students might haveavailable

Movement Concepts(FL PE Standard 2)

SpaceSafety ConsiderationsSpeed, direction, forceGame strategies/tactics

Create an obstacle course thatemphasizes fitness conceptsChoreograph movement to musicAnalyze video selfies of skill performanceRespond to discussion about tacticalchanges on video snippets of sportgameplay

Health-Enhancing Fitness(FL PE Standard 3)

Physical activity knowledgeEngages in physical activityStress management

Self-regulation activities (try a MindfulMinute, p. 3 and the Skills Posters forGrades 6-8)Share ideas for at-home physical activity(try Mind & Body Bingo, p. 12)Stretching, yogaPilatesDanceBody weight strength activities (studentscan create their own weights usingmilk/water jugs)Physical activity logOutdoor pursuitsCreating fitness plansActivity swap — students createactivities/ challenges and share with eachotherJugglingFitness stations

Personal Fitness(FL PE Standard 4) Personal fitness program

Develop an exercise planDevelop a nutrition planAssess personal fitness level

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6-8 GRADES

Personal and Social Responsibility(FL PE Standard 5)

Personal responsibilityAccepting feedbackWorking with othersRules and etiquette

Self-reflection assignments/assessmentsScavenger huntsHave students suggest classroom normsand contribute to class decisions

Value Physical Activity(FL PE Standard 6)

ChallengeSelf-expression and enjoyment

Self-reflection assignments/assessmentsProvide opportunities for reflection anddiscussion around the benefits of physicalactivity especially related to improvingmoodPhysical Activity Chart

DUVAL HOMEROOM SUPPLEMENT

Florida Standards for K-12Physical Education

Examples ofGrade-Level Outcomes

Examples of Activity Ideas/Strategies

Motor Skills and Movement Patterns(FL PE Standard 1) Lifetime activities

Tennis, badminton or other racket gamesDance, yoga, PilatesOutdoor pursuits

Movement Concepts(FL PE Standard 2)

SpaceSafety ConsiderationsSpeed, direction, forceGame strategies/tactics

Create an obstacle course thatemphasizes fitness conceptsChoreograph movement to musicAnalyze video selfies of skill performanceRespond to discussion about tacticalchanges on video snippets of sportgameplay

Health-Enhancing Fitness(FL PE Standard 3)

Physical activity knowledgeEngages in physical activityStress management

Daily Check-In PosterSkills Posters for Grades 9-12Skills Posters for Grades 9-12Mind & Body Bingo, p. 12YogaDancePilatesCreating fitness plansPhysical activity logFitness goal settingOutdoor pursuitsActivity swap — students createactivities/challenges and share with eachotherIdentify/evaluates the ability toparticipate in activities in the community

Personal Fitness(FL PE Standard 4) Personal fitness program

Develop an exercise planDevelop a nutrition planAssess personal fitness level

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9-12 GRADES

Personal and Social Responsibility(FL PE Standard 5)

Personal responsibilityWorking with othersRules and etiquette

Scavenger huntsSelf-reflection assignments/assessmentsHave students suggest classroom normsand contribute to class decisionsCreate activities that allow for studentleadership

Value Physical Activity(FL PE Standard 6)

ChallengeSelf-expression and enjoyment

Self-reflection assignments/assessmentsProvide opportunities for reflection anddiscussion around the benefits of physicalactivity especially related to improvingmood and self-care

DUVAL HOMEROOM SUPPLEMENT

D E V E L O P E D S U M M E R 2 0 2 0 W I T H G U I D A N C E F R O M S H A P E A M E R I C AA N D D C P S D I S T R I C T H E A L T H A N D P H Y S I C A L E D U C A T I O N D E P A R T M E N T