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Physical Education Curriculum: High School “Physical education is an integral part of the Catholic schools’ total education program in that
it develops the body, which is the temple of the Holy Spirit (1 Corinthians 6:19).”
The Archdiocese of Cincinnati Curriculum Guide for Physical Education in high school
communicates the combined vision of teachers, coordinators, and administrators. The Grades 9-
12 curriculum seeks to develop students’ knowledge, skills, behaviors and dispositions to
demonstrate physical literacy and engage in a lifetime of physical activity. Physical literacy is
“the ability to move with competence and confidence in a wide variety of physical activities in
multiple environments that benefit the healthy development of the whole person.” The high
school curriculum includes two semesters to address the Ohio graduation requirement. Programs
are permitted to build from this document to provide additional semesters if needed.
How to use read this document
The purpose of this curriculum guide is to provide teachers and administrators with
grade-band appropriate guidelines, outcomes, sequencing of activities and aligned
assessments in the elementary grades. The Ohio Physical Education Academic Content
Standards, benchmarks and grade level indicators provide the foundation for the
Archdiocese of Cincinnati Physical Education Curriculum. The curriculum is designed to
demonstrate each of the standards and benchmarks. The curriculum guide identifies the
standards, benchmarks and indicators. The guide also includes benchmark assessments
and suggested activity and unit content. Standards are overall curriculum goals that
identify the skills, knowledge and dispositions that students should demonstrate at the end
of the program. Benchmarks are learning outcomes that should be achieved at the end of a
grade band. Grade bands in Ohio are K-2, 3-5, 6-8, 9-12. Indicators are grade level outcomes
that contribute to the achievement of benchmarks.
The Ohio Physical Education Academic Content Standards, benchmarks and grade level
indicators provide the foundation for the Archdiocese of Cincinnati Physical Education
Curriculum. The curriculum is designed to demonstrate each of the standards and benchmarks.
The purpose of this curriculum guide is to provide teachers and administrators with grade-band
appropriate guidelines, sequencing of content and assessments in the high school grades. The
curriculum guide identifies the aligned Ohio Physical Education Standards and Benchmarks,
Benchmark Assessments and unit content. While it is the intent of the program to address each of
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the indicators outlined in the Ohio Physical Education Academic Content Standards document,
the curriculum guide recognizes the contextual constraints such as time, class sizes, and
equipment and determined it is not realistic to address every indicator in the high school (9-12)
grade band at this time. If additional resources become available to physical education,
additional indicators can be addressed.
The physical education curriculum supports learning in other academic content areas by
integrating cross-curricular content material through physical education assessments and
activities. The physical education program also supports the Archdiocese of Cincinnati
Catechetical Program by integrating concepts and principles within the curriculum. The
Connections to Scripture document within the physical education curriculum provides a resource
for teachers to generate ideas to make specific connections in lessons.
Rationale for High School Physical Education
What is the goal of High School Physical Education?
The goal of High School Physical Education is for students to develop confidence,
knowledge and motor skill proficiency in specific physical activities of their choice that can be
used as part of a physically active lifestyle. Students in high school physical education will
further develop and apply fitness and physical activity concepts to develop clear and specific
plans for physical activity and fitness. Students also refine and apply personal and social
responsible behaviors in more complex and authentic situations. The focus is to create a
meaningful curriculum where students can apply their skills, knowledge and values to be
physically active. Teachers must create a learning environment where students feel empowered
to be physically active. The learning environment should be supportive, respectful of differences
and embrace the contributions of every student.
How does high school fit within the K-12 curriculum?
High school physical education builds upon the knowledge, skills and behaviors
previously developed in elementary and middle school physical education. High school physical
education is in a unique position as the final opportunity in the school environment to have a
positive influence on students’ fitness and physical activity. High school physical education is
designed to demonstrate each of the Ohio Physical Education Standards, and demonstrate these
behaviors in more advanced and authentic contexts. Standard 3 (Physical Activity & Health-
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related Fitness) receive a greater emphasis in high school physical education. Students will apply
skills and knowledge to develop and implement personal physical activity and fitness plans. The
physical activity and fitness plans developed by each student in high school physical education is
intended to provide a foundation that can be used to participate in a healthy, physically active
lifestyle.
High School Standards and Assessments
The Archdiocese of Cincinnati Schools Physical Education 9-12 curriculum guide is
aligned with the Ohio Physical Education Academic Content Standards. The following five
standards and associated benchmarks are the driving force of this document and should be
evident in teacher’s planning and daily lessons. The grade band benchmarks and grade level
indicators have specific learning goals in mind, but allow teachers the flexibility to plan lessons
to best meet individual student needs, building space, and access to equipment. It is an
expectation that each student who successfully completes the curriculum will demonstrate each
of these standards to become physically literate.
Standard 1: Demonstrates competency in a variety of motor skills and movement patterns.
Standard 2: Applies knowledge of concepts, principles, strategies and tactics related to
movement and performance.
Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhancing
level of physical activity and fitness.
Standard 4: Exhibits responsible personal and social behavior that respects self and others.
Standard 5: Recognizes the value of physical activity for health, enjoyment, challenge, self-
expression and/or social interaction.
Assessment Overview
The key outcome in an effective physical education curriculum is student learning.
Student learning is essential to develop physical educated students who will have the knowledge,
skills and attitudes to participate in a lifetime of physical activity. The Archdiocese of Cincinnati
Physical Education curriculum is focused on students demonstrating each of the Ohio Physical
Education Academic Content Standards and Benchmarks. The Ohio Benchmark Assessments
will provide the foundation for assessment of student learning in physical education. The high
school program will assess student learning in each of the 10 benchmarks. In addition to the
benchmark assessments, teachers will implement formative assessments within lessons and units
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to provide students and teachers feedback about student progress towards achieving each
benchmark. Teachers should report benchmark assessment data to the appropriate school
representative each year and use the data to make instructional and curricular decisions. The
school-representative will then report the data to the Archdiocese. In Archdiocese of Cincinnati
the physical education teachers and curriculum advisors have determined the Benchmark
Assessment data will be collected during both semesters in the high school curriculum.
Grading
Student grades in physical education will be a direct result of the achievement of learning
outcomes. Final grades in physical education should reflect the achievement of each of the
standards and benchmarks. Grades giving within a grading period should reflect a student’s
progress towards the standards, but based on resources available such as time and equipment it
may not be appropriate to have a grade for each standard or benchmark within a grading period.
“Effort” and “Participation”grade - Behavior and/or participation is comprised of
behaviors that are aligned with aspects of Standard 4. Thus, participation, effort and/or behavior
can be included as a component of a students overall grade. Behavior and participation must be
assessed using valid and reliable assessment tools such as the Ohio Benchmark Assessment for
Standard 4. The Ohio Benchmark Assessment for Standard 4 (Benchmark A) in the category
self-direction defines various levels of performance associated with “participation/effort” or self-
direction. Other aspects of behavior such as safety (4A), cooperation (4B), respecting others (4B)
and resolving conflict/fair play (4B) are also described in the rubric. Teachers should
communicate their expectations for personal and social responsibility with their students.
Dress
Proper hygiene and safety is important and dressing appropriately is an expectation for
physical education. Dress can be recorded and used in the calculation of students final grade in
physical education. If the program deems it necessary to use dress as part of the students’ grade
then a rubric must be developed. Dress should not account for more than 10% of the final grade.
Dress is considered a behavior management issue and not a student learning issue, thus it is not
included in determining student grades. Physical Education is not what you wear, but what you
do. Expectations for dress and consequences for challenges associated with meeting this
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expectation will be developed by the physical education teacher in accordance with school
policy.
Substitution Policy
The outcomes presented in this course of study show the importance of physical
education in the development of the total child and lifetime physical activity behaviors. There is
no substitute for quality physical education. While the activities identified in the Ohio Revised
Code (two seasons of athletics, marching band, ROTC and cheerleading) are excellent
extracurricular activities, their primary intention is NOT to develop physical activity behaviors in
our students. It is our hope that high schools within the Archdiocese will use credit flexibility as
the option to provide flexibility in students’ schedules.
Credit Flexibility
Credit flexibility requires students to demonstrate the outcomes of the course to earn the
course credit. The Ohio Physical Education Standards and specifically the Benchmarks are the
outcomes demonstrated by each high school student. Teachers should utilize the Ohio Physical
Education Evaluation for high school to guide students completing credit flexibility. Using these
assessments should help provide students structure and guidance while still allowing the student
the ability to choose a wide scope of activities to demonstrate the outcomes.
Description of Instruction
Each unit should last between 10 to 20 days to develop movement skill competency and
significant knowledge about the activity to be able to successfully engage in the activity
throughout their life. To stay current with national trends in physical education, different
instructional models should be used to deliver lessons to students. In addition to the direct
instructional model and the closely associated skills-based approach; teachers should use the
sport education model as well as the tactical approach model to deliver instruction to their
classes. The use of the tactical model (Teaching Games for Understanding) when teaching
invasion, net/wall, strike/fielding or target games will allow for the transfer of tactical decision-
making skills and strategies to transfer across different games within the category of games.
Adventure Education or Adventure Based Learning is an excellent tool to develop 4AB and the
sense of community within the class. Teachers are expected to employ best practices for
instruction and activities (see the National Association for Sport and Physical Education Position
Statements and Appropriate Instructional Practices Guidelines). Formative assessment of student
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learning should occur over the course of a lesson or unit, opposed to waiting until the end of a
unit for final evaluation of skills and knowledge.
As with Grades K-8, it is an expectation that high school physical education will be a
developmentally appropriate environment. High school physical education must be a positive
experience where students learn if we are to meet our goal of lifetime physical activity.
Instruction should be student-centered with modifications and variations to learning task to meet
the needs of each student. Activities should be planned to maximize student learning and
moderate to vigorous activity levels. Small-sided games and authentic tasks should be utilized in
sports and games to develop competency. Developmentally appropriate activities should provide
meaningful engagement for all students. Practice tasks should allow all students to be
challenged, yet successful. Elimination games or developmentally inappropriate activities such
as dodgeball are not recommended and should not be played in high school physical education.
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Catholic Identity
The Catholic Identify and the pillars of the Archdiocese of Cincinnati Catechetical
Program are integrated within our physical education curriculum. We see physical education as
an opportunity to implement and apply many of these outcomes. We see the greatest opportunity
with Standard 4 of the Physical Education outcomes. We have identified specific scripture that
aligns with key outcomes of Standard 4 of safety, self direction, cooperation, respecting others
and fair play. We provide these as suggestions and ideas to help teachers generate additional
opportunities to integrate scripture into their teaching.
Curriculum Maps
Each curriculum map identifies key content areas that align with each of the 10 benchmark
assessments and with the grade level indicators within the Ohio Physical Education Assessments.
Content can be covered in the sequence in which it is presented or can be expanded, rearranged
and/or revisited to meet the requirements of individual programs. It is also suggested that units of
instruction within the grade band will implement formative assessments to track progress and
inform instruction.
Each curriculum map contains:
Suggested number of lessons for each content focus,
Aligned benchmarks and benchmark assessments, and
Appropriate content focus
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HIGH SCHOOL STANDARDS, BENCHMARKS & INDICATORS Key: Standard.Benchmark.Grade Level.Indicator (Example: PE.1.2.K.1)
Standard 1: Demonstrates competency in a variety of motor skills and movement patterns.
Benchmark 1 - Demonstrate combined movement skills and patterns in authentic settings.
Standard Description Content Focus *Key Target Academic Vocabulary
PE.1.1.9.1 Design and demonstrate a routine that combines complex
movement patterns (e.g., traveling, rolling, balance, weight
transfer) into a smooth, flowing sequence with the music or
rhythm as an individual or with a partner or group in a
performance setting.
Movement Sequence &
Dance
Critical elements from the selected
skills within selected activities
PE.1.1.10.1 Demonstrate competent performance of basic and advanced skills
within current and traditional dance genres (e.g., line, hip-hop,
aerobic, square, jazz, tap, modern, ballet, interpretive, folk, social,
African American cultural).
PE.1.1.9.2 Demonstrate consistency in individual specialized skills in health-
related fitness activities (e.g., resistance training, yoga,
kickboxing, fitness walking). Fitness Skills
Critical elements from the selected
skills within selected activities
PE.1.1.10.2 Demonstrate competent performance of individual specialized
skills in health-related fitness activities (e.g., resistance training,
yoga, kickboxing, fitness walking).
PE.1.1.9.3 Demonstrate consistency in performing individual specialized
skills in a variety of movement forms (e.g., aquatics,
outdoor/recreational activities, and track and field). Individualized specialized
skills
Critical elements from the selected
skills within selected activities
PE.1.1.10.3 Demonstrate competent performance of individual specialized
skills in select movement forms (e.g., aquatics, outdoor activities,
track and field, gymnastics).
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Benchmark 2 - Demonstrate specialized manipulative skills in a variety of settings.
Standard Description Content Focus *Key Target Academic Vocabulary
PE.1.2.9.1 Demonstrate competent skill performance by maintaining
possession, scoring and defending scoring in small-sided and/or
full-sided invasion games (e.g., soccer, basketball, hockey). Invasion Games
Critical elements from the selected
skills within selected activities
PE.1.2.10.1 Demonstrate competent performance of basic and advanced skills
by maintaining possession, scoring and defending scoring in
invasion games within authentic settings.
PE.1.2.9.2 Demonstrate competent skill performance by scoring and
defending scoring in small-sided and/or full-sided net games (e.g.,
badminton, volleyball, tennis, racquetball, pickleball, squash). Net/Wall
Critical elements from the selected
skills within selected activities
PE.1.2.10.2 Demonstrate competent performance of basic and advanced skills
by scoring and defending scoring in net/wall games within
authentic settings.
PE.1.2.9.3 Demonstrate competent skill performance by scoring (e.g., base
running, batting) and defending scoring (e.g., pitching, fielding)
in small-sided and/or full-sided striking and fielding games (e.g.,
softball, cricket, rounders, baseball). Strike/Field
Critical elements from the selected
skills within selected activities
PE.1.2.10.3 Demonstrate competent performance of basic and advanced skills
by scoring and defending scoring in striking and fielding games
within authentic settings.
PE.1.2.10.4 Demonstrate competent skill performance by scoring and
preventing scoring in target games with and without an opponent
(e.g., golf, archery, bowling, shuffleboard, croquet, bocce, baggo). Target
Critical elements from the selected
skills within selected activities
PE.1.2.10.4 Demonstrate competent performance of basic and advanced skills
by scoring and preventing scoring in target games within
authentic settings.
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Standard 2: Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
Benchmark 1 - Apply knowledge of tactical concepts and strategies in authentic settings.
Standard Description Content Focus *Key Target Academic Vocabulary
PE.2.1.9.1 Describe tactics to participate successfully in small-sided
games across multiple categories of movement forms (games,
individual performance activities and lifetime physical
activities).
Tactics
PE.2.1.10.1 Apply tactics to participate successfully in full-sided games
across multiple categories of movement forms (games,
individual performance activities and lifetime physical
activities).
PE.2.1.9.2 Describe effective strategies for successful performance in
select categories of movement forms (games, individual
performance activities and lifetime physical activities).
Strategies
PE.2.1.10.2 Implement effective strategies for successful performance in
select categories of movement forms (games, individual
performance activities and lifetime physical activities).
PE.2.1.9.3 Describe the transfer knowledge of previously learned tactics
and strategies to similar but different movement forms (games,
individual performance activities and lifetime physical
activities).
Tactics & Strategy Transfer
Transfer
PE.2.1.10.3 Transfer knowledge of previously learned tactics and strategies
to participate in similar but different movement forms (games,
individual performance activities and lifetime physical
activities).
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Benchmark 2 - Apply biomechanical principles to performance in authentic settings.
Standard Description Content Focus *Key Target Academic Vocabulary
PE.2.2.9.1 Describe critical elements and biomechanical principles (e.g.,
stability, rotation, linear and angular motion) to perform
movement forms.
Biomechanical Principles
Acceleration
Angle of release/ Trajectory
Angular motion
Balance, Center of Gravity,
stability
Body position
Force
Friction
Inertia
Linear motion
Mass
Rotation
Speed/velocity
Torque
PE.2.2.10.1 Apply critical elements and biomechanical principles (e.g.,
stability, rotation, linear and angular motion) to perform
increasingly complex movement forms.
PE.2.2.9.2 Analyze skill performance of self and others across multiple
movement forms.
Skill Analysis
PE.2.2.10.2 Analyze and evaluate skill performance of self and others
across multiple movement forms.
PE.2.2.9.3 Identify ways to improve performance of select movement
forms using cues, practice drills and fitness activities.
Practice Plan
Cues
Environmental cues
Practice drills
Fitness activities PE.2.2.10.3 Apply biomechanical principles, knowledge of critical
elements, cues, practice drills and fitness activities to improve
movement performance.
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Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and
fitness.
Benchmark 1. Develops a current and lifetime physical activity plan.
Standard Description Content Focus *Key Target Academic Vocabulary
PE.3.1.9.1 Identifies current and future lifetime physical activity
opportunities
Physical Activity
Knowledge
Sedentary, Physical Activity,
Moderate, Vigorous, Accessibility,
Availability, PE.3.1.10.1 Participate in self-selected physical activity and keep logs of
Identifies current and future physical activity opportunities along
with barriers and helpers to being physically active.
PE.3.1.9.2 Analyzes technology, social media or community physical
activity opportunities.
PE.3.1.10.2 Analyzes community physical activity opportunities for quality,
accessibility and availability.
PE.3.1.9.3 Creates a physical activity plan to meet current needs and
interests. Physical Activity Plan Barrier, Helper, Behavior Change
PE.3.1.10.3 Creates a lifetime physical activity plan to meet adult physical
activity needs.
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Benchmark 2 - Implements principles and practices to develop a fitness and nutritional plan to meet individual needs.
Standard Description Content Focus *Key Target Academic Vocabulary
PE.3.2.9.1 Analyzes and applies technology to support fitness and physical
activity. Health-related fitness
knowledge
Frequency, intensity, duration,
specificity, progressive overload, PE.3.2.10.1 Analyzes and applies technology and social media tools to
support fitness and physical activity.
PE.3.2.9.2 Identifies activities and applies fitness principles (rates of
perceive exertion, pacing, etc.) to maintain or improve
cardiorespiratory endurance. Cardiorespiratory Endurance
Principles Pacing, Intensity, Target Heart Rate
PE.3.2.10.2 Develops a cardiorespiratory endurance plan that identifies
activities and applies fitness principles to improve or maintain.
PE.3.2.9.3 Identifies different types of strength activities and applies fitness
principles to develop muscular strength & endurance. Muscular Strength &
Endurance Principles
PE.3.2.10.3 Develops a muscular strength & endurance plan that identifies
activities and applies fitness principles to improve or maintain.
PE.3.2.9.4 Identify activities and apply FITT principles to improve or
maintain flexibility. Flexibility Principles
Repetition, set, intensity, specificity,
strength v endurance PE.3.2.10.4 Develops a flexibility plan that identifies activities and applies
fitness principles to improve or maintain flexibility.
PE.3.2.9.5 Creates a health-related fitness plan that applies fitness concepts
and principles for each component of fitness. Health-related fitness
concepts Specificity, intensity, static, dynamic, PE.3.2.10.5 Creates a health-related fitness plan that applies fitness concepts
and principles for each component of fitness for a college-age
student or adult.
PE.3.2.9.6 Applies nutritional concepts for exercise and creates a snack plan
for before, during and after exercise to meet nutrition needs. Nutrition for fitness and
physical activity
PE.3.2.10.6 Designs a plan to maintain an appropriate energy balance for a
healthy, active lifestyle.
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Standard 4: Exhibits responsible personal and social behavior that respects self and others.
Benchmark 1 - Demonstrate leadership by holding self and others responsible for following safe practices, rules, procedures and etiquette in physical
activity settings.
Standard Description Content Focus *Key Target Academic Vocabulary
PE.4.1.9.1 Contribute to the development and maintenance of rules that
provide for safe participation in physical activities.
Personal Responsibility
Safety
Safety
PE.4.1.10.1 Contribute to the development and maintenance of rules that
provide for safe participation in physical activities.
PE.4.1.9.2 Identify unsafe practices and offer appropriate alternatives.
PE.4.1.10.2 Recognize unsafe conditions in an athletic venue and
independently take steps to correct them.
PE.4.1.9.3 Gives consistent effort at an appropriate level of challenge and
is responsible for individual actions.
Self-Direction
Life in Christ (1.45, 66)
PE.4.1.10.3 Demonstrates self-direction in a variety of physical activities
and tries out new or different tasks or challenges.
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Benchmark 2 - Initiate responsible personal social behavior and positively influence the behavior of others in physical activity settings.
Standard Description Content Focus *Key Target Academic Vocabulary
PE.4.2.9.1 Communicate effectively with others to promote respect and
conflict resolution in cooperative and competitive physical
activities.
Social Responsibility –
Cooperation
(Life in Christ – III 1.47)
Cooperation
PE.4.2.10.1 Encourage appropriate cooperative and socially responsible
behavior of participants and audience.
PE.4.2.9.2 Recognize how to modify group activities, game expectations or
behaviors to accommodate individuals with lesser or greater
skills or special needs.
Social Responsibility –
Respect
(Life in Christ – III K.27, 31)
Respect
PE.4.2.10.2 Modify group activities, game expectations or behaviors to
accommodate individuals with lesser or greater skills or special
needs.
PE.4.2.9.3 Accept decisions made by the designated official and respond to
winning or losing with dignity and respect.
Fair Play
(Life in Christ – III 1.47, 50,
62)
(Life in Christ – 2.44, 45, 47)
PE.4.2.10.3 Accept decisions made by the designated official and respond to
winning or losing with dignity and respect.
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Standard 5: Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction
Benchmark 1 – Analyzes the activity to identify specific physical, mental and social health benefits.
Standard Description Content Focus *Key Target Academic Vocabulary
PE.5.1.9.1 Analyzes the impact of physical activity on the body and
explain the health benefits of regular participation in moderate
to vigorous physical activity.
Health Reasons:
Physical
Emotional
Brain Functions
PE.5.1.10.1 Analyzes the impact of a specific physical activity on the body
and links the benefits to all of the components of fitness.
PE.5.1.9.2 Analyzes the impact of physical activity on emotional health.
PE.5.1.10.2 Analyzes the impact of a specific physical activity on
emotional health.
PE.5.1.9.3 Analyzes the connection between physical activity and
intellectual health, as it relates to the positive effects of
physical activity on brain function.
PE.5.1.10.3 Analyzes the connection between a specific physical activity
and intellectual health, as it relates to the positive effects of
physical activity on brain function.
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Benchmark 2 - Expresses multiple, specific reasons (enjoyment, challenge, self-expression, social) to participate in a selected physical activity.
Standard Description Content Focus *Key Target Academic Vocabulary
PE.5.2.9.1 Shares the specific reasons for participating in a selected
physical activity.
Reasons to participate in
physical activity.
PE.5.2.10.1 Articulate reasons to participate in specific physical activities
that would be enjoyable as lifetime pursuits with a clear
message about the reasons and effectively encourages others to
participate in the activity.
PE.5.2.9.2 Articulate reasons that specific physical activities would be
enjoyable as lifetime pursuits.
PE.5.2.10.2 Research and identify options/ways for people to participate in
the physical activity now and throughout their life.
PE.5.2.9.3 Shares the specific social benefits resulting from participation
in a selected physical activity.
PE.5.2.10.3 Describes the social benefits of participating in a selected
lifetime physical activity.
PE.5.2.9.4 Identifies the challenges in learning a new physical activity.
PE.5.2.10.4 Identifies the feelings that come with the challenge of learning
a new physical activity.
RESOURCES:
Ohio Department of Education. Physical Education Evaluation. http://education.ohio.gov/Topics/Ohio-s-New-Learning-
Standards/Physical-Education/Physical-Education-Evaluation-updated
Ohio Department of Education. Physical Education Academic Content Standards. http://education.ohio.gov/Topics/Ohio-s-New-
Learning-Standards/Physical-Education
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Grade 9-12: Physical Education Curriculum Map
Semester 1
9 – 12 Grade Band
Identified below are key content areas that align with each of the 10 benchmark assessments and
with the grade level indicators within the Ohio Physical Education Assessments. The suggested
number of lessons is based on 90 days per semester for 2 semesters at the high school level.
Content can be covered in the sequence in which it is presented or can be expanded, rearranged
and/or revisited to meet the requirements of individual programs.
With specific reference to the 9 – 12 grade band the following should also be considered:
While only two semesters of PE are required for graduation in Ohio, many high schools
do offer additional courses, often as electives, and many students take these courses over
and above the two required semesters..
Where additional elective courses are offered, the recommended content in the Content
Focus column of these tables can also be used as a guide for content to be taught in
specific elective courses. For example, a dance elective could comfortably be developed
to include greater depth of instruction in any or all of the six suggested dance forms in the
table below. Likewise, a net/wall games elective could be developed with more in depth
instruction in a range of the suggested games.
Content can be covered in the sequence in which it is presented or can be expanded,
rearranged and/or revisited to meet the requirements of individual programs as well as the
time of year PE 1 or PE 2 are being offered. It is suggested that in both PE 1 and PE 2 the
first two Content Foci listed for each is offered at the beginning of the semester.
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Suggested
# of
Lessons
Archdiocese
Benchmarks
ODE Assessments Content Focus
14
4.1
4.2
4A (Safety & Self-Direction)
4B (Social Responsibility –
Cooperate & Respect
Others)
*1A (Individual
Performance Activity)
Adventure Education or Outdoor
Education– selection possiblities:
Cooperative, Trust & Problem Solving
Hiking
Orienteering
Cycling
Canoeing/kayaking
Camping
Fishing
34
3.2
1.1
5.1
5.2
4.1
4.2
3B (Physical Activity)
1A (Fitness Skills)
5AB (Physical Activity
Advocacy)
4A (Personal Responsibility)
4B (Respect Others)
Health-Related Fitness: Strength &
Flexibility Training
Principles of training -
overload, progression, specificity, FITT,
safety
Various equipment –
weights, stretch bands, exercise balls
Exercise prescription for muscular
strength / endurance
Cardio-respiratory Endurance:
Zumba
Yoga
Jogging, Cycling
Step aerobics
14 1.1
4.1
4.2
1A
(Dance or Individual
Performance Activity)
4A (Personal Responsibility)
4B (Respecting Others)
Dance – selections
from:
Social dance
Line dance
Creative dance
Modern dance
Jazz dance
Multicultural
dance
Individual
Performance
Activity:
Cycling
Track & Field
Outdoor Pursuits
aquatics,
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1.2
2.1
4.1
4.2
1B (Game Performance)
2A (Analytical Portfolio –
Strategic and/or Tactical)
4A (Personal Responsibility)
4B (Fair Play)
Net/Wall Games – offensive and defensive
skills and tactics – selections from:
Volleyball
Badminton
Pickleball
Tennis
Table-tennis
14
1.2
2.1
4.1
4.2
1B (Game Performance)
2A (Analytical Portfolio –
Strategic and/or Tactical)
4A (Personal Responsibility)
4B (Respecting Others)
Striking/Fielding Games – offensive and
defensive skills and tactics – selections
from:
Softball/Baseball, Cricket, Rounders
ARCHDIOCESE OF CINCINNATI – PHYSICAL EDUCATION CURRICULUM MAPPING The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in
each unit taught.
20
Grade 9 – 12: Physical Education Curriculum Map
Semester 2
Suggested
# of
Lessons
Archdiocese
Benchmarks
ODE Assessments Content Focus
10
4.1
4.2
4A (Safety & Self-
Direction)
4B (Social Responsibility
– Cooperate & Respect
Others)
*1A (Individual
Performance Activity)
Adventure Education or Outdoor
Education– selection possiblities:
Cooperative, Trust & Problem Solving
Hiking
Orienteering
Cycling
Canoeing/kayaking
Camping
Fishing
35
3.2
1.1
5.1
5.2
4.1
4.2
3B (Personal Fitness Plan)
1A (Fitness Skills)
1A (Fitness Skills)
5AB (Physical Activity
Advocacy)
4A (Personal
Responsibility)
4B (Respect Others)
Individual Fitness – Strength & Flexibility
Training:
Principles of training -
overload, progression, specificity, FITT,
safety
Isometric, isotonic, isokinetic
Various equipment –
weights, stretch bands, exercise balls
Exercise prescription for muscular
strength / endurance
Cardiorespiratory & Lifetime Fitness
Pilates
BOSU
Aerobics
Kickboxing
15 2.2
1.1
2B (Analytical Portfolio –
Biomechanical Principles)
1A Individual
Performance Activity
Track & Field – select events from:
Sprints (inc starts)
Relays
Middle distance
Long distance
Jumps – long, high, triple
Throws – discus, shot
ARCHDIOCESE OF CINCINNATI – PHYSICAL EDUCATION CURRICULUM MAPPING The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in
each unit taught.
21
Suggested
# of
Lessons
Archdiocese
Benchmarks
ODE Assessments Content Focus
15
1.2
4.1
4.2
1B (Game Performance)
*2B (Biomechanical)
4A (Personal
Responsibility)
4B (Cooperation, Fair
Play)
Invasion Games – offensive and defensive
skills and tactics – selections from:
Soccer
Basketball
Flag football
Hockey (floor and field)
Team handball
Ultimate Disc
Lacrosse
Speedball
Rugby
15
1.2
4.1
4.2
1B (Game Performance)
*2B (Biomechanical)
4A (Personal
Responsibility)
4B (Cooperation, Fair
Play)
Target Games – offensive and defensive
skills and tactics – selections from:
Golf
Bowling
Bocce ball
Shuffleboard
Croquet
Horseshoes
Cornhole
Disc golf
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