Health/Physical Ed Curriculum
  Physical Education 10

The Fairfax County Public Schools Physical Education Program of Studies incorporates the Virginia Physical Education Standards of Learning, which identify concepts, processes, and skills for physical education in Kindergarten through Grade 12 for Virginia's public schools.

The intent of physical education is to help students learn the skills necessary for performing a variety of physical activities and understand the benefits of achieving and maintaining a physically active lifestyle. Students should acquire the knowledge, processes, and skills needed to engage in meaningful physical activity both in the present and for a lifetime. Physical education promotes health literacy and the motivation to engage in the health-enhancing physical activity needed to achieve and maintain a balanced, healthy life.

Students in grade 10 are proficient in fundamental movement skills and skill combinations and are competent in self-selected physical activities that they are likely to pursue throughout life including outdoor pursuits, fitness activities, dance and rhythmic activities, aquatics, selected individual performance activities, and net/wall and target games.  They understand and apply concepts and principles of mechanics and anatomy in relation to human movement and apply the concepts and principles of the body’s metabolic response to short-term and long-term physical activity.  Students are good leaders and good followers’ they respect others, and anticipate and avoid unsafe physical activity situations.  They develop the ability to understand and they anticipate how physical activity interests and abilities change across a lifetimes.  Students demonstrate competency in lifelong physical activities and plan, implement, self-assess, and modify a personal fitness plan.  Students are prepared to lead a physically active lifestyle.

Last Updated: 05/08/15 03:13 PM
Standard 1 

Benchmark 1.a 
Demonstrate Skill Attainment
Indicator 1.a.1 
Demonstrate skill attainment

Benchmark 1.b 
Demonstrate Knowledge of Movement
Indicator 1.b.1 
Demonstrate knowledge of how movement is created
Indicator 1.b.2 
Demonstrate knowledge of how movement is directed
Indicator 1.b.3 
Demonstrate knowledge of how movement is stabilized.

Benchmark 1.c 
Identify and Demonstrate Movement in Planes of Movement
Indicator 1.c.1 
Define planes of movement
Indicator 1.c.2 
Demonstrate movement in the planes of movement
Indicator 1.c.3 
Demonstrate movement that occurs in multiple planes of movement

Benchmark 1.d 
Demonstrate Appropriate Use of Equipment
Indicator 1.d.1 
Demonstrate Appropriate use of equipment
Standard 2 

Benchmark 2.a 
Explain Body's Response to Energy Needs
Indicator 2.a.1 
Define fast twitch muscle fibers
Indicator 2.a.2 
Define slow twitch muscle fibers
Indicator 2.a.3 
Identify ATP as a molecule which provides energy to muscles
Indicator 2.a.4 
Identify lactic acid as a byproduct
Indicator 2.a.5 
Explain anaerobic respiration
Indicator 2.a.6 
Explain aerobic respiration

Benchmark 2.b 
Analyze Movement for Component Skills and Patterns
Indicator 2.b.2 
Analyze movement performance of self and others

Benchmark 2.c 
Explain Relationship of Opposing Muscle Groups
Indicator 2.c.1 
Explain relationship of opposing muscle groups

Benchmark 2.d 
Design a Strength and Conditioning Program
Indicator 2.d.1 
Design a strength and conditioning program

Benchmark 2.e 
Explain Blood Pressure as an Indicator of Health
Indicator 2.e.1 
Define systolic and diastolic
Indicator 2.e.2 
Identify health blood pressure
Indicator 2.e.3 
Explain blood pressure as an indicator of health

Benchmark 2.f 
Apply Rate of Perceived Exertion and Pacing
Indicator 2.f.1 
Explain rate of perceived exertion
Indicator 2.f.2 
Explain pacing for conditioning
Indicator 2.f.3 
Apply rate of perceived exertion and pacing
Standard 3 

Benchmark 3.a 
Create a Fitness and Activity Plan
Indicator 3.a.1 
Create a fitness and activity plan

Benchmark 3.b 
Utilize Resources Including Technology to Improve Activity and Fitness
Indicator 3.b.1 
Assess and analyze personal fitness level
Indicator 3.b.2 
Use a variety of resources to improve fitness

Benchmark 3.c 
Identify Fitness Needs to Prevent Health Concerns
Indicator 3.c.1 
Explain the relationship between fitness and disease prevention
Indicator 3.c.2 
Identify fitness needs to prevent health concerns

Benchmark 3.d 
Identify Impacts to Participation in Physical Activity
Indicator 3.d.1 
Identify impact to participation in physical activity

Benchmark 3.e 
Describe Components of Health-Related Fitness
Indicator 3.e.1 
Describe components of health-related fitness

Benchmark 3.f 
Explain Impact of Physical Activity on Emotional and Social Well-Being
Indicator 3.f.1 
Explain impact of physical activity on emotional well-being
Indicator 3.f.2 
Explain impact of physical activity on social well-being
Standard 4 

Benchmark 4.a 
Explain and Demonstrate Communication Skills
Indicator 4.a.1 
Explain the importance of communication skills
Indicator 4.a.2 
Demonstrate communication skills

Benchmark 4.b 
Explain Importance of Critical Thinking and Problem Solving
Indicator 4.b.1 
Explain the importance of critical thinking and problem solving

Benchmark 4.c 
Avoid Dangerous Situations in Physical Activity Settings
Indicator 4.c.1 
Identify and avoid dangerous situations
Indicator 4.c.2 
Identify and demonstrate safety practices, rules, and procedures

Benchmark 4.d 
Explain the Importance of Understanding Cultural Diversity
Indicator 4.d.1 
Explain the importance of understanding cultural diversity

Benchmark 4.e 
Evaluate Opportunities for Social Interaction and Support
Indicator 4.e.1 
Evaluate opportunities for social interaction and support
Indicator 4.e.2 
Develop strategies for including persons of diverse backgrounds

Benchmark 4.f 
Apply Stress-Management Strategies
Indicator 4.f.1 
Explain importance of managing stress
Indicator 4.f.2 
Apply stress-management strategies

Benchmark 4.g 
Explain Benefits of Mind-Body Exercise
Indicator 4.g.1 
Explain benefits of mind-body exercise

Benchmark 4.h 
Explain Importance of Conflict Resolution
Indicator 4.h.1 
Explain importance of conflict resolution
Standard 5 

Benchmark 5.a 
Analyze Relationships for Optimal Personal Health
Indicator 5.a.1 
Analyze relationships for optimal personal health

Benchmark 5.b 
Evaluate Activity and Intensity Levels
Indicator 5.b.1 
Evaluate activity and intensity levels

Benchmark 5.c 
Evaluate Caloric Expenditure and Intake Needs
Indicator 5.c.1 
Evaluate current caloric expenditure and intake
Indicator 5.c.2 
Evaluate future caloric expenditure and intake

Benchmark 5.d 
Evaluate Sleep Needs
Indicator 5.d.1 
Evaluate current sleep needs
Indicator 5.d.2 
Evaluate future sleep needs

Benchmark 5.e 
Evaluate Caloric Intake Needs
Indicator 5.e.1 
Evaluate caloric intake needs

Benchmark 5.f 
Explain Energy Balance in Relation to Changing Needs
Indicator 5.f.1 
Explain energy balance in relation to changing needs

Benchmark 5.g 
Explain Consequences of Over-Exercising
Indicator 5.g.1 
Explain consequences of over-exercising

Essential - Standard, benchmark, or indicator from the VDOE Standards of Learning document. In the absence of VDOE standards for a given course, content subject to testing such as AP and IB can be labeled Essential.
Expected - Standard, benchmark, or indicator added by the FCPS Program of Studies to provide a context, a bridge, or an enhancement to the Essential SBIs.
Extended - Standard, benchmark, or indicator added by the FCPS Program of Studies generally used to differentiate instruction for advanced learners (Honors/GT)