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 10 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. The process of participating regularly in a physically active lifestyle will lead to personal enjoyment, challenge, satisfaction, and a health-enhancing level of personal fitness.

Students in Grade 10 are proficient in all fundamental movement skills and skill combinations and are competent in self-selected physical activities that they are likely to participate in throughout life. They understand and apply key movement and fitness principles and concepts for all activities in which they demonstrate competence. Students are good leaders and good followers, respect others, and anticipate and avoid unsafe physical activity situations. They develop the ability to understand and anticipate how physical activity interests and abilities change across a lifetime. Students demonstrate competency in at least three 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: 08/17/12 10:42 AM
Standard 1

Benchmark 1.a
Apply Competencies in Movement Skills to Appropriate Activities
Indicator 1.a.1
Perform basic and advanced motor skills
Indicator 1.a.2
Exhibit the ability to apply skills in lifetime activities
Indicator 1.a.3
Explain and apply appropriate strategies
Indicator 1.a.4
Explain and apply appropriate rules
Indicator 1.a.5
Conduct observations and skill analysis of others
Indicator 1.a.6
Analyze game play to improve performance
Indicator 1.a.7
Formulate strategies to improve performance

Benchmark 1.b
Design and Implement a Plan for Skill-Related Physical Activities
Indicator 1.b.1
Analyze skill performance to improve skills
Indicator 1.b.2
Engage in physical activities to acquire competency in movement forms
Indicator 1.b.3
Develop personal activity goals
Indicator 1.b.4
Develop a plan for physical activity beyond school years
Indicator 1.b.5
Utilize available technology to analyze skill performance
Standard 2

Benchmark 2.a
Explain & Apply Scientific Principles to Improve Performance Skills
Indicator 2.a.1
Explain & apply physiological principles to assess/improve performance
Indicator 2.a.2
Explain & apply biomechanical principles to improve performance
Indicator 2.a.3
Design and evaluate warm-up and cool-down sequences
Indicator 2.a.5
Examine how SOP applies to lifetime activities
Indicator 2.a.7
Explain how the body's systems respond to exercise
Indicator 2.a.8
Define the skill-related components of fitness

Benchmark 2.b
Integrate Movement Principles & Concepts to Improve Performance
Indicator 2.b.1
Identify and apply characteristics of highly skilled performance
Indicator 2.b.2
Analyze movement performance of self and others
Indicator 2.b.3
Develop the skill-related components of fitness
Standard 3

Benchmark 3.a
Select & Apply Appropriate Training Principles to Improve Performance
Indicator 3.a.1
Utilize FITT and SOP principles in developing a personal fitness plan
Indicator 3.a.2
Apply health-related & skill-related fitness components to an activity
Indicator 3.a.3
Enhance physical fitness by creating and implementing a fitness plan
Indicator 3.a.4
Evaluate the impact of lifetime activities on health and fitness
Indicator 3.a.5
Examine the impact of outside factors on fitness
Indicator 3.a.6
Identify strategies for preventing and decreasing the risk of injury
Indicator 3.a.7
Compare and contrast methods of determining exercise intensity
Indicator 3.a.8
Explain and apply various types of exercise programs
Indicator 3.a.9
Explain the relationship between activity, calories, and body weight

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
Utilize technology to improve fitness
Indicator 3.b.3
Evaluate articles & media to understand activity & fitness concepts
Standard 4

Benchmark 4.a
Initiate and Maintain Appropriate Personal Behaviors
Indicator 4.a.1
Identify appropriate behaviors in physical activity settings
Indicator 4.a.2
Describe and demonstrate appropriate etiquette

Benchmark 4.b
Exhibit Leadership & the Ability to Follow When Working With a Group
Indicator 4.b.1
Describe and demonstrate leadership and problem solving skills
Indicator 4.b.2
Demonstrate leadership skills by serving as an official

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 Role of Sport in Understanding Other Cultures
Indicator 4.d.1
Investigate cultural influences on sports and activities
Indicator 4.d.2
Explain the historical role of sport on cultural life
Indicator 4.d.3
Examine the impact of various factors on activity participation

Benchmark 4.e
Demonstrate Respect for Differences Among People
Indicator 4.e.1
Describe the importance of valuing all participants
Indicator 4.e.2
Develop strategies for including persons of diverse backgrounds
Standard 5

Benchmark 5.a
Participate in Health-Enhancing Physical Activities
Indicator 5.a.1
Establish physical activity goals as part of a personal fitness plan
Indicator 5.a.2
Demonstrate participation in health-enhancing physical activities
Indicator 5.a.3
Identify and evaluate community resources

Benchmark 5.b
Understand How Activity Preferences Change Over Time
Indicator 5.b.1
Evaluate changing physical activity needs over time
Indicator 5.b.2
Explore new physical activities in and outside of school
Indicator 5.b.3
Evaluate the impact of lifetime activities and skills on future health

Benchmark 5.c
Identify Barriers to Physical Activity & Methods to Overcome Barriers
Indicator 5.c.1
Identify common barriers to physical activity
Indicator 5.c.2
Identify and apply methods for overcoming barriers

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)