Health/Physical Ed Curriculum
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  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
 
 
HPE.PE10
Standard 1 
DEMONSTRATE PROFICIENCY IN SKILL-RELATED PHYSICAL ACTIVITIES
 

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
 
HPE.PE10
Standard 2 
APPLY KNOWLEDGE OF BIOMECHANICS AND ANATOMY TO MOVEMENT
 

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
 
HPE.PE10
Standard 3 
APPLY TRAINING AND SCIENTIFIC CONCEPTS TO PERSONAL FITNESS PLANNING
 

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
 
HPE.PE10
Standard 4 
DEMONSTRATE APPROPRIATE BEHAVIOR IN PHYSICAL ACTIVITY SETTINGS
 

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
 
HPE.PE10
Standard 5 
EXPLAIN IMPORTANCE OF ENERGY BALANCE
 

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)