Module a lesson 1
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This document outlines the requirements for a personal physical activity practicum. Students must complete a minimum of 55 hours of moderate to vigorous physical activity over time to improve cardiorespiratory endurance and other fitness components. They must address safety and submit forms before and after completion, as well as a personal fitness portfolio with elements like physical activity and safety plans, activity logs, and reflections. The goal is for students to take ownership of their fitness and find enjoyable activities to develop active lifestyles.
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For more of my uploads please visit me:
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Grade 7 cg final physical education 1 10 01.13.2014 edited may 1, 2014
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This document discusses physical education. It defines physical education as promoting optimum development of individuals physically, mentally, socially and emotionally through selected physical activities. The goals of physical education are fitness and overall well-being. Physical education aims to develop individuals in biological, integrative and social functions through activities. It is legally mandated to promote physical activity and sports. Physical education enhances movement abilities, health, self-knowledge and contributes to community and economic development.
Students physical education k 12
The document outlines the Physical Education Standards of Learning for Virginia Public Schools from kindergarten through 12th grade. It introduces the five strands that the standards are grouped into: Skilled Movement, Movement Principles and Concepts, Personal Fitness, Responsible Behaviors, and Physically Active Lifestyle. The standards are intended to help students develop physical skills and knowledge to engage in physical activity now and throughout their lives. The kindergarten standards are then outlined as an example, focusing on developing fundamental movement patterns, learning movement concepts, participating in moderate physical activity, demonstrating safe and cooperative behaviors, and understanding the health benefits of physical activity.
Foundation of PE
This document outlines the foundation and objectives of a physical education curriculum. It describes how PE plays an important role in students' physical growth and development by teaching skills, attitudes, and values towards healthy, active lifestyles. The goals are to develop motor skills, fitness, sportsmanship, safety practices, and an understanding of health benefits. A physically educated student enjoys physical activity, maintains health and fitness, has positive self-esteem, applies thinking skills, and demonstrates fair play. The curriculum is developmentally appropriate, covering fundamental movements, gymnastics, dance, games, athletics and more.
Understanding Physical education
concept, objectives, scopes of physical education
Organizing Physical education program and role of PET
Physical education curr. 2006
The document is a physical education syllabus for primary, secondary, and pre-university levels in Singapore from 2006. It outlines the aims, objectives, scope, content, and expected learning outcomes of the PE curriculum. The curriculum aims to develop students' motor skills, knowledge, and attitudes to support a physically active and healthy lifestyle. It covers content areas like fundamental movements, educational gymnastics, dance, games, health and fitness management, athletics, swimming, and other physical activities. Schools are expected to provide a balanced PE program across all levels to help students attain the key learning goals at each stage of their education.
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The document outlines a physical education and health curriculum for grades 11 and 12. It includes 4 quarters that focus on different topics like fitness, sports, dance, and recreation. Each quarter lists content and performance standards, most essential learning competencies, and durations. It also provides examples of activity worksheets and assessments for students. The worksheets guide students through phases of learning like identifying what they know, discussing new information, and reflecting on what they have learned.
Health and PE
The New Zealand curriculum for health and physical education focuses on student well-being through learning contexts related to health and movement. It is underpinned by four key concepts: well-being, health promotion, socio-ecological perspectives, and the importance of attitudes and values for well-being. The curriculum aims to develop students' knowledge, skills, and attitudes to make informed health decisions and promote well-being both inside and outside the classroom by accepting challenges and taking responsibility. Learning is structured around four strands, achievement objectives, and how the concepts are integrated.
Westwood Public Schools Wellness Department: K-12 Slide Show
The Westwood Public Schools Wellness Department K-10 provides a comprehensive wellness program from kindergarten through 10th grade. The program focuses on developing students' knowledge of health, fitness, and social skills to achieve personal wellness. It offers a variety of units, activities, assessments and programs to teach students about nutrition, disability awareness, relationships, decision making, and substance abuse prevention. The goal is for students to graduate with the tools and understanding to make healthy lifestyle choices.
Exercise Science and Biomechanics presentation
For Elementary School, approving Physical Education Classes. In this presentation I will address some points of which should be taken into consideration. Let me explain to you about science and bio-mechanics.
PE-CG.pdf
The document outlines the K to 12 Physical Education curriculum in the Philippines which aims to develop 21st century skills through physical activity. It emphasizes developing physical literacy in students from kindergarten through grade 12. The curriculum focuses on five strands: body management, movement skills, games and sports, rhythms and dances, and physical fitness. It uses a developmental approach to teach students about movement concepts, motor skills, health-related fitness, and integrating physical activity into an active lifestyle. The goal is to produce graduates who pursue lifelong health through physical activity.
PE-CG.pdf
The document outlines the K to 12 Physical Education curriculum in the Philippines which aims to develop 21st century skills through physical activity. It emphasizes developing physical literacy through enjoyable movement experiences to establish healthy, active lifestyles. The curriculum focuses on five strands: body management, movement skills, games and sports, rhythms and dances, and physical fitness. It uses a developmental approach to teach concepts like body awareness, motor skills, health-related fitness, and integrating physical activity into daily life. The goal is for students to understand their personal responsibility for lifelong health and fitness.
Physical Education Curriculum Guides.pdf
The document is the Physical Education Curriculum Guide for grades 1 to 10 in the Philippines. It provides an overview of the K to 12 Basic Education Program which aims to develop 21st century skills in learners. The PE curriculum philosophy focuses on fitness, movement education and health-related fitness. It shifts from a previous sports-dominated approach. The curriculum develops skills in accessing, synthesizing and evaluating fitness and health information. It prioritizes habitual physical activity, movement competence, valuing physical activity, and understanding concepts related to physical activity. The guide outlines the learning strands, standards, scope and sequence for each grade level, and time allotments for PE. It describes the conceptual framework and provides details about curriculum implementation.
Stage 6 syllabus prelim
This document provides the rationale for including Personal Development, Health and Physical Education (PDHPE) in the Stage 6 curriculum in NSW, Australia. It discusses how PDHPE promotes students' intellectual, social, emotional, physical and spiritual development. It focuses on helping students adopt healthy, active lifestyles through understanding factors that influence health and movement. The aims and objectives of the PDHPE curriculum are to help students develop health-promoting values and make informed choices to support individual and community well-being. An overview of the Preliminary course outlines two core modules examining factors for individual health and the body in motion.
Week 1 scope of practice
This chapter discusses the role and scope of practice of personal trainers. It defines personal trainers as healthcare professionals who design safe and effective exercise programs for apparently healthy clients. The chapter outlines the general scope of practice for fitness professionals, which includes developing exercise programs but does not include diagnosing, prescribing treatment, or counseling patients. It emphasizes that personal trainers must refer clients who require services outside their scope. The chapter also discusses legal responsibilities and issues like negligence, waivers, and ensuring client and facility safety.
Pdhpe slides
PDHPE is an essential part of the curriculum as it encourages students to develop knowledge, skills and values to become healthy, happy, responsible members of society. It focuses on understanding oneself and others, making informed life decisions, and promoting lifelong physical activity. The key strands taught include developing an active lifestyle, dance, games and sports, growth and development, gymnastics, interpersonal relationships, personal health choices, and safe living. Parents can help by promoting healthy habits at home and ensuring lessons from school are enforced.
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Module e lesson 3
This document discusses unhealthy and abusive relationships. It defines emotional, physical, sexual, and financial abuse and notes that abuse can escalate over time. Students are asked to identify early warning signs of abuse and apply problem-solving to prevent abusive relationships or end unwanted ones safely. The document provides a case study on an emotionally and physically abusive teen relationship and discusses appropriate ways to end relationships, with an emphasis on personal safety.
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This document discusses rights and responsibilities in healthy relationships. It provides learning outcomes about examining individual rights and responsibilities in relationships and how respecting these affects relationship development. A personal bill of rights lists various rights people have, such as to respect, make their own decisions, say no to physical intimacy, and postpone pregnancy. Consent is defined as being active, based on choice, not manipulated or coerced, and freely given. Students are assigned to develop bills of rights and responsibilities for various relationship roles.
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This document discusses healthy and unhealthy relationships. It defines characteristics of unhealthy relationships, which can include emotional, physical, sexual, and financial abuse. Effective communication is important for healthy relationships, but technology can sometimes impact communication negatively. The document also covers factors that influence relationships, like different expectations, distractions, and difficulty expressing feelings. Common relationship problems are discussed if left unresolved.
Lesson 5
This document discusses food advertising and marketing strategies and their impact on consumer purchases. It notes that food companies use various strategies to influence what people buy. Understanding these strategies helps people make informed choices as consumers. Some common marketing techniques discussed are the use of images, text, and nutrition claims on food packaging as well as placement of foods in grocery stores.
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This document provides instructions for analyzing a day's menu and calculating the number of food guide servings from each food group. It includes a sample menu listing foods and their corresponding food groups. The individual is asked to identify foods high in fat or sugar, calculate total servings from each group, and compare to recommended daily servings. They are also asked to suggest ways to improve intake of one food group by adding specific foods and when to eat them.
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The human body requires energy to perform basic functions and physical activities. The amount of energy expended varies depending on the intensity of the activity, from basic metabolic functions to vigorous exercise. Regular physical activity increases daily energy expenditure and can help maintain a healthy energy balance and weight. Lack of activity reduces energy expenditure and contributes to weight gain if not balanced with calorie intake. The lesson explores factors that influence energy expenditure and the relationship between physical activity, calorie balance, and health.
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This document provides instructions for students to track and categorize their daily physical activities by intensity level over three days. Students are asked to list each activity, duration, and intensity category. Intensity categories include resting, very light, light, moderate, and vigorous. Students then total the hours in each intensity category for each day and calculate their average hours per day of moderate and vigorous intensity activities.
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Module a lesson 1
- 1. Lesson 1 Personal Physical Activity Inventory