Students will:

• Demonstrate program-planning skills by:
  • Ongoing fitness assessment, evaluation, and analysis of all components of health-related fitness
  • Goal setting (SMART goals)
  • Modify plan
  • Exercise planning, including timelines
  • Conducting fitness activities both in and outside of the classroom setting
  • Evaluating progress and future planning
• Utilize FITT and SOP in developing, implementing, and modifying a personal fitness plan.
• Explain characteristics of safe and appropriate cardiorespiratory exercise programs to improve personal fitness.
• Explain the relationship between resting heart rate, target heart rate, recovery heart rate, blood pressure, training zones, and exercise intensity to meet exercise and personal fitness goals.
• Calculate and explain resting heart rate, target heart rate, recovery heart rate, blood pressure, training zones, and exercise intensity, including measurement devices (e.g., heart rate monitors, pedometers, accelerometers) to meet exercise and personal fitness goals, including:
  • Pulse calculation
  • Heart rate monitors to measure exercise intensity
  • Appropriate training zones to meet exercise goals
• Use the scientific process to analyze and compare resources, including available technology, to evaluate, monitor, and record activities for fitness improvement.
• Apply strength and stretching exercises to meet personal fitness goals.
• Design and implement a plan to maintain an appropriate energy balance for a healthy, active lifestyle, including:
  • A balanced intake
  • Expenditure (levels of intensity)
  • Sleep

Students will:

• Demonstrate proficiency and refinement in locomotor skills through appropriate activities.
• Apply the principles of warm-up and cool down.
• Demonstrate integrity while engaging in a variety of activities.
• Explain the effects of sports and activities in developing respect for the unique characteristics, differences, and abilities of peers.
• Apply communication skills and strategies that promote positive team and group dynamics.

Students will:

• Demonstrate proficiency and refinement in manipulative skills through appropriate activities.
• Design and implement a practice plan for self-selected skill, including the motor learning process of:
  • Analysis of performance
  • Application of principles of movement and training
  • Goal setting for improvement of personal skills
• Demonstrate improvement of personal skills through:
  • Practice
  • Correction
  • Practice at a higher level
  • Reassessment
• Analyze movement performance and utilize feedback to learn or to improve the movement skills of self and others.
• Apply the concepts and principles of levers, force, motion, and rotation.
• Apply the biomechanical principles of balance, energy, and types of muscle contractions to a variety of activities.
• Demonstrate proficiency and refinement in non-locomotor skills through appropriate activities.
• Identify frontal, transverse, and sagittal planes of movement and demonstrate movement in each plane.
• Explain characteristics of safe and appropriate muscular stretching to improve personal fitness.
• Identify types of stretching exercises, including static, proprioceptive neuromuscular facilitation, and dynamic.

Individual Fitness

Students will:

• Explain the muscle actions of concentric, eccentric, and isometric contractions.
• Explain and demonstrate abduction, adduction, flexion, and extension at multiple joints.
• Explain the body's response to the principles of specificity, overload, and progression (SOP).
• Explain the FITT (frequency, intensity, time, and type of exercise) principle as it relates to physical training.
• Explain the body's response to the principles of specificity, overload, and progression (SOP) in relation to frequency, intensity, time, and type of exercise (FITT).
• Explain characteristics of safe and appropriate muscular strengthening to improve personal fitness.
• Demonstrate appropriate techniques and describe the benefits of resistance-training activities, machines, and/or free weights.
• Identify types of strength exercises, including isometric, concentric, and eccentric.
• Define and describe terms and activities associated with fitness, including: set, repetition, isometric, isotonic, isokinetic, core, upper-body exercises, and lower-body exercises.
• Apply the principles of specificity, overload, and progression (SOP).

Energy Balance

Students will:

• Describe the relationship between the endocrine system and the body’s metabolic response to short- and long-term physical activity.
• Define aerobic and anaerobic respiration.
• Explain how energy is created through aerobic respiration.
• Explain how energy is created through anaerobic respiration, including the ATP-PC Cycle and Lactic Acid Cycle.
• Explain the body's physiological response to sugar.
• Explain the body's physiological response to sodium.
• Explain the body's physiological response to fat.
• Explain determinants of healthy body weight.

Students will:

• Demonstrate proper etiquette while engaging in a variety of physical activities.
• Identify sources of social support, including other participants, coaches/teachers, and parents.
• Identify opportunities for positive social support in self-selected physical activity.
• Apply best practices for participating safely in physical activity, exercise, and dance, including:
  • Injury prevention
  • Proper alignment
  • Hydration
  • Use of equipment
  • Implementation of rules

Students will:

• Evaluate the components and progress of the personal fitness plan, including:
  • VA Wellness Testing
  • Proper fitness testing protocol and technique
  • Self-evaluation of personal fitness levels
• Assess and analyze current energy balance, including:
  • Intake and expenditure
  • Activity levels
  • Food choices
  • Amount of sleep
• Explain body composition as the percentage of fat mass and lean tissue mass.
• Identify common measures of body composition, including:
  • BMI (body mass index)
  • Waist circumference
  • Skinfold Bioelectrical impedance

Students will:

• Describe the positive and negative effects of social media.
• Explain limitations to effective communication online.
• Create strategies to manage personal information and communicate online.
• Apply health knowledge and skills to achieve and maintain long-term health and wellness.
• Describe the importance of health habits that promote vision, hearing, and dental health.
• Explain physical, mental, social, and academic benefits of wellness.
• Design a wellness plan for physical activity, sleep, rest and nutrition to meet current health goals.
• Identify and describe the major structures of the endocrine system.
• Identify risks that affect the endocrine system.
• Develop a personal plan to prevent substance use.
• Promote global environmental health and/or disease prevention projects.
• Explain how alcohol and other drugs increase the risk of injury.
• Analyze the consequences of binge drinking.
• Evaluate the effects of alcohol and other drug use on the body.
• Develop a set of personal standards to resist the use of Alcohol, Tobacco, and Other Drugs (ATOD).
• Identify ways to manage stress.
• Identify signs and symptoms of mental illnesses or challenges (e.g., anxiety, depression, suicide, eating disorders, self-harm behaviors).
• Identify school and community mental health resources to help and assist with mental illnesses or challenges.
• Create strategies to manage deadlines for a school-related activity.
• Promote access to mental health resources to help oneself and others.
• Analyze issues related to relationships, exploitation, and depression.
• Identify types of gangs, gang-related behaviors, and consequences.
• Analyze level of risk associated with a variety of behaviors, including weapon use and gang involvement.
• Demonstrate healthy decision-making strategies related to risky behaviors.
• Create a message about the importance of avoiding gang involvement.
• Evaluate long-term consequences of injury and describe risk factors.
• Explore community resources for purchasing locally grown and sourced food.
• Evaluate strategies for improving health-related social issues.
• Examine the impact of global environmental health issues on local communities.
• Describe actions, behaviors, signs that may indicate potential threats.
• Develop action steps to promote a safe and inclusive school environment.
• Identify health-related social issues, such as homelessness, underage drinking, and substance abuse.
• Define herd immunity and explain how immunizations prevent diseases.
• Identify global environmental health issues.
• Identify behaviors that contribute to heart disease, stroke, diabetes, cancer, obesity, and other chronic diseases and conditions.
• Analyze data on spread of diseases and develop prevention strategies.

Objectives and descriptive statements can be found on the ninth grade Family Life Education page .

Students will:

• Demonstrate skills to advocate for personal and community health.
• Demonstrate:
  • Adult and Child CPR
  • Use of AED
  • First Aid Skills
• Explain why learning CPR/AED protocols are important.
• Define the term Universal Precautions.
• Identify life-threatening emergencies.
• Describe and demonstrate CPR/AED.
• Describe and demonstrate first aid skills.