Sweetwater Union High School District High School Course II P.E. Dance Course Length: 1 Year Classroom Instruction and Review: Education Code Section 51222 provides for 400 minutes of physical education every ten school days for students in grades seven through twelve. Grade Level: Ten UC/CSU/College: District Requirement: Students enrolled in this course are required to have passed 5/6 of the Fitnessgram requirements in High School Course I. Students who do not pass 5/6 of the Fitnessgram requirements in High School Course II are required to enroll in “Fitness for Life”, a course closely aligned to High School Course II content standards with individual fitness planning to aid and assist students to pass the Fitnessgram requirements during the testing windows. Course Number: PE Dance High School course II 93552 Credential Information: (Any Below) Course Prerequisites: PE High School Course I District Approved Textbook/Materials: Pedagogical Philosophy for High School Course II: This course is designed to give students the opportunity to learn through a comprehensive sequentially planned Physical Education Dance program in accordance with the California Model Content Standards for Physical Education. Students will be empowered to make choices, meet challenges and develop positive behaviors in fitness, wellness and movement activity for a lifetime. Course 2 addresses combatives, gymnastics/tumbling, and team activities. The effects of physical dance activity on dynamic health and the mechanics of body movement are integrated throughout the school year. Course 2 is designed to be taken after Course 1. Units of instruction include: introduction to advanced physical education, fitness (including fitness technology), team activities, gymnastics/tumbling, and combatives. ESLR’s: 1. Productive Individual Students will develop knowledge of and competency a variety of fitness activities, achieve a healthy fitness zone level, demonstrate knowledge of fitness concepts, psychological and sociological strategies and apply them to their personal physical activity. 2. Effective Communicator Students will continually improve their listening, speaking, reading, writing skills as they demonstrate their knowledge through fitness and individual activities. Students will gain knowledge in a variety of physical, psychological, and sociological experiences through this class. 3. Culturally Empowered Community Member Students will have an improved awareness of the community resources, needs, and health related issues that are facing our youth today. 4. Self-Directed Learner Students will have the knowledge of creating their personal fitness regime, making adjustments, and challenging their fitness levels to get the desired fitness results and meet their goals. Students will make healthy life long fitness choices that will be incorporated into their daily lives. The typical time ranges reflect estimated times needed to teach the objective to mastery. Times may need to be modified, depending on student needs. © 2006 Sweetwater Union High School District Revised on: June 25, 2008 High School Course II P.E. Dance District Course Content Standards and Content Objectives First Semester 1. Students demonstrate knowledge and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. 2. Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. 3. Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Second Semester 1. Students demonstrate knowledge and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. 2. Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. 3. Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Ongoing for Both Semesters Fitness Unit: Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. 2.1 Participate in moderate to vigorous physical activity at least four days each week. 2.2 Participate in challenging physical fitness activities using the principles of exercise to meet individual needs and interests. 2.3 Identify and achieve levels of excellence in physical fitness that enhance physical and mental performance beyond the standards established by scientifically based health-related fitness assessments. 2.4 Assess levels of physical fitness and adjust physical activity to accommodate changes in age, growth, and development. 2.5 Justify the use of particular physical activities to achieve desired fitness goals. 2.6 Develop and describe a physical fitness plan that enhances personal health and performance in future leisure and workplace activities. 2.7 Develop and implement an appropriate personal physical fitness program for a family or community member. 2.8 Explain how to evaluate consumer physical fitness products and programs. 2.9 Identify and evaluate ergogenic aids that claim to enhance body composition, appearance, physical fitness, and performance. 2.10 Evaluate the availability and quality of fitness resources in the community. 2.11 Use and analyze scientifically based data and protocols to assess oneself on the five components of health-related physical fitness. The typical time ranges reflect estimated times needed to teach the objective to mastery. Times may need to be modified, depending on student needs. © 2006 Sweetwater Union High School District Revised on: June 25, 2008 2 High School Course II P.E. Dance Notes: As noted in Course 1, the developmental range of high school students is very diverse. However, by tenth grade, most students are experiencing a slower rate of growth. This slowdown in growth rate, along with increases in the length and breadth of muscles, produces a higher level of motor ability and fitness. Students are becoming more interested in their personal development and recognize the value of high-level physical performance for their future lives and careers. Tenth graders continue to improve their cognitive functioning. They are experiencing an expansion of their knowledge base; an increase in their ability to absorb, process, and retrieve information; a refinement of their language and communication skills; an increase in their attention capacity; and an increase in their ability to conceptualize, reason, and analyze information. They are moving toward their full intellectual potential, which usually occurs between 16 and 25 years of age. As tenth graders mature, their egocentrism decreases. Through social interaction, they learn that they are not the sole focus of attention. They are learning to express their emotions in more appropriate ways, and their moral reasoning is becoming increasingly sophisticated. Peer groups and dating activities dominate their social lives. They are ready to assume more formal leadership roles during physical activities. Objective Prerequisites Essential Vocabulary Typical Time Range 2 Weeks Performance Standard Formal Assessments Team Dance Activities 1.1 Combine and apply movement patterns, from simple to complex, in combative, gymnastic/tumbling, and team activities. 1.2 Demonstrate proficient movement skills in combative, gymnastic/tumbling, and team activities. 1.3 Explain the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance performance levels in combative, gymnastic/tumbling, and team activities and apply those Participation in all dance and rhythmic skills standards prior to grade 10. Essential Dance Skills: Positions of the Feet: First Second Third Fourth Fifth Biomechanics: Alignment Balance Cool Down Counter Balance Etiquette Progression Spotting Technique Transition Warm up Musicality: Accent Range: 30 Hours Acquisition: 10 Hours Mastery: 20 Hours 90% of students will be able to combine and apply movement patterns, from simple to complex, in gymnastic/tumbling, and dance activities. 90% of students will be able to demonstrate proficient movement skills in gymnastic/tumbling, and dance activities. Individual and Dual Activities: 90 % of students will be able to Explain the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance performance levels in gymnastic/tumbling, and dance activities and apply those components in performance 90% of students will be able to explain and demonstrate advanced Observation of movement patterns within a physical activity. Self assessments. Partner assessments. Skills test. Reading Strategies in Physical Education: Learning logs: students can keep a log of various vocabulary words and The typical time ranges reflect estimated times needed to teach the objective to mastery. Times may need to be modified, depending on student needs. © 2006 Sweetwater Union High School District Revised on: June 25, 2008 High School Course II P.E. Dance components in performance. 1.4 Explain and demonstrate advanced offensive, defensive, and transition strategies and tactics in combative, gymnastic/tumbling, and team activities. 1.5 Explain the use of the principles of biomechanics (leverage, force, inertia, rotary motion, and opposition); apply the principles to achieve advanced performance in combative, gymnastic/tumbling, and team activities; and evaluate the performance based on use of the principles. 1.6 Evaluate the relationships of physical, emotional, and cognitive factors affecting individual and team performance. 1.7 Analyze and evaluate feedback from proprioreception, from others, and from the performance of complex motor (movement) activities to improve performance in combative, gymnastic/tumbling, and team activities. 1.8 Analyze and explain which training and conditioning practices have the greatest Ballet Dance Center/Barré Work Plié Tendu Degagé Relevé Coupé Passé Ronds De Jambe Fondu Developpé Battement Port de Bras Frappé Fouté Parallel Pirouette Arabesque Turn-out Locomotor Movements Chassé Pas de Bourreé Contra Temps Balancé Pique Turn Chainé Soustenu Assemble Tour Jeté Sauté Pas De Chat Glissadé Tombé Combinations Adagio Allegro Grande Allegro offensive, defensive, and transition strategies and tactics in gymnastic/tumbling, and dance activities. 90% of students will be able to explain the use of the principles of biomechanics (leverage, force, inertia, rotary motion, and opposition); apply the principles to achieve advanced performance in gymnastic/tumbling, and dance activities; and evaluate the performance based on use of the principles. 90% of students will be able to evaluate the relationships of physical, emotional, and cognitive factors affecting individual and team performance. 90% of students will be able to analyze and evaluate feedback from proprioreception, from others, and from the performance of complex motor (movement) activities to improve performance in gymnastic/tumbling, and dance activities. 90% of students will be able to analyze and explain which training and conditioning practices have the greatest impact on skill acquisition and performance in gymnastic/tumbling, and dance activities. skills. Reciprocal Teaching: students can work together to teach skill- related components and how they apply within a physical activity. Students will be placed into groups, as a group students will travel around to various stations that represent the skills related components. At the station students will have to identity the components, write the definitions, and perform the skill. The typical time ranges reflect estimated times needed to teach the objective to mastery. Times may need to be modified, depending on student needs. © 2006 Sweetwater Union High School District Revised on: June 25, 2008 High School Course II P.E. Dance impact on skill acquisition and performance in combative, gymnastic/tumbling, and team activities. 1.9 Create or modify practice/training plans based on evaluative feedback from skill acquisition and performance in combative, gymnastic/tumbling, and team activities. 1.10 Analyze situations to determine appropriate strategies to use in combative, gymnastic/tumbling, and team activities. 1.11 Assess the effect/outcome of a particular performance strategy used in combative, gymnastic/tumbling, and team activities. 1.12Evaluate independent learning of movement skills. Jazz Dance Axial Movements Attitude Fan Kick Forced Arch Hinge Isolations Jazz Hands Lunge Kick Parallel Plié Turned In Locomotor Movements Ball Change Box Step Grapevine Jazz Walk Pivot Suzy Q Elevated Movements Hop Jump Tuck Jump Front Leap Side Leap Switch Leap Stag Double Stag Turns Axel Chainé Pique Pirouette 90% of students will be able to create or modify practice/training plans based on evaluative feedback from skill acquisition and performance in gymnastic/tumbling, and dance activities. 90% of students will be able to analyze situations to determine appropriate strategies to use in gymnastic/tumbling, and dance activities. 90% of students will be able to analyze the effect/outcome of a particular performance strategy used in gymnastic/tumbling, and dance activities. 90% of students will be able to evaluate independent learning of movement skills. The typical time ranges reflect estimated times needed to teach the objective to mastery. Times may need to be modified, depending on student needs. © 2006 Sweetwater Union High School District Revised on: June 25, 2008 High School Course II P.E. Dance Floor Technique Back Roll Forward Roll Jazz Split Tuck and Roll Safety Equipment: Sprung Floor Mirrors Ballet Barres Attire Appearance Skills and Concepts: • Develop basic competency in skills and show progress by demonstrating dance advanced techniques. • History, safety, rules and etiquette. • Similarities and differences • Apply principles of resistance The typical time ranges reflect estimated times needed to teach the objective to mastery. Times may need to be modified, depending on student needs. © 2006 Sweetwater Union High School District Revised on: June 25, 2008 High School Course II P.E. Dance For some high school students, Course 2 is their last opportunity for formal instruction in physical education. Course 2 addresses combatives, gymnastics/tumbling, and team activities. The effects of physical activity on dynamic health and the mechanics of body movement are integrated throughout the school year. Course 2 is designed to be taken after Course 1 is completed. Typically, tenth graders enroll in Course 2, though some students will take Course 2 as eleventh or twelfth graders. Standard 1: Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Select two to four of the following: ballet, folk, jazz, modern, social, square Notes from California Framework: Tenth-grade students learn to use the principles of biomechanics to analyze and improve performance. These biomechanical principles include leverage, force, inertia, rotary motion, opposition, and buoyancy. They also explain and use the skill-related fitness components to enhance their performance. The skill-related fitness components are speed, power, agility, coordination, reaction time, and balance. They can also use their understanding of training and conditioning practices to improve skill acquisition and performance. Understanding these four areas (biomechanics, motor learning, skill-related fitness, and training and conditioning), along with the role of emotions, provides learners with the comprehensive knowledge for improving performance in combatives, gymnastics and tumbling, and team dance activities. On their path to becoming independent learners of movement skills, students increase their understanding of motor learning concepts. By the end of tenth grade, students create practice plans for improving their own performance in combatives, gymnastics and tumbling, and team dance activities. These practice plans are based on their personal strengths and weaknesses as identified by the students through feedback from proprioreception, from others, and from the performance of complex movement activities. Assessment and Practice Format Specifications Sample Assessment Suggested Instructional Resources Possible Instructional Strategies/Activities for Objective Multiple Choice Dance Team activities Which of the following is the best way to perform a dance as a team? A. Keep the best dancers of the group in the front the entire performance. B. Give every dancer the opportunity to dance in the front no matter how they look executing the movements C. Give each dancer the opportunity to showcase their strengths by placing each in the front during the parts of the dance they execute the best. Books Deal a Dance cards by Susan McGreevy- Nichols, Helene Scheff, Marty Sprague Choreography by Sandra Cerny Minton Dance Imagery by Eric Franklin Jump Into Jazz by Minda Goodman Kraines and Esther Pryor The Language of Ballet by Thalia Mara Technical Manual and Dictionary of Classical Ballet by Gail Grant Building Dances by Susan McGreevy-Nichols, Student self assessments. -Students will check off the level of proficiency that they themselves demonstrate after viewing a video on their performance. Partner assessments. - Have students pair up to work on a dance skill/ balance pose. Each student will demonstrate the movement to their partner who will then provide them with immediate feedback. Team assessments. - Students can be broken up into groups and take turns video taping each others groups performing. Then students can watch the video tape and evaluate how to improve dance performance. The typical time ranges reflect estimated times needed to teach the objective to mastery. Times may need to be modified, depending on student needs. © 2006 Sweetwater Union High School District Revised on: June 25, 2008 High School Course II P.E. Dance Helene Scheff, Marty Sprague Written assessments. Equipment: Ballet Barres Mirrors Proper sprung dance floor Video Camera or Digital Camera equipment to play the images recorded (TV or LCD projector) Audio Equipment – CD player/MP3 player Elastic exercise bands - Students can be assigned to watch a dance performance in the community and evaluate the performance in written form. The performance can be a high school event or a professional event. Activity prior to assignment: -Have students work in groups to improvise dance movements with the use of the Deal a Dance cards. Handouts Proper dance etiquette and attire Various warm-up and cool down dance exercises Dance exercises that correlate with each fitness component. Music Variations by Lisa Hariss Ballet Etudes by Robert Long Projects: -Have students work in a team to choreograph a dance utilizing all the elements of movement in the dance genre of their choosing. - Students will experience the process of creating a dance team routine by following a set procedure. Students will recognize that doing dance team dances is one way to keep aerobically fit. Websites Dancehelp.com Alldancecentral.com PE Central http://pecentral.org/lessonideas/pelessonplans. html Videos NYC Ballet Workout DVD Formative Assessment (Constructed or Performance) Short answer/ Diagram 1.5 Explain the use of the principles of biomechanics (leverage, force, inertia, rotary motion, and opposition); apply the principles to achieve advanced performance in combative, The typical time ranges reflect estimated times needed to teach the objective to mastery. Times may need to be modified, depending on student needs. © 2006 Sweetwater Union High School District Revised on: June 25, 2008 High School Course II P.E. Dance gymnastic/tumbling, and team activities; and evaluate the performance based on use of the principles. Constructed Assessment for a Team Dance Lesson: Please Draw the Following Feet Positions: 1st Turned-Out: 2nd Turned-Out: 4th Turned-Out: 5th Turned-Out: Students will have a picture of a person standing and will draw a correct line of gravity. They will then describe the points of the body the line passes for proper alignment to occur. Summative Assessment (Authentic/Real World Performance) Team dance combinations in center and traveling across the floor. Students will work in a team to choreograph a dance utilizing all the elements of movement in the dance genre of their choosing. Students will demonstrate ballet dance knowledge by creating an adagio and allegro dance combination as a group. Students will demonstrate Jazz dance knowledge by creating a traveling and center dance combination as a group Students will work together as a team to develop a floor rhythmic/dance routine and perform it in class or on stage. The typical time ranges reflect estimated times needed to teach the objective to mastery. Times may need to be modified, depending on student needs. © 2006 Sweetwater Union High School District Revised on: June 25, 2008 High School Course II P.E. Dance Objective Prerequisites Essential Vocabulary Typical Time Range 6 Weeks Performance Standard Formal Assessments Gymnastics/Tumbling 1.1 Combine and apply movement patterns, from simple to complex, in combative, gymnastic/tumbling, and team activities. 1.2 Demonstrate proficient movement skills in combative, gymnastic/tumbling, and team activities. 1.3 Explain the skill- related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance performance levels in combative, gymnastic/tumbling, and team activities and apply those components in performance. 1.4 Explain and demonstrate advanced offensive, defensive, and transition strategies and tactics in combative, gymnastic/tumbling, and team activities. Participation in all dance and rhythmic skills standards prior to grade 10. Essential Skills: • Demonstrate basic tumbling moves • Review history • Spotting and safety • Analyze movement using principles of resistance • Demonstrate aesthetic movement while performing • Balance Beam: low beam and/or regulation beam: Mounts, walking, hopping and skipping, turns, balances, dismounts • Bars: parallel, uneven • Pullover: knee hang, knee swing, basket, skin the cat, turns, dismounts • Vaulting: Squat, straddle, flank • Floor exercise • Combine basic tumbling moves into a routine • If no gymnastics apparatus is available, this unit should include rhythmic/ dance movement • Rhythmic Gymnastics/Dance: Combine basic tumbling moves, which may include implements such as balls, hoops, jump ropes, wands or ribbons in a routine • Supplemental activities: Dance, rope jumping, elastic bands, stability balls Range: 30 Hours Acquisition: 10 Hours Mastery: 20 Hours 90% of students will be able to combine and apply movement patterns, from simple to complex, gymnastic/tumbling, and dance activities. 90% of students will be able to demonstrate proficient movement skills in gymnastic/tumbling and dance activities. Individual and Dual Activities: 90% of students will be able to Explain the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance performance levels in gymnastic/tumbling and dance activities and apply those components in performance 90% of students will be able to explain and demonstrate advanced offensive, defensive, and transition strategies and tactics in gymnastic/tumbling, and dance activities. 90% of students will be able to explain the use of the principles of biomechanics (leverage, force, inertia, rotary motion, and opposition); apply Observation of movement patterns within a physical activity. Self assessments. Partner assessments. Skills test. Reading Strategies in Physical Education: Learning logs: students can keep a log of various vocabulary words and skills. Reciprocal Teaching: students can work together to teach skill- related components and how they apply within a physical activity. Students will The typical time ranges reflect estimated times needed to teach the objective to mastery. Times may need to be modified, depending on student needs. © 2006 Sweetwater Union High School District Revised on: June 25, 2008 High School Course II P.E. Dance 1.5 Explain the use of the principles of biomechanics (leverage, force, inertia, rotary motion, and opposition); apply the principles to achieve advanced performance in combative, gymnastic/tumbling, and team activities; and evaluate the performance based on use of the principles. 1.6 Evaluate the relationships of physical, emotional, and cognitive factors affecting individual and team performance. 1.7 Analyze and evaluate feedback from proprioreception, from others, and from the performance of complex motor (movement) activities to improve performance in combative, gymnastic/tumbling, and team activities. 1.8 Analyze and explain which training and conditioning practices have the greatest impact on skill acquisition and performance in combative, gymnastic/tumbling, and team activities. the principles to achieve advanced performance in gymnastic/tumbling, and dance activities; and evaluate the performance based on use of the principles. 90% of students will be able to evaluate the relationships of physical, emotional, and cognitive factors affecting individual and team performance. 90% of students will be able to analyze and evaluate feedback from proprioreception, from others, and from the performance of complex motor (movement) activities to improve performance in gymnastic/tumbling, and dance activities. 90% of students will be able to analyze and explain which training and conditioning practices have the greatest impact on skill acquisition and performance in gymnastic/tumbling, and dance activities. 90% of students will be able to create or modify practice/training plans based on evaluative feedback from skill acquisition and performance in gymnastic/tumbling, and be placed into groups, as a group students will travel around to various stations that represent the skills related components. At the station students will have to identity the components, write the definitions, and perform the skill. The typical time ranges reflect estimated times needed to teach the objective to mastery. Times may need to be modified, depending on student needs. © 2006 Sweetwater Union High School District Revised on: June 25, 2008 High School Course II P.E. Dance 1.9 Create or modify practice/training plans based on evaluative feedback from skill acquisition and performance in combative, gymnastic/tumbling, and team activities. 1.10 Analyze situations to determine appropriate strategies to use in combative, gymnastic/tumbling, and team activities. 1.11 Assess the effect/outcome of a particular performance strategy used in combative, gymnastic/tumbling, and team activities. 1.12Evaluate independent learning of movement skills. dance activities. 90% of students will be able to analyze situations to determine appropriate strategies to use in gymnastic/tumbling, and dance activities. 90% of students will be able to analyze the effect/outcome of a particular performance strategy used gymnastic/tumbling, and dance activities. 90% of students will be able to evaluate independent learning of movement skills. The typical time ranges reflect estimated times needed to teach the objective to mastery. Times may need to be modified, depending on student needs. © 2006 Sweetwater Union High School District Revised on: June 25, 2008 High School Course II P.E. Dance Assessment and Practice Format Specifications Sample Assessment Suggested Instructional Resources Possible Instructional Strategies/Activities for Objective Multiple Choice How should a pirouette be performed on a Books: -Training log of conditioning Gymnastics/Dance balance beam? Jump Into Jazz by Minda Goodman Kraines and practices of Vocabulary A. In passé B. With proper use of spotting C. On elevé D. All of the above Which of the following dance genres is best suitable for the floor exercise? A. Tap B. Square C. Folk D. Jazz Esther Pryor Rhythmic Activities and Dance by John Price Bennett and Pamela Coughenour Riemer The Language of Ballet by Thalia Mara Equipment: Ballet Barres Mirrors Proper sprung dance floor Video Camera or Digital Camera equipment to play the images recorded (TV or LCD projector) Audio Equipment – CD player/MP3 player Elastic exercise bands Handouts: Examples of training/ conditioning practices for basic fitness. Examples of training/ conditioning practices for sports. Fitnessgram requirements and training and conditioning for each component. gymnastics/dance. -Students are divided into groups and given a component from the Fitnessgram. Each group will have to come up with training/ practices for that component and lead the class through the exercises. Formative Assessment (Constructed or Performance) Short answer Formative Assessment Describe the proper form for landing a balance beam take off. 1.7 Analyze and evaluate feedback from proprioception, from others, and from the performance of complex motor (movement) activities to improve performance in combative, gymnastic/tumbling, and team activities. Formative Assessment for a Gymnastics Lesson: Students work collaboratively with a partner to master the skill of the The typical time ranges reflect estimated times needed to teach the objective to mastery. Times may need to be modified, depending on student needs. © 2006 Sweetwater Union High School District Revised on: June 25, 2008 High School Course II P.E. Dance cartwheel. There is one instructional unit between two students with a check off sheet of key elements of the skill (example hand- hand-foot-foot sequence, straight line, etc...). Based on the feedback from the peer and proprioreception, the student is able to identify and make correction in their cartwheel form for more efficient and effective movement. Projects: Students will develop a fitness workout plan to best prepare them for the upcoming dance performance. Each student will need to consider what their current fitness level is, define what fitness attributes they will need for a success performance, and develop and implement a plan to prepare them for the performance Students will have to create a four week training/conditioning regiment for a particular gymnastics and dance skill. Students would have to explain why they chose those particular exercises for that skill, and how it could have an impact on performance. Summative Assessment (Authentic/Real World Performance) 1.7 Analyze and evaluate feedback from proprioreception, from others, and from the performance of complex motor (movement) activities to improve performance in gymnastic/tumbling, and dance activities. Proprioreception refers to the ability to sense the position, location, orientation, and movement of one’s body and its parts. The students are assigned to groups of four to work on the roundoff, a common gymnastics/tumbling skill. One person performs the roundoff, one person is the spotter, one person provides feedback, and one person is the recorder. Students rotate roles after each trial. During closure, the performers analyze the feedback they received from proprioreception and others to determine what they need to do to improve their performance. The typical time ranges reflect estimated times needed to teach the objective to mastery. Times may need to be modified, depending on student needs. © 2006 Sweetwater Union High School District Revised on: June 25, 2008 High School Course II P.E. Dance Standard 1: Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. . A personal defense class in which students learn to avoid dangerous situations as well as how to defend themselves meets the combatives requirement. The development of proficiency gives the student the capacity for success and the attainment of advanced levels of performance that increase the likelihood of continued participation well into adulthood. Objective Prerequisites Essential Vocabulary Typical Time Range 4 Weeks Performance Standard Formal Assessments Combatives 1.1 Combine and apply movement patterns, from simple to complex, in combative, gymnastic/tumbling, and team activities. 1.2 Demonstrate proficient movement skills in combative, gymnastic/tumbling, and team activities. 1.3 Explain the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance performance levels in combative, gymnastic/tumbling, and team activities and apply those components in performance. 1.4 Explain and demonstrate advanced offensive, defensive, and transition strategies and tactics in combative, Skills and Concepts: • Develop a personal safety plan • Develop and maintain a fitness level appropriate for performance of personal safety skills • Demonstrate progress by practicing advanced skills, which require a combination of techniques within a drill • Apply principals of resistance to enhance performance of personal safety /self defense skills • Apply fundamental skills of self defense: jab, jab cross, round house punches, snap kicks, crescent kicks, side kicks, back kicks • Analyze use of levers in self defense movements • Work effectively with a partner to practice personal safety/self defense skills Range: 20 Hours Acquisition: 10 Hours Mastery: 10 Hours 90% of students will be able to combine and apply movement patterns, from simple to complex, in combative, gymnastic/tumbling, and dance team activities. 90% of students will be able to demonstrate proficient movement skills in combative, gymnastic/tumbling, dance team activities. Individual and Dual Activities: 90% of students will be able to Explain the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance performance levels in combative, gymnastic/tumbling, and team activities and apply those components in performance 90% o