Topic outline

  • Health-optimizing P.E. (H.O.P.E.) 1: Exercise for Fitness

    • Distinguishes aerobic from muscle-and bonestrengthening activities

    • Explains how to optimize the energy systems for safe and improved performance

    • Relates health behaviors (eating habits, sleep and stress management) to health risks factors and physical activity assessment performance

    • Differentiates types of eating (fueling for performance, emotional eating, social eating, eating while watching tv or sports events)

    • Recognizes the role of physical activity assessments in managing one’s stress

    • Self-assesses health-related fitness (HRF). status, barriers to physical activity assessment participation and one’s diet

    • Sets Frequency Intensity Time Type (FITT) goals based on training principles to achieve and/or maintain health-related fitness (HRF).

    • Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of school

    • Analyzes physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs to monitor and/or adjust participation or effort.

    • Observes personal safety protocol to avoid dehydration, overexertion, hypo- and hyperthermia during MVPA participation

    • Identifies school and community resources in case of an injury or emergency

    • Demonstrates proper etiquette and safety in the use of facilities and equipment

    • Participates in an organized event that addresses health/fitness issues and concerns

    • Recognizes the value of optimizing one’s health through participation in physical activity assessments

    • Displays initiative, responsibility and leadership in fitness activities

    • Realizes one’s potential for health-and fitness related career opportunities

    • Organizes fitness event for a target health issue or concern

  • Health-optimizing P.E. (H.O.P.E.) 2: Sports

    • Discusses the nature of the different sports activities

    • Explains how to optimize the energy systems for safe and improved performance

    • Illustrates the relationship of health behaviors (eating habits, sleep and stress management) to health risks factors and physical activity assessment performance

    • Differentiates types of eating (fueling for performance, emotional eating, social eating, eating while watching tv or sports events)

    • Describes the role of physical activity assessments in managing one’s stress

    • Self-assesses health-related fitness (HRF) status, barriers to physical activity assessment participation and one’s diet

    • Sets FITT goals based on training principles to achieve and/or maintain HRF.

    • Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of school

    • Analyzes physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs to monitor and/or adjust participation or effort.

    • Observes personal safety protocol to avoid dehydration, overexertion, hypo- and hyperthermia during MVPA participation

    • Identifies school and community resources in case of an injury or emergency

    • Demonstrates proper etiquette and safety in the use of facilities and equipment

    • Participates in an organized event that addresses health/sports issues and concerns

    • Explains the value of optimizing one’s health through participation in physical activity assessment

    • Displays initiative, responsibility and leadership in sports activities

    • Recognizes one’s potential for health-and sports related career opportunities

    • Organizes sports event for a target health issue or concern

  • Health-optimizing P.E. (H.O.P.E.) 3: Dance

    • Discusses the nature of the different dances

    • Explains how to optimize the energy systems for safe and improved performance

    • Describes the connection of health behaviors (eating habits, sleep and stress management) to health risks factors and physical activity assessment performance

    • Differentiates types of eating (fueling for performance, emotional eating, social eating, eating while watching tv or dance events)

    • Explains the role of physical activity assessments in managing one’s stress

    • Self-assesses health-related fitness (HRF) status, barriers to physical activity assessment participation and one’s diet

    • Sets FITT goals based on training principles to achieve and/or maintain HRF.

    • Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of school

    • Analyzes physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs to monitor and/or adjust participation or effort.

    • Observes personal safety protocol to avoid dehydration, overexertion, hypo- and hyperthermia during MVPA participation

    • Identifies school and community resources in case of an injury or emergency

    • Demonstrates proper etiquette and safety in the use of facilities and equipment

    • Participates in an organized event that addresses health/dance issues and concerns

    • Explains the value of optimizing one’s health through participation in physical activity assessment

    • Displays initiative, responsibility and leadership in sports activities

    • Recognizes one’s potential for health-and dance related career opportunities

    • Organizes dance event for a target health issue or concern

  • Health-optimizing PE (H.O.P.E.) 4: Recreational Activities

    • Discusses the nature of different recreational activities

    • Explains how to optimize the energy systems for safe and improved performance

    • Explains relationship of health behaviors (eating habits, sleep and stress management) to health risks factors and physical activity assessment performance

    • Differentiates types of eating (fueling for performance, emotional eating, social eating, eating while watching tv or recreation events)

    • Describes the role of physical activity assessments in managing one’s stress

    • Self-assesses health-related fitness (HRF) status, barriers to physical activity assessment participation and one’s diet

    • Sets FITT goals based on training principles to achieve and/or maintain HRF

    • Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of school

    • Analyzes physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs to monitor and/or adjust participation or effort.

    • Observes personal safety protocol to avoid dehydration, overexertion, hypo- and hyperthermia during MVPA participation

    • Identifies school and community resources in case of an injury or emergency

    • Demonstrates proper etiquette and safety in the use of facilities and equipment

    • Participates in an organized event that addresses health/recreation issues and concerns

    • Recognizes the value of optimizing one’s health through participation in physical activity assessments

    • Displays initiative, responsibility and leadership in recreational activities

    • Recognizes one’s potential for health-and recreation-related career opportunities

    • Organizes recreational event for a target health issue or concern

  • Topic 5

    • Topic 6

      • Topic 7

        • Topic 8

          • Topic 9

            • Topic 10