|Adaptive Physical Education|
Adaptive Physical Education is a modified physical education program
designed to meet the individualized gross motor needs, or other
disability-related challenges, of an identified student.
|Dance I, II|
Dance I serves as a dance fundamentals class using ballet, modern and
jazz dance technique. Students will become proficient in genre specific
warm up, preparatory exercises, and physical and creative skill, as well
as the historic and cultural aspect of dance. Students will have the
opportunity to experience, appreciate and evaluate dance performance.
Dance II, students integrate and build upon concepts and skills
acquired in Dance I. Students will increase their range of physical
skills through disciplined study of dance technique. Dance improvisation
and composition studies will expand students’ creativity and
choreographic craftsmanship. They will also develop additional
performance and production skills. Students will refine communicative,
interpretive, and evaluative skills by responding to and analyzing a
variety of dance experiences. Through historical and cultural studies,
students will expand their appreciation of the dance arts as a richly
expressive, vital contribution to society. While developing awareness of
the diversity that exists within the art form, students will identify a
personal aesthetic and criteria for evaluating the dance arts.
|Driver Education - Classroom Instruction|
Driver Education, Classroom Only, provides students with the knowledge
to become safe drivers on America’s roadways. Topics in these courses
include legal obligations and responsibility, rules of the road and
traffic procedures, safe driving strategies and practices, and the
physical and mental factors affecting the driver’s capability (including
alcohol and other drugs).
|Health Education I, II|
Topics covered within Health Education may vary widely, but typically
include personal health (nutrition, mental health and stress management,
drug/alcohol abuse prevention, disease prevention, and first aid) and
consumer health issues. This course may also include brief studies of
environmental health, personal development, and/or community resources.
9th graders must be 15 by September 1 and acquire counseling director approval to register for Health II.|
The course focuses on the composition, performance and analysis of
dance, or “expressive movement,” which is practised amongst peoples of
various backgrounds and for a variety of purposes throughout the world.
Students create, participate in, and reflect upon dance forms and styles
from a range of cultures and traditions, both familiar and unfamiliar.
|Physical Education I, II, III, IV|
Physical Education I and II provide students with knowledge, experience,
and an opportunity to develop skills in more than one of the following
sports or activities: team sports, individual/dual sports, recreational
sports, and fitness/conditioning activities that help develop muscular
strength, flexibility, and cardiovascular fitness.
Education III and IV emphasize acquiring knowledge and skills regarding
lifetime physical fitness. Content may include related topics such as
nutrition, stress management, and consumer issues. Students may develop
and implement a personal fitness plan.
|PVCC HLT 125 Anatomy and Physiology for Exercise Science|
Presents basic principles of human anatomy and physiology including the
body structure, systems and functions. The course provides a foundation
to build and apply concepts in the study of Exercise Science, Group
Fitness, Personal Training, and related fitness studies.
Team Sports provides to students the knowledge, experience, and
opportunity to develop skills in more than one team sport (such as
volleyball, basketball, soccer, etc.).
|Weight Training I, II, III, IV|
Weight Training helps students develop knowledge and skills with free
weights and universal stations while emphasizing safety and proper body
positioning; they may include other components such as anatomy and
|Yoga/Fitness 1, 2|
Lifetime fitness education emphasizes acquiring knowledge and skills
regarding lifetime physical fitness. Content may include related topics
such as nutrition, stress management, and consumer issues. Students may
develop and implement a personal fitness plan.