Physical Welfare

The Physical Education Department offers a health-related fitness program. Students will experience a variety of cardiovascular and fitness-related activities, as well as physical skills, while participating in cardiovascular and team-centered activities. Students will also acquire the practical experiences and knowledge required to establish a healthy lifestyle, both as an adolescent and a maturing adult.

The cornerstone of the program is the health-related fitness assessment administered throughout the school year. This assessment determines the health fitness level of each student registered in Physical Education and his/her level of improvement.

Excessive absenteeism or non-participation must be made up.  Make-up cards are issued to students.  Students can attend another class during their free hour, or use the fitness center or cardio center during their lunch hour of during Early Bird Physical Education for make-up credit.

Health education information is linked to the knowledge and understanding each student needs to improve his or her level of emotional and physical health. During the semester a students takes Health Education, he/she is not required to take Physical Education.

Medical excuses are accepted from parents for up to three days within each six-week grading period. Excuses of longer duration must be written by a physician. Students with physicians' notes will be accommodated in either an alternative activity or our alternative program (see Alternative Physical Education). Upon completion of the medical excuse, the student will be reassigned to a regularly scheduled Physical Education class. If a physical education student is also a student-athlete, any medical restrictions in physical education also will affect his/her athletic participation.

All classes in Physical Education (except the Leaders Programs) are pass/fail. Students must pass two of the three six weeks to attain a passing grade. Receiving a failing grade in the last six weeks of the semester will result in a failing grade for the semester.

The Stevenson High School health education program is a state-mandated, required course for graduation. Health Education is an academic, health science class. It does apply to the student's grade point average. It is a one-semester, Evidence-Based Reporting course. The emphasis in Health Education is on choices to empower personal wellness through experiential activities. The program is comprised of five units of study: Wellness and Mental Health, Adult CPR and AED, Fitness and Personal Health, Reality of Drugs and Social Health.

Topics addressed are current event issues, as well as long-standing concerns to our overall level of wellness. Emphasis is placed on personal ownership of one's health and choices in every domain of wellness.

Some topics discussed are of a sensitive nature, which is why we require a signed parental permission form. Parents are encouraged to contact the instructor if they have any questions or concerns about the methodology or content of any lesson plan. We also suggest that parents and students discuss issues raised in class with one another for further exploration.

Health Education is a resource-based program. The health/medical field evolves so rapidly and, in some cases, overnight. It is difficult for any one publisher to stay current on all issues. Simply stated, the world is our textbook. This allows us to stay current with the information as it becomes available.

Freshman Foundational Fitness Choice PE
PED121-Semester 1, PED122-Semester 2
Freshman Choice Physical Education is designed for students to learn to develop and maintain physical fitness in a variety of self-selected activities. The course begins with the Foundations of Fitness where students learn how to develop and apply a personal fitness plan; how to perform basic lifting techniques; and how to utilize a fitness center safely. Students who are able to demonstrate safety in and around the water will choose activities in which they will participate and apply their fitness plan. For the remainder of the semester students needing additional support for achieving swimming proficiency will participate in American Red Cross Learn to swim lessons.

Foundational Fitness Choice PE
PED341-Semester 1, PED342-Semester 2
Open to 10-11-12
This course is designed for students who did not take Freshman Choice PE to learn to develop and maintain physical fitness in a variety of self selected activities. The course begins with the Foundations of Fitness where students learn how to develop and apply a personal fitness plan; how to perform basic lifting techniques; and how to utilize a fitness center safely. Students who are able to demonstrate safety in and around the water will choose activities in which they will participate and apply their fitness plan. Students needing additional support for achieving swimming proficiency will participate in American Red Cross Learn to swim lessons.

Choice PE
PED451-Semester 1, PED452-Semester 2
Open to 10-11-12
Prerequisite: A Foundational Fitness class, any previous PE course or director approval
This course is designed for students to develop and maintain their lifelong wellness in activities of their choice. Students will choose the activity in which they will participate each term. (Regardless of activity selected, all students will learn how to apply their fitness plan, reflect on their fitness, and build their knowledge of health related fitness.) Multiple credits may be earned for this course.

Adventure Education
PED331-Semester 1, PED332 -Semester 2
Open to 9-10-11-12
Prerequisite: A Foundational Fitness class or any previous PE course
Students in this course will participate in individual, partner and team activities to work towards becoming better problem solvers, communicators, and learn to trust others while being trusted. Learners will be assessed using standards based grading practices. Some units will require students to be in the pool. Activities may include team building, outdoor games, biking, archery, climbing/rappelling, kayaking and canoeing. Multiple credits may be earned for this course.

Early Bird Choice P.E.
PED031-Semester 1, PED032-Semester 2
Open to 10-11-12
Prerequisite: A Foundational Fitness course, any PE class or director approval
(See description for Choice P.E.). Early Bird physical education is scheduled from 7-8:25 a.m. on Mondays, Wednesdays and Fridays. Students with excessive absenteeism in this class will be removed from the Early Bird program and placed in a physical education class during the regularly scheduled day. Multiple credits may be earned for this course.

Senior Leadership (College Prep)
GPA Waiver Option
PED81L-Semester 1, PED82L-Semester 2
Open to 12 Full Year
Prerequisite: P. E. Leadership Training
Students will apply what they learned in P. E. Leadership Training by serving as teacher aides with a physical education teacher. All students will participate in fitness testing. Failure to comply with the Stevenson High School Student Guide Code of Conduct and P. E. Leader Code of Conduct can result in immediate dismissal.

Physical Education Leadership Training (College Prep)
GPA Waiver Option
PED61L-Semester 1, PED62L-Semester 2
Open to 11 Full Year
Prerequisite: Admission based on written application submitted to and approved by the Physical Education Department during sophomore year. Application available on the Stevenson website, under the Physical Education web page. The PE leadership program is a two-year commitment.
The first year of the P. E. Leadership Program prepares students to become effective teacher aides and strong leaders. There will be active participation in all activities offered at Stevenson's Physical Education program where students will learn to lead group activities, to develop skill progression, to study the methods and techniques of teaching physical education, to officiate a variety of sports to expand leadership skills and to apply knowledge of those skills in group or individual led discussions or teaching opportunities. Students will have the opportunity to apply the skills they learn by assisting physical education classes throughout second semester and in planning a field day for junior high students. All students will participate in an aquatics program and fitness testing. Failure to comply with the Stevenson High School Student Guidebook Code of Conduct and P. E. Leader Code of Conduct can result in immediate dismissal.

Lifeguard Training and Certification
PED502    Semester 2 Only
Open to 10-11-12 One Semester
Prerequisite: Ability to demonstrate required swim skills. Students must be at least 15 years old by the end of the course.
This course is designed to provide students with the ability to earn American Red Cross Lifeguarding and First Aid Certification. Students will also learn skills in Oxygen Administration, Preventing Disease Transmission and CPR/AED. Students will be assessed using Standards Based grading. Students will be charged a $35 fee if they wish to receive their American Red Cross certification. Students taking this class will be encouraged to participate in our Pool Leadership program. Materials for the course are available in the Patriot Superstore.

Pool Leadership Training (College Prep)
GPA Waiver Option
PED51L-Semester 1, PED52L-Semester 2
Open to 11-12 Full Year
Prerequisite: Ability to demonstrate required swim skills.
The first part of the program consists of the American Red Cross Fundamentals of Instructor Training and Water Safety Instructor Course. Students will learn techniques of teaching swimming and the policies and procedures of the Physical Education Department as they pertain to aquatics and the role of the pool leader in the aquatic program. Students will be charged a $35 fee if they wish to receive their American Red Cross certification. During second semester, the students will then serve as Water Safety Instructors, Lifeguards, and pool aides. Each student will receive ongoing Lifeguard In-Service Training while in the program that will keep their certifications current and their skills sharp. At the end of each semester, a student must receive a recommendation in his/her evaluation to continue in the leadership program. Failure to comply with the Stevenson High School Student Guide Code of Conduct and P. E. Leader Code of Conduct can result in immediate dismissal.

Pool Leadership (College Prep)
GPA Waiver Option
PED71L- Semester 1, PED72L- Semester 2
Open to 12 Full Year
Prerequisite: Pool Leadership training
Students will continue to serve as Water Safety Instructors, Lifeguards and pool aides to the aquatic program. Each student will receive ongoing Lifeguard In-Service Training that will keep their certifications current and their skills sharp. At the end of each semester a student must receive a recommendation in his/her evaluation to continue in the leadership program. Materials for the course are available in the Patriot Super Store. Failure to comply with the Stevenson High School Student Guide Code of Conduct and P. E. Leader Code of Conduct can result in immediate dismissal.

Alternative Physical Education Leadership (College Prep)
GPA Waiver Option
PED41L-Semester 1, PED42L-Semester 2
Open to 11-12 Full Year
Prerequisite: Admission based on written application submitted to and approved by the Alternative Physical Education Coordinator during Sophomore year. Applications are available on the Physical Welfare web page. The Alternative Physical Education program is a two-year commitment.
New students will engage in training which takes place in class during the first semester. Students will perform one-on-one or in small groups working with individuals who have a variety of special needs. Leaders also participate in work with the students outside of the regular school day. Failure to comply with the Stevenson High School Student Guide Code of Conduct and P. E. Leader Code of Conduct can result in immediate dismissal.

Alternative Physical Education
PED111-Semester 1, PED112-Semester 2
Open to 9-10-11-12 Full Year
Prerequisite: A physician's verification must be on file.
Alternative Physical Education is for students who, for medical reasons, are unable to participate in regular physical education classes for an extended duration. This class is also for students with other disabilities that merit an adapted curriculum. All curriculum will be modified and adapted so that all students can participate and benefit. The instructor will work with the doctor in an effort to design a program to meet the individual needs of each student. Upon clearance from the doctor, a student will be readmitted to his/her regularly scheduled physical education class.

Health Education (College Prep) 
PED201-Semester 1, PED202-Semester 2
Open to 10 One Semester 
Prerequisite: None
The following Health Education units are taught:
• Wellness and Mental Health
• Adult CPR & AED
• Fitness and Personal Health
• Reality of Drugs
• Social Health
Within the Adult CPR Unit students have the opportunity to receive Adult CPR & AED certification (summer school excluded) through the American Red Cross.* Student participation in the Adult CPR unit is required to earn course credit. All health units & learning outcomes are described on the health web page course syllabus. Health Education should be completed by the end of the sophomore year. During the semester that a student takes Health Education, the student is excused from Physical Education. During the reality of drugs unit, students will be prepared for the graduation required 46th credit test.

Applied Health (College Prep)
GPA WAIVER OPTION
PED231–Semester 1 PED232–Semester 2
Open to 10-11-12 One Semester
Prerequisite: Health Education
Additional fee to receive AMERICAN RED CROSS certificate.
The purpose of Applied Health is to develop professional skills that can be applied to a career in healthcare. This course empowers students with real usable skills and credentials in the allied medical health field. Topics in the course include professional rescue skills, injury management, health career exploration, functional anatomy and terminology, long-term wellness, and personal/professional social/ emotional life skills.
The course is lab-based and highly dependent on attendance and participation. A lab fee is required for any student who wishes to earn the American Red Cross certification.
During the semester that a student takes Applied Health, the student is excused from Physical Education.

Alternative Physical Education is for students who, for medical reasons, are unable to participate in regular physical education classes. This class is also for students with other disabilities that merit an adapted curriculum. All curriculum will be modified and adapted so that all students can participate and benefit. The instructor will work with the doctor in an effort to design a program to meet the individual needs of each student. Upon clearance from the doctor, a student will be readmitted to his/her regularly scheduled physical education class.

Alternative PE Doctor Form (PDF)

Mission Statement
Through a variety of fitness-based activities, fitness-related discussions, and a comprehensive Health Education program, the Division of Physical Welfare will nurture students’ understanding, development, and maintenance of a healthy personal lifestyle.

Vision Statement

I. Curriculum, Instruction, and Assessment
Students gain the knowledge and motivation necessary to become healthy, lifelong learners through a fitness-based curriculum. The foundation for cognitive and motor development begins with activities and classroom discussions during Freshman Physical Education and continues through Health Education. Students participating in the upper levels of the program will have choices in fitness and aerobics as well as individual and team sports. Our program is based on the following curricular goals:

- to provide an extensive curriculum in Physical and Health Education with opportunities for participation and development of students with diverse interests and abilities.

- to promote daily student participation and long-term development and improvement.

- to ensure that every student has the knowledge and skills to develop and implement a personal, lifetime fitness plan.

- to create assessments which are appropriate, accurate, and meaningful and based on both best practice in the fields of study and community expectations.

- to provide feedback on assessment results to students and their parents beyond the standard grade reporting procedures through the use of a comprehensive web site.

- to maintain longitudinal assessment results for each student which can provide the basis for personal health and fitness decisions.

II. Emphasis on the Individual Student: Equity and Access for All
We have a commitment to provide each individual student with an equal opportunity for daily physical education regardless of his/her athletic ability or physical capability. The individual needs of the student will determine his/her physical education choices, ranging from fitness to individual/team activities to leadership roles. While we recognize that it is part of human nature, especially during adolescence, to make choices, which are contrary to, personal health and fitness and that students may have opportunities to elect to waiver out of Physical Education, we will fulfill our professional obligation to provide clear and constant reminders of the consequences of poor health and fitness decisions. To achieve these goals, an exemplary program will recognize and embrace the following responsibilities:

- to provide a background in health, fitness, and individual/team activities in Freshman Physical Education through both physical participation and classroom activities/discussions.

- to exceed the State-mandated requirements for Health Education through a required semester course.

- to provide opportunities for a wide variety of physical activity: fitness, aerobics, aquatics, and individual/team sports.

- to offer unique experiences for student leadership, including physical education leadership, pool leadership, and lifeguarding.

- to make alternative physical education available (depending upon the student’s academic schedule) to students with physical and medical challenges to allow them to participate to their fullest potential.

- to ensure that each student’s success is determined by his/her individual participation, effort, and progress.

III. Working Within a Professional Learning Community
There is a clear correlation between high student motivation and achievement and the levels of collaboration, professionalism, and shared commitment that exist within a faculty/staff. With that in mind, we have established the following guiding principles as a reflection of our values as teachers and professionals:

- to work together to design a research-based curriculum that creates conditions which promote student success.

- to develop within our teaching teams a variety of instructional strategies to encourage the development of critical thinking, problem-solving, and performance skills.

- to promote the importance of lifelong fitness and nutrition as students move throughout the Health and Physical Education programs.

- to collaborate with one another, sharing activities and lessons which will ensure student success and a rewarding professional experience.

- to act as professional educators with integrity and honesty and will develop relationships characterized by caring and respect.

- to develop and integrate technology when appropriate to achieve program goals and to enhance student learning.

IV. A Culture for Learning
Physical Education has undergone tremendous changes since Illinois state law mandated it shortly after World War II. We recognize that it is imperative that these changes be communicated to our community and our students so that the stereotype of a "gym class" can finally be eradicated. Our vision is of a Health and Physical Education program, which invites and encourages student participation through a sense of personal pride. To achieve this, we are committed to the following:

- to develop activities and lessons which support intellectual, emotional, social, and physical development through a variety of instructional strategies and formative assessment tools.

- to create a learning environment that encourages positive social interaction, active engagement in learning, self-motivation and positive personal choices, and an understanding of individual and group motivation and behavior.

- to adapt curriculum and instructional methods to the needs of diverse learners.

- to use a variety of instructional methods to develop critical thinking and problem-solving skills.

- to utilize a variety of assessment tools to evaluate and ensure the growth and development of the students.

- to promote the study and use of best practices as delineated by professional organizations in the field and to provide opportunities for continuous professional development.

- to share the concepts and tools of inquiry in these fields to create meaningful learning experiences.

V. Community Engagement
A school, by nature, reflects the goals, desires, and values of the community, which built it and supports it. For the Division of Physical Welfare in the 21st century, that will often create a conflict between academic and personal fitness goals, between perception and reality. We must create strong relationships within the extended community, earning its continued respect and trust, and accept the responsibility of holding the mirror of reality to our students, their parents, and the community at large, maintaining our focus and theirs on the physical, emotional, and mental costs of poor choices regarding personal health and fitness.

- to communicate and promote program goals to students and community and provide access to materials and links through a comprehensive web site.

- to foster relationships with school colleagues, parents, and agencies in the community to support student learning and well-being.

- to utilize community resources that are available to support and extend Division programs and goals.

- to articulate the vision and goals of the Division to faculty, staff, and students in our sender districts.

- to accept the responsibility of being a part of a lighthouse school, sharing ideas with visiting professionals, presenting at local and State conferences, and working collaboratively with colleagues at area schools.