Personal Fitness is an elective physical education course that focuses on fitness, strength training, physical conditioning, and lifetime health concepts, activities and knowledge to promote health and wellness. This course is structured to develop individualized knowledge of weight training and physical conditioning for the beginning student and the advanced student. The course requires mastery of training principles and a thorough understanding of fitness center safety rules prior to participation in weight room laboratory experiences. The course content is presented so that teachers may select strategies and instructional techniques designed to improve muscular strength and endurance, flexibility, and cardiorespiratory endurance. Students will gain the necessary information and skills to plan and implement a personal fitness and conditioning program that includes skill- and health-related fitness components to achieve and maintain a health-enhancing level of physical fitness for a lifetime. Various training models will be presented that allow for flexibility of instruction among diverse student needs. Students will continue to implement and modify personal fitness and conditioning programs Fees: $40 field trip fee per student SOLs Motor Skill Development PF.1 The student will demonstrate mastery of movement skills and patterns used to perform a variety of strength training, physical conditioning, and fitness- based activities. a. Demonstrate proficiency in personal fitness- related skills (strength training, physical conditioning, and fitness activities) through the execution of appropriate basic and advanced skills, use of knowledge related to an activity to enhance performance, development of motor skills for a high level of participation, consistent and correct performance of skills, understanding motor cues, appropriate spotting techniques, how to correct performance problems, displaying effort to learn and apply new skills, participating confidently with peers, applying skills to the development of a personal fitness program, possessing necessary physical fitness for moderate to vigorous participation, and correct selection of appropriate exercises based on personal goals and ability. b. Explain the importance of and demonstrate proficiency in a variety of activities that contribute to improvement of each component of health- related and skill-related fitness. c. Explain the relationship between health-related fitness activities and health problems, such as cardiovascular disease, obesity, and joint pain. d. Demonstrate a variety of activities that contribute to the improvement of each component of skill- related fitness. e. Demonstrate correct techniques, form, and exercise procedures when performing strength training, physical conditioning, and fitness activities and exercises. f. Describe and demonstrate assessment activities that contribute to the development and improvement of health- and skill-related fitness components and personal fitness goals. g. Apply movement principles and concepts to skill performance of strength training, physical conditioning, and fitness activities. Anatomical Basis of Movement PF.2 The student will describe major body systems and explain the effects of physical activity on the systems. a. Describe the muscular system, including identification of the major muscles/muscle groups of the body and their function. b. Describe exercises/activities that increase the strength and flexibility of the muscular system. c. Describe the cardiovascular system, including identification of organs and their functions. d. Explain the effects of physical activity and training on the muscular and cardiovascular systems. Fitness Planning 58Virginia Beach City Public Schools Student Guide PF.3 The student will create a personal fitness and conditioning program for skill- and health-related components of fitness. a. Design, monitor, assess and modify a personal fitness and physical conditioning program that includes skill- and health-related fitness components to achieve and maintain a health- enhancing level of physical fitness for a lifetime. b. Apply principles of training (specificity, individualization, progressive overload and variation) for planning and modifying levels of physical activity in personal fitness and physical conditioning plans. c. Evaluate a variety of strength-training programs and design a personal strength-training program. d. Analyze different activities and sports for their contributions to the development of specific health- and skill-related fitness components. e. Use technology to assess, improve, and maintain personal health- and skill-related fitness levels. f. Evaluate fitness and physical conditioning programs, products, and services to become an informed consumer. g. Compare and evaluate competing arguments related to fitness products and services. Social and Emotional Development PF.4 The student will demonstrate social-competency skills in physical activity settings. a. Explain and demonstrate appropriate etiquette that exhibits respects for self and others within school and recreational fitness activity settings. b. Demonstrate safe practices, rules, and procedures in a physical activity setting. c. Explain the importance of inclusive and helpful behaviors in school and recreational fitness activity settings that promote feelings of belonging, acceptance, and value. Energy Balance PF.5 The student will explain energy balance in relation to health-enhancing nutritional and activity practices. a. Analyze nutrient needs and sound nutritional practices associated with physical activity and fitness. b. Analyze the consequences and risks associated with an inactive lifestyle. c. Analyze the benefits gained from participation in strength training, conditioning, and fitness programs. d. Explain the role of nutrition and fitness in relation to weight management. e. Evaluate the risks of performance-enhancing (ergogenic) supplements. f. Explain the potential consequences of energy imbalance (e.g., over-exercising, under eating, overeating, sedentary lifestyle).

Academy of Sports Medicine (NASM) Certified Personal Trainer The purpose of the Certified Personal Training elective course is to provide students with the knowledge, skills, and experience needed to become certified in personal training, strength and physical conditioning, group fitness, or in other health fitness specialty areas. Students will learn to develop individualized programs with goals that are based on a variety of factors that affect one’s overall health, to include genetic and chronic health conditions, sports injuries, age and gender, level of fitness, and lifestyle factors. Students will gain knowledge and skills to help improve posture, movement, flexibility, balance, core function, cardiorespiratory fitness, and muscular endurance and strength. Students will learn a variety of business skills, to include effective communication, leadership skills, marketing strategies, consumer advocacy, résumé writing, and interviewing skills. Students will also earn a certification in CPR and AED. Fees: $200 testing fee per student SOLs Motor Skill Development FI.1 The student will demonstrate mastery of the movement skills and patterns used to perform a variety of strength-training, conditioning, and fitness activities. a. Demonstrate correct movement skills and patterns for strength-training, physical conditioning, and fitness activities. b. Analyze movement activities for component skills and movement patterns. c. Describe and demonstrate activities specific to improving the skill-related components of fitness. d. Define and identify activities of daily living (ADL) as the tasks of everyday life. e. Apply movement skills and patterns to functional fitness activities that support ADL. f. Identify and describe advanced resistance-training techniques. g. Apply principles of exercise progression to improve fitness. h. Demonstrate correct and safe techniques and form when performing strength-training, physical conditioning, and fitness activities and exercises. i. Demonstrate the proper use of fitness equipment, selectorized weight machines, and free weights. j. Demonstrate safety protocols and procedures for strength-training, physical conditioning, and fitness activities. k. Identify contraindications to advanced resistance- training techniques. l. Identify and describe factors that influence participation in physical activity and adherence to an exercise program. m. Explain principles that result in behavior change. n. Describe psychological factors that may influence a person’s adherence to an exercise program. o. Identify and apply strategies to increase adherence in an exercise program. p. Explain the role of the personal trainer in promoting an individual’s adherence to an exercise program. q. Identify and explain considerations for special populations. Anatomical Basis of Movement FI.2 The student will apply knowledge of anatomy and movement principles and concepts to skill performance in strength training, conditioning, and fitness activities. a. Identify the planes of motion and types of movement that occur in the frontal, sagittal, and transverse planes. b. Define common anatomical terms. c. Identify the major bones of the skeletal system. d. Identify and describe the types of joints, including hinge and multiaxial (ball and socket). e. Explain muscle structure and function, including major muscles of the body, terms related to muscles, and muscle origins and insertions. f. Explain movements that result based on muscle origin and insertion. g. Explain how muscles contract, including agonist and antagonist movements in relation to muscle contraction. h. Identify and explain curvatures of the spine. 60Virginia Beach City Public Schools Student Guide i. Perform and analyze postural evaluation of another individual. j. Perform and analyze movement evaluation for stability and mobility of the joints of another individual. k. Perform and analyze flexibility evaluation of another individual. l. Perform and analyze balance and core-strength evaluations of another individual. m. Identify contraindications to assessments of movement. n. Perform assessments to evaluate the health- related components of fitness. o. Perform assessments to evaluate the skill-related components of fitness. p. Identify contraindications to health-related and skill-related fitness assessments. q. Identify and explain different methods for determining body composition. r. Explain the benefits and challenges of different methods for determining body composition. s. Differentiate between recommendations for physical activity and training principles to meet goals for general health benefits, weight management, fitness improvements, and athletic performance enhancement. t. Explain the effects of acute and chronic exercise on aerobic and anaerobic energy systems. u. Explain the body’s response to cardiorespiratory exercise. v. Explain the body’s response to resistance training. w. Explain the body’s response to warm-up and cool- down. x. Explain blood-pressure response related to acute exercise, chronic exercise, and changes in posture. y. Explain reversibility or deconditioning and the effect on fitness and performance. z. Define common musculoskeletal injuries. aa. Compare and contrast muscle fatigue and delayed onset muscle soreness (DOMS) with musculoskeletal injury/overuse. ab. Explain inflammatory response and the healing process. ac. Identify and describe upper-extremity injuries. ad. Identify and describe lower-extremity injuries. ae. Identify and explain exercise modifications appropriate when participant is injured. Fitness Planning FI.3 The student will plan and describe a personalized fitness and conditioning program for others that includes skill-related and health-related fitness components to achieve and maintain a health- enhancing level of physical fitness for a lifetime. a. Identify the components of a health/medical history. b. Identify the limitations of a health/medical history. c. Identify the common signs and symptoms of cardiovascular, metabolic, or pulmonary diseases. d. Conduct a health and exercise history with another individual. e. Develop SMART fitness goals with another individual based on fitness assessments and personal desired outcomes. f. Apply the FITT (frequency, intensity, time, and type of exercise) principles to improve or maintain cardiovascular and musculoskeletal fitness in healthy adults, seniors, youth, adolescents, and pregnant women. g. Develop functional programming for stability, mobility, and movement. h. Develop a resistance-training program with appropriate progressions. i. Develop a cardiorespiratory training program with appropriate progressions. j. Evaluate fitness programming for others to determine effectiveness. k. Identify contraindications of cardiorespiratory exercise. l. Define and explain exercises to improve range of motion, including dynamic stretching, passive stretching, proprioceptive neuromuscular facilitation (PNF), and partner stretching. m. Identify contraindications of range of motion exercises. n. Describe different forms of mind-body exercise (e.g., yoga, Pilates, tai chi). o. Identify indications for use of mind-body exercise. p. Identify contraindications for mind-body exercise. Social and Emotional Development 61Virginia Beach City Public Schools Student Guide FI.4 The student will accept responsibility for taking a leadership role as well as demonstrate the ability to follow, in order to accomplish group goals. a. Define and explain cultural competence and its importance in developing rapport with another individual. b. Demonstrate effective teaching techniques for working with individuals of different learning styles, motivation levels, and physical activity levels. c. Explain learning styles and instructional strategies, including visual, auditory, and kinesthetic. d. Demonstrate effective and varied teaching techniques for a variety of exercises. e. Demonstrate and explain how to respond in an emergency situation. f. Identify signs of cardiac emergency. g. Demonstrate CPR and AED procedures for adults and children. h. Identify emergency situations requiring first aid. i. Demonstrate first-aid techniques used in emergency situations. j. Identify and describe universal precautions and personal protection used during CPR and first aid. Energy Balance FI.5 The student will explain energy balance. a. Identify and explain dietary guidelines based on USDA recommendations. b. Identify macronutrients used by the body for energy. c. Identify the number of kilocalories found in macronutrients that provide energy. d. Explain energy balance and relationship to weight gain, weight loss, or weight maintenance. e. Explain lipid and lipoprotein profiles. f. Explain the influences of nutrition and physical activity on lipid and lipoprotein profiles. g. Explain the importance of hydration. h. Explain how to maintain hydration in a physically active individual, including effective methods to rehydrate after exercise. i. Identify and describe common supplements and ergogenic aids used by individuals in training programs. j. Explain potential risks, benefits, and contraindications associated with use of supplements and ergogenic aids. k. Explain the relationship between body composition and health. l. Define terms related to body composition, including body mass index (BMI), lean body mass, and fat mass. m. Explain influences on body composition, including diet, exercise, and behavior modification. n. Identify and explain inappropriate weight-loss methods. o. Identify and explain eating disorders including anorexia nervosa and bulimia nervosa. p. Explain the female athlete triad. Professional Responsibilities FI.6 The student will identify and explain professional and legal responsibilities to manage a personal business and be employed as a personal fitness instructor. a. Identify and explain requirements to become a certified personal fitness instructor and maintain certification, including certification requirements, requirements to maintain certification, and resources for professional development to increase knowledge and skill and maintain certification. b. Identify and explain the role, scope of practice, and code of ethics of a personal fitness instructor. c. Identify and describe the professional responsibilities of a personal fitness instructor. d. Identify and describe necessary facility maintenance. e. Explain and describe appropriate inspection and care of equipment to maintain safety and maximize use. f. Identify and describe appropriate facility supervision to maintain safety of users. g. Identify and describe legal considerations of working as a personal fitness instructor.

This elective physical education course provides students with the opportunity to participate in physical activities within those classified as recreational in nature. Students in this elective physical education course will demonstrate the knowledge and understanding necessary to analyze movement performance, demonstrate skills and implement effective practice and procedures for skillful performance in recreational activities. Students apply advanced movement-specific information so that they develop the ability to learn, self-assess, and improve movement skills independently. Fees: $40 field trip fee per student

Careers in web design and development are exploding and technology is ever-changing as new devices for inter-net use emerge. HTML, CSS and JavaScript are the critical web-coding languages learned in this course. Additionally, students explore user experience- focused design, web industry standards and the "business" of the web. Numerous coding editors and web application software by Adobe including Dreamweaver and Photoshop are utilized. A passion for design and coding are the only prerequisites for this course. In the second year, students will apply web- coding skills in a variety of design projects to suit all types of web-enabled devices. Using a simulation model of learning, students develop the skills to create and manage projects with a focus on meeting client needs. Industry-leading software is used throughout both years of the program. Qualified students will be eligible to sit for industry recognized certifications from Certified Internet Webmaster (CIW), Adobe and Microsoft. Virginia Beach City Public Schools ensures equal access to all CTE courses. Accessibility accommodations will be provided as needed.

Careers in web design and development are exploding and technology is ever-changing as new devices for inter-net use emerge. HTML, CSS and JavaScript are the critical web-coding languages learned in this course. Additionally, students explore user experience- focused design, web industry standards and the "business" of the web. Numerous coding editors and web application software by Adobe including Dreamweaver and Photoshop are utilized. A passion for design and coding are the only prerequisites for this course. In the second year, students will apply web- coding skills in a variety of design projects to suit all types of web-enabled devices. Using a simulation model of learning, students develop the skills to create and manage projects with a focus on meeting client needs. Industry-leading software is used throughout both years of the program. Qualified students will be eligible to sit for industry recognized certifications from Certified Internet Webmaster (CIW), Adobe and Microsoft. Virginia Beach City Public Schools ensures equal access to all CTE courses. Accessibility accommodations will be provided as needed.

You can play a game on Xbox or on your phone, but can you actually "create a game" for them? Software and Game Development serves as an introduction for students interested in learning fundamental programming concepts, using Game Maker, Visual Studio, C# and the Unity Game Engine. Advanced Software and Game Development students are introduced to Database programming, Mobile App development and advanced programming concepts using Java. End of course projects have included games created in Unity Game Engine, Unreal Game Engine, games using the Oculus Rift and programming the TCC Planetarium. Students will prepare for the National Occupational Competency Testing Institute (NOCTI) assessment in Computer Programming in the first year. During the second year, they will take the Microsoft Office Specialist Access Certification and be eligible to sit for the AP Computer Science Exam. Virginia Beach City Public Schools ensures equal access to all CTE courses. Accessibility accommodations will be provided as needed.

You can play a game on Xbox or on your phone, but can you actually "create a game" for them? Software and Game Development serves as an introduction for students interested in learning fundamental programming concepts, using Game Maker, Visual Studio, C# and the Unity Game Engine. Advanced Software and Game Development students are introduced to Database programming, Mobile App development and advanced programming concepts using Java. End of course projects have included games created in Unity Game Engine, Unreal Game Engine, games using the Oculus Rift and programming the TCC Planetarium. Students will prepare for the National Occupational Competency Testing Institute (NOCTI) assessment in Computer Programming in the first year. During the second year, they will take the Microsoft Office Specialist Access Certification and be eligible to sit for the AP Computer Science Exam. Virginia Beach City Public Schools ensures equal access to all CTE courses. Accessibility accommodations will be provided as needed.

This course is a double blocked, yearlong, three credit optional course for The Advanced Technology Center. In this course you will learn to design your own 3D characters, give them physical characteristics, provide custom clothing and props, animate them, and import them into scenes. Students will design an environment for their characters and explore the use of game engines. Students will explore professions like 3D Modeler, Rigging Artist, Animator, Texture Artist, Lighting Artist and Renderer. Qualified students will be encouraged to take the 3D Studio Max certification. Virginia Beach City Public Schools ensures equal access to all CTE courses. Accessibility accommodations will be provided as needed.

This course examines the components of the travel and tourism industry, including attractions, lodging, transportation, and food and beverage. Other topics include the history, political, social, and cultural effects of travel and tourism on local, state, and global environments. Students develop competencies in the areas of communication, customer service, marketing, industry technology, economics, and management functions, and are provided with opportunities for hands-on, real-world applications. Applying academic skills is also part of this course. Students are eligible to sit for the National Retail Federation Customer Service and Sales Professional or the Business of Retail Operations: Operations and Profit exam for student- selected verified credit. Virginia Beach City Public Schools ensures equal access to all CTE courses. Accessibility accommodations will be provided as needed.

Management This course is designed to provide students with an in- depth look at travel, tourism, and destination marketing. Students learn about business management, communications strategies, and the importance of sales and marketing in the travel and tourism industry. Students gain an understanding of soft skills, career trends, and opportunities. They develop advanced competencies in the areas of human relations, finance, safety, and environmental issues, industry specific technology, promotional planning, and market research. Applying academic skills is also part of this course. Students are eligible to sit for the National Retail Federation Customer Service and Sales Professional exam or the Business of Retail Operations: Operations and Profit exam for student-selected verified credit. Virginia Beach City Public Schools ensures equal access to all CTE courses. Accessibility accommodations will be provided as needed.

From automobiles to airplanes, cell phones to computers, stereos to ships, it all has to be designed, engineered, and produced. This two-year program provides students with foundational skills in engineering, robotics, computer integrated manufacturing, materials science, mechatronics, and applied physics. Students prepare for the National Occupational Competency Testing Institute (NOCTI) assessments in Pre-Engineering/ Engineering Technology, and Mechatronics. Once accepted to the program, qualified students will have the option of dual enrolling in Tidewater Community College's Mechatronics program and with the University of Texas. Virginia Beach City Public Schools ensures equal access to all CTE courses. Accessibility accommodations will be provided as needed.

From automobiles to airplanes, cell phones to computers, stereos to ships, it all has to be designed, engineered, and produced. This two-year program provides students with foundational skills in engineering, robotics, computer integrated manufacturing, materials science, mechatronics, and applied physics. Students prepare for the National Occupational Competency Testing Institute (NOCTI) assessments in Pre-Engineering/ Engineering Technology, and Mechatronics. Once accepted to the program, qualified students will have the option of dual enrolling in Tidewater Community College's Mechatronics program and with the University of Texas. Virginia Beach City Public Schools ensures equal access to all CTE courses. Accessibility accommodations will be provided as needed.