PE teachers

Rhonda F. Pannocchia, Pannocrf@pwcs.edu
Pamela K. Childress, CHILDRPK@pwcs.edu
Betty J. Cox, COXBJ@pwcs.edu
Matthew M. Holman, HolmanMM@pwcs.edu
Austin H. Brown, BrownAH@pwcs.edu

*COVID-19 Update*
Due to the closure of school buildings across the state of Virginia, we will be transitioning health and PE to our virtual learning. At anytime if there is any confusion please do not hesitate to reach out to your students HPE teacher for answers to those questions. Our mission is still the same but the delivery of our mission and information is going to be different and more impactful.

Thanks,
Saunders HPE Staff

Mission

The purpose of Prince William County’s Health and Physical Education program is for all students to acquire a knowledge base for wellness that encompasses social, physical, and mental health. Students will further apply this knowledge gained through participation, study, and involvement in a wide variety of experiences resulting in a healthy lifestyle. Students will be instructed to use more complex skill and movement patterns that enhance participation in individual and team sports skills, dance, and gymnastics. The student will participate in a variety of activities that will allow them to explore and apply information that empowers them to assume responsibility for their own lifetime health and fitness.

6th Grade SOLs

Grade Six Students in grade six apply fundamental skills and knowledge of anatomical structures and movement principles to build movement competence and confidence through acquisition, performance, and refinement of skills. Cooperative and competitive small-group games are appropriate as well as outdoor pursuits, fitness activities, dance and rhythmic activities, aquatics, individual performance activities, and sports (net/wall, striking/fielding, and goal/target), with an emphasis on developing skills and tactical understanding. Students use feedback to initiate and maintain practice to improve skill performance. Students assess their health-related fitness status and set reasonable and appropriate goals for development, maintenance, and improvement. Students in grade six will explain the connection between energy balance and nutrition guidelines, meal planning, and heart rate. Social interaction becomes more complex as peer pressure becomes increasingly pronounced, impacting individual performance. Students solve problems and make responsible decisions as they work together. They identify and seek opportunities to participate in regular physical activity at school and outside the school environment.


7th Grade SOLs

Grade Seven Students in grade seven continue to develop competence in modified versions of various game/sport, rhythmic, and recreational activities. They vary movement during dynamic and unpredictable game situations. Recreational pursuits become an additional curriculum option, broadening lifelong physical activity options. The ability to analyze skill performance through observing and understanding critical elements (small, isolated parts of the whole skill or movement) is increasingly apparent, as is the application of basic scientific principles of anatomical structures, movement principles, energy balance, and personal fitness. Students relate the importance of physical activity to health, focusing particularly on obesity and stress. Students achieve and maintain personal fitness standards and create plans by setting reasonable and appropriate goals for improvement or maintenance of health-related fitness. Students continue to develop social skills and cooperative behaviors by demonstrating problem solving, conflict resolution, communication skills, appropriate etiquette, integrity, and respect for others. 


8th Grade SOLs

Students in grade eight demonstrate competence in skillful movement in modified, dynamic game/sport situations and in a variety of rhythmic and recreational activities. They transition from modified versions of movement forms to more complex applications across all types of activities. The grade-eight student applies knowledge of major body structures to explain how body systems interact with and respond to physical activity and how structures help the body create movement. Students will explain the relationship between nutrition, activity, and body composition to deepen understanding of energy balance. They will demonstrate socially responsible behavior as they show respect for others, make reasoned and appropriate choices, resist negative peer pressure, and exhibit integrity and fair play to achieve individual and group goals in the physical activity setting. Students are able to set goals, track progress, and participate in physical activities to improve health-related fitness. They have a repertoire of abilities across a variety of game/sport, dance, and recreational pursuits and begin to develop competence in specialized versions of lifelong game/sport activities.
  

Online/Virtual Instructional Resources


Instructional Resources