Health and Physical Education
Every student takes a semester of health during ninth and tenth grade to help students make decisions that support their emotional, mental, and physical well-being.
Students gain insights on ways to to develop healthy and positive habits for self-care. They also learn about technology use, reproductive health, identity formation, executive functioning. Students also have access to a range of athletics courses and have the option of completing independent PE study.
This elective course teaches students who are new to the game the fundamentals of tennis. Instruction includes the proper technique and key mechanical components to successfully hit forehands, backhands, serves, volleys, and overheads. Drills and team match play, rules, and etiquette are included. Students meet twice a week and the course runs until the Thanksgiving break. This course is graded Pass/No Pass and is worth one semester credit.
This course provides an introduction to the components of physical fitness, including cardio-respiratory fitness, muscular strength, endurance, flexibility, balance, and agility. Students learn the proper use of weight room equipment, methods of training and the ability to track their own progress and set personal fitness goals. Upon successful completion of the course, students will be prepared to use our weight room independently. Lifetime Fitness can be taken more than once for credit. This course is graded Pass/No Pass and is worth one semester credit. This elective is recommended for all students who want to earn PE credit during the school day.
Musical Theater Dance Intensive
This semester focuses on dance for musical theater and developing material with a heavy dance focus, especially tap, in addition to jazz and other styles for musical theater. Dance skill development will take priority, along with exploring dance history in musical theater and choreography for musical theater. This class can be taken for either Arts or PE credit. If taken for PE Credit, the course will be graded Pass/No Pass.
Independent PE credit is an option for students engaged in regular, coached athletics outside of school. Examples include club soccer, gymnastics, and dance. Students must apply to the PE department using the application. Students may apply for credit for either fall or spring semester. The activity must last 15 weeks for an average of seven hours or more each week, totaling at least 100 hours. A coach or supervisor other than a parent or friend will be asked to confirm that requirements have been met before credit is awarded. A student may only receive credit if the activity is not offered at Catlin Gabel during the term requested.
PE Credit through Athletics
Students participating in Catlin Gabel athletics are eligible to receive one semester of PE credit at the end of their second season of competition. To receive credit, the student must have regular attendance to practices and games and participate fully as a member of the team. The coach verifies whether the student passes each season, and the Athletics department will confirm with the Registrar when credit should be awarded.
PE Credit through the Outdoor Program
Students engaged in 48 hours of Outdoor Ed trips may receive a semester PE credit. The Outdoor Program will track hours completed and notify the registrar when a credit should be awarded. The Outdoor program catalog lists the number of hours that each trip represents toward a PE credit. To receive 0.5 PE semester credit, students need a minimum of 48 hours total (roughly three weekend trips during the year or one week-long trip during the summer). Each trip sign-up form includes the option to indicate that you’d like to receive PE credit.
Health 9 begins by helping students strategize about goals regarding healthy self-care habits as they transition to Upper School. We give thoughtful consideration to identity formation, including biological sex, gender expression, and sexuality. Our studies of reproductive health provide a medically accurate base of knowledge for keeping all bodies safe and healthy, inclusive of all genders and sexual orientations. Using our understanding of anatomy, we compare methods of contraception and prevention of sexually transmitted infections (STIs). We discuss the nuances of sexual decision making and consent. Through discussions and scenarios, we explore how to recognize and report abuse in intimate or sexual relationships as well as in other human interactions. Finally, we provide an overview of brain development and how the brain and body respond to drugs (with a focus on tobacco/ vaping products, alcohol, and marijuana), discussing harm reduction strategies while encouraging abstinence from illegal drug use.
Health 10 is required for all sophomores. Students embark on an interactive, reflective, and discussion-oriented journey of self-discovery, designed to increase their sense of identity and understanding of human behavior, while developing mental skills to respond effectively. Students learn that mental and physical health are essential to their future happiness, are not automatic, and must be actively maintained. Information about substance abuse issues, confronting emotions and thought patterns, stress management skills, healthy relationships, Identity, suicide awareness, holistic self-care, and communication with family and friends is introduced. Finally, students will confront the challenges of conflict resolution, and delve into the developmentally crucial topic of vulnerability.
Required for all ninth graders, Foundations is led by our Learning Specialist. The class serves to promote connection and community between peers, build the foundation of each student’s learning profile, develop concrete executive functioning strategies, and provide opportunities to practice critical thinking, active listening, and developing ideas with evidence. Lessons focus on technology use, media literacy, inclusion/equity, and leadership are co-taught with program heads.