ISAT Physical Development and Health Performance Definitions
Grade 9/10
EXCEEDS STANDARDS
Standards 19A, 19B, 19C
At the Exceeds Standards level, students are able to participate
in a variety of complex sport and creative movement activities at
a high level of proficiency. They are able to correctly utilize
a variety of motor patterns while consistently manipulating objects,
changing directions, applying strategic concepts, and assessing
the activities of other participants. They typically use correct
and mechanically efficient form while performing skills, and are
able to make preferred choices in decision-making as it affects
game outcomes. They are able to choose proper application of skill
during game play, and can combine skill and knowledge factors successfully
during activities. They are effectively able to transfer efficient
movement patterns to leisure-related as well as work-related activities,
and are able to adjust their movement patterns to succeed in an
ever-changing skill environment.
Students are able to assess the effectiveness of a variety of movement
patterns in skill performance. They are able to accurately identify
mechanically correct form in a variety of movement phases, and are
consistently able to determine the efficiency of various movements
and predict the outcome of performance by changing the movement
pattern (i.e., the harder you hit an object, the farther it will
travel). Students at the Exceeds level are able to correctly assess
the skill performance of a classmate in specific activities and
are able to determine the correction needed to improve performance.
Students at the Exceeds Standards level are able to identify and
describe appropriate rules and safety procedures for a variety of
activities. They consistently engage in safe practices before, during,
and after activities (i.e., warm up and cool down activities). They
are able to accurately list rules and procedures to enhance safety,
and are consistently able to effectively determine appropriate strategies
for offensive and defensive game components. These students are
able to frequently demonstrate desirable tendencies for group cooperation
and to utilize effective cooperative strategies for individual or
group participation.
Standards 20A, 20B, 20C
At the Exceeds Standards level, students are able to accurately
describe the fitness-related benefits of a variety of sport and
leisure activities. They are able to explain the effects of various
exercises on personal fitness, and are able to discuss how exercise
affects personal fitness and how it relates to the health-related
fitness components. At this level, they are able to effectively
participate in various types of fitness training programs and effectively
discuss the benefits of each type of program. These students are
able to select a variety of activities that effectively demonstrate
the principles of health-related fitness. They are also able to
effectively use the appropriate vocabulary to identify principles
of fitness, and to extensively and accurately discuss common principles
of fitness training (F.I.T.T.) or other appropriate models.
Students at the Exceeds Standards level are able to effectively
utilize fitness data, including heart rate and body composition
information, to effectively interpret appropriate fitness levels.
They are able to accurately demonstrate use of various fitness technologies,
and effectively utilize scores and results from those technologies
to assess personal fitness levels. Students at this level are able
to create personal fitness profiles and accurately monitor personal
improvement over a period of time. They are able to assess fitness
performance without the use of technology and can effectively implement
changes to affect personal fitness performance results. They are
able to demonstrate a high level of physiological knowledge and
are able to utilize physiological data to evaluate personal fitness
levels.
At the Exceeds Standards level, students are able to accurately
interpret personal fitness data to set short-term health related
fitness goals. They are able to accurately interpret necessary data
and design a comprehensive personal fitness program that effectively
incorporates the health-related fitness components and principles.
Students at this level can identify and locate various local and
community fitness services (i.e., pools, fitness centers, recreation
paths, community recreation programs), and can evaluate potential
benefits for personal use. Students at this level are able to accurately
design and effectively implement a personal fitness program.
Standards 21A, 21B
Students frequently and consistently demonstrate desirable decision-making
skills and behaviors during physical activity. These students reliably
remain on-task to complete assigned activities. They frequently
demonstrate desired decision-making strategies, either individually
or within a group, which results in a safe environment for participants.
Such students are able to apply appropriate safety rules during
specific activities, and effectively demonstrate problem-solving
skills and strategies when participating in physical activity.
At the Exceeds Standards level, students are able to effectively
apply strategies to maximize the contributions of others during
competitive and/or non-competitive activities. They are able to
apply decision-making strategies to solve problems and resolve conflict
during activities. The students are able to effectively resolve
interpersonal conflicts during group activities and have a positive
effect in supporting the efforts of other participants.
Standards 22A, 22B, 22C
Students can quickly compare and contrast various diseases such
as communicable, chronic, and degenerative illnesses and consistently
recognize the systems of common illnesses. Students consistently
understand that illness prevention comes from proper nutrition,
improved fitness, and stress management. These students understand
the importance of a healthy future by integrating positive lifestyle
behaviors on a continuous basis. Students consistently show concern
for safety practices and are able to consistently demonstrate various
life-safety skills. They can perform essential rescue skills that
are appropriate to many life-threatening situations. Students are
able to compare and contrast several careers involved in health
promotion, health care, and injury prevention. Students are able
to explain social and economic effects of health problems on individuals
and society, such as health cost, and reduction in productivity.
They quickly recognize signs of medical quackery and analyze marketing/media
influences on health choices. Students analyze various environmental
conditions that affect health on a global scale, such as acid rain,
oil spills, landfills, and ozone depletion. They can compare and
contrast how individual, communities, states and countries prevent
and correct environmental problems.
Standards 23A, 23B, 23C
Students at the Exceeds Standards level are able to explain how
body system functions interact with each other and can be maintained.
They investigate ways and behaviors that can improve or maintain
the functioning of the body’s systems. Students are able to
analyze the immediate and long-term effects of poor health habits
on the body systems such as heart disease, obesity, and stress.
They understand the importance of health-related fitness. Students
are able to discuss the characteristics and development needs related
to the stages of the life cycle.
Standards 24A, 24B, 24C
Students are able to communicate in positive ways and demonstrate
the ability to resolve differences and prevent conflict. They can
practice negotiation, mediation and conflict resolution skills.
Students are able to explain the value of decision-making and how
it affects their personal growth. They analyze option choices and
determine the impact each could have on successfully solving a health-related
problem or making a health-related decision. Students know how and
when to use refusal skills.
MEETS STANDARDS
Standards 19A, 19B, 19C
At the Meets Standards level, students are able to participate in
a variety of complex sport and creative movement activities at an
average level of proficiency. They are able to correctly utilize
a variety of motor patterns and can sometimes manipulate objects,
change directions, apply strategic concepts, and assess the movements
of other participants. They oftentimes use correct and mechanically
efficient form while performing skills, and are able to make preferred
choices in decision-making as it affects game outcomes. They are
able to choose proper application of skills during game play, and
can, at times, combine skill and knowledge factors successfully
during activities. They are sometimes able to transfer efficient
movement patterns to leisure-related as well as work-related activities,
and, with sufficient practice, are able to adjust their movement
patterns to succeed in an ever-changing skill environment.
Students are able to assess the effectiveness of a variety of movement
patterns in skill performance. They are usually able to accurately
identify mechanically correct form in a variety of movement phases,
and are often able to determine the efficiency of various movements
and predict the outcome of performance by changing the movement
pattern (i.e., the harder you hit an object, the farther it will
travel). Students at the Meets Standards level are often able to
correctly assess the skill performance of a classmate in specific
activities and are sometimes able to determine the correction needed
to improve performance.
Students are usually able to identify and describe appropriate
rules and safety procedures for a variety of activities. They usually
engage in safe practices before, during, and after activities (i.e.,
warm up and cool down activities). They are often able to list rules
and procedures to enhance safety, and are often able to determine
appropriate strategies for offensive and defensive game components.
These students are sometimes able to demonstrate desirable tendencies
for group cooperation and to utilize effective cooperative strategies
for individual or group participation.
Standards 20A, 20B, 20C
At the Meets Standards level, students are usually able to describe
the fitness-related benefits of a variety of sport and leisure activities.
They are often able to explain the effects of various exercises
on personal fitness, and are usually able to discuss how exercise
affects personal fitness and how it relates to the health-related
fitness components. At this level, they are able to participate
in a few various types of fitness training programs and discuss
the general benefits of each type of program. These students are
able to select a variety of activities that demonstrate the principles
of health-related fitness. They are also able to use a significant
amount of appropriate vocabulary to identify general principles
of fitness, and to discuss a number of common principles of fitness
training (F.I.T.T.) or other appropriate models.
Students are able to utilize most fitness data, including heart
rate and body composition information, to interpret appropriate
fitness levels. They are able to demonstrate the use of various
fitness technologies, and can usually utilize scores and results
from those technologies to assess personal fitness levels. Students
at this level are able to create personal fitness profiles and monitor
personal improvement over a period of time. They are usually able
to assess fitness performance without the use of technology and
can implement many changes to affect personal fitness performance
results. They are usually able to demonstrate physiological knowledge
and are able to utilize most physiological data to evaluate personal
fitness levels.
Students are usually able to interpret personal fitness data to
set short-term health related fitness goals. They are usually able
to interpret necessary data and design a comprehensive personal
fitness program that incorporates the health-related fitness components
and principles. Students at this level can identify and locate various
local and community fitness services (i.e., pools, fitness centers,
recreation paths, community recreation programs) and can evaluate
potential benefits for personal use. Students are able to design
and implement a personal fitness program.
Standards 21A, 21B
Students at the Meets Standards level usually demonstrate desirable
decision-making skills and behaviors during physical activities.
These students usually remain on-task to complete assigned activities.
They oftentimes demonstrate desired decision-making strategies,
either individually or within a group, which can result in a safe
environment for participants. Such students are many times able
to apply appropriate safety rules during specific activities, and
demonstrate problem-solving skills and strategies when participating
in physical activity.
Students are usually able to apply strategies to maximize the contributions
of others during competitive and/or non-competitive activities.
They are often able to apply decision-making strategies to solve
problems and resolve conflict during activities. The students are
usually able to resolve interpersonal conflicts during group activities
and, many times, have a positive effect in supporting the efforts
of other participants.
Standards 22A, 22B, 22C
Students can identify and compare various diseases such as communicable,
chronic and degenerative illnesses and can recognize the signs and
symptoms most of the time. Students understand that illness prevention
comes from proper nutrition, improved fitness, and stress management.
These students understand the importance of a healthy future by
demonstrating positive lifestyle behaviors most of the time. Students
show concern for safety practices and are able to demonstrate various
life-safety skills. Most of the time, they can perform essential
rescue skills that are appropriate to many life-threatening situations.
These students are aware of local sources of training for CPR, first
aid, and lifesaving. Students can identify several careers that
are involved in health promotion, health care, and injury prevention.
Students can identify social and economic effects of health problems
on individuals and society, such as health cost, and reduction in
productivity. They also understand the importance of personal benefits
of being a wise consumer when choosing various medical services.
Students identify various environmental conditions and how they
can affect health on a global scale, such as acid rain, oil spills,
landfills, and ozone depletion.
Standards 23A, 23B, 23C
Students at this level can explain how body system functions interact
with each other and can be maintained. They understand the basic
structure and functions of the body systems. Students can identify
most of the immediate and long-term effects of poor health habits
on the body systems such as heart disease, obesity, and stress.
Most of the time, they understand the importance of health-related
fitness. Students can identify changes in physical health and understand
the stages of growth of the life cycle.
Standards 24A, 24B, 24C
Students can usually be able to communicate in positive ways and
demonstrate the ability to resolve differences and prevent conflict.
Most of the time, students identify how decision-making affects
their personal growth. They usually recognize barriers that can
affect their decision making process. Students usually know how
and when to use refusal skills.
BELOW STANDARDS
Standards 19A, 19B, 19C
At the Below Standards level, students participate in a variety
of complex sport and creative movement activities at a below average
skill level, and demonstrate difficulty in attaining proficiency
in psychomotor activities. They are inconsistent in their ability
to correctly utilize a variety of motor patterns and are not able
to consistently manipulate objects, change directions, apply strategic
concepts, or assess the movements of other participants. They oftentimes
use incorrect and mechanically inefficient form while performing
skills, and demonstrate difficulty in making preferred choices in
decision-making as it affects game outcomes. They have difficulty
in choosing proper application of skill during game play, and are
not able to consistently combine skill and knowledge factors successfully
during activity. They have difficulty in transferring efficient
movement patterns to leisure as well as work-related activities,
and require extensive practice to adjust their movement patterns
to succeed in an ever-changing skill environment.
Students have difficulty assessing the effectiveness of a variety
of movement patterns in skill performance. They usually have difficulty
in accurately identifying mechanically correct form in a variety
of movement phases. They oftentimes have difficulty in determining
the efficiency of various movements and in predicting the outcome
of performance by changing the movement pattern (i.e., the harder
you hit an object, the farther it will travel). Students at the
Below Standards level may often be unable to correctly assess the
skill performance of a classmate in specific activities and are,
at times, unable to determine the correction needed to improve performance.
Students usually have difficulty identifying and describing appropriate
rules and safety procedures for a variety of activities. They do
not engage consistently in safe practices before, during, and after
activities (i.e., warm up and cool down activities). They often
have difficulty listing rules and procedures to enhance safety,
and are usually not able to determine appropriate strategies for
offensive and defensive game components. Students who are Below
Standards in this area oftentimes may not demonstrate desirable
tendencies for group cooperation and may have difficulty in utilizing
effective cooperative strategies for individual or group participation.
Standards 20A, 20B, 20C
Students are occasionally able to describe some fitness-related
benefits of a variety of sport and leisure activities. They are
able to explain basic effects of various exercises on personal fitness,
and are occasionally able to discuss how exercise affects personal
fitness and how it relates to the health-related fitness components.
At this level, they participate in few types of fitness training
programs and have difficulty discussing the general benefits of
various types of programs. These students are sometimes able to
select a variety of activities that demonstrate the principles of
health-related fitness. They also have difficulty using appropriate
vocabulary to identify general principles of fitness, or to discuss
common principles of fitness training (F.I.T.T.) or other appropriate
models.
Students at the Below Standards level are sometimes able to effectively
utilize fitness data, including heart rate and body composition
information, to interpret appropriate fitness levels. They have
difficulty demonstrating the use of various fitness technologies,
and usually cannot utilize scores and results from those technologies
to assess personal fitness levels. Students at this level have difficulty
creating personal fitness profiles and monitoring personal improvement
over a period of time. They sometimes are able to assess fitness
performance with or without the use of technology and occasionally
implement changes to affect personal fitness performance results.
They do not have a grasp of physiological knowledge and are usually
not able to utilize most physiological data to evaluate personal
fitness levels.
At the Below Standards level, students have difficulty interpreting
personal fitness data to set short-term health related fitness goals.
They are sometimes able to interpret necessary data and have difficulty
designing a comprehensive personal fitness program that incorporates
the health-related fitness components and principles. Students at
this level can sometimes identify and locate various local and community
fitness services (i.e., pools, fitness centers, recreation paths,
community recreation programs), but often cannot evaluate potential
benefits for personal use. Students have difficulty designing and
implementing a personal fitness program.
Standards 21A, 21B
Students infrequently and inconsistently demonstrate desirable decision-making
skills and behaviors during physical activities. These students
occasionally remain on-task to complete assigned activities. They
infrequently demonstrate desired decision-making strategies, either
individually or within a group, which may result in a safe environment
for participants. Such students have difficulty in applying appropriate
safety rules during specific activities and are sometimes able to
demonstrate problem-solving skills and strategies when participating
in physical activity.
At this level, students are sometimes able to apply strategies
to maximize the contributions of others during competitive and/or
non-competitive activity. They are sometimes able to apply decision-making
strategies to solve problems and resolve conflict during activity.
The students are occasionally able to resolve interpersonal conflicts
during group activity, and may not have a positive effect in supporting
the efforts of other participants.
Standards 22A, 22B, 22C
Students can identify various diseases such as communicable, chronic
and degenerative illnesses with limited understanding. They can
list some of their signs and symptoms. Students understand that
illness prevention comes from proper nutrition, improved fitness,
and stress management. These students understand the importance
of a healthy future, however, they often have difficulty choosing
positive life style behaviors. Students show concern for practices
but are not always able to demonstrate life safety skills. They
can perform some essential rescue skills with limited ability. Students
are able to identify some careers that are involved in health promotion,
health care, and injury prevention with some difficulty. Students
are able to identify some social and economic effects of health
problems on individuals and society, such as health cost, and reduction
in productivity. However, they often lack skills needed to be a
wise consumer when choosing various medical services. Sometimes
these students identify various environmental conditions that affect
health on a global scale, such as acid rain, oil spills, landfills,
and ozone depletion.
Standards 23A, 23B, 23C
Students at the Below Standards level are sometimes able to explain
how body system functions interact with each other and can be maintained.
They sometimes understand the basic structure and functions of the
body systems. Students are occasionally able to identify some of
the immediate and long-term effects of poor health habits on the
body systems such as heart disease, obesity, and stress. They sometimes
understand the importance of health-related fitness. Students are
sometimes able to identify changes in physical health at various
stages of the life cycle. They sometimes understand the stages of
growth.
Standards 24A, 24B, 24C
Students will sometimes be able to communicate in positive ways
and demonstrate the ability to resolve differences and prevent conflict.
Students are sometimes able to identify, how decision-making affects
their personal growth and recognize some barriers that can affect
their decision making process. Students sometimes know how and when
to use refusal skills.
ACADEMIC WARNING
Standards 19A, 19B, 19C
At the Academic Warning level, students will rarely be able to participate
in a variety of complex sport and creative movement activities,
and are often unable to attain even a minimal level of proficiency
in psychomotor activities. They are very inconsistent in their ability
to correctly utilize a variety of motor patterns and are unable
to manipulate objects, change directions, apply strategic concepts,
or assess the movements of other participants to any extent. They
regularly use incorrect and mechanically inefficient form while
performing skills, and demonstrate extreme difficulty in making
preferred choices in decision-making as it affects game outcomes.
They have great difficulty in choosing proper application of skill
during game play, and are not able to combine skill and knowledge
factors successfully during activity. They have difficulty in transferring
efficient movement patterns to leisure as well as work-related activities,
and are not able to adjust their movement patterns to adapt to an
ever-changing skill environment.
Students have extreme difficulty assessing the effectiveness of
movement patterns in skill performance. They are usually unable
to accurately identify mechanically correct form in a variety of
movement phases. They usually have difficulty in determining the
efficiency of various movements and in predicting the outcome of
performance by changing the movement pattern (i.e., the harder you
hit an object, the farther it will travel). Students at the Academic
Warning level are usually unable to correctly assess the skill performance
of a classmate in specific activities and are often unable to determine
the correction needed to improve performance.
Students are usually unable to identify and describe appropriate
rules and safety procedures for a variety of activities. They rarely
engage in safe practices before, during, and after activities (i.e.,
warm up and cool down activities). They have difficulty listing
rules and procedures to enhance safety, and are rarely able to determine
appropriate strategies for offensive and defensive game components.
Students who are at the Academic Warning level usually do not demonstrate
desirable tendencies for group cooperation and may have extreme
difficulty in utilizing effective cooperative strategies for individual
or group participation.
Standards 20A, 20B, 20C
At the Academic Warning level, students are rarely able to describe
fitness-related benefits in sport and leisure activities. They are
usually unable to explain basic effects of various exercises on
personal fitness, and are rarely able to discuss how exercise affects
personal fitness and how it relates to the health-related fitness
components. At this level, they participate in few types of fitness
training programs and have great difficulty discussing the general
benefits of various types of programs. These students are often
unable to select a variety of activities that demonstrate the principles
of health-related fitness. They also have great difficulty using
appropriate vocabulary to identify general principles of fitness,
and are generally unable to discuss common principles of fitness
training (F.I.T.T.) or other appropriate models.
Students at the Academic Warning level are usually unable to utilize
fitness data, including heart rate and body composition information,
to interpret appropriate fitness levels. They have great difficulty
demonstrating the use of fitness technologies, and are rarely able
to utilize scores and results from those technologies to assess
personal fitness levels. Students at this level have great difficulty
creating personal fitness profiles and monitoring personal improvement
over a period of time. They are usually able to assess fitness performance
with or without the use of technology and cannot implement changes
to affect personal fitness performance results. They do not have
a grasp of physiological knowledge and are not able to utilize physiological
data to evaluate personal fitness levels.
Students have great difficulty interpreting personal fitness data
to set short-term health related fitness goals. They are usually
not able to interpret necessary data and have great difficulty designing
a comprehensive personal fitness program that incorporates the health-related
fitness components and principles. Students at this level can sometimes
identify and locate various local and community fitness services
(i.e. pools, fitness centers, recreation paths, community recreation
programs), but cannot evaluate potential benefits for personal use.
Students at this level have significant difficulty designing and
implementing a personal fitness program.
Standards 21A, 21B
Students at the Academic Warning level are usually unable to demonstrate
desirable decision-making skills and behaviors during physical activity.
These students will seldom remain on task to complete assigned activities.
They do not demonstrate desired decision-making strategies, either
individually or within a group, which may result in an unsafe environment
for participants. Such students have extreme difficulty in applying
appropriate safety rules during specific activities, and will most
often be unable to demonstrate problem-solving skills and strategies
when participating in physical activities.
At the Academic Warning level, students are usually unable to apply
strategies to maximize the contributions of others during competitive
and/or non-competitive activities. They will often be unable to
apply decision-making strategies to solve problems and resolve conflict
during activities. The students are often unable to resolve interpersonal
conflicts during group activities, and usually will not have a positive
effect in supporting the efforts of other participants.
Standards 22A, 22B, 22C
Students at the Academic Warning level usually have difficulty identifying
common diseases and illnesses. They are often confused understanding
the difference between communicable, chronic, and degenerative illnesses.
Students have limited understanding that illness prevention comes
from proper nutrition, improved fitness, and stress management.
These students have difficulty choosing positive life style behaviors.
Most of the time they lack concern for safety and do not always
demonstrate life safety skills. They have trouble remembering most
of the essential rescue skills. Students have limited understanding
on careers that involve health and injury prevention. Students seem
somewhat confused regarding social and economic effects of health
problems on individuals and society. They lack skills needed to
be a wise consumer. Students have difficulty identifying environmental
conditions such as acid rain, oil spills, landfills, and ozone depletion.
Standards 23A, 23B, 23C
Students at the Academic Warning level are usually unable to explain
how body system functions interact with each other and can be maintained.
They have difficulty understanding the basic structure and functions
of the body systems. Students have difficulty identifying immediate
and long-term effects of poor health habits on the body systems
such as heart disease, obesity, and stress. They usually do not
understand the importance of health-related fitness. Students have
difficulty identifying changes in physical health at various stages
of the life cycle. They understand some of the stages of growth.
Standards 24A, 24B, 24C
Students are rarely able to communicate in positive ways or
demonstrate the ability to resolve differences and prevent conflict.
Students have limited ability to identify how decision-making affects
their personal growth. They lack the ability to recognize any barriers
that can affect their decision making process. Students rarely know
how and when to use refusal skills.
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