Illinois Learning Standards
Stage E - Physical Development
Students who meet the standard can demonstrate physical competency in individual and team sports, creative movement, and leisure and work-related activities.
- Utilize locomotor and/or non-locomotor movements in physical
- Refine control while performing a manipulative skill.
- Refine control while performing a locomotor and/or a non-locomotor
- Perform two or more locomotor and/or non-locomotor skills
in combination/sequence with control.
- Combine basic locomotor and non-locomotor patterns with
Students who meet the standard can analyze various movement concepts and applications.
- Demonstrate locomotor movements using a variety of changes
in effort, flow, space, and time.
- Demonstrate manipulative skills using a variety of changes
in effort, flow, space, time, weight transfer, balance,
absorption, and application of force.
- Participates in a wide variety of physical activities
without interfering with others or with objects.
- Identify biomechanical principles of movement related
to weight transfer, balance, absorption, and application
- Demonstrate movement where balance is established, lost,
- Perform a sequence that combines weight transfer and balance
- Identify the components of a variety of locomotor, non-locomotor,
and manipulative skills.
- Manipulate object(s) with accuracy to change its direction
Students who meet the standard can demonstrate knowledge of rules, safety and strategies during physical activity.
- Demonstrate safety procedures/rules when participating
in group physical activity.
- Apply rules for activity necessary to maintain a safe
- Explain offensive, defensive, and cooperative strategies.
Students who meet the standard know and can apply the principles and components of health-related fitness.
- Participate in health-enhancing levels of physical activity
on a daily basis.
- Participate in a progression of activities that will maintain
or improve personal fitness levels.
- Identify activities appropriate for warm-up and cool down.
- Identify the benefits of health-related fitness.
- Identify diseases/disorders associated with poor levels
- Define the effects of selected components of health-related
fitness on current and future health.
- Use and understand age-appropriate vocabulary related
Students who meet the standard can assess individual fitness levels.
- Record heart rate after engaging in physical activity.
- Identify target heart rate, maximum heart rate, resting
- Recognize the immediate effects of exercise on heart rate.
- Monitor heart rate before, during, and after physical
- Match health-related fitness components to a valid assessment
of each component.
- Identify the health-related fitness components in various
- Perform at the intensity level needed to improve cardiovascular
fitness while exercising your heart (e.g., pulse rate, perceived
exertion, heart monitor).
Students who meet the standard can set goals based upon fitness data and develop, implement, and monitor an individual fitness improvement plan.
- Set a personal goal specific to a component of health-related
- Monitor progress in reaching the goal.
- Write a planned list of activities used to accomplish
the personal goal.
- Explain how movement can improve health-related fitness
- Explain the relationship between various movements and
health-related fitness components (e.g., running/ cardiovascular).
- Interpret personal fitness results.
- Explain the relationship between behavioral choices and
Students who meet the standard can demonstrate individual responsibility during group physical activities.
- Discuss the class procedures to be followed during participation
in a group physical activity.
- Explain the safety procedures and rules to be followed
during participation in a group physical activity.
- Respect the personal space of others as well as the relationship
to objects when moving safely within individual self-space.
- List the consequences for not following the class procedures/rules.
- Follow rules when participating in a group activity.
- Follow specific instructions when participating in a physical
- Perform physical activity when following specific instructions.
- Examine how to settle disagreements concerning rule discrepancies
without teacher intervention during physical activity.
- Analyze the impact of individual behaviors on group physical
- Discuss the need for officiating during physical activity.
- Demonstrate the ability to remain on task when participating
in physical activity.
Students who meet the standard can demonstrate cooperative skills during structured group physical activity.
- Explain safety procedures that should be followed when
working with a partner during structured group physical
- Perform cooperatively in a small group when participating
in structured group physical activity.
- Complete a task with a partner or small group in a given
amount of time with no teacher intervention.
- Give examples of ways to achieve individual and/or shared
goals during group physical activity.
Return to Physical Development & Health Classroom
Assessments and Performance Descriptors