Stage J - Physical Development

Descriptors

19A - Students who meet the standard can demonstrate physical competency in individual and team sports, creative movement, and leisure and work-related activities.

1. Analyze personal performance for effective movement.
2. Apply results of self-analysis for personal improvement.
3. Critique self-selected activity for his/her own ability to adjust to the changing environment.
4. Apply basic skills inherent to any activity with consistent positive results.
5. Compare skill development changes that occur from childhood to adulthood in a self-selected individual/ dual/team sport, creative movement activities, or work related activities.

19B - Students who meet the standard can analyze various movement concepts and applications.

1. Observe and critique a performance of a manipulative skill of a classmate and identify a variety of biomechanical principles that contribute to the effectiveness of the performance.
2. Observe and critique a performance of a classmate and identify the level of efficiency of the performance.
3. Select a skill and analyze the skill for maximum effectiveness and efficiency.
4. Design a plan for improvement of the skill to increase effectiveness and efficiency.
5. Design a plan for improvement of a game or dance performance to increase effectiveness and efficiency.
6. Design a plan for learning a new skill based on requirements of effectiveness and efficiency.
7. Design a plan for modifying a new skill based on requirements of effectiveness and efficiency in performing the skill.
8. Identify the effect of fitness levels on the performance of a variety of skills (movement efficiency).
9. Identify the effect of fitness levels on the performance of games and dance (movement efficiency).

19C - Students who meet the standard can demonstrate knowledge of rules, safety and strategies during physical activity.

1. Take part in activities in a safe and appropriate manner.
2. Apply cooperative strategies during activities, games, or sports.
3. Select appropriate strategies to offset the opponent's strategies.
4. Apply rules during self-officiated activities, games, or sports.
5. Modify existing components of a specific activity to improve that activity (increase the participation).
6. Create an activity using rules, strategies, and safe methods in which classmates can participate.

20A - Students who meet the standard know and can apply the principles and components of health-related fitness.

1. Participate regularly in health-enhancing fitness in and out of school.
2. Participate in health-enhancing levels of physical activity on a daily basis.
3. Participate in a progression of activities that will maintain or improve personal fitness levels.
4. Demonstrate the knowledge, skill, and ability to monitor and adjust physical activity levels to meet personal fitness needs.
5. Interpret your own personal data gram and evaluate your data to influence change in your program.
6. Formulate a fitness plan that can be implemented and tested by collecting data.
7. Include principles of exercise frequency, intensity, time, type, specificity, progression, and overload into a regular exercise program, including warm up and cool down.
8. Explain data recorded throughout an exercise program.
9. Demonstrate correct adjustment and use of fitness equipment.
10. Display proper exercise technique.

20B - Students who meet the standard can assess individual fitness levels.

1. Create a profile to track heart rate and fitness levels over an extended period of time.
2. Measure health/fitness levels in body composition, muscular strength, muscular endurance, flexibility, and cardiovascular endurance.
3. Use multiple assessments to determine current levels of fitness within each component.
4. Match health-related fitness components to a valid assessment of each component.
5. Interpret health-related fitness data collected over a period of time, with and without the use of technology, to assess all components of health-related fitness: body composition, muscular strength, muscular endurance, flexibility, and cardiovascular fitness before, during, and after engaging in an exercise program.
6. Assess improvements in a fitness profile and set new goals.
7. Evaluate behavioral choices and their impact on fitness level.
8. Evaluate the possible effects of heredity on physical wellness.
9. Evaluate the effects of fitness choices on physical wellness.

20C - Students who meet the standard can set goals based upon fitness data and develop, implement, and monitor an individual fitness improvement plan.

1. Write health-related fitness goals that reflect current fitness level, length of available time, equipment and facilities, and realistic goals.
2. Incorporate the specific health and exercise behaviors necessary to attain the short-term and long-term goals.
3. Recognize possible difficulties in achieving both short and long-term goals and identify strategies to overcome these difficulties.
4. Determine the level of success in meeting these goals.
5. Analyze results of health-related goals for each specific health-related fitness component.
6. Evaluate short-term goals.
7. Perform periodic assessments of each component of health-related fitness.
8. Revise a fitness program to reflect changes in age and/or possible changes in health status (e.g., illness or injury).
9. Adjust or modify personal fitness plan as warranted.
10. Keep a personal fitness log that includes warm-up activities, complete descriptions of conditioning exercises and activities, workout hours and minutes, intensity, repetitions, sets, frequency, and cool down activities.
11. Evaluate the contents of a personal exercise log.
12. Evaluate behavioral choices and their impact on personal fitness levels.

21A - Students who meet the standard can demonstrate individual responsibility during group physical activities.

1. Demonstrate problem-solving skills and strategies when participating in physical activity.
2. Coach/facilitate a group of peers when participating in a physical activity.
3. Compare safety procedures used in a variety of physical activities and explain why they are important.
4. Self-officiate games and/or activities when participating in a physical activity.
5. Design a group activity including rules and safety procedures.
6. Examine how to change the rules of an activity or game in order to include every participant.

21B - Students who meet the standard can demonstrate cooperative skills during structured group physical activity.

1. Share leadership and supportive roles during structured group physical activity.
2. Support group decisions when participating in structured group physical activities.
3. Compromise/Adapt to group needs during physical activity.
4. Resolve interpersonal conflicts with others during structured group physical activity.
5. Encourage others to respond positively to challenges, successes, and failures in structured group physical activities.
6. Assess the group's ability to perform at higher levels of team-building in competitive and non-competitive settings during structured group physical activity.
7. Plan a strategy to reach an agreed upon goal during structured group physical activity.
8. Assess the contribution of group members toward goal achievement during structured group physical activity.
   Respect and acknowledge the different physical performance levels of others when participating in structured group physical activities.
9. Follow through with plans and strategies established to achieve group goals (including team building strategies) when participating in physical activity.
10. Evaluate strengths and weaknesses of the plan or process used to complete a task during structured group physical activity.

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