Standards 19A, 19B, 19C
Students at the Exceeds Standards level are able to consistently demonstrate mastery of movement skills in physical activity. These students regularly display control when performing locomotor (e.g., running, jumping, skipping) and nonlocomotor (e.g., balancing, bending, twisting) skills. Students at the Exceeds Standards level are able to combine and sequence complex movement patterns (e.g., jump rope routine). Fourth grade students are able to consistently manipulate a variety of objects using various motor patterns (e.g., throwing a frisbee, juggling, kicking a soccer ball).
Students consistently demonstrate an awareness of the fundamental principles of movement during physical activity (e.g., stopping, starting). These students regularly move through space in a variety of directions using different levels, pathways and ranges. Students customarily display an awareness of human movement concepts such as traveling in space, body awareness, and qualities of movement (e.g., time, force, flow, balance). They consistently apply these concepts through description and demonstration. Students participate in sports related fitness activities and games constantly applying concepts of force, absorption, speed and flow in relation to human movement skills. They are continually able to manipulate objects through space applying concepts such as changing direction and/or distance.
Students consistently identify and apply a knowledge of rules used during physical activity. They consistently identify that safety practices are a prime concern for themselves and others. Students are able to distinguish between offensive and defensive strategies used during game play. They are able to consistently identify cooperative strategies used in daily activity ensuring a safe environment to participate in and promoting good sportsmanship. They regularly use necessary precautions to avoid injury in group or individual activities.
Standards 20A, 20B, 20C
Students at the Exceeds Standards level know the importance of regular participation in health-related fitness activities. They are able to accurately match a variety of physical activities to the health-related fitness components (e.g., running/cardiorespiratory). Students can consistently distinguish which physical activities improve health-related fitness and how the activities benefit fitness levels. They also accurately identify risk factors associated with these activities. These students regularly relate the importance of a proper warm-up and cool-down phase to all physical activities.
Students are consistently able to monitor physiological changes that occur in the body before, during, and after moderate physical activity. They regularly show the proper way to take heart-rate using conventional and technological assisted methodologies. Students consistently use this data to analyze if they are performing at the intensity level needed to obtain health-related fitness benefits. They can regularly describe immediate effects of exercise on their bodies and tell what happens when intensity levels change. Students are familiar with health-related fitness testing used in class to monitor fitness levels. They are able to accurately identify which part of the test is used to measure the corresponding health-related component of fitness (e.g., mile run/cardiorespiratory).
Students are familiar with the fitness components identified in health-related fitness testing. They are constantly aware of physical activities and exercises used to work these components. Students are capable of matching these activities and exercises to health-related fitness components. Using the information obtained from health-related fitness testing, students can consistently relate strengths and weaknesses in their fitness profile. By analyzing these strengths and weaknesses, a fourth grade student at this level can accurately set a personal fitness goal.
Standards 21A, 21B
Students are capable of successfully participating in a variety of group and/or individual activities. They are consistently able to follow rules and safety procedures with limited intervention by the instructor or fellow classmates. Students consistently recognize their abilities and skill levels. They are consistently capable of assisting classmates with skill mastery when needed. Students are always familiar with individual roles in a group physical activity and fill this role to make the activity successful. When the group dynamics are not working, students are continually capable of identifying what personal behaviors need to be changed.
Students are consistently able to complete assigned tasks with a partner or group within a specific time frame. Students at the Exceeds Standards level recognize the need for goal-setting to accomplish partner and group activities. They are able to set individual and group goals to accomplish these tasks. Students are also able to work cooperatively with a partner or other group’s members when participating in physical activities to accomplish desired outcomes.
Standards 22A, 22B, 22C
Students are aware of the signs and symptoms of disease that suggest a need for professional medical help and know how to get the needed help. Students know that there are community agencies and where they are located and that they can provide personal and family assistance for the prevention and reduction of communicable and non-communicable diseases. These students are not only aware of the benefits of a proper diet and its benefit to their physical development and total well-being they also have the knowledge to develop good nutritional habits that promote physical development and total well-being. Students can consistently demonstrate the basic skills needed for their own personal safety, including appropriate methods that reduce the risk of injuries (e.g., helmets, knee pads, seat belts, sunscreen). Students are able to describe factors that influence health such as peer pressure and the media. Students are able to identify and explain interrelationships between the environment and their health (e.g., pollution-asthma, sun-skin cancer) and actively demonstrate their knowledge by the choices they make.
Standards 23A, 23B, 23C
Students consistently use appropriate vocabulary to describe basic body systems such as the circulatory, respiratory, and muscular systems and communicate their functions. Students at this level understand the immediate effects of both positive (e.g., exercise and healthy diet) and negative (e.g., drug abuse and alcohol) actions on the body systems and use their free time to work toward personal fitness goals. Students are able to quickly identify various life styles that illustrate physical, mental, social, and cultural factors that affect a person’s growth and development. Students are able to use appropriate vocabulary and give examples when discussing the stages of growth and development.
Standards 24A, 24B, 24C
Students are able to consistently identify the causes and consequences of conflict. They are able to demonstrate verbal and nonverbal skills that both prevent and defuse a hostile situation. Students consistently recognize that choices affect health and demonstrate how and when to use refusal skills.