Standards 19A, 19B, 19C
Students are able to consistently sequence, with control, locomotor, non-locomotor, and manipulative movements in a specific game or sport situation. Students at the Exceeds Standards level can apply sport skills in a game like situation using the correct form (e.g., fielding a ground ball to throw to first base).
Students at the Exceeds Standards level are accurately able to identify correct and incorrect movement patterns. (e.g., performing a dance sequence that combines traveling, balancing, and weight transfer).
Students can consistently apply the rules and safety practices used in games, activities, or sports. Students at this level recognize and apply basic offensive and defensive strategies. They are consistently able to apply cooperative strategies in physical activity.
Standards 20A, 20B, 20C
Students at the Exceeds Standards level can recognize and describe the benefits and elements of health-related fitness. They can consistently identify proper activities appropriate for warm-up and cool down and the reason for using them. Students can also accurately define principles of training (FITT: frequency, intensity, time, and type) in a physical activity. A student at this level regularly participates in and can describe the benefits of activities designed to improve and maintain muscular strength and endurance, flexibility, and cardiovascular function. They also have an understanding of how exercise affects body composition.
Students at this level can consistently assess their own fitness levels through a variety of methods (e.g., pulse monitor, RPE). They can accurately calculate and record their own resting and target heart rate. Students can consistently participate in vigorous activity for a sustained period of time while maintaining a target heart rate. Students at this level can regularly evaluate the strengths and weaknesses of a personal fitness profile and select activities to improve.
Students at the Exceeds Standards level understand how to write a realistic, long and short-term, fitness goal based on fitness levels. They can then choose from a list of activities to accomplish the goal. Students consistently recognize opportunities within the community for regular participation in physical activities (e.g., swimming, community walks and runs, park district programs). They can also identify facilities within the community to use for regular participation in physical activities (e.g., parks, ice rinks, tennis courts). Students at this level can use the principles of training (FITT) when writing a plan to meet fitness goals. They consistently implement healthy behavioral choices as part of a fitness program.
Standards 21A, 21B
Students are capable of participating in a variety of group and/or individual activities. Students consistently demonstrate the ability to remain on task when participating in activities for a designated period of time. They are 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 show respect and tolerance for the skill levels and abilities of fellow classmates. They are capable of assisting classmates with skill mastery when needed. Students are consistently 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 capable of identifying what personal behaviors need to be changed. Students are consistently able to work on individually assigned tasks independently until completion.
Students are consistently able to complete assigned tasks with a partner or group within a specific time frame. These students 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 groups’ members when participating in physical activities to accomplish desired outcomes.
Standards 22A, 22B, 22C
Students consistently show that they have knowledge and actively demonstrate skills in reducing health risks. Students demonstrate how positive health practices, such as diet and exercise, can help reduce health risks, such as cancer and heart disease.
Students explain and demonstrate how to use safety precautions in practical situations when dealing with motor vehicles, bicycles, in and near water, and as a pedestrian. Students are able to compare and contrast several careers that are involved in health promotion, health care, and injury prevention. Students are able to describe and demonstrate how an individual influences the health and well being of the people around them (hygiene, volunteerism, disaster preparedness). Students are able to describe environmental issues that may affect the health of the local community (air, water, and land pollution). Students are able to discuss and implement potential solutions to community environmental issues.
Standards 23A, 23B, 23C
Students are able to explain and demonstrate how the body systems interact with one another. Students consistently explain and demonstrate the effects of positive life-style behaviors on the body systems. Students are able to describe the relationships among physical, mental, social, and cultural factors that affect adolescence.
Standards 24A, 24B, 24C
Students at the Exceeds Standards level promote and enhance health and well being through the use of effective communication and decision-making skills. The students consistently describe the consequences of violence in school and in the community and demonstrate by being positive role models. The students are able to describe how to solve interpersonal differences through avoidance, compromise, and cooperation. The students consistently describe ways to positively communicate and maintain relationships at school, at home, and at the workplace. Students are able to compare and contrast the relationships among physical, mental, social, and cultural factors that affect adolescence. The students discuss refusal and negotiation techniques that apply to potentially harmful situations.