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.