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Standards 19A, 19B, 19C

At the Exceeds Standards level, students are able to participate in a variety of complex sport and creative movement activities at a high level of proficiency. They are able to correctly utilize a variety of motor patterns while consistently manipulating objects, changing directions, applying strategic concepts, and assessing the activities of other participants. They typically 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 skill during game play, and can combine skill and knowledge factors successfully during activities. They are effectively able to transfer efficient movement patterns to leisure-related as well as work-related activities, and 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 able to accurately identify mechanically correct form in a variety of movement phases, and are consistently 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 Exceeds level are able to correctly assess the skill performance of a classmate in specific activities and are able to determine the correction needed to improve performance.

Students at the Exceeds Standards level are able to identify and describe appropriate rules and safety procedures for a variety of activities. They consistently engage in safe practices before, during, and after activities (i.e., warm up and cool down activities). They are able to accurately list rules and procedures to enhance safety, and are consistently able to effectively determine appropriate strategies for offensive and defensive game components. These students are able to frequently demonstrate desirable tendencies for group cooperation and to utilize effective cooperative strategies for individual or group participation.

Standards 20A, 20B, 20C

At the Exceeds Standards level, students are able to accurately describe the fitness-related benefits of a variety of sport and leisure activities. They are able to explain the effects of various exercises on personal fitness, and are 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 effectively participate in various types of fitness training programs and effectively discuss the benefits of each type of program. These students are able to select a variety of activities that effectively demonstrate the principles of health-related fitness. They are also able to effectively use the appropriate vocabulary to identify principles of fitness, and to extensively and accurately discuss common principles of fitness training (F.I.T.T.) or other appropriate models.

Students at the Exceeds Standards level are able to effectively utilize fitness data, including heart rate and body composition information, to effectively interpret appropriate fitness levels. They are able to accurately demonstrate use of various fitness technologies, and effectively utilize scores and results from those technologies to assess personal fitness levels. Students at this level are able to create personal fitness profiles and accurately monitor personal improvement over a period of time. They are able to assess fitness performance without the use of technology and can effectively implement changes to affect personal fitness performance results. They are able to demonstrate a high level of physiological knowledge and are able to utilize physiological data to evaluate personal fitness levels.

At the Exceeds Standards level, students are able to accurately interpret personal fitness data to set short-term health related fitness goals. They are able to accurately interpret necessary data and design a comprehensive personal fitness program that effectively 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 at this level are able to accurately design and effectively implement a personal fitness program.

Standards 21A, 21B

Students frequently and consistently demonstrate desirable decision-making skills and behaviors during physical activity. These students reliably remain on-task to complete assigned activities. They frequently demonstrate desired decision-making strategies, either individually or within a group, which results in a safe environment for participants. Such students are able to apply appropriate safety rules during specific activities, and effectively demonstrate problem-solving skills and strategies when participating in physical activity.

At the Exceeds Standards level, students are able to effectively apply strategies to maximize the contributions of others during competitive and/or non-competitive activities. They are able to apply decision-making strategies to solve problems and resolve conflict during activities. The students are able to effectively resolve interpersonal conflicts during group activities and have a positive effect in supporting the efforts of other participants.

Standards 22A, 22B, 22C

Students can quickly compare and contrast various diseases such as communicable, chronic, and degenerative illnesses and consistently recognize the systems of common illnesses. Students consistently understand that illness prevention comes from proper nutrition, improved fitness, and stress management. These students understand the importance of a healthy future by integrating positive lifestyle behaviors on a continuous basis. Students consistently show concern for safety practices and are able to consistently demonstrate various life-safety skills. They can perform essential rescue skills that are appropriate to many life-threatening situations. Students are able to compare and contrast several careers involved in health promotion, health care, and injury prevention. Students are able to explain social and economic effects of health problems on individuals and society, such as health cost, and reduction in productivity. They quickly recognize signs of medical quackery and analyze marketing/media influences on health choices. Students analyze various environmental conditions that affect health on a global scale, such as acid rain, oil spills, landfills, and ozone depletion. They can compare and contrast how individual, communities, states and countries prevent and correct environmental problems.

Standards 23A, 23B, 23C

Students at the Exceeds Standards level are able to explain how body system functions interact with each other and can be maintained. They investigate ways and behaviors that can improve or maintain the functioning of the body’s systems. Students are able to analyze the immediate and long-term effects of poor health habits on the body systems such as heart disease, obesity, and stress. They understand the importance of health-related fitness. Students are able to discuss the characteristics and development needs related to the stages of the life cycle.

Standards 24A, 24B, 24C

Students are able to communicate in positive ways and demonstrate the ability to resolve differences and prevent conflict. They can practice negotiation, mediation and conflict resolution skills. Students are able to explain the value of decision-making and how it affects their personal growth. They analyze option choices and determine the impact each could have on successfully solving a health-related problem or making a health-related decision. Students know how and when to use refusal skills.​​

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.​​

Standards 19A, 19B, 19C

At the Below Standards level, students participate in a variety of complex sport and creative movement activities at a below average skill level, and demonstrate difficulty in attaining proficiency in psychomotor activities. They are inconsistent in their ability to correctly utilize a variety of motor patterns and are not able to consistently manipulate objects, change directions, apply strategic concepts, or assess the movements of other participants. They oftentimes use incorrect and mechanically inefficient form while performing skills, and demonstrate difficulty in making preferred choices in decision-making as it affects game outcomes. They have difficulty in choosing proper application of skill during game play, and are not able to consistently combine skill and knowledge factors successfully during activity. They have difficulty in transferring efficient movement patterns to leisure as well as work-related activities, and require extensive practice to adjust their movement patterns to succeed in anever-changing skill environment.

Students have difficulty assessing the effectiveness of a variety of movement patterns in skill performance. They usually have difficulty in accurately identifying mechanically correct form in a variety of movement phases. They oftentimes have difficulty in determining the efficiency of various movements and in predicting 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 Below Standards level may often be unable to correctly assess the skill performance of a classmate in specific activities and are, at times, unable to determine the correction needed to improve performance.

Students usually have difficulty identifying and describing appropriate rules and safety procedures for a variety of activities. They do not engage consistently in safe practices before, during, and after activities (i.e., warm up and cool down activities). They often have difficulty listing rules and procedures to enhance safety, and are usually not able to determine appropriate strategies for offensive and defensive game components. Students who are Below Standards in this area oftentimes may not demonstrate desirable tendencies for group cooperation and may have difficulty in utilizing effective cooperative strategies for individual or group participation.

Standards 20A, 20B, 20C

Students are occasionally able to describe some fitness-related benefits of a variety of sport and leisure activities. They are able to explain basic effects of various exercises on personal fitness, and are occasionally able to discuss how exercise affects personal fitness and how it relates to the health-related fitness components. At this level, they participate in few types of fitness training programs and have difficulty discussing the general benefits of various types of programs. These students are sometimes able to select a variety of activities that demonstrate the principles of health-related fitness. They also have difficulty using appropriate vocabulary to identify general principles of fitness, or to discuss common principles of fitness training (F.I.T.T.) or other appropriate models.

Students at the Below Standards level are sometimes able to effectively utilize fitness data, including heart rate and body composition information, to interpret appropriate fitness levels. They have difficulty demonstrating the use of various fitness technologies, and usually cannot utilize scores and results from those technologies to assess personal fitness levels. Students at this level have difficulty creating personal fitness profiles and monitoring personal improvement over a period of time. They sometimes are able to assess fitness performance with or without the use of technology and occasionally implement changes to affect personal fitness performance results. They do not have a grasp of physiological knowledge and are usually not able to utilize most physiological data to evaluate personal fitness levels.

At the Below Standards level, students have difficulty interpreting personal fitness data to set short-term health related fitness goals. They are sometimes able to interpret necessary data and have difficulty designing a comprehensive personal fitness program that incorporates the health-related fitness components and principles. Students at this level can sometimes identify and locate various local and community fitness services (i.e., pools, fitness centers, recreation paths, community recreation programs), but often cannot evaluate potential benefits for personal use. Students have difficulty designing and implementing a personal fitness program.

Standards 21A, 21B

Students infrequently and inconsistently demonstrate desirable decision-making skills and behaviors during physical activities. These students occasionally remain on-task to complete assigned activities. They infrequently demonstrate desired decision-making strategies, either individually or within a group, which may result in a safe environment for participants. Such students have difficulty in applying appropriate safety rules during specific activities and are sometimes able to demonstrate problem-solving skills and strategies when participating in physical activity.

At this level, students are sometimes able to apply strategies to maximize the contributions of others during competitive and/or non-competitive activity. They are sometimes able to apply decision-making strategies to solve problems and resolve conflict during activity. The students are occasionally able to resolve interpersonal conflicts during group activity, and may not have a positive effect in supporting the efforts of other participants.

Standards 22A, 22B, 22C

Students can identify various diseases such as communicable, chronic and degenerative illnesses with limited understanding. They can list some of their signs and symptoms. Students understand that illness prevention comes from proper nutrition, improved fitness, and stress management. These students understand the importance of a healthy future, however, they often have difficulty choosing positive life style behaviors. Students show concern for practices but are not always able to demonstrate life safety skills. They can perform some essential rescue skills with limited ability. Students are able to identify some careers that are involved in health promotion, health care, and injury prevention with some difficulty. Students are able to identify some social and economic effects of health problems on individuals and society, such as health cost, and reduction in productivity. However, they often lack skills needed to be a wise consumer when choosing various medical services. Sometimes these students identify various environmental conditions that affect health on a global scale, such as acid rain, oil spills, landfills, and ozone depletion.

Standards 23A, 23B, 23C

Students at the Below Standards level are sometimes able to explain how body system functions interact with each other and can be maintained. They sometimes understand the basic structure and functions of the body systems. Students are occasionally able to identify some of the immediate and long-term effects of poor health habits on the body systems such as heart disease, obesity, and stress. They sometimes understand the importance of health-related fitness. Students are sometimes able to identify changes in physical health at various stages of the life cycle. They sometimes understand the stages of growth.

Standards 24A, 24B, 24C

Students will sometimes be able to communicate in positive ways and demonstrate the ability to resolve differences and prevent conflict. Students are sometimes able to identify, how decision-making affects their personal growth and recognize some barriers that can affect their decision making process. Students sometimes know how and when to use refusal skills.​

Standards 19A, 19B, 19C

At the Academic Warning level, students will rarely be able to participate in a variety of complex sport and creative movement activities, and are often unable to attain even a minimal level of proficiency in psychomotor activities. They are very inconsistent in their ability to correctly utilize a variety of motor patterns and are unable to manipulate objects, change directions, apply strategic concepts, or assess the movements of other participants to any extent. They regularly use incorrect and mechanically inefficient form while performing skills, and demonstrate extreme difficulty in making preferred choices in decision-making as it affects game outcomes. They have great difficulty in choosing proper application of skill during game play, and are not able to combine skill and knowledge factors successfully during activity. They have difficulty in transferring efficient movement patterns to leisure as well as work-related activities, and are not able to adjust their movement patterns to adapt to an ever-changing skill environment.

Students have extreme difficulty assessing the effectiveness of movement patterns in skill performance. They are usually unable to accurately identify mechanically correct form in a variety of movement phases. They usually have difficulty in determining the efficiency of various movements and in predicting 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 Academic Warning level are usually unable to correctly assess the skill performance of a classmate in specific activities and are often unable to determine the correction needed to improve performance.

Students are usually unable to identify and describe appropriate rules and safety procedures for a variety of activities. They rarely engage in safe practices before, during, and after activities (i.e., warm up and cool down activities). They have difficulty listing rules and procedures to enhance safety, and are rarely able to determine appropriate strategies for offensive and defensive game components. Students who are at the Academic Warning level usually do not demonstrate desirable tendencies for group cooperation and may have extreme difficulty in utilizing effective cooperative strategies for individual or group participation.

Standards 20A, 20B, 20C

At the Academic Warning level, students are rarely able to describe fitness-related benefits in sport and leisure activities. They are usually unable to explain basic effects of various exercises on personal fitness, and are rarely able to discuss how exercise affects personal fitness and how it relates to the health-related fitness components. At this level, they participate in few types of fitness training programs and have great difficulty discussing the general benefits of various types of programs. These students are often unable to select a variety of activities that demonstrate the principles of health-related fitness. They also have great difficulty using appropriate vocabulary to identify general principles of fitness, and are generally unable to discuss common principles of fitness training (F.I.T.T.) or other appropriate models.

Students at the Academic Warning level are usually unable to utilize fitness data, including heart rate and body composition information, to interpret appropriate fitness levels. They have great difficulty demonstrating the use of fitness technologies, and are rarely able to utilize scores and results from those technologies to assess personal fitness levels. Students at this level have great difficulty creating personal fitness profiles and monitoring personal improvement over a period of time. They are usually able to assess fitness performance with or without the use of technology and cannot implement changes to affect personal fitness performance results. They do not have a grasp of physiological knowledge and are not able to utilize physiological data to evaluate personal fitness levels.

Students have great difficulty interpreting personal fitness data to set short-term health related fitness goals. They are usually not able to interpret necessary data and have great difficulty designing a comprehensive personal fitness program that incorporates the health-related fitness components and principles. Students at this level can sometimes identify and locate various local and community fitness services (i.e. pools, fitness centers, recreation paths, community recreation programs), but cannot evaluate potential benefits for personal use. Students at this level have significant difficulty designing and implementing a personal fitness program.

Standards 21A, 21B

Students at the Academic Warning level are usually unable to demonstrate desirable decision-making skills and behaviors during physical activity. These students will seldom remain on task to complete assigned activities. They do not demonstrate desired decision-making strategies, either individually or within a group, which may result in an unsafe environment for participants. Such students have extreme difficulty in applying appropriate safety rules during specific activities, and will most often be unable to demonstrate problem-solving skills and strategies when participating in physical activities.

At the Academic Warning level, students are usually unable to apply strategies to maximize the contributions of others during competitive and/or non-competitive activities. They will often be unable to apply decision-making strategies to solve problems and resolve conflict during activities. The students are often unable to resolve interpersonal conflicts during group activities, and usually will not have a positive effect in supporting the efforts of other participants.

Standards 22A, 22B, 22C

Students at the Academic Warning level usually have difficulty identifying common diseases and illnesses. They are often confused understanding the difference between communicable, chronic, and degenerative illnesses. Students have limited understanding that illness prevention comes from proper nutrition, improved fitness, and stress management. These students have difficulty choosing positive life style behaviors. Most of the time they lack concern for safety and do not always demonstrate life safety skills. They have trouble remembering most of the essential rescue skills. Students have limited understanding on careers that involve health and injury prevention. Students seem somewhat confused regarding social and economic effects of health problems on individuals and society. They lack skills needed to be a wise consumer. Students have difficulty identifying environmental conditions such as acid rain, oil spills, landfills, and ozone depletion.

Standards 23A, 23B, 23C

Students at the Academic Warning level are usually unable to explain how body system functions interact with each other and can be maintained. They have difficulty understanding the basic structure and functions of the body systems. Students have difficulty identifying immediate and long-term effects of poor health habits on the body systems such as heart disease, obesity, and stress. They usually do not understand the importance of health-related fitness. Students have difficulty identifying changes in physical health at various stages of the life cycle. They understand some of the stages of growth.

Standards 24A, 24B, 24C

Students are rarely able to communicate in positive ways or demonstrate the ability to resolve differences and prevent conflict. Students have limited ability to identify how decision-making affects their personal growth. They lack the ability to recognize any barriers that can affect their decision making process. Students rarely know how and when to use refusal skills.​​