PHYSICAL EDUCATIONSTANDARDS demonstrate and utilize knowledge of psychological and sociological concepts, principles, and ... In its totality, physical education builds a foundation

Robert C. BobbPresident, State Board of Education

Deborah A. GistState Superintendent of Education District of Columbia

PHYSICAL EDUCATIONSTANDARDS

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LETTER FROM THE STATE SUPERINTENDENT OF EDUCATION 3

INTRODUCTION 4

PRE-KINDERGARTEN – GRADE 8Strand 1: Competency in Physical Skills 6

Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.Strand 2: Movement Concepts and Principles 10

Students demonstrate knowledge of movement concepts, principles, and skills that apply to the learning andperformance of a variety of physical activities.

Strand 3: Promotion of a Physically Active Life Style 14Students assess and maintain a level of physical fitness to improve health and performance through aphysically active lifestyle.

Strand 4: Health-Enhancing Level of Fitness 18Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health andperformance.

Strand 5: Safe and Responsible Personal and Social Behavior 20Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, andstrategies that apply to the learning and performance of physical activity.

HIGH SCHOOL COURSES Strand 1: Competency in Physical Skills 22

Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.Strand 2: Health-Enhancing Level of Fitness 23

Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fit-ness concepts, principles, and strategies.

Strand 3: Safe and Responsible Personal and Social Behavior 24Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies thatapply to the learning and performance of physical activity.

HIGH SCHOOL ELECTIVESStrand 1: Competency in Physical Skills 25

Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.Strand 2: Health-Enhancing Level of Fitness 27

Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fit-ness concepts, principles, and strategies.

Strand 3: Safe and Responsible Personal and Social Behavior 29Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies thatapply to the learning and performance of physical activity.

GLOSSARY 31

ACKNOWLEDGEMENTS 34

STATE BOARD OF EDUCATION

Robert C. BobbPresident

Lisa RaymondVice PresidentDistrict 3 (Wards 5 & 6)

Mary LordDistrict 1 (Wards 1 & 2)

Sekou BiddleDistrict 2 (Wards 3 & 4)

William LockridgeDistrict 4 (Wards 7 & 8)

Laura McGiffert Slover Appointed

Ted TrabueAppointed

Christine JohnsonStudent Representative

Loren A. StevensStudent Representative

Beverley R. WheelerExecutive Director

TABLE OF CONTENTS

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LETTER FROM THE STATE SUPERINTENDENT OF EDUCATION

August 1, 2008

Dear District of Columbia Principals and Teachers,

I am delighted to share with you the DC state learning standards for physical education.These standards are also available on our website at www.osse.dc.gov. By now, youhave probably familiarized yourself with the standards that were approved by the DC StateBoard of Education on December 13, 2007. These standards specify the concepts andskills that students are to know and be able to do in the area of physical education by thetime they graduate from high school.

These standards would not have been possible without the efforts of many people.Members of the task force for physical education freely gave their time and expertise indeveloping the academic standards. Great efforts were made by the committees to ensurethat the standards are aligned with the national standards for physical education. Regularphysical activity is one of the most important ways that individuals maintain and improvetheir physical health, mental health, and overall well-being.

As you implement these standards in your school, please make certain that you address thephysical education and physical activity needs of all students including those withdisabilities and those who are not athletically gifted. Make sure that the curricula reflect theperspectives, diversity, and needs among students, families, and the community and that itdoes not promote biased or stereotypical perceptions of individuals or groups on the basisof personal characteristics such as race, ethnicity, gender, religion, culture, or sexualorientation.

I encourage you to provide a level of instruction the will afford students the ability to obtain,interpret, and comprehend basic health information, products, and services in order toenhance personal , family, and community health. Regular participation in physical activityis essential in the promotion of health and prevention of disease.

Together, we will lead the nation in physical education excellence by having clearstatements about what students should know and be able to do upon graduation from highschool. Thank you for taking a leading role in making this goal a reality.

Best wishes for a successful school year!

Sincerely,

Deborah A. GistState Superintendent of Education

How to use the standards

Academic standards are guideposts forschools. Teachers, parents and studentsuse standards as a tool to focus onwhat students should know and be ableto do at the end of each grade level.

n Teachers use standards to developinstruction and assessment. There aremany ways or models for thisdevelopment, but the standardsshould be central to this work.Lessons and activities are developedto support student mastery of thestandards.

n Local Education Agencies (LEAs) canuse the standards to develop theirlocal curriculum and provideprofessional development forteachers. Textbooks and year-endtests also should match the standards.

n Parents and guardians can use thestandards to monitor what theirchildren are learning and to talk toteachers about the standards andhow their children are doing inschool.

n Students can use the standards tomonitor their progress towardsmeeting learning expectations.

n Universities involved in teacherpreparation can use the standards forplanning instruction for pre-serviceteachers.

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Regular physical activity is one of the most important ways that individuals maintain and improve their physical health, mentalhealth, and overall well-being. A student who participates in regular physical education is more likely to remain motivated tostay healthy and physically active throughout his or her adult life.. Additionally, the goal is to promote life-long enjoyment andpursuit of physical activity and sports. The physical education standards that follow specify the essential skills and knowledgethat all students need in order to build and maintain a healthy life style.

These standards provide guidance for developing physical education programs by identifying what each student should knowand be able to do at the end of each grade level or course in the District of Columbia. With adequate instruction andsustained effort on the part of students, all students should be able to achieve the standards.

Reflecting a strong consensus among educators, these standards establish high expectations for all students. They detail theknowledge and skills involved in promoting a physically active lifestyle. Adapted from the highly rated California contentstandards and informed by the Massachusetts frameworks and the National Association for Sports and Physical Education, thestandards incorporate the comments and suggestions of District of Columbia residents, teachers, administrators, the District ofColumbia Department of Health, and numerous community organizations.

The physical education standards outlined below will empower students to assume responsibility for their own lifetime health,wellness, and fitness.

The Physical Education standards were approved by the District of Columbia State Board of Education on December 13,2007.

ORGANIZATION

The content standards are grouped under five strands pre-kindergarten through grade eight: Competency in Physical Skills,Movement Concepts and Principles, Promotion of a Physically Active Lifestyle, Health-Enhancing Level of Fitness, and Safe andResponsible Personal and Social Behavior. At each grade level, pre-kindergarten through grade eight, content standards arespecified for each strand.

For students in grades nine through twelve, the proficient level of achievement can be attained at the end of two years of highschool study. The high school experience represents the culmination of the physical education program. From kindergartenthrough fifth grade, the content is organized incrementally to best facilitate student learning at progressive developmentallevels. In the middle school grades, the content is consolidated and students’ skills are refined, representing a naturalprogression of skill improvement and development in movement, motor skills, and working as a team. When students reachhigh school, they are then ready to use and integrate all they know with all they can do. Thus the five elementary and middleschool strands have been condensed into three high school strands: Competency in Physical Skills, Health-Enhancing Level ofFitness, and Safe and Responsible Personal and Social Behavior.

In order to meet current District of Columbia Graduation Requirements, students must earn 1.5 Carnegie Units in PhysicalEducation and Health combined (Title 5 DCMR, Chapter 22 – 2203.2). The high school course of study to meet thisrequirement shall include courses that include standards from Level 1 and Level 2.

INTRODUCTION

How to interpret thenumbering sequence in thePhysical Education Standards

Examples:

Pre-kindergarten – Grade 8

Look For Physical Education Standard1.1.13 (These numbers correspond tothe grade, strand, and standard below):

Grade Level: 1

Strand 1: Competency in Physical Skills

Standard 13: Travel in straight, curved,and zigzag pathways while changingspeed and direction in response totempos, rhythms, and signals.

High School Courses

Look for Physical Education StandardL2.3.4 (These numbers correspond tothe course level, strand and standardbelow):

Course Level: 2

Strand 3: Safe and ResponsiblePersonal and Social Behavior

Standard 4: Explain and analyze therole of individual attitude, motivation,and determination in achieving personalsatisfaction from challenging physicalactivities.

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GUIDING PHILOSOPHIES FOR PHYSICAL EDUCATION STANDARDS1

Physical education needs to be an integral part of every student’s education. Through physical education classes, studentslearn not only how their bodies move and how to perform a variety of physical activities, but they learn the health-relatedbenefits of regular physical activity. Physical education, when effectively implemented and coordinated, can provide aframework in which students can develop physically, mentally, socially, and emotionally to become confident,independent, caring, and resilient individuals. It also provides a positive avenue to build self-esteem and socialresponsibility--keys to ameliorating a number of social ills, including crime and violence.

Regular participation in physical activity is a primary factor in the promotion of health and prevention of disease.American children are facing a major health crisis due to their sedentary lifestyle. Many health behaviors, initiated duringchildhood, are related to leading (and preventable) causes of disease, disability, and death in the United States.Researchers indicate that giving children an opportunity to engage in daily, vigorous exercise enables them to avoid, or atleast reduce, these health risks while enhancing their level of fitness and their academic achievement. Moreover, physicaleducation empowers students to not only enhance their own level of fitness, but also to promote fitness in their families,schools, and communities.

Physical education is structured; it is not free play or recess. In its totality, physical education builds a foundation ofpractices that promote and facilitate the attainment of movement skills, fitness, and physical activities that can bemaintained throughout life. The standards that follow reflect the current best practices in school-based physical educationand are designed to provide developmentally appropriate and sequential achievement of physical education conceptsand skills.

According to a report from the District of Columbia Department of Health Center for Policy, Planning and Epidemiology, aBehavioral Risk Factor Survellance System reported that obesity is a major risk factor for cardiovascular disease, arthritis,and other types of illnesses. It is the most important preventable causes of diabetes. It is also associated withhypertension. Weight reduction tends to reduce blood pressure. Exercise is important to successful weight loss, inaddition to a well-balanced, calorie-restricted diet.

The District of Columbia State Board of Education and the Office of the State Superintendent of Education encourage LEA’sand schools to set a goal to provide quality physical education instruction that is at least 150 minutes per week (30minutes per day) at the elementary level and 225 minutes (45 minutes per day) in middle and high school levels. Thecurrent public health agenda for our country calls for school physical education and health education to be priorities indisease prevention. The National Association for Sport and Physical Education (NASPE), Centers for Disease Control andPrevention, and the National Association for State Boards of Education (NASBE) all recommend daily physical educationor its equivalent (150 minutes per week for elementary school students and 225 minutes per week for middle and highschool students.

1Adapted from the Physical Education Model Content Standards for California Public Schools, 2005

: PRE-KINDERGARTEN : KINDERGARTEN6

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STRAND 1: Students demonstrate the motor skills and movement patterns needed to perform a variety of physicalactivities.

Locomotor MovementPK.1.1 Jump side to side without hesitating.

PK.1.2 Demonstrate rolling using various shapes.

PK.1.3 Toss and catch a large ball before it bouncestwo times.

PK.1.4 Throw a ball toward an object.

PK.1.5 Kick a stationary ball from a standstill.

Rhythmic SkillsPK.1.6 Exercise using different musical beats.

PK.1.7 Change movement pattern in response tochanges in music.

Locomotor MovementK.1.4 Travel in straight, curved, and zigzag pathways.

K.1.5 Travel forward and sideways while changingdirection quickly in response to a signal.

K.1.6 Identify and perform the locomotor skills of walk,jog, run, hop, jump, slide, and gallop.

K.1.7 Perform a continuous log roll in a controlledmanner as interpreted by a teacher.

K.1.8 Jump over a stationary object (i.e., rope, hoops,blocks) several times in succession, using forward-and-back and side-to-side movement patterns.

Striking SkillsK.1.9 Use eyes to track objects when striking a ball orballoon with hands, arms, and feet.

K.1.10 Strike a stationary ball or balloon with hands,arms, and feet.

Throwing and Catching SkillsK.1.11 Use eyes to track objects when catching a ballthat has been rolled or tossed.

K.1.12 Throw a ball to oneself, using the underhandthrow pattern, and catch it before it bounces twice.

Kicking SkillsK.1.13 Kick a stationary object, using a simple kickingpattern.

Dribbling SkillsK.1.14 Bounce a ball continuously, using two hands.

Rhythmic SkillsK.1.15 Clap and move in time to a simple, rhythmicbeat.

pre-kindergarten -grade 8

: GRADE 1 : GRADE 2 : GRADE 3 7

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Locomotor Movement1.1.2 Perform a jog and a run, a hop and a jump, anda gallop and a slide, and explain the key differencesand similarities in those movements.

1.1.3 Roll smoothly in a forward direction, withoutstopping or hesitating, emphasizing a rounded form.

1.1.4 Jump and land on both feet after taking off onone foot and on both feet.

1.1.5 Jump a moving rope turned independently or byothers continuously.

Striking Skills1.1.6 Strike a balloon upward and forwardcontinuously using:

n a large, short-handled paddlen arms, hands, and feet.

Throwing and Catching Skills1.1.7 Identify examples of underhand and overhandmovement patterns and throw with:

n the underhand movement pattern using thebasic oppositional leg/arm movements.

n the two-handed overhead pattern.

1.1.8 Catch:n a self-tossed ball n a self-bounced balln a gently thrown ball.

Kicking Skills1.1.9 Kick a rolled ball from a stationary position.

Dribbling Skills1.1.10 Dribble a ball continuously with one hand.

1.1.11 Dribble a ball in a forward direction using theinside of the foot.

Rolling Skills1.1.12 Roll a ball for distance, using proper form.

Rhythmic Skills1.1.13 Travel in straight, curved, and zigzag pathwayswhile changing speed and direction in response totempos, rhythms, and signals.

Locomotor Movement2.1.3 Create a routine that includes a log roll and for-ward roll and a stationary balance position after eachroll.

2.1.4 Jump for distance, landing on both feet andbending the hips, knees, and ankles to reduce theimpact force.

2.1.5 Skip and leap, using proper form.

Striking Skills2.1.6 Strike a balloon and keep it airborne using:

n a large, short-handled paddlen arms, hands, and feet.

Throwing and Catching Skills2.1.7 Throw with a single-handed overhand motion.

2.1.8 Catch a gently thrown ball above and below thewaist, reducing the impact force.

Kicking Skills2.1.9 Kick a slowly moving ball:

n from a stationary positionn while moving towards it.

Dribbling Skills2.1.10 Dribble a ball with the foot, in a forwarddirection, along the ground with control (i.e. aroundcones or markers) using the inside of the foot.

2.1.11 When dribbling a ball with the hand and thefoot, determine:

n the effects of varying arm and hand speeds n how much force is needed to move the ball

forward n the position of the fingers in the follow-

through phase of bouncing a ball.

Rolling Skills2.1.12 Roll with accuracy toward a target using properform.

Rhythmic Skills2.1.13 Travel around, over, and under objects whilechanging speed and direction in response to tempos,rhythms, and signals.

Locomotor Movement3.1.4 Perform the following rolls:

n a forward and backward rolln a straddle roll n a two-person roll.

3.1.5 Jump rope, turning the rope forward as well asbackward, while moving.

Striking Skills3.1.6 Strike a ball from a fixed position using a paddleor racket.

Throwing and Catching Skills3.1.7 Throw a ball, using the overhand movementpattern with accuracy.

3.1.8 Catch, while traveling, an object thrown by astationary partner.

3.1.9 Throw and catch an object with a partner,increasing the distance from the partner and maintainingan accurate throw that can be easily caught.

Kicking Skills3.1.10 Kick a ball to a stationary partner, using theinside of the foot.

Dribbling Skills3.1.11 Hand-dribble a ball continuously while movingaround obstacles.

3.1.12 Foot-dribble a ball continuously while travelingand changing direction.

Rolling Skills3.1.13 Roll a ball for accuracy toward a target andidentify the key elements for increasing accuracy.

Rhythmic Skills3.1.14 Perform dances with a partner.


: GRADE 4 : GRADE 5 : GRADE 68

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Locomotor Movement4.1.2 Turn and jump two ropes simultaneously (i.e.,Double Dutch).

4.1.3 Jump a single rope for a specified amount of timefor purposes of endurance.

Striking Skills4.1.4 Strike a gently tossed object or ball with:

n a paddle or racketn a bat, using a side orientation.

Throwing and Catching Skills4.1.5 Throw:

n overhand at increasingly smaller targets,using proper follow-through

n a flying disc for distance, using the back-hand movement pattern

n (serve) a lightweight ball to a partner, usingthe underhand movement pattern.

4.1.6 Catch a fly ball above the head, below thewaist, and away from the body and explain anddemonstrate the correct hand position.

4.1.7 Throw and catch an object with a partner whileboth partners are moving.

Kicking Skills4.1.8 Kick:

n a ball to a moving partner, using the insideof the foot

n a stationary ball from the ground into the air.

Dribbling Skills4.1.9 Keep a foot- or hand-dribbled ball away from adefensive partner and contrast that with dribbling a ballwithout a defender.

Volley Skills4.1.10 Volley a tossed lightweight ball, using the fore-arm pass and identify key body positions used for volley-ing a ball.

Rhythmic Skills4.1.11 Perform a routine to music that includes complex

locomotor patterns.

Locomotor Movement5.1.2 Jump for height and for distance, using propertakeoff and landing form.

Striking Skills5.1.3 Strike:

n a dropped ball, with a racket or paddle,toward a target by using the forehandmovement pattern

n a softly tossed ball backhanded with apaddle or racket

n a tossed ball, with different implements, froma side orientation.

5.1.4 Serve a lightweight ball over a low net, using theunderhand movement pattern.

Throwing and Catching Skills5.1.5 Throw a flying disc accurately at a target and toa partner, using the backhand movement pattern.

5.1.6 Field a thrown ground ball.

5.1.7 Throw and catch an object underhand and over-hand while avoiding an opponent.

5.1.8 Pass a ball back and forth with a partner, using achest pass and bounce pass.

Kicking Skills5.1.9 Punt a ball, dropped from the hands, at a target.

5.1.10 Stop a kicked ball by trapping it with the footwhile moving or standing still.

Dribbling Skills5.1.11 Dribble a ball and kick it toward a goal whilebeing guarded, preventing another person from stealingthe ball.

Volley Skills5.1.12 Volley a tossed ball to an intended location.

Rhythmic Skills5.1.13 Design and perform a creative dance,combining locomotor patterns with intentional changesin speed and direction.

Combinations of Movement Patterns and Skills6.1.1 Combine relationships, levels, speed, direction,and pathways in individual and group physicalactivities.

6.1.2 Design and perform smooth, flowing sequencesof stunts, tumbling, and rhythmic patterns that combinetraveling, rolling, balancing, and transferring weight.

Striking6.1.3 Strike a ball continuously against a wall and witha partner, using a paddle for the forehand stroke andthe backhand stroke.

6.1.4 Strike an object consistently:n using a body part, so that the object travels

in the intended direction at the desiredheight

n using an implement, so that the object travelsin the intended direction at the desiredheight.

Throwing and Catching Skills6.1.5 Throw an object accurately and with appliedforce, using the underhand, overhand, and sidearmthrowing patterns.

Dribbling Skills6.1.6 Dribble and pass a ball to a partner while beingguarded.

Volley Skills6.1.7 Volley an object repeatedly with a partner, usingthe forearm pass.

Rhythmic Skills6.1.8 Demonstrate routines set to music.


: GRADE 7

: GRADE 8

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Combinations of Movement Patterns and Skills7.1.1 Describe and demonstrate mature techniques forthe following patterns in game play:

n striking;n overhand, sidearm, and underhand

throwing; n catching; n kicking/punting; n trapping; n dribbling (hand and foot); and n volleying.

7.1.2 Demonstrate fundamental gymnastic/ tumblingskills.

Rhythmic Skills7.1.3 Develop, refine, and demonstrate routines set tomusic.

Combinations of Movement Patterns and Skills8.1.1 Demonstrate mature techniques for the followingpatterns in game play:

n striking;n overhand, sidearm, and underhand

throwing; n catching; n kicking/punting; n trapping; n dribbling (hand and foot); and n volleying.

8.1.2 Create and perform a routine using fundamentalgymnastic/tumbling skills, locomotor and non-locomotormovement patterns, and the elements of speed,direction, and level.

Rhythmic Skills8.1.3 Create and perform a rhythmic dance.



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STRAND 2: Students demonstrate knowledge of movement concepts, principles, and skills that apply to the learningand performance of a variety of physical activities.

Movement Concepts & Body ManagementK.2.1 Travel within a large group, without bumping intoothers or falling.

K.2.2 Balance:n on one, two, three, four, and five body partsn while walking forward and sideways on a

narrow, elevated surface.

K.2.3 Demonstrate contrasts between slow and fastspeeds while moving.

K.2.4 Identify and describe parts of the body: the head,shoulders, neck, back, chest, waist, hips, arms, elbows,wrists, hands, fingers, legs, knees, ankles, feet, andtoes.

K.2.5 Demonstrate the relationship of under/over,behind/in front of/next to, right/left, up/down,forward/ backward by using the body and an object.

K.2.6 Create shapes at high, medium, and low levelsby using hands, arms, torso, feet, and legs in a varietyof combinations.

K.2.7 Identify the point of contact for kicking a ball in astraight line.

Movement Concepts & Body ManagementPK.2.1 Perform activities that use large-musclemovements (running, hopping, jumping, and galloping)and combine large-muscle movements with equipment(kicking, throwing, catching, and riding a tricycle).

PK.2.2 Combine, coordinate, and demonstrate balancewith large-muscle movement.

PK.2.3 Travel, stop, and balance.

PK.2.4 Use senses to plan and carry out movements.

PK.2.5 Identify selected body parts such as the head,arms, legs, and feet.

PK.2.6 Explore personal space by varying bodypositions and levels.

PK.2.7 Use knowledge about objects’ attributes tomanipulate them.



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Movement Concepts & Body Management1.2.1 Travel over, under, in front of, behind, andthrough objects and over, under, in front of, and behindpartners.

1.2.2 Identify and independently use personal space,general space, and boundaries while moving in differentdirections, and discuss why they are important.

1.2.3Identify the right and left sides of the body andmove from right to left and left to right.

1.2.4 Identify the base of support of balanced objectsand balance oneself, demonstrating momentary stillness,using body parts other than both feet as a base ofsupport.

1.2.5 Describe and demonstrate contrasts between slowand fast, heavy and light, and hard and soft whilemoving.

1.2.6 Identify the different points of contact whenstriking an object to propel it in a given direction.

1.2.7 Identify the placement of the non-kicking footwhile kicking a stationary ball from a running approach.

1.2.8 Identify examples of underhand and overhandthrowing movement patterns.

Movement Concepts & Body Management2.2.1 Transfer weight from feet to hands and fromhands to feet, landing with control.

2.2.2 Travel to open spaces within boundaries whilemoving at increasing rates of speed.

2.2.3 Identify people/objects that are within personalspace and certain boundaries; define open space.

2.2.4 Explain why one hand or foot is often preferredwhen practicing movement skills.

2.2.5 Explain the importance of a wide base ratherthan a narrow base of support in balance activities anddemonstrate balance on the ground and on objects,using bases of support other than both feet.

2.1.6 Compare and contrast locomotor movementsconducted to even and uneven beats.

2.2.7 Identify different opportunities to use striking skillswith a bat from a tee or cone, using correct grip andside orientation.

2.2.8 Explain the purpose of using a side orientationwhen striking a ball from a batting tee.

2.2.9 Explain regarding throwing:n key elements of throwing for distancen that the position of the fingers at the moment

of release of the underhand throw influencesthe direction a tossed object and a thrownobject travel

n how the non-throwing arm and hand providebalance and can influence the direction atossed object and a thrown object travel.

n When to use underhand and overhandmovement patterns.

2.2.10 Explain regarding catching:n the proper hand and finger position for

catching a balln the roles of body parts not directly involved

in catching objectsn how to reduce the impact force while

catching an object.

Movement Concepts & Body Management3.2.1 Chase, flee, and move away from others in aconstantly changing environment.

3.2.2 Perform an inverted balance (tripod) by evenlydistributing weight on body parts.

3.2.3 Balance while traveling on a ground-level bal-ance beam.

3.2.4 Describe how changing speed and changingdirection can allow one person to move freely.

3.2.5 Explain the difference between throwing to astationary partner and throwing to a moving partner.

3.2.6 Identify the differences between dribbling a ball(with the hand or the foot) while moving forward andwhen changing direction.



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STRAND 2: Students demonstrate knowledge of movement concepts, principles, and skills that apply to the learningand performance of a variety of physical activities.

Movement Concepts & Body Management4.2.1 Perform simple partner balance stunts whilesharing a common base of support.

4.2.2 Describe and create ways to maintain or increasethe spacing between two players quickly.

4.2.3 Explain the difference between offense anddefense and determine the spacing between offensiveand defensive players based on the speed of theplayers.

4.2.4 Describe the appropriate body orientation tostrike a ball, using the forehand movement pattern.

4.3.5 Manipulate an object by using a long-handledimplement and contrast that with using a short-handledimplement.

4.2.6 Explain the similar movement elements of theunderhand throw and the underhand volleyball serve.

Movement Concepts & Body Management5.2.1 Perform simple small-group balance stunts bydistributing weight and base of support

5.2.2 Explain the importance of open space in playingsport-related games.

5.2.3 Explain the differences in applying and receivingforce when jumping for height and distance.

5.2.4 Identify the following phases for striking a ball:preparation, application of force, follow-through, andrecovery.

5.2.5 Describe different appropriate body orientationsto serve a ball in various sports settings.

5.2.6 Explain how to adjust body position to catch aball thrown off–center.

5.2.7 Distinguish between punting and kicking anddescribe the similarities and differences.

Movement Concepts & Body Management6.2.1 Explain how to increase force based on theprinciples of biomechanics.

6.2.2 Explain how increasing the duration of impactreduces impact force.

6.2.3 Analyze and correct errors in movement patterns.

6.2.4 Identify practices and procedures necessary forsafe participation in physical activities.

6.2.5 Identify the time necessary to prepare for andbegin a forehand stroke and a backhand stroke.

6.2.6 Explain the role of the legs, shoulders, and fore-arms in the motion of passing a ball.


: GRADE 7 : GRADE 8 13

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Movement Concepts & Body Management7.2.1 Provide feedback to a partner to assist indeveloping and improving movement skills.

7.2.2 Explain and demonstrate spin and reboundprinciples for performing manipulative skills.

7.2.3 Demonstrate body management and locomotorskills needed for successful participation in track andfield and competitive activities.

7.2.4 Demonstrate body management and object-manipulation skills needed for successful participation inintroductory adventure/outdoor activities.

7.2.5 Diagram and demonstrate basic offensive anddefensive strategies for individual and dual physicalactivities.

7.2.6 Explain how movement qualities contribute to theaesthetic dimension of physical activity.

7.2.7 Explain how height and weight affectsperformance and influences the selection ofdevelopmentally appropriate physical activities.

Movement Concepts & Body Management8.2.1 Describe and demonstrate how movement skillslearned in one physical activity can be transferred andused to help learn another physical activity.

8.2.2 Explain the rotation principles used in performingvarious manipulative skills.

8.2.3 Explain how height and weight affectsperformance and influences the selection ofdevelopmentally appropriate physical activities.

8.2.4 Develop and teach a team game that useselements of spin or rebound, designated offensive anddefensive space, a penalty system, and a scoringsystem.

8.2.5 Diagram, justify, and demonstrate basic offensiveand defensive skills and strategies in team physicalactivities.



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STRAND 3: Students assess and maintain a level of physical fitness to improve health and performance through aphysically active lifestyle.

Fitness Concepts/Body CompositionPK.3.1 Describe changes in breathing and heart rateafter participating in vigorous physical activity.

PK.3.2 Explain benefits of vigorous physical activity.

Aerobic CapacityPK.3.3 Participate in sustained moderate physicalactivity for a period of time specified by the teacher.

PK.3.4 Perform aerobic activity and discuss changes.

Muscular Strength/EndurancePK.3.5 Climb various apparatus.

FlexibilityPK.3.6 Stretch shoulders, legs, arms, and back withoutbouncing.

Fitness Concepts/Body CompositionK.3.1 Participate in physical activities that are enjoyableand challenging.

Aerobic CapacityK.3.2 Sustain moderate to vigorous physical activity fora short period of time.

K.3.3 Recognize change in heart rate during physicalactivity.

Muscular Strength/EnduranceK.3.4 Hang from overhead bars for a short period oftime.

K.3.5 Climb a ladder, jungle gym, or apparatus.

FlexibilityK.3.6 Stretch shoulders, legs, arms, and back withoutbouncing.

AssessmentK.3.7 Identify indicators of increased capacity toparticipate in vigorous physical activity.



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Fitness Concepts/Body Composition1.3.1 Participate in physical activity a minimum of threedays each week.

Aerobic Capacity1.3.2 Perform aerobic activity and discuss changes inone’s body.

1.3.3 Compare and contrast changes in heart ratebefore, during, and after physical activity.

Muscular Strength/Endurance1.3.4 Travel hand-over-hand along a horizontal ladderor hang from an overhead bar.

1.3.5 Move from a sitting to a standing position andfrom a lying to a sitting position without using arms tobrace or push oneself off the floor.

Flexibility1.3.6 Stretch arms, shoulders, back, and legs withouthyper flexing or hyper extending the joints.

Assessment1.3.7 Identify and use two indicators of increasedcapacity for vigorous physical activity to measure achange in activity levels.

Fitness Concepts/Body/Composition2.3.1 Participate in physical activity a minimum of fourdays each week.

Aerobic Capacity2.3.2 Participate a minimum of three to four days eachweek, in continuous moderate to vigorous physicalactivities that require sustained movement of the largemuscle groups to increase breathing and heart rate.

2.3.3 Compare and contrast the function of the heartduring rest and during physical activity.

Muscular Strength/Endurance2.3.4 Traverse the overhead ladder one bar at a time.

2.3.5 Perform a “v” sit position, a push-up position witharms extended, and a squat position.

Flexibility2.3.6 Demonstrate correct form for simple warm-up andcool-down exercises when exercising.

Assessment2.3.7 Measure improvements in individual fitness levels.

Fitness Concepts/Body Composition3.3.1 Participate in physical activity a minimum of fourdays each week and measure and evaluate changes inhealth-related physical fitness based on physical activitypatterns.

3.3.2 Record water intake before, during, and afterphysical activity.

Aerobic Capacity3.3.3 Participate in continuous moderate to vigorousphysical activities a minimum of three to four days eachweek that require sustained movement of the largemuscle groups to increase breathing and heart rate.

3.3.4 Measure and record the heart rate before,during, and after vigorous physical activity.

Muscular Strength/Endurance3.3.5 Climb a vertical pole.

Flexibility3.3.6 Demonstrate appropriate warm-up and cool-downexercises before engaging in strength exercises.

Assessment3.3.7 Measure and record changes in aerobic capacityand muscular strength, using scientifically based health-related physical fitness assessments.



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STRAND 3: Students assess and maintain a level of physical fitness to improve health and performance through aphysically active lifestyle.


4.3.2 Set personal short-term goals for aerobicendurance, muscular strength and endurance, andflexibility, and monitor progress by measuring andrecording personal fitness scores.

4.3.3 Identify healthful choices for meals and snacksthat help improve physical performance.


4.3.5 Calculate personal heart rate per minute byrecording heartbeats for ten-second intervals and fifteen-second intervals.

Muscular Strength/Endurance4.3.6 Hang by the hands from an overhead bar withthe hips and knees each at a 90-degree angle.

Flexibility4.3.7 Demonstrate how to warm-up and cool-downmuscles and joints before aerobic activities such asrunning, jumping, kicking, throwing, and striking.


4.3.9 Meet age- and gender-specific fitness standardsfor aerobic capacity, muscular strength, flexibility, andbody composition, using a scientifically based health-related fitness assessment.


5.3.2 Develop and describe three short-term and threelong-term fitness goals.

5.3.3 Record and analyze food consumption for oneday, and make a plan to replace foods with morehealthful choices and adjust quantities to enhanceperformance in physical activity.


5.3.5 Compare target heart rate and perceived exertionduring physical activity.

Muscular Strength/Endurance5.3.6 Perform abdominal curl-ups and modified ortraditional push-ups.

Flexibility5.3.7 Perform elementary flexibility exercises that stretchparticular muscle areas for given physical activities.


5.3.9 Meet age- and gender-specific fitness standardsfor aerobic capacity, muscular strength, flexibility, andbody composition, using a scientifically based health-related fitness assessment, and identify one or moreways to improve performance in areas that do not meetminimum standards.

Fitness Concepts6.3.1 Participate in physical activity a minimum of fourdays each week and measure and evaluate changes inhealth-related physical fitness based on physical activitypatterns.

6.3.2 Develop week-long personal physical fitness planusing the F.I.T.T. principle that addresses eachcomponent of health-related physical fitness.


6.3.4 Monitor the intensity of one’s heart rate duringphysical activity.

Muscle Strength/Endurance6.3.5 Perform abdominal curl-ups; modified, traditional,and triceps push-ups with hands on a bench; obliquecurl-ups on each side, forward lunges, and side lungesto enhance endurance and increase muscle efficiency.

Flexibility6.3.6 Demonstrate the proper form for stretching thehamstrings, quadriceps, shoulders, biceps, and triceps.



6.3.9 Develop individual goals for each of thecomponents of health-related physical fitness.


: GRADE 7 : GRADE 8 17

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7.3.2 Develop a two-week personal physical fitnessplan specifying the proper warm-up and cool-downactivities and the principles of exercise for eachcomponent of health-related physical fitness.



Flexibility7.3.5 Demonstrate the proper form for stretching theback, neck, abducts, hip flexors and adductors, andcalves.



7.3.8 Develop individual goals for each of thecomponents of health-related physical fitness;periodically assess the attainment of, or progress towardthese goals; and make necessary adjustments to apersonal physical fitness program.


8.3.2 Develop a three-week personal physical fitnessplan specifying the proper warm-up and cool-downactivities and the principles of exercise for each of thefive components of health related physical fitness.



Flexibility8.3.5 Demonstrate and hold basic stretches using prop-er alignment for hamstrings, quadriceps, hip flexors andabducts, triceps, biceps, back, neck, shoulders, hipadductors, and calves.



8.3.8 Develop individual goals for each of the compo-nents of health-related physical fitness; periodicallyassess the attainment of, or progress toward these goals;and make necessary adjustments to a personal physicalfitness program.

8.3.9 Refine individual personal physical fitness goalsfor each of the five components of health relatedphysical fitness, using research-based criteria.


: PRE-KINDERGARTEN : GRADE 3 : GRADE 5

: GRADE 4: GRADE 1

: GRADE 2

: KINDERGARTEN

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STRAND 4: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve healthand performance.

ConceptPK.4.1 Performs aerobic activity and discusses changes.

StrategyPK.4.2 Show awareness for proper health and fitnesshabits.

ConceptK.4.1 Differentiate between healthful and unhealthfulhabits for eating and exercising.

StrategyK.4.2 List ways to increase time for physical activityoutside of school.

Principle1.4.1 Explain the fuel requirements of the body duringphysical activity and inactivity.

Strategy1.4.2 Identify ways of increasing physical activity inroutine daily activities.

Concepts2.4.1 Describe the role of moderate to vigorous physicalactivity in achieving or maintaining good health.

2.4.2 Differentiate between healthful and unhealthfulhabits for eating and exercising.

Strategy2.4.3 Explain the purpose of warming up beforephysical activity and cooling down afterwards.

Concepts3.4.1 Identify characteristics of physical activity thatbuild aerobic capacity and overall fitness.

3.4.2 Explain that a stronger heart muscle can pumpmore blood with each beat.

3.4.3 Identify the body part involved when stretching.

Principles3.4.4 List and define the components of physical fitness.

3.4.5 Differentiate the body’s ability to consume caloriesand burn fat during periods of inactivity and during longperiods of moderate physical activity.

Strategies3.4.6 Identify healthful choices for meals and snacksthat help improve physical performance.

Concepts4.4.1 Explain why the body needs water before,during, and after physical activity.

4.4.2 Explain how technology can assist in obtainingphysical fitness.

Principles4.4.3 Explain the effect of regular, sustained physicalactivity on the body’s ability to consume calories andburn fat for energy.

Strategies4.4.4 Recognize how strengthening major muscles canimprove performance at work and play.

4.4.5 Explain the elements and purpose of warm-upand cool-down activities.

4.4.6 Distinguish between effective and ineffectivewarm-up and cool-down techniques.


Concepts5.4.1 Explain why some people have more body fatthan others.

5.4.2 Name and locate the major muscles of the body.

Principles5.4.3 Describe the principles of training and theapplication to each of the components of health-relatedphysical fitness.

5.4.4 Explain why dehydration impairs temperatureregulation and physical and mental performance.

5.4.5 Explain why body weight is maintained whencalorie intake is equal to the calories expended.5.4.6 Describe how muscle strength and muscleendurance enhance motor skill performance.

Strategies5.4.7 Describe and demonstrate how to relieve amuscle cramp.

5.4.8 Explain the benefits of stretching after warm-upactivities, and why it is safer to stretch a warm musclerather than a cold muscle.


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Concepts6.4.1 Explain that the body is composed of bones,muscles, organs, fat, and other tissue; describe theirdifferences in density and weight.

6.4.2 Explain why muscular endurance or muscularstrength activities do not increase muscle mass inpreadolescent children.

6.4.3 Explain the health benefits of having strong arm,chest, and back muscles.

Principles6.4.4 Explain how fluid needs are linked to energyexpenditure.

6.4.5 Explain how the intensity and duration ofexercise, as well as nutritional choices, affect fuel useduring physical activity.

6.4.6 Classify physical activities as aerobic oranaerobic; explain the different types of conditioning fordifferent physical activities.

6.4.7 Explain the effects of physical activity on heartrate during exercise, during the recovery phase, andwhile the body is at rest.

Strategies6.4.8 Describe the role of physical activity and nutritionin achieving physical fitness

6.4.9 List the long-term benefits of participation inregular physical activity and discuss how prolongedphysical activity increases endurance, allowingmovement to occur for longer periods of time.

6.4.10 Describe the role of muscle strength and properlifting in the prevention of back injuries, including

n how to lift and carry objects correctlyn how to push and pull large and/or heavy

objects correctly.

6.4.11 Explain why a particular stretch is appropriatepreparation for a particular physical activity.

6.4.12 Explain that the proper body position whilestretching and strengthening helps to prevent injury.

Concepts7.4.1 Identify the heart rate intensity (target heart-raterange) that is necessary to increase aerobic capacity.

7.4.2 Describe the relationship between the heart andlungs during physical activity.

7.4.3 Describe the difference between muscular strengthand muscular endurance.

7.4.4 Identify which muscles are used in performingmuscular endurance activities.

Principles7.4.5 Explain the principles of physical fitness:frequency, intensity, time, and type.

7.4.6 Identify and apply the principles of overload insafe, age-appropriate activities.

7.4.7 Discuss how body temperature and blood volumeare maintained during physical activity, when anadequate amount of water is consumed.

7.4.8 Discuss the need for oxygen and fuel to beavailable during ongoing muscle contraction so that heatand waste products are removed.

Strategies7.4.9 Describe the short- and long-term benefits ofmaintaining a healthy body composition.

7.4.10 Determine the intensity of personal physicalactivity, using the concept of perceived exertion

7.4.11 Identify the correct body alignment forperforming upper- and lower-body stretches.

7.4.12 Explain the value of increased flexibility whenparticipating in physical activity and diagram howflexible muscles allow more range of motion in physicalactivity.

Concepts8.4.1 Compile and analyze a log noting the foodintake/calories consumed and energy expendedthrough physical activity.

8.4.2 Explain how and why the body uses a higherpercentage of carbohydrates and fats for fuel duringhigh and low intensity physical activities.

8.4.3 Describe the relationship between the heart,lungs, muscles, blood, and oxygen during physicalactivity.

8.4.4 Explain why a strong heart is able to returnquickly to its resting rate after exertion.

Principles8.4.5 Identify the body’s normal reactions to moderateto vigorous physical activity; recognize that the bodywill adapt to increased workloads.

8.4.6 Explain progression, overload, and specificity asthey relate to principles of conditioning.

8.4.7 Identify incorrect exercises and their adverseeffects on the body.

8.4.8 Identify basic principles in weight/ resistancetraining and safety practices and explain the role thatweight bearing activities play in bone strength.

Strategies8.4.9 Explain the effects of nutrition and participation inphysical activity on weight control, self-concept, andphysical performance.

8.4.10 Identify muscles being strengthened during theperformance of particular physical activities.

8.4.11 Identify flexibility exercises that are not safe forthe joints and should be avoided.

: PRE-KINDERGARTEN : GRADE 2

: GRADE 4

: GRADE 5

: KINDERGARTEN : GRADE 3

: GRADE 6

: GRADE 1

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STRAND 5: Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, andstrategies that apply to the learning and performance of physical activity.

Self-ResponsibilityPK.5.1 Use equipment properly and follow instructionsregarding equipment.

Social InteractionPK.5.2 Work with a partner to master movement patternchallenges.

Group DynamicPK.5.3 Help members of a group while engaged inphysical activity.

Self-ResponsibilityK.5.1 Participate willingly in physical activities.

K.5.2 Identify the feelings that results from participationin physical activity.

Social InteractionK.5.3 Participate as a leader and a follower in a varietyof physical games and activities reflecting diverseheritages.

Group DynamicsK.5.4 Solve simple tasks in groups when engaged incooperative physical activity.

Self-Responsibility1.5.1 Identify the feelings that result from participation inphysical activity.

Social Interaction1.5.2 Describe how positive social interactions canmake physical activity with others more fun.

Group Dynamics1.5.3 Identify and demonstrate the attributes of aneffective partner in physical activity.

Self-Responsibility2.5.1 Identify and demonstrate acceptable responses tochallenges, successes, and failures in physical activity.

Social Interaction 2.5.2 Demonstrate the characteristics of sharing andcooperation in physical activity, including inviting othersto use equipment or apparatus before repeating a turn.

Group Dynamic2.5.3 Identify and demonstrate effective practices forworking with a group without interfering with others.

Self-Responsibility3.5.1 List the benefits of following and the risks of notfollowing safety procedures and rules associated withphysical activity.

Social Interaction3.5.2 Demonstrate respect for individual differences inphysical abilities.

3.5.3 Use appropriate cues for movement and positivewords of encouragement while coaching others inphysical activities.

Group Dynamics3.5.4 Identify and agree on a common goal whenparticipating in a cooperative physical activity.

Self-Responsibility4.5.1 Accept responsibility for one’s own performancewithout blaming others.

Social Interaction4.5.2 Include others in physical activities and respectindividual differences in skill and motivation.

Group Dynamics4.5.3 Contribute ideas and listen to the ideas of othersin cooperative problem-solving activities.


Self-Responsibility5.5.1 Abide by the decisions of the officials, accept theoutcomes of the game and show appreciation towardsparticipants.

5.5.2 Act in a safe and healthy manner whenconfronted with negative peer pressure during physicalactivity.

Social Interaction5.5.3 Model support towards individuals of all abilitylevels and encourage others to be supportive andinclusive of all individuals.

Group Dynamics5.5.4 Accommodate individual differences in others’physical abilities when planning and participating insmall-group activities.

Self-Responsibility6.5.1 Identify appropriate and inappropriate risksinvolved in adventure, individual, and dual physicalactivities.

6.5.2 Accept responsibility for individual improvement.

Social Interaction6.5.3 Accept differences in physical development andpersonal preferences as they affect participation inphysical activity.

Group Dynamics6.5.4 Organize and work cooperatively with a groupto achieve the physical activity goals of the group,including identifying and defining the role of eachparticipant and evaluating individual responsibility ingroup efforts.

: GRADE 7 21

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Self-Responsibility7.5.1 Abide by the decisions of the officials, accept theoutcome of the game, and show appreciation towardparticipants.

Social Interaction7.5.2 Evaluate the effect of expressing encouragementto others while participating in a group physical activity.

Group Dynamics7.5.3 Participate as a leader and a follower duringgroup physical activities, and identify the responsibilitiesof a leader in physical activity.

7.5.4 Discuss factors that influence internal and externalmotivation and employ motivational techniques toenhance group productivity.

Self-Responsibility8.5.1 Identify and evaluate preferences for lifelongphysical activity and determine one’s responsibility fordeveloping skills, acquiring knowledge of concepts, andachieving fitness.

Social Interaction8.5.2 Identify the contributions of members of a groupor team and give positive reinforcement to members foraccomplishing a task or goal.

Group Dynamics8.5.3 Accept the roles of group members within thestructure of a game or activity.

8.5.4 Analyze possible solutions to a problem thatdevelops in a cooperative physical activity.

: GRADE 8

: LEVEL 1 : LEVEL 222

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With emphasis on combative, gymnastic/tumbling, and teamactivities :

L1.1.1 Combine and apply movement patterns and skills,simple to complex.

L1.1.2 Identify and apply the skill-related components ofbalance, reaction time, agility, coordination, explosive power,and speed to enhance performance levels in various activities.

L1.1.3 Explain and demonstrate offensive, defensive, andtransition strategies.

L1.1.4 Explain the use of the principles of biomechanics(leverage, force, inertia, rotary motion, opposition, andbuoyancy); apply the principles to achieve proficientprinciples; and evaluate the performance based on the use ofthe principles.

L1.1.5 Examine the physical, emotional, cognitive, andscientific factors that affect performance and explain therelationship between those factors.

L1.1.6 Analyze and explain which training and conditioningpractices have the greatest impact on skill acquisition andperformance; create or modify practice/training plans basedon evaluative feedback of skill acquisition and performance.

L1.1.7 Analyze situations; evaluate feedback, determineappropriate strategies for improved performance; and assessthe effect/outcome of a particular performance strategy.

L1.1.8 Create or modify practice/training plans based onevaluative feedback of skill acquisition and performance invarious activities.

With emphasis on aquatic, rhythm/dance, and individual anddual activities :

L2.1.1 Combine and apply movement patterns and skills, simpleto complex.

L2.1.2 Identify and apply the skill-related components of balance,reaction time, agility, coordination, explosive power, and speed toenhance performance levels in various activities.

L2.1.3 Explain and demonstrate offensive, defensive, andtransition strategies and tactics.

L2.1.4 Explain the use of the principles of biomechanics (leverage,force, inertia, rotary motion, opposition, and buoyancy); apply theprinciples to achieve proficient performance; and evaluate theperformance based on the use of the principles.

L2.1.5 Examine the physical, emotional, cognitive, and scientificfactors that affect performance and explain the relationshipbetween those factors.

L2.1.6 Analyze and explain which training and conditioningpractices have the greatest impact on skill acquisition andperformance; create or modify practice/training plans based onevaluative feedback of skill acquisition and performance.

L2.1.7 Analyze situations; evaluate feedback, determineappropriate strategies for improved performance; and assess theeffect/outcome of a particular performance strategy.

L2.1.8 Create or modify practice/training plans based onevaluative feedback from skill acquisition and performance invarious activities.

HIGH SCHOOL COURSES

: LEVEL 1 : LEVEL 2 23

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STRAND 2: Students achieve a level of physical fitness for health and performance while demonstrating knowledge offitness concepts, principles, and strategies.

L1.2.1 Participate in moderate to vigorous physical activity atleast four days each week that develops and maintains thefive components of physical fitness.

L1.2.2 Engage in a variety of sustained, moderate to vigorousphysical activities that enhance each component of healthrelated fitness.

L1.2.3 Use physical fitness test results to set and adjust goalsto improve fitness.

L1.2.4 Explain the role of physical activity in the prevention ofdisease and the reduction of health care costs.

L1.2.5 Develop a four-week personal physical fitness planspecifying the proper warm-up and cool-down activities andthe principles of exercise for each of the five components ofhealth related physical fitness.

L1.2.6 Create a strength-training program that includes thebasic principles in weight/resistance training and safetypractices.

L1.2.7 Explain the inherent risks associated with physicalactivity in extreme environments.

L1.2.8 Explain the benefits that proper nutrition has onphysical performance.

L1.2.9 Research and evaluate sport-specific conditioningprograms.

L1.2.10 Identify the physical fitness requirements of variousoccupations.

L1.2.11 Analyze consumer physical fitness products andprograms.

L2.2.1 Participate in moderate to vigorous physical activity at leastfour days each week, using the principles of exercise to individualneeds and interests.

L2.2.2 Use and analyze scientifically-based data and protocols toassess oneself on the five components of health-related physicalfitness.

L2.2.3 Assess levels of physical fitness and adjust physical activityto accommodate changes in age, growth, and development.

L2.2.4 Identify and evaluate ergogenic aids that claim to enhancebody composition, appearance, physical fitness, andperformance.

L2.2.5 Develop and implement a training program to maximizehealth benefits and prevent exercise-related injuries and illnesses.

L2.2.6 Demonstrate age and gender-specific progress towards theachievement of fitness goals for each component of health-relatedand fitness.

L2.2.7 Compare and contrast the use of drugs, fitness products,and fads to achieve fitness.

L2.2.8 Prescribe a conditioning program for specific sport.

L2.2.9 Develop and describe a physical fitness plan that enhancespersonal health and performance in various leisure and workplaceactivities.

L2.2.10 Evaluate the availability and quality of fitness resources inthe community.

HIGH SCHOOL COURSES

: LEVEL 1 : LEVEL 224

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STRAND 3: Students demonstrate knowledge of psychological and sociological concepts, principles, and strategiesthat apply to the learning and performance of physical activity.

Self-ResponsibilityL1.3.1 Accept personal responsibility to create and maintaina physically and emotionally safe and non-threateningenvironment for physical activity.

L1.3.2 Act independently of negative peer pressure duringphysical activity.

L1.3.3 Describe the enjoyment, self-expression, challenge,and social benefits experienced by achieving one’s best inphysical activities.

L1.3.4 Develop personal goals to improve one’s performancein physical activities.

L1.3.5 Demonstrate character based on core ethical valuesand good sportsmanship.

Social InteractionL1.3.6 Discuss the changing psychological and sociologicalneeds of a diverse society in relation to physical activity.

L1.3.7 Analyze the role that physical activity plays in socialinteraction and cooperative opportunities in the family and theworkplace.

L1.3.8 Recognize the value of physical activity in understand-ing multiculturalism.

Group DynamicsL1.3.9 Recognize and evaluate the role of cooperation andpositive interactions with others when participating in physicalactivity.

L1.3.10 Identify and utilize the potential strengths of eachindividual in physical activities.

L1.3.11 Assess personal and group contributions andstrengths that lead to the achievement of specific goals.

L1.3.12 Select members of a group or team and reward foraccomplishing a task or goal.

L1.3.13 Encourage support of group members regardless ofskill or ability level.

Self-ResponsibilityL2.3.1 Participate in physical activities in order to build andmaintain a healthy lifestyle.

L2.3.2 Examine and explain the ways in which personalcharacteristics, performance styles, and preferences for activitiesmay change over a lifetime.

L2.3.3 Evaluate the psychological benefits derived from regularparticipation in physical activity.

L2.3.4 Explain and analyze the role of individual attitude,motivation, and determination in achieving personal satisfactionfrom challenging physical activities.

L2.3.5 Evaluate and refine personal goals to improve performancein physical activities.

L2.3.6 Advocate for a lifestyle change to include preferences forlifelong physical activity and determine ones responsibility fordeveloping skills, acquiring knowledge of concepts, and achievingfitness.

Social InteractionL2.3.7 Identify the effects of individual differences, such as age,gender, ethnicity, socioeconomic status, and culture, on prefer-ences for and participation in physical activity.

L2.3.8 Explain how to select and modify physical activities toallow for participation by younger children, the elderly, andindividuals with special needs.

L2.3.9 Analyze how role models, and the core ethical values theyexhibit, influence participants in athletics.

Group DynamicsL2.3.10 Identify leadership skills, perform planned leadershipassignments, and assume spontaneous leadership roles.

L2.3.11 Encourage others to be supportive and inclusive ofindividuals of all ability levels.

L2.3.12 Evaluate the relationships of physical, emotional, andcognitive factors affecting individual and team performance.

L2.3.13 Complete a group project utilizing the strengths of eachgroup member.

L2.3.14 Critique the contributions of the members of a group orteam.

HIGH SCHOOL COURSES

: ELECTIVE COURSE 3A : ELECTIVE COURSE 3B : ELECTIVE COURSE 3C 25

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ADVENTURE/OUTDOOR ACTIVITIES

EC3A.1.1 Demonstrate advanced knowledge and skillsin two or more adventure/outdoor activities.

EC3A.1.2 Identify the characteristics and criticalelements of a skilled performance in adventure/outdooractivities and demonstrate them.

EC3A.1.3 Apply previously learned movement conceptsand principles to the learning and development of themotor skills required for successful participation inadventure/outdoor pursuits and activities.

EC3A.1.4 Identify and apply the principles ofbiomechanics necessary for the safe and successfulperformance of adventure/outdoor activities.

EC3A.1.5 List the safety equipment required forparticipation in outdoor pursuits and adventures;describe and demonstrate the use of such equipment.

EC3A.1.6 Demonstrate independent learning ofmovement skills in adventure/outdoor activities.

AEROBIC ACTIVITIES

EC3B.1.1 Demonstrate advanced knowledge and skillsin two or more aerobic activities, selecting one or morefrom each of the following:

Aerobic DanceRunningSkatingSwimmingCross-countryCyclingWalking

EC3B.1.2 Identify the characteristics and criticalelements of a skilled performance in aerobic activitiesand demonstrate them.

EC3B.1.3 Apply previously learned movement conceptsto the learning and development of the motor skillsrequired for successful participation in aerobic activities.

EC3B.1.4 Identify and apply the principles ofbiomechanics necessary for the safe and successfulperformance of aerobic activities.

EC3B.1.5 List the safety equipment required forparticipation in aerobic activities; describe anddemonstrate the use of such equipment.

EC3B.1.6 Demonstrate independent learning ofmovement skills in aerobic activities.

INDIVIDUAL AND DUAL ACTIVITIES

EC3C.1.1 Demonstrate advanced knowledge and skillsin two or more individual and dual activities, selectingone or more from each of the following categories:

Individual Archery Cycling Golf Gymnastics/Tumbling Skating Skiing Yoga

DualBadmintonRacquetballTennis

EC3C.1.2 Identify the characteristics and criticalelements of a skilled performance in individual and dualactivities and demonstrate them.

EC3C.1.3 Apply previously learned movement conceptsto the learning and development of the motor skillsrequired for successful participation in individual anddual activities.

EC3C.1.4 Identify and apply the principles ofbiomechanics necessary for the safe and successfulperformance of individual and dual activities.

EC3C.1.5 List the safety equipment required forparticipation in individual and dual activities; describeand demonstrate the use of such equipment.

EC3C.1.6 Demonstrate independent learning ofmovement skills in individual and dual activities.


HIGH SCHOOL electives

: ELECTIVE COURSE 3D : ELECTIVE COURSE 3E : ELECTIVE COURSE 3F : ELECTIVE COURSE 4A26

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WEIGHT TRAINING & FITNESS

EC3D.1.1 Explain the principles ofbiomechanics of first-second-, and third-class levers and apply those principlesto a variety of lifting techniques.

EC3D.1.2 Observe and analyze thelifting techniques of another person (oroneself through video) and write ananalysis of the performance.

EC3D.1.3 Demonstrate proper spottingtechniques for all lifts and exercises thatrequire spotting.

EC3D.1.4 Observe and analyze thetechniques of another person (or oneselfthrough video) performing a plyometricexercise and write an analysis of theperformance.

EC3D.1.5 Measure and assess multipleperformances of another person in thefollowing areas: balance, reaction time,agility, coordination, power, enduranceand speed.

EC3D.1.6 Identify and apply theprinciples of biomechanics necessary forthe safe and successful performance ofweight training.

EC3D.1.7 List the safety equipmentrequired for participation in weighttraining; describe and demonstrate theuse of such equipment.

EC3D.1.8 Demonstrate independentlearning of movement skills in weighttraining.

AQUATIC ACTIVITIES

EC3E.1.1 Demonstrate advancedknowledge and skills in two or moreaquatic activities, selecting one or more ofthe following:

DivingKayaking/Canoeing/RowingSnorkelingSwimmingLife guardingScuba divingWater polo

EC3E.1.2 Identify the characteristics andcritical elements of a skilled performancein aquatic activities and demonstrate them.

EC3E.1.3 Apply previously learnedmovement concepts to the learning anddevelopment of motor skills required forsuccessful participation in aquaticactivities.

EC3E.1.4 Identify and apply the principlesof biomechanics necessary for the safeand successful performance of aquaticactivities.

EC3E.1.5 List the safety equipmentrequired for participation in aquaticactivities; describe and demonstrate theuse of such equipment.

EC3E.1.6 Demonstrate independent learn-ing of movement skills in aquatic activities.

EC3E.1.7 Identify and practice the safetyskills necessary for entering swimmingpools, lakes, rivers, and oceans (e.g.,walking, jumping, falling, and diving).

EC3E.1.8 Demonstrate and explain basicwater rescue with and without equipment.

EC3E.1.9 Demonstrate and explain basiccardiopulmonary resuscitation.

DANCE

EC3F.1.1 Demonstrate advancedknowledge and skills in two or moredance activities, selecting one or moreof the following:

BalletFolkJazzModernSocialSquare

EC3F.1.2 Identify the characteristics andcritical elements of a skilled performancein dance activities and demonstratethem.

EC3F.1.3 Apply previously learnedmovement concepts to the learning anddevelopment of the motor skills requiredfor successful participation in danceactivities.

EC3F.1.4 Identify and apply theprinciples of biomechanics necessary forthe safe and successful performance ofdance activities.

EC3F.1.5 List the safety equipment andfacilities required for participation indance activities; describe anddemonstrate the use of such equipmentand facilities.

EC3F.1.6 Demonstrate independentlearning of movement skills in danceactivities.

ADVANCED DANCE

EC4A.1.1 Demonstrate advancedknowledge in two or more of thefollowing dance activities:

BalletFolkJazzModernSocialSquare

EC4A.1.2 Analyze and evaluate theinterrelationship of the principles ofbiomechanics and the use of strategiesin high-level performance in danceactivities.

EC4A.1.3 Create or modifypractice/training plans based onevaluative feedback from skill acquisitionand performance.

EC4A.1.4 Practice dance in real-worldsettings.

EC4A.1.5 Demonstrate skills inchoreography.



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EC3A.2.1 Participate in adventure/outdoor activitiesthat improve health-related physical fitness.

EC3A.2.2 Analyze the effects of adventure/outdooractivities on a personal physical fitness program andpersonal levels of health-related physical fitness.

EC3A.2.3 Improve or maintain physical fitness byadjusting physical activity levels according to theprinciples of exercise.

EC3A.2.4 Explain the relationship between participationin adventure/outdoor activities and health.

EC3A.2.5 Evaluate goal-setting and other strategies aseffective tools for maintaining and increasing adherenceto a personal physical activity program.

EC3A.2.6 Measure health-related physical fitness peri-odically and adjust physical activity to achieve fitnessgoals.

EC3A.2.7 Demonstrate the ability to develop criteriaand analyze factors to consider in the purchase of fit-ness products and programs related to adventure/out-door activities.

EC3A.2.8 Develop and implement a month-longpersonal physical fitness plan that includes adventure/outdoor activities.

AEROBIC ACTIVITIES

EC3B.2.1 Engage independently in physical activity thatincreases aerobic capacity.

EC3B.2.2 Analyze the effects of aerobic activities on apersonal physical fitness program and personal levels ofhealth-related physical fitness.

EC3B.2.3 Improve or maintain physical fitness byadjusting physical activity levels according to theprinciples of exercise.

EC3B.2.4 Explain the relationship between participationin individual and in aerobic activities and health.

EC3B.2.5 Evaluate goal-setting and other strategies aseffective tools for maintaining and increasing adherenceto a personal physical activity program.

EC3B.2.6 Measure health-related physical fitnessperiodically and adjust physical activity to achievefitness goals.

EC3B.2.7 Demonstrate the ability to develop criteriaand analyze factors to consider in the purchase offitness products and programs related to aerobicactivities.

EC3B.2.8 Develop and implement a month-longpersonal physical fitness plan that includes aerobicactivities.


EC3C.2.1 Engage independently in physical activitythat increases individual and dual activity skill andcapacity.

EC3C.2.2 Analyze the effects of individual and dualactivities on a personal physical fitness program andpersonal levels of health-related physical fitness.

EC3C.2.3 Improve or maintain physical fitness byadjusting physical activity levels according to theprinciples of exercise.

EC3C.2.4 Explain the relationship between participa-tion in individual and in dual activities and health.

EC3C.2.5 Evaluate goal-setting and other strategies aseffective tools for maintaining and increasing adherenceto a personal physical activity program.

EC3C.2.6 Measure health-related physical fitnessperiodically and adjust physical activity to achievefitness goals.

EC3C.2.7 Demonstrate the ability to develop criteriaand analyze factors to consider in the purchase offitness products and programs related to individual anddual activities.

EC3C.2.8 Develop and implement a month-longpersonal physical fitness plan that includes individualand dual activities.

STRAND 2: Students achieve a level of physical fitness for health and performance while demonstrating knowledgeof fitness concepts, principles, and strategies.



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STRAND 2: Students achieve a level of physical fitness for health and performance while demonstrating knowledgeof fitness concepts, principles, and strategies.


EC3D.2.1 Establish a set of personalphysical fitness goals, using theprinciples of training, and create astrength-training and conditioningprogram.

EC3D.2.2 Identify the prime movermuscles, antagonistic muscles, andstabilizer muscles for each of the majorweight-training exercises.

EC3D.2.3 Assess multiple performancesof another person in the following areas:muscular strength, muscular endurance,cardio-respiratory endurance, andflexibility.

EC3D.2.4 Explain how the principles ofbiomechanics, muscle development,gender, age, training experience,training technique, and specificity affectperformance related to strength training.

EC3D.2.5 Demonstrate and explain thetechniques and concepts of three typesof weight-training programs.

EC3D.2.6 Demonstrate and explain theconcepts of different conditioningprograms.

EC3D.2.7 Develop and use a personalphysical fitness log to record all workoutdata on a daily basis.

EC3D.2.8 Meet increasingly higherlevels of strength, power, andendurance.

EC3D.2.9 Meet physical fitnessstandards that exceed those ofscientifically based health-related fitnessassessments.

AQUATIC ACTIVITIES

EC3E.2.1 Meet physical fitness standardsthat exceed those of a scientifically basedhealth-related fitness assessment.

EC3E.2.2 Analyze the effects ofparticipation in aquatic activities on levelsof health-related physical fitness activitiesand a personal fitness program.

EC3E.2.3 Explain the relationshipbetween participation in aquatic activitiesand indicators of good health.

EC3E.2.4 Demonstrate the ability todevelop criteria and analyze factors toconsider in the purchase of products andprograms related to aquatic activities.

EC3E.2.5 Develop and implement amonth-long personal physical fitness planthat includes aquatic activities.

EC3E.2.6 Explain how aquatic activitiescontribute to the development andmaintenance of health-related physicalfitness.

EC3E.2.7 Demonstrate and explain theconcepts of different conditioningprograms.

EC3E.2.8 Develop and use a personalphysical fitness log to record all workoutdata on a daily basis.

EC3E.2.9 Meet increasingly higher levelsof strength, power, and endurance.

DANCE

EC3F.2.1 Meet physical fitnessstandards that exceed those of ascientifically based health-related fitnessassessment.

EC3F.2.2 Analyze the effects of danceactivities on a personal physical fitnessprogram and personal levels of health-related physical fitness.

EC3F.2.3 Explain the relationshipbetween participation in dance activitiesand health.

EC3F.2.4 Demonstrate the ability todevelop criteria and analyze factors toconsider in the purchase of products andprograms related to dance activities.

EC3F.2.5 Develop and implement amonth-long personal physical fitness planthat includes dance activities.

EC3F.2.6 Explain how dance activitiescontribute to the development andmaintenance of health-related physicalfitness.

EC3F.2.7 Demonstrate and explain theconcepts of different conditioningprograms.

EC3F.2.8 Develop and use a personalphysical fitness log to record all workoutdata on a daily basis.

EC3F.2.9 Meet increasingly higherlevels of strength, power, andendurance.

ADVANCED DANCE

EC4A.2.1 Identify and achieve a levelof fitness that improves health andperformance and provides opportunitiesfor enjoyment and challenge in a danceactivity.

EC4A.2.2 Design a personal physicalfitness program to be completed in ahome or gym and that will be consistentwith the demands of a dance activity.

EC4A.2.3 Adjust personal fitness goalson the basis of fitness assessmentmeasures to improve performance indance activities.

EC4A.2.4 Demonstrate the ability todevelop criteria and analyze factors toconsider in the purchase of products andprograms related to dance activities.



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EC3A.3.1 Evaluate one’s growing sense of efficacy asskill levels in adventure/outdoor activities improve.

EC3A.3.2 Set personal goals for improved performanceand enjoyment of adventure/outdoor activities.

EC3A.3.3 Perform and evaluate planned andspontaneous leadership assignments and roles inadventure/outdoor activities.

EC3A.3.4 Compare and contrast the effectiveleadership skills used in adventure/outdoor activities andthose used in other physical activities.

EC3A.3.5 Evaluate the risks and safety factors that mayaffect participation in adventure/outdoor activitiesthroughout a lifetime.

EC3A.3.6 Explain how to select and modifyadventure/outdoor activities to allow for participation byyounger children, the elderly, and individuals withspecial needs.

EC3A.3.7 Analyze the role of social interaction in thesuccessful participation in and enjoyment ofadventure/outdoor activities.

EC3A.3.8 Accept and perform planned andspontaneous leadership assignments and roles inadventure/outdoor activities.

AEROBIC ACTIVITIES

EC3B.3.1 Evaluate one’s growing sense of efficacy asskill levels in aerobic activities improve.

EC3B.3.2 Set personal goals for improved performanceand enjoyment of aerobic activities.

EC3B.3.3 Perform and evaluate planned andspontaneous leadership assignments and roles inaerobic activities.

EC3B.3.4 Compare and contrast the effectiveleadership skills used in aerobic activities and thoseused in other physical activities.

EC3B.3.5 Evaluate the risks and safety factors that mayaffect participation in aerobic activities throughout alifetime.

EC3B.3.6 Explain how to select and modify aerobicactivities to allow for participation by younger children,the elderly, and individuals with special needs.

EC3B.3.7 Analyze the role of social interaction in thesuccessful participation in and enjoyment of aerobicactivities.

EC3B.3.8 Accept and perform planned andspontaneous leadership assignments and roles inaerobic activities.

EC3B.3.9 Analyze the role that cooperation andleadership play in aerobic activities.

EC3B.3.10 Invite others to join in aerobic activity.


EC3C.3.1 Evaluate one’s growing sense of efficacy asskill levels in individual and dual activities improve.

EC3C.3.2 Set personal goals for improved performanceand enjoyment of individual and dual activities.

EC3C.3.3 Perform and evaluate planned andspontaneous leadership assignments and roles inindividual and dual activities.

EC3C.3.4 Compare and contrast the effectiveleadership skills used in individual and dual activitiesand those used in other physical activities.

EC3C.3.5 Identify and analyze individual and dualphysical activities that enhance personal enjoyment.

EC3C.3.6 Explain how to select and modify individualand dual activities to allow for participation by youngerchildren, the elderly, and individuals with special needs.

EC3C.3.7 Analyze the role of social interaction in thesuccessful participation in and enjoyment of individualand dual activities.

EC3C.3.8 Accept and perform planned andspontaneous leadership assignments and roles inindividual and dual activities.

EC3C.3.9 Analyze the role that cooperation andleadership play in individual and dual activities.

EC3C.3.10 Evaluate the risks and safety factors thatmay affect participation in individual and dual activitiesthroughout a lifetime.




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EC3D.3.1 Evaluate changes in self-responsibility as skill levels inadventure/outdoor activities improve.

EC3D.3.2 Set personal goals for improvedperformance and enjoyment of adven-ture/outdoor activities.

EC3D.3.3 Perform and evaluate plannedand spontaneous leadership assignmentsand roles in high-level adventure/outdooractivities.

EC3D.3.4 Display safe and responsiblebehavior while training.

EC3D.3.5 Describe the role of motivationin physical activity.

EC3D.3.6 Describe how the perception ofeffort and quality is a personal assessmentand describe the role that perception playsin achieving fitness goals.

EC3D.3.7 Identify and analyze weight-training and fitness activities that enhancepersonal enjoyment.

EC3D.3.8 Evaluate the risks and safety fac-tors that may affect participation in weighttraining and fitness throughout a lifetime.

EC3D.3.9 Explain how to select andmodify weight-training and fitness activitiesto allow for participation by youngerchildren, the elderly, and individuals withspecial needs.

EC3D.3.10 Analyze the role of socialinteraction in the successful participation inand enjoyment of weight-training andfitness activities.

EC3D.3.11 Assist others in theachievement of their fitness goals.

AQUATIC ACTIVITIES

EC3E.3.1 Evaluate changes in self-responsibility as skill levels in aerobicactivities improve.

EC3E.3.2 Set personal goals for improvedperformance and enjoyment of aerobicactivities.

EC3E.3.3 Perform and evaluate plannedand spontaneous leadership assignmentsand roles in high-level aerobic activities.

EC3E.3.4 Compare and contrast theeffective leadership skills used in aquaticactivities and those used in other physicalactivities.

EC3E.3.5 Develop personal goals toimprove performance in aquatic activities.

EC3E.3.6 Identify and analyze aquaticactivities that enhance personal enjoyment.

EC3E.3.7 Evaluate the risks and safetyfactors that may affect participation inaquatic activities throughout a lifetime.

EC3E.3.8 Identify and demonstratepersonal responsibilities for safety andhygiene in the aquatics setting.

EC3E.3.9 Explain how to select andmodify aquatic activities to allow forparticipation by younger children, theelderly, and individuals with special needs.

EC3E.3.10 Analyze the role of socialinteraction in the successful participation inand enjoyment of aquatic activities.

EC3E.3.11 Accept and perform plannedand spontaneous leadership assignmentsand roles in aquatic activities.

EC3E.3.12 Analyze the role thatcooperation and leadership play inaquatic activities.

DANCE

EC3F.3.1 Evaluate changes in self-respon-sibility as skill levels in dance improve.

EC3F.3.2 Set personal goals for improvedperformance and enjoyment of dance.

EC3F.3.3 Perform and evaluate plannedand spontaneous leadership assignmentsand roles in high-level dance.

EC3F.3.4 Compare and contrast theeffective leadership skills used in danceactivities and those used in other physicalactivities.

EC3F.3.5 Develop personal goals toimprove performance in dance activities.

EC3F.3.6 Identify and analyze danceactivities that enhance personal enjoyment.

EC3F.3.7 Evaluate the risks and safetyfactors that may affect participation indance activities throughout a lifetime.

EC3F.3.8 Explain how to select andmodify dance activities to allow forparticipation by younger children, theelderly, and individuals with special needs.

EC3F.3.9 Analyze the role of socialinteraction in the successful participation inand enjoyment of dance activities.

EC3F.3.10 Accept and perform plannedand spontaneous leadership assignmentsand roles in dance activities.

EC3F.3.11 Analyze the role thatcooperation and leadership play in danceactivities.

EC3F.3.12 Explain conventions ofaudience etiquette and how they relate todance performances in a variety of culturesand settings.

ADVANCED DANCE

EC4A.3.1 Evaluate changes in self-responsibility as skill levels in danceactivities improve.

EC4A.3.2 Set personal goals forimproved performance and enjoyment ofdance activities.

EC4A.3.3 Perform planned andspontaneous leadership assignments androles in high-level dance activities.

EC4A.3.4 Create dances in groupsusing the improvisational process andcreate a structure for a dance to sharewith another group.

EC4A.3.5 Create, demonstrate andperform using constructive cooperationin a group dance combining danceelements, aesthetic principles, andmultiple choreographic forms.


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Aerobic activity: Exercise that can be performed for a long duration because the energy required can be provided by theburning of fuel, which normally occurs in muscle cells in the presence of oxygen. Aerobic activity may help control bodyweight, reduce the percentage of body fat, improve the circulatory function and respiratory functions, and reduce bloodpressure. Examples include aerobic dance, cycling, jogging, power walking, in-line skating, step aerobics, kickboxing, andsuper circuit.

Base of support: The area of the base or foundation that supports the body. The base of support may include one or morebody parts and the distance between them. The ability to stabilize the body is directly proportional to the area of the base ofsupport. For example, if the two feet are close together, the base of support is narrow and stability is limited. If the two feet areseparated by some distance, the base of support is increased and provides more stability.

Biomechanics: The study of human movement and how such movement is influenced by gravity, friction, and the laws ofmotion. It involves the analysis of force, including muscle force that produces movements and impact force that may causeinjuries. It explains why motor skills are performed in explicit ways in order to improve efficiency and effectiveness.

Body composition: The proportion of fat-free mass (e.g., muscle, bone, vital organs, and tissues) to fat mass in the body.

Body management: Basic skills focusing on the ability to control the body and body parts in actions such as thoseinvolving traveling, balancing, rolling, and supporting body weight.

Combative activities: A group of physical activities that utilize basic combatives–– pulling, pushing, defiances, stands, andguards. Some examples include wrestling, fencing, boxing, kickboxing, martial arts, and self-defense.

Components of health-related physical fitness: Muscle strength, muscle endurance, aerobic capacity, flexibility, andbody composition.

Cool-down exercises: Five to ten minutes of light to moderate physical activity. Cool-down exercises help the body recoverfrom exercise. This process maintains blood pressure, helps enhance venous return, and prevents blood from pooling in themuscles.

Dehydration: The loss of water and important blood salts, such as potassium and sodium that are essential for vital organfunctions.

Dual physical activities: Physical activities that require two participants. Examples include tennis, racquetball, andbadminton.

Efficacy: One’s confidence in their ability to perform a future act (see Bandura, Social Learning Theory).Ergogenic aids: Any external influences which can positively affect physical or mental performance, such as mechanical aids,pharmacological aids, physiological or nutritional aids.

Even-beat locomotor skills: Examples include walking, running, hopping, and jumping.

F.I.T.T. principle: The frequency, intensity, time, and type of physical activities are interdependent principles for gaining andmaintaining physical fitness.

Flexibility: The ability to move joints of the body through a normal range of motion.

GLOSSARY

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Folk dance: A dance that has been developed through the traditions of culture and has been passed down from generationto generation.

Group dynamics: The interactions and interrelationships of people in a group.

Health: Optimal well-being that contributes to the quality of life. It is more than freedom from disease and illness. Optimalhealth includes high-level mental, social, emotional, spiritual, and physical wellness within the limits of one’s heredity andpersonal abilities.

Health-related physical fitness: Consists of those components of physical fitness that have a relationship to good health:body composition, aerobic capacity, flexibility, muscle endurance, and muscle strength.

Intensity: A principle of training that establishes how hard to exercise.

Large-muscle group: Muscles that work together and have a large mass relative to other muscle groups in the body.Examples of large-muscle groups are the muscles in the arms, back, and legs.

Locomotor movements: The basic patterns used to travel (walking, running, leaping, hopping, jumping, galloping,sliding, and skipping).

Long-handled implement: A piece of equipment used in performing motor skills. The long handle positions the handsome distance away from the surface of the implement that comes in contact with the ball. Some examples include a hockeystick, bat, tennis racquet, and lacrosse stick.

Moderate physical activity: Moderate-intensity physical activity generally requires sustained rhythmic movements andrefers to a level of effort a healthy individual might expend while, for example, walking briskly, dancing, swimming, orbicycling on level terrain. A person should feel some exertion but should be able to carry on a conversation comfortably duringthe activity.

Movement patterns: An organized series of related movements.

Muscle endurance: The ability to contract the muscles many times without tiring or the ability to hold one contraction for anextended period.

Muscle strength: The ability of a muscle to exert force. Strength is measured as the amount of force a muscle can produce.

Non-locomotor movements: Movement that is organized around the axis of the body, including bending and stretching,pushing and pulling, raising and lowering, twisting and turning, shaking, bouncing, circling, and swinging.

Overload: The principle of exercise that states that placing a greater-than-normal physical demand on the body will requirethe body to adapt to the greater load by increasing the body’s efficiency and strength.

Perceived exertion: A way of rating how hard one feels the body is working during physical activity; it is based onphysical sensations experienced, including increased heart rate, increased respiration or breathing rate, increased sweating,and muscle fatigue.

GLOSSARY

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GLOSSARY

Physical activity: Bodily movement that is produced by the contraction of skeletal muscle and that substantially increasesenergy expenditure, including exercise, sport, dance, and other movement forms.

Physical fitness: A positive state of wellbeing with a low risk of premature health problems and with the energy toparticipate in a variety of physical activities. It is influenced by regular, vigorous physical activity, genetic makeup, andnutritional adequacy.

Principles of training/principles of exercise: Principles to follow in planning an exercise program to effectphysiological changes in the human body related to health and performance: frequency, individuality, intensity, mode/type,overload, progression, regularity, specificity, and time.

Progression: A principle of training that establishes increases in the amount and intensity of physical activity needed toprovide improvements over periods of time.

Rhythmic skills: Skills that develop an understanding of and a feeling for the elements of rhythm. Examples of physicalactivities that allow students to express themselves rhythmically include creative movement, folk dance, square dance, andinterpretive dance.

Ribbon routines (Rhythmic Gymnastics): a sport in which single competitors or pairs, trios, or even more (generally five)manipulate one or two apparatuses: rope, hoop, ball, clubs and ribbon. It combines elements of ballet, gymnastics, theatricaldance, and apparatus manipulation.

Short-handled implement: A piece of equipment used in performing motor skills. The short handle positions the handclose to the surface of the implement that comes in contact with the ball. Some examples include a racquetball racket, apaddle used in paddle games, and a modified lacrosse stick.

Specificity: A principle of training that establishes a particular kind of activity for each component of physical fitness.

Striking pattern: A fundamental motor skill in which an object is hit, with or without an implement.

Time: A principle of training that establishes the amount of time for each exercise period.

Travel: Movement of the body from one point to another.

Uneven-beat locomotor skill: Examples include galloping, sliding, skipping, and leaping.

Vigorous physical activity: Vigorous-intensity physical activity generally requires sustained, rhythmic movements and refersto a level of effort a healthy individual might expend while, for example, jogging, participating in high-impact aerobicdancing, swimming continuous laps, or bicycling uphill. Vigorous-intensity physical activity may be intense enough to result in asignificant increase in heart and respiration rate.

Volley: To strike a ball upward.

Warm-up exercises: Low-intensity exercises that prepare the muscular/skeletal system and heart and lungs(cardiorespiratory system) for high-intensity physical activity.

Weight/resistance training: The principle that the use of an implement, a device, or the body weight as a resistance canenhance some physical characteristic, such as strength or muscular endurance.

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District Public Schools and Public Charter Schools central office staff, educators, parents, and community members helped todevelop these learning standards for the District of Columbia Health Education Program. Their contributions are greatlyappreciated. We would particularly like to acknowledge the following participants:

Barbara Rockwood, Executive Director of Health, Physical Education and Athletics, District of Columbia Public SchoolsHeather Holaday, Program Specialist, Health, Physical Education and Athletics, District of Columbia Public SchoolsMarc Clark, Ph.D., Director of Health Operations, District of Columbia Public Schools

Diane Raynes, National Association for Sport and Physical EducationLinda Moore, American Alliance of Health, Physical Education, Recreation and Dance

Johnathan Abraham, Banneker Senior High SchoolDorcas Adkins, Washington Area Bicyclist AssociationAmerican University, National Center for Health and FitnessPat Ashton, Dunbar Senior High SchoolMarshall Banks, Ph.D., Howard UniversityJoyce Barker, Ph.D., Howard UniversitySarah Irvine Belson, Ph.D., American UniversityEleanor Beverly, Eliot Junior High SchoolVernon Bond, Ph.D., Howard UniversityJoel Bounds, DC Preparatory AcademyDenyce S. Calloway, Ph.D., Howard UniversityTesa Chubbs, Children’s HospitalRoberta Collins, Hyde Leadership Public CharterJohn Goudeaux, Principal, Amidon Elementary SchoolSydney Hall, University of the District of ColumbiaDianne Harris, Friendship Public Charter SchoolGlen Harrison, Washington Area Bicyclist AssociationJohn Heath, Department of HealthLucille Hester, Hardy Middle SchoolRoberta Hollander, Howard UniversityRussell Holmes, Stevens Elementary SchoolGerunda Hughes, Howard UniversityBetsy Johnson, SAIL Public Charter SchoolRobert Karch, Ph.D., American UniversityTonya Kinlow, Former Member, State Board of Education, District of ColumbiaAaron Lacoin, SAIL Public Charter SchoolBrenson Long, Oakhill AcademyWanda Oliver-McKenzie, Mckinley Technical Senior High SchoolSara Martin, Cesar Chavez Public Charter SchoolAmy Nakomoto, DC SCORES Perry Nichols, St. Coletta Charter SchoolJeremy Ogusky, Metro Teen AIDSFrank Oliver, Kelly Miller Middle SchoolGirard Payton, KIMA CharterBurnis Parker, Cardozo Senior High School

ACKNOWLEDGEMENTS

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Pam Parker, Kelly Miller Middle SchoolCraig Peppers, Two Rivers Charter SchoolTina Smith, Anacostia Senior High SchoolAnastasia Snelling, Ph.D., American UniversityClydie Spann, Deal Middle SchoolDenise Temple-Berger, Tree of Life Community Public Charter SchoolAdam Tenner, Metro Teen AIDSKenneth Tercyak, Georgetown UniversityMichelle Tingling-Clemmons, Department of HealthColleen Whitmore, Department of HealthCamille White, Deal Middle SchoolJonathan Wright, Joy of Sports

Kimberly A. Statham, Ph.D., Deputy State Superintendent of Education, Office of the State Superintendent of Education (OSSE)Gloria L. Benjamin, Director of Curriculum and Instruction, Office of the State Superintendent of Education (OSSE)Maria Ibañez, Director of Communications & Community Outreach, Office of the State Superintendent of Education (OSSE)

Robert C. BobbPresident, State Board of Education

Deborah A. GistState Superintendent of Education

Office of the State Superintendent of Education (OSSE)

441 4th Street, NW - Suite 350NWashington, DC 20001

Tel: 202-727-6436 www.osse.dc.gov The Office of the State Superintendent of Education is an Equal Opportunity Employer

PHYSICAL EDUCATION STANDARDS

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PHYSICAL EDUCATIONSTANDARDS demonstrate and utilize knowledge of psychological and sociological concepts, principles, and ... In its totality, physical education builds a foundation