Standards & Grade Level Outcomes (Level 1 & Level 2)
STANDARD 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
Level 1
- Demonstrates competency and/or refines activity-specific movement skills in two or more lifetime activities (outdoor pursuits, individual-performance activities, net/wall games or target games). (S1.H1.L1) Category: Lifetime Activities
- Demonstrates competency in dance forms used in cultural and social occasions (e.g., weddings, parties), or demonstrates competency in one form of dance (e.g., ballet, modern, hip hop, tap). (S1.H2.L1) Category: Dance & Rhythms
- Demonstrates competency in 1 or more specialized skills in health-related fitness activities. (S1.H3.L1) Category: Fitness Activities
Level 2
- Refines activity-specific movement skills in one or more lifetime activities (outdoor pursuits, individual-performance activities, net/wall games, or target games). (S1.H1.L2) Category: Lifetime Activities
- Demonstrate competence in a form of dance by choreographing a dance or by giving a performance. (S1.H2.L2) Category: Dance & Rhythms
- Demonstrates competency in two or more specialized skill in HRF activities (S1.H3.L2) Category: Fitness Activities
STANDARD 2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.
Level 1 - All under category of: Movement concepts, principles, and knowledge
- Applies the terminology associated with exercise and participation in selected individual-performance activities, dance, net/wall games, target games, and and or outdoor pursuits appropriately. (S2.H1.L1)
- Uses movement concepts and principles (e.g., force, motion, rotation) to analyze and improve performance of self and / or others in a selected skill.. (S2.H2.L1)
- Create a practice plan to improve performance for self-selected skill. (S2.H3.L1)
- Identifies examples of social and technical dance forms. (S2.H4.L1)
Level 2 - All under category of: Movement concepts, principles, and knowledge
- Identifies and discusses the historical and cultural roles of games, sports, and dance in a society. (S2.H1.L2)
- Describes the speed/accuracy trade-off in throwing and striking skills (S2.H2.L2)
- Identifies the stages of learning a motor skills. (S2.H3.L2)
- Compares the similarities and differences in various dance forms. (S2.H4.L2)
STANDARD 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Level 1
- Discusses the benefits of a physically activity lifestyle as it relates to college or career productivity. (S3.H1.L1) Category: Physical Activity Knowledge
- Evaluates the validity of claims made by commercial products pertaining to fitness and healthy, active lifestyle. (S3.H2.L1) Category: Physical Activity Knowledge
- Identifies issues associated with exercising in heat, humidity, and cold. (S3.H3.L1)
- Evaluates - according to their benefits, social support network and participation requirements - activities that can be pursued in the local environment. (S3:H4.L1) Category: Physical Activity Knowledge
- Evaluates risks and safety factors that might affect physical activity preferences. throughout the life cycle. (S3.H5.L1) Category: Physical Activity Knowledge
- Participates several times a week in a self-selected lifetime activity, dance, or fitness activity outside of the school day. (S3.H6.L1) Category: Engages in PA
- Demonstrates appropriate technique in resistance-training machines and free weights. (S3.H7.L1) Category: Fitness Knowledge
- Relates physiological responses to individual levels of fitness and nutritional balance. (S3.H8.L1)
- Identifies types of strength exercise (isometric, concentric, eccentric) and stretching exercises (static, proprioceptive, neuromuscular facilitation (PNF), dynamic for personal fitness development (e.g., strength, endurance, range of motion). (S3.H9.L1) Fitness Knowledge
- Calculates target heart rates and applies that information to personal fitness plan. (S3.H10.L1) Category: Fitness Knowledge
- Creates and implements a behavior-modification plan that enhances a health, active lifestyle in college or career settings. (S3.H11.L1) Category: Assessment and program planning.
- Designs a fitness program, including all components of health-related fitness for a college student and an employee in the learner's chosen field of work. (S3.H12.L1) Category: Assessment & Program Planning
- Designs and implements a nutrition plan to maintain an appropriate energy balance for a healthy, active lifestyle. (S3.H13.L1) Category: Assessment and Program Planning
- Identifies stress-managment strategies (e.g., mental imagery, relaxation techniques, deep breathing, aerobic exercise, meditation) to reduce stress. (S3.H14.L1) Category: Stress Management
Level 2
- Investigates the relationship among physical activity, nutrition, and body composition. (S3.H1.L2)
- Analyzes and applies technology and social media as tools to support a healthy, active lifestyle. (S3.H1.L2)
- Applies rates of perceived exertion and pacing. (S3.H3.L2)
- Analyzes the impact of life choices, economics, motivation, and accessibility on exercise adherence and participation in physical activity in college or career settings. (S3.H5.L2)
- Creates a plan, trains for, and participate in a community event with a focus on physical activity. (e.g., 5K, triathlon, tournament, dance performance, cycling event). (S3.H6.L2)
- Designs and implements a strength and conditioning program that develops balance in opposing muscle groups (agonist / antagonist) and supports a healthy, active, lifestyle. (S3.H7.L2)
- Identifies the different energy systems used in a selected physical activity (e.g., ATP-PC, anaerobic /glycolysis, aerobic). (S3.H8.L2)
- Identifies the structure of skeletal muscle and fiber types as they relate to muscle development. (S3.H9.L2)
- Adjusts pacing to keep heart rate in the target zone, using available technology (e.g., pedometer, heart rate monitor), to self-monitor aerobic intensity. (S3.H10.L2)
- Develops and maintains a fitness portfolio (e.g., assessment scores, goals for improvement, plan of activities for improvement, log of activities being done to reach goals, timeline for improvement. (S3.H11.L2)
- Analyzes the components of skill-related fitness in relation to life and career goals, and designs an appropriate fitness program for those goals. (S2.H12.L2)
- Creates a snack plan for before, during, and after exercise that addresses nutrition needs for each phase. (S3.H13.L2)
- Applies stress-management strategies (e.g., mental imagery, relaxation techniques, deep breathing, aerobic exercise, meditation) to reduce stress. (S3.H14.L2)
STANDARD 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others.
Level 1
- Employs effective self-management skills to analyze barriers and modify physical activity patterns appropriately, as needed. (S4.H1.L1) Category: Personal Responsibility
- Exhibits proper etiquette, respect for others, and teamwork while engaging in physical activity and/or social dance. (S4.H2.L1) Category: Rules and Etiquette
- Uses communication skills and strategies that promote team/group dynamics. (S4.H3.L1) Category: Working with Others
- Solves problems and thinks critically in physical activity and/or dance settings, both as individual and in groups. (S4.H4.L1) Category Working with Others
- Applies best practices for participating safely in physical activity, exercise and dance (e.g., injury prevention, proper alignment, hydration, use of equipment, implementation of rules, sun protection). (S4.H5.L1) Category: Safety
Level 2
- Accepts differences between personal characteristics and the idealized body images and elite performance levels portrayed in various media. (S4.H1.L2) Category: Personal Responsibility
- Examines moral and ethical conduct in specific competitive situations (e.g., intentional fouls, performance-enhancing substances, gambling, current events in sport). (S4.H2.L2) Rules and Etiquette
- Assumes a leadership role (e.g., task or group leader, referee, coach) in a physical activity setting. (S4.H3.L2) Category: Working with Others
- Accepts others’ ideas, cultural diversity, and body types by engaging in cooperative and collaborative movement projects. (S4.H4.L2) Category: Working with Others
STANDARD 5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
Level 1
- Analyzes the health benefits of a self-selected physical activity. (S5.H1.L1) Category: Health
- Callenge is a focus two level. Category: Challenge (see below) S5.H2.L2)
- Selects and participates in physical activities or dance that meet the need for self-expression and enjoyment. (S5.H3.L1) Category: Self-expression and enjoyment
- Identifies the opportunity for social support in a self-selected physical activity or dance (S5.H4.L1) Category: Social Interaction
Level 2
- Analyzes the health benefits of a self-selected physical activity. (S5.H1.L1&L2) If not met in Level 1 then should be a focus in Level 2. Category: Health
- Chooses an appropriate level of challenge to experience success and desires to participate in a self-selected physical activity. (S5.H2.L2) Category: Challenge
- Identifies the uniqueness of creative dance as a means of self-expression. (S5.H3.L2) Category: Self-expression and Enjoyment
- Evaluates the opportunity for social interaction and social support in a self-selected physical activity or dance. (S5.H4.L2). Category: Social Interaction