Standard 1: Personal Health and Fitness

Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

Key Idea: Students will:

• perform basic motor and manipulative skills. They will attain competency in a variety of physical activities and proficiency in a few select complex motor and sports activities.

• design personal fitness programs to improve cardiorespiratory endurance, flexibility, muscular strength, endurance, and body composition.

Elementary

• participate in physical activities (games, sports, exercises) that provide conditioning for each fitness area

• develop physical fitness skills through regular practice, effort, and perseverance

• demonstrate mastery of fundamental motor, non-locomotor, and manipulative skills, and understand fundamental principles of movement

• understand the effects of activity on the body, the risks associated with inactivity, and the basic components of health-related fitness (cardiovascular, muscle strength, muscle endurance, flexibility, and body composition

• demonstrate and assess their fitness by performing exercises or activities related to each health-related fitness component, and establish personal goals to improve their fitness

• understand the relationship between physical activity and individual well being

Middle School

• demonstrate competency in a variety of physical activities (games, sports, exercises) that provide conditioning for each fitness area

• know that motor skills progress in complexity and need to be used in the context of games and sports with additional environmental constraints

• combine and integrate fundamental skills and adjust technique based on feedback, including self-assessment

• understand the relationship between physical activity and the prevention of illness, disease, and premature death

• develop and implement a personal fitness plan based on self-assessment and goal setting, understand physiological changes that result from training, and understand the health benefits of regular participation in activity

• develop leadership, problem solving, cooperation, and team work by participating in group activities

High School

• demonstrate proficiency in selected complex physical activities (games, sports, exercises) that provide conditioning for each fitness area

• establish and maintain a high level of skilled performance, demonstrate mastery of fundamental movement forms and skills that can contribute to daily living tasks, and analyze skill activities

• make physical activity an important part of their life and recognize such consequent benefits as self-renewal, greater productivity as a worker, more energy for family activities, and reduction in health care costs

• use the basic principles of skill analysis to improve previously acquired skills and to continue to learn new skills and activities

• know the components of personal wellness (nutrition and weight control, disease prevention, stress management, safety, and physical fitness), establish a personal profile with fitness/wellness goals, and engage in appropriate activities to improve or sustain their fitness

• follow a program that relates to wellness, including weight control and stress management

• demonstrate competence in leading and participating in group activities

Standard 2: A Safe and Healthy Environment

Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.

Key Idea: Students will:

• demonstrate responsible personal and social behavior while engaged in physical activity. They will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression, and communication

• be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants

Elementary

• contribute to a safe and healthy environment by observing safe conditions for games, recreation, and outdoor activities

• come to know and practice appropriate participant and spectator behaviors to produce a safe and positive environment

• work constructively with others to accomplish a variety of goals and tasks

• know how injuries from physical activity can be prevented or treated

• demonstrate care, consideration, and respect of self and others during physical activity

Middle School

• understand the risks of injury if physical activity is per-formed incorrectly or performed in extreme environmental conditions, and recognize the importance of safe physical conditions (equipment, facilities) as well as the emotional conditions essential for safety

• develop skills of cooperation and collaboration, as well as fairness, sportsmanship, and respect for others

• work constructively with others to accomplish a goal in a group activity, demonstrating consideration for others involved

• understand the physical and environmental dangers associated with particular activities and demonstrate proper procedures for safe participation in games, sports, and recreational pursuits

• understand the role of physical activity, sport, and games as a balance between cooperative and competitive behaviors and as a possible arena in which to develop and sharpen leadership and problem solving skills, and understand the physical, emotional, and social benefits of participation in physical activities

High School

• know the potential safety hazards associated with a wide variety of games and activities and are able to prevent and respond to accidents

• demonstrate responsible personal and social behavior while engaged in physical activities

• accept physical activity as an important part of life. Self-renewal, productivity as a worker, energy for family activities, fitness, weight control, stress management, and reduction in health-care costs are understood as benefits of physical activity

• create a positive climate for group activities by assuming a variety of roles

• understand the physical, social, and emotional benefits of physical activity and can demonstrate leadership and problem solving through participation in organized games or activities

Standards 3: Resource Management

Students understand and be able to manage their personal and community resources

Key Idea: Students will:

• will be aware of and able to access opportunities available to them within their community to engage in physical activity

• be informed consumers and be able to evaluate facilities and programs

• be aware of some career options in the field of physical fitness and sports

Elementary

• know that resources available at home and in the community offer opportunities to participate in and enjoy a variety of physical activities in their leisure time

• become discriminating consumers of fitness information, health-related fitness activities in their communities, and fitness and sports equipment

• demonstrate the ability to apply the decision making process to physical activity

 Middle School

• should be informed consumers, aware of the alternatives available to them within their communities for physical activity and should be able to evaluate facilities and programs available

• demonstrate the ability to locate physical activity information, products, and services

• know some career options in the field of physical fitness and sports

High School

• recognize their role as concerned and discriminating consumers of physical activities programs and understand the importance of physical activity as a resource for everyone regardless of age or ability

• recognize the benefits of engaging in appropriate physical activities with others, including both older and younger members of the community

• identify a variety of career opportunities associated with sports and fitness and understand the qualifications, educational requirements, and job responsibilities of those careers