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Learning Standards Physical Education at Three Levels

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.

• Physical Education
• Elementary
• Intermediate
• Commencement

Standard 2: A Safe and Healthy Environment
Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.

• Physical Education
• Elementary
• Intermediate
• Commencement

Standard 3: Resource Management
Students will understand and be able to manage their personal and community resources.

• Physical Education
• Elementary
• Intermediate

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

Elementary Physical Education

1.  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. Students will design personal fitness programs to improve cardio respiratory endurance, flexibility, muscular strength, endurance, and body composition.

Students:

• 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.

This is evident, for example, when students:
- demonstrate basic motor skills (run, climb, hop), manipulative skills (throw, catch, strike), and non-locomotor skills (balance, weight transfer) using mature motor patterns while engaged in a variety of activities
- apply the concepts and principles of human movement to the development of new skills (e.g., catching objects while moving, throwing objects using opposition)
- adjust performance of skill as a result of monitoring or assessing previous performance (e.g., moves closer to target or throws at altered angle of release following toss that falls short)
- do additional push-ups each day to improve upper body strength, additional stretches to improve flexibility, and additional running to develop cardio respiratory fitness
- engage in physical activity and frequent monitoring of pulse rate to reach and maintain a target heart rate for an appropriate amount of time
- perform appropriate warm-up and cool-down exercises before and after vigorous activity to avoid muscle injury
- set a personal physical activity goal and track progress toward its achievement.

Intermediate Physical Education

1. 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. Students will design personal fitness programs to improve cardio respiratory endurance, flexibility, muscular strength, endurance, and body composition.

Students:

• 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.

This is evident, for example, when students:
- throw objects for accuracy and distance to moving targets, or use a variety of strategies to gain offensive or defensive advantage in a game
- perform motor/movement skills in a variety of structured games and sport activities requiring the integration of skills (e.g., hand or foot dribble while preventing opponent from taking ball)
- self-analyze a skill or strategy in order to improve performance, e.g., adjusting throw using principles of rotation and force application
- select a variety of appropriate activities to improve one or more components of health-related fitness based on a fitness assessment
- monitor heart rate as a means for determining intensity and duration of activity
- demonstrate correct form in various physical activities to prevent injury (e.g., weight training, lifting, and climbing)
- analyze a partner’s performance in a movement task

Commencement Physical Education

1. 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. Students will design personal fitness programs to improve cardio respiratory endurance, flexibility, muscular strength, endurance, and body composition.

Students:

• 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.

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

Elementary Physical Education

1. 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. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants.

Students:

• 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.

This is evident, for example, when students:
- handle equipment safely
- wear proper attire and protective gear as necessary
- demonstrate appropriate skill in fundamental movement tasks (e.g., lifting, carrying, climbing)
- properly use facilities with attention to safety hazards
- create a dance with a partner that combines movement to music from a specific culture
- modify a game so that individuals with less ability may participate more
- demonstrate self-control and the ability to cope with success and failure
- take turns in playing various roles in games
- follow directions to perform safely and correctly
- accept teammates regardless of ability and treat opponents with respect and courtesy
- know and demonstrate practices necessary to insure safe conditions for physical activity
- demonstrate responsible personal and social behavior while engaged in physical activities.

Intermediate Physical Education

1. 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. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants.

Students:

• understand the risks of injury if physical activity is performed 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.

This is evident, for example, when students:
- describe risks and preventive measures associated with being physically active in the extreme heat or cold
- analyze facilities and equipment in the gymnasium and fields for possible safety hazards and demonstrate proper use and care of equipment
- identify and take precautions to avoid hazards associated with outdoor activities (e.g., proper clothing and equipment for hiking, cycling, cross country skiing)
- in group challenge activities, take various roles in turn (sometimes leading the team and sometimes supporting the team) in order to accomplish group goals
- demonstrate concern for the safety of all others, including opponents, when engaged in competitive activities
- demonstrate appropriate player and spectator behavior
- show respect to all players regardless of ability, acknowledging the accomplishments of the other players
- adhere to the rules and conventions of an activity in order to participate in a worthwhile competitive experience.

Commencement Physical Education

1. 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. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants.

Students:

• 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 healthcare 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.

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

Elementary Physical Education

1. Students will be aware of and able to access opportunities available to them within their community to engage in physical activity. They will be informed consumers and be able to evaluate facilities and programs. Students will also be aware of some career options in the field of physical fitness and sports.

Students:

• 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.

This is evident, for example, when students:
- identify community facilities for recreational activities, such as parks, swimming pools, and skating rinks
- identify community programs, such as YMCA/YWCA, Boys/Girls Clubs, Sport Camps, Youth Sports Leagues
- describe how the family influences one’s physical activity
- identify community agencies that advocate for physically active individuals, families, and communities.

Intermediate Physical Education

1. Students will be aware of and able to access opportunities available to them within their community to engage in physical activity. They will be informed consumers and be able to evaluate facilities and programs. Students will also be aware of some career options in the field of physical fitness and sports.

Students:

• 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.

This is evident, for example, when students:
- plan and participate in family and community activities
- describe the difference between good-quality equipment and inferior equipment
- participate in community-sponsored sports programs
- describe some career choices in fitness and sports fields, including the required academic training and job responsibilities.

Commencement Physical Education

1. Students will be aware of and able to access opportunities available to them within their community to engage in physical activity. They will be informed consumers and be able to evaluate facilities and programs. Students will also be aware of some career options in the field of physical fitness and sports.

Students:

• 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.

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